Warning! The directory is not yet complete and will be amended until the beginning of the term.
160187 PS Introductory Seminar on Cognitive Psychology for Linguists (2017S)
Continuous assessment of course work
Labels
No previous registration is required. A good command of English is necessary; affinity for technology-based empirical research and for some (elementary) mathematics is highly advantageous.
Registration/Deregistration
Note: The time of your registration within the registration period has no effect on the allocation of places (no first come, first served).
- Registration is open from Sa 04.02.2017 08:00 to Su 19.02.2017 12:00
- Registration is open from Tu 21.02.2017 15:00 to Tu 28.02.2017 15:00
- Deregistration possible until Tu 28.02.2017 15:00
Details
max. 40 participants
Language: English
Lecturers
Classes (iCal) - next class is marked with N
- Friday 10.03. 13:30 - 16:30 Seminarraum 2 Sensengasse 3a 1.OG
- Friday 24.03. 13:30 - 16:30 Seminarraum 2 Sensengasse 3a 1.OG
- Friday 07.04. 13:30 - 16:30 Seminarraum 2 Sensengasse 3a 1.OG
- Friday 28.04. 13:45 - 16:30 Seminarraum 2 Sensengasse 3a 1.OG
- Friday 12.05. 13:30 - 16:30 Seminarraum 3 Sensengasse 3a 1.OG
- Friday 26.05. 13:30 - 16:30 Seminarraum 3 Sensengasse 3a 1.OG
- Friday 09.06. 13:45 - 16:30 Seminarraum 2 Sensengasse 3a 1.OG
- Friday 23.06. 13:45 - 16:00 Seminarraum 2 Sensengasse 3a 1.OG
Information
Aims, contents and method of the course
Assessment and permitted materials
Requirements:
Active participation in the seminars.
Knowledge and integration of core readings.(1) 'Presentation + summary' option:
Presentation of 1 paper in about 20 minutes; using presentation software or written handouts.
Submission of a short but coherent critical written summary of the presented paper plus another related paper, with emphasis on methodological issues; 5-10 pages. You are expected to find a relevant, related paper to review.(2) Term paper option
Alternatively, instead of presentation + summary: submission of a term paper; on a specific issue closely related to the course; based on literature review of the issue, with reflections on the topics discussed in the seminars; cca. 15-20 pages.Deadline for submitting all written materials (written summary OR term paper):
At least 2 weeks before you need the grade/credit;
but not later than December 2017.
Active participation in the seminars.
Knowledge and integration of core readings.(1) 'Presentation + summary' option:
Presentation of 1 paper in about 20 minutes; using presentation software or written handouts.
Submission of a short but coherent critical written summary of the presented paper plus another related paper, with emphasis on methodological issues; 5-10 pages. You are expected to find a relevant, related paper to review.(2) Term paper option
Alternatively, instead of presentation + summary: submission of a term paper; on a specific issue closely related to the course; based on literature review of the issue, with reflections on the topics discussed in the seminars; cca. 15-20 pages.Deadline for submitting all written materials (written summary OR term paper):
At least 2 weeks before you need the grade/credit;
but not later than December 2017.
Minimum requirements and assessment criteria
(1) In case of the 'presentation + summary' option:
The presentation and the sumamry will be assessed independently of each other, along the following aspects:
- acuity of the representation of the research goals;
- acuity of the representation of the methodology and its adequacy;
- acuity of the representation of the argumentation and conclusions;
- integration of the core readings;
- critical analysis.
(2) In case of the term paper option:
The term paper will be evaluated along the following aspects:
- how well-circumscribed the topic is?
- acuity of the representation of the research question;
- quality of the processed literature (relevance, topicality);
- acuity of the representation of the methodology and its adequacy;
- acuity of the representation of the argumentation and conclusions;
- integration of the core readings;
- critical analysis.
The presentation and the sumamry will be assessed independently of each other, along the following aspects:
- acuity of the representation of the research goals;
- acuity of the representation of the methodology and its adequacy;
- acuity of the representation of the argumentation and conclusions;
- integration of the core readings;
- critical analysis.
(2) In case of the term paper option:
The term paper will be evaluated along the following aspects:
- how well-circumscribed the topic is?
- acuity of the representation of the research question;
- quality of the processed literature (relevance, topicality);
- acuity of the representation of the methodology and its adequacy;
- acuity of the representation of the argumentation and conclusions;
- integration of the core readings;
- critical analysis.
Examination topics
(no exam option)
Reading list
Core readings
Wade, NJ (2007): Scanning the seen: vision and the origins of eye-movement research. In: van Gompel, R. P. G., Fischer, M. H., Murray, W. S., & Hill, R. L. , eds., Eye Movements: A Window on Mind and Brain: Elsevier. 31-64.
Rayner, K. & Pollatsek, A. (2006): Eye-Movement Control in Reading. In: M.J. Traxler & M.A. Gernsbacher, szerk., Handbook of Psycholinguistics. 2nd edition. Academic Press. 613-657.
Berends, S. M., Brouwer, S. M., & Sprenger, S. A. (2016): Eye-Tracking and the Visual World Paradigm. In: Designing Research on Bilingual Development (pp. 55–80). Springer.
Recommended readings & sources
Eysenck, M. & Keane, MT (2010 or later edition). Cognitive Psychology A Student's Handbook, 6th or later edition.) Especially the following chapters:
Chapter 1 (Approaches to human cognition)
Chapters 6 & 7 (On memory)
Chapter 9 (Reading)
Chapter 16 (Consciousness)
Holmqvist, K., Nyström, M., Andersson, R., Dewhurst, R., Jarodzka, H., & Van de Weijer, J. (2011). Eye tracking: A comprehensive guide to methods and measures: Oxford University Press.
Liversedge, S., Gilchrist, I. D., & Everling, S. (Eds.). (2011). The Oxford Handbook of Eye Movements. Oxford, UK: Oxford University Press.
Wade, NJ (2007): Scanning the seen: vision and the origins of eye-movement research. In: van Gompel, R. P. G., Fischer, M. H., Murray, W. S., & Hill, R. L. , eds., Eye Movements: A Window on Mind and Brain: Elsevier. 31-64.
Rayner, K. & Pollatsek, A. (2006): Eye-Movement Control in Reading. In: M.J. Traxler & M.A. Gernsbacher, szerk., Handbook of Psycholinguistics. 2nd edition. Academic Press. 613-657.
Berends, S. M., Brouwer, S. M., & Sprenger, S. A. (2016): Eye-Tracking and the Visual World Paradigm. In: Designing Research on Bilingual Development (pp. 55–80). Springer.
Recommended readings & sources
Eysenck, M. & Keane, MT (2010 or later edition). Cognitive Psychology A Student's Handbook, 6th or later edition.) Especially the following chapters:
Chapter 1 (Approaches to human cognition)
Chapters 6 & 7 (On memory)
Chapter 9 (Reading)
Chapter 16 (Consciousness)
Holmqvist, K., Nyström, M., Andersson, R., Dewhurst, R., Jarodzka, H., & Van de Weijer, J. (2011). Eye tracking: A comprehensive guide to methods and measures: Oxford University Press.
Liversedge, S., Gilchrist, I. D., & Everling, S. (Eds.). (2011). The Oxford Handbook of Eye Movements. Oxford, UK: Oxford University Press.
Association in the course directory
MA1-M2
Last modified: Mo 07.09.2020 15:36
A deeper aim of the course is to demonstrate and discuss some general but key aspects of quantitative, data-informed empirical research methodologies.