PS408 Cognitive Psychology

for S1B 2013

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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


S1B 2013 BL


Nieto, Naomi Y.


Adjunct Psychology Instructor


BA Psychology/Minor: Criminal Justice
MA Mental Health Counseling

Office Location

Before/After Class; Email; Telephone

Office Hours

Before/After Class; Email; Telephone

Daytime Phone



Semester Dates

January 14, 2013 to March 10, 2013

Class Days


Class Time

5:00 - 10:00 PM

Credit Hours



Reed, S. K. (2010). Cognition: Theory and application (8th ed.). El Paso, TX: Cengage. ISBN-13: 9780495602309
American Psychology Association (2010). Publication Manual of the American Psychological Association (6th Edition).Washington, DC: Author. ISBN: 978-1-4338-0561-5 (soft cover)

Additional Resources:

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.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information

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 centered on the student and focus on the course outcomes. The student is responsible for learning those outcomes. Also, implementation of additional APA style learning throughout the course.

The instructor is responsible for presenting the course material in an environment conducive to learning along with clarifying and /or elaborating on the goals. The instructor must guide the student to an understanding of concepts and the application of theories presented in the course.

Students are responsible for reaching the goals of the semester by taking weekly assessments, presentation of scholarly, empirical journals, examinations, and a research paper reflecting on new research in the field of psychology.

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 about the importance of Mental Disorders and how they affect individuals' lives.
  2. Learn how individuals cope with living with a mental disorder that affects cognition.
  3. Learning about the emotional effects of having a mental disorder.
  4. Leaning how a family support system and the individual's support can contribute to coping.
Core Assessment:

Research Paper.

Link to Class Rubric

Class Assessment:

The class assessment will be based on examinations, case studies, comprehensive paper, student presentations and class attendance/participation.
The grading plan will consist of the following:

1. Midterm Exam: 40 points (20% of final grade)

2. Final Exam: 40 points (20% of final grade)

3. Research Paper : 60 points (30% of final grade)

4. 4 Quizzes (15 points each) 60 points (30% total for final grade/7.5% each)

Total Points = 200 POINTS

The presentation will be 30 minutes long using empirical research from credible sources and between 15-20 slides. The class will sign up for a topic designed by the instructor. Students will present on various dates on one topic per group:
  • Bipolar I & II
  • Brain Injury
  • Autism
  • Panic Disorder
  • Alzheimer's Disease
  • Eating Disorders
  • Sex Addiction
  • Oppositional Defiant Disorder (ODD)
  • Post-traumatic Stress Disorder (PTSD)
  • Paraphilias
The group is to present to the class and the instructor the etiology and definitions about their topic. What are the symptoms? What are the causes? The group must utilize 1 empirical article and tell the class about the findings, statistics, data, results, etc that support their presentation. The students must include 1 interview from a person actually suffering from the disorder or someone with interest in that disorder. The group will report that interview data to the class. You must provide information about how the disorder affects/disrupts cognition. Lastly, what can you conclude?
For your reference and guidance:
  • Introduction 1-2 slides
  • Definitions 1 slide
  • Symptoms 1 slide
  • Causes 1 slide
  • Empirical Article Data/ Statistics 2-3 slides
  • Interviewee Data 2 slides
  • How does it affect/disrupt cognition? 2 slides
  • Conclusions 1-2 slides
The students are not allowed to read directly from their powerpoint or notes. The presenation is research based using oral communication, which may include visual aids to the class. The purpose of the group presentation is to allow the class to learn about development of devaint human beings in society and how their actions affect everyone around them. As college adults, the professional manner of presentations is important; therefore, if the presentation is directly from reading the notes, the group will be docked major points.
There will be respect during the presentation. Laptops, cell phones, and other reading material must be put aside to give the group the class' full attention to ask questions and take notes.
The Quizzes and Exams will be administered as in-class, closed notes/book. All cell phones must be turned off during any quiz or test to alleviate any suspicion of cheating or dishonesty.



225-250 = A

200-224 = B

175-199 = C

150-174 = D

173-0 = F

Late Submission of Course Materials:
Work missed because of absences or work turned in late will not be accepted. It is your responsibility to meet deadlines and turn in work when it's due. Military students can make alternative arrangements with the instructor because of deployments or other unforeseen military duties that often arise. Park University specializes in serving military students and accommodations will be made to help the soldier, marine, airman, or sailor complete the course successfully.

If any students are not military, they are also encouraged to notify the instructor about arrangements for make up work.
If the student misses a quiz or exam, they will need to make up that quiz/exam the next class day. Students are encouraged to exchange phone number or emails for notes in case they miss class. The student will not be able to ask the instructor for extra time. The syllabus is made in advance with chapters and vital information each week, which is labeled on the syllabus. There should not be any excuse about not knowing what chapters to cover.

Classroom Rules of Conduct:
Attend all classes for the entire class period and be on time to all classes. Roll will be taken before and after at each class meeting, therefore students who leave during class breaks will be considered absent and receive a "U". If classes are missed for a legitimate reason, such as temporary duty or illness, the student is responsible to make up the missed work, obtain lecture notes and handouts. If you are going to miss a class, I expect to be communicated with prior to class, if possible. Assignments will be turned in on time. There will be exceptions.

Course Topic/Dates/Assignments:
Week 1

  • Friday January 18
    • Class Introduction
    • Syllabus
    • Chapter 1: Introduction to Cognitive Psychology
    • Chapter 2: Pattern Recognition
    • Class Discussion

Week 2

  • Friday January 25
    • Quiz #1 (Ch 1 & 2)  
    • Chapter 3: Attention
    • Chapter 4: Short-Term Memory
    • Chapter 5: Long-Term Memory
    • Class Discussion
    • Presentations (2)

Week 3

  • Friday February 1
    • Quiz #2 (Ch 3,4,5)
    • Chapter 6: Memory Codes
    • Chapter 7: Visual Images
    • Class Discussion
    • Presentations (2)

Week 4

  • Friday February 8
    • MIDTERM (CH 1-7 only)
      • In-Class/Closed Notes and Book
    • Serial Killer and Cognition Video (2 Hours)

Week 5

  • Friday February 15
    • Chapter 8: Categorization
    • Chapter 9: Semantic Organization
    • Presentations (2)

Week 6

  • Friday February 22
    • Quiz #3 (Ch 8 & 9)
    • Chapter 10: Language
    • Chapter 11: Comprehension
    • Presentations (2)

Week 7

  • Friday March 1
    • Quiz #4 (Ch 10 & 11)
    • Chapter 12: Problem Solving
    • Chapter 13: Expertise and Creativity
    • Chapter 14: Decision Making
    • RESEARCH PAPER DUE March 1, 2013 (DROPBOX on eCompanion)
    • Presentations (2)

Week 8

·         Friday March 8

oFINAL (Chapter 8-14 only)


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 95-96

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 95

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 98

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: .


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:11/26/2012 9:29:53 AM