Time: MW 9.30-11.10 am
Location: S/4/084
Professor: Dr. Zsuzsa Kaldy
Office: McCormack Hall, 4th floor, Room 212
Office hours: M,T 11.30-1.00
Mailbox: McCormack, 4th floor, Room 209
Email: zsuzsa.kaldy@umb.edu (please always specify your subject in the subject line.)
VERY IMPORTANT: CLASS WEBSITE: http://psych.umb.edu/faculty/kaldy/courses/psy475/psych475_syllabus.htm
The easiest way to navigate to it: Type ÒZsuzsa KaldyÓ in Google, then click on the first link, which will take you to my UMB website. On that page click on ÒPsych 475Ó.
If you have any problems accessing the website, please email me. If there are any problems with the Psych DepartmentÕs server, IÕll let everyone know as soon as possible. Please give me your email address (one that you are checking regularly) during the first week of classes.
Website for running experiments: http://coglab.wadsworth.com/
You can find the instructions on how to create your account there.
Textbook:
Francis, G., & Neath, I. (2007). CogLab Online Version 2.0, 4th Edition.
Surprenant, A., Francis, G., & Neath, I. (2005). CogLab Reader, 1st Edition.
COURSE DESCRIPTION:
This is an advanced level laboratory course geared toward psychology majors who are interested in going into research related fields. The main focus will be on understanding experimental methods in cognitive psychology (perception, attention, memory, decision making) and using them in a hands-on way. You will read journal articles from the literature; learn how to give a presentation, and how to write a scientific report. This is a seminar-style course, so class discussion/participation is integral and required. It is essential that all students keep up with all readings.
SAMPLE LAB REPORTS:
- SIGNAL DETECTION 1
- PROTOTYPES 1 2
REQUIREMENTS:
1. Lab reports
At the end of every class when we run an experiment, a short lab report is due. If you cannot finish writing the report by the end of the class, you can email it to me anytime before the end of the day (that is, by midnight at the latest). 3 points for each lab report, 11 labs = 33 points total
2. Oral presentations
Each student has to present one of the papers in the reading list and be the ÔdiscussantÕ for another one. The ÔpresenterÕ has to prepare a 15-20 minute long PowerPoint presentation summarizing the main points of the paper. (If you havenÕt used PP before, IÕm happy to give a short tutorial.) The ÔdiscussantÕ can choose from the following options: (1) prepare a short in-class demo or class exercise that is related to the topic, (2) present another journal article that is related to the main article, but extends or criticizes its results (references can be found in the textbook), (3) prepare a short review of the main topic. 10 points for each presentation, 2 presentations = 20 points total.
3. In-class participation.
Class participation requires that you come to each ÔpresentationÕ class (that is, those classes when there is a student presentation scheduled) prepared with two written questions that are relevant to the paper being presented. These questions may be aimed to solicit clarification, get more background on the topic, pose suggestions, offer criticisms, etc.; importantly, the questions should show that you read the paper, and made an attempt at understanding it. These questions will be used to stimulate class discussion, and will be turned in. 1 point for each question, 11 topics = 11 points
Attendance is required, however, you can miss three classes - no questions asked. If you miss a class because of medical reasons, please bring a note from your doctor. Health-related absences do not count toward the three classes that you can miss, however, if you have missed more than 6 classes for any reason, you need to contact me immediately to set up a plan for how to make up what you missed. If you do not contact me in a timely manner, you will loose this opportunity.
4. Final Laboratory Project
In teams of two, you will design and conduct a cognitive psychology experiment. To prepare for this project, you need to develop an idea for the project by the class period set aside to discuss the projects (Nov 14). During this lab the class will act a research group. Each team will present their project idea and the whole class will discuss the project, anticipate problems and suggest solutions and improvements. The final paper describing the project in the format of a scientific journal article is due on Dec 5.
Initial presentation of project idea (Nov 14) 10 points
Final paper (Dec 5) 26 points
Total point structure: 33 (lab reports) + 20 (presentations) + 11 (questions) + 36 (final project) = 100 points
The schedule of classes will be periodically updated on the class website.
|
Class # |
Date |
|
Topic |
|
1 |
9/5 |
W |
Introduction |
|
2 |
9/10 |
M |
The scientific method, demo exp. |
|
3 |
9/12 |
W |
Cognitive psychology refresher |
|
4 |
9/17 |
M |
Experimental design: variables, single factor design |
|
5 |
9/19 |
W |
How to write a paper |
|
6 |
9/24 |
M |
1. Change detection |
|
7 |
9/26 |
W |
Change detection lab |
|
8 |
10/1 |
M |
2. Visual illusions |
|
9 |
10/3 |
W |
Muller-Lyer illusion lab |
|
|
10/8 |
M |
NO CLASS: COLUMBUS DAY |
|
10 |
10/10 |
W |
3. Stroop effect + lab |
|
11 |
10/15 |
M |
4. Signal detection |
|
12 |
10/17 |
W |
Signal detection lab |
|
13 |
10/22 |
M |
5. Visual search (2 papers!) |
|
14 |
10/24 |
W |
Visual search lab |
|
15 |
10/29 |
M |
6. Working memory |
|
16 |
10/31 |
W |
Memory span lab |
|
17 |
11/5 |
M |
7. False memory |
|
18 |
11/7 |
W |
False memory lab |
|
|
11/12 |
M |
NO CLASS: VETERANÕS DAY |
|
19 |
11/14 |
W |
Discussion of project ideas |
|
20 |
11/19 |
M |
8. Mental rotation |
|
21 |
11/21 |
W |
Mental rotation lab |
|
22 |
11/26 |
M |
9. Implicit learning + lab |
|
23 |
11/28 |
W |
Paper clinic |
|
24 |
12/3 |
M |
10. Decision making |
|
25 |
12/5 |
W |
Decision making lab. Final paper due! |
|
26 |
12/10 |
M |
11. Prototypes + lab |
|
27 |
12/12 |
W |
Wrap-up |
LIST OF READINGS (most of these articles can be found in the reader, if not, then a link to the pdf of the article is provided)
1. Change detection
Simons, D. J., & Chabris, C. F. (1999). Gorillas in our midst: Sustained inattentional blindness for dynamic events. Perception, 28, 1059-1074. [pdf]
2. Muller-Lyer illusion (2 discussants!)
Gregory, R. L. (1968). Perceptual illusions and brain models. Proceedings of the Royal Society, B 171, 279-296.
3. Stroop effect
Stroop, J. (1935). Studies of interference in serial verbal reaction. Journal of Experimental Psychology, 18, 643-662.
4. Signal detection (discussant: ZK)
Tanner, W. P. & Swets, J. A. (1954). A decision-making theory of visual detection. Psychological Review, 61, 401-109. [selected parts]
5. Visual search (1 discussant only!)
Treisman, A. (1986). Features and objects in visual processing. Scientific American, 255, 114-125.
Wolfe, J. M. (1998). What can 1 million trials tell us about visual search? Psychological Science, 9, 33-39. [pdf]
6. Memory span
Conway, A. R. A., & Engle, R. W. (1996). Individual differences in working memory capacity: More evidence for a general capacity theory. Memory, 4, 577-590.
7. False memories
Roediger, H. L., & McDermott, K. B. (1995). Creating false memories: Remembering words not presented in lists. Journal of Experimental Psychology: Learning, Memory, & Cognition, 21, 803-814.
Slotnick, S. D., & Schacter, D. L (2004). A sensory signature that distinguishes true from false memories. Nature Neuroscience, 7, 664-72.. [pdf]
8. Mental rotation
Shepard, R. N., & Metzler, J. (1971). Mental rotation of three-dimensional objects. Science, 171, 701-703.
9. Implicit learning
Vandenberghe, M., Schmidt, N., Fery, P., & Cleeremans, A. (2006). Can amnesic patients learn without awareness? New evidence comparing deterministic and probabilistic sequence learning. Neuropsychologia, 44, 1629-41. [pdf]
10. Decision making (2 discussants)
Kahneman, D. & Tversky, A. (1984). Choices, values, and frames. American Psychologist, 39, 341-350.
11. Prototypes
Posner, M.I., & Keele, S.W. (1968). On the genesis of abstract ideas. Journal of Experimental Psychology, 77, 353-363.
ACADEMIC DIFFICULTIES:
The University Advising Center provides for students who are in need of advising and/or tutoring. (Campus Center, 1st floor, Room 1100, http://www.uac.umb.edu/). The University of Massachusetts Boston attempts to accommodate all students in accordance with Section 503 and 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990. Through the Ross Center for Disability Services various aids such as sign language interpreting, readers, testing accommodations, etc. are available to students. If you believe that you require such services, you should contact the Ross Center (Campus Center, 2nd Floor, Rm. 2010, 617-287-7430).
STUDENT CONDUCT:
Students are required to adhere to the University Policy on Academic Standards and Cheating, to the University Statement on Plagiarism and the Documentation of Written Work, and to the Code of Student Conduct as delineated in the catalog of Undergraduate Programs, pp. 44-45, and 48-52. The Code is available online at: http://www.umb.edu/student_services/student_rights/code_conduct.html.
If you still have questions about Academic Honesty or expectations in this course please contact the professor.
INCOMPLETE GRADES:
Incomplete grades can only be given if a student is in good standing and is prevented from completing the course by documented circumstances that are beyond his/her control.