PSY4110 - Learning and Memory

3 Credit Hours

Course Description:

"Theories of learning and memory from traditional animal research findings, human research, and more recent trends examining the neural basis of learning and memory will be examined to understand changes in behavior, including the acquisition and retention of knowledge."

Course Design

This course is a senior level psychology course that is also open to students on the distribution list for general education credit. Consequently, there is commonly a mix of students with significant background in the subject matter and others with just a basic exposure to psychology and biology. To try to meet the needs of all students, we will start with a quick review of some preparatory material and then move into the topics of the course, per se.
After our preliminary review, we will read, reflect, and discuss Howard Eichenbaum's book, The Cognitive Neuroscience of Memory. Following that, we will will read, reflect, and discuss Joseph LeDoux's Synaptic Self: How Our Brains Become Who We Are.

Most sessions will involve discussion of the readings with emphasis on how each section contributes to our broader understanding and the practical salience of the material under review.

Key Learning Outcomes:

Students will be able to create and sustain environments that encourage the mastery and retention of a desired body of knowledge in business and educational settings.
Students will be able to create and sustain environments that encourage the mastery and retention of a desired body of knowledge in business and educational settings.

Instructional Methods:

Preparatory reading/viewing - Every day that the class meets, students will be required to submit a written reflection based up the assigned readings and/or viewing of video segments. The reflections should be concise (5-7 paragraphs) and should highlight and discuss salient issues in the readings and video segments. I strongly encourage you to offer your own assessment of the ideas being presented. Point out things of interest, things you disagree with and/or things you find useful.
In class discussions of readings, videos, case studies, demonstrations, mini-lectures, etc.
Students will be asked to prepare and deliver a 10-15 minute review of an assigned course reading/video for one of the class periods by leading a class discussion or making a presentation related to that reading/video. The goal of this assignment is to provide you with the opportunity to learn by teaching.
This course will be taught using a variety of active learning techniques.

Mandatory texts:

Cognitive Neuroscience of Memory: An Introduction, by Howard Eichenbaum, ISBN 0-19-514175-X

Synaptic Self: How Our Brains Become Who We Are, by Joseph LeDoux, ISBN 0-14-200178-3

Course Requirements:

Regular class attendance (absences beyond 10% of class meetings will result in automatic lowering of course grade). Missing class on a day that you are scheduled to make a presentation (without prior arrangement) will result in lowering of the final course grade.
Class time is precious time. Class starts promptly at five minutes past the hour. Two late arrivals will be counted as one absence.
Timely submission of 5-7 paragraph reflections on preparatory readings, handouts, or provided video materials. Reflections must be submitted no later than two hours prior to the beginning of class on the day that they are due. Please submit reflections by including them in an email text (no attachments please) and send them to teach@mtu.edu. No late submissions of these reflections will be accepted.
Active participation in classroom discussions and exercises
I expect you to take notes in class during our discussions. After each class, I expect you to record ideas that you found useful or helpful in understanding how and why people learn. You will date these materials and bring this collection with you to the final session.
Submission of a 7-10 page paper entitled "What We Know About Learning and Memory and How our Present Understandings Can Impact Our Lives" based upon material covered in the course.

Grade Determination

15% - Attendance at >90% of class meetings
15% - Class participation
30% - Submission of reflection papers of adequate quality
10% - Submission of complete set of course notes/session summaries
30% - Quality of Final Paper
During finals week, you will come to my office to discuss your final grade. Any missing work will result in course failure.
If any of the materials you provide prior to this final meeting session indicate incomplete, incorrect, or demonstrates ambiguous levels of understanding, I reserve the right to examine you orally to clarify your level of understanding.

Office Hours:

I am available from 8:00 a.m. - 5:00 p.m. - Monday thru Friday BY APPOINTMENT. As my administrative duties often require that I am out of my office or engaged in other meetings, PLEASE CALL AHEAD (487-2046) so that I can reserve sufficient time for you. You may also reach me via e-mail (wkennedy@mtu.edu) and expect a reply within one business day. Finally, I will make every attempt to arrive outside the classroom 10 minutes early each class day and I will be happy to discuss any questions or concerns that you have after class. If you have concerns or questions, don't hesitate to ask. The only dumb question is one that goes unasked.

In accordance with University policy and the Americans with Disabilities Act (ADA) academic accommodations may be made for any student who notifies the instructor of the need for an accommodation. It is imperative that you take the initiative to bring such needs to the instructor's attendtion, as he/she is not legally permitted to inquire about such particular needs of students. Students who may require special assistance in emergency evacuations (fire, tornado, etc.) should contact the insructor as to the most appropriate procedures to follow in such an emergency. Contact the Office of Affirmative Programs if you have questions about issue related to the ADA at 487-3310.

In keeping with its responsibilities as an educational institution, Michigan Technological University is committed to a policy of affording equal opportunity to all of its employees, students, applicants for employment and applicants for admission without regard to race, religion, color, national origin, age, sex, sexual orientation, height, weight, or marital status. The University is also committed to a policy of educating and employing handicapped individuals and veterans without discrimination. These policies are to be implemented with due regard for the relative qualifications of all involved.