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PSY 404 APPLIED COGNITIVE PSYCHOLOGY
Full Course Title:
Applied Cognitive Psychology
Primijenjena kognitivna psihologija
Course Code:
Course Level/BiH cycle:
ECTS credit value:
PSY 404
I cycle; 4th year
6
Student work-load:
For the whole semester:
Tutorial /
Lectures
Practical training
40
Length:
Faculty/School/Departm
ent:
30
Project
Individual
learning
TOTAL
20
60
150
Spring 2015
FASS;
Social Sciences Department
Course leader:
Senior Assistant Alma Jeftic
Contact details:
Office:
F2.28
e-mail:
ajeftic@ius.edu.ba
Office hours:
Wednesday: 9 am to
11 am: 12 pm to 2 pm
Phone:
033 957 307
Thursday: 1 pm to 3
pm
Or by appointment
Site:
Office:
e-mail:
Office hours:
Phone:
Lectures: IUS main campus building – F2.3
Tutorial: IUS main campus building – F2.3
Host Study Program:
Faculty of Arts and Social Sciences
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Course status:
Elective course for Psychology students
Pre-requisites:
PSY305 Cognitive Psychology
Access restrictions:
I cycle students only
Assessment:
Exams, group projects, individual project.
Date validated:
February 21st, 2015
Course aims:
Learning outcomes:
The aims of this course are to:

Provide overview of major theories and researches that currently
exist in cognitive psychology;

Explain application of cognitive psychology in everyday setting;

Enable students to understand and apply research in the area of
emotions, memory and language.
On successful completion of this course IUS student will be able to:

Indicative syllabus
content:
Learning delivery:
Explain and apply major theories in the area of emotions, memory
and language;
 Question currently existing dichotomies;
 Prepare and conduct small research in cognitive psychology;
 Present empirical results clearly and in line with the existing
theories in cognitive psychology and neuroscience.
The course is the continuation of basic Cognitive Psychology course. It
covers the overview of up-to-date researches in the area of emotion,
memory and language. Also, the main purpose of this course is to enable
students to write and conduct small research in the area of cognitive
psychology or neuroscience. Social cognition as one of the leading
aspects of cognitive science will be covered during the whole course, as
well as social aspects of memory, emotion and language processing.
This course employs a range of teaching and learning methods
Lectures with slide, video, websites presentations and documentary
movies, combined with class discussions, test reviews, analyses and
guidance in realisation of learning outcomes. Consultations with staff
should be used to its maximal potentials since individuals have different
background and learning styles. Regular homework assignments will
guide students’ individual learning and students’ progression in
acquiring required knowledge and practice will be additionally checked
through midterm and final exams.
Assessment Rationale:
Exams in form of tests, individual and group presentations, assignments
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Active participation in class meetings demonstrating critical analysis of
course materials – test, readings and/or
screenings
In order to attract the attention of the students into the offered courses
during the semester, midterm is given and also assignments and
presentations are asked. These tasks will encourage the students to study
harder during the semester time. Final exam is given at the end and will
cover the learning outcomes.
Assessment Weighting:
Essential Reading:
Recommended readings:
Research Proposal:
15%
Group Project:
15%
Midterm exam:
30%
Final exam:
40%
TOTAL
100 %
 Apperly, I. (2011). Mindreaders: The Cognitive Basis of Theory of
Mind. Hove: Psychology Press. (Chapter 1)
 Ekman, P. (1992). Telling Lies. Clues to Deceit in the
Marketplace,
Politics
and
Marriage.
New
York:
Norton&Company. (Chapters 2, 3, 4, 5)
 Davis, G.M., Wright, D.B., (2010). Current Issues in Applied
Memory Search. Hove: Psychology Press. Hove: Psychology
Press. (Chapter 2)
Additional/recommended reading:
 Ekman, P. (2003). Emotions revealed. Recognizing Faces and
Feelings to Improve Communication and Emotional Life. New
York: Henry Holt & Company.
Intranet web reference:
N/A
Important notes:
At IUS Open Day active involvement of students is highly appreciated
Course policies:
Assignments: Each student should complete their assignment in
certain time. According to the assignment students take help from
the lecturer on his office hours.
Lateness in Assignments: The due date and time for each
homework assignment will be specified on the assignment
handout itself. Late assignments will not be accepted.
Academic Integrity: Any cheating on examinations or quizzes or
offering the work of another as one's own in an assignment is
regarded as a serious offence to the academic integrity and will
lead to a ZERO for the assignment grade, or serious disciplinary
actions, including possible suspension.
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Collaboration in Assignments: Students are encouraged to work
together on presentation assignments, to the extent that it helps
promote a productive learning environment for all those involved.
Important dates:
Midterm exam: 8th week
Final exam: 16th week
Quality assurance:
Student surveys, discussion on course, student appeals, e-mails, direct
(formal) feedback at the end of the semester by students, assistants and
other colleagues
Course schedule:
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Week
1
2
3
Lesson
/ Date
Topics to be
covered
23 Feb,
25 Feb
Introductory
lecture
Presentation of
course outline
2 Mar,
4 Mar
9 Mar,
11 Mar
What is
“Mindreading”?
I part
What is
“Mindreading”?
II part
Class activities
Lab activities
Literature overview
Epistemic mental states
and normative models
as philosophical theories
Mindreading
perceptions, knowledge
and beliefs
Problems/
Assignments
(Homework)
-
How to write a
Review Paper
(tutorial for
assignment)
A cognitive
psychologists’
wish-list
Readings
Textbooks overview
Learning
objectives
(After this
lesson
student
will be able
to:)
Identify the
purpose of
the course
Identify and
differentiat
e different
Apperly, I. (2011). Mindreaders: kinds of
Library activity The Cognitive Basis of Theory of epistemic,
Mind, (Chapter 1)
emotional
(Research papers)
and
motivation
al states of
mind.
Apperly, I. (2011). Mindreaders: Demonstrat
Groups and
The Cognitive Basis of Theory of e the basis
deadlines for
of
Mind, (Chapter 1)
presentation of
computatio
the research paper
nal theory
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4
5
6
7
Define,
Ekman, P. (1992). Telling Lies.
recall
and
Clues to Deceit in the
Relationship
evaluate
Marketplace, Politics and
16 Mar, Lying as Cognitive Biological, cognitive and Facial expression
between lying and
the existing
Marriage.
18 Mar
Phenomena
social basis of lying
of basic emotions
basic emotions
theories on
(Chapter 2)
lying and
deceit
23 Mar,
25 Mar
Why Lies Fail
Detecting Deceit
30 Mar,
from Words, Voice
1 Apr
or Body
6 Apr, 8
Apr
Facial Clues to
Deceit (I part)
Cognitive and social
aspects of lying
Facial and verbal
expression of lies
Othello Error
Deception clues
Three case
studies
Lying about
Feelings vs.
Feelings about
Lying
Ekman, P. (1992). Telling Lies.
Clues to Deceit in the
Marketplace, Politics and
Marriage.
(Chapter 3)
Ekman, P. (1992). Telling Lies.
Clues to Deceit in the
Verbal and
Marketplace, Politics and
linguistic facets of
Marriage.
lying
(Chapter 4)
Describe
deception
clues
Examine
the
processes
that
underlie
deceit
Ekman, P. (1992). Telling Lies.
Apply
Clues to Deceit in the
Analysis of results
“Reading Faces” research in
Marketplace, Politics and
based on lab
Marriage.
test
advanced
research
(Chapter 5)
cognition
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9
13 Apr MIDTERM EXAM
20 Apr,
22 Apr
Facial Clues to
Deceit (II part)
Lying with Smile
Different types of
smile
Overview of clues
relevant to the
deceit
Connection
between social
identity and
ability to recall
in-group
wrongdoings
Interpretation of
the results
obtained through
lab activity
Davis, G.M., Wright, D.B.,
(2010). Current Issues in
Applied Memory Search.
(Chapter 4)
Social
influence
on
recovered
memories
Short-term
memory test
Interpretation of
the results
obtained through
lab activity
Davis, G.M., Wright, D.B.,
(2010). Current Issues in
Applied Memory Search.
(Chapters 1,3)
Demonstrat
e
processing
of artificial
intelligence
Mnemonics
Davis, G.M., Wright, D.B.,
(2010). Current Issues in
Applied Memory Search.
(Chapters 1,3)
Identify
extraordina
ry memory
in
educational
27 Apr,
29 Apr
Recovered
Memories
Cognitive and social
aspects of recovered
memories
11
4 May,
6 May
Working Memory
in Educational
Settings (I part)
Working memory span
and its relation to
learning
12
11
Working Memory
May,
in Educational
13 May Settings (I part)
10
Identify
the
impact of
social
context
on lying
and
deceit
Ekman, P. (1992). Telling Lies.
Clues to Deceit in the
Marketplace, Politics and
Marriage.
(Chapter 5)
Retrieval-Induced
Forgetting
Forgetting curve
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context
13
18
May,
20 May
Eyewitness
Testimony
14
25
May, Tip-of-the-Tongue
State
27 May
15
1 June,
3 June
Review
16
TBA
Final exam
Reliability and validity of Case study of one
eyewitness testimony
trial
Practical
Cognitive aspects of
examples of TipTip-of-the-Tongue State
of-the-Tongue
State
Influence of
trauma on
forgetting
Individual case
study
Davis, G.M., Wright, D.B.,
(2010). Current Issues in
Applied Memory Search.
(Chapter 6)
Brown, A.S., (2012). Tip-of-theTongue State. (Chapter 2)
To
understand
how
trauma can
influence
both shortterm and
long-term
memory
Interpret
and
illustrate
the onset
and
reasons
for tip-ofthetongue
state
Final examination
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