Cognitive Psychology Syllabus

CLG205M//PSYCHOLOGICAL FOUNDATIONS FOR COUNSELING AND EDUCATIONAL PSYCHOLOGY Page 1

COUNSELING AND EDUCATIONAL PSYCHOLOGY DEPARTMENT DE LA SALLE UNIVERSITY // COLLEGE OF EDUCATION

PSYCHOLOGICAL FOUNDATION FOR

COUNSELING AND EDUCATIONAL PSYCHOLOGY 5

Course Code CLG205M

Type of Course Major // Lecture

Faculty Maria Cristina J. Santos, M.S., M Ed.

Special Class Schedule of Classes: To be announced

Term/Room: 3rd Term 2013-2014/TBA

Consultation Hours: By appointment

Contact Details 0929-474-51-50; [email protected]

In the event that there are schedule constraints, students are advised to send an email with their queries/concerns.

While there may be constraints encountered in scheduling face-to-face consultations, students are given the

guarantee that queries/concerns and drafts sent via email will be given due attention.

Course Description :

CLG 205 is a survey and critical analysis of relevant historical and contemporary theories, and current

empirical research on Cognitive Psychology, with emphasis on theory and research that relates to human

learning.

Learning Outcomes:

At the end of the course, the students should be able to:

LO 1 Evaluate major theories of learning and cognition

LO 2 Describe approaches to Cognitive Psychology and its application to instruction

LO 3 Critically think on relevant theories in Cognitive Psychology that are related to learning and

teaching

LO 4 Discuss how applied Cognitive Psychology informs educational research and

practice

LO 5 Generate ideas on how to utilize cognitive science as framework for creating teaching-learning

interventions

LO 6 Follow the ethical guidelines set by the American Psychological Association in the conduct and

presentation of research paper

mailto:[email protected]


Final Course Output Learning Outcome Required Output Due Date

LO 1 Evaluate major theories of

learning and cognition

LO 2 Describe approaches to

Cognitive Psychology and its

application to instruction

LO 3 Critically think on relevant

theories in Cognitive Psychology

that are related to learning and

teaching

LO 4 Discuss how applied

Cognitive Psychology informs

educational research and

practice

LO 5 Generate ideas on how to

utilize cognitive science as

framework for creating teaching-

learning interventions

LO 6 Follow the ethical guidelines

set by the American Psychological

Association in the conduct and

presentation of research paper

An Integrative Paper that

explicitly explains how you are

able to apply the theories

learned in class.

The Integrative Paper is a

written paper of

empirical/theoretical research

in connection with a

practical/theoretical topic in

the area of learning, cognition

and/or instruction.

The Integrative Paper should be

between 20-30 pages.

The format is provided at the

last section.

This has yet to be scheduled.

Rubrics For Assessment (Please refer to the last section).

Coursework Delivery

Lecture-discussion on theories of cognition and learning Self-reflection with guide reflection questions Writing of critical and reflective essays to synthesize learning insights

Other Course Requirements Aside from the final output, the student will be assessed at other times during the term by the following:

Individual Learning Logs on

specific topics discussed in

class.

Blog Posts

The Learning Logs should contain insights synthesized from activities and

reading the required materials/topics.

Students will develop and post short integrative essays in response to the

topics and group discussions. The word limit is 250. Each student will post a

single essay. After the essays are published to the blog site, every student is also

responsible for reading the essays and making at least 1 comment on

an essay by another student .

Every 2

weeks


Oral Report The presentation of assigned topic/s with clarity and fluidity.

The reporter should highlight the theory’s implications for instruction.

TBA

Attendance

Active Participation

Active engagement during class discussions is expected.

There will be regularly scheduled recitations that will allow everyone in class to

present main points of the assigned materials and share insights regarding the

topics discussed.

Entire

Term

Grading System

Output Percentage

Integrative Paper 40%

Oral Report 25%

Individual Learning Logs & Blog Posts 25%

Attendance

Active Contributions to Class Discussions

10%

Learning Plan

Topics Week Number Learning Activities and Required Output

Overview

Cognitive and Knowledge Development

Jean Piaget’s Genetic Epistemology

Jerome Bruner’s Modes of Representation

Lev Vygotsky’s Social Development Theory

Albert Bandura’s Social Cognitive Theory

2 & 3

January 17 (F)

January 24 (F)

Group Discussion

Individual Learning Log 1




Learning and Cognition

Understanding the Information Processing System

Memory

Implications of Cognitive Information Processing Theory

for Instruction

5

February 7 (F)

Group Discussion


Meaningful Learning and Schema Theory

Ausubel’s Meaningful Reception Learning

The Nature of Schema

The Role of Schema in Learning

Activating Prior Knowledge

Making Instructional Materials Meaningful

7

February 21 (F)

Group Discussion & Oral Report


Learning and Motivation

Attribution Theory

Beliefs and Self-Schemas

Self-Efficacy Beliefs

9

March 7 (F)



Complex Cognitive Processes

Metacognition

Self-Regulation

11

March 21 (F)



Integration 13

April 4 (F)

Final Paper and Presentation


The following is the format for the integrative paper:

1. Introduction (what this paper is about) 2. Statement of the problem (the issue/concern) 3. Review of relevant literature and theory (what literature says about your topic) 4. Findings (conclusions from student’s literature search). 5. Summary and Conclusions (integration of theory, the interdisciplinary perspectives (concepts),

anecdotal data from experience, and generalization to causes and solutions to similar issues/ problems).

6. Recommendations for further research or study.

References

Bruning, R. H., Schraw, G. J., & Ronning, R. R. (2004). Cognitive Psychology and Instruction. Upper Saddle River, NJ: Pearson/Prentice/Merill Hall.

Driscoll, M. P. (2005). Psychology of learning for instruction. Boston: Pearson Education, Inc.

Goldstein, B. (2008). Cognitive Psychology: Connecting mind, research, and everyday research. Belmont, CA: Thomson/Wadsworth.

Sternberg, R. J. (2006). Cognitive Psychology. Belmont, CA: Thomson/Wadsworth.

McCombs, B. L. (2003). A framework for the redesign of K-12 education in the context of current educational reform. Theory into Practice, 42(2), 93-101.

