Syllabus for Cognitive Psychology PSYC2360 Summer 2007 Tuesdays 6:30 room 5109 (except June 14 in 5107) Instructor: Bruce Landon with office hour prior to class in office 3419A Homepage: http://brucelandon.douglas.bc.ca Texts: Bruning,R., Schraw, G., Norby, M. & Ronning, R. (2004) Cognitive Psychology and Instruction 4th edition. Pearson Merrill Prentice Hall, Upper Saddle River, New Jersey. Crandall, B., Klein, G. & Hoffman, R. (2006). Working Minds: A Practitioner’s Guide to Cognitive Task Analysis. MIT Press, Boston, Massachusetts. Online Readings: Nesbit, J. C., & Adesope, O. O. (2006). Learning with concept and knowledge maps: A meta-analysis. /Review of Educational Research, 76/,413-448. http://www.sfu.ca/~jcnesbit/articles/nesbitadesope2006.htm Kahneman, D. (2002). A Perspective on Judgment and Choice: Mapping Bounded Rationality. American Psychologist. 58 (9) pp. 697-720. (available from Douglas psychArticles database) Anderson, J. R. (2005) Human symbol manipulation within an integrated cognitive architecture. Cognitive Science, 29(3), 313-341. http://act-r.psy.cmu.edu/publications/pubinfo.php?id=580 Stewart, T. (2006). Tools and Techniques for Quantitative and Predictive Cognitive Science (available from CogSci2006 conference proceedings) http://www.cogsci.rpi.edu/CSJarchive/Proceedings/2006/forms/index.htm Cognitive Psychology and Cognitive Neuroscience Wikibook at http://en.wikibooks.org/wiki/Cognitive_Psychology_and_Cognitive_Neuroscience week1 first class in Cognitive Psychology Chapter 1 Introduction to Cognitive Psychology outline and rationale for course assignments and course project to showcase personal knowledge of cognitive psychology concept map of course: cognition facts - theories/models - applications Weekly Course Discussions Weekly Optional self-test on assigned readings Weekly In-Class Quiz on assigned readings Weekly In-Class Lab Assignment: Weekly Question and Answer Assignment related to the assigned readings (candidate for personalized final essay exam). reading comprehension test Lab Assignment: discussion and other class support software tools (myDouglas discussions, self-tests, and other resources Question and Answer demonstration and Guidelines (practice Q&A) Combine something old and something new learned from the reading assignment How is ____ related to ______? How is ____ similar and different from _______? (Hint: define, explain, and personalize in writing your answer) [no cut and paste - rather paraphrase and cite source] [at least two paragraphs - approximately a one page essay] Introduction to making CMaps Conceptual Maps (Captivate Demo) Discussion Assignment describe your knowledge of psychology AI versus Cognitive Models (Eliza versus Rock-Paper-Scissors) week2 Cognitive Processing wikibook chapter 14 Present and Future Research Bruning Chapter 10 Technological Contexts for Cognitive Growth (cognitive tools) Crandall c8 Thinking About Cognition Crandall c4 Using Concept Maps for Knowledge Elicitation and Representation pages 240-243 from c14 Cognitive Task Analysis for Measurement and Evaluation Lab Assignment: Refresher on myDouglas and other class support software Review of how to make CMaps Conceptual Maps myFirstConceptMap explaining your knowledge of how to get a good grade sloodle technology example course edutool at http://www.sloodle.com/ week3 Cognitive Growth and Aging Bruning Chapter 9 Classroom Contexts for Cognitive Growth Anderson, J. R. (2005) Human symbol manipulation within an integrated cognitive architecture. Cognitive Science, 29(3), 313-341. Stewart, T. (2006). Tools and Techniques for Quantitative and Predictive Cognitive Science (available from CogSci2006 conference proceedings) Lab Assignment Regression Style Models in Psychology for prediction and explanation Building a Personalized ACT-R model of your reaction time week4 Memory1 Bruning Chapter 2 Sensory, Short-Term, and Working Memory Bruning Chapter 3 Long-Term Memory: Structures and Models wikibook chapter 6 Memory Lab Assignment: ACT-R Serial Memory model and digit span Sample Project Concept Maps with focus on Multi-tasking week5 Memory2 Bruning Chapter 4 Encoding Processes Bruning Chapter 5 Retrieval Processes Crandall c5 Incident-Based CTA: Helping Practitioners "Tell Stories" plus Appendix Lab Assignment: CTA knowledge elicitation using team interviewing and concept mapping week6 Decision Making (room change for this week only to next door 5107) Bruning Chapter 8 Problem Solving and Critical Thinking Kahneman, D. (2002). A Perspective on Judgment and Choice: Mapping Bounded Rationality. American Psychologist. 58 (9) pp. 697-720. Lab Assignment: PredictGPA and DropStay demo final decision on project topic and approval announced or project topic assignment by instructor Reviewing and Evaluating Personalized ACT-R models week7 Midterm week8 Beliefs and Cognition Bruning Chapter 6 Beliefs About Self Bruning Chapter 7 Beliefs About Intelligence and Knowledge Lab Assignment: Evaluating Theories and Models Sharing drafts of project related concept maps week9 Cognitive Approaches to Change Bruning Chapter 14 Cognitive Approaches to Mathematics Bruning Chapter 15 Cognitive Approaches to Science Lab Assignment: Incident Based Cognitive Task Analysis: "Stories of Conceptual Change" week10 Project Materials Due Bruning Chapter 11 Learning to Read wikibook chapter 7 Memory and Language Lab Assignment: Learning to read upside down and backwards rechecking, editing and submitting your project materials for marking week11 Chapter 12 Reading to Learn wikibook chapter 11 Situation Models and Inferencing Development Lab Assignment: ACT-R Models of information foraging GLSA and WordNet exercise week12 knowledge representation wikibook chapter 12 knowledge - Hemispheric specialization Anderson, J. R. (2005) Human symbol manipulation within an integrated cognitive architecture. Cognitive Science, 29(3), 313-341. Lab Assignment: representing your knowledge of cognitive psychology in a concept map week13 Bruning chapter 13 Writing plus Complete projects due online prior to beginning of class Lab Assignment: Cooperative final editing of projects and submission online Review for Final Exam using educational technologies week14 Complete projects due online prior to beginning of class Brief in class presentations of projects using the LCD projector Course poster project about how ACT-R theory explains a cognitive psychology content topic: The focus of poster will clearly relate ACT-R and current literature and from http://act-r.psy.cmu.edu/publications/. The intention of the project is for the student to understand more deeply the ACT-R theory and the relationships between the conceptual ideas of ACT-R and the selected topic by doing a focused project. The completed project includes: APA title page, 6+ page description, mp3 recording of the explanation for persons with disabilities, APA reference page, one page presentation handout, and concept map with 30+ concepts with labeled links so that all concept-link-concept parts are propositions). In the project the student will gain additional experience with a content topic area and with concept mapping using the CMapTools software. Course Grading Policy: 20% per day deducted for late assignments or submissions 10% Weekly in class Quiz at the beginning of class (makeups on final exam) 10% Weekly In-Class Lab Assignment postings 10% weekly Question and Answer emails 10% Weekly Course Discussions Postings 05% Midterm examination including Q&A essay part (practice for the final exam) 25% Course Personal Project submission 25% Comprehensive Final Examination - multiple choice part 05% Comprehensive Final Examination - personalized essay part Academic honesty is expected in all course work consequently any plagiarism, cheating, etc. will earn zero. It is expected that we will all treat each other respectfully both in class and on line. Be respectful and kind to classmates avoiding harassment, disruptive behaviour,and violence). Contribute to class discussions but avoid distracting side conversations in class. When in doubt follow college policy first.