Argosy University, Chicago
COURSE SYLLABUS
Cognitive and Affective Processes
PP 7040
Summer 2011
Faculty Information
Faculty Name: Shan Jumper, Ph.D.
Campus: Chicago
Contact Information:
Phone: 217-491-0139
E-Mail: drshan@frontiernet.net
Office Hours: TBA
Course Catalogue Description:
This course offers a review of current research and theory in cognitive science, focusing on both
cognitive and affective processes. Areas such as memory, attention, perception, problem solving,
language, emotion, and decision making are considered. Clinical applications are emphasized
throughout the course.
Course Pre-requisite: None
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. (2010). Cognitive psychology: A student’s handbook, 6thth ed.
Philadelphia, PA: Psychology Press, Ltd. ISBN#: 9781841695402
Siegel, D. (1999). The Developing Mind: How relationships and the brain interact to shape who
we are. New York, NY: The Guilford Press. ISBN#: 1572304537
Technology: Pentium III CPU/ Windows 98; 128MB RAM printer; Microsoft Office: Acrobat
(full version); Microsoft Internet Explorer 5.5 (PC), 5.0 (MAC), or Netscape Navigator 4.08;
Norton Antivirus.
Course length: 6 weeks
Contact Hours: 18 hours
Credit Value: 3.0 credits
Course Objectives:
Course Objective
Understand cognitive theories regarding
perception, attention, memory, language,
problem solving, reasoning, cognition and
emotion.
Understand clinical applications of modern
cognitive and affective theories.
Understand factors that influence an
individual’s cognitive performance and
emotional experience.
Program Goal
Goal 4 – Science
Goal 5 - Scholarship
Method of Assessment
Weekly discussion
posts
Final examination
Goal 2 – Intervention
Goal 5 - Scholarship
Weekly discussion
posts
Final examination
Weekly discussion
posts
Final examination
Goal 2 – Intervention
Goal 5 - Scholarship
Purpose:
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.
Assignments:
Weekly Discussion Questions (140 points)
 Each week you will be required to post four responses to online discussion questions
 The discussion questions will be posted no later than 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.
Students may also be directed to current research articles addressing course topics, for
summary and discussion.
 You do not need to cite the texts or the lecture material, as you should not be quoting either
source. The goal is for you to read the relevant section of the material to answer the
questions, then summarize what you’ve read in your response.
 Postings that are late will not be accepted and you will not receive credit for the assignment
Due dates for weekly discussion postings:

Four weekly responses are due each Saturday evening (the exact time is immaterial). There
are seven modules in this course, each module will run for one week. Thus, students will be
choosing four discussion questions to respond to for each module each week.
Feel free to submit your postings early in the week if it is more convenient for you. 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 16 out of 20 I will provide you with immediate feedback explaining why your postings
were inadequate. Please utilize the feedback to improve your postings the next week.
Modules: There are seven modules of learning distributed across the semester. Each module
lasts one week. You will be provided with a selection of 6-10 questions to post responses to for
each module. You may respond to any of the posted questions, so long as you respond to a total
of 4 for each module. The on-line grade book is organized by modules (7 modules, 20 points
each – for a total of 140 points). Please refer to the class schedule below for further due dates.
Criteria for Final Examination
The Final Examination will be administered at your Argosy University campus through the
Academic Learning Center. 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, exactly
as they appear. The rest will be chosen from among the weekly discussion questions, but will be
in the form of short answer questions, and will not need to be answered as comprehensively as
they would be when you respond to them as weekly posts during the semester. The exam will be
closed book and you will have 3 hours to complete the exam.
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.
Brain Scans: http://www.pbs.org/wnet/brain/scanning/index.html
*Visit this site and review information about different brain scanning techniques.
The first ever Photo of Phineas Gage is discovered
See the photo here: http://brightbytes.com/phineasgage/index.html
Review this press release regarding an innovative diagnostic technique to dramatically fast-track
the detection of mental and neurological illnesses.
http://www.eurekalert.org/pub_releases/2009-10/mu-ft101409.php
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.
5. Review several disorders of memory.
6. Introduce Computational Theory of Mind
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.
Memory Reconsolidation: How accurate is memory?
*View this news clip for a brief discussion on memory reconsolidation http://tinyurl.com/mcnl3c
Review this press release regarding dopamine pathways and adhd
http://www.eurekalert.org/pub_releases/2009-09/dnl-dib090309.php
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.
7. Examine brain structures involved in planning for decision making
Learning Activity:
Prosopagnosia - http://www.choisser.com/faceblind/
*Visit this website and review information about the disorder of “face blindness” prosopagnosia.
Dyslexia - http://www.medicinenet.com/dyslexia/article.htm
*Visit this site and explore the different types of, and treatments for, dyslexia
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.
8. Examine brain processes involved in goal selection.
Learning Activity:
Frontal Lobes –
http://biology.about.com/gi/dynamic/offsite.htm?site=http://www.waiting.com/frontallobe.html
*Visit this website and review the “motor and prefrontal area” and “prefrontal cortex” and other
frontal lobe sections.
Problem Solving: http://web.eng.ubu.ac.th/~m_eng_pd/WebCD%20on%20CNC-CADCAM%20(Charoenc)/courses/problems.htm
*Visit this site and test your problem solving skills
Review these articles on teen brain development: http://tinyurl.com/5q7rfn
http://tinyurl.com/aqn39d ; http://www.eurekalert.org/pub_releases/2009-08/eu-sri082509.php
*Visit this website to learn more about various brain disorders:
http://www.brainsource.com/brain%20injury.htm
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.
7. Examine neural processes of valuation.
8. Understand the critical role that emotion plays in regulation of the self.
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.
Review this article about a new neurosurgical procedure for patients with treatment-resistant
depression. http://tinyurl.com/yf3qteg
MODULE 6:
Course Objectives:
1. Review the basics of operant and classical conditioning.
2.
3.
4.
5.
6.
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.
Examine how neurons function to generate preference.
Understand gender differences in brain development and function.
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
View this article on gender differences in the brain:
http://www.newhorizons.org/neuro/diamond_male_female.htm
View this description of brain differences in gifted children:
http://www.newhorizons.org/spneeds/gifted/eide.htm
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.
5. Examine current theories of repressed memory.
6. Understand how the brain links functions that coordinate processes within the mind and
between people.
7. Explore how the brain processes information to construct each individual’s sense of reality.
Learning Activities:
Cognitive Basis of Prejudice - http://www.prejudice.com
*Visit this website and read information about the development of prejudice.
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 summary/follow links to full text article that supports the use of a
drug to control recollections of traumatic incidents.
http://www.eurekalert.org/pub_releases/2009-11/fo1b-faa110909.php
Course Schedule:
Week Topic
Introduction to Cognitive
1
May Psychology
9- 14 Visual Perception: Basic
Processes
Object Recognition
Readings
Carter Chapters 1 “The
Emerging Landscape”, Chapter
2 – “The Great Divide”,
Chapter 3 – “Beneath the
Surface”
Assignments
Week 1: Choose
four discussion
questions for
MODULE 1 and
respond by
Visual Disorders
Theories of Perception,
Movement & Action
Attention & Performance
Limitations
Disorders of Attention
Assessment of Attention
2
May
15-21
Memory: Structure &
Processes
Disorders of Memory
3
May
22-28
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
Planning and Decision Making
Frontal Lobes
Problem Solving and Expertise
Reasoning
Relations, Events & Schemata
Cognitive-Behavioral Therapy
Reinforcement Learning
4
May
29-4
Eysenck Chapter 1 –
“Approaches to Cognitive
Psychology” and Chapter 3 –
“Object Recognition”
Carter Chapter 5- “Crossing
the Chasm”
Eysenck Chapter 2 – “Visual
Perception and Attention”
Eysenck Chapter 4 –
“Perception, Motion and
Action”
Carter pages 297 – 307
Eysenck Chapter 5 –
“Attention and Performance
Limitations”
Siegel Chapter 2 – “Memory”
Carter Chapter 7 – “States of
Mind”
Eysenck Chapter 6 –
“Learning and Memory”,
Chapter 7 – “Long-term
Memory Systems”, Chapter 8 –
“Everyday Memory”
Eysenck Chapter 9 –
“Concepts and Categories”,
Chapter 10 – “Reading and
Speech Perception”
Carter pages 141 – 145
Eysenck Chapter 11“Language Comprehension”,
Chapter 12 – “Language
Production”, Chapter 13 –
“Problem Solving and
Expertise”
Saturday, May 14,
12 midnight.
Carter Chapter 8 – “Higher
Ground”
Extra Learning Activities
Eysenck Chapter 13 –
“Problem Solving and
Expertise”and Chapter 16 –
“Reasoning and Deduction”
Week 4: Choose
four discussion
questions for
MODULE 4 and
respond by
Saturday, June 4, 12
midnight.
Week 2: Choose
four discussion
questions for
MODULE 2 and
respond by
Saturday, May 21,
12 midnight.
Week 3: Choose
four discussion
questions for
MODULE 3 and
respond by
Saturday, May 28,
midnight
5
June
5-11
Judgment and Decision
Making
Cognition and Emotion
Stress
Values and Reward Prediction
Emotion and Self-Regulation
6
June
12- 18
Theories & Principles of
Learning
Creativity and Genius
Regret and Trust
How Neurons Generate
Preference
Representations and
Processing
Perceiving Groups – Prejudice
Sexual Behavior and the Brain
Trauma: False Memory
Syndrome &
Dissociative Identity Disorder
Integration
7
June
19-25
Eysenck Chapter 15 –
“Judgment and Decision
Making”
Carter Chapter 4 – “A
Changeable Climate”
Siegel Chapter 4 – “Emotion”
Siegel Chapter 8 –
“Interpersonal Connection”
Lecture Notes
Eysenck Chapter 14 –
“Creativity and Discovery”
Siegel Chapter 5 –
“Representations”
Lecture notes
Carter pages 68 - 76
Week 5: Choose
four discussion
questions for
MODULE 5 and
respond by
Saturday, June 11,
12 midnight
Week 6: Choose
four discussion
questions for
MODULE 6 and
respond by
Saturday, June 18,
12 midnight.
Week 13: Choose
two discussion
questions for
MODULE 7 and
respond by
Saturday, June 25
midnight.
FINAL EXAM
Siegel Chapter 9 –
“Integration”
8
June
26-1
Grading Criteria:
Grading requirements:
Online discussions (2 per
week @ 5 points each)
Final Examination
Total
Grading scale:
140 pts
120 pts
260 pts
A
AB+
B
BC+
C
CF
100 – 93
92 – 90
89 – 88
87 – 83
82 – 80
79 – 78
77 - 73
72 – 70
69 and below
Library Resources:
Argosy University’s core online collection features more than 21,000 full-text journals, 23,000
electronic books and other content covering all academic subject areas including Business &
Economics, Career & General Education, Computers, Engineering & Applied Science,
Humanities, Science, Medicine & Allied Health, and Social & Behavior Sciences. All electronic
resources can be accessed through the library’s website at www.auchicagolib.org. User IDs and
passwords are distributed during orientation, but can also be obtained at the circulation desk,
calling 312-777-7653, or by e-mail at auchilibrary@argosy.edu.
In addition to online resources, Argosy University’s onsite collections contain a wealth of
subject-specific research materials searchable in the Library Online Catalog. Catalog searching
is easily limited to individual campus collections. Alternatively, students can search combined
collections of all Argosy University Libraries. Students are encouraged to seek research and
reference assistance from campus librarians.
Information Literacy: Argosy University’s Information Literacy Tutorial was developed to teach
fundamental and transferable research skills, including selecting sources appropriate for
academic-level research, searching periodical indexes and search engines, and evaluating and
citing information. In the tutorial, students study concepts and practice them through
interactions. At the conclusion of each module, they can test their comprehension and receive
immediate feedback. Each module takes less than 20 minutes to complete. Please view the
tutorial at http://library.argosyu.edu/infolit/
Academic Policies:
Academic Dishonesty/Plagiarism: In an effort to foster a spirit of honesty and integrity during
the learning process, Argosy University requires that the submission of all course assignments
represent the original work produced by that student. All sources must be documented through
normal scholarly references/citations and all work must be submitted using the Publication
Manual of the American Psychological Association, 5th Edition (2001). Washington DC:
American Psychological Association (APA) format. Please refer to Appendix A in the
Publication Manual of the American Psychological Association, 5th Edition for thesis and paper
format. Students are encouraged to purchase this manual (required in some courses) and become
familiar with its content as well as consult the Argosy University catalog for further information
regarding academic dishonesty and plagiarism.
Scholarly writing: The faculty at Argosy University is dedicated to providing a learning
environment that supports scholarly and ethical writing, free from academic dishonesty and
plagiarism. This includes the proper and appropriate referencing of all sources. You may be
asked to submit your course assignments through “Turnitin,” (www.turnitin.com), an online
resource established to help educators develop writing/research skills and detect potential cases
of academic dishonesty. Turnitin compares submitted papers to billions of pages of content and
provides a comparison report to your instructor. This comparison detects papers that share
common information and duplicative language.
Americans with Disabilities Act Policy:
It is the policy of Argosy University 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, the student must notify the Director of Student Services.
Procedures for documenting student disability and the development of reasonable
accommodations will be provided to the student 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. To receive
accommodation in class, it is the student’s responsibility to present the form (at his or her
discretion) to the instructor. In an effort to protect student privacy, the Department of Student
Services will not discuss the accommodation needs of any student with instructors. Faculty may
not make accommodations for individuals who have not been approved in this manner.
The Argosy University Statement Regarding Diversity:
Argosy University prepares students to serve populations with diverse social, ethnic, economic,
and educational experiences. Both the academic and training curricula are designed to provide an
environment in which students can develop the skills and attitudes essential to working with
people from a wide range of backgrounds.