Entry requirements
Only open to master’s students in Psychology with the specialisation:
Applied Cognitive Psychology
Occupational Health Psychology
Description
This course complements the course Evidence based Cognitive Enhancement (ECE). 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.
Students will perform a practical analysis, based on literature, interviews and the observation of factors limiting performance at the workplace. Group work will culminate in an individual written report. Attendance to the course is mandatory.
Course objectives
After this course, students will:
1) have obtained knowledge regarding the application of cognitive enhancement and ergonomics techniques in a variety of fields and contexts (i.e. different jobs and different environments).
2) have practical experience with performing cognitive ergonomics and cognitive enhancement analysis in the workplace.
3) be able to write analysis reports in a style suitable for both academic and professional purposes (e.g. as consultants for a company).
Timetable
For the timetable of this course please refer to MyTimetable
Registration
Education
Students must register themselves for all course components (lectures, tutorials and practicals) they wish to follow. You can register up to 5 days prior to the start of the course.
Exams
You must register for each exam in My Studymap at least 10 days before the exam date. You cannot take an exam without a valid registration in My Studymap. Carefully read all information about the procedures and deadlines for registering for courses and exams.
Exchange students and external guest students will be informed by the education administration about the current registration procedure.
Mode of instruction
8 x 2-hour lectures (attendance is mandatory)
6 x 2-hour work group session (attendance is mandatory)
Attendance at the lectures and work group sessions is mandatory. See Brightspace for more information.
Weblectures will not be made available for all lectures.
Assessment method
1 x exam with essay questions (1/3rd of grade)
The exam will cover the literature accompanying the lectures and the lecture slides. The exam corresponds mainly to course objective 1.
1 x work group assignment (1/3rd of grade)
The work group assignment corresponds mainly to course objectives 2 and 3.
Resits of study assignments will be evaluated with a maximum grade of 6. Resit assignments are identical to the original ones (i.e. second submission). Students can rely on feedback provided to the original assignment.
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. All students are required to take and pass the Scientific Integrity Test with a score of 100% in order to learn about the practice of integrity in scientific writing. Students are given access to the quiz via a module on Brightspace. Disciplinary measures will be taken when fraud is detected. Students are expected to be familiar with and understand the implications of this fraud policy.
Reading list
Individual literature to be selected by the student (appr. 200 pages), as needed for the analysis assignments.
Selected journal articles (appr. 250 pages), below are examples of the literature (the exact papers might differ, but will all be accessible at the start of the course):
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.
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.
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.
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.
Strauch, B. (2017). Ironies of automation: Still unresolved after all these years. IEEE Transactions on Human-Machine Systems, 48(5), 419-433.
Contact information
Dr. Francesco Walker f.walker@fsw.leidenuniv.nl