Q Introduction and Goals The goal of this Learning Check is for you to show that you can: • describe and explain research methodologies used to measure cognition • and, think critically about the concepts measured by these methodologies. You do not need to read or watch anything extra in order to complete this assignment. It is based only on what has been covered in the class so far. You can use information from any of the chapters (1-5) to answer the question; there is not a single correct answer. Instructions Please choose a methodology that was covered in this class (in the assigned readings, or assigned videos). Define and describe the methodology you have chosen - what does it measure, and how does it work? Be sure to explain in enough detail that someone who was not a psychology student would be able to understand. Give an example of how this methodology could be used to measure a specific element of cognition. Example Here is an example of how an answer for this assignment could look - I used Residual Reaction Times as the example. For your answer, you can choose any other research methodology concept covered in this class so far. The methodology I have chosen is Residual Reaction Times. This method is based on the idea that the amount of time it takes someone to respond to a question, problem, or task represents the amount of cognitive processing that was involved. That amount of time can be measured and it is the simple reaction time. But, it is know that different people can have faster or slower reaction times for reasons that are not related to cognition. For example, someone might be slower to type their answer, or they might click on the correct answer more slowly depending on age or disability status. This makes reaction times a bad way to compare cognition speed between individuals, because there is no way to know whether someone is responding slower because of a difference in their cognition or because of a difference in their physical ability to respond. A Residual Reaction Time takes care of this problem by standardizing reaction times across people. A residual reaction time is calculated by comparing someone's reaction time for a particular problem or question to their own average response time, by subtracting the average response time for each person from their own individual responses. This can be used to measure any aspect of cognitive processing -- reading, thinking, visualization, memory, etc. One example is mathematical processing. For example, if my response time for solving simple arithmetic problems was 7 seconds, then 7 seconds would be subtracted from all my reaction times. This would leave the residual reaction time, which would represent how quickly I responded comparted to my own average. If there is a very high Residual Reaction Time, that reflects increased cognitive processing on the part of the individual - for example, if my residual reaction time for a single problem was 20, then we could say that that extra 13 seconds that it took me to solve that problem were due to some type of difficult associated with that particular arithmetic problem, and not with my general speed to respond. Rubric Learning Check - Methodology Learning Check - Methodology Criteria Ratings This criterion is linked to a Learning OutcomeResearch Methods In Cognitive Science describe and explain the specific research methods commonly used in cognitive science. Meets Expectations Not Applicable Does Not Meet Expectations This criterion is linked to a Learning OutcomeCritical Thinking About Cognitive Psychology Research demonstrate critical thinking about research in cognitive psychology, and demonstrate the ability to draw reasonable conclusions about the veracity of that research. Meets Expectations Not Applicable PreviousNext