PSYC 3700A - Cognition (Honours Seminar)
Course Outline – Fall and Winter 2008-2009
Professor
Dr. Guy L. Lacroix
Office: A513
Phone: 520-2600 ext. 1541
E-mail:
guy_lacroix@carleton.ca
Lectures
Lectures: Fridays (11:35-14:25)
Room: Fall: Co 212; Winter: SA 403
Labs: Wednesdays (14:35-17:35)
Room: LA C560 (or LA A314 and A322)
Office hours: Thursdays, 10:00 to 12:00
Website: Class materials and PPTs are available on WebCT.
 University calendar course description (1.0 credit)
Prerequisites: PSYC 2001 and PSYC 2002 (or PSYC 2000), PSYC 2700, and permission of the Department. A CGPA of 9.00
or better in all graded Carleton psychology courses is normally required. Intended for Honours students. Issues and research
methodologies in the study of cognitive processes involved in perception, attention, language, reasoning, problem solving,
decision making, human learning, and memory. The major theoretical issues and the empirical studies of human.
Evaluations
Description
Empirical paper (15 pages)
(Categorization)
Short empirical paper (6 pages)
(Attentional Blink)
Short empirical paper (6 pages)
(Confidence Judgment)
Short empirical paper (6 pages)
(Implicit Learning)
Class participation
% of grade
Due date(s) and deadlines
20.0
April 27
10.0
November 14
10.0
February 6
10.0
December 12
10.0
Each class
Book Review
7.5
October 8
Ethics proposal
7.5
February 27
Poster presentation
7.5
April 3
PowerPoint presentation
7.5
To be assigned (Winter Term)
Class presentation of a paper
5.0
Experiment participation
2.5
SPSS outputs
2.5
To be assigned (Fall term)
October 15, November 5,
January 7 and February 27
November 14, December 12,
February 6 and April 27
See pages 8 to 12 for more detailed explanations concerning the evaluations. Note the last day to withdraw from fall/winter and
winter-term courses is March 6.
 Objectives:
The main goals of this Honours seminar are to provide you with an applied understanding of research in cognitive
psychology and to prepare you for your Honours thesis. More specifically, you will:
1 – think about what it means to be a scientist (generally and in psychology);
2 – critically review peer-reviewed journal articles;
3 – participate in experiments designed for the class;
4 – execute research projects (which will include the generation of hypotheses, data analyses, and the interpretation of
data);
5 – write APA style research papers;
6 – prepare and deliver APA style oral presentations (PowerPoint and Poster)
7 – learn about four areas of research in cognitive psychology (selective attention, implicit learning, confidence
judgments, and categorization)
8 – prepare and submit an ethics proposal
9 – learn about vocational issues pertaining to undergraduate psychology students (graduate studies in experimental
and clinical psychology as well as career opportunities)
Readings:
All class readings are listed below. Stanovich (2007) is available at the bookstore. The other readings are available on
the class website (in PDF). You must read all mandatory readings before attending class. The additional readings are
not mandatory except for the students who will be presenting them (See the PowerPoint presentation section on p. 10).
Books (mandatory):
Stanovich, K. (2007). How To Think Straight About Psychology (8th edition). New York: Allyn & Bacon.
Books (optional, but highly recommended):
American Psychological Association (2001). Publication Manual of the American
Psychological Association (5th Edition). Washington, DC.
Strunk, W. Jr. & White, E. B. (1999). The Elements of Style, 4th Edition by W. Strunk Jr. & E.
B. White, Allyn & Bacon. The 1st edition of Strunk and White is available online at http://www.bartleby.com/141/.
Mandatory readings (journal articles and book chapters):
Barnard, P.J., Scott, S., Taylor, J., May, J. & Knightley, W. (2004). Paying Attention to Meaning. Psychological
Science, 15, 179-186.
Boyer, M., Destrebecqz, A. & Cleeremans, A. (2005). Processing Abstract Sequence Structure: Learning Without
Knowing, or Knowing Without Learning? Psychological Research, 69, 383-398.
Cleeremans, A., Destrebecqz, A., & Boyer, M. (1998). Implicit learning: News from the front. Trends in Cognitive
Sciences, 2, 406-416.
Curran, T., & Keele, S. W. (1993). Attentional and nonattentional forms of sequence learning. Journal of Experimental
Psychology: Learning, Memory, and Cognition, 19, 189-202.
Giguère, G., Lacroix, G. L., Larochelle, S., & Howell, G. (2008). Learning Within-Category Attribute Correlations in a
One-Attribute Visual Search Classification Paradigm. In B. C. Love, K. McRae, & V. M. Sloutsky (Eds.),
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Proceedings of the 30th Annual Conference of the Cognitive Science Society (pp. 1207-1212). Austin, TX:
Cognitive Science Society.
Barnard, P.J., Scott, S., Taylor, J., May, J. & Knightley, W. (2004). Paying Attention to Meaning. Psychological
Science, 15, 179-186.
Boyer, M., Destrebecqz, A. & Cleeremans, A. (2005). Processing Abstract Sequence Structure: Learning Without
Knowing, or Knowing Without Learning? Psychological Research, 69, 383-398.
Cleeremans, A., Destrebecqz, A., & Boyer, M. (1998). Implicit learning: News from the front. Trends in Cognitive
Sciences, 2, 406-416.
Curran, T., & Keele, S. W. (1993). Attentional and nonattentional forms of sequence learning. Journal of Experimental
Psychology: Learning, Memory, and Cognition, 19, 189-202.
Giguère, G., Lacroix, G. L., Larochelle, S., & Howell, G. (2008). Learning Within-Category Attribute Correlations in a
One-Attribute Visual Search Classification Paradigm. In B. C. Love, K. McRae, & V. M. Sloutsky (Eds.),
Proceedings of the 30th Annual Conference of the Cognitive Science Society (pp. 1207-1212). Austin, TX:
Cognitive Science Society.
Lacroix, G. L., Constantinescu, I., Cousineau, D., de Almeida, R. G., Segalowitz, N., & von Grünau, M. (2005).
Attentional blink differences between adolescent dyslexic and normal readers. Brain & Cognition, 57, 115-119.
Lum, J. A. G., Conti-Ramsden, G., & Lindell, A. K. (2007). The attentional blink reveals sluggish attentional shifting
in adolescents with specific language impairment. Brain & Cognition, 63 287–295
Markman, A. B., & Ross, B. H. (2003). Category use and category learning. Psychological Bulletin, 129, 592-615.
Murphy, G. (2004). The Big Book of Concepts. Cambridge, MA: MIT Press. (Chapters 1, 2, 3, 4, 6 and 7).
Nissen, M. J., & Bullemer, P. (1987). Requirements of Learning: Evidence from Performance Measures. Cognitive
Psychology, 19, 1-32.
Posner, M.I., & Keele, S. W. (1968). On the genesis of abstract ideas. Journal of Experimental Psychology, 77, 353363.
Posner, M. I., & Keele, S. W. (1970). Retention of abstract ideas. Journal of Experimental Psychology, 83, 304-308.
Raymond, J.E., Shapiro, K.L., & Arnell, K.M. (1992). Temporary suppression of visual processing in an RSVP task:
An attentional blink? Journal of Experimental Psychology: Human Perception and Performance, 18, 849–860.
Reber, A.S. (1967). Implicit learning of artificial grammars. Journal of Verbal Learning & Verbal Behavior, 6, 855863.
Shapiro, K.L., Arnell, K. A. & Raymond, J. E. (1997). The attentional blink: A view on attention and a glimpse on
consciousness. Trends in Cognitive Science, 1, 291-296.
Smith, J. D., Redford, J. S., Gent, L. C., & Washburn, D. A. (2005). Visual search and the collapse of categorization.
Journal of Experimental Psychology: General, 134, 443-460.
Additional readings (journal articles and book chapters):
Ahn,W. K., & Medin, D. L. (1992). A two-stage model of category construction. Cognitive Science,
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16, 81-121.
Collins and Quillian, (1969). Retrieval time from semantic memory, Journal of verbal learning and verbal memory. 8,
240-247.
Chin-Parker, S., & Ross, B. H. (2004). Diagnosticity and prototypicality in category learning: A comparison of
inference learning and classification learning. Journal of Experimental Psychology: Learning, Memory, and
Cognition, 30, 216-226.
Chin-Parker, S., & Ross, B. H. (2002). The effect of category learning on sensitivity to within-category correlations.
Memory and Cognition, 30, 353-362.
Goldstone, R. L, & Son, J. (2005). Similarity. In K. Holyoak & R. Morrison (Eds.). Cambridge Handbook of
Thinking and Reasoning. Cambridge: Cambridge University Press (pp. 13-36).
Homa, D., & Chambliss, D. The relative contributions of common and distinctive information on the abstraction from
ill-defined categories. Journal of Experimental Psychology: Human Learning and Memory, 1975, 1, 351-359.
Homa, D., & Cultice, J. (1984). Role of feedback, category size, and stimulus distortion on the acquisition and
utilization of ill-defined categories. Journal of Experimental Psychology: Learning, Memory, & Cognition, 10, 8394
Homa, D., Dunbar, S., & Nohre, L. (1991). Instance frequency, categorization, and the modulating effect of
experience. Journal of Experimental Psychology: Learning, Memory, & Cognition, 17, 444–458
Kaplan, A. S. & Murphy, G. L. (1999). The acquisition of category structure in unsupervised learning. Memory &
Cognition, 27, 699-712.
Lacroix, G. L., Giguère, G., & Larochelle, S. (2005). The origin of exemplar effects in rule-driven categorization.
Journal of Experimental Psychology: Learning, Memory, & Cognition, Vol. 31, 272-288.
Lassaline, M. E., & Murphy, G. L. (1996). Induction and category coherence. Psychonomic Bulletin
and Review, 3, 95-99.
Medin, D. L., Altom, M. W., Edelson, S. M., & Freko, D. (1982). Correlated symptoms and simulated medical
classification. Journal of Experimental Psychology: Learning, Memory, and Cognition, 8, 37-50.
Medin, D. L., & Schaffer, M. M. (1978). Context theory of classification learning. Psychological Review, 85, 207-238.
Murphy, G. L., & Medin, D. L. (1985). The role of theories in conceptual coherence. Psychological Review, 92, 289316
Regehr, G., & Brooks, L. R. (1995). Category organization in free classification: The organizating
effect of an array of stimuli. Journal of Experimental Psychology: Learning, Memory, and
Cognition, 21, 347-363.
Rehder, B. & Ross, B.H. (2001). Abstract coherent concepts. Journal of Experimental Psychology: Learning, Memory,
and Cognition, 27, 1261-1275.
Rips, L.J., Shoben, E.J., & Smith, E.E. (1973). Semantic distance and the verification of semantic relations. Journal of
Verbal Learning and Verbal Behavior, 12, 1-20.
Rosch, E., Mervis, C. B. (1975). Family resemblance: Studies in the internal structure of categories. Cognitive
Psychology, 7, 573-605.
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Rosch, E., C. B. Mervis, W. D. Gray, D. M. Johnson, and P. Boyes-Braem (1976). Basic objects in natural categories.
Cognitive Psychology 8, 382-439
Shepard, R. N., Hovland, C. I., & Jenkins, H. M. (1961). Learning and memorization of classifications. Psychological
Monographs, 75 (13, Whole No. 517).
Shin, H. J., & Nosofsky, R. M. (1992). Similarity-scaling studies of dot-pattern classification and recognition. Journal
of Experimental Psychology: General, 121, 278-304.
Sloman, S., & Rips, L. (1998). Similarity as an explanitory construct. Cognition, 65, 87-101.
Tanaka, J. W. & and Taylor, M. (1991) Object categories and expertise: is the basic level in the eye of the beholder?
Cognitive Psychology, 23, 457-482.
Yamauchi, T., & Markman, A. B., (1998). Category-learning by inference and classification. Journal of Memory &
Language, 39, 124.
 The final grades will be determined using the following percentage-to-letter conversion scale:
A+
90-100
A
85-89
A-
80-84
B+
77-79
B
73-76
B-
70-72
C+
67-69
C
63-66
C-
60-62
D+
57-59
D
53-56
D-
50-52
FNS 0-49
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Dates
September 5
September 12
September 19
September 26
October 3
October 10
October 17
October 24
October 31
November 7
November 14
November 21
November 28
Activities
(Fridays)
Course outline Presentation
Readings
(Fridays)
Laboratories
(Wednesdays)
No readings
Library – Using
How to think straight about
Stanovich (2006; Chapters 1-4) PsychLit and
psychology
Discuss weekly readings
PsychArticles
How to think straight about
Stanovich (2006; Chapters 5-8)
psychology
Discuss weekly readings
Vocational event
No readings
How to think straight about
Stanovich (2006; Chapters 9psychology
12)
Discuss weekly readings
University Day at Carleton. Undergraduate classes suspended.
Participation in
Shapiro et al. (1997)
Attentional blink experiment
attentional blink
Discuss weekly readings
Lacroix et al. (2005)
experiment
Attentional blink experiment
Discuss weekly readings Present
Lum et al. (2007)
Statistical analyses
method and experimental design
Attentional blink experiment
Bernard et al. (2004)
Research report
Discuss weekly readings
Raymond et al. (1992)
feedback
Interpretation of results
Participation in
Cleeremans et al. (1998)
Implicit learning experiment
implicit learning
Discuss weekly readings
Nissen and Bullemer (1987)
experiment
Implicit learning experiment
Discuss weekly readings Present
Cleeremans et al. (2006)
Statistical analyses
method and experimental design
Implicit learning experiment
Reber (1967)
Research report
Discuss weekly readings
Curran and Keele (1993)
feedback
Interpretation of results
Ace Lab visit
No readings
Guy L. Lacroix - Carleton University – 2008-2009 – Penultimate version – Subject to change
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Dates
January 9
January 16
January 23
January 30
February 6
February 13
February 20
February 27
March 6
March 13
March 20
March 27
April 3
Activities
(Fridays)
Readings
(Fridays)
Confidence judgment
TBA
experiment
Discuss weekly readings
Confidence judgment
experiment
Discuss weekly readings
TBA
Present method and
experimental design
Confidence judgment
experiment
TBA
Discuss weekly readings
Interpretation of results
Categorization experiment Classical model & prototypes
Discuss weekly readings
Murphy (2002, Ch. 1 & 2)
Categorization experiment Dot-patterns studies
Discuss weekly readings
Posner and Keele (1968, 1970)
Categorization experiment Exemplars
Discuss weekly readings
Murphy (2002, Ch. 3 &4)
Winter Break, classes suspended.
Categorization experiment Rules vs. similarity
Discuss weekly readings
Smith et al. (2004)
Categorization experiment
Discuss weekly readings
Categorization experiment
Discuss weekly readings
Categorization experiment
Discuss weekly readings
Categorization experiment
Discuss weekly readings
Inference learning
Markman and Ross (2003)
1-D sorting
Giguère et al. (2008)
Knowledge and categorization
Murphy (2002, Ch. 6)
Basic-Level kinds
Murphy (2002, Ch. 7)
Laboratories
(Wednesdays)
Participation in
implicit learning
experiment
Statistical analyses
Research report
feedback
Preparing an ethics
proposal
Participation in
categorization
experiment
Statistical analyses
Statistical analyses
Poster feedback
Poster feedback
Poster session
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Class participation – 10%
(Friday classes – September 5 to April 3)
 Each class will be a mixture of different activities. We will discuss weekly readings, we will talk about
experimental designs and analyses, and we will interpret our data. I expect you to come prepared to every class and to
contribute actively to all the activities.
 After each class, I will assess your class participation on a five-point scale (1 = no participation to 5 = active
participation). Your final class participation grade will be based on an average of these scores.
 Finally, note that class attendance is mandatory. I will allow you to miss one class per term without justification
(but please email me to let me know that you will be absent). If you miss a second class during a term without
justification (i.e. documented illness or bereavement), your class participant grade for the year will be 0%.
Class presentation of a paper – 5%
(Date of the evaluation to be determined – Fall term)
 You will be responsible for the presentation of one of the weekly readings (starting September 5 and ending
January 16 or 23 depending on class enrollment).
 Your task will be to: a) read the paper carefully; b) meet with me if you need to clarify certain points in the
paper; c) summarize in class what you have read; d) lead a class discussion on the paper by raising important points,
questions, and criticisms. Your grade will be based on your ability to meet these criteria.
 Note that you do not need to produce material support for your presentation (e.g. outlines, PPTs…), but you can
if you want to.
 Responsibility for the papers will be assigned to you on the first day of class (September 5).
Book review – 7.5%
(October 8)
 The book review will evaluate your understanding of the book How to think straight about psychology
(Stanovich, 2007). Two formats will be available. Format 1 involves12 essays questions (half a page to one full page)
that review the book. Format 2 will be an integrative essay question (8 to 12 pages). The instructions for both formats
are available on WebCT. Note that the book will be discussed extensively in class during the first three weeks of the
semester.
 Answers should be typed double-spaced, using a 12 pt new times roman font and one inch margins (all sides).
 Content will count for 80% of your grade and the quality of your writing will count for 20%. Students are
encouraged to solicit feedback from the professor and the TA to maximize the quality of their book review.
 A hard copy of the review is due on October 8. You may submit it to Jordan between 2:30 and 5:30 in A316 or to
the Department of Psychology assignment drop box before 5:00 (to get an October 8 time stamp). The drop box is in
front of Loeb B550. Papers received late will obtain a grade of 0%
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Experiment participation – 2.5%
 During the course of this seminar, you will be required to participate in four experiments created for this class.
Your participation will yield the data that you will analyze and interpret in the required empirical papers. The four
experiments are:




Attentional blink (October 15). This study will include three tasks. 1 - Rapid Visual Presentation Paradigm:
You will see a stream of rapidly presented digits on a computer screen. Your task will be to identify the two
red digits presented on each trial. 2 – A reading fluency test: You will be timed while you read a short text. 3
– Paper and pencil reading test: You will read seven short passages. After each passage, you will answer a
few multiple-choice questions that verify understanding.
Implicit learning (November 5). In this experiment, you will see dots appear in one of six locations on a
computer monitor. Your task will be to react to the appearance of the dots by pressing one of six
corresponding keys as quickly as possible.
Confidence Jugdment (January 7).
Categorization (February 27). You will be required to complete two different categorization experiments
for this assignment. Both will involve stimuli presented one at a time on a computer monitor. Your task will
be to classify the stimuli into specific categories.
 The computerized components of the testing will take place in rooms A314 and A322. The rooms will be
reserved for the class each Wednesday from 12:35 to 17:25.
 Each experiment must be completed by the deadlines given in parentheses (before 17:30). Failure to complete
any one of the three experiments on time will entail a grade of 0% for your experiment participation grade.
Please note that the research conducted in this seminar will be for pedagogical purposes only. I will not use the data
in any other way. Moreover, I will code the data files so that student anonymity will be preserved. If you have ethical
concerns about your participation in these pedagogical activities, feel free to discuss them with me.
SPSS outputs – 5%
 You will be required to analyze the data of three experiments generated for this class using SPSS. You will
compute descriptive and inferential statistics for each experiment:




Attentional blink (November 14);
Implicit learning (December 12)
Confidence judgement (February 6);
Categorization (April 27).
 The data (SPSS .sav files) will be available on WebCT (dates to be announced).
 Although specific experimental designs will be suggested in class (see the class program), you are encouraged to
creatively explore your data. Moreover, you may work collaboratively on your SPSS analyses with your classmates if
you so choose.
Email me your SPSS output for each experiment at guy_lacroix@carleton.ca by the deadlines given in parentheses
(before 17:30). Failure to submit any one of the four outputs on time will entail a grade of 0% for your SPSS outputs
grade.
Guy L. Lacroix - Carleton University – 2008-2009 – Penultimate version – Subject to change
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Three 6-page empirical papers – 10% each
 You will be required to write three 6-page empirical research papers using the APA format. The papers will
report the results of three separate experiments:



Attentional blink (November 14);
Implicit learning (December 12);
Confidence judgment (February 6).
 More specifically, each empirical paper will include a) the PSYC 3700 Empirical Research Paper cover page (on
pp. 14-15 of this outline); b) an abstract; c) an introduction and hypotheses; d) a method section with a description of
the participants, materials, and procedure; e) a results section including descriptive and inferential statistics, as well
as figures and/or tables; f) a discussion; and g) references.
 The goal of these papers will be to help you learn how to structure and write and APA style manuscript.
Although I will expect you to present coherent ideas, the quality and depth of your understanding of the theoretical
issues will not be the main focus of my evaluation.
 Students should consult the evaluation grid that will be used to grade the papers (on pp 14-15 of this course
outline). Note that the requirements will be explained thoroughly on the first day of class and that I will available for
consultation throughout the year.
 Students are encouraged to solicit feedback from the professor and the TA to maximize the quality of their
papers. Note that three Friday laboratory sessions will be dedicated feedback periods.
 A hard copy of each paper is due in class or in my office (from 11:35 to 2:25) on the dates given in parentheses.
Papers received late will obtain a grade of 0%.
Your must also email an electronic version of the papers to me at guy_lacroix@carleton.ca. Please send your paper as
an attachment in an email that includes your name and student number. I need the electronic version to verify the
font, the margins, and the line spacing of your paper, if I find it necessary. Students who fail to comply with these
requirements may incur a penalty of up to 6% per paper.
PowerPoint Presentation – 7.5%
(Date of the evaluation to be determined – Winter term)
 You will be responsible for the presentation of two readings (starting January 16 or 23 and ending March 27
depending on class enrollment). The readings will be taken from the mandatory and secondary readings lists.
 Your task will be to: a) read the two papers carefully; b) meet with me if you need to clarify certain points in the
papers; c) summarize, integrate and explain the papers to the class using a PowerPoint presentation of approximately
20 minutes; and d) lead a class discussion on the paper by raising important points, questions, and criticisms. Your
grade will be based on your ability to meet these criteria.
 Responsibility for the papers will be assigned to you on the first day of the winter term (January 9).
Guy L. Lacroix - Carleton University – 2008-2009 – Penultimate version – Subject to change
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Ethics proposal – 7.5%
(February 27)
 You will be required to write an ethics proposal as prescribed by the Carleton University Ethics Committee for
Psychological Research.
 The template for the proposal is found at http://www.carleton.ca/psychology/ethics/index.html. It will include a)
Researcher contact information; b) a description of the method (participants, materials, and procedure); c) consent
forms and debriefing forms; d) a disclosure of potential anxiety, pain or embarrassment to participants; and e) if
necessary, an explanation of the use of deception.
 Content will count for 80% of your grade and the quality of your writing will count for 20%. Students are
encouraged to solicit feedback from the professor and the TA to maximize the quality of their examination.
 Additional information about the ethics proposal and more generally, about Canadian research ethics policy may
be found at http://www.carleton.ca/psychology/ethics and at http://www.pre.ethics.gc.ca/english/index.cfm. Note that
the requirements for this assignment will be explained thoroughly in class and that I will available for consultation
throughout the year.
Poster presentation – 7.5%
(April 3)
 You will be required to produce a poster in teams of three or four students to present the results of the
categorization experiment. Students may suggest teams, but I will have the final say in team membership.
 Each poster will include a) a title, the authors and the affiliation; b) an abstract; c) an introduction and
hypotheses; d) a method section with a description of the participants, materials, and procedure; e) a results section
including figures and/or tables; f) a discussion; and g) acknowledgments.
 Students should consult the evaluation grid that will be used to grade the papers (It will be available on WebCT).
Note that the requirements will be explained thoroughly in class and that I will available for consultation throughout
the year.
 Students are encouraged to solicit feedback from the professor and the TA to maximize the quality of their
posters. Note that two Friday laboratory sessions will be dedicated feedback periods.
 The posters will be presented in class April 3 from 11:35 – 2:25. Students will be expected to give me (and
invited students and guests) a poster “walkthrough”, that is a succinct description of the research project. They will
also be expected to engage in discussion
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15-page empirical paper – 20%
(April 27)
 You will be required to write a 15-page empirical research papers using the APA format. The papers will report
the results of a categorization experiment.
 More specifically, each empirical paper will include a) the PSYC 3700 Empirical Research Paper cover page (on
p. 16-17 of this outline); b) an abstract; c) an introduction and hypotheses; d) a method section with a description of
the participants, materials, and procedure; e) a results section including descriptive and inferential statistics, as well
as figures and/or tables; f) a discussion; and g) references.
 The goal of this paper will be to prepare research report that is similar to an Honours thesis. Thus, in addition to
clarity and coherence, I will evaluate the quality and depth of your understanding of the theoretical issues.
 Students should consult the evaluation grid that will be used to grade the papers (on p. 16-17 of this course
outline). Note that the requirements will be explained thoroughly on the first day of class and that I will available for
consultation throughout the year.
 Students are encouraged to solicit feedback from the professor and the TA to maximize the quality of their
papers. Note that three Friday laboratory sessions will be dedicated feedback periods.
 A hard copy of each paper is due in class or in my office (from 11:35 to 2:25) on the dates given in parentheses.
Papers received late will obtain a grade of 0%.
Your must also email an electronic version of the papers to me at guy_lacroix@carleton.ca. Please send your paper as
an attachment in an email that includes your name and student number. I need the electronic version to verify the
font, the margins, and the line spacing of your paper, if I find it necessary. Students who fail to comply with these
requirements may incur a penalty of up to 6% per paper.
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Carleton University policy concerning accommodations, examinations, and instructional offences
Accommodations and services
Students with disabilities requiring academic accommodations in this course must contact a coordinator at the Paul Menton
Centre for Students with Disabilities (520-2600, X 6608) to complete the necessary Letters of Accommodation. After registering
with the PMC, make an appointment to meet and discuss your needs with me at least two weeks before the midterm exam in
order to make the necessary arrangements as early in the term as possible. Please note the deadline for submitting
completed forms to the Paul Menton Centre for the final evaluation is November 7, 2008.
Carleton University accommodates students, who by reason of religious obligation must miss an examination, test or assignment
deadline. You must provide sufficient notice (i.e. at least two weeks notice) if you will need such accommodation.
Pregnant students requiring academic accommodations are encouraged to contact an Equity Advisor in Equity Services to
complete a letter of accommodation. The student must then make an appointment to discuss her needs with the instructor at least
two weeks prior to the first academic event in which it is anticipated the accommodation will be required.
Many services at Carleton provide support for your academic and career needs including the Academic Writing Centre and
Writing Tutorial Services http://www.carleton.ca/wts/, the Student Academic Success Centre and Learning Support Services
http://www.carleton.ca/sasc/, and the Career Development and Co-operative Education Office http://www.carleton.ca/cdce/.
Examinations
Please bring at least one soft lead pencil (HB), an eraser, and your student card to each exam.
Illness and bereavement (supported by appropriate documentation) are the only excuses accepted at Carleton for missed exams.
If you miss a mid-term for one of these reasons, obtain the appropriate documentation and contact the professor immediately
(within 24 hours of the time and date of the examination) to arrange a make up exam. If you leave a voice message, make sure
you leave your name, student ID# and your phone number. Make up exams must be written within 7 days of the original exam
date.
If you miss the final exam, you must apply to write a deferred exam (with appropriate documentation) to the Registrar’s office
within the time period specified in the current Undergraduate Calendar. Supplemental/grade-raising exams are not offered in this
course.
If you want to discuss your grade on an exam or assignment, you must do so within 2 weeks of the exam or assignment due date.
Instructional Offences:
The 2008-09 Undergraduate Calendar discusses a number of guidelines regarding student conduct. The most relevant sections are
reproduced below:
The Senate of the University has enacted the following regulations for instructional offences. Any student commits an
instructional offence who:
1. Cheats on an examination, test or graded assignment by obtaining or producing an answer by deceit, fraud or trickery, or by
some act contrary to the rules of the examination.
2. Submits substantially the same piece of work to two or more courses without the prior written permission of the instructors
from all courses involved. Minor modifications and amendments, such as changes of phraseology in an essay or paper, do not
constitute a significant and acceptable reworking of an assignment.
3. Contravenes the regulations published at an examination or which are displayed on the reverse side of a properly authorized
examination booklet.
4. Commits an act of plagiarism (which for the purpose of this regulation shall mean to use and pass of as one’s own idea or
product, work of another without expressly giving credit to another).
Possible penalties include failing the course and being expelled from the University. Please consult the 2008-2009 Carleton
University Undergraduate calendar (Academic regulations of the university, Section E, Student conduct, 14.0-15.4;
http://www.carleton.ca/cu0809uc/regulations/acadregsuniv.html) for a complete description of the guidelines.
Guy L. Lacroix - Carleton University – 2008-2009 – Penultimate version – Subject to change
13
PSYC 3700 – COGNTION HONOURS SEMINAR – Fall/Winter 2008-2009
SHORT EMPIRICAL RESEARCH PAPER COVER PAGE
Title:
Name:
Student ID:
EVALUATION
(0 = omitted; 1 = insufficient; 2 = adequate; 3 = good; 4 = very good; 5 = exceptional)
Content (60%) - Note that all aspects of your paper must conform to the APA style
1. Abstract. A brief description of the paper 0 1 2 3 4 5 7. Method (procedure). Each step in the
is given (100 words or less).
execution of the experiment is described.
2. Introduction. General interest for the
0 1 2 3 4 5 8. Results. Descriptive and inferential
research topic is created and a brief
statistics are provided. They allow the
theoretical review of the literature is
reader to clearly determine if the
provided.
hypotheses were supported.
3. Relevant empirical studies are described
0 1 2 3 4 5 9. Results (Tables and/or Figures). Tables
to help the reader understand the proposed
and/or figures are clear and support the
study and in anticipation of the hypotheses.
statistics given in the text.
4. Hypotheses. Operational hypotheses are
0 1 2 3 4 5 10. Discussion. The discussion starts with a
stated using a “if…, then…” format.
summary of the results in relation to the
hypotheses: were the hypotheses
supported?
5. Method (participants). A description of
0 1 2 3 4 5 11. Discussion. The “hourglass”
the participants that includes facts relevant
organization is apparent. At the end of the
to the study only is given.
manuscript, the reader is fulfilled: a
question was asked, examined, and
tentatively answered.
6. Method (materials). A description of the
012345
stimuli and/or instruments is given.
Quality of writing (40%)
1. Spelling
2. Grammar
3. Punctuation
4. Long and passive sentences are avoided.
5. Clarity of expression
6. The organization is linear. Explicit
transitions are made between paragraphs
and sections.
7. Explicit transitions are made between
paragraphs and sections.
012345
012345
012345
012345
012345
012345
012345
Form (See deductions in each row)
1. Paper has six pages (excluding cover
page, abstract, references, tables, and
figures).
2. Font is new times roman (12 pt)
3. One inch margins (all sides)
4. Double-spaced
5. PSYC 3700 paper cover page used.
6. References are included at the end of
the paper.
7. Title, student name, and student ID
are provided on this cover page.
012345
012345
012345
012345
012345
Yes No (-10%)
Yes No (-2%)
Yes No (-2%)
Yes No (-2%)
Yes No (-2%)
Yes No (-2%)
Yes No (-2%)
Prof’s comments:
Final grade:
 Plagiarism: Your work must be original. Please consult the Carleton University Undergraduate calendar, Academic
regulations of the university, Section E, Student conduct (14.0-15.4) and the APA Publication Manual (5th ed., 2001) for
regulations and guidelines (http://www.carleton.ca/cu0809uc/regulations/acadregsuniv.html).
 Each paper is due in class (from 11:35 to 14:25): the attentional blink paper on November 14; the implicit learning paper
on December 12; and the confidence judgment paper on February 6. Papers received late will receive a grade of 0%. Don’t
forget to send me an electronic version of your paper at guy_lacroix@carleton.ca. Otherwise you may incur a 6% deduction
per paper.
Guy L. Lacroix - Carleton University – 2008-2009 – Penultimate version – Subject to change
2
PSYC 3700 – COGNTION HONOURS SEMINAR – Fall/Winter 2008-2009
EMPIRICAL RESEARCH PAPER COVER PAGE
Title:
Name:
Student ID:
EVALUATION
(0 = omitted; 1 = insufficient; 2 = adequate; 3 = good; 4 = very good; 5 = exceptional)
Content (40%) - Note that all aspects of your paper must conform to the APA style
1. Abstract. A brief description of the paper 0 1 2 3 4 5 7. Method (procedure). Each step in the
is given (100 words or less).
execution of the experiment is described.
2. Introduction. General interest for the
0 1 2 3 4 5 8. Results. Descriptive and inferential
research topic is created and a brief
statistics are provided. They allow the
theoretical review of the literature is
reader to clearly determine if the
provided.
hypotheses were supported.
3. Relevant empirical studies are described
0 1 2 3 4 5 9. Results (Tables and/or Figures). Tables
to help the reader understand the proposed
and/or figures are clear and support the
study and in anticipation of the hypotheses.
statistics given in the text.
4. Hypotheses. Operational hypotheses are
0 1 2 3 4 5 10. Discussion. The discussion starts with a
stated using a “if…, then…” format.
summary of the results in relation to the
hypotheses: were the hypotheses
supported?
5. Method (participants). A description of
0 1 2 3 4 5 11. Discussion. The “hourglass”
the participants that includes facts relevant
organization is apparent. At the end of the
to the study only is given.
manuscript, the reader is fulfilled: a
question was asked, examined, and
tentatively answered.
6. Method (materials). A description of the
0 1 2 3 4 5 Quality and depth of your
stimuli and/or instruments is given.
understanding of the theoretical issues
(20%)
Quality of writing (40%)
1. Spelling
2. Grammar
3. Punctuation
4. Long and passive sentences are avoided.
5. Clarity of expression
6. The organization is linear. Explicit
transitions are made between paragraphs
and sections.
7. Explicit transitions are made between
paragraphs and sections.
012345
012345
012345
012345
012345
012345
012345
Form (See deductions in each row)
1. Paper has 15 pages (excluding cover
page, abstract, references, tables, and
figures).
2. Font is new times roman (12 pt)
3. One inch margins (all sides)
4. Double-spaced
5. PSYC 3700 paper cover page used.
6. References are included at the end of
the paper.
7. Title, student name, and student ID
are provided on this cover page.
Guy L. Lacroix - Carleton University – 2008-2009 – Penultimate version – Subject to change
012345
012345
012345
012345
012345
/20
Yes No (-10%)
Yes No (-2%)
Yes No (-2%)
Yes No (-2%)
Yes No (-2%)
Yes No (-2%)
Yes No (-2%)
3
Prof’s comments:
Final grade:
 Plagiarism: Your work must be original. Please consult the Carleton University Undergraduate calendar, Academic
regulations of the university, Section E, Student conduct (14.0-15.4) and the APA Publication Manual (5th ed., 2001) for
regulations and guidelines (http://www.carleton.ca/cu0809uc/regulations/acadregsuniv.html).
 Each paper is due in class (from 11:35 to 14:25): the attentional blink paper on November 14; the implicit learning paper
on December 12; and the confidence judgment paper on February 6. Papers received late will receive a grade of 0%. Don’t
forget to send me an electronic version of your paper at guy_lacroix@carleton.ca. Otherwise you may incur a 6% deduction
per paper.
Guy L. Lacroix - Carleton University – 2008-2009 – Penultimate version – Subject to change
4