Langston, Cognitive Psychology Page

Cognitive Psychology Page Professor Will Langston [Syllabus] [Notes] [CogLab] [Exam Essay Questions] [Links] [WRRs]

Messages	4/26/18 Reading day--No class 5/3/18 Final exam, 6 pm-8 pm The final take home questions and study guide are posted below Quiz 3 Quiz 4 Quiz 5 Quiz 6 NOTE: Unit quizzes will be posted in D2L as we go along. I will note in each unit if a quiz is available.
Syllabus	Cognitive Psychology Syllabus [Top]
Course Notes	Course notes, powerpoints, and demonstrations: (NOTE: You are encouraged to review the notes before class. To keep it fresh, and not spoil the demonstrations, maybe wait to review the demonstrations until after class.) CogPsy Notes 1 -- Introduction/History Complete CogLab exercises for Attentional Blink and Muller-Lyer Illusion PowerPoint for notes 1 Strong Inference extra World's smallest horse The Unit 1 quiz is posted Reading: Barlow, D. H., & Nock, M. K. (2009). Why can't we be more idiographic in our research? Perspectives on Psychological Science, 4, 19-21. doi:10.1111/j.1745-6924.2009.01088.x Daniel, D. B., & Poole, D. A. (2009). Learning for life: An ecological approach to pedagogical research. Perspectives on Psychological Science, 4, 91-96. doi:10.1111/j.1745-6924.2009.01095.x Challenges to the paradigm: Proulx, T., & Heine, S. J. (2009). Connections from Kafka: Exposure to meaning threats improves implicit learning of an artificial grammar. Psychological Science, 20, 1125-1131. doi:10.1111/j.1467-9280.2009.02414.x Valla, J. M., & Ceci, S. J. (2011). Can sex differences in science be tied to the long reach of prenatal hormones? Brain organization theory, digit ratio (2D/4D), and sex differences in preferences and cognition. Perspectives on Psychological Science, 6, 134-146. doi:10.1177/1745691611400236 Park, L. E., Young, A. F., Troisi, J. D., & Pinkus, R. T. (2011). Effects of everyday romantic goal pursuit on women's attitudes toward math and science. Personality and Social Psychology Bulletin, 37, 1259-1273. doi:10.1177/0146167211408436 Taylor, V. J., & Walton, G. M. (2011). Stereotype threat undermines academic learning. Personality and Social Psychology Bulletin, 37, 1055-1067. doi:10.1177/0146167211406506 CogPsy Notes 2 -- Pattern Recognition Complete CogLab exercises for Partial Report and Word Superiority PowerPoint for notes 2 The Unit 2 quiz is posted Links: Picture Mars shadow: http://www.snopes.com/photos/supernatural/marsshadow.asp Reading: Lanthier, S. N., Risko, E. F., Stolz, J. A., & Besner, D. (2009). Not all visual features are created equal: Early processing in letter and word recognition. Psychonomic Bulletin and Review, 16, 67-73. doi:10.3758/PBR.16.1.67 Becker, M. W. (2009). Panic search: Fear produces efficient visual search for nonthreatening objects. Psychological Science, 20, 435-437. doi:10.1111/j.1467-9280.2009.02303.x Lindner, I., Echterhoff, G., Davidson, P. S. R., & Brand, M. (2010). Observation inflation: Your actions become mine. Psychological Science, 21, 1291-1299. doi:10.1177/0956797610379860 CogPsy Notes 3 -- Attention Complete CogLab exercises for Signal Detection, Change Detection, and Stroop Effect PowerPoint for notes 3 The Unit 3 quiz is posted Links and demonstrations: Transmogrification: http://www.psych.ubc.ca/~heine/MMMSwitch.wmv Basketball: http://www.youtube.com/watch?v=vJG698U2Mvo http://www.youtube.com/watch?v=1D07neiB7HI http://www.youtube.com/watch?v=EzC_sHTW43c https://www.youtube.com/watch?annotation_id=annotation_444249009&feature=iv&src_vid=EzC_sHTW43c&v=VoWqEwupZHc Signal Detection Examples: HumFacTSDExamples.ppt Person swap: http://www.youtube.com/watch?v=vBPG_OBgTWg The dangers of kaleidoscoping while driving: http://www.theonion.com/articles/new-law-prohibits-kaleidoscoping-while-driving,27173/ Check out some commentary on this one from literally unbelievable: http://literallyunbelievable.org/post/16818216473/people-have-gotten-too-stupid Demonstration for notes 3: Numbers Stroop.ppt Reading: Proulx, T., & Heine, S. J. (2008). The case of the transmogrifying experimenter: Affirmation of a moral schema following implicit change detection. Psychological Science, 19, 1294-1300. doi:10.1111/j.1467-9280.2008.02238.x Kunar, M. A., Carter, R., Cohen, M., & Horowitz, T. S. (2008). Telephone conversation impairs sustained visual attention via a central bottleneck. Psychonomic Bulletin and Review, 15, 1135-1140. doi:10.3758/PBR.15.6.1135 Wolfe, J. M., Horowitz, T. S., & Kenner, N. M. (2005). Rare items often missed in visual searches. Nature, 435, 439-440. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4224304/ Wolfe, J. M., Horowitz, T. S., Van Wert, M. J., Kenner, N. M., Place, S. S., & Kibbi, N. (2007). Low target prevalence is a stubborn source of errors in visual search tasks. Journal of Experimental Psychology: General, 136, 623-638. doi:10.1037/0096-3445.136.4.623 Van Wert, M. J., Horowitz, T. S., & Wolfe, J. M. (2009). Even in correctable search, some types of rare targets are frequently missed. Attention, Perception, and Psychophysics, 71, 541-553. doi:10.3758/APP.71.3.541 Navon, D. (1984). Resources--a theoretical soup stone? Psychological Review, 91, 216-234. http://dx.doi.org/10.1037/0033-295X.91.2.216 (Note: It's an APA paper, so to get it for free you have to go to the library database page and search it in PsycInfo.) CogPsy Notes 4 -- Short Term/Working Memory Complete CogLab exercises for Memory Span, Sternberg Search, and Operation Span PowerPoint for notes 4 The Unit 4 quiz is posted Links and demonstrations: Demonstrations for notes 4: Free recall, Interference vs. Decay, Release from PI Reading: Ashcraft, M. H., & Krause, J. A. (2007). Working memory, math performance, and math anxiety. Psychonomic Bulletin & Review, 14, 243-248. Morrison, A. B., & Chein, J. M. (2011). Does working memory training work? The promise and challenges of enhancing cognition by training working memory. Psychonomic Bulletin & Review, 18, 46-60. doi:10.3758/s13423-010-0034-0 McCabe, D. P. (2010). The influence of complex working memory span task administration methods on prediction of higher level cognition and metacognitive control of response times. Memory & Cognition, 38, 868-882. doi:10.3758/MC.38.7.868 Vandierendonck, A. (2016). A working memory system with distributed executive control. Perspectives on Psychological Science, 11, 74-100. http://dx.doi.org/10.1177/1745691615596790 Melby-Lervag, M., Redick, T. S., & Hulme, C. (2016). Working memory training does not improve performance on measures of intelligence or other measures of "far transfer": Evidence from a meta-analytic review. Perspectives on Psychological Science, 11, 512-534. http://dx.doi.org/10.1177/1745691616635612 CogPsy Notes 5 -- Imagery Complete CogLab exercise for Mental Rotation PowerPoint for notes 5, add-on The Unit 5 quiz is posted Links and demonstrations: Demonstrations for notes 5: Concreteness, Pegwords, Generation Effect Reading: Zwaan, R. A., & Yaxley, R. H. (2003). Spatial iconicity affects semantic relatedness judgments. Psychonomic Bulletin and Review, 10, 954-958. Kozhevnikov, M., Louchakova, O., Josipovic, Z., & Motes, M. A. (2009). The enhancement of visuospatial processing efficiency through Buddhist Deity meditation. Psychological Science, 20, 645-653. doi:10.1111/j.1467-9280.2009.02345.x CogPsy Notes 6 -- Episodic Long Term Memory Complete CogLab exercises for Serial Position and Levels of Processing PowerPoint for notes 6 The Unit 6 quiz is posted Links and demonstrations: Demonstrations for notes 6: Long term recency, Maintenance rehearsal, Levels of processing Reading: Cepeda, N. J., Vul, E., Rohrer, D., Wixted, J. T., & Pashler, H. (2008). Spacing effects in learning: A temporal ridgeline of optimal retention. Psychological Science, 19, 1095-1102. doi:10.1111/j.1467-9280.2008.02209.x Kornell, N., & Bjork, R. A. (2008). Learning concepts and categories: Is spacing the "enemy of induction"? Psychological Science, 19, 585-592. doi:10.1111/j.1467-9280.2008.02127.x Hintzman, D. L. (2011). Research strategy in the study of memory: Fads, fallacies, and the search for the "coordinates of truth." Perspectives on Psychological Science, 6, 253-271. doi:10.1177/1745691611406924 Miele, D. B., Finn, B., & Molden, D. C. (2011). Does easily learned mean easily remembered? It depends on your beliefs about intelligence. Psychological Science, 22, 320-324. doi:10.1177/0956797610397954 Payne, J. D., & Kensinger, E. A. (2010). Sleep's role in the consolidation of emotional episodic memories. Current Directions in Psychological Science, 19, 290-295. doi:10.1177/0963721410383978 Chew, S. L. (2010). Improving classroom performance by challenging student misconceptions about learning. Observer, 23(4), 51-54. http://psychologicalscience.org/observer/getArticle.cfm?id=2666 Gurung, R. A. R., & McCann, L. I. (2011). How should students study? Tips, advice, and pitfalls. Observer, 24(4), 33-35. http://www.psychologicalscience.org/index.php/publications/observer/2011/april-11/how-should-students-study-tips-advice-and-pitfalls.html CogPsy Notes 7 -- Processing Complete CogLab exercise for Encoding Specificity PowerPoint for notes 7, LT&ITCBrownbag.ppt Links and demonstrations: Demonstrations for notes 7: Levels of processing variation, Cued recall, Episodic wrapup, Constructive memory CogPsy Notes 8 -- Semantic Long Term Memory Complete CogLab exercise for Lexical Decision and False Memory PowerPoint for notes 8 Links and demonstrations: Demonstrations for notes 8: Trained Perceptron, Perceptron Learning Reading: French, C. C., & Richards, A. (1993). Clock this! An everyday example of a schema-driven error in memory. British Journal of Psychology, 84, 249-253. Karpicke, J. D., & Roediger, H. L. (2008). The critical importance of retrieval for learning. Science, 319, 966-968. doi: 10.1126/science.1152408 Carpenter, S. K., Pashler, H., Wixted, J. T., & Vul, E. (2008). The effects of tests on learning and forgetting. Memory & Cognition, 36, 438-448. doi:10.3758/MC.36.2.438 Finn, B., & Metcalfe, J. (2010). Scaffolding feedback to maximize long-term error correction. Memory & Cognition, 38, 951-961. doi:10.3758/MC.38.7.951 Fazio, L. K., Agarwal, P. K., Marsh, E. J., & Roediger, H. L. (2010). Memorial consequences of multiple choice testing on immediate and delayed tests. Memory & Cognition, 38, 407-418. doi:10.3758/MC.38.4.407 For more on the effect of retrieval on learning, you can view Roediger's Psychonomic Society keynote here (scroll down for it): http://www.psychonomic.org/annual-meeting.html Wilson, S., Darling, S., & Sykes, J. (2011). Adaptive memory: Fitness relevant stimuli show a memory advantage in a game of pelmanism. Psychonomic Bulletin & Review, 18, 781-786. doi:10.3758/s13423-011-0102-0 CogPsy Notes 9 -- Categorization Complete CogLab exercise for Prototypes PowerPoint for notes 9 Reading: Kole, J. A., Healy, A. F., Fierman, D. M., & Bourne, L. E., Jr. (2010). Contextual memory and skill transfer in category search. Memory and Cognition, 38, 67-82. doi: 10.3758/MC.38.1.67 CogPsy Notes 10 -- Interesting Cognitive Stuff PowerPoint for notes 10 Reading: Schmader, T., Forbes, C. E., Zhang, S., & Mendes, W. B. (2009). A metacognitive perspective on the cognitive deficits experiencd in intellectually threatening environments. Personality and Social Psychology Bulletin, 35, 584-596. doi:10.1177/0146167208330450 Berman, M. G., Jonides, J., & Kaplan, S. (2008). The cognitive benefits of interacting with nature. Psychological Science, 19, 1207-1212. doi:10.1111/j.1467-9280.2008.02225.x Rajaram, S., & Pereira-Pasarin, L. P. (2010). Collaborative memory: Cognitive research and theory. Perspectives on Psychological Science, 5, 649-663. doi:10.1177/1745691610388763 Barber, S. J., Rajaram, S., & Aron, A. (2010). When two is too many: Collaborative encoding impairs memory. Memory & Cognition, 38, 255-264. doi:10.3758/MC.38.3.255 (This doi seems to link to the journal and not the particular article. You will need to go to the correct volume and issue number, and then scroll to the page number for the article. The pdf will be available there.) Koch, S., Holland, R. W., Hengstler, M., & van Knippenberg, A. (2009). Body locomotion as regulatory process: Stepping backward enhances cognitive control. Psychological Science, 20, 549-550. doi:10.1111/j.1467-9280.2009.02342.x CogPsy Notes 11 -- Language--Structure PowerPoint for notes 11 Notes 11 extra parsing examples Reading: Speer, N. K., Reynolds, J. R., Swallow, K. M., & Zacks, J. M. (2009). Reading stories activates neural representations of visual and motor experiences. Psychological Science, 20, 989-999. doi:10.1111/j.1467-9280.2009.02397.x Sherman, G. D., & Clore, G. L. (2009). The color of sin: White and black are percptual symbols of moral purity and pollution. Psychological Science, 20, 1019-1025. doi:10.1111/j.1467-9280.2009.02403.x CogPsy Notes 12 -- Language--Meaning PowerPoint for notes 12 Reading: Goldin-Meadow, S., Cook, S. W., & Mitchell, Z. A. (2009). Gesturing gives children new ideas about math. Psychological Science, 20, 267-272. doi:10.1111/j.1467-9280.2009.02297.x Freina, L., Baroni, G., Borghi, A. M., & Nicoletti, R. (2009). Emotive concept nouns and motor responses: Attraction or repulsion? Memory and Cognition, 37, 493-499. doi:10.3758/MC.37.4.493 Nelson, L. D., & Simmons, J. P. (2007). Moniker maladies: When names sabotage success. Psychological Science, 18, 1106-1112. doi:10.1111/j.1467-9280.2007.02032.x Kelly, S. D., Ozyurek, A., & Maris, E. (2010). Two sides of the same coin: Speech and gesture mutually interact to enahnce comprehension. Psychological Science, 21, 260-267. doi:10.1177/0956797609357327 Ziegler, J. C., et al. (2010). Orthographic depth and its impact on universal predictors of reading: A cross-language investigation. Psychological Science, 21, 551-559. doi:10.1177/0956797610363406 Goksun, T., Hirsh-Pasek, K., & Golinkoff, R. M. (2010). Trading spaces: Carving up events for learning language. Perspectives on Psychological Science, 5, 33-42. doi:10.1177/1745691609356783 McCrudden, M. T., Magliano, J. P., & Schraw, G. (2011). The effect of diagrams on online reading processes and memory. Discourse Processes, 48, 69-92. On eReserve at the library. The password is "lang6190" Nittrouer, S., & Pennington, B. (2010). New approaches to the study of childhood language disorders. Current Directions in Psychological Science, 19, 308-313. doi:10.1177/0963721410383976 CogPsy Notes 13 -- Reasoning and Decision Making Complete CogLab exercises for Wason Selection, Decision Making, Monty Hall, and Typical Reasoning PowerPoint for notes 13 Reading: Gigerenzer, G., Gaissmaier, W., Kurz-Milcke, E., Schwartz, L. M., & Woloshin, S. (2007). Helping doctors and patients make sense of health statistics. Psychological Science in the Public Interest, 8, 53-96. Editorial doi:10.1111/j.1539-6053.2008.00033_1.x Article doi:10.1111/j.1539-6053.2008.00033.x Stewart, N. (2009). The cost of anchoring on credit-card minimum repayments. Psychological Science, 20, 39-41. doi:10.1111/j.1467-9280.2008.02255.x Tykocinski, O. E. (2008). Insurance, risk, and magical thinking. Personality and Social Psychology Bulletin, 34, 1346-1356. doi:10.1177/0146167208320556 Labroo, A. A., Lambotte, S., & Zhang, Y. (2009). The "name-ease" effect amd its dual impact on importance judgments. Psychological Science, 20, 1516-1522. doi:10.1111/j.1467-9280.2009.02477.x Fischer, P., et al. (2009). The racing-game effect: Why do video racing games increase risk-taking inclinations? Personality and Social Psychology Bulletin, 35, 1395-1409. doi:10.1177/0146167209339628 CogPsy Notes 14 -- Human Factors PowerPoint for notes 14 Links and demonstrations: http://baddesigns.com/ http://infiniteuser.com/category/bad-design/ http://www.youtube.com/watch?v=CTI-QsTAuTw&feature=related [Top]
CogLab	We will do at least one CogLab exercise most weeks. You will need CogLab with online access code. You can buy the online only version here (recommended): http://www.cengagebrain.com/shop/isbn/9781285461083 To set up, go to the instructions page for our class: StudentInstructions.html You should print the instructions and follow the steps to set up your account. Once you have an account, you can participate in experiments. To participate, go to https://coglab.cengage.com/ Choose the experiment and follow the instructions. CogLab experiments need to be completed before class each week. I will use your data as part of the lecture for the week. [Top]
Exam Essays	Everyone should submit an essay question for each exam. Here are the properties of a good question: Integrate material from more than one section of the class. Have a clear answer (it should take some thinking to get the answer, but at least one obviously correct answer should exist). It should take around one page of typed, double-spaced essay to answer well (it can take less as long as it meets the other criteria; it should not take more). You're not actually giving me the answer, just the question. Copying notes or book material should not be a sufficient answer, it should engage you in thinking about the material. Here is a sample take-home question to give you a guide. Procedure: Submit a question by the beginning of the class before the exam (put "cognitive psychology exam essay question" in the subject line of your email). I will pick 7 (I reserve the right to edit) and post those below. If none of the questions address the final unit before each exam, I will pad with questions addressing that unit; that will reduce the number of student essays picked. If I pick your question, you get 5 bonus points. This part is intended to be take home. You complete all 7 before the exam, 3 are on the exam. Those 3 will be turned in. You should bring completed essays with you. The final will have all of the essays in the set of potential questions, and I will pick 4. At least 2 of those will be from the last unit. In other words, if you do all 7 each time, 2 of the left-overs can be used on the final. The best answers (determined at my sole discretion) will get 5 bonus points. You may get bonus points for answering your own question. These are unclickable until it's exam time. Exam 1 take-home essays: pdf Exam 1 study guide: pdf Exam 2 take-home essays: pdf Exam 2 study guide Final take-home essays: pdf Final study guide: pdf [Top]
Links	Some visual/perceptual illusions can be found at: http://www.michaelbach.de/ot/ and http://www.planetperplex.com/en/index.html Illusion of the year contest: http://illusionoftheyear.com/ Dancer: http://www.perthnow.com.au/fun-games/left-brain-vs-right-brain/story-e6frg46u-1111114517613?from=valueAdd (thanks to Carolyn Hopper) Human factors and design. baddesigns.com. Lots of reaction paper material here. Here's a nice sentence diagramming problem for those who enjoy these sorts of things. Fans of spelling, etc. will enjoy this straight dope column on letter frequencies (with a "swiss cheese holes are bacteria farts" bonus). For the "Can you raed this?" text, here is a pretty good discussion of problems with the hypothesis. Conditionals and biconditionals: Logic page: http://www2.drury.edu/cpanza/2.4.html And: http://math.tutorvista.com/discrete-math/bi-conditional-statements.html Suggest a link: Email me. [Top]
Reaction Papers	I will only accept papers sent via email. Name your paper YourlastnameWRR#. For example, my third paper would be LangstonWRR3. (It will end in .doc or .docx) I can't return papers to non-MTSU email addresses, so please send your report from your MTSU email address. Remember, reactions are the amount of material that will fit on a one page, double-spaced, typed document. Part of the exercise is for you to get right to your point and justify it briefly. Sources are open, but I'd prefer some element of empirical research. So, if you see something in the newspaper and want to react to it, try to track down the original research. Or, find some research that supports or refutes the information in the newspaper and discuss that. Show me that you're thinking, include some cognitive stuff, and read some of the primary literature and I will be pleased. You may also use CogLab as a source for ideas. What will get me excited about a reaction paper: React based on something else you've learned in the class ("when we discussed language, you said...but this article said..." or "here's another example of..."). Bring things together in a new and interesting way. React based on something you know about your area of psychology that relates to Cognitive Psychology. How does this idea lead to new research questions? Make me say "this person is insane, but that's a really cool idea." Explore absurd places to take the research. What won't get me excited about a reaction paper: "This article was really easy/hard to read/understand." A personal anecdote; overturning data with an anecdote "There were only five participants in the study which seems like too few." I don't want a showboating critique, talk to me about ideas. Two pages of summary followed by "I really liked this article." A "reflection." In fact, calling it a reflection report will piss me off. Remember: If you choose an article that I decide to incorporate in the class notes in the future, I will give you extra points (at least two, maybe more if it's really good). What are the evaluation criteria for a reaction report? "But, what is the comment?" Here's a model reaction paper. [Top]

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