PSYC3012: Semester 1, 2022

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Units PSYC3012 Semester 1 2022 [Normal day]

Unit outline_

PSYC3012: Cognitive Psychology

Semester 1, 2022 [Normal day] - Remote

Overview

This unit extends the theories and methods of investigating memory and attentional processes discussed in PSYC2013/PSYC2016 to consider a number of domains of higher cognitive processing including memory, language, object and face recognition, categorisation, and reasoning. An integrating theme of the course will be how such cognitive capacities contribute to skilled behaviour and expertise across a range of domains of human behaviour, and how they are implemented in artificial intelligence systems. The practical program will expose students to a variety of the research methods used to investigate higher cognitive processes, develop their understanding of how these methods can be used to investigate hypotheses about mental processes and consider applications of cognitive research to real-world problems and issues.

Unit details and rules

Academic unit	Psychology Academic Operations
Credit points	6
Prerequisites ?	PSYC2012 and (PSYC2013 or PSYC2016)
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Irina Harris, irina.harris@sydney.edu.au

Type	Description	Weight	Due	Length
Final exam (Take-home short release)	Final Exam See Canvas for details.	50%	Formal exam period	3 hours
Outcomes assessed:
Tutorial quiz	Quiz 1 See Canvas for details.	5%	Week 05	See Canvas for details.
Outcomes assessed:
Tutorial quiz	Quiz 2 See Canvas for details.	5%	Week 08	See Canvas for details.
Outcomes assessed:
Assignment	Research Report See Canvas for details.	35%	Week 10 Due date: 02 May 2022 at 23:59 Closing date: 30 May 2022	See Canvas for details.
Outcomes assessed:
Tutorial quiz	Quiz 3 See Canvas for details.	5%	Week 12	See Canvas for details.
Outcomes assessed:
= hurdle task ? = Type D final exam ?

Assessment summary

Quizzes: If you miss any of the Quizzes, you may apply for Special Consideration, from which the only outcome is a reweighting of the Quiz you missed. If you do not complete any of the Quizzes and are not awarded Special Consideration for them, you will just receive 0 for the Quiz you missed.
Research Report: If you do not attempt the Research Report by the closing date, you may apply for Special Consideration, from which the only outcome is a replacement assessment. If you do not attempt the Research Report by the closing date and are not awarded Special Consideration, you will just receive 0 for the Research Report.
Final Exam: If you do not attempt the Final Exam, you will need to apply for Special Consideration, from which the only outcome is a replacement exam. If you do not attempt the Final Exam and are not awarded Special Consisderation, you will receive an Absent Fail (AF) grade for this unit, as the Final Exam is a compulsory assessment.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
Week 01	Introduction; Object recognition	Lecture (1 hr)
Week 01	Object recognition	Lecture (1 hr)
Week 02	Objects vs faces	Lecture (1 hr)
	Face recognition	Lecture (1 hr)
	Face and Object Recognition	Tutorial (2 hr)
Week 03	Memory and Forgetting 1	Lecture (1 hr)
	Memory and Forgetting 2	Lecture (1 hr)
	1. PRAC EXPERIMENT; 2. Bilingualism	Tutorial (2 hr)
Week 04	Memory and Forgetting 3	Lecture (1 hr)
	Language and thought	Lecture (1 hr)
	Implicit Learning	Tutorial (2 hr)
Week 05	Developmental language disorders	Lecture (1 hr)
	Reading development	Lecture (1 hr)
	1. Quiz 1; 2. Developmental Disorders	Tutorial (2 hr)
Week 06	Skilled reading	Lecture (1 hr)
	Theories of reading	Lecture (1 hr)
	RESEARCH REPORT DISCUSSION	Tutorial (2 hr)
Week 07	Reading instruction	Lecture (1 hr)
	Reasoning and logic	Lecture (1 hr)
	Teaching reading	Tutorial (2 hr)
Week 08	Theories of reasoning	Lecture (1 hr)
	Probabilistic approaches	Lecture (1 hr)
	1. Quiz 2; 2. Reasoning 1	Tutorial (2 hr)
Week 09	Basic concepts in skilled behaviour	Lecture (1 hr)
Week 09	How do experts differ from novices	Lecture (1 hr)
Week 10	Determining the limits of expertise	Lecture (1 hr)
	Integrating reasoning and skill	Lecture (1 hr)
	Reasoning 2	Tutorial (2 hr)
Week 11	Similarity and Knowledge Representation 1	Lecture (1 hr)
	Similarity and Knowledge Representation 2	Lecture (1 hr)
	Skill acquisition	Tutorial (2 hr)
Week 12	Applications to education and industry 1	Lecture (1 hr)
	Applications to education and industry 2	Lecture (1 hr)
	1. Quiz 3; 2. Categorisation	Tutorial (2 hr)
Week 13	Causal thinking, beliefs, and misinformation 1	Lecture (1 hr)
Week 13	Causal thinking, beliefs, and misinformation 2	Lecture (1 hr)

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

Textbook:

Cognitive Processes: Eysenck, M.W. & Keane, M.T. (2020). Cognitive Psychology: A student handbook (8th edition). New York: Psychological Press.

Note that the 2015 edition (7th ed) is also acceptable if you have that one from a previous course. Both editions will also be available in electronic format via the library.

Addtional recommended readings will be listed on Canvas.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. Display basic knowledge and understanding of major concepts, theoretical perspectives, empirical findings, and historical trends in cognitive psychology
LO2. Demonstrate ability to describe, explain and evaluate research studies examining cognitive processes involved in language, visual recognition, memory, reasoning and skilled behaviour.
LO3. Develop the ability to locate, collect, analyse, manage, integrate and convey information using appropriate resources, tools, methods and strategies.
LO4. Understand the issues involved in designing and conducting research to investigate cognitive psychological questions
LO5. Develop and apply critical and creative thinking, sceptical inquiry, and the scientific approach to solve problems related to cognitive psychology.
LO6. Use reasoning and evidence to recognise, develop, defend, and criticise arguments and persuasive appeals
LO7. Communicate effectively in a variety of formats in a manner that is appropriate to the audience and the context.
LO8. Work productively, collaboratively and openly across diverse groups, demonstrating understanding of the complexity of sociocultural, linguistic and international diversity.
LO9. Use information in an ethical manner and learn to recognise and promote ethical practice in research
LO10. Understand and apply psychological principles in interdisciplinary contexts; integrate and synthesise multiple viewpoints to work effectively across disciplinary boundaries.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

Some revisions will be made to lecture topics to reduce the amount of content covered.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

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