DOCSLIB.ORG

Cognition and Cognitive Neuroscience Chair, Professor of Psychology 3048 East Hall / 734.763.6161 / [email protected]

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Cognition and Cognitive Neuroscience Chair, Professor of Psychology 3048 East Hall / 734.763.6161 / Junz@Umich.Edu Cogn ition and Cognitive Neuroscience Graduate Student Handbook 2020 Updated: Nov 2020 Department of Psychology University of Michigan Rackham School of Graduate Studies CCN Area Chair Jun Zhang Please email Dr. Zhang at [email protected] for any questions regarding the CCN Program. Psychology Department Chair Table of Contents Welcome .................................................................................... 4 Program Overview ......................................................................... 5 Program Scope ..................................................................................................................................... 5 Goals of Graduate Study ................................................................................................................... 7 Basic Structure of the Program ....................................................................................................... 8 Mentoring ................................................................................... 8 Program Requirements .................................................................................................................... 12 Academic Standing ............................................................................................................................ 12 Timeline and Expectations .............................................................................................................. 13 Pre-Candidacy Requirements ........................................................................................................ 13 Formal Course Work ......................................................................................................................... 17 Recommendation for Candidacy ................................................................................................... 19 Master Degree .................................................................................................................................... 20 Post-Candidacy Requirements ...................................................................................................... 20 Post-Candidacy Course Work........................................................................................................ 22 Doctoral Dissertation......................................................................................................................... 23 Professional Development .............................................................. 26 Publications.......................................................................................................................................... 26 Research Presentations .................................................................................................................. 27 Committee Service ............................................................................................................................ 27 Acquiring Professional Skills .......................................................................................................... 27 The Curriculum Vita .......................................................................................................................... 28 Professional development seminar .............................................................................................. 28 Methods workshops .......................................................................................................................... 28 Statistics Training ............................................................................................................................... 29 Practica ................................................................................................................................................. 29 Social Events ....................................................................................................................................... 29 Career Options ................................................................................................................................... 30 Additional Graduate Training Programs .............................................. 31 Formal Models and Methods Specialization .............................................................................. 31 Cognitive Science Certificate Program ....................................................................................... 31 LIFE Program ...................................................................................................................................... 32 Graduate Teaching Certificate Program ..................................................................................... 32 Conducting Research ................................................................... 32 Responsible Conduct of Research Course................................................................................ 32 Department Subject Pool................................................................................................................. 33 Supervising Undergraduate Research Assistants ................................................................... 33 Human Subject Incentive Payments ............................................................................................ 34 Teaching .................................................................................. 35 GSI Appointments .............................................................................................................................. 35 CANVAS Environment: Course Web Pages ............................................................................. 35 CRLT ...................................................................................................................................................... 36 Sweetland Center for Writing ......................................................................................................... 36 Course Enrollment Policies ............................................................. 36 Registration .......................................................................................................................................... 36 Visiting (Auditing) a Course ............................................................................................................. 37 Adding, Modifying, Dropping and Repeating a Course ........................................................... 37 Rackham Graduate School Policies ................................................... 39 CRLT Sexual Harassment Workshop ......................................................................................... 39 Doctoral Degree Process ................................................................................................................ 39 Continuous Enrollment Policy ......................................................................................................... 39 Leave of Absence Policy .................................................................................................................. 40 Financial Support ........................................................................ 40 Psychology Five Year Funding Plan ............................................................................................ 40 Benefits Package ............................................................................................................................... 41 Research and Fellowship Awards ................................................................................................ 42 Where To Go For Help .................................................................. 43 Psychology Five Year Funding Plan ............................................................................................ 43 Student Academic Affairs Office ....................................................... 45 Contact Information ...................................................................... 46 CCN Area Faculty ........................................................................ 48 Welcome Program Overview Program Scope Goals of Graduate Study Basic Structure of the Program Mentoring Program Requirements Academic Standing Timeline and Expectations Pre-Candidacy Requirements Formal Course Work Recommendation for Candidacy https://lsa.umich.edu/psych/portal.html Master Degree Post-Candidacy Requirements Year 3 Fall Winter Spring/Summer Courses Advanced Seminar Workshop (?) Research Write up 619 for Submit conference Dissertation Pilot publication paper Auxiliary research Explore dissertation Narrow dissertation project options options Auxiliary research project Teaching GSI Appointment GSI Appointment Service Committee Committee Year 4 Fall Winter Spring/Summer Courses Research NIH style or grant Finalize dissertation Dissertation research proposal style committee (Jan/Feb) Job search/postdoc prospectus draft and hold prospectus planning/CV/cover meeting letter Auxiliary research Auxiliary research Auxiliary research project project project Teaching GSi appointment Service Admissions Admissions committee committee Year 5 Fall Winter Spring/Summer Courses Research Dissertation Complete thesis by committee mtg early March and Apply for schedule defense postdocs/jobs before Rackham deadline Graduate! Teaching Teach own seminar Teach own seminar (optional) (optional Service Department associate Department or grad committee associate or grad committee Post-Candidacy Course Work
Load more

Recommended publications
  • Cognitive Neuroscience 1
    Cognitive Neuroscience 1 Capstone Cognitive Neuroscience Concentrators will additionally take either a seminar course or an independent research course to serve as their capstone experience. Cognitive neuroscience is the study of higher cognitive functions in humans and their underlying neural bases. It is an integrative area of Additional requirements for Sc.B. study drawing primarily from cognitive science, psychology, neuroscience, In line with university expectations, the Sc.B. requirements include a and linguistics. There are two broad directions that can be taken in greater number of courses and especially science courses. The definition this concentration - one is behavioral/experimental and the other is of “science” is flexible. A good number of these courses will be outside of computational/modeling. In both, the goal is to understand the nature of CLPS, but several CLPS courses might fit into a coherent package as well. cognition from a neural perspective. The standard concentration for the In addition, the Sc.B. degree also requires a lab course to provide these Sc.B. degree requires courses on the foundations, systems level, and students with in-depth exposure to research methods in a particular area integrative aspects of cognitive neuroscience as well as laboratory and of the science of the mind. elective courses that fit within a particular theme or category such as general cognition, perception, language development or computational/ Honors Requirement modeling. Concentrators must also complete a senior seminar course or An acceptable upper level Research Methods, for example CLPS 1900 or an independent research course. Students may also participate in the an acceptable Laboratory course (see below) will serve as a requirement work of the Brown Institute for Brain Science, an interdisciplinary program for admission to the Honors program in Cognitive Neuroscience.
    [Show full text]
  • Touro Psychology Major Requirements
    Touro Psychology Major Requirements ThedricPragmatismWeather-beaten percuss and hisEnglebertventricous hormone fructified Reinhard repast verymonotonously, bodying acridly so while inflexibly but Freddy derisive that remains Ravi Jerald triumphs curbablenever girnshis and metalanguages. so apocalyptic. initially. Touro University Worldwide offers an online PhD in card and Organizational Psychology. Does psychology have math? All Touro College graduates eligible for certification must apply online with is state in. Explore what you'd experience in an environmental psychology master's degree. Laboring on an online master's in organizational psychology degree could open doors for people. Code you use enter any MAJOR tournament you mention select the delinquent that says PSYCHOLOGY. Psychology is designed to try scope of sequence requirements for fellow single-semester introduction to psychology course this book offers a comprehensive. The hardest part about mathematics in psychology is Statistics While Statistics itself is rather forget and difficult psychometric measurements with its ordinal numbers or qualitative data will make it right more so. Exact major requirements for urge and other UC and CSU campuses can usually found online wwwassistorg Articulation agreements with private institutions can be. Touro University Worldwide offers a response of Arts MA in Psychology. Touro College South a division of a Jewish-sponsored college with fabulous main. Touro College UFT. SUNY New Paltz Welcome to Pre-Health SUNY New Paltz. Fillable Online las touro Touro CollegeAdvisement and. Best Online Master's in Psychology TheBestSchoolsorg. Most careers in psychology require a minimum of a masters degree will it's no. Touro University Worldwide offers one help the few PsyD degree programs.
    [Show full text]
  • Cognitive Neuroscience Sequence
    Neuroscience Major: Sequence in Cognitive Neuroscience If you are a student who is interested in the human brain, and how it links to the human mind and complex human behaviors-- from before birth through adulthood, then this is the Neuroscience track for you! Note: This track is approved as a multidisciplinary major for ISS scholars at CMC. I. Overview The CogNeuro sequence in the Neuroscience major equips students with the knowledge of how to relate information processing in the human brain to human mental processes and behavior. Mental processes include perception, attention, voluntary movement, memory, conceptual biases, language, imagery, emotions, problem solving, decision-making, and social judgment. There are 2 main tracks within the CogNeuro track: 1) one for students who plan to attend graduate school for cognitive, social, or cultural neuroscience, or who want to obtain a job in a research lab at graduation; and 2) one for all other students (e.g. those who plan to attend medical or nursing or veterinary or dentistry school or graduate school for clinical psychology or law school or business school As for all of the sequences you should be choosing your 4 courses with the advice of the faculty who will be your Neuroscience major advisor, who will most likely be your senior thesis first reader and primary mentor. Below we give some requirements and general guidelines. II. Cognitive Neuroscience Faculty Mentors Stacey Doan (CMC) Alison Harris (CMC) Cathy Reed (CMC, KSD) Timothy Justus (PZ) David Moore (PZ) Michael Spezio (SC, KSD) Stacey Wood (SC) III. Tier 2 Requirements for the CogNeuro Emphasis in the KSD Neuroscience Major * Psyc 109 CM (or equivalent), Basic Psychological Statistics * Psyc 110 & 111L CM (or equivalent), Research Methods Lecture & Laboratory * Psyc 91 PZ Psychological Statistics * Psyc 92/ 92P PZ Introduction to Research Methods * Psyc 103 SC Psychological Statistics * Psyc 104 SC & 104L SC Research Design in Psychology & Laboratory NOTE: students should take the versions of these courses through their home college.
    [Show full text]
  • General Psychology
    mathematics HEALTH ENGINEERING DESIGN MEDIA management GEOGRAPHY EDUCA E MUSIC C PHYSICS law O ART L agriculture O BIOTECHNOLOGY G Y LANGU CHEMISTRY TION history AGE M E C H A N I C S psychology General Psychology Subject: GENERAL PSYCHOLOGY Credits: 4 SYLLABUS A definition of Psychology Practical problems, Methods of Psychology, Work of Psychologists, Schools of psychology, Attention & Perception - Conscious clarity, determinants of Attention, Distraction, Sensory deprivation, Perceptual constancies, perception of fundamental physical dimensions, Illusions, Organizational factors of perception. Principles of learning Classical conditioning, Operant Conditioning, Principles of reinforcement, Cognitive Learning, Individualized learning, Learner & learning memory - kinds of memory, processes of memory, stages of memory, forgetting. Thinking and language - Thinking process, Concepts. Intelligence & Motivation Theories - Measurement of Intelligence; Determinants; Testing for special aptitudes, Motivation - Motives as inferences, Explanations and predictors, Biological motivation, Social motives, Motives to know and to be effective. Emotions Physiology of emotion, Expression of emotions, Theories of emotions; Frustration and conflict, Personality - Determinants of Personality, Theories of personality Psychodynamic, Trait, Type, Learning, Behavioural & Self: Measurement of personality Suggested Readings: 1. Morgan, Clifford. T., King, Richard. A., Weisz, John.R., Schopler, John, Introduction to Psychology, TataMcGraw Hill. 2. Marx, Melvin H.
    [Show full text]
  • Psychology Department Biopsychology Specialization
    PSYCHOLOGY DEPARTMENT BIOPSYCHOLOGY SPECIALIZATION OVERVIEW In the Biopsychology Specialization, students will explore how biological mechanisms relate to a wide range of topics: sensation, cognition, sleep, motivation, emotion, addiction, and clinical disorders. This specialization will expose students to the interface between biology and psychology (e.g., neuroscience, health psychology, psychopharmacology, psychoneuroimmunology, and genetics) and will prepare students for careers in these fields as well as in clinical psychology, medicine, or pharmaceuticals. Students will be offered hands-on research opportunities (with humans and rats), and specialized courses may include cognitive neuroscience, health psychology, neuroanatomy, addiction, psychopharmacology, human neuropsychology, neurological disorders, animal behavior, behavioral pharmacology of drug abuse, and schizophrenia. Students in this specializations will develop credentials that facilitate challenging careers and graduate/professional studies. Students completing the biopsychology specialization will receive preparation for careers in fields including clinical psychology, medicine, neuropsychological testing, and pharmaceuticals. This specialization also prepares students for graduate studies in neuroscience, health psychology, psychopharmacology, genetics, clinical psychology and psychoneuroimmunology. Objectives: • To expose students to a variety of different areas within biopsychology (for example: neuroscience, health psychology, psychopharmacology, psychophysiology,
    [Show full text]
  • How a Cognitive Psychologist Came to Seek Universal Laws
    Psychonomic Bulletin & Review 2004, 11 (1), 1-23 PSYCHONOMIC SOCIETY KEYNOTE ADDRESS How a cognitive psychologist came to seek universal laws ROGERN. SHEPARD Stanford University, Stanford, California and Arizona Senior Academy, Tucson, Arizona Myearlyfascination with geometry and physics and, later, withperception and imagination inspired a hope that fundamental phenomena ofpsychology, like those ofphysics, might approximate univer­ sal laws. Ensuing research led me to the following candidates, formulated in terms of distances along shortestpaths in abstractrepresentational spaces: Generalization probability decreases exponentially and discrimination time reciprocally with distance. Time to determine the identity of shapes and, pro­ visionally, relation between musical tones or keys increases linearly with distance. Invariance of the laws is achieved by constructing the representational spaces from psychological rather than physical data (using multidimensional scaling) and from considerations of geometry, group theory, and sym­ metry. Universality of the laws is suggested by their behavioral approximation in cognitively advanced species and by theoretical considerations of optimality. Just possibly, not only physics but also psy­ chology can aspire to laws that ultimately reflect mathematical constraints, such as those ofgroup the­ ory and symmetry, and, so, are both universal and nonarbitrary. The object ofall science, whether natural science or psy­ three principal respects. The first is my predilection for chology, is to coordinate our experiences and to bring them applying mathematical ideas that are often ofa more geo­ into a logical system. metrical or spatial character than are the probabilistic or (Einstein, 1923a, p. 2) statistical concepts that have generally been deemed [But] the initial hypotheses become steadily more abstract most appropriate for the behavioral and social sciences.
    [Show full text]
  • Neuroscience of Self and Self-Regulation
    PS62CH14-Heatherton ARI 22 November 2010 9:19 Neuroscience of Self and Self-Regulation Todd F. Heatherton Department of Psychological and Brain Sciences, Dartmouth College, Hanover, New Hampshire 03766; email: [email protected] Annu. Rev. Psychol. 2011. 62:363–90 Key Words The Annual Review of Psychology is online at self-awareness, theory of mind, need to belong, social neuroscience, psych.annualreviews.org neuroimaging, addiction This article’s doi: 10.1146/annurev.psych.121208.131616 Abstract by Dartmouth College on 12/08/10. For personal use only. Copyright c 2011 by Annual Reviews. As a social species, humans have a fundamental need to belong that en- All rights reserved courages behaviors consistent with being a good group member. Being 0066-4308/11/0110-0363$20.00 a good group member requires the capacity for self-regulation, which Annu. Rev. Psychol. 2011.62:363-390. Downloaded from www.annualreviews.org allows people to alter or inhibit behaviors that would place them at risk for group exclusion. Self-regulation requires four psychological com- ponents. First, people need to be aware of their behavior so as to gauge it against societal norms. Second, people need to understand how others are reacting to their behavior so as to predict how others will respond to them. This necessitates a third mechanism, which detects threat, es- pecially in complex social situations. Finally, there needs to be a mech- anism for resolving discrepancies between self-knowledge and social expectations or norms, thereby motivating behavior to resolve any con- flict that exists. This article reviews recent social neuroscience research on the psychological components that support the human capacity for self-regulation.
    [Show full text]
  • Intro to Cognitive Neuroscience
    Intro to Cognitive Neuroscience Cognition and the study thereof: An overview 1 Some definitions • Cognition - The acquisition, storage, transformation, and use of knowledge. • Neuroscience - Study of the structure and workings of the nervous system. • Cognitive neuroscience - Study of how cognitive processes can be Image courtesy of Euskalanato explained by the structure and function of the brain. 2 Cognitive Psychology • An approach to studying and explaining behavior that emphasizes mental processes and knowledge. • Often described as studying the “software” of the brain The Thinker, Auguste Rodin, 1889. Image courtesy of mharrsch. 3 Some history • Late 19th century, many psychologists worked by introspection Wilhelm Wundt, 1832 - 1920. “Father of psychology.” Image courtesy of Wikimeda Commons. • Early 20th century, move towards behaviorism - study of objective, observable phenomena. • Knowledge based in B. F. Skinner, 1904 - empirical data, rigorous 1990. Image courtesy of standards for definitions lauradahl. and experiment designs. 4 Some history • Growth of computers contributed to success of information- processing approach to cognition. • Respectable context for discussing mechanisms that produce behavior. (Like software!) Glen Beck and Betty Snyder program ENIAC, circa 1947 - 1955. Image courtesy of the U.S. Army. 5 And today? • Cognitive psychologists study • perception • learning • language • creativity • imagery • attention • decision-making • reasoning • meta-cognition. • Almost all psychologists say that mental representations are important in affecting behavior. 6 Three themes of cognition 1.Cognitive processes are active, not passive. 2.Cognitive processes are interconnected. 3.Most cognitive capabilities use both bottom-up and top- down processing. 7 Bottom-up vs. top-down • Bottom-up processing is stimulus-driven. • Top-down processing is expectation-driven.
    [Show full text]
  • Social Cognitive Neuroscience: a Review of Core Systems
    C HAPTER 2 2 SOCIAL COGNITIVE NEUROSCIENCE: A REVIEW OF CORE SYSTEMS Bruce P. Doré, Noam Zerubavel, and Kevin N. Ochsner Descartes famously argued that the mind is both SOCIAL COGNITIVE NEUROSCIENCE everlasting and indivisible (Descartes, 1988). If he APPROACH was right about the first part, he is probably pretty In the past decade, the field of social cognitive neuro- impressed with the advance of human knowledge science (SCN) has attempted to fill this gap, integrat- on the second. Although Descartes’ position on ing the theories and methods of two parent the indivisibility of the mind has been echoed at disciplines: social psychology and cognitive neurosci- times in the history of psychology and neurosci- ence. Stressing the interdependence of brain, mind, ence (Flourens & Meigs, 1846; Lashley, 1929; and social context, SCN seeks to explain psychological Uttal, 2003), the modern field has made steady phenomena at three levels of analysis: the neural level progress in demonstrating that subjective mental of brain systems, the cognitive level of information life can be understood as the product of distinct processing mechanisms, and the social level of the functional systems. Today, largely because of the experiences and actions of social agents (Ochsner & success of cognitive neuroscience models, Lieberman, 2001). In contrast to scientific approaches researchers understand that people’s intellectual that grant near exclusive focus to a single level of anal- faculties emerge from the operation of core ysis (e.g., behaviorism, artificial
    [Show full text]
  • Curriculum Planner: COGNITIVE NEUROSCIENCE CONCENTRATION - Fall 2019/Spring 2020 Updated 5/2019
    Name _______________________________________________________ UIN ________________________ Date ___________________ Curriculum Planner: COGNITIVE NEUROSCIENCE CONCENTRATION - Fall 2019/Spring 2020 Updated 5/2019 Introductory/Foundation Core Courses Concentration Courses UIUC/LAS General Education Psychology [choose one] 200-Level Core [choose one] Composition I PSYC 100 – Intro to Psych (FA19/SP20) PSYC 103 – Intro Experimental Psych PSYC 204 – Intro to Brain & Cognition (FA19) (not offered FA19/SP20 ) PSYC 220 – Images of Mind (SP20) Advanced Composition Statistics [choose one] Research Methods [choose one] Quantitative Reasoning (2 courses) PSYC 235 – Intro to Statistics or equivalent PSYC 445 – Cognitive Neuroscience Lab (SP20) Concentration Electives [choose four] 1. PSYC statistics or equivalent (3 hrs) Equivalent Courses – STAT 100, 200, 212, 400; ECON BCOG 100 – Intro Brain & Cog Sci (FA19) 202, 203; EPSY 280, 480; SOC 280: ACE 261; CHLH 2. BCOG 301 – Intelligence & Brain (SP20) 244; PS 230; UP 116; SOCW 225 (formerly PSYC 396 – Intelligence and the Brain) Western/Comparative Culture(s) (1 course) These equivalent courses meet the statistics PSYC 204 or 220 if not used as “200-level Core” requirement but do not count toward PSYC hours PSYC 302 – Applied Neuroscience (SP20) Non-Western Culture(s) (1 course) PSYC 403 – Memory and Amnesia (FA19) 200-Level Foundation Courses PSYC 404 – Cognitive Neuroscience (SP20) PSYC 421 – Prin. of Psychophysiology US Minority Cultures (1 course) (not offered FA19/SP20 ) Biological/Cognitive [choose one] PSYC 427 – Language and the Brain (SP20) PSYC 433 – Evolutionary Neuroscience (FA19) Humanities and the Arts (6 hours) PSYC 210 – Behavioral Neuroscience (FA19/SP20) PSYC 450 – Cognitive Psychophysiology (FA19) PSYC 224 – Cognitive Psych (FA19) PSYC 453 - Cognitive Neuroscience of Vision (FA19) 1.
    [Show full text]
  • Is Cognitive Neuropsychology Plausible? the Perils of Sitting on a One-Legged Stool
    Is Cognitive Neuropsychology Plausible? The Perils of Sitting on a One-Legged Stool The Harvard community has made this article openly available. Please share how this access benefits you. Your story matters Citation Kosslyn, Stephen Michael, and James M. Intriligator. 1992. Is cognitive neuropsychology plausible? The perils of sitting on a one- legged stool. Journal of Cognitive Neuroscience 4(1): 96-105. Published Version doi:10.1162/jocn.1992.4.1.96 Citable link http://nrs.harvard.edu/urn-3:HUL.InstRepos:3595964 Terms of Use This article was downloaded from Harvard University’s DASH repository, and is made available under the terms and conditions applicable to Other Posted Material, as set forth at http:// nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of- use#LAA Is Cognitive Neuropsychology Plausible? The Perils of Sitting on a One-Legged Stool Stephen M. Kosslyn and James M. Intriligator Harvard University Abstract We distinguish between strong and weak cognitive neuro- will fare better by combining behavioral, computational, and psychology, with the former attempting to provide direct in- neural investigations. Arguments offered by Caramazza (1992) sights into the nature of information processing and the latter in defense of strong neuropsychology are analyzed, and ex- having the more modest goal of providing constraints on such amples are offered to illustrate the power of alternative points theories. We argue that strong cognitive neuropsychology, al- of view. though possible, is unlikely to succeed and that researchers INTRODUCTION ogy is the study of the behavior of normal and brain- damaged individuals to constrain theories of normal Is cognitive neuropsychology possible? Of course it is cognitive processing.
    [Show full text]
  • The Psychology of Mathematics and Mathematics for Psychologists
    The Psychology of Mathematics and Mathematics for Psychologists Luc Delbeke Katholieke Universiteit Leuven, Department of Psychology Tiensestraat 102 B3000 Leuven, Belgium [email protected] The International Academy of Education (IAE: a scientific association that promotes educational research) published a booklet on improving students’ achievements in mathematics (Grouw, D.A. and Cebulla, K.J, 2000). It focuses on aspects of learning that appear to be universal in much formal schooling, although the research it is based on mainly comes from primary and middle school education. Nevertheless, the practices that are recommended in the booklet seem likely to be generally applicable. Even so, the authors caution that the principles they advocate should be assessed with reference to local conditions, and adapted accordingly. It will be argued that these principles can be generalized to the teaching of psychometrics, statistics and mathematical modeling to psychology students, but that indeed adaptation to the context of teaching mathematics-related subjects to psychology students will be in order. According to Meier (1993) the results of Aiken et al.’s (1990) survey of U.S. graduate departments of psychology amply documented the lack of emphasis placed by those departments on psychological measurement. Only one fourth rated their graduate students as skilled with psychometric methods and concepts. Only 13 % offered test construction courses. Rated competencies declined with newer approaches in psychometrics: students are judged as most proficient with classical methods of reliability and validity measurement, but less so with factor and item analysis methods, and nearly ignorant of item response and generalizability theories. It led him to urge for a “revitalizing” of the measurement curriculum.
    [Show full text]