Psyc 520: Foundations of Cognitive Psychology Spring 2005 Thurs. 2:30 - 5:30, Sewall 462 Instructor: R. Martin   Course Description: This course will cover topics in cognitive psychology including perception, attention, memory, knowledge, problem solving, reasoning, and language comprehension and production. Classical theories and experiments in these areas will be reviewed, in addition to applications of this work to practical problems. Some cognitive issues will be discussed from a cognitive science or neuropsychological perspective. Although the course overviews a broad range of topics, an attempt will be made to focus in detail on at least one selected issue each week. The class will typically be half lecture and half seminar format, although this may vary for guest lecturers. Course Requirements Class Participation (25%). About half of each class period will be devoted to class discussion. Therefore, it is critical that you come to class prepared to discuss the readings and topics for that week. For the readings assigned for a particular week, students will be asked to turn in discussion questions via e-mail on the day before class. In order to further encourage class participation, members of the class will be designated as being in charge of leading the discussion on an additional reading. Students will be allowed to choose the reading they would like to cover. Everyone in the class will have this responsibility at least once during the semester, and probably more often. It is fine to choose a topic that is closely related to your own research interests. Students in applied areas can choose a paper that demonstrates the application of cognitive psychology in their area. All papers to be presented need to be approved by the instructor. Your grade for class participation will be based both on your performance in leading a discussion and on your general contribution to class discussion. Exams (25% each). There will be three closed book, essay exams on the dates scheduled. Exams will not be cumulative. They will cover material from the text, the readings, lectures, and class discussion. Textbook: Eysenck, M., & Keane, M. (2000). Cognitive Psychology: A Student's Handbook, 4th Edition. Hillsdale, N.J.: Erlbaum. Readings: Assigned readings are listed below the schedule. Additional papers will be assigned by the student leading discussion of the paper. Prerequisities: Graduate standing in psychology or permission of instructor Tentative schedule: Date Topic Chapters in text Jan. 13 Introduction Historical Background 1 Jan. 20 Perception Guest speakers: Jim Pomerantz, 2 Jan. 27 Object recognition Guest speaker: Darcy Burgund Perceptual Development Guest speakes: Jim Dannemiller 3,4   Feb. 3 Attention & Action Guest speakesr: Tony Ro, Geoff Potts Presentation: Krsten Greene 5 Feb. 10 Exam I Feb. 17 Working Memory Theories of Memory Guest speaker: Mike Byrne Presentation: Amber Raley 6, 7 (185-201)   Feb. 24 Everyday memory Guest speakers: Denise Chen, Mike Watkins Presentation: Daniel Glaser 8 March 3 Neuropsychology of memory Mental Representations - Imagery Presentations: Wen Zhou 7 (202-213) 9 March 10 Spring Break   March 17 Categories, Schemas Presentation: 10 March 24 Exam II March 31 Speech Perception, Language Comprehension Presentation: Heather Lugar Lecture: speech perception, reading & sentence comprehension 11,12 April 7   Spring Recess   April 14 Language comprehension, production 13 Lecture: word prod., sentence prod., patient pro.   April 21 Problem solving Guest speaker: David Lane Presentation: Bobby Naemi 14,15 April 28 Reasoning and Decision Making 16,17 May 5 Exam III   Readings Jan. 20 Perception Pomerantz, J. (1985). Perceptual organization in information processing. pp. 127-158. In A. M. Aitkenhead and J. M. Slack (Eds.), Issues in Cognitive Modeling. Hillsdale, N. J.: Erlbaum. Palmer, S. (2002) Perceptual organization in vision. In H. Pashler & S. Yantis (Eds.), Stevens' Handbook of Experimental Psychology, Vol. 1: Sensation and Perception. New York: Wiley, pp. 177-234. Jan. 27 Object Recognition Burgund, E. D., & Marsolek, C. J. (2000). Viewpoint invariant and viewer-dependent object recognition in dissociable neural systems. Psychonomic Bulletin and Review, 7, 480-489. Perceptual Development Dannemiller, J. D., & Stephens, B. R. (2001). Asymmetries in contrast polarity processing in young infants. Vision, 1, 112-125. Dannemiller, J. D. (In press). Brain behavior relationships in early visual development. In Nelson & Luciana (Eds). Handbook of developmental cognitive neuroscience.   Feb. 3 Attention & Action     Feb. 17 Working Memory, Theories of Memory Engle, R., Tuholski, S., Laughlin, J., & Conway, A. (1999). Working memory, short-term memory, and general fluid intelligence: A latent-variable approach. J. of Experimental Psychology: General, 128, 309-331. Byrne, M. D., & Bovair, S. (1997). A working memory model of a common procedural error. Cognitive Science, 21, 31-61. Daily, L. Z., Lovett, M. C., & Reder, L. M. (2001). Modeling individual differences in working memory performance: A source activation account. Cognitive Science, 25, 315-353. Feb. 24 Memory Watkins, M. (1990). Mediationism and the obfuscation of memory. American Psychologist, 45, 328-335. Engen, Trygg (1991). Odor memory. Chap.8. Odor sensation and memory. New York: Praeger. Loftus, E. F. (1997). Memory for a past that never was. Current Directions in Psychological Science, 6, 60-65. March 3 Neuropsychology of memory McClelland, J. L., McNaughton, B. L., & O'Reilly, R. (1995). Why there are complementary learning systems in the hippocampus and neocortex: Insights from the successes and failures of connectionist models of learning and memory. Psychological Review, 102, 419-457. Mental Representations/Imagery Pinker, S. (1994). The language instinct. New York: William Morrow & Co. Chapter 3: Mentalese, pp. 55-82. March 17 Categories and schemas Lopez, Atran, Coley, Medin & Smith (1997). The tree of life: Universal and cultural features of folkbiological taxonomies and inductions. Cognitive Psychology, 32, 251-295. Breedin, S., Saffran, E., Coslett, H. B.. (1994). Reversal of the concreteness effect in a patient with semantic dementia. Cognitive Neuropsychology, 11, 617-660. March 31 Speech Perception/Language Comprehension Aslin, Richard N; Saffran, Jenny R; Newport, Elissa L. (1998). Computation of conditional probability statistics by 8-month-old infants. Psychological Science, 9, 321-324.   April 7 Spring recess April 14 Language Comprehension, Production Spivey, Michael J; Marian, Viorica. (1999). Cross-talk between native and second languages: Partial activation of an irrelevant lexicon. Psychological Science, 10, 281-284. Martin, R. & Freedman, M. (2001). Short-term retention of lexical-semantic representations: Implications for speech production. Memory, 9, 261-280.   April 21   Problem Solving Fuchs, L. S, Fuchs, D, Prentice, K., Burch, M. Hamlett, C, Owen, R., Hosp, M, & Jancek, D. (2003) Explicitly Teaching for Transfer: Effects on Third-Grade Students’ Mathematical Problem Solving. Journal of Educational Psychology, 95, 293–305 Chen, Z, & Mo, L. (2004) Schema Induction in Problem Solving: A Multidimensional Analysis. Journal of Experimental Psychology: Memory, and Cognition, 30, 583–600     April 28 Reasoning & Decision Making Nisbett, R. E., Fong, G. T., Lehman, D. R., Cheng, P. W. (1987). Teaching reasoning. Science, 238, 625-631. Cosmides, L, & Tooby, J. (1996). Are humans good intuitive statisticians after all? Rethinking some conclusions from the literature on judgment under undertainty. Cognition, 58, 1-73.