PS408 Cognitive Psychology

for U1B 2012

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Vision Statement: Park University, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.


PS 408 Cognitive Psychology


U1B 2012 BL


Webb-Tafoya, Mary


Assistant Academic Director/ Adjunct Faculty


B.S. Social Psychology
M.A. Mental Health Counseling, LMHC, LPC, Behavior Analyst I
ABD (All But Dissertation) Health Psychology

Office Location

Before and After class/Email/Telephone

Office Hours

Before and After class/Email/Telephone

Daytime Phone



Semester Dates

4 June 2012 - 29 July 2012

Class Days


Class Time

7:40 PM - 10:10 PM


PS101 Introduction to Psychology, PS315 Theories of Personality, SR standing

Credit Hours



    8th Edition
  • ISBN:
  • ISBN-13:
  • PUB. DATE:
    April 2009
    Cengage Learning

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:
American Psychological Association. Publication Manual of the American Psychological Association 6th Edition. Copyright 2010.

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
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Course Description:
PS 408 Cognitive Psychology: Students are introduced to modern concepts in cognitive psychology. Human information processing, representation and organization of knowledge and the uniqueness of higher cognitive skills are emphasized. Classroom demonstrations and experiments are used in exploring human learning and memory. 3:0:3 Prerequisite: PS 101 or permission of instructor.

Educational Philosophy:

Learning is a process and an interaction between the student, the teacher and wealth of information. Student and teacher are interchangeable as we can all learn from one another. The true scholar-practitioner can take the knowledge he or she possesses and bring it to life in the classroom to inspire, encourage and assist the student in expanding their knowledge and convictions. As an educator and scholar-practitioner, my goal and commitment to my students is to reintroduce the excitement of the field of Psychology and feed the motivation of the student. As a student, learning is a journey but is far more easily acquired when the enthusiasm, dedication and commitment are there.

Learning Outcomes:
  Core Learning Outcomes

  1. Utilize the vocabulary of cognitive psychology
  2. Demonstrate metacognitive processes.
  3. Display professional psychological writing and proper and appropriate us of APA style
  4. Critically analyze cognitive psychology literature.
  5. Apply cognitive psychological concepts to one's life and circumstances.

  Instructor Learning Outcomes
  1. Learn how maladaptive cognition can lead to neuroticism.
  2. Understand the importance of perception and cognition on daily interactions.
  3. Understanding cognitive distortions of mental disorders.
Core Assessment:

Research Paper.

Link to Class Rubric

Class Assessment:
There will several short assignments assigned throughout the semester, designed to increase understanding and application of the material learned. Normally this course would be taught with the use of CogLab program; however, given the circumstances that this course is taught in an 8 week semester, it may not be feasible to perform all exercises in CogLab. 

Cognitive exercises (6 total) 20 points each = 120 points

Midterm 25 questions (4 points each) = 100 points *online*

Journal Review (Core) = 130 points

Presentation = 100 points

4 quizzes *online* 5 questions at 25 points each = 100 points

Final 25 questions *online* (4 points each) = 100 points

Total points awarded 650 points

All quizzes and exams are online and students will be open on Sunday, beginning of week, to close of week Sunday at midnight. Students will be allotted 30 minutes for quizzes and 2 hours for midterm and final. This allows us to utilize more classroom time for discussion and covering material. Ensure you are prepared and have ample time to take the quiz or exam before you open it as the time will run out! No students will be allowed to retake. Be sure you know how to utilize the browser before you choose to take the quiz or exam. I can see when there is a technical error as opposed to a deliberate manipulation of the browser. There will be no additional opportunities or resetting of exams or quizzes. The Final has a different timeframe allotted to take and will be discussed further in class.

Cognitive exercises will be assigned to help you understand the concepts of the material covered. You will be required to do the exercise and report the results, your findings and understanding of the concept in an essay format. A rubric will be provided under doc sharing.

The presentation is an individual 20 minute presentation in which the student will provide insight to a mental disorder that affects cognition, learning or memory. There will be a list in class that students will sign up for with topics and a date to give their presentation. The student will present on the DSM-IV etiology of the disorder, criteria, facts and recommended treatment. 

The core assessment of this course is a journal review on a cognitive related topic matter. The student will provide a copy of the journal with the review. A rubric, format and topic will be discussed in class.

585 - 650 = A

520 - 584 = B

455 - 519 = C

390 - 454 = D

0 - 389 = F

Late Submission of Course Materials:
Make arrangements to turn in any assignments if you foresee that you will not be present in class. I DO NOT accept late assignments. Assignments: Exercises and core assessment must be turned in hardcopy in class! Presentations cannot be made up. If you missed your scheduled time, you will receive a zero. 

Any special situations in regards to medical, deaths in the family and military duty will be handled on a case by case basis. 

Classroom Rules of Conduct:
      We are all adults and professionals. I have the utmost respect for my students and seek reciprocation in that manner. 

This course is based on the principles of ethics and requires that students demonstrate respect to instructor and fellow classmates. Please silence or turn off phones. Refrain from side talk and participate in discussions. Attend entire class time and be on time for class. If there is any reason for arriving tardy or leaving early, please communicate this with me in advance. Otherwise, attendance is taken before class and at the end of class. Students that leave during breaks will be marked absent and receive a "U". This is a Senior level course; therefore, anticipate nothing less.

Course Topic/Dates/Assignments:
Week 1

Day 1
  • Class Introduction
  • Powerpoint presentation are on Doc Sharing
  • Syllabus
  • Chapter 1: Introduction to Cognitive Psychology
  • Discussion
Day 2
  • Quiz #1 is online, opens Sunday and closes the following Sunday at Midnight
  • Chapter 2: Pattern Recognition
  • Discussion
  • First exercise assigned, due Week 2, Day 1
Week 2

Day 1
  • Chapter 3: Attention
  • Discussion
  • Exercise 1 due
Day 2
  • Quiz #2 opens up Sunday and closes the following Sunday at midnight
  • Second exercise assigned, due Week 3 Day 1
  • Chapter 4: Short-term Memory
  • Chapter 5: Long-term Memory
  • Class Discussion
Week 3
Day 1
  • Exercise #2 is due
  • Chapter 6: Memory Codes
  • Discussion
  • Presentations
Day 2
  • Midterm exam opens on Sunday and closes on Sunday at midnight
  • Chapter 7: Visual Images
  • Discussion 
  • Presentations
  • Exercise #3 assigned and due Week 4 Day 1
Week 4
Day 1
  • Exercise #3 is due
  • Remember that Midterm is open and closes on Sunday
  • Chapter 8: Categorization
  • Discussion
  • Presentations
Day 2
  • Chapter 9: Semantic Organization
  • Discussion
  • Presentations
  • Exercise # 4 is assigned and due Week 5 Day 1
Week 5
Day 1
  • Quiz # 3 opens Sunday and closes Sunday before week 6
  • Exercise #4 due
  • Chapter 10: Language
  • Discussion 
  • Presentations
Day 2
  • Chapter 11: Comprehension
  • Discussion
  • Presentations
  • Exercise #5 assigned and due Week 6 Day 1
Week 6
Day 1
  • Quiz # 4 opens Sunday and closes Sunday at midnight
  • Chapter 12: Problem Solving
  • Discussion
  • Demonstration of applying cognitive approach to mental disorders
Day 2
  • Chapter 13: Expertise and Creativity
  • Discussion
  • Exercise #6 assigned and due Week 7 Day 1
Week 7
Day 1
  • Exercise #6 due
  • Chapter 14: Decision Making
  • Discussion
  • Review a case study
Day 2
  • Journal review is due
  • Final will open at midnight and close Tuesday at midnight
  • Discussion on current advances and Neuropsychology
Week 8
Day 1
  • Return journal reviews
  • In class cognitive exercise and project 
  • Guest speaker
Day 2
  • Review final
  • Closing discussion

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 ( or Park University 2011-2012 Undergraduate Catalog Page 93

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.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

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: .

Additional Information:



CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Analysis & Evaluation                                                                                                                                                                                                                                      
Sophisticated critique of at least two empirical studies - beyond description - reference to more than two strengths and weaknesses of both studies.
Description of two empirical studies with 1-2 statements of analysis and evaluation.
Description of less than 2 empirical studies and/ or no analysis or evaluation of the studies.
Sophisticated presentation of major issues and contributions.  The application reflects a depth of application (more than 3).  
General presentation of at least 2 major issues and 2 contributions.  
Superficial presentation of the major issues and contributions (less than 2 each).  
Whole Artifact                                                                                                                                                                                                                                             
Artifact displays sophisticated professional writing and correct APA formatting. More than 10 primary sources in the paper.
General professional writing displayed and APA Format is generally followed (1 class error: cover page, running head, internal citations, headings, references, etc.). Ten primary sources
Professional writing problems (e.g., excessive quoting, use of contractions, informal language) and/ or APA formatting problems (2 or more class errors: cover page, running head, internal citations, headings, references, etc.) and/ or less than 10 primary sources.


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Last Updated:4/23/2012 2:36:28 AM