Chapter 1: Cognitive Psychology
Chapter Context
This chapter serves as the background for the whole text: the scientific study of human
memory and cognition. We consider a broad range of subjects, from basic perception
through complex decision making; from seemingly simple mental acts, such as recognizing a
letter of the alphabet, to very complicated acts, such as having a conversation.
Outcome-based Outline
Outcome Learning Objectives
Critical Thinking 1.4 Interpret how human problem solving involves planning
that guides behavior
1.5 Compare human information processing to the operations
of a computer program
Knowledge of Discipline 1.2 Differentiate memory and cognition
1.6 Explain the mental processes that take place while doing a
task
1.7 Describe the seven themes of cognition
Cultural Competence 1.3 Recount the history of cognitive psychology
Information Literacy 1.1 Analyze the mental processes behind our thoughts
Discussion Question Bank
This discussion question bank provides a listing of discussion questions (1–2 per module),
which are included for in-class use.
Module Discussion Question(s)
1.1 Thinking about Thinking 1. Create your own definitions of perception, remembering,
reasoning, and problem solving. How are these processes
similar?
2. Describe two mental processes: one that seems to occur with
little awareness and one that seems to require considerable
effort. Compare and contrast these mental processes.
,1.2 Memory and Cognition 1. Search your memory for information related to: (1) your
Defined knowledge of airplanes; (2) your recollections from
elementary school; and (3) your ability to perform a task like
peeling a potato or swinging a baseball bat. Examine the
processes you used to find the requested information. Were
the processes the same or different? Was it easy or difficult
to find the requested information? Where do you think the
information was stored? Explain your answers.
2. Create a description that synthesizes memory and cognition.
Is one part of the other, or are they separate mechanisms?
Provide an example that supports your assertion about the
separability of the two concepts.
1.3 An Introductory History of 1. Engage in introspection (or imagine doing so) while you are
Cognitive Psychology writing a paper or solving a series of mathematical problems.
Was it difficult to maintain focus on the introspective
element of the activity? How well do you believe you were
able to report on your own inner sensations and
experiences? Describe how attempting to introspect might
have influenced the processes you used as you attempted a
specific cognitive activity. Evaluate introspection as a data
collection tool based on your experience.
2. Compare and contrast the behaviorist and cognitivist
approaches to the study of behavior. Which approach fits
best with your worldview? Explain your perspective.
1.4 Cognitive Psychology and 1. Describe the individual threads (i.e., Chomsky’s 1959 review;
Information Processing Miller’s “Magical number 7 plus or minus two”) that came
together in the late 1950s—early 1960s to become cognitive
psychology. Identify and analyze the common themes among
the early contributors to cognitive psychology.
2. Discuss the arguments between behaviorism and cognitive
psychology.
1.5 Measuring Information 1. A student notices that it seems to take less and less time to
Processes complete homework assignments for a mathematics class.
For example, at the beginning of the current unit, the student
would spend two or more hours completing readings and
suggested exercises. After studying the content for several
days, however, the student now finds that the time required
to complete readings and exercise assignments is
substantially less. Explain this student’s experience in terms
of human information processing.
2. Provide an example in which you believe you were able to
conduct several cognitive processes simultaneously. How
efficient was your processing? How precise were your
processes? Do you believe you were able to effectively
control the multiple processes or did your cognitive system
get overwhelmed? Use your example to illustrate your
answers to these questions.
1.6 The Standard Theory and 1. Compare and contrast how a computer and a human process
Cognitive Science information.
2. Compare and contrast sequential processing and parallel
, processing. Give examples that clearly distinguish between
the two processing types. Does sequential processing lead to
parallel processing? Explain your answer.
1.7 Themes 1. Describe how data-driven (bottom-up) processing and
conceptually driven (top down) processing can occur
simultaneously during learning. Provide an example that
supports your explanation.
2. Distinguish between the types of information you believe
made it into your memory through implicit versus explicit
processes. Do implicit or explicit processes appear to be
more or less responsible for processing specific types of
information? Explain your answer.
Research Assignments
The following research assignments pertain to the main topics and/or themes of the
chapter. Please respond by writing a paper consisting of 1,000–1,500 words.
Early Research in Cognitive Psychology
Many research experiments from the early days of cognitive psychology have stood the test
of time. One such experiment is that of Bousfield (1953)—see reference below. Using
Bousfield’s original wordlists and general procedures, replicate this study with five or six
friends or family members serving as research participants. Write a report of your findings
in which you compare and contrast the results of your experiment with Bousfield’s.
Reference:
Bousfield, W. A. (1953). The occurrence of clustering in the recall of randomly arranged
associates. Journal of General Psychology, 49, 229–240.
Lecture Suggestions
Lecture Suggestions (Effectiveness/Student Reactions)
Discuss the interpretation of response times (you can leverage an example of a
discussion of Stroop effects). In doing so, be aware that some students will not
realize that “faster” is associated with less cognitive work (this is an inherent
assumption of most response time studies). Additionally, many students may have
difficulty reading simple RT graphs (faster is on the BOTTOM of the y-axis).
The first difficulty many people have with cognitive psychology is an inability to
understand why anyone would be interested in it. The following are two suggestions
to rectify this particular perspective:
1. After going over the syllabus for the first time, have people call out the different
“types” of psychology. Afterward, briefly describe (or ask for suggestions on)
how each area or “type” of psychology could benefit or be relevant to cognitive
psychology. Be sure to include clinical (types of deficits), learning (studying for
, exams: massed versus distributed practice), and human factors (driving a car
and talking on the cell phone = dual-task attentional demands).
2. When developing your syllabus, be sure to include an assignment within each
component of the course. The purpose of the assignment is to tie the theoretical
knowledge that the students are exposed to from your lecture and the textbook
to “real life.” This has the advantage of providing a much more resilient memory
trace (you can discuss this logic on Day 1—foreshadowing important topics such
as depth of processing).
If possible, use student names when responding to questions. For larger classes,
make it a requirement that a student needs to answer at least one question from you
during class over the course of the semester.
It is easier to go from a “hard” stance regarding make-up exams or late assignments
to a softer one than it is to be too soft in the beginning and then tighten your
policies.
Lecture Suggestions (Content)
Additional content: The first mention of “psychologie” as a field of research was in
the context that there could not be a scientific study of psychologie (science of the
mind).
Part of what motivated Wundt to study the laws that regulate the mind was the
success of scientific approach in other fields and the regularity of visual illusions
(e.g., the horizontal–vertical illusion and the Oppel-Kundt illusion), which suggested
to him that laws could govern psychological experience.
Cognition:
cognito = “to know”
co = “together”
gnoscere = “know”
Chapter 2: Cognitive Neuroscience
Chapter Context
This chapter provides a basic understanding of the fundamental principles of neural
processing and various brain structures that are important for a wide range of cognitive
processes. We cover some of the major methods of assessing how the neural processing
corresponds to cognitive processing, as well as the neural network.
Outcome-based Outline
Outcome Learning Objectives
Chapter Context
This chapter serves as the background for the whole text: the scientific study of human
memory and cognition. We consider a broad range of subjects, from basic perception
through complex decision making; from seemingly simple mental acts, such as recognizing a
letter of the alphabet, to very complicated acts, such as having a conversation.
Outcome-based Outline
Outcome Learning Objectives
Critical Thinking 1.4 Interpret how human problem solving involves planning
that guides behavior
1.5 Compare human information processing to the operations
of a computer program
Knowledge of Discipline 1.2 Differentiate memory and cognition
1.6 Explain the mental processes that take place while doing a
task
1.7 Describe the seven themes of cognition
Cultural Competence 1.3 Recount the history of cognitive psychology
Information Literacy 1.1 Analyze the mental processes behind our thoughts
Discussion Question Bank
This discussion question bank provides a listing of discussion questions (1–2 per module),
which are included for in-class use.
Module Discussion Question(s)
1.1 Thinking about Thinking 1. Create your own definitions of perception, remembering,
reasoning, and problem solving. How are these processes
similar?
2. Describe two mental processes: one that seems to occur with
little awareness and one that seems to require considerable
effort. Compare and contrast these mental processes.
,1.2 Memory and Cognition 1. Search your memory for information related to: (1) your
Defined knowledge of airplanes; (2) your recollections from
elementary school; and (3) your ability to perform a task like
peeling a potato or swinging a baseball bat. Examine the
processes you used to find the requested information. Were
the processes the same or different? Was it easy or difficult
to find the requested information? Where do you think the
information was stored? Explain your answers.
2. Create a description that synthesizes memory and cognition.
Is one part of the other, or are they separate mechanisms?
Provide an example that supports your assertion about the
separability of the two concepts.
1.3 An Introductory History of 1. Engage in introspection (or imagine doing so) while you are
Cognitive Psychology writing a paper or solving a series of mathematical problems.
Was it difficult to maintain focus on the introspective
element of the activity? How well do you believe you were
able to report on your own inner sensations and
experiences? Describe how attempting to introspect might
have influenced the processes you used as you attempted a
specific cognitive activity. Evaluate introspection as a data
collection tool based on your experience.
2. Compare and contrast the behaviorist and cognitivist
approaches to the study of behavior. Which approach fits
best with your worldview? Explain your perspective.
1.4 Cognitive Psychology and 1. Describe the individual threads (i.e., Chomsky’s 1959 review;
Information Processing Miller’s “Magical number 7 plus or minus two”) that came
together in the late 1950s—early 1960s to become cognitive
psychology. Identify and analyze the common themes among
the early contributors to cognitive psychology.
2. Discuss the arguments between behaviorism and cognitive
psychology.
1.5 Measuring Information 1. A student notices that it seems to take less and less time to
Processes complete homework assignments for a mathematics class.
For example, at the beginning of the current unit, the student
would spend two or more hours completing readings and
suggested exercises. After studying the content for several
days, however, the student now finds that the time required
to complete readings and exercise assignments is
substantially less. Explain this student’s experience in terms
of human information processing.
2. Provide an example in which you believe you were able to
conduct several cognitive processes simultaneously. How
efficient was your processing? How precise were your
processes? Do you believe you were able to effectively
control the multiple processes or did your cognitive system
get overwhelmed? Use your example to illustrate your
answers to these questions.
1.6 The Standard Theory and 1. Compare and contrast how a computer and a human process
Cognitive Science information.
2. Compare and contrast sequential processing and parallel
, processing. Give examples that clearly distinguish between
the two processing types. Does sequential processing lead to
parallel processing? Explain your answer.
1.7 Themes 1. Describe how data-driven (bottom-up) processing and
conceptually driven (top down) processing can occur
simultaneously during learning. Provide an example that
supports your explanation.
2. Distinguish between the types of information you believe
made it into your memory through implicit versus explicit
processes. Do implicit or explicit processes appear to be
more or less responsible for processing specific types of
information? Explain your answer.
Research Assignments
The following research assignments pertain to the main topics and/or themes of the
chapter. Please respond by writing a paper consisting of 1,000–1,500 words.
Early Research in Cognitive Psychology
Many research experiments from the early days of cognitive psychology have stood the test
of time. One such experiment is that of Bousfield (1953)—see reference below. Using
Bousfield’s original wordlists and general procedures, replicate this study with five or six
friends or family members serving as research participants. Write a report of your findings
in which you compare and contrast the results of your experiment with Bousfield’s.
Reference:
Bousfield, W. A. (1953). The occurrence of clustering in the recall of randomly arranged
associates. Journal of General Psychology, 49, 229–240.
Lecture Suggestions
Lecture Suggestions (Effectiveness/Student Reactions)
Discuss the interpretation of response times (you can leverage an example of a
discussion of Stroop effects). In doing so, be aware that some students will not
realize that “faster” is associated with less cognitive work (this is an inherent
assumption of most response time studies). Additionally, many students may have
difficulty reading simple RT graphs (faster is on the BOTTOM of the y-axis).
The first difficulty many people have with cognitive psychology is an inability to
understand why anyone would be interested in it. The following are two suggestions
to rectify this particular perspective:
1. After going over the syllabus for the first time, have people call out the different
“types” of psychology. Afterward, briefly describe (or ask for suggestions on)
how each area or “type” of psychology could benefit or be relevant to cognitive
psychology. Be sure to include clinical (types of deficits), learning (studying for
, exams: massed versus distributed practice), and human factors (driving a car
and talking on the cell phone = dual-task attentional demands).
2. When developing your syllabus, be sure to include an assignment within each
component of the course. The purpose of the assignment is to tie the theoretical
knowledge that the students are exposed to from your lecture and the textbook
to “real life.” This has the advantage of providing a much more resilient memory
trace (you can discuss this logic on Day 1—foreshadowing important topics such
as depth of processing).
If possible, use student names when responding to questions. For larger classes,
make it a requirement that a student needs to answer at least one question from you
during class over the course of the semester.
It is easier to go from a “hard” stance regarding make-up exams or late assignments
to a softer one than it is to be too soft in the beginning and then tighten your
policies.
Lecture Suggestions (Content)
Additional content: The first mention of “psychologie” as a field of research was in
the context that there could not be a scientific study of psychologie (science of the
mind).
Part of what motivated Wundt to study the laws that regulate the mind was the
success of scientific approach in other fields and the regularity of visual illusions
(e.g., the horizontal–vertical illusion and the Oppel-Kundt illusion), which suggested
to him that laws could govern psychological experience.
Cognition:
cognito = “to know”
co = “together”
gnoscere = “know”
Chapter 2: Cognitive Neuroscience
Chapter Context
This chapter provides a basic understanding of the fundamental principles of neural
processing and various brain structures that are important for a wide range of cognitive
processes. We cover some of the major methods of assessing how the neural processing
corresponds to cognitive processing, as well as the neural network.
Outcome-based Outline
Outcome Learning Objectives
