360w2005 Tuesday evening 19:00-22:00 classroom B2340 and
Computer Lab A2130
Instructor: Bruce Landon, Ph.D. Office: DLC B3113
Phone: 604-777-6161
Office hours: Tuesday 18:00 +
email: Bruce_Landon@douglas.bc.ca
Homepage: Bruce-Landon.Douglas.bc.ca
Required Reading: (articles beyond the readings book are available online
from DC library)
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 Theory Reading: Anderson, J.R., Bothell, D., Byrne, M. D., & Libiere, C. (2002). An Integrated Theory of the Mind from http://act-r.psy.cmu.edu/publications/?subtopic=39
Kahneman Reading: Kahneman, D. (2002). A Perspective on Judgment and Choice: Mapping Bounded
Rationality. American Psychologist. 58 (9) pp. 697-720.
Optional
Reading: Wegner, D. (2002). The Illusion of Conscious Will, MIT Press,
Boston.
Revised Schedule outline to be supplemented with required articles from
the library and due dates
01-04 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 Left Frontal Happiness clip related to readings
01-11 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]
01-18 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
01-25 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.
video clips Breaking Silence clip and False Memory clip
02-01 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
02-08 chapter 5 Retrieval Processes (reconstruction) (testing for learning) (storytelling)
(turingchat)
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
02-15 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 (nature-nurture) (changing beliefs) (LSA)
Video clips Intelligence theories clip
02-22 chapter 8 Problem Solving and Critical Thinking (expert-novice) (creativity) (decision making) (monty hall)
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.
03-01 chapter 10 Technological Contexts for Cognitive Growth (HCI) (tools for distributed cooperation)
03-08 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
03-15 chapter 12 Learning to Learn (strategies and individual differences)
Readings Saffran, J. R. (2003). Statistical language learning: Mechanisms and constraints
03-22 chapter 13 Writing (proofreading and signal detection) (APAFORMAT) (summarizing)
Readings Zwaan, R. A. (1999). Situation models: The mental leap into imagined worlds.
Complete revised Project paper due
03-29 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.
04-05 Review for final examination
Course Description: PSYC 2360 Cognitive Psychology (3 credits) This course provides an introduction to the psychology of cognition and is concerned with the methods and theories relevant to thinking and related processes. Concept formation, problem solving, reasoning, decision making and the relation of language to thought will be covered. The influence of individual differences, social factors, artificial intelligence and biology will be included as well as the practical applications of research in cognition.
Douglas College Academic Plan Core Competencies:
Independent learning and information literacy
Oral, interpersonal and written communication skills
Critical and creative thinking
Teamwork
Computational and technical skills
Douglas College Academic Plan teaching and learning environment will promote:
Socially Responsible Citizenship
Graduates will have the self-awareness and requisite knowledge, skills and abilities to enable them to act in an ethically and socially responsible manner as effective citizens of their community.
A personal framework for and appreciation of ethical decision making
Intercultural and International Perspective
International sources of cognition research and cognitive theory
Breadth of Learning within Programs
University course transfer credit to meet breadth requirements
Learning-Centred Environment
Individual contact with faculty in classes
Balanced and varied learning modes and methods
Application of Learning
Graduates will be able to apply knowledge as effective practitioners as will as simply to acquire it.
Academic Excellence
Curriculum will be grounded in good research and theory, and marked by intellectual rigour.
Course objective knowledge and skills cognitive psychology vocabulary identify key concepts and terms identify key concepts in concept hierarchy cognitive psychology methods vocabulary identify common research methods and designs cognitive psychology current theories identification of key concepts of major theories cognitive psychology important researchers researcher identification with concepts cognitive psychology historical stories Nobel prize winner stories Herbert Simon Daniel Khanneman Important Canadian Researcher stories John Anderson Endel Tulving cognitive psychology research involvement participate in research demonstrations as a participant as a research designer prepare research study proposal prerequisite skills: web browser skills searching in page saving pages saving links word processing skills spell checking grammar checking autosummarize checking for adequate redundancy PsychInfo and PsychArticles search skills APA formatted article reading skills library skills paragraph skills APA format skills critical thinking skills (does it make sense?) detecting simple mathematical error detecting inconsistency detecting illogical sequence detecting statistical inference error describing line of reasoning/inference making notes from PowerPoint presentation making notes from in class videos computer related skills developed in the course logon skills computer lab machine course management system grade calculation skills draft editing skills paraphrasing skills referencing and citation skills email with attachment skills check online marks skill check calendar skills online multiple choice quiz skills making notes from online information
skills at participating in online academic discussions
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 final examination is 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
15% Computer based assignments (virtual labs & Protothinker)
20% Quizzes and Q&A emails on Assigned Readings
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%) Possible Questions for personalized essay exam email Complete essay Questions and Answers (5%) Virtual Lab and ProtoThinker Assignments Online reports Study Reading Assignments recommended Online vocabulary quiz recommended Online researcher quiz recommended Online SelfTest of Reading Comprehension Preview class presentation online In-class Quiz (for a total of 20%) 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) Online Project Progress Reports (4%) (send email attachment of Project document to specified subject lines)
Optional weekly activities (5 tasks)
Remediate skill deficits
Checkout unassigned virtual labs and experiments
Collaborate with other students
Ask questions in online discussion forums
Answer questions in online discussion forums
Update personal concept map for cognitive psychology
Douglas College has an agreement with SFU for a one year trial to extend reciprocal borrowing privileges for our students. In order for the student to borrow materials, s/he needs to present a valid (current semester sticker) student photo ID card. Please let your students know that theyare now able to borrow materials from SFU. Students are still able to order material via interlibrary loan, but they are limited to 3 interlibrary loans per class.