Required (Supplemental) Reading Donald A. Norman, The Design of Everyday Things, (any edition of this book will be fine).

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1 San José State University Department of Psychology Psychology 190, Section 5 (Fall 2010) Current Issues Capstone: MEMORY REPRESENTATION Instructor: Office Location: Telephone: Office Hours: Class Days/Time: Classroom: Prerequisites: Pre/Corequisites: Class ID Number: Mark Van Selst DMH mark.vanselst@sjsu.edu Tuesday, Wednesday, & Thursday 11:00 1:00 PM Tuesday and Thursday 1:30 2:45 PM DMH 347 PSYC 100W PSYC 120 and senior standing Faculty Web Page and MYSJSU Messaging Copies of the course materials such as the syllabus, major assignment handouts, etc. may be found on my faculty web page at (you can find this through the Quick Links>Faculty Web Page links on the SJSU home page or the Faculty and Staff page from the psychology department home page). You are responsible for regularly checking with the messaging system through MySJSU and whichever address you have set up within your MySJSU preferences for communication. I use this feature of MySJSU extensively. Course Description Integrative survey of current viewpoints and issues in psychology, how they developed and likely future directions of psychology. For this iteration of the capstone course, we will focus on the issue of memory representation topics will include the mapping of the real world into memory (e.g., Tolman s Rats, and Donald Norman s discussion of the utility of direct mapping in useability), the influence of mental models on systems use, stereotypes, object PSYC 190 (Van Selst), Current Issues Capstone, Fall 2010 Page 1 of 15

2 recognition, piaget s developmental stages, the linguistic relativity hypothesis, and other psychological phenomena that are intrinsically tied to the idea of how objects and concepts are represented in memory (whether in short or long term storage..). Note that my own personal background is in cognitive psychology but that I intend for the course to cover a broad swath of psychologically relevant research and theory such that it should be a true capstone seminar. Required (Supplemental) Reading Donald A. Norman, The Design of Everyday Things, (any edition of this book will be fine). Recommended Text Publication Manual of the American Psychological Association, 6 th edition (2009). APA: Washington, DC Library Liaison The library liaison for Psychology is Bernd Becker. He can be reached at (408) or Bernd.becker@sjsu.edu Classroom Protocol All students are expected to display professionalism and respect for others. This explicitly includes arriving on time, participating in class, engaging in civil dialog, and paying attention to classroom activities. Please turn off your cell phones and refrain from activities that disrupt the class. If you have to arrive late, seat yourself quietly and near the door. If you have to leave early, be sure to let me know in advance and sit by the door. Course Overview This course can be used to meet the capstone graduation requirement for Psychology. As benefits a capstone course, the seminar nature of this course will require much more active participation than would be required in a more traditional lecture-discussion course. Grading will be based on many take-home written assignments and several in-class presentations as well as by formal in-class testing. It is my intention that I will spend the first week or two presenting some of the background information that will be required for the course and then transition to a section of largely student-led presentations on various aspects of representation. We will start with some old articles on representation (Tolman s Rats; Shepart and Metzler s Mental Rotation Studies; Some work on language; some historic papers on stereotypes; some classic findings on inattention blindness) and work towards more recent work on the structure and nature of representation. Note that the course depends (inherently) on the papers that you, the students, select for presentation to your fellow students. It is strongly encouraged that you meet with me PSYC 190 (Van Selst), Current Issues Capstone, Fall 2010 Page 2 of 15

3 early and often to ensure that you remain on the right track vis-à-vis course requirements. As a product of the variety of different student interests, after the initial segment the remaining lectures, presentations, required readings, and research requirements will cover a broad range of topics in varying degrees of depth. It is likely that I will diverge from the nominal topic at hand to discuss issues of ethics and methodology. This will be deliberate (after all, ethics and methodology are parts of your training in psychology that should be assessed and evaluated as part of a capstone experience). The required activities will serve to illustrate some of the methodological issues and hopefully engender a better understanding of some of the theoretical concerns. Active participation will critically impact your understanding of the course content. The last major focus of the course will be on individual student projects. Each student will be required to propose an experiment that will explicitly address an unresolved issue in mental representation. Most students will find this section to be incredibly challenging. This is deliberate. You should start with a synthesis and summary of the current status of an avenue of inquiry related to mental representation (e.g., the role of route versus landmark knowledge in wayfinding) and then expand upon issues identified in one more papers related to the topic. Your final paper will have to summarize at least five relevant articles to the topic, cite at least ten, and represent your own contribution to the literature (i.e., there must be intellectual content in the paper that is uniquely attributable to you). For in-class presentations, it is best to a.pdf file of your presentation to the instructor well before the class period. The campus is overwhelmed with USB-based memory stick viruses. It is VERY likely that if you use a campus computer with a memory stick you WILL have a virus. The use of memory sticks for presentations is possible, and the laptops you will use will have SOME virus protection, but it is not advisable as you risk infecting your home machine the next time you use your memory stick. The best way to learn the material will vary across different people. Nevertheless, as you should know, active information processing leads to better memory, as does tying the material to real-world examples. In addition, distributed learning is more effective than cramming (the technical term is massed practice ). You are strongly encouraged to start on the various assignments (and seek out assistance as appropriate) well before their due date. This is particularly true of assignments that require you to locate and summarize appropriate peer-reviewed empirical journal articles using the PsycInfo database (if you are a new or open university student please check with the library reference desk to ensure that you have appropriate access to the electronic database resources required for this course). PSYC 190 (Van Selst), Current Issues Capstone, Fall 2010 Page 3 of 15

4 Course Goals and Student Learning Objectives Goal 1. Knowledge Base of Psychology: Students will demonstrate familiarity with the major concepts, theoretical perspectives, empirical findings, and historical trends in memory representation Goal 2. Research Methods in Psychology: Students will understand basic methodological approaches used in cognitive psychology, including research design, analysis, and interpretation. Goal 3. Critical Thinking Skills in Psychology: Students will understand and be able to use critical and creative thinking, skeptical inquiry, and a scientific approach to address issues related to behavior and mental processes. Goal 4. Application of Psychology: Students will understand and be able to apply psychological principles to individual, interpersonal, group, and societal issues. Goal 5. Values in Psychology: Students will value empirical evidence, tolerate ambiguity, act ethically, and recognize their role and responsibility as a member of society Assignments and Grading Policy Grading will be based on written assignments, student presentations, and by formal inclass testing. Exams and due dates will not be rescheduled except in the case of a documented medical or family emergency. Any exam that is rescheduled may be given as an oral exam or in essay format and, if the grading process is not complete before grades are due, a temporary letter grade or an incomplete may be awarded. Late assignments will be penalized one point. Papers and assignments are due at the beginning (within five minutes of the registrar's scheduled start time) of the relevant class meeting. A copy of the powerpoint or.pdf file for oral presentations is due (via or other means) PRIOR to the class meeting at which it is scheduled to be presented. The syllabus and assignments can be found at the course web site. Specific assistance with the format, style, and other aspects of your own writing can be sought from the SJSU writing center ( The Learning Assistance Resouce Center (LARC, is a more general resource that is available if you know you that you have difficulty with your writing or other academic skills (e.g., effective studying and/or time management). I am generally available to meet with you in order to elaborate on the requirements of the assignments or to answer specific questions that you have. The assignments will ensure that everyone keeps up with the reading, and should help you to assess whether you have mastered the basic concepts under study. The exams are (mostly) non-cumulative but, to some extent, the course material builds naturally upon itself. Turning in assignments after their respective exam will induce a further one-point grading penalty. Access to a computer word processor is required for the assignments. I will only accept typed assignments (handwritten work is not permissible, if your printer dies, go to the library, Kinko s, or other printing shop). It is assumed that you have sufficient skill and familiarity with your word processor to allow revisions to be made to assignments. For PSYC 190 (Van Selst), Current Issues Capstone, Fall 2010 Page 4 of 15

5 assignments that require you to find published journal articles, you must include a printout or photocopy of the first page of the article (not just the abstract). If you are unfamiliar with the use of the Psycinfo database, make an appointment with me as soon as possible. Newspaper and magazine articles nor information sites (Wikipedia, etc) from the web are not journal articles. It is your responsibility to have easy access to a back-up copy of any work that you hand in (keep multiple back-ups of any computer media). Evaluation Number of Event Type Grade Category Total Events 8 Assignments 24 Definition & Scope 3 Mental Models(*) 3 Dual-Coding(*) 3 Language 3 Representation(*) Episodic Memory(*) 3 Development of 3 Representation (*) Consciousness (*) 3 Expert Knowledge (*) 3 4 Presentation Topic Writeup 12 (Summary/Critique) Write-up 1 (day 1-5) 3 Write-up 2 (day 6-10) 3 Write-up 3 (day 11-16) 3 Write-up 4 (day 18-24) 3 4 Exams 23 Mid 1 8 Mid 2 6 Mid 3 6 Final 3 5 Topic Presentations 15 Topic 1 3 Topic 2 3 Topic 3 3 Topic 4 3 Topic 5 (selected) 3 6 Project 23 I: Proposal(*) 2 II: Initial write-up 3 III: Presentation 6 PSYC 190 (Van Selst), Current Issues Capstone, Fall 2010 Page 5 of 15

6 IV: Summary 1 3 (others/*) V: Summary 2 3 (others/*) VI: Final Write-up(*) 6 10 Participation (up to.5 for.5 * 10 5 each of 10 days scored) Any event with a (*) requires that the title page (not psychinfo abstract) of the article accompany the assignment or summary. These grade scores sum to a potential 102 points. The course will be graded out of 100: <60 is a fail; D-; <67.5 D; <70.0 D+; C-; <77.5 C; <80 C+; B-; <87.5 B; <90 B+; A-; <95 A; >95 A+ Course Completion (i.e., receiving a grade other than F) requires five assignments, two exams, and four of the six presentations; the assignments are due as indicated on the course schedule. One point will be deducted from late assignments (with the exception of the initial write-up of the project which must not be turned in late or it will be penalized one point per day). One point will be deducted from the research article assignments (*) if the cover page from the article is not attached. It is in your best interests to do all of the assignments and to complete them in a timely fashion. If you are running behind, keep up with the current assignments. University Policies Academic integrity Your commitment as a student to learning is evidenced by your enrollment at San Jose State University. The University s Academic Integrity policy, located at requires you to be honest in all your academic course work. Faculty members are required to report all infractions to the office of Student Conduct and Ethical Development. The Student Conduct and Ethical Development website is available at Instances of academic dishonesty will not be tolerated. Cheating on exams or plagiarism (presenting the work of another as your own, or the use of another person s ideas without giving proper credit) will result in a failing grade and sanctions by the University. For this class, all assignments are to be completed by the individual student unless otherwise specified. If you would like to include your assignment or any material you have submitted, or plan to submit for another class, please note that SJSU s Academic Policy S07-2 requires approval of instructors. PSYC 190 (Van Selst), Current Issues Capstone, Fall 2010 Page 6 of 15

7 I expect all work that you turn in via assignments or exams to be your own. It is your responsibility to be familiar with the scope, definitions, and recommended sanctions of the university s Academic Integrity policy (S07-2 at Academic integrity is essential to the mission of San José State University. Violations to the Academic Integrity Policy undermine fair grading as well as the educational process itself. As such, it will not be tolerated. Violations also demonstrate a lack of respect for oneself, one s fellow students and the course instructor. Such violations can devalue the university s reputation and the value of the degrees it offers. We all share the obligation to maintain an environment that practices academic integrity. Violators will be subject to failing this course and will be reported to the Office of Judicial Affairs for disciplinary action. Such action could result in suspension or expulsion from San José State University. You have rights governing appealing the application of this process and you should use them. Campus Policy in Compliance with the American Disabilities Act SJSU complies with the Americans with Disabilities Act. If you need course adaptations or accommodations because of a disability, or if you need to make special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible (or visit during office hours). Presidential Directive requires that students with disabilities requesting accommodations must register with the Disability Resource Center (DRC) at to establish a record of their disability. Learning Assistance Resource Center The Learning Assistance Resource Center (LARC) is located in Room 600 in the Student Services Center. It is designed to assist students in the development of their full academic potential and to motivate them to become self-directed learners. The center provides support services, such as skills assessment, individual or group tutorials, subject advising, learning assistance, summer academic preparation and basic skills development. The LARC website is located at SJSU Writing Center The SJSU Writing Center is located in Room 126 in Clark Hall. It is staffed by professional instructors and upper-division or graduate-level writing specialists who have met a rigorous GPA requirement, and have been trained to assist students of any discipline to become better writers. The Writing Center website is located at Add / Drop / Repeats Students are responsible for understanding and being aware of the dates, policies and procedures that govern adds/drops, academic renewal, fee payment, withdrawal from the class and so forth. The current semester s Catalog Policies are available at Add/drop deadlines can be found on the current academic calendar web page located at The Late Drop PSYC 190 (Van Selst), Current Issues Capstone, Fall 2010 Page 7 of 15

8 Policy is available at Students should be aware of the current deadlines and penalties associated with dropping classes. If you have taken this class before, the old grade will remain visible on your transcript but will no longer be included in the computation of your SJSU or overall gpa if the old grade is a C- or worse and you have grade forgiveness units left. If you wish to have your grades averaged (and thus saving grade forgiveness for another course) you will need to submit a form to prevent this. If you are attempting to qualify for eligibility to be admitted to SJSU you will eventually need to formally (re)apply to the university (via CSUmentor) for the term you wish to return for (e.g., by November 30, 2010 for admission for Fall 2011). At the current time, only Fall admissions are being considered. Psychology is an impacted major (see the official university information and the Advising Hub at Application for University Graduation If you have more than 90 units of credit towards graduation (i.e., everybody in this class), you really ought to have applied for graduation before starting this course. See your major advisor as soon as possible. Psychology 190 Current Issues Capstone (Memory Representation) This schedule and point break down is subject to change with fair notice. Updates will be posted to the class website and ed to the class distribution list. Table 1 Course Schedule Date Due Today % Description of Content 1 Thursday, Introduction and Course Overview August 26 th 2 Tuesday, August 31st Models of Memory + Tolman s Rats 3 Thursday, September 2 nd Asst 1 due (Definition and Scope) 3 Human Factors: the user and display model versus the system; naïve physics; Characteristics of the human memory system [last drop day] Knowledge representation: 4 Tuesday, September 7 th representing concepts. Prototypes, Templates, Feature Lists, and Semantic Network Models 5 Thursday, September 9 th Asst 2 due (Mental Models) 3 Inattentional blindness: social psychology and cognitive psychology examples PSYC 190 (Van Selst), Current Issues Capstone, Fall 2010 Page 8 of 15

9 6 Tuesday, September 14 th 7 Thursday, September 16 th 8 Tuesday, September 21 st 9 Thursday, September 23 rd 10 Tuesday, September 28 th 11 Thursday, September 30 th 12 Tuesday, October 5 th 13 Thursday, October 7 th 14 Tuesday, October 12 th Write-up of a paper from days 1-5 due Asst 3 due (dual-coding) Asst 4 due (Language representation) Write-up of a paper relevant to day 6,8,9, or 10 due Asst 5 due (Episodic Memory) Asst 6 due (Developmental Representation) 3 Sensation, Perception, and Cognition: the role of, and evidence for, recoding // dualcoding hypothesis 8 Midterm 1 prior topics + the design of everyday things reading [mark travel] 3 Language representation: phonetics vs. whole-word reading; linguistic relativity hypothesis; concreteness and imageability; propositional representation Childhood development: childhood amnesia + what does Piaget say about representation? 3 Remembering Events (encoding, storage, and retrieval) 3 What is the role of Episodic Memory? (Direct vs. Indirect memory: Jacoby) 3 Memory Distortions (Loftus, Bartlett, Kintch, ) Glove anesthesia, faking bad (multiple personalities), hemispatial neglect, blindsight, 3 Consciousness 6 Midterm 2 section topics 15 Thursday, October 14 th [mark travel] 16 Tuesday, October 19 th Asst 7 due (Consciousness) 3 Shepard and Metzler (Mental Rotation) 17 Thursday, October 21 st 3 Knowledge representation in experts and novices 18 Tuesday, October 26 th 19 Thursday, October 28 th Write-up of paper from 11,12,13,14, or 16 due Project Part I due (proposal) Asst 8 due (Expert Knowledge) 2 Heuristics and biases 3 The concept of self 20 Tuesday, November 2 nd (continued) (continued) PSYC 190 (Van Selst), Current Issues Capstone, Fall 2010 Page 9 of 15

10 Thursday, November 4 th 6 Midterm 3 [mark travel] 21 Tuesday, November 9th Characteristics and implications of human wayfinding Thursday NO CLASS (Veterans Day) November 11 th 22 Tuesday, TBA (student topic choice) November 16 th 23 Thursday TBA (student topic choice) November 18 th 24 Tuesday, Project Part II 3 TBA (student topic choice) November 23 rd (initial write up) Thursday November 25 th NO CLASS (Thanksgiving) 25 Tuesday, November 30 th Write-up of paper from day 3 6 Student presentations (Project III) due Thursday NO CLASS (travel) December 2 nd 26 Tuesday, December 7 th Project IV 3 Student presentations (write-up on others - due Dec 7th) 27 Thursday December 9 th Project V 3 Student presentations (write-up on others #2 - due Dec 9th) Monday December 13 th Project Part VI 12:15AM 2: (project write-up due) FINAL EXAM (note date and time) Tuesday December 14 th 4PM cut-off time/date for all late submissions To be included in the computation of your final course grade, any late assignments must be received (and stamped by the Psychology office) at my mailbox in the Psychology Office (DMH 167) by 4PM Tuesday December 14 th. The fax number is c/o Van Selst. You can try if you have no other options but it is not a 100% reliable mechanism of submission. Assignments (3% each) Assignment #1 (Definition and Scope) GOAL: To have you demonstrate your understanding of the breadth of the topic memory representation (or Memory and Representation). REQUIREMENT: First identify at least eight different sub-disciplines within psychology (e.g., Social, Personality, Developmental, Neuropsychological, Industrial/Organizational, Human Factors, Health, etc.). Define the scope of each sub-discipline. Then, for each of the sub-disciplines that you have defined, identify how memory representation (as a topic) might influence the direction/understanding/scope/etc. of that sub-discipline (and cite any relevant PSYC 190 (Van Selst), Current Issues Capstone, Fall 2010 Page 10 of 15

11 sources that you drew your definition of memory representation vis-à-vis that subdiscipline [proper APA format]). To start you off, it is clear that memory representation is inherently central to an understanding of COGNITIVE PSYCHOLOGY since cognitive psychology is the study of how people think, which is inherently tied to issues of memory representation (as we will spend much of the course reviewing). A simple example would be the linguistic relativity hypothesis namely the hypothesis that the language(s) that you have available to you influence the connections that you draw between concepts. For this one (of eight) sub-disciplines you might first find a good definition of the scope of cognitive psychology, and then define the linguistic relativity hypothesis and how it would apply to cognitive psychology (or, if you prefer, you might define psycholinguistics then use the broader term of cognitive psychology to address issues of the role of attention in binding features together to allow for object recognition). What I am looking for for this assignment is a separate paragraph (or two) for each of the sub-disciplines within psychology. If you are truly stuck, as a starting point, you might look ahead to the range of topics covered in the course and associate each with a different sub-discipline of psychology. Due Date: start of class, Thursday, September 2 nd. Assignment #2 (Mental Models) GOAL: To analyze the role of mental representation (in the form of mental models) influence how we interact with the world. REQUIREMENT: Based on RESEARCH FINDINGS as reported in peer-reviewed PSYCHOLOGY journal articles, you are to summarize a research article with a particular focus on the role of mental models. The mental models could be of spatial representation (e.g., Tolman s Rats) or more recent work (e.g., out of human factors) demonstrating how the form of mental representation changes how individuals interact with the systems they use. You MUST use the SJSU electronic database (e.g., psycinfo) to aid your search and you must include one or more complete (preferably APA-style) citations to contentappropriate academic journal articles from peer-reviewed journals. It is ok to check your potential articles with me in the days before the assignment is due. So long as you capture the gist or central thesis of the article, I will not hold you responsible for a fully nuanced understanding of the methodological or interpretative subtleties. Due Date: start of class, Thursday, September 9 th. Be sure to include a photocopy or printout of the title page of the journal article (not the PsycInfo abstract) with your assignment. It is highly suggested that you start work on this assignment well before it is due. PSYC 190 (Van Selst), Current Issues Capstone, Fall 2010 Page 11 of 15

12 Assignment #3 (dual-coding) GOAL: To analyze the role of mental representation (in the form of mental models) influence how we interact with the world. REQUIREMENT: Based on RESEARCH FINDINGS as reported in peer-reviewed PSYCHOLOGY journal articles, you are to summarize a research article with a particular focus on the role of dual-coding. Dual-Coding is typically used to describe the memory advantage for material that is coded in both a visual and a verbal format. Find and summarize any recent (post 2005) article examining dual-coding in memory. Due Date: start of class, Tuesday, September 21 st. Include a photocopy or printout of the title page of the journal article (not the PsycInfo abstract) with your assignment. It is highly suggested that you start work on this assignment well before it is due. Assignment #4 (Language) GOAL: To have you demonstrate what language can tell us about mental representation. REQUIREMENT: Based on RESEARCH FINDINGS as reported in peer-reviewed PSYCHOLOGY journal articles, you are to summarize a research article with a particular focus on what psycholinguistics research (e.g., lexical decision tasks, studies of patterns of errors in dyslexia, etc.) can tell us about the structure of language processing and linguistic representation (e.g., look for assembled versus addressed phonology such work will address potential representation differences between high and low frequency words, etc.). Due Date: start of class, Tuesday, September 28 th. Include the title page of the journal article (not the PsycInfo abstract) Start work on this assignment well before it is due. Assignment #5 (Episodic Memory) GOAL: To have you demonstrate your grasp of the implication of episodic memory REQUIREMENT: Based on RESEARCH FINDINGS as reported in peer-reviewed PSYCHOLOGY journal articles, you are to summarize a research article with a particular focus on the role of episodic memory in knowledge representation. You will need to find and cite a good definition of episodic memory within your paper. You will need to ensure that you touch on the issue of knowledge representation rather than just a discussion of what episodic memory is what are the implications for representation with and without episodic memory? What does episodic memory buy you? Due Date: start of class, Tuesday, October 5 th. Include the title page of the journal article (not the PsycInfo abstract) Start work on this assignment well before it is due. PSYC 190 (Van Selst), Current Issues Capstone, Fall 2010 Page 12 of 15

13 Assignment #6 (Development of Representation) GOAL: To have you demonstrate your grasp of the role of developmental psychology (or cognitive development) in the understanding of mental representation. REQUIREMENT: Based on RESEARCH FINDINGS as reported in peer-reviewed PSYCHOLOGY journal articles, you are to summarize a research article with a particular focus on how mental representations change with development (typically within the domain of child development). You MUST use the SJSU electronic database (e.g., psycinfo) to aid your search and you must include one or more APA-style citations to content-appropriate academic journal articles. It is ok to check your potential articles with me in the days before the assignment is due. You can use Piaget s stages of development as a topic but you do not have to do so. Due Date: start of class, Tuesday, October 12 th. Include the title page of the journal article (not the PsycInfo abstract) Start work on this assignment well before it is due. Assignment #7 (Consciousness) Goal: Refine your understanding of consciousness from a nebulous form into a concept that can be used to reflect some insight into our question of interest: namely, what is the role of consciousness vis-à-vis our question of what constitutes or influences mental representation (e.g., can one build a mental representation in the absence of awareness?) Requirement: Define the term consciousness and then describe at least one academic article which speaks to the importance of consciousness in building mental representations. The article does not have to be a recent empirical article although it could be. I am more interested in your level of understanding than the use of technical jargon. Due Date: start of class, Tuesday, October 19 th. Include the title page of the journal article (not the PsycInfo abstract) Start work on this assignment well before it is due. Assignment #8 (Expert Knowledge) GOAL: To have you demonstrate your grasp of the implications of expert versus novice levels of knowledge vis-à-vis the question of how knowledge is represented. REQUIREMENT: Based on RESEARCH FINDINGS as reported in a peer-reviewed PSYCHOLOGY journal article, summarize some work examining the differences between novice and expert knowledge. You must include a summary of what one or more articles suggest as similarities and differences between experts and novices and (potentially) the implication of those differences. You MUST use the SJSU electronic database psycinfo or psycarticles to aid your search. Include one or more complete (APA-style) citations to content-appropriate academic journal articles. It is ok to check your potential articles with me in the days before the assignment is due. Due Date: start of class, Tuesday, October 28 th. Include the title page of the journal article (not the PsycInfo abstract) Start work on this assignment well before it is due. PSYC 190 (Van Selst), Current Issues Capstone, Fall 2010 Page 13 of 15

14 Presentation Topic Write-Up (3% each) GOAL: To ensure that students are paying attention to, and thinking about, the material presented during the TOPIC presentations. To encourage a deeper understanding of research discussed in class that is of the most interest to the student. REQUIREMENT: Each of the TOPIC presentations focuses on a peer-reviewed PSYCHOLOGY journal article. For any article that is EITHER the base memory and representation article being presented or any memory and representation article cited in the presentation, you are to produce a two page Summary/Critique. The summary of the research article should normally be approximately one or two paragraphs. It may be preceded by a paragraph (or two) as background for the article. Approximately half of the article should be a methodological or theoretical critique of the article. It is appropriate, but not required, to discuss future directions for research. Each write-up will be: Two pages, double-spaced, written in a 12 point typeface. Reference, Title page (if included) and/or your name, course number, etc. content will not count against your two page limit. If you write 2 and 1/3 pages, I won t cry. 3 pages is DEFINITELY way too much. What I am expecting is a summary/critique of the article. For the first assignment you can use any article from the who speaks when about what list or articles cited and referenced within the first three presentations (by Mark Van Selst, Stephanie, and Samuel respectively). You CANNOT write your summary/critique on the article from your own presentation. It is always a good idea to include the definition of any term that is central to the article that is new to you (this definition can either be in text or following your summary/critique). Inclusion of such definitions is NOT required, but it may be helpful for you. The IDEAL paper consists of: 1) Introduction to the paper and background to the issue being addressed 2) A summary of the paper (number of experiments, important manipulations, theoretical claims, important findings) 3) A critique of the paper a. Methodological failures (confounds, design flaws, etc.) b. Failures to consider alternative accounts (specify the alternative) c. Strengths of the design 4) Possible future directions (replicate after fixing flaws, next steps, etc.) In addition to a formal reference section, you should attach the title page of any article that you reference (yes, you can cite more than one article). PSYC 190 (Van Selst), Current Issues Capstone, Fall 2010 Page 14 of 15

15 INDIVIDUAL PROJECT PROJECT 1: Proposal (October 26 th ) [2 points] A one to two paragraph description of what question you hope to address. You should explicitly note two or more references that relate to your topic of interest. This does NOT have to be a complete in-depth proposal. I really just need to know that you have a viable project and that you have started to work on building up your knowledge of the background literature. PROJECT 2: Initial pass at your write-up [3 points] A four (or more) page outline and/or formal write-up that CLEARLY (1) summarized two or more background articles (at least two pages of summary material in total), (2) the remaining question to be addressed, (3) the method you propose to use to answer the question of interest. Please ensure that the logic of the proposal is transparent. PROJECT 3: Presentation to the class [6 points] A powerpoint (or equivalent) [can be presented in.pdf form] appropriate for a graduating senior final project. The talk itself should be aimed at approximately 14 or more slides (5-10 minutes of presentation time + additional time for questions/comments/follow-up). You should be familiar with all of the data that you present. You should introduce the question, clearly describe one or more research projects that have addressed the issue (including presentation of the basic methodology and logic + the methodological details if they are important), walk the class through the interpretation of the data, describe the remaining question that you intent to address, describe your proposed methodology, describe your anticipated pattern of data, describe how you will analyze the data, and what the anticipated possible patterns of data would indicate. You will NOT be required to perform a power analysis although for some designs it may be clearly appropriate to do so. PROJECT 4, 5: Summary of Literature (other student presentations) [3 + 3 points] On each of the due dates (Dec 7 th and Dec 9 th ) you will submit a two-page paper providing a summary of some empirical research relevant to (or cited within) one of the other student projects (it must NOT be related to your own project). You will submit two separate papers (on separate topics, one per due date). You MUST include the title page of the empirical journal article (it is ok to ask the other student presenter if you can copy their version if the paper is not available via PSYCINFO, etc.) PROJECT 6: Full Project Write-up. [6 points] You will submit the full (APA-format) research proposal for your project. I would anticipate that most submissions will be in the range of 8-12 pages (+ title page, references, figures, etc.). You MUST include a copy of the title page for each article reference. PSYC 190 (Van Selst), Current Issues Capstone, Fall 2010 Page 15 of 15