Description of a Cognitive Model

Assignment 1A
Description of a Cognitive Model
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 mustdescribe 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. If you are not familiar with the rules of APA formatting it is up to you to become familiar with it. Here are some excellent resources to get you started:
Online Writing Lab (OWL) – Purdue University
APA citation style – Concordia University
How to Write Citations and Bibliographies in APA Style (6th Edition)
How to Submit Your Assignment
Upload your assignment to the Dropbox on D2L. Once you have uploaded your file successfully you should receive an email through the D2L system indicating that it was received.
If you do not receive that email please assume that it did not upload correctly and proceed with the following steps:
Email the course instructor a copy of the assignment indicating that you did not receive the confirmation email. Please ensure that this is done prior to the deadline.
Email IT services (IT@laurentian.ca) and report any issue/error messages you received. Proceed with attempting to upload the file again using any further instruction/suggestions received from IT Services.
NOTE: No late assignments will be accepted, so please be sure that your assignment is RECEIVED prior to the due date/time. It is highly recommended that you give yourself several hours prior to the actual time the assignment is due in case of any technical difficulties.
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, 3‑29.
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.
See the Assignment Schedule for the due date.
Submit using the Dropbox.

requiremet reading

https://d2l.laurentian.ca/content/enforced/158119-PSYC_3706EL_12_2021F/content/Required%20Readings/Ashcraft_Ch01.pdf?_&d2lSessionVal=UvykD2JQnt9COUELjI5STQMLs&ou=158119

https://d2l.laurentian.ca/content/enforced/158119-PSYC_3706EL_12_2021F/content/Required%20Readings/Ashcraft_Ch02.pdf?_&d2lSessionVal=UvykD2JQnt9COUELjI5STQMLs&ou=158119

Busemeyer, J.R., & Diedrich, A. (2009). Introduction to cognitive modelling. In J.R. Busemeyer & A. Diedrich (Eds.), Cognitive Modeling (1-7). London, UK: SAGE Publications, Inc.

Roy-Charland, A., & Saint-Aubin, J. (2006). The interaction of word frequency and word class: A test of the GO model’s account of the missing-letter effect. The Quarterly Journal of Experimental Psychology, 59(1), 38-45.

http://cognitivepsychology.wikidot.com/start

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