Week 4 Lesson Plan
The reading worksheet file can be found here.
The participation form can be found here.
To navigate to individual lesson plans:
Monday, June 3rd - Autobiographical Memory (#13/28 of class):
Learning Objectives:Resources: Slides, Quiz 3, Quiz 3 Key, Worksheet
- LO1: Continue to build a supportive classroom culture & discuss science communication
- Peer feedback on multiple SciComm paragraphs
- LO2: Define, identify, and apply previous constructs that we have discussed in class
- Quiz on material covered since last class: multiple choice & short answer
- LO3: Describe the basic foundamental principles of autobiographical memory
- Review LTM: Processes material
- First memories, flashbulb memories, reminiscence bump, memory as constructive, deficient & superior AM
- LO4: Summarize and critically analyze academic journal articles
- Are there practical applications of these memory findings, like in Leung (2019)? Worksheet on journal articles
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). Rubin et al. (2019) Accessibility (N=3), M = 3.67, SD = 1.53; Interesting M = 4, SD = 1.73; Stanley et al. (2017) Accessibility (N=3), M = 3.67, SD = 1.53; Interesting M = 3.67, SD = 1.15
- Rubin, D. C., Deffler, S. A., & Umanath, S. (2019). Scenes enable a sense of reliving: Implications for autobiographical memory. Cognition, 183, 44–56. https://doi.org/10.1016/j.cognition.2018.10.024. PDF here
- Stanley, M. L., Parikh, N., Stewart, G. W., & De Brigard, F. (2017). Emotional intensity in episodic autobiographical memory and counterfactual thinking. Consciousness and Cognition, 48, 283–291. https://doi.org/10.1016/j.concog.2016.12.013. PDF here
- Leung, W. (2019). Record and replay: How a Canadian-made app is aiming to help Alzheimer’s patients improve their daily lives - The Globe and Mail. Retrieved from https://www.theglobeandmail.com/canada/article-toronto-teams-hippocamera-a-high-tech-memory-aid-for-alzheimers/. PDF here
- Malcolm, L. (2019). A highly superior memory | All in the Mind. Retrieved from https://www.abc.net.au/radionational/programs/allinthemind/a-highly-superior-memory/11021088
No embedding possible - download the audio here
- Note that we have our third quiz this day - expect feedback from me later in the day.
- Reading worksheet - if you want to continue using, you can
►Return to the top of the page
Tuesday, June 4th - Knowledge / Categorization (#14/28 of class):
Learning Objectives:Resources: Slides
- LO1: Continue to build a supportive classroom culture & discuss science communication
- Peer feedback on opening science summary paragraphs
- Tomorrow: will get back to the worksheet from yesterday on memory articles & tie all together
- LO2: Describe the basic foundamental principles of categorization & knowledge
- Discussion of Chpt 9 in Goldstein book
- Compare and contrast the prototype and exemplar approaches to categorization
- Compare and contrast the semantic category approach to the connectionist model of representing knowledge
Textbook Chapter:
- Chapter 9 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
- Midsemester Qualtrics survey for course feedback
- Opening paragraph of a scientist summary article; same rule applies - don't use the same article that you have for SciComm pieces.
- Reading worksheet - if you want to keep filling out, you can
- Expect feedback from me on your multiple SciComm paragraphs
►Return to the top of the page
Wednesday, June 5th - Review Day (#15/28 of class):
Learning Objectives:Resources: Slides
- LO1: Continue to build a supportive classroom culture & discuss science communication
- Review midterm feedback and how I will address the feedback moving forward
- LO2: Review material that we have covered so far in class
- Worksheet on Memory papers, to tie papers back into discussion of materials
- Review how all our topics tie in together to form interdisciplinary bridges, between papers & content
- If there's time, Jeopardy style questions
Scientist Summaries (Read one for another SciSummary example):
- Hutter, S. A., & Wilson, A. I. (2018). A Novel Role for the Hippocampus in Category Learning. Journal of Neuroscience, 38(31), 6803–6805. https://doi.org/10.1523/JNEUROSCI.1085-18.2018. PDF here
- Frankland, P. W., & Josselyn, S. A. (2018). Facing your fears. Science, 360(6394), 1186–1187. https://doi.org/10.1126/science.aau0035. PDF here
- Ramirez, S. (2018). Crystallizing a memory. Science, 360(6394), 1182–1183. http://dx.doi.org.proxy.lib.duke.edu/10.1126/science.aau0043. PDF here
- Vedantam, S. (2018). Looking Back | Hidden Brain : NPR. Retrieved from https://www.npr.org/2018/06/21/622298227/radio-replay-looking-back
- Biography of Wikipedia profiles - see last Friday's slides for guideline
- Reading worksheet
►Return to the top of the page
Thursday, June 6th - Decision-making (#16/28 of class):
Learning Objectives:Resources: Slides
- LO1: Continue to build a supportive classroom culture & discuss science communication
- Mention selecting Duke Research Blog articles
- Apply Lombrozo (2014) piece to our academic journal article readings: mainly, how does a neuroscientific perspective impact decision-making?
- LO2: Describe the basic fundamental principles of decision-making research
- Describe classic theory of decision-making (expected utility) as it applies to everyday scenarios
- Describe endowment effect, how emotions impact decision-making, delay-discounting, loss aversion, risk behaviors, the framing effect, dual systems theory, neuroeconomics, & the trolley problem.
- LO3: Summarize and critically analyze academic journal articles
- How do these papers inform our understanding of how people make decisions?
- How can we apply these findings to everyday life? How does our discussion on sampling factor here? What else would you want to do to build off these studies?
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). Pryor et al. (2019) Accessibility (N=6), M = 4.33, SD = 0.82; Interesting M = 4.33, SD = 0.82; Pearson et al. (2018) Accessibility (N=6), M = 4.33, SD = 0.82; Interesting M = 4.83, SD = 0.41
- Pryor, C., Perfors, A., & Howe, P. D. L. (2019). Even arbitrary norms influence moral decision-making. Nature Human Behaviour, 3(1), 57–62. https://doi.org/10.1038/s41562-018-0489-y. PDF here
- Pearson, J. M., Law, J. R., Skene, J. A. G., Beskind, D. H., Vidmar, N., Ball, D. A., … Skene, J. H. P. (2018). Modelling the effects of crime type and evidence on judgments about guilt. Nature Human Behaviour, 2(11), 856–866. https://doi.org/10.1038/s41562-018-0451-z. PDF here
- Lombrozo, T. (2014). Blame Your Brain: The Fault Lies Somewhere Within. Retrieved from NPR.org website: https://www.npr.org/sections/13.7/2014/06/16/322556750/blame-your-brain-the-fault-lies-somewhere-within. PDF here
- Expect feedback from me on your opening paragraph for the science summary piece
- Reading worksheet - if you want to keep using these, you can
►Return to the top of the page
Friday, June 7th - Motivated Reasoning (#17/28 of class):
Learning Objectives:Resources: Slides, Quiz 4, Quiz 4 Key
- LO1: Continue to build a supportive classroom culture & discuss science communication.
- How does the media cover research on motivated reasoning et al.?
- What do these papers mean in terms of how we would communicate controversial science? We will reconsider this in sum on Monday.
- LO2: Define, identify, and apply previous constructs that we have discussed in class
- Quiz on material covered since the last quiz: multiple choice & short answer
- LO3: Describe the basic fundamental principles underlying human judgment & connect to our critical analysis of journal articles.
- Describe basic research on motivated reasoning, inductive reasoning, representativeness heuristic, availability heuristic, conjunction rule, confirmation bias, law of large numbers, peak-end effect & loss aversion, etc.,
- How does this research impact our approach to the scientific method & open science?
- What does this research suggest about how we can change people's minds?
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). Pennycook & Rand (2018) Accessibility (N=6), M = 4.5, SD = 0.55; Interesting M = 4.5, SD = 0.55; Stanley et al. (2019) Accessibility (N=6), M = 4.5, SD = 0.55; Interesting M = 4.67, SD = 0.52
- Pennycook, G., & Rand, D. G. (2018). Lazy, not biased: Susceptibility to partisan fake news is better explained by lack of reasoning than by motivated reasoning. Cognition. https://doi.org/10.1016/j.cognition.2018.06.011. PDF here
- Stanley, M. L., Henne, P., Yang, B. W., & De Brigard, F. (2019). Resistance to Position Change, Motivated Reasoning, and Polarization. Political Behavior. https://doi.org/10.1007/s11109-019-09526-z. PDF here
- Vedantam, S., & Penman, M. (2017). When It Comes To Politics and “Fake News,” Facts Aren’t Enough | Hidden Brain: NPR. Retrieved from https://www.npr.org/2017/12/25/572162132/enter-title
- Expect feedback from me on your Wikipedia biography
- Note that we have our fourth quiz today - expect feedback from me later in the day
- Reading worksheet - if you want to continue using these, you can