Week 3 Lesson Plan
The reading worksheet file can be found here.
The participation form can be found here.
To navigate to individual lesson plans:
Tuesday, May 28th - Language (#9/28 of class):
Learning Objectives:Resources: Pitch Rubric, Slides, Pitch Sheets (1, 2, 3), & Quiz 2, Quiz 2 key
- LO1: Continue to build a supportive classroom culture & discuss science communication
- Handouts on Science Communication Elevator pitches
- Determine components as a class for rubric on SciComm pitch
- LO2: Define, identify, and apply previous constructs that we have discussed in class
- Quiz on material covered since last quiz: multiple choice and short answer
- LO3: Describe the basic fundamental principles of language
- Discuss real-world implications of language interventions, language theories, and development (e.g., this) as another subarea in psychology that interacts with cognitive psychology
- Discuss Goldstein chapter 11 on language as well as recent language research from the SciAm article
- LO4: Summarize and critically analyze academic journal articles
- With the language research as our background, we can now discuss the methodology used to infer cognition, language development, etc.
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). Yu et al. (2019) Accessibility (N=7), M = 4.43, SD = 0.79; Interesting M = 4, SD = 0.82; Bergelson & Aislin (2017) Accessibility (N=7), M = 4.43, SD = 0.79; Interesting M = 4.14, SD = 0.90
- Bergelson, E., & Aslin, R. N. (2017). Nature and origins of the lexicon in 6-mo-olds. Proceedings of the National Academy of Sciences, 114(49), 12916–12921. https://doi.org/10.1073/pnas.1712966114. PDF here
- Yu, C., Suanda, S. H., & Smith, L. B. (2019). Infant sustained attention but not joint attention to objects at 9 months predicts vocabulary at 12 and 15 months. Developmental Science, 22(1), e12735. https://doi.org/10.1111/desc.12735. PDF here
- Gutman, R. (2017, November 20). The Connected Vocabularies of Six-Month-Olds. Retrieved from The Atlantic website: https://www.theatlantic.com/science/archive/2017/11/babies-language-vocabularies/546320/. PDF here
- Hayakawa, S., & Marian, V. (2019). How Language Shapes the Brain. Retrieved from Scientific American Blog Network website: https://blogs.scientificamerican.com/observations/how-language-shapes-the-brain/. PDF here
- Note that we will have our second quiz today - expect feedback from me later in the day
- List of potential scientists (multiple in case of duplicates) that you want to cover for Wikipedia profile
- Reading worksheet - if you want to continue filling this out
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Wednesday, May 29th - Working Memory / Cognitive Training (#10/28 of class):
Learning Objectives:Resources: Slides, Brain Training Activity Packets (1,2,3,4,5,6,7,8,9)
- LO1: Continue to build a supportive classroom culture & discuss science communication
- In class practice of your written SciComm pitches to a partner
- Discuss what Duong article meant in terms of science journalism - https://www.eurekalert.org/
- Towards the end of class, can discuss how research on working memory applies to science writing (e.g., sentence construction)
- LO2: Describe the basic foundamental principles of working memory & the claims underlying cognitive training
- Discussion of Goldstein, Chpt 5 and historical perspectives on short-term & working memory
- Recall what we learned on attention last week & its relation to working memory
- LO3: Summarize and critically analyze academic journal articles
- Compare and contrast the evidence for & against working memory training & how science communicators cover this topic
- Critically discuss the academic journal articles: what does this mean for society at large?
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). Kable et al. (2017) Accessibility (N=6), M = 4.17, SD = 0.75; Interesting M = 4.17, SD = 0.75; Yin et al. (2019) Accessibility (N=6), M = 4.17, SD = 0.75; Interesting M = 4.17, SD = 0.75
- Kable, J. W., Caulfield, M. K., Falcone, M., McConnell, M., Bernardo, L., Parthasarathi, T., … Lerman, C. (2017). No Effect of Commercial Cognitive Training on Brain Activity, Choice Behavior, or Cognitive Performance. Journal of Neuroscience, 37(31), 7390–7402. https://doi.org/10.1523/JNEUROSCI.2832-16.2017. PDF here
- Yin, S., Sui, J., Chiu, Y.-C., Chen, A., & Egner, T. (2019). Automatic Prioritization of Self-Referential Stimuli in Working Memory. Psychological Science, 30(3), 415–423. https://doi.org/10.1177/0956797618818483. PDF here
- Noe, A. (2017). More Bad News For Brain-Training Games. Retrieved from NPR.org website: https://www.npr.org/sections/13.7/2017/07/14/536759455/more-bad-news-for-brain-training-games. PDF here
- Duong, Y. (2019). It’s Not Your Fault -- Your Brain is Self-Centered. Retrieved from https://today.duke.edu/2019/03/its-not-your-fault-your-brain-self-centered. PDF here
- Science Communication Pitch of Yu et al. (2019), Kable et al. (2017), MacCormack and Linquist (2019), Siegel et al. (2018), Wechsler et al. (2018), Kang and Wheatley (2017), OR Middlebrooks et al. (2017); you can't use the same article you did for your tweet, headline, or opening paragraph, and we will try to make sure everyone in class has a different article for the pitch.
- Reading worksheet - if you want to continue filling this out
- Expect feedback from me on your opening paragraph assignment
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Thursday, May 30th - LTM: Structure (Episodic Memory) (#11/28 of class):
Learning Objectives:Resources: Slides
- LO1: Continue to build a supportive classroom culture & discuss science communication
- Paragraph-by-paragraph breakdown of the scientist summary piece we read for today
- Comparison between what the actual article (JoN) discussed vs. what the scientist summary piece did
- Discuss reverse outlines - for multi paragraph expansion of SciComm & scientist summary pieces
- LO2: Describe the basic fundamental principles of long-term memory structure
- What is episodic memory? How does it relate to knowledge? Autobiographical memory? etc. Discuss Goldstein Chpt 6
- LO3: Summarize and critically analyze academic journal articles
- Now that research has been contextualized, what makes a memory its own event? How are memories constructed (cc: Science News piece from today)? Different perspectives on event segmentation.
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). Ben-Yakov and Henson (2018) Accessibility (N=9), M = 4.11, SD = 1.17; Interesting M = 3.89, SD = 0.93; Uitvlugt and Healey (2019) Accessibility (N=9), M = 4.33, SD = 0.87; Interesting M = 4.11, SD = 0.93
- Uitvlugt, M. G., & Healey, M. K. (2019). Temporal Proximity Links Unrelated News Events in Memory. Psychological Science, 30(1), 92–104. https://doi.org/10.1177/0956797618808474. PDF here
- Ben-Yakov, A., & Henson, R. N. (2018). The Hippocampal Film Editor: Sensitivity and Specificity to Event Boundaries in Continuous Experience. Journal of Neuroscience, 38(47), 10057–10068. https://doi.org/10.1523/JNEUROSCI.0524-18.2018. PDF here
- Williams, A. N., Postans, M., & Hodgetts, C. J. (2019). How the Human Brain Segments Continuous Experience. Journal of Neuroscience, 39(17), 3172–3174. https://doi.org/10.1523/JNEUROSCI.3041-18.2019. PDF here
- Shute, N. (2014). Our Brains Rewrite Our Memories, Putting Present In The Past. Retrieved from NPR.org website: https://www.npr.org/sections/health-shots/2014/02/04/271527934/our-brains-rewrite-our-memories-putting-present-in-the-past. PDF here
- Reading worksheet - if you want to continue filling this out
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Friday, May 31st - LTM: Processes & Mechanisms (#12/28 of class):
Learning Objectives:Resources: Slides
- LO1: Continue to build a supportive classroom culture & discuss science communication
- Discuss Wikipedia profile
- Discuss a rubric for science summary pieces based off of the ripples article + previous Journal club article
- LO2: Describe the basic mechanisms of memory processes
- Discuss Goldstein chapter 7 about memory processes
- Review LTM: structure materialk
- LO3: Summarize and critically analyze academic journal articles
- Now that the research has been contextualized on what are considered basic memory processes, how does our previous discussion on WEIRD samples apply here? Are these basic memory principles?
- What are real-world implications? What are ongoing questions in the memory field?
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). Vaz et al. (2019) Accessibility (N=7), M = 3.71, SD = 1.38; Interesting M = 3.29, SD = 1.11
- Chapter 7 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. PDF here
- Vaz, A. P., Inati, S. K., Brunel, N., & Zaghloul, K. A. (2019). Coupled ripple oscillations between the medial temporal lobe and neocortex retrieve human memory. Science, 363(6430), 975–978. https://doi.org/10.1126/science.aau8956. PDF here
- Gelinas, J. (2019). Ripples for memory retrieval in humans. Science, 363(6430), 927–928. https://doi.org/10.1126/science.aaw6767. PDF here
- Expect feedback from me on your SciComm pitch assignment
- Multiple paragraphs of SciComm article - whatever you chose for your opening paragraph, you can expand on, and you should incorporate feedback from that assignment.
- Reading worksheet - if you want to continue filling this out