Cognitive Psychology

Bachelor 2024/2025

Category 'Best Course for Broadening Horizons and Diversity of Knowledge and Skills'

Type: Elective course (Sociology and Social Informatics)

Area of studies: Sociology

Delivered by: Department of Sociology

Where: Saint-Petersburg School of Social Sciences

When: 4 year, 1, 2 module

Mode of studies: offline

Open to: students of all HSE University campuses

Instructors: Evgeniia Alenina

Language: English

ECTS credits: 5

Full Syllabus Ask Question

Abstract

Every day our mind performs incredibly complex computations. It helps us to make sense of sensory information, memorize different things, learn new concepts and categories, make decisions, and creatively solve problems. All these topics are studied by cognitive psychology. The course is designed for students that already have basic knowledge in psychology and want to deepen their understanding of human cognition. Students will learn about the most influential theories and empirical studies of perception, attention, memory, learning, thinking, and consciousness. Seminar activities will help to develop critical thinking and communication competence, while group projects and home assignments promote the ability to apply knowledge to real-life problems.

Learning Objectives

• describe major concepts in cognitive psychology • analyze and critically evaluate theories and empirical studies in cognitive psychology • understand the connection between basic and applied research in cognitive psychology • apply major concepts and theories of cognitive psychology to real-life problems

Expected Learning Outcomes

Apply memory principles to real-life problems
Critically evaluate direct and indirect theories of perception
Critically evaluate theoretical perspectives on human decision-making
Define terms: attention, divided attention, selective attention, inattention blindness, change blindness
Describe and provide examples of memory processes (encoding, storage, and retrieval)
Describe different heuristics and biases in decision-making (anchoring, framing, representativeness, availability, and etc.)
Describe the structure of long-term memory (E. Tulving)
Describe theories of forgetting (displacement, trace decay, repression, interference)
Describe types of sensations and distinguish between distant vs. contact senses; general vs. special senses.
Explain the relationship between applied and basic research in cognitive psychology
Find, evaluate and use the necessary information from different sources in order to develop a critical test that allows to evaluate if an artificial intelligent system is conscious
List the assumptions of the information processing approach to cognition
Describe cognitive psychology as a part of cognitive science
Describe the multi-store memory model (Atkinson & Shiffrin)

Course Contents

Cognitive Psychology: Introduction & Historical Overview
Sensation & Perception. Attention.
Memory
Learning, Thinking, and Decision-Making
Consciousness. Human vs. Artificial Intelligence.
Trends and challenges in cognitive psychology

Assessment Elements

Exam Test
The exam will be in written form (test). The test consists of 30 multiple-choice questions evaluated equally. Students can use handwritten or printed notes during the test (but the time is limited).
Project 1. Memory
There are 2 group projects in the course. Students present the results of their project during seminar classes. Students that were absent during the project presentation have to provide the results of the project in a form of a written report. Group projects have the following evaluation: content of the presentation (0-4), structure (0-3), style (0-2), interaction (0-1). Project 1 is aiming to find or develop a solution for a real-life problem that requires an understanding of how memory works. Make a presentation (up to 10 minutes)
Seminars
Project 2. Criteria for Counsciousness
There are 2 group projects in the course. Students present the results of their project during seminar classes. Students that were absent during the project presentation have to provide the results of the project in a form of a written report. Group projects have the following evaluation: content of the presentation (0-4), structure (0-3), style (0-2), interaction (0-1). Project 2 is aiming to find or develop a critical test that allows to evaluate if an artificial intelligent system is conscious. Make a presentation (10 minutes) or a written report (3-4 pages) describing the results of your project.
Seminars

Interim Assessment

2024/2025 1st module
0.7 * Project 1. Memory + 0.3 * Seminars
2024/2025 2nd module
Seminars (30%) + Project 2 (40%) + Exam test (30%)

Bibliography

Recommended Core Bibliography

Cognitive pragmatics : mindreading, inferences, consciousness, Mazzone, M., 2018
Cognitive psychology : connecting mind, research, and everyday experience, Goldstein, E. B., 2008
Cognitive psychology, Sternberg, R. J., 2009
Eysenck, M. W., & Keane, M. T. (2015). Cognitive Psychology : A Student’s Handbook (Vol. Seventh edition). Hove, East Sussex: Psychology Press. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=955932
Goldstein, E. B., & Hooff, J. van. (2018). Cognitive Psychology: Vol. 1st EMEA edition. Cengage Learning.
In 1974, Baddeley and Hitch proposed a three-component model of working memory. Over the years, this has been successful in giving an integrated account not only of data from normal adults, but also neuropsychological, developmental and neuroimaging data. There are, however, a number of phenomena that are not readily captured by the original model. These are outlined here and a fourth component to the model, the episodic buffer, is proposed. It comprises a limited capacity system that provides temporary storage of information held in a multimodal code, which is capable of binding information from the subsidiary systems, and from long-term memory, into a unitary episodic representation. Conscious awareness is assumed to be the principal mode of retrieval from the buffer. The revised model differs from the old principally in focussing attention on the processes of integrating information, rather than on the isolation of the subsystems. In doing so, it provides a better basis for tackling the more complex aspects of executive control in working memory.
Rastogi, C., Zhang, Y., Wei, D., Varshney, K. R., Dhurandhar, A., & Tomsett, R. (2020). Deciding Fast and Slow: The Role of Cognitive Biases in AI-assisted Decision-making.
Rethinking consciousness : a scientific theory of subjective experience, Graziano, M. S. A., 2019
Thinking and reasoning : an introduction to the psychology of reason, judgment and decision making, Manktelow, K., 2012
Weisberg, R. W., & Reeves, L. (2013). Cognition : From Memory to Creativity. Hoboken, N.J.: Wiley. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=531239
Yaple, Z., & Arsalidou, M. (2018). N-back Working Memory Task: Meta-analysis of Normative fMRI Studies With Children. Child Development, 89(6), 2010–2022. https://doi.org/10.1111/cdev.13080

Recommended Additional Bibliography

Chalmers, D. J. (1996). The Conscious Mind : In Search of a Fundamental Theory. New York: Oxford University Press. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=55770
Dennett, D. C. (2005). Sweet Dreams : Philosophical Obstacles to a Science of Consciousness. Cambridge, Mass: A Bradford Book. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=138505
Levitin, D. J. (2002). Foundations of Cognitive Psychology : Core Readings. Cambridge, Mass: A Bradford Book. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=78136

Authors

Alenina Evgeniia Alekseevna
Ильина Мария Ивановна

Course Syllabus