Course Title: Cognitive Psychology Credit Units: 3

L T P/ SW/F TOTAL
Course Level: PG Course Code: PSYC612 S W CREDIT
UNITS
2 1 - - 03
Course Objectives: The objective of this course is to study the concept of cognition and its application in cognitive psychology. This will facilitate the
students develop the cognitive skills in themselves and others.

Pre-requisites: A keen interest in psychology.

Course Contents/Syllabus:
Module I: Historical Background Weightage (%)

10%
Descriptors/Topics

 Psychophysical approach
 Information processing approach
 Ecological Approach
 Contemporary Cognitive Psychology
 Consciousness Processes

Module II Attention 15%

Descriptors/Topics

 Capacity and Attention

 Theories of Attention
 Neuropsychological architecture of attention
Module III Perception
 Descriptors/Topics

 Perceptual learning and development 15%

 Perception of shape, space and movement
 Implicit perception and sensory integration theory
 Weiner’s theory of attribution.

Module IV Learning
Descriptors/Topics 15%
 Major types of learning: Classical conditioning, Instrumental conditioning, Verbal learning
 Theoretical issues of learning

Module V : Memory & Forgetting 15%

 Sensory memory, STM, LTM, Working memory

 Metamemory; Semantic & episodic Memory
 Models of Semantic knowledge
 Theories of forgetting
 Mnemonics
Module VI: Thinking and Concept Formation 15%

 Concept formation and categorization

 Judgment and Decision-making
 Reasoning & Problem solving
 Creativity

15%
Module VII: Language Formation

 Structure of language and its acquisition

 Speech perception
 Limitations
 Chomsky’s Language development theory

Student Learning Outcomes:

 Getting theoretically and practically oriented to concepts of attention, perception, memory, learning, thinking, concept formation, language formation.
 Analyze each situation rationally and take decisions better and faster than others.
 Comprehend the role of mental processing in day today life and solving problems.
 Identify the building blocks that enable a student to identify one ‘s strengths and weaknesses so that they can further help others in doing so.
Pedagogy for Course Delivery:

The teaching would include Lectures, presentations, group discussions, and case studies from relevant areas of study.

Assessment/ Examination Scheme:

Theory L/T (%) Lab/Practical/Studio (%) End Term Examination

100% NA 70Marks

Theory Assessment (L&T):

Continuous Assessment/Internal Assessment End Term
Examination
Components (Drop
down)
Home Assignment Presentation Viva Attendance

Weightage (%)
10% 10% 5% 5% 70%

Text & References:

Text:

 Solso, R.L.,(2004), Cognitive Psychology, 6th ed.; Delhi: Pearson Education

References:

 Ittyearh, M., & Broota, K.D. (1983). Inter and Intra Model Processing of Sensory-Specific Information. Perceptual and Motor Skills 56. 507-517
 Mark, L.E. (1978). Unity of the senses. London: Academic Press
 Newell, A., & Simon H. (1972). Human Problem solving; NJ: Prentice Hall.
 Posner, M. (Ed.) (1989). Foundations of cognitive science. London: MIT Press
 Rock, I. (1995). Perception; NY: Scientific American
 Sen, A. (1983). Attention and distraction; ND: Sterling
 Baddeley, A.D. (1997). Human memory; Washington: Psychology Press.
 Crowder, R.G. (1976). Principles of learning and memory; NY: Lawrence Erlbaum.
 Demjber, & Warm, J.S. (1979). Psychology of perception; NY: Holt
 Gardner, H. (1985). The mind’s new science: A history of the cognitive resolution; Cambridge Mass: Bert Books
 Sen, A.K. & Pande, P. (Eds.) (1998). Current issues in cognitive psychology, Delhi Campus
 Wilhit, S.C., & Payne, D.E. (1992). Learning and Memory: The Basis of Behaviours; Needham Heights, Mass: Allyn and Bacon