Only open to master’s students in Psychology with the specialisation:
Applied Cognitive Psychology
Occupational Health 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 mandatory):
1) Introduction + Enhancement in education (G. Band)
2) Enhancement in old age (G. Band)
3) Optimizing work productivity (G. Band)
4) Ethics of enhancement (J. Groeneweg)
5) Human error at work (J. Groeneweg)
6) Cognitive ergonomics (t.b.a.)
7) Current topic (t.b.a.)
8) Current topic (guest lecturer)
Students will perform 2 practical analyses on the basis of interviews and literature reviews. A group-wise analysis involves the observation of cognitive ergonomic factors limiting performance at the workplace. An individual analysis involves interviews and literature study to inspect the potential for improvements in a workplace.
After this course, students will: - have obtained experience with applying cognitive enhancement techniques and views for application in a variety of fields; and
- have learned to write analysis reports in a style suitable for both academic and professional purposes.
For the timetables of your lectures, work groups and exams, please select your study programme in:
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
8 2-hour lectures (attendance is mandatory)
3 1,5-hour work group session
1 individual and 1 group analysis assignment
Site visit (attendance is not mandatory)
Guided peer feedback (non-scheduled)
2 analysis assignments (2/3rd of grade)
Exam with essay questions (1/3rd of grade)
The Faculty of Social and Behavioural 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.
Individual literature (appr. 200 pages)
Selected journal articles (appr. 250 pages)
Examples of the literature:
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.
h3. Contact information
Kerwin J.F. Olfers MSc