The psychology of learning and memory - BMETE47MN23

The aim of the course is to acquaint students with the most important concepts, theories, models, and current results of memory research.

1. The student knows and adequately uses the most important concepts used in memory research, knows the most important models and theories of the topic.

1. Can understand the most important explanatory theories and models of memory phenomena.
2. Ability to communicate in a professionally adequate manner, orally and in writing, about the most important, current results of memory research.

1. Open to expanding knowledge related to his/her field.
2. Open and motivated to apply the acquired knowledge.
3. Collaborates with the instructor and fellow students to expand knowledge.

1. Expect and utilize new knowledge.
2. Actively participates in the process of acquiring knowledge.
3. Solves tasks (individually and / or in groups) responsibly and independently.
4. Use a systems approach in your thinking.

Lectures, individual and / or small group assignments.

• Tulving, E., & Markowitsch, H. J. (1998). Episodic and declarative memory: Role of the hippocampus. Hippocampus, 8, 198-204.
• Conway, M. A. (2005). Memory and the self. Journal of Memory and Language, 53, 594-628.
• Cabeza, R., & St. Jacques, P. (2007). Functional neuroimaging of autobiographical memory. Trend in Cog-nitive Sciences, 11, 219-227.
• Baddeley, A. (1997/2001). Az emberi emlékezet. Osiris Kiadó, Budapest. 19. fejezet.
• Baddeley, A., Eysenck, M. W., & Anderson, M. C. (2009/2010). Emlékezet. Akadémiai Kiadó, Budapest. 2. és 3. fejezet.
• Schacter, D. L., & Addis, D. R. (2007). The cognitive neuroscience of constructive memory: Remembering the past and imagining the future. Philosophical Transactions of The Royal Society B, 362, 773-786.
• Baddeley, A., Eysenck, M. W., & Anderson, M. C. (2009/2010). Emlékezet. Akadémiai Kiadó, Budapest. 15. fejezet.
• Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., & Howerter, A. (2000). The unity and diversity of executive functions and their contributions to complex
• Corkin, S. (2002) What’s new with the amnesic patient H.M.? Nature Reviews Neuroscience, 3, 153-160.
• Vargha-Khadem, F., Gadian, D. G., Watkins, K. E., Connelly, A., Van Paesschen, W., & Mishkin, M. (1997). Differential effects of early hippocampal pathology on episodic and semantic memory. Science, 277, 376-380.
• Sara, S. (2000). Retrieval and reconsolidation: Toward a neurobiology of remembering. Learning and Memory, 7, 73-84.
• Nader, K. (2003). Memory traces unbound. Trends in Neurosciences, 26, 65-72.
• Schmidt, C., Collette, F., Cajochen, C., & Peigneux, P. (2007). A time to think: Circadian rhythms in hu-man cognition. Cognitive Neuropsychology, 24, 755-789.
• Diekelmann, S., & Born, J. (2010). The memory function of sleep. Nature Reviews Neuroscience, 11, 664-670.
• Paller, K., & Voss, J. L. (2004). Memory reactivation and consolidation during sleep, 11, 664-670.
• Lupien, S. J., Maheu, F., Tu, M., Fiocco, A., & Schramek, T. E. (2007). The effect of stress and stress hor-mones on human cognition: Implications for the field of brain and cognition. Brain and Cognition, 65, 209-237.
• Wolf, O. T. (2009). Stress and memory in humans: Twelve years of progress? Brain Research, 1293, 142-154.
• Roediger, H. L., & Butler, A. C. (2011). The critical role of retrieval practice in long-term retention. Trends in Cognitive Sciences, 15, 20-27.
• Roediger, H. L., & Karpicke, J. D. (2006). The power of testing memory: Basic research and implications for educational practice. Perspectives on Psychological Science, 1, 181-210.II.

The assessment of the learning outcomes set out in point 2.2 is based on the exam and individual or small group project tasks.

Oral / written exam: On the acquisition of students' theoretical knowledge

• project work: 40%

• Exam: 60%

We use the regulations in accordance with the TVSZ. The exam can be replaced during the exam period.

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To achieve the learning outcomes set out in section 2.2, the course consists of the following thematic blocks. In the descriptions of the courses announced in each semester, these topics are scheduled according to the calendar and other features.

The subject data sheet I. and II. beyond Part III. shall be approved by the head of the Department of Cognitive Science indicated in point 1.8 in consultation with the specialist (s) of the relevant field (s).