Memory

1
Memory

• Lorna Bourke
• Simon Davies
• Jane McCagh
• Jennifer Wilson
• Michael Ziessler

2
Lorna Bourke
Email bourkel_at_hope.ac.uk Room GLB010 Tel No
0151 291 3077 Areas of Interest Working memory
and school-based education Reading and
dyslexia Vocabulary Acquisition
3
Simon Davies
Email daviess_at_hope.ac.uk Room GLA114 Tel No
0151 291 3049 Areas of Interest Visual
short-term memory Change-blindness
4
Jane McCagh
Email mccaghj_at_hope.ac.uk Room GLB 105 Tel No
0151 291 3108 Areas of Interest Clinical
Psychology Cognitive Neuropsychology Epilepsy and
social cognition
5
Jennifer Wilson
Email wilsonj1_at_hope.ac.uk Room GLA104 Tel No
0151 291 3026 Areas of Interest Prospective
Memory Cognitive Aging Abnormal Aging
6
Michael Ziessler
Email ziesslm_at_hope.ac.uk Room GLB008 Tel No
0151 291 3882 Areas of Interest Implicit
Learning Implicit Memory Mental Representations
7
Information about the course

• Module Aims
• Schedule of Sessions
• Assessment
• Reading Lists
• http//hopelive.hope.ac.uk/psychology

8
Prospective Memory Session II Group work

• In your groups, select ONE paper looking at
  different methodological approaches to
  Prospective memory.
• Each group should present a different paper.
• The papers can be found on the module webpage.
  There are 4 folders with at least two papers.
• The choices are
• Neuroscience methods
• Experimental methods
• Naturalistic methods
• Subjective (self-report) methods
• You may also select a paper of your own choice,
  but it must fall into one of the above
  categories, and must be approved by me first.
• In week 9 your group will present a summary
  critique of your paper to the class.
• There will be some opportunity to work on your
  paper in wk 8 after the lecture, although it is
  expected you will have done the reading and most
  of the preparation in week 7.

9
Memory Scenarios

• School Achievement
• Jessica is 10 years old. She is sitting in her
  classroom at school with a blank piece of paper
  in front of her. The teacher has explained to
  the class full of eager pupils that she would
  like them to write for the next hour on the topic
  My favourite day out.
• Think about the challenge ahead of Jessica in
  converting her thoughts to paper. Step-by-step
  plot out what she might have to do to achieve the
  task and score a good mark.
• Then think about what memory resources and/or
  part of memory might be required for each step.
• Think about children who might have problems with
  this task. How might problems with specific
  aspects of memory
• Abnormal Aging
• Arthur has Alzheimers Disease. He does not
  brush his teeth or comb his hair. His family are
  finding it increasingly difficult to cope with
  his aggressive behaviour. Arthur get really
  distressed when he cannot recall the names of his
  friends and family.
• What aspects of memory do you think might be
  deteriorating and so leading to the problems that
  Arthur is experiencing?
• What other problems might he develop as the
  disease progresses and how might this relate to
  his memory functioning?
• Crime
• Sharon was standing in the witness box in the
  courtroom. She was extremely anxious and shaking
  as she began to give her testimony. Sharon had
  been indecently assaulted by several men in
  succession and brutally raped by another of the
  gang. It happened as she walked through a park,
  one evening, as she was coming home from town.
  She was alone.
• As it was extremely dark and the gang members
  were all wearing similar clothing in some ways
  Sharons memory of the event and who did what was
  hazy.
• How might Sharon identify the individual
  assailants in such a situation? Please bear in
  mind that one of them committed a more serious
  offence.
• When cross-examined and asked why she was certain
  that she could identify one of the men as the
  rapist she suggested it was because she
  recognised his smell. How might we explain the
  reliability of this?
• Sport
• Jamie is a talented footballer. He practices his
  game obsessively. Jamie was always less able
  academically in a classroom situation and found
  that football offered him an opportunity to
  demonstrate how clever he was at something.
• Think about what is required in the game of
  football to achieve success. What aspects of
  memory might be implicated?
• Why might aspects of good memory functioning not
  be all pervasive and assist with academic skills?

10
Memory Taxonomy

• Working Memory
• Visual Memory
• Long-Term Memory
• Episodic and semantic
• Implicit memory and learning
• Amnesia
• Everyday Memory
• Autobiographical
• Eyewitness testimony
• Prospective memory

11
Developmental Psychology

• Age
• Children
• Adults
• Old Age
• Stages of development
• Qualitative and Quantitative differences
• Abnormal
• Stroke
• Traumatic Brain Injury
• Dementia

12
Applied PsychologyDivisions of the BPS

• Education and Child Psychology
• Individual differences in behavioural outcomes
• Typical/Atypical Development
• Special Education Needs
• Dyslexia, Dyspraxia and ADD
• Clinical Psychology
• Alzheimers Disease
• Brain Injury and Rehabilitation
• Depression
• Learning Disabilities
• Forensic Psychology
• Eyewitness Testimony
• Geographic Offender Profiling
• Lie Detection
• Learning Disabilities
• Executive functioning in offenders
• Sport and Exercise Psychology
• Visual Imagery
• Set pieces of play

13
Research
How might you go about designing a research
project in this area? Why is research
important? How does it inform applied
psychology? What would you be interested in
researching?