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Riadok 5: | Riadok 5: | ||
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. | 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. | ||
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== Course schedule == | == Course schedule == | ||
Riadok 20: | Riadok 17: | ||
|Tuesday | |Tuesday | ||
|16:30 - 19:00 | |16:30 - 19:00 | ||
− | | | + | |I-23 |
|Tomáš Gál (tomas.gal at uniba.sk) | |Tomáš Gál (tomas.gal at uniba.sk) | ||
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Riadok 32: | Riadok 29: | ||
== Syllabus == | == Syllabus == | ||
{| class="wikitable" | {| class="wikitable" | ||
− | !colspan="4"|Current Trends in Cognitive Psychology, Summer | + | !colspan="4"|Current Trends in Cognitive Psychology, Summer 2023 |
|- | |- | ||
|Thema | |Thema | ||
Riadok 40: | Riadok 37: | ||
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|Introduction | |Introduction | ||
− | | | + | | |
− | | | + | |14. 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 | ||
− | | | + | |Methodology |
− | | | + | |21. 2. |
|[https://www.youtube.com/watch?v=aXQ2lO3ieBA Project managemant ] | |[https://www.youtube.com/watch?v=aXQ2lO3ieBA Project managemant ] | ||
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|From Ethology to Psychology (1) | |From Ethology to Psychology (1) | ||
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− | | | + | |28. 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?] | ||
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|From Ethology to Psychology (2) | |From Ethology to Psychology (2) | ||
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− | | | + | |7. 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://www.technologynetworks.com/neuroscience/videos/what-is-it-like-to-have-synesthesia-333640 What is it like to have synesthesia?] | ||
− | | | + | |14. 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?] | ||
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|Thinking Slow & Fast | |Thinking Slow & Fast | ||
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− | | | + | |21. 3. |
|[https://www.pnas.org/content/pnas/117/4/1924.full.pdf What music makes us feel] | |[https://www.pnas.org/content/pnas/117/4/1924.full.pdf What music makes us feel] | ||
|- | |- | ||
|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] | ||
− | | | + | |28. 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] | ||
− | | | + | |4. 4. (*) |
|[https://www.sciencedirect.com/science/article/pii/S0960982211011912 Optimism Bias] | |[https://www.sciencedirect.com/science/article/pii/S0960982211011912 Optimism Bias] | ||
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|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] | ||
− | | | + | |18. 4. |
|[https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0191582 Brain entropy and human intelligence] | |[https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0191582 Brain entropy and human intelligence] | ||
|- | |- | ||
|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 | ||
− | | | + | |25. 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] | ||
|- | |- | ||
|Cognitive Biases | |Cognitive Biases | ||
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− | | | + | |2. 5. |
|[https://www.nature.com/articles/s41467-018-05259-5 Making biases to do something useful] | |[https://www.nature.com/articles/s41467-018-05259-5 Making biases to do something useful] | ||
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|Practical enhancements | |Practical enhancements | ||
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− | | | + | |10. 5. |
|[https://www.nature.com/articles/s41598-020-58831-9.pdf Psychology of Human-Machine-Interface] | |[https://www.nature.com/articles/s41598-020-58831-9.pdf Psychology of Human-Machine-Interface] | ||
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|Project presentations | |Project presentations | ||
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− | | | + | |17. 5. |
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|} | |} | ||
− | == Supplemental reading and references == | + | == Supplemental reading and references (used by lecturer for preparation) == |
* Goleman, D. (2006), Emotional Intelligence: Why It Can Matter More Than IQ | * Goleman, D. (2006), Emotional Intelligence: Why It Can Matter More Than IQ | ||
* Sacks, O. (2013) Hallucinations, Vintage | * Sacks, O. (2013) Hallucinations, Vintage | ||
* Steenberger, R. (2018) The Gaslighting Effect: A Revealing Look at Psychological Manipulation and Narcissistic Abuse, Independently Published, | * Steenberger, R. (2018) The Gaslighting Effect: A Revealing Look at Psychological Manipulation and Narcissistic Abuse, Independently Published, | ||
* Priest, H. (2019) BIASES and HEURISTICS : The Complete Collection of Cognitive Biases and Heuristics That Impair Decisions in Banking, Finance and Everything Else, Independently Published, | * Priest, H. (2019) BIASES and HEURISTICS : The Complete Collection of Cognitive Biases and Heuristics That Impair Decisions in Banking, Finance and Everything Else, Independently Published, | ||
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* KAHNEMAN, D. (2011) Thinking, fast and slow. Macmillan, | * KAHNEMAN, D. (2011) Thinking, fast and slow. Macmillan, | ||
* GOLDBERG, E. (2009): The New Executive Brain, Oxford, Oxford University Press, | * GOLDBERG, E. (2009): The New Executive Brain, Oxford, Oxford University Press, | ||
Riadok 145: | Riadok 117: | ||
Exam: project presentation at coloquium. | Exam: project presentation at coloquium. | ||
− | '''Projects / | + | '''Projects / Presentations''' |
It is welcome if seminary project corresponds, or is related, to the topic of the yearly project or special project of interest. | It is welcome if seminary project corresponds, or is related, to the topic of the yearly project or special project of interest. | ||
Riadok 151: | Riadok 123: | ||
Given the situation with the pandemic, it is understandable if the research cannot be carried out with participants. | Given the situation with the pandemic, it is understandable if the research cannot be carried out with participants. | ||
− | Project should be presented in 10-15 minutes. Expected date of presentations is May | + | Project should be presented in 10-15 minutes. Expected date of presentations is May 17th. |
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Aktuálna revízia z 21:55, 20. august 2023
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.
Course schedule
Type | Day | Time | Room | Lecturer |
---|---|---|---|---|
Seminar | Tuesday | 16:30 - 19:00 | I-23 | Tomáš Gál (tomas.gal at uniba.sk) |
Syllabus
Supplemental reading and references (used by lecturer for preparation)
- Goleman, D. (2006), Emotional Intelligence: Why It Can Matter More Than IQ
- Sacks, O. (2013) Hallucinations, Vintage
- Steenberger, R. (2018) The Gaslighting Effect: A Revealing Look at Psychological Manipulation and Narcissistic Abuse, Independently Published,
- Priest, H. (2019) BIASES and HEURISTICS : The Complete Collection of Cognitive Biases and Heuristics That Impair Decisions in Banking, Finance and Everything Else, Independently Published,
- 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. Resume should be send by email till the Sunday preceding course meeting. See progress here.
Exam: project presentation at coloquium. Projects / Presentations
It is welcome if seminary project corresponds, or is related, to the topic of the yearly project or special project of interest. In this case, the project may focus on theoretical or methodological part and / or a presentable research design. Given the situation with the pandemic, it is understandable if the research cannot be carried out with participants.
Project should be presented in 10-15 minutes. Expected date of presentations is May 17th.