Prospectus

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Human Potential: Application

Course 2012-2013

Admission requirements

Master’s students Psychology

Description

This course complements the course “Human Potential: Theory”, but the two courses are set up to allow for a reversed order. 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@school (G. Band)
2) Enhancement in sports and creativity (G. Band)
3) Enhancement for older adults (G. Band)
4) Ethics, Individualized approach, Statistics, and Methodology (J. Groeneweg)
5) Enhancement@work (G. Band)
6) Enhancement@traffic (W. Verschuur)
7) Design and product development (P. Haazebroek)
8) 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.

Timetable

Human Potential: Application (2012-2013)

Mode of instruction

  • 8 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

From January 1, 2006 the Faculty of Social Sciences has instituted the Ephorus system to be used by instructors for the systematic detection of plagiarism in students’ written work. Please see the information concerning fraud .

Blackboard

Information on blackboard.leidenuniv.nl

Reading list

  • Individual literature (appr. 200 pages)
  • Selected journal articles (appr. 250 pages)

Provisional article list:

  • Baas, M, & Nijstad, B A. (2008). A meta-analysis of 25 years of mood-creativity research: Hedonic tone, activation, or regulatory focus?. Psychological bulletin, 134(6), 779-806.
  • 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.
  • Diamond, A, & Lee, K. (2011). Interventions shown to aid executive function development in children 4 to 12 years old. Science, 333(6045), 959-964.
  • 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.
  • Greely, H, Sahakian, B, Harris, J, et al. (2008). Towards responsible use of cognitive-enhancing drugs by the healthy. Nature, 456(7223), 702-705.
  • 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.
  • 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.
  • Kanfer, R, & Ackerman, PL. (2004). Aging, adult development, and work motivation. The Academy of Management review, 29(3), 440-458.
  • Ohly, S, Sonnentag, S, & Pluntke, F. (2006). Routinization, work characteristics and their relationships with creative and proactive behaviors. Journal of organizational behavior, 27(3), 257-279.
  • 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.
  • Pashler, H, Rohrer, D, Cepeda, N J, et al. (2007). Enhancing learning and retarding forgetting: Choices and consequences. Psychonomic bulletin & review, 14(2), 187-193.
  • 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. `
  • Robins, A., Rountree, J., & Rountree, N. (2003). Learning and teaching programming: A review and discussion. Computer science education, 13(2), 137-172.
  • 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,
    Winterbottom, M, & Wilkins, A. (2009). Lighting and discomfort in the classroom. Journal of environmental psychology, 29(1), 63-75.

Registration

Course enrolment

Students need to enrol for the course via uSis on the master’s introduction and course enrolment day that takes place at the start of each semester. Please, consult the master’s agenda Psychology.

Contact information

Dr. G. Band
Room 2A47
Tel: 071-5273998
E-mail: band@fsw.leidenuniv.nl