Kaisa_2012_3_photo by Veikko Somerpuro

Enrol
22.1.2020 at 00:00 - 11.2.2020 at 23:59

Timetable

DateTimeLocation
Fri 21.2.2020
16:00 - 20:00

Description

Optional for Bachelor students in Psychology

Course belongs to the Optional Studies in Psychology.

Introduction to cognitive psychology, Trends in Cognitive Psychology, or equivalent knowledge

Opintojakson suoritettuaan opiskelijalla on hyvä käsitys jonkin kognitiivisen psykologian osa-alueen nykytutkimuksesta. Tutustumalla yksittäiseen kognitiivisen psykologian osa-alueeseen opiskelija

  • sisäistää perusteellisesti keskeisen kognitiivisen psykologian aihealueen
  • oppii hahmottamaan miten tutkimus ja teoriat kehittyvät kognitiivisen psykologian kentässä
  • oppii miten erilaisia tutkimusmenetelmiä voidaan kontrolloidusti hyödyntää edistämään ymmärrystä kognitiivisen psykologian ilmiöistä
  • sisäistää miten tutkimusmenetelmien kehittyminen mahdollistaa kehityksen kognitiivisen psykologian ilmiöiden ymmärtämisessä
  • oppii käsittelemään kognitiivisen psykologian ilmiöitä niiden historiallisessa ja filosofisessa kontekstissa

Second or third year of the Bachelor Programme

By the student´s choice, eg,

  • consciousness
  • knowledge representation
  • thinking
  • motor cognition
  • memory and learning
  • language and communication
  • evolution of cognition

Choose one theme of the following (note also the different amounts of course credits): A) Analytical and intuitive thinking (10 credits), Evolution of cognition (5 credits) OR Social and non-social information processing (5 credits). You don't have to fill in all literature in the Weboodi page but is its important that you write down which of the three topics you have chosen.


SELECTED TOPICS IN COGNITIVE PSYCHOLOGY PS425

LITERATURE, choose one of the three themes:

1. ANALYTICAL AND INTUITIVE THINKING (10 CREDITS)

Tversky, A., & Kahneman, D. (1974). Judgment under uncertainty: Heuristics and biases. Science, 185(4157), 1124-1131.

Kahneman, D., & Tversky, A. (1996). On the reality of cognitive illusions. Psychological Review 103(3), 582-591.

Kahneman, D. (2003). A perspective on judgment and choice: Mapping bounded rationality. American Psychologist, 58, 697-720.

Kahneman, D., & Klein, G. (2009). Conditions for intuitive expertise: A failure to disagree. American Psychologist, 64, 515-526.

Frankish, K., & Evans, J. (2009). The duality of mind: An historical perspective. Teoksessa J. Evans & K. Frankish (Toim.), In two minds: dual processes and beyond (pp. 1-29). Oxford: Oxford University Press.

Evans, J. S. B., & Stanovich, K. E. (2013). Dual-process theories of higher cognition advancing the debate. Perspectives on Psychological Science, 8(3), 223-241.

Stanovich, K. E. (2009). Distinguishing the reflective, algorithmic, and autonomous minds: Is it time for a tri-process theory. Teoksessa J. Evans & K. Frankish (Toim.), In two minds: dual processes and beyond (s. 55-88). Oxford: Oxford University Press.

Stanovich, K. E. (2016). The Comprehensive Assessment of Rational Thinking. Educational Psychologist, 51, 23-34.

Pennycook, G., Fugelsang, J. A., & Koehler, D. J. (2015). Everyday consequences of analytic thinking. Current Directions in Psychological Science, 24, 425-432.

Hodgkinson, G. P., Langan-Fox, J., & Sadler-Smith, E. (2008). Intuition: A fundamental bridging construct in the behavioural sciences. British Journal of Psychology, 99, 1-27.

Glöckner, A., & Witteman, C. (2009). Beyond dual-process models: A categorisation of processes underlying intuitive judgement and decision making. Thinking & Reasoning, 16,1-25.

Keren, G., & Schul, Y. (2009). Two is not always better than one. Perspectives on Psychological Science, 4, 533-550.

Gore, J., & Sadler-Smith, E. (2011). Unpacking intuition: A process and outcome framework. Review of General Psychology, 15, 304-316.

Denes Raj, V., & Epstein, S. (1994). Conflict between intuitive and rational processing: When people behave against their better judgment. Journal of Personality and Social Psychology, 66, 819-829.

Epstein, S., Pacini, R., Denes Raj, V., & Heier, H. (1996). Individual differences in intuitive-experiential and analytical-rational thinking styles. Journal of Personality and Social Psychology 71, 390-405.

Epstein, S. (2010). Demystifying intuition: What it is, what it does, and how it does it. Psychological Inquiry, 21, 295-312.

Norris, P., & Epstein, S. (2011). An experiential thinking style: Its facets and relations with objective and subjective criterion measures. Journal of Personality, 79, 1043-1080.

2. EVOLUTION OF COGNITION (5 CREDITS)

Barrett, H. C., & Kurzban, R. (2006). Modularity in cognition: Framing the debate. Psychological Review, 113, 628-647.

Brüne, M., & Brüne-Cohrs, U. (2006). Theory of mind--evolution, ontogeny, brain mechanisms and psychopathology. Neuroscience & Biobehavioral Reviews, 30, 437-455.

Buller, D. J., & Hardcastle, V. (2000). Evolutionary psychology, meet developmental neurobiology: Against promiscuous modularity. Brain and Mind, 1, 307-325.

Buss, D. M. (2009). How can evolutionary psychology successfully explain personality and individual differences? Perspectives on Psychological Science, 4, 359-366.

Cosmides, L., & Tooby, J. (2013). Evolutionary Psychology: New Perspectives on Cognition and Motivation. Annual review of psychology, 64, 201-229.

Kanazawa, S. (2010). Evolutionary psychology and intelligence research. American Psychologist, 65, 279-289.

Lickliter, R., & Honeycutt, H. (2003). Developmental dynamics: Toward a biologically plausible evolutionary psychology. Psychological Bulletin, 129, 819-835.

Lindquist, K. A., & Barrett, L. F. (2012). A functional architecture of the human brain: emerging insights from the science of emotion. Trends in Cognitive Sciences, 16, 533-540.

Mithen, Steven (1996). The prehistory of the mind. London: Phoenix.

Peters, B. M. (2013). Evolutionary psychology: Neglecting neurobiology in defining the mind. Theory & Psychology, 23, 305-322.

Tomasello, M., & Rakoczy, H. (2003). What makes human cognition unique? From individual to shared to collective intentionality. Mind & Language, 18, 121-147.

Valli, K. & Rusanen, A-M. (2006). Evoluutiopsykologia. Teoksessa Heikki Hämäläinen ym. (Toim.), Mieli ja aivot: kognitiivisen neurotieteen oppikirja (ss. 89-97). Turun yliopisto, Kognitiivisen neurotieteen tutkimuskeskus, Turun yliopisto, 2006. (This one is in Finnish, skip if you don´t know Finnish well)

3. SOCIAL AND NON-SOCIAL INFORMATION PROCESSING (5 CREDITS)

Apperly, I. A. (2012). What is “theory of mind”? Concepts, cognitive processes and individual differences. The Quarterly Journal of Experimental Psychology, 65(5), 825-839.

Baron-Cohen, S. (2010). Empathizing, systemizing, and the extreme male brain theory of autism. Teoksessa I. Savic (Toim.), Sex differences in the human brain, their underpinnings and implications. (ss. 167-175). New York: Academic Press.

Baron-Cohen, S., & Wheelwright, S. (2004). The Empathy Quotient: An investigation of adults with Asperger syndrome or high functioning autism, and normal sex differences. Journal of Autism and Developmental Disorders, 34, 163-175.

Baron-Cohen, S., Richler, J., Bisarya, D., Gurunathan, N., & Wheelwright, S. (2003). The systemizing quotient: An investigation of adults with Asperger syndrome or high-functioning autism, and normal sex differences. Philosophical Transactions of the Royal Society B: Biological Sciences, 358, 361-374.

Brüne, M., & Brüne-Cohrs, U. (2006). Theory of mind--evolution, ontogeny, brain mechanisms and psychopathology. Neuroscience & Biobehavioral Reviews, 30, 437-455.

Call, J., & Tomasello, M. (2008). Does the chimpanzee have a theory of mind? 30 years later. Trends in Cognitive Sciences, 12, 187-192.

Fields, C. (2011). From “Oh, OK” to “Ah, yes” to “Aha!”: Hypersystemizing and the rewards of insight. Personality and Individual Differences, 50, 1159–1167.

Herrmann, E., Call, J., Hernández-Lloreda, M. V., Hare, B., & Tomasello, M. (2007). Humans have evolved specialized skills of social cognition: The cultural intelligence hypothesis. Science, 317, 1360-1366.

Heyes, C. M., & Frith, C. D. (2014). The cultural evolution of mind reading. Science, 344, 1243091.

Lawson, J., Baron-Cohen, S., & Wheelwright, S. (2004). Empathising and systemising in adults with and without Asperger syndrome. Journal of Autism and Developmental Disorders, 34, 301–310.

Martin, A., & Santos, L. R. (2016). What cognitive representations support primate theory of mind? Trends in Cognitive Sciences, 20(5), 375-382.

Miller, D. I., & Halpern, D. F. (2014). The new science of cognitive sex differences. Trends in Cognitive Sciences, 18, 37-45..011

Povinelli, D. J., & Preuss, T. M. (1995). Theory of mind: Evolutionary history of a cognitive specialization. Trends in Neurosciences, 18, 418-424.

Rakison, D., & Poulin-Dubois, D. (2001). Developmental origin of the animate-inanimate distinction. Psychological Bulletin, 127, 209-228.

Williams, L. E., & Bargh, J. A. (2008). Experiencing physical warmth promotes interpersonal warmth. Science, 322, 606-607.

Opiskelija

  • perehtyy itsenäisesti opintojakson valittuihin teemoihin
  • oppii lukemaan tieteellisiä artikkeleita
  • omaksuu ajankohtaista tietoa tutkimusalan teorioista, käsitteistä, tutkimusmenetelmistä ja tuloksista
  • oppii integroimaan ja analysoimaan tutkimustietoa

Opettaja

  • valitsee vuosittain ajankohtaisen kuulusteltavan materiaalin useammalta kuin yhdeltä osa-alueelta
  • arvostelee kirjallisuuskuulustelun

Assessed by a written exam, which includes mostly open (essay) questions. Scale 0-5. Grading is based on the student's ability to master, evaluate, and apply the information of theme area.

Literature exam