Exploring Memory: A Convergence of Theories, Approaches, and Perspectives in Psychology
Course content
What is memory, and how is it perceived through different lenses of psychology? This course begins by exploring the ontological foundations and theoretical frameworks that define memory as a psychological phenomenon. We will examine how memory has been conceptualized and studied throughout history, providing the foundation for the following lectures. As the course progresses, we will investigate how different psychological approaches shape our understanding of memory, altering its meaning through various epistemological perspectives. We will explore memory both within specific psychological fields and from a metatheoretical standpoint, analyzing how diverse perspectives contribute to a broader understanding of this complex concept.
Each class consists of two parts. First there is a lecture on memory from a specific approach. This is then followed by group discussions dissecting and exploring the theoretical underpinning informing the approach along with the epistemological viewpoint shaping it. The goal is to understand how a psychological phenomenon, such as memory, takes on different forms and interpretations depending on the perspective of the observer. This helps us appreciate how psychology as a field is like a buffet – offering a variety of approaches, each bringing its own dish to the table. These diverse perspectives inform, complement, and sometimes challenge each other, ultimately contributing to a more complete and nuanced understanding of the psychological phenomenon of memory.
Course readings will include a primary textbook, supplemented by additional papers and chapters selected by each lecturer to align with their teaching focus. The course structure includes group work, debates, and group presentations. To pass the course, students must actively engage in weekly discussions and present an assigned text from the course material. Upon meeting these requirements, students will be eligible to sit for the exam.
The final assessment consists of a state-of-the-art paper on a self-chosen topic related to themes of the course (subject to approval by course coordinators). Weekly readings, presentations, discussions, and debates will serve as preparation for writing these opinion pieces.
Knowledge. By the end of this course, students will:
- Possess research-based knowledge of theoretical frameworks and methodological approaches to the study of memory within psychology.
- Be able to identify and critically assess the ontological and epistemological assumptions underlying different psychological theories of memory.
- Recognize how memory as a psychological construct is influenced by disciplinary, historical, and cultural contexts.
- Develop insight into how interdisciplinary and metatheoretical perspectives contribute to a broader, more nuanced understanding of memory.
Skills. Throughout the course, you will develop valuable, transferable skills, including:
- The ability to analyze and compare different psychological theories on memory
- Effective presentation skills
- Engaging in meaningful discussions and debates, articulating well-founded arguments
- A balanced approach to dialogue, combining assertiveness with active listening
- The ability to construct well-reasoned, evidence-based arguments on memory-related topics
- The capacity to write clear, concise, and persuasive opinion pieces on memory as a psychological concept
Competences. Through active engagement in lectures, discussions, and group work, students will be able to:
- Compare and critically evaluate psychological approaches to memory, identifying their strengths, limitations, and philosophical underpinnings.
- Relate theoretical perspectives on memory to real-world examples, contemporary issues, and their own academic interests.
- Engage in thoughtful, evidence-based discussion and debate, demonstrating sensitivity to diverse viewpoints and theoretical pluralism.
- Present and explain complex psychological concepts related to memory clearly and confidently in both oral and written formats.
- Collaborate with peers in group projects, presentations, and discussions to co-construct knowledge and deepen understanding.
- Reflect on their own assumptions and intellectual positions regarding memory and psychological theory more broadly.
- Synthesize insights from various psychological perspectives into coherent, persuasive arguments in an essay on a topic within the field of memory.
This course is designed to deepen our understanding of memory by
engaging in its theoretical and philosophical foundations across
various psychological perspectives. We will critically examine how
memory is conceptualized, analyzed, and applied in different
contexts, allowing us to form a well-rounded and informed
perspective on the subject.
Active participation is essential in this course, as much of the
learning will happen through discussions with fellow students –
exchanges that may challenge assumptions, broaden perspectives, and
deepen engagement with the material. Students are expected to make
meaningful contributions by connecting their points to previous
discussions, introducing new insights, and supporting their
arguments with logical reasoning and evidence. The course will be
conducted in English.
Each session consists of a 3 hour class, beginning with an academic
talk (45 minutes) given by a researcher from the Department of
Psychology. This presentation introduces a specific psychological
approach to memory and sets the stage for the session. It is
followed by two 45-minute segments of guided class discussion,
where students critically engage with the material through
dialogue, reflection, and collaborative analysis. The course is
centered around active participation and dialogical
learning.
Wagoner, B. (Ed.). (2018). Handbook of Culture and Memory. Oxford University Press
- Part I – 63 NS
- Chap. 4 – 32 NS
- Chap. 7 – 23 NS
- Chap. 8 – 24 NS
- Chap. 10 – 20 NS
- Part IV – 66 NS
Subtotal: 63 + 32 + 23 + 24 + 20 + 66 = 228 NS
Additional literature:
- Fuchs, T. (2012). The phenomenology of body memory. In Body memory, metaphor and movement (pp. 9–22). John Benjamins – 20 NS
- Sridhar, S., Khamaj, A., & Asthana, M. K. (2023). Cognitive neuroscience perspective on memory. Frontiers in Human Neuroscience, 17 – 20 NS
- Anderson, M. C., & Green, C. (2001). Suppressing unwanted memories by executive control. Nature, 410 – 14 NS
- Nørby, S. (2015). Why Forget? On the Adaptive Value of Memory Loss. Perspectives on Psychological Science, 10(5) – 28 NS
- Behm, L., Turk-Browne, N. B., & Kibbe, M. M. (2025). The ubiquity of episodic-like memory during infancy. Trends in Cognitive Sciences – 28 NS
- Wang, X. (2021). Memory and imagination in learning. In The Oxford Handbook of Culture and Memory – 40 NS
- Ouyang, Y. (2022). Memorisation is not rote learning. British Journal of Educational Studies, 70(4) – 25 NS
- Freud, S. (1899). Screen memories. In Standard Edition, Vol. 3 – 22 NS
- Freud, S. (1914). Remembering, repeating and working-through. In Standard Edition, Vol. 12 – 12 NS
- Freud, S. (1915). Repression. In Standard Edition, Vol. 14 – 18 NS
- Vermetten, E., & Bremner, J. D. (2000). Dissociative amnesia. In Memory Disorders in Psychiatric Practice – 42 NS
- Brescó, I. & Wagoner, B. (in press). Monuments to memory. In International Handbook of Cultural Political Psychology – 18 NS
- Wagoner, B. & Herbig, L. (in press). Thinking through historical analogies. Integrative Psychological and Behavioral Science – 18 NS
To fully benefit from the course, students are expected to have
a basic understanding of theory of science, equivalent to a course
at BA level.
Exchange students:Requires at least the equivalent of 60 ECTS
credits in psychology.
- ECTS
- 7,5 ECTS
- Type of assessment
-
Written assignment
- Type of assessment details
- The final assessment consists of a written opinion piece
(state-of-the-art essay). Students will write either an essay on a
self-chosen topic related to the course themes (subject to approval
by course coordinators), or an essay chosen from three pre-defined
topics provided by the course coordinators.
The total length of the exam is 8 standard pages per student, in line with BA exam regulations. In group submissions, the length requirement increases proportionally (e.g., 12 pages for 2 students, 14 pages for 3 students). Course readings, presentations, and discussions will serve as preparation for the essay. Topics must be selected and approved before the final class. - Examination prerequisites
-
REQUIREMENTS FOR PARTICIPATION IN THE EXAMINATION: It is a prerequisite for participation in the exam for all electives/immersion subjects that the student has been approved for at least 75% attendance, but the teaching is based on full participation.
To pass the course, students must actively engage in weekly discussions and give a presentation of an assigned text from the mandatory course material.
- Aid
- All aids allowed
- Marking scale
- 7-point grading scale
- Censorship form
- No external censorship
- Exam period
-
Eksamensdatoen kan ses i eksamensplanen, som ligger her: Eksamensplaner – Københavns Universitet
- Re-exam
-
Eksamensdatoen kan ses i eksamensplanen, som ligger her: Eksamensplaner – Københavns Universitet
Criteria for exam assessment
See Learning Outcome
- Category
- Hours
- Class Instruction
- 30
- Preparation
- 120
- Exam
- 56
- English
- 206
Kursusinformation
- Language
- English
- Course number
- APSB21773U
- ECTS
- 7,5 ECTS
- Programme level
- Bachelor
Full Degree Master
- Duration
-
1 semester
- Placement
- Spring
- Schedulegroup
-
C
- Capacity
- 15 BA and 15 MA students
- Studyboard
- Department of Psychology, Study Council
Contracting department
- Department of Psychology
Contracting faculty
- Faculty of Social Sciences
Course Coordinators
- Brady Wagoner (7-7d676d75746b784676797f34717b346a71)
- Julie Ertman Nørkær Lundsgaard (3-6c676e4272757b306d7730666d)
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