Seminarplan

12607
-S-
Seminar 1, Allgemeine Psychologie (2SWS);
Di 12.00-14.00- Rost- /Silberlaube Habelschwerdter Allee 45, JK27/103
(14.4.) Heine/Engl
12608
-S-
Seminar, Allgemeine Psychologie (2SWS);
Di 12.00-14.00- Rost- /Silberlaube Habelschwerdter Allee 45, JK 27/106
(14.4.) Jacobs
12609
-S-
Seminar, Allgemeine Psychologie (2SWS);
Mi 14.00-16.00- Rost- /Silberlaube Habelschwerdter Allee 45,
(15.4.) Engl/Heine

Die inhaltlich parallelen Seminare "Allgemeine Psychologie" vertiefen und erweitern die im Rahmen der Vorlesung erarbeiteten Inhalte. Im Fokus stehen die Themenfelder Wahrnehmung, Gedächtnis, Aufmerksamkeit, Lernen, Emotion, Motivation und Sprache.

Ergebnisse der Klausur:

noten

-> Die Literatur ist über den ftp-Server des AB AllgPsy abrufbar (ftp://160.45.120.190/).
Die Zugangsdaten werden im Seminar bekannt gegeben.

 

Sprechzeiten Heine/Engl: Di, 14.30-16.00 Uhr
Referenten, die die jeweilige erste Hälfte der Seminare bestreiten (jew. Thema 1, Dienstags-/ Mittwochs-Seminar), erscheinen bitte um 14.30 Uhr ; Referenten, die die jeweilige zweite Seminarhälfte bestreiten (jew. Thema 2, Dienstags-/ Mittwochs-Seminar), um 15.15 Uhr eine Woche vor dem Referatstermin in der Sprechstunde!
Diese Aufteilung verhindert längere Wartezeiten.

Kontaktieren Sie uns bitte per Mail, wenn Sie diese Zeiten nicht einhalten können.

 

Nr.

Woche

Thema

Inhalt (Seminarprogramm als .pdf)

1

14.4./15.4.

 

Klärung inhaltlicher und organisatorischer Fragen

(ppt-Präsentation Dienstagsseminar_Heine/Engl)

(ppt-Präsentation Mittwochsseminar_Engl/Heine)

2

21.4./22.4.

Genetische/ biologische Grundlagen

Basisliteratur:

Kapitel 3 (Genetic and Biological Foundations), Gazzaniga & Heatherton, 2006.

 

Vertiefende Literatur:

1) Genetic foundations of behaviour: The role of FOXP2 in language development

*a) Marcus, G. F., & Fisher, S. E. (2003). FOXP2 in focus: what can genes tell us about speech and language? Trends in Cognitive Sciences, 7, 257-62.

b) Watkins, K. E., Dronkers, N. F., & Vargha-Khadem, F. (2002).Behavioural analysis of an inherited speech and language disorder: comparison with acquired aphasia. Brain, 125, 452-64.

c) Liégeois, F., Baldeweg, T., Connelly, A., Gadian, D.G., Mishkin, M., & Vargha-Khadem, F. (2003). Language fMRI abnormalities associated with FOXP2 gene mutation. Nature Neuroscience, 6, 1230-7.

 

2) Biological foundations of behaviour: The somatic marker hypothesis

*a) Rahman, S., Sahakian, B. J., Cardinal, R. N., Rogers, R. D., & Robbins, T. W. (2001). Decision making and neuropsychiatry. Trends in Cognitive Sciences, 5, 271-5.

b) Bechara, A., Damasio, H., & Damasio, A.. R. (2000). Emotion, Decision Making and the Orbitofrontal Cortex. Cerebral Cortex, 10, 295-307.

c) Maia, T.V., & McClelland, J. L. (2004). A re-examination of the evidence for the somatic marker hypothesis: What participants really know in the Iowa gambling task. Proceedings of the National Academy of Sciences, 101, 16075-80.

d) Fellows, L.K., & Farah, M.J. (2003). Ventromedial frontal cortex mediates affective shifting in humans: Evidence from a reversal learning paradigm. Brain, 126, 1830-37.

 

3

28.4./29.5.

Wahrnehmung

 

Basisliteratur:

Kapitel 5 (Teil 1) (Sensation and Perception), Gazzaniga & Heatherton, 2006.

 

Vertiefende Literatur:

1) Sensation: Acoustic processing – speech vs. music

*a) Zatorre, R. J., Belin, P., & Penhune, V. B. (2002). Structure and function of auditory cortex: music and speech. Trends in Cognitive Sciences, 6, 37-46.

b) Robin, D.A., Tranel, D., & Damasio, H. (1990). Auditory perception of temporal and spectral events in patients with focal left and right cerebral lesions. Brain and Language, 39, 539-55.

c) Nicholson, K. G., Baum, S., Kilgour, A., Koh, C. K., Munhall, K. G., & Cuddy, L. L. (2003). Impaired processing of prosodic and musical patterns after right hemisphere damage. Brain and Cognition, 52, 382-9.

d) Tervaniemi, M., & Hugdahl, K. (2003). Lateralization of auditory cortex functions. Brain Research Reviews, 43, 231-46.

 

2) Perception: Synaesthetic experience

*a) Mulvenna, C. M., & Walsh, V. (2006). Synaesthesia: supernormal integration? Trends in Cognitive Sciences, 10, 350-2.

b) Dixon, M. J., Smilek, D. & Merikle, P. M. (2004). Not all synaesthetes are created equal: Projector versus associator synaesthetes. Cognitive, Affective, & Behavioral Neuroscience, 4, 335-43.

c) Rouw, R., & Scholte, H. S. (2007). Increased structural connectivity in grapheme-color synesthesia. Nature Neuroscience, 10, 792-7.

d) Cohen Kadosh, R., Henik, A., Catena, A, Walsh, V., & Fuentes, L. J. (2009). Induced cross-modal synaesthetic experiencewithout abnormal neuronal connections. Psychological Science, 20, 258-65.

 

4

5.5./6.5.

 

Gehirn und Bewusstsein

Basisliteratur:

Kapitel 4 (The Brain and Consciousness), Gazzaniga & Heatherton, 2006.

 

Vertiefende Literatur:

1) Integration of unconscious and conscious processes of the two hemispheres – Evidence from split-brain

Gazzaniga, M.S. (2000). Cerebral specialization and interhemispheric communication: does the corpus callosum enable the human condition? Brain, 123, 1293-326.

 

2) Blindsight: Processing visual information without conscious awareness

Ro, T., & Rafal, R. (2006). Visual restoration in cortical blindness: Insights from natural and TMS-induced blindsight.Neuropsychological Rehabilitation, 16, 377-396.

 

5

12.5./13.5

Aufmerksamkeit

Basisliteratur:

Kapitel 7 (Teil 2) (Attention), Gazzaniga, Ivry, Mangun, 2002

 

Vertiefende Literatur:

1) Attention: early or late filter of perception- an overview

* Driver, J. (2001). A selective review of selective attention research from the past century. British Journal of Psychology, 92, 53-78.

 

2) The Feature-Integration Theory of Attention

* Treisman, A. M., & Gelade, G. (1980). A Feature-Integration Theory of Attention. Cognitive Psychology, 12, 97-136.

 

6

19.5./20.5.

Gedächtnis 1: LTM

Basisliteratur:

Kapitel 7 (Memory), Gazzaniga & Heatherton, 2006.

 

Vertiefende Literatur:

1) Dual-Process theories of recognition memory

*a) Rugg, M. D., & Yonelinas, A. P. (2003). Human recognition memory: a cognitive neuroscience perspective. Trends in Cognitive Sciences, 7, 313-9.

b) Diana, R. A., Yonelinas, A. P., Ranganath, C. (2007). Imaging recollection and familiarity in the MTL: a three-component model.. Trends in Cognitive Sciences, 11, 379-86.

c) Eichenbaum, H., Yonelinas, A. P., & Ranganath, C. (2007). The medial temporal lobe and recognition memory. Annual Review of Neuroscience, 30, 123-52.

 

2) Sleep and memory consolidation

*a) Marshall, L., & Born, J. (2007). The contributions of sleep to hippocampus-dependent memory consolidation. Trends in Cognitive Sciences, 11, 442-50.

b) Plihal, W., & Born, J. (1997). Effects of early and late nocturnal sleep on declarative and procedural memory. Journal of Cognitive Neuroscience, 9, 534–47.

c) Hornung, O. P., Regen, F., Danker-Hopfe, H., Schredl, M., & Heuser, I. (2007). The relationship between REM sleep and memory consolidation in old age and effects of cholinergic medication. Biological Psychiatry, 61, 750-7.

 

7

26.5./27.5.

Gedächtnis 2: STM/WM

Basisliteratur:

Kapitel 7 (Memory), Gazzaniga & Heatherton, 2006.

 

Vertiefende Literatur:

1) WM: Baddeley’s multi-modal approach

*a) Baddeley, A. (2000). The episodic buffer: a new component of working memory? Trends in Cognitive Sciences, 4, 417-23.

b) Smith, E. E., Jonides, J., & Koeppe, R. A. (1996). Dissociating verbal and spatial working memory using PET. Cerebral Cortex, 6, 11-20.

c) Bruyer, R., & Scailquin, J.-Ch. (1998).The visuospatial sketchpad for mental images: Testing the multicomponent model of working memory. Acta Psychologica, 98, 17-36.

 

2) WM: Engle and Kane’s dynamic model

*a) Engle, R. W. (2002). Working memory capacity as executive attention. Current Directions in Psychological Science, 11, 19-23.

b) Engle, R. W., & Oransky, N. (1999). The evolution from short-term to working memory: Multi-store to dynamic models of temporary storage. In R. Sternberg (Ed.), The Nature of Cognition (pp. 514-555). Cambridge, MA: MIT Press.

8

2.6./3.6.

Lernen 1:

Basisliteratur:

Kapitel 6 (Learning and Reward), Gazzaniga & Heatherton, 2006.

 

Vertiefende Literatur:

1) Classical Conditioning

* Domjan, M. (2005). Pavlovian Conditioning: A Functional Perspective. Annual Review of Psychology, 56, 179-206.

 

2) Operant Conditioning and Positive Reinforcement

a) Iversen, I. H. (1992). Skinner’s Early Research: From Reflexology to Operant Conditioning. American Psychologist, 47, 1318-1328.

* b) Premack, D. (1959). Toward empirical behavioural laws: I. Positive Reinforcement. Psychological Review, 66, 219-233.

 

9

9.6./10.6.

Lernen 2:

Basisliteratur:

Kapitel 6 (Learning and Reward), Gazzaniga & Heatherton, 2006.

 

Vertiefende Literatur:

1) The Role of Cognition in Conditioning

* Kirsch, I., Steven, J. L., Vigorito, M., & Miller, R. R. (2004). The Role of Cognition in Classical and Operant Conditioning. Journal of Clinical Psychology, 60, 369-392.

 

2) Emotional Learning: Panic Disorder

Bouton, M. E., Mineka, S., & Barlow, D. H. (2001). A Modern Learning Theory Perspective on the Etiology of Panic Disorder. Psychological Review, 108, 4-32.

 

10

16.6./17.6.

Sprache

Basisliteratur:

Kapitel 9(Language and the Brain), Gazzaniga, Ivry & Mangun, 2002.

 

Vertiefende Literatur:

1) Modular vs. constraint-based approaches to sentence processing

*a) Friederici, A. D. (2002). Towards a neural basis of auditory sentence processing. Trends in Cognitive Sciences, 6, 78-84.

b) Friederici, A. D., & Weissenborn, J. (2007). Mapping sentence form onto meaning: The syntax–semantic interface. Brain Research, 1146, 50-8.

c) Gibson, E. & Pearlmutter, N. J. (1998). Constraints on sentence comprehension. Trends in Cognitive Sciences, 2, 262-8.

d) van Herten, M., Kolk, H. H. J., & Chwilla, D. J. (2005). An ERP study of P600 effects elicited by semantic anomalies. Cognitive Brain Research, 22, 241–55

 

2) Gesture and speech: the motor theory of speech perception

*a) Liberman, A. M, & Whalen, D. H. (2000) On the relation of speech to language. Trends in Cognitive Science, 4, 187-96.

b) Gentilucci, M., & Corballis, M. C. (2006). From manual gesture to speech: a gradual transition. Neuroscience and Biobehavioral Reviews, 30, 949-60.

c) Bernardis, P., Gentilucci, M., 2006. Speech and gesture share the same communication system. Neuropsychologia, 44, 178-90.

d) Watkins, K. E., Strafella, A. P., & Paus, T. (2003). Seeing and hearing speech excites the motor system involved in speech production. Neuropsychologia, 41, 989-94.

e) Pulvermuller, F., Huss, M., Kherif, F., Moscoso del Prado Martin, F., Hauk, O., & Shtyrov, Y. (2006). Motor cortex maps articulatory features of speech sounds. Proceedings of the Natural Acadamy of Sciences of the USA, 103, 7865-70.

 

11

3.6./24.6.

Motivation

Basisliteratur:

Kapitel 9 (Motivation), Gazzaniga & Heatherton, 2006.

 

Vertiefende Literatur:

1) Habit and Drive

a) Yerkes, R. M., & Dodson, J. D. (1908). The relation of strength of stimulus to rapidity of habit-formation. Journal of Comparative Neurology and Psychology, 18, 459-482.

* b) Miller, N. E. (1992). Studies of Fear as an Acquirable Drive: I. Fear as Motivation and Fear-Reduction as Reinforcement in the Learning of New Responses. Journal of Experimental Psychology: General, 121, 6-11.

 

2) Intrinsic Motivation

Patall, E.A., Cooper, H., & Robinson, J.C. (2008). The effects of choice on intrinsic motivation and related outcomes: A meta-analysis of research findings. Psychological Bulletin, 134, 270-300.

 

12

30.6./1.7.

Emotion

Basisliteratur:

Kapitel 10 (Emotion and Health), Gazzaniga & Heatherton, 2006.

 

Vertiefende Literatur:

1) Emotion and Cognition

*a) Olson, A., & Ochsner, K.N. (2007). The role of social cognition in emotion. Trends in Cognitive Neuroscience, 12, 65-71.

b) Storbeck, J., & Clore, G.L. (2007). On the interpendence of cognition and emotion. Cognition and Emotion, 21, 1212-37.

 

2) Emotional valence vs. arousal

*a) Hamann, S. (2003). Nosing in on the emotional brain. Nature Neuroscience, 6, 106-6.

*b) Das Modell aus: Russell, J. A. (1980). A circumplex model of affect. Journal of Personality and Social Psychology, 39, 1161-1178.

c) Lang, P. J., Greenwald, M. K., Bradley, M. M., Hamm, A. O. (1988). Looking at pictures: Affective, facial, visceral, and behavioral reactions. Psychophysiology, 30, 261-273.

d) Lewis, P. A., Critchley, H. D., Rotshtein, P, & Dolan, R. J. (2007). Neural Correlates of Processing Valence and Arousal in Affective Words. Cerebral Cortex, 17, 742-48.

 

13

7.7./8.7.

Handlung

Basisliteratur:

Kapitel 11 und 12 (Teil: Goal oriented Behavior), Gazzaniga, Ivry & Mangun, 2002

 

Vertiefende Literatur:

1) Understanding the actions and emotions of others

*a) Gallese, V., Keysers, C., & Rizzolatti, G. (2004). A unifying view of the basis of social cognition. Trends in Cognitive Science, 9, 396-403.

b) Rizzolatti, G., Fadiga, L., Gallese, V., & Fogassi, L. (1996). Premotor cortex and the recognition of motor actions. Cognitive Brain Research, 3, 131-41.

c) Nummenmaa, L., Hirvonen, J., Parkkola, R, & Hietanen, J. K. (2008). Is emotional contagion special? An fMRI study on neural systems for affective and cognitive empathy. NeuroImage, 43, 571–80.

 

14 15.7. Klausur