Download introduction to psychology - Faculty Information System

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.