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HU Credits:
2
Degree/Cycle:
1st degree (Bachelor)
Responsible Department:
psychology
Semester:
Yearly
Teaching Languages:
Hebrew
Campus:
Mt. Scopus
Course/Module Coordinator:
Ruth Mayo
Coordinator Office Hours:
áúéàåí îøàù
By appointment
Teaching Staff:
Dr. Ruth Mayo
Course/Module description:
In this course, students will be introduced to the scientific process and its academic scientific end product – the scientific publication. During the course, students will search, read, understand, evaluate, critic and present in class scientific publications in various topics within the field of trust and distrust.
Course/Module aims:
þ
The main aim of the course is to enable students to get experience in searching for, reading, understanding and presenting scientific papers, via intensive structuring and supervision of these activities by the teacher. The course will prepare students to be able to independently find and understand scientific papers throughout their studies in the Department of Psychology
Learning outcomes - On successful completion of this module, students should be able to:
At the end of the course students will be able to:
þSearch effectively for papers in specific subjects in the various search engines and databases.
þEvaluate and decide during the search (based on content and bibliometric parameters) which papers are more or less central/important and merit further reading and focusing.
þDefine, identify, and understand the background, rational, methods, findings and conclusions of scientific publications.
þBriefly summarize in an abstract the main aspects of a paper (introduction, methods, results, and discussion), taking into account primary versus secondary findings.
þCreate a presentation addressing the main aspects of papers and present it in class.
þIdentify, explain and justify which prior publication(s) led the authors of a particular paper to ask the research questions raised in that paper.
þBased on the aforementioned point, chronologically describe and present in class the developmental history of a specific research question over several decades of research in that area.
Attendance requirements(%):
100%
Teaching arrangement and method of instruction:
The first three classes will be based on frontal lectures by the lecturer and class discussions. During these meetings the students will be introduced to the scientific process of research, from writing grants to publishing papers (including experimental, review papers as well as chapters in edited books), as well as to the basic structure of experimental scientific papers and the process of searching for papers in particular research areas. The remaining meetings will be devoted to students’ presentations and discussions as detailed in the next part (course structure). During the whole year, each student and group of students will meet with the lecture to prepare and discuss their ongoing work.
Course/Module Content:
Following the initial three lessons in which the lecturer will introduce the structure and aims of scientific writing and the search methods for scientific publications, the course will continue with the following tasks:
þTask #1: Prior to each class, students will read a review paper in a specific area of trust and distrust.
þTask #2 Students will form groups of 4 students each, which once during the course will be responsible for leading the discussion in class by preparing 10-20 questions for discussion regarding the various aspects of the paper, including questions regarding integration and comprehension. General questions may be asked such as: What is the main scientific question that the authors are trying to answer? How did this question come about historically as mentioned in the Introduction? What are the current research directions?
þWhat research methods are being used? What are the implications/contributions of this study to the field? What are the next suggested steps in the paper? And what other suggestions are appropriate? The time frame for this group activity leading the class discussion is 30 minutes.
þTask 3: In addition to leading the 30-minutes group discussion, the group members (in pairs) will choose one scientific paper that is related to the review paper and present it (10 minutes per student). Presentations will address the Introduction, Methods, Results and Discussion sections of the paper
Required Reading:
1. Smith, D. L. (2005). Natural-born liars. Scientific American Mind, 16(2), 16-23
2. Caldwell-Harris, C. L. (2014). Kill One to Save Five? Mais Oui!. Scientific American Mind, 25(5), 70-73.
3. Fang, F. C., & Casadevall, A. (2013). Why we cheat. Scientific American Mind,24(2), 30-37.
4. Shermer, M. (2008). Don't Be Evil. Scientific American Mind, 19(1), 58-65.
5. Chen, I. (2012). A Feeling for the Past. Scientific American Mind, 22(6), 24-31.
6. Kassin, S. M., & Gudjonsson, G. H. (2005). True Crimes, False Confessions.Scientific American Mind, 16(2), 24-31.
7. McAndrew, F. T. (2008). Can gossip be good?. Scientific American Mind, 19(5), 26-33.
8. Spinath, B. (2011). Great pretenders. Scientific American Mind, 22(1), 32-37.
9. Uhlhaas, C. (2007). Is Greed Good?. Scientific American Mind, 18(4), 60-67.
10. Zak, P. J. (2008). The neurobiology of trust. Scientific American, 298(6), 88-95.
11. Epstein, R. (2007). The truth about online dating. Scientific American Mind,18(1), 28-35.
12. Metzinger, T. (2006). Exposing lies. Scientific American Mind, 17(5), 32-37.
13. Heidler, M. D. (2014). Honest Liars. Scientific American Mind, 25(2), 40-44.
14. Gruter, T. (2004). Secret Powers Everywhere. Scientific American Mind, 14(5), 67-73.
Additional Reading Material:
Course/Module evaluation:
End of year written/oral examination 0 %
Presentation 45 %
Participation in Tutorials 10 %
Project work 45 %
Assignments 0 %
Reports 0 %
Research project 0 %
Quizzes 0 %
Other 0 %
Additional information:
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