Cognitive Foundations

PSYC 545 – 4 credits

  • Instructor

    • Rich Hartman, PhD
      • Contact information:
        • Email me at rhartman@llu.edu
        • Office is Room 2 in the Psychology Dept. Annex (the Barber Shop building accessible from the stairs in the “courtyard”)
        • Link for booking office hours appointments (in office or Zoom)
        • Link for Zoom appointments
      • Background information:
      • Office hours:
        • Mondays:
          • 11:30-12:00 in office (one-on-one by appointment)
          • 12:00-1:00 in office (open door – no appointments)
        • Tuesdays:
          • 12:00-3:30 via Zoom (one-on-one by appointment)
        • Wednesdays:
          • 10:30-12:00 in office (open door – no appointments)
        • Thursdays:
          • 12:00-3:30 via Zoom (one-on-one by appointment)

PLEASE NOTE THAT EVERYTHING IN THIS SYLLABUS IS SUBJECT TO CHANGE. ANY CHANGES WILL BE ANNOUNCED IN CLASS AND IN CANVAS.

Course Description

This course provides an introduction to core topics in cognitive psychology and cognitive neuroscience through focused reading and discussion of foundational and contemporary review papers. We will examine major theories, methods, and findings in perception, attention, learning and memory, decision making, emotion, language, social cognition, and consciousness-related phenomena. The objective is for students to build on prior coursework by critically evaluating influential reviews and using them to refine mechanistic explanations of cognition (“how the mind works”).

The class is run primarily in a journal club / seminar format. Across the quarter there are 14 journal club topic meetings, each centered on two required review papers (plus optional supplemental readings).

Most topic meetings follow this structure:

  1. Brief overview of the day’s topic (context, key constructs)
  2. Assigned student roles (short structured contributions; see below)
  3. Presentation(s) of new papers
  4. Open discussion guided by questions raised by the various roles

Learning Goals

  • Knowledge and comprehension – Demonstrate understanding of major theories, concepts, and research approaches in the cognitive sciences.
  • Scientific reasoning and synthesis – Critically evaluate claims in the literature, integrate perspectives across papers, and identify limits, assumptions, and alternative interpretations.
  • Professional communication – Communicate current research clearly and effectively in writing and in seminar discussion.

Readings

For each topic meeting, there are:

  • 2 Required papers (everyone reads both; everyone posts on both) and some optional extra papers (may be used to strengthen posts and role contributions but not required)

    • All readings (required + extras) are here

Assignments / grading

  • 14 reading-based discussions (210 points total)
    • Pre-class discussion post (10 points each; 14 × 10 = 140 points) due by 1:30 pm on the day of class (Canvas Discussions). Can be relatively free-form, but should typically address:
      • How did the readings inform you on the topic as a scientist and/or clinician?
      • How did the readings help you to understand “how the mind works”?
      • Did they challenge and/or reinforce your previously-held views on the topic?
      • What questions were raised that went unresolved?
      • Were any interesting philosophical issues raised in your mind?
      • How do these readings relate to other topics in this class?
      • Did the authors have a clear (or possibly hidden) agenda?
      • “Exit interview” discussion post (5 points each; 14 × 5 = 70 points) due by 11:59 pm on the day of class (Canvas Discussions). Keep it brief – should typically address:
        • Thoughts on the topic and any interesting points raised in the discussion
        • One unresolved question / what you are still unsure about
  • 2 in-class journal club roles (140 points total)
    • To keep seminar discussion structured in a large class, students will be assigned roles each topic meeting. Roles are based on the two required papers. Role notes (~250 words) are due by 1:30 pm before class.
    • Roles (assigned on Canvas)
      • Chair – will ensure broad participation and keep the discussion moving. Chair notes should include:
        • A brief summary of the broad topic, and what each review is trying to address
        • a list of 5 most interesting points from each paper for the class to discuss
          • the Chair will run the the student roles discussion section of class
      • Synthesizer – maps the two papers and explain how they relate. Synthesizer notes should include:
        • 1–2 sentence thesis of each paper
        • 2–3 shared constructs and how each paper uses them
        • one convergence + one tension/disagreement
        • one connection to another class topic
        • one integrative discussion question requiring both papers
      • Clarifier – translates the readings into a clear conceptual model with predictions. Clarifier notes should include:
        • mini-glossary of 4–6 key terms using authors’ meanings
        • model description (inputs / mechanisms / outputs & predictions), in words or a simple diagram
        • 1 prediction implied by the model
        • 1 place the model is ambiguous
        • 1 question that, if answered, would clear up a lot about the subject
      • Skeptic – stress-tests claims, identifies limits, proposes decisive tests. Skeptic notes should include:
        • 1 key assumption or inferential leap per paper with a plausible alternative interpretation
        • 1 boundary statement (what the papers do not justify concluding)
        • 1 discriminating test (experiment/analysis/prediction)
        • 1 falsification-style question
    • Role grading (70 points each)
      • Included both required papers (0–20): accurate, specific, balanced
      • Role execution (0–25): included required elements for that role; organized
      • Insight/quality (0–15): synthesis, precision, non-obvious connections/constraints
      • Discussion question quality (0–5): specific, debatable, grounded in both papers
      • Professionalism/timing (0–5): on-time role note, judicious use of time, clear delivery
  • 1 review of a new paper (70 points)
    • Papers must be approved at least 48 hours before class. The paper (2020 or newer) can be a review or meta-analysis clearly relevant to the day’s topic (not one of the assigned or extra papers), OR an empirical study that addresses an issue / answers a question raised by one of the required papers.
      • 1-page brief due by 1:30 pm before class (single-spaced; bullets allowed) including:
        • full citation + PDF
        • thesis (1–2 sentences)
        • 3 key claims
        • how it complements/challenges Required Paper #1 (1–2 bullets)
        • how it complements/challenges Required Paper #2 (1–2 bullets)
        • one discussion question
      • In-class presentation
  • 3 tests at 70 pts each (210 points total)

A total of 630 points is therefore possible: A=93%, A-=90%, B+=87%, B=83%, B-=80%, C+=77%, C=73%, C-=70%, D+=67%, D=63%, D-=60%, F=<60%

Participation expectations

  • Because seminar discussion depends on participation, students may be called upon to comment on their pre-class summaries if discussion slows or becomes unbalanced.
  • Obviously, professional disagreement is expected, but all responses should remain respectful.

Tentative Weekly Schedule (subject to change as needed)

NOTE: All readings (plus some extras) can be found here

  • 1/5 Mon: Intro to class
  • 1/7 Wed: A brief history of the cognitive (neuro)sciences
  • 1/12 Mon: What is consciousness?
    • Bayne (2024) Tests for consciousness in humans and beyond
    • Lopez & Wiese (2025) Building blocks for theories of consciousness
  • 1/14 Wed: What can “artificial” intelligence and/or cognition teach us about consciousness? 
    • Evers (2025) Preliminaries to artificial consciousness A multidimensional heuristic approach
    • Milinkovic & Aru (2026) On biological and artificial consciousness A case for biological computationalism
  • 1/19 Mon: No Class (M.L. King Day)
  • 1/21 Wed: Sleeping and dreaming
    • Koslowski (2023) Converging theories on dreaming
    • Tononi (2024) Consciousness and sleep
  • 1/26 Mon: TEST 1
  • 1/28 Wed: What can a lack of consciousness teach us about consciousness?
    • Jung & Kim (2022) General anesthesia and sleep like and unlike
    • Mashour (2024) Anesthesia and the neurobiology of consciousness
  • 2/2 Mon: Perceptual and attentional processes
    • Whitney & Leib (2018) Ensemble perception
    • Fiebelkorn & Kastner (2019) A rhythmic theory of attention
  • 2/4 Wed: Learning and memory
    • Josselyn & Tonegawa (2020) Memory engrams
    • Frankland (2019) The neurobiological foundation of memory retrieval
  • 2/9 Mon: Cognition, decision making, and problem solving
    • O’Doherty (2017) Learning, reward, and decision making
    • Plomin & Deary (2015) Genetics and intelligence differences five special findings
  • 2/11 Wed: Emotional processes
    • Schiller (2024) The human affectome
    • Kragel & Labar (2017) Decoding the nature of emotion in the brain
  • 2/16 Mon: No Class (President’s Day)
  • 2/18 Wed: No Class (2026 applicant interview day)
  • 2/23 Mon: TEST 2
  • 2/25 Wed: Language processes
    • Skipper (2022) A voice without a mouth no more: The neurobiology of language and consciousness
    • Tremblay & Dick (2016) Broca and Wernicke are dead, or moving past the classic model of language neurobiology
  • 3/2 Mon: Modeling social interactions in the brain
    • Rizzolatti (2016) The mirror mechanism a basic principle of brain function
    • Arioli (2018) Social cognition through the lens of cognitive and clinical neuroscience
  • 3/4 Wed: Flow with the go
    • Harris (2017) Neurocognitive mechanisms of the flow state
    • Reich (2024) Using caffeine as a chemical means to induce flow states
  • 3/9 Mon: The mystical experience
    • Barrett & Griffiths (2018) Classic hallucinogens and mystical experiences
    • Martial (2025) A neuroscientific model of near-death experiences
  • 3/11 Wed: Meditation and mindfulness
    • Katyal (2022) Reducing and deducing the structures of consciousness through meditation
    • Atad (2025) Meditation and complexity a review and synthesis of evidence
  • 3/16 Mon: Cognitive / neurofeedback therapy
    • Öst et al (2023) Cognitive behavior therapy for adult depressive disorders
    • Bhattacharya (2023) Effect of psychotherapy for adult depression on self-esteem
  • 3/18 Wed: TEST 3

Boilerplate stuff

  • Americans with Disabilities Act (ADA) Policy
    • If you are an individual with a certifiable disability and need to make a request for reasonable accommodation to fully participate in this class, please visit the Dean’s Office of your school. To view the Disability Accommodation Policy please go to the student handbook  (beginning on page 60).
  • Academic Integrity Policy
    • Acts of dishonesty including theft, plagiarism, giving or obtaining information in examinations or other academic exercises, or knowingly giving false information are unacceptable. Substantiated violations are to be brought before the dean for disciplinary action. Such action may include, but is not limited to, academic probation or dismissal from the program. To view the Standards of Academic Conduct Policy please go to the student handbook (beginning on page 76).
  • Academic Policies and Standards for Performance
    • All students receive copies of their Program’s Student Handbook and the Loma Linda University Student Handbook upon admission to the University and program. Students are held responsible for becoming familiar with the policies contained in these documents. Specifically, students need to know and understand the academic policies that guide their classroom and practicum experiences. These include but are not limited to policies for assignment standards, late assignments, attendance, identification of codes for course assignments, and academic dishonesty. Students should address any questions they may have regarding these policies to the Department’s Academic Standards/Affairs Committee.
  • Protected Health Information
    • The purpose of the Protected Health Information (PHI) policy is to provide guidance and establish clear expectations for students regarding the appropriate access to and use of PHI during course studies and related program activities. Under the Health Insurance Portability and Accountability Act (HIPAA), patient health information is protected. Click here for more information.
  • SBH Course Attendance and Grading Policies
    • Attendance Policy: School of Behavioral Health (SBH) programs are programs of professional preparation and students are expected to attend all class sessions; failure to do so will negatively impact the student’s ability to continue in the course. SBH’s position regarding attendance reflects the need for students to actively participate in class activities aimed at integrating course specific content as well as integration of knowledge from a range of courses. The SBH faculty believe this cannot be accomplished through independent study alone.
    • Attendance Requirements for In-Person Main Campus Courses:
      • SBH students are required to attend 80% of all scheduled in-person classes to receive a passing course grade. Courses designated for Main Campus instruction cannot be attended online.
    • Attendance Requirements for Hybrid and Synchronous Online Courses:
      • Students enrolled in a hybrid or synchronous online course must attend 80% of all weekly in-class or online sessions and engage with weekly module activities to be eligible to receive a passing course grade.
    • Attendance Requirements for Asynchronous Online Courses:
      • SBH students enrolled in asynchronous courses must demonstrate regular engagement with the weekly module activities and are not permitted to have more than two 7-day periods (from the first day of the module week) without engagement with the module. Engagement is defined as reviewing module resources, interacting with peers by responding to discussion/assignment prompts and communicating with the instructor.
  • Students who do not complete the attendance requirements as stated above (regardless of class format) will be advised to withdraw from the course, and in cases of non-communication with the instructor and program director, will receive a failing grade with subsequent notification to the Loma Linda University Financial Aid Representative. The stated allowances for class absences are to be used for illness, personal emergencies, jury duty, or work responsibilities. Appropriate documentation should be provided. Students should give special attention to scheduling personal appointments at times that do not conflict with their responsibilities regarding class attendance. For all courses, students are required to be seated in the classroom (in-person or virtual classrooms) and ready to participate by the class-time listed in the university online course schedule or the welcome page of their Canvas classroom.  Early departures, class tardiness, multitasking, frequent and/or extended breaks, and having your camera off without faculty approval (for synchronous online classes) are documented and factored into the course grade, potentially resulting in an unsatisfactory or failing grade. Instructors record didactic synchronous online sessions or meetings related to a course using digital technology (e.g., Zoom, Panopto). These recorded class sessions or meetings may be made available to students within the class through the Learning Management System and shall not be posted or shared beyond the students registered for the course and course instructors, unless otherwise approved. Students shall not record meetings held on digital platforms (e.g., Zoom, Microsoft Teams, Panopto), without expressed written permission from the instructor or meeting leader.
  • Late Assignment Submission Policy: It is imperative that students submit course assignments by the due date indicated on the syllabus. However, we understand that there may be circumstances where a student needs to submit their work late. In such cases, the following policies apply:
  • Late Assignment Submission: Assignments submitted after the due date will not be accepted if they are more than two weeks late. This policy ensures that students submit their work in a timely manner and allows for efficient grading and feedback processes. If a late assignment is accepted, it may result in a deduction of up to 10% from the total score. This penalty encourages students to submit their work on time while still providing an opportunity for those who face genuine difficulties.
  • Time-Dependent and/or Sequenced Assignments: For assignments that are time-dependent or sequenced, the professor has the discretion to not accept late submissions. This is because these assignments often build upon previous work or require timely participation, making it challenging to incorporate late submissions without disrupting the learning process.
  • Online Discussion Posts, Reading Quizzes, and Knowledge Checks: Late submissions are not allowed for online discussion posts, reading quizzes, or knowledge checks. These activities are designed to foster timely engagement and assess understanding in a dynamic learning environment. However, if a discussion post is designated as a larger course assignment, it may fall under the 10% deduction rule for late submissions. Your instructor will notify you if this is the case.
  • A time-limited extension for up to two weeks, without a late assignment penalty, will be considered for extenuating circumstances. Time-limited extension requests need to be submitted to the instructor for approval with a copy of the request sent to the Program Director. Documentation should be provided as appropriate. After two weeks the assignment will not be accepted. Students who cannot meet the requirements of the two-week time-limited extension need to review with their instructor and Program Director whether they should withdraw from the course or meet the University’s criteria for an Incomplete (I). Unless an Incomplete (I) has been approved, all assignments must be submitted by the last Friday of the quarter at 2:00pm (PST).