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Human Potential: Application


Admission requirements

Master’s students Psychology with Master specialisation Applied Cognitive Psychology.


This course complements the course “Human Potential: Theory”. In which settings can theoretical knowledge be applied to enhance productivity, creativity, memory, well-being and self-regulation? The course focuses on the translation from cognitive theories to entries for cognitive enhancement in a variety of (job) contexts. The knowledge acquired here can be applied by (human resource) managers, educators and people working with older adults; in product development, governmental policy and public interest.

Lecture overview (attendance compulsory):
1) Introduction + Enhancement in education(G. Band)
2) Enhancement in old age (G. Band)
3) Optimizing work productivity 1 (G. Band)
4) Optimizing work productivity 2 (G. Band)
5) Ethics of enhancement (J. Groeneweg)
6) Enhancement in traffic (W. Verschuur)
7) Design and product development (P. Haazebroek)
8) Human error at work 1 (J. Groeneweg)
9) Human error at work 2 (J. Groeneweg)
10) Current topic (guest lecturer)
11) Current topic (guest lecturer)

Students will also perform case studies on the basis of interviews and literature reviews.
Case studies, e.g.:

  • How to optimize performance of shift workers

  • How to foster creativity and productivity

  • Brain-based views on education

  • Physical and mental fitness

Course objectives

After this course, students have obtained experience with applying cognitive enhancement techniques and views for application in a variety of fields.


Human Potential: Application (2014-2015)



Students need to enroll for lectures and work group sessions. Please consult the Instructions registration


Students are not automatically enrolled for an examination. They can register via uSis from 100 to 10 calendar days before the date; students who are not registered will not be permitted to take the examination. Registering for exams

Mode of instruction

  • 11 lectures x 2 hour (attendance compulsory)

  • Individual and group work on case studies

  • Site visit (attendance not compulsory)

Assessment method

  • Two case study reports

  • Essay questions

The Faculty of Social Sciences has instituted that instructors use a software programme for the systematic detection of plagiarism in students’ written work. In case of fraud disciplinary actions will be taken. Please see the information concerning fraud


Information on

Reading list

  • Individual literature (appr. 200 pages)

  • Selected journal articles (appr. 250 pages)

Provisional article list:

  • Daffner, K R. (2010). Promoting successful cognitive aging: A comprehensive review. Journal of Alzheimer, 19(4), 1101-1122.

  • Deci, E L, & Ryan, R M. (2008). Facilitating optimal motivation and psychological well-being across life._ Canadian Psychology, 49(1),_ 14-23.

  • Dunlosky, J. et al. (2013). Improving students’ learning with effective learning techniques: promising directions from cognitive and educational psychology. Psychological Science in the public interest, 14, 4-58.

  • Fischer, D.L., Pollatsek, A.P., Pradhan, A. (2006). Can novice drivers be trained to scan for information that will reduce their likelihood of a crash? Injury Prevention, 12 (12(Suppl I), pp. 25-29.

  • Hollnagel, E., Nåbo, A., Lau, I.V. (2003). A Systematic Model For Driver-in-Control. Driving Assessment 2003: The Second International Driving Symposium on Human Factors in Driver Assessment, Training and Vehicle Design, pp. 86-91.

  • Petzoldt, T., Bär, N., Ihle, C., Krems, J.F. (2011). Learning effects in the lane change task (LCT)-Evidence from two experimental studies. Transportation Research Part F, 14, pp. 1-12.

  • Hansen, M, Janssen, I, Schiff, A, et al. (2005). The impact of school daily schedule on adolescent sleep._ Pediatrics, 115(6), _1555-1561.

  • Hattie, J, & Timperley, H. (2007). The power of feedback. Review of educational research, 77(1), 81-112.

  • Kanfer, R, & Ackerman, PL. (2004). Aging, adult development, and work motivation. The Academy of Management review, 29(3), 440-458.

  • Osburn, HK, & Mumford, MD. (2006). Creativity and planning: Training interventions to develop creative problem-solving skills. Creativity research journal, 18(2), 173-190.

  • Oudejans, & Nieuwenhuys, A. (2009). Perceiving and moving in sports and other high-pressure contexts. M. Raab et al. (Eds) Progress in brain research, 174, Amsterdam,: Elsevier.

  • Robins, A., Rountree, J., & Rountree, N. (2003). Learning and teaching programming: A review and discussion. Computer science education, 13(2), 137-172.

  • Greely, H, Sahakian, B, Harris, J, et al. (2008). Towards responsible use of cognitive-enhancing drugs by the healthy. Nature, 456(7223), 702-705.

  • Scott, G, Leritz, LE, & Mumford, MD. (2004). The effectiveness of creativity training: A quantitative review. _Creativity research journal, 16(4), _361-388.

  • Singer, RN. (2000). Performance and human factors: Considerations about cognition and attention for self-paced and externally-paced events. _Ergonomics, 43(10), _1661-1680.

  • Wickens, C.D. (2008). Multiple Resources and Mental Workload. Human Factors, Vol. 50, pp. 449-455.

Contact information

Dr. G. Band
Room 2B09
Tel: 071-5273998