Students

PSY 463 – Advanced Visual Perception

2019 – S1 Day

General Information

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Unit convenor and teaching staff Unit convenor and teaching staff Unit Convenor
Kevin Brooks
Contact via kevin.brooks@mq.edu.au
405, 4 First Walk (formerly C3A)
By Appointment
Credit points Credit points
3
Prerequisites Prerequisites
Corequisites Corequisites
PSY490 or PSY495
Co-badged status Co-badged status
PSYC763 Advanced Visual Perception
Unit description Unit description
Research in visual perception is rapidly changing, with broad impacts on many other areas of psychology and general life. In PSY463 we will meet weekly for lively seminars to critically evaluate recent papers chosen by the group. Recent areas of focus include face perception and the impact on ID screening for security applications; perception of bodies and its implications for eating disorders and body satisfaction, as well as developments in the understanding of basic visual processes. Students will hone their skills in presentations, receiving individualised feedback from peers and members of staff, and submit an essay on a chosen visual perception topic. In addition, staff and postgraduate students may present their own current research to students.

Important Academic Dates

Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates

Learning Outcomes

On successful completion of this unit, you will be able to:

  • Identify, define and demonstrate an understanding of the key terms, physiological processes, research findings and theories related to human perception
  • Interpret, synthesise and critically evaluate theories and empirical research in human perception
  • Understand the difference between the “real” world (what is) and the “phenomenological” world (what seems to be), and use knowledge of human perception to understand and explain ‘real world’ phenomena.
  • Understand ethical challenges in perception research involving children and animals
  • Reflect on what has been learned and incorporate those learnings into future work
  • Demonstrate effective time management and work organisation skills

Assessment Tasks

Name Weighting Hurdle Due
Essay 50% No 9am Mon 20th May
Presentation 25% No Various
Peer Feedback 10% No Various
Seminar Contributions 15% No Various

Essay

Due: 9am Mon 20th May
Weighting: 50%

Each student is required to submit an essay on a topic of interest in the field of visual perception.

The topic of the essay should be formally agreed with the Unit Convenor. Students should send a proposed title or topic by e-mail, along with a .pdf copy of at least one principal reference to the convenor for approval. It may focus on a relevant issue or a controversy in the literature, and attempt to provide a summary or resolution. For guidance, a document has been posted on iLearn containing example titles from previous students' high-scoring essays. The subject matter should be different to the subject matter for your honours thesis and your in-class presentation. To avoid wasting time on a topic that may not be approved, it is recommended that students do not begin writing this essay until formal approval has been given.

The total word count, including everything except the references should not exceed 2,500 words. The proposal should be submitted to Turnitin, on the PSY463 iLearn Site by the due date.

Assignments will be penalised by 5% per day late. Fractions of a day are rounded up. Assignments over the word limit will be marked based on the first 2500 words only. Penalties for plagiarism or other forms of academic misconduct will be strictly applied.

Ordinarily, no extensions of time for submission of written work will be granted since ample time for preparation will have been given. If an extension is required for medical or other extenuating circumstances, students may request this in writing through ask.mq.edu.au with supporting documentary evidence (such as medical certificate, counsellor note, or similar). The Psychology Honours Coordinator (Donna Keeley) will make all decisions regarding extensions. Neither individual tutors nor the course convenor will grant extensions. All requests for extensions must be made prior to the due date for the assignment. If an extension is granted, the approval must be attached to the assignment to avoid any late penalty.

 

Submission Information

You must submit your essay in Microsoft Word format (.doc or .docx) through Turnitin for the purpose of plagiarism detection. The link for submission can be found on the iLearn page.

A digital receipt will be generated. Please save a copy of it.

Although unlikely, should you experience any technical difficulties when submitting your assignment online, an identical copy of the FULL assignment should be emailed to the Unit Convenors while the problem is reviewed. Failure to do so will result in late penalties being applied where the assignment deadline is exceeded.


On successful completion you will be able to:
  • Identify, define and demonstrate an understanding of the key terms, physiological processes, research findings and theories related to human perception
  • Interpret, synthesise and critically evaluate theories and empirical research in human perception
  • Understand the difference between the “real” world (what is) and the “phenomenological” world (what seems to be), and use knowledge of human perception to understand and explain ‘real world’ phenomena.
  • Understand ethical challenges in perception research involving children and animals
  • Reflect on what has been learned and incorporate those learnings into future work
  • Demonstrate effective time management and work organisation skills

Presentation

Due: Various
Weighting: 25%

Each student must make at least one presentation during the semester. The topic of this presentation should be one of the pre-approved journal articles distributed at the beginning of semester, or a personally selected journal article, if this is explicitly approved by the Unit Convenors via e-mail. Personally selected articles should be recent (i.e. published in the last 2 years) and should be on teh topic of visual perception. The presentation should introduce the study and provide a critical analysis, along with three discussion points to guide the seminar group in their post-presentation discussion.

In addition, the presenter must send to the Unit Convenors, via e-mail, the slides used during the presentation. These are due one week after the date of the presentation.

The mark will be determined by factors such as clear evidence of understanding of the main issues, clarity of explanation, critical analysis, comprehension of the implications for the theories of visual perception or real-world applications, suggestions for future research, etc. Both the slides and the oral presentation will contribute to the grade.

When a student makes more than one presentation during the semester, the highest scoring presentation will be used in the calculation of the final unit grade.


On successful completion you will be able to:
  • Identify, define and demonstrate an understanding of the key terms, physiological processes, research findings and theories related to human perception
  • Interpret, synthesise and critically evaluate theories and empirical research in human perception
  • Understand the difference between the “real” world (what is) and the “phenomenological” world (what seems to be), and use knowledge of human perception to understand and explain ‘real world’ phenomena.
  • Understand ethical challenges in perception research involving children and animals
  • Reflect on what has been learned and incorporate those learnings into future work
  • Demonstrate effective time management and work organisation skills

Peer Feedback

Due: Various
Weighting: 10%

Each week, students not making a formal oral presentation will be required to provide feedback to the speaker. This must be e-mailed to the Unit Convenor(s) within 1 week of the presentation, using the template provided. The Convenor(s) will collate the feedback and remove the names of the contributors before forwarding to the presenter.

The focus of the feedback should be to help the presenter to improve their technique for future presentations. Comments should be concise, professional and impersonal, identifying 3 positive aspects of the presentation, and 3 areas for improvement. Inappropriate and excessively personal comments will not be forwarded to the speaker, and action will be taken if necessary.

Absences from class will affect the student's score on this assessment task. For this reason, attendance is compulsory. In case of unavoidable absence (for example, due to illness) an application for Disruption to Studies should be submitted through ask.mq.edu with the appropriate supporting documents. Original documents need to be presented at the Student Centre. This should be done within five (5) working days from the day of the absence.


On successful completion you will be able to:
  • Identify, define and demonstrate an understanding of the key terms, physiological processes, research findings and theories related to human perception
  • Interpret, synthesise and critically evaluate theories and empirical research in human perception
  • Understand the difference between the “real” world (what is) and the “phenomenological” world (what seems to be), and use knowledge of human perception to understand and explain ‘real world’ phenomena.
  • Understand ethical challenges in perception research involving children and animals
  • Reflect on what has been learned and incorporate those learnings into future work
  • Demonstrate effective time management and work organisation skills

Seminar Contributions

Due: Various
Weighting: 15%

For each of the weekly seminars, all students are expected to have read the relevant journal article(s), and to contribute to discussion in class. The contributions of each student to in-class discussions will be judged by the members of staff present, and will constitute the grade for this assessment task.

Absences from class will affect the student's score on this assessment task. For this reason, attendance is compulsory. In case of unavoidable absence (for example, due to illness) an application for Disruption to Studies should be submitted through ask.mq.edu with the appropriate supporting documents. Original documents need to be presented at the Student Centre. This should be done within five (5) working days from the day of the absence.


On successful completion you will be able to:
  • Identify, define and demonstrate an understanding of the key terms, physiological processes, research findings and theories related to human perception
  • Interpret, synthesise and critically evaluate theories and empirical research in human perception
  • Understand the difference between the “real” world (what is) and the “phenomenological” world (what seems to be), and use knowledge of human perception to understand and explain ‘real world’ phenomena.
  • Understand ethical challenges in perception research involving children and animals
  • Reflect on what has been learned and incorporate those learnings into future work
  • Demonstrate effective time management and work organisation skills

Delivery and Resources

 

Technology Used and Required

For this unit you will need to have access to a computer that can reliably connect to the internet. This will be essential for accessing your student e-mail account - the principal medium for organisation of this unit - and for accessing the unit's iLearn page, which can be found at:

https://ilearn.mq.edu.au

NB: It is University Policy that the University-issued e-mail account will be used for official University communication. All students are required to access their University account frequently.

 

Required Text

No required text. PDF files of relevant papers will be provided.

 

Unit Schedule

 

The timetable for classes can be found on the University web site at: http://www.timetables.mq.edu.au/ 

 

Seminars

Weekly seminars will have a "Journal Club Meeting" style, and will be held on Mondays from 2-4pm in 17WW 238.

You should be aware that as your performance during these seminars will form a part of your assessment activities, your attendance is essential.   

Policies and Procedures

Macquarie University policies and procedures are accessible from Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central). Students should be aware of the following policies in particular with regard to Learning and Teaching:

Undergraduate students seeking more policy resources can visit the Student Policy Gateway (https://students.mq.edu.au/support/study/student-policy-gateway). It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.

If you would like to see all the policies relevant to Learning and Teaching visit Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/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/study/getting-started/student-conduct​

Results

Results published on platform other than eStudent, (eg. iLearn, Coursera etc.) 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 or if you are a Global MBA student contact globalmba.support@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 Services and 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.

Student Enquiries

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

If you are a Global MBA student contact globalmba.support@mq.edu.au

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

Creative and Innovative

Our graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking.

This graduate capability is supported by:

Learning outcome

  • Demonstrate effective time management and work organisation skills

Assessment tasks

  • Essay
  • Presentation
  • Peer Feedback
  • Seminar Contributions

Capable of Professional and Personal Judgement and Initiative

We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments.

This graduate capability is supported by:

Learning outcome

  • Demonstrate effective time management and work organisation skills

Assessment tasks

  • Essay
  • Presentation
  • Peer Feedback
  • Seminar Contributions

Commitment to Continuous Learning

Our graduates will have enquiring minds and a literate curiosity which will lead them to pursue knowledge for its own sake. They will continue to pursue learning in their careers and as they participate in the world. They will be capable of reflecting on their experiences and relationships with others and the environment, learning from them, and growing - personally, professionally and socially.

This graduate capability is supported by:

Assessment tasks

  • Essay
  • Presentation
  • Peer Feedback
  • Seminar Contributions

Discipline Specific Knowledge and Skills

Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.

This graduate capability is supported by:

Learning outcomes

  • Identify, define and demonstrate an understanding of the key terms, physiological processes, research findings and theories related to human perception
  • Interpret, synthesise and critically evaluate theories and empirical research in human perception
  • Understand the difference between the “real” world (what is) and the “phenomenological” world (what seems to be), and use knowledge of human perception to understand and explain ‘real world’ phenomena.

Assessment tasks

  • Essay
  • Presentation
  • Peer Feedback
  • Seminar Contributions

Critical, Analytical and Integrative Thinking

We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.

This graduate capability is supported by:

Learning outcomes

  • Identify, define and demonstrate an understanding of the key terms, physiological processes, research findings and theories related to human perception
  • Interpret, synthesise and critically evaluate theories and empirical research in human perception
  • Understand the difference between the “real” world (what is) and the “phenomenological” world (what seems to be), and use knowledge of human perception to understand and explain ‘real world’ phenomena.
  • Reflect on what has been learned and incorporate those learnings into future work

Assessment tasks

  • Essay
  • Presentation
  • Peer Feedback
  • Seminar Contributions

Problem Solving and Research Capability

Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations.

This graduate capability is supported by:

Learning outcome

  • Reflect on what has been learned and incorporate those learnings into future work

Assessment tasks

  • Essay
  • Presentation
  • Peer Feedback
  • Seminar Contributions

Effective Communication

We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.

This graduate capability is supported by:

Assessment tasks

  • Essay
  • Presentation
  • Peer Feedback
  • Seminar Contributions

Engaged and Ethical Local and Global citizens

As local citizens our graduates will be aware of indigenous perspectives and of the nation's historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society.

This graduate capability is supported by:

Learning outcome

  • Understand ethical challenges in perception research involving children and animals

Teaching Staff

 

Note that visits with any of the staff listed below is by appointment only.

 

Unit Convenor                            

Dr. Kevin Brooks, C3A 405, Tel: 9850 7796, email: kevin.brooks@mq.edu.au

Teaching and Learning Strategy

 

PSY463 Unit Overview

While earlier units at 200- and 300-level were intended to introduce the fundamentals and basic concepts, PSY463 is designed to allow students to explore deeper issues in the rapidly changing field of vision science, alongside other interested students and more experienced academics. PSY463 aims to give students exposure to contemporary research in the field of visual perception, and to help them to develop advanced research skills, particularly those involving critical thinking, analysis and synthesis of empirical data, and oral and written presentation.

To this end, the course will be run as a series of "Journal Club" seminars, attended by all enrolled UG students as well as interested PG students and members of staff. In each seminar, a student or member of staff will give a presentation of a journal article of their choice (from a pre-approved list of options), as the starting point for a more detailed discussion by the rest of the class, each of whom will be expected to have read the relevant paper. Students wishing to make a presentation based on a paper outside the opions provided must seek approval from the Unit Convenor first. Each student must present at least once during the semester, and must hand in a copy of their slides for assessment. All students are scored on their contributions, both as presenters and as participants in the ensuing discussions. When the schedule allows, students may request feedback on the deisgn of their perception-related Honours projects, or members of staff may present their own current research. In previous years, these sessions have been social, lively and enjoyable for most of the students and staff members involved. Additional assessment activities involve a 2500-word essay (take-home exam) on a topic of the student's choosing, but different to the topic on which the presentation was based (approval of the Unit Convenor required), and the provision of feedback to peers.

 

Statement on Academic Courtesy

It is the right of each student to learn in an environment that is free of disruption and distraction. Please make an effort to arrive to class on time, and if you are unavoidably detained, please enter the room as quietly as possible to minimise disruption. Although some speakers may allow questions during their oral presentation, talking between students is often disruptive and is strongly discouraged. Phones, pagers, and other electronic devices that produce noise and other distractions must be turned off prior to entering class, and remain off for the duration of the seminar.

 

Statement on Social Inclusion and Diversity

Social inclusion at Macquarie University is about giving everyone who has the potential to benefit from higher education, the opportunity to study at university, participate in campus life and flourish in their chosen field. The University has made significant moves to promote an equitable, diverse and exciting campus community for the benefit of staff and students. It is your responsibility to contribute towards the development of an inclusive culture and practice in the areas of learning and teaching, research, and service orientation and delivery. As a member of the Macquarie University community, you must not discriminate against or harass others on the basis of their sex, gender, race, marital status, carers' responsibilities, disability, sexual preference, age, political conviction or religious belief. All lecturers, tutors and students are expected to display appropriate behaviour that is conducive to a healthy learning environment for everyone. The Unit Convenor is a member of the Ally Network and is happy to provide support to members of the GLBTIQ community.