Universität Wien FIND

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200186 SE Scientific Readings (2021S)

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


Note: The time of your registration within the registration period has no effect on the allocation of places (no first come, first serve).


max. 25 participants
Language: English


Classes (iCal) - next class is marked with N

Thursday 11.03. 11:30 - 13:00 Digital
Thursday 18.03. 11:30 - 13:00 Digital
Thursday 25.03. 11:30 - 13:00 Digital
Thursday 15.04. 11:30 - 13:00 Digital
Thursday 22.04. 11:30 - 13:00 Digital
Thursday 29.04. 11:30 - 13:00 Digital
Thursday 06.05. 11:30 - 13:00 Digital
Thursday 20.05. 11:30 - 13:00 Digital
Thursday 27.05. 11:30 - 13:00 Digital
Thursday 10.06. 11:30 - 13:00 Digital
Thursday 17.06. 11:30 - 13:00 Digital
Thursday 24.06. 11:30 - 13:00 Digital


Aims, contents and method of the course

I provide all input from my side in English but I allow you to hand in (written) assignments in German and of course group discussions in or outside of class etc can be done in German.

Aim of the class:
The point of the class is that students learn the skills they need to write a bachelors thesis (or really any scientific article). This means that the aim of the course is to teach how to:
- search for literature
- read critically
- formulate a research question
- outline a paper
- plan your writing
- give & receive/use feedback
- write a paper
Or, 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.

The bachelorthesis will be written in the form of a Stage 1 registered report, more background information on that can be found here: https://www.cos.io/our-services/registered-reports
But will also be discussed briefly in class this semester, and in detail next semester.

Though the general topic is described in the aims and could be applied to any field of interest. The content of our class is centred around psychology of art/ empirical aesthetics in line with our focus at the EVA-lab: https://aesthetics.univie.ac.at/. The class is structured around 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, Art & Field, and Art & Wellbeing. These topics are also used to form groups of students that can mutually help each other.

Assessment and permitted materials

Maximum of 1 missed classes (without special arrangement made with lecturers before missed class).

There will be small assignments that you 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 are easily met.
These criteria apply to all assignments except the peer review assignment which will count for 10%.

Since the class uses a lot of participation 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, this requirement stays the same as group assignments in-class will be done in breakout rooms.

Final paper forms the introduction to the following Bachelorthesis. It specifies a research question and formulates an answer to this question by way of a literature review. Note that you may/will find gaps in the literature, i.e. open questions regarding your research question that cannot be answered by the literature, this you can of course include in your final paper.

The idea is that next semester you add to the answer of the research question by designing your own study, one way to do this would be to address one of the gaps in the literature.

The paper has to be APA style and 2000 words with a 20% leniency (meaning between 1600-2400 words). This will then be combined in the Bachelorthesisseminar with a paper of 3000 words with 20% leniency (aka 2400-3600 words) to form a final Bachelorthesis of between 4000 and 6000 words.

Minimum requirements and assessment criteria

See assesment

Examination topics

Reading list

Basis Literatur

General overview of the research field:
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.2017.02.003

Art 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/aca0000201

Art 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.2007.11.006

Art 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.2019.05.008

Art and Field:
Specker, E., Stamkou, E., Pelowski, M., & Leder, H. (2020). 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

Art & Well-being
Mastandrea, S., Maricchiolo, F., Carrus, G., Giovannelli, I., Giuliani, V., & Berardi, D. (2018). Visits to figurative art museums may lower blood pressure and stress. Arts & Health, 11(2), 123–132. : https://doi.org/10.1080/17533015.2018.1443953

Class 2 : Literature
Pelowski, M., Graser, A., Specker, E., Forster, M., von Hinüber, J., & Leder, H. (2019). Does Gallery Lighting Really have an Impact on Appreciation of Art? An ecologically-valid study of lighting changes and the assessment and emotional experience with representational and abstract paintings. Frontiers in psychology, 10, 2148. https://doi.org/10.3389/fpsyg.2019.02148

Class 3 : Literature
Gerger, G., Leder, H., & Kremer, A. (2014). Context effects on emotional and aesthetic evaluations of artworks and IAPS pictures. Acta Psychologica, 151, 174-183. https://doi.org/10.1016/j.actpsy.2014.06.008
Hur, Y. J., Gerger, G., Leder, H., & McManus, I. C. (2018). Facing the sublime: Physiological correlates of the relationship between fear and the sublime. Psychology of Aesthetics, Creativity, and the Arts. https://doi.org/10.1037/aca0000204

Association in the course directory

Last modified: We 21.04.2021 11:26