Learning and Memory (251040)
Learning Outcomes
1. Develop a profound knowledge about classic and contemporary learning and memory theories.2. Develop the capacity to integrate learning and memory processes in it’s relation to human experience.
3. Understand the relationship between theoretical and practical approaches of learning and memory and their practical applicability in psychological intervention contexts.
4. Develop ability to analyze and to have a critical approach to the subjects about learning and memory.
Study Program
LEARNING1. The concept of learning
2. Theories of learning
2.1. Classical theories of learning:
2.1.1. Behavioral Theories
2.1.1.1. Classical conditioning and learning by association (Pavlov, Watson)
2.1.1.2. Respondent conditioning and emotional response
2.1.1.3. Operant conditioning, reinforcement and punishment (Thorndike, Skinner)
2.1.1.4. Classical conditioning and operant conditioning in a cognitive perspective
2.1.1.5. Limits to the behaviorist conceptions
2.1.2. Cognitive theories - Gestalt Theory
2.1.3. Social Theories - Social Learning of Bandura
2.2. Contemporary theories
2.2.1. Cognitivism.
2.2.1.1. Information Processing Paradigm (IPP)
2.2.2. From cognitivism to constructivism
2.2.2.1. Genetic Epistemology of Jean Piaget and Lev Vygotsky's dialectical constructivism of Bruner and Ausubel
2.2.2.2. Constructivism today-moderates and radicals
2.2.2.2.1. In Portugal: The example of Escola da Ponte
3. Learning, individual differences and educational process
3.1. Learning Styles
3.2. Approaches to learning
3.3. Motivation for learning
3.4. Learning strategies
4. Therapeutic applications of learning theories
4.1. Cognitive-Behavioral Therapy (Techniques for behavior modification and cognitions (cognitive distortions and cognitive restructuring))
4.2. Narrative therapies (constructivism and constructivism)
MEMORY
1. Introductionto the study of memory. Memory and learning as fundamental processes of human learning
2. The study of memory
2.1. ThePioneers -experimental studies of memory
2.2. Revolutions-behavioral, cognitive and biological
3. Memory as a process.
3.1. Encoding, storage and retrieval
4. Memory Models
4.1. Classic model -Model of Three Memory Systems
4.2. Model of working memory. Memory as organizer and active process
4.2.1. Coding and recoding
4.2.2. Summary of maintenance and elaborative recap
4.2.3. Theory of levels of processing
4.2.4. Organization and mnemonics
4.2.5. Efficiency of Recovery
4.3. Modelof the multiple memory systems
4.3.1. Non-declarative memory
4.3.1.1. Associative learning. Classical and operant conditioning
4.3.1.2. Non-associative learning. Habituation and sensitization
4.3.1.3. Priming and perceptive and emotional learning
4.3.1.4. Habits and perceptive and cognitive skills
4.3.2. DeclarativeMemory
4.3.2.1. Definition and factors that influence the coding
4.3.2.2. Storage and concept of engram
4.3.2.3. Recovery as a constructive process
4.3.2.4. Episodic and semantic memory
5. Forgetfulness
5.1. Adaptive Value of forgetfulness
5.2. Curve of forgetting and theories of forgetting-decay and interference
5.3. Forgetfulness versus inaccessibility of mnesic trace
6. Photographic memories
7. Imperfections of memory and controversies surrounding the reliability
8. Memory disorders
8.1. Benign senescent forgetfulness, amnesia, dementia
8.2. Neuropsychological assessment of dementia
8.3. Alzheimer's disease and main characteristics
9. Presentation of a Neuropsychological Group Rehabilitation Program
Bibliography
MAIN REFERENCES:Almeida, L. (2001). Cognição, aprendizagem e treino cognitivo. In B. Detry, & F. Simas (Eds.). Educação, cognição e desenvolvimento: textos de psicologia educacional para a formação de professores. Edinova.
Bidarra, M. G., & Festas, M. I. (2005). Construtivismo(s): implicações e interpretações educativas. Revista Portuguesa de Pedagogia, 39(2), 177-195. Recuperado em 2010, Fevereiro 15, de http://www.fpce.uc.pt/niips/i_pub/gra_pub/Bidarra2005_Construtivismo.pdf
Gleitman, H., Fridlund, A., & Reisenberg, D. (2007). Psicologia (7ª Ed.). Fundação Calouste Gulbenkian.
Lemos, M. S. (2005). Motivação e aprendizagem. In G. Miranda & S. Bahia (Coord.), Psicologia da educação – temas de desenvolvimento e aprendizagem. Relógio de Água Editores.
Marques, F. (2005). Memória e aprendizagem escolar. In G. Miranda & S. Bahia (Coord.), Psicologia da educação – temas de desenvolvimento e aprendizagem. Relógio de Água Editores.
Nunes, B. (2008). Memória: Funcionamento, Perturbações e Treino. Lidel.
Pinto, A. (2001). Memória, cognição e educação: implicações mútuas. In B. Detry & F.
Simas (Eds.), Educação, cognição e desenvolvimento: textos de psicologia educacional para a formação de professores. Edinova.
Squire, L., & Kandel, E. (2002). Memória – da mente às moléculas. Porto Editora.
Tavares, J. & Alarcão, I. (2002). Psicologia do desenvolvimento e da aprendizagem. Almedina.