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Cognitive Psychology

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Course Requirements  showclose

• Unit 1
• Unit 2
• Unit 3
• Unit 4
• Unit 5
• Unit 6
• Final Exam
• All Units

Unit Outline show close

Unit 1: An Introduction to Cognitive Psychology  
Cognitive psychology is a subdiscipline in psychology that is generally interested in looking at how sensory input is transformed into beliefs and actions.  Cognitive psychologists are concerned with internal mental processes and draw from a wide range of other subdisciplines of psychology.  The history of cognitive psychology, like many other disciplines in psychology, is rooted in philosophy, which sought to explain the process by which the human mind transformed and used information from the environment.  In this unit, you will (a) be introduced to the broadest definition of cognitive psychology, (b) learn about the theoretical assumptions undergirding this point of view, and (c) read about the historical context out of which cognitive psychology was born.     
Unit 1 Time Advisory   show close

Unit 1 Learning Outcomes   show close

1.1 A Broad Overview of Cognitive Science  
• Reading: University of North Carolina at Charlotte’s Cognitive Science: “What is Cognitive Science?”

  Link: University of North Carolina at Charlotte’s Cognitive Science: “What is Cognitive Science?” (HTML)
   
  Instructions: Please click on the link above and then click on the module entitled “What is Cognitive Science?”  Please read the entirety of this module.  Note that there are “Previous,” “Close,” and “Next” links on the bottom left hand corner of the screen that will help you navigate the module.  This reading covers subunits 1.1.1–1.1.5.
   
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1.1.1 Definition of Cognitive Psychology  
1.1.2 A Brief Overview of the History of Cognitive Psychology  
1.1.3 Assumptions of Cognitive Science  
1.1.4 Strategies and Methods of Cognitive Science  
1.1.5 Questions of Cognitive Architecture  
1.2 The Cognitive Revolution: Noam Chomsky’s Influence  
• Reading: Stanford Encyclopedia of Philosophy’s version of Professor Paul Thagard’s “Behaviorism” and the Noam Chomsky website’s version of Dr. Noam Chomsky’s Readings in the Psychology of Language: “A Review of B. F. Skinner’s Verbal Behavior”

  Links: Stanford Encyclopedia of Philosophy’s version of Professor Paul Thagard’s “Behaviorism”(HTML) and the Noam Chomsky website’s version of Dr. Noam Chomsky’s Readings in the Psychology of Language: “A Review of B. F. Skinner's Verbal Behavior” (HTML)
   
  Instructions: For the first reading, please click on the link above and read the entirety of this article, which covers subunits 1.2.1–1.2.5.  Note that this article provides the background to understand the cognitive revolution which took place in reaction to the dominant perspective in the field at that time—that of behaviorism. 
   
  For the second reading, which covers subunits 1.2.6–1.2.7, please click on the above link and read the original text of the seminal article by Noam Chomsky, which was credited with starting the cognitive revolution.
   
  The second reading is a longer article and it is, at times, dense and more difficult to follow.  Please be sure to keep in mind that you are looking to gather the “main points” of Chomsky’s argument against behaviorism.  It may be helpful for you to take notes to this aim while reading the article.
   
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1.2.1 Behaviorism Defined  
1.2.2 Three Types of Behaviorism  
1.2.3 Roots and Popularity of Behaviorism  
1.2.4 Skinner’s Social Worldview  
1.2.5 Anti-Behaviorist  
1.2.6 Chomsky’s Argument Against Behaviorism  
1.2.7 Chomsky’s Impact on the Field of Psychology  
• Reading: PubMed Central’s The Behavior Analyst (Journal): Dr. Javier Virués-Ortega (2006), “The Case Against B. F. Skinner 45 Years Later: An Encounter with N. Chomsky”

  Link: PubMed Central’s The Behavior Analyst (Journal): Dr. Javier Virués-Ortega (2006), “The Case Against B. F. Skinner 45?Years Later: An Encounter with N. Chomsky” (HTML)
   
  Instructions: This reading covers subunits 1.2.7.  Please click on the link above and read the entirety of this interview with Noam Chomsky regarding the influence of his central argument against behaviorism, which is credited with starting the cognitive revolution.
   
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1.3 Cognitive Psychology and Philosophy: Historical Context  
• Reading: Stanford Encyclopedia of Philosophy’s version of Professor Paul Thagard’s “Cognitive Science” and University of California, Berkeley: Dr. Carl Stahmer’s Pre-History of Cognitive Science’s Web: “Chronology Index”

  Links: Stanford Encyclopedia of Philosophy’s version of Professor Paul Thagard’s “Cognitive Science”(HTML) and University of California, Berkeley: Dr. Carl Stahmer’s Pre-History of Cognitive Science’s Web:  “Chronological Index” (HTML)
   
  Instructions: These readings cover subunits 1.3.1–1.3.3.  For the first reading, please click on the link above and read the entirety of this article.  The first reading will give you a sense of the basic underlying assumptions of cognitive psychology and how this subfield overlaps with philosophy. 
   
  For the second reading, please click on the webpage and then open and read links to each of the authors listed on the right side of the webpage. The second reading will provide you with important original text readings of philosophers concerned with the study of the mental process of the mind.
   
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1.3.1 History of Cognitive Science  
• Lecture: University of Houston: Dr. Richard Kasschau’s Lecture Series, Introduction to Cognitive Psychology: “Lecture 2” and “Lecture 3”

  Links: University of Houston: Dr. Richard Kasschau’s Lecture Series, Introduction to Cognitive Psychology: “Lecture 2” and “Lecture 3” (YouTube)
   
  Instructions: These lectures cover subunit 1.3.1 and touch on subunits 1.3.2 and 1.3.3.  For lecture number 2, watch the last 10 minutes of the video starting at 67 minutes and 10 seconds.  For lecture number 3 watch the video through 68 minutes and 30 seconds, as the last 10 minutes cover another topic and are not relevant to the content.
   
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1.3.2 Theoretical Approaches  
1.3.3 Philosophical Relevance  
Unit 2: Social Cognition, Motivation, and Emotion  

The last unit focused on the philosophical and historical roots of cognitive psychology.  This next unit builds on this knowledge through detailing a more modern perspective on cognitive psychology, which has been influenced by cognitive neuropsychology.  This perspective draws on the knowledge gleaned from neuroscience, a fast advancing field which provides insight into how information is processed in the brain.  First, you will be provided with a more modern definition of cognitive psychology, which is based on the information processing approach. Second, you will read about the methods, as well as associated definitions and concepts, utilized in the field of cognitive neuropsychology.  Your final readings will help you understand several areas of research which are of interest to cognitive neuropsychologists, including social cognitions, motivations, and emotions.  

Unit 2 Time Advisory   show close


Unit 2 Learning Outcomes   show close


2.1 Introduction to Cognitive Neuropsychology  

• Reading: Wikibook’s Cognitive Psychology and Cognitive Neuroscience: “Cognitive Psychology and the Brain” and ZainBooks’s Cognitive Psychology: “Cognitive Psychology”

  Links: Wikibook’s Cognitive Psychology and Cognitive Neuroscience: “Cognitive Psychology and the Brain” (PDF) and ZainBooks’s Cognitive Psychology: “Cognitive Psychology” (PDF)
   
  Instructions: These readings cover subunits 2.1.1–2.1.4 and are geared toward introducing you to the notion of cognitions from a neuropsychological perspective.
   
  For the second reading, please click on the above link, scroll down the webpage, and download the PDF “Cognitive Psychology” by clicking on the hyperlink after “download.”  Read pages 1–18.
   
  Terms of Use: The Wikibooks article above is released under a Creative Commons Attribution-Share-Alike License 3.0 (HTML).  You can find the original Wikibooks version of this article here (HTML).  For the ZainBooks site, please respect the copyright and terms of use displayed on the webpage above.            

  The Saylor Foundation does not yet have materials for this portion of the course. If you are interested in contributing your content to fill this gap or aware of a resource that could be used here, please submit it here.

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2.1.1 Cognitive Psychology Defined  

2.1.2 Information Processing Approach  

2.1.3 Cognitive Neuropsychology Methods  

• Reading: Wikibook’s Cognitive Psychology and Cognitive Neuroscience: “Behavioural and Neuroscience Methods”

  Link: Wikibook’s Cognitive Psychology and Cognitive Neuroscience: “Behavioural and Neuroscience Methods” (PDF)
   
  Instructions: Please click on the above link and read the entirety of the chapter.
   
  Terms of Use: The article above is released under a Creative Commons Attribution-Share-Alike License 3.0 (HTML).  You can find the original Wikibooksversion of this article here (HTML).

  See a broken link? Please let us know!

2.1.4 Visual Information Processing and Visual Memory  

2.2 Social Cognitions: An Evolutionary Perspective  

• Reading: Wikibook’s Cognitive Psychology and Cognitive Neuroscience: “Evolutionary Perspective on Social Cognitions”

  Link: Wikibook’s Cognitive Psychology and Cognitive Neuroscience: “Evolutionary Perspective on Social Cognitions” (PDF)
   
  Instructions: Please click on the above link and read the entirety of the chapter, which will provide you with a background regarding the evolutionary perspective on the function and purpose of social cognitions.
   
  Terms of Use: The article above is released under a Creative Commons Attribution-Share-Alike License 3.0 (HTML).  You can find the original Wikibooksversion of this article here (HTML).

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2.3 Motivation and Emotions: A Cognitive Neuropsychology Perspective  

• Reading: Wikibook’s Cognitive Psychology and Cognitive Neuroscience: “Motivation and Emotion” and Georgia Southern University: Professor Russel A. Dewey’s Psychology: An Introduction: “Part Two: Cognitive Motives”

  Links: Wikibook’s Cognitive Psychology and Cognitive Neuroscience: “Motivation and Emotion” (PDF) and Georgia Southern University: Professor Russel A. Dewey’s Psychology: An Introduction: “Part Two: Cognitive Motives” (HTML)
   
  Instructions: For the first reading, please click on the above link and read the entirety of the article. 
   
  For the second reading, please click on the above link, scroll down to “Part Two: Cognitive Motives,” and read the entirety of this section.
   
  Terms of Use: The Wikibooks article above is released under a Creative Commons Attribution-Share-Alike License 3.0 (HTML).  You can find the original Wikibooks version of this article here (HTML).  For the GSU article, please respect the copyright and terms of use displayed on the webpage above.

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Unit 3: Attention and Memory  
Attention enables us to complete specific tasks despite the millions of stimuli that threaten to distract us at any given moment.  Think, for example, about talking to someone at a crowded party.  Engaging in conversation in that context may take more attention than it would in an empty room.  This unit will first introduce you to the attention process, explaining how the above example is possible.  This portion on attention will also lay the foundation for you to learn about the theories and empirical findings related to memory—a well-studied topic in the field of cognitive psychology.  In this portion of the unit, you will learn about distinct types of memories and the unique processes/mechanisms which define them.   
Unit 3 Time Advisory   show close

Unit 3 Learning Outcomes   show close

3.1 What is Attention?  
• Reading: ZainBook’s Cognitive Psychology: “Attention”

  Link: ZainBook’s Cognitive Psychology: “Attention” (PDF)
   
  Instructions: These readings will cover subunits 3.1.1–3.1.4.  Please click on the above link, scroll down the webpage, and download the PDF “Cognitive Psychology” by clicking on the hyperlink after “download.”  Read pages 19-31.  This reading will provide you with an introduction to the concepts/theories of attention in cognitive psychology.
   
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3.1.1 Limited Capacity of Attention  
3.1.2 Dichotic Listening Task  
3.1.3 Attention and Meaning  
3.1.4 Attention Models and Theories  
3.2 History of the Study of Attention  
• Reading: Wikibook’s Applied History of Psychology: “History of Research on Attention”

  Link: Wikibook’s History of Psychology: “History of Research on Attention” (PDF)
   
  Instructions: Please note that the first reading covers subunits 3.2.1–3.2.3.  Please click on the above link and read the entirety of this article.  This article will overlap with the previous and subsequent article; however, it will provide you with the historical perspective on this area of research.
   
  Terms of Use: The article above is released under a Creative Commons Attribution-Share-Alike License 3.0 (HTML).  You can find the original Wikibooks version of this article here (HTML).

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3.2.1 The Philosophical Analysis of Attention  
3.2.2 Early Psychological View on Attention  
3.2.3 Historical View on the Theories of Attention  
3.3 Theoretical Progress on the Study of Attention and Empirical Evidence  
• Reading: Google Scholar’s version of Dr. Gordon D. Logan’s (2004) “Cumulative Progress in Formal Theories of Attention” and PubMed Central’s version of Dr. Nelson Cowan et al.’s (2005) “On the Capacity of Attention: Its Estimation and Its Role in Working Memory and Cognitive Aptitudes”

  Links: Google Scholar’s version of Dr. Gordon D. Logan’s (2004) “Cumulative Progress on Formal Theories of Attention” (PDF) and PubMed Central: Dr. Nelson Cowan, et al.’s (2005) “On the Capacity of Attention: Its Estimation and Its Role in Working Memory and Cognitive Aptitudes” (HTML)
  
  Instructions: The readings will cover subunits 3.3.1–3.3.5.  For the first reading, please click on the link above, and then click on the PDF version available through Caltech.edu.  Please read this article in its entirety. 
   
  The first reading will provide you with an overview on various theories within cognitive psychology on the topic of attention.  This reading will also provide you with a sense of the scientific progress that has occurred over the years. 
   
  For the second reading, please click on the link above and read the entirety of the article entitled “On the Capacity of Attention: Its Estimation and Its Role in Working Memory and Cognitive Aptitudes.”  This reading will provide you with an example of how this research is conducted in cognitive psychology and introduce you to the topic of memory.
   
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3.3.1 Similarity Choice Theory  
3.3.2 Signal Detection Theory  
3.3.3 Attention to Dimensions: Categorization and Garner Tasks  
3.3.4 Attention to Objects: Visual Search and Cuing Procedures  
3.3.5 Intersection of Attention and Memory  
• Lecture: University of Houston: Dr. Richard Kasschau’s Lecture Series Introduction to Cognitive Psychology: “Lecture 7”

  Link: University of Houston: Dr. Richard Kasschau’s Lecture Series Introduction to Cognitive Psychology: “Lecture 7” (YouTube)
   
  Instructions: This lecture covers subunit 3.3.5 and some information from the preceding subunits.  It will help transition you into the concepts/study of memory.  It will also touch on the connection of attention and memory to language production, a concept introduced in the next unit. 
   
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3.4 Memory  
• Reading: Wikibook’s Cognitive Psychology and Cognitive Neuroscience: "Memory and Language” and ZainBook’s Cognitive Psychology: “Memory”

  Links: Wikibook’s Cognitive Psychology and Cognitive Neuroscience: “Memory and Language” (PDF) and ZainBook’s Cognitive Psychology: “Memory” (PDF)
   
  Instructions: Please note that these readings cover subunits 3.4.1–3.4.9.  For the first reading, please click on the above link and read the entirety of this webpage.  Please note that the content of the two readings will overlap; however, ultimately, reading similar materials presented somewhat differently will be of benefit to your ability to encode the information in a richer way.  
   
  For the second reading, please click on the above link, scroll down the webpage, and download the PDF “Cognitive Psychology” by clicking on the hyperlink after “download.”  Read pages 70–99.  
   
  Terms of Use: The Wikibooks article above is released under a Creative Commons Attribution-Share-Alike License 3.0 (HTML).  You can find the original Wikibooks version of this article here (HTML).  Please respect the copyright and terms of use displayed on the ZainBook’s webpage above.

  The Saylor Foundation does not yet have materials for this portion of the course. If you are interested in contributing your content to fill this gap or aware of a resource that could be used here, please submit it here.

  Submit Materials

• Lecture: University of Houston: Dr. Richard Kasschau’s Lecture Series Introduction to Cognitive Psychology: “Lecture 8” and “Lecture 9”

  Links: University of Houston: Dr. Richard Kasschau’s Lecture Series Introduction to Cognitive Psychology: “Lecture 8” (YouTube) and “Lecture 9” (YouTube)
   
  Instructions: These lectures cover subunits 3.4.1–3.4.9 and will provide you with information on a variety of topics in the areas of memory (e.g., types of memory, models of memory, interference, outside factors affecting encoding and retrieval, etc.).  Please note that the content covered in these lectures will overlap with your readings, but it covers more breadth in some areas and greater depth in others. 
   
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3.4.1 Sensory Memory  
3.4.2 Short-Term Memory  
3.4.3 Working Memory  
3.4.4 Long-Term Memory  
3.4.5 Forogetting and False Memory  
• Reading: PubMed Central: Dr. Jason Arndt’s (2010) “The Role of Memory Activation in Creating False Memories of Encoding Context”

  Link: PubMed Central: Dr. Jason Arndt’s (2010) “The Role of Memory Activation in Creating False Memories of Encoding Context” (HTML)
   
  Instructions: Please click on the link above and read the entirety of the article. You can download it in PDF format from the top right corner of the page.  
   
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3.4.6 Neurobiological Facts about Memory  
3.4.7 Factors Which Affect Retrieval  
• Reading: Mind Tools’ version of “Memory Improvement Techniques”

  Link: Mind Tools’ version of “Memory Improvement Techniques” (HTML)
   
  Instructions: Please click on the link above and read this useful article on how to apply research findings to help your memory.  Feel free to click on the links at the bottom of the page to read more about various techniques/mnemonics that help you to encode/retrieve information.
   
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3.4.8 Models of Memory  
3.4.9 Applications of Concepts: Eyewitness Testimony  
Unit 4: Language, Mental Imagery, and Knowledge  

 In the previous units, you have learned about basic cognitive processes such as attention and memory.  These processes represent the building blocks to our more advanced cognitive abilities, which are the focus of much of the research in cognitive psychology.  In this unit, you will learn more about the theories and findings of such complex tasks as mental imagery, language, knowledge, and comprehension.  What makes these tasks complex is that they require a multitude of steps that must be completed in a particular sequence in order for them to occur.  For example, when reading this paragraph, your visual system must accurately pick up the shape of the words while your brain must interpret the words, find meaning for them, and put them together with the previous words in the sentence to create a meaning for the entire sentence.  A similar complex sequencing of events must occur for us to create mental images, access and categorize knowledge, and comprehend spoken language.  In this unit we will examine these different processes as we seek to examine how it is we comprehend, communicate, understand, and imagine.

Unit 4 Time Advisory   show close


Unit 4 Learning Outcomes   show close


4.1 Language: Memory, Comprehension, and Inferencing  

• Reading: ZainBook’s Cognitive Psychology: “Language and Thought” and Wikibook’s Cognitive Psychology and Cognitive Neuroscience: "Memory and Language” and “Comprehension”

  Links: ZainBook’s Cognitive Psychology: “Language and Thought” (PDF) and Wikibook’s Cognitive Psychology and Cognitive Neuroscience: “Memory and Language” (PDF), “Comprehension” (PDF), and Neuroscience of Text Comprehension (PDF)
   
  Instructions: Please note that these readings cover subunits 4.1.1–4.1.5.  For the first reading, please click on the above link, scroll down the webpage, and download the PDF “Cognitive Psychology” by clicking on the hyperlink after “download.”  Read pages 129–133.
   
  For the Wiki readings, please click on the above links and read the entirety of these articles.  
   
  Terms of Use: The Wikibooks articlesabove arereleased under a Creative Commons Attribution-Share-Alike License 3.0 (HTML).  You can find the original Wikibooks versionsof thesearticles here (HTML), here (HTML) and here (HTML).  Please respect the copyright and terms of use displayed on the ZainBook’s webpage above.

  The Saylor Foundation does not yet have materials for this portion of the course. If you are interested in contributing your content to fill this gap or aware of a resource that could be used here, please submit it here.

  Submit Materials

• Lecture: University of Houston: Dr. Richard Kasschau’s Lecture Series Introduction to Cognitive Psychology: “Lecture 14”

  Link: University of Houston: Dr. Richard Kasschau’s Lecture Series Introduction to Cognitive Psychology: “Lecture 14” (YouTube)
   
  Instructions: This lecture covers subunits 4.1.1–4.1.7 and will provide you with information on a variety of topics about language.  Please note that the content covered in this lecture will overlap with your readings, but it may cover more breadth in some areas and greater depth in others. 
   
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4.1.1 Language Defined and the Study of Language  

4.1.2 Memory and Language  

4.1.3 Acquisition of Language  

4.1.4 Disorders and Malfunctions  

4.1.5 Memory and Language  

4.1.6 Comprehension  

4.1.7 Situational Models and Inferencing  

• Reading: Wikibook’s Cognitive Psychology and Cognitive Neuroscience: “Situational Models and Inferencing”

  Link: Wikibook’s Cognitive Psychology and Cognitive Neuroscience: “Situation Models and Inferencing” (PDF)
   
  Instructions: Please click on the above link and read the entirety of this chapter.
   
  Terms of Use: The article above is released under a Creative Commons Attribution-Share-Alike License 3.0 (HTML).  You can find the original Wikibooks version of this article here (HTML).

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4.2 Mental Imagery  

• Reading: Wikibook’s Cognitive Psychology and Cognitive Neuroscience: “Imagery”

  Link: Wikibook’s Cognitive Psychology and Cognitive Neuroscience: “Imagery” (PDF)
   
  Instructions: Please note that this reading covers subunits 4.2.1–4.2.3.  Please click on the above link and read the entirety of this chapter.
   
  Terms of Use: The article above is released under a Creative Commons Attribution-Share-Alike License 3.0 (HTML).  You can find the original Wikibooks version of this article here (HTML).

  See a broken link? Please let us know!

• Lecture: University of Houston: Dr. Richard Kasschau’s Lecture Series Introduction to Cognitive Psychology: “Lecture 13” and “Lecture 14”

  Links: University of Houston: Dr. Richard Kasschau’s Lecture Series Introduction to Cognitive Psychology: “Lecture 13” (YouTube) and “Lecture 14” (YouTube)
   
  Instructions: Lecture 13 will cover some more information on memory during the first 9 minutes and 44 seconds of the video and then transition to a variety of topics in the area of imagery which will cover subunits 4.2.1–4.2.4.  Lecture 14 will begin with information on imagery and then segue into an introduction to topics covered in subunit 4.3—the study of cognitive maps and knowledge representation.  Please note that the content covered in these lectures will overlap with your readings, but it may cover more breadth in some areas and greater depth in others. 
   
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4.2.1 Theory of Propositional Representation  

4.2.2 Theory of Spatial Representation  

4.2.3 Neuropsychological Approach to Imagery  

4.2.4 Imagery and Memory  

4.3 Knowledge and Information Processing  

• Reading: Wikibook’s Cognitive Psychology and Cognitive Neuroscience: “Knowledge Representations and Hemispheric Specialization” and ZainBook’s Cognitive Psychology: “Memory—Representation of Knowledge”

  Links: Wikibook’s Cognitive Psychology and Cognitive Neuroscience: “Knowledge Representation and Hemispheric Specialisation” (PDF) and ZainBook’s Cognitive Psychology: “Memory—Representation of Knowledge” (PDF)
   
  Instructions: These readings will cover subunits 4.3.1–4.3.7.  For the first reading, please click on the above link and read the entirety of this chapter.  Please note that there may be some overlap in the content addressed in this reading; however, ultimately, reading similar materials presented somewhat differently will be of benefit to your ability to encode the information in a richer way. 
   
  For the second reading, please click on the above link, scroll down the webpage, and download the PDF “Cognitive Psychology” by clicking on the hyperlink after “download.”  Read pages 100–121.
   
  Terms of Use: The Wikibooks article above is released under a Creative Commons Attribution-Share-Alike License 3.0 (HTML).  You can find the original Wikibooks version of this article here (HTML).  Please respect the copyright and terms of use displayed on the ZainBook’s webpage above.

  The Saylor Foundation does not yet have materials for this portion of the course. If you are interested in contributing your content to fill this gap or aware of a resource that could be used here, please submit it here.

  Submit Materials

4.3.1 Knowledge Representations in the Brain  

4.3.2 Computational Knowledge Representations  

4.3.3 Hemispheric Specialization and Distribution  

4.3.4 Representational Knowledge and Memory  

4.3.5 Schema Theory  

4.3.6 Psychological Reality of Scripts  

4.3.7 Mnemonic Techniques and Applications for Studying  

• Lecture: University of Houston: Dr. Richard Kasschau’s Lecture Series Introduction to Cognitive Psychology: “Lecture 12”

  Link: University of Houston: Dr. Richard Kasschau’s Lecture Series Introduction to Cognitive Psychology: “Lecture 12” (YouTube)
   
  Instructions: This lecture will cover subunit 4.3.7 and some information regarding false memories (covered in subunit 3.4.5).   
   
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Unit 5: Automaticity, Pattern Recognition, and Object Perception  
Next, you will learn about the psychological principles and empirical findings related to automaticity and perception.  Automaticity is defined as the degree to which a skill, process, or behavior requires little mental effort.  In this unit, you will learn more about the factors which impact automaticity and the pros and cons of automatic processes. 

One process that is considered relatively automatic, although not simple, is that of perception.  Perception refers to the process by which an organism perceives, organizes, and interprets sensory information from the environment.  You will learn about the factors and rules which influence how and what we perceive, particularly as they relate to pattern recognition and object perception.  
Unit 5 Time Advisory   show close

Unit 5 Learning Outcomes   show close

• Reading: ZainBook’s Cognitive Psychology: “Automaticity”

  Link: ZainBook’s Cognitive Psychology: “Automaticity” (PDF)
   
  Instructions: The reading will cover subunits 5.1.1–5.3.5.  Please click on the above link, scroll down the webpage, and download the PDF “Cognitive Psychology” by clicking on the hyperlink after “download.”  Read pages 32–69.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

  The Saylor Foundation does not yet have materials for this portion of the course. If you are interested in contributing your content to fill this gap or aware of a resource that could be used here, please submit it here.

  Submit Materials
5.1 Automaticity  
5.1.1 Automaticity Defined  
5.1.2 Five Criteria for Automaticity  
5.1.3 Empirically Testing Automaticity Concepts  
5.1.4 Thought Suppression  
• Reading: PubMed Central: Dr. Ryan J. Giuliano and Dr. Nicole Y. Y. Wicha’s (2010) “Why the White Bear is Still There: Electrophysiological Evidence for Ironic Semantic Activation during Thought Suppression”

  Link: PubMed Central: Dr. Ryan J. Giuliano and Dr. Nicole Y. Y. Wicha’s (2010) “Why the White Bear is Still There: Electrophysiological Evidence for Ironic Semantic Activation during Thought Suppression” (HTML or PDF)
   
  Instructions: Please click on the link above and read the entirety of the article, which will provide you with information regarding the psychophysiological correlates to thought suppression. You can also download in PDF format from the top right corner of the page.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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5.2 Pattern Recognition  
5.2.1 Template Matching Models  
5.2.2 Feature Analysis Model  
5.2.3 Auditory Recognition  
5.2.4 Gestalt Theory of Perception  
• Reading: Dr. Sven Bolte et al.,’s (2006) “Gestalt Perception and Local-Global Processing in High-Functioning Autism”

  Link: Dr. Sven Bolte et al.,’s (2006) “Gestalt Perception and Local-Global Processing in High-Functioning Autism” (PDF)
  
  Instructions:  Please read the article in its entirety.
  
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5.3 Object Perception  
• Reading: PubMed Central: Dr. Michelle R. Green and Dr. Aude Olivia (2010) “Recognition of Natural Scenes from Global Properties: Seeing the Forest without Representing the Trees”

  Link: PubMed Central: Dr. Michelle R. Green and Dr. Aude Olivia’s (2010) “Recognition of Natural Scenes from Global Properties: Seeing the Forest without Representing the Trees” (HTML)
   
  Instructions: This reading will cover subunits 5.3.1– 5.3.5.  Please click on the link above and read the entirety of the article. You can also download it in PDF format from the top right corner of the page.
   
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5.3.1 Biederman’s Three Stages of Recognition  
5.3.2 Treisman’s Experiment  
5.3.3 Word Superiority Effect  
5.3.4 Neural Networks  
5.3.5 Impact of Context  
Unit 6: Problem Solving, Reasoning, and Decision Making  

The final unit of this course will examine the cognitive processes of problem solving, reasoning, and decision making.  These processes typically involve heuristics, or rules that will not necessarily result in the correct answer, rather than algorithms, which are rules that will always lead to the correct answer.  Decisions are based on certain opinions and assumptions rather than facts.  They apply previously learned information to novel situations in the hopes of achieving a “correct” result. You will also study examples of how these principles have real-life implications.

Unit 6 Time Advisory   show close


Unit 6 Learning Outcomes   show close


• Reading: Wikibook’s Cognitive Psychology and Cognitive Neuroscience: “Problem Solving from an Evolutionary Perspective” and “Reasoning and Decision Making”

  Links: Wikibook’s Cognitive Psychology and Cognitive Neuroscience: “Problem Solving from an Evolutionary Perspective” (PDF) and “Reasoning and Decision Making” (PDF)
   
  Instructions: These readings cover subunits 6.1.1–6.2.4.  Please click on the above links and read the entirety of these chapters, which will provide you with a background regarding the evolutionary perspective on the problem-solving process and the findings/theories of the decision-making process.
   
  Terms of Use: The articlesabove arereleased under a Creative Commons Attribution-Share-Alike License 3.0 (HTML).  You can find the original Wikibooks versionsof thesearticles here (HTML)and here (HTML).

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6.1 Reasoning  

• Lecture: Oakland University: Professor Cindy Sifonis’s “Components of Propositional Reasoning” and “Factors Hindering and Facilitating Propositional Reasoning”

  Links: Oakland University: Professor Cindy Sifonis’s “Components of Propositional Reasoning”(mp3) and “Factors Hindering and Facilitating Propositional Reasoning” (mp3)
   
  Instructions: These lectures will cover subunits 6.1.–6.1.4.  Please click on the above link and scroll down to locate and listen to the entirety of the lectures entitled “Components of Propositional Reasoning” and “Factors Hindering and Facilitating Propositional Reasoning.”
   
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6.1.1 Deductive and Inductive Reasoning  

• Lecture: Oakland University: Professor Cindy Sifonis’s “Components of Propositional Reasoning” and “Factors Hindering and Facilitating Propositional Reasoning”

  Links: Oakland University: Professor Cindy Sifonis’s “Inductive Reasoning” (mp3) and “Inductive Reasoning: Day 2” (mp3)
   
  Instructions: Please click on the above links and scroll down to locate and listen to the entirety of the lectures entitled “Inductive Reasoning” and “Inductive Reasoning: Day 2.”
   
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6.1.2 Categorical and Conditional Syllogisms  

6.1.3 Culture and Deductive Reasoning  

6.1.4 The Watson-Selection Task  

6.2 Decision Making  

• Reading: PubMed Central: Dr. Markus Knauff, Dr. Claudia Budeck, Dr. Ann G. Wolf, and Dr. Kai Hamburger’s (2010) “The Illogicality of Stock-Brokers: Psychological Experiments on the Effects of Prior Knowledge and Belief Biases on Logical Reasoning in Stock Trading”

  Link: PubMed Central: Dr. Markus Knauff, Dr. Claudia Budeck, Dr. Ann G. Wolf, and Dr. Kai Hamburger’s (2010) “The Illogicality of Stock-Brokers: Psychological Experiments on the Effects of Prior Knowledge and Belief Biases on Logical Reasoning in Stock Trading” (HTML or PDF)
   
  Instructions: This reading will cover subunits 6.2.1–6.2.4 and address the more applied aspect of the concepts outlined in your previous readings.  Please click on the above link and read the entirety of this article. You can also download the article in PDF format from the top right corner of the page.
   
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• Reading: The Journal of American Medical Association's “Effect of Availability Bias and Reflective Reasoning on Diagnostic Accuracy Among Internal Medicine Residents”

  Link: The Journal of American Medical Association's “Effect of Availability Bias and Reflective Reasoning on Diagnostic Accuracy Among Internal Medicine Residents” (HTML or PDF)
  
  Instructions: This readins will cover subunits 6.2.1–6.2.4 and address the more applied aspect of the concepts outlined in your previous readings.  Please click on the above link and read the entirety of this article. You can also download the article in PDF format from the top right corner of the page.
   
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6.2.1 The Utility Approach  

6.2.2 Misleading Effects  

6.2.3 Justification in Decision Making  

6.2.4 Frontal Lobe and Executive Functions  

• Reading: Lehigh Psychological Services version of Dr. Adam J. Cox’s “Executive Functions & ADHD”

  Link: Lehigh Psychological Services version of Dr. Adam J. Cox’s “Executive Functions and ADHD” “Executive Functions & ADHD” (HTML)
   
  Instructions: Please click on the above link and read the entirety of this article, which explains (a) the functions of executive control processes and (b) the executive control issues of those persons with ADHD.
   
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6.2.5 Decision-Making Models  

• Lecture: Oakland University: Professor Cindy Sifonis’s “Decision Making Models” and “More Decision Making Models”

  Links: Oakland University: Professor Cindy Sifonis’s "Decision Making Models" (mp3) and "More Decision Making Models" (mp3)
   
  Instructions: Please click on the above link, and scroll down to locate and listen to the entirety of the lectures entitled listed above.
   
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6.2.6 Decision Making Heuristics  

• Lecture: Oakland University: Professor Cindy Sifonis’s “Decision Making Heuristics: Representativeness,” “Decision Making Heuristics: Availability,” and “Decision Making: Overconfidence”

  Links: Oakland University: Professor Cindy Sifonis’s “Decision Making Heuristics: Representativeness,” (mp3) “Decision Making Heuristics: Availability,”(mp3) and “Decision Making: Overconfidence” (mp3)
   
  Instructions: Please click on the above link, and scroll down to locate and listen to the entirety of the lectures listed above.
   
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6.3 Problem Solving  

• Reading: PubMed Central: Dr. Matthew M. Walsh and Dr. John R. Anderson (2008), “The Strategic Nature of Changing Your Mind”

  Link: PubMed Central: Dr. Matthew M. Walsh and Dr. John R. Anderson (2008), “The Strategic Nature of Changing Your Mind” (HTMLor PDF)
   
  Instructions: This reading will seek to bridge the topics covered in subunits 6.2.1–6.2.4.  Please click on the link above and read the entirety of this article, which will illustrate problem-solving research in cognitive psychology. You can also download the article in PDF format from the top right corner of the page.
   
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• Lecture: University of Houston: Dr. Richard Kasschau’s Lecture Series Introduction to Cognitive Psychology: “Lecture 19” and “Lecture 20”

  Links: University of Houston: Dr. Richard Kasschau’s Lecture Series Introduction to Cognitive Psychology: “Lecture 19” (YouTube) and “Lecture 20” (YouTube)
   
  Instructions: These lectures will cover subunits 6.3.1–6.3.3 and segue into information from subunit 6.3.4 (i.e., creativity).  Please note that the content covered in these lectures will overlap with your readings, but they cover more breadth in some areas and greater depth in others. 
   
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6.3.1 Problem-Solving Defined  

• Lecture: Oakland University: Professor Cindy Sifonis’s “Problem Solving Terms”

  Link: Oakland University: Professor Cindy Sifonis’s “Problem Solving Terms” (mp3)
   
  Instructions: Please click on the above link and scroll down to locate and listen to the entirety of the lecture entitled “Problem Solving Terms”
   
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6.3.2 Types of Problems  

• Lecture: Oakland University: Professor Cindy Sifonis’s “Types of Problems”

  Link: Oakland University: Professor Cindy Sifonis’s "Types of Problems" (mp3)
   
  Instructions: Please click on the above link, and scroll down to locate and listen to entirety of the lecture entitled “Types of Problems”
   
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6.3.3 Problem Solving Heuristics  

• Lecture: Oakland University: Professor Cindy Sifonis’s “Problem Solving Heuristics”

  Link: Oakland University: Professor Cindy Sifonis’s “Problem Solving Heuristics” (mp3)
   
  Instructions: Please click on the above link and scroll down to locate and listen to the entirety of the lecture entitled “Problem Solving Heuristics”
   
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6.3.4 Creative Problem Solving  

• Lecture: Oakland University: Professor Cindy Sifonis’s “Creative Problem Solving”

  Link: Oakland University: Professor Cindy Sifonis’s “Creative Problem Solving” (mp3)
   
  Instructions: Please click on the above link and scroll down to locate and listen to the entirety of the lecture entitled “Creative Problem Solving”
   
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Final Exam  

• Final Exam: The Saylor Foundation's PSYCH206 Final Exam

  Link: The Saylor Foundation's PSYCH206 Final Exam
  
  Instructions: You must be logged into your Saylor Foundation School account in order to access this exam.  If you do not yet have an account, you will be able to create one, free of charge, after clicking the link.

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