CENTRO ESCOLAR UNIVERSITY

Manila*Makati*Malolos
School of Science and Technology
PSYCHOLOGY DEPARTMENT
COURSE SYLLABUS
Cognitive Psychology PRPY132 3 UNITS 3 HOURS
Course Title Course Number Unit(s) Hour(s)/Week
CEU QUALITY OBJECTIVES
CEU VISION/MISSION 1. Practice and promote good stewardship of the environment;
Philosophy: Ciencia y Virtud (Science and Virtue) 2. Develop and inspire/motivate/nurture qualified and competent human resources;
Vision 3. Attain organizational unity and effectiveness;
To be the university of first choice. 4. Ensure functional and efficient systems;
CEU is the University of first choice - the leading higher education institution fostering excellence in the 5. Disseminate accurate information efficiently to the different functions;
advancement of knowledge while engendering personal integrity and social responsibility. 6. Identify and respond to the needs of the University community;
Mission 7. Provide adequate resources and facilities; and
To build a brighter future - for our students, the Philippines, and the world. 8. Improve quality services continuously through a responsive feedback mechanism.
CEU is committed to:
CENTRO ESCOLAR EXPECTED GRADUATE ATTRIBUTES (CEEGA)
 Provide a rich and stimulating learning environment to prepare students to become productive, innovative and
value-driven professionals and entrepreneurs committed to nation building in the context of one world; Graduate Skills, Knowledge, Attitudes that Escolarian Graduates possess
 Enhance the development of higher education through exemplar academic programs and collaborative practices; Attributes
and Lifelong Learner 1. Learns and works independently as well as collaboratively.
 Contribute to the promotion of human well-being through high-quality research, and community service programs. (LL) 2. Translates knowledge generated from research and other sources to improve quality of life.
CEU CORE VALUES 3. Creates new ideas to better understand society.
4. Evaluates own thinking, behavior and spirituality for self-growth.
V - Valuing others, caring for them and empowering them Reflective and 1. Thinks critically and creatively.
A - Accountability, integrity and trustworthiness Creative Thinker 2. Shows open-mindedness.
L - Lifelong learning as individuals and as an organization (RCT) 3. Solves problems systematically.
U - Unity, teamwork and loyalty 4. Loves art and shows artistic sensibility.
E - Excellence in all endeavors Caring and 1. Values people and acts in unity with others.
S - Social responsibility as citizens of the Filipino nation and of the world Trustworthy Citizen 2. Commits to social justice and principles of sustainability and respect for diversity.
CEU QUALITY POLICY (CTC) 3. Practices good stewardship and accountability.
4. Manifest social responsibility by helping improve conditions of those who have less in life or
Centro Escolar University is committed to provide quality, education effectively and efficiently through a circumstance.
continuously improved organizational system consisting of individuals imbued with professionalism and strong sense Proficient 1. Articulates ideas clearly for varied purposes and audiences of diverse culture.
of caring, service and collaboration. Communicator 2. Listens attentively, engages in meaningful exchange and shares knowledge, values, attitudes
(PC) and intentions.
3. Utilizes effectively appropriate media and information technologies.
Competent and 1. Initiates, innovates better ways of doing things and accountability
Productive 2. Promotes quality and productivity.
Professional (CPP)

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 B. S. PSYCHOLOGY
SCHOOL OF SCIENCE AND TECHNOLOGY PROGRAM OUTCOMES
MISSION STATEMENT

Mission: The graduates of Bachelor of Science in Psychology should be able to:

The School of Science and Technology is committed to be a strong arm of 1. Demonstrate literacy in the application of the major psychological theories
the university is fostering excellence in the pursuit of knowledge while and concepts in personal and professional life.
engendering personal integrity and social responsibility. 2. Apply the methods of psychological inquiries and develop lifelong learning
towards building knowledge on local culture and context.
In line with the CEU mission, the School of Science and Technology seeks
for its clientele the following objectives: 3. Utilize psychological theories and methods in personal and professional
settings.
1. To develop scientific, technical and vocational skills with world class 4. Administer and interpret psychological test results, analyze cases and
competency; identify appropriate action and intervention in various settings.
5. Value professional and ethical behavior in research and practice.
2. To be empowered with logical, critical, and creative thinking skills;
6. Construct and develop questionnaire items for purposes of psychological
3. To appreciate, value, and live out man’s desirable potentialities, and assessment and research.
7. Exhibit self-reflection to develop empathic and effective communication
4. To become versatile and productive citizens in the global society. that promotes harmonious interpersonal relationship.

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Course Description : This course examines the nature of human reasoning and problem solving, creativity, intelligence, memory, emotion, mental representation and
imagery, artificial intelligence, cognitive and language development. It will also consider the logical and sometimes illogical ways in which individuals
create concepts, solve problems, make decisions and form judgments. The course will examine basic assumptions, issues, and methods in the
study of cognition. It will also examine the relationships of the field to other disciplines.

Pre-requisite : Introduction to Psychology

Course Intended Learning Outcomes (CILO):

At the end of the course the students are expected to:

1. Cognitive
1.1 Explain the principles and theories of Cognitive Psychology.
1.2 Identify mental processing involved in attention, recognition, learning, memory and language processing.
1.3 Apply knowledge of the elements of cognitive processes in promoting and developing effective problem solving, decision making and
creativity.

2. Affective
2.1 Develop scientific attitudes and acquire the value of critical thinking in solving problems of behavior and mental processes.
2.2 Appreciate and value the versatility of cognitive function on various human activities
2.3 Value the integrity of the human brain

3. Psychomotor
3.1 Present issues and personal experiences involving the use of cognitive processes in everyday life situation.
3.2 Illustrate active use of healthy practices to preserve the integrity of cognitive processes

COURSE PLAN
Intended Learning Outcomes Content/Topic Suggested Teaching Time Resources Assessment
Methodology/Strategies Allotment
• Discuss the brief history of cognitive I – Introduction to Cognitive • Lecture-discussion 3 hours Textbooks • Quiz
psychology; and its philosophical and Psychology E-Books • Recitation
psychological antecedents. Journals • Graded
assignments
• Demonstrate understanding of the following: II – Cognitive Neuroscience • Lecture-discussion 3 hours • Quiz
a. The fundamental structures and • Recitation
processes of the cells within the brain • Graded
assignments

b. The major structures and processes of

the brain

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 Intended Learning Outcomes Content/Topic Suggested Teaching Time Resources Assessment
Methodology/Strategies Allotment
c. What have researchers found as a result
of studying the brain
• Describe some of the evidence regarding III – Attention and Consciousness • Lecture-discussion 6 hours •Quiz
the phenomena of priming and • Group activity • Recitation
preconscious perception. • Sharing of experience • Reflection paper
• Compare and contrast the theories of visual • Small group discussion
search.
• Explain the process of signal detection,
selective attention and divided attention.
• Describe each of the monocular and IV – Perception • Lecture-discussion 6 hours • Quiz
binocular depth cues. • Journal readings • Recitation
• Describe bottom-up and top-down • Graded
approaches to perception assignment
• Explain how might deficits in perception
offer insight into normal perceptual
processes.
• Describe the relationship of the cognitive V – Memory: Models and Memory • Lecture-discussion 3 hours • Quiz
processes in each of the following: short- Processes • Problem solving • Recitation
term memory, long-term memory and ways • Analyzing matrices • Reflection paper
of improving memory. • Journal reading
• Discuss two influential models of memory:
Atkinson and Shiffrin Model and levels of
Processing Approach
• Explain some of the major hypotheses VI – Knowledge Representation, • Lecture-discussion 6 hours • Abstract of
regarding how knowledge is represented in Images and Proposition and • Mastery of concepts and terms journal articles on
the mind. Organization • Research work learning and
• Enumerate some of the characteristics of • Journal reading memory
mental imagery. • Quiz
• Understand how knowledge
representation benefit from both analogical
images and symbolic propositions.
• Differentiate declarative and procedural
knowledge.
• State the mental process involved in VII – Language Nature and • Lecture-discussion 6 hours • Quizzes
language understanding and their relation Acquisition • Problem solving • Recitation
to one another. • Analyzing matrices • Reflection paper
• Journal reading

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 Intended Learning Outcomes Content/Topic Suggested Teaching Time Resources Assessment
Methodology/Strategies Allotment
• Discuss the social aspects and content of
speed in order to understand language.
• Investigate laboratory studies and real
world appreciation of verbatim memory,
memory for meaning and memory for
influences.
• Examine over-all components of the
reading processes.
• Discuss the components of problem VIII – Problem Solving and Creativity • Lecture-discussion • Abstract pf
solving such as: understanding the • Mastery of concepts and terms 6 hours journal articles on
problem and solving the problem. • Journal reading learning and
• Differentiate between ill-defined problems memory
and well defined problems. • Quiz
• Describe how one’s ability to solve • Research work
problems change as a result of cognitive
development.
• Define what creativity is
• Identify creative ways of solving problems.
• Examine the choices one makes about the IX – Decision Making and Reasoning • Lecture-discussion • Abstract of
likelihood of uncertain events. • Journal reading 6 hours journal articles on
• Discuss cases that pointed out errors in learning and
decision making. memory
• Point out how people make beliefs and • Recitation
make choices using deductive and
inductive reasoning.
• Discuss misinterpretation in propositional
reasoning problems.
• Give examples of cases in which
strategies are inappropriately applied in
reasoning, leading to incorrect conclusion.
• Discuss the overview of the developmental X – Cognitive Development • Lecture-discussion 3 hours • Quizzes
theory proposed by developmental • Journal reading • Graded
theorists like Jean Piaget. assignment
• Examine the development of cognition in 3
areas: Memory Language, Concept
Formation and Problem Solving.

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 Intended Learning Outcomes Content/Topic Suggested Teaching Time Resources Assessment
Methodology/Strategies Allotment
• Identify the key issue in measuring XI – Human and Artificial Intelligence • Lecture-discussion • Quizzes
intelligence. • Journal reading 6 hours • Long test
• Discuss some information processing • Graded
approaches to intelligence. assignment
• Explain how researchers attempted to
simulate intelligence using machines such
as computers.

REFERENCES:

BOOKS

1. Charles Abraham, Mark Conner, Fiona Jones & Daryl O'Connor. Health Psychology. Abingdon, Oxon ; New York, NY : Routledge, (2016)
2. Gregory R. Maio & Geoffrey Haddock. The psychology of attitudes & attitude change. Los Angeles : SAGE, (2015)
3. Kellog, Ronald Thomas. Fundamentals of Cognitive Psychologist. Thousand Oaks : SAGE Publications, (2016)
4. Nilsen, Barbara Ann. Week by week : plans for documenting children's development. Manila: Titlepeek (2017)
5. Towell, Janet L. et. al. Creative literacy in action : birth through age nine. Australia : Cengage Learning, (2018)
6. Goldstein, E. B. (2019). Cognitive psychology: connecting mind, research, and everyday experience (5th ed.). Cengage.
7. McBride, D.M., Cutting, J.C. (2019). Cognitive psychology: theory, process, and methodology (2nd ed.). SAGE Publications.
8. Bermudez, J.L. (2020). Cognitive science: an introduction to the science of the mind (3rd ed.). Cambridge University Press.
9. Abraham, C., Conner, M., Jones, F., O’Connor, D.O. (2016). Health psychology (2nd ed.). Routledge.
10. Asma, S.T., Gabriel, R. (2019). The emotional mind: the affective roots of culture and cognition. Harvard University Press.
11. Newen, A., De Bruin, Gallagher, S. (Eds.) (2018) The Oxford handbook of 4E cognition. Oxford University Press.
12. Farrell, S., Lewandowsky, S. (2018). Computational modeling of cognition and behavior. Cambridge University Press.
13. Boles, D.B. (2019). Cognitive evolution. Routledge.
14. Howells, L. (2018). Cognitive behavioural therapy for adolescents and young adults: an emotion regulation approach. Routledge.
15. Harmon-Jones, E. (Ed.) (2019). Cognitive dissonance: reexamining a pivotal theory in psychology (2 ed.). American Psychological Association.
nd

16. Ward, T., Plagnol, A. (2019). Cognitive psychodynamics as an interactive framework in counselling psychology and psychotherapy. Palgrave Macmillan

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ON-LINE REFERENCES:

1. Cherry, Kendra. What is Cognitive Psychology: Retrieved from: http://psychology.about.com/od/cognitivepsychology/f/cogpsych.htm on April 2, 2018
2. Cognitive Processes, Classes, Fall, 1997. History of Cognitive Psychology. Retrieved from: http://www.muskingum.edu/~psych/psychweb/history/cognitiv.htm on April
2, 2018
3. Encyclopedia.com. Cognitive Psychology. Retrieved from: http://www.encyclopedia.com/topic/cognitive-psychology.aspx on April 2, 2018
4. Simply Psychology. Cognitive Psychology. Retrieved from: http://www.simplypsychology.org on April 2, 2018
5. Stanford Encyclopedia of Philosophy. Cognitive Science. Retrieved from: http://plato.stanford.edu/entries/cognitive-science/ on April 2, 2018
6. University of Michigan. Cognitive and Cognitive Neuroscience. Retrieved from: http://www.Isa.umich.edu/psych/areas/cognition on April 2, 2018
7. McLeod, S. (2020). Cognitive psychology. Simply Psychology. https://www.simplypsychology.org/cognitive.html
8. Cherry, K. (2019, November 4). Cognitive psychology: the science of how we think. Very Well Mind. https://www.verywellmind.com/cognitive-psychology-4157181
9. Cognitive neuroscience (n.d.). https://www.emotiv.com/glossary/cognitive-
neuroscience/#:~:text=Cognitive%20neuroscience%20is%20a%20subfield,brain%20functions%20and%20achieves%20performance
10. Perception: the ability responsible for recognition (n.d.). CogniFit.
https://www.cognifit.com/perception#:~:text=Perception%20is%20the%20ability%20to,we%20receive%20throughout%20sensory%20organs
11. Cherry, K. (2020, July 25). How psychologists define attention. Very Well Mind. https://www.verywellmind.com/what-is-attention-
2795009#:~:text=Attention%20is%20a%20concept%20studied,specific%20information%20in%20our%20environment.&text=All%20of%20these%20sights%2C%20soun
ds,attentional%20resources%20are%20not%20limitless.
12. Cherry K. (2020, May 13). What is consciousness? Very Well Mind. https://www.verywellmind.com/what-is-consciousness-2795922
13. Cherry, K. (2020, May 15). What is memory? Very Well Mind. https://www.verywellmind.com/what-is-memory-2795006
14. What is memory (n.d.). Psychology Today. https://www.psychologytoday.com/us/basics/memory
15. Types of memory (n.d.). Psychology Today. https://www.psychologytoday.com/us/basics/memory/types-memory
16. How memory works (n.d.). Psychology Today. https://www.psychologytoday.com/us/basics/memory/how-memory-works
17. Learning knowledge acquisition, representation, and organization (n.d.). https://education.stateuniversity.com/pages/2165/Learning-KNOWLEDGE-ACQUISITION-
REPRESENTATION-ORGANIZATION.html
18. Nature and acquisition of language (n.d.). Jim.Shamlin.Com. http://jim.shamlin.com/study/books/4219/09.html
19. Problem solving and creativity (n.d.). Jim. Shamlin.Com. http://jim.shamlin.com/study/books/4219/11.html
20. Decision making and reasoning (n.d.). Jim.Shamlin.Com. http://jim.shamlin.com/study/books/4219/12.html
21. Siegler, R. (n.d.). Cognitive development in childhood. Noba Project. https://nobaproject.com/modules/cognitive-development-in-childhood
22. Cognitive development (n.d.). Cincinnati Children’s. https://www.cincinnatichildrens.org/health/c/cognitive
23. Artificial intelligence vs human intelligence: a competition or collaboration (n.d.). Aurecon. https://www.aurecongroup.com/expertise/digital-engineering-and-
advisory/artificial-intelligence-vs-humans#:~:text=Artificial%20intelligence%20(AI)%20is%20a,reasoning%2C%20problem%20solving%20and%20learning.
24. Artificial intelligence (n.d.). Built in. https://builtin.com/artificial-intelligence

E-JOURNALS:

SOJ Psychology. https://symbiosisonlinepublishing.com/psychology/

The Open Psychology Journal. https://openpsychologyjournal.com/
Frontiers in Psychology. https://www.frontiersin.org/journals/psychology
International Journal of Psychological Studies. http://www.ccsenet.org/journal/index.php/ijps

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 Advances in Cognitive Psychology. http://www.ac-psych.org/en/home
American Psychologist. https://psycnet.apa.org/PsycARTICLES/journal/amp/75/7
Directory of Open Access Journals (DOAJ). https://doaj.org/
ProQuest. https://www.proquest.com/index
Emerald. https://www.emerald.com/insight/
Clinical Psychology in Europe. https://cpe.psychopen.eu/
Europe’s Journal of Psychology. https://cpe.psychopen.eu/
Interpersona. http://interpersona.psychopen.eu/
Journal of Numerical Cognition. https://jnc.psychopen.eu/
Journal of Social and Political Psychology. http://jspp.psychopen.eu/
Psychological Thought. http://psyct.psychopen.eu/
Psychology, Community & Health. http://pch.psychopen.eu/
Social Psychological Bulletin. https://spb.psychopen.eu/
The European Journal of Counselling. http://ejcop.psychopen.eu/

Prepared by: Date: Approved by: Date:

Mrs. Josephine Santonia (Sgd)

Dr. Marietta Subida (Sgd) April 3, 2019 DR. DOROTHEA C. DELA CRUZ APRIL 3, 2019
Mrs. Angelina Villanueva (Sgd) HEAD
/apm 2020
NAME

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