Universität Wien
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200081 SE Vertiefungsseminar: Geist und Gehirn (2022S)

Emerging technologies in psychology

4.00 ECTS (2.00 SWS), SPL 20 - Psychologie
Prüfungsimmanente Lehrveranstaltung
DIGITAL

Dieses Vertiefungssseminar kann für alle Schwerpunkte absolviert werden.

Vertiefungsseminare können nur für das Pflichtmodul B verwendet werden! Eine Verwendung für das Modul A4 Freie Fächer ist nicht möglich.
Moodle

An/Abmeldung

Hinweis: Ihr Anmeldezeitpunkt innerhalb der Frist hat keine Auswirkungen auf die Platzvergabe (kein "first come, first served").

Details

max. 20 Teilnehmer*innen
Sprache: Englisch

Lehrende

Termine (iCal) - nächster Termin ist mit N markiert

  • Dienstag 01.03. 15:00 - 16:30 Digital
  • Dienstag 08.03. 15:00 - 16:30 Digital
  • Dienstag 15.03. 15:00 - 16:30 Digital
  • Dienstag 22.03. 15:00 - 16:30 Digital
  • Dienstag 29.03. 15:00 - 16:30 Digital
  • Dienstag 05.04. 15:00 - 16:30 Digital
  • Dienstag 26.04. 15:00 - 16:30 Digital
  • Dienstag 03.05. 15:00 - 16:30 Digital
  • Dienstag 10.05. 15:00 - 16:30 Digital
  • Dienstag 17.05. 15:00 - 16:30 Digital
  • Dienstag 24.05. 15:00 - 16:30 Digital
  • Dienstag 31.05. 15:00 - 16:30 Digital
  • Dienstag 14.06. 15:00 - 16:30 Digital
  • Dienstag 21.06. 15:00 - 16:30 Digital
  • Dienstag 28.06. 15:00 - 16:30 Digital

Information

Ziele, Inhalte und Methode der Lehrveranstaltung

Technology has been a major driver of psychological research since its very beginnings. Today, technology continues to provide opportunities and challenges for both basic research in psychology, as well as various domains of application (clinical, educational, organizational, etc.). In this seminar, we will discuss how psychology is influenced by emerging technologies - including artificial intelligence, virtual reality, neurotechnology, wearable sensors, digital phenotyping, computational modeling, and crowdsourcing. From the perspective of basic research, we will examine how technology is transforming different aspects of the research cycle - theory formation, experimental design, data collection, statistical analysis, and dissemination. From the perspective of applications, we will examine new roles for technology in various psychological domains, with examples including computational psychiatry and educational technology.

The seminar will specifically address the following questions:

- Which emerging technologies pose large opportunities and challenges for psychology?
- How are different aspects of basic research in psychology influenced by emerging technologies?
- How are different domains of applied psychology influenced by emerging technologies?
- What do current trends in technology suggest for future practices in psychology?

Please note: this course is *not* intended as a hands-on tutorial on how to use the technologies we will touch upon - the intention is to give you a broad overview of current developments. The course is also *not* about the psychosocial effects of using technology: e.g., the topic of screen time affecting well-being would not fall within the scope of this course.

This seminar is open to students from all fields (all Schwerpunkte).

Art der Leistungskontrolle und erlaubte Hilfsmittel

- attendance
- active participation in class and forum discussions
- presentation of a scientific paper
- short in-class quizzes

Mindestanforderungen und Beurteilungsmaßstab

- missing 2 classes max
- active participation in class and forum discussions: 60%
- presentation of a scientific paper (approx. 15min): 40%
- short in-class quizzes: 5% bonus points

Prüfungsstoff

Active participation in discussions of literature covered in the seminar, critical thinking, sharing knowledge, asking relevant questions.

The presentation of the scientific paper will cover a concise summary of its content, provide context, and stimulate discussion of open questions.

There won’t be a written exam.

Literatur

The reading list will be announced in the seminar. Here are some references that can be consulted to get a sense of the course topics:

Daniel, B. K. (2019). Big Data and data science: A critical review of issues for educational research: Critical issues for educational research. British Journal of Educational Technology, 50(1), 101–113. https://doi.org/10.1111/bjet.12595

Gillan, C. M., & Daw, N. D. (2016). Taking Psychiatry Research Online. Neuron, 91(1), 19–23. https://doi.org/10.1016/j.neuron.2016.06.002

Marín-Morales, J., Higuera-Trujillo, J. L., Greco, A., Guixeres, J., Llinares, C., Scilingo, E. P., Alcañiz, M., & Valenza, G. (2018). Affective computing in virtual reality: emotion recognition from brain and heartbeat dynamics using wearable sensors. Scientific Reports, 8(1), 13657. https://doi.org/10.1038/s41598-018-32063-4

Peterson, J. C., Bourgin, D. D., Agrawal, M., Reichman, D., & Griffiths, T. L. (2021). Using large-scale experiments and machine learning to discover theories of human decision-making. Science, 372(6547), 1209–1214. https://doi.org/10.1126/science.abe2629

Rutledge, R. B., Chekroud, A. M., & Huys, Q. J. (2019). Machine learning and big data in psychiatry: toward clinical applications. Current Opinion in Neurobiology, 55, 152–159. https://doi.org/10.1016/j.conb.2019.02.006

Yarkoni, T., Eckles, D., Heathers, J. A. J., Levenstein, M. C., Smaldino, P. E., & Lane, J. (2021). Enhancing and Accelerating Social Science via Automation: Challenges and Opportunities. Harvard Data Science Review. https://doi.org/10.1162/99608f92.df2262f5

Zuordnung im Vorlesungsverzeichnis

Letzte Änderung: Do 11.05.2023 11:27