Contact Information
General Course Information
Topic calendar: Lecture: MTuWTh 8-10:15; Hamilton 318
Course Readings

Textbook: Ashcraft, M. H. (1994). Human memory and cognition. NY: Harper Collins.

Course Description & Objective. The purpose of the class is to give a broad overview of cognitive psychology (and when I say "broad" I'm not kidding). We'll cover topics including: perception & attention, memory, language, and problem solving. Clearly, this covers a lot of ground, so it is important that you keep up with the readings and attend the classes.

Course Requirements. Your grade will be based on your performance a paper (40%), one or more presentations (35%), and participation in class (25%). The paper exersize will consist of a short literature review and proposal of an experiment (there are no expectations that the experiment need ever actually be performed) that applies one or more of the topics covered in this course. You will also be asked to present one or more articles to the class, and lead a discussion (the number of presentations required will be determined by class size). I envision that the course will be a combination of lectures (by me), presentations, and open discussion. To encourage discussion, 25% of your grade will be based on participation in class.

MTuWTh, 8-10:15; Hamilton 318

Date	Tentative topic calendar	Readings
June 2	Introduction to Cognitive Psychology	Ashcraft, chpt 1
June 3	The Human Information Processing System	Ashcraft, chpt 2
June 4&5	Perception and Attention	Ashcraft, chpt 3 Kanwisher & Driver Posner Pashler Jacoby & Kelley Tipper
June 9&10	Memory: Short-term and Working	Ashcraft, chpt 4 Cowan Cowan, Wood, & Borne Anderson & Schooler
June 11-17	Memory: Long-term, Episodic & Semantic	Ashcraft, chpt 5, 6, 7 Hertel Loftus Tulving Estes Nelson Springer & Murphy Schacter,Church, &Treadwell Rovee-Collier Craik Wheeler & Roediger
June 18,19, 24,25	Language: Comprehension, Production, & Development	Ashcraft, chpt 8, 9 Fillenbaum Gleitman & Gleitman Bentin, Hammer, & Cahan Gernsbacher Rayner Cornell, Fromkin, Mauner
June 26&30	Decision Making & Problem Solving	Ashcraft, chpt 11, 12 Bauer & Johnson-Laird Kahneman Tversky & Shafira Tversky & Shafirb Reyna & Ellis
July 1	Current Directions in Cognitive Psychology	Ashcraft, chpt 13 Klatzky; Anderson; Keil McCloskey Seidenberg
July 2	**************************** Papers Due at 5 PM ****************************

(notes: I'm going to go ahead and skip chapter 10; also, on June 23, and maybe 24 we'll have presentations of your paper proposal projects)

Course Readings

• Jacoby, L. L. & Kelley, C. M. (1992). A process-dissociation framework for investigating unconscious influences: Freudian slips, projective tests, subliminal perception, and signal detection theory. Current Directions in Psychological Science, 1, 174-179.
• Kanwisher, N. & Driver, J. (1992). Objects, attributes, and visual attention: Which, what, and where. Current Directions in Psychological Science, 1, 26-31.
• Pashler, H. (1992). Attentional limitations in doing two tasks at the same time. Current Directions in Psychological Science, 1, 44-48.
• Posner, M. I. (1992). Attention as a cognitive and neural system. Current Directions in Psychological Science, 1, 11-14.
• Tipper, S. P. (1992). Selection for action: The role of inhibitory mechanisms. Current Directions in Psychological Science, 1, 105-109.

• Anderson, J. R. & Schooler, L. J. (1991). Reflections of the environment in memory. Psychological Science, 2, 396-408.
• Cowan, N. (1994). Mechanisms of verbal short-term memory. Current Directions in Psychological Science, 3, 185-189.
• Cowan, N. Wood, N. L., & Borne, D. N. (1994). Reconfirmation of the short-term storage concept. Psychological Science, 5, 103-106.

• Hertel, P. T. (1994). Depression and memory: Are inpairments remediable through attentional controlCurrent Directions in Psychological Science, 3, 190-193.
• Loftus, E. F. (1992). When a lie becomes memory's truth: Memory distortion after exposure to misinformationCurrent Directions in Psychological Science, 1, 121-123.
• Tulving, E. (1993). What is episodic memory? Current Directions in Psychological Science, 2, 67-70.

• Estes, W. K. (1993). Concepts, categories, and psychological science. Psychological Science, 4, 143-153.
• Nelson, K. (1993). The psychological and social origins of autobiographical memory. Psychological Science, 4, 7-14.
• Springer, K. & Murphy, G. L. (1992). Feature availability in conceptual combination. Psychological Science, 3, 111-117.

• Craik, F. I. M. (1994). Memory changes in normal aging.Current Directions in Psychological Science, 3, 155-158.
• Rovee-Collier, C. (1993). The capacity for long-term memory in infancy. Current Directions in Psychological Science, 2, 130-135.
• Schacter, D. L., Church, B., Treadwell, J. (1994). Impicit memory in amnesic patients: Evidence for spared auditory priming. Psychological Science, 5, 20-25.
• Wheeler, M. A. & Roediger, H. L. (1992). Disparate effects of repeated testing: Reconciling Ballard's (1913) and Bartlett's (1932) results. Psychological Science, 3, 240-245.

• Fillenbaum, S. (1993). Psycholinguistics at the Max Planck Institute for psycholinguistics. Psychological Science, 4, 24-27.
• Gleitman, L. R., & Gleitman, H. (1992). A picture is worth a thousand words, but that's the problem: The role of syntax in vocabulary acquisition. Current Directions in Psychological Science, 1, 31-35.

• Bentin, S., Hammer, R., & Cahan, S. (1991). The effects of aging and first grade schooling on the development of phonolgical awareness. Psychological Science, 2, 271-274.
• Cornell, T. L., Fromkin, V. A., & Mauner, G. (1993). A linguistic approach to language processing in Broca's aphasia: A paradox resolved. Current Directions in Psychological Science, 2, 47-52.
• Gernsbacher, M. A. (1993). Less skilled readers have less efficient suppression mechanisms. Psychological Science, 4, 294-298.
• Rayner, K. (1993). Eye movements in reading: Recent developments. Current Directions in Psychological Science, 2, 81-85.

• Bauer, M. I. & Johnson-Laird, P. N. (1993). How diagrams can improve reasoning. Psychological Science, 372-378.
• Kahneman, D. (1991). Judgment and decision making: A personal view. Psychological Science, 2, 142-145.
• Reyna, V. F. & Ellis, S. C. (1994). Fuzzy-trace theory and framing effects in children's risky decision making. Psychological Science, 5, 275-279.
• Tversky, A. & Shafir, E. (1992a). Choice under conflict: The dynamics of deferred decision. Psychological Science, 3, 358-361.
• Tversky, A. & Shafir, E. (1992b). The disjunction effect in choice under uncertainty. Psychological Science, 3, 305-309.

• *Klatzky, R. L. (1991). A festschrift for cognitive science. Psychological Science, 2, 283-285.
• *Anderson, J. A. (1991). Comments on Foundations of Cognitive Science. Psychological Science, 2, 283, 285-287.
• *Keil, F. C. (1991). On being more than the sum of the parts: The conceptual coherence of cognitive science. Psychological Science, 2, 283,287-293.
• McCloskey, M. (1991). Networks and theories: The place of connectionism in cognitive science. Psychological Science, 2, 387-395.
• Seidenberg, M. S. (1993). Connectionist models and cognitive theory. Psychological science, 4, 228-235.