Syllabus
Cognitive and Affective Bases of Behavior (PSY 522)
Graduate Psychology Program, School of Psychological Sciences, University of Indianapolis
Session:
Date & Time:
Location:
Summer Session I (May 16, 2012—July 11, 2012)
Wednesday 9-11:50a
Good Hall 210
Instructor:
Office:
Phone:
Email:
Webpage:
Office Hours:
Dr. Brianna Scott
Good Hall 204C
(317) 788-3222
[email protected]
http://pages.uindy.edu/~scottbm
Tuesday 1-3 and Thursday 10-11
Course Description:
This course covers various topics relating to cognitive and emotional influences on behavior. The focus is on the process and
representations involved in memory, concept formation, speech and language, problem solving, creativity, reasoning, and
emotion. Further, much of the focus will be on how emotion affects cognitive functioning. Findings from experimental cognitive
psychology, cognitive neuropsychology, and emotion research will be considered. The course will examine the central themes of
cognitive psychology and how emotion/affect relate to these themes.
Course Objectives:
In this course you will learn to:
1. Examine the historical background of cognitive psychology.
2. Examine how information enters our minds, our awareness, and how we handle different types of information.
3. Discuss how the mind perceives what the senses receive? How do we mentally represent information?
4. Examine the role of memory and emotion related to issues such as false memories, depression, eyewitness testimony,
and motivation, among others.
5. Examine the outcomes of the interface between cognition and emotion.
6. Explain how emotional language relates to future behavior.
Required Materials:
There is no textbook for this course. Please see the list of articles below that we will be reading and discussing over the summer
session.
Course Methods:
Students are encouraged to be active participants in the course. It is imperative that students read the assigned articles PRIOR
TO each class. The course will include both lecture and discussion, with a focus on discussion around the readings.
Diversity:
Diversity is interwoven throughout the world in which psychologists practice. Throughout the course, diversity issues will be
addressed to ensure that students’ understanding of cognition and affective theories is enriched by a cross-cultural discussion.
EVALUATION PROCEDURES:
Participation & Attendance (100 points)
Your Points: _______
You are expected to not only attend but also participate in class. In-class group and whole class interactions are both elements
that will be considered in determining this grade. Your input regarding your clinical experience will be a very important part of
this course. If you do not share your experiences and thoughts with the class, the application of the course material to your
future careers will be lost on most of you.
You will lose 20 points for each class you miss. Really.
Annotated Bibliographies (15 points X 6= 90 points)
Your Points: _______
½ to 1-page summaries (annotated bibliographies) are expected for 1 reading each week. This is not to ruin your life. This will
ensure that you have thought about the articles before coming to class and will have identified the most poignant and
interesting aspects. Also, the ability to critically examine and summarize journal articles is key to your graduate school
experience and future as psychologists.
Below are two links that will help you better understand the reason behind and format of A.B.s:
PSY 522 Cognitive and Affective 2
v http://owl.english.purdue.edu/owl/resource/614/01
v http://writingcenter.unc.edu/resources/handouts-demos/specific-writing-assignments/annotated-bibliographies
Examinations (100 points X 2= 200 points)
Your Points: _______
There will be a midterm and final exam for this course. The exams will consist of both multiple choice and short answer items
(the ratio of which is flexible and discussed with the students).
Group Discussion Leadership/ Paper (60 points)
Your Points: _______
You will be assigned one article for the summer session with which you will gain expertise. You will be expected to: 1) write a 2page reflection paper (in lieu of your annotated bibliography) regarding this article (40 points) and 2) you will lead discussion
with the class over the article (20 points).
Your Total Points: _________
Grading:
Assignment
Participation and Reflection
Annotated Bibliographies
Midterm Exam
Final Exam
Group Discussion/Paper
Scale
A = 93% or higher
A- = 90 - 92%
B+ = 87 - 89%
B = 83 - 86%
Due
n/a
Day of discussion
6/13/12
7/11/12
n/a
TOTAL
B- = 80 - 82%
C+ = 77 - 79%
C = 73 - 76%
C- = 70 - 72%
Points Toward
Final Grade
100
90
100
100
60
450
D+ = 67 - 69%
D = 63 – 66%
D- = 60 - 62%
F = 59% or lower
Services for Students with Disabilities
If you have a disability that may have some impact on your work in this class and for which you may require accommodations,
please inform me immediately so that your learning needs may be appropriately met. Students with a disability must register
with the Services for Students with Disabilities office (SSD) in Schwitzer Center 201 (317-788-3297 or www.uindy.edu/ssd) for
disability verification and for determination of reasonable academic accommodations. You are responsible for initiating
arrangements for accommodations for tests and other assignments in collaboration with the SSD and the faculty.
Policies:
The following guidelines will help to ensure that each student benefits most from class lectures and activities:
1.
Please be on time and prepared for class. This includes reading the assigned materials before class so that you may
join the in class discussion and ask questions as needed.
2.
Please turn off cell phones and do not use them (this includes no texting) during class. If you must use your cell
phone, please leave the classroom quietly to do so. If you persist in using your cell phone you may be asked to leave
the room and will be counted as absent.
3.
Please help us develop a classroom climate conducive to asking questions and open discussions. This means being
prepared and willing to participate, respecting others when they are talking, and remembering not to monopolize the
conversation.
4.
You may use your laptop for taking notes in class. However, no surfing, facebooking, tweeting, etc. may go on during
class time. If it is too much temptation, leave your laptop in your bag.
Last updated: 05/14/2012
PSY 522 Cognitive and Affective 3
5.
Students are required to be aware of and follow the UNIVERSITY STUDENT CODE OF HONOR as it pertains to all
assignments and exams. Any dishonesty related to assignments or exams shall be considered cheating and is grounds
for a failing grade in the class. Additionally, any talking or cell phone usage during a test will be considering an act of
cheating and the student(s) involved will receive a failing grade for the exam.
6.
Plagiarism involves using material that is copied verbatim, inadequately paraphrased, and/or paraphrased without
adequate citations. The widespread availability of the Internet has made it technically simple to copy other people’s
work and submit such material as one’s own. At the University of Indianapolis such practices are unacceptable and
will lead to an Academic Misconduct letter being placed in the student’s file as well as either an F in the course, a W in
the course, or a zero on the assignment.
The University of Indianapolis maintains a university license agreement for an online text matching service called
Turnitin. At my discretion, I will use this web-based plagiarism detection service and/or require students to submit
work to this service to determine the originality of student papers. Using bulk or individual submissions, I will assign
a random 4-digit ID number prior to submission to this web-based plagiarism detection service.
All written or presented material drawn from outside sources must be paraphrased or set in quotations, and
adequately cited. I will find out. Just don’t try it. Students are responsible for consulting their Student Handbook and
learning about plagiarism. A good resource on plagiarism can be found at the following IU web site:
http://www.indiana.edu/%7Eistd/
7.
Late assignments will not be accepted unless extenuating circumstances present themselves, and I agree to an
adjusted deadline. I may choose to push a deadline back for you if you discuss your circumstance with me at least 24
hours before the deadline and we agree on an updated timetable with penalties. For example, you may be given two
extra days to work on the assignment while receiving a deduction of 5 points for each day that it is late for a total
deduction of 10 points.
8.
Please turn a hard copy of your assignment in class and post an electronic version on ACE. I will grade the copies
turned in during class; however, I may use the electronic version as a backup in case the hardcopy is misplaced.
Additionally, the electronic copy may be uploaded into anti-plagiarism programs to check for the originality of the
work. Failure to turn assignments in in both formats on time may result in failing grade on the assignment.
9.
Makeup Exams will not be offered. In general, makeup exams will not be offered unless a student contacts me with
an extenuating circumstance that could not have been prevented. If a makeup exam is offered, it must be completed in
less than a week after the exam was originally offered. Any makeup exam will be administered in a format
determined by the instructor and may differ from that of the original exam.
10.
Attendance is expected. Be there…on time.
Last updated: 05/14/2012
PSY 522 Cognitive and Affective 4
Days
Week 1
Topic
Introduction
Overview
May 16
Readings/Exams
Lazarus, R. S. (1984). On the primacy of cognition. American Psychologist, 39,
124-129. Retrieved from
http://www.ibl.liu.se/student/kognitionsvetenskap/729g02/filarki
v/ht11/1.297567/lazarusprimacy.pdf
Leventhal, H. and Scherer, K. (1987). The relationship of emotion to cognition:
A functional approach to semantic controversy. Cognition and
Emotion, 1, 3-28. Retrieved from http://www.affectivesciences.org/system/files/1987_Leventhal_C%2526E.pdf
Oatley, K., Parrott, W. G., Smith, C., & Watts, F. (2011). Cognition and
Emotion over twenty-five years. Cognition and Emotion, 25(8), 13411348. doi: 10.1080/02699931.2011.622949
Week 2
Nature/Theories of
Emotion
May 23
Emotion and…
Perception and
Attention
Campos, J.J., Campos, R.G., & Barrett, K.C. (1989). Emergent themes in the
study of emotional development and emotion regulation.
Developmental Psychology, 25, 394-402. doi: 10.1037/0012-1649.25.3.394
Pollak, S.D., Cicchetti, D., Hornung, K., & Reed, A. (2000). Recognizing
emotion in faces: Developmental effects of child abuse and neglect.
Developmental Psychology, 36, 679-688. doi: 10.1037/0012-1649.36.5.679
Moriya, J. & Tanno, Y. (2010). Attentional resources in social anxiety and the
effects of perceptual load. Cognition and Emotion, 24(8), 1329-1348. doi:
10.1080/02699930903378503
Week 3
May 30
Information
Processing
Working Memory
Harms, M. B., Martin, A., & Wallace, G. L. (2010). Facial emotion recognition
in autism spectrum disorders: A review of behavioral and
neuroimaging studies. Neuropsychological Review, 20, 290-3222. doi:
10.1007/s11065-010-9138-6
Stout, D. M. & Rokke, P. D. (2010). Components of working memory predict
symptoms of distress. Cognition and Emotion, 24(8), 1293-1303. doi:
10.1080/02699930903309334
Cornoldi, C., Barbieri, A., Gaiani, & Zocchi, S. (1999). Strategic memory
deficits in attention deficit disorder with hyperactivity participants:
The role of executive processes. Developmental Neuropsychology, 15(1),
53-71. doi: 10.1080/87565649909540739
Week 4
June 6
Emotion and…
Memory Processes
Affect and
Autobiographical
Memory
Fougnie, D. & Morois, R. (2011). What limits working memory capacity?
Evidence for modality-specific sources to the simultaneous storage of
visual and auditory arrays. Journal of Experimental Psychology:
Learning, Memory, and Cognition, 37(6), 1329-1341. doi:
10.1037/a0024834
Fetterman, A. K. & Robinson, M. D. (2011). Routine cognitive errors: A traitlike predictor of individual differences in anxiety and distress.
Cognition and Emotion, 25(2), 244-264. doi:
10.1080/02699931.2010.486941
Werner-Seidler, A. & Moulds, M. L. (2011). Autobiographical memory
characteristics in depression vulnerability: Formerly depressed
individuals recall less vivid positive memories, Cognition and Emotion,
25(6), 1087-1103. doi: 10.1080/02699931.2010.531007
Sumner, J. A., Griffith, J. W., Mineka, S., Rekart, K. N., Zinbarg, R., & Craske,
Last updated: 05/14/2012
PSY 522 Cognitive and Affective 5
M. G. (2011). Cognition and Emotion, 25(1), 183-192. doi:
10.1080/02699931003741566
Week 5
June 13
Emotion and…
Decision Making
Metacognition
Emotion Regulation
Xu, X., Zhao, Y., Zhao, P., & Yang, J. (2011). Effects of level of processing on
emotional memory: Gist and details. Cognition and Emotion, 25(1), 5372. doi: 10.1080/02699931003633805
*Midterm Exam* (9-10:30)
Roets, A. & Van Hiel, A. (2011). An integrative process approach on judgment
and decision making: The impact of arousal, affect, motivation, and
cognitive ability. The Psychological Record, 61, 497-520. Retrieved from
http://opensiuc.lib.siu.edu/tpr/vol61/iss3/11
Veenman, M. V. J., Van Hout-Wolters, B. H. A. M., & Afflerbach, P. (2006).
Metacognition and learning: Conceptual and methodological
considerations. Metacognition and Learning, 1, 3-14. doi:
10.1007/s11409-006-6893-0
Week 6
June 20
Emotion and…
Malleability of
Memory
Joorman, J. & D’Avanzato (2010). Emotion regulation in depression:
Examining the role of cognitive processes. Cognition and Emotion,
24(6), 913-939. doi: 10.1080/02699931003784939
Ceci, S. J., Crotteau-Huffman, M. L., & Smith (1994). Repeatedly thinking
about a non-event: Source misattributions among preschoolers.
Consciousness and Cognition, 3, 388-407. doi: 1053-8100/94
Sharman, S. J. (2011). Current negative mood encourages changes in end-oflife treatment decisions and is associated with false memories.
Cognition and Emotion, 25(1), 132-139. doi: 10.1080/02699931003612064
Levine, L. J. & Safer, M. A. (2002). Sources of bias in memory for emotions.
Current Directions in Psychological Science, 11(5), 169-173. doi:
10.1111/1467-8721.00193
Week 7
June 27
Emotion and…
Motivation Theories
Language
Loftus, E. F. (2004). Memories of things unseen. Current Directions in
Psychological Science, 13(4), 145-147. doi: 10.1111/j.09637214.2004.00294.x
Barrett, L. F., Lindquist, K. A., & Gendron, M. (2007). Language as context for
the perception of emotion. Trends in Cognitive Science, 11(8), 327-332.
doi: 10.1016/j.tics.2007.06.003
Bauerle, S. Y., Amirkhan, J. H., & Hupka, R. B. (2002). An attribution theory
analysis of romantic jealousy. Motivation and Emotion, 26(4), 297-319.
doi: 0146-7239/02/1200-0297/0
Week 8
HAPPY 4th of JULY
NO CLASS
July 4
Week 9
July 11
Last updated: 05/14/2012
Ryan, R. M. & Deci, E. L. (2000). Self-determination theory and the facilitation
of intrinsic motivation, social development, and well-being. American
Psychologist, 55(1), 68-78. doi: 10.1080/87565649909540739
Study…
Cumulative Final Exam
PSY 522 Cognitive and Affective 6
Alphabetized Reference List for Readings
Barrett, L. F., Lindquist, K. A., & Gendron, M. (2007). Language as context for the perception of emotion. Trends in Cognitive
Science, 11(8), 327-332. doi: 10.1016/j.tics.2007.06.003
Bauerle, S. Y., Amirkhan, J. H., & Hupka, R. B. (2002). An attribution theory analysis of romantic jealousy. Motivation and
Emotion, 26(4), 297-319. doi: 0146-7239/02/1200-0297/0
Campos, J.J., Campos, R.G., & Barrett, K.C. (1989). Emergent themes in the study of emotional development and emotion
regulation. Developmental Psychology, 25, 394-402. doi: 10.1037/0012-1649.25.3.394
Ceci, S. J., Crotteau-Huffman, M. L., & Smith (1994). Repeatedly thinking about a non-event: Source misattributions among
preschoolers. Consciousness and Cognition, 3, 388-407. doi: 1053-8100/94
Cornoldi, C., Barbieri, A., Gaiani, & Zocchi, S. (1999). Strategic memory deficits in attention deficit disorder with hyperactivity
participants: The role of executive processes. Developmental Neuropsychology, 15(1), 53-71. doi:
10.1080/87565649909540739
Fetterman, A. K. & Robinson, M. D. (2011). Routine cognitive errors: A trait-like predictor of individual differences in anxiety
and distress. Cognition and Emotion, 25(2), 244-264. doi: 10.1080/02699931.2010.486941
Fougnie, D. & Morois, R. (2011). What limits working memory capacity? Evidence for modality-specific sources to the
simultaneous storage of visual and auditory arrays. Journal of Experimental Psychology: Learning, Memory, and Cognition,
37(6), 1329-1341. doi: 10.1037/a0024834
Harms, M. B., Martin, A., & Wallace, G. L. (2010). Facial emotion recognition in autism spectrum disorders: A review of
behavioral and neuroimaging studies. Neuropsychological Review, 20, 290-3222. doi: 10.1007/s11065-010-9138-6
Joorman, J. & D’Avanzato (2010). Emotion regulation in depression: Examining the role of cognitive processes. Cognition and
Emotion, 24(6), 913-939. doi: 10.1080/02699931003784939
Lazarus, R. S. (1984). On the primacy of cognition. American Psychologist, 39, 124-129. Retrieved from
http://www.ibl.liu.se/student/kognitionsvetenskap/729g02/filarkiv/ht11/1.297567/lazarusprimacy.pdf
Leventhal, H. and Scherer, K. (1987). The relationship of emotion to cognition: A functional approach to semantic controversy.
Cognition and Emotion, 1, 3-28. Retrieved from http://www.affectivesciences.org/system/files/1987_Leventhal_C%2526E.pdf
Levine, L. J. & Safer, M. A. (2002). Sources of bias in memory for emotions. Current Directions in Psychological Science, 11(5), 169173. doi: 10.1111/1467-8721.00193
Loftus, E. F. (2004). Memories of things unseen. Current Directions in Psychological Science, 13(4), 145-147. doi: 10.1111/j.09637214.2004.00294.x
Moriya, J. & Tanno, Y. (2010). Attentional resources in social anxiety and the effects of perceptual load. Cognition and Emotion,
24(8), 1329-1348. doi: 10.1080/02699930903378503
Oatley, K., Parrott, W. G., Smith, C., & Watts, F. (2011). Cognition and Emotion over twenty-five years. Cognition and Emotion,
25(8), 1341-1348. doi:10.1080/02699931.2011.622949
Pollak, S.D., Cicchetti, D., Hornung, K., & Reed, A. (2000). Recognizing emotion in faces: Developmental effects of child abuse
and neglect. Developmental Psychology, 36, 679-688. doi: 10.1037/0012-1649.36.5.679
Roets, A. & Van Hiel, A. (2011). An integrative process approach on judgment and decision making: The impact of arousal,
affect, motivation, and cognitive ability. The Psychological Record, 61, 497-520. Retrieved from
http://opensiuc.lib.siu.edu/tpr/vol61/iss3/11
Last updated: 05/14/2012
PSY 522 Cognitive and Affective 7
Ryan, R. M. & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and
well-being. American Psychologist, 55(1), 68-78. doi: 10.1080/87565649909540739
Sharman, S. J. (2011). Current negative mood encourages changes in end-of-life treatment deciscions and is associated with false
memories. Cognition and Emotion, 25(1), 132-139. doi: 10.1080/02699931003612064
Stout, D. M. & Rokke, P. D. (2010). Components of working memory predict symptoms of distress. Cognition and Emotion, 24(8),
1293-1303. doi: 10.1080/02699930903309334
Sumner, J. A., Griffith, J. W., Mineka, S., Rekart, K. N., Zinbarg, R., & Craske, M. G. (2011). Cognition and Emotion, 25(1), 183-192.
doi: 10.1080/02699931003741566
Veenman, M. V. J., Van Hout-Wolters, B. H. A. M., & Afflerbach, P. (2006). Metacognition and learning: Conceptual and
methodological considerations. Metacognition and Learning, 1, 3-14. doi: 10.1007/s11409-006-6893-0
Werner-Seidler, A. & Moulds, M. L. (2011). Autobiographical memory characteristics in depression vulnerability: Formerly
depressed individuals recall less vivid positive memories, Cognition and Emotion, 25(6), 1087-1103. doi:
10.1080/02699931.2010.531007
Xu, X., Zhao, Y., Zhao, P., & Yang, J. (2011). Effects of level of processing on emotional memory: Gist and details. Cognition and
Emotion, 25(1), 53-72. doi: 10.1080/02699931003633805
Last updated: 05/14/2012