Universität Wien

200025 SE Scientific Readings (2022S)

5.00 ECTS (2.00 SWS), SPL 20 - Psychologie
Continuous assessment of course work
Moodle

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).

Details

max. 25 participants
Language: English

Lecturers

Classes (iCal) - next class is marked with N

NOTE: this seminar takes place entirely in ENGLISH!
All session will be in person (subject to change based on Covid-19 regulations) - online attendance could be arranged upon prior agreement
16.03.2022 - independent course work, no in-person class!

  • Wednesday 09.03. 15:00 - 16:30 Hörsaal E Psychologie, Liebiggasse 5 1. Stock
  • Wednesday 16.03. 15:00 - 16:30 Hörsaal E Psychologie, Liebiggasse 5 1. Stock
  • Wednesday 23.03. 15:00 - 16:30 Hörsaal E Psychologie, Liebiggasse 5 1. Stock
  • Wednesday 30.03. 15:00 - 16:30 Hörsaal E Psychologie, Liebiggasse 5 1. Stock
  • Wednesday 06.04. 15:00 - 16:30 Hörsaal E Psychologie, Liebiggasse 5 1. Stock
  • Wednesday 27.04. 15:00 - 16:30 Hörsaal E Psychologie, Liebiggasse 5 1. Stock
  • Wednesday 04.05. 15:00 - 16:30 Hörsaal E Psychologie, Liebiggasse 5 1. Stock
  • Wednesday 11.05. 15:00 - 16:30 Hörsaal E Psychologie, Liebiggasse 5 1. Stock
  • Wednesday 18.05. 15:00 - 16:30 Hörsaal E Psychologie, Liebiggasse 5 1. Stock
  • Wednesday 25.05. 15:00 - 16:30 Hörsaal E Psychologie, Liebiggasse 5 1. Stock
  • Wednesday 01.06. 15:00 - 16:30 Hörsaal E Psychologie, Liebiggasse 5 1. Stock
  • Wednesday 08.06. 15:00 - 16:30 Hörsaal E Psychologie, Liebiggasse 5 1. Stock
  • Wednesday 15.06. 15:00 - 16:30 Hörsaal E Psychologie, Liebiggasse 5 1. Stock
  • Wednesday 22.06. 15:00 - 16:30 Hörsaal E Psychologie, Liebiggasse 5 1. Stock
  • Wednesday 29.06. 15:00 - 16:30 Hörsaal E Psychologie, Liebiggasse 5 1. Stock

Information

Aims, contents and method of the course

NOTE: All input are provided in ENGLISH. Assignments need to be prepared in ENGLISH.

Upon completion of the seminar, one should be able to summarise the current state of research in a certain domain of interest within the field of developmental, educational or social psychology in writing, developing an individual research question, translating it into appropriate research operationalisation, and planning a suitable scientific investigation in the format of a "Registered Report".

This course is a preparation for the Bachelor thesis, thus the final output of the course is a written report prepared individually (2000 to 3000 words, excluding names, titles, indexes, abstract, bibliography, appendices, etc.). This report will form the "Introduction" of the Bachelor thesis and has to be prepared in APA-7 style. It will be combined with the Bachelor thesis (to reach a final word count of 4000-6000 words) in the next semester.

Note that the subsequent Bachelor thesis seminar will not require/include the collection of data. Analysing already collected data provided by the lecturer can be arranged as an option. In general, the course will focus on the review of the literature and forming research questions. In the subsequent Bachelor thesis seminar, the focus will be on the choice of appropriate analysis methods and interpretation of expected results.

The Bachelor thesis will be written in the form of a Stage 1 Registered Report, e.g., https://www.cos.io/our-services/registered-reports

Topic: this class is centered around topics in developmental, educational and social psychology in line with the research focus of the Wiener Kinderstudien lab: https://kinderstudien.at/
Students can write their final essay about a topic of their choice. Topics include: Behavioral Dynamics, Cross-Cultural Differences in Development, Development of Attention & Perception, Early Social Interactions, Interpersonal Coordination, Social Development, Social Learning. These topics are also the basis of forming groups of 2-4 students with similar interests who can support each other during the seminar.

It is recommended that all participants also attend the subsequent Bachelor thesis seminar in the winter semester 2022. In the Bachelor thesis seminar, one will use the preparatory work of this Scientific Readings seminar to finalise the Registered Report that forms the final thesis.

Assessment and permitted materials

Attendance - max. 2 sessions can be missed (without special arrangement with lecturer prior to missed class).

The overall grade of the seminar is the sum of the below partial grades:
- Attendance (15%)
- Online assignments (10%)
- Group presentation (10%)
- Peer feedback (15%)
- Final submission of the research paper (50%)

Grades will be awarded as per below:
- 1 (very good): 90-100 %
- 2 (good): 80-89 %
- 3 (satisfactory): 70-79 %.
- 4 (sufficient): 60-69 %
- 5 (insufficient = negative performance): 0-59 %

Minimum requirements and assessment criteria

See section "Assessment".

Proof of:
- Efficient literature search
- Critical reading
- Formulating a research question
- Outlining a paper
- Planning writing
- Giving, receiving & implementing feedback
- Writing a scientific report/paper

Examination topics

- Written assignments
- Presentation
- Preliminary report
- Peer feedback
- Final report

Reading list

According to the topic of choice, participants will independently research and read a variety of research articles.

Exemplary literature for each topic:

Behavioral Dynamics:
Bell, M.A. (2020). Mother-child behavioral and physiological synchrony. Advances in Child Development and Behavior, 58, 163–188. https://doi.org/10.1016/bs.acdb.2020.01.006
Mayo, O. & Gordon, I. (2020). In and out of synchrony—Behavioral and physiological dynamics of dyadic interpersonal coordination, Psychophysiology, 57(6), Article e13574. https://doi.org/10.1111/psyp.13574

Cross-Cultural Differences in Development:
Amir, D. & McAuliffe, K. (2020). Cross-cultural, developmental psychology: integrating approaches and key insights. Evolution and Human Behavior, 41(5), 430–444. https://doi.org/10.1016/j.evolhumbehav.2020.06.006

Development of Attention & Perception:
Siposova, B., Carpenter, M. (2019). A new look at joint attention and common knowledge. Cognition, 189, 260–274. https://doi.org/10.1016/j.cognition.2019.03.019

Early Social Interactions:
Markova, G., Nguyen, T., & Hoehl, S. (2019). Neurobehavioral interpersonal synchrony in early development: The role of interactional rhythms. Frontiers in Psychology, 10, Article 2078. https://doi.org/10.3389%2Ffpsyg.2019.02078
Nguyen, T., Bánki, A., Markova, G., & Hoehl, S. (2020). Studying parent-child interaction with hyperscanning. In M. Meyer, & S. Hunnius (Eds.), New Perspectives on Early Social-cognitive Development (pp. 1–24). Elsevier. Progress in Brain Research Vol. 254. https://doi.org/10.1016/bs.pbr.2020.05.003

Interpersonal Coordination:
Hoehl, S., Fairhurst, M., & Schirmer, A. (2021). Interactional synchrony: signals, mechanisms and benefits, Social Cognitive and Affective Neuroscience, 16(1-2), 5–18. https://doi.org/10.1093/scan/nsaa024

Social Development:
Hoehl, S. & Bertenthal, B. I. (2021). An interactionist perspective on the development of coordinated social attention. Advances in Child Development and Behavior. 61, 1–41. https://doi.org/10.1016/bs.acdb.2021.05.001

Social Learning:
Csibra, G. & Gergely, G. (2011). Natural pedagogy as evolutionary adaptation, Philosophical Transactions of the Royal Society London B: Biological Sciences, 366(1567), 1149–1157. https://doi.org/10.1098%2Frstb.2010.0319

Association in the course directory

Last modified: Th 03.03.2022 15:28