Cognitive and Affective Processes
Course Number: PP 7040
Term: Summer, 2009
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 (4 per week @ 5 points each)
120 points – Final Examination
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.
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
 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:

Responses 1 through 4 are due each Saturday evening (the exact time is
immaterial)
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 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.
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 – 4 responses at 5 points - for a total of 140 points). Please refer to the class
schedule below for further due dates.
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.
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
2
Weeks
May 9 –
May 16
May 17 –
23rd
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
Assignments Due
Choose four
discussion
questions for
MODULE 1 and
respond by
Saturday, May 16th,
12 midnight.
Attention & Performance
Limitations
Disorders of Attention
Assessment of Attention
Memory: Structure & Processes
Disorders of Memory
.
Eysenck Ch. 5
Carter pages 185-187
Choose four
discussion
questions for
MODULE 2 and
respond by
Saturday, May 23rd
12 midnight.
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
Eysenck Ch. 9 – 10
Carter pages 141 –
145
Eysenck Ch. 11-13
Choose four
discussion
questions for
MODULE 3 and
respond by
Saturday, May 30th,
12 midnight.
Carter Ch. 8
Extra Learning
Activities
Eysenck Ch. 13, 16
Choose four
discussion
questions for
MODULE 4 and
respond by
Saturday, June 6th,
12 midnight.
Carter Ch. 7
Eysenck Ch. 6 – 8
3
May 24 –
30th
4
May 31 –
June 6
5
June 7 –
13th
Judgment and Decision Making
Cognition and Emotion
Stress
Values and Reward Prediction
Eysenck Ch. 15
Carter Ch. 4
Choose four
discussion
questions for
MODULE 5 and
respond by
Saturday, June
13th, 12 midnight.
6
June 14 –
20th
Theories & Principles of Learning
Creativity and Genius
Regret and Trust
How Neurons Generate
Preference
Lecture Notes
Eysenck ch. 14
Choose four
discussion
questions for
MODULE 6 and
respond by
Saturday, June
20th, 12 midnight.
7
June 21 –
29th
Perceiving Groups – Prejudice
Sexual Behavior and the Brain
False Memory Syndrome
Dissociative Identity Disorder
Week of
June 21 –
29th
FINAL EXAM
Lecture notes
Carter pages 68 - 76
Choose four
discussion
questions for
MODULE 7 and
respond by
Saturday, June 29th
12 midnight.
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.
8. Introduce Computational Theory of Mind
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.
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.
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.
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.
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
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.
Learning Activity:
Brain Facts - http://www.memoryzine.com/introductiontobrain.html *Visit this website
and review the sections on memories, brain functions and scanning, and consciousness.
MODULE 6:
Course Objectives:
1.
2.
3.
4.
5.
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.
Examine how neurons function to generate preference.
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://www.understandingprejudice.org
*Visit this website and read information about the development of prejudice.
MODULE 7:
1.
2.
3.
4.
Become familiar with basic concepts associated with controversial cognitive constructs.
Understand the basic role of the brain in directing sexual behavior.
Articulate comprehension of class material in support of personal theory of therapy.
Identify and explore the social causes and consequences of prejudice.
Learning Activities:
Watch and discuss the movie “Memento”.
Welcome to Memory and Reality – www.fmsfonline.org
*Visit this website and read information about False Memory Syndrome and Multiple
Personalities (DID).