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Dades generals

 

Nom de l'assignatura: Avenšos en Processos de Llenguatge i Mem˛ria

Codi de l'assignatura: 568395

Curs acadŔmic: 2015-2016

Coordinaciˇ: Lluis Fuentemilla Garriga

Departament: Departament de Psicologia BÓsica

crŔdits: 2,5

Programa ˙nic: S

 

 

Hores estimades de dedicaciˇ

Hores totals 62.5

 

Activitats presencials

21

 

-  Teoria

 

21

Treball tutelat/dirigit

20

Aprenentatge aut˛nom

21.5

 

 

CompetŔncies que es desenvolupen

 

To have and comprehend knowledge which gives a founding or opportunity to be original in the development and/or application of ideas, in research contexts.

 

To have the capacity to apply the acquired knowledge and problem solving skills in new or not well known environments in wider or multidisciplinary contexts related to their area of study.

 

To be able to communicate the conclusions, knowledge and ultimate reasons that support them to specialized and non-specialized public in a clear and unambiguous way.

 

To speak well in public.

 

To comprehend that psychological explanations can differ with different populations and contexts. To recognize and respect human diversity.

 

To show abilities in the critical evaluation of a scientific research in behaviour and cognition.

 

To show abilities in the writing of research papers and books, in different formats, particularly in the American Psychological Association, in the different areas related to the research in behaviour and cognition, including the knowledge of the steps required to their publication.

 

 

 

 

Objectius d'aprenentatge

 

Referits a coneixements

  • To obtain an overview of the main lines of research in the field of language and memory
  • To identify the current conceptual problems in each of these research areas
  • To be able to integrate research information from distinct investigations as well as being critic at conceptual and methodological level
  • To develop an active perspective around the topics and questions formulated within the language and memory research areas

 

 

Blocs temÓtics

 

1. ENCODING

*  

  1. Conditioning
  2. Implicit and explicit learning and memory systems 
  3. Atention and executive functions during encoding 
  4. Emotional learning 
  5. Word versus rule language learning 
  6. Working Memory and Language 

 

2. STORING AND CONSOLIDATION

*  

  1. Sleep and memory consolidation
  2. Integration and updating existing memory information
  3. Reconsolidation of fearful memories
  4. Language consolidation

3. RETRIEVAL

*  

  1. Retrieving language
  2. From phenomenological experience to neural reactivation

 

 

Metodologia i activitats formatives

 


The lectures take place once a week. Each lecture will be divided in two well defined activities. The first half of the session will be taken by the professor which will provide an overview as well as the current status of each research topic. During the second part, the professor will bring few problems that research is facing around the topic of the lecture and students will have to develop and discuss possible solutions of each of them.
Additionally, there will be two sessions that are preceded by the possibility that students visit a cognitive neuroscience lab. During the visit, they are provided by an overview of some of the most popular neurophysiologic techniques implemented in a lab. 

 

 

Avaluaciˇ acreditativa dels aprenentatges

 

It is required the attendance of the 5 lectures.

Students are required to respond to series of open questions that are provided after the 5 lecture sessions. 

 

Avaluaciˇ ˙nica

Students are required to respond to series of open questions that are provided after the 5 lecture sessions. 

 

 

Fonts d'informaciˇ bÓsica

Consulteu la disponibilitat a CERCABIB

Llibre

D. Schacter. The Seven Sins of Memory, Houghton Mifflin, 2001. 

  Enlla├ž

E. Tulving and F. I. M. Craik (eds). The Oxford handbook of memory. Oxford University Press, 1990. 

  Enlla├ž

H. Eichembaum. Learning and Memory. W. W. Norton & Company, 2008.

  Enlla├ž

Andersen, R Morris, D Amaral, T Bliss and J O’Keefe (eds.). The hippocampus book. Oxford Neuroscience Series, 2006

  Enlla├ž

B Stemmer & HA Whitaker. Handbook of the Neuroscience of Language. Academic Press, 2008  Enlla├ž

S Pinker. Words and Rules: The Ingredients of Language. Perennial edition, 2002  Enlla├ž

Article

Squire LR (2004). Memory systems of the brain: a brief history and current perspective. Neurobiol Learn Mem 82:171-7.

  Enlla├ž

Ullman MT (2001). A neurocognitive perspective on language: the declarative/procedural model. Nat Rev Neurosci 2:717-26.

Bechara A, Tranel D, Damasio H, Adolphs R, Rockland C, Damasio AR (2005) .Double dissociation of conditioning and declarative knowledge relative to the amygdala and hippocampus in humans. Science 269:1115-8.

  Enlla├ž

Ediciˇ en paper.  Enlla├ž

Jacquemot C, Scott SK (2006). What is the relationship between phonological short-term memory and speech processing? Trends Cogn Sci 10:480-6

  Enlla├ž

Born J, Wilhelm I (2012). System consolidation of memory during sleep. Psychol Res 6:192-203.

  Enlla├ž


Ediciˇ en paper.  Enlla├ž

McKenzie S, Eichenbaum H (2011). Consolidation and reconsolidation: two lives of memories? Neuron 28:224-33.

 

  Enlla├ž

Voss JL, Paller KA (2009). An electrophysiological signature of unconscious recognition memory. Nat Neurosci 12:349-55.