Universität Wien

200025 SE Fachliteraturseminar (2022S)

5.00 ECTS (2.00 SWS), SPL 20 - Psychologie
Prüfungsimmanente Lehrveranstaltung
Moodle

An/Abmeldung

Hinweis: Ihr Anmeldezeitpunkt innerhalb der Frist hat keine Auswirkungen auf die Platzvergabe (kein "first come, first served").

Details

max. 25 Teilnehmer*innen
Sprache: Englisch

Lehrende

Termine (iCal) - nächster Termin ist mit N markiert

NOTE: this seminar takes place entirely in ENGLISH!
All session will be in person (subject to change based on Covid-19 regulations) - online attendance could be arranged upon prior agreement
16.03.2022 - independent course work, no in-person class!

  • Mittwoch 09.03. 15:00 - 16:30 Hörsaal E Psychologie, Liebiggasse 5 1. Stock
  • Mittwoch 16.03. 15:00 - 16:30 Hörsaal E Psychologie, Liebiggasse 5 1. Stock
  • Mittwoch 23.03. 15:00 - 16:30 Hörsaal E Psychologie, Liebiggasse 5 1. Stock
  • Mittwoch 30.03. 15:00 - 16:30 Hörsaal E Psychologie, Liebiggasse 5 1. Stock
  • Mittwoch 06.04. 15:00 - 16:30 Hörsaal E Psychologie, Liebiggasse 5 1. Stock
  • Mittwoch 27.04. 15:00 - 16:30 Hörsaal E Psychologie, Liebiggasse 5 1. Stock
  • Mittwoch 04.05. 15:00 - 16:30 Hörsaal E Psychologie, Liebiggasse 5 1. Stock
  • Mittwoch 11.05. 15:00 - 16:30 Hörsaal E Psychologie, Liebiggasse 5 1. Stock
  • Mittwoch 18.05. 15:00 - 16:30 Hörsaal E Psychologie, Liebiggasse 5 1. Stock
  • Mittwoch 25.05. 15:00 - 16:30 Hörsaal E Psychologie, Liebiggasse 5 1. Stock
  • Mittwoch 01.06. 15:00 - 16:30 Hörsaal E Psychologie, Liebiggasse 5 1. Stock
  • Mittwoch 08.06. 15:00 - 16:30 Hörsaal E Psychologie, Liebiggasse 5 1. Stock
  • Mittwoch 15.06. 15:00 - 16:30 Hörsaal E Psychologie, Liebiggasse 5 1. Stock
  • Mittwoch 22.06. 15:00 - 16:30 Hörsaal E Psychologie, Liebiggasse 5 1. Stock
  • Mittwoch 29.06. 15:00 - 16:30 Hörsaal E Psychologie, Liebiggasse 5 1. Stock

Information

Ziele, Inhalte und Methode der Lehrveranstaltung

NOTE: All input are provided in ENGLISH. Assignments need to be prepared in ENGLISH.

Upon completion of the seminar, one should be able to summarise the current state of research in a certain domain of interest within the field of developmental, educational or social psychology in writing, developing an individual research question, translating it into appropriate research operationalisation, and planning a suitable scientific investigation in the format of a "Registered Report".

This course is a preparation for the Bachelor thesis, thus the final output of the course is a written report prepared individually (2000 to 3000 words, excluding names, titles, indexes, abstract, bibliography, appendices, etc.). This report will form the "Introduction" of the Bachelor thesis and has to be prepared in APA-7 style. It will be combined with the Bachelor thesis (to reach a final word count of 4000-6000 words) in the next semester.

Note that the subsequent Bachelor thesis seminar will not require/include the collection of data. Analysing already collected data provided by the lecturer can be arranged as an option. In general, the course will focus on the review of the literature and forming research questions. In the subsequent Bachelor thesis seminar, the focus will be on the choice of appropriate analysis methods and interpretation of expected results.

The Bachelor thesis will be written in the form of a Stage 1 Registered Report, e.g., https://www.cos.io/our-services/registered-reports

Topic: this class is centered around topics in developmental, educational and social psychology in line with the research focus of the Wiener Kinderstudien lab: https://kinderstudien.at/
Students can write their final essay about a topic of their choice. Topics include: Behavioral Dynamics, Cross-Cultural Differences in Development, Development of Attention & Perception, Early Social Interactions, Interpersonal Coordination, Social Development, Social Learning. These topics are also the basis of forming groups of 2-4 students with similar interests who can support each other during the seminar.

It is recommended that all participants also attend the subsequent Bachelor thesis seminar in the winter semester 2022. In the Bachelor thesis seminar, one will use the preparatory work of this Scientific Readings seminar to finalise the Registered Report that forms the final thesis.

Art der Leistungskontrolle und erlaubte Hilfsmittel

Attendance - max. 2 sessions can be missed (without special arrangement with lecturer prior to missed class).

The overall grade of the seminar is the sum of the below partial grades:
- Attendance (15%)
- Online assignments (10%)
- Group presentation (10%)
- Peer feedback (15%)
- Final submission of the research paper (50%)

Grades will be awarded as per below:
- 1 (very good): 90-100 %
- 2 (good): 80-89 %
- 3 (satisfactory): 70-79 %.
- 4 (sufficient): 60-69 %
- 5 (insufficient = negative performance): 0-59 %

Mindestanforderungen und Beurteilungsmaßstab

See section "Assessment".

Proof of:
- Efficient literature search
- Critical reading
- Formulating a research question
- Outlining a paper
- Planning writing
- Giving, receiving & implementing feedback
- Writing a scientific report/paper

Prüfungsstoff

- Written assignments
- Presentation
- Preliminary report
- Peer feedback
- Final report

Literatur

According to the topic of choice, participants will independently research and read a variety of research articles.

Exemplary literature for each topic:

Behavioral Dynamics:
Bell, M.A. (2020). Mother-child behavioral and physiological synchrony. Advances in Child Development and Behavior, 58, 163–188. https://doi.org/10.1016/bs.acdb.2020.01.006
Mayo, O. & Gordon, I. (2020). In and out of synchrony—Behavioral and physiological dynamics of dyadic interpersonal coordination, Psychophysiology, 57(6), Article e13574. https://doi.org/10.1111/psyp.13574

Cross-Cultural Differences in Development:
Amir, D. & McAuliffe, K. (2020). Cross-cultural, developmental psychology: integrating approaches and key insights. Evolution and Human Behavior, 41(5), 430–444. https://doi.org/10.1016/j.evolhumbehav.2020.06.006

Development of Attention & Perception:
Siposova, B., Carpenter, M. (2019). A new look at joint attention and common knowledge. Cognition, 189, 260–274. https://doi.org/10.1016/j.cognition.2019.03.019

Early Social Interactions:
Markova, G., Nguyen, T., & Hoehl, S. (2019). Neurobehavioral interpersonal synchrony in early development: The role of interactional rhythms. Frontiers in Psychology, 10, Article 2078. https://doi.org/10.3389%2Ffpsyg.2019.02078
Nguyen, T., Bánki, A., Markova, G., & Hoehl, S. (2020). Studying parent-child interaction with hyperscanning. In M. Meyer, & S. Hunnius (Eds.), New Perspectives on Early Social-cognitive Development (pp. 1–24). Elsevier. Progress in Brain Research Vol. 254. https://doi.org/10.1016/bs.pbr.2020.05.003

Interpersonal Coordination:
Hoehl, S., Fairhurst, M., & Schirmer, A. (2021). Interactional synchrony: signals, mechanisms and benefits, Social Cognitive and Affective Neuroscience, 16(1-2), 5–18. https://doi.org/10.1093/scan/nsaa024

Social Development:
Hoehl, S. & Bertenthal, B. I. (2021). An interactionist perspective on the development of coordinated social attention. Advances in Child Development and Behavior. 61, 1–41. https://doi.org/10.1016/bs.acdb.2021.05.001

Social Learning:
Csibra, G. & Gergely, G. (2011). Natural pedagogy as evolutionary adaptation, Philosophical Transactions of the Royal Society London B: Biological Sciences, 366(1567), 1149–1157. https://doi.org/10.1098%2Frstb.2010.0319

Zuordnung im Vorlesungsverzeichnis

Letzte Änderung: Do 03.03.2022 15:28