COURSE NUMBER: PP 7040
COURSE NAME: Cognitive and Affective Processes
TERM: Fall, 2007
INSTRUCTOR:
Shan Jumper, Ph.D.
PHONE:
217-491-0139
EMAIL:
drshan@frontiernet.net
FAX:
217-322-2122
ALT PHONE:
217-322-3804
REQUIRED TEXTS:
Title
Author(s)
Copyright
Publisher
ISBN
Edition
Mapping the Mind
Title
Author(s)
Copyright
Publisher
ISBN
Edition
Cognitive psychology: A student’s handbook, 5thth ed
Eysenck, M. W., & Keene, M.T.
Carter, R.
2000
University of California Press
ISBN#: 0753810190
2nd
2005
Psychology Press, Ltd.
184169356
5thth ed
This Course Requires the Purchase of a Course Packet:
YES
NO
Cognitive and Affective Processes
Course Number: PP 7040
Term: Spring, 2007
Instructor: Shan Jumper, Ph.D.
Contact Information: Phone: 217-491-0139
Email: drshan@frontiernet.net
Purpose and Scope: This course emphasizes cognitive and affective processes that
influence behavior. Areas of emphasis include perception, attention, memory, language,
problem solving, reasoning, cognition and emotion, theories and principles of learning,
and the influences of psychosocial factors on cognitions and behaviors. The class will
consist of on-line lectures, text book review, and on-line discussion posts.
Course Competencies (see Weekly Course Objectives section at end of syllabus):
Upon successful completion of this course, students should be able to:
1. Understand cognitive theories regarding perception, attention, memory,
language, problem solving, reasoning, cognition and emotion.
2. Understand clinical applications of modern cognitive and affective theories.
3. Understand factors that influence an individual’s cognitive performance and
emotional experience.
Course Requirements: Grading will be based on the following:
140 points - Online discussions (2 per week @ 5 points each)
120 points – Final Examination
Criteria for Final Examination
The Final Examination will be administered at your Argosy University campus. It will
include both short answer and multiple-choice questions. Each week you will be
provided with review questions over the material presented for that week. Many of the
questions on the examination will come directly from the review questions. The rest will
come from the lecture notes, web based learning activities and the texts.
Assignments:
Weekly Discussion Questions (140 points)
 Each week you will be required to post two responses to online discussion
questions
 The discussion questions will be posted at the beginning of each week
 You will be graded based on the accuracy and thoroughness of your responses
 Your postings should demonstrate your understanding of the posted lecture
notes and text
 When responding to the postings of other students simply stating “I agree” is
insufficient
 Postings that are late will not be accepted and you will not receive credit for the
assignment
Due dates for weekly discussion postings:

Responses 1 and 2 are due Saturday evening (the exact time is
immaterial)
Feel free to submit your postings early in the week if it is more convenient for you (when
you are required to respond to another student’s posting this may not be possible). Your
postings for the discussion questions will be reviewed and graded at the end of each
week and posted to the grade book by Tuesday morning. You will not receive a grade for
each individual posting; you will receive a summary score for the week. At the beginning
of each week (starting week 2) you should check your grade for the previous week’s
postings. If you receive a score below 8 out of 10 I will provide you with immediate
feedback explaining why your postings were inadequate. Please utilize the feedback to
improve your postings the next week.
Accommodations for Students with Disabilities: It is the policy of the Argosy
University/Chicago to make reasonable accommodations for qualified students with
disabilities, in accordance with the Americans with disabilities Act (ADA). If a student
with disabilities needs accommodations to complete the instructor’s course
requirements, the student must notify the Director of Student Services. Procedure for
documenting student disability and the development of reasonable accommodation will
be provided to students upon request. Students will be notified by the Director of
Student Services when each request for accommodation is approved or denied in writing
via a designated form. It is the student’s responsibility to present the form (at his or her
discretion) to the instructor in order to receive the requested accommodations in class.
In an effort to protect student privacy, Student Services will not discuss the
accommodation needs of any student with instructors.
Academic Dishonesty/Plagiarism Statement: The University seeks to foster a spirit of
honesty and integrity. Any work submitted by a student must represent original work
produced by that student. Any source used by a student must be documented through
normal scholarly references and citations, and the extent to which any sources have
been used must be apparent to the reader. The University further considers
resubmission of a work produced for one course in a subsequent course or the
submission of work done partially or entirely by another to be academic dishonesty. It is
the student’s responsibility to seek clarification from the course instructor about how
much help may be received in completing an assignment or
exam or project and what sources may be used. Students found guilty of academic
dishonesty
or plagiarism shall be subject to disciplinary action up to and including dismissal from the
University.
Program Outcomes: The Doctoral program in Clinical Psychology at Argosy
University Chicago Campus is an APA accredited program (APA, 750 First St.
NE, Washington, DC 20002, 202-336-5500). This program is designed to
educate and train students so that they may eventually be able to function
effectively as clinical psychologists. To ensure that students are prepared
adequately, the curriculum provides for the meaningful integration of theory,
training and practice. The Clinical Psychology program at Argosy University
Chicago Campus emphasizes the development of attitudes, knowledge, and
skills essential in the formation of professional psychologists who are committed
to the ethical provision of quality services. Specific objectives of the program
include the following:
 Goal 1: Prepare professional psychologists to accurately, effectively, and
ethically select, administer, score, interpret, and communicate findings of
appropriate assessment methods informed by accepted psychometric
standards and sensitive to the diverse characteristics and needs of clients.




o Objective 1a: Accurately and ethically administer and score various
psychodiagnostic instruments.
o Objective 1b: Accurately interpret and synthesize assessment data
in the context of diversity factors, referral questions, and specific
objectives of the assessment, and organize and communicate
results in writing and orally.
o Objective 1c: Examine psychometric properties of psychological
assessment instruments, and use that knowledge to evaluate,
select, administer, and interpret psychological tests and measures
appropriate for the client, the referral question, and the objectives of
the assessment.
Goal 2: Prepare professional psychologists to select, implement, and
evaluate psychological interventions consistent with current ethical,
evidence-based, and professional standards, within a theoretical
framework, and with sensitivity to the interpersonal processes of the
therapeutic relationship and the diverse characteristics and needs of
clients.
o Objective 2a: Synthesize the foundations of clinical psychology,
including psychopathology, human development, diagnosis,
diversity, ethics, and various therapeutic models in clinical
applications.
o Objective 2b: Select, plan, and implement ethical and evidencebased interventions with sensitivity to the diverse characteristics
and needs of clients.
o Objective 2c: Demonstrate knowledge, skills, and attitudes to
effectively implement and participate in psychological consultation
and supervision.
Objective 2d: Demonstrate personal development and selfreflective capacity, including growth of interpersonal skills, and
therapeutic relationships.
Goal 3: Prepare professional psychologists to analyze the complexity and
multidimensionality of human diversity, and demonstrate the knowledge,
skills, and attitudes necessary to understand diverse worldviews and the
potential meaning of social, cultural, and individual differences for
professional psychological services.
Goal 4: Prepare professional psychologists to examine the historical context and
the current body of knowledge of biological, cognitive, affective, developmental,
and social bases of human functioning.
Goal 5: Prepare professional psychologists to critically evaluate the current and
evolving body of scholarly literature in psychology to inform professional practice.
Technology Statement: Argosy University encourages the use of technology
throughout the curriculum. Videos will be shown during a number of class sessions.
Recommended web links are included at the end of this syllabus. .
Required Texts:
Carter, R. (2000). Mapping the Mind. Berkeley and Los Angeles, CA: University of
California Press. ISBN#: 0753810190
Eysenck, M. W., & Keene, M.T. (2005). Cognitive psychology: A student’s handbook,
5thth ed. Philadelphia, PA: Psychology Press, Ltd. ISBN#: 184169356
CLASS SCHEDULE
Content Sequence:
Module
1
Weeks
Weeks 1 - 2
Topic
Introduction to Cognitive Psychology
Visual Perception: Basic Processes
Object Recognition
Visual Disorders
Theories of Perception, Movement & Action
Readings
Carter Ch. 1 - 3
Eysenck Ch. 1
Eysenck Ch. 3
Carter Ch. 5,Eysenck
Ch2
Eysenck Ch. 4
2
Weeks 3 - 4
Attention & Performance Limitations
Disorders of Attention
Assessment of Attention
Memory: Structure & Processes
Disorders of Memory
Eysenck Ch. 5
Carter pages 185-187
Mental Representation: Propositions &
Images
Objects, Concepts & Categories
Childhood Disorders (Cerebral Palsy,
Autism, Asperger’s, Bipolar Disorder)
Speech Perception and Reading
Language: Comprehension and Production
Dyslexia
Frontal Lobes
Problem Solving
Reasoning
Relations, Events & Schemata
Cognitive-Behavioral Therapy
Eysenck Ch. 9 – 10
Carter pages 141 – 145
Eysenck Ch. 11-13
Judgment and Decision Making
Cognition and Emotion
Eysenck Ch. 15
Carter Ch. 4
3
Week 4 - 5
4
Week 6 - 7
5
Week 8 - 9
Carter Ch. 7
Eysenck Ch. 6 – 8
Carter Ch. 8
Extra Learning Activities
Eysenck Ch. 13, 16
Stress
6
Week 10 - 11
Theories & Principles of Learning
Creativity and Genius
Lecture Notes
Eysenck ch. 14
7
Weeks 12 13
Perceiving Groups – Prejudice
Sexual Behavior and the Brain
False Memory Syndrome
Dissociative Identity Disorder
Lecture notes
Carter pages 68 - 76
Week 814
FINAL EXAM
Weekly Course Objectives and Recommended Learning Activities:
MODULE 1:
Course Objectives:
1. Gain a basic understanding of cognitive psychology.
2. Gain a basic understanding of the visual system.
3. Gain an understanding of disorders of the visual system.
4. Review theories of perception.
5. Review the construct of attention.
6. Examine disorders of attention.
7. Examine several instruments used to assess attention.
Learning Activity:
Basic Visual Pathways - http://thalamus.wustl.edu/course/basvis.html
*Visit this website and review information about the visual pathways.
Visual Field Defects - http://www.vision-impairment.com/impaired-visual-field.htm
*Visit this website and review information about visual field defects.
MODULE 2:
Course Objectives:
1. Define memory.
2. Examine different types of memory.
3. Examine the neuroanatomical structures responsible for the storage and recall of
memories.
4. Examine current theories of repressed memory.
5. Review several disorders of memory.
Learning Activity:
The Anatomy of Memory http://www.exploratorium.edu/memory/braindissection/index.html
*Visit this website and view the slide that shows the dissection of a sheep brain
with a focus on the structures responsible for memory.
Long-term Potentiation http://users.rcn.com/jkimball.ma.ultranet/BiologyPages/L/LTP.html#LongTerm_Potentiation
*Visit this website and read information about long-term potentiation.
MODULE 3:
Course Objectives:
1. Examine how the brain organizes and categorizes information.
2. Review neuroanatomical structures responsible for language.
3. Review core symptoms of Autistic Disorder, Asperger’s Disorder, cerebral palsy and
Bipolar Disorder.
4. Examine the methodological difficulties of diagnosing children with Bipolar Disorder.
5. Review core symptoms of dyslexia.
6. Examine subtypes and symptoms of various forms of aphasia.
Learning Activity:
Prosopagnosia - http://www.choisser.com/faceblind/
*Visit this website and review information about the disorder of “face blindness”
(prosopagnosia).
MODULE 4:
Course Objectives:
1. Develop a basic understanding of the functions of the frontal lobes.
2. Examine the importance of the frontal lobes in human behavior.
3. Define executive functions.
4. Examine theories of problem solving and reasoning.
5. Examine how schemata develop and influence thoughts and feelings.
6. Examine the cognitive and affective consequences of the illicit drug Ecstasy (MDMA).
7. Review basic principles of cognitive-behavioral therapy.
Learning Activity:
Frontal Lobes –
http://biology.about.com/gi/dynamic/offsite.htm?site=http://www.waiting.com/frontallobe.h
tml
*Visit this website and review the “motor and prefrontal area” and “prefrontal
cortex” and other frontal lobe sections.
MODULE 5:
Course Objectives:
1. Examine similarities and differences between thoughts and feelings.
2. Examine differences between feelings and emotions.
3. Develop a basic understanding of the neuroanatomical structures responsible for
emotions and feelings.
4. Develop an understanding of the ventral and dorsal pathways that can result in a fear
response.
5. Examine the effects of stress.
6. Examine basic biological, cognitive and emotional factors associated with sexual
offending and serial homicide.
Learning Activity:
Brain Facts - http://apu.sfn.org/content/Publications/BrainFacts/index.html
*Visit this website and click “download Brain Facts in pdf format.” Review the
section entitled Learning and Memory.
MODULE 6:
Course Objectives:
1.
2.
3.
4.
Review the basics of operant and classical conditioning.
Review the basics of social learning theory.
Develop a basic understanding of creativity and genius.
Examine the cognitive constructs that underlie the development of prejudice.
Learning Activity:
The Behavioral System - http://chiron.valdosta.edu/whuitt/col/behsys/behsys.html
*Visit this website and review the information about classical and operant
conditioning
Cognitive Basis of Prejudice http://psych.fullerton.edu/swillis/prejud2.htm#cognitive
*Visit this website and read information about the development of prejudice.
MODULE 7:
1. Become familiar with basic concepts associated with controversial cognitive
constructs.
2. Understand the basic role of the brain in directing sexual behavior.
3. Articulate comprehension of class material in support of personal theory of therapy.
4. Identify and explore the social causes and consequences of prejudice.
Learning Activities:
Watch and discuss the movie “Memento”. Then visit the official website and view
the discussions at www.otnemom.com
Welcome to Memory and Reality – www.fmsfonline.org
*Visit this website and read information about False Memory Syndrome and
Multiple Personalities (DID).