CORE+-+Cog+Syllabus

=**General Learning Outcomes**=
 * Outline principles that define the cognitive level of analysis (for example, mental representations guide behaviour, mental processes can be scientifically investigated).
 * Explain how principles that define the cognitive level of analysis may be demonstrated in research (that is, theories and/or studies).
 * Discuss how and why particular research methods are used at the cognitive level of analysis (for example, experiments, observations, interviews).
 * Discuss ethical considerations related to research studies at the cognitive level of analysis.

=**Cognitive Processes**=
 * Evaluate schema theory with reference to research studies.
 * Evaluate two models or theories of one cognitive process (for example, memory, perception, language, decision‐making) with reference to research studies.
 * Explain how biological factors may affect one cognitive process (for example, Alzheimer’s disease, brain damage, sleep deprivation).
 * Discuss how social or cultural factors affect one cognitive process (for example, education, carpentered‐world hypothesis, effect of video games on attention).
 * With reference to relevant research studies, to what extent is one cognitive process reliable (for example, reconstructive memory, perception/visual illusions decision‐making/heuristics)?
 * Discuss the use of technology in investigating cognitive processes (for example, MRI (magnetic resonance imaging) scans in memory research, fMRI scans in decision‐making research).

=**Cognition and Emotion**=
 * Evaluate one theory of how emotion may affect one cognitive process (for example, state‐dependent memory, flashbulb memory, affective filters).
 * To what extent do cognitive and biological factors interact in emotion (for example, two factor theory, arousal theory, Lazarus’ theory of appraisal)?