Psy 11 - SLM 1 (Cognitive Psychology) PDF

Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited...

Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited LSPU Self-Paced Learning Module (SLM) Course Cognitive Psychology Sem/AY First Semester/2024-2025 Module No. 1 Lesson Title 1: Introduction to Cognitive Psychology 2: Cognitive Neuroscience Week 3 Duration Description 1: The lesson discusses the definition, historical background, and factors relating to of the understanding cognitive psychology such as intelligence and other researches. Lesson 2: The lesson discusses concepts about the anatomy and functions of the brain on how this relates to the cognitive processes. Learning Outcomes Intended Students should be able to meet the following intended learning outcomes: Learning To know foundations of cognitive psychology and establish practical research methods Outcomes used in the study of human mind and thinking and to recognize the structure of the brain, its functions, and different causes and effects that alters brain’s ability to perceive things in the environment. Targets/ At the end of the lesson, students should be able to: Objectives To understand the foundation of cognitive psychology; improve understanding of how people processes cognition; apply learned cognitive processes in different cognitive tasks; characterize the anatomy of the brain; determine the functions of the brain in relation to cognition; and explore on the different disorders that affects the brain’s capacity for cognitive processes. Student Learning Strategies Online Activities Discussion (Synchronous/ Students will be directed to attend a face-to-face class discussion every week and Asynchronous) online discussion via Google Meet and link is posted via Google Classroom. Submission of Performance Tasks Submission of performance tasks is discussed every class discussion and students are required to submit via Google Classroom. Student’s Questions For further questions raised regarding the lessons and activities, students are encouraged to ask through their respective Group Chat or comment via Google Classroom. Learning Guide Questions: LSPU SELF-PACED LEARNING MODULE: COGNITIVE PSYCHOLOGY  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited 1. What is cognitive psychology? 2. How did cognitive psychology develop from psychology? 3. What are the current issues and various fields of study within cognitive psychology? 4. What are the fundamental structures of the brain? 5. What are the processes within the brain? 6. How do brains relate to our body? Note: The insight that you will post on online discussion forum using Learning Management System (LMS) will receive additional scores in class participation. Lecture Guide INTRODUCTION TO COGNITIVE PSYCHOLOGY What will you be studying about cognitive psychology? 1. Cognition: People think. 2. Cognitive Psychology: Scientists think about how people think. 3. Students of Cognitive Psychology: People think about how scientists think about how people think. 4. Professors who profess to students about cognitive psychology. To be more specific, cognitive psychology is the study of how people perceive, learn, remember, and think about the information. It is also defined as the study in which human brain processes information. Offline Activities For instance, why do many people remember a particular experience (e.g., a very (e-Learning/Self- happy moment or an embarrassment during childhood), yet they forget the Paced) names of people whom they have known for many years? And why are many people more afraid of traveling in planes than in automobiles? After all, the chances of injury or death are much higher in an automobile than in a plane. Lastly, why do candidates spend do much money on television advertisements? As this introduces the introduction of the human thinking, it emphasizes some of the issues and concerns that arise when we think about how people think. The progression of ideas often involves a dialectic – a developmental process whereby ideas evolve over time through a pattern of transformation. In a dialectic: 1. A thesis is proposed. A thesis is a statement of belief. For example, some people that human nature governs aspects of human behavior (e.g., intelligence, personality). After a while, however, certain individuals notice apparent flaws in the thesis. LSPU SELF-PACED LEARNING MODULE: COGNITIVE PSYCHOLOGY  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited 2. Eventually, or perhaps even quite soon, an antithesis emerges. An antithesis is a statement that counters a previous statement of belief. For example, an alternative view is that out nurture (the environmental contexts in which we are reared) almost entirely determines many aspects of human behavior. 3. Sooner or later, the debate between the thesis and antithesis leads to a synthesis. A synthesis integrates the most credible features of each of two (or more) views. For example, in the debate over nature versus nurture, the interaction between our innate (inborn) nature and environmental nurture may govern human nature. It is important to understand the dialectic because sometimes we may be tempted to think that if one view is right, another seemingly contrasting view must be wrong. Who are the first Cognitive Psychologists? Franciscus Donders was a Dutch Psychologist who is known for the first cognitive psychology experiment – the Donders’ Reaction Time Experiment. He conducted a research on what today would be called mental chronometry, measuring how long a cognitive processes takes. Specifically, he was interested in how long it took for a person to make a decision and he was able to determined this by using a measure called reaction time – the interval between presentation of a stimulus and a person’s response to the stimulus. It became one of the most widely used measures in cognitive psychology and one reason for its importance is that measuring the speed of a person’s reaction provide information about extremely rapid processes that occur in the mind. Again, reaction time is typically measured by presenting a stimulus and having a participant respond by pressing a button or a key on a computer keyboard as soon as the participant has completed a task. In the simple reaction time task there was one location for the light, and participants pushed a button as quickly as possible after the light was illuminated (Figure a). In the choice reaction time task, the light could appear on the left or on the right, and the participants were to push one button if the light was illuminated on the left and the other button if LSPU SELF-PACED LEARNING MODULE: COGNITIVE PSYCHOLOGY  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited the light was illuminated on the right (Figure b) and in each of these cases, reaction time can provide insights into the nature of mental processing involved in these tasks. Additionally, in Figure b, the mental response includes not only perceiving the light but also deciding which light was illuminated and then which button to push. It was reasoned that choice reaction time would be longer than simple reaction time because of the time it takes to make the decision. Thus, the difference in reaction time between the simple and choice conditions would indicate how long it took to make the decision. The experiment is important both because it was one of the first cognitive psychology experiments, and because it illustrates something extremely important about studying the mind—mental responses (perceiving the light and deciding which button to push, in this example) cannot be measured directly, but must be inferred from the participants’ behavior. Hermann von Helmholtz was a 19th-century German Psychologist/ researcher who proposed one of the conclusions from his research on perception that is called unconscious inference, which states that some of our perceptions are the result of unconscious assumptions that we make about the environment. Thus, it implies that human vision is incomplete and that details are inferred by the unconscious mind to create a complete picture It was also argued that the accuracy of the visual inferences is due to an agent’s constant exploration and experimentation with the world, determining how actions in the world such as changing viewpoints, alter visual experience. LSPU SELF-PACED LEARNING MODULE: COGNITIVE PSYCHOLOGY  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited For example, consider Figure a. This display could be caused by one rectangle overlapping another (Figure b), or by a six-sided shape positioned to line up with the upper-right corner of the gray rectangle (Figure c), or a rectangle overlapping a strange shape (Figure d). accordingly, people infer that they are seeing a rectangle covering another rectangle because of the experiences they have had with similar situations in the past. This inference is called unconscious because it occurs without our awareness or any conscious effort. Hermann Ebbinghaus was a German Psychologist from which he performed his classic experiment on memory by learning lists of nonsense syllables like DAX, QEH, LUH, and ZIF. He attempted to use nonsense syllables so that one’s memory would not be influenced by the meaning of a particular word. As part of the experiment, he would read lists of these syllables out loud to himself over and over and determined how many repetitions it took to repeat the lists with no errors. He then waited a period of time and relearned the list using the same procedure. For short intervals between initial learning and relearning, it usually took fewer repetitions to relearn the list than it had taken him to initially learn it. The “forgetting curve”, validates how memories are lost over time and what we can do to reinforce the things that we learn, so that we can remember them more effectively (figure below). This experiment was important because it provided a way to quantify memory and therefore plot functions like the forgetting curve that describe the operation of the mind. Wilhelm Wundt founded the first scientific laboratory of psychology, with the goal of studying the mind scientifically. The theoretical approach was called structuralism – our overall experience is determined by combining basic elements of experience called sensations. He wanted to create a “periodic table of the mind,” which would include all of the basic sensations involved in creating experience and thought he could achieve this by using analytic introspection, a technique in which trained participants described their experiences and thought processes in response to stimuli. For example, in one experiment, Wundt asked participants to describe their experience of hearing a five-note LSPU SELF-PACED LEARNING MODULE: COGNITIVE PSYCHOLOGY  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited chord played on the piano. Wundt was interested in whether they heard the five notes as a single unit or if they were able to hear the individual notes. Although Wundt never achieved his goal of explaining behavior in terms of sensations, he had a major impact on psychology by establishing the first laboratory of scientific psychology and training PhDs who established psychology departments at other universities. John Watson. He became dissatisfied with the method of analytic introspection. His problems with this method were (1) it produced extremely variable results from person to person, and (2) these results were difficult to verify because they were interpreted in terms of invisible inner mental processes. In response to what Watson perceived to be deficiencies in analytic introspection, he proposed a new approach called behaviorism - focuses only on the relation between observable behavior and environmental events or stimuli. As behaviorism became the dominant force in American psychology, psychologists’ attention shifted from understanding the mind by inferring mental processes from behavior, to understanding behavior in terms of stimulus-response relationships, without any reference to the mind. Watson’s most famous experiment was the “little Albert” experiment, in which Watson and Rosalie Rayner (1920) caused a 9-month-old boy named Albert to become frightened of a rat by presenting a loud noise every time the rat (which Albert had originally liked) came close to Albert. B.F. Skinner. He introduced operant conditioning, which focused on how behavior is strengthened by presentation of positive reinforcers, such as food or social approval, or withdrawal of negative reinforcers, such as a shock or social rejection. For example, Skinner showed that reinforcing a rat with food for pressing a bar maintained or increased the rat’s rate of bar pressing. Like Watson, Skinner was not interested in what was happening in the mind, but focused solely on determining the relationship between stimuli and responding (Skinner, 1938). The Cognitive Revolution A number of events occurred in the 1950s that resulted in what has been called the cognitive revolution—a shift in psychology from the behaviorist’s stimulus response relationships to an approach in which the main thrust was to explain behavior in terms of the mind. These events provided a new way to study the mind, called the information-processing approach. One of the events that inspired psychologists to think of the mind in terms of information processing was a newly introduced information processing device called the digital computer. LSPU SELF-PACED LEARNING MODULE: COGNITIVE PSYCHOLOGY  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited Introduction of the Digital Computer. The first digital computers, which were developed in the late 1940s, were huge machines that took up entire buildings. One of the characteristics of computers that captured the attention of cognitive psychologists was that they processed information in stages. For example, the diagram in the figure below shows the layout of a computer in which information is received by an “input processor” and is then stored in a “memory unit” before it is processed by an “arithmetic unit,” which then creates the computer’s output. Applying this stage approach to the mind led psychologists to ask new questions and to frame their answers to these questions in new ways. British psychologists Colin Cherry and Donald Broadbent sought to answer two questions: “How much information can the mind take in?” and “Is it possible to attend to just some part of the incoming information?” These questions led to some pioneering work on attention. Stages of Cognitive Processing Perception. Extracting meaning from the input; analyzing the content. Learning and Memory Storage. Record of input received that can be retained for later use. Retrieval. Accessing information stored in the past. Thinking. We retrieve information to provide basis for further mental activities such as thinking. Models of Cognitive Psychology (Three Cognitive Models of Intelligence) LSPU SELF-PACED LEARNING MODULE: COGNITIVE PSYCHOLOGY  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited John Carroll: The Stratum Model of Intelligence. He stated that intelligence comprises a hierarchy of cognitive abilities comprising three strata (Carroll, 1993). Stratum I. It includes many narrow, specific abilities (e.g., spelling ability, speed of reasoning). Stratum II. It includes various broad abilities (e.g., fluid intelligence, crystallized intelligence, short-term memory, long-term storage and retrieval, information-processing speed). Stratum III. It is just a single general intelligence (sometimes called g). Howard Gardner: Theory of Multiple Intelligences. He stated that human intelligence comprises multiple independent constructs. Eight Multiple Intelligences Linguistic Intelligence. Used in reading a book; writing a paper, a novel, or a poem; and understanding spoken words. Logical-mathematical Intelligence. Used in solving math problems, in balancing a checkbook, in solving a mathematical proof, and in logical reasoning. Spatial Intelligence. Used in getting from one place to another, in reading a map, and in packing suitcases in the trunk of a car so that they all fit into a compact space. Musical intelligence. Used in singing a song, composing a sonata, playing a trumpet, or even appreciating the structure of a piece of music. Bodily-kinesthetic Intelligence. Used in dancing, playing basketball, running a mile or throwing a javelin. Interpersonal intelligence. Used in relating to other people, such as when we try to understand another person’s behavior, motives, or emotions. LSPU SELF-PACED LEARNING MODULE: COGNITIVE PSYCHOLOGY  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited Intrapersonal Intelligence. Used in understanding ourselves—the basis for understanding that we are, what makes us tick, and how we can change ourselves, given our existing constraints on our abilities and our interests. Naturalist Intelligence. Used in understanding patterns in nature. Robert Sternberg: Triarchic Theory of Intelligence. He stated that intelligence comprises of three aspects: Creative Abilities. Used to generate novel ideas. Analytical Abilities. Ascertain whether your ideas (and those of others) are good ones. Practical Abilities. Used to implement the ideas and persuade others of their value. LSPU SELF-PACED LEARNING MODULE: COGNITIVE PSYCHOLOGY  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited COGNITIVE NEUROSCIENCE Cognitive Neuroscience. It is a subfield of neuroscience that studies the biological processes that underlie human cognition, especially in regards to the relation between brain structures, activity, and cognitive functions. Cognition and Intelligence. Human intelligence can be viewed as an integrating or “umbrella” psychological construct in cognitive psychology. Intelligence. The capacity to learn from experience, using metacognitive processes to enhance learning, and the ability to adapt to the surrounding environment. It may require different adaptations within different social and cultural contexts. Neuroscience. It is concerned with the relationship between brain function and cognition, and normally makes use of brain-imaging techniques. Brain. It is the central processing unit of our body, of everything we do. Localization of Function. It refers to the specific areas of the brain that control specific skills or behaviors; major goal of present research on the brain. LSPU SELF-PACED LEARNING MODULE: COGNITIVE PSYCHOLOGY  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited Three Major Regions of the Brain Forebrain. Located toward the top and front of the brain. It comprises of: Cerebral Cortex. The outer layer of the cerebral hemispheres which plays a vital role in our thinking and other mental processes. Basal Ganglia. Collections of neurons crucial to motor function. Dysfunction can result in motor deficits such as involuntary movements, changes in posture and muscle tone, and slowness of movement. Deficits are observed in Parkinson’s disease and Huntington’s disease. Limbic System. Important to emotion, motivation, memory, and learning. It includes three central interconnected cerebral structures such as septum (involved in anger and fear); amygdala (has role in anger and aggression); and hippocampus (role in memory function). Thalamus. Relays incoming sensory information. Hypothalamus. Regulates behavior related to survival. Midbrain. Helps control eye movement and coordination. It involves: Superior Colliculi. Has role in vision. Inferior Colliculi. Involved in hearing. Reticular Activating System (Reticular Information). A network of neurons essential to controlling consciousness, attention, cardio-respiratory function, and movements. Gray Matter. Important in controlling movements. Hindbrain. Located at the back of the head; it comprises of: Medulla Oblongata. Controls heart activity, breathing, swallowing, and digestion. Pons. Involved in consciousness; involved with facial nerves. Cerebellum. Essential to balance, coordination, and muscle tone. Four Lobes of the Brain Frontal Lobe. It includes the motor region, which controls movement. Damage to this area is likely to cause problems with movement, or even paralysis. Occipital Lobe. This is found at the back of the brain with the processing of visual input and damage to this may impair visual perception. Parietal Lobe. Important in the perception of pain and some aspects of short-term memory. Temporal Lobe. Particularly concerned with memory and includes main auditory area and a language center known as Wernicke’s area which is concerned with memory for language and understanding of speech. LSPU SELF-PACED LEARNING MODULE: COGNITIVE PSYCHOLOGY  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited Information Storage in the Brain In order to operate as an information-processing system, the brain must obviously have some way of representing information, for both processing and storage purposes. The most plausible explanation currently available for the neural basis of information storage is the proposal by Donald Hebb (1949) that memories are stored by creating new connections between neurons. Neurotransmitter. A chemical substance which is secreted across the synapse between two neurons, enabling one neuron to stimulate another. Synapse. The gap between the axon of one neuron and the dendrite of another neuron. Dendrites. Tree-like structure that receives communication from other cells. Axon. It carries impulses away from the cell body. All forms of neural activity, including perception, speech, or even thought, work by transmitting a signal along a series of neurons in this way. These cognitive processes are therefore dependent on the ability of one neuron to activate another. Hebb’s theory postulated that if two adjacent neurons (i.e. nerve cells) are fired off simultaneously, then the connection between them will be strengthened. Thus a synapse which has been frequently crossed in the past will be more easily crossed by future signals. LSPU SELF-PACED LEARNING MODULE: COGNITIVE PSYCHOLOGY  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited Viewing Structures and Functions of the Brain Scientists used methods for studying the human brain. Postmortem. After the patients die, the researchers examine the patients’ brains for lesions—areas where body tissue has been damaged, such as from injury or disease. Then the researchers infer that the lesioned locations may be related to the behavior that was affected. Studying Live Non-human Animals. Scientists also want to understand the physiological processes and functions of the living brain. To study the changing activity of the living brain, scientists must use in vivo research. Studying Live Humans. It uses electrical recordings to analyze the signals in the brain. Electronic Recordings Electroencephalograms (EEGs). These are recordings of the electrical frequencies and intensities of the living brain, typically recorded over relatively long periods. Event-related potential (ERP) It is the record of a small change in the brain’s electrical activity in response to a stimulating event. Static Imaging Techniques Brain Angiogram. It highlights the blood vessels of the brain. Computed Tomography (CT Scan). It produces a three-dimensional view of brain structures. Magnetic Resonance Imaging (MRI Scan). A rotating series of MRI scans shows a clearer three-dimensional picture of brain structures. Positron Emission Tomography (PET Scan). Scans the brain to show different metabolic processes during different activities. LSPU SELF-PACED LEARNING MODULE: COGNITIVE PSYCHOLOGY  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited TMS (Transcranial magnetic stimulation). It investigates cognitive functioning when particular areas are disrupted. Magnetoencephalography (MEG). This allows localization of brain signals so that it is possible to know what different parts of the brain are doing at different times. Brain Disorders Vascular Disorder. It is a brain disorder caused by stroke. A stroke occurs when the flow of the blood undergoes a sudden disruption. People who experience stroke typically show marked loss of cognitive functioning. The nature of the loss depends on the area of the brain that is affected by the stroke. There may be paralysis, pain, numbness, a loss of speech, a loss of language comprehension, impairments in thought processes, a loss of movement in parts of the body, or other symptoms. The first kind is ischemic stroke – occurs when a buildup of fatty tissue occurs in blood vessels over a period of years, and a piece of tissue breaks off and gets lodged in arteries of the brain. It can be treated by clot-busting drugs. The second kind is hemorrhagic stroke – occurs when a blood vessel in the brain suddenly breaks. Blood then spills into the surrounding tissue. As the blood spills over, brain cells in the affected area begin to die. This death is either from the lack of oxygen and nutrients or from the rupture of the vessel and the sudden spilling of blood. Brain Tumors (Neoplasms). It affects cognitive functioning in very serious ways; either the gray or the white matter of the brain. Brain tumors can be either benign or malignant. Benign tumors do not contain cancer cells and they can typically be removed and will not grow back. Cells from benign tumors do not invade surrounding cells or spread to other parts of the body. However, if they are press against sensitive areas of the brain, they can result in serious cognitive impairments. Malignant brain tumors contain cancer cells. They are more serious and usually threaten the victim’s life. They often grow quickly and also tend to invade surrounding healthy brain tissue. In rare instances, malignant cells may break away and cause in other parts of the body. Head Injuries. It can result from many causes such as car accident, contact with hard object, and bullet wound. There are two types, in closed-head injuries, the skull remains intact but there is damage to the brain, typically from the mechanical force of a blow to the head. Slamming one’s head against a windshield in a car accident might result in such an injury. In open-head injuries, the skull does not remain intact but rather is penetrated, for example, hit by a bullet. Damage resulting from head injury can include spastic movements, difficulty in swallowing, and slurring of speech, among many other cognitive problems. LSPU SELF-PACED LEARNING MODULE: COGNITIVE PSYCHOLOGY  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited Engaging Activities Give your own understanding on the statements below. 1. Why do many people remember a particular experience (e.g., very happy moment, or an embarrassment during childhood), yet they forget the names of people whom they have known for many years? 2. Why are many people more afraid of traveling planes than in automobiles? 3. Why do you often well remember people you met in your childhood but not people you met a week ago? 4. Why do you think is the study of brain disorders useful for cognitive psychologists? 5. What do you think are brain tumors, and how are they diagnosed? Performance Tasks Provide what is being asked below. For Lecture 1. Form a group. Design a simple experiment similar to Donders’ reaction time experiment and determine the time it takes to make a decision. As you go accomplish this task, include a brief explanation as to how the process was done, including tools utilized and procedures employed. Why are models important in cognitive psychology? For Lecture 2. As part of the discussion, choose one among the methods for studying human brain, find any available video presentation, and share it with the class. Make sure to briefly explain the content of the presentation. What is a synapse, and how do neurons communicate with each other by releasing excitatory and inhibitory neurotransmitters at the synapse? Is there a relationship between the brain size and intelligence? It has been argued that we will never be able to fully understand how the brain operates because doing this involves using the brain to study itself. What do you think of this argument? LSPU SELF-PACED LEARNING MODULE: COGNITIVE PSYCHOLOGY  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited Understanding Directed Assess Rubrics Criteria Score Answers are comprehensively discussed where additional key points are provided. 10 Answers are complete and precise where key points are well-stated and supported. 8 Answers have addressed the key points but not completely emphasized and not well-supported. 6 Answers are somewhat incomplete where the key points are not clearly examined. 4 Did not answer the given question/s. 0 Poor (4 pts) Fair (6 pts) Good (8 pts) Superior (10 pts) The video totally lacks The video shows sufficient The video shows The video does not only shows of presentation of the presentation of the subject. interesting and interests and educational Subject subject. educational aspect of the content but shows thorough subject. discussion of the activity presented. The video has an The video presents The project has a clear The video has a clear focus organizational information in accurate and focus related to the related to the chosen topic and structure, though it organized manner that can chosen topic and one or one or more of the following may not be carried be understood by the more of the following elements; reflects broad through in a consistent intended audience. elements; reflects broad research and application of Content manner. research and application critical thinking skills; shows of critical thinking skills; notable insight or shows notable insight or understanding of the topic. understanding of the topic. The students make Some students in the group Students worked Effective teamwork. The final poor choices and are participate actively. together and were product represents something unable to complete the Few students excel in the assigned different roles. that would have been Collaboration video in a timely activities. impossible to accomplish manner. working alone. Only one member did the task. Technical difficulties There are some technical Sound and visuals are Sound and visuals are such as sound and problems such as sounds mostly distortion free. distortion free. Transitions are visuals shows and visuals, but the viewer is It provides a smooth timed for smooth movement Technical alteration seriously able to follow the movement between between scenes. It Elements interfere with the presentation. scenes. demonstrate thoughtful viewer's ability to see, approach to subject. hear, or understand content. Score Completion Accuracy Comprehension Organization Content demonstrates a Content is well-organized and The content/ answer is All information provided deep understanding of, and easy to read/ understand. 5 complete. is accurate. engagements, the text(s)/ Points follow a logical presentation (s). progression. LSPU SELF-PACED LEARNING MODULE: COGNITIVE PSYCHOLOGY  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited Content demonstrates Content is well-organized and The content is missing All information provided understanding of, and easy to read/ understand. 4 slight details. is accurate. engagement with, the Points follow a logical text(s)/ presentation (s). progression. Content is organized and easy Content demonstrates basic The content is missing Most information to read/ understand. Points 3 understanding of the multiple details. provided is accurate. follow a mostly logical text(s)/ presentation (s). progression. Content may be unorganized Content suggests lack of Content demonstrates less and difficult to read/ Some information 2 preparation or than basic understanding of understand. provided is accurate. comprehension. the text(s)/ presentation (s). Points do not follow a solidly logical progression. Content only marginally Content demonstrates a lack Content is unorganized, A small amount of the 1 related to the question/ of understanding of the illogical, and difficult to read/ information is accurate. prompt. text(s)/ presentation (s). understand. Learning Resources Eysenck, M. W., & Keane, M. T. (2000). Cognitive psychology: A student's handbook. Hove: Psychology Press. Goldstein, E.B. (2008). Cognitive Psychology: Connecting Mind, Research, and Everyday Experience, Second Edition. Thomson Wadsworth. Groom, D. Et.Al., (2014). An Introduction to Cognitive Psychology: Processes and Disorders. Psychology Press. Sonnentag, S. & Frese, M. (2005). Performance Concepts and Performance Theory. N.P. Sternberg, R.J. & Sternberg, K. (2011). Cognitive Psychology. Cengage Learning. Intellectual Property This module is for educational purpose only. Under section Sec. 185 of RA 8293, which states, “The fair use of a copyrighted work for criticism, comment, news reporting, teaching including multiple copies for classroom use, scholarship, research, and similar purposes is not an infringement of copyright.” The unauthorized reproduction, use, and dissemination of this module without joint consent of the authors is strictly prohibited and shall be prosecuted to the full extent of the law, including appropriate administrative sanctions, civil, and criminal. LSPU SELF-PACED LEARNING MODULE: COGNITIVE PSYCHOLOGY  Republic of the Philippines Laguna State Polytechnic University Province of Laguna ISO 9001:2015 Certified Level I Institutionally Accredited Prepared by: Giselle A. Carada, LPT, RPm Part -Time Instructor LSPU SELF-PACED LEARNING MODULE: COGNITIVE PSYCHOLOGY