The Psychology of Human
Cognition
Dr. Angela Bartoli
Office:Franklin Science Center 123
Office Phone: 477-1107
Home Phone: (717) 245-2513
Office Hours: Mon. 2-4; Tuesday 3:30-4:30 (except on the second Tuesday of the month);Wed.2-4(except on the third Wed. of the month); Thurs 10:50-11:30 and by appointment
The Psychology of Human Cognition is an upper level undergraduate course designed to introduce the student to:
1) the underlying principles and topics of human cognition (e.g. attention, perception, thinking, memory, comprehension, concept learning, etc.)
2) experimentation and research in human cognitive processes
3) the application of cognitive research to real life
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The major themes of this course include pattern recognition, attention, memory, meaning, and knowledge representation. Pattern recognition deals with theories of how we recognize objects in our environments. Attention theories tell us how we handle information from internal and external sources and how we carry out tasks more efficiently. Memory deals with theories concerning our short term and long term representations of information in our minds. Meaning and knowledge representation deals with how we depict and use information from our environments and from our memories.
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Objectives and outcomes:
1. To understand and apply cognitive concepts and theories
a. learning concepts and theories
b. applying concepts and theories to explain behavior
c. to build a schema for cognitive psychology
2. To analyze theories and concepts
a. to break down theories and ideas into their components and see patterns in the theories that overlap or differ (compare and contrast)
b. to recognize how certain concepts and theories recur and thread throughout the course content (integration and synthesis)
c. to determine which theory or theories best explain behavior and why (application)
3. To predict expected behaviors on the basis of theories or concepts
a. to combine and integrate information in order to draw examples and inferences
4. To think and write effectively in APA style on cognitive topics (Becoming a "good consumer of information")
a. to read and summarize articles in a focused manner
b. to compare and contrast articles
c. to tell how these articles reflect theories and concepts studied
d. to determine which of the articles best reflects the theories and concepts
e. to determine the purpose (rationale) or the argument of the study
f. to determine if the article accomplished its purpose
g. to write comprehensive essay responses on tests (answers that pull information from various theories and concepts and compare and contrast the theories)
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This course will be conducted using a problem based learning (PBL) approach. The PBL approach allows for student collaboration in an active learning environment. PBL requires students to activate prior knowledge and elaborate on that knowledge in small group discussion. This knowledge and knowledge gained through focused reading is then integrated around relevant problems and information. Students will be assigned to a group which will be their group for the entire semester. In this group, students will be given problems to discuss, brainstorm, and solve. The group will then submit a written report on the problem and will be asked to discuss the problem solution in class. Sometimes the groups will follow the problem set up as an experiment in class.
Problem Based Learning Instructions
Problem based learning (PBL) is an instructional method whereby students collaborate with each other in activating prior knowledge, constructing new knowledge, and in developing a plan for further study.
When a problem is distributed, discussion groups will work on the problem in class (steps 1-5) and outside of class (6-7) using the "7 JUMP" approach as follows:
1. Clarify unknown terms and concepts in the problem description.
2. Define the problem; that is: List the phenomena to be explained.
3. Analyze the problem; "brainstorm"; try to produce as many different explanations for the phenomena as you can think of. Use prior knowledge and common sense.
4. Criticize the explanations proposed and try to produce a coherent description of the processes that, according to what you think, underlie the phenomena.
5. Formulate learning issues for self-directed learning.
6. Fill the gaps in your knowledge through self-study (research the text and other sources)
7. Share your finding with your group and try to integrate the knowledge acquired into a report (5-10 pages).
While specific problems are presented the student groups are to first go from the specific to create a more general, more encompassing problem statement. In this way, they are expected to look broadly for information (concepts, theories, and research) that applies to the question and its answer.
The report will be typed, written in APA style and will contain references (at least 3 beyond the book and notes from psychological journals) (written in APA style).
Problem discussion groups will be determined randomly and will consist of approximately 4 members.
For each problem, a group" leader" will be appointed by the group. The leader will make sure that everyone has a chance to talk and keeps the group 'on task'. A "scribe" will also be designated by the group. The scribe's job is to write down everything that everyone in the group says. Every group member will play both of these roles many times throughout the semester. My job as "tutor" will be to help to clarify issues and to keep the groups on task. If lecture is needed to clarify some theories or concepts, it will be given.
The written report is a group project. PBL papers will be first submitted in draft form with each group member responsible for a section of the draft – these drafts will be graded.
Prior to writing the overall report, each group member is required to submit to the group his/her written response to the problem.
The group will then work on the report outside of class and will meet to write the report a couple of days prior to its being due. This allows the group time to edit the paper and to see me for feedback. This is an opportunity to have greater control over your learning and the evaluation of that learning!
Grading of group work:
Group members will evaluate the relative contributions of each group member on each project. These evaluations will be anonymous and will require a grade and an explanation of the grade. Thus, you will grade yourself and each other member of the group for each problem.
PBL provides you with the opportunity to learn from other students, to take responsibility for your own learning, to read and learn with purpose in mind, and to contribute to the course content through your research.
While at first confused by what seems to be a lack of structure, students who actually collaborate with each other and do the work, report that PBL is more fun than traditional "lecture" courses and they also report that they read and remember more information. Additionally, writing the reports for the PBLs greatly enhances the students’ comprehension of the material and is excellent preparation for the tests!
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Course Requirements:
1)Text readings:
Kellogg, R.L. (2007) Fundamentals of Cognitive Psychology. This text must be read as we go along in the course. Students who read the text prior to coming to class perform better in the course.
Other cognitive psychology texts, available in the library, should also be read on assigned topics to provide the learner with an alternate view toward the same theme. This allows the reader to see that there are various approaches to discussing content and that what is emphasized in one text is not always the same in all. A second source enriches your knowledge representation.
2) Tests:
Three tests will be administered during the semester. Tests are comprehensive. All tests will consist of essay questions (Test 1 = 100 points, test 2 = 100 points, test 3(final) = 150 points)
3) Papers:
Papers (PBL) will consist of student groups problem solutions as discussed above. There will be 3 papers in the semester. Paper length will be 5-10 pages and will be written in APA style. Drafts will provide individual grades for preparation of the papers. In addition to the grade given by the professor , each individual in the group will provide an anonymous grade and an explanation of the grade for him/herself and each of the other group members for the paper. I will use this information in assigning individual grades for the final report (thus, if the group grade is 100 and a student is given an average of 90 by her group/ her grade for the paper will be 95; if the group grade is 100 and an individual is graded 60 by his/her group, his/her grade will be 60).
Late Papers will not be accepted!
Papers must be written in APA style.
Attendance:
It is required that students attend all classes as the course material is difficult and the demonstrations and discussion greatly aid in comprehension. In addition to experiments done in class to clarify difficult concepts, classes will revolve around problems requiring group work to be solved, therefore it is imperative that students attend class. If you do not think that you can do this, then I suggest that you drop the class. Students will be allowed to miss only 1class without a grade reduction.
Attendance is mandatory on the test days. Unless you have permission from the dean of arts and sciences, there are no make up tests.
Course Sequence
Text: Fundamentals of Cognitive Psychology by Ronald Kellogg
Chapter notes appear on this website : webspace.ship.edu/ambart (see index page) or on Blackboard-. Students must access the class notes from this website. Students must copy the notes and bring them to class.
Providing you with the class notes affords you the opportunity to spend more time listening and engaging in activities in class rather than note taking. You are, of course, free to take notes but they should be ancillary to the notes provided.
You should read the text chapters as they correspond to the notes prior to coming to class.
Please do not go to a university computer lab and copy the notes for the entire course at once. Please, only copy one or two sets at a time as the labs are given a designated amount of paper and can't afford to have it all used in the beginning of the semester. Also, I tend to change the notes from time to time.
Chapter Sequence:
1. Chapter 1 – Introduction
2. Chapter 4 – Memory systems
3. Chapter 5 – Remembering events;
4. Chapter 6 – Memory distortions
5. Chapter 7 – Knowledge representation
6. Chapter 3 - Attention
7. Chapter 2 - Perceptual Processes pp.42-53;
8. Chapter 9 – Problem solving
Learning Disabilities: Students with a learning disability who is in need of accommodation must inform the professor so that such accommodations may be made.
Civility: Cell phones must be turned off and put away during class. Students should not get up and walk out of class when class is in session unless there is an emergency. When taking tests, students are not allowed to leave the classroom. Use of computers is discouraged during class – since notes are not being taken, there is no reason for a computer.
Academic dishonesty: Read the Swataney for the rules on academic dishonesty. On papers, plagiarism will lead to a zero grade.
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