200221 SE Fachliteraturseminar (2020W)
Prüfungsimmanente Lehrveranstaltung
Labels
An/Abmeldung
Hinweis: Ihr Anmeldezeitpunkt innerhalb der Frist hat keine Auswirkungen auf die Platzvergabe (kein "first come, first served").
- Anmeldung von Fr 25.09.2020 09:00 bis Mi 30.09.2020 09:00
- Abmeldung bis Mo 05.10.2020 09:00
Details
max. 25 Teilnehmer*innen
Sprache: Englisch
Lehrende
Termine (iCal) - nächster Termin ist mit N markiert
- Montag 05.10. 09:45 - 11:15 Hörsaal A Psychologie, NIG 6.Stock A0606
- Montag 12.10. 09:45 - 11:15 Hörsaal A Psychologie, NIG 6.Stock A0606
- Montag 19.10. 09:45 - 11:15 Hörsaal A Psychologie, NIG 6.Stock A0606
- Montag 09.11. 09:45 - 11:15 Hörsaal A Psychologie, NIG 6.Stock A0606
- Montag 16.11. 09:45 - 11:15 Hörsaal A Psychologie, NIG 6.Stock A0606
- Montag 23.11. 09:45 - 11:15 Hörsaal A Psychologie, NIG 6.Stock A0606
- Montag 30.11. 09:45 - 11:15 Hörsaal A Psychologie, NIG 6.Stock A0606
- Montag 07.12. 09:45 - 11:15 Hörsaal A Psychologie, NIG 6.Stock A0606
- Montag 14.12. 09:45 - 11:15 Hörsaal A Psychologie, NIG 6.Stock A0606
- Montag 11.01. 09:45 - 11:15 Hörsaal A Psychologie, NIG 6.Stock A0606
- Montag 18.01. 09:45 - 11:15 Hörsaal A Psychologie, NIG 6.Stock A0606
- Montag 25.01. 09:45 - 11:15 Hörsaal A Psychologie, NIG 6.Stock A0606
Information
Ziele, Inhalte und Methode der Lehrveranstaltung
Art der Leistungskontrolle und erlaubte Hilfsmittel
Maximum of 2 missed classes (without special arrangement made with lecturers before missed class).There will be small assignments that they have to do before classes, these have to be done & handed in but will not be graded. They will be checked for meeting the formal requirements of the assignment. Failure to hand-in assignments or comply with formal requirements will lead to failing of the class. Note that the “formal requirements” mainly mean that you cannot hand in an empty document and need to follow the instructions, i.e. if you have to hand-in a research question, you meet the requirements if you hand in a research question and not if you hand in e.g. an outline.As can be seen, these requirements can be easily met.
Except the peer review assignment which will count for 10%.When given in person, 10% of the grade is class participation. This is because a lot of the class requires active participation and also that you come prepared (e.g. that you have read the literature if you were supposed to do so).If given digital, the digital version of the in-class assignments will be handled the same as the small assignments to do before class. I.e. that you have to do them but you do not get a grade.Final paper forms the introduction to the following Bachelorthesis. It specifies a research question and provides a literature review. Paper has to be APA style and 1600-2400 words. This will then be combined in the Bachelorthesisseminar with a paper of 2400-3600 words to form a final Bachelorthesis of between 4000 and 6000 words.
Except the peer review assignment which will count for 10%.When given in person, 10% of the grade is class participation. This is because a lot of the class requires active participation and also that you come prepared (e.g. that you have read the literature if you were supposed to do so).If given digital, the digital version of the in-class assignments will be handled the same as the small assignments to do before class. I.e. that you have to do them but you do not get a grade.Final paper forms the introduction to the following Bachelorthesis. It specifies a research question and provides a literature review. Paper has to be APA style and 1600-2400 words. This will then be combined in the Bachelorthesisseminar with a paper of 2400-3600 words to form a final Bachelorthesis of between 4000 and 6000 words.
Mindestanforderungen und Beurteilungsmaßstab
See above
Prüfungsstoff
See above
Literatur
Below you find a list of recommended literature as a starting point (“Basis Literatur”).-- Art ---General overview of the research field (of art) :
Pelowski, M., Markey, P. S., Forster, M., Gerger, G., & Leder, H. (2017). Move me, astonish me… delight my eyes and brain: The Vienna integrated model of top-down and bottom-up processes in art perception (VIMAP) and corresponding affective, evaluative, and neurophysiological correlates. Physics of Life Reviews, 21, 80-125. https://doi.org/10.1016/j.plrev.2017.02.003Art and Emotion:
Pelowski, M., Specker, E., Gerger, G., Leder, H., & Weingarden, L. S. (2018). Do you feel like I do? A study of spontaneous and deliberate emotion sharing and understanding between artists and perceivers of installation art. Psychology of Aesthetics, Creativity, and the Arts. https://doi.org/10.1037/aca0000201Art and Cognition:
Augustin, M. D., Leder, H., Hutzler, F., & Carbon, C. C. (2008). Style follows content: On the microgenesis of art perception. Acta Psychologica, 128(1), 127–138. https://doi.org/10.1016/j.actpsy.2007.11.006Art and Brain:
Markey, P. S., Jakesch, M., & Leder, H. (2019). Art looks different – Semantic and syntactic processing of paintings and associated neurophysiological brain responses. Brain and Cognition, 134, 58–66. https://doi.org/10.1016/j.bandc.2019.05.008Art and Field:
Specker, E., Stamkou, E., Pelowski, M., & Leder, H. (accepted). Radically revolutionary or pretty flowers? An experimental museum study of the impact of curatorial narrative highlighting artistic deviance on the visitor’s assessment of artist influence. Retrieved from http://dx.doi.org/10.2139/ssrn.3434578%0A---Cognitive Psychology ---Deception detection:1. Verschuere, B., Ben-Shakhar, G., & Meijer, E. (2011). Memory detection: Theory and application of the concealed information test. Cambridge University Press.
2. Lukács, G., Kleinberg, B., & Verschuere, B. (2017). Familiarity-related fillers improve the validity of reaction time-based memory detection. Journal of Applied Research in Memory and Cognition, 6(3), 295–305. https://doi.org/10.1016/j.jarmac.2017.01.013
3. Lukács, G. (2019). CITapp - A response time-based Concealed Information Test lie detector web application. Journal of Open Source Software, 4(34), 1179. https://doi.org/10.21105/joss.01179Cognitive biases:
https://en.wikipedia.org/wiki/List_of_cognitive_biases
Pelowski, M., Markey, P. S., Forster, M., Gerger, G., & Leder, H. (2017). Move me, astonish me… delight my eyes and brain: The Vienna integrated model of top-down and bottom-up processes in art perception (VIMAP) and corresponding affective, evaluative, and neurophysiological correlates. Physics of Life Reviews, 21, 80-125. https://doi.org/10.1016/j.plrev.2017.02.003Art and Emotion:
Pelowski, M., Specker, E., Gerger, G., Leder, H., & Weingarden, L. S. (2018). Do you feel like I do? A study of spontaneous and deliberate emotion sharing and understanding between artists and perceivers of installation art. Psychology of Aesthetics, Creativity, and the Arts. https://doi.org/10.1037/aca0000201Art and Cognition:
Augustin, M. D., Leder, H., Hutzler, F., & Carbon, C. C. (2008). Style follows content: On the microgenesis of art perception. Acta Psychologica, 128(1), 127–138. https://doi.org/10.1016/j.actpsy.2007.11.006Art and Brain:
Markey, P. S., Jakesch, M., & Leder, H. (2019). Art looks different – Semantic and syntactic processing of paintings and associated neurophysiological brain responses. Brain and Cognition, 134, 58–66. https://doi.org/10.1016/j.bandc.2019.05.008Art and Field:
Specker, E., Stamkou, E., Pelowski, M., & Leder, H. (accepted). Radically revolutionary or pretty flowers? An experimental museum study of the impact of curatorial narrative highlighting artistic deviance on the visitor’s assessment of artist influence. Retrieved from http://dx.doi.org/10.2139/ssrn.3434578%0A---Cognitive Psychology ---Deception detection:1. Verschuere, B., Ben-Shakhar, G., & Meijer, E. (2011). Memory detection: Theory and application of the concealed information test. Cambridge University Press.
2. Lukács, G., Kleinberg, B., & Verschuere, B. (2017). Familiarity-related fillers improve the validity of reaction time-based memory detection. Journal of Applied Research in Memory and Cognition, 6(3), 295–305. https://doi.org/10.1016/j.jarmac.2017.01.013
3. Lukács, G. (2019). CITapp - A response time-based Concealed Information Test lie detector web application. Journal of Open Source Software, 4(34), 1179. https://doi.org/10.21105/joss.01179Cognitive biases:
https://en.wikipedia.org/wiki/List_of_cognitive_biases
Zuordnung im Vorlesungsverzeichnis
Letzte Änderung: Mi 30.09.2020 10:49
- search for literature
- read critically
- formulate a research question
- outline a paper
- plan your writing
- give & receive/use feedback
- write a paperOr, shortly said, to "search, construct, and write".Since this course is a prelude to the Bachelorthesis, the final output of the course is a written essay. This essay will form the Introduction of your Bachelorthesis.In the Bachelorthesis seminar we will then focus on "design, analysis, and interpretation" as core skills, and work from the research question towards a study design, data analysis choice, and data interpretation.Note that the Bachelorthesis seminar will not require/include the collection of data. Rather, we will focus on the choice of an appropriate analysis and interpretation.Topic:
The general topic is described in the aims and could be applied to any field of interest. In our specific course we have 2 main foci: Art and Cognitive Psychology. Related to two of the professorships (Prof. Leder, Eva-Lab for Art and Prof. Ansorge, Cognitive Psychology) of the Department of Cognition, Emotion, and Methods in PsychologyWithin the focus of art (topics lead by Eva Specker), there are four overarching topics from which the students can pick one to write their final essay about. The topics are: Art & Emotion, Art & Cognition, Art & Brain, and Art & Field.Within the focus of cognitive psychology (topics led by Gáspár Lukács), the recommended topic is deception detection, and in particular response-time-based concealed information tests. However, any topics related to cognitive psychology is accepted with the restriction that it should be experimental (i.e., no case studies, no abstract theories) and based on solid methodology. For example, topics in cognitive bias (how people don’t see the world as it is) and related biased perceptions of performance and happiness (e.g. Pollyanna principle) are very welcome.COURSE FORMAT:
Currently we are planning to hold all meetings in person in HS A (NIG 6th floor A0606). If you cannot come to this first lesson (but still want to participate in the course), please send us an email in advance! In the event of a lockdown (or if you, the attending students, prefer not to have in-person meetings), we will switch to online meetings via BigBlueButton: in that case we'll inform you about the precise procedure in due time, via email.