PSY 4460_Cog Psy_Master Syllabus
eTROY
[<*****This is a Psychology Assessment Program Learning
Objective Course. There are two Common Assignments, Rubrics for
Assessment, these assignments must be submitted and assessed
using LiveText*****>]
Course Number: PSY 4460
Course Title: COGNITIVE PSYCHOLOGY
Semester Hours: 3
Pre-requisite(s): Six semester hours of psychology
Instructor Information
***Information should include your Title; Name; Location; Phone Number(s); and Troy E-mail. ***
***Insert a specific time each week when you will be available for student questions, or a plan for
communicating with student. Be sure to let them know hours you can be contacted by phone. ***
Instructor Education
***Provide a list of your earned degrees here or refer students to your Blackboard Web site. ***
Approved Delivery Models:
Indicate ALL approved delivery models for this course (e.g., face-to-face, live interactive
teleconferencing, live-to-tape, on-line).
Catalog Course Description:
A study of human intellectual functioning including attention, perception, memory, problem solving,
reasoning and language.
Student Learning Objectives: Cognitive Psychology introduces the student to the study of
information processing and to specific areas of investigation within the field. This course focuses on
the concepts that describe human thinking, perception, and decision-making; the tools researchers
use to study human cognition; and the underlying physiology and processes that make cognition
possible.
As a result of taking this course students will demonstrate the emergence of cognitive psychology, its
key issues, subfields, and principle findings. [APA 1.2 and 1.4], including:
1. Describe attentional processes and the role of consciousness in cognition, including signal
detection theory, selective and divided attention, and neuro-scientific approaches to attention
and consciousness. [APA 1.2 and 1.3]
2. Describe perceptual processes in cognition that include top-down and bottom-up processes.
[APA 1.2 and 1.3]
3. Demonstrate the types of tasks that can measure memory; traditional models of memory, and
the levels of processing models of memory. [APA 1.2, 1.3, and 2.2]
4. Explain how knowledge is represented and manipulated to include mental imagery,
propositional coding, and semantic organization. [APA 1.2 and 1.3]
5. Demonstrate language concepts such as acquisition, linguistics, grammar, and phonetics. [APA
1.2 and 1.3]
6. Describe concept formation, problem-solving, decision-making, judgment, logic, reasoning,
and human/artificial intelligence. [APA 1.2 and 1.3]
PSY 4460_Cog Psy_Master Syllabus
7. Identify appropriate applications of psychology in solving problems; seek and evaluate
scientific evidence for psychological claims. [APA 3.1, 4.2, and 5.3; Common Assignments]
8. Explain different research methods used by psychologists and evaluate the appropriateness of
conclusions derived from psychological research. [APA 2.2, 2.3, and 3.1; Common
Assignments]
9. Demonstrate effective writing skills and application of APA style. [APA 6.2, 6.3, 6.4, and 7.1;
Common Assignments]
Note: Individual locations may add Goals and Objectives that align with the Catalog Course
Description that meet the unique needs of the local student population.
Sternberg, R. J. (2012). Cognitive psychology (6th ed). Publisher: Wadsworth/Cengage Learning.
ISBN 10: 1-111-34476-0; ISBN 13: 978-1-111-34476-4
LiveText (2010). Publisher: LiveText. ISBN 10: 0-9796635-4-7; ISBN 13: 978-0-9796635-4-3
NOTE: ALL STUDENTS TAKING THIS COURSE ARE REQUIRED TO PURCHASE LIVETEXT –
BASIC LEVEL (APPROX $98). LiveText may be purchased via LiveText
(https://www.livetext.com/), from the bookstore, or MBS for online students.
The textbook provider for the eTROY of Troy University is MBS Direct. The Web site for textbook and
other material purchases is http://www.mbsdirect.net/Index.htm
[<***** Note to faculty: If not provided, please consult the Master Textbook List for the
approved textbook(s) for this eTroy course. The Master Textbook list may be obtained from
Dana Bush (dbush@troy.edu) or at the Troy University Psychology Program Livetext. All
psychology faculty -especially those who will be teaching one of the Psychology Designated
Assessment courses - are expected to have a free LiveText account – contact Marci Shirley
to open your account at mshirley@troy.edu. The Psychology LiveText site has resources for
onground and online faculty. If you have further questions, please consult the Psychology
Curriculum Committee Facilitator, Karena T. Valkyrie at upccfacilitator@troy.eduor
kvalkyrie@troy.edu >****]
Note: Identify at least one and no more than three appropriate textbooks for this course.
Textbooks not on the Master List cannot be used until approved by a committee of discipline
specialists comprised of representatives from all campuses offering this course. Selections
must be current (within 5 years) unless the text is approved as a seminal text in the field.
This committee will review texts regularly.
Other Materials:
(e.g. Blue books, computer diskettes, art supplies, etc.) Indicate if no additional materials
are required.
Content:
Brief outline of TOPICS to be covered during the semester/term
Method of Instruction:
Brief Description of teaching modalities (e.g., lecture, group discussions, presentations,
etc.)
Laboratory Experiences:
Specify required clinical and laboratory experiences and the length, evaluation,
documentation procedures, placement arrangements, and student population requirements,
etc.
PSY 4460_Cog Psy_Master Syllabus
Course Requirements:
The requirements of the course are as follows:
1.
2.
3.
4.
5.
Attend class meetings.
Read assigned material.
Participate in class discussions or discussions via internet (online course).
Complete all exams.
Complete any homework assignments.
Note: Individual locations may add course requirements necessary to meet the unique
needs of the local student population.
REQUIRED COMMON ASSIGNMENTS. Please note that instructors may add more
assignments as they desire, but for Assessment Years of 2012-2014, instructors must
include the following two common assignments in their syllabus and use LiveText for data
collection. Note: The following two common assignments at minimum must each worth at
least 10% of the final course grade for a total of 20% of the final grade for the Required
Common Assignments.
COMMON ASSIGNMENT #1: REVIEW OF A PEER-REVIEWED EMPIRICAL JOURNAL ARTICLE.
Students will complete a review of a peer-reviewed journal article in APA style. There are three journal
articles (PDF format) in the Assignment Section of our Blackboard Course and on the Student LiveText
site. Students will choose one of the following three approved journal articles to review for this
assignment:
Dornburg, C. C., & McDaniel, M. A. (2006). The cognitive interview enhances long-term free recall in
adults. Psychology and Aging, 21, 196-200. doi: 10.1037/0882-7974.21.1.196
Geraerts, E., Bernstein, D. M., Merckelbach, H., Linders, C., Raymaekers, L., & Loftus. E . F. (2008).
Lasting false beliefs and their behavioral consequences. Psychological Science, 19, 749-753.
Simons, D. J., & Chabris, C. F. (1999). Gorillas in our midst: Sustained inattentional blindness for
dynamic events. Perception, 28, 1059-1074.
STUDENTS WILL COMPLETE A REVIEW OF A PEER-REVIEWED JOURNAL ARTICLE IN APA
STYLE
1.
2.
Choose one of the three articles listed above and write a critical review in APA style describing
the hypotheses, methods, results, and conclusions of the article.
A rubric is located in the syllabus. This rubric provides you with grading
expectations/assessment criteria. Assessment points and grading points may differ.
USE BASIC APA 6TH ED STYLE MANUAL FOR YOUR PAPER:
3.
4.
5.
6.
7.
8.
9.
12-point Times New Roman font, double-space, and one-inch margins on each side.
Include in-text citations for your sources based on APA 6th Ed Style Manual
A separate APA style references page in APA 6th Ed Style Manual
Make sure that each of your references is cited in your text.
Conversely, each citation in your text must have a corresponding reference.
Your submitted paper will consist of the title page, 2-3 pages of text, and a references page at
minimum.
Adhere to the College of Education’s plagiarism guidelines included in this syllabus.
PSY 4460_Cog Psy_Master Syllabus
10. Upload this assignment via LiveText and Blackboard (if Blackboard is required by
your instructor) by the due date identified in your course schedule. Designated
Common Assignments not submitted to LiveText will not be graded.
COMMON ASSIGNMENT #2: SHORT ESSAY ASSIGNMENT [SLOS 8-10].
1. Students will also complete a short essay in APA style about the effects of cell phone use on
driver attention.
2. Describe the nature of the topic including the current explanations and controversies
surrounding the topic.
USE BASIC APA 6TH ED STYLE MANUAL FOR YOUR PAPER:
3.
4.
5.
6.
7.
8.
12-point Times New Roman font, double-space, and one-inch margins on each side.
Include in-text citations for your sources based on APA 6th Ed Style Manual
A separate APA style references page in APA 6th Ed Style Manual
Make sure that each of your references is cited in your text.
Conversely, each citation in your text must have a corresponding reference.
Your submitted paper will consist of the title page, 2-3 pages of text, and a references page at
minimum.
9. Adhere to the College of Education’s plagiarism guidelines included in this syllabus.
10. Upload this assignment via LiveText and Blackboard (if Blackboard is required by your
instructor) by the due date identified in your course schedule. Designated Common
Assignments not submitted to LiveText will not be graded.
Evaluation: Examination format and value are left to the discretion of each faculty person. Faculty
are free to use any grading scheme (point based, weighted, etc.) to calculate and assign student
grades. However, each common assignment must be worth at least 10% of a student’s total grade in
the class.
ABSENCE POLICY: In registering for classes at the university students accept responsibility for
attending scheduled class meetings, completing assignments on time, and contributing to class
discussion and exploration of ideas.
In severe cases of inclement weather or other emergency conditions, the Office of Executive Vice
Chancellor and Provost will announce cancellation of classes through the local and regional media as
well as through the University’s web site.
Any specific penalties for unexcused absences or “tardies” should be
included here.
ACADEMIC MISCONDUCT: Students should refer to the Standards of Conduct section of the Oracle,
the student handbook, for policies regarding misconduct. Students who engage in academic
misconduct may receive a grade of "F" for the course. Your work may be submitted to an on-line
plagiarism detection service. Cheating, plagiarism, or knowingly furnishing false information to the
University constitutes academic misconduct, and disciplinary procedures specified in the Student
Handbook will be followed.
College of Education Plagiarism Policy adopted December 2010
The College of Educations defines plagiarism as:

Three consecutive words that are not common professional language used from another
source without quotation

Rephrasing another author's words without appropriate citation

Using another author's ideas or data without appropriate citation

Submitting another author's or student's writing as one's own
PSY 4460_Cog Psy_Master Syllabus


Directly quoting a source without using appropriate APA or MLA style (whichever is required by
the instructor) citation to show that it is a direct quote.
Intentionally taking information from a source and not giving appropriate credit
Students who commit plagiarism will be subject to disciplinary actions as outlined in The Oracle for
Academic Misconduct and violation of the Honor Code. The Standards of Conduct and Disciplinary
Procedures define university procedures in these matters. Students have the right to request
consideration by the Student Services Conduct Board.
Consequences for plagiarism in PSY 4460 are as follows: {*NOTE TO FACULTY*: This is
where faculty will outline consequences for plagiarism in any
assignment/assessment/activity in (course prefix and course number) as follows:
Penalty/Failure can only be applied to the assignment. Only in situations where the
assignment is critical to successful completion of the course may the faculty fail the student
for the course.}
eTROY STUDENT EXPECTATIONS
As an online learner with Troy University you are expected to:
Meet all appropriate deadlines – from the application process to the course assignment deadlines
to preparing for graduation there are deadlines every step of the way that have been established to
make the process easier for students to achieve their goals. It is the student’s responsibility to meet
all appropriate deadlines. Routinely review the eTROY Academic Calendar and adhere to the deadlines.
Start with completing your official application documents within the first term to meeting graduation
intent deadlines.
TROY E-MAIL
All students were required to obtain and use the TROY e-mail address that is automatically assigned to
them as TROY students. All official correspondence (including bills, statements, e-mails from
instructors and grades, etc.) will be sent ONLY to the troy.edu (@troy.edu) address.

All students are responsible for ensuring that the correct e-mail address is listed in
Blackboard by the beginning of Week #1. E-mail is the only way the instructor can, at least
initially, communicate with you. It is your responsibility to make sure a valid e-mail address is
provided. Failure on your part to do so can result in your missing important information that could
affect your grade.
Your troy.edu e-mail address is the same as your Web Express user ID following by @troy.edu.
Students are responsible for the information that is sent to their TROY e-mail account. You can get to
your e-mail account by logging onto the course and clicking “E-mail Login”. You will be able to
forward your TROY e-mail to your GoArmyEd e-mail account. You must first access your TROY e-mail
account through the TROY e-mail link found on the Web site. After you log in to your TROY e-mail
account, click on “options” on the left hand side of the page. Then click on “forwarding.” This will
enable you to set up the e-mail address to which you will forward your e-mail.
Be sure to read your email and keep all correspondence with Troy staff and faculty for future
reference.
Go through the orientation – the orientation for both undergraduate and graduate online learners
has been designed to assist students to have a successful educational experience with their online
programs. Information on how to access Blackboard and other learning tools are included in the
orientation along with valuable resources on how to learn in the online environment.
Make sure that your computer meets the technical requirements and that you have
adequate Internet connection. Students must have access to a working computer that they have
administrator rights on and access to the Internet. Students can use University computer labs, a
public library, etc. to access the Internet but some courses may require the ability to download course
related software.
PSY 4460_Cog Psy_Master Syllabus
Make sure you are ready for online learning – eTROY works on nine week terms. Does your
learning style match an accelerate course pace? Do you have the time to dedicate to an interactive
course? eTROY courses are not self-paced courses, you must meet all the timelines established by the
instructor and participate in all activities assigned.
Read your academic catalog – your academic catalog is your “bible” for your online degree
program. Please familiarize yourself with your degree program. The undergraduate and graduate
catalogs can be found online at http://www.troy.edu/catalogs/. Pay close attention to admission
eTROY COURSES AT TROY UNIVERSITY POLICIES AND PROCEDURES
All eTROY courses at Troy University utilize Blackboard Learning System. In every eTROY course,
students should read all information presented in the Blackboard course site and should periodically
check for updates—at least every 48 hours.
TROY E-MAIL
All students were required to obtain and use the TROY e-mail address that is automatically assigned to
them as TROY students. All official correspondence (including bills, statements, e-mails from
instructors and grades, etc.) will be sent ONLY to the troy.edu (@troy.edu) address.
• All students are responsible for ensuring that the correct e-mail address is listed in
Blackboard by the beginning of Week #1. E-mail is the only way the instructor can, at least
initially, communicate with you. It is your responsibility to make sure a valid e-mail address is
provided. Failure on your part to do so can result in your missing important information that could
affect your grade.
Your troy.edu e-mail address is the same as your Web Express user ID following by @troy.edu.
Students are responsible for the information that is sent to their TROY e-mail account. You can get to
your e-mail account by logging onto the course and clicking “E-mail Login”. You will be able to forward
your TROY e-mail to your GoArmyEd e-mail account if applicable. You must first access your TROY email account through the TROY e-mail link found on the Web site. After you log in to your TROY e-mail
account, click on “options” on the left hand side of the page. Then click on “forwarding.” This will
enable you to set up the e-mail address to which you will forward your e-mail.
STUDENT/FACULTY INTERACTION
Interaction will take place via e-mail, telephone, discussion board forums, comments on written
assignments and office visits (if needed and possible).
• The student will participate in this course by following the guidelines of this syllabus and any
additional information provided by the instructor, the eTROY center at Troy University, or Troy
University itself.
• The student is expected to remain in regular contact with the instructor and class via e-mail or other
communications means, by participating in the discussion forums, submitting assignments and taking
exams, all in a timely fashion.
• TROY requires instructors to respond to students’ e-mail within 24 hours Mon-Thur, and 48 hours
Fri-Sun.
TECHNOLOGY REQUIREMENTS
Students must have:
• A reliable working computer that runs Windows XP or Windows Vista.
• A TROY e-mail account that you can access on a regular basis (see "TROY e-mail" above)
• E-mail software capable of sending and receiving attached files.
• Access to the Internet with a 56.6 kb modem or better. (High speed connection such as cable or
DSL preferred)
• A personal computer capable of running Netscape Navigator 7.0 or above, Internet Explorer 6.0 or
above or current versions of Firefox or Mozilla. Students who use older browser versions will have
compatibility problems with Blackboard.
• Microsoft WORD software. (I cannot grade anything I cannot open! This means NO MS-Works, NO
WordPad, NO WordPerfect)
PSY 4460_Cog Psy_Master Syllabus
• Virus protection software, installed and active, to prevent the spread of viruses via the Internet and
e-mail. It should be continually updated! Virus protection is provided to all Troy students free of
charge. Click on the following link https://it.troy.edu/downloads/virussoftware.htm and then supply
your e-mail username and password to download the virus software.
TECHINICAL SUPPORT CENTER
If you experience technical problems, you should contact the Blackboard Online Support Center. If you
can log onto the course simply look at the top of the page. You will see an icon entitled, “Need Help?”
If you click on this icon, you will see the information below.
For assistance with Blackboard, Wimba, Remote Proctor, and other online tools, please go to
http://helpdesk.troy.edu and submit a ticket. The Educational Technology team is available 8:00 a.m.
to 8:00 p.m. seven days a week to support your technical needs. For instructions on submitting a
ticket, please click here.
NON-HARASSMENT, HOSTILE WORK/CLASS ENVIRONMENT
Troy University expects students to treat fellow students, their instructors, other TROY faculty, and
staff as adults and with respect. No form of “hostile environment” or “harassment” will be tolerated by
any student or employee.
ADAPTIVE NEEDS (ADA)
Troy University recognizes the importance of equal access for all students. In accordance with the
Americans with Disabilities Act and Section 504 of the Rehabilitation Act of 1973, the University and
its Adaptive Needs Program seeks to ensure that admission, academic programs, support services,
student activities, and campus facilities are accessible to and usable by students who document a
qualifying disability with the University.
Reasonable accommodations are available to students who:
• are otherwise qualified for admission to the University
• identify themselves to appropriate University personnel
• provide acceptable and qualifying documentation to the University.
Each student must provide recent documentation of his or her disability in order to participate in the
Adaptive Needs Program. Please visit the Adaptive Needs Website @
http://www.troy.edu/ecampus/studentservices/adaptiveneeds.htm to complete the necessary
procedure and forms. This should be accomplished before the beginning of class.
HONESTY AND PLAGIARISM
The awarding of a university degree attests that an individual has demonstrated mastery of a
significant body of knowledge and skills of substantive value to society. Any type of dishonesty in
securing those credentials therefore invites serious sanctions, up to and including suspension and
expulsion (see Standard of Conduct in each TROY Catalog). Examples of dishonesty include actual or
attempted cheating, plagiarism*, or knowingly furnishing false information to any university
employee.
*Plagiarism is defined as submitting anything for credit in one course that has already been submitted
for credit in another course, or copying any part of someone else’s intellectual work – their ideas
and/or words – published or unpublished, including that of other students, and portraying it as one’s
own.
Proper quoting, using strict APA formatting, is required, as described by the instructor. All students
are required to read the material presented at: http://troy.troy.edu/writingcenter/research.html
• Students must properly cite any quoted material. No term paper, business plan, term project, case
analysis, or assignment may have no more than 20% of its content quoted from another source.
Students who need assistance in learning to paraphrase should ask the instructor for guidance and
consult the links at the Troy Writing Center.
• This university employs plagiarism-detection software, through which all written student
assignments are processed for comparison with material published in traditional sources (books,
journals, magazines), on the internet (to include essays for sale), and papers turned in by students in
PSY 4460_Cog Psy_Master Syllabus
the same and other classes in this and all previous terms. The penalty for plagiarism may range from
zero credit on the assignment, to zero in the course, to expulsion from the university with appropriate
notation in the student’s permanent file.
LIBRARY SUPPORT
The Libraries of Troy University provide access to materials and services that support the academic
programs. The address of the TROY Global Campus Library Web site, which is for all Global Campus
and eTROY students, is http://uclibrary.troy.edu. This site provides access to the Library's Catalog and
Databases, as well as to links to all Campus libraries and to online or telephone assistance by Troy
Library staff. Additionally, the Library can also be accessed by choosing the "Library" link from the
University's home page, http://www.troy.edu.
FACULTY EVALUATION
In the eighth week of each term, students will be notified of the requirement to fill out a course
evaluation form. These evaluations are completely anonymous and are on-line. Further information
will be posted in the Announcements section in Blackboard.
HOW TO LEARN ONLINE
Troy University eTROY is designed to serve any student, anywhere in the world, who has access to the
Internet. All eTROY courses are delivered through the Learning System. Blackboard helps to better
simulate the traditional classroom experience with features such as Virtual Chat, Discussion Boards,
and other presentation and organizational forums.
In order to be successful, you should be organized and well motivated. You should make sure you log
in to our course on Blackboard several times each week. Check all “announcements” that have been
posted. Start early in the week to complete the weekly assignment. You should also go to the
Discussion Board early in the week and view the topic and question/s for the group discussion
exercise. Make your “initial” posting and participate in the discussion. Begin reviewing for the exams
early in the term. Do not wait until the last minute and “cram” for these exams. You should review the
material frequently, so you will be prepared to take the exams.
eTROY CONTACT
Whether you’re experienced at taking online courses or new to distance learning, we’re here to help
you succeed in your online education. If you have general questions about eTROY programs, courses,
policies, services or other university-wide topics, please visit the eTROY web site @
http://www.troy.edu/etroy; call 1-800-414-5756, or ASK TROY.
Additional Services:
AMERICANS WITH DISABILITIES ACT: Students with disabilities, or those who
suspect they have a disability, must register with the Disability Services Coordinator in
order to receive accommodations. Students currently registered with the Disability
Services Office are required to present their Disability Services Accommodation Letter to
each faculty member at the beginning of each term. If you have any questions, contact
the Disability Services Coordinator.
ABSENCE POLICY:
In registering for classes at the university students accept responsibility for attending scheduled class
meetings, completing assignments on time, and contributing to class discussion and exploration of
ideas.
In severe cases of inclement weather or other emergency conditions, the Office of Executive Vice
Chancellor and Provost will announce cancellation of classes through the local and regional media as
well as through the University’s web site.
COMMON ASSIGNMENT #1 RUBRIC [SLOs 8-10]
Dornburg, C. C., & McDaniel, M. A. (2006). The cognitive interview enhances long-term free
adults. Psychology and Aging, 21, 196-200.
recall in
PSY 4460_Cog Psy_Master Syllabus
Geraerts, E., Bernstein, D. M., Merckelbach, H., Linders, C., Raymaekers, L., & Loftus. E . F.
Lasting false beliefs and their behavioral consequences. Psychological Science, 19, 749-753.
(2008).
Simons, D. J., & Chabris, C. F. (1999). Gorillas in our midst: Sustained inattentional blindness for
dynamic events. Perception, 28, 1059-1074.
Choose one of the three articles listed above and write a critical review in APA style describing the
hypotheses, methods, results, and conclusions of the article. A title page and a references page are
required. The body of the paper, not including the title page and references, needs to be 2-3 pages
long.
Task Category
Exceptional
(90 – 100%) 4
Above Average
(80-89%) 3
Average
(70 – 79%) 2
APA Style:
appropriate
application (i.e.,
margins, font,
etc.), appropriate
citation of sources
(student
paraphrases and
knows how to use
direct quotes);
appropriate
mechanical
structure
(grammar,
spelling, etc.)
Student
demonstrated a
mastery of APA
style; journal
review was well
organized and
substantiated;
paper was well
written
Student
demonstrated an
above average
understanding of
APA style; some
citation or
structural errors
were present;
some
grammatical
problems
Student
demonstrated a
basic understanding
of APA style (e.g.,
margins may be
appropriate, but
citations, where
required, were not
accurate);
grammatical
problems are more
visible.
Student
demonstrated a
mastery in the
discussion of the
problem outlined
in the article
Student
demonstrated an
above average
understanding of
the problem, the
historical context,
but not as
developed as
mastery.
Student discussed
the problem and
historical context,
but the discussion
was not welldeveloped.
Below Average
(69% or less)
1
Student did not
demonstrate an
understanding
of APA style,
errors of font,
citations, and
structural
problems hinder
reading of
paper.
APA
6.2
6.3
6.4
7.1
SLO
9
Literature
Commentary:
Identified the
problem discussed
in the literature,
the historical
context behind the
inquiry, and the
need for the
research
APA
2.2
2.3
3.1
SLOs
7
Student did not
address the
social problem,
or context, or
need for the
research.
PSY 4460_Cog Psy_Master Syllabus
Task Category
Exceptional
(90 – 100%) 4
Above Average
(80-89%) 3
Average
(70 – 79%) 2
Below Average
(69% or less)
1
Student
demonstrated
mastery in the
discussion of the
methods, design,
and clearly
understood the
impact of design
choice on validity
and reliability.
Student
demonstrated an
above average
understanding of
the methods
section, the
design, and the
impact on results,
but not as
polished or
thorough as
mastery.
Student discussed
the “facts” outlined
in the methods
section, but lacks
an analysis
perspective.
Student did not
address the
design, sample,
design choice;
clearly does not
yet comprehend
the impact of
design choice.
Student
demonstrated a
mastery in the
discussion of
implications of the
article
Student
demonstrated an
above average
understanding of
the implications
of the topic in the
article, but not as
developed as
mastery.
Student discussed
the implications of
the article, but
clearly little effort
or understanding
about the topic in
the article.
Student did not
address the
implications of
the article, or
the answer was
so limited as to
indicate a
limited
understanding
8
Methods
Commentary:
Student identifies
the research
design, the
sample, and
applies an
understanding of
strength of design
that would impact
results
APA
2.2
2.3
3.1
SLOs
7
8
Discuss the
implications of the
results of the study
APA
2.1
2.3
2.6
SLOs
7
8
COMMON ASSIGNMENT #2 RUBRIC [SLOS 8-10]
Write an APA style essay about the effects of cell phone use on driver attention. Describe the nature of
the topic including the current explanations and controversies surrounding the topic. A title page and a
references page are required. The body of the paper, not including the title page and references,
needs to be 2-3 pages long.
Task Category
Exceptional
(90 – 100%) 4
Above Average
(80-89%) 3
Average
(70 – 79%) 2
APA Style:
appropriate
application (i.e.,
margins, font,
etc.), appropriate
Student
demonstrated a
mastery of APA
style; essay was
well substantiated
Student
demonstrated an
above average
understanding of
APA style; some
Student
demonstrated a
basic understanding
of APA style (e.g.,
margins may be
Below Average
(69% or less)
1
Student did not
demonstrate
any
understanding
of APA style,
PSY 4460_Cog Psy_Master Syllabus
citation of sources
(student
paraphrases and
knows how to use
direct quotes);
appropriate
mechanical
structure
(grammar,
spelling, etc.)
citation or
structural errors
were present
appropriate, but
citations, where
required, were not
accurate)
errors of font,
citations,
margins were
clearly present
Student
demonstrated a
mastery in the
discussion of the
nature of the topic
Student
demonstrated an
above average
understanding of
the nature of the
topic, but not as
developed as
mastery.
Student discussed
the nature of the
topic, but there was
little effort or
understanding
behind the short
answer.
Student did not
address the
nature of the
topic, or the
answer is so
limited as to
indicate a
limited
understanding
Student
demonstrated a
mastery in the
discussion of
implications
Student
demonstrated an
above average
understanding of
the implications
of the topic, but
not as developed
as mastery.
Student discussed
implications of the
topic, but clearly
little effort or
understanding
behind the essay.
Student did not
address the
implications, or
the answer was
so limited as to
indicate a
limited
understanding
APA
6.2
6.3
6.4
7.1
SLO
9
Discuss the nature
of the essay topic,
including a
description of the
topic, common
explanations, and
existing
controversies
APA
2.2
2.3
3.1
SLOs
1
6
8
Discuss the
implications of
research
conclusions on the
topic
APA
1.2
1.3
2.2
2.3
3.1
4.2
5.3
SLOs
1
7
8