| CODE | CGS2000 | ||||||||
| TITLE | Cognitive Psychology for Design and Technology | ||||||||
| UM LEVEL | 02 - Years 2, 3 in Modular Undergraduate Course | ||||||||
| MQF LEVEL | 5 | ||||||||
| ECTS CREDITS | 4 | ||||||||
| DEPARTMENT | Cognitive Science | ||||||||
| DESCRIPTION | This study-unit is intended to help participants develop a basic understanding of human information processing from a cognitive psychology perspective and how human cognitive capabilities and limitations impact the teaching of design and technology. Participants are expected to become familiar with basic concepts in visual cognition, attention, memory, learning, categorization, and decision making, and how these can be applied in optimizing learning of both theories and skills. Study-Unit Aims: This unit aims to help participants to familiarise themselves with basic concepts in cognitive psychology and their applicability to the teaching and learning of theories and skills. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - describe the major features of human visual cognition, attention, memory, learning, categorization, and decision making; - demonstrate knowledge of the implications of human cognitive capabilities and limitations for the teaching of theories and skills in technical design and technology. 2. Skills: By the end of the study-unit the student will be able to: - apply current research findings in cognitive psychology not only in a written assignment for this study unit but also in other areas of the course, including self-learning; - apply research findings in cognitive psychology when designing user-centred technological products; - apply research findings in cognitive psychology when preparing and evaluating communication or teaching plans. Main Text/s and any supplementary readings: Main Texts: - Eysenck, M.W. & Keane, M.T. (2015). Cognitive psychology: A student's handbook, (7th ed.). Hove, UK: Psychology Press. Supplementary Readings: - Pashler, H., McDaniel, M. A., Rohrer, D., & Bjork, R. A. (2009). Learning styles: Concepts and evidence. Psychological Science in the Public Interest, 9, 105–119. - Roediger, H.L. (2013) Applying cognitive science to education: Translational educational science. Psychological Science in the Public Interest 14: 1–3 doi:10.1177/1529100612454415. - Roediger, H.L., Finn B., Weinstein, Y. (2012) Applications of cognitive science to education. In Della Sala S, Anderson M, editors. Neuroscience in education: The good, the bad, and the ugly. Oxford, UK: Oxford University Press. 128–151. -Roediger, H.L., Karpicke, J.D. (2006) The power of testing memory: Basic research and implications for educational practice. Perspectives on Psychological Science 1: 181–210 doi:10.1111/J.1745-6916.2006.00012.X. |
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| STUDY-UNIT TYPE | Lecture and Independent Study | ||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Noellie Brockdorff (Co-ord.) Rebekah Mifsud |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2023/4. It may be subject to change in subsequent years. |
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