Iona College, Department of Psychology, Fall 2012
PSY634A: Cognition and Learning
Class Meetings: Mondays, 4:15PM-6:15PM
Instructor: Dr. Kisok Kim, Office: GR12 Doorley, phone: (914) 633-2232, kkim@iona.edu
http://www.iona.edu/faculty/kkim
Office Hour: Mon 1-2pm Wed 2-4pm
Course Description (Iona College Catalog)
Various theories and research on learning, memory, cognition and cognitive development
are examined. Also discussed are application of those theories and research findings such as learning and
teaching in school settings, decision-making and eyewitness memory.
Books:
Cognitive Psychology: Mind and Brain; (Smith, & Kosslyn), Publisher: Prentice Hall
Thinking: Fast and slow (Kahneman)
Seven Sins of Memory (Schacter)
Who’s in charge (Gazzaniga)
Course Objective:
Survey of what modern cognitive psychology says about problem solving and reasoning, memory,
language, imagery, and pathology of language and thought.
Presentation & Paper (Taskstream assignment)
Choose a topic or a chapter (or part of a chapter) from the textbook write a paper and prepare a 15-20
minute PowerPoint presentation. If you are in school Psych Program, you should also submit the paper to
taskstream. Choose a day/topic by the second class.
Departmental Goals and This Course
The departmental Goals are listed in detail in the last 2 pages. This course addresses primarily Goal II.
Also addressed are the Goals I, IV, V & VI. Detailed descriptions on this issue can be found at the end of
the syllabus.
NASP standard and this course
•
This course is an important course for the NASP standard 2.2 in that the course teaches students
the knowledge of behavioral principles and theories of learning and human behavior.
•
This course is an essential course for the NASP standard 2.3 in that the course teaches students the
knowledge of human learning and cognitive processes. In this course, various theories and research on
learning, memory, cognition, and cognitive development are examined. Also discussed are application of
those theories and research findings such as learning and teaching in school settings, and decision making
•
This course is an essential course for the NASP standard 2.5 in that students learn individual
differences in learning memory and cognition. The course teaches problems in memory and learning
including learning disabilities. Biological basis of learning and memory is also a topic covered by the
course. Students also learn cognitive theories of categorization and prejudice.
Grading:
15% Attendance, Honest Work, and Demeanor
15% Presentation & Paper
40% 2 Tests
30% Final Exam
Presentation/Paper
Choose a chapter (or part of a chapter) from one of the optional reading or the textbook. Prepare a 15-20
minute PowerPoint presentation and write a short paper about the topic. Choose a day/topic from the Class
Schedule.
Attendance, Honest Work, and Demeanor: The Iona College Bulletin and Student Handbook statements
apply regarding attendance, cheating, plagiarism, and classroom demeanor. Students are expected to
conduct themselves in an appropriate manner at all times. It is anticipated that all students will be respectful
of the instructor and other students in the course (e.g., not talking out of turn, not ridiculing others, keeping
cell phones off, etc.). Should problems in this area occur, the student will be asked to leave class. If the
problem persists, the student will be asked to meet with the Department Chairperson and/or the Dean in
order to resolve the situation. Moreover, honest work is essential. Plagiarism is the unauthorized use or
close imitation of the data, language, or thoughts of another author/person and the representation of them as
one's own original work. Cheating includes copying from someone’s test or academic product (or aiding
such copying), or submitting material for academic evaluation that has been prepared by another individual
or by a commercial agency. Iona College policy stipulates that students who demonstrate academic
dishonesty may be failed for the assignment/exam or course, with no option for resubmission or re-grading
of said assignment or exam. A second instance of plagiarism/cheating may result in suspension from the
College. Any instances of cheating/plagiarizing on an assignment or an exam in this course will result in a
0 grade and will be reported to the Dean's Office. Iona College policy is as follows:
Cheating and plagiarism subvert both the purpose of the College and the experience students derive from
being at Iona. They are offenses which harm the offender and the students who do not cheat. The Iona
community, therefore, pledges itself to do all in its power to prevent cheating and plagiarism, and to impose
impartial sanctions upon those who harm themselves, their fellow students, and the entire community by
academic dishonesty. Sanction and Appeals: At the beginning of each semester, professors shall state their
policy with regard to intellectual dishonesty on the syllabi and course requirement forms they distribute.
This policy shall include the penalty to be imposed when cheating or plagiarism is discovered; penalties
may include failure for a given assignment or failure in the course. Students who are given a failing grade
as a result of cheating, plagiarism or academic dishonesty are not permitted to withdraw from the class.
Faculty members will report all incidents of cheating and plagiarism to the dean. After the first offense the
student will be required to complete an instructional program on intellectual dishonesty. After the second
offense, the student will no longer qualify for a degree with honors, and the student may be suspended from
the college. In any allegation of intellectual dishonesty, every effort will be made to ensure justice; in all
cases, educational assistance rather than adversarial proceedings will be sought. If, in conformity with this
policy, a sanction is imposed, students may appeal first, to the professor who discovered the offence;
second to the department chair; and third to the academic dean of the division involved. The decision of the
academic dean is final. A student has the right to appeal the academic dean's decision to the provost if, and
only if, the sanction involves a suspension from class or dismissal from the College. In such appeals, the
decision of the provost is final.
Schedule of Class Meetings & Tests
Topic/Chapter
1
2
3
9-3 Labor Day
Classes Not In Session
9-10
9-17
4
5
6
9-24
10-1
10-8 Columbus Day Classes In Session
Introduction to cognitive psychology & Learning, Smith-chapter-1
Memory & Learning – Different types of Memory
Working Memory and Long-Term Memory,
Smith-ch-5 & 6
Memory & learning – Working Memory and Long-Term Memory,
Smith-ch-5 & 6
Memory Problems – Seven sins of memory
Memory problems – Amnesia
7
10-15
8
9
10
11
12
13
14
15
16
10-22
10-29
11-5
Last Day to Withdraw
from courses with a "W"
Friday, Nov. 09
11-12
11-19
11-26
12-3
12-10
12-17 Final
Thinking: Fast and slow (Kahneman) Part I & II
Learning in fast system: classical & Operant conditioning
Thinking: Fast and slow (Kahneman) Part III
Thinking: Fast and slow (Kahneman) Part IV & V
Gazzaniga ch 1 & 2
Gazzaniga ch 3 & 4
Gazzaniga ch 5
Gazzaniga ch 7
Smith ch7, 8
Smith ch 9-12
GOALS AND OBJECTIVES FOR MASTER'S LEVEL PSYCHOLOGY CANDIDATES.
Goal I: The competent master’s level psychology candidate is knowledgeable about research and program
evaluation and successfully uses information technology to make data-based decisions that meet general
accountability standards.
The candidate will demonstrate:
1.
Knowledge of research, statistics, and evaluation methods in sufficient depth to evaluate published
research and to plan and conduct his/her own research.
2.
Knowledge of varied models and methods of outcome based assessments for interventions at the
individual, group, and organizational level.
3.
Ability to apply standards related to internal and external validity, measurement principles, and
psychometric properties.
4.
Knowledge of information sources and relevant technology.
5.
Ability to implement systematic processes to collect data and other information and the ability to
translate these into empirically-based decisions.
6.
Ability to apply the knowledge noted above to create problem-solving processes that meet general
public accountability responsibilities.
7.
Ability to apply the knowledge and skills noted above through field experience.
Goal II: The competent master's level psychology candidate is knowledgeable about the development and
assessment of cognitive skills, social skills, and mental health.
The candidate will demonstrate:
8.
Knowledge of cognitive processes, psychosocial processes, and psychopathology.
9.
Ability to utilize diagnostic tools to formulate detailed and comprehensive case conceptualizations.
They will be able to effectively implement such instruments as diagnostic interviews, psychological tests,
and/or behavioral observations to develop plans for interventions.
10.
Ability to effectively communicate case conceptualizations through consultation with students,
clients, allied professionals, and other involved individuals.
11.
Ability to implement interventions for the amelioration of difficulties and for the encouragement
of optimal functioning at the level of the individual, group, and organization.
12.
Ability to apply the knowledge and skills noted above through field experience.
Goal III: The competent master's level psychology candidate has the knowledge and skills needed to work
with diverse individuals.
The candidate will demonstrate:
13.
14.
factors.
15.
16.
Comprehensive knowledge of individual differences, abilities, and disabilities.
Understanding of the influence of biological, psychological, socio-cultural, and socio-economic
Sensitivity and skills needed to work with individuals of diverse characteristics and backgrounds.
Ability to apply the knowledge and skills noted above through field experience.
Goal IV: The competent master's level psychology candidate demonstrates knowledge of behavioral and
mental health models of collaboration and consultation, and is able to use these models to collaborate
effectively with others in planning and decision-making processes at the individual, group, and system
levels.
The candidate will demonstrate:
17.
Knowledge of appropriate theory to formulate models for consultation.
18.
Use of evaluation and assessment results to determine the most beneficial strategies for
collaboration and consultation.
19.
Knowledge of family systems, student development, and student learning to enhance collaboration
between students’ families, educators, and community resources.
20.
Psychological expertise to plan and make decisions at the individual, group, and systems level.
21.
Ability to apply the knowledge and skills noted above through field experience.
Goal V: The competent master’s level psychology candidate is knowledgeable about the history and
foundations of the profession and ethical, professional, and legal standards.
The candidate will demonstrate:
22.
23.
24.
25.
26.
Knowledge of the history and foundations of the profession.
Ability to provide services to clients that comply with ethical, professional, and legal standards.
Knowledge of relevant public policy.
Use of educational principles to create effective learning environments.
Ability to apply the knowledge and skills noted above through field experience.
Goal IV: The competent master’s level psychology candidate is an effective communicator.
The candidate will demonstrate:
27.
Ability to engage in effective written communication.
28.
Ability to engage in effective oral communication.
29.
Ability to utilize the format and style as outlined in the American Psychological Association
Publication Manual.
30.
Ability to apply the knowledge and skills noted above through field experience.