This course studies the relations of affect to cognition and behavior, feeling to thinking and acting, and values to beliefs and practices. These connections will be considered at the psychological level of organization and in terms of their neurobiological and sociocultural counterparts.

By Gregory Murphy,New York University. People form mental concepts of categories of objects, which permit them to respond appropriately to new objects they encounter. Most concepts cannot be strictly defined but are organized around the “best” examples or prototypes, which have the properties most common in the category. Objects fall into many different categories, but there is usually a most salient one, called the basic-level category, which is at an intermediate level of specificity (e.g., chairs, rather than furniture or desk chairs). Concepts are closely related to our knowledge of the world, and people can more easily learn concepts that are consistent with their knowledge. Theories of concepts argue either that people learn a summary description of a whole category or else that they learn exemplars of the category. Recent research suggests that there are different ways to learn and represent concepts and that they are accomplished by different neural systems.

This course explores the cognitive and neural processes that support attention, vision, language, motor control, navigation, and memory. It introduces basic neuroanatomy, functional imaging techniques, and behavioral measures of cognition, and discusses methods by which inferences about the brain bases of cognition are made. We consider evidence from patients with neurological diseases (Alzheimer's disease, Parkinson's disease, Huntington's disease, Balint's syndrome, amnesia, and focal lesions from stroke) and from normal human participants.

An introduction to human information processing and learning; topics include the nature of mental representation and processing; the architecture of memory; pattern recognition; attention; imagery and mental codes; concepts and prototypes; reasoning and problem solving.

This is a class about applying autonomy to real-world systems. The overarching theme uniting the many different topics in this course will center around programming a cognitive robotic. This class takes the approach of introducing new reasoning techniques and ideas incrementally. We start with the current paradigm of programming you're likely familiar with, and evolve it over the semester—continually adding in new features and reasoning capabilities—ending with a robust, intelligent system. These techniques and topics will include algorithms for allowing a robot to: Monitor itself for potential problems (both observable and hidden), scheduling tasks in time, coming up with novel plans to achieve desired goals over time, dealing with the continuous world, collaborating with other (autonomous) agents, dealing with risk, and more.

How genetics can add to our understanding of cognition, language, emotion, personality, and behavior. Use of gene mapping to estimate risk factors for psychological disorders and variation in behavioral and personality traits. Mendelian genetics, genetic mapping techniques, and statistical analysis of large populations and their application to particular studies in behavioral genetics. Topics also include environmental influence on genetic programs, evolutionary genetics, and the larger scientific, social, ethical, and philosophical implications.

This textbook presents core concepts common to introductory courses. The 15 units cover the traditional areas of intro-to-psychology; ranging from biological aspects of psychology to psychological disorders to social psychology. This book can be modified: feel free to add or remove modules to better suit your specific needs.

This book includes a comprehensive instructor's manual, PowerPoint presentations, a test bank, reading anticipation guides, and adaptive student quizzes.

The NOBA Project is a growing collection of expert-authored, open-licensed modules in psychology, funded by the Diener Education Fund. From these open modules, Tori Kearns and Deborah Lee created an arranged open textbook for her introductory psychology class. This textbook was created under a Round One ALG Textbook Transformation Grant.

"The Human Controller" presents and discusses design and evaluation issues of human-machine interaction. The focus is on understanding human perception-action couplings (limitations, preferences, adaptation) and on quantifying control behavior of humans in the direct manual control loop of vehicles, robots or other man-made tools. Case studies from automotive, aviation, medical and tele-operation applications are discussed, with a special focus on the importance of including and enhancing haptics (=the sense of touch) during manual control.

When you teach Introduction to Psychology, do you find it difficult — much harder than teaching classes in statistics or research methods? Do you easily give a lecture on the sympathetic nervous system, a lecture on Piaget, and a lecture on social cognition, but struggle with linking these topics together for the student? Do you feel like you are presenting a laundry list of research findings rather than an integrated set of principles and knowledge? Have you wondered how to ensure your course is relevant to your students? Introduction to Psychology utilizes the dual theme of behavior and empiricism to make psychology relevant to intro students. The author wrote this book to help students organize their thinking about psychology at a conceptual level. Five or ten years from now, he does not expect his students to remember the details of most of what he teaches them. However, he does hope that they will remember that psychology matters because it helps us understand behavior and that our knowledge of psychology is based on empirical study.

This is a derivative of INTRODUCTION TO PSYCHOLOGY by a publisher who has requested that they and the original author not receive attribution, which was originally released and is used under CC BY-NC-SA. This work, unless otherwise expressly stated, is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

This textbook represents the entire catalog of Noba topics. It contains 90 learning modules covering every area of psychology commonly taught in introductory courses. This book can be modified: feel free to rearrange or remove modules to better suit your specific needs.Please note that the publisher requires you to login to access and download the textbooks.

" 9.63 teaches principles of experimental methods in human perception and cognition, including design and statistical analysis. The course combines lectures and hands-on experimental exercises and requires an independent experimental project. Some experience in programming is desirable. To foster improved writing and presentation skills in conducting and critiquing research in cognitive science, students are required to provide reports and give oral presentations of three team experiments. A fourth individually conducted experiment includes a proposal with revision, and concluding written and oral reports."

Purpose
The way we go about remembering something is very complex. Only through further exploration can we truly appreciate the impact that memory has on our daily lives. The purpose of this project is to further reflect on memory and apply it to your everyday life. You are going examine your own memories over a week and apply the information that you learned to those memories.

The text provides an upper-level undergraduate introduction and explanation of the social and cognitive processes involved in human communication, focusing on how people create understanding.

Lectures and discussions explore the clinical, behavioral, and molecular aspects of brain aging processes in humans. Topics include: loss of memory and other cognitive abilitites in normal aging; neurodegenerative conditions such as Parkinson's and Alzheimer's diseases. Based on lectures, readings taken from the primary literature, and discussions. Students are expected to present topics based on their readings. One written mid-term test and one final examination. Alternate years.

Works of film examined in relation to thematic issues of philosophical importance that also occur in other arts, particularly literature and opera. Emphasis on film's ability to represent and express feeling as well as cognition.