Week 2 Lesson Plan

The reading worksheet file can be found here.

The participation form can be found here.

To navigate to individual lesson plans:

  • Monday, May 20th
  • Tuesday, May 21st
  • Wednesday, May 22nd
  • Thursday, May 23rd
  • Friday, May 24th
  • Monday, May 20th - Attention (#4/28 of class):

    Learning Objectives:

    Resources: Slides, Tweet grading rubric, Anonymized tweet summaries, headline handout, Poldrack blog post, Reading worksheet (Kang, Middlebrooks)

    Student Samples: Kang & Wheatley (Student 1, 2, 3, 4, 5) + Middlebrooks et al. (Student 1, 2, 3)

    1. LO1: Continue to build a supportive classroom culture & discuss science communication
      • Generate grading rubric for tweet summary assignment as a class
      • Gallery walk: peer feedback on the tweet summary assignment, given rubric
    2. LO2: Apply principles of good science communication
      • Apply list of science communication principles we generated to handouts with good and bad headlines and lead sentences & clarify headline/lead assignment.
    3. LO3: Describe the basic fundamental principles of attention
      • Demos: visual search, change blindness, selective attention (STR)
      • Brief lecture/guide on selective, shared, and divided attention, including early theories on attention
      • If there's time: How do lay theories of attention (e.g., NPR podcast) fit in with these theories? Contrast with Russ Poldrack blog post - did not get to
    4. LO4: Summarize and critically analyze academic journal articles
      • Discuss Kang & Wheatley (2017) & Middlebrooks et al. (2017)
    Readings

    Articles:

    I asked how accessible & interesting students found each article on a scale of 1-5 (Not At All Accessible/Interesting vs. Very Accessible/Interesting). Kang & Wheatley (2017) Accessibility (N=10), M = 4.6, SD = 0.70; Interesting M = 4.2, SD = 0.79; Middlebrooks et al. (2017) Accessibility (N=10), M = 3.9, SD = 0.99; Interesting M = 3.9, SD = 0.74

    • Kang, O., & Wheatley, T. (2017). Pupil dilation patterns spontaneously synchronize across individuals during shared attention. Journal of Experimental Psychology: General, 146(4), 569–576. https://doi.org/10.1037/xge0000271. PDF here
    • Middlebrooks, C. D., Kerr, T., & Castel, A. D. (2017). Selectively Distracted: Divided Attention and Memory for Important Information. Psychological Science, 28(8), 1103–1115. https://doi.org/10.1177/0956797617702502. PDF here
    Podcast:
    • Vedantam, S., Shah, P., & Boyle, T. (2018). Buying Attention | Hidden Brain : NPR. Retrieved from https://www.npr.org/2018/01/01/574073721/our-mental-space-under-attack
    Assignments Due:
    • Tweet summaries of Kang and Wheatley (2017) OR Middlebrooks et al. (2017) for both a scientific and lay audience - EMAIL Christina the worksheet w/ tweet summaries by 8 a.m. on Monday
    • Reading worksheet - note that this week I will give you feedback on these worksheets

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    Tuesday, May 21st - Attention (#5/28 of class):

    Learning Objectives:

    Resources: Slides, Headline grading rubric, Anonymized Headlines/Leads, Quiz 1, Quiz 1 Key , Class discussion on podcasts (revisited in Week 6), Reading Worksheets (Seli, Wechsler)

    Student Samples: Seli et al. (Student 1, 3, 4, 5) + Wechsler et al. (Student 1, 3, 4, 5)

    1. LO1: Continue to build a supportive classroom culture & discuss science communication
      • Gallery walk: peer feedback on headline/lead assignment, applying class rubric
    2. LO2: Define, identify, and apply previous constructs that we have discussed in class
      • Quiz on material that we have covered from Wednesday last week to today: multiple choice & short answer
    3. LO3: Apply principles of good science communication
      • Compare and contrast the NPR Hidden Brain podcasts, both of which were loosely on "attention."
      • Discuss the audience covered by the podcast; what made the podcast an ineffective or effective piece of SciComm
      • How do lay theories of attention (e.g., NPR podcast) fit in with these theories? Contrast with Russ Poldrack blog post.
    4. LO4: Describe the paradigms & principles associated with multi-tasking & attentional control
    5. LO5: Summarize and critically analyze academic journal articles
      • Discuss Wechsler et al. (2018) & Seli et al. (2018)
    Readings

    Articles:

    I asked how accessible & interesting students found each article on a scale of 1-5 (Not At All Accessible/Interesting vs. Very Accessible/Interesting). Wechsler et al. (2018) Accessibility (N=8), M = 4.375, SD = 0.74; Interesting M = 4.125, SD = 0.64; Seli et al. (2018) Accessibility (N=8), M = 4.375, SD = 0.52; Interesting M = 4, SD = 0.53

    • Wechsler, K., Drescher, U., Janouch, C., Haeger, M., Voelcker-Rehage, C., & Bock, O. (2018). Multitasking During Simulated Car Driving: A Comparison of Young and Older Persons. Frontiers in Psychology, 9. https://doi.org/10.3389/fpsyg.2018.00910. PDF here
    • Seli, P., Carriere, J. S. A., Wammes, J. D., Risko, E. F., Schacter, D. L., & Smilek, D. (2018). On the Clock: Evidence for the Rapid and Strategic Modulation of Mind Wandering. Psychological Science, 29(8), 1247–1256. https://doi.org/10.1177/0956797618761039. PDF here
    Podcast:
    • You don't need to listen to ALL of this podcast. If you want to, you can. But otherwise, you can listen to 0-5:02; 29:28-rest. Radio Replay: Life, Interrupted | Hidden Brain : NPR. (2017). Retrieved from https://www.npr.org/2017/12/01/567834281/radio-replay-life-interrupted
    Assignments Due:
    • Three possible headline and lead sentences for Weschler et al. (2018), Kang and Wheatley (2017), OR Middlebrooks et al. (2017) - whichever article you did not write a tweet summary for
    • Reading worksheet - if you want to do these, you can; they are no longer required
    • Note that we will have our first quiz this day as well - expect feedback on that later in the day

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    Wednesday, May 22nd - Emotion (#6/28 of class):

    Learning Objectives:

    Resources: Slides, Attention worksheet, Attn worksheet Key, Emotion worksheet, Emotion worksheet key, SciAm Article 1, SciAm Article 2

    1. LO1: Continue to build a supportive classroom culture & discuss science communication
      • Paragraph-by-paragraph critique of 2 SciAm articles
      • Group worksheets today on attention & emotion
    2. LO2: Apply principles of good science communication
      • In minute paper, reflect on good/bad of podcast SciComm
      • Also discuss podcast in emotion paper
    3. LO3: Describe the basic fundamental principles of emotion research
      • Group worksheet on emotion papers and podcast
    4. LO4: Summarize and critically analyze academic journal articles
      • Group worksheets on attention & emotion
    Readings

    Articles:

    I asked how accessible & interesting students found each article on a scale of 1-5 (Not At All Accessible/Interesting vs. Very Accessible/Interesting). Siegel et al. (2018) Accessibility (N=8), M = 4.125, SD = 0.83; Interesting M = 4.125, SD = 0.64; Kragel et al. (2016) Accessibility (N=8), M = 4, SD = 0.93; Interesting M = 4, SD = 0.76

    • Kragel, P. A., Knodt, A. R., Hariri, A. R., & LaBar, K. S. (2016). Decoding Spontaneous Emotional States in the Human Brain. PLOS Biology, 14(9), e2000106. https://doi.org/10.1371/journal.pbio.2000106. PDF here
    • Siegel, E. H., Wormwood, J. B., Quigley, K. S., & Barrett, L. F. (2018). Seeing What You Feel: Affect Drives Visual Perception of Structurally Neutral Faces. Psychological Science, 29(4), 496–503. https://doi.org/10.1177/0956797617741718. PDF here
    Podcast:
    • The creation of emotions. (2017, July 5). Retrieved from Radio National website: https://www.abc.net.au/radionational/programs/allinthemind/the-creation-of-emotions/8576540
    • No embedding HTML - download audio from here

    Assignments Due:
    • Expect feedback from me on your tweet summary assignment
    • Reading worksheet - if you want to do these, you can; they are no longer required

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    Thursday, May 23rd - Emotion (#7/28 of class):

    Learning Objectives:

    Resources: Slides

    1. LO1: Apply principles of good science communication
      • Compare & contrast the CNN and NPR reporting of the two academic papers: did they follow the principles we've discussed?
    2. LO2: Describe the basic fundamental principles of emotion & emotion regulation research
      • Compare & contrast different theories of emotion, such as: James-Lange and Cannon-Bard theories, constructionist and discrete emotion hypothesis
    3. LO3: Summarize and critically analyze academic journal articles
      • Compare & contrast the two constructionist articles we have read to the Kragel paper
      • Apply the d'Arbeloff paper to discussion on the Gross reappraisal theory of emotion regulation
    Readings

    Articles:

    I asked how accessible & interesting students found each article on a scale of 1-5 (Not At All Accessible/Interesting vs. Very Accessible/Interesting). d'Arbeloff et al. (2018) Accessibility (N=8), M = 4.375, SD = 0.92; Interesting M = 3.375, SD = 1.30; MacCormack & Lindquist (2019) Accessibility (N=8), M = 4.875, SD = 0.35; Interesting M = 4.375, SD = 1.41

    • d’Arbeloff, T. C., Kim, M. J., Knodt, A. R., Radtke, S. R., Brigidi, B. D., & Hariri, A. R. (2018). Microstructural integrity of a pathway connecting the prefrontal cortex and amygdala moderates the association between cognitive reappraisal and negative emotions. Emotion, 18(6), 912–915. https://doi.org/10.1037/emo0000447. PDF here
    • MacCormack, J. K., & Lindquist, K. A. (2019). Feeling hangry? When hunger is conceptualized as emotion. Emotion, 19(2), 301–319. https://doi.org/10.1037/emo0000422. PDF here
    Science News:
    • Chen, A. (2018). How Hunger Pangs Can Make Nice People “Hangry.” Retrieved from NPR.org website: https://www.npr.org/sections/health-shots/2018/06/11/618395072/how-hunger-pangs-can-make-nice-people-hangry. PDF here
    • Strickland, A. (2016). This is what emotions look like in your brain. Retrieved from CNN website: https://www.cnn.com/2016/10/06/health/spontaneous-emotions-brain-scans/index.html. PDF here
    Assignments Due:
    • Expect feedback from me on your headline assignment
    • Opening paragraph of a SciComm article from ONE non-Duke reading (i.e., MacCormack and Lindquist (2019), Siegel et al. (2018), Wechsler et al. (2018), Kang and Wheatley (2017), OR Middlebrooks et al. (2017) as long as you haven't already written tweet summaries or headlines for this article
    • Reading worksheet - if you want to do these, you can; they are no longer requireds

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    Friday, May 24th - Review Day (#8/28 of class):

    Learning Objectives:

    Resources: Slides

    1. LO1: Continue to build a supportive classroom culture & discuss science communication.
      • Peer feedback of opening SciComm paragraphs in groups
      • Discuss choosing Wikipedia scientists for assignment
    2. LO2: Describe the basic history of cognitive psychology & cognitive psychology perspectives on cognitive neuroscience
      • Review material from discussing Day 2 methodology, plus some basic principles on cog neuro
    3. LO3: Review material that we have covered so far
      • Class feedback: wanted to slow down a bit & review Perception, some Attention concepts
    Readings

    Textbook Chapters:

    These should hopefully be mostly review from PSY 101 + our discussion on cognitive methodology, although there are a few new points (e.g., sparse coding)

    • Chapter 1 and Chapter 2 from the 4th edition of Bruce Goldstein’s Cognitive Psychology textbook https://www.cengage.com/c/cognitive-psychology-connecting-mind-research-and-everyday-experience-4e-goldstein/9781285763880
    Assignments Due:
    • None

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