PY3MMB: Memory, Mind and Brain

Module code: PY3MMB

Module provider: Psychology; School of Psych and Clin Lang Sci

Credits: 20

Level: Level 3 (Honours)

When you'll be taught: Semester 2

Module convenor: Professor Philip Beaman, email: c.p.beaman@reading.ac.uk

Module co-convenor: Dr Eva Feredoes, email: e.a.feredoes@reading.ac.uk

Pre-requisite module(s):

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: NA

Academic year: 2024/5

Available to visiting students: Yes

Talis reading list: Yes

Last updated: 23 May 2024

Overview

Module aims and purpose

Working memory is like a temporary sticky note in the brain. It’s a skill that lets us work with information without losing track of what we’re doing.  It helps the brain organize new information for long-term storage. When people have trouble with working memory, the brain may store information in a jumbled way. We find out how and why. 

Do we have a coherent idea of how working memory works?  In this module we will explore the way concepts of working memory have developed over time. Drawing from cognitive and neuroscientific theories and a range of contemporary methods, we will investigate working memory and attention, developmental aspects of working memory and its involvement in education and learning; special and verbal working memory, and the relationship between working memory, consciousness and intelligence.

Module learning outcomes

By the end of the module, it is expected that students will be able to: 

1. Accurately explain key theories and research underlying the cognitive neuroscience of working memory; 
2. Critically evaluate research and published scientific reports of research into this area; 
3. Relate psychological findings to biological and neuroscientific underpinnings and vice versa, apply and communicate their understanding of the controversies in the field to an academic audience. 

Module content

The key content covers the neuroscience and cognitive psychology of working memory. Individual sessions will also address the development of working memory  the relationship between working memory and intelligence and the historical development of the concept of working memory, beginning with William James’ (1890) distinction between “primary” and “secondary” memory (CHIP). We will also discuss the relationship between behavioural and neuroscientific testing and the extent to which they are complementary techniques. This module incorporates the Biological, Cognitive, Developmental, Individual Differences and Conceptual and Historical Issues core BPS areas. 

Through interactive lectures and seminars, students will explore the brain-based and hypothesised cognitive mechanisms underlying working memory. The topics covered will include a historical background to the psychology and neuroscience of attention and working memory, the latest theories and research in these areas, and how working memory relates to and interacts with other cognitive functions. 

Sample topics to be covered include:  

Working memory and attention, developmental aspects of working memory and how it is involved in education and learning, spatial and verbal working memory, working memory and consciousness, the frontal lobe account of working memory, working memory and intelligence (or, is IQ no more than working memory capacity?), what is the capacity of working memory and how do we know, differences between cognitive and neuroscientific theories of working memory.   

Structure

Teaching and learning methods

This module is taught via 10, two hour lectures.  Four of these lectures will be supplemented by a one hour seminar.  Seminars will include such in-person activities as: groupwork to brainstorm new ways of testing working memory, critically evaluative presentations on individual behavioural, neuropsychological and neuroscientific studies, analysis of everyday activities and of particular cognitive tasks (e.g., solving puzzles, planning and organization) to pinpoint the involvement of working memory according to competing theories. Both lectures and seminars will be supported by digital-learning including a curated on-line reading list, self-test questions and a discussion-board hosted on BB and a curated selection of relevant on-line resources such as YouTube videos, links to brain-atlases and examples of neuropsychological tests. 

Students are expected to come prepared to sessions, and to work independently in a self-directed manner. Students will gain experience from participating in evaluative discussions of research and theory in large and small groups in-person. 

Study hours

At least 24 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve an overall module mark of 40% to pass this module.

Summative assessment

Penalties for late submission of summative assessment

The Support Centres will apply the following penalties for work submitted late:

Assessments with numerical marks

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: https://www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmission.pdf

You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

Formative activities will prepare students well for summative assessment 

Reassessment

Additional costs