200013 PS Introductory Seminar: Cognitive Foundations of Experience and Behaviour (2020W)
Continuous assessment of course work
Labels
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 Tu 01.09.2020 07:00 to Th 24.09.2020 07:00
- Deregistration possible until Fr 02.10.2020 07:00
Details
max. 40 participants
Language: English
Lecturers
Classes (iCal) - next class is marked with N
Due to the current pandemic, certain components of this class will now be conducted online (via BigBlueButton on Moodle) and in person.
Online: Week 1-4, Monday from 11:30-13:00: Introduction, frontal lectures via “BigBlueButton".In-Person (Hörsaal B): Week 5-14, Monday from 11:30-13:00: Student presentations: the class will be split into two small groups to present.(NB. If the pandemic regulations allow, otherwise student presentations will be held online via BBB as well.)- Monday 05.10. 11:30 - 13:00 Hörsaal B Psychologie, NIG 6.Stock A0610
- Monday 12.10. 11:30 - 13:00 Hörsaal B Psychologie, NIG 6.Stock A0610
- Monday 19.10. 11:30 - 13:00 Hörsaal B Psychologie, NIG 6.Stock A0610
- Monday 09.11. 11:30 - 13:00 Hörsaal B Psychologie, NIG 6.Stock A0610
- Monday 16.11. 11:30 - 13:00 Hörsaal B Psychologie, NIG 6.Stock A0610
- Monday 23.11. 11:30 - 13:00 Hörsaal B Psychologie, NIG 6.Stock A0610
- Monday 30.11. 11:30 - 13:00 Hörsaal B Psychologie, NIG 6.Stock A0610
- Monday 07.12. 11:30 - 13:00 Hörsaal B Psychologie, NIG 6.Stock A0610
- Monday 14.12. 11:30 - 13:00 Hörsaal B Psychologie, NIG 6.Stock A0610
- Monday 11.01. 11:30 - 13:00 Hörsaal B Psychologie, NIG 6.Stock A0610
- Monday 18.01. 11:30 - 13:00 Hörsaal B Psychologie, NIG 6.Stock A0610
- Monday 25.01. 11:30 - 13:00 Hörsaal B Psychologie, NIG 6.Stock A0610
Information
Aims, contents and method of the course
Assessment and permitted materials
Credit: 6 ECTS (150 class/coursework hours)
Active participation = 25%
• 1.5 ECTS (~ 37.5 hours)
Group work / presentation = 30%
• 1.8 ECTS (~ 45 hours)
Written paper = 35%
• 2.1 ECTS (~ 52.5 hours)
Peer-review feedback = 10%
• 0.6 ECTS (~ 15 hours)
Active participation = 25%
• 1.5 ECTS (~ 37.5 hours)
Group work / presentation = 30%
• 1.8 ECTS (~ 45 hours)
Written paper = 35%
• 2.1 ECTS (~ 52.5 hours)
Peer-review feedback = 10%
• 0.6 ECTS (~ 15 hours)
Minimum requirements and assessment criteria
Minimum requirements and assessment criteria.
• The basic requirement for a passing grade: attendance in class with a maximum of two (2) missed dates.If you do not attend the first class (without notice, contacting me via mail before the course starts), your spot will be given to another student on the waiting list.• Note that you have to reach a minimum of 20% of each grading components (active participation, group work/presentation, peer-review feedback, written paper) in order to pass the course.
• The basic requirement for a passing grade: attendance in class with a maximum of two (2) missed dates.If you do not attend the first class (without notice, contacting me via mail before the course starts), your spot will be given to another student on the waiting list.• Note that you have to reach a minimum of 20% of each grading components (active participation, group work/presentation, peer-review feedback, written paper) in order to pass the course.
Examination topics
Reading list
Class plan:
Two main parts:
1. Weeks 2-4: Lecture/class discussion: fundamentals of Science. Critical Reading, Scientific texts, Writing/arguing, Methodological basics, academic presentation2. Weeks 5-14: Student-led design and small group presentation of selected topic/empirical study (from provided articles). Information on Moodle. Active class discussion.Schedule
05.10. Anna Fekete— Introduction, Course Info
12.10. Anna Fekete— Scientific life; Academic presentation
19.10. Anna Fekete— Science papers; reading and writing, Peer review
09.11. Anna Fekete— Methods; Analysis; Current issues
16.11. Presentation 1
23.11. Presentation 2 (Deadline: TURN in WRITTEN PAPER)
30.11. Presentation 3
07.12. Presentation 4 (Deadline: Peer-review)
14.12. Presentation 5 (Deadline: TURN in revised WRITTEN PAPER)--CHRISTMAS BREAK—11.01. Presentation 6 (you receive comments of Anna on the written paper)
18.01. Presentation 7
25.01. Feedback session, closing (Deadline: TURN in revised WRITTEN PAPER)Reading list:1. Beauty• Lorand, R. (1994). Beauty and its opposites. The Journal of Aesthetics and Art Criticism, 52(4), 399-406. doi:10.2307/432027
• Tsukiura, T., & Cabeza, R. (2010). Shared brain activity for aesthetic and moral judgments: implications for the Beauty-is-Good stereotype. Social cognitive and affective neuroscience, 6(1), 138-148. doi:10.1093/scan/nsq0252. Attractiveness and Faces• Little, A. C. (2014). Facial attractiveness. Wiley Interdisciplinary Reviews-Cognitive Science, 5, 621-634. doi:10.1002/wcs.1316
• Van Den Abbeele, J., Penton-Voak, I. S., Attwood, A. S., Stephen, I. D., & Munafò, M. R. (2015). Increased facial attractiveness following moderate, but not high, alcohol consumption. Alcohol and Alcoholism, 50(3), 296-301. doi: 10.1093/alcalc/agv0103. Perception disorders• Simner, J., Mulvenna, C., Sagiv, N., Tsakanikos, E., Witherby, S. A., Fraser, C., Scott, K., & Ward, J. (2006). Synaesthesia: the prevalence of atypical cross-modal experiences. Perception, 35(8), 1024–1033. doi:10.1068/p5469
• Rouw, R., & Scholte, H. S. (2010). Neural basis of individual differences in synesthetic experiences. Journal of Neuroscience, 30(18), 6205-6213. doi:10.1523/JNEUROSCI.3444-09.20104. Brain damage and art• Gretton, C., & ffytche, D. H. (2014). Art and the brain: a view from dementia. International journal of geriatric psychiatry, 29(2), 111-126. doi:10.1002/gps.3975
• Lauring, J. O., Pelowski, M.,† Haugboel, S., & Kupers, R. (2019). Parkinson's disease and changes in the appreciation of art: A comparison of aesthetic and formal evaluations of paintings between PD patients and healthy controls. Brain and Cognition. doi: 10.1016/j.bandc.2019.1035975. Stress, healing and art• Stuckey, H. L., & Nobel, J. (2010). The Connection Between Art, Healing, and Public Health: A Review of Current Literature. American Journal of Public Health, 100(2), 254–263. doi:10.2105/ajph.2008.156497
• Clow, A., & Fredhoi, C. (2006). Normalisation of salivary cortisol levels and self-report stress by a brief lunchtime visit to an art gallery by London City workers. Journal of Holistic Healthcare, 3(2), 29-32.6. Music• Panksepp, J., & Bernatzky, G. (2002). Emotional sounds and the brain: the neuro-affective foundations of musical appreciation. Behavioural processes, 60(2), 133-155. doi: 10.1016/S0376-6357(02)00080-3
• Linnemann, A., Ditzen, B., Strahler, J., Doerr, J. M., & Nater, U. M. (2015). Music listening as a means of stress reduction in daily life. Psychoneuroendocrinology, 60, 82-90. doi: 10.1016/j.psyneuen.2015.06.0087. Well-being and art• Mastandrea, S., Fagioli, S., & Biasi, V. (2019). Art and psychological well-being: Linking the brain to the aesthetic emotion. Frontiers in psychology, 10. doi: 10.3389/fpsyg.2019.00739
• Tommaso, M. de, Sardaro, M., & Livrea, P. (2008). Aesthetic value of paintings affects pain thresholds. Consciousness and Cognition, 17(4), 1152–1162. doi: 10.1016/j.concog.2008.07.
Two main parts:
1. Weeks 2-4: Lecture/class discussion: fundamentals of Science. Critical Reading, Scientific texts, Writing/arguing, Methodological basics, academic presentation2. Weeks 5-14: Student-led design and small group presentation of selected topic/empirical study (from provided articles). Information on Moodle. Active class discussion.Schedule
05.10. Anna Fekete— Introduction, Course Info
12.10. Anna Fekete— Scientific life; Academic presentation
19.10. Anna Fekete— Science papers; reading and writing, Peer review
09.11. Anna Fekete— Methods; Analysis; Current issues
16.11. Presentation 1
23.11. Presentation 2 (Deadline: TURN in WRITTEN PAPER)
30.11. Presentation 3
07.12. Presentation 4 (Deadline: Peer-review)
14.12. Presentation 5 (Deadline: TURN in revised WRITTEN PAPER)--CHRISTMAS BREAK—11.01. Presentation 6 (you receive comments of Anna on the written paper)
18.01. Presentation 7
25.01. Feedback session, closing (Deadline: TURN in revised WRITTEN PAPER)Reading list:1. Beauty• Lorand, R. (1994). Beauty and its opposites. The Journal of Aesthetics and Art Criticism, 52(4), 399-406. doi:10.2307/432027
• Tsukiura, T., & Cabeza, R. (2010). Shared brain activity for aesthetic and moral judgments: implications for the Beauty-is-Good stereotype. Social cognitive and affective neuroscience, 6(1), 138-148. doi:10.1093/scan/nsq0252. Attractiveness and Faces• Little, A. C. (2014). Facial attractiveness. Wiley Interdisciplinary Reviews-Cognitive Science, 5, 621-634. doi:10.1002/wcs.1316
• Van Den Abbeele, J., Penton-Voak, I. S., Attwood, A. S., Stephen, I. D., & Munafò, M. R. (2015). Increased facial attractiveness following moderate, but not high, alcohol consumption. Alcohol and Alcoholism, 50(3), 296-301. doi: 10.1093/alcalc/agv0103. Perception disorders• Simner, J., Mulvenna, C., Sagiv, N., Tsakanikos, E., Witherby, S. A., Fraser, C., Scott, K., & Ward, J. (2006). Synaesthesia: the prevalence of atypical cross-modal experiences. Perception, 35(8), 1024–1033. doi:10.1068/p5469
• Rouw, R., & Scholte, H. S. (2010). Neural basis of individual differences in synesthetic experiences. Journal of Neuroscience, 30(18), 6205-6213. doi:10.1523/JNEUROSCI.3444-09.20104. Brain damage and art• Gretton, C., & ffytche, D. H. (2014). Art and the brain: a view from dementia. International journal of geriatric psychiatry, 29(2), 111-126. doi:10.1002/gps.3975
• Lauring, J. O., Pelowski, M.,† Haugboel, S., & Kupers, R. (2019). Parkinson's disease and changes in the appreciation of art: A comparison of aesthetic and formal evaluations of paintings between PD patients and healthy controls. Brain and Cognition. doi: 10.1016/j.bandc.2019.1035975. Stress, healing and art• Stuckey, H. L., & Nobel, J. (2010). The Connection Between Art, Healing, and Public Health: A Review of Current Literature. American Journal of Public Health, 100(2), 254–263. doi:10.2105/ajph.2008.156497
• Clow, A., & Fredhoi, C. (2006). Normalisation of salivary cortisol levels and self-report stress by a brief lunchtime visit to an art gallery by London City workers. Journal of Holistic Healthcare, 3(2), 29-32.6. Music• Panksepp, J., & Bernatzky, G. (2002). Emotional sounds and the brain: the neuro-affective foundations of musical appreciation. Behavioural processes, 60(2), 133-155. doi: 10.1016/S0376-6357(02)00080-3
• Linnemann, A., Ditzen, B., Strahler, J., Doerr, J. M., & Nater, U. M. (2015). Music listening as a means of stress reduction in daily life. Psychoneuroendocrinology, 60, 82-90. doi: 10.1016/j.psyneuen.2015.06.0087. Well-being and art• Mastandrea, S., Fagioli, S., & Biasi, V. (2019). Art and psychological well-being: Linking the brain to the aesthetic emotion. Frontiers in psychology, 10. doi: 10.3389/fpsyg.2019.00739
• Tommaso, M. de, Sardaro, M., & Livrea, P. (2008). Aesthetic value of paintings affects pain thresholds. Consciousness and Cognition, 17(4), 1152–1162. doi: 10.1016/j.concog.2008.07.
Association in the course directory
70231
Last modified: Mo 14.09.2020 10:29
• Discuss, explain about several topics in aesthetics, perception, and beauty
• Summarize, evaluate research papers
• Read papers critically (what is missing? What could be the next steps?)
• Give an academic presentation
- Work with others in a group
- Structuralize presentation content
• Construct a short academic paper
- find, compare different research papers
- prioritize arguments
- discuss previous findings, and criticize their methods
- formulate a new research question, hypotheses
- address your research question with empirical methods
- use scientific reference style (APA 7th)