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Cognition and Affect PSYC 5640 Sec 001 Fall 2010 Course Syllabus Instructor: Dr. Adriel Boals [email protected] Office: TH 367 Phone: 369-8443 Office Hrs: Mon 2:15-3:15pm, Tues 2-3pm; or by appt. Overview and Objective: This course will explore how emotion affects memory and cognitive processes, whether the emotion was generated by everyday experiences (biases in recall of positive versus negative information) or generated by clinical disorders (schizophrenia, depression, posttraumatic stress disorder, etc.). We will read relevant journal articles and discuss/critique the articles during class. The course objective is for the student to understand the basics of cognitive processes and the interplay between emotion and cognition. Course Requirements: reading assignments weekly written critiques good attendance class participation oral presentation on chosen topic term paper on chosen topic quizzes final exam Student Behavior in the Classroom: Student behavior that interferes with an instructor’s ability to conduct a class or other students' opportunity to learn is unacceptable and disruptive and will not be tolerated in any instructional forum at UNT. Students engaging in unacceptable behavior will be directed to leave the classroom and the instructor may refer the student to the Center for Student Rights and Responsibilities to consider whether the student's conduct violated the Code of Student Conduct. The university's expectations for student conduct apply to all instructional forums, including university and electronic classroom, labs, discussion groups, field trips, etc. The Code of Student Conduct can be found at www.unt.edu/csrr Cell Phones: Cell phone ringers must be turned off during class. Laptop computers are allowed, as long as their presence does not disturb other students in the class. ODA: In cooperation with the Office of Disability Accomodation, the Department of Psychology complies with the Americans with Disabilities Act in making reasonable accommodations for qualified students with disabilities. Please present your written request on or before the 12 th class day to allow arrangements to be made. Attendance: We will meet Mondays, 6:00pm-8:50pm in ENV 391. Conscientious attendance is critical to your success in this course. Weekly critiques: A 1-2 page written critique of each assigned reading is due on the day each topic is covered. Two points per day are subtracted for late papers. Class Participation: You will be expected to actively ask questions and offer comments and critiques during class. Class participation is critical to the activity/enjoyment level of the class. Quizzes: There will be 5 quizzes. Each quiz will be short-answer essay format. An asterisk next to a day on the schedule below denotes that a quiz will be given at the beginning of that class and will cover all material since the prior quiz. No make-up quizzes will be given. Oral Presentation: Each student will select a topic and lead the class discussion on that topic. You will be expected to familiarize yourself with additional readings so that you can include info beyond the assigned reading and will be prepared to address student questions/comments. Paper: In addition to giving an oral presentation on your chosen topic, you will write an approx. 10 page paper on the topic. The paper can closely mirror your oral presentation. The term paper is due one week after your oral presentation. Five points per day will be subtracted for late papers. Grades: Based on paper, oral presentation, weekly critiques, quizzes, and class participation. The paper is worth 100 points, the oral presentation is worth 100 points, each weekly critique is worth 5 points (17 X 5 = 85 points), each quiz is worth 10 points (5 x 10 = 50 points), the final exam is worth 100 points and class participation is worth 65 points. Hence you have the opportunity to earn up to 500 points. Final grades are based on a standard grading scale (80-89%=B, 90-100%=A, etc.). If you take an Incomplete you must complete the work and have the “I” removed within one academic year or you must re-enroll in the course. Schedule: Day Topic Reading Assignment Aug 30 Syllabus/Intro Sept 13 Intro to Cognition Sept 20 Intro to Cognition Sept 27 Intro to Cognition Clinical Disorders Oct 4* Depression/DID Oct 11 Repression/Reconstructive Memory Emotion and Memory Oct 18* Biology of Stress and Memory/Flashbulb Oct 25 PTSD/Posttraumatic Growth Developmental Nov 1* Parenting Reminiscing Style/Reminiscence Bump Nov 8 Children’s memory/Positivity Effect Social Influences Nov 15* Affective Forecasting/Race Effect Nov 22 Stereotype Threat/Mortality Salience Nov 29 Ego Depletion/Expressive Writing Dec 6* Review Dec 14 Final Exam Presenter 1/2 3/4 Megan/Eliot James/Kat 5/6 7/8 Daniela/Jennifer Tara/Este Kelly-Tara/Este Jake/Mari 9/10 Tara/Shana 11/12 Sarah/Greg Shana/Kate-Kat Greg/James Sarah/Kelly Jennifer/Jarice 13/14 Erica/Jarice Troy/Eliot 15/16 Elizabeth/Troy Erica/Megan 17/18 Kate/Jake-Mari Elizabeth/Tara-Daniela 1. Raes, et al. (2003). Autobiographical memory specificity and affect regulation: An experimental approach. Emotion, 3, 201-206. 2. Huntjens, R.J.C., et al. (2007). Memory transfer for emotionally valenced words between identities in dissociative identity disorder. Behaviour Research and Therapy, 45, 775-789. 3. Freud, S. (1910). The origin and development of psychoanalysis. American Journal of Psychology, 21, 181-218. 4. Loftus, E. F. (2004). Memories of things unseen. Current Directions in Psychological Science, 13, 145-147. 5. LeDoux, J. (1994). Emotion, memory, and the brain. Scientific America, 50-57. 6. Talarico, J. M. & Rubin, D. C. (2003). Confidence, not consistency, characterizes flashbulb memories. Psychological Science, 14, 455-461. 7. Brewin, C. R. (2007). Autobiographical memory for trauma: An update on four controversies. Memory, 15, 227248. 8. Linley, P.A. & Joseph, S. (2004). Positive change following trauma and adversity: A review. Journal of Traumatic Stress, 13, 11-21. 9. Fivush, R. & Nelson, K. (2004). Culture and language in the emergence of autobiographical memory. Psychological Science, 15, 573-577. 10. Rubin, D. C. & Bertnsen, D. (2003). Life scripts help to maintain autobiographical memories of highly positive, but not negative, events. Memory and Cognition, 31, 1-14. 11. Fivush, et al. (2004). Weathering the storm: Children’s long-term recall of Hurricane Andrew. Memory, 12, 104-118. 12. Cartensen & Mikels. (2005). At the intersection of emotion and cognition: Aging and the positivity effect. Current Directions in Psychological Science, 14, 117-121. 13. Wilson & Gilbert. (2005). Affective forecasting: Knowing what to want. Current Directions in Psychological Science, 14, 131-134. 14. Sangrigoli, et al. (2005). Reversibility of the other-race effect in face recognition during childhood. Psychological Science, 16, 440-444. 15. Steele, C. M. & Aronson, J. (1995). Stereotype threat and the intellectual performance of african americans. Journal of Personality and Social Psychology, 69, 797-811. 16. Landau, M.J. et al. (2004). Deliver us from evil: The effects of mortality salience and reminders of 9/11 on support for President George W. Bush. Personality and Social Psychology Bulletin, 30, 1136-1150. 17. Baumeister, R.F. & Vohs, K.D. (2007). The strength model of self-control. Current Directions in Psychological Science, 16, 351-355. 18. Harris, A.H.S. (2006). Does expressive writing reduce health care utilization? A meta-analysis of randomized trials. Journal of Consulting and Clinical Psychology, 74, 243-252.