PSYC ADVANCED COGNITIVE PSYCHOLOGY

PSYC 4145-100 ADVANCED COGNITIVE PSYCHOLOGY Section 100: MW 3:00-4:15pm Shaw L Ketels, PhD Office: Office Hours: Undergraduate Learning Assistants (LAs): Ryan Curry Michelle Ferris MUEN ketels@colorado.edu MUEN D356A Monday & Thursday, 10 am - 11 am ryan.curry-1@colorado.edu michelle.ferris@colorado.edu Laboratory Sections: MUEN E311 Section 101: F 10-11:50, Section 102: F 12-1:50 Jesse Niebaum jesse.niebaum@colorado.edu Office: Muenzinger D260F Office Hours: Tues, 2-3:00; Thurs, 11-12:00 REQUIRED TEXT: Nestor, P. G., & Schutt, R. K. (2014). Research methods in psychology: Investigating human behavior, 2nd edition. Sage Publications. ASSIGNMENTS: Assignments should be completed using D2L. All written assignments should include appropriate punctuation, complete sentences, and use APA style wherever appropriate. Lab Syllabus HYPOTHESES DOCUMENT COURSE GOALS AND OBJECTIVES This course is an introduction to experimental methods in the context of relatively current research in cognitive psychology and cognitive science. The goals of the course are for the student to learn how research is planned, executed, communicated, and critiqued. This course will focus on developing general research skills that can be applied within any area of psychology, although we will focus primarily on cognitive psychology research. These skills include knowledge of experimental design, statistics, report writing, various software, and ethical standards of research. Although only a few of you may pursue a career as a research psychologist, all of you are consumers of research from psychology and other scientific disciplines. As such, a major goal of this course is to develop your capacity for critically evaluating "scientific evidence" reported in journals, magazines, newspapers, and news programs. Mastery of the material covered should enable students to evaluate the quality of research findings reported by others, design research studies of their own, collect and analyze data, and write up APA-style research reports. Prerequisites for this course include General Psychology (PSYC 1001), Introductory

Cognitive Psychology (PSYC 2145), and Psychological Science I: Statistics (PSYC 2111) OR Statistics and Research Methods in Psychology (PSYC 3101). COURSE REQUIREMENTS & POLICIES PEER EFFORT RATINGS: The group project in this class makes up over 15% of your grade (150 points + lab points). You will be asked to rate the contribution of each group member for both the final project presentation and project itself separately. Project grades for each individual group member will be weighted by effort ratings from the other group members. STATISTICS ASSIGNMENT: The statistics assignment will be completed in pairs during the second lab. You will be asked to test 3 hypotheses using 3 statistical tests. One hypothesis should involve comparing 2 group means, for which you will use a t-test (either within [dependent] or between [independent]). Another hypothesis should involve comparing 3 or more group means, for which you will use an ANOVA. The third hypothesis should test a possible a relationship between two continuous variables, and should thus be tested using a regression/correlation. One member of your pair will turn the statistics assignment into the drop box on the D2L site for this class, with the names of all four group members listed on the document. EXAM: There will be one exam, worth 100 points. The exam will be comprised of 2 scenarios in which I describe a hypothetical context with an important goal that can be addressed experimentally. You design an experiment based on the scenario, testing a hypothesis to address the goal I describe. After describing an experiment, you answer a series short answer/essay questions, demonstrating the application of information presented in class to the experiment that you ve devised. Note that NO MAKE-UP EXAMS will be given. The exam is mandatory; please do not ask to make-up an exam except in case of a (documented) medical emergency. Click here for the practice exam question ARTICLE PRESENTATION: Students will read a variety of articles exploring different topics in cognitive psychology. In pairs, students will present a summary of one or two of these articles to the class. The article presentation is worth 50 points. Here is a link to the article presentation rubric, used to grade your article presentation CLICK HERE TO SELECT AN ARTICLE TO PRESENT GROUP FINAL PROJECT: Groups of 3-4 students will work on an original research project of their own choice, primarily during lab. You will develop the project, and collect and analyze the data. The write-up will be

in the form of an original research article, in APA style. Each group will present their project to the rest of the class for feedback and criticism at the end of the semester. The in-class project presentation is worth 50 points, and the write-up is worth 100 points. You will turn in one writeup per group, in the appropriate dropbox in only one group member s D2L account. Click here to rate the contribution of each of your group members to the project presentation Click here for the rubric that your TA will use to grade your final papers Click here for the rubric that I ll use to grade your final project presentation Click here to rate the contribution of each of your group members to the experiment and final paper GRADES: A course grade will be assigned to each student according to the student's percentage of the total course points (500). Grades are assigned according to University standards (i.e., 93-100 = A, 90-92.9 = A-, 87-89.9 = B+, 83-86.9 = B, 80-82.9 = B-, etc.). Class Points Midterm Exam Discussion Board s Article Presentation Final Project Presentation Lab Points Stats Assignment Final Project Write up _ Total 200 pts 200 pts 50 pts 50 pts 1000 pts DAILY ASSIGNMENTS: Daily assignments for this course are designed to facilitate classroom activities, by providing you a base of knowledge, and, more importantly, getting you to start thinking about issues important to class. There are two types of homework: discussion board reactions and reading questions. Discussion board reactions should demonstrate that you ve carefully completed the reading that you re discussing. That usually requires at least 300 words. NOTE TAKING: Slides from all lectures are linked from the calendar below. For note-taking, I recommend: 1. clicking on a given lecture (before you come to class), 2. then select Download as from the File menu, and choose Microsoft PowerPoint (.pptx). 3. Open the downloaded file, select print from the file menu, 4. from the Print What selection box, select handouts (3 slides per page) 5. then click on.pdf in the print dialogue box. 6. select save as PDF...: ATTENDANCE:

It s very important that you come to class every day! The in-class points are set up to allow you to miss 3 days over the course of the term with no penalty, for any reason - regardless of how good or bad the excuse. If you are absent after that, you start to lose points. I don t need to see doctor s notes, etc. Please come to class! ALL ASSIGNMENTS DUE AT 11:59 THE NIGHT BEFORE CLASS. TOPICS AND SCHEDULE (DATES ARE APPROXIMATE AND SUBJECT TO CHANGE): ON THIS DAY DO THIS IN CLASS DO THIS AFTER CLASS DATE LECTURE TOPIC ACTIVITY READ/WATCH QUESTIONS WRITE 1.11 Introduction & Overview What is cognitive? Chapter 3 Kramer et al., Bond et al. 1.13 Research Ethics Facebook Experiments Chapter 10 1.20 Cognitive Paradigms Levels of Description Chapters 1 & 2 1.25 Hypotheses Chapters 4 & 5 1.27 Talking About Experiments Hypothesis Generation & operationalization NOBA chapters 6 & 32 - Consciousness & Unconscious (2 sets) ON THIS DAY DO THIS IN CLASS DO THIS AFTER CLASS DATE LECTURE TOPIC ACTIVITY READ/WATCH QUESTIONS WRITE 2.1 Construct Validity & Operationalizing Construct Validity Chapter 6 Pashler et al. 2.3 Dual-Process Theories operationalizing consciousness & Pashler et al. Roediger & Karpicke; McDaniel et al. 2.8 Memory model & S1/S2 descriptions Deslauriers et al.; Klahr & Nigam 2.10 Internal Validity Mnemonic Activity The article(s) you

choose to present 2.15 External Validity Validity Evaluation Chapter 12 2.17 Threats to Validity Validity Evaluation D2L Exam 2.22 Presentation Overview Article Presentation Drafting Junco 2.24 Junco Will Technology Make Us Smarter? Chein & Morrison 2.29 Chein & Morrison Counterbalancing Overstreet & Healy ON THIS DAY DO THIS IN CLASS DO THIS AFTER CLASS DATE LECTURE TOPIC ACTIVITY READ/WATCH QUESTIONS WRITE 3.2 Overstreet & Healy Serial Position Effects Anderson, Bjork, & Bjork 3.7 Anderson, Bjork, & Bjork Mnemonic Strategies Nairne et al. 3.9 Nairne et al. Evolutionary Psychology Boroditsky, Fuhrman, & McCormick, & Lupyan et al. 3.14 Boroditsky et al. & Lupyan Linguistic Relativity Poulin-dubois et al. 3.16 Poulin-dubois et al. Other Cognitive Skill Disadvantages Ericsson & Charness & McNamara, Hambrick, & Oswald 3.28 Ericsson & Charness, McNamara et al. Automatic Abstract Thought Liu et al. & Beilock & Carr, 2001

3.30 Beilock & Carr, & Liu et al. System 1 & System 2 Nakamura & Csikszentmihalyi ON THIS DAY DO THIS IN CLASS DO THIS AFTER CLASS DATE LECTURE TOPIC ACTIVITY READ/WATCH QUESTIONS WRITE 4.4 Nakamura et al. Flow Kahnemann 4.6 Kahneman S1 & S2 Sacks 4.11 Research Start Research 4.13 Research 4.18 Research 4.20 Research 4.25 Research 4.27 Undergraduate Research Day 3-5 pm, Glenn Miller Ballroom http://www.colorado.edu/psych-neuro/undergraduates/undergraduate-researchday 5.4 FINAL PROJECT PAPERS DUE IN D2L DROPBOX BY 9:59pm *Writing help: You will be expected to write in a clear and grammatically correct style in this class. If you believe you will require extra help with your writing, please visit The Writing Center located in Norlin Commons (Norlin E111). More information can be found at: http://www.colorado.edu/pwr/writingcenter.html Resources on the Organization and Style of an Essay Organizing an Essay, University of Toronto, University College Writing Workshop Outlining, David Kornhaber, Harvard University Writing Center Attending to Style, Dartmouth College Writing Program How to Write Within Disciplines Writing in the Disciplines, Dartmouth College Writing Program (see links to Writing in the Humanities, Writing in the Social Sciences, and Writing in the Sciences )

Resources on How to Conduct Research Note taking, Dr. Peter Suber, Research Professor of Philosophy, Earlham College Using Quotations, University of Toronto, University College Writing Workshop Resources on How to Cite Sources Citation guides to APA, MLA, and Chicago styles, University of Wisconsin at Madison Writing Center How to Write an Annotated Bibliography, University of California, Santa Cruz library Annotated Bibliography, Purdue University Online Writing Lab Avoiding Plagiarism, Purdue University Online Writing Lab Plagiarism, University of North Carolina at Chapel Hill DISABILITY ACCOMMODATIONS If you qualify for accommodations because of a disability, please submit to your professor a letter from Disability Services in a timely manner (for exam accommodations provide your letter at least one week prior to the exam) so that your needs can be addressed. Disability Services determines accommodations based on documented disabilities. Contact Disability Services at 303-492-8671 or by e-mail at dsinfo@colorado.edu. If you have a temporary medical condition or injury, see Temporary Injuries under Quick Links at Disability Services website (http://disabilityservices.colorado.edu/) and discuss your needs with your professor. RELIGIOUS OBSERVANCE: Campus policy regarding religious observances requires that faculty make every effort to deal reasonably and fairly with all students who, because of religious obligations, have conflicts with scheduled exams, assignments or required attendance. See full details at http://www.colorado.edu/policies/fac_relig.html CAMPUS CLASSROOM BEHAVIOR POLICY: http://www.colorado.edu/policies/classbehavior.html Students and faculty each have responsibility for maintaining an appropriate learning environment. Those who fail to adhere to such behavioral standards may be subject to discipline. Professional courtesy and sensitivity are especially important with respect to individuals and topics dealing with differences of race, color, culture, religion, creed, politics, veteran s status, sexual orientation, gender, gender identity and gender expression, age, disability, and nationalities. Class rosters are provided to the instructor with the student's legal name. I will gladly honor your request to address you by an alternate name or gender pronoun. Please advise me of this preference early in the semester so that I may make appropriate changes to my records. See policies at: http://www.colorado.edu/policies/classbehavior.html and at: http://www.colorado.edu/studentaffairs/judicialaffairs/code.html#student_code DISCRIMINATION & HARASSMENT: The University of Colorado Boulder (CU-Boulder) is committed to maintaining a positive learning, working, and living environment. The University of Colorado does not discriminate on the basis of race, color, national origin, sex, age, disability, creed, religion, sexual orientation, or veteran status in admission and access to, and treatment and employment in, its educational programs and activities. (Regent Law, Article 10, amended 11/8/2001). CU- Boulder will not tolerate acts of discrimination or harassment based upon Protected Classes or related retaliation against or by any employee or student. For purposes of this CU-Boulder policy, "Protected Classes" refers to race, color, national origin, sex, pregnancy, age, disability, creed, religion, sexual orientation, gender identity, gender expression, or veteran status. Individuals who believe they have been discriminated against should contact the Office of Discrimination and Harassment (ODH) at 303-492-2127 or the Office of Student Conduct (OSC) at 303-492-5550. Information about the ODH, the above referenced policies, and the campus resources available to assist individuals regarding discrimination or harassment can be obtained at http://hr.colorado.edu/dh/ ACADEMIC HONESTY & HONOR CODE COUNCIL All students of the University of Colorado at Boulder are responsible for knowing and adhering to the academic integrity policy of this institution. Violations of this policy may include: cheating, plagiarism, aid of academic

dishonesty, fabrication, lying, bribery, and threatening behavior. All incidents of academic misconduct shall be reported to the Honor Code Council (honor@colorado.edu; 303-735-2273). Students who are found to be in violation of the academic integrity policy will be subject to both academic sanctions from the faculty member and non-academic sanctions (including but not limited to university probation, suspension, or expulsion). Other information on the Honor Code can be found at http://www.colorado.edu/policies/honor.html and at http://honorcode.colorado.edu