[SOLVED] CS代考 LECTURE 01

LECTURE 01
INTRODUCTION TO THE COURSE CONTENT EXPECTATIONS OF THIS COURSE
A BRIEF HISTORY OF COGNITIVE PSYCHOLOGY BEING SUCCESSFUL IN THIS COURSE (AND BEYOND)
PSYB57: INTRODUCTION TO COGNITIVE PSYCHOLOGY | UNIVERSITY OF TORONTO, SCARBOROUGH | PROF. MICHAEL SOUZA

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A bit about your instructor Dr. (he/him) (“sues-uh”)
Contact information and office hours on the syllabus
MY EDUCATION AND PROFESSIONAL BACKGROUND
B.A. and M.A. in Psychology | Univ of California – Davis | 2002-7 Ph.D. in Psychology | Univ of California – Berkeley | 2007-10 Senior Instructor | Univ of British Columbia | 2010-16
Associate Professor, Teaching Stream | UTSC | 2016 – present
TEACHING AND PROFESSIONAL INTERESTS
Higher-order cognition, cognitive impairment, neurorehabilitation Curriculum development, improving student preparedness
OTHER UTSC COURSES I TEACH
PSYB55: Introduction to Cognitive Neuroscience PSYC50: Higher Level Cognition
PSYD59: Psychology of Gambling

We talk about cognition all of the time!
Pay attention!
Why don’t I get this concept/idea?
That tastes like chicken!
‘Dull’ to ‘average’ to ‘bright’ to ‘genius’ Having wisdom, being the “go to” person Why did you make that terrible decision? Thinking “outside the box”
I guess we see the world differently… Imagine if…
Cognitive psychology is concerned with the systematic study of how cognitive processes (such as these) work Picture: https://www.indiatoday.in/lifestyle/wellness/story/daydreaming-sign-of-creativity-intelligence-smart-research-brain-capacity-mind-wandering-lifest-1070717-2017-10-26

Reading demo
After reading each of the following sentences:
Raise your LEFT hand if the statement is TRUE -or-
Raise your RIGHT hand if the statement is FALSE
Reading demo: mental processes involved
Visually perceive the letters
Recognize and understand the words Comprehend the meaning of the sentence Decide truth or falsity
Remember that true-left, false-right Select the hand to raise
Control the movement of the hand Monitor your behavior for feedback
Even a simple decision task has lots of elements (from a cognitive standpoint)!
psychologists

Applied cognitive science
A small sampling of how our science can improve outcomes
Informing best practices for learning in the classroom for students
What are the mental factors that contribute to undesirable or even dangerous outcomes (e.g., attentional lapses while driving)?
Mapping developmental trajectories and learning how to “speed people along”
Resisting the subtle changes that typically accompany aging (or slowing the progression of less subtle, pathological changes)
Cognitive psychology “vs.” cognitive neuroscience Cognitive psychology is the scientific study of mental processes
The questions mentioned on the last slide are all important areas of study in cognitive psychology
Cognitive neuroscience is focused on the biology of the mind; that is, localizing the workings of the mind to the functions of the brain (see PSYB55)

LECTURE 01
INTRODUCTION TO THE COURSE CONTENT EXPECTATIONS OF THIS COURSE
A BRIEF HISTORY OF COGNITIVE PSYCHOLOGY BEING SUCCESSFUL IN THIS COURSE (AND BEYOND)
PSYB57: INTRODUCTION TO COGNITIVE PSYCHOLOGY | UNIVERSITY OF TORONTO, SCARBOROUGH | PROF. MICHAEL SOUZA
Quick syllabus review: Course Learning Outcomes
After successful completion of this course, you will have demonstrated an ability to:
 Understand and describe why the integration of cognitive psychology and neuroscience helps to promote a more rigorous understanding of human cognitive processes than either field alone might;
 Understand and describe the core elements of a range of cognitive science tools and research designs – including strengths/weaknesses – and to apply this knowledge to pertinent, novel research questions;
 Understand and describe the core tenets of major theories in various domains in cognition (e.g., attention), and to consider how we might create experiments to test and evaluate these ideas;
 Understand how and why primary research articles are organized the way they are, and to develop and apply strategies to effectively consume the information contained within them;
 Conceptualize the content units of this course (e.g., attention) as both integrative and hierarchical;
 Identify and articulate the value and contribution of this course to your broader program of study (i.e., Psychology and/or Mental Health Studies, as appropriate).

Quick syllabus review: Lecture, the textbook and the course website
You are expected to watch and study the content and skills taught in the lectures; they are essential for your success in this course.
Required textbook
Sinnett, S., Smilek, D. & Kingstone, A. (2016). Cognition (6th edition)., Ontario: Oxford University Press.
(ISBN-13: 978-0199019700)
Previous editions of textbook are not OK
Course website
Quercus for important announcements, PDFs of the lecture slides, exam marks, etc.
Picture: https://www.oupcanada.com/catalog/9780199019700.html
Midterm Examination I (27% of course grade) To be scheduled by the Registrar
(covers first four lectures)
Midterm Examination II (33% of course grade) To be scheduled by the Registrar
(covers next four lectures)
Final Examination (40% of course grade) Scheduled during the Final exam period
Covers all lectures, post-Midterm 2 textbook readings, and one journal article (to be assigned later in the course)
o Multiple-choice and short-answer
o Lecture (~2/3) > textbook (~1/3) weighting
o Demonstrating foundational knowledge of core
ideas, theories and supporting research o Applying your knowledge of theories and
methods, (and the like) to novel situations Picture: https://ose.utsc.utoronto.ca/ose/uploads/image_uploads/get_started-373_1404910763.jpg
Practice questions will be made available for each lecture
Quick syllabus review: Course requirements

Quick syllabus review: Other housekeeping pieces
I expect you to understand and follow the policies set forth in the syllabus (when in doubt, check the syllabus)
I hope that you will connect with me if you have questions/concerns about the course or your future
o Virtual office hours
I expect you to behave with integrity for
the assessments
I expect you to be responsible in the event you are unable to write an exam

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