PS 408 Cognitive Psychology
U1T 2012 DL
Rivenes, Teresa R.
Doctoral Candidate, PsychologyMasters in Psychology, Capella UniversityMasters in Social Science, Utah State University
Malmstrom Air Force Base, Great Falls, MT
available per appointment
June 4, 2012 to July 29, 2012
PS101 and Jr or Sr standing
Coglab 2.0 on a CD (2007). Wadsworth, ISBN 978-0495090649
Textbooks can be purchased through the MBS bookstore
Textbooks can be purchased through the Parkville Bookstore
Additional Resources: WHY I USE COGLAB FOR THIS CLASS.
1. The Coglab experiments provide personal, hands-on experiences that increase student awareness of the importance of the concepts, facts, and theories that are being illustrated.
2. It is easy for students to lose sight of the idea that psychology is more than a set of facts and theories—that it is an activity as well. Conducting the science of psychology is important because it provides an opportunity for understanding how facts and theories are derived. Coglab experiments help to convey the importance of methodological issues.
3. Many ideas in cognitive psychology tend to be abstract or otherwise inaccessible to student understanding. Some are dry and seem unimportant. By having students “get messy”, Coglab experiments have the ability to bring to life what would otherwise remain difficult or remote.
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I approach teaching in terms of three broad goals: encouraging critical thinking, applying course material to everyday life, and setting high standards. I think the role of the instructor is to facilitate learning. I will do this by posing critical questions and encouraging students to explore their thinking and try on new ways of thinking. My goal is to encourage students to engage course material by thinking through and reflecting upon his/her position in the context of the sociological, or psychological, research provided. This is important, since different disciplines have different conventions and practices. I also believe that applying this material to everyday life is important. I have high standards and expectations for my students. In my experience, students will rise to the challenge as long as the expectation is an obtainable goal. My educational philosophy is based on using a variety of methods in learning, focusing on student engagement. Investigation, inquiry, demonstrations, participation activities, readings, class discussion, examinations, writing, and use of Internet resources and technology are significant components of this learning process. It is important that students analyze, synthesize, and evaluate course material and apply it to their own lives.
Learning Outcomes: Core Learning Outcomes
Link to Class RubricClass Assessment:
Grading: The course grade is determined by the total number of points from the assignments and exams. Grades will be based on percentage cutoffs, i.e., 90 % = A, 80 % = B, 70 % = C, 60 % = D, and 59% less = F.
Late Submission of Course Materials:
Classroom Rules of Conduct:
I expect that each individual assignment or paper you submit in this class is a unique one. Plagiarism is a serious offense, please credit where credit is due and follow Park's policy in terms of all papers and assignments. Violation of this will result in a failing grade for the assignment.
Paradigm Shifters & Influential Figures
Neurocognition/ Sensory Memory
Perceptual Proc I & II
Inattentional Blindness & magic
Misheard lyrics/ illusions
Chaps 2, 3
Working Memory/ LTM
DRM quiz 2 lists
STM/ Working memory
Chaps 4, 5
LTM/ Memory Strategies
Memory Processes/ Metamemory
Chaps 5, 6
Mental Imagery/ Knowledge
Implicit attitudes and social distance
Chap 7, 8
Language I& II
Code switching/ advantages of bilingualism
Chaps 9, 10
Research Paper HO
Problem Solving/ Reasoning
Heuristics and Nobel Prize
Chaps 11, 12
Final Exam Info
Open Question and Reflection Q
Combo of MC/ SA
Academic Honesty:Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life. Park University students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2011-2012 Undergraduate Catalog Page 93
Plagiarism:Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. from Park University 2011-2012 Undergraduate Catalog Page 93
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2011-2012 Undergraduate Catalog Page 96
Disability Guidelines:Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .
Attachments:PS408 Core Assessment ExplanationRubric
Last Updated:4/28/2012 9:24:14 AM