Open to MSc Psychology (research) students
This course provides state-of-the-art knowledge in the field of cognition and learning. The course focuses on the process of assessment of cognitive potential of school-aged children (6-12) and adolescents (13-18), including the role of motivation and strategies that children and adolescents use for performing well in school. A relatively recent development in the scientific field is to match goals of researchers with expectations and needs of societal partners (such as schools) and youth. Using co-creation of scientific questions and methods, it is possible to provide a richer and ecologically valid approach to understanding the potential of young people in the classroom. In this course, we will develop a scientific method to assess the relation between cognition and motivation/strategies using the process of co-creation and open science. In the first sessions, we will develop research questions based on information obtained from societal partners (schools, teachers) and youth and match these to scientific knowledge. Next, we will develop and conduct a new scientific study for which all steps will be pre-registered and made accessible to the partners. Finally, we will learn how to communicate the findings in a scientifically valid and societally accessible way.
In this course, students have to gather information on and critically discuss different kinds of cognitive and motivation theories, and the predictive validity of test procedures.
Additionally, information has to be collected and critically discussed about co-creation with societal partners, pre-registration and making data and results accessible to others (open science). Students both have to study and collect several new sources of information in this field.
In the first part of the course students discuss methodological and theoretical aspects of cognitive learning and motivation. They both study and evaluate the various theoretical points of view in relation to their value in practice, together with societal partners. In weekly sessions, open science methods and materials will be evaluated.
In the second part of the course, students develop a new study and write a preregistration report on their expected findings which they will need to elaborate on further in an oral explanation. In doing so, students have to demonstrate they can integrate these findings with results from the course literature.
In the third part, the study will be conducted together with the schools and students will learn how to present their data in an open and accessible way.
After completing this course, students:
1. Have gained insight into cognitive learning theories vis-à-vis needs in practice, through the process of co-creation.
2. Are able to apply pre-register their hypotheses.
3. Are able to organize their data and present their results in a scientifically valid and societally accessible way.
For the timetables of your lectures, work groups and exams, please select your study programme in: Psychology timetables
Students need to enroll for lectures and work group sessions. Master’s course 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
The course consists of:
7 2-hour interactive lectures
Students have to read and discuss actively the literature for each lecture, give presentations, demonstrate materials through co-creation, and discuss the advantages and disadvantages of such testing methods. They have to find new literature on research data and have to be able to discuss their findings and integrate them with the core literature.
The interactive lectures will be taught in English.
Assignment 1: Write a preregistration based on a research question that is developed in a process of co-creation with societal partners (school and youth), including an oral explanation (in a group of students)
Assignment 2: Written report on accessible data organization
Course objective 1 will be assessed in Assignment 1
Course objective 2 will be assessed in Assignment 1
Course objective 3 will be assessed in Assignment 2
The Institute of Psychology follows the policy of the Faculty of Social and Behavioural Sciences to systematically check student papers for plagiarism with the help of software. Disciplinary measures will be taken when fraud is detected. Students are expected to be familiar with and understand the implications of this fraud policy.
Vandenbroucke, L., Weeda, W., Lee, N., Baeyens, D., Westfall, J., Figner, B., & Huizinga, M. (2018). Heterogeneity in cognitive and socio-emotional functioning in adolescents with on-track and delayed school progression. Frontiers in Psychology, 9:1572.
Nosek, B.A., Beck, E.D., Campbell, L., Flake, J.K., Hardwicke, T.E., Mellor, D.T., van ‘t Veer, A.E., Vazire, S. (2019). Preregistration is hard, and worthwhile. Trends in Cognitive Sciences, 23(10), 815-818.
Free choice of 8-10 articles
Prof. Dr. Eveline Crone firstname.lastname@example.org
Dr. Annelinde Vandenbroucke email@example.com