COURSE NAME: Cognitive and Affective Processes

COURSE NUMBER: PP 7040

TERM: Fall, 2007

INSTRUCTOR:

Shan Jumper, Ph.D.

PHONE:

217-491-0139

EMAIL:

FAX:

217-322-2122

ALT PHONE:

217-322-3804

REQUIRED TEXTS:

Title / Mapping the Mind
Author(s) / Carter, R.
Copyright / 2000
Publisher / University of California Press
ISBN / ISBN#: 0753810190
Edition / 2nd
Title / Cognitive psychology: A student’s handbook, 5thth ed
Author(s) / Eysenck, M. W., & Keene, M.T.
Copyright / 2005
Publisher / Psychology Press, Ltd.
ISBN / 184169356
Edition / 5thth ed

This Course Requires the Purchase of a Course Packet: YES NO

Cognitive and Affective Processes

Course Number: PP 7040Term: Spring, 2007

Instructor: Shan Jumper, Ph.D.

Contact Information: Phone: 217-491-0139

Email:

Purpose and Scope: This course emphasizes cognitive and affective processes that influence behavior. Areas of emphasis include perception, attention, memory, language, problem solving, reasoning, cognition and emotion, theories and principles of learning, and the influences of psychosocial factors on cognitions and behaviors. The class will consist of on-line lectures, text book review, and on-line discussion posts.

Course Competencies (see Weekly Course Objectives section at end of syllabus):

Upon successful completion of this course, students should be able to:

Understand cognitive theories regarding perception, attention, memory, language, problem solving, reasoning, cognition and emotion.
Understand clinical applications of modern cognitive and affective theories.
Understand factors that influence an individual’s cognitive performance and emotional experience.

Course Requirements: Grading will be based on the following:

140 points - Online discussions (2 per week @ 5 points each)

120 points – Final Examination

Criteria for Final Examination

The Final Examination will be administered at your ArgosyUniversity campus. It will include both short answer and multiple-choice questions. Each week you will be provided with review questions over the material presented for that week. Many of the questions on the examination will come directly from the review questions. The rest will come from the lecture notes, web based learning activities and the texts.

Assignments:

Weekly Discussion Questions (140 points)

Each week you will be required to post two responses to online discussion questions
The discussion questions will be posted at the beginning of each week
You will be graded based on the accuracy and thoroughness of your responses
Your postings should demonstrate your understanding of the posted lecture notes and text
When responding to the postings of other students simply stating “I agree” is insufficient
Postings that are late will not be accepted and you will not receive credit for the assignment

Due dates for weekly discussion postings:

Responses 1 and 2 are due Saturday evening (the exact time is immaterial)

Feel free to submit your postings early in the week if it is more convenient for you (when you are required to respond to another student’s posting this may not be possible). Your postings for the discussion questions will be reviewed and graded at the end of each week and posted to the grade book by Tuesday morning. You will not receive a grade for each individual posting; you will receive a summary score for the week. At the beginning of each week (starting week 2) you should check your grade for the previous week’s postings. If you receive a score below 8 out of 10 I will provide you with immediate feedback explaining why your postings were inadequate. Please utilize the feedback to improve your postings the next week.

Accommodations for Students with Disabilities: It is the policy of the Argosy University/Chicago to make reasonable accommodations for qualified students with disabilities, in accordance with the Americans with disabilities Act (ADA). If a student with disabilities needs accommodations to complete the instructor’s course requirements, the student must notify the Director of Student Services. Procedure for documenting student disability and the development of reasonable accommodation will be provided to students upon request. Students will be notified by the Director of Student Services when each request for accommodation is approved or denied in writing via a designated form. It is the student’s responsibility to present the form (at his or her discretion) to the instructor in order to receive the requested accommodations in class. In an effort to protect student privacy, Student Services will not discuss the accommodation needs of any student with instructors.

Academic Dishonesty/Plagiarism Statement: The University seeks to foster a spirit of honesty and integrity. Any work submitted by a student must represent original work produced by that student. Any source used by a student must be documented through normal scholarly references and citations, and the extent to which any sources have been used must be apparent to the reader. The University further considers resubmission of a work produced for one course in a subsequent course or the submission of work done partially or entirely by another to be academic dishonesty. It is the student’s responsibility to seek clarification from the course instructor about how much help may be received in completing an assignment or

exam or project and what sources may be used. Students found guilty of academic dishonesty

or plagiarism shall be subject to disciplinary action up to and including dismissal from the University.

Program Outcomes: The Doctoral program in Clinical Psychology at Argosy University Chicago Campus is an APA accredited program (APA, 750 First St. NE, Washington, DC20002, 202-336-5500). This program is designed to educate and train students so that they may eventually be able to function effectively as clinical psychologists. To ensure that students are prepared adequately, the curriculum provides for the meaningful integration of theory, training and practice. The Clinical Psychology program at Argosy University Chicago Campus emphasizes the development of attitudes, knowledge, and skills essential in the formation of professional psychologists who are committed to the ethical provision of quality services. Specific objectives of the program include the following:

Goal 1: Prepare professional psychologists to accurately, effectively, and ethically select, administer, score, interpret, and communicate findings of appropriate assessment methods informed by accepted psychometric standards and sensitive to the diverse characteristics and needs of clients.
Objective 1a: Accurately and ethically administer and score various psychodiagnostic instruments.
Objective 1b: Accurately interpret and synthesize assessment data in the context of diversity factors, referral questions, and specific objectives of the assessment, and organize and communicate results in writing and orally.
Objective 1c: Examine psychometric properties of psychological assessment instruments, and use that knowledge to evaluate, select, administer, and interpret psychological tests and measures appropriate for the client, the referral question, and the objectives of the assessment.
Goal 2: Prepare professional psychologists to select, implement, and evaluate psychological interventions consistent with current ethical, evidence-based, and professional standards, within a theoretical framework, and with sensitivity to the interpersonal processes of the therapeutic relationship and the diverse characteristics and needs of clients.
Objective 2a: Synthesize the foundations of clinical psychology, including psychopathology, human development, diagnosis, diversity, ethics, and various therapeutic models in clinical applications.
Objective 2b: Select, plan, and implement ethical and evidence-based interventions with sensitivity to the diverse characteristics and needs of clients.
Objective 2c: Demonstrate knowledge, skills, and attitudes to effectively implement and participate in psychological consultation and supervision.
Objective 2d: Demonstrate personal development and self-reflective capacity, including growth of interpersonal skills, and therapeutic relationships.

Goal 3: Prepare professional psychologists to analyze the complexity and multidimensionality of human diversity, and demonstrate the knowledge, skills, and attitudes necessary to understand diverse worldviews and the potential meaning of social, cultural, and individual differences for professional psychological services.
Goal 4: Prepare professional psychologists to examine the historical context and the current body of knowledge of biological, cognitive, affective, developmental, and social bases of human functioning.
Goal 5: Prepare professional psychologists to critically evaluate the current and evolving body of scholarly literature in psychology to inform professional practice.

Technology Statement: ArgosyUniversity encourages the use of technology throughout the curriculum. Videos will be shown during a number of class sessions. Recommended web links are included at the end of this syllabus. .

Required Texts:

Carter, R. (2000). Mapping the Mind. Berkeley and Los Angeles, CA: University of California Press. ISBN#: 0753810190

Eysenck, M. W., & Keene, M.T. (2005). Cognitive psychology: A student’s handbook, 5thth ed. Philadelphia, PA: Psychology Press, Ltd. ISBN#: 184169356

CLASS SCHEDULE

Content Sequence:

Module

/ Weeks / Topic / Readings
1 / Weeks 1 - 2 / Introduction to Cognitive Psychology
Visual Perception: Basic Processes
Object Recognition
Visual Disorders
Theories of Perception, Movement & Action / Carter Ch. 1 - 3
Eysenck Ch. 1
Eysenck Ch. 3
Carter Ch. 5,Eysenck Ch2
Eysenck Ch. 4
2 / Weeks 3 - 4 / Attention & Performance Limitations
Disorders of Attention
Assessment of Attention
Memory: Structure & Processes
Disorders of Memory / Eysenck Ch. 5
Carter pages 185-187
Carter Ch. 7
Eysenck Ch. 6 – 8
3 / Week 4 - 5 / Mental Representation: Propositions & Images
Objects, Concepts & Categories
Childhood Disorders (Cerebral Palsy, Autism, Asperger’s, Bipolar Disorder)
Speech Perception and Reading
Language: Comprehension and Production
Dyslexia / Eysenck Ch. 9 – 10
Carter pages 141 – 145
Eysenck Ch. 11-13
4 / Week 6 - 7 / Frontal Lobes
Problem Solving
Reasoning
Relations, Events & Schemata
Cognitive-Behavioral Therapy / Carter Ch. 8
Extra Learning Activities
Eysenck Ch. 13, 16
5 / Week 8 - 9 / Judgment and Decision Making
Cognition and Emotion
Stress / Eysenck Ch. 15
Carter Ch. 4
6 / Week 10 - 11 / Theories & Principles of Learning
Creativity and Genius / Lecture Notes
Eysenck ch. 14
7 / Weeks 12 - 13 / Perceiving Groups – Prejudice
Sexual Behavior and the Brain
False Memory Syndrome
Dissociative Identity Disorder / Lecture notes
Carter pages 68 - 76
Week 814 / FINAL EXAM

Weekly Course Objectives and Recommended Learning Activities:

MODULE 1:

Course Objectives:

1. Gain a basic understanding of cognitive psychology.

2. Gain a basic understanding of the visual system.

3. Gain an understanding of disorders of the visual system.

4. Review theories of perception.

5. Review the construct of attention.

6. Examine disorders of attention.

7. Examine several instruments used to assess attention.

Learning Activity:

Basic Visual Pathways -

*Visit this website and review information about the visual pathways.

Visual Field Defects -

*Visit this website and review information about visual field defects.

MODULE 2:

Course Objectives:

1. Define memory.

2. Examine different types of memory.

3. Examine the neuroanatomical structures responsible for the storage and recall of memories.

4. Examine current theories of repressed memory.

5. Review several disorders of memory.

Learning Activity:

The Anatomy of Memory -

*Visit this website and view the slide that shows the dissection of a sheep brain with a focus on the structures responsible for memory.

Long-term Potentiation -

*Visit this website and read information about long-term potentiation.

MODULE 3:

Course Objectives:

1. Examine how the brain organizes and categorizes information.

2. Review neuroanatomical structures responsible for language.

3. Review core symptoms of Autistic Disorder, Asperger’s Disorder, cerebral palsy and Bipolar Disorder.

4. Examine the methodological difficulties of diagnosing children with Bipolar Disorder.

5. Review core symptoms of dyslexia.

6. Examine subtypes and symptoms of various forms of aphasia.

Learning Activity:

Prosopagnosia -

*Visit this website and review information about the disorder of “face blindness” (prosopagnosia).

MODULE 4:

Course Objectives:

1. Develop a basic understanding of the functions of the frontal lobes.

2. Examine the importance of the frontal lobes in human behavior.

3. Define executive functions.

4. Examine theories of problem solving and reasoning.

5. Examine how schemata develop and influence thoughts and feelings.

6. Examine the cognitive and affective consequences of the illicit drug Ecstasy (MDMA).

7. Review basic principles of cognitive-behavioral therapy.

Learning Activity:

Frontal Lobes –

*Visit this website and review the “motor and prefrontal area” and “prefrontal cortex” and other frontal lobe sections.

MODULE 5:

Course Objectives:

1. Examine similarities and differences between thoughts and feelings.

2. Examine differences between feelings and emotions.

3. Develop a basic understanding of the neuroanatomical structures responsible for emotions and feelings.

4. Develop an understanding of the ventral and dorsal pathways that can result in a fear response.

5. Examine the effects of stress.

6. Examine basic biological, cognitive and emotional factors associated with sexual offending and serial homicide.

Learning Activity:

Brain Facts -

*Visit this website and click “download Brain Facts in pdf format.” Review the section entitled Learning and Memory.

MODULE 6:

Course Objectives:

1. Review the basics of operant and classical conditioning.

2. Review the basics of social learning theory.

3. Develop a basic understanding of creativity and genius.

4. Examine the cognitive constructs that underlie the development of prejudice.

Learning Activity:

The Behavioral System -

*Visit this website and review the information about classical and operant conditioning

Cognitive Basis of Prejudice -

*Visit this website and read information about the development of prejudice.

MODULE 7:

1. Become familiar with basic concepts associated with controversial cognitive constructs.

2. Understand the basic role of the brain in directing sexual behavior.

3. Articulate comprehension of class material in support of personal theory of therapy.

4. Identify and explore the social causes and consequences of prejudice.

Learning Activities:

Watch and discuss the movie “Memento”. Then visit the official website and view the discussions at

Welcome to Memory and Reality –

*Visit this website and read information about False Memory Syndrome and Multiple Personalities (DID).