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PSYCH 375 – Cognition Section 001 Fall 2014

3716 HBLL M W F from 2:00 pm - 2:50 pm

Instructor Information Name: Rebecca Lundwall Office Hours: By Appointment Email: Rebecca_Lundwall@byu.edu

TA Information Name: Claudia Gonzalez Benitez Office Hours: By Appointment Email: cgsincereyes@hotmail.com

Course Information Description Cognitive psychology is the scientific study of the mind. For example, have you ever wondered how your memory works? How people solve problems or make decisions? Why some things are easier to pay attention to than others? We are going to pose questions about the mind and re-discover some of the answers that cognitive psychologists have discovered. Learning Outcomes 1. Cognitive processes of perception, memory, language, etc. Students will recognize and understand the cognitive processes of perception, memory, language, reasoning, and problem solving.

• Example: Be able to correctly label diagrams of key mental processes like attention and memory.

• Example: Be able to correctly use common terms in cognitive psychology such as RT, accuracy, baseline task, and difference score.

• Example: Be able to describe common methods (e.g., cognitive tasks, fMRI, TMS) and procedures (e.g., RT subtraction) which are used across different topics within cognitive psychology.

Measurement: This will be assessed on multiple choice and essay quizzes and exams. 2. Application of cognitive psychology Students will assess and develop ways to apply the principles of cognitive psychology.

• Example: Be able to distinguish between key elements in an experiment and less important details.

• Example: Develop the habit of thinking about useful adaptations to an experiment. • Example: Develop skill in determining how an experiment would need to be designed

in order to tell psychologists what they need to know and then actually design a useful experiment relating to cognitive psychology.

• Example: Develop skill in applying the results of a study or series of studies to situations they may encounter in their future careers.

Measurement: This will be assessed with a research design proposal that implements the principles of cognitive psychology.

• But, it will also be assessed on multiple choice and essay exams, homework assignments, and in-class assignments.

Prerequisites PSYCH 307 & PSYCH 309 & PSYCH 310; or instructor's consent.

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Materials Image Item Vendor Price

(new) Price (used)

Fundamentals of Cognition 2nd Edition Required by Eysenck, Michael Psychology Press; Edition 2 (1327129200) ISBN: 9781848720718

BYU Bookstore

61.95 46.50

COGLAB ONLINE 2.0 INSTANT ACCESS FOR GOLDSTEIN'S COG PSYCH Required by EB, GOLDSTEIN, ISBN: 9780840033598

Cengage 46.00 NA

This course is different from many courses that focus primarily on content. Content will be required, but class time will be spent mostly on skill development. My overall objective is to have you understand the value of research, demonstrate the ability to critically evaluate research, and make application of studies you encounter in and outside of this class. Exams will include a test your ability to think critically about studies which we have not discussed in class. However, we will practice the skill in class. What we will do together in class:

1. I will introduce each chapter with a real-world problem related to cognition. The problem could be any practical problem that cognitive psychology is equipped to address. In class, you will discuss these problems and how to collect evidence for a solution. The problems are intended to invite curiosity and help you see the relevance of cognitive psychology before we discuss specific examples.

2. Following step #1, we will walk through how to find the critical details in one or two actual research studies (or CogLab assignments). We will also explore how changes to these details might affect the results and what implications that might have.

3. We will also work through how to take research studies discussed in the textbook and make application of them.

4. As part of your reading log homework, you will practice skills in steps #2 and #3 with new studies (not discussed in class). This will help prepare you for the exams.

NOTE. You may not make photographic, video or audio recordings of the class without the express permission of the instructor and whoever else you are recording.

Grading Policy All graded elements of this course are designed to assess your mastery of core concepts and your skill in understanding and designing cognitive psychology experiments. Your grade for this class will be based on: 1. Exams. (300 points) There will be a total of 3 unit exams during the semester, the last of which is rolled into the cumulative final exam (4 x 75 = 300 points). Unit exams will cover the information from in-class discussions, homework, and textbook readings. They will consist of multiple-choice, diagram labeling, and short answer. If you want to look over any

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of your exams after they are graded, please schedule an appointment with me or the TA for this course. Makeups. These will only be available in extreme and unavoidable circumstances. In addition, an alternative exam can sometimes be more difficult than the standard exam. 2. Homework assignments. (276 points) You will receive a number of homework assignments with specific deadlines to complete in Learning Suite. Because we will go over many assignments in class, late work will not be accepted. We need all the homework submitted in one place, so no hard-copy or emailed digital copy will be accepted. Once your assignment is submitted to Learning Suite, it cannot be re-submitted. You may refer to your class notes and the textbook during completion but do not consult any other source.

• CogLab assignments are completed while you are signed in for this course at https://coglab.cengage.com/. There are questions (in Learning Suite) for which answers must be submitted in Learning Suite after you have completed the correct CogLab. (8 assignments at 12 points each)

• Research Idea logs are handed into Learning Suite after you have read the assigned chapter. Two ideas per chapter are required after chapter one. (10 assignments at 18 points each)

3. Paper. (150 points) The paper is to be a research proposal. It will essentially be a much more thought-out version of the types of ideas you have developed while keeping the research log. Fifty points are for the rough draft and 100 points for the final version. 4. In-class assignments. (100 points) These will be completed by a small group (3-4 students) and handed in at the end of class. You will grade each other on participation and will receive individual points. I may occasionally assign you to work with a new group. (1 assignment at 4 points plus 12 assignments at 8 points)

There are a total of 826 points available for the course. Throughout the semester, your grades for homework and exams will be posted on Learning Suite; check your grades frequently to make sure you understand why you are getting the grades assigned to your work. It is very difficult to improve over the course of a semester if you do not do this. To calculate your grade at any time, simply add up all the points that you’ve earned (e.g., from tests and homework) and divide by the total possible points to date. Warning: Learning Suite shows rounding per assignment, but your actual grade is only rounded at the end. This can lead to disappointment. If in doubt, please ask.

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Grading Scale

Grades Percent Min. Points Needed Grades Percent Min. Points Needed

A 93% 769 C 73% 603 A- 90% 744 C- 70% 579 B+ 87% 719 D+ 67% 554 B 83% 686 D 63% 521 B- 80% 661 D- 60% 496 C+ 77% 634 E 0% 0

University Policies Honor Code In keeping with the principles of the BYU Honor Code, students are expected to be honest in all of their academic work. Academic honesty means, most fundamentally, that any work you present as your own must in fact be your own work and not that of another. Violations of this principle may result in a failing grade in the course and additional disciplinary action by the university. Students are also expected to adhere to the Dress and Grooming Standards. Adherence demonstrates respect for yourself and others and ensures an effective learning and working environment. It is the university's expectation, and my own expectation in class, that each student will abide by all Honor Code standards. Please call the Honor Code Office at 422-2847 if you have questions about those standards. Sexual Harassment Title IX of the Education Amendments of 1972 prohibits sex discrimination against any participant in an educational program or activity that receives federal funds. The act is intended to eliminate sex discrimination in education and pertains to admissions, academic and athletic programs, and university-sponsored activities. Title IX also prohibits sexual harassment of students by university employees, other students, and visitors to campus. If you encounter sexual harassment or gender-based discrimination, please talk to your professor or contact one of the following: the Title IX Coordinator at 801-422-2130; the Honor Code Office at 801-422-2847; the Equal Employment Office at 801-422-5895; or Ethics Point at http://www.ethicspoint.com, or 1-888-238-1062 (24-hours). Student Disability Brigham Young University is committed to providing a working and learning atmosphere that reasonably accommodates qualified persons with disabilities. If you have any disability which may impair your ability to complete this course successfully, please contact the University Accessibility Center (UAC), 2170 WSC or 422-2767. Reasonable academic accommodations are reviewed for all students who have qualified, documented disabilities. The UAC can also assess students for learning, attention, and emotional concerns. Services are coordinated with the student and instructor by the UAC. If you need assistance or if you feel you have been unlawfully discriminated against on the basis of disability, you may seek resolution through established grievance policy and procedures by contacting the Equal Employment Office at 422-5895, D-285 ASB.

This schedule is tentative. Please listen in class and watch Learning Suite for announcements on changes.

Date Reading Lecture Topic Due Points

3-Sep Intro PBL: brain injury PBL 4

5-Sep Cog Psych Overview

8-Sep ch. 1, p. 2-29 Methods terminology

10-Sep page 37 Hubel & Wiesel (1979): example of single cell

12-Sep page 57 Ganis et al. (2004): example of fMRI

15-Sep PBL: illusions PBL 8

17-Sep ch. 2, p. 30-81 Kubovy & van den Berg (2008) p. 34 CogLab 1: Brain Asymmetry 12

19-Sep go over CogLab 1: Brain Asymmetry Reading Log ch. 2 18

22-Sep PBL: what exactly is an attention deficit? PBL 8

24-Sep ch. 3, p. 82-117 Muller et al. (2003) p. 88 CogLab 2: Attentional Blink 12

26-Sep go over CogLab 2: Attentional Blink Reading Log ch. 3 18

29-Sep PBL: Stroop PBL 8

1-Oct Miller (1956) p. 121 CogLab 3: Visual Search 12

3-Oct Shallice & Warrington (1970) p. 124-125

6-Oct ch. 4, p. 118-141 PBL: ways to study infant memory PBL 8

8-Oct Robbins et al. (1996) p. 129 Reading Log ch. 4 18

10-Oct Mottaghy (2006) p. 134 Exam 1 75

Date Reading Lecture Topic Due Points

13-Oct PBL: how to get evidence for mnemonic tricks PBL 8

15-Oct ch. 5, p. 142-179 Craik et al. (1972, 1975) p. 144

17-Oct Loftus & Zanni (1975) p. 178 Reading Log ch. 5 18

20-Oct PBL: eye-witness testimony CogLab 4: Levels of Processing & PBL 20

22-Oct ch. 6, p. 180-213 go over CogLab 4: Levels of Processing

24-Oct Loftus & Palmer (1974) p. 193 Reading Log ch. 6 18

27-Oct PBL: how is semantic information organized? CogLab 5: False Memory & PBL 20

29-Oct ch. 7, p. 214-243 go over CogLab 5: False Memory

31-Oct Rips & Collins (1993) Reading Log ch. 7 18

3-Nov PBL: on a school board re: bilingual education CogLab 6: Prototypes & PBL 20

5-Nov go over CogLab 6: Prototypes Exam 2 75

7-Nov PBL: strategies for communication PBL

10-Nov Seghier et al. (2008) (2001) p. 251 8

12-Nov ch. 8, p. 242-275 Zwann & Radvansky (1998) Reading Log ch. 8 18

14-Nov Oostendorp (1993)

17-Nov PBL: communicating with a 18 mo old PBL & Draft of Paper (required) 58

19-Nov ch. 9, p. 276-307 Clark & Krych (2004) p. 285

21-Nov McLaughlin et al. (2008) Reading Log ch. 9 18

Date Reading Lecture Topic Due Points

24-Nov PBL: goal: resume building PBL 8

25-Nov ch. 10, p. 308-333 Luchins (1942) p. 314 CogLab 7: Risky Decisions 12

1-Dec Vuh & Pashler (2007) p. 321 Reading Log ch. 10 18

3-Dec PBL: tutoring an ineffective student PBL 8

5-Dec ch. 11, p. 342-383 Kahneman & Tversky (1984) p. 359 CogLab 8: Wason Selection 12

8-Dec go over CogLab 8: Wason Selection Reading Log ch. 11 18

10-Dec REVIEW Paper 100

15-Dec In-class Final Exam 2:30 p.m. to 5:30 p.m. Exam 3 & Final 150