This is your first step in completing your Final Paper. Before starting this assignment, please examine:

• The document labeled Final Paper Topics within the course Information section and
• The Final Paper Instructions located within Module 6.

You will be creating an annotated bibliography to start your final paper. An annotated bibliography is a list of the references you will be using in your final paper describe each reference to summarize or highlight important points about each source. This submission will count towards 10% of your final paper grade. Follow the steps below to complete the assignment:

topics:

1. Applying Cognitive Psychology to Driving

Visual perception and attention were some of the cognitive psychology topics we covered this semester. One activity many of you have engaged in that requires these cognitive abilities is driving. How are drivers able to identify potential hazards? How do cell phones disrupt attention while driving? For this topic, discuss how the cognitive skills/abilities you learned about in this course are essential for safe driving. What potential policy changes (i.e., laws) do you think should be implemented based on what you have learned?

• Horswill, M. S. (2016). Hazard perception in driving. Current Direction in Psychological Science, 25(6), 425-430.
• Strayer, D. L. & Drews, F. A. (2007). Cell-phone-induced driver distraction. Current Directions in Psychological Science, 16(3), 128-131.

2. Applying Cognitive Psychology to Learning

The testing effect, engaging in retrieval practice rather than passively restudying to improve long-term learning, is one of the most robust findings in cognitive psychology. For this topic, deep-dive into what cognitive psychologists know about the testing effect. How would students implement this study strategy? Are there any limitations to this approach? What other study strategies have cognitive psychologists found to be effective?

• Roediger, H. L. & Karpicke, J. D. (2006). Test-enhanced learning: taking memory tests improves long-term retention.Psychological Science, 17(3), 249-255.
• Roediger, H. L. & Butler, A. C. (2011). The critical role of retrieval practice in long-term retention. Trends in Cognitive Science, 15(1), 20-27.

3. Improving Cognitive Abilities

In the last decade, a wave of so-called "brain training" products were released, claiming they could improve one's cognitive ability by playing daily games (i.e., Lumosity). Recent research has suggested that these games do not improve cognitive abilities in the ways we once hoped they would. For this topic, discuss why researcher initially believed brain training would work and where it has fallen short. Also, briefly discuss one of the activities researchers have found does have positive impacts on cognition, exercise.

• Redick, T. S (2019) The hype cycle of working memory training. Current Directions in Psychological Science, 28(5), 423-429.
• Hillman, C. H., Erickson, K I., & Kramer, A. F. (2008). Be smart, exercise your heart: exercise effects on brain and cognition. Nature Reviews: Neuroscience, 9(1), 58-65.