360s2005 Wednesday evening 19:00-22:00 classroom 3820
Instructor: Bruce Landon, Ph.D. Office:
Phone: 604-
Office hours: Wednesday 18:00 +
email: Bruce_Landon@douglas.bc.ca
Homepage: Bruce-Landon.Douglas.bc.ca
Required Reading:
Text: Bruning, R.H., Schraw, G.J., Norby, M.M., & Ronning, R.R, (2004). Cognitive Psychology and Instruction 4th Edition. Pearson, Upper Saddle River, New Jersey.
Readings: Spellman, B.A., & Willingham, D.T. (2005) Current Directions in Cognitive Science (editors), Pearson Prentice Hall, Upper Saddle River, New Jersey.
Anderson, J. R., Bothell, D., Byrne, M. D., Douglass, S., Lebiere, C., & Qin, Y . (2004). An integrated theory of the mind. Psychological Review 111, (4). 1036-1060.
Available from: http://act-r.psy.cmu.edu/papers/526/FSQUERY.pdf
Optional Reading: Wegner, D. (2002). The Illusion of Conscious Will, MIT Press, Boston.
Schedule outline to be supplemented with required articles from the library and
due dates
05-04 chapter 1 Introduction to Cognitive Psychology (brain imagery) (course resources)
Readings Miller, G. A., & Keller, J. (2000). Psychology and neuroscience: Making peace.
Readings Roser, M. & Gazzaniga, M. S. (2004). Automatic brains-Interpretative minds.
Video clips Split Brain Clip and other brain clips related to readings
05-11 chapter 9 Classroom Contexts for Cognitive Growth (knowledge construction) eDiscussion class discussion expectations/norms
Readings Norenzayan, A., & Nisbett, R. E. (2000). Culture and causal cognition.
Readings The Projective Way of Knowing: A Useful Heuristic That Sometimes Misleads
Video clips Vygotsky teaching clip [BF 721 V94 1994]
05-18 chapter 2 Sensory, Short-Term, and Working Memory (attention and perception) (multitasking) (UltraHal demonstration) (protothinker demonstration)
Readings Inattentional Blindness: Looking Without Seeing
Video clips Multitasking and Gender clip2
05-25 chapter 3 Long-Term Memory: Structures and Models (ACT-R) (PDP) (storytelling)
Readings McNally, R. J.(2003). Recovering memories of trauma: A view from the laboratory.
Anderson, J. R., Bothell, D., Byrne, M. D., Douglass, S., Lebiere, C., & Qin, Y . (2004). An integrated theory of the mind. Psychological Review 111, (4). 1036-1060.
Available from: http://act-r.psy.cmu.edu/papers/526/FSQUERY.pdf
video clips Breaking Silence clip and False Memory clip
06-01 chapter 4 Encoding Processes (imagery) (metacognition) (concept maps)
Readings Garry, M., & Polaschek, D. L. L. (2000). Imagination and memory.
Video clips Multitasking and Gender encoding emotion clip1 [face memory]
Project title page and references section due
6-08 chapter 5 Retrieval Processes (reconstruction) (testing for learning) (storytelling)
Readings Landauer, T. K. (1998). Learning and representing verbal meaning: The latent semantic analysis theory.
Readings Brown, V. R., & Paulus, P. B. (2002). Making group brainstorming more effective: Recommendations from an associative memory perspective.
Project introduction section due
06-15 chapter 6 Beliefs about Self (attitudes) (attribution) (Theory of Planned Behaviour)
Readings Thompson, S. C. (1999). Illusions of control: How we overestimate our personal influence.
chapter 7 Beliefs about Intelligence and Knowledge (changing beliefs)
Video clips Intelligence theories clip
06-22 Midterm Examination
06-29 chapter 8 Problem Solving and Critical Thinking (expert-novice) (creativity)
Readings Klahr, D., & Simon, H. A. (2001). What have psychologists (and others) discovered about the process of scientific discovery?
Readings Mellers, B. A., & McGraw, A. P. (2001). Anticipated emotions as guides to choice.
07-06 Reading: Kahneman, D. (2002). A Perspective on Judgment and
Choice: Mapping Bounded Rationality. American Psychologist. 58 (9)
pp. 697-720. (Course Decision Making)
chapter 10 Technological Contexts for Cognitive Growth
(HCI)
07-13 chapter 11 Learning to Read (ACT-R LSA model)
Readings Ferreira, F., Bailey, K. G. D., & Ferraro, V. (2002). Good-enough representations in language comprehension.
Article: Bidiu, R. & Anderson, J.R. (2004) Interpretation-based processing: A unified theory of semantic sentence comprehension, Cognitive Science, 28(1), 1-44.
Project paper Method Section Due
07-20 chapter 12 Reading to Learn (strategies and individual differences)
Readings Saffran, J. R. (2003). Statistical language learning: Mechanisms and constraints
07-27 chapter 13 Writing (APAFORMAT) (summarizing)
Readings Zwaan, R. A. (1999). Situation models: The mental leap into imagined worlds.
Complete revised Project paper due
08-03 chapter 14 Cognitive Approaches to Mathematics (cognitive tutor)
chapter 15 Cognitive Approaches to Science (expert-novice)
Readings Spellman, B. A., & Mandel, D. R. (1999). When possibility informs reality: Counterfactual thinking as a cue to causality.
08-10 tentative date for final Final exam
Research Designer Term Project Paper - The intention of the term project is that students will learn about a subtopic of Cognitive Psychology in depth by studying the scientific literature and by proposing an original experiment in the context of ACT-R theory. The intention of the designing of an "original experiment" is help develop the student's critical thinking skills in psychology. The term project paper will develop one of the approved topics in Cognition from the list below that have been studied in relation to the ACT-R theory. The form of the term paper is a research proposal that provides a review of the relevant current literature (10+ sources since January 1, 1994 cited in the introduction). This is similar in form to the introduction and method sections of an experimental research paper with an emphasis on clarity of thought and logical development of ideas. The method section is to include the design of an experiment or series of experiments that are proposed to clarify theoretical issues developed in the introductory section. Papers that are plagiarized or do not integrate ACT-R theory of the mind will not be marked for credit and will be awarded a zero mark.
Limited list of potentially Approved Project topics
(for more information please see http://act-r.psy.cmu.edu/publications/ )
10. Perception & Attention 11. Psychophysical Judgments 12. Visual Search 13. Eye Movements 14. Psychological Refractory Period 15. Task Switching 16. Stroop 17. Driving Behavior 18. Situational Awareness 19. Graphical User Interfaces 20. Learning & Memory 21. List Memory 22. Fan Effect 23. Implicit Learning 24. Skill Acquisition 25. Cognitive Arithmetic 26. Category Learning 27. Learning by Exploration and Demonstration 28. Updating Memory &Prospective Memory 29. Causal Learning 30. Problem Solving & Decision Making 31. Tower of Hanoi 32. Choice & Strategy Selection 33. Mathematical Problem Solving 34. Spatial Reasoning 35. Dynamic Systems 36. Use and Design of Artifacts 37. Game Playing 38. Insight and Scientific Discovery 40. Language Processing 41. Parsing 42. Analogy & Metaphor 43. Learning 44. Sentence Memory 50. Other areas 51. Cognitive Development 52. Individual Differences 53. Emotion as a dual-task 54. Cognitive Workload 55. Computer Generated Forces 56. fMRI 57. Communication 58. Negotiation 59. Group Decision Making Essentially, this is a small version of a research proposal
that would be submitted as part of a grant proposal or advanced degree
requirement (title page, abstract, introduction, method, and references
sections only omitting the results and discussion sections in this term project
paper). In order to minimize the APA style problems all projects will use the
formatted Term Project Document and just make appropriate changes and build the
project inside the document where all of the margins and headings are
appropriate APA style.
The intention of breaking the term project into parts is to make the task
easier and to allow for feedback to guide student revisions so that in the
final version demonstrates the student's Researcher Term Project Deliverables
inside the basic APA style model document:
Submitted by sending 5 emails with the attachment and specific subject line
Title Page
References Section
Outline of the introduction including hypothesis statement
Outline of the Method Section including subsections
Final proofread version
Grading System Policy
Plagiarism Policy - Academic Dishonesty will result in Zero credit for
assignment, quiz, or exam. Plagiarism can be avoided by not using other's work
as one's own. Be careful in citing all of your sources and people
appropriately.
Make-up Policy - Missed quizzes are made up on the final exam and assignments
must be made up within 5 days (by Sunday night) for any credit (credit is
reduced 20% per day late).
The overall intention of the marking system is to have occasions to encourage student learning and provide meaningful feedback on progress. There are five components of the grading system which are intended to promote specific competencies. The online discussions are intended to help students develop the skills future teamwork and to show how they are thinking about the course material. The computer based assignments are intended to provide some hands-on experiential learning of both psychological and artificial intelligence concepts. The quizzes are really intended to promote spaced practice style of learning complex material while the Question&Answer emails are intended to encourage students select and express important learnings from the course so that they may be available as long term memories. The term project is intended to engage the student in an exploration of psychology in the context of Anderson's Theory of the Mind. Lastly, the midterm and final examinations are intended to provide an opportunity for students to demonstrate their knowledge of Cognitive Psychology and also to make up for misunderstandings or absences on quizzes that may have during the term.
15% Online Contributions to discussions
05% Computer based assignments (virtual labs & Protothinker)
20% Quizzes and Q&A emails on Assigned Readings
10% Midterm
Examination
20% Term Project (minus 20% for each day of missed deadline)
30% Closed Book Comprehensive Final Exam both in-class (25%) and personal
Q&A parts (5%)
General weekly structure (10 tasks)
Check course site and course calendar for upcoming events Review of materials in preparation for in-class final exam (25%) Q&A for personalized in-class final exam (5% on final) email Complete essay Questions and Answers (10% in total) Occasional Assignments and Online reports Study Reading Assignments Preview class presentation online In-class Quiz (for a total of 10% in total) In-class presentation/video/discussion participation and notes After class discussion assignment (1.5% per for a total of 15%) Work on Term Project (Final version 20% for paper)
Optional weekly activities (5 tasks)
Remediate skill deficits
Collaborate with other students
Ask questions in online discussion forums
Answer questions in online discussion forums
Update personal concept map for cognitive psychology