Cognitive Psychology 380-ERA-7JUM

Upon successful completion of this course, students will be able to:

• describe the main assumptions of the cognitive approach in psychology;
• explain how cognitive psychology understands the mind as an information-processing system;
• define and apply key concepts such as attention, perception, memory, language, learning, schema, cognitive load, cognitive bias, and dual processing;
• describe the role of schema theory in understanding cognition and behaviour;
• explain the role of cognitive models in studying one or more cognitive processes, such as memory, attention, perception, or language;
• compare selected cognitive models used to explain cognitive processes;
• describe the role of anchoring bias, confirmation bias, and other cognitive biases in decision-making;
• explain the value of dual processing theory for understanding thinking and decision-making;
• identify biological, cultural, and environmental factors that may influence cognitive processes;
• apply selected strategies for improving cognitive processes, especially learning, memory, and attention;
• describe and evaluate simple experimental methods used in cognitive psychology;
• analyse everyday examples of memory errors, biased judgment, attention limitations, and decision-making difficulties;
• reflect on the cognitive habits and propose evidence-based strategies for improving learning and decision-making.

Methods and criteria for assessment:

• active involvement in discussions, demonstrations, exercises, and group activities;
• demonstration of engagement with course materials and understanding of key concepts in cognitive psychology;
• preparation and facilitation, individually or in pairs, of a short classroom activity, demonstration, or mini-experiment related to memory, attention, perception, learning, cognitive load, schema theory, dual processing, or cognitive biases;
• brief written description of the planned activity, including its purpose, procedure, expected cognitive mechanism, ethical considerations, and practical relevance;
• ability to connect cognitive theories and models with everyday academic and social examples;
• ability to discuss strengths and limitations of cognitive research methods, especially experiments;
• overall assessment of practical application, reflection, participation, and conceptual understanding.

Assessment components:
• active participation and engagement - 30%;
• short classroom activity, demonstration, or mini-experiment - 30%;
• written description or short report connected with the activity - 25%;
• reflective task on personal cognitive processes and learning strategies - 15%

Grading scale: 2-5

5.0 - Very good
The student demonstrates very good understanding of key concepts, theories, and research methods in cognitive psychology. They actively participate in classes, apply cognitive theories to practical examples, critically discuss research findings, and prepare a well-structured classroom activity or mini-experiment with a clear purpose, procedure, and reflection.

4.0 - Good
The student demonstrates good understanding of the main concepts and theories in cognitive psychology. They participate regularly, are able to apply selected theories to examples, and prepare a classroom activity or mini-experiment that is mostly clear and relevant, although some elements may require further development.

3.0 - Satisfactory
The student demonstrates basic understanding of selected concepts in cognitive psychology. They participate to a limited but sufficient extent and show some ability to connect theory with practice. The classroom activity or written task is completed, but may be general, incomplete, or only partly connected with course content.

2.0 - Unsatisfactory - Fail
The student does not demonstrate sufficient understanding of the basic concepts and theories in cognitive psychology. They show little or no active participation, fail to complete required tasks, or submit work that does not meet the minimum academic standards or is not clearly related to the course content.

Rules for the Use of Artificial Intelligence (AI) Systems in This Course

In accordance with Order No. 31 of the Rector of the University of Białystok dated April 11, 2025, the following rules apply to the use of artificial intelligence (AI) systems within the framework of this course:

1. Permissibility and scope of AI use:
• The use of AI systems is permitted for purposes that support the educational process, including but not limited to: language and stylistic correction of texts, machine translation, searching for academic sources, generating keywords, data analysis, simulations and coding, as well as formulating research problems.
• The automatic completion of all or part of coursework or other assignments by AI systems without the instructor's permission is not allowed.

2. Rules for AI use in written work:
• Any use of AI systems in written assignments (essays, reports, projects, coursework, etc.) must be clearly indicated and properly documented.
• The scope of use (e.g., summarizing sources, stylistic editing, assistance with text structure) and the manner of application (e.g., specific prompts used, method of result verification) must be specified.

3. Tasks that must be completed without AI:
• All tasks requiring individual assessment of critical thinking, data interpretation, formulation of original conclusions, and reflection must be completed independently, without the use of AI systems.
• This applies in particular to parts of the work intended to demonstrate the student’s original contribution, such as personal analyses, interpretation of results, and theoretical reflections.

4. Responsibilities of Students:
• Students are required to independently verify the results generated by AI systems and bear full responsibility for their use.
• Upon request from the instructor, students must present documentation of AI use or provide an explanation.

5. Consequences of violations:
• In the case of unethical or non-compliant use of AI systems, the applicable regulations on disciplinary responsibility may be enforced.

Literature:
• Baddeley, A., Eysenck, M. W., & Anderson, M. C. (2015). Memory. Psychology Press.
• Eysenck, M. W., & Keane, M. T. (2020). Cognitive Psychology: A Student’s Handbook. Psychology Press.
• Goldstein, E. B. (2019). Cognitive Psychology: Connecting Mind, Research, and Everyday Experience. Cengage Learning.
• Kahneman, D. (2011). Thinking, Fast and Slow. Farrar, Straus and Giroux.
• Loftus, E. F., & Palmer, J. C. (1974). Reconstruction of automobile destruction: An example of the interaction between language and memory. Journal of Verbal Learning and Verbal Behavior, 13(5), 585–589.
• Matlin, M. W., & Farmer, T. A. (2016). Cognition. Wiley.
• Sternberg, R. J., & Sternberg, K. (2016). Cognitive Psychology. Cengage Learning.
• Tversky, A., & Kahneman, D. (1974). Judgment under uncertainty: Heuristics and biases. Science, 185(4157), 1124-1131.

Dodatkowe informacje (np. o kalendarzu rejestracji, prowadzących zajęcia, lokalizacji i terminach zajęć) mogą być dostępne w serwisie USOSweb:

• Strona przedmiotu 380-ERA-7JUM w USOSweb