Assignment: perception of agency.

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Assignment: perception of agency.

Assignment: perception of agency.


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PS400Cognitive Psychology

Directions: Be sure to save an electronic copy of your answer before submitting it to Ashworth College for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English, spelling, and grammar. Sources must be cited in APA format. Your response should be four (4) double‐spaced pages; refer to the “Format Requirementsʺ page for specific format requirements.


1.     Compare and contrast cognitive and behavioral approaches, providing two (2) similarities and two (2) differences between the chosen approaches.


2.     Discuss two (2) original examples of a perception of agency.


3.     Describe two (2) differences between pre-attentive and post-attentive processing. How are they related to the processes of subitizing and counting? Provide one (1) supporting fact.



4.     Describe the notion of executive attention, and relate it to (a) operation span (b) inhibition, and (c) the Stroop effect.

The use of Bloom’s Taxonomy to increase the cognitive complexity of students’ writing is just one attempt to provide a methodology for students in their learning. Clearly, other models could be applied and be equally, or even more, useful. In addition, the Taxonomy is not intended to be an all-encompassing model of writing. The use of the model does not preclude the importance of other components of writing (e.g., selecting appropriate topics, conducting a comprehensive review of the literature, setting aside time to write, using concise language).

In presenting this model to counselor education students over the past several years, I have found that students benefit from having a clear understanding of the goals of writing literature reviews. Prior to implementing this model in our program, students complained that they were given assignments to write literature reviews without a full intellectual understanding of the desired outcome. They expressed frustration with the faculty’s evaluation of their writing as lacking complexity. Discussions with faculty from programs around the country confirm a frustration on the part of many faculty members as well. They want to help their students advance in their writing but lack models or teaching methods to do so. With a model to follow, students more easily understand the desired goals. Furthermore, because most students have achieved higher levels of cognitive complexity in other domains of their lives, they readily understand and identify with the levels of Bloom’s Taxonomy. With very little explanation and effort, most students can begin to apply this model to their own writing. Clearly, this model works best when students have opportunities to receive feedback on rough drafts of their writing and have the opportunity to resubmit a paper. A rough draft could be analyzed, using this model, and placed at the appropriate Taxonomy level, with input and discussion between the student and the faculty member on how to reach the next level in the subsequent draft. Faculty who would like to teach this model can photocopy the summary presented in Table 1 and use it with students to stimulate discussion. Students and faculty should be encouraged to add their own ideas in the “tips to move to the next level” category.

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