APSY 2032 Cognition and Learning
This course will introduce students to what the fields of cognitive, developmental, and educational psychology have to say about how humans learn. This includes comparing and contrasting major theoretical approaches to the study of learning, examining the basic cognitive processes involved in learning (e.g., attention, memory, inhibitory control, problem-solving), and considering how social and biological factors affect these processes. The knowledge gained in this course can be used to maximize individual growth and achievement across a variety of real-life contexts. For instance, it can inform the design of classroom instructional practices, professional training seminars, parenting interventions, community programs, and health initiatives.
Course overview
- Department
- Counseling, Developmental, and Educational Psychology
- School
- Lynch
- Credits
- 3
- Level
- Undergraduate
- Offered
- Every Fall, Every Spring
Catalog details
- Prerequisites
- Restricted to APSY majors or minors
Requirements fulfilled
- Applied Psychology and Human Development: Major electives — any Applied Psychology (APSY) course (three electives required in total) (Current University Catalog; students should confirm their catalog year)
- Transformative Educational Studies: Major electives — approved Applied Psychology and Education options (Class of 2025–2027 approved list) (Current University Catalog; students should confirm their catalog year)
- Applied Psychology and Human Development: Science of Learning focus area (three courses) (Current University Catalog; students should confirm their catalog year)
Course evaluations
- Course rating
- 4.24 / 5 · Very Good
- Instructor rating
- 4.32 / 5 · Very Good
- Terms evaluated
- 9
| Term | Instructor | Course overall | Instructor overall | Well organized | Clear learning objectives | Intellectually challenging | Helpful assignments | Applicable beyond course | Attendance necessary | Weekly effort | Responses |
|---|---|---|---|---|---|---|---|---|---|---|---|
| Spring 2026 | Ido Davidesco-Chang | 4.5 | 4.6 | 4.8 | 4.7 | 4.4 | 4.6 | 4.7 | 4.6 | 1–3 hrs/week | 28 of 30 |
| Fall 2025 | Marina Vasilyeva | 4.4 | 4.3 | 4.4 | 4.6 | 4.4 | 4.4 | 4.7 | 4.7 | 1–3 hrs/week | 17 of 29 |
| Spring 2025 | Ido Davidesco Klinger | 4.2 | 4.1 | 4.7 | 4.7 | 4.6 | 4.6 | 4.5 | 4.4 | 4–6 hrs/week | 26 of 32 |
| Fall 2024 | Marina Vasilyeva | 4.3 | 4.5 | 4.7 | 4.6 | 4.2 | 4.3 | 4.7 | 4.3 | 1–3 hrs/week | 24 of 29 |
| Spring 2024 | Marina Vasilyeva | 4.4 | 4.5 | 4.6 | 4.6 | 4.5 | 4.6 | 4.8 | 4.6 | 1–3 hrs/week | 28 of 34 |
| Fall 2023 | Linxi Lu | 4.0 | 4.2 | 4.5 | 4.3 | 4.2 | 3.9 | 4.5 | 4.5 | 1–3 hrs/week | 14 of 15 |
| Spring 2023 | Marina Vasilyeva | 3.7 | 3.8 | 4.2 | 4.2 | 4.2 | 4.0 | 4.4 | 4.0 | 1–3 hrs/week | 29 of 35 |
| Spring 2022 | Amanda Cannarella | 4.4 | 4.6 | 4.9 | 4.8 | 4.4 | 4.4 | 4.6 | 4.4 | — | 24 of 39 |
| Fall 2021 | David Miele | 4.4 | 4.2 | 4.6 | 4.8 | 4.6 | 4.4 | 4.9 | 4.6 | 4–6 hrs/week | 14 of 27 |
Data freshness
Instructors
Sections
- Section 01
- Section 01