PSY 3460

Description

(Prerequisite: PSY 1010 General Psychology, or equivalent) Study of human intellectual functioning and development from infancy to adulthood. Provides a comprehensive study of our cognitive processes.

Objectives

  1. Discuss Wundt's and James' contribution to cognitive psychology, discuss the emergence of modern cognitive psychology and the factors contributing to its rise, and compare and contrast the parallel distributing process with traditional information processing approaches.
  2. Discuss the theories of visual object recognition, distinguish between Bottom-up and Top-down processing, review the applied research on face recognition, and discuss the theories of speech perception.
  3. Differentiate divided attention and selective attention, discuss the three kinds of attention processes, discuss visual search and compare and contrast the isolated-feature/combined-feature effect and the feature-present/feature-absent effect, define the orienting attention network and discuss its importance in attention, compare and contrast the theories of attention, and differentiate distributed attention and focused attention.
  4. Summarize Miller's article on short-term memory and chunking, differentiate rehearsal, the serial position effect, release from proactive interference and the working memory approach, apply the concepts of recency and primacy effects, and compare current and past views of working memory.
  5. Identify and apply procedural memory, retrieval, encoding, and recognition, discuss the research on the self-reference effect, and summarize the misinformation effect and its relation to retroactive interference.
  6. Discuss mnemonics using organization, apply the comprehensive (multimodal) approach to memory improvement, and describe the current research on the tip-of-the-tongue phenomenon.
  7. Discuss the research on imagery and interference, explain cognitive maps, and discuss the research on cognitive maps, and apply the landmark effect concept.
  8. Describe the feature comparison model of semantic memory, discuss the prototype approach, differentiate superordinate, basic-level, and subordinate level categories, discuss the exemplar approach to semantic memory, apply the parallel distributed processing approach, and demonstrate the constructive model of memory.
  9. Identify the units of language, examine Chomsky's theory, and discuss the reactions by psychologists to this theory, differentiate Broca's aphasia and Wernicke's aphasia, discuss the dual-route approach to reading and compare and contrast the direct-access approach and the indirect-access hypothesis, discuss the whole-word approach to teaching reading, and identify the relationship between artificial intelligence, LSA, and FRUMP.
  10. Differentiate linearization, prosody, and discourse, differentiate sequential and simultaneous bilingualism, and describe the critical period hypothesis as it relates to phonology, vocabulary, and grammar.
  11. Discuss the situated-cognition approach to problem solving, define means-ends heuristics, and discuss the research associated with this, differentiate mental set and functional fixedness, and discuss the approaches to creativity.
  12. Discuss the belief-bias effect, discuss the confirmation bias in deductive reasoning, compare and contrast representativeness and base rate, and differentiate illusory-correlation and availability.
  13. Discuss attention patterns, recognizing mother and conjugate reinforcement in infants, discuss children's memory strategies, and explain prospective memory, implicit memory, explicit recognition memory and explicit recall memory in the elderly.

PreRequisites

None

Textbook(s)

None

* Disclaimer: Textbooks listed are based on the last open revision of the course. Prior revisions and future revisions may use different textbooks. To verify textbook information, view the course syllabus or contact Student Services at students@waldorf.edu