If there is a discrepancy between the outline posted below and the outline posted on the OWL course website, the latter shall prevail.
1.0 CALENDAR DESCRIPTION
Cognitive theorists face a unique problem: the understanding of mental structures and processes that are not directly observable. A variety of methods used to address this problem will be surveyed, by introducing research questions of enduring interest. Students will be expected to use the techniques learned. Cognitive domains to be examined include attention, memory, problem- solving, and thinking.
Prerequisites: Psychology 2800E, 2810 and one of Psychology 2115A/B, 2134A/B or 2135A/B, 2220A/B, 2221A/B, or Neuroscience 2000 plus registration in third or fourth year Honours Specialization in Psychology, Honours Specialization in Developmental Cognitive Neuroscience or Honours Specialization in Neuroscience.
Third or fourth year Psychology Majors and Psychology Special Students who receive 70% or higher in Psychology 2820E (or 60% or higher in Psychology 2800E and 2810), plus 60% or higher in one of Psychology 2115A/B, 2134A/B or 2135A/B also may enrol in this course.
2 lecture hours and 2 laboratory hours, 0.5 course.
2.0 COURSE INFORMATION
Instructor: Dr. Patrick Brown
Office and Phone Number: SSC 7328 / Ext. 84680
Office Hours: Tuesday 1:30 – 3:30
Teaching Assistant: Hamad Alazary
Office: Announced in first lab meeting
Office Hours: Announced in first lab meeting
Time and Location of Classes: Monday & Wednesday 4:30 – 6:30, SSC 3120
If you or someone you know is experiencing distress, there are several resources here at Western to assist you. Please visit: http://www.uwo.ca/uwocom/mentalhealth/ for more information on these resources and on mental health.
Please contact the course instructor if you require material in an alternate format or if you require any other arrangements to make this course more accessible to you. You may also wish to contact Services for Students with Disabilities (SSD) at 519-661-2111 ext 82147 for any specific question regarding an accommodation.
In lieu of a textbook we’ll read recent papers from the cognitive psychology literature (see below). This year, the readings focus on applications of cognitive psychology research in the student’s life.
4.0 COURSE OBJECTIVES
By the end of the course students should have:
4.1 STUDENT LEARNING OUTCOMES
Articulate the concepts and current states of
knowledge in relevant natural and social science aspects of cognitive psychology
Exam short answers and essay questions
Access, interpret, and critically evaluate
appropriate research in cognitive psychology
Lab assignments (literature review; proposal;
experiment report); Exam short answer and essay questions based on weekly readings
Evaluate the appropriateness of different
methodological approaches to address a specific question in cognitive psychology
Exam short answer and essay questions; lab
assignments, particularly experiment proposal
Formulate a research hypothesis to address a
psychological question and design a research project to test that hypothesis
Lab assignments (literature review; research
proposal; poster presentation; written report)
Apply relevant quantitative skills to the analysis
and interpretation of psychological phenomena
Analysis of experiment project data, evaluated in
the form of Results section of final report paper
Engage in a critical scholarly discussion or debate
on a psychological topic
Lab assignments (research proposal; poster
presentation; final paper); final exam essay questions
Apply ethical standards to the practice of their
Research proposal and ethics review form are
Communicate in writing accurately, clearly, and
logically, using the discourse of the discipline of cognitive psychology
Lab assignments (research proposal and final
paper); Exam short answer and essay questions
Communicate orally accurately, clearly, and
logically, using the discourse of the discipline of cognitive psychology
Lab assignment (poster presentation)
Final course grades will be based on two major components – lab grades and exam grades. The lab component, which is described in detail in the lab outline, will be worth 50% of the final course grade. The other 50% will be based on two exams, a midterm and a final exam, each worth 25% of the final course grade. The midterm exam will feature a combination of short answer and essay questions. The final exam will be a take-home exam featuring essay questions. Final exam papers should be provided in printed form for grading. Please use a header containing just your last name and a page number. Final exam papers must also be uploaded to the course OWL site for Turnitin.com analysis.
Note: You must pass the essay component to pass the course. That is, the average mark for your written assignments must be at least 50% .
70% 1000-level and 2000-level courses
72% 2190-2990 level courses
75% 3000-level courses
80% 4000-level courses
The Psychology Department follows the University of Western Ontario grading guidelines, which are as follows (see http://www.uwo.ca/univsec/pdf/academic_policies/general/grades_undergrad.pdf ):
A+ 90-100 One could scarcely expect better from a student at this level
A 80-89 Superior work that is clearly above average
B 70-79 Good work, meeting all requirements, and eminently satisfactory
C 60-69 Competent work, meeting requirements
D 50-59 Fair work, minimally acceptable
F below 50 Fail
6.0 TEST AND EXAMINATION SCHEDULE
Midterm test November 1, 2017 (in class)
Final exam Questions will be posted on 6 December 2017. Exam papers will be due no later than 21 December 2017 at 5 pm.
7.0 CLASS SCHEDULE
Week 1 – Laptops and lectures
Mueller, P.A. & Oppenheimer, D.M. (2014). The pen is mightier than the keyboard: Advantages of longhand over laptop note taking. Psychological Science, 25 (6), 1159 – 1168. DOI: 10.1177/0956797614524581
Ravizza, S.M., Uitvlugt, M.G., & Fenn, K.M. (2017). Logged in and zoned out: How laptop internet use relates to classroom learning. Psychological Science, 28 (2),171-180. doi: 10.1177/0956797616677314
Farley, J., Risko, E., & Kingstone, A. (2013). Everyday attention and lecture retention: the effects of time, fidgeting, and mind wandering. Frontiers in Psychology, 4, Article 619. DOI: 10.3389/fpsyg.2013.00619
Szpunar, K.K., Khan, Y.N., & Schacter, D.L. (2013). Interpolated memory tests reduce mind wandering and improve learning of online lectures. Proceedings of the National Academy of Sciences of the United States of America. 110. DOI: 10.1073/pnas.1221764110.
Ramirez, G., & Beilock, S. L. (2011). Writing about testing worries boosts exam performance in the classroom. Science, 331, 211-213.
Brooks, A.W. (2014). Get excited: Reappraising pre-performance anxiety as excitement. Journal of Experimental Psychology: General, 143 (3), 1144–1158. DOI: 10.1037/a0035325
Rebetez, M.M.L., Barsics, C., Rochat, L., D’Argembeau, A., & Van der Linden, M. Procrastination, consideration of future consequences, and episodic future thinking, Consciousness and Cognition, 42, 286-292, https://doi.org/10.1016/j.concog.2016.04.003.
Hershfield, H. (2011). Future self-continuity: How conceptions of the future self transform intertemporal choice. Annals of the New York Academy of Sciences. 1235. 30-43. 10.1111/j.1749- 6632.2011.06201.x.
Madan, C.R. (2014). Augmented memory: A survey of the approaches to remembering more.
Frontiers in Systems Neuroscience, 8, Article 30. doi: 10.3389/fnsys.2014.00030.
Farah, M.J., Smith M.E., Ilieva, I., & Hamilton R.H.. (2014). Cognitive enhancement. Wiley Interdisciplinary Reviews: Cognitive Science, 5, 95-103. doi: 10.1002/wcs.1250
Whetstine, L.M. (2015). Cognitive enhancement: Treating or cheating? Seminars in Pediatric Neurology, 22 (3), 172-176, http://dx.doi.org/10.1016/j.spen.2015.05.003.
Knoll, A.R., Otani, H., Skeel, R.L., & Van Horn, K.R. (2017). Learning style, judgements of learning, and learning of verbal and visual information. British Journal of Psychology, 108(3), 544 – 563. http://dx.doi.org/10.1111/bjop.12214.
Pashler H., McDaniel M., Rohrer D., & Bjork R. (2009). Learning styles: concepts and evidence.
Psychological Science in the Public Interest, 9 (3), 105–19.
Willingham, D.T., Hughes, E.M. & Dobolyi, D.G. (2015). The scientific status of learning styles theories. Teaching of Psychology, 42 (3), 266-271. DOI: 10.1177/0098628315589505
Week 9 – Training working memory
von Bastian, C.C. & Oberauer, K. (2013). Distinct transfer effects of training different facets of working memory capacity, Journal of Memory and Language, 69 (1), http://dx.doi.org/10.1016/j.jml.2013.02.002.
Ang, S.Y., Lee, K., Cheam, F., Poon, K., & Koh, J. (2015). Updating and working memory training: Immediate improvement, long-term maintenance, and generalizability to non-trained tasks. Journal of Applied Research in Memory and Cognition, 4, 121 – 128. https://doi.org/10.1016/j.jarmac.2015.03.001.
Schweizer, S., Grahn, J., Hampshire, A., Mobbs, D., & Dalgleish, T. (2013). Training the emotional brain: improving affective control through emotional working memory training. Journal of Neuroscience, 33 (12), 5301-5311. DOI: 10.1523/JNEUROSCI.2593-12.2013
Xiu, L., Zhou, R., & Yihan, J. (2016). Working memory training improves emotion regulation ability: Evidence from HRV. Physiology & Behavior. 155. 25-29. 10.1016/j.physbeh.2015.12.004.
Amer, T., Campbell, K.L., Hasher, L. (2016). Cognitive control as a double-edged sword. Trends in Cognitive Sciences, 20 (12), 905-915. http://dx.doi.org/10.1016/j.tics.2016.10.002.
Cohen, A.O., Breiner ,K., Steinberg, L., Bonnie, R.J., Scott, E.S., Taylor-Thompson, K.A., et al. (2016). When is an adolescent an adult? Assessing cognitive control in emotional and nonemotional contexts. Psychological Science, 27 (4), 549 -562. DOI: 10.1177/0956797615627625
Smith, M.A. & Karpicke, J.D. (2014). Retrieval practice with short-answer, multiple-choice, and hybrid tests. Memory, 22 (7), 784 – 802. DOI: 10.1080/09658211.2013.831454
Benjamin, A.S. & Pashler, H. (2015). The value of standardized testing: A perspective from cognitive psychology. Policy Insights from the Behavioral and Brain Sciences, 2 (1), 13 – 23. DOI: 10.1177/2372732215601116.
Roediger, H.L. & Pyc, M.A. (2012). Inexpensive techniques to improve education: Applying cognitive psychology to enhance educational practice. Journal of Applied Research in Memory and Cognition, 1, 4, 242-248, http://dx.doi.org/10.1016/j.jarmac.2012.09.002.
Wiley, J., Griffin, T.D., Jaeger, A.J., Jarosz, A.F., Cushen, P.J. & W. Thiede, K.W. (2016). Improving metacomprehension accuracy in an undergraduate course context. Journal of Experimental Psychology: Applied, 22, 393-405. 10.1037/xap0000096.
Ikeda, K. & Kitagami, S. (2013). The interactive effect of working memory and text difficulty on metacomprehension accuracy. Journal of Cognitive Psychology, 25, 94-106. 10.1080/20445911.2012.748028.
8.0 STATEMENT ON ACADEMIC OFFENCES
Students are responsible for understanding the nature and avoiding the occurrence of plagiarism and other scholastic offenses. Plagiarism and cheating are considered very serious offenses because they undermine the integrity of research and education. Actions constituting a scholastic offense are described at the following link: http://www.uwo.ca/univsec/pdf/academic_policies/appeals/scholastic_discipline_undergrad.pdf
As of Sept. 1, 2009, the Department of Psychology will take the following steps to detect scholastic offenses. All multiple-choice tests and exams will be checked for similarities in the pattern of responses using reliable software, and records will be made of student seating locations in all tests and exams. All written assignments will be submitted to TurnItIn, a service designed to detect and deter plagiarism by comparing written material to over 5 billion pages of content located on the Internet or in TurnItIn’s databases. All papers submitted for such checking will be included as source documents in the reference database for the purpose of detecting plagiarism of papers subsequently submitted to the system. Use of the service is subject to the licensing agreement, currently between Western and Turnitin.com http://www.turnitin.com
Possible penalties for a scholastic offense include failure of the assignment, failure of the course, suspension from the University, and expulsion from the University.
9.0 POLICY ON ACCOMMODATION FOR MEDICAL ILLNESS
Western’s policy on Accommodation for Medical Illness can be found at:
Students must see the Academic Counsellor and submit all required documentation in order to be approved for certain accommodation:
10.0 OTHER INFORMATION
Office of the Registrar web site: http://registrar.uwo.ca
Student Development Services web site: http://www.sdc.uwo.ca
Please see the Psychology Undergraduate web site for information on the following:
- Policy on Cheating and Academic Misconduct
- Procedures for Appealing Academic Evaluations
- Policy on Attendance
- Policy Regarding Makeup Exams and Extensions of Deadlines
- Policy for Assignments
- Short Absences
- Extended Absences
- Academic Concerns
- 2017 Calendar References
No electronic devices, including cell phones and smart watches, will be allowed during exams.