ArgosyUniversity

COURSE SYLLABUS

PSY360

Cognition and Learning

Faculty Information

Faculty Name:Kimberly M. Swiss, Psy.D.

Campus:Chicago

Contact Information:(773) 983.8478 or

Office Hours:by appointment

Short Faculty Bio:I received my doctorate in clinical psychology from the Illinois School of Professional Psychology. Presently, I teach courses in Diversity, Psychological Assessment, Cognition & Learning and Psychopathology at the graduate and undergraduate level. In addition to teaching, I am a member of a group private practice on Chicago’s Northwest side. My areas of specialization include psychological testing and individual therapy with children, adolescents and young adults. An object relations understanding of human behavior heavily informs my clinical work.

Course description:This course provides an introduction to theories and research on cognition and learning, especially topics such as knowledge acquisition, language, memory, thinking and the biological basis of learning and cognition. Applications to the assessment and treatment of human problems in a variety of organizational settings in education and mental health are also discussed.

Course Meeting Times: Thursdays from 6-10PM

Course Pre-requisites: None

Required Textbook:

Goldstein, E. B. (2008). Cognitive Psychology: Connecting mind, research, and everyday experience.(3rd Ed.)Thomson Wadsworth. ISBN:0-495-09557-5

Terry, W. S. (2006). Learning and Memory: Basic Principles, Processes, and Procedures. (3rd Edition). Allyn & Bacon. ISBN: 0-321-27377-X

Course length: 7.5 Weeks

Contact Hours: 45 Hours

Credit Value: 3.0

Program Outcomes:

  1. Cognitive Abilities
  2. Critical Thinking - Given a psychological issue, employ skeptical inquiry and a scientific approach to respond to the issue.
  3. Information Literacy - Given a research question related to psychology, access information from a variety of sources and select appropriate sources to respond to the question.
  4. Research
  5. Understanding Research Methods – Given an article about research findings in the field of psychology from a scholarly journal, identify the research methods used and the findings of the article.
  6. Identifying Research Methods – Identify the appropriate statistical tools and basic research methods in psychology, including research design, data analysis, and interpretation.
  7. Communication Skills
  8. Oral - Effectively present psychological concepts orally as appropriate to the audience.
  9. Written - Effectively present psychological information, in writing, using software and style appropriate to the audience.
  10. Ethics/Diversity
  11. Ethics - Identify the issues and challenges related to ethics in the field of psychology.
  12. Diversity - Identify the issues and challenges related to diversity in the field of psychology.
  13. Knowledge of the Field
  14. Foundations – Recognize the major concepts, theoretical perspectives, empirical findings, applications, and historical trends in psychology.
  15. Knowledge of Applied Psychology
  16. Apply psychological principles to personal, social, and/or organizational issues.

7. Interpersonal Effectiveness

Students will develop and improve positive relationship skills via effective communication, respect for others, appreciation of diversity and cultural sensitivity, and awareness of their impact on others.

7.1 Apply active listening communication skills in interpersonal and organizational scenarios to establish empathetic, collegial relationships that facilitate

consensus building in working toward common goals and are appreciative of diversity and culture.

7.2 Analyze the importance of effective nonverbal communication skills in developing strong interpersonal and organizational relationships that are culturally sensitive and respectful of diversity.

7. 3 Solicit and utilize feedback to develop adaptable strategies of facilitating dynamic interpersonal and organizational relationships.

7. 4 Analyze the impact of technological advances on communication within interpersonal and organizational relationships.

7. 5 Utilize effective communication and relationship skills in order to promote the growth of others and effect change.

Course Objectives:

  1. Describe the theories and research on cognition and learning.(Program Outcome(s): 1.1, & 5)
  2. Demonstrate an understanding of the theoretical foundations of cognitive psychology.
  3. Distinguish between major theories of cognition.
  4. Summarize how significant research contributions have advanced the discipline of cognitive psychology.
  5. Define the basic assumptions of the study of human learning.
  6. Distinguish between the major theories of learning.
  7. Provide a working definition of learning.
  8. Recognize how research has contributed to learning theories.
  9. Describe and explain the processes of perception, knowledge acquisition, mental representation language, memory, thinking, and decision-making.(Program Outcome(s): 3.1, 5, & 6)
  10. Describe the process of perception from recognition to analysis.
  11. Explain how knowledge is acquired and represented as categories.
  12. Describe the acquisition process and understanding of language.
  13. Describe the information processing model of human memory.
  14. Explain each component of sensory, short-term, working, and long-term memory.
  15. Summarize the processes of encoding, storage, and retrieval.
  16. Examine the process of thinking.
  17. Distinguish between deductive and inductive reasoning, and explain how decisions are reasoned and resolved.
  18. Explain the basic principles and mechanisms of learning (including classical conditioning, operant conditioning, and social learning). (Program Outcome(s): 5, & 6)
  19. Describe the concept of learning based on the classical conditioning perspective, including applications in clinical and/or educational settings.
  20. Contrast the concept of learning based on the operant conditioning perspective, using applications in clinical and/or educational settings.
  21. Illustrate the principles of learning based on the social learning approach, including applications in clinical and/or educational settings.
  22. Distinguish between all the major approaches, including applications in clinical and/or educational settings.
  23. Explain the biological bases of learning and cognition.(Program Outcome(s): 3.1, & 5)
  24. Describe the neuropsychological approach that offers a perspective on the biological basis for learning.
  25. Summarize the physiological approach to cognition.
  26. Illustrate the layout or anatomy of the brain, and understand the functional asymmetry of the two cerebral hemispheres.
  27. Examine the Mind-Body issues in the field of cognitive science.
  28. Explain the functions of the nervous system.
  29. Explain how neurons process and organize information.
  30. Show familiarity with the research methods used in the study of learning and cognition.(Program Outcome(s): 2.1, 2.2, & 5)
  31. Demonstrate an understanding of the experimental research and applied research methods of cognition and learning as related to procedures and findings, especially neurophysiological sensing techniques, such as magnetic resonance imaging (MRI,) Echo Planar Imaging (EPI), positron emission tomography (PET), and computerized axial tomography (CAT) scans.
  32. Differentiate between the experimental research and applied research methods as related to procedures and findings.
  33. Analyze the interdisciplinary approach of cognitive science.
  34. Utilize a specialized vocabulary to describe behavioral phenomena in clear, precise ways.(Program Outcome(s): 5)
  35. Distinguish between terms such as unconditioned stimulus, conditioned stimulus, unconditioned response, conditioned response, extinction, and generalization.
  36. Differentiate between concepts such as reinforcement, punishment, shaping, and reinforcement schedules.
  37. Distinguish between physiological and behavioral responses as elicited by a stimulus.
  38. Differentiate between short-term and long-term memory and the three types of long-term memory — episodic, semantic, and procedural.
  39. Distinguish between the types of attention — selected, divided, and visual.
  40. Differentiate between concepts such as problem solving, thinking, reasoning, and decision making.
  41. Distinguish between the language behaviors of reading, writing, and speaking.
  42. Apply the knowledge about learning and cognition gained in class to a variety of settings in organizations, education and mental health, and their personal lives (e.g. studying, parenting, working as a helping professional, etc.).(Program Outcome(s): 5, & 6)
  43. Examine an issue or problem related to learning, perception, attention, behavior, memory, thinking, problem solving, or decision making that is present in your daily interactions.
  44. Connect the issue or problem to constructs and/or theories addressed in the course.
  45. Explain how the construct and/or theory enhances your understanding of the issue or problem.
  46. Draw upon relevant constructs and/or theories, and provide a recommendation, such as behavior intervention approaches including systematic desensitization, aversion therapy, and behavior modification, which could address the issue or problem.
  47. Understand the nature of individual differences in cognition and learning, in the context of the nature vs. nurture debate, and the influence of culture, gender, personal relationships, etc.(Program outcome(s) 5 & 6)
  48. Demonstrate an understanding of the nature and nurture perspective on cognitive development and learning.
  49. Differentiate between the nature and nurture perspectives on cognitive development and learning.
  50. Explain how social and cultural influences affect cognitive development and learning.
  51. Describe how gender differences affect cognition and learning.
  52. Explain how personality influences learning.

Assignment Table

Topics / Readings / Assignments
1
10/23 /
  • Cognition and Learning: Definitions and History
  • Origins and Emergence of the Disciplines
  • Cognitive Psychology and Learning: Theory and Research
  • Cognitive Science Approach
  • Cognitive Neuroscience
  • A Map of the Brain
  • Neurons
  • Neuropsychological Approach
  • Practical Applications of Neuropsychology
  • Experimental vs. Applied Research Methods
  • Interdisciplinary Approaches
/ Goldstein
Chapter 1
Chapter 2
Terry
Chapter 1 / Discussion Questions:
  1. Susan is a guidance counselor who assists students with study skills. Three of Susan’s most common exam-study tips for students are:
  2. Be aware of how thoroughly you know the course material.
  3. Ensure that you have an understanding of — not just familiarity with — the course content.
  4. Test yourself with sample problems and questions.
  5. Reflect on some of your own experiences that are relevant to these study tips.
  6. Discuss a situation when you were successful as a learner — did it relate to any of these tips?
  7. Discuss a situation when you were unsuccessful as a learner — did it relate to any of these tips?
  1. Geraldo is a split-brain patient. A head injury severed his corpus calIosum, and as a result, the two cerebral hemispheres do not communicate.
  2. Imagine you are writing a report on Geraldo’s current state. As a test, you blindfold him, place an apple in his left hand, and ask him to describe the apple.
  3. Remember that the left hemisphere of the brain processes verbal information, and the right hemisphere processes spatial information.
  4. Explain the type of statements that Geraldo would make to describe the apple.
  5. Discuss these statements with your classmates.
  1. Learning occurs when experience causes a change in an individual’s knowledge or behavior.
  2. Postulate your definition of “learning.” How do you know learning has occurred?
  3. With which conceptual approach — behavioral, cognitive, or neuropsychological — does your definition of learning align? Provide an explanation that supports your choice.
  4. Defining “learning” is no easy task. Within the three broad conceptual approaches that we discussed above, there are several other distinctions. For example, as a conceptual approach, cognitivism would also include information processing theory, levels of processing theory, and so on.
  5. Visit the following Web site and view over 50 other theories of learning:
Theories of Learning in Psychology
Which of these theories align with your definition of learning? Justify your choice.
Assignments:
  1. Stroop Effect
Access the CogLab Demonstration: Stroop Effect from the Online Laboratory and refer to page 7 of Concept Maps and CogLab Online Manual. Follow the instructions to complete the demonstration. Next, read the following scenario and attempt the specified questions:
You have left your workplace after a long and tiring day. The average commuting time from where your office is located to your residence is an hour, and you are not particularly looking forward to driving the whole way. However, you have no option.
Halfway down the street, you stop at a traffic signal. You keep looking at the bottom light and wait for it to turn green — the signal that indicates you can move.
Suddenly, the bottom light changes color — but to red — the color that usually appears in the top light and indicates that you need to stop.
Instinctively, in the split second that the color changed, you had begun to move forward, and you continue until you realize that you should actually be stopping because the light is red. Moreover, all the other cars around you are going through the same confusion, and chaos reigns supreme.
  1. Consider the role of automaticity in this scenario — it is inherent for a driver to react to the bottom light of a traffic signal by accelerating. What are the effects of this practice on the Stroop Effect?
  2. How could the Stroop test be applied in other settings? For instance, how could police officers use the Stroop test as a measure of alertness? Consider and present clinical applications of the Stroop test.
  3. How could you use the results of the Stoop Effect to effectively teach primary colors to a young child? How does a persons’ reading level impact this process?
  1. Final Project
Maria Testoni is a sixth-grade teacher at KennedyMiddle School in Littleton. She has been spending her Saturday afternoon marking her students’ unit tests and reflecting on her last two weeks of teaching. As a beginner-teacher in the first term of the school year, Maria is learning as much as the sixth-graders she is teaching
For example, within just the first few days, Maria discovered that the group of 26 students is very diverse in their learning styles, academic skills, and ethnicity. She quickly recognized that the work habits and behavior of some of her students impact the manner in which she teaches. While, some students are inattentive and highly distractible; others are quiet and non-participatory; and the most challenging are the handful of students that are constantly off-task — speaking out of turn and acting silly during a lesson.
  1. As you read about Maria’s early days as a beginner-teacher, list some questions related to cognitive theory and research and learning theory and research that are related to how she works with her students?
  2. Based on Week 1 information from your readings and lecture, make a prediction of how one of the ideas/constructs that you have studied will possibly apply in Maria’s case study.

2
10/30 /
  • Perspectives on Learning
  • Cognitive
Stimulus, Physiological, and Behavioral Responses
  • Classical Conditioning
  • Stimuli and Responses
  • Operant Conditioning
  • Reinforcement and Punishment
  • Shaping
  • Learned Helplessness
  • Social Learning
  • Intervention Approaches
  • Applications of Perspectives on Learning
/ Terry
Chapter 3
Chapter 4
Chapter 5 / Discussion Questions:
  1. At times the behavior of some students becomes very difficult to manage and teachers and/or parents seek the help of a professional behaviorist. An approach called Behavior Modification therapy might be used. For more information on this topic, click Behavior Modification
Rebecca is a teacher who uses both reinforcement and punishment tactics in her classroom. She positively reinforces her students by praising them and negatively reinforces them by removing aversive stimuli such as a verbal reprimand. For example, Rebecca stops persistently telling a student to sit down when the student sits down — removing an aversive stimulus. At times, Rebecca uses positive punishment by giving detentions and negative punishment by removing the students’ privileges. Discuss the following:
What could Rebecca do in her classroom to apply some principles of behavior modification therapy?
Your answer should include:
  1. A brief statement that defines and contrasts each of the following:
  • Positive reinforcement
  • Negative reinforcement
  • Positive punishment
  • Negative punishment
  • A real-life example and an example from an educational or clinical setting for each of the concepts listed above.
  • The principles of Behavior Modification therapy and the implementation stages.
  1. Read the American Psychiatric Association’s article on phobias by clicking the following link:
Let’s Talk Facts about Phobias
Joe has a phobia of poison ivy. A phobia is an excessive and intense fear of an object or situation.
As a child, Joe had a sensitive skin. He contracted rashes whenever he came in contact with poison ivy. Now an adult, Joe still fears contact with plants. He avoids hiking, camping, and even entering wooded areas on golf courses.
  1. Describe a phobia that you or someone you know has.
  2. Explain the phobia in the context of classical conditioning theory.
  3. Describe a tactic to counter-condition the phobia.
  4. What category of phobia does Joe have?
  5. Describe how cognitive behavior therapy would help Joe deal with his phobia.
  1. Suguna does not allow her 11-year-old son to watch music videos on television because she believes that they are inappropriate. However, at his friend’s house, her son spends some time watching these videos and returns home swearing at his mother.
Observational learning means learning by observing others and then modeling or imitating them. Social learning theory states that social and cognitive factors and behavior play important roles in learning.
  1. Identify positive role models from the media. Observe that positive behaviors lead to reinforcement for others.
  2. Make critical and insightful conclusions about the role models presented in popular media.
Assignments:
  1. A Case of Behavioral Problem
  2. Write a brief case study with a solution based on any two approaches covered in the lecture.
  3. Create a character who is either a child of elementary age in a classroom or an adolescent at a counselor’s office.
  4. Present a behavioral problem for the character.
  5. Recommend a solution to the problem based on any one of the following approaches:
  • Classical Conditioning
  • Operant/Instrumental Conditioning
  • Social Learning Theory
  • Recommend a second solution to address the problem. The solution should be based on an approach that you did not use in the first recommendation.
For example, you might be counseling a student who has an extreme fear of public speaking. You provide the classroom teacher with the following advice: Allow the student to read a report to a small group while seated. Next, the student should read it while standing and then give the report from notes instead of reading verbatim. The student can, then, give a report to the whole class.
This approach is based on Classical Conditioning.