200025 SE Fachliteraturseminar (2023S)
Prüfungsimmanente Lehrveranstaltung
Labels
An/Abmeldung
Hinweis: Ihr Anmeldezeitpunkt innerhalb der Frist hat keine Auswirkungen auf die Platzvergabe (kein "first come, first served").
- Anmeldung von Do 02.02.2023 09:00 bis Do 23.02.2023 09:00
- Abmeldung bis Fr 03.03.2023 09:00
Details
max. 25 Teilnehmer*innen
Sprache: Englisch
Lehrende
Termine (iCal) - nächster Termin ist mit N markiert
NOTE: this seminar takes place entirely in ENGLISH!
All session will be in person.
- Mittwoch 08.03. 15:00 - 16:30 Seminarraum Psychologie NIG 6.OG A0621A
- Mittwoch 15.03. 15:00 - 16:30 Seminarraum Psychologie NIG 6.OG A0621A
- Mittwoch 29.03. 15:00 - 16:30 Seminarraum Psychologie NIG 6.OG A0621A
- Mittwoch 19.04. 15:00 - 16:30 Seminarraum Psychologie NIG 6.OG A0621A
- Mittwoch 26.04. 15:00 - 16:30 Seminarraum Psychologie NIG 6.OG A0621A
- Mittwoch 03.05. 15:00 - 16:30 Seminarraum Psychologie NIG 6.OG A0621A
- Mittwoch 10.05. 15:00 - 16:30 Seminarraum Psychologie NIG 6.OG A0621A
- Mittwoch 17.05. 15:00 - 16:30 Seminarraum Psychologie NIG 6.OG A0621A
- Mittwoch 24.05. 15:00 - 16:30 Seminarraum Psychologie NIG 6.OG A0621A
- Mittwoch 31.05. 15:00 - 16:30 Seminarraum Psychologie NIG 6.OG A0621A
- Mittwoch 07.06. 15:00 - 16:30 Seminarraum Psychologie NIG 6.OG A0621A
- Mittwoch 14.06. 15:00 - 16:30 Seminarraum Psychologie NIG 6.OG A0621A
- Mittwoch 21.06. 15:00 - 16:30 Seminarraum Psychologie NIG 6.OG A0621A
- Mittwoch 28.06. 15:00 - 16:30 Seminarraum Psychologie NIG 6.OG A0621A
Information
Ziele, Inhalte und Methode der Lehrveranstaltung
Art der Leistungskontrolle und erlaubte Hilfsmittel
Attendance - max. 2 sessions can be missed (without special arrangement with lecturer prior to missed class).The overall grade of the seminar is the sum of the below partial grades:
- Attendance & active participation (15%)
- Online assignments (10%)
- Presentation (10%)
- Peer feedback (15%)
- Final submission of the research paper (50%)Grades will be awarded as per below:
- 1 (very good): 90-100 %
- 2 (good): 80-89 %
- 3 (satisfactory): 70-79 %.
- 4 (sufficient): 60-69 %
- 5 (insufficient = negative performance): 0-59 %
- Attendance & active participation (15%)
- Online assignments (10%)
- Presentation (10%)
- Peer feedback (15%)
- Final submission of the research paper (50%)Grades will be awarded as per below:
- 1 (very good): 90-100 %
- 2 (good): 80-89 %
- 3 (satisfactory): 70-79 %.
- 4 (sufficient): 60-69 %
- 5 (insufficient = negative performance): 0-59 %
Mindestanforderungen und Beurteilungsmaßstab
See section "Assessment".
Proof of:
- Efficient literature search
- Critical reading
- Formulating a research question
- Outlining a paper
- Planning writing
- Giving, receiving & implementing feedback
- Writing a scientific report/paper
Proof of:
- Efficient literature search
- Critical reading
- Formulating a research question
- Outlining a paper
- Planning writing
- Giving, receiving & implementing feedback
- Writing a scientific report/paper
Prüfungsstoff
- Written assignments
- Presentation
- Preliminary report
- Peer feedback
- Final report
- Presentation
- Preliminary report
- Peer feedback
- Final report
Literatur
According to the topic of choice, students will independently research and read a variety of research articles.Literature for Registered Reports:
Ansari, D. & Gervain, J. (2018). Registered Reports: introducing a new article format in Developmental Science, Developmental
Science, 21, Article e12650. https://doi.org/10.1111/desc.12650
Kiyonaga, A. & Scimeca, J. M. (2019). Practical considerations for navigating registered reports. Trends in Neurosciences, 42(9), 568–572. https://doi.org/10.1016/j.tins.2019.07.003
Sheel, A. M., Schijen, M. R. M. J., Lakens, D. (2021). An excess of positive results: Comparing the standard psychology literature with registered reports. Advances in Methods and Practices in Psychological Science, 4(2), 1–12. https://doi.org/10.1177/25152459211007467Exemplary literature for each topic:Behavioral Dynamics:
Bell, M.A. (2020). Mother-child behavioral and physiological synchrony. Advances in Child Development and Behavior, 58, 163–188. https://doi.org/10.1016/bs.acdb.2020.01.006
Mayo, O. & Gordon, I. (2020). In and out of synchrony—Behavioral and physiological dynamics of dyadic interpersonal coordination, Psychophysiology, 57(6), Article e13574. https://doi.org/10.1111/psyp.13574Cross-Cultural Differences in Development:
Amir, D. & McAuliffe, K. (2020). Cross-cultural, developmental psychology: integrating approaches and key insights. Evolution and Human Behavior, 41(5), 430–444. https://doi.org/10.1016/j.evolhumbehav.2020.06.006Development of Attention & Perception:
Siposova, B., Carpenter, M. (2019). A new look at joint attention and common knowledge. Cognition, 189, 260–274. https://doi.org/10.1016/j.cognition.2019.03.019Early Social Interactions:
Feldman, R. (2007). Parent–infant synchrony: Biological foundations and developmental outcomes. Current Directions in Psychological Science, 16(6), 340–345. https://doi.org/10.1111/j.1467-8721.2007.00532.x
Markova, G., Nguyen, T., & Hoehl, S. (2019). Neurobehavioral interpersonal synchrony in early development: The role of interactional rhythms. Frontiers in Psychology, 10, Article 2078. https://doi.org/10.3389%2Ffpsyg.2019.02078
Nguyen, T., Bánki, A., Markova, G., & Hoehl, S. (2020). Studying parent-child interaction with hyperscanning. In M. Meyer, & S. Hunnius (Eds.), New Perspectives on Early Social-cognitive Development (pp. 1–24). Elsevier. Progress in Brain Research Vol. 254. https://doi.org/10.1016/bs.pbr.2020.05.003Interpersonal Coordination:
Hoehl, S., Fairhurst, M., & Schirmer, A. (2021). Interactional synchrony: signals, mechanisms and benefits, Social Cognitive and Affective Neuroscience, 16(1-2), 5–18. https://doi.org/10.1093/scan/nsaa024Social Development:
Hoehl, S. & Bertenthal, B. I. (2021). An interactionist perspective on the development of coordinated social attention. Advances in Child Development and Behavio, 61, 1–41. https://doi.org/10.1016/bs.acdb.2021.05.001
Smith, L. B. & Thelen, E. (2003). Development as a dynamic system. Trends in Cognitive Sciences, 7(8), 343–348. https://doi.org/10.1016/S1364-6613(03)00156-6Social Learning:
Csibra, G. & Gergely, G. (2011). Natural pedagogy as evolutionary adaptation, Philosophical Transactions of the Royal Society London B: Biological Sciences, 366(1567), 1149–1157. https://doi.org/10.1098%2Frstb.2010.0319
Begus, K. & Southgate, V. (2018). Curious learners: How infants’ motivation to learn shapes and is shaped by infants’ interactions with the social world. In M. Saylor & P. Ganea (Eds.) Active Learning from Infancy to Childhood (pp. 13–37). Springer, Cham. https://doi.org/10.1007/978-3-319-77182-3_2
Ansari, D. & Gervain, J. (2018). Registered Reports: introducing a new article format in Developmental Science, Developmental
Science, 21, Article e12650. https://doi.org/10.1111/desc.12650
Kiyonaga, A. & Scimeca, J. M. (2019). Practical considerations for navigating registered reports. Trends in Neurosciences, 42(9), 568–572. https://doi.org/10.1016/j.tins.2019.07.003
Sheel, A. M., Schijen, M. R. M. J., Lakens, D. (2021). An excess of positive results: Comparing the standard psychology literature with registered reports. Advances in Methods and Practices in Psychological Science, 4(2), 1–12. https://doi.org/10.1177/25152459211007467Exemplary literature for each topic:Behavioral Dynamics:
Bell, M.A. (2020). Mother-child behavioral and physiological synchrony. Advances in Child Development and Behavior, 58, 163–188. https://doi.org/10.1016/bs.acdb.2020.01.006
Mayo, O. & Gordon, I. (2020). In and out of synchrony—Behavioral and physiological dynamics of dyadic interpersonal coordination, Psychophysiology, 57(6), Article e13574. https://doi.org/10.1111/psyp.13574Cross-Cultural Differences in Development:
Amir, D. & McAuliffe, K. (2020). Cross-cultural, developmental psychology: integrating approaches and key insights. Evolution and Human Behavior, 41(5), 430–444. https://doi.org/10.1016/j.evolhumbehav.2020.06.006Development of Attention & Perception:
Siposova, B., Carpenter, M. (2019). A new look at joint attention and common knowledge. Cognition, 189, 260–274. https://doi.org/10.1016/j.cognition.2019.03.019Early Social Interactions:
Feldman, R. (2007). Parent–infant synchrony: Biological foundations and developmental outcomes. Current Directions in Psychological Science, 16(6), 340–345. https://doi.org/10.1111/j.1467-8721.2007.00532.x
Markova, G., Nguyen, T., & Hoehl, S. (2019). Neurobehavioral interpersonal synchrony in early development: The role of interactional rhythms. Frontiers in Psychology, 10, Article 2078. https://doi.org/10.3389%2Ffpsyg.2019.02078
Nguyen, T., Bánki, A., Markova, G., & Hoehl, S. (2020). Studying parent-child interaction with hyperscanning. In M. Meyer, & S. Hunnius (Eds.), New Perspectives on Early Social-cognitive Development (pp. 1–24). Elsevier. Progress in Brain Research Vol. 254. https://doi.org/10.1016/bs.pbr.2020.05.003Interpersonal Coordination:
Hoehl, S., Fairhurst, M., & Schirmer, A. (2021). Interactional synchrony: signals, mechanisms and benefits, Social Cognitive and Affective Neuroscience, 16(1-2), 5–18. https://doi.org/10.1093/scan/nsaa024Social Development:
Hoehl, S. & Bertenthal, B. I. (2021). An interactionist perspective on the development of coordinated social attention. Advances in Child Development and Behavio, 61, 1–41. https://doi.org/10.1016/bs.acdb.2021.05.001
Smith, L. B. & Thelen, E. (2003). Development as a dynamic system. Trends in Cognitive Sciences, 7(8), 343–348. https://doi.org/10.1016/S1364-6613(03)00156-6Social Learning:
Csibra, G. & Gergely, G. (2011). Natural pedagogy as evolutionary adaptation, Philosophical Transactions of the Royal Society London B: Biological Sciences, 366(1567), 1149–1157. https://doi.org/10.1098%2Frstb.2010.0319
Begus, K. & Southgate, V. (2018). Curious learners: How infants’ motivation to learn shapes and is shaped by infants’ interactions with the social world. In M. Saylor & P. Ganea (Eds.) Active Learning from Infancy to Childhood (pp. 13–37). Springer, Cham. https://doi.org/10.1007/978-3-319-77182-3_2
Zuordnung im Vorlesungsverzeichnis
Letzte Änderung: Fr 03.03.2023 20:28
All sessions take place IN PERSON.Upon completion of the seminar, students should be able to summarise the current state of research in a certain domain of interest within the field of developmental, educational or social psychology in writing, developing an individual research question, translating it into appropriate research operationalisation, and planning a suitable scientific investigation in the format of a "Registered Report".This course is a preparation for the Bachelor Thesis Seminar, thus the final output of the course is a written report prepared individually (2000 to 3000 words, excluding names, titles, indexes, abstract, bibliography, appendices, etc.). This report will form the "Introduction" of the Bachelor Thesis and has to be prepared in APA-7 style. It will be combined with the remaining parts of the Bachelor Thesis: "Methods", "Analysis Plan", "Interpretation of Results", "Discussion" (to reach a final word count of 4000-6000 words) in the next semester.Note that the subsequent Bachelor Thesis Seminar will NOT require/include the collection of data. In general, the course will focus on the review of the literature and forming research questions. In the subsequent Bachelor Thesis Seminar, the focus will be on the choice of appropriate analysis methods and interpretation of expected results.The Bachelor Thesis will be written in the form of a Stage 1 Registered Report, e.g., https://www.cos.io/our-services/registered-reportsTopic: this class is centered around topics in developmental, educational and social psychology in line with the research focus of the Wiener Kinderstudien lab: https://kinderstudien.at/
Students can write their final essay about a topic of their choice. Topics include: Behavioral Dynamics, Cross-Cultural Differences in Development, Development of Attention & Perception, Early Social Interactions, Interpersonal Coordination, Social Development, Social Learning. These topics are also the basis of forming groups of 2-4 students with similar interests who can support each other during the seminar.It is recommended that all participants also attend the subsequent Bachelor Thesis Seminar in the winter semester 2023-24. In the Bachelor Thesis Seminar, one will use the preparatory work of this Scientific Readings seminar to finalise the Registered Report that forms the final thesis.