Ambedkar University, Delhi
Proposal for Launch of a Course
(To be approved by the Board of Studies and the Academic Council)
[Attach additional pages as necessary.]
1. Title of the Course: Human Cognition
2. Name of the School/ Centre proposing the course: School of Undergraduate Studies
3. Programme(s) which this course can be a part of: BA Honours Programmes
4. Level at which the course can be offered: Undergraduate level
5. If it is a stand-alone course, how can it be scheduled: (e.g., as a summer/winter course,
semester-long course, regular or evening course, weekend course, etc) Not Applicable:
Semester-Long Course
6. Proposed date (semester) of launch: Already launched.
7. Course team (coordinator, team members etc): Gangmumei Kamei
8. Rationale for the course (Statement of maximum 250 words. Remark on the institutional
vision, how it fits into the programme(s), availability of literature and resources, expertise
in AUD faculty or outside, how it would be beneficial to those who take this course, etc):
The course will benefit the beginners by opening the window to the world of
Psychology and how our mind works. Most of the readings will be based on text
books and recent developments in the discipline through some journals and
magazines. This course will be taught by a single faculty and at times there will be
special lectures on certain topics by expert members in the area.
9. Write the categories applicable for the course from those given below:
Discipline (core required for Psychology/ core optional for Psychology)
10. Brief (max. 250 words) course description: This is a compulsory course for those
pursuing a Major in Psychology. It is also available to students of other streams as
an optional discipline course in Psychology. This course introduces students to the area
of human cognition: what are the ways in which we come to know ourselves and the world
in which we live. Questions such as how does the human mind develop, how do we perceive
and remember, how is intelligence understood, how does culture influence what we know
will be taken up. The course will cover the historical development of the field of cognitive
psychology, approaches to cognition, and contemporary issues in thought and memory.
11. Specific requirements on the part of students who can be admitted to this course:
(Prerequisites or prior knowledge level etc): No specific requirements needed.
12. Course details: (Course objectives, contents, reading list, instructional design, schedule of
course transaction on the semester calendar with a brief note on each module)
The objective of this course is to introduce the discipline of Psychology to the
students and how our human cognition develop, function and applied in our
everyday life.
The contents of this course are: \
a.i. What is Cognition? This module introduces students to the field of
cognitive psychology and the information processing model, the underlying
assumptions of the cognitive approach, its primary domains- perception,
attention, consciousness, memory, imagery, language, thinking and
intelligence. A brief history of the field will be traced through early
associationism and introspectionism, to modern developments in
communication theory, linguistics, and computer sciences.
a.ii. Theories of Cognitive Development: In this module, cognition will be
approached through the route of developmental psychology. Two of the
most famous theories of cognitive development in the twentieth centurythat of Jean Piaget and Lev Vygotsky will be taken up in detail to examine
how the human mind develops in the early phases of one’s life. Students will
be additionally exposed in brief to the cognitive neuroscience approach.
Instances of cognitive impairment will also be discussed.
a.iii. Attention: Given the flood of information around us, how do we use our
attention selectively? How is concentration made possible? Is attention
deliberate or automatic? This module takes the students through answers to
these questions.
a.iv. Memory: In this module, we take up the question that has long fascinated
philosophers and psychologist: how do people remember. Do we have
different types of memories for different kinds of information? Can memory
be improved? The structures and processes in memory will be taken up
through different models. Students will also learn about mnemonicsmethods for improving memory.
a.v. Intelligence and Creativity: This module exposes students to the
definitional problems in intelligence and creativity. Theories of intelligence
beginning with the factor theories to cognitive-contextual theories of
Sternberg and Gardner will be taken up. A brief foray into the idea of
artificial intelligence will also be made, through the use of film material.
a.vi. Language: In this module, we take up cognitive psychology’s treatment of
language as a system of communication and information exchange between
minds through sounds and symbols. What comes first: language or thought?
Are the essential components of language innate and universal? Or do
people who speak different languages conceive of the world in different
ways? Chomsky’s theory and the linguistic-relativity hypothesis will be
taken up in detail.
a.vii. Culture and Cognition: In this module, contemporary ideas on the role of
culture in cognition will be taken up. How do people in different cultures
process information? How does cultural context influence learning, memory,
intelligence? Films can be used for an anthropological understanding of the
above.
Reading List:

Solso R.L. (2001), ‘Introduction and the Neural basis of Cognition’, Cognitive
Psychology (Sixth ed.), Pearson: Delhi, (p. 1-33)

Braisby N. & Gellatly A. (2005), ‘Foundations of Cognitive Psychology’,
Cognitive Psychology, OUP, (p. 1-32)

Goswami U. (2008), ‘Theories of cognitive
Development: The Learning Brain, Psypress: NY.

Baron-Cohen, S, (2002) The extreme male brain theory of autism. Trends in
Cognitive Sciences, 6, 248-254.

Peter Carruthers (2008). Language in Cognition. In E. Margolis, R. Samuels & S.
Stich (eds.), The Oxford Handbook of Philosophy of Cognitive Science. Oxford
University Press.

Boroditsky, L. (2003). Linguistic Relativity. In Nadel, L. (Ed.) Encyclopedia of
Cognitive Science. MacMillan Press: London, UK, pages 917-921.

Nisbett R. & Norenzayan A. ‘Culture and Cognition’ D. L. Medin (Ed.) Stevens’
Handbook of Experimental Psychology, Third Edition
development,’
Cognitive
Instructional Design:
This course will be taught in the lecture mode coupled with group
discussions, documentaries, special module related movie screenings etc.
Schedule of course transaction:
Each module will be taught in two weeks time and in some instances may be
lesser or longer depending upon the students requirements and interests.
13. Assessment methodology: Take home assignments, Paper reviews, Class test, Group
discussions, Classroom presentations, Mid Semester Exam, End Semester Exam etc.
14.
Proposed enrolment ceiling (max. number of students to be admitted):
(?)
15. Special needs in terms of expertise of faculty, facilities, requirements in terms of studio,
lab, clinic, library, classroom and others instructional space, linkages with external
agencies (e.g., with field-based organizations, hospital) etc: No special requirements
needed as of now.
Signature(s) of Course Coordinator(s)
Note:
1. Modifications on the basis of deliberations in the Board of Studies may be incorporated
and the revised proposal should be submitted to the Academic Council.
2. In certain special cases, where a course does not belong to any particular school, the
proposal may be submitted directly to the Academic Council.
Recommendation of the Board of Studies:
The proposal for course entitled ………………………………………….was discussed by the
Board of Studies in its ………………………meeting held on…………………………and has
been approved in the present form.
Signature of the Dean of the School