傳播與認知心理學
Communication and Cognitive Psychology
學期
110-1
學分
3
學分
當期課號
5823
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 F204 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。
先修科目
線上教室:https://meet.google.com/wit-ogfm-fgg
教學方式
線上教室:https://meet.google.com/wit-ogfm-fgg 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
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。 修課成果 (30%, 2~4人一組) 1. 研究計畫書:包含文獻回顧,研究方法,分析方法與預期結果。學期末必須將其投稿成為registered report。 2. 小論文:以上的研究計畫書加上資料與討論 3. 多媒體作品:選擇一個認知心理學的主題製作出一個影音作品。
週次計畫
| 週次 | 主題 |
|---|---|
| 第 1 週 | 線上教室:https://meet.google.com/wit-ogfm-fgg 課程簡介,行為科學研究法簡介 主要教材: Chapter 1 |
| 第 2 週 | (中秋節放假) |
| 第 3 週 | 認知神經科學 主要教材: Chapter 2 |
| 第 4 週 | 知覺 主要教材: Chapter 3 Paper 1 (耘萱): Brasel, S. A., & Gips, J. (2014). Tablets, touchscreens, and touchpads: How varying touch interfaces trigger psychological ownership and endowment. Journal of Consumer Psychology, 24(2), 226-233. Paper 2 (采萱): Yim, M. Y. C., Chu, S. C., & Sauer, P. L. (2017). Is augmented reality technology an effective tool for e-commerce? An interactivity and vividness perspective. Journal of Interactive Marketing, 39, 89-103. |
| 第 5 週 | 注意力 主要教材:Chapter 4 Paper 1 (之晴): Lang, A., Kurita, S., Gao, Y., & Rubenking, B. (2013). Measuring television message complexity as available processing resources: Dimensions of information and cognitive load. Media Psychology, 16(2), 129-153. Paper 2 (鈺奇):Lee, Y. C., Lee, J. D., & Ng Boyle, L. (2009). The interaction of cognitive load and attention-directing cues in driving. Human factors, 51(3), 271-280. |
| 第 6 週 | 短期記憶 主要教材:Chapter 5 Paper 1 (玟心): Coleman, B., Marion, S., Rizzo, A., Turnbull, J., & Nolty, A. (2019). Virtual reality assessment of classroom–related attention: an ecologically relevant approach to evaluating the effectiveness of working memory training. Frontiers in psychology, 10, 1851. Paper 2 (立融):Nori, R., Piccardi, L., Migliori, M., Guidazzoli, A., Frasca, F., De Luca, D., & Giusberti, F. (2015). The virtual reality walking corsi test. Computers in Human Behavior, 48, 72-77. |
| 第 7 週 | 長期記憶(一): 分類 主要教材: Chapter 6 Paper 1 (雨儂): Lo, S. Y., King, J. T., & Lin, C. T. (2020). How Does Gender Stereotype Affect the Memory of Advertisements? A Behavioral and Electroencephalography Study. Frontiers in psychology, 11, 1580. Paper 2 (玫暄): Tamir, D. I., Templeton, E. M., Ward, A. F., & Zaki, J. (2018). Media usage diminishes memory for experiences. Journal of Experimental Social Psychology, 76, 161-168. |
| 第 8 週 | 長期記憶(二):記憶的鞏固與再鞏固 主要教材: Chapter 7 Paper 1 (文靜): Maertens, R., Roozenbeek, J., Basol, M., & van der Linden, S. (2020). Long-term effectiveness of inoculation against misinformation: Three longitudinal experiments. Journal of Experimental Psychology: Applied. Paper 2 (宸諭):Prasad, D., & Bainbridge, W. A. (2021). The Visual Mandela Effect: Evidence for specific shared false memories in popular iconography. Journal of Vision, 21(9), 2121-2121. |
| 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: Chapter 8 *決定好分組題目 Paper 1 (浩程): Ciaramelli, E., Bernardi, F. & Moscovitch, M. (2013). Individualized theory of mind (iToM): When memory modulates empathy. Frontiers in Psychology 4, 4. Paper 2 (亭宜): Lo, S.-Y. (in revision). Empathy reduces susceptibility to false memory. Scientific Reports. |
| 第 11 週 | 知識 主要教材:Chapter 9 Paper 1 (佩容): Lo, S. Y., Li, S. C. S., & Wu, T. Y. (2021). Exploring Psychological Factors for COVID-19 Vaccination Intention in Taiwan. Vaccines, 9(7), 764. Paper 2 (唯一): Ram, N., Yang, X., Cho, M. J., Brinberg, M., Muirhead, F., Reeves, B., & Robinson, T. N. (2020). Screenomics: A new approach for observing and studying individuals’ digital lives. Journal of adolescent research, 35(1), 16-50. |
| 第 12 週 | 心像 主要教材: Chapter 10 Paper 1 (耘萱,采萱,之晴,鈺奇): Duncan, L. R., Hall, C. R., Wilson, P. M., & Rodgers, W. M. (2012). The use of a mental imagery intervention to enhance integrated regulation for exercise among women commencing an exercise program. Motivation and Emotion, 36(4), 452-464. Paper 2 (玟心,立融,雨儂,玫暄) : 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. |
| 第 13 週 | 語言 主要教材: Chapter 11 Paper 1 (文欣,佳蓉): Luna, D., Peracchio, L. A., & de Juan, M. D. (2003). The impact of language and congruity on persuasion in multicultural e-marketing. Journal of Consumer Psychology, 13(1-2), 41-50. Paper 2: 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. |
| 第 14 週 | 問題解決 主要教材:Chapter 12 Paper 1 (唯翃): Wu, J., Guo, R., Wang, Z., & Zeng, R. (2021). Integrating spherical video-based virtual reality into elementary school students’ scientific inquiry instruction: effects on their problem-solving performance. Interactive Learning Environments, 29(3), 496-509. Paper 2 (文靜,宸諭,浩程):Fabio, R. A., Caprì, T., Iannizzotto, G., Nucita, A., & Mohammadhasani, N. (2019). Interactive avatar boosts the performances of children with attention deficit hyperactivity disorder in dynamic measures of intelligence. Cyberpsychology, Behavior, and Social Networking, 22(9), 588-596. |
| 第 15 週 | 決策與推理 主要教材:Chapter 13 Paper 1 (亭宜,佩容,唯一): Lo, S.-Y., Lai, Y.-Y., Liu, J. -C., Yeh, S.L. (in press). Robots and sustainability: Robots as persuaders to promote recycling. International Journal of Social Robotics. Paper 2(文欣,佳蓉,唯翃): Yamani, Y., & McCarley, J. S. (2018). Effects of task difficulty and display format on automation usage strategy: A workload capacity analysis. Human factors, 60(4), 527-537. |
| 第 16 週 | 期末考 |
| 第 17 週 | (彈性補充教學)(多媒體組別繳交計畫書) |
| 第 18 週 | (彈性補充教學)(期末報告1/22前繳交) |
教科書
1. Cognitive Psychology: Connecting Mind, Research, And Everyday Experience 5th Edition (ISBN 978-9814834742) 2. 教師指定論文
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