Arthur B Markman

Please check back for updates.

Using Public Scholarship to Generate Research Questions
                                                                                

Professors Art Markman and Jeremi Suri

Academics are increasingly being asked to disseminate their knowledge to the public. This course--intended for PhD students in the middle of their program of study--focuses on how to engage the public, but also how to formulate new research questions based on this engagement. Students will be required to attend at least 1 full-day seminar offered by the HDO Professional Institute during the semester. They will develop brief lectures based on their area of study. The course will culminate in a proposal for scholarly research inspired by public engagement

Three lecture hours a week for one semester. Prerequisite: Upper-division standing, Psychology 301 and 418 with a grade of at least C in each, Psychology 458 and 359H, and consent of the honors adviser.

Three lecture hours a week for one semester. Prerequisite: Upper-division standing, Psychology 301 and 418 with a grade of at least C in each, six semester hours of upper-division coursework in psychology, a grade point average of at least 3.50 in psychology courses taken at the University, a University grade point average of at least 3.25, and consent of the honors adviser.

Three lecture hours a week for one semester. Prerequisite: Upper-division standing, Psychology 301 and 418 with a grade of at least C in each, Psychology 458 and 359H, and consent of the honors adviser.

This course is designed as a "lab meeting" for the students doing honors research. Here, you'll get guidance about your honors project. We'll talk about doing a literature review and about designing a study. The group will serve as a sounding board for research ideas. We'll review materials for experiments and make suggestions about data analyses. In addition to talking about research, we'll also discuss careers in Psychology and related fields. Depending on the interests of the group, we can talk about admission to graduate school, and the many fields of study that you can pursue after getting your degree.

Your grade will be based on your performance on the written assigments. Due dates for the written assignments are presented below.

This course is designed as a "lab meeting" for the students doing honors research. Here, you'll get guidance about your honors project. We'll talk about doing a literature review and about designing a study. The group will serve as a sounding board for research ideas. We'll review materials for experiments and make suggestions about data analyses.

In addition to talking about research, we'll also discuss careers in Psychology and related fields. Depending on the interests of the group, we can talk about admission to graduate school, and the many fields of study that you can pursue after getting your degree.

Course Description

Department of Psychology Honors Program is designed to give outstanding students who plan a career in psychology an intensive exposure to research in psychology. Program consists of three formal courses: PSY 359H (Honors Research I), PSY 379H (Honors Research II), and PSY 158H (Honors Seminar). PSY 359H is seminar course which provides opportunity for discussion of various areas of psychology and issues related to research. Explore areas of interest and prepare to undertake independent work in area by reviewing previous research and writing an integrative review paper. Applications for the Department of Psychology Honors Program are available in the Undergraduate Office, SEA 2.218.

Grading Policy

TBA

Texts

TBA

Seminars in Cognitive and Perceptual Systems. Three lecture hours a week for one semester. May be repeated for credit when the topics vary. Prerequisite: Graduate standing and consent of instructor.

PSY 355R: Reasoning and Decision Making
Spring 2010
Unique Number 43980: TTh 3:30-5:00pm, SEA 2.108
Click here for a week by week class schedule.

Instructor
Who     Office     Office Hours     email
Art Markman     SEA 5.218     Wednesday 1-3
or by appointment     markman@psy.utexas.edu
Teaching Assistant
Section     Who     Office     Office Hours     email
44130     Ross Otto    

 
          rotto@mail.utexas.edu
Prerequisites:
Psychology 301 with a grade of C or better, Psychology 418 or an equivalent listed in the course schedule) with a C or better, and Upper-Division standing (60 hours completed).
Enrollment limitations
Enrollment in this course is limited to 30 students.
Goals
This course is a survey of psychological research on how people reason and make decisions. Reasoning is the ability to go beyond the information given in a situation to figure out what is going on. Decision making is the ability to select a course of action from among a set of possibilities. Understanding how people act helps us to understand fundamental problems in psychology such as whether people tend to act rationally. In addition, understanding how people think and decide in general can make us as individuals better reasoners and decision makers.
Format of classes
This course will meet two times a week for one hour and fifteen minutes. The classes will be a mix of seminar-type discussion, lectures and group projects.
Readings

There will be roughly one paper to read for each class session. I expect you to keep current on the reading to facilitate class discussion. Papers can be downloaded from the course page on the Blackboard system. The readings are a mix of summary articles and primary source readings. It may be slow-going to get through these readings at first, but it is well-worth getting familiar with the style and content of journal articles. Additional readings on any topic are available on request.
Assignments and examinations
Grading in this course is based on performance on weekly reaction papers, two exams, and a long paper.
Weekly Reaction Papers (10% of Grade)

Each week, you are expected to turn in a reaction paper to at least one of the readings for that week. Reaction papers are due at the end of class on Thursday. I recommend writing it before the class when we are scheduled to discuss a particular article, though, so that you have comments in mind to discuss in class. Reaction papers should describe your reactions to the reading. That is, they should not be a summary of what you read. Rather, I'd like your opinions. Is the theory or the studies presented by the authors sufficient to explain what the authors would like to explain? Are there things that are not well explained by the theory presented? Is there other evidence you know about that would suggest a problem with the authors' approach? What do you think are the main advances of the work, or how does it fail to take into account other work. Feel free to draw on your own expertise in other areas of psychology or from other disciplines. If you think a particular theory would be helpful for some problem you have been thinking about, say so. If you felt a particular article was confusing, say that too. I will read your reaction papers each week, and respond to them.
Exams (40% of grade)

There will be two exams in the course. They will be essay exams. One will be in class at the middle of the semester, one will be at the end. The exams are cumulative. The exams will ask questions designed to show that you can integrate your thoughts across the ideas presented during the course.
Long Paper (50% of grade)

The centerpiece of the semester will be a long paper that you will write on a topic of your choosing in the area of reasoning or decision making. I would like you to select an area covered in the class, read about the prevailing theories in that area, and then propose a study that would address the issues you raise. This style of paper is similar to the kinds of fellowship and grant proposals that psychologists often have to write to get funding for their research.

The paper will be written in three stages. At about the 4-week mark of the semester, each student will turn in a two-paragraph summary of the paper they are planning to write. I will read these topic proposals and make comments and suggestions. A first draft of the paper will be due about 5-weeks before the end of the semester. I will read and comment on these drafts. 1/3 of your paper grade will be based on the quality of these drafts. At this stage, you will also do some peer editing. You will be assigned a partner in the class, and you will read your partner's paper and your partner will read your paper and provide feedback. The final version of the paper will be turned in on the last day of classes. The remaining 2/3 of your paper grade will be based on the final version of the paper.
Policy on missed exams
No make-up exams will be given. If one exam is missed, then with a note from a doctor or a dean, the other exam will count for your exam grade for the semester. In the absence of a note from a doctor or a dean, or if more than one exam is missed, then the missed exams will be entered as a 0 in the computation of your final grade.
Policy on extra credit
I am always on the lookout for good cartoons to use as examples in class. One point toward your final grade will be awarded to any student who brings a cartoon that is relevant to a point discussed in class along with a paragraph describing why it is relevant. Credit for a particular cartoon will be given only to the first student bringing in that cartoon.
Policy on independent of work and plagiarism
You are expected to do all exams individually. If any student is caught cheating on an exam either by copying from someone else or by using outside material, they will be given an F in the course and the matter will be turned over to the appropriate deans.
Policy on students with disabilities.
We will make every effort to accommodate students with disabilities. Students with disabilities must present documentation of their disability from the Office of the Dean of Students--Services for Students with Disabilities as early in the semester as possible in order to facilitate any necessary accommodations. No accommodations will be made for students who do not have documentation from the Dean of Students office.

Week by week class schedule

Powerpoint versions of the lectures can be downloaded by clicking on the right-most column. I recommend printing them out 3 or 6 to a page and bringing them to class to take notes.
Date
   
Topic
   
Reading
   
Assignment
   
Lecture Notes
January 19     Introduction            
January 21     Types of reasoning     Markman, A.B., & Gentner, D. (2001). Thinking. Annual Review of Psychology, 52, 223-247     Reaction Paper Due     Powerpoint
January 26     Logical Reasoning:
Deduction             Powerpoint
January 28     Logical Reasoning:
Mental models     Johnson-Laird, P.N. (2001). Mental models and deduction. Trends in Cognitive Sciences, 5(10), 434-442.     Reaction Paper Due     Powerpoint
February 2     Logical Reasoning: Induction     Osherson, D.N., Smith, E.E., Wilkie, O., Lopez, A., Shafir, E. (1990). Category-based induction. Psychological Review, 97(2), 185-200.         Powerpoint
February 4     What is causality?     Hume, D. (1772). An Essay Concerning Human Understanding. (Excerpt from the chapter on Cause and Effect)     Reaction Paper Due     Powerpoint
February 9     Causes and explanations     Wilson, R.A., & Keil, F.C. (1998). The shadows and shallows of explanations. Minds and Machines, 8, 137-159.         Powerpoint
February 11     Reasoning about causes    

Kim, N.S., & Ahn, W.K. (2002). Clinical psychologists' theory-based representations of mental disorders predict their diagnostic reasoning and memory. Journal of Experimental Psychology: General, 131(4), 451-476.
    Reaction Paper Due     Powerpoint
February 16     Scientific reasoning     Tweney, R.D. (1998). Toward a cognitive psychology of science: Recent research and its implications. Current Directions in Psychological Science, 7, 5, 150-154.         Powerpoint
February 18     Mental models and naive physics    

McCloskey, M. (1983). Intuitive physics. Scientific American, 248, 4, 122-130.
    Paper proposal due; Reaction Paper Due     Powerpoint
February 23     Analogical Reasoning    

Gentner, D., & Markman, A.B. (1997). Structural alignment in analogy and similarity. American Psychologist, 52(1), 45-56.
        Powerpoint
February 25     Analogy and problem solving    

Gick, M.L., & Holyoak, K.J. (1980). Analogical problem solving. Cognitive Psychology, 12, 306-355.
    Reaction Paper Due     Powerpoint
March 2     Creativity     Simonton, D.K. (2000). Creativity: Cognitive, Personal, Develpomental, and Social Aspects. American Psychologist, 55, 151-158.         Powerpoint
March 4     Writing         No Reaction Paper this week    
March 9     Midterm Exam    

An copy of an old exam is available here to help you study.

An Answer key for the Spring 08 Midterm.
       
March 11     Rationality: What does it mean to be rational?     Shafir, E. & LeBoeuf, R.A. (2002). Rationality. Annual Review of Psychology, 53, 491-517.     No Reaction Paper this week     Powerpoint
March 16 and March 18     No Class, Spring Break             Powerpoint
March 23     Decision making and economics     Markman, A.B., & Medin, D.L. (2001). Decision making. In D.L. Medin & H. Pashler (Eds.) Stevens Handbook of Experimental Psychology (pp. 413-466). New York: John Wiley and Sons.     Reaction Paper Due     Powerpoint
March 25     Heuristics and biases     Kahneman, D. & Tversky, A. (1984). Choices, values, and frames. American Psychologist, 39(4), 341-350.            
March 30     Heuristics and biases     Kahneman, D., Knetsch, J.L., & Thaler, R.H. (1991). Anomalies: The endowment effect, loss aversion and status quo bias. Journal of Economic Perspectives, 5(1), 193-206.         Powerpoint
April 1     Mental accounting     Shefrin, H.M., & Thaler, R.H. (1992). Mental accounting, saving, and self-control. In G. Loewenstein & J. Elster (Eds.) Choice over time. New York: Russell Sage Foundation.     Reaction Paper Due     Powerpoint
April 6     Emotion, motivation, and decision making     Lowenstein, G.F., Weber, E.U., Hsee, C.K., Welch, N. (2001). Risk as feelings. Psychological Bulletin, 127(2), 267-286.         Powerpoint
April 8     Emotion, motivation, and decision making    

Markman, A.B., & Brendl, C.M. (2000). The influence of goals on value and choice. The Psychology of Learning and Motivation, 39, 97-129.
    First Draft of Papers Due;
No Reaction Paper This week     Powerpoint
April 13     Emotion, motivation, and decision making    

Damasio, A.R. (1994). Descartes' error. New York: Bard Books. (Chapters 1-3)
    Reaction Paper Due     Powerpoint
April 15     Peer Editing Session    

 
           
April 20     Emotion, motivation, and decision making    

Higgins, E. T. (1997). Beyond pleasure and pain. American Psychologist, 52(12), 1280-1300.

Maddox, W.T., & Markman, A.B. (in press). The motivation-cognition interface in learning and decision-making. Current Directions in Psychological Science.
        Powerpoint
April 22     Naturalistic decision making    

Galanter, C.A., & Patel, V.L. (2005). Medical decision making: A selective review for child psychiatrists and psychologists. Journal of Child Psychiatry and Psychology, 46(7), 675-689.
    Reaction Paper Due     Powerpoint
April 27     Protected values     Tetlock, P.E. (2003). Thinking the unthinkable: Sacred values and taboo cognitions. Trends in Cognitive Sciences, 7(7), 320-324.         Powerpoint
April 29     Culture influences on reasoning and decision making     Peng, K., & Nisbett, R.E. (1999). Culture dialectics, and reasoning about contradiction. American Psychologist, 54, 741-754.     Reaction Paper Due     Powerpoint
May 4     Culture influences on reasoning and decision making     Markman, A.B., Grimm, L.R., & Kim, K. (2009). Culture as a vehicle for studying individual differences.  To appear in R.S. Wyer, C.Y. Chiu, & Y.Y. Hong (Eds.) Understanding Culture:  theory, research and application (pp. 93-106).  New York:  Taylor and Francis.
        Powerpoint
May 6     Consumer Psychology    

Loken, B. (2006). Consumer Psychology: Categorization, inferences, affect, and persuasion. Annual Review of Psychology, 57 453-485.
    Reaction Paper Due    
May 7     Papers due!!     Your final papers are due on May 7 by 5pm. Please turn in your final paper draft along with the rough draft. Papers may be turned in to Dr. Markman's mailbox.        
TBA     Final Exam    

Sample Final Exam
       
                     

This page last modified on Tuesday, January 5, 2010.
PSY 355R: Reasoning and Decision Making
Spring 2010
Unique Number 43980: TTh 3:30-5:00pm, SEA 2.108
Click here for a week by week class schedule.
Instructor
Who     Office     Office Hours     email
Art Markman     SEA 5.218     Wednesday 1-3
or by appointment     markman@psy.utexas.edu
Teaching Assistant
Section     Who     Office     Office Hours     email
44130     Ross Otto    

 
          rotto@mail.utexas.edu
Prerequisites:
Psychology 301 with a grade of C or better, Psychology 418 or an equivalent listed in the course schedule) with a C or better, and Upper-Division standing (60 hours completed).
Enrollment limitations
Enrollment in this course is limited to 30 students.
Goals
This course is a survey of psychological research on how people reason and make decisions. Reasoning is the ability to go beyond the information given in a situation to figure out what is going on. Decision making is the ability to select a course of action from among a set of possibilities. Understanding how people act helps us to understand fundamental problems in psychology such as whether people tend to act rationally. In addition, understanding how people think and decide in general can make us as individuals better reasoners and decision makers.
Format of classes
This course will meet two times a week for one hour and fifteen minutes. The classes will be a mix of seminar-type discussion, lectures and group projects.
Readings

There will be roughly one paper to read for each class session. I expect you to keep current on the reading to facilitate class discussion. Papers can be downloaded from the course page on the Blackboard system. The readings are a mix of summary articles and primary source readings. It may be slow-going to get through these readings at first, but it is well-worth getting familiar with the style and content of journal articles. Additional readings on any topic are available on request.
Assignments and examinations
Grading in this course is based on performance on weekly reaction papers, two exams, and a long paper.
Weekly Reaction Papers (10% of Grade)

Each week, you are expected to turn in a reaction paper to at least one of the readings for that week. Reaction papers are due at the end of class on Thursday. I recommend writing it before the class when we are scheduled to discuss a particular article, though, so that you have comments in mind to discuss in class. Reaction papers should describe your reactions to the reading. That is, they should not be a summary of what you read. Rather, I'd like your opinions. Is the theory or the studies presented by the authors sufficient to explain what the authors would like to explain? Are there things that are not well explained by the theory presented? Is there other evidence you know about that would suggest a problem with the authors' approach? What do you think are the main advances of the work, or how does it fail to take into account other work. Feel free to draw on your own expertise in other areas of psychology or from other disciplines. If you think a particular theory would be helpful for some problem you have been thinking about, say so. If you felt a particular article was confusing, say that too. I will read your reaction papers each week, and respond to them.
Exams (40% of grade)

There will be two exams in the course. They will be essay exams. One will be in class at the middle of the semester, one will be at the end. The exams are cumulative. The exams will ask questions designed to show that you can integrate your thoughts across the ideas presented during the course.
Long Paper (50% of grade)

The centerpiece of the semester will be a long paper that you will write on a topic of your choosing in the area of reasoning or decision making. I would like you to select an area covered in the class, read about the prevailing theories in that area, and then propose a study that would address the issues you raise. This style of paper is similar to the kinds of fellowship and grant proposals that psychologists often have to write to get funding for their research.

The paper will be written in three stages. At about the 4-week mark of the semester, each student will turn in a two-paragraph summary of the paper they are planning to write. I will read these topic proposals and make comments and suggestions. A first draft of the paper will be due about 5-weeks before the end of the semester. I will read and comment on these drafts. 1/3 of your paper grade will be based on the quality of these drafts. At this stage, you will also do some peer editing. You will be assigned a partner in the class, and you will read your partner's paper and your partner will read your paper and provide feedback. The final version of the paper will be turned in on the last day of classes. The remaining 2/3 of your paper grade will be based on the final version of the paper.
Policy on missed exams
No make-up exams will be given. If one exam is missed, then with a note from a doctor or a dean, the other exam will count for your exam grade for the semester. In the absence of a note from a doctor or a dean, or if more than one exam is missed, then the missed exams will be entered as a 0 in the computation of your final grade.
Policy on extra credit
I am always on the lookout for good cartoons to use as examples in class. One point toward your final grade will be awarded to any student who brings a cartoon that is relevant to a point discussed in class along with a paragraph describing why it is relevant. Credit for a particular cartoon will be given only to the first student bringing in that cartoon.
Policy on independent of work and plagiarism
You are expected to do all exams individually. If any student is caught cheating on an exam either by copying from someone else or by using outside material, they will be given an F in the course and the matter will be turned over to the appropriate deans.
Policy on students with disabilities.
We will make every effort to accommodate students with disabilities. Students with disabilities must present documentation of their disability from the Office of the Dean of Students--Services for Students with Disabilities as early in the semester as possible in order to facilitate any necessary accommodations. No accommodations will be made for students who do not have documentation from the Dean of Students office.

Week by week class schedule

Powerpoint versions of the lectures can be downloaded by clicking on the right-most column. I recommend printing them out 3 or 6 to a page and bringing them to class to take notes.
Date
   
Topic
   
Reading
   
Assignment
   
Lecture Notes
January 19     Introduction            
January 21     Types of reasoning     Markman, A.B., & Gentner, D. (2001). Thinking. Annual Review of Psychology, 52, 223-247     Reaction Paper Due     Powerpoint
January 26     Logical Reasoning:
Deduction             Powerpoint
January 28     Logical Reasoning:
Mental models     Johnson-Laird, P.N. (2001). Mental models and deduction. Trends in Cognitive Sciences, 5(10), 434-442.     Reaction Paper Due     Powerpoint
February 2     Logical Reasoning: Induction     Osherson, D.N., Smith, E.E., Wilkie, O., Lopez, A., Shafir, E. (1990). Category-based induction. Psychological Review, 97(2), 185-200.         Powerpoint
February 4     What is causality?     Hume, D. (1772). An Essay Concerning Human Understanding. (Excerpt from the chapter on Cause and Effect)     Reaction Paper Due     Powerpoint
February 9     Causes and explanations     Wilson, R.A., & Keil, F.C. (1998). The shadows and shallows of explanations. Minds and Machines, 8, 137-159.         Powerpoint
February 11     Reasoning about causes    

Kim, N.S., & Ahn, W.K. (2002). Clinical psychologists' theory-based representations of mental disorders predict their diagnostic reasoning and memory. Journal of Experimental Psychology: General, 131(4), 451-476.
    Reaction Paper Due     Powerpoint
February 16     Scientific reasoning     Tweney, R.D. (1998). Toward a cognitive psychology of science: Recent research and its implications. Current Directions in Psychological Science, 7, 5, 150-154.         Powerpoint
February 18     Mental models and naive physics    

McCloskey, M. (1983). Intuitive physics. Scientific American, 248, 4, 122-130.
    Paper proposal due; Reaction Paper Due     Powerpoint
February 23     Analogical Reasoning    

Gentner, D., & Markman, A.B. (1997). Structural alignment in analogy and similarity. American Psychologist, 52(1), 45-56.
        Powerpoint
February 25     Analogy and problem solving    

Gick, M.L., & Holyoak, K.J. (1980). Analogical problem solving. Cognitive Psychology, 12, 306-355.
    Reaction Paper Due     Powerpoint
March 2     Creativity     Simonton, D.K. (2000). Creativity: Cognitive, Personal, Develpomental, and Social Aspects. American Psychologist, 55, 151-158.         Powerpoint
March 4     Writing         No Reaction Paper this week    
March 9     Midterm Exam    

An copy of an old exam is available here to help you study.

An Answer key for the Spring 08 Midterm.
       
March 11     Rationality: What does it mean to be rational?     Shafir, E. & LeBoeuf, R.A. (2002). Rationality. Annual Review of Psychology, 53, 491-517.     No Reaction Paper this week     Powerpoint
March 16 and March 18     No Class, Spring Break             Powerpoint
March 23     Decision making and economics     Markman, A.B., & Medin, D.L. (2001). Decision making. In D.L. Medin & H. Pashler (Eds.) Stevens Handbook of Experimental Psychology (pp. 413-466). New York: John Wiley and Sons.     Reaction Paper Due     Powerpoint
March 25     Heuristics and biases     Kahneman, D. & Tversky, A. (1984). Choices, values, and frames. American Psychologist, 39(4), 341-350.            
March 30     Heuristics and biases     Kahneman, D., Knetsch, J.L., & Thaler, R.H. (1991). Anomalies: The endowment effect, loss aversion and status quo bias. Journal of Economic Perspectives, 5(1), 193-206.         Powerpoint
April 1     Mental accounting     Shefrin, H.M., & Thaler, R.H. (1992). Mental accounting, saving, and self-control. In G. Loewenstein & J. Elster (Eds.) Choice over time. New York: Russell Sage Foundation.     Reaction Paper Due     Powerpoint
April 6     Emotion, motivation, and decision making     Lowenstein, G.F., Weber, E.U., Hsee, C.K., Welch, N. (2001). Risk as feelings. Psychological Bulletin, 127(2), 267-286.         Powerpoint
April 8     Emotion, motivation, and decision making    

Markman, A.B., & Brendl, C.M. (2000). The influence of goals on value and choice. The Psychology of Learning and Motivation, 39, 97-129.
    First Draft of Papers Due;
No Reaction Paper This week     Powerpoint
April 13     Emotion, motivation, and decision making    

Damasio, A.R. (1994). Descartes' error. New York: Bard Books. (Chapters 1-3)
    Reaction Paper Due     Powerpoint
April 15     Peer Editing Session    

 
           
April 20     Emotion, motivation, and decision making    

Higgins, E. T. (1997). Beyond pleasure and pain. American Psychologist, 52(12), 1280-1300.

Maddox, W.T., & Markman, A.B. (in press). The motivation-cognition interface in learning and decision-making. Current Directions in Psychological Science.
        Powerpoint
April 22     Naturalistic decision making    

Galanter, C.A., & Patel, V.L. (2005). Medical decision making: A selective review for child psychiatrists and psychologists. Journal of Child Psychiatry and Psychology, 46(7), 675-689.
    Reaction Paper Due     Powerpoint
April 27     Protected values     Tetlock, P.E. (2003). Thinking the unthinkable: Sacred values and taboo cognitions. Trends in Cognitive Sciences, 7(7), 320-324.         Powerpoint
April 29     Culture influences on reasoning and decision making     Peng, K., & Nisbett, R.E. (1999). Culture dialectics, and reasoning about contradiction. American Psychologist, 54, 741-754.     Reaction Paper Due     Powerpoint
May 4     Culture influences on reasoning and decision making     Markman, A.B., Grimm, L.R., & Kim, K. (2009). Culture as a vehicle for studying individual differences.  To appear in R.S. Wyer, C.Y. Chiu, & Y.Y. Hong (Eds.) Understanding Culture:  theory, research and application (pp. 93-106).  New York:  Taylor and Francis.
        Powerpoint
May 6     Consumer Psychology    

Loken, B. (2006). Consumer Psychology: Categorization, inferences, affect, and persuasion. Annual Review of Psychology, 57 453-485.
    Reaction Paper Due    
May 7     Papers due!!     Your final papers are due on May 7 by 5pm. Please turn in your final paper draft along with the rough draft. Papers may be turned in to Dr. Markman's mailbox.        
TBA     Final Exam    

Sample Final Exam
       
                     

This page last modified on Tuesday, January 5, 2010.

Seminars in Cognitive and Perceptual Systems. Three lecture hours a week for one semester. May be repeated for credit when the topics vary. Prerequisite: Graduate standing and consent of instructor.

PSY 379H: Honors Research II

Fall 2009

M 1-4 pm Location SEA 2.108

Instructor

Who          Office          Office Hours          email

Art Markman          SEA 5.218          Tuesday 10am-Noon

or by appointment          markman@psy.utexas.edu

Teaching Assistant

Who          Office          Office Hours          email          Lab/Office Phone

Jon Rein                                jrein@mail.utexas.edu           

Click here for the list of students and projects.

Course information

This course is designed as a "lab meeting" for the students doing honors research. Here, you'll get guidance about your honors project. We'll talk about doing a literature review and about designing a study. The group will serve as a sounding board for research ideas. We'll review materials for experiments and make suggestions about data analyses.

In addition to talking about research, we'll also discuss careers in Psychology and related fields. Depending on the interests of the group, we can talk about admission to graduate school, and the many fields of study that you can pursue after getting your degree.

Requirements

Obviously, the main requirement to be in this course is to have been accepted into the honors program. If you have not been accepted into the honors program (or are not sure), please check with Prof. Markman before attending the class. You ought to know whether you were accepted into the honors program, because you would have been in this seminar last semester as well.

The goal for this semester is to complete your honors project and your honors thesis. In addition, you must participate in the poster session at the end of the semester in which you present your project to the department. Details about the poster session will be provided in class.

Sample Papers

Here are a couple of papers from past honors seminars chosen more-or-less at random as examples for you to ponder as you work on your drafts.

Sample paper 1

Sample paper 2

Sample CVs

Here are the sample CVs that we looked at in class if you're looking for examples to create your own.

    * Beevers CV

    * Markman CV

Student Information

In order to keep track of what everyone is up to, here's a list of the students in this seminar. Eventually, all of you will have home pages, which will be linked to this page. Also, if you have a personal home page, it can be linked to your name in this table.

Student Name          Project Title          Project Home Page

Callan Cooper                   http://sites.google.com/site/callancooper/

Daniel Jones                   http://sites.google.com/site/danieljonessite/

Allison Kalpakci                   http://sites.google.com/site/allihkalpakci/

Jared Kilmer                   http://sites.google.com/site/jaredkilmer/

Judy Kim                   http://sites.google.com/site/judykim09/

Colby Lucas                   http://sites.google.com/site/colbylucas/

Melissa McInnis                   http://webspace.utexas.edu/mam4275/www

Rachel Meyerson                   http://sites.google.com/site/psychologyhonorsproject/

Victorial Mueller                   http://webspace.utexas.edu/vam492/www/Site/

Cristina Porras                   https://webspace.utexas.edu/cp3459/www

Laura Ryan                   http://sites.google.com/site/lauraryanresearch

Ashley Vivlamore                   http://sites.google.com/site/ashleyvivlamore/

Brooke Wooley                   https://webspace.utexas.edu/bew344/website

Rich Nieto                   https://webspace.utexas.edu/rn633/www/

Three lecture hours a week for one semester. Prerequisite: upper-division standing, Psychology 301 and 418 with a grade of at least C in each, six semester hours of upper-division coursework in psychology, a grade point average of at least 3.50 in psychology courses taken at the university, a University grade point average of at least 3.25, and consent of the honors advisor.

Three lecture hours a week for one semester. Prerequisite: Upper-division standing, Psychology 301 and 418 with a grade of at least C in each, Psychology 458 and 359H, and consent of the honors adviser.

Three lecture hours a week for one semester. Prerequisite: Upper-division standing, Psychology 301 and 418 with a grade of at least C in each, six semester hours of upper-division coursework in psychology, a grade point average of at least 3.50 in psychology courses taken at the University, a University grade point average of at least 3.25, and consent of the honors adviser.

Introduction to the study of how people perceive, act, communicate, and reason. Three lecture hours a week for one semester. Prerequisite: Psychology 301 with a grade of at least C.

Seminars in Cognitive or Perceptual Systems. Three lecture hours a week for one semester. May be repeated for credit when the topics vary. Prerequisite: Graduate standing and consent of instructor.

This lecture course is designed to provide students with an understanding of the process of braindevelopment from embryogenesis through adulthood with emphasis on the role of the environment in directing this process. Initial lectures will focus on the origins of the central nervous system, including topics such as the organization of the brain, neurogenesis, cellular differentiation, migration and targeting of neurons, synapse formation and refinement of the nervous system. In the second half of the course, lectures will focus on the infant brain and the role of experiences during infancy in modifying brain function. Topics will also include recent advances in our understanding of the role of gene-environment interactions and epigenetic programming and shaping brain development. Finally, the adaptive vs. maladaptive outcomes of environmental modifications to the nervous system will be discussed. Throughout the course, students will be guided through examples of how changes in the developing nervous system lead to behavioral patterns both in infancy and adulthood.

Three lecture hours a week for one semester. Prerequisite: Upper-division standing, Psychology 301 and 418 with a grade of at least C in each, Psychology 458 and 359H, and consent of the honors adviser.

Seminars in Cognitive or Perceptual Systems. Three lecture hours a week for one semester. May be repeated for credit when the topics vary. Prerequisite: Graduate standing and consent of instructor.

Three lecture hours a week for one semester. Prerequisite: Upper-division standing, Psychology 301 and 418 with a grade of at least C in each, six semester hours of upper-division coursework in psychology, a grade point average of at least 3.50 in psychology courses taken at the University, a University grade point average of at least 3.25, and consent of the honors adviser.

Introduction to the study of how people perceive, act, communicate, and reason. Three lecture hours a week for one semester. Prerequisite: Psychology 301 with a grade of at least C.

Seminars in Cognitive or Perceptual Systems. Three lecture hours a week for one semester. May be repeated for credit when the topics vary. Prerequisite: Graduate standing and consent of instructor.

This lecture course is designed to provide students with an understanding of the process of braindevelopment from embryogenesis through adulthood with emphasis on the role of the environment in directing this process. Initial lectures will focus on the origins of the central nervous system, including topics such as the organization of the brain, neurogenesis, cellular differentiation, migration and targeting of neurons, synapse formation and refinement of the nervous system. In the second half of the course, lectures will focus on the infant brain and the role of experiences during infancy in modifying brain function. Topics will also include recent advances in our understanding of the role of gene-environment interactions and epigenetic programming and shaping brain development. Finally, the adaptive vs. maladaptive outcomes of environmental modifications to the nervous system will be discussed. Throughout the course, students will be guided through examples of how changes in the developing nervous system lead to behavioral patterns both in infancy and adulthood.

This lecture course is designed to provide students with an understanding of the process of braindevelopment from embryogenesis through adulthood with emphasis on the role of the environment in directing this process. Initial lectures will focus on the origins of the central nervous system, including topics such as the organization of the brain, neurogenesis, cellular differentiation, migration and targeting of neurons, synapse formation and refinement of the nervous system. In the second half of the course, lectures will focus on the infant brain and the role of experiences during infancy in modifying brain function. Topics will also include recent advances in our understanding of the role of gene-environment interactions and epigenetic programming and shaping brain development. Finally, the adaptive vs. maladaptive outcomes of environmental modifications to the nervous system will be discussed. Throughout the course, students will be guided through examples of how changes in the developing nervous system lead to behavioral patterns both in infancy and adulthood.

Seminars in Cognitive or Perceptual Systems. Three lecture hours a week for one semester. May be repeated for credit when the topics vary. Prerequisite: Graduate standing and consent of instructor.

Three lecture hours a week for one semester. Prerequisite: Upper-division standing, Psychology 301 and 418 with a grade of at least C in each, Psychology 458 and 359H, and consent of the honors adviser.

Seminars in Cognitive or Perceptual Systems. Three lecture hours a week for one semester. May be repeated for credit when the topics vary. Prerequisite: Graduate standing and consent of instructor.

Three lecture hours a week for one semester. Prerequisite: Upper-division standing, Psychology 301 and 418 with a grade of at least C in each, six semester hours of upper-division coursework in psychology, a grade point average of at least 3.50 in psychology courses taken at the University, a University grade point average of at least 3.25, and consent of the honors adviser.

Introduction to the study of how people perceive, act, communicate, and reason. Three lecture hours a week for one semester. Prerequisite: Psychology 301 with a grade of at least C.

Introduction to the study of how people perceive, act, communicate, and reason. Three lecture hours a week for one semester. Prerequisite: Psychology 301 with a grade of at least C.

Enrollment restricted to students in the Psychology Honors Program. Individual instruction. May be repeated for credit. Offered on the pass/fail basis only. Prerequisite: Upper-division standing, Psychology 301 and 418 with a grade of at least C in each, and consent of the honors adviser.

Seminars in Cognitive or Perceptual Systems. Three lecture hours a week for one semester. May be repeated for credit when the topics vary. Prerequisite: Graduate standing and consent of instructor.

Theoretical and critical analysis of the development, nature, and function of the thought process. Three lecture hours a week for one semester. Prerequisite: For psychology majors, upper-division standing and Psychology 301 and 418 with a grade of at least C in each; for nonmajors, upper-division standing, Psychology 301 with a grade of at least C, and one of the following with a grade of at least C: Biology 318M, Civil Engineering 311S, Economics 329, Educational Psychology 371, Electrical Engineering 351K, Government 350K, Mathematics 316, 362K, Mechanical Engineering 335, Psychology 317, Sociology 317L, Social Work 318, Statistics 309, Statistics and Scientific Computation 302, 303, 304, 305, 306, 318.

Enrollment restricted to students in the Psychology Honors Program. Individual instruction. May be repeated for credit. Offered on the pass/fail basis only. Prerequisite: Upper-division standing, Psychology 301 and 418 with a grade of at least C in each, and consent of the honors adviser.

Three lecture hours a week for one semester. Prerequisite: Upper-division standing, Psychology 301 and 418 with a grade of at least C in each, six semester hours of upper-division coursework in psychology, a grade point average of at least 3.50 in psychology courses taken at the University, a University grade point average of at least 3.25, and consent of the honors adviser.