Cognitive Psychology Discussion/Responses
This week you will explore the history of cognitive psychology and begin a discussion of brain science. By the end of this unit, you will have a better idea of what cognitive psychology is and why it is important. You will also learn about the fascinating cognitive neuroscience techniques that can be used to study how different areas of the brain are involved in cognitive processes.
Read the Chapter 1 of your textbook
The Tutorial will give you access to a very helpful model of the brain. You will learn about the parts and functions of the brain identified in this week’s Reading and then go back to it to quiz yourself on your learning.
Web Resources (optional)
If you wish to learn more about brain imaging techniques you can visit the following website:
If you wish to learn more about transcranial magnetic stimulation visit the following website:
Discussions are fundamental to shared learning, so please be sure to participate early and often!
After you have completed the Reading, and without reviewing your classmate’s responses, post your initial response to the following Discussion. Your post should be at least 200-250 words in length and should extend the discussion of the group supported by your course materials and/or other appropriate resources.
After you have submitted your initial post, take time to review your classmates’ responses and to respond specifically and substantially to at least two of them. Refer to the Discussion Rubric in Course Resources for specific grading explanation.
Introduction to Cognitive Psychology
In this course you will be learning about cognitive psychology and how we use cognitive processes all the time. This week you will be discussing what you have learned about cognition. Please make sure you answer all parts of the question below.
In your own words, what is cognition? Provide an example of something you have done today that involves a cognitive process, specifically mentioning the cognitive process involved. Make sure you support your discussion with information from the unit’s Reading
Please Response to Caitlin:
Cognition is the process of knowledge, from acquiring it to using it. Matlin (2016) describes cognition as, “a term that refers to the acquisition, storage, transformation, and use of knowledge.” There are many examples that I could give to show how I have used a cognitive process today. There are many examples that I could give to show how I have used a cognitive process today, as almost everything that we do involves a cognitive process. I had to use a cognitive process to do this assignment for example. I had to read the information in the book, which involves linguistic and visual information and pattern recognition. I then had to interpret the information and figure out how to respond to this post. I also had to use a cognitive process at work today. I had to use linguistic code and pattern recognition to understand the task at hand, then had to type out the required response for others to see and understand. Cognition is basically just all of our knowledge and using it appropriately to make sense of the world around us.
After reading this chapter, I have a much better understanding of what cognitive psychology is and how we use it in everyday life.
Matlin, M. W., Farmer, T. A. (2016). Cognition, 9th Edition. [Purdue University Global Bookshelf]. Retrieved from https://purdueuniversityglobal.vitalsource.com/#/books/9781119177678/
Please also Response to Ashely
Cognition, which is sometimes used interchangeably with cognitive psychology, refers to our mental processes as it pertains to the acquiring, storing, manipulating and usage of knowledge (Matlin & Farmer, 2016). I am an author, which involves a ton of writing, of course, but in my profession there is also a fair bit of reading involved. That, paired with class assignments, has left me, during the past couple of days up until now, reading continually. Reading, something that most of us do at least in brief daily, involves several cognitive tasks (Matlin & Farmer, 2016). Even now during this time of proofreading my work, beneath my awareness, involves constant recognition of patterns of letters formed into words; I’ve had to gather information from memory to interpret the letters formed into words that have made up a sentence, to understand and formulate mental responses to the information gathered, and repeat all of these steps line after line, paragraph after paragraph. To add to how intricate things may get in there [in the brain], we’d be, during reading, constantly accessing the semantic memory—since it is dealing with the organized knowledge that we already host of the world around us (Matlin & Farmer, 2016).
Though the temporal lobe is responsible for language comprehension (Myers, 2014), many functions in the brain work together to aid in the process of reading text. This would also support the connectionist approach model, that dictates that cognitive processes work via neural networks that link together (Matlin & Farmer, 2016).
Myers, D. G., & DeWall, C. N. (2014). Exploring psychology with updates on dsm-5. New York, NY: Worth Pub.
Matlin, M. W., & Farmer, T. A. (2016). Cognition (9th ed). Hoboken, NJ: J. Wiley & Sons.
Grading rubric please follow to assure i will receive all my points
Before you get started with Discussion Boards this term, I want to ensure you understand the grading rubric. I will follow this exactly, so make sure you are meeting the length requirement and including academic information along with your reference using APA formatting guidelines. Please let me know if you have any questions.
Please find your Discussion Board Rubrics for all discussions below.
Makes one primary post for each Discussion topic (there may be more than one topic) that meets lengths requirements (200-250 words for each primary post) and answers each of the questions accurately, fully, and with substance.
Makes two or more substantive responses to other students’ primary posts on each topic that contribute to the quality of the discussion and meet length requirements (50-75 words for each peer response).
Primary posts make at least one direct reference to the unit material, text, or other academic source and include the citation(s)/reference(s) to the source(s) using APA format.
Responses are clearly written using Standard American English including correct grammar, spelling, and punctuation, and complete sentences and paragraphs, and are free of typographical errors.