Cognitive Science 232: Cognitive Processes
Cognitive Science/Psychology 232
Kathleen M. Galotti
Olin 106/108, x4376, email: firstname.lastname@example.org
Office hours this term
Mondays 1:30 – 3:00 pm
Thursdays 10:30 – 11:30 am
Other time by appointment; there is also usually time during lab to catch me)
This course surveys topics in cognitive psychology, including perception, memory, attention, knowledge representation, language and concepts, imagery, problem-solving, and decision-making. We will also consider some related topics, including cognitive development, individual and gender differences in cognition, and cognition in cross-cultural perspective. We will begin by reviewing "classic" laboratory studies of cognition, and conclude with a look at recent work on cognition in everyday life. The required laboratory course, Cognitive Science/Psychology 233: Laboratory in Cognitive Processes, will offer the opportunity for a "hands-on" look at cognitive phenomena. I hope that this course will offer you a chance to reflect on your own abilities and experiences in acquiring, processing, and using information.
Course requirements include two examinations, a team presentation, and a final paper, based on an empirical study of your own design (a brief proposal for the paper will be due around mid-term). The weights of the assignments are roughly the following: exams, 25% each; paper, 25%; team presentation, 15%; class participation, attendance, and preparation, 10%. Due dates for all assignments are provided on the attached schedule. You are expected to take note of them and to plan your work accordingly. Late work (especially late papers) will be penalized, and make-up examinations will not be given unless I receive notification from a class dean of a severe issue. Moreover, it is expected that all students will adhere to strict standards of academic honesty in all work, and will regularly consult the file, "Academic Honesty in the Writing of College Papers," available on the Dean of the College website. Please consult me at any time if you have questions on issues relating to academic honesty as they pertain to any assignment in this course.
Readings for the course come from a variety of sources. The text is one I wrote, using my experiences teaching previous Carls as input and using their extensive and candid feedback for revisions. Other readings are on e-reserve at the libe. The reading load varies somewhat from week to week, so I advise you to try to plan ahead.
Details on the final paper are forthcoming. However, it is to consist of a paper, written in APA style, reporting on some empirical project of your own design. You may choose to work together on such projects, and you may chose to perform a replication of an existing study if you wish. The topic of your project is also up to you, but I'd be glad to offer suggestions and encouragement. As we work through the first couple of labs, you should find yourself better equipped to choose a workable topic.
The syllabus designates certain dates as “team presentation” dates. On such dates, teams of students will be responsible for making a presentation and leading a discussion about the assigned articles. More details on team presentation assignments will be given in a separate handout. Group grades will be given for team presentations.
Office hours will be announced shortly. I hope you will feel free to drop by to ask questions, discuss issues, or just to chat. I am also available by appointment at other times, but please plan ahead as my schedule can sometimes become unpredictably hectic.
The Academic Standing Committee has recommended that the following statement be included in course syllabi:
“All assignments, quizzes, and exams must be done on your own. Note that academic dishonesty includes, not only cheating, fabrication, and plagiarism, but also includes helping other students commit acts of academic dishonesty by allowing them to obtain copies of your work. You are allowed to use the Web for reference purposes, but you may not copy material from any website or any other source without proper citations. In short, all submitted work must be your own.
Cases of academic dishonesty will be dealt with strictly. Each such case will be referred to the Academic Standing Committee via the Associate Dean of Students or the Associate Dean of the College. A formal finding of responsibility can result in disciplinary sanctions ranging from a censure and a warning to permanent dismissal in the case of repeated and serious offenses.
The academic penalty for a finding of responsibility can range from a grade of zero in the specific assignment to a F in this course.”
Please don’t force me to bring an academic dishonesty case! Consult with me if you have ANY questions on the above!
TENTATIVE SCHEDULE OF TOPICS AND ASSIGNMENTS
(meaning, if we are all perfect and never digress. Otherwise, I’ll periodically have to do “syllabus surgery” and cut a topic or two).
Date Topic and Assignment
(readings should be completed by the date shown)
M 9/10 Introduction and Overview
W 9/12 Paradigms of Cognitive Psychology
Read: Galotti, ch. 1
F 9/14 Studying the Brain
Read: Galotti, ch. 2
M 9/17 Perception & Pattern Recognition
Read: Galotti, ch. 3
W 9/19 Attention and Automaticity
Read: Galotti, ch. 4
F 9/21 TEAM PRESENTATION 1
Identifying faces from your own race and from others
Read: Michel, Rossion, , Han, Chung, , & Caldara [ER= Electronic reserve]
M 9/24 Memory: Forming New Traces
Read: Galotti, ch. 5
W 9/26 New Memory Traces, continued
Read: finish ch. 5
F 9/28 TEAM PRESENTATION 2
Doing two things at once
Read: Levy, Pashler, & Boer [ER]
M 10/1 Catch up day
(in case we get behind …J)
W 10/3 Memory: Long-Term
Read: Galotti, ch. 6
F 10/5 TEAM PRESENTATION 3
Repressed vs. False Memories
Read: Ackil & Zaragoza [ER]
M 10/8 Narrative Memory
Read: Galotti, ch. 6
W 10/10 MIDTERM EXAM
F 10/12 Knowledge Representation
Read: Galotti, ch. 7
M 10/15 MIDTERM BREAK
Go ahead; take the day off
W 10/17 Concepts & Categorization
Read: Galotti, ch. 8
F 10/19 TEAM PRESENTATION 4
Using social categories to categorize
Read: Prentice & Miller [ER]
M 10/22 Visual Imagery and Spatial Cognition
Read: Galotti, ch. 9
W 10/24 Language
Read: Galotti, ch.10
F 10/26 Catch-up day
M 10/29 Thinking, Reasoning, and Problem Solving
Read: Galotti, ch. 11, ch. 12 (skim)
W 10/31 Making Decisions
Read: Galotti, ch. 13
F 11/2 TEAM PRESENTATION 5
Read: Pashler et al. [ER]
M 11/5 Cognitive Development
Read: Galotti, ch. 14
Kathie out of town: films shown
W 11/7 TBA: Kathie out of town
F 11/9 TEAM PRESENTATION 6
Eastern versus Western approaches to cognition
Read: Miyamoto, Nisbett, & Masuda [ER]
Note: I’ll still be out of town, so presentation will be videotaped
M 11/12 TBA
PAPERS DUE 1 p.m.
Read: Galotti, ch. 15, 16
W 11/14 FINAL PRESENTATIONS
(of 233 research projects)
Sat 11/17 - M 11/19 FINAL EXAM (Self-scheduled)
Galotti, K. M. (2008). Cognitive psychology in and out of the laboratory (4th edition). Belmont, CA: Thomson Wadsworth.
Other readings (available on e-reserve: password: CGSC)
Ackil, J. K, & Zaragoza, M. S. (2011). Forced fabrication versus interviewer suggestions: Differences in false memory depend on how memory is assessed. Applied Cognitive Psychology, 25, 933-942.
Levy, J., Pashler, H., & Boer, E. (2006). Central interference in driving. Psychological Science, 17, 228-235.
Michel, C., Rossion, B., Han, J., Chung, C., & Caldara, R. (2006). Holistic processing is finely tuned for faces of one’s own race.
Miyamoto, Y., Nisbett, R., & Masuda, T. (2006). Culture and the physical environment: Holistic versus analytic perceptual affordances. Psychological Science, 17, 113-119. Psychological Science, 17, 608-615.
Pashler, H. ,McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles: Concepts and evidence. Psychological Science in the Public Interest, 9, 106-119.
Prentice, D. A., & Miller, D. T. (2007). Psychological essentialism of human categories. Current Directions in Psychological Science, 67, 202-206.
- Psychology 110: Principles of Psychology
- Psychology 200/201: Measurement and Data Analysis in Psychology
- Cognitive Science 100: How We Make Important Decisions
- Cognitive Science 130: Rationality, Intuition, and the Nature of Mind: An Introduction to Cognitive Science
- Cognitive Science 230: Introduction to Cognitive Science
- Cognitive Science 232: Cognitive Processes
- Cognitive Science 233: Laboratory in Cognitive Processes
- Psychology 236: Thinking, Reasoning, and Decision Making
- Psychology 250: Developmental Psychology
- Cognitive Science 380: Preschool Cognitive Development
- Cognitive Science 385: Cognitive Development in Middle Childhood
- Cognitive Science 386: Adolescent Cognitive Development