PSY 415 Fall 2003
Dr. Larry Rosen
Course Information
Title:
Advanced Research Methods in Cognitive Psychology
Instructor:
Dr. Larry D. Rosen
Office Hours: SBS G311 Tuesday/Thursday 9-10 AM, 3:45-4:45 PM and by
appointment
Office Phone: 310-243-3477, 243-3427 (messages)
e-mail: lrosen@csudh.edu or rosen@technostress.com
Class website: go to www.technostress.com, click on link below my picture and
then click on Fall 2003 courses. The website will include the
syllabus, and other course materials.
This course surveys cognitive psychology including intelligence, cognitive development,
perception, reasoning, memory, problem solving, language, comprehension and decisionmaking. We will talk about how people think, remember, decide, solve, talk, listen and
basically use their brains. Anything that happens between the two ears is fair game for
the class.
Course Prerequisites
Psychology 230 - Elementary Statistics or equivalent
Psychology 235 - Research Methods or equivalent
By the end of the first two weeks you must submit proof that you have taken these two
courses. If not, you will be dropped from the course immediately. No exceptions.
Goals and Objectives
1. To be exposed to fundamental concepts and issues in the field of cognitive
psychology by attending lectures, participating in discussions and demonstrations,
reading the textbook, and preparing for exams;
2. To be exposed to classic studies in the field of cognitive psychology by attending
lectures, participating in discussions and demonstrations, reading the textbook,
and preparing for exams;
3. To see how cognitive psychology relates to other fields of psychology by
attending lectures, participating in discussions and demonstrations, reading the
textbook, and preparing for exams; and
4. To be exposed to the manner and style of thinking of cognitive psychologists by
attending lectures, participating in discussions and demonstrations, reading the
textbook, and preparing for exams.
Expected Learning Outcomes
 An understanding of the fundamental concepts and issues in the field of cognitive
psychology;
 Knowledge of the classic studies in the field of cognitive psychology;
 An understanding of the relationship between cognitive psychology and other
fields of psychology;
 An ability to analyze problems and perform critical thinking in the manner and
style of a cognitive psychologist; and
 Insight into how findings from cognitive psychology can be applied to everyday
life.
Course Schedule
Attached to this course description you will find a weekly schedule of topics. There will
be one book for this course: Cognition by Margaret Matlin (fifth edition). There are
about 25-45 pages of reading for each chapter. This is not too much and you are
expected to keep up. of readings in this course, most of which, I think you will find
interesting. See below for information about your participation grade in the course.
Examinations: There will be four examinations in this course, each one covering
approximately three chapters plus my lectures on the material. There is no final
examination. The last test will be held on the day of the final examination. Each test will
include 50 multiple-choice questions and 2 short answer questions (1 page each). It will
be worth 250 points, 4 points for each multiple-choice question and 25 for each short
answer question. There are no make-up exams! You will need to supply a Scantron
form, a Number 2 pencil and two blank sheets of paper for the exam. You will be
allowed one "cheat sheet" which we will discuss later in the semester. The question
format and potential content will be discussed throughout the course and a study guide
will be distributed prior to each test to help you focus your studies.
You may earn up to 25 bonus points based on my subjective assessment at the end of the
semester of how often you showed up to class and how much you participated by asking
questions, making appropriate comments, etc. This is totally subjective on my part and
not open to negotiation. The best way to insure that you get the most possible points is to
show up to class and ask questions/make comments and make sure that I know who you
are.
Overall Grading:
This course is worth 1,000 points. I use the following grading scale for the basic A, B, C,
D and F grades. I also use the "-" and "+" grades for people who are close.
90% = A 75% = B 60% = C 50% = D under 50% = F
COURSE LECTURES:
Week
Date
Week 1
August
27/29
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Week 12
Week 13
Week 14
Week 15
Final Exam
Time
Topic
Introduction to the course. History of cognition and a
sampling of the major current theoretical perspectives
(Chapter 1)
September Perceptual processing (Chapter 2)
3/5
September An introduction into “working memory” and the
experimental work demonstrating its presence and
10/12
characteristics (Chapter 3)
September Review for Test 1 - Tuesday
17/19
TEST 1 THURSDAY
September Long-term memory (Chapter 4)
24/26
Memory Strategies and Meta-cognition (Chapter 5)
October
1/3
Imagery and cognitive maps (Chapter 6)
October
8/10
Review for Test 2 - Tuesday
October
15/17
TEST 2 THURSDAY
General Knowledge (Chapter 7)
October
22/24
Language Comprehension (Chapter 8)
October
29/31
November Language Production (Chapter 9)
5/7
November Review for Test 3 - Tuesday
12/14
TEST 3 THURSDAY
November Problem Solving and Creativity (Chapter 10)
19/21
November Decision Making (Chapter 11)
26
December Cognitive Development (Chapter 12)
Review for Test 4
3/5
Decmeber TEST 4
12 (5:30 7:30)
ACADEMIC INTEGRITY:
The CSUDH catalog states:
"Academic Integrity is of central importance in the university community and involves
committed allegiance to the values, principles, and code of behavior held to be central in
that community. Integrity concerns honesty and implies being truthful, fair and free from
lies, fraud, and deceit.
The core of a university's integrity is its scholastic honesty. Honesty is valued across all
cultures and is a fundamental value in the academic culture. There are, however, cultural
differences with regard to the ownership of ideas and the importance of individual
efforts.
Nonetheless, the university expects all students and other campus members to document
the intellectual contributions of others and to ensure that the work they submit is their
own.
Education provides students with the resources to master content, learn skills, and
develop processes to maximize self-potential and the potential of others. Students must
demonstrate mastery of each step of learning by tangible products, such as test
performances, papers and presentations. The process enables students and the instructor
to assess the student's readiness for the next steps and gives the student the confidence to
undertake future steps.
Students who cheat may not have mastered the necessary steps nor gained the necessary
knowledge; they miss the opportunity to gain an accurate picture of what they know and
what they do not know."