PSYC 701
Cognitive Basis of Behavior
Fall 2007
Last Modified 8/22/2007
Time:
1:30 – 4:10pm Thursdays
Classroom: Innovation 133
Office:
2058 David King
Hall
Ph:
993-4255
email:
mpeters2@gmu.edu (please put PYSC 530 in the subject
header)
Office Hours: 11-11:50
Fridays (tentative) or
by appointment.
I fully encourage you to contact me by email if you
have any questions about the class.
Text:
Cognitive Psychology (2nd edition), Goldstein
+
reading list
Prerequisites: Enrolled in a GMU psychology
graduate program or consent of instructor.
Objectives: This
course is an advanced review of current topics, concepts, and theories related
to cognition. The focus is broad, surveying current theories about how humans
perceive, imagine, remember, plan, reason, solve problems, choose how to act,
and use language. The emphasis
will be on understanding at a behavioral level, but modeling and neuroscience
approaches will be introduced and discussed to the degree that they inform
about behavior. The focus of the lectures will be on theories, and on research
that has tested those theories.
Attendance Policy: Although I do not grade on attendance, this is a
graduate level course and I expect (barring unforeseen circumstances) to see
you in class each week.
GMU Honor Code: George Mason University has a code of Honor that each of you accept by
enrolling as a student. My expectation is that all of the work you do for me in
this class will be the work of one individual. Having said that, I fully
encourage you to discuss the readings and topics raised in this class with your
fellow students.
Disabilities: If you are a student with a
disability and you need academic accommodations, please see me and contact the
Disability Resource Center (DRC) at 703-993-2474. All academic
accommodations must be arranged through that office."
Exam
Make-up Policy: You may take a test
after (or before) the scheduled date only if you (a) receive my permission before the day of the test, or (b)
have a valid excuse (note from a doctor, judge, sergeant, etc.). Papers will not be accepted beyond the
due date. Homework assignments
will not be accepted late.
A+ | 97+ | |||||
A | 93-96 | |||||
A- | 90-92 | Grading | ||||
B+ | 87-89 | Discussion | 30 |
|||
B | 83-86 | Paper | 30 |
|||
B- | 80-82 | Exams 1-2 | 40 |
|||
C | 70-79 | 100 |
points total | |||
F | 0-69 |
Paper (30%):
Your grade will be determined in part by a short paper to be due at the
semesterŐs end. Your task in writing the paper will be to summarize and
critique a journal article from the recent [i.e. 2002+] cognitive psychology
literature. Two suggestions are Psychological Science and Psychonomic Bulletin and Review, both of which feature shorter articles
written for the broader scientific community. The papers should be no less than
8 pages in length (double spaced, and excluding title and references).
Approximately half the assignment should consist of a summary in which you (a)
identify the research question, (b) identify the independent and dependent
variables, (c) summarize the results, and (d) summarize the researcher(s)Ő
conclusions. The rest of the
assignment should include your evaluation of the method, conclusions, etc., and
a paragraph on why this study is important in the cognitive psychology
literature. You must clear each
article with me before you submit it, and you must turn in a copy of the
article with your critique (including figures).
A detailed description of requirements
for the paperŐs content and format will be distributed early in the semester.
You will need to give me a copy of the paper (email or hardcopy), which I will
review and approve. The paper is due on December 6th, and any papers that are turned in late
will lose one letter grade per day. I will be happy to discuss paper topics
with you and give you feed back on rough drafts.
Discussions/Readings (30%): Pairs of students will be responsible for
leading a class discussion of each of the assigned readings. The responsible
students should prepare a Powerpoint slide or two or a handout to help
structure the discussion. Please note that this assignment requires that all
students read the article/chapter ahead of time and be prepared to discuss it
during the assigned class. The presenter should NOT spend much time summarizing
the factual aspects of the article. Please note that the reading dates may be
changed as the semester progresses. A sign-up sheet for presentations will be
circulated at the first class period.
To
facilitate class discussion, non-presenting students will be responsible for
emailing the presenters and the instructor at least 24 hours prior to the date
and time of the assigned discussion. The email should suggest a question or
comment about the assignment that would be an interesting point for discussion.
The presenters, of course, do not have to address each of the questions or
comments, but the information from non-presenters can form the basis for some
of the discussion of each article.
Tests (40%): There will be 2 tests/Exams.
Calendar:
Note: The schedule
below is tentative, and though I will try to follow it as closely as possible
changes may occasionally be necessary.
In the event that an exam date is changed, you will be notified at least
one week in advance.
Note that September 12th is the last day to add this class and September 29th is the last day to drop this class.
|
Chapter |
Topic |
Reading |
30-Aug |
1 & 2 |
Intro+
neuro |
|
6-Sep |
3 |
Perception |
|
13-Sep |
4 |
Attention |
|
20-Sep |
5 |
WM |
Kane
& Engle |
27-Sep |
6 |
LTM |
|
4-Oct |
test 1 |
|
|
11-Oct |
7 |
Everyday
Memory |
Schacter |
18-Oct |
8 |
Knowledge/Semantic |
|
25-Oct |
9 |
Imagery |
Pylyshyn
2003 |
1-Nov |
10 |
Langauge |
|
8-Nov |
11 |
Problem
Solving |
Anderson |
15-Nov |
12 |
Decision
Making |
Kahneman
2003 |
22-Nov |
Thanksgiving |
|
|
29-Nov |
test 2 |
|
|
6-Dec |
Paper Due |
|
|
13-Dec |
|
|
|
Anderson, J. R.
(1996). ACT: A simple theory of complex cognition. American Psychologist, 51, 355-365.
Fan, J.I.,
McCandliss, B. D., Somer, T., Raz, A., and Posner, M.I. (2002). Testing the
efficiency and independence of
attentional networks. Journal of Cognitive Neuroscience, 14, 340-347.
Kahneman, D.
(2003). A perspective on judgment
and choice: Mapping bounded
rationality. American
Psychologist, 58,
697-720.
Kane, M. J.,
& Engle, R. W. (2002). The role of prefrontal cortex in working-memory
capacity, executive attention, and general fluid intelligence: An individual
differences perspective. Psychonomic Bulletin & Review, 9, 637-671.
Pylyshyn, Z.
(2003). Return of the mental image: Are there really pictures in the head? Trends
in Cognitive Science, 7,
113-118.
Schacter, D.
L. (1999). The seven sins of memory: Insights from psychology and cognitive
neuroscience. American Psychologist, 54, 182-203.
Wilson, M.
(2002). Six views of embodied cognition. Psychonomic Bulletin & Review, 9, 625-636.