200139 SE Vertiefungsseminar: Geist und Gehirn (2020W)
Fundamental Topics in Cognitive Science + Colloquium
- Anmeldung von Di 01.09.2020 07:00 bis Do 24.09.2020 07:00
- Abmeldung bis Fr 02.10.2020 07:00
Termine (iCal) - nächster Termin ist mit N markiert
We will meet on the actual weekly appointments Tuesdays 09:45 - 11:15. However, meetings will be online using BigBlueButton with the exception of Week 1, which will use a hybrid format (see below).*IMPORTANT *Covid-19-related class format changes/plan: Due to the special circumstances of the current global pandemic we find ourselves in, our particular class size and format logistics, and our own reading of the current trends, we have decided to use a hybrid format.Why Hybrid?: Our aim for this course is to provide a space whereby we can all meet together and have sweeping, somewhat intimate, and hopefully engaging conversations about our chosen reading materials and course topics. The major component of the course is, in turn, a weekly presentation made by you students (individually or in groups, depending on class sizes). Finally, we typically would ask you to attend a weekly colloquium on various topics in psychology, which we then discuss in class.Obviously, some aspects, such as the colloquium are not possible currently anyway (currently on hiatus). Whereas, some other aspects—meeting together and discussing could be possible, but problematic. For example, the number of students allowed in a room is capped, and currently our class size of 20 might put us in a position where we cannot all meet together at one time (especially if we allow in other students past our max, as we typically do for this course).After careful consideration, we also have ethical and other pragmatic reasons for hybrid: Ethically, we cannot in good conscious ask you all to come each week and share the same space and same air with each other. We all have different circles of friends and family. Many might have to ride public transportation to get here. Even if most of us feel OK with joining together, we don’t want to cause and social pressure (welcome to psychology!) if you do feel uncomfortable for your selves or your loved ones. There are also potential issues of bias (ha, psychology!) for students being graded based on in-person versus online formats… Pragmatically, we feel that, even though things might be OK now, with the Fall, we expect trends to get worse before the hopefully get better, and we might find ourselves moving to an online format anyway, which would be even more disruptive mid-class…Therefore, hybrid? What is the actual plan? We have therefore come up with the following format, which is heavily based on our plan from last semester, and which was positively received by ourselves and students.1. Week 1: We will meet at the normal class start time in the Sigmund Freud Park (big lawn, sometimes red chairs, across the street from the normal Liebiggasse classroom; we will have a flag…). Typically, class 1 is devoted to discussing the syllabus, beginning to assign topics for presentations, and, most importantly, meeting each other and introducing ourselves. We have learned from past experience that it is much nicer to get to meet and say high, physically, if even only once. Hybrid component: Note, we will bring a laptop computer connected to BigBlueButton so anyone who does not want to meet in person can join in! Rain contingency: If it seems like rain, we will mail 1 hour before class and switch to online for the day.
2. All other weeks: we will meet online using BigBlueButton starting at the stated class time and for the full scheduled class durations for presentations and discussion. We will again ask students to prepare and give presentations (i.e., powerpoint) using the online portal.
3. Colloquium component: As also noted below. Instead of asking students to attend a colloquium, we have a nice list of podcasts on related topics that students will be asked to listen to over each week and then be ready to discuss at normal class time.
Ziele, Inhalte und Methode der Lehrveranstaltung
Art der Leistungskontrolle und erlaubte Hilfsmittel
Mindestanforderungen und Beurteilungsmaßstab
Presentation of the assigned reading is mandatory.Grading:
a) Active participation --> 40%
b) Presentation of the paper and discussion --> 40%
c) Attendance on colloquium (listening to podcasts) --> 20%Please note that active participation (40% of the total grade) is a major determinant of the grade. We would like to point out that missing a session results in no participation for this session.Please also note the Richtlinie zur Sicherung der guten wissenschaftlichen Praxis (https://studienpraeses.univie.ac.at/infos-zum-studienrecht/sicherung-der-guten-wissenschaftlichen-praxis/)
Gigerenzer, G. (2004). Mindless statistics. The Journal of Socio-Economics, 33, 587-606. doi: 10.1016/j.socec.2004.09.033Session 1:
Meehl, P. E. (1990). Why summaries of research on psychological theories are often uninterpretable. Psychological reports, 66(1), 195-244. doi: 10.2466/pr0.66.1.195-244Session 2:Henrich, J., Heine, S. J., & Norenzayan, A. (2010). The weirdest people in the world?. Behavioral and brain sciences, 33(2-3), 61-83. [attached Peer Commentaries are *not* required reading, but may be helpful]Session 3:Danziger, K. (1997). Naming the mind In Naming the mind: How psychology found its language. Sage. doi.org/10.4135/9781446221815.n1Session 4:
Draaisma, D. (2000). Digital memory In Metaphors of memory: A history of ideas about the mind. (pp.138-164). Cambridge University Press.Session 5:
Turing, A. M. (1950). Computing machinery and intelligence In Mind. Mind, 59(236), 433-460. doi: 10.1093/mind/lix.236.433Session 6:
James, W. (1890). The scope of psychology.
James, W. (1892). Text-book of Psychology.Session 7:Bennet, C., Baird, A., Miller, M., & Wolford, G. (2010). Neural correlates of interspecies perspective taking in the post-mortem Atlantic salmon: An argument for proper multiple comparisons correction. Journal of Serendipitous and Unexpected Results, 1(1), 1-5.Fiedler, K. (2011). Voodoo correlations are everywhere—not only in neuroscience. Perspectives on psychological science, 6(2), 163-171.Session 8:Benjamin, D. J., Berger, J. O., Johannesson, M., Nosek, B. A., Wagenmakers, E. J., Berk, R., ... & Cesarini, D. (2018). Redefine statistical significance. Nature Human Behaviour, 2(1), 6. doi: 10.1038/s41562-017-0189-zSimmons, J. P., Nelson, L. D., & Simonsohn, U. (2011). False-positive psychology: Undisclosed flexibility in data collection and analysis allows presenting anything as significant. Psychological science, 22(11), 1359-1366. doi: 10.1037/e519702015-014Session 9:Zwaan, R. A., Etz, A., Lucas, R. E., & Donnellan, M. B. (2018). Making replication mainstream. Behavioral and Brain Sciences, 41. doi:10.1017/s0140525x17001972 [attached Peer Commentaries are *not* required reading, but may be helpful]Session 10:Uhlmann, E. L., Ebersole, C. R., Chartier, C. R., Errington, T. M., Kidwell, M. C., Lai, C. K., ... & Nosek, B. A. (2019). Scientific utopia III: Crowdsourcing science. Perspectives on Psychological Science, 14(5), 711-733. doi:10.1177/1745691619850561Additional readings for comparison:Nosek, B. A., & Bar-Anan, Y. (2012). Scientific utopia: I. Opening scientific communication. Psychological Inquiry, 23(3), 217-243. doi: 10.1080/1047840x.2012.692215Nisbett, R. (2004). Is the world made up of nouns or verbs? In The geography of thought: How Asians and Westerners think differently… and why. Simon and Schuster.