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  2. Cognition [PSY3304]

School: Arts and Humanities

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Cognition

  • Unit Code

    PSY3304

  • Year

    2016

  • Enrolment Period

    1

  • Version

    2

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus
    Online

Description

This unit reviews theories of the acquisition and organisation of knowledge and information processing. The bases for distinctions between different memory systems are explored and the neurological mechanisms implicated in remembering and forgetting are discussed. The unit also deals with the more general cognitive domains of reasoning and problem solving. The mental processes that underlie language use, particularly comprehension, are also examined.

Prerequisite Rule

Students must pass 2 units from PSY1101, PSY2202

Equivalent Rule

Unit was previously coded PSY4304

Learning Outcomes

On completion of this unit students should be able to:

  1. Describe the psychological basis of remembering and forgetting.
  2. Discuss the function, structure and processes of language.
  3. Distinguish between different types of memory systems.
  4. Explain the processes of acquisition, representation, and organisation of knowledge, as they apply to perception, memory, and language.
  5. Formulate a report that evaluates several theoretical perspectives of cognition,presentsdata and analyses to critically evaluatehypotheses.
  6. Identify factors that limit human cognition.
  7. Identify steps in problem solving and reasoning.

Unit Content

  1. Functions, structure and processes of language.
  2. Neurological bases of amnesia.
  3. Problem solving and reasoning.
  4. The processes involved in the acquisition, retention and retrieval of information.
  5. Theories of pattern recognition.
  6. Types of memory systems: episodic versus semantic, procedural versus declarative, explicit versus implicit, automatic versus conscious, lexical versus general memory.

Additional Learning Experience Information

The material in this unit will be presented in lectures, practical exercises and a comprehensive package of materials delivered through Blackboard. Students will be expected to read widely from primary sources.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
ReportLaboratory report50%
ExaminationEnd of semester examination50%
ONLINE
TypeDescriptionValue
ReportLaboratory report50%
ExaminationEnd of semester examination50%

Text References

  • ^ Goldstein, E. B. (2015). Cognitive psychology: Connecting mind, research, and everyday experience (4th ed.). Belmont, CA: Thomson Wadsworth.
  • ^ Francis, G., Neath, I., & VanHorn, D. (2015). CogLab V.5 online version. Belmont, CA: Thomson Wadsworth.
  • American Psychological Association. (2009). Publication manual of the American Psychological Association (5th ed.). Washington, DC: Author.
  • Anderson, J.R. (2005). Cognitive psychology and its implications (6th ed.). New York: Freeman.
  • Solso, R.L., Maclin, O.H., & Maclin, M.K. (2008). Cognitive psychology (8th ed.). Boston: Allyn & Bacon.
  • Levitin, D.J. (2006). This is your brain on music. London: Penguin.
  • Fodor, J. A. (1983). Modularity of mind. Cambridge, MA: MIT Press.
  • Speelman, C., & Kirsner, K. (2005). Beyond the learning curve: The construction of mind. Oxford: Oxford University Press.

Journal References

  • Journal of Experimental Psychology: Learning, Memory and Cognition
  • Journal of Experimental Psychology: Human Perception and Performance
  • Cognitive Psychology
  • Cognitive Neuropsychology
  • Cognition and Emotion
  • Cognition
  • Applied Psycholinguistics
  • Journal of Memory and Language
  • Journal of Psycholinguistic Research
  • Language and Cognitive Processes
  • Memory and Cognition
  • Neuropsychologia
  • Perception
  • Perception and Psychophysics
  • Quarterly Journal of Experimental Psychology
  • Psychological Review

^ Mandatory reference

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

PSY3304|2|1

School: Arts and Humanities

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Cognition

  • Unit Code

    PSY3304

  • Year

    2016

  • Enrolment Period

    2

  • Version

    2

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus
    Online

Description

This unit reviews theories of the acquisition and organisation of knowledge and information processing. The bases for distinctions between different memory systems are explored and the neurological mechanisms implicated in remembering and forgetting are discussed. The unit also deals with the more general cognitive domains of reasoning and problem solving. Theories of communication and language use are reviewed. Additionally, the use and influence of media on our cognitive processes is explored.

Prerequisite Rule

Students must pass 2 units from PSY1101, PSY2202

Equivalent Rule

Unit was previously coded PSY4304

Learning Outcomes

On completion of this unit students should be able to:

  1. Describe the psychological basis of remembering and forgetting.
  2. Discuss the function, structure and processes of language.
  3. Distinguish between different types of memory systems.
  4. Explain the processes of acquisition, representation, and organisation of knowledge, as they apply to perception, memory, and language.
  5. Formulate a report that evaluates several theoretical perspectives of cognition,presentsdata and analyses to critically evaluatehypotheses.
  6. Identify factors that limit human cognition.
  7. Identify steps in problem solving and reasoning.

Unit Content

  1. Functions, structure and processes of language.
  2. Neurological bases of amnesia.
  3. Problem solving and reasoning.
  4. The processes involved in the acquisition, retention and retrieval of information.
  5. Theories of pattern recognition.
  6. Types of memory systems: episodic versus semantic, procedural versus declarative, explicit versus implicit, automatic versus conscious, lexical versus general memory.

Additional Learning Experience Information

The material in this unit will be presented in lectures, and extra materials delivered through Blackboard. Students will be provided with specific readings per week.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
ReportLaboratory report50%
ExaminationEnd of semester examination50%
ONLINE
TypeDescriptionValue
ReportLaboratory report50%
ExaminationEnd of semester examination50%

Text References

  • Anderson, J.R. (2005). Cognitive psychology and its implications. (6th ed.). New York, NY: Freeman.
  • Solso, R.L., Maclin, O.H., & Maclin, M.K. (2008). Cognitive psychology. (8th ed.). Boston, MA: Allyn & Bacon.
  • Levitin, D.J. (2006). This is your brain on music. London, United Kingdom: Penguin.
  • Fodor, J. A. (1983). Modularity of mind. Cambridge, MA: MIT Press.
  • Speelman, C., & Kirsner, K. (2005). Beyond the learning curve: The construction of mind. Oxford, United Kingdom: Oxford University Press.
  • Goldstein, E. B. (2015). Cognitive psychology: Connecting mind, research, and everyday experience. (4th ed.). Belmont, CA: Thomson Wadsworth Note: This was a prior mandatory textbook that is no longer a mandatory purchase. Instead, specific readings will be provided to students each week.
  • American Psychological Association. (2009). Publication manual of the American Psychological Association. (5th ed.). Washington, DC: Author.

Journal References

  • Journal of Memory and Language
  • Journal of Experimental Psychology: Learning, Memory and Cognition
  • Journal of Experimental Psychology: Human Perception and Performance
  • Cognitive Psychology
  • Cognitive Neuropsychology
  • Cognition and Emotion
  • Cognition
  • Applied Psycholinguistics
  • Journal of Psycholinguistic Research
  • Language and Cognitive Processes
  • Memory and Cognition
  • Neuropsychologia
  • Perception
  • Perception and Psychophysics
  • Psychological Review
  • Quarterly Journal of Experimental Psychology

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

PSY3304|2|2