This course is a graduate introduction to cognitive psychology. It is "advanced" in the sense that it focuses on higher-level cognition, and also in its emphasis on theories and models in addition to empirical results. The topics include the cognitive revolution, working memory, executive function and cognitive control, long-term memory, learning and transfer, concepts and categorization, expertise, problem solving, reasoning, language comprehension, mathematical thinking, and cognitive architecture.
Graduate students interested in cognitive psychology are invited to register for the course, regardless of disciplinary background.
For questions or more information, please contact Dr. Sashank Varma (email@example.com).
CPSY 8101 Graduate Fellowship Proposal Writing Seminar (1 credit)
Instructor: Megan Gunnar, Director, Institute of Child Development
When: Mondays and Wednesdays, 4:00 - 5:30 pm
Where: To be announced ...
Course Prerequisites: Doctoral student in first or second year of study.
Course Description: The primary purpose of this course is to prepare students to submit a competitive NSF Graduate Research Fellowship. Students submitting to other organizations are welcome to join the course, but they should be aware that all of the assignments and the focus will be on increasing NSF predoctoral fellowship competitiveness.
Increasing competitiveness involves both direct instruction and small group work. The course is set up to meet twice a week with portions of each meeting set aside for group work.
During the lecture and large group discussions we will cover: 1) a variety of approaches to proposal writing, 2) the importance of knowing the audience for whom you are writing, 3) the proposal review process, 4) strategies for completing the sections of the NSF GRF proposal, 5) NSF's "Broader Impacts" criterion and how to address these and 6) time management.
Reading, critiquing, and revising your proposal will increase its competitiveness. You will be assigned to a group of 3-4 students who will be your study group. Whenever possible, your group will include students with different research orientations. This will mirror your chance that readers outside your area may get assigned to your proposal at NSF.
You are also STRONGLY encouraged to have people from your research labs reading your proposals, along with working closely with your advisor.
NSF proposals for psychology, social sciences and STEM education areas are due Thursday, Oct 27th. Thus the course will meet from Sept 7th to Oct 26th, Monday and Weds from 4pm to 5:30pm. The extended times will allow you to meet with your study group during class time.
Course materials: Primarily reading will include materials on the NSF GRFP website, and peer review of draft proposals. No specific text required.
Course grading: S-N only
Credits: 1 credit
*****READ THIS BEFORE SIGNING UP*****
NSF has changed its eligibility requirements.
If you are a first year graduate student, you must choose whether submit a GRFP in your first or second year. You only get one shot now.
If you are a second year student and submitted a proposal last year and did not get it, you still have a second shot.
If you are a first year student and submitted a GRFP as a senior last year, you can submit once in graduate school (either year 1 or year 2).
If you are a first year graduate study, talk with your advisor or Director of Graduate Study about whether to apply this year or next year.
PHYS 4041 Computational Methods in the Physical Sciences
Instructor: Jorge Vinals, School of Physics and Astronomy
When: Mondays, Tuesdays, Wednesdays and Fridays, 8:00 am
Where: Physics & Nanotechnology 120
HSEM 3 720 Conflict, Anger, Aggression and Violence (3 credits)
Instructor: Michael Potegal, Associate Professor, Occupational Therapy Program
When: Tues, Thurs 1:00 - 2:15 pm
Where: To be announced ...
Bullying, school shootings, war and genocide are examples of aggression that cause misery, trauma and death on progressively larger scales. Why do people behave aggressively? Is aggression in our "animal natures", our genes, or our brains? Is it the result of our upbringing, our cultures, or our physical, social or economic environments? Is aggression inevitable or are there things we can do to limit, avoid, or prevent it? This seminar will help students formulate their own answers to these important questions by reviewing areas of research on conflict, aggression, anger and violence in humans and other animals. The first section of the seminar will guide students to an understanding of current views of its biological bases: aggression as an evolutionary adaptation and as a reproductive strategy, and its corresponding genetic, neural and hormonal foundations. The middle section of the seminar will focus on aggression at the level of individuals. This includes behavioral expression (e.g., anger, direct vs. indirect forms of aggression); development (e.g., tantrums, bullying); motivation for and learning to be aggressive; and aggression-prone personality, psychopathology and criminality. The last section of the seminar will deal with aggression in small and large social groups (e.g., gang violence, warfare and genocide.) In the final session, we will review solutions to the problems of aggression: prosocial and affiliative processes such as reconciliation, peacemaking, and programs for the prevention or mitigation of violence.
Students who are not in the Undergraduate Honors program may register for the course at firstname.lastname@example.org
CPMS 5101 Clinical Physiology and Movement Science (3 credits)
Instructor: Jürgen Konczak, Professor School of Kinesiology
When: Mondays, 1:25 - 3:55 pm
Where: Akerman Hall 211
This 3-credit survey course gives students an overview into the fields of clinical physiology and clinical movement science. It provides a basic understanding of clinical issues related to human sensorimotor function and physiological parameters of human performance. It presents the current research methods to study human movement and physiological function and explains how these methods produce clinically relevant research findings. The course is designed to contrast normal development of human function throughout the lifespan and outlines relevant clinical issues of each life phase, such as childhood obesity or rehabilitation after stroke. This interdisciplinary course is suitable for students and professionals in such diverse fields as bioengineering, kinesiology, mechanical engineering, neuroscience, physical therapy, physiology, psychology, public health, and occupational therapy.
CSOM 8810 Special Topics — Human Motivation (2 credits; A term)
Instructor: Kathleen Vohs, Professor, Marketing Department
When: Tuesdays 2:00 - 5:00 pm
Where: Carlson School of Management, Room 3-166
LING 5900 Topics in Linguistics - Universal Grammar Alternatives
Instructor: Dustin A. Chacón, Institute of Linguistics
When: Mondays & Wednesdays 9:45 - 11:00 am
Where: Elliott Hall S225
Once every semester, the Center for Cognitive Sciences features our faculty members' recent publications, presentations, posters and awards.
Marchetti, I., Koster, E. H. W., Klinger, E., & Alloy, L. B. (2016 online, in press). Spontaneous thought and vulnerability to mood disorders: The dark side of the wandering mind. Clinical Psychological Science, DOI: 10.1177/2167702615622383.
Cox, W. M., Klinger, E., & Fadardi, J. S. (2015). The motivational basis of cognitive determinants of addictive behaviors. Addictive Behaviors, 44, 16-22.
Leadership Award in the Innovation category, Ontario Research and Innovation Optical Network (ORION) 2016
Dubbels, B.R. (2016) Gamification, Serious Games, Ludic Simulation, and other Contentious Categories. International Journal of Games and Computer-Mediated Simulations. IGI Global.
Dubbels, B. R. (2016) Transforming Gaming and Computer Simulation Technologies Across Industries. IGI Global (new book)
Yonas, A., & Granrud, C. E. (Under Review) Infants' Perception of Lightness Based on Perceived Three Dimensional Surface Arrangement. Infancy.
Granrud, C.E. & Yonas, A. (Under Review) Effects of Ocular Convergence on Perceived Size and Distance in 3- to 5-Year-Old Children. Journal of Experimental Child Psychology.
Yonas, A,. & Condry, K.F., (Under Review) Six-month-old infants are responsive to spatial layout specified by motion parallax information. Infant Behavior and Development.