Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
Description of a Cognitive Model Paper
Description, Cognitive, Model, Paper
Much of cognitive psychology’s goal is to create and test models of cognitive processes. A model is a theoretical explanation of how the brain completes a particular process. Once a model has been hypothesized, experimental data is collected which either supports or fails to support the model. By this point in the course, you should
- Be familiar with what a cognitive model is
- Understand how they are developed and described
- Be able to critically evaluate research that attempts to test the model
- Be able to integrate findings of research with current existing models
- Be able to differentiate a “phenomenon” or “results” from a model
The following assignment will put those skills to the test.
Outline a theoretical model of a cognitive process: your explanation must provide an outline of the complete model. The model must describe a cognitive process. Many of the models will have a graphical representation of the model. You may not include that graphic in your paper. Your description of the model must be in written form.
Be careful! Many of the models are developed based on a phenomenon. Although a description of the phenomenon may be important in order to fully describe your model, the phenomenon is not the model. For example, there is a phenomenon called “The Attentional Blink” and there are several models that attempt to account for (explain) this phenomenon. The goal for this paper would be to describe one of those models.
This portion of the paper should take approximately three (3) typed, double-spaced pages; however, the actual length will depend on the model chosen.
A list of possible models and their primary source are listed below. It is strongly suggested that you choose one of the models provided; however, it is possible to choose a different model. If you choose a model of your own, you must get the course instructor’s approval first. The model you choose must be recent (2000 or later) and must be one that accounts for a cognitive model.
Note: Many people in the past have tried to choose “Cognitive Behaviour Therapy” or something related to it. Even though it has the word cognitive in it, it is not a cognitive model and cannot be chosen as a topic for your paper.
APA Format
All Psychology courses (unless otherwise stated) expect you to use APA formatting when completing written work.
List of Approved Cognitive Models
- Unified model of immediate serial recall, Hebb repetition learning, word form learning and recognition
- Model of decay
- Model of face recognition
- Baddeley model of working memory
- Working memory resource-sharing model
- The attention cascade model and attentional blink
- Model of primacy gradient
- Source of Activation Confusion Model (SAC)
- Model of eye movement control
- SWIFT reading model
- Lexical reinterpretation model
- Page, M. P. A., & Norris, D. (2009). A model linking immediate serial recall, the Hebb repetition effect and the learning of phonological word forms. The Royal Society, 364, 3737-3753.
- Altmann, E. M., & Gray, W. D. (2002). Forgetting to remember: The functional relationship of decay and interference. Psychological Science, 13, 27-33.
- Schweinberger, S. R., & Burton, A. M. (2003). Covert recognition and the neural system for face processing. Cortex, 39(1), 9-30.
- Baddeley, A. D. (2002). Is working memory still working? European Psychologist, 7(2),85-97.
- Barrouillet, P., Gavens, N., Vergauwe, E., Gaillard, V., & Camos, V. (2009). Working memory span development: A time-based resource-sharing model account. Developmental Psychology, 45(2), 477-490.
- Shih, S. I. (2008). The attention cascade model and attentional blink. Cognitive Psychology, 56(3), 210-236.
- Page, M. P., & Norris, D. (1998). The primacy model: A new model of immediate serial recall. Psychological Review, 105, 761-781.
- Schunn, C. D., Reder, L. M., Nhouyvanisvong, A., Richards, D. R., & Stroffolino, P. J. (1997). To calculate or not to calculate: A source activation confusion model of problem familiarity’s role in strategy selection. Journal of Experimental Psychology: Learning, Memory, and Cognition, 23, 329.
- Reichle, E. D., Pollatsek, A., Fisher, D. L., & Rayner, K. (1998). Toward a model of eye movement control in reading. Psychological Review, 105, 125-157.
- Engbert, R., Nuthmann, A., Richter, E. M., & Kliegl, R. (2005). SWIFT: A dynamical model of saccade generation during reading. Psychological Review, 112(4), 777-813.
- Duffy, S. A., & Keir, J. A. (2004). Violating stereotypes: Eye movements and comprehension processes when text conflicts with world knowledge. Memory & Cognition, 32(4), 551-559.
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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