Psychology

The subjects are designed to help students understand cognitive development in infancy and early childhood, and to understand main cognitive development theories and research methods. Through lectures, class discussions, field collection of cognitive development materials, and reading of designated textbooks and journal papers, students can not only understand the process of cognitive development in infants and young children, but also cultivate students to apply what they have learned in class and observe in-depth research on the cognitive process of infants and young children. The course focuses on: Discussing the main theories of cognitive development, such as Piaget's school, information processing theory, and Vygotsky's and other scholars' interpretations of early childhood cognitive development, and commenting on the above theoretical orientations; exploring the main cognitive areas of infancy, such as perception; the development of concepts, language, reasoning, and memory, including social cognition, and a discussion of the physiological basis of cognitive development.

In this course the key theories and experiments in cognitive psychology are covered with a focus on the areas of memory, language, and decision making. 

This course offers an initial exploration of music psychology research. Selected researchers within the field, including music therapists, behavioral neuroscientists, neuropsychologists, and experimental psychologists outline recent and current practical research involving music across the lifespan. Information is provided on the relationship between music and the brain, as well as music and the body. The development of musical skills at different life stages is outlined from birth to old age.

The course deepens students' understanding of inference about of sample means and linear correlation and extend these techniques to more complex analysis (with multiple different groups, multiple manipulations, or multiple types of measurement).  Much of what students do is based around introducing the most common form of inferential statistical analysis (Analysis of Variance) and related techniques. This course introduces the theory and develop practical knowledge of how to do all these types of analysis, which will form the basis of the course assessment. 

Through theoretical studies and practical exercises, the course conveys knowledge about the structure and function of the brain and key areas of modern cognitive neuroscience, such as attention, memory, language, cognitive control, emotions, and social interaction. The understanding of normal function is the primary focus of the course, but clinical examples are used as they provide substantial illustrations of normal functioning. The course includes relevant research methods within the area, and major emphasis is placed on the interdisciplinary nature of the subject.

The course consists of three modules. Module 1 (Introduction to Brain Function) provides basic knowledge of neuroanatomy, brain development and change, cellular function and communication, and basic brain functions, such as sensory processing, perception, motor function, and motivation. Important methods to study cognitive functions, mental processes, the activity of the brain, and functional anatomy are described. Module 2 (Higher Cognitive Functions) focuses on attention and cognitive control, memory, language, social interaction, problem solving and thinking, and decision making. This module communicates knowledge about the neurocognitive basis of emotion and how cognitive function is influenced by emotion and introduces different types of brain damage and psychoorganic syndromes. Students participate in laboratory demonstrations to train important skills for conducting empirical studies in cognitive neuroscience, including reporting the results in accordance with the international norms for publication in psychology. Module 3 (Project Work) includes a literature review but can also consist of a short empirical-oriented project.

The course discusses theoretical knowledge, research methods, and innovative techniques to study, design, and evaluate human-computer interaction (HCI). The targeted knowledge is such that makes the resulting HCI effective and efficient, and the user experience simple, pleasant, and overall satisfactory. The skills acquired pertain to the domain of HCI and cognitive ergonomics; more specifically: user-centered design; basic principles of cognitive ergonomics; user experience evaluation and products usability; visual communication and data visualization; accessibility and universal design (e.g. design for older adults); and social computing and social ergonomics.