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Note to Instructors
How to Use CogLab
Why Use CogLab?
PART I Instructor’s Manual
Chapter 1: Introduction to Cognitive Psychology
CogLabs
None
Chapter 2: Cognitive Neuroscience
CogLabs
Receptive Fields
Brain Asymmetry
Chapter 3: Perception
CogLabs
Apparent Motion
Blind Spot
Metacontrast Masking
Muller-Lyer Illusion
Signal Detection
Visual Search
Garner Interference
Chapter 4: Attention
CogLabs
Stroop Effect
Change Detection
Spatial Cueing
Attentional Blink
Simon Effect
Von Restorff Effect
Chapter 5: Short-Term and Working Memory
CogLabs
Partial Report
Brown-Peterson
Memory Span
Phonological Similarity Effect
Apparent Motion
Irrelevant Speech Effect
Modality Effect
Operation Span
Position Error
Sternberg Search
1
5
8
12
17
21
25
28
31
35
40
44
61
65
68
72
49
53
57
77
81
85
89
93
97
101
106
109
112
116 full file at http://testbankassistant.com

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Chapter 6: Long-Term Memory: Structure 121
CogLabs
Implicit Learning
Serial Position
Suffix Effect
Chapter 7: Long-Term Memory: Encoding and Retrieval
124
128
132
135
CogLabs
Levels of Processing
Encoding Specificity
Von Restorff Effect
Chapter 8: Everyday Memory and Memory Errors
CogLabs
Remember/Know
False Memories
Forgot It All Along
Chapter 9: Knowledge
CogLabs
Prototypes
Lexical Decision
Absolute Identification
Chapter 10: Visual Imagery
CogLabs
Mental Rotation
Link Word
Chapter 11: Language
CogLabs
Word Superiority
Lexical Decision
Categorical Perception—Identification
Categorical Perception—Discrimination
Chapter 12: Problem Solving
CogLabs
None
Chapter 13: Reasoning and Decision Making
CogLabs
Wason Selection Task
Typical Reasoning
Risky Decisions
Decision Making
Monty Hall
138
142
72
147
151
155
159
163
181
185
189
192
170
196
199
203
207
211
215
218
222
226
166
170
174
177 full file at http://testbankassistant.com

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PART II Term Projects
Term Projects
PART III Test Bank
Chapter 1: Introduction to Cognitive Psychology
Chapter 2: Cognitive Neuroscience
Chapter 3: Perception
Chapter 4: Attention
Chapter 5: Short-Term and Working Memory
Chapter 6: Long-Term Memory: Structure
Chapter 7: Long-Term Memory: Encoding and Retrieval
Chapter 8: Everyday Memory and Memory Errors
Chapter 9: Knowledge
Chapter 10: Visual Imagery
Chapter 11: Language
Chapter 12: Problem Solving
Chapter 13: Reasoning and Decision Making
240
242
329
345
363
379
395
411
229
235
247
259
273
287
303
315 full file at http://testbankassistant.com

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This “Instructor’s Manual with Test Bank” is divided into three sections: an instructor’s manual, a section on term projects, and a test bank.
The instructor’s manual has a chapter outline, Web links, discussion questions, and demonstrations. Each chapter also has CogLab material that includes ideas for individual or group projects and a variety of questions based on the CogLab online experiment .
The next section, term projects, gives several ideas for projects that you may want to implement as semester/quarter-long projects.
Finally, the test bank gives you a minimum of 50 multiple choice questions to use along with at least five essay questions. Each question is given a page reference, an indication of the question’s type (factual, conceptual, or applied) and a measure of difficulty (easy, moderate, or difficult). Questions marked “WWW” indicate that they are also on the book companion website. All items from this test bank are also available in ExamView ®, a computerized testing package with online capabilities.
The ExamView
®
testing software is offered at no charge to instructors who adopt the text. ExamView
®
helps you create, customize, and deliver both print and online tests in minutes. Its “what you see is what you get” interface, along with a Quiz Test Wizard and an Online Test Wizard, guide you step-by-step through the test creation process. ExamView
®
is available on a crossplatform Windows/Macintosh CD-ROM.
For each chapter, three discussion questions and three demonstrations are provided.
The discussion questions are designed to have students integrate a variety of concepts they’re learning in their text and to encourage critical/applied thinking. These classroom exercises are designed to be exploratory activities. They are formatted to be flexible such that instructors can act as a facilitator for student discussion and modify the procedure to suit their own styles. Additionally, the format often allows students to work in small groups during class time to develop thoughtful answers that can then be shared with their peers.
The demonstrations are hands-on activities that the instructor prepares in advance for use during class time. These activities are meant to be interactive learning experiences to supplement the standard lecture format.
The discussion questions and demonstrations are designed to expand upon the text information. Full references for relevant source articles can be found in the text. Only references not found in the text appear within the instructor’s manual. full file at http://testbankassistant.com

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Once students have done the experiments and produced data, several options are available using the student manual and the instructor’s manual.
1.
Basic questions are designed to require short written answers. Many of them make use of the individual data students generate for themselves. These questions can be used with small and large groups of students.
2.
Advanced questions can require written answers as well. They are designed to involve students in thinking about group data as opposed to individual data. These questions can also be used with small and large groups of students.
3.
Discussion questions work best with small groups of students in classroom settings.
They aim to provoke discussion about issues related to the experiments.
4.
The multiple choice questions, which appear only in the instructor’s manual, are meant for use on quizzes and exams. They are based on the write-ups that accompany each experiment. full file at http://testbankassistant.com

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There are a number of ways that using CogLab can enhance the delivery of your course material. Here are a few:
1.
If you are looking for techniques to increase student motivation and involvement, the
CogLab experiments will do this. They provide personal, hands-on experiences that increase student awareness of the importance of the concepts, facts, and theories being illustrated.
2.
It’s easy for students to lose sight of the idea that psychology is more than a set of facts and theories—it’s an activity as well. Doing psychology is important because it provides an opportunity for understanding how facts and theories are derived.
CogLab experiments help convey the importance of methodological issues.
3.
Many ideas in cognitive psychology tend to be abstract or otherwise inaccessible to student understanding. Some are dry and seem unimportant. By having students “get messy,” CogLab experiments have the ability to bring to life what would otherwise remain difficult or remote.
4.
It is always useful to be able to provoke student discussion. CogLab experiments in conjunction with the questions in the student manual can do just that.
5.
If you are looking for evaluation tools, CogLab can provide them. The questions in the student manual can be used this way. Also, in the instructor’s manual, you will find a separate set of multiple choice questions based on the CogLab experiment write-ups. full file at http://testbankassistant.com

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