除了基因編碼，我們所知的每件事均源自及反映我們過去經驗的記憶。 記憶涉及人類認知能力甚為廣泛，從暫時記得一個電話號碼或鑰匙放置的地點，到語言的學習及推理思考的能力，無一不在。本講授及研討課程將經由應用最新的功能性神經造影來了解認知以及記憶的神經結構（例如功能性核磁共振、正子斷層掃描）。講授部份主要介紹認知記憶神經科學，而隨後的小組討論則探討於認知記憶理論範疇裡的神經造影文獻以及功能性神經解剖假說。本課程並沒有先修課程。

課程內容包含導論講授課堂，緊接著為學生報告/小組討論指定的文獻。授課內容將涵括記憶組織方面的認知及神經科學文獻，以及神經造影於記憶研究的應用；而討論及學生報告將著重在現今神經造影研究之應用。

H. Eichenbaum, and N.J. Cohen著，《從條件反射作用到有意識的回憶》，於2001年由紐約牛津大學出版社所出版。

• 課程參與佔30%。學生應該在上課前完成背景知識及造影資料的閱讀，並參與神經造影的文獻討論。
  
  
• 文獻簡報佔30%。每位學生於學期中必須報告最新的神經造影論文（20-30 分鐘）並且主持小組討論會。簡報內容包括: 動機、方法、結果、此論文之背後意涵，以提出與此及其相關的文章的討論。
  
  
• 研究計畫佔40%。這個計畫應該提出一項嶄新的神經造影研究，探討課程中任何有關記憶的面向（約10-15 頁），內容應包含背景、實驗設計、分析方法、預期結果、理論背後意涵 。繳交計劃書的截止日期為此課程的最後一個上課日，並且在最後一節課堂上簡報（約15分鐘）。

Other than that which is genetically coded, everything we know is derived from and reflects memory for our past experiences. Memory is intimately involved in most, if not all, levels of human cognition, from the ability to temporarily remember a phone number or where you placed your keys to the acquisition of language and the ability to reason. This lecture and seminar course will consider recent efforts to understand the cognitive and neural architectures of memory through application of functional neuroimaging methods (primarily fMRI and PET). Lectures will survey the literature on the cognitive neuroscience of memory. Subsequent group discussion will consider the neuroimaging literature within the context of cognitive theories of memory and functional neuroanatomic hypotheses. There are no prerequisites for this course.

Classes will consist of a survey lectures followed by student presentation/group discussion of assigned readings. Lectures will consider the cognitive and neuroscientific literatures on the organization of memory, and on the application of neuroimaging to the study of memory. Discussion and student presentations will focus on the implications of recent neuroimaging investigations.

H. Eichenbaum, and N.J. Cohen. From Conditioning to Conscious Recollection. New York: Oxford University Press, 2001.

• 30% for class participation. Both the Background and Imaging readings should be completed prior to class. Students should be prepared to contribute to the discussion of the neuroimaging articles.
  
  
• 30% for paper presentations. Each student will briefly (20-30 minutes) present recent neuroimaging papers and will lead group discussion at multiple points during the term. The objectives of the presentation are to consider the motivation, methods, results, and implications of the article, serving to initiate the day's discussion of this and the related assigned articles.
  
  
• 40% for an experimental research proposal. This proposal should advance a novel neuroimaging investigation aimed to address any aspect of memory considered during the course. The proposal (approx. 10-15 pages) should describe the background, experimental design, analysis approach, predicted results, and theoretical implications. Proposals will be due on the last day of class and will be briefly presented (~15 minutes) during the final class meeting.