| 1 | Cognitive Psychology | PSMIN12 |
Cognitive Psychology focusses on those mental functions that are the foundations of human behavior: perception, attention, problem solving, reasoning, language, learning and memory, motivation, emotion, decision making, etc. The goal of cognitive psychology is to gain insight in and therefore understand how these functions shape behavior, and answer questions like: "Why do we think or reason like we do? What is knowledge? Is perception just objective observation of the world around us? Why do we make errors, and how can we prevent ourselves from making errors? How to optimize the learning of new knowledge? Are we indeed so bad at multitasking?". Recent years have seen a development towards explaining or understanding human cognitive performance in terms of how mental functions are implemented in the brain, and how these different functions interact to support complex human behavior, topics which will also be discussed.
In this course we'll explore "the science of the human mind", and discuss how we, using well-controlled experiments, can increase our knowledge about mental functions (and their disorders), and how these insights can be used in applied settings. |
| Faculteit | Gedrags- en MaatschappijWetenschappen | | Voertaal | Engels | | Coordinator | prof. dr. D.H. van Rijn | | Docent(en) | prof. dr. R. de Jongprof. dr. D.H. van Rijn | | Onderwijsvorm | hoorcollege | | Toetsvorm | schriftelijk tentamen (essay) DIGITAL | | ECTS | 5 | | Opmerkingen | During your second year you have to follow this course or Introduction to Clinical Neuropsychology (PSBE2-24). During the third year, the other course can be followed. |
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| 2 | Gerontology | PSMIN16 |
| Gerontologie is een discipline die zich richt op de sociale, psychologische en biologische aspecten van het ouder worden. Tijdens deze cursus worden hersen-gedragsrelaties in de context van de normale veroudering en de meest voorkomende vormen van dementie besproken. Met betrekking tot de normale veroudering worden de psychologische, cognitieve, sociale en biologische veranderingen die gepaard gaan met normale veroudering besproken en worden biologische en psychologische verouderingstheorieën geïntroduceerd. De vormen van dementie die zullen worden besproken zijn o.a. de ziekte van Alzheimer, dementie met Lewy bodies, vasculaire dementie, Parkinson dementie en frontotemporale dementie. Daarnaast wordt de diagnose mild cognitive impairment, een mogelijke voorloper van dementie, geïntroduceerd. Tenslotte worden de consequenties van het hebben van een dementie voor het dagelijks leven van patiënten en hun familieleden besproken. Studenten vergaren kennis op basis van de presentatie van klinische case studies en de resultaten van onderzoek. |
| Faculteit | Gedrags- en MaatschappijWetenschappen | | Voertaal | Engels | | Coordinator | dr. J. Koerts | | Docent(en) | dr. J. Koerts | | Onderwijsvorm | hoorcollege | | Toetsvorm | schriftelijk tentamen (meerkeuze) DIGITAAL | | ECTS | 5 |
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| 3 | Human error | PSMIN05 |
| De mens wordt vaak als een risicofactor beschouwd, als een systeemcomponent die door onveilig handelen een belangrijk aandeel heeft in het veroorzaken van rampen. Maar dit is een wat eenzijdige kijk op de zaak, aangezien mensen in een systeem functioneren en de meeste mensen niet met opzet fouten maken of rampen veroorzaken. Er is ook een ander perspectief mogelijk, waarin de mens de redder is die door een groot aanpassings- en compensatievermogen voorkomt dat systemen die de veiligheid zwaar op de proef stellen uitlopen op een ramp. Uitgangspunt van deze cursus is dat zelfs wanneer een fout van een individu getraceerd kan worden op basis van onjuist handelen, dit individuele handelen bekeken moet worden vanuit de context van de omgeving, samenleving en organisatie. Deze cursus geeft een introductie van de basisconcepten uit de arbeids- en cognitieve psychologie die centraal staan bij het minimaliseren van menselijke fouten. Onderwerpen als het ontwerpen van werk in relatie tot het maximaliseren van prestatie en gezondheid, mentale werkbelasting, stress, en selectie en training worden gecombineerd met de introductie van technieken om menselijke fouten te onderzoeken en classificeren. Er wordt nadruk gelegd op het treffen van veiligheidsmaatregelen binnen de gehele context, en op het voorkomen van situaties waarin fouten kunnen optreden. |
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| 4 | Introduction to Clinical Neuropsychology | PSMIN13 |
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| 5 | Introduction to Psychological Theories | PSMIN11 |
| This course provides an introduction to a wide range of psychological research including; behavioural, neurological, cognitive, clinical, cultural, developmental, evolutionary, and social psychology. The aim of introducing the multiple disciplines of psychology is to demonstrate that human behaviour needs to be understood and examined from many perspectives. The course is designed with non-psychology students in mind and also gives insight into how psychological research is carried out and applied. As such, understanding how psychological knowledge is generated helps students to critically assess popular beliefs about human emotions, thoughts, and behaviours. |
| Faculteit | Gedrags- en MaatschappijWetenschappen | | Voertaal | Engels | | Coordinator | Dr. L. Klavina | | Docent(en) | S. FabbriDr. L. Klavina | | Onderwijsvorm | hoorcollege | | Toetsvorm | schriftelijk tentamen (essay) DIGITAL, schriftelijk tentamen (meerkeuze) DIGITAAL | | ECTS | 5 |
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| 6 | Learning: Theory and practice | PSMIN17 |
| Each of the lectures will focus on a specific type of learning and memory, such a classical conditioning, operant conditioning, skill acquistion, and working memory. Fundamental principles and theories will be discussed, with an emphasis on how this knowledge currently is, or could be, applied in the domains of education, training, and therapy (for instance, application of principles of classical conditioning in the treatment of phobias or the use of working-memory training methods in the treatment of learning disorders). Each week, students will hand in a written assignment or essay, based on the lecture and assigned readings. |
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| 7 | Perception | PSMIN15 |
| The ability to perceive is vital to every organism. Perception is rightfully viewed as one of the cornerstones of life itself. Human perception is realized through rich and intricate processes in the brain, which realize both the simplest forms of sensation (“hot!”), as well as complex percepts (“this is a mobile phone”). This course covers the physiological basis of the visual and auditory senses, and how these achieve perception of varied things, such as color, brightness, loudness, and pitch. More advanced perceptual processing is also covered in the course, including object recognition and music perception, as is the role of cognitive processes such as attention and awareness. Finally, 'real world' applications are showcased, such as the design of retinal implants and face recognition algorithms. |
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| 8 | Sport and performance psychology | PSMIN14 |
| In this course, we review the key concepts, theories, models, and research findings from the field of sport and performance psychology. Students will be challenged to recognize their scholarly significance, to infer their implications, to think critically about them, and to put them into practice. |
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| 9 | Traffic Psychology and Sustained Mobility | PSMIN10 |
This course has two central themes: 1. Behaviour in traffic and the effects of this behaviour on safety, and 2. Retention of mobility. Traffic psychology is rather broad in the sense that it covers issues such as drink driving, the influence of infrastructural measures on behaviour, and the risks of using electronic devices in traffic. Theories common in experimental, social, and neuropsychology are used to explain and predict this behaviour.
Examples of topics that will be dealt with are the role of mental workload in dealing with increased demands in and outside the vehicle, and the effectiveness of police enforcement, campaigns, and driver education. With regard to mobility, the importance of mobility for health is central. There are several factors that may interfere with the ability of being mobile in general and driving a car in particular. For example, intrinsic factors, such as arousal, fatigue, or visual perceptual skills, differ within and between individuals and have a substantial impact on multiple aspects of mobility. Moreover, severe medical conditions, including psychiatric illness (e.g. phobia) and neurological disorders (e.g. dementia) are associated with cognitive and emotional problems, and may reduce mobility and participation in traffic. In addition to intrinsic factors associated with the individual, there are also external factors that affect mobility and safety more temporarily, such as the use of legal and illegal drugs.
In this course students will acquire basic knowledge about traffic psychology and learn about the importance of mobility and factors influencing it. |
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