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COGS702 – Advanced Principles of Cognitive Science: Attention and Action

2017 – S1 Day

General Information

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Unit convenor and teaching staff Unit convenor and teaching staff Unit Convenor and Lecturer
Paul Sowman
Contact via ext 6732
AHH 3.821
Lecturer
David Kaplan
Lecturer
Regine Zopf
Lecturer
Vince Polito
Lecturer
Ann Carrigan
Lecturer
Leidy Castro-Meneses
Credit points Credit points
4
Prerequisites Prerequisites
Admission to MRes
Corequisites Corequisites
Co-badged status Co-badged status
Unit description Unit description
This unit forms part of a four-unit core sequence covering a range of foundational and cutting-edge research topics in cognitive science, with an emphasis on active research programs at MQ. This team-taught unit is made up of a selection of 3-4 topic modules, led by experts specialising in these fields. Topics to be covered may include but are not limited to: the varieties of attention (eg, spatial attention, temporal attention, object attention, and attentional control); the relationship between attention and conscious awareness; brain mechanisms of attention and multisensory integration; motor planning and sensorimotor transformations.

Important Academic Dates

Information about important academic dates including deadlines for withdrawing from units are available at http://students.mq.edu.au/student_admin/enrolmentguide/academicdates/

Learning Outcomes

  1. Articulate a coherent and advanced knowledge of conceptual foundations and current research on action and related topics.
  2. Demonstrate advanced knowledge of research principles and methods, as well as a high level of ethical conduct in research activities.
  3. Synthesise and analyse information from a wide variety of sources on action and related topics.
  4. Identify and discuss complex problems and issues in action research with intellectual independence.
  5. Articulate clearly a coherent argument in written and oral form for a variety of audiences.
  6. Develop a high level of oral, written and technological communication skills for specific needs of researchers in cognitive science.

General Assessment Information

 

LATE PENALTIES

Late submission of an assignment will attract a penalty of 10% of the maximum mark for every day that the assignment is late (including weekend days). For example, if the assignment is worth 40 marks and your assignment is submitted 2 days late, a penalty of 2x10%x40 = 8 marks will be applied and subtracted from the awarded mark for the assignment. Work submitted more than 7 days after the submission deadline will not be marked and will receive a mark of 0. Please note that it is the student’s responsibility to notify the University of a disruption to their studies and that requests for extensions for assignments must be made via the University’s Ask MQ System (as outlined in the Disruption to Studies Policy).

REQUEST FOR EXTENSIONS

Extensions will only be granted for medical or other extenuating circumstances. Students may request this by submitting an online request via ask.mq.edu.au with supporting documentary evidence (such as medical certificate, counsellor note, or similar). Neither individual tutors nor the course convenor are able to grant extensions. All requests for extensions must be made prior to the due date for the assignment. 

Assessment Tasks

Name Weighting Hurdle Due
500 word article review 20% TBA
2000 word essay 40% 30/05/2017
Research poster 40% 06/06/2017

500 word article review

Due: TBA
Weighting: 20%

  • This assessment involves writing a highly structured 500 word (approx. 2 page) review of a published journal article on topics covered in Weeks 1-4. Journal articles will be assigned to groups in week 1. You will also be asked to lead a group discussion on the article in Weeks 2 or 4.
  • Electronic submission via iLearn TURNITIN by 5pm on the due date.

This Assessment Task relates to the following Learning Outcomes:
  • Articulate a coherent and advanced knowledge of conceptual foundations and current research on action and related topics.
  • Demonstrate advanced knowledge of research principles and methods, as well as a high level of ethical conduct in research activities.
  • Identify and discuss complex problems and issues in action research with intellectual independence.
  • Articulate clearly a coherent argument in written and oral form for a variety of audiences.
  • Develop a high level of oral, written and technological communication skills for specific needs of researchers in cognitive science.

2000 word essay

Due: 30/05/2017
Weighting: 40%

  • This assessment involves writing a 2000-word (approx. 8 page) essay on a topic covered during the semester. A list of topics will be distributed in class. 
  • Electronic submission via iLearn TURNITIN by 5pm on the due date.
  • The point of this essay is not to simply review the course content in an uncritical way. You need to make a reasoned argument about whether or not research you are commenting on has helped us understand any aspects of cognition in ways that have been useful for research, clinical practice or for developing cognitive theory. It does not matter whether you say the field has been extremely useful or it has been pointless. We are looking for a clear reasoned argument either way. Please don’t sit on the fence. 

This Assessment Task relates to the following Learning Outcomes:
  • Articulate a coherent and advanced knowledge of conceptual foundations and current research on action and related topics.
  • Demonstrate advanced knowledge of research principles and methods, as well as a high level of ethical conduct in research activities.
  • Synthesise and analyse information from a wide variety of sources on action and related topics.
  • Identify and discuss complex problems and issues in action research with intellectual independence.
  • Articulate clearly a coherent argument in written and oral form for a variety of audiences.
  • Develop a high level of oral, written and technological communication skills for specific needs of researchers in cognitive science.

Research poster

Due: 06/06/2017
Weighting: 40%

  • For this assessment, you will be asked to design a research poster of a hypothetical study that follows on from or builds upon a published journal article of your choice from the reading list. Your poster should consist of an Introduction (describing background research, aims, hypotheses), Method, Results (make up some pretend results), Discussion (describing implications, limitations, future research suggestions, etc).

    We will hold a poster session on Thursday 6th June 11am-1pm, where you will describe your poster to the group. 


This Assessment Task relates to the following Learning Outcomes:
  • Articulate a coherent and advanced knowledge of conceptual foundations and current research on action and related topics.
  • Demonstrate advanced knowledge of research principles and methods, as well as a high level of ethical conduct in research activities.
  • Synthesise and analyse information from a wide variety of sources on action and related topics.
  • Identify and discuss complex problems and issues in action research with intellectual independence.
  • Develop a high level of oral, written and technological communication skills for specific needs of researchers in cognitive science.

Delivery and Resources

The lecturers of each module will provide students with a reading list. Students will need to access the papers on those lists through the library's website or directly from the instructor. 

Policies and Procedures

Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:

Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html

Assessment Policy http://mq.edu.au/policy/docs/assessment/policy_2016.html

Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html

Complaint Management Procedure for Students and Members of the Public http://www.mq.edu.au/policy/docs/complaint_management/procedure.html​

Disruption to Studies Policy (in effect until Dec 4th, 2017): http://www.mq.edu.au/policy/docs/disruption_studies/policy.html

Special Consideration Policy (in effect from Dec 4th, 2017): https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policies/special-consideration

In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.

Student Code of Conduct

Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/

Results

Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.

Student Support

Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/

Learning Skills

Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.

Student Enquiry Service

For all student enquiries, visit Student Connect at ask.mq.edu.au

Equity Support

Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.

IT Help

For help with University computer systems and technology, visit http://www.mq.edu.au/about_us/offices_and_units/information_technology/help/

When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.

Graduate Capabilities

PG - Discipline Knowledge and Skills

Our postgraduates will be able to demonstrate a significantly enhanced depth and breadth of knowledge, scholarly understanding, and specific subject content knowledge in their chosen fields.

This graduate capability is supported by:

Learning outcomes

  • Articulate a coherent and advanced knowledge of conceptual foundations and current research on action and related topics.
  • Synthesise and analyse information from a wide variety of sources on action and related topics.

Assessment tasks

  • 500 word article review
  • 2000 word essay
  • Research poster

PG - Research and Problem Solving Capability

Our postgraduates will be capable of systematic enquiry; able to use research skills to create new knowledge that can be applied to real world issues, or contribute to a field of study or practice to enhance society. They will be capable of creative questioning, problem finding and problem solving.

This graduate capability is supported by:

Learning outcomes

  • Demonstrate advanced knowledge of research principles and methods, as well as a high level of ethical conduct in research activities.
  • Synthesise and analyse information from a wide variety of sources on action and related topics.

Assessment tasks

  • 2000 word essay
  • Research poster

PG - Engaged and Responsible, Active and Ethical Citizens

Our postgraduates will be ethically aware and capable of confident transformative action in relation to their professional responsibilities and the wider community. They will have a sense of connectedness with others and country and have a sense of mutual obligation. They will be able to appreciate the impact of their professional roles for social justice and inclusion related to national and global issues

This graduate capability is supported by:

Learning outcomes

  • Articulate clearly a coherent argument in written and oral form for a variety of audiences.
  • Develop a high level of oral, written and technological communication skills for specific needs of researchers in cognitive science.

PG - Effective Communication

Our postgraduates will be able to communicate effectively and convey their views to different social, cultural, and professional audiences. They will be able to use a variety of technologically supported media to communicate with empathy using a range of written, spoken or visual formats.

This graduate capability is supported by:

Learning outcomes

  • Identify and discuss complex problems and issues in action research with intellectual independence.
  • Articulate clearly a coherent argument in written and oral form for a variety of audiences.
  • Develop a high level of oral, written and technological communication skills for specific needs of researchers in cognitive science.

Assessment tasks

  • 2000 word essay
  • Research poster

PG - Critical, Analytical and Integrative Thinking

Our postgraduates will be capable of utilising and reflecting on prior knowledge and experience, of applying higher level critical thinking skills, and of integrating and synthesising learning and knowledge from a range of sources and environments. A characteristic of this form of thinking is the generation of new, professionally oriented knowledge through personal or group-based critique of practice and theory.

This graduate capability is supported by:

Learning outcomes

  • Articulate a coherent and advanced knowledge of conceptual foundations and current research on action and related topics.
  • Synthesise and analyse information from a wide variety of sources on action and related topics.
  • Identify and discuss complex problems and issues in action research with intellectual independence.
  • Articulate clearly a coherent argument in written and oral form for a variety of audiences.

Assessment tasks

  • 500 word article review
  • 2000 word essay
  • Research poster

PG - Capable of Professional and Personal Judgment and Initiative

Our postgraduates will demonstrate a high standard of discernment and common sense in their professional and personal judgment. They will have the ability to make informed choices and decisions that reflect both the nature of their professional work and their personal perspectives.

This graduate capability is supported by:

Learning outcome

  • Develop a high level of oral, written and technological communication skills for specific needs of researchers in cognitive science.