傳播與認知心理學
Communication and Cognitive Psychology
學期
108-1
學分
3
學分
當期課號
5755
永久課號
ICT5386
開課單位
傳播研究所
授課教師
羅仕宇
類別
選修
上課時間表
| 節 | 週二 |
|---|---|
2 09:00–09:50 | 傳播與認知心理學 F216 3 節連堂 |
3 10:10–11:00 | |
4 11:10–12:00 |
* 根據陽明交大上課時間表所列
概述
本課程分為兩部分:2/3的課程內容為認知心理學的研究方法與理論, 1/3的內容為認知心理學在傳播或教育上的應用。
教學方式
教學方法 每週三小時,兩小時Lecture,一小時課堂兩位參與者報告 配合事項 課堂中請勿使用筆記型電腦或手機
評分方式
期中考 (25%) 期末考 (25%) 課堂參與 (20%):包括課堂報告,參與程度與隨堂作業。 小論文 (30%) 兩至四人一組,需要完成一個研究(實驗法或是相關法皆可)或是產出一個多媒體的成品。
週次計畫
| 週次 | 主題 |
|---|---|
| 第 1 週 | 課程簡介,行為科學研究法簡介 主要教材:Goldstein (2014). Chapter 1 |
| 第 2 週 | 認知神經科學 主要教材:Goldstein (2014). Chapter 2 |
| 第 3 週 | 知覺 主要教材:Goldstein (2014). Chapter 3 Oral presentations: 1. Deber, J., Jota, R., Forlines, C., & Wigdor, D. (2015, April). How much faster is fast enough?: User perception of latency & latency improvements in direct and indirect touch. In Proceedings of the 33rd Annual ACM Conference on Human Factors in Computing Systems (pp. 1827-1836). ACM. (國富) 2. Choe, E. K., Jung, J., Lee, B., & Fisher, K. (2013, September). Nudging people away from privacy-invasive mobile apps through visual framing. In IFIP Conference on Human-Computer Interaction (pp. 74-91). Springer, Berlin, Heidelberg. (皖茵) |
| 第 4 週 | 注意力 主要教材:Goldstein (2014). Chapter 4 Oral presentations: 1. Khachatryan, H., Rihn, A., Behe, B., Hall, C., Campbell, B., Dennis, J., & Yue, C. (2018). Visual attention, buying impulsiveness, and consumer behavior. Marketing Letters, 29(1), 23-35. (佳儀) 2. Louw, T., & Merat, N. (2017). Are you in the loop? Using gaze dispersion to understand driver visual attention during vehicle automation. Transportation Research Part C: Emerging Technologies, 76, 35-50. (欣穎) |
| 第 5 週 | 短期記憶 主要教材:Goldstein (2014). Chapter 5 Oral presentations: 1. Hollender, N., Hofmann, C., Deneke, M., & Schmitz, B. (2010). Integrating cognitive load theory and concepts of human–computer interaction. Computers in human behavior, 26(6), 1278-1288.(岳庭) 2. Mangen, A., Walgermo, B. R., & Brønnick, K. (2013). Reading linear texts on paper versus computer screen: Effects on reading comprehension. International journal of educational research, 58, 61-68. (世章) |
| 第 6 週 | 長期記憶(一): 分類 主要教材:Goldstein (2014). Chapter 6 Oral presentations: 1. Van Damme, I., & Smets, K. (2014). The power of emotion versus the power of suggestion: Memory for emotional events in the misinformation paradigm. Emotion, 14(2), 310- 320. doi: 10.1037/a0034629 (芷媛) 2. Fenn, K. M., Griffin, N. R., Uitvlugt, M. G., & Ravizza, S. M. (2014). The effect of Twitter exposure on false memory formation. Psychonomic bulletin & review, 21(6), 1551-1556.(夢甜) |
| 第 7 週 | 長期記憶(二):記憶的編碼與提取 主要教材:Goldstein (2014). Chapter 7 Oral presentations: 1. Porter, S., Taylor, K., & ten Brinke, L. (2008). Memory for media: Investigation of false memories for negatively and positively charged public events. Memory, 16(6), 658-666. (曉彤) 2. Segovia, K. Y., & Bailenson, J. N. (2009). Virtually true: Children's acquisition of false memories in virtual reality. Media Psychology, 12(4), 371-393. (怡秀) |
| 第 8 週 | 長期記憶(二):記憶的鞏固與再鞏固 主要教材:Goldstein (2014). Chapter 7 Oral presentations: 1. Storbeck, J., & Clore, G. L. (2005). With sadness comes accuracy; with happiness, false memory: Mood and the false memory effect. Psychological Science, 16(10), 785-791. (加欣) 2. Frenda, S. J., Knowles, E. D., Saletan, W., & Loftus, E. F. (2013). False memories of fabricated political events. Journal of Experimental Social Psychology, 49(2), 280-286. (婷昀) |
| 第 9 週 | 期中考 *決定好分組名單 |
| 第 10 週 | 日常生活的記憶 主要教材:Goldstein (2014). Chapter 8 Oral presentations: *決定好分組題目 Oral presentations: 1. Ecker, U. K., Lewandowsky, S., Swire, B., & Chang, D. (2011). Correcting false information in memory: Manipulating the strength of misinformation encoding and its retraction. Psychonomic Bulletin & Review, 18(3), 570-578. (子歆) 2. Morgan III, C. A., Southwick, S., Steffian, G., Hazlett, G. A., & Loftus, E. F. (2013). Misinformation can influence memory for recently experienced, highly stressful events. International journal of law and psychiatry, 36(1), 11-17. (子婷) |
| 第 11 週 | 知識 主要教材:Goldstein (2014). Chapter 9 1. Halkias, G., Micevski, M., Diamantopoulos, A., & Milchram, C. (2017). Exploring the effectiveness of foreign brand communication: Consumer culture ad imagery and brand schema incongruity. Journal of Business Research, 80, 210-217. (國富) 2. Kumar, N., & Kumar, J. (2016). Measurement of cognitive load in HCI systems using EEG power spectrum: an experimental study. Procedia Computer Science, 84, 70-78. (皖茵) |
| 第 12 週 | 心像 主要教材:Goldstein (2014). Chapter 10 1. Blouin‐Hudon, E. M. C., & Pychyl, T. A. (2017). A Mental Imagery Intervention to Increase Future Self‐Continuity and Reduce Procrastination. Applied Psychology, 66(2), 326-352. (佳儀) 2. Kim, S. B., Kim, D. Y., & Bolls, P. (2014). Tourist mental-imagery processing: Attention and arousal. Annals of Tourism Research, 45, 63-76. (欣穎) |
| 第 13 週 | 語言 主要教材:Goldstein (2014). Chapter 11 1. Rocklage, M. D., Rucker, D. D., & Nordgren, L. F. (2018). Persuasion, emotion, and language: The intent to persuade transforms language via emotionality. Psychological science, 29(5), 749-760.(岳庭) 2. Liu, S., Wen, X., Wei, L., & Zhao, W. (2013). Advertising persuasion in China: using Mandarin or Cantonese?. Journal of Business research, 66(12), 2383-2389. (世章) |
| 第 14 週 | 問題解決 主要教材:Goldstein (2014). Chapter 12 1. Crichton, S., Pegler, K., & White, D. (2012). Personal Devices in Public Settings: Lessons Learned from an iPod Touch/iPad Project. Electronic Journal of e-Learning, 10(1), 23-31. (夢甜) 2. Casler, K. (2019). Function is not the sum of an object’s parts. Thinking & Reasoning, 25(3), 300-323. (芷媛) |
| 第 15 週 | 決策與推理 主要教材:Goldstein (2014). Chapter 13 1. Seo, K., Dillard, J. P., & Shen, F. (2013). The effects of message framing and visual image on persuasion. Communication Quarterly, 61(5), 564-583. (曉彤) 2. Cyr, D., & Head, M. (2013). The impact of task framing and viewing timing on user website perceptions and viewing behavior. International journal of human-computer studies, 71(12), 1089-1102. (怡秀) |
| 第 16 週 | 計畫書口頭報告 1. Sherman, L. E., Payton, A. A., Hernandez, L. M., Greenfield, P. M., & Dapretto, M. (2016). The power of the like in adolescence: effects of peer influence on neural and behavioral responses to social media. Psychological science, 27(7), 1027-1035. (婷昀) Moisala, M., Salmela, V., Hietajärvi, L., Salo, E., Carlson, S., Salonen, O., ... & Alho, K. (2016). Media multitasking is associated with distractibility and increased prefrontal activity in adolescents and young adults. NeuroImage, 134, 113-121. (加欣) |
| 第 17 週 | 社會認知 主要教材:Coon et al. (2016). Modules 70, 71 1. McFarland, S., Webb, M., & Brown, D. (2012). All humanity is my ingroup: A measure and studies of identification with all humanity. Journal of personality and social psychology, 103(5), 830. (子歆) 2. Preston, J. L., & Shin, F. (2017). Spiritual experiences evoke awe through the small self in both religious and non-religious individuals. Journal of Experimental Social Psychology, 70, 212-221. (子婷) |
| 第 18 週 | 期末考 |
教科書
Goldstein, E. G. (2014). Cognitive Psychology.4th edition. Coon, D., Mitterer, J. O., Martini, T. S. (2016). Psychology: Modules for Active Learning , 14th Edition
Office Hours
- 地點
- 人社二館314室
- 時間
- 請用Email聯絡
- 聯絡方式
- shihyulo@nctu.edu.tw