PSYC207 Thinking (Cognition) Spring 2012 CRN: 10521

University of Vermont
Department of Psychology
PSYC207 Thinking (Cognition) CRN: 10521
Spring 2012
Mon & Wed 4:05 - 5:20 p.m.
Terrill 207
Judith A. Christensen, Ph.D.
Office:
Woodside Juvenile Rehabilitation Center
26 Woodside Drive East
Colchester, VT 05446
Contacts:
(Work)
655-4990
(FAX)
655-3095
(E-mail)
[email protected] (best choice)
[email protected]
Hours: After class by appointment or other times by appointment
Undergraduate Teaching Fellows: Kindley Fagan
[email protected]
Kevin Shames
[email protected]
Kelly Swartz
[email protected]
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READINGS:
BOOKS:
Goldstein, E.B. (2011). Cognitive psychology: Connecting mind, research, and everyday
experience (3rd ed.). Belmont, CA, Wadsworth, Cengage Learning.
VanHorn, D. (2008). Coglab online manual. Belmont, CA, Thomson Higher Education
STUDENT SELECTIONS:
* One (1) research article related to Cognition of your own choosing to use as a basis for one
(1) written critique.
* Six (6) or more research articles or books on a topic related to Cognition of your own
choosing to use as a basis for one (1) Literature Review Paper.
********************************************************
COURSE DESCRIPTION AND GOALS
This course will provide an introduction to “thinking” or cognition, sometimes called “higher mental
processes” in Cognitive Psychology. Most of this course will concentrate on higher cortical functioning and
the CogLab feature will provide an opportunity to directly experience some of the research methodology
that forms the basis for what we know and are learning about cognition. This area of research in psychology
is rapidly changing thanks to advances in neuroimaging techniques which will we will also explore. We
will examine the complex array of cognitive factors such as perception, memory, language, and thinking
through a review of the most recent research on this topic. This, along with your own process of “selfdiscovery,” may help you understand how cognition relates to your thinking, behavior and emotions
(although this is not a self-help course). Taken together, the text, class presentations and discussions, and
the research that you choose to incorporate into this course should provide you with an excellent foundation
on the subject of cognition as well as an appreciation for its complexity.
Course Goals:
1.
To develop an understanding and appreciation of the field of cognitive psychology, including
relevant research and theory, and knowledge of the complexity of cognitive processes;
2.
To gain an understanding of research methods in cognitive psychology, together with the ability to
summarize and critically evaluate the research in this area both in written and class presentation formats;
3.
To master writing a review of the literature on a topic of your choice, related to cognitive
psychology; this paper must demonstrate an understanding of the research, an ability to synthesize
information, and a mastery of APA writing style; and
4.
An ability to apply your knowledge to your own cognitive processes (for example, when you study
for exams and when you solve problems) through weekly labs and assignments and class discussions and to
professional areas such as education, communicative disorders, law, clinical psychology, and social
relationships.
Prerequisites and Course Expectations
Prerequisites for this course are PSYC001, PSYC104 (I am willing to waive this prerequisite) and
PSYC109. If you do not meet this requirement, you must see me immediately to discuss whether other
courses may be substitutes for this requirement.
The course requires a fairly sophisticated background in psychology. Foundational theories and current
research and methodologies of this significant area of psychology will be reviewed and discussed.
Participants in this course are expected to (1) complete all readings, Coglabs, written and presentation
requirements within the time allotted, (2) attend class and be an active member in all class discussions,
(3) present research as required in a professional manner, and (4) provide support and encouragement
to other class members when they are making class presentations. Participants will also have an
opportunity to engage in self-directed learning by selecting topics of interest for exploration and
enlightenment. Because many students who take this course expect to attend graduate school at some future
time, course objectives emphasize the student’s ability to (1) locate and evaluate high quality relevant
research from appropriate psychology journals and books, (2) synthesize and critique readings (text and
research articles/books) in both verbal and written formats using APA format and style, (3) present
material in a classroom setting with appropriate aids (e.g., handouts, PowerPoint, overheads) in different
contexts (i.e., formal class presentation, student-led discussions, poster presentation), and (4) participate
actively in all class discussions. Finally, this course is designed to permit “self-discovery” through personal
reflection on the readings, discussion of points of interest to students, and self-selection of material for
intensive personal study.
Academic Honesty: Any violation of the UVM Code of Academic Integrity (plagiarism, collusion,
cheating or fabrication) in written work or on examinations will be reported to the Center for Student Ethics
and Standards (CSES) at The University of Vermont. If you are unfamiliar with this Code, you should
carefully review it and be completely familiar with it. (Please see:
http://www.uvm.edu/~uvmppg/ppg/student/acadintegrity.pdf). It is against the Academic Integrity Code
for you to give and/or receive unauthorized assistance on graded assignments (collusion) or to use someone
else’s thoughts or words without citation (plagiarism). Any violations of the Code will result in
disciplinary action.
COURSE REQUIREMENTS
As a general rule, I will not accept written assignments more than one week late
unless you and I have worked it out by the original due date.
Anything late without prenotification will have a late penalty.
ALL WRITTEN WORK MUST BE TYPED USING 12 POINT TIMES NEW ROMAN FONT.
1.
2.
CLASS PARTICIPATION AND ATTENDANCE (60 points = 20% of total grade calculation): Your
participation in class discussions is an essential expectation in this course. Monday discussions are
based presentations of research and discussion questions related to the topic of the week either by me
or by students. Wednesday discussions are based on what you have read in the text, your log and a
CogLab activity. If you must miss a class, try to let me know ahead of time and I’ll take that into
account in regard to participation and penalties. PLEASE don't cut class just because something isn’t
done yet! I’m willing to negotiate around special circumstances, and arrange a makeup schedule, as
long as it doesn’t become a pattern of performance.
READING LOGS/CogLab: 13 logs (6 points each) with a self-selected CogLab on the assigned
reading (78 total points for this category = 26% of total grade calculation): Each Monday, you will
submit a written log which will cover the reading assignment (one chapter from the text) and (usually)
a self-selected CogLab experiment. CogLabs are demonstrations of actual experimental methods that
have been used to research and understand cognition. The logs are your “cognitive reflections” on the
assigned readings from the text. The logs and CogLabs replace the more traditional major exams or
quizzes by asking you to regularly engage with the material in ways that hopefully are more
meaningful than cramming or rote memorizing. This also requires you to stay up-to-date with the basic
course material. Read the assigned chapter, choose a CogLab and complete it, and write a log. I will
not accept the logs electronically without prior approval.
****All logs with CogLabs are due on Monday after the first week.****
3.
4.
RESEARCH ARTICLE REVIEW (SUMMARY AND CRITIQUE), PRESENTATION &
DISCUSSION (72 total points for this category = 24% of total grade calculation - see breakdowns
below): Starting the third week of class on Monday, research article reviews will be presented and
discussed. Each of you will select an article related to the topic of the week to summarize and critique
in written form (article review) AND present in class.
LITERATURE REVIEW PROJECT (90 total points = 30% of total grade calculation) ALL PARTS
ARE MANDATORY & CONTRIBUTE TO OVERALL GRADE: For most of the semester, you will
be working on a topic of your choice related to Cognition. This is basically a review of current
literature similar to the standard literature review you would need to do in preparation for proposing
and conducting research. The goal of the project is to go beyond the textbook and the single article
reviews. The purpose of the literature review paper is to focus on a topic relevant to Cognition of
interest to you and to synthesize a variety of source materials on the topic into an original work
which compliments and expands our knowledge of the Cognitive Psychology. APA FORMAT IS
REQUIRED. There are several parts to this requirement. Your grade depends on the on-time
completion of ALL PARTS. Work that does not meet the organizational guidelines below and not in
APA format will be returned unread.
Part 1: TOPIC IDEA WITH THREE RELEVANT ARTICLES AND YOUR NOTES
Part 2: PROJECT OUTLINE WITH THREE RELEVANT ARTICLES AND YOUR
NOTES
Part 3: FINAL LITERATURE REVIEW PAPER WITH ALL ARTICLES AND YOUR
NOTES ON EACH ARTICLE
Part 4: PROJECT PRESENTATION: All class members are expected to attend the project
sessions whether or not it is your scheduled day to present!
The point is to LEARN and HAVE FUN!
GRADING
60 POINTS (20%)
Class Participation and Attendance (required)
78 POINTS (26%)
A Total of 13 Reflection Logs (6 points each) on the Assigned Reading
72 POINTS (24%)
Research Article Review Paper and Class Presentation
1. Research Article Review Paper (2-3 pages) = 45 POINTS (15%)
2. Class Presentation/Discussion = 27 POINTS (9%)
90 POINTS (30%)
Literature Review Project (all parts are mandatory and contribute to the
overall grade):
1. Topic Idea/Proposal + 3 articles and notes = 10 POINTS
2. Project Outline + 3 additional articles and notes (include
previous feedback sheet, articles and notes) = 15 POINTS
3. Literature Review Paper (include ALL feedback sheets, notes,
articles) = 60 POINTS
4. Project presentation (last 3 classes) = 5 POINTS
GRADES AND POINT VALUES: Use the appropriate rubric to establish what the expectations are at each
of the main point levels.
Grade
A
AB+
B
BC+
C
CD+
D
DF
% of Points
93-100
90-92
87-89
83-86
80-82
77-79
73-76
70-72
67-69
63-66
60-62
Below 60
Points
279-300
270-278
261-269
249-260
240-248
231-239
219-230
210-218
201-209
189-200
180-188
0-179
SCHEDULE
Week
Topic
1. 1/18
Course Overview
(No class on 1/16 Introduction to YOUR Brain
– Martin Luther
King Day)
2. 1/23 & 25
Introduction to Cognitive
Psychology
Reading Due
Assignment Due
Get text
CogLab: Login
Preface &
Chapter 1
Log 1 (Logs are due on
Monday)
Log 2
CogLab: Pick the
Primary Lab
Log 3
CogLab: Pick one
Related Lab ARTICLE
REVIEW PAPER
Log 4
CogLab: Pick one
Primary Lab
SELECT PRESENTATION TOPICS
COMPLETE PRESENTATION
SCHEDULE BY 1/25
3. 1/30 & 2/1
Cognitive Neuroscience
Chapter 2
4. 2/6 & 8
Perception
Chapter 3
Student Presentations
5. 2/13 & 15
Attention
Chapter 4
Student Presentations
Short-Term & Working Memory
6. 2/22
(No class on 2/20
– President’s
Student Presentations on
Day)
Wednesday because of holiday
Chapter 5
7. 2/27 & 29
Long-Term Memory: Structure
Chapter 6
Student Presentations
SPRING BREAK
Long-Term Memory: Encoding
and Retrieval
Student Presentations
Chapter 7
8. 3/5 & 7
9. 3/12 & 14
Log 5 (Due on
Wednesday because of
Monday holiday)
CogLab: Pick one
Primary Lab
PROJECT IDEA: FIRST
3 ARTICLES WITH
NOTES
Log 6
CogLab: Pick one
Primary Lab
Log 7
CogLab: Pick one
Primary Lab
PROJECT
OUTLINE/PROPOSAL
INCREASE # OF ARTICLES
TO 6- all notes & articles
attached
10. 3/19 & 21
11. 3/26 & 28
Everyday Memory & Memory
Errors
Student Presentations
Knowledge
Student Presentations
Chapter 8
Log 8
CogLab: Pick one
Primary Lab
Chapter 9
Log 9
CogLab: Pick one
Primary Lab
12. 4/2 & 4
Visual Imagery
Chapter 10
Log 10
CogLab: Pick one
Primary Lab
Chapter 11
Log 11
CogLab: Pick one
Primary Lab or any lab
you haven't already done
FINAL PROJECT
PAPER with all feedback
Student Presentations
12. 4/9 & 11
Language
Student Presentations
sheets, articles & notes
attached
14. 4/16 & 18
15. 4/23 & 25
16. 4/30 & 5/2
Problem Solving
Student Presentations
Reasoning and Decision Making
Student Presentations
PROJECT PRESENTATIONS
START ON 4/25
PROJECT PRESENTATIONS
Chapter 12
Chapter 13
Log 12
CogLab: Pick any lab
you haven't done yet!
Log 13
CogLab: Pick one
Primary Lab or any lab
you haven't done yet!
PSYC207 LOG #
NAME:
DATE:
Due MONDAY. Logs contain your interests and thoughts about course content. “Mix it up” from week to week — no “ruts”
please. Each log is at least one full page, typed, single-spaced, Times New Roman 12 point font.
CogLab Experiment: State which one you completed. Describe your experience with it and your
reaction(s). How does it relate to everyday experience (or not!)?
Two or more items from the readings that seem significant to remember/interesting and worth discussing
in class. Include related ideas or points you’d like to get across if you were leading the discussion:
Difficult or confusing concepts and/or questions the material raised but didn't answer (optional):
Choose one “Think About It” question to answer briefly and possible personal application(s) of the
material to your life: