The general aim of the course is to provide an overview of the theories and experiments concerned memory and learning, focusing on the processes and factors that regulate and influence their functioning.

The specific aims of the course are the following:

- Know and understand the different types of memory and learning;

- Know and understand the relationship between memory and learning;

- Know and understand how memory and learning change and evolve over a lifetime;

- Know and understand how to improve memory and learning skills.

• Presentation of the course (lesson 1)
• What is memory: theoretical approaches (Lesson 2)
• Memory and brain (lesson 3)
• Types of memory:
  • short-term memory and long-term memory (Lesson 4)
  • working memory (lesson 5)
  • semantic and episodic memory (Lesson 6)
  • autobiographical memory (Lesson 7)
• Research on memory (lesson 8)
• Learning: theoretical approaches (lesson 9)
• Types of learning: classical and operant conditioning (lesson 10)
• Observational learning (lesson 11)
• Research on learning(lesson 12)
• Memory and learning over the lifetime:
  • Memory and learning during childhood (Lesson 13);
  • Memory and learning during adolescence (lesson 14);
  • Memory and learning during adulthood (Lesson 15);
  • Memory and aging (Lesson 16)
• How to improve our memory (lesson 17)
• Summary of the main topics and analysis of critical aspects (lesson 18)

Not planned

Knowledge and understanding

- Know and understand the methods, theories and main notions of the discipline;

- Know and understand the cognitive processes underlying memory and learning;

- Know and understand the differences between types of memory (short and long term, working memory, explicit and implicit memory, autobiographical memory) and learning (classical and operant conditioning, observational learning)

Applying knowledge and understanding

- Application of the knowledge and skills learned during the course to the pedagogical field

- Analysis some aspects of life in pedagogical key, regard difficulties of memory and learning

- Demonstrate the ability to imagine pedagogical projects on the learning and memory issues discussed

Making judgements

- Critically evaluate the topics discussed through the bibliographic material, linking and interpreting the various theoretical perspectives and their practical applications

- Analysis the main notions of the concepts of memory and learning, how they influence cognitive processes and interpersonal relationships in pedagogical key

- Understand problematic situations related to learning and memory by formulating hypotheses of pedagogical intervention, enhancing the reflective competence of the pedagogist and trainer.

Communication skills

- Clearly express the contents learned during the course

- Knowing how to use a clear and adequate scientific-specific language

- Knowing how to use an adequate language in reference to the contexts of the pedagogical services and the professional figures of reference

 Learning skills

- At the end of the course the student will show the ability to learn and memorize new concepts and use them transversally in the pedagogical field.

- Identify appropriate strategies and solutions in reference to the different problems relating to learning and memory

- Studying independently texts and bibliographic material provided 

The teaching material prepared by the lecturer in addition to recommended textbooks (such as for instance slides, lecture notes, exercises, bibliography) and communications from the lecturer specific to the course can be found inside the Moodle platform › blended.uniurb.it

Teaching

The course is spread over two days per week.

The lessons, depending on the topics covered, can be frontal and dialogued, in order to encourage the involvement of students through group and / or individual work.

Attendance

Not required

Course books

Of «Baddeley A., Eysenck W. M., Anderson C. M. (seconda edizione) (2020), La memoria, il Mulino» the following chapters:

1. Che cos’è la memoria pp. 11-28

2. La memoria e il cervello pp. 29-43

3. La memoria a breve termine pp. 45- 72

4. La memoria di lavoro pp 73-111

5. L’apprendimento pp 113- 166

6. La memoria episodica: organizzare e ricordare pp 167-212

7. La memoria semantica e l’immagazzinamento della conoscenza pp 213-243

11. La memoria autobiografica pp 365-406

13. La memoria prospettica pp 441- 4643

14. La memoria nell’arco di vita pp 465-490

15. Memoria e invecchiamento pp 491-520

17. Come migliorare la nostra memoria pp 555-584

Assessment

The expected objectives are verified through a written procedure, partly articulated with multiple choice questions and partly with open questions.
The assessment criteria are the following:
- relevance and effectiveness of the answers in relation to the programme content
- degree of articulation of the answer
- Property of the disciplinary language used
- The ability to critically discuss the topics covered is also an important requirement. 

The final evaluation is expressed out of thirty.

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.

Teaching

The course is spread over two days per week.

The lessons, depending on the topics covered, can be frontal and dialogued, in order to encourage the involvement of students through group and / or individual work.

Attendance

Not required

Course books

Of «Baddeley A., Eysenck W. M., Anderson C. M. (seconda edizione) (2020), La memoria, il Mulino» the following chapters:

1. Che cos’è la memoria pp. 11-28

2. La memoria e il cervello pp. 29-43

3. La memoria a breve termine pp. 45- 72

4. La memoria di lavoro pp 73-111

5. L’apprendimento pp 113- 166

6. La memoria episodica: organizzare e ricordare pp 167-212

7. La memoria semantica e l’immagazzinamento della conoscenza pp 213-243

11. La memoria autobiografica pp 365-406

13. La memoria prospettica pp 441- 4643

14. La memoria nell’arco di vita pp 465-490

15. Memoria e invecchiamento pp 491-520

17. Come migliorare la nostra memoria pp 555-584

Assessment

The expected objectives are verified through a written procedure, partly articulated with multiple choice questions and partly with open questions.
The assessment criteria are the following:
- relevance and effectiveness of the answers in relation to the programme content
- degree of articulation of the answer
- Property of the disciplinary language used
- The ability to critically discuss the topics covered is also an important requirement. 

The final evaluation is expressed out of thirty.

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.