Psychology 3185F 001 FW24
Research in Cognitive Psychology: Atypical Sensory Development
If there is a discrepancy between the outline posted below and the outline posted on the OWL course website, the latter shall prevail.
Western University
London Canada
Department of Psychology
Fall 2024
Psychology 3185F Section 001
Research in Cognitive Psychology: Atypical Sensory Development
1 Calendar Description
Cognitive theorists face a unique problem: the understanding of mental structures and processes that are not directly observable. A variety of methods used to address this problem will be surveyed, by introducing research questions of enduring interest. Students will be expected to use the techniques learned. Cognitive domains to be examined include attention, memory, problem-solving, and thinking.
Antirequisites: Psychology 4115F/G
Prerequisites: Both Psychology 2801F/G and Psychology 2811A/B, or both the former Psychology 2800E and the former Psychology 2810, and one of Psychology 2115A/B, Psychology 2134A/B, or Psychology 2135A/B, Psychology 2220A/B, Psychology 2221A/B, or Neuroscience 2000 PLUS registration in third or fourth year Honours Specialization in Psychology, or Honours Specialization in Developmental Cognitive Neuroscience or Honours Specialization in Neuroscience. Third or fourth year Psychology Majors and Psychology Special Students who receive 70% or higher in both Psychology 2801F/G and Psychology 2811A/B, or 70% or higher in the former Psychology 2820E (or 60% or higher in the former Psychology 2800E and the former Psychology 2810), plus 60% or higher in one of Psychology 2115A/B, Psychology 2134A/B, Psychology 2135A/B, Psychology 2220A/B, Psychology 2221A/B, or Neuroscience 2000 also may enrol in this course.
2 lecture hours; 2 laboratory hours Course Weight: 0.5
Unless you have either the prerequisites for this course or written special permission from your Dean to enrol in it, you may be removed from this course and it will be deleted from your record. This decision may not be appealed. You will receive no adjustment to your fees in the event that you are dropped from a course for failing to have the necessary prerequisites.
2 Course Information
Instructor: Dr. Blake Butler
Office & Phone: WIRB 6126 (519) 661-2111 x85831
Office Hours: By appointment
Email: bbutler9@uwo.ca
Time and Location of Classes: see Student Timetable for times and location
For courses that include an online component, students must have a reliable internet connection and computer that are compatible with online learning system requirements.
3 Course Materials
There is no textbook for this course. Instead, readings will include recent papers that align with the week’s theme. These readings will be posted in advance to the course site, and students will be expected to have complete the reading prior to class to facilitate useful discussion.
4 Course Objectives and Learning Outcomes
The objective of this course is to extend your knowledge of sensory system development to include exceptional circumstances. A secondary aim is to help develop the skills necessary to appraise the available literature, and to adopt and defend a position either through writing or oral presentation. Topics will include the influence of enriched/deprived experience on sensory development, the relationship between different sensory representations of our environments, and how sensory experience influences non-sensory behaviours. Students will present research in an area that interests them, and engage their classmates in debate on open topics.
|
Learning Outcome |
Learning Activity |
Assessment |
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Depth and Breadth of Knowledge. · Students will develop a deeper understanding of how early experience shapes sensory perception by studying atypical development · Students will think critically about how principles of sensory development can inform therapeutic applications · Students will critically evaluate scientific arguments and assumptions, and use their understanding to develop novel solutions |
Weekly readings will provide core course content
Each unit will include a week that focuses on interventions
Students will use their understanding to generate a novel application & measurement strategy |
Creation of, and engagement in weekly presentations
Final paper |
|
Communication Skills. · Students will develop the skills required to relate complex science to a broad range of audience
· Students will give and receive peer feedback on oral presentations of scientific work
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Students will relate complex science to both scientists and generalist audiences
Students will develop the ability to provide and respond to constructive feedback |
Oral presentations, public media pieces, and final paper
Weekly presentations |
|
Awareness of Limits of Knowledge. · Readings will focus on modern approaches to the study of sensory development, with discussion focused on how this work has reshaped traditional understandings and the bounds of knowledge within the field |
Students will reflect on how recent work on atypical experience reshapes their understanding |
Creation of, and engagement in weekly presentations
|
|
Autonomy and Professional Capacity. · Students will be required to work effectively as a team to deliver strong arguments on a tight timeline. · Students will integrate content from across a range of disciplines in a series of self-guided exercises |
Students will create and defend science-based arguments as a team Students will combine course concepts with outside knowledge to applications of sensory transfer effects |
Debate
Final paper |
5 Evaluation
The evaluation and testing formats for this course were created to assess the learning objectives as listed in section 4 and are necessary for meeting these learning objectives
Evaluation is based on participation in weekly discussions of assigned readings (you will be required to present on selected dates, and will be expected to have read and be ready to discuss the remainder; 30%), reflections on readings of your choice presented in blog/podcast format (15%), participation in a debate on open topics (20%), and a take-home comprehensive review paper (35%) in which you will analyse and summarize available literature, and discuss theoretical implications.
Policy on Missing Coursework
A schedule of student presentations will be completed during the first week of class. If a conflict arises and you know you will be unable to present on your assigned week, please find a classmate willing to swap dates. Students who fail to deliver their presentation will receive a mark of zero for that course component. Blog posts/podcasts submitted late will be penalized by 10% per day to a maximum of 50%. Students who fail to attend the class debate will receive a mark of zero for the instructor-graded component of the activity (your contributions leading up to the day of the debate will still be captured by your peer mark). Final papers submitted late will be penalized by 10% per day to a maximum of 50%. Please see Section 10 for the University policy on accommodations.
Because this is an essay course, as per Senate Regulations, you must pass the essay component to pass the course. That is, the average mark for your written assignments must be at least 50%.
This course is exempt from the Senate requirement that students receive assessment of their work accounting for at least 15% of their final grade at least three full days before the date of the deadline for withdrawal from a course without academic penalty.
The Psychology Department follows Western’s grading guidelines: https://www.uwo.ca/univsec/pdf/academic_policies/general/grades_undergrad.pdf
The expectation for course grades within the Psychology Department is that they will be distributed around the following averages:
70% 1000-level to 2099-level courses
72% 2100-2999-level courses
75% 3000-level courses
80% 4000-level courses
In the event that course grades are significantly higher or lower than these averages, instructors may be required to make adjustments to course grades. Such adjustment might include the normalization of one or more course components and/or the re-weighting of various course components.
Policy on Grade Rounding
Please note that although course grades within the Psychology Department are rounded to the nearest whole number, no further grade rounding will be done. No additional assignments will be offered to enhance a final grade; nor will requests to change a grade because it is needed for a future program be considered.
6 Assessment/Evaluation Schedule
In class presentations – Dates to be assigned early in term: 25%
Blog/Podcast 1 – October 4: 10%
Blog/Podcast 2 – November 1: 10%
Debate – Dec 4: 20%
Final Paper – Dec 6: 35%
7 Class Schedule
Sept 9-13 Introduction
Sept 16-20 Auditory System – Deafness
Sept 23-27 Auditory System – Musical Training
Oct 2* Auditory System – Therapeutic Intervention
Oct 7-11 Visual System – Blindness
Oct 14-18 READING WEEK
Oct 21-25 Visual System – Video Games
Oct 28 – Nov 1. Visual System – Therapeutic Intervention
Nov 4-8 Somatomotor System
Nov 11-15 Transfer I
Nov 18-22 Transfer II
Nov 25-29 Debate Preparation
Dec 2-6 Debate & Summary
*Note: There will be no class on September 30th to recognize the National Day for Truth & Reconciliation
8 Academic Integrity
Scholastic offences are taken seriously, and students are directed to read the appropriate policy, specifically, the definition of what constitutes a Scholastic Offence, at the following Web site: https://www.uwo.ca/univsec/pdf/academic_policies/appeals/scholastic_discipline_undergrad.pdf.
Possible penalties for a scholastic offence include failure of the assignment/exam, failure of the course, suspension from the University, and expulsion from the University.
Statement on Use of Electronic Devices
Electronic devices are allowed in class, and may be used to facilitate class discussions.
Plagiarism Detection Software
All required papers may be subject to submission for textual similarity review to the commercial plagiarism detection software under license to the University for the detection of plagiarism. All papers submitted for such checking will be included as source documents in the reference database for the purpose of detecting plagiarism of papers subsequently submitted to the system. Use of the service is subject to the licensing agreement, currently between Western and Turnitin.com.
Use of AI
The use of generative AI tools such as ChatGPT to produce written work is not permitted unless permission is granted by the instructor for specific circumstances. Any work submitted must be the work of the student in its entirety unless otherwise disclosed. When used, AI tools should be used ethically and responsibly, and students must cite or credit the tools used in line with the expectation to use AI as a tool to learn, not to produce content.
9 Academic Accommodations and Accessible Education
View Western’s policy on academic accommodations for student with disabilities at this link.
Accessible Education provides supports and services to students with disabilities at Western.
If you think you may qualify for ongoing accommodation that will be recognized in all your courses, visit Accessible Education for more information. Email: aew@uwo.ca Phone: 519 661-2147
10 Absence & Academic Consideration
View Western’s policy on academic consideration for medical illnesses this link
Find your academic counsellor here: https://www.registrar.uwo.ca/faculty_academic_counselling.html
Students must see the Academic Counsellor and submit all required documentation in order to be approved for certain academic considerations. Students must communicate with their instructors no later than 24 hours after the end of the period covered SMC, or immediately upon their return following a documented absence.
Medical Absences
Submit a Student Medical Certificate (SMC) signed by a licensed medical or mental health practitioner to Academic Counselling in your Faculty of registration to be eligible for Academic Consideration.
Nonmedical Absences
Submit appropriate documentation (e.g., obituary, police report, accident report, court order, etc.) to Academic Counselling in your Faculty of registration to be eligible for academic consideration. Students are encouraged to contact their Academic Counselling unit to clarify what documentation is appropriate.
Religious Consideration
Students seeking accommodation for religious purposes are advised to contact Academic Counselling at least three weeks prior to the religious event and as soon as possible after the start of the term.
11 Other Information
- Office of the Registrar: https://registrar.uwo.ca
- Student Development Services: sdc.uwo.ca
- Psychology Undergraduate Program: https://www.psychology.uwo.ca/undergraduate/index.html
Students who are in emotional/mental distress should refer to Health and Wellness@Western https://www.uwo.ca/health/ for a complete list of options about how to obtain help.
Please contact the course instructor if you require material in an alternate format or if you require any other arrangements to make this course more accessible to you.
If you wish to appeal a grade, please read the policy documentation at: https://www.uwo.ca/univsec/pdf/academic_policies/appeals/appealsundergrad.pdf. Please first contact the course instructor. If your issue is not resolved, you may make your appeal in writing to the Undergraduate Chair in Psychology (psyugrd@uwo.ca).
Copyright Statement
Lectures and course materials, including power point presentations, outlines, videos and similar materials, are protected by copyright. You may take notes and make copies of course materials for your own educational use. You may not record lectures, reproduce (or allow others to reproduce), post or distribute any course materials publicly and/or for commercial purposes without the instructor’s written consent.
12 Land Acknowledgement
We acknowledge that Western University is located on the traditional territories of the Anishinaabek, Haudenosaunee, Lūnaapéewak, and Chonnonton. Nations, on lands connected with the London Township and Sombra Treaties of 1796 and the Dish with One Spoon Covenant Wampum. This land continues to be home to diverse Indigenous Peoples (First Nations, Métis and Inuit) whom we recognize as contemporary stewards of the land and vital contributors of our society.
