160187 PS Introductory Seminar on Cognitive Psychology for Linguists (2017S)
Continuous assessment of course work
Labels
No previous registration is required. A good command of English is necessary; affinity for technology-based empirical research and for some (elementary) mathematics is highly advantageous.
Registration/Deregistration
Note: The time of your registration within the registration period has no effect on the allocation of places (no first come, first served).
- Registration is open from Sa 04.02.2017 08:00 to Su 19.02.2017 12:00
- Registration is open from Tu 21.02.2017 15:00 to Tu 28.02.2017 15:00
- Deregistration possible until Tu 28.02.2017 15:00
Details
max. 40 participants
Language: English
Lecturers
Classes (iCal) - next class is marked with N
- Friday 10.03. 13:30 - 16:30 Seminarraum 2 Sensengasse 3a 1.OG
- Friday 24.03. 13:30 - 16:30 Seminarraum 2 Sensengasse 3a 1.OG
- Friday 07.04. 13:30 - 16:30 Seminarraum 2 Sensengasse 3a 1.OG
- Friday 28.04. 13:45 - 16:30 Seminarraum 2 Sensengasse 3a 1.OG
- Friday 12.05. 13:30 - 16:30 Seminarraum 3 Sensengasse 3a 1.OG
- Friday 26.05. 13:30 - 16:30 Seminarraum 3 Sensengasse 3a 1.OG
- Friday 09.06. 13:45 - 16:30 Seminarraum 2 Sensengasse 3a 1.OG
- Friday 23.06. 13:45 - 16:00 Seminarraum 2 Sensengasse 3a 1.OG
Information
Aims, contents and method of the course
Assessment and permitted materials
Requirements:
Active participation in the seminars.
Knowledge and integration of core readings.(1) 'Presentation + summary' option:
Presentation of 1 paper in about 20 minutes; using presentation software or written handouts.
Submission of a short but coherent critical written summary of the presented paper plus another related paper, with emphasis on methodological issues; 5-10 pages. You are expected to find a relevant, related paper to review.(2) Term paper option
Alternatively, instead of presentation + summary: submission of a term paper; on a specific issue closely related to the course; based on literature review of the issue, with reflections on the topics discussed in the seminars; cca. 15-20 pages.Deadline for submitting all written materials (written summary OR term paper):
At least 2 weeks before you need the grade/credit;
but not later than December 2017.
Active participation in the seminars.
Knowledge and integration of core readings.(1) 'Presentation + summary' option:
Presentation of 1 paper in about 20 minutes; using presentation software or written handouts.
Submission of a short but coherent critical written summary of the presented paper plus another related paper, with emphasis on methodological issues; 5-10 pages. You are expected to find a relevant, related paper to review.(2) Term paper option
Alternatively, instead of presentation + summary: submission of a term paper; on a specific issue closely related to the course; based on literature review of the issue, with reflections on the topics discussed in the seminars; cca. 15-20 pages.Deadline for submitting all written materials (written summary OR term paper):
At least 2 weeks before you need the grade/credit;
but not later than December 2017.
Minimum requirements and assessment criteria
(1) In case of the 'presentation + summary' option:
The presentation and the sumamry will be assessed independently of each other, along the following aspects:
- acuity of the representation of the research goals;
- acuity of the representation of the methodology and its adequacy;
- acuity of the representation of the argumentation and conclusions;
- integration of the core readings;
- critical analysis.
(2) In case of the term paper option:
The term paper will be evaluated along the following aspects:
- how well-circumscribed the topic is?
- acuity of the representation of the research question;
- quality of the processed literature (relevance, topicality);
- acuity of the representation of the methodology and its adequacy;
- acuity of the representation of the argumentation and conclusions;
- integration of the core readings;
- critical analysis.
The presentation and the sumamry will be assessed independently of each other, along the following aspects:
- acuity of the representation of the research goals;
- acuity of the representation of the methodology and its adequacy;
- acuity of the representation of the argumentation and conclusions;
- integration of the core readings;
- critical analysis.
(2) In case of the term paper option:
The term paper will be evaluated along the following aspects:
- how well-circumscribed the topic is?
- acuity of the representation of the research question;
- quality of the processed literature (relevance, topicality);
- acuity of the representation of the methodology and its adequacy;
- acuity of the representation of the argumentation and conclusions;
- integration of the core readings;
- critical analysis.
Examination topics
(no exam option)
Reading list
Core readings
Wade, NJ (2007): Scanning the seen: vision and the origins of eye-movement research. In: van Gompel, R. P. G., Fischer, M. H., Murray, W. S., & Hill, R. L. , eds., Eye Movements: A Window on Mind and Brain: Elsevier. 31-64.
Rayner, K. & Pollatsek, A. (2006): Eye-Movement Control in Reading. In: M.J. Traxler & M.A. Gernsbacher, szerk., Handbook of Psycholinguistics. 2nd edition. Academic Press. 613-657.
Berends, S. M., Brouwer, S. M., & Sprenger, S. A. (2016): Eye-Tracking and the Visual World Paradigm. In: Designing Research on Bilingual Development (pp. 55–80). Springer.
Recommended readings & sources
Eysenck, M. & Keane, MT (2010 or later edition). Cognitive Psychology A Student's Handbook, 6th or later edition.) Especially the following chapters:
Chapter 1 (Approaches to human cognition)
Chapters 6 & 7 (On memory)
Chapter 9 (Reading)
Chapter 16 (Consciousness)
Holmqvist, K., Nyström, M., Andersson, R., Dewhurst, R., Jarodzka, H., & Van de Weijer, J. (2011). Eye tracking: A comprehensive guide to methods and measures: Oxford University Press.
Liversedge, S., Gilchrist, I. D., & Everling, S. (Eds.). (2011). The Oxford Handbook of Eye Movements. Oxford, UK: Oxford University Press.
Wade, NJ (2007): Scanning the seen: vision and the origins of eye-movement research. In: van Gompel, R. P. G., Fischer, M. H., Murray, W. S., & Hill, R. L. , eds., Eye Movements: A Window on Mind and Brain: Elsevier. 31-64.
Rayner, K. & Pollatsek, A. (2006): Eye-Movement Control in Reading. In: M.J. Traxler & M.A. Gernsbacher, szerk., Handbook of Psycholinguistics. 2nd edition. Academic Press. 613-657.
Berends, S. M., Brouwer, S. M., & Sprenger, S. A. (2016): Eye-Tracking and the Visual World Paradigm. In: Designing Research on Bilingual Development (pp. 55–80). Springer.
Recommended readings & sources
Eysenck, M. & Keane, MT (2010 or later edition). Cognitive Psychology A Student's Handbook, 6th or later edition.) Especially the following chapters:
Chapter 1 (Approaches to human cognition)
Chapters 6 & 7 (On memory)
Chapter 9 (Reading)
Chapter 16 (Consciousness)
Holmqvist, K., Nyström, M., Andersson, R., Dewhurst, R., Jarodzka, H., & Van de Weijer, J. (2011). Eye tracking: A comprehensive guide to methods and measures: Oxford University Press.
Liversedge, S., Gilchrist, I. D., & Everling, S. (Eds.). (2011). The Oxford Handbook of Eye Movements. Oxford, UK: Oxford University Press.
Association in the course directory
MA1-M2
Last modified: Mo 07.09.2020 15:36
A deeper aim of the course is to demonstrate and discuss some general but key aspects of quantitative, data-informed empirical research methodologies.