Seminarplan

12605
-S-
Seminar 1 (Blockseminar),
Allgemeine Psychologie
(2SWS);
Vorbesprechung: Fr, 16.4.,14.00-16.00
Habelschwerdter Allee 45, JK25/11

Themen, ReferentInnen, Termine <pdf>

(16.4.) Jacobs
12606
-S-
Seminar, Allgemeine Psychologie (2SWS);
Di 12.00-14.00
Habelschwerdter Allee 45, JK 27/106
(13.4.) Engl/Heine
12607
-S-
Seminar, Allgemeine Psychologie (2SWS);
Mi 14.00-16.00
Habelschwerdter Allee 45,
JK 27/106
(14.4.) 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  und Sprache.

Klausurinformation <pdf>

-> 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

Aufteilung der Sprechzeiten:

  • Referenten, die das jeweilige erste Referat einer Sitzung halten (Thema 1, Dienstags- und  Mittwochs-Seminar), erscheinen bitte eine
    Woche vor dem Referatstermin um 14.30 Uhr in der Sprechstunde und
  • Referenten, die das jeweilige zweite Referat halten (Thema 2, Dienstags- und Mittwochs-Seminar), um 15.15 Uhr !

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

 

Nr.

Woche

Thema

Inhalt (Plan als .pdf)

1

13.4./14.4.

 

Klärung inhaltlicher und organisatorischer Fragen

2

20.4./21.4.

Einführung

1) Introduction to cognitive psychology

*a) Kapitel 1 aus: Smith, E. E., & Kosslyn, S. M. (2009). Cognitive Psychology: Mind and Brain. New Jersey: Pearson Education.

 

2) The neuroimaging of deception

a) Sip, K.E., Roepstorff, A., McGregor, W., & Frith, C.D. (2008). Detecting deception: the scope and limits. Trends Cognitive Sciences, 12, 48–53.

b) Spence, S. A., Hunter, M. D., Farrow, T. F. D., Green, R. D., Leung, D. H., Hughes, C. J., & Ganesan, V. (2004). A cognitive neurobiological account of deception: evidence from functional Neuroimaging. Philos. Trans. R. Soc. Lond. B Biol. Sci., 359, 1755-62.

c) Ganis, G., Kosslyn, S.M., Stose, S., Thompson, W.L., & Yurgelun-Todd, D.A. (2003). Neural Correlates of Different Types of Deception: An fMRI Investigation. Cerebral Cortex, 13, 830-836.

3

27.4./28.5.

Wahrnehmung

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.

 

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

4.5./5.5.

 

Gehirn und Bewusstsein

1) Neural Correlates of Consciousness

Tononi; g., & Koch, C. (2008). The Neural Correlate of Consciousness: An Update. Annals of the New York Academy of Sciences, 1124, 239-261.

 

2) 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.

5

11.5./12.5

Aufmerksamkeit I

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

* a) Kapitel 5, S. 153-158 aus Eysenck, M. W., & Keane, M. T. (2010). Cognitive Psychology: A Student’s Handbook (6th ed.). New York: Psychology Press.

b) Lachter, J., Forster, K. I., & Ruthruff, E. (2004). Forty-Five Years After Broadbent (1958): Still No Identification Without Attention. Psychological Review, 111(4), 880-913.

 

2) Visual Attention

* Kapitel 5, S. 158-182 aus Eysenck, M. W., & Keane, M. T. (2010). Cognitive Psychology: A Student’s Handbook (6th ed.). New York: Psychology Press.

6

18.5./19.5.

Aufmerksamkeit II

1) AutomaticProcessing and Word Recognition

*a) Kapitel 5, S. 193-199 aus Eysenck, M. W., & Keane, M. T. (2010). Cognitive Psychology: A Student’s Handbook (6th ed.). New York: Psychology Press.

b) Brown, T. L., Gore, C. L., & Carr, T. H. (2002). Visual Attention and Word Recognition in Stroop Color Naming: Is Word Recognition “Automatic”? Journal of Experimental Psychology: General, 131(2), 220-240.

 

2) Divided Attention and Change Blindness

a) Kapitel 5, S. 185-190 aus Eysenck, M. W., & Keane, M. T. (2010). Cognitive Psychology: A Student’s Handbook (6th ed.). New York: Psychology Press.

b) Strayer, D. L., & Johnston, W. A. (2001). Driven to Distraction: Dual-Task Studies of Simulated Driving and Conversing on a Cellular Telephone. Psychological Science, 12(6), 462-466

c) Rensink, R. A., O’Regan, .J. K., & Clark, J. J. (1997). To see or not to see: The Need for Attention to Perceive Changes in Scenes. Psychological Science, 8(5), 368-373.

7

25.5./26.5.

Gedächtnis I

1) Dual-Process theories of recognition memory

*a) 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.

b) Rugg, M. D., & Yonelinas, A. P. (2003). Human recognition memory: a cognitive neuroscience perspective. Trends in Cognitive Sciences, 7, 313-39.

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) Diekelmann, S., Wilhelm, I. & Born, J. (2009). The whats and whens of sleep-dependent memory consolidation. Sleep Medicine Reviews, 13, 309-21.

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.

8

1.6./2.6.

Gedächtnis II

1) WM: Baddeley’s multi-modal approach

*a) Baddeley, A.D. (2010) Working memory. Current Biology, 20, 136-40.

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: Cowan’s dynamic model

a) Ricker, T., AuBuchon, A.M., & Cowan, N. (in press). Working memory. In L. Nadel (Ed.), Wiley interdisciplinary reviews: cognitive science.

b) Cowan, N. (1999). An embedded-processes model of working memory. In A. Miyake & P. Shah (Eds.), Models of Working Memory: Mechanisms of active maintenance and executive control (pp. 62-101). Cambridge, U.K.: Cambridge University Press.

9

8.6./9.6.

Lernen I

1) Classical Conditioning

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

b) Siegel, S. (2005). Drug Tolerance, Drug addiction, and Drug Anticipation. Current Directions in Psychological Science, 14(6), 296-300.

 

2) Operant Conditioning and Positive Reinforcement

a) Skinner, B. F. (1992). “Superstition” in the Pigeon. Journal of Experimental Psychology: General, 121(3), 273-274.

b) Seligman, E. P. & Maier, S. F. (1967). Failure to escape traumatic shock. Journal of Experimental Psychology, 74(1), 1-9.

c) Matute, H. (1994). Learned Helplessness and Superstitious Behavior as Opposite Effects of Uncontrollable Reinforcement in Humans. Learning and Motivation, 25, 216-232.

10

15.6./16.6.

Lernen II

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.

11

22.6./23.6.

Sprache I

1) Introduction to language comprehension

*a) Kapitel 10 aus Eysenck, M. W., & Keane, M. T. (2010). Cognitive Psychology: A Student’s Handbook (6th ed.). New York: Psychology Press.

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

 

2) Constraint-based models of sentence processing

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

b) Garnsey, S. M., Pearlmutter, N. J., Myers, E., & Lotocky, M. A. (1997). The contributions of verb bias and plausibility to the comprehension of temporarily ambiguous sentences. Journal of Memory and Language, 37, 58-93.

12

29.6./30.6.

Sprache II

1) The dual-route model of reading

a) Coltheart, M., Rastle, K., Perry, C., Langdon, R., & Ziegler, J. C. (2001). DRC: A Dual Route Cascaded model of visual word recognition and reading aloud. Psychological Review, 108, 204-256.

b) Levy, J., Pernet, C., Treserras, S., Boulanouar, K., Aubry, F., et al. (2009). Testing for the Dual-Route Cascade Reading Model in the Brain: An fMRI Effective Connectivity Account of an Efficient Reading Style. PLoS ONE, 4, e6675. doi:10.1371/journal.pone.0006675.

 

2) Impaired reading processes

a) Gabrieli, J.D.E. (2009). Dyslexia: A new synergy between education and cognitive. Science, 325, 280-3.

b) Ziegler, J. C., Castel, C., Pech-Georgel, C., George, F., Alario, F. X., & Perry, C. (2008). Developmental Dyslexia And The Dual Route Model Of Reading: Simulating Individual Differences and Subtypes. Cognition, 107, 151-78.

13

6.7./7.7.

Emotion

1) Defining Emotion(s)

a) Kapitel 8 aus: Smith, E. E., & Kosslyn, S. M. (2009). Cognitive Psychology: Mind and Brain. New Jersey: Pearson Education.

b) Ekman, P., & Friesen, W. V. (1971). Constants Across Cultures In The Face And Emotion. Journal of Personality and Social Psychology, 17, 124-29.

 

2) Russell’s circumplex model:emotional valence vs. arousal

*a) Hamann, S. (2003). Nosing in on the emotional brain. Nature Neuroscience, 6, 106-8.

b) Russell, J.A. & Feldman-Barrett, L. (1999). Core affect, prototypicalepisodes, and other things called emotion: Dissecting the elephant. Journal of Personality and Social Psychology, 76, 805-19.

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, 261-73.

14

13.7./14.7.

Handlung

1) Control of Action

* Kapitel 11, S. 452-476 aus: Michael S. Gazzaniga, Richard B. Ivry, George R. Mangun (2002). Cognitive Neuroscience (2nd ed.). Norton & Company.
  23.7. Klausur