We will meet twice a week
Tuesdays and Thursdays, 3:00 P.M.– 4:20 P.M.
The aim for this course is to provide students with the necessary foundation to think critically about research in cognitive science. The course reviews the scientific method and considers the strengths and weaknesses of a range of approaches, such as laboratory experimentation, neuroscience methods, and online data collection. Students will be introduced to statistical reasoning in science, including a basic overview of common statistical techniques. We will also discuss principles for the ethical conduct of research both in the laboratory and online. This course will include traditional lectures, in-class activities, and special presentations by cognitive scientists at Rutgers and other universities in the field. Students will also get hands-on experience programming and collecting their own data, which will culminate in a paper and presentation. This course counts for 3 credits.
I expect students to have read the assigned readings before class. This does not mean just skimming reading, but engaging critically with the scholarship. In particular, look for passages that you disagree with or that seem unclear to you, as these are likely ones that could benefit from further discussion in class. I recommend that, if at all possible, students find a way to mark up the articles or books as they are read to improve reading comprehension.
This schedule represents my current plans and objectives. As we go through the semester, these plans (including exact assignment due dates) may need to change to enhance learning opportunities for the class. (e.g. due to an extension of our discussion of specific topics that arise during lectures). Such changes, communicated clearly, are not unusual and should be expected.
|1||TH||2-Sep||Introduction & Course Expectations|
|2||T||7-Sep||Fundamentals of Science and How We Study the Brain||CH.1 JHANGIANI et al.
CH.2 JHANGIANI et al.
|September 10th is last day to drop a course without a "W" grade|
|2||TH||9-Sep||Research Ethics||CH.3 JHANGIANI et al.||
Team Charter Due by Friday, September 10th
|3||T||14-Sep||Sources of Information||Laura Mullen (Rutgers Behavioral Sciences Librarian)|
|3||TH||16-Sep||Ethics Training: CITI TRAINING||Topic Approval Due by Friday September 17th|
|4||T||21-Sep||Open Science/Replication||- Simmons, J. P., Nelson, L. D., & Simonsohn, U. (2011). False-Positive Psychology: Undisclosed Flexibility in Data Collection and Analysis Allows Presenting Anything as Significant. Psychological Science, 22(11), 1359–1366. https://doi.org/10.1177/0956797611417632
(watch the summary video here: https://www.youtube.com/watch?v=bf3GqyBRgzY&t=562s)
- Nosek, B. A., Ebersole, C. R., DeHaven, A. C., & Mellor, D. T. (2018). The preregistration revolution. Proceedings of the National Academy of Sciences, 115(11), 2600. https://doi.org/10.1073/pnas.1708274114
|4||Th||23-Sep||Open Science/Replication||- Brandt, M. J., IJzerman, H., Dijksterhuis, A., Farach, F. J., Geller, J., Giner-Sorolla, R., Grange, J. A., Perugini, M., Spies, J. R., & van ’t Veer, A. (2014). The Replication Recipe: What makes for a convincing replication? Journal of Experimental Social Psychology, 50, 217–224 https://doi.org/10.1016/j.jesp.2013.10.005l
- Frank, M. C., & Saxe, R. (2012). Teaching Replication.Perspectives on Psychological Science,7(6),600–604.https://doi.org/10.1177/1745691612460686
|Article Summary and CITI training Due By Friday September 24th|
|5||T||28-Sep||Psychological Measurement||CH.4 JHANGIANI et al.|
|5||Th||30-Sep||Experiment Basics||CH.5 JHANGIANI et al.|
|6||T||5-Oct||Exploring Cognition Through the Eyes: Eye-tracking (Teams 1 and 2) RuCCS eye-tracking lab A120|
|6||TH||7-Oct||Exploring Cognition Through the Eyes: Pupillometry||Sarah Colby (University of Iowa): Pupillometry||- Torres A and Hout M (2019) Pupils: A Window Into the Mind. Front. Young Minds. 7:3. doi: 10.3389/frym.2019.00003
- Laeng, B., Sirois, S., & Gredebäck, G. (2012). Pupillometry: A Window to the Preconscious? Perspectives on Psychological Science, 7(1), 18–27. https://doi.org/10.1177/1745691611427305
|Preregistration, Presentation Reflection, and Consent Form due by Friday October 8th|
|7||T||12-Oct||Exploring Cognition Through the Eyes: Eye-tracking (Teams 3, 4, and 5) RuCCS eye-tracking lab A120|
|7||TH||14-Oct||Exploring Cognition Through the Brain: EEG||McCall Syrett (Villanova University): EEG||- Allopenna, P. D. , Magnuson, J. S. , & Tanenhaus, M. K. (1998). Tracking the time course of spoken word recognition using eye movements: Evidence for continuous mapping models. Journal of Memory and Language, 38, 419–439.
Measuring Brain Waves in the Classroom
. (n.d.). Frontiers for Young Minds. Retrieved October 2, 2021, from
|Presentation Reflection due by Friday October 15th|
|8||T||19-Oct||Exploring Cognition Through the Brain : EEG (Teams 1, 2) RuCCS eye-tracking lab A120||- Etienne, A., Laroia, T., Weigle, H., Afelin, A., Kelly, S. K., Krishnan, A., & Grover, P. (2020). Novel Electrodes for Reliable EEG Recordings on Coarse and Curly Hair. BioRxiv, 2020.02.26.965202. https://doi.org/10.1101/2020.02.26.965202|
|8||TH||21-Oct||Exploring Cognition Through the Brain: EEG (Teams 3, 4,5) RuCCS eye-tracking lab A120|
|9||T||26-Oct||Understanding Cognition Through the Brain: fMRI||Melissa Thye (University of Edinburgh): fMRI/sEEG||- Racine, E., Bar-Ilan, O., & Illes, J. (2005). FMRI in the public eye. Nature Reviews Neuroscience, 6(2), 159–164. https://doi.org/10.1038/nrn1609
- Turner, R. (2016). Uses, misuses, new uses and fundamental limitations of magnetic resonance imaging in cognitive science. Philosophical Transactions of the Royal Society B: Biological Sciences, 371(1705). https://doi.org/10.1098/rstb.2015.0349- Amanamba U., Sojka A., Harris S., Bucknam M.,& Hegdé. J. (2020) A Window Into Your Brain: How fMRI Helps Us Understand What Is Going on Inside Our Heads. Front. Young Minds. 8:484603. doi: 10.3389/frym.2020.484603
|Presentation Reflection Due by Friday October 29th|
|9||TH||28-Oct||Understanding Cognition Through the Brain: fMRI (The Center for Advanced Human Brain Imaging Research (CAHBIR))|
|10||T||2-Nov||Exploring Cognition Through the Web||- Crump, McDonnell, Gureckis (2013). Evaluating Amazon's Mechanical Turk as a Tool for Experimental Behavioral Research
- Bridges, D., Pitiot, A., MacAskill, M. R., & Peirce, J. W. (2020). The timing mega-study: Comparing a range of experiment generators, both lab-based and online. PeerJ, 8, e9414. https://doi.org/10.7717/peerj.9414- - Grootswagers, T. A primer on running human behavioral experiments online. Behav Res 52, 2283–2286 (2020).https://doi.org/10.3758/s13428-020-01395-3
- Gagné, N., & Franzen, L., Ph.D. (2021, August 30). How to run behavioural experiments online: best practice suggestions for cognitive psychology and neuroscience. https://doi.org/10.31234/osf.io/nt67j
|10||TH||4-Nov||No Class - Psychonomics|
|11||T||9-Nov||Introduction to Python/PsychoPy and Pavlovia|
|11||TH||11-Nov||Lucia Cherep (Univeristy of Arizona): VR|
|12||T||16-Nov||Introduction to Python/PsychoPy and Pavlovia & Normalizing Errors
|13||TH||25-Nov||Thanksgiving Break (No Class)|
|14||T||30-Nov||Data Collection||Programmed Experiment Due by November 30th.
|15||TH||9-Dec||Data Analysis||Methods and Data Analysis Write-Up Due by December 10th|
|12/20/2021 - 12/23/2021||FINAL EXAMS (DECEMBER 20th-DECEMBER 23rd)||Paper Due by December 23rd|
I have designed the course to involve a replication study within your area of interest. The replication studies should take some preexisting manipulation and aim to replicate it on a smaller, more manageable scale. There are three primary pedagogical reasons for structuring the final projects in this way:
The replication studies are group projects (unless you strongly feel the need to work alone).
Please send me the certificate
Download the documents here: https://research.rutgers.edu/researcher-support/research-compliance/human-subjects-protection-program-toolkit
You will need to locate:
Go here for example documents: https://osf.io/ncxwv/.