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Riadok 4: | Riadok 4: | ||
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− | Objectives of this course is to provide insight into current topics in Cognitive Psychology. This include the relation between psychology and ethology, contemporary | + | Objectives of this course is to provide insight into current topics in Cognitive Psychology. This include the relation between psychology and ethology, contemporary approaches to Intelligence and decision making, Cognitive illusions and biases and emotionality. |
== News == | == News == | ||
− | + | Online education is held by MS Teams Meetings | |
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== Course schedule == | == Course schedule == | ||
Riadok 25: | Riadok 19: | ||
|Seminar | |Seminar | ||
|Tuesday | |Tuesday | ||
− | | | + | |16:30 - 19:00 |
− | | | + | |Online (MS Teams) |
|Tomáš Gál | |Tomáš Gál | ||
|- | |- | ||
Riadok 42: | Riadok 36: | ||
|Thema | |Thema | ||
|Presentation | |Presentation | ||
− | | | + | |Scheduled date |
|Materials | |Materials | ||
|- | |- | ||
|Introduction | |Introduction | ||
|[https://drive.google.com/file/d/1IPq0HL1o2vdurUBLMTFcHkPnNLnxiDTa/view?usp=sharing Methodology] | |[https://drive.google.com/file/d/1IPq0HL1o2vdurUBLMTFcHkPnNLnxiDTa/view?usp=sharing Methodology] | ||
− | | | + | |16. 2. |
|[https://core.ac.uk/download/pdf/51087041.pdf Validity and Rentability in Quantitative and Qualitative Research] | |[https://core.ac.uk/download/pdf/51087041.pdf Validity and Rentability in Quantitative and Qualitative Research] | ||
|- | |- | ||
|Projects brainstorming | |Projects brainstorming | ||
| | | | ||
− | | | + | |23. 2. |
|[https://www.youtube.com/watch?v=aXQ2lO3ieBA Project managemant ] | |[https://www.youtube.com/watch?v=aXQ2lO3ieBA Project managemant ] | ||
|- | |- | ||
|From Ethology to Psychology (1) | |From Ethology to Psychology (1) | ||
|[https://drive.google.com/file/d/0BwudSU6HldSKR0JoMldzTjBQa00/view?usp=sharing Text] | |[https://drive.google.com/file/d/0BwudSU6HldSKR0JoMldzTjBQa00/view?usp=sharing Text] | ||
− | | | + | |2. 3. |
|[http://www.cell.com/current-biology/pdf/S0960-9822(09)01597-8.pdf Are bigger brains better?] | |[http://www.cell.com/current-biology/pdf/S0960-9822(09)01597-8.pdf Are bigger brains better?] | ||
|- | |- | ||
|From Ethology to Psychology (2) | |From Ethology to Psychology (2) | ||
|[https://docs.google.com/document/d/1Wq1b6dYVbCBtO6nazXqQDs-Alaj0h_CVJBhzI5D9ups/edit?usp=sharing Text] | |[https://docs.google.com/document/d/1Wq1b6dYVbCBtO6nazXqQDs-Alaj0h_CVJBhzI5D9ups/edit?usp=sharing Text] | ||
− | | | + | |9. 3. |
|[https://www.nature.com/articles/ncomms9398.pdf The foundations of the human cultural niche] | |[https://www.nature.com/articles/ncomms9398.pdf The foundations of the human cultural niche] | ||
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|Perception | |Perception | ||
|[https://www.technologynetworks.com/neuroscience/videos/what-is-it-like-to-have-synesthesia-333640 What is it like to have synesthesia?], [https://docs.google.com/document/d/1Wq1b6dYVbCBtO6nazXqQDs-Alaj0h_CVJBhzI5D9s/edit?usp=sharing Text] | |[https://www.technologynetworks.com/neuroscience/videos/what-is-it-like-to-have-synesthesia-333640 What is it like to have synesthesia?], [https://docs.google.com/document/d/1Wq1b6dYVbCBtO6nazXqQDs-Alaj0h_CVJBhzI5D9s/edit?usp=sharing Text] | ||
− | | | + | |16. 3. |
|[https://www.researchgate.net/publication/262764745_Why_study_synesthesia_What_can_that_teach_us_about_ourselves Why Study Synesthesia?] | |[https://www.researchgate.net/publication/262764745_Why_study_synesthesia_What_can_that_teach_us_about_ourselves Why Study Synesthesia?] | ||
|- | |- | ||
|Thinking Slow & Fast | |Thinking Slow & Fast | ||
|[https://drive.google.com/file/d/0BwudSU6HldSKd0RxN2JlSllBOUU/view?usp=sharing Kahneman] | |[https://drive.google.com/file/d/0BwudSU6HldSKd0RxN2JlSllBOUU/view?usp=sharing Kahneman] | ||
− | | | + | |23. 3. |
− | |Biased thinking | + | |Biased thinking |
|- | |- | ||
|Affective and Cognitive Empathy | |Affective and Cognitive Empathy | ||
|[https://drive.google.com/file/d/0BwudSU6HldSKZzZZZ2FISUhFbG8/view?usp=sharing About Arguments] | |[https://drive.google.com/file/d/0BwudSU6HldSKZzZZZ2FISUhFbG8/view?usp=sharing About Arguments] | ||
− | | | + | |30. 3. |
|[https://www.frontiersin.org/articles/10.3389/fnbeh.2019.00085/full Neuroanatomical and Functional Correlates of Cognitive and Affective Empathy in Young Healthy Adults] | |[https://www.frontiersin.org/articles/10.3389/fnbeh.2019.00085/full Neuroanatomical and Functional Correlates of Cognitive and Affective Empathy in Young Healthy Adults] | ||
|- | |- | ||
|Memory | |Memory | ||
|[https://drive.google.com/file/d/0BwudSU6HldSKc0ZxSHBkS2Jld0k/view?usp=sharing Tali Sharot, about biases] | |[https://drive.google.com/file/d/0BwudSU6HldSKc0ZxSHBkS2Jld0k/view?usp=sharing Tali Sharot, about biases] | ||
− | | | + | |6. 4. |
− | |Total Recall | + | |Total Recall |
|- | |- | ||
|Some words about the Concept on Intelligence | |Some words about the Concept on Intelligence | ||
|[https://www.ted.com/talks/alex_wissner_gross_a_new_equation_for_intelligence A new Equation for Intelligence] | |[https://www.ted.com/talks/alex_wissner_gross_a_new_equation_for_intelligence A new Equation for Intelligence] | ||
− | | | + | |13. 4. |
− | |Intelligence and Decission making | + | |Intelligence and Decission making |
|- | |- | ||
|Cognitive Illusions | |Cognitive Illusions | ||
|[https://upload.wikimedia.org/wikipedia/commons/a/a4/The_Cognitive_Bias_Codex_-_180%2B_biases%2C_designed_by_John_Manoogian_III_%28jm3%29.png Infographic], Text | |[https://upload.wikimedia.org/wikipedia/commons/a/a4/The_Cognitive_Bias_Codex_-_180%2B_biases%2C_designed_by_John_Manoogian_III_%28jm3%29.png Infographic], Text | ||
− | | | + | |27. 4. |
|[http://affectivebrain.com/wp-content/uploads/2017/04/models_aff_dm.pdf Models of Affective Decision Making] | |[http://affectivebrain.com/wp-content/uploads/2017/04/models_aff_dm.pdf Models of Affective Decision Making] | ||
|- | |- | ||
|Executive Brain | |Executive Brain | ||
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− | | | + | |4. 5. |
− | |Fateful Disconnections | + | |Fateful Disconnections |
|- | |- | ||
|Practical enhancements | |Practical enhancements | ||
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− | | | + | |11. 5. |
|[https://www.nature.com/articles/s41598-020-58831-9.pdf Human-Machine-Interface] | |[https://www.nature.com/articles/s41598-020-58831-9.pdf Human-Machine-Interface] | ||
|} | |} | ||
Riadok 120: | Riadok 114: | ||
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− | | | + | |30. 3. |
− | | | + | |6. 4. |
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− | | | + | |27. 4. |
− | | | + | |4. 5. |
− | | | + | |11. 5. |
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Riadok 143: | Riadok 137: | ||
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Verzia zo dňa a času 18:30, 14. február 2021
Obsah
Current Trends in Cognitive Psychology 2-IKV-141
Objectives of this course is to provide insight into current topics in Cognitive Psychology. This include the relation between psychology and ethology, contemporary approaches to Intelligence and decision making, Cognitive illusions and biases and emotionality.
News
Online education is held by MS Teams Meetings
Course schedule
Type | Day | Time | Room | Lecturer |
---|---|---|---|---|
Seminar | Tuesday | 16:30 - 19:00 | Online (MS Teams) | Tomáš Gál |
Syllabus
Current Trends in Cognitive Psychology, Summer 2020 | |||
---|---|---|---|
Thema | Presentation | Scheduled date | Materials |
Introduction | Methodology | 16. 2. | Validity and Rentability in Quantitative and Qualitative Research |
Projects brainstorming | 23. 2. | Project managemant | |
From Ethology to Psychology (1) | Text | 2. 3. | Are bigger brains better? |
From Ethology to Psychology (2) | Text | 9. 3. | The foundations of the human cultural niche |
Perception | What is it like to have synesthesia?, Text | 16. 3. | Why Study Synesthesia? |
Thinking Slow & Fast | Kahneman | 23. 3. | Biased thinking |
Affective and Cognitive Empathy | About Arguments | 30. 3. | Neuroanatomical and Functional Correlates of Cognitive and Affective Empathy in Young Healthy Adults |
Memory | Tali Sharot, about biases | 6. 4. | Total Recall |
Some words about the Concept on Intelligence | A new Equation for Intelligence | 13. 4. | Intelligence and Decission making |
Cognitive Illusions | Infographic, Text | 27. 4. | Models of Affective Decision Making |
Executive Brain | 4. 5. | Fateful Disconnections | |
Practical enhancements | 11. 5. | Human-Machine-Interface |
Supplemental reading and references
- KAHNEMAN, D. (2011) Thinking, fast and slow. Macmillan.
- GOLDBERG, E. (2009): The New Executive Brain, Oxford, Oxford University Press
- STAINTON, R. J. (2005) Contemporary debates in Cognitive Science. Oxford, Blackwell
- STERNBERG, R. J., STERNBERG, K. (2011) Cognitive Psychology. Belmont, Wadsworth (6ed)
Course grading
Semestral evaluation: active participation by sending resumes of provided texts. Exam: project presentation at coloquium.
Ongoing Evaluation | ||||||||||
---|---|---|---|---|---|---|---|---|---|---|
2. 3. | 9. 3. | 16. 3. | 23. 3. | 30. 3. | 6. 4. | 13. 4. | 27. 4. | 4. 5. | 11. 5. | |
Kassandra F. | ||||||||||
Marek B. | ||||||||||
Matúš B. | ||||||||||
Martin K. | ||||||||||
McClelland G. | ||||||||||
Veronika M. | ||||||||||
Projects / Essays
In case, we will not meet in May, please, have your essay or project results prepared to the end of May. So, if situation will not change, please send it to me before June, 1st. Then I will take few days to digest to give a feedback.
- Viktor S.: Cognitive training and exergaming
- Ľubica K.: Does the source affect the degree to which you believe the fake news?
- Anton Š.: Thinking fast and slow
- Michal K.: Methods of a Stimulant Depressant Effects Suppression Study
- Wilma K.: Mindfulness Meditation