Course Catalogue Research Master's Psychology ... - UvA Studenten

Course Catalogue 2013/2014 Research Master’s Psychology Universiteit van Amsterdam

Ψ

ResMasPsychology_1314.indb 1

28-6-2013 13:10:12


28-6-2013 13:10:12

Table of contents 1 General information 2 2 Practical study information 8 3

Information for international students

20

4

Student Services University of Amsterdam

24

5 Educational goals 28 6

Programme structure and contents

34

7 Courses 48 8 Research projects 94 9

Participating research groups, researchers and topics/interests

108

10

Application, admission and admission requirements

126

11

Education and examination regulations

132

12

Entry qualifications Research Master’s Psychology

148

13 Index 154


28-6-2013 13:10:12


28-6-2013 13:10:13

Preface It is a real pleasure to present to you the course catalogue of the Research Master programme of the Department of Psychology of the University of Amsterdam. This two-year programme started in September 2004 as part of the Bachelor-Master system that is adopted by most European institutes of higher education. The Research Master Psychology programme is directed towards excellent and highly motivated students with a genuine interest in psychological research. The Research Master’s programme prepares students for a PhD programme in psychology or related disciplines (e.g. social sciences, cognitive neuroscience, business studies). Graduates are also well qualified for a career in applied research in companies and governmental and health organizations, or as policy maker in government agencies, advisory boards and education. The programme brings together Research Master students and a variety of internationally leading researchers in all areas of psychology. We offer specialized courses taught in informal, highly interactive small group settings in areas such as brain and cognition, clinical psychology, developmental psychology, methodology and statistics, social psychology, and organizational psychology. Students follow courses on presenting and writing, advanced statistics and research methods, and basic programming skills. In both years of the program, students carry out an individual research project. The unique major-minor structure of the programme ensures that students get involved in advanced courses in two of the aforementioned areas of psychology, one of which is chosen as their major. We have a strong international orientation, and students are explicitly encouraged to spend parts of their research training abroad. In August 2009 the programme was re-accredited for six years by the NVAO, with excellent results. The committee greatly appreciated the major-minor structure of the programme. Also, the accreditation committee appreciated the fact that all involved research groups are rated as good to excellent in the last quality assessment. The learning outcomes of this programme are considered highly consistent/consonant with (inter)national standards in the field of psychological research. The strong international orientation of the programme itself and the extended international network of staff members were regarded as very positive. All in all, the committee judged the Research Master to be an excellent preparation for a PhD position, although it can also be regarded as an Honours programme for master students who seek intellectual challenges. In the next pages you will find information regarding admission requirements, the goals and structure of the programme, content information about the courses and seminars that we offer, and background information about the teaching staff involved in the Research Masters. We hope you share our enthusiasm for this unique programme. The Research Master’s Psychology Board of Education, Prof. dr Han L.J. van der Maas (Chair) Dr Bianca Beersma Dr Michael Vliek Dr Hilde Huizenga Dr Lucia Talamini Prof. dr Eric-Jan Wagemakers Dr Sanne de Wit Drs Eveline Zandvliet


28-6-2013 13:10:13


28-6-2013 13:10:13

Chapter 1 General information


28-6-2013 13:10:13

General Information

2


28-6-2013 13:10:14

General Information

3


28-6-2013 13:10:14

General Information

Academic Calendar and Holidays Academic calendar 2013-2014 Semester 1 2

Semester dates 2 September 2013 to 31 January 2014 3 February 2014 to 27 June 2014

Holidays

Christmas Vacation: Easter Vacation: King’s Day: Labour Day: Liberation Day: Ascension Day: Whitsun: Summer Vacation:

Course registration dates 17 June 2013 to 09 August 2013 16 December 2013 to 10 January 2014

23 December 2013 - 3 January 2014 18 -21 April 2014 26 April 2014 1 May 2014 5 May 2014 29 May 2014 9 June 2014 1 July 2014 - 31 August 2014

Change of address If you change your address at the municipality (Gemeentelijke Basis Administratie GBA), your address is changed in the Student Information System (SIS) automatically, (it may take some days before it appears). If you want to use a different correspondence address for the University of Amsterdam, please fill in your correspondence address at: studielink.nl

How to reach the Department of Psychology The Psychology Department is situated in the ‘Diamantbeurs’ (the former Diamond Trade Building), Weesperplein 4. Train: Take the metro from Amsterdam Central Station or Amsterdam Amstel Station to the metrostop at Weesperplein. From there take the exit ‘Stadstimmertuin’. Tram: Trams 7 and 10 stop at Weesperplein.

4


28-6-2013 13:10:14

General Information

Contact Study adviser Research Master’s Psychology: Drs. Sanne Bentvelzen University of Amsterdam Graduate School of Psychology Weesperplein 4, room 1.02 1018 XA Amsterdam T +31 (0)20 525 6910 Walk-in / Consulting hours:

Tuesday - Wednesday - Thursday 10:00 - 12:00

Telephone consulting hours:

Friday 10.00-11.00

Email: [email protected] Website: http://student.uva.nl/rmp (current students) Website: www.uva.nl/rmsc-psychology (prospective students) Website: www.gsp.uva.nl (Graduate School of Psychology) For prospective students who speak Dutch two information meetings about the programme will be held: Tuesday 5 November 2013 13:00-14:00 REC-JK B.46 Monday 3 March 2014 15:00-16:00 REC-JK 1.90

5


28-6-2013 13:10:14


28-6-2013 13:10:14

Chapter 2 Practical study information


28-6-2013 13:10:14

Practical study information

Practical study information Choosing, registration, and schedule of the courses Students have to register for courses and exams through ‘SIS’: http://student.uva.nl/sis. Deadline for course registration is three weeks before the beginning of each semester. The exact time schedule will be available on the website www.student.uva.nl/msc-psychology/. If you want to discuss your study plan or gather personal advice from the programme coordinator, please visit the open office hours or make an appointment. If you want to apply for exemptions, or choose courses different from Research Master’s courses in Psychology, the proposed changes are subject to the approval of the program coordinator and the Board of Examiners.

Credits The Universiteit van Amsterdam uses the European credit system based on the European Credit Transfer System (ECTS). The general course load for students is 30 ec (European credits) per semester. One ec stands for 28 hours, this includes reading, assignments, library-queries etc. A full academic year of two semesters equals 60 ec. A semester term lasts 20 weeks. The semester consists of three periods of 8-8-4 weeks.

Grading The Dutch grading system scale ranges from 1 to 10: • 10 excellent • 9 very good • 8 good • 7 satisfactory • 6 pass • 1 to 5 fail

Degree Upon completion of the course requirements and approval of the Masters Thesis, a Masters of Science degree in Psychology will be awarded with the specialisation mentioned in the Diploma Supplement.

Diploma Supplement The Diploma Supplement is issued as an annex to the master’s diploma; it provides a detailed description of the qualification, the individual courses, grades and credits obtained and the national educational framework within which the qualification in question was awarded.

Graduation You may apply for graduation when you have passed all courses and theses. An application for graduation can be made at the coordinators office. You will graduate at the specialisation/research group where (or with participation of which) you have conducted the final research project. Graduations go per month and graduation requests can be made until the 15th of each month at latest (earlier is possible and advisable). It takes about six weeks to make a graduation certificate. The graduation application takes about 20-30 minutes to complete. It is necessary to set up a dedicated meeting for it in advance. Please bring to the graduation application meeting: • a filled out graduation request form (available at: student.uva.nl/msc-psychology/) • a transcript of records from the Education Desk (‘Onderwijsbalie’ DB 1.14) 8


28-6-2013 13:10:15

Practical study information • grade notes of grades that are not yet on your transcript (if applicable) • if any exemptions or changes to the regular programme have been granted to you at an earlier stage of your study, make sure to bring proof of those permissions with you. The graduation ceremony is individual, it takes about 15 minutes. At the ceremony you will receive your diploma and one of your supervisors will make a speech. You do not have to present or defend your work at the ceremony.

Thesis presentation The results of the research thesis have to be presented and defended in public individually, in English. You will have to organise the thesis presentation yourself: when you have almost finished your thesis research, please contact the secretariat of the research group where you conduct your thesis, to ask them to reserve a room for your thesis presentation. Make sure that (at least one of) your Research Master’s supervisor(s) can attend the thesis presentation, because together with the thesis report, the presentation counts for your thesis grade. UvA students who attend your presentation can earn one colloquium credit. In addition, all students present their results on a poster at the annual Research Master Graduate Conference in October.

Academic distinctions Students with outstanding academic records may be eligible for graduation with academic distinction. There are two possible academic distinctions: 1 With merit • Grade average > 7.5; no resits or fails • Internship grade has to be ≥ 7.5 • Thesis grade has to be ≥ 8 2 Cum laude • Grade average > 8; no resits or fails • Internship grade has to be ≥ 8 • Thesis grade has to be ≥ 8.5 • All other courses have to be graded ≥ 7 The grade average is a weighted mean, calculated over the following 119 credits: • 24 ec Major specialization courses • 12 ec Minor specialization courses • 18 ec Methodology & Statistics courses • 6 ec Programming course • 6 ec Writing and presenting course • 53 ec Research projects (Internship, Proposal, Thesis). These 119 ec include the standard Research Master Psychology courses, or any officially approved replacements. If there are more than 119 ec obtained, the results of the first obtained credits will be included in the calculation. These 119 ec must have been obtained within 24 months of studying (the nominal programme duration).

9


28-6-2013 13:10:15

Practical study information Exemptions Students who think they are elegible for exemption of parts of the programme, should write a letter motivating their request to the Board of Examiners of the Research Master’s Psychology programme at: [email protected]. The request should contain the following: • the name of the part or course that you want to be exempted from • a written motivation for the requested exemption • proof that the part for which the exemption is requested has been pased • a detailed description of the part upon which the exemption request is based. The Board of Examiners decides whether an exemption or an amendment to the regular programme is granted. If necessary, students should provide additional information to the Board of Examiners upon request.

Psychology Education Desk The Psychology Education Desk (‘Onderwijsbalie Psychologie’) is situated at the first floor in the former Diamondtrade building, room DB1.04, and is open Monday to Friday 10.00-14.00 hrs. Phone: (020) 525 6770, E-mail: [email protected].

Guarding the quality of education/evaluations The way students experience their studies is important for those involved in teaching and planning the curriculum. Every attempt is made to monitor the teaching process and to solve the problems that occur. During the year, all courses are evaluated by means of a written evalution. Additionally, the Board of Education holds panel conversations with students in the programme twice a year. All Research Master’s Psychology students are welcome to these panel conversations. They are invited by email.

Language of instruction All courses will be conducted in English. An exception is made if all course participants speak Dutch: in that event the course may be conducted in Dutch.

Labs The Psychology department has several different labs available for Psychological testing. We offer TMS labs, a fMRI lab, baby labs, cubicles, eyetracking labs, neuro labs, Psychofysiologische labs, a Virtual Reality lab and AV labs (studio’s) For more information on booking, please see the website: http://labs.psychologie.uva.nl/en/labs

Libraries The UvA has a central library (UB), which is situated at Singel 425, and several smaller libraries. Addresses can be found on www.uba.uva.nl. Psychology books and journals are stored at the ‘Pierson Révész Bibliotheek’. This library is situated on the Roeterseiland above the student restaurant Agora. Address Pierson Révész Library Roetersstraat 11 1018 WB Amsterdam E-mail: [email protected] Website: www.uba.uva.nl Opening hours Monday-Thursday: Friday

08.45 - 20.00 08.45 - 18.00

10


28-6-2013 13:10:15

Practical study information At the Pierson Révész Library homepage you can choose the Help menu. Here you’ll find demos of the most important databases and catalogues. If you prefer the help of a librarian in person, go to the Pierson Révész library and ask at the helpdesk for someone to give you more information on searching strategies. If it isn’t too busy in the library, usually the librarian will provide you information and a short demonstration. At other times, it is more convenient to make an appointment with one of the library’s information specialists.

Computer facilities UvAnetID To make use of the most important computer facilities of the UvA (computer rooms, Blackboard, SIS, and your UvA student mail), you need an UvAnetID and a password. Your UvAnetID is equal to your student number on your student card. Once your registration as a UvA-student is definitive (that is after the payment of your tuition fee), your UvAnetID and password will be sent to you by email.

SIS: http://student.uva.nl/sis SIS is the place where you can look at and print your study results and where you register for courses and exams. You can log in at SIS with your UvAnetID and password. Please note the difference between SIS (registration for courses) and Studielink (appliciation and admission for programme). For English information regarding SIS please visit: student. uva.nl/english/sis/general.cfm.

UvA-Student mail: http://email.student.uva.nl UvA students can use an UvA email address via Google Apps for Education. You have to activate this address via http://id.uva.nl/gogoogle. You can open the webmail version of your student email in all common browsers. You can access webmail via: http://email. student.uva.nl. Log in with your UvAnetID and password.

Blackboard: http://blackboard.ic.uva.nl Blackboard is the digital learning environment of the UvA. Most courses are represented at Blackboard. Here you can find additional information about the course, such as sheets, internet links, information about secondary literature and a forum for discussion. At Blackboard you can log in with your UvAnetID, at http://blackboard.ic.uva.nl/

Registration for Blackboard For each course you are enrolled in, you also have to register on Blackboard. Please note that enrolling for a course on Blackboard is separate from the official course registration. You can find courses by clicking on the tab Courses in your personal Blackboard homepage. You can find the name of the course by using the search option, or you can find the course directly by clicking on the link ‘Faculteit der Maatschappij- en Gedragswetenschappen’ at the right side of the screen and next find the course you were looking for. When you have found the course, you can register yourself by clicking ‘Enroll’ at the right side. When courses have finished or haven’t started yet, it is usually not possible to enroll for the course. If you have any questions regarding Blackboard please mail to [email protected].

Deregistration for a course at Blackboard At the end of the course, you will automatically be unsubscribed from the Blackboard course. Course contents will still be available, but will not be shown under My Courses.

11


28-6-2013 13:10:15

Practical study information When you want to see the course contents again, you can search for the course through the Course Catalogue.

Questions about Blackboard If you have questions about Blackboard please contact the Blackboard coordinator of Psychology, Paul Lodder, MSc, who can be reached at [email protected].

Timetables At rooster.uva.nl you can find the most up to date overview of locations and schedules for the Research master courses. It is also possible to make your own schedule with the courses you enrolled in.

Useful websites Research Master’s Psychology website UvA home page Webmail SIS Blackboard Timetables

http://student.uva.nl/rmp english.uva.nl email.student.uva.nl student.uva.nl/sis blackboard.ic.uva.nl rooster.uva.nl (choose English)

UvA ICT Helpdesk

For more information, and/or solutions to problems concerning Webmail, ‘SIS’, and Blackboard, please contact the UvA ICT Helpdesk by mail [email protected] or by phone 020-525 5500.

UvA computer rooms There are several general computer rooms, which are meant for all students of the UvA. These computer rooms have PC’s with MS-Windows and at least the following software: Word, Excel, Access, Powerpoint, Outlook, SPSS, FTP, Telnet, HTML Editor, and Internet Explorer. Addresses UvA computer rooms • Roeterseiland, Roetersstraat 11, 3rd floor. Above ‘Mensa Agora’. • Binnengasthuisterrein, Turfdraagsterpad 9. Near the Student Services. • P.C. Hoofthuis, Spuistraat 134. Near the UvA Library. Check http://student.uva.nl/rmp/az/item/study-centres.html for opening hours.

Research Master’s Psychology Computer Room In room DB3.02 (former Diamondtrade building at the 3rd floor), the Department of Psychology has installed a computer room with 24 terminals. On these computers the following software is installed: Presentation (on the front row computers), R, SPSS, gpower, LISREL, Matlab, Brain Vision Analyzer, and MediaLab with DirectRT. There are some restrictions that apply to the use of these terminals: students who use LINUX have priority over students who work on a PC (there are 12 LINUX computers). Computer courses are held in this room, for staff and students that use special software; these courses have priority over students working on those terminals. Outside the course hours, the room is mainly reserved for Research Master’s students and Psychology Master’s students working on their research projects. Students who have special software installed for their research have priority over other students on that particular terminal.

12


28-6-2013 13:10:15

Practical study information Call Center IC For more information, and/or solutions to computer problems concerning the Research Master’s Psychology computer room DB3.02, please contact the TOP at [email protected]. For all other IC questions in other computer rooms, please contact the Call Center IC: [email protected], 020-252.2200.

Internet at home, buying software, multimedia studios If you want to use the UvA as an internet provider, or use the multimedia studios, please go to the helpdesk of one of the general computer rooms for more information. If you want to buy software, you can go to www.surfspot.nl Surfspot gives large discounts to UvA students.

Research Master’s Psychology student faction The student faction consists of members from the first and second year of the Research Master. Although one of the main duties of the faction is to organise social events for Research Master students and staff, they also participate in several meetings with the Board of Education, where they have a voice of advice in current and future matters concerning the programme. Also they take part in STudent Overleg Psychologie (STOP) meetings with factions of the other Psychology departments at UvA. The most important ingredient of the faction are its members. Therefore, if you would like to participate even more actively in (the development of) the programme, joining the faction might just be the thing for you. New members and new ideas are of course always welcome. You can contact the faction any time by sending an email to [email protected], or by talking to any of the current members who will introduce themselves at the introduction meeting on Monday 2 September.

Introduction Research Master’s Psychology students For new Research Master’s Psychology students, the department organizes an introduction meeting on Tuesday 27 August. At the RMP introduction you’ll meet your fellow students and you will be introduced to the programme. For students who are new to the Universiteit van Amsterdam, there will be an additional introduction to the psychology department and a tour through the buildings. For international students, there is the possibility of joining the Master’s Introduction. This introduction is organised exclusively for students enrolled for a full Master’s degree. The key component is the Master symposium, focusing on how to make the most of your study at the UvA. Several lectures and workshops will be organised. Also on the programme are cultural awareness workshops, a film night with an introductory lecture, a crash course in Dutch, creative workshops and a canal cruise. Information and directions how to apply can be found on: www.uva.nl/masterintro/.

The Organisation for Psychology Students in Amsterdam (VSPA) The Department of Psychology has a Faculty club, the ‘Vereniging voor Studenten Psychologie te Amsterdam’ (VSPA), ran by and meant for psychology students. The VSPA keeps students informed about issues related to the study of Psychology. One of their goals, beside stimulating students’ involvement to their study, is increasing the contact between psychology students. Becoming a member of the VSPA costs € 25,- for the whole period of your study, or € 10 for one year. The VSPA has about 2400 members, of which 150 persons are active members. Active members participate in committees, the board or volunteer at activities. The VSPA has its own room at the psychology department at the former Diamondtrade building, Weesperplein 4. They hold office in room 2.04 at the second floor. If you are interested in becoming an active member, just walk into their of13


28-6-2013 13:10:15

Practical study information fice and tell them, or send them an e-mail: [email protected]. You may find more information about their activites and committies on their website: vspa.nl. A very important job performed by the VSPA is selling study books at a reduced rate (10% - 20% discount) to their members. At the book counter (‘boekenbalie’) of the VSPA the majority of the books and readers used in the undergraduate Psychology programme are sold. The book counter is located in room 2.04 at the former Diamondtrade building. It is open daily from 12.30 - 14.00. Website: www.vspa.nl/boekenbalie.php. Email: [email protected].

Ombudsstudent Psychology Students who have complaints, ideas or remarks about the education, teachers, or the department of psychology in general, may approach the Ombudsstudent of the Department of Psychology. This is an independent student who assists and advises other students in searching for a solution to an observed problem. The Ombudsstudent is bound to treat all information confidentially. For more information contact the Ombudsstudent by e-mail: [email protected]; or http://student.uva.nl/psy/az/item/ombudsstudent. html

Methodology shop (Methodologiewinkel) Students who have questions regarding psychological research methods when working on their thesis are welcome to visit the methodology shop (Methodologiewinkel). In the methodology shop two students from the Psychological Methods programme are always present to help clients. Students can seek assistance with questions regarding research designs, collecting data, data-analysis or SPSS. Also you can ask them for an evaluation of your research design before the actual research work starts. The shop is open at Monday to Friday 11.00-13.00. Contact details Methodology shop: Methodologiewinkel Weesperplein 4, room 5.02 Phone: 020-525.6753 E-mail: [email protected] Website: http://methodologiewinkel.uva.nl/

Programme Coordinator The Research Master’s Psychology programme coordinator and academic adviser is drs. Eveline Zandvliet. She holds office in room DB 1.14 and can be reached by email [email protected] For examrequest and research master strategy matters please contact the programme coordinator.

Study Adviser The Research Master’s Psychology study adviser provides students with information and advice concerning the study and related matters. The study adviser has open consulting hours on Tuesday - Wednesday- Thursday between 10.00-12.00, or you can send an email to make an appointment: [email protected] It is also possible to call during the Telephone consulting hour Friday 10.00-11.00. You can consult the study adviser for problems and questions related to your study, for example: • Information about the programme • Admission to the programme with a foreign diploma • Legal regulations concerning the programme • Exemptions • Advice about study progress • Choice of research projects 14


28-6-2013 13:10:15

Practical study information • • • •

Career information Special facilities for studying with a handicap Personal problems that have a negative influence on the progress of your studies Planning a break in your studies or problems with planning your studies

International Office Psychology The Department of Psychology has an International Office Psychology to facilitate a study abroad period of Psychology students at the UvA. The office can provide useful information and will assist students making the necessary arrangements. If you want to do a thesis abroad, come by at the international office to discuss your plans. Depending on your plans, preparations take 6 to 10 months before departure, so don’t wait too long planning your study abroad period. For all questions regarding following psychology courses or conducting research abroad, you are welcome at the International Office Psychology: International Office Psychology, Sarah Plunkett, MA. Weesperplein 4, room 1.02 1018 XA Amsterdam The Netherlands Office hours: Monday and Thursday 10.00-12.00 Telephone consulting hour: Wednesday 10.00-11.00 Phone:+31 20 525 6773 E-mail: [email protected]

Board of Education The Research Master psychology has a Board of Education. The Board advises the Dean of the Faculty and the chairman of the programme on all proposed changes to the structure and/or organisation of the programme. The board also guards the quality of the programme and can offer advice, whether on request or on it’s own initiative, on all matters concerning the quality of the teaching and/or the organisation of the programme. The Board consists of staff members of the Department of Psychology who participate in the Research Master psychology programme. In 2012-2013 the following staff members are members of the Board of Education: Prof. dr Han L.J. van der Maas (Chair) Dr Bianca Beersma Dr Michael Vliek Dr Hilde Huizenga Dr Lucia Talamini Prof. dr Eric-Jan Wagemakers Dr Sanne de Wit member Student Faction

Thesis Committee Since the Internship and Thesis form a major component of the research master psychology programme programme, a Thesis Committee is appointed to guard the quality of the theses. The committee offers advice to the Board of Education regarding all matters concerning the research master theses. Before starting the second Research Project/Thesis, you will need to obtain permission from the thesis committee: the members will evaluate your Research Thesis Proposal, and the research proposal should be approved by the thesis committee before you start the actual research work. Members of the Research Master Psychology Thesis Committee are: Prof. dr. M.E.J. Raijmakers (Chair) Dr Bruno Verschuere 15


28-6-2013 13:10:15

Practical study information Dr Bianca Beersma Dr Lourens Waldorp Dr Heleen Slagter Dr Nils Jostmann The thesis committee can be reached at: [email protected].

Board of Examiners The Research Master Psychology has a Board of Examiners, who confers degrees, assesses the level of divergent prior education, and who handles requests for approval of irregular study programmes or research projects, and requests for exemptions for courses on the basis of previous study. The Board evaluates requests to follow optional courses outside the master, which are not included in this studyguide, and takes decisions with regard to extension of the period of the validity of course results. The Board of Examiners can appoint an examinator from their midst to assess parts of the exam. The Board of Examiners guards the quality of assessment and examinations, evaluates requests for resit exams and mediates in conflicts. The members of the Board of Examiners are: Dr Hilde Huizenga Dr Peter Starreveld Dr Jos Bosch Dr. A.C. Homan Prof. dr. E.J.Doosje Gerda Bekker (Secretary) The Board of Examiners is advised by Drs. S. Houtkooper Please note that only written requests can be sent to the Board of Examiners. This can be done by post or by e-mail. Please send a well motivated request to: Board of Examiners Research Master Psychology att: Ms Gerda Bekker Weesperplein 4, room 1.06 1018 XA Amsterdam E-mail: [email protected] The Board of Examiners meets ad hoc, depending on the incoming requests. The Board of Examiners usually decides within 20 days after the request has been received.

Course catalogue The course catalogue will be available from Augusts the 1st. All students in the programme can collect a copy of the course guide at the start of the academic year at the Psychology Student Desk, room DB1.04. The course catalogue is available online from mid July, on the website: http://student.uva.nl/rmp.

Study results Examination results can be viewed on SIS: http://student.uva.nl/sis. Additionally, all students automatically receive a message at their student e-mail address when study results are processed in the student administration.

Transcript Upon request, the Psychology Student Desk at DB1.04 will provide a transcript of records stating all passed courses, to students who terminate their studies prematurely, or to students who go abroad.

16


28-6-2013 13:10:15

Practical study information Tuition fees For the most updated information about tuition fees, please refer to http://www.uva.nl/ en/education/master-s/finance.

Student Grant (‘Studiefinanciering’) or Tuition fee loan For information on Studiefinanciering / student grants please see the DUO (Dienst Uitvoering Onderwijs) website: www.duo.nl

Websites Research Master Psychology The Research Master Psychology programme has its own websites: Website: student.uva.nl/rmp www.studeren.uva.nl/msc-psychology www.gsp.uva.nl/ psyres.uva.nl

Contains: course catalogue, information about upcoming events, and other useful information information regarding application and admission for prospective students information about the Graduate School of Psychology and its activities information about the research groups participating in the research institute Psychology, publications, the PhD programme and the organisation of the institute

17


28-6-2013 13:10:15


28-6-2013 13:10:15

Chapter 3 Information for international students


28-6-2013 13:10:15

Information for international students

Information for international students Accommodation As in other major cities, the demand for housing in Amsterdam is high. Student housing comes in short supply and can be quite expensive. Like most Dutch universities, the Universiteit van Amsterdam does not have a campus. The Department of Psychology cannot guarantee international students housing, but assists international students in finding accommodation, and in the past years almost every international student has found a room. To assist international students, the University has signed agreements with several housing corporations. Please note that students cannot apply for a room themselves, but have to be put forward by their faculties. Please contact the programme coordinator about accommodation for international students. Also see for more information: www.uva.nl/ housing

Visa Citizens from one of the European Union Member States, Switzerland, Liechtenstein, Monaco, Iceland, Norway, Finland, Sweden, Austria, USA, Canada, Australia, New Zealand or Japan do not need a visa to enter The Netherlands. However, students are advised to check with the Dutch Embassy or Consulate in their home countries to determine the current regulations since these rules often change. All other students must apply for a visa called “Machtiging tot Voorlopig Verblijf” (MVV; Authorisation for Temporary Residence) before coming to The Netherlands. Applications must be made - personally - at the Dutch Embassy or consulate in the student’s own country. The visa application procedures can take up to five months. The Universiteit van Amsterdam can facilitate and speed up visa procedures considerably. Students needing help with these procedures can contact the study adviser. For more information you could also visit: www.uva.nl/visa

Residence permit Students from outside the EU/EEA must register within three working days of arrival in The Netherlands at the Immigratiekantoor Gemeente Amsterdam (Immigration Office) with their passports and a letter from the UvA, which you will receive from the Service and Information Centre. There are no costs involved for registration. Students from outside the EU/EEA planning to stay for a period of three months or longer have to apply for a temporary residence permit. Application is coordinated by the University and takes a lot of time. Therefore students have to contact the study adviser as soon as they have been admitted to the programme. For practical reasons (housing, loans) students from the EU/EEA are also advised to apply for a temporary residence permit. Residence permit renewal Residence permits need to be renewed annually, so students who are enrolled in a study programme with a duration of more than a year need to extend their residence permit. For most students, residence permits will expire around 1 September. You must extend your residence permit before your current one expires. The cost for extending a residence permit is €150. Please refer to uva.nl/visa for more information. Staying after graduation When you graduate from the UvA, you may apply for a one-year residence permit in order to search for employment in the Netherlands: a search-year visa. For more information, see www.uva/work. 20


28-6-2013 13:10:15

Information for international students Living expenses During your stay in Amsterdam, you can expect to spend between € 950 and € 1,300 per month on living expenses. This includes rent but not tuition fees. As a guide, costs are approximately; • accommodation: € 375 - € 600 per month • other living expenses: € 400 - € 500 per month • insurance: € 45 per month • books: € 80- € 100 per month • public transport € 70 - € 100 per month (more if you live outside Amsterdam)

Scholarships and loans You can find national scholarships and grants by following these links: http://www.grantfinder.nl and studeren.uva.nl/finance

International Student Network (ISN) For international students, there is the possibility of joining the International Student Network (ISN). Every semester ISN organises an introduction period for all new international students. During the ISN-introduction period you’ll get information about the University, Amsterdam and Dutch culture. We have experienced that the introduction period is often the basis of social life here in Amsterdam for many of the students. There is no campus at the Universiteit van Amsterdam, so it’s not always easy for international students to meet other people. The International Student Network Amsterdam has also set up a network of student mentors to stimulate the integration of international students in Dutch student life. Dutch students from various faculties volunteer to become a coach because they are interested in meeting foreign students. A student coach could meet you on arrival, can show you around the university and can help you getting settled in Amsterdam. If you sign up for the introduction you will automatically get a coach. This information and the application forms can be found on: http://www.isn-amsterdam.nl/.

UvA Master’s Introduction 21-23 August 2013 All new international master’s degree students at the University of Amsterdam (UvA) are invited to attend a special three-day introduction. The main purpose of this event is to prepare you for your forthcoming studies. Participants are divided into groups, if possible with others from the same field of study, led by UvA ‘master coaches’. As well as academic activities, there are social events and an introduction to the UvA and the city. In part, the programme overlaps with general introduction arranged by ISN Amsterdam. The Master’s event, however, is organised by the university itself, exclusively for degreeseeking Master’s students. A key component of the introduction is the Master’s symposium. Considering a Master as bridging the gap between student life and a professional career, this symposium aims to focus on how to get the most out of your Master with regard to your future career. Firstly we will look closely at what to expect as an UvA student with a non-Dutch background, and in the second place we will explore what you can do yourself to maximise your success in getting your degree and being prepared for professional life. International UvAalumni will share their best practices and experiences with you and the UvA Study- and

21


28-6-2013 13:10:15

Information for international students Career Counsellors are there to guide and advice you on these topics. Also on the programme are cultural awareness workshops, a film night with introductory lecture, a crash course in Dutch, creative workshops and a canal cruise. For more information, please refer to: uva.nl/masterintro.

More information For a quick overview of all practical matters for international prospective students, please visit: http://studeren.uva.nl/en/education/master-s/practical-matters

22


28-6-2013 13:10:16

Chapter 4 Student Services University of Amsterdam


28-6-2013 13:10:16

Student Services University of Amsterdam

Student Services University of Amsterdam Student Services / Service & Information Centre Information on studying at the UvA, higher education in general, studying abroad, and the labourmarket. The housing office of the Amsterdam Students Union (ASVA) is also located here. Phone: 020-525.8080, Monday to Friday, 10.00-17.00 hrs Questions? Fill out the Question Form at http://student.uva.nl/en/faq Website: uva.nl/sic

International Student Affairs Advice on study and internships abroad. Information on student exchange programmes. Housing, assistance in obtaining a visum and financial aid. Phone: 020-525.8080, Tuesday to Thursday from 09.00-10.00 Office hours: Tuesdays to Fridays 11.00-12.00 E-mail: [email protected] Website: http://student.uva.nl/rmp/az/item/study-abroad.html

Student Career Centre Guidance on choosing courses and jobs, feedback on application letters and CV’s. The Student Career Centre (SCC) offers the possibility of practising job interviews and gives personal career counselling. If you have any questions about how to pursue your career after graduating, the SCC can provide you with advice and information. Phone: 020-525.8080, Tuesday to Friday from 9.00-10.00 Office hours: Tuesdays to Fridays 11.00-12.00 Appointment: Service & Information Centre: (020-525.8080) E-mail: [email protected] Website: www.uva.nl/career

Legal Support See section B11.7 of the Student Handbook for information on the various possibilities for obtaining legal support during complaint procedures: The website is: http://student.uva. nl/rmp/az/item/student-charter.html

Mediation The UvA strives to prevent and oppose sexual harassment, aggression, violence, and discrimination, none of which belong in a university environment. Staff and students generally respect each other’s limits, but if you are harassed in any manner, you should immediately make it clear that you strongly object to the behaviour in question. In some cases this is easier said than done, and assistance from a fellow student, lecturer or manager is required. You may also lodge a complaint with one of the UvA’s mediators or a contact person at the master. The UvA also has a complaint procedure for students and has a complaint committee. See for more information the Student Handbook: http://student. uva.nl/rmp/az/item/student-charter.html The UvA mediator offers emotional and practical support to persons confronted with sexual harassment, aggression, violence or discrimination, and consults employees and students who are confronted with such complaints in their professional capacity. Any kind of action, e.g. in the form of an official complaint, will be taken only at the request of and with the formal consent of the person in question. Mediator for Department of Psychology Drs Rosemarijn Franses, room DB1.15, tel 020-525.6884, e-mail: [email protected] 24


28-6-2013 13:10:16

Student Services Universiteit van Amsterdam Ombudsstudent Psychology Room DB1.01, phone 020-525.7015, e-mail: [email protected]. Website: http://student.uva.nl/psy/az/content/ombudsstudent/ombudsstudent.html Mediator UvA UvA mediator: Anneke Vijgeboom, Plantage Muidergracht 14, Amsterdam. Tel: 020525.5548, e-mail: [email protected].

Student Psychologists Individual and group support for students with psychological, psychosocial or study problems. Consulting the psychologist is free of charge. All psychological consultations are strictly confidential. If necessary, the psychologist can help finding a therapist who speaks your native language. Appointments: 020-525.2599, Monday to Friday from 10.00-12.00 E-mail: [email protected] Website: student.uva.nl/servicepoint/health-and-welfare.cfm

Student Counsellors (‘Studentendecanen’) Assistance with registration problems, financial matters and complaints. Special assistance for students with disabilities. There is a special Student Counsellor for international students. Tel: 020-525.8080, Tuesday to Friday from 09.00-10.00 for brief queries only To make an appointment: 020-525.8080 E-mail: [email protected] Website: student.uva.nl/servicepoint/advice-and-counselling.cfm

UvA Ombudsman The ombudsman is an independent, neutral person to whom students can turn in an informal and confidential manner for help with their complaints about the university. The ombudsman UvA can be asked to help resolve complaints that have remained unsolved within the faculty or institute, if necessary by means of the formal complaint procedure. The ombudsman UvA aims at resolving problems in an informal way. She is also entitled to launch an investigation into a complaint concluded with a formal decision. Another important task for the ombudsman is to identify structural problems or abuses within the university. When appropriate, she can make recommendations to the appropriate authorities and individuals with the aim of preventing problems or improving the existing situation. For more information see http://student.uva.nl/en/az/content/complaintsobjections-and-appeals/complaints-objections-and-appeals.html UvA Ombudsman: Ms. M.C. (Christel) Holtrop Oude Turfmarkt 151 1012 GC Amsterdam Monday Tuesday and Thursday from 9.00-13.00. Tel 020-525.3798 E-mail: [email protected]

Workshops and Trainings The UvA training centre organises various workshops and trainings for students. Enhance knowledge, gain personal insights and skills to support you making choices, your ability to study, graduate and pursue your career. For the full programme, refer to: http:// www.uva.nl/nieuws-agenda/agenda/workshops

25


28-6-2013 13:10:16


28-6-2013 13:10:16

Chapter 5 Educational goals


28-6-2013 13:10:16

Educational Goals

Educational goals Characteristics of the programme The Research Master Psychology of the University of Amsterdam is an internationally oriented broadly set up Psychology Master for excellent students with an orientation to research in scientific or applied areas. Each year up to 40 selected students are enrolled in this Master on basis of their skills, knowledge and insights as reflected in their grades, motivation, and recommendations. About 70% of the students completed their undergraduate education in the Netherlands, about 30% studied outside the Netherlands. The Research Master is well integrated within the research work of the department. All teachers are both members of national research schools and members of one of the six research programmes of the Department of Psychology. Our Research Master is unique in its major-minor structure. Students choose four specialised courses from one of the research groups for their major, and two courses for their minor. Each year, at least one course is taught by an international guest professor, for whom we created a special Research Master chair, the Révész chair. Each year students conduct a substantial research project, in the first year an Internship and in the second year a Thesis, ideally in their minor and major, respectively. Together these research projects, which form an important part of the education programme, take just under a year. The Research Master’s programme is also characterised by a strong methodological orientation. All students follow courses on writing and presenting, programming, and multivariate statistics. They can choose between a programming course in R, a high level programming language designed for advanced data-analysis, simulation, and graphics, and a course devoted to stimulus presenting software. In addition they choose a subset of specialised methodological or technical courses depending on their research plans. These courses include advanced data analytical techniques, neuro-imaging methods and test construction methods. Compared to the regular one-year Master’s programmes, the education in the Research Master’s programme is characterised by its focus on science and research and by its intensive, small-scale education. Courses are specifically developed for the Research Master Psychology. The programme is carefully organised, and subject to yearly overhaul on the basis of the course evaluations, input of students, and biannual panel discussions. To prevent any delays, the research projects are supervised intensively and systematically. In addition to their written reports and an oral presentation, students present their research work during an annual poster conference.

Programme Profile The English taught Research Master’s Psychology programme is firmly embedded in the experimental approach to psychology that characterizes the psychology programme at the Universiteit van Amsterdam. In addition to content-related courses covering all areas in psychology, the programme offers a series of advanced courses on research methods and statistics, programming and computer skills, and writing and presentation skills. Core in the Research Master’s Psychology programme are two research projects (Research Internship and Research Thesis). Potentially, papers based on these research projects should qualify for publication in international academic journals. Taught by internationally working researchers, the Research Master’s Psychology programme offers you the opportunity to further specialize in any area of Psychology: • Brain and Cognition • Clinical Psychology 28


28-6-2013 13:10:16

Educational Goals • Developmental Psychology • Psychological Methods • Social Psychology • Work and Organizational Psychology Furthermore, the unique major-minor structure of the programme ensures that you get involved in advanced courses in two of the aforementioned areas of psychology, one of which is chosen as a major. Finally, the programme has a strong international orientation. The teaching staff has an extensive international network, and cooperates on a regular basis with top-level researchers across the world. Students are encouraged to spend parts of their research training abroad.

Goals/objectives of the programme: Knowledge, Insight, Abilities and Attitudes Three categories of exit qualifications can be defined, namely: 1) Knowledge & Insight 2) Abilities 3) Attitudes The entry qualifications for the master’s degree programme are consonant with the exit qualifications for the bachelor’s degree programme in Psychology. It is assumed that the exit qualifications for the bachelor’s degree programme in Psychology have already been achieved, even if one is granted admission to the master’s programme on the basis of an official decision. Upon completion of the Research Master’s programme in Psychology, the student must have acquired the following capabilities in the areas of Knowledge & Insight, Skills, and Attitudes:

Knowledge & insight

• Thorough knowledge of theories and findings, and of the methods and techniques associated with the specialisation chosen, and at least one other branch within the field of psychology, as well as in-depth knowledge of subjects within or outside the specialisation that are deemed important for the application of the aforementioned theories and findings. • Specialist knowledge in the area of research methods and techniques, such as experimental procedures, statistics, research designs, programming languages, and psychometrics.

Abilities

• The ability to employ advanced research techniques in the field of psychology. • The ability to set up and conduct an empirical research project that can potentially result in a publication in an (English-language) scientific research journal. • The ability to report and present research and research results in English. • The ability to assess research (in the field of psychology) of others and to give constructive feedback. • The ability to work methodically to ensure that research is completed in accordance with the stipulated requirements. • The ability to interact well with others, the ability to work in a team and to plan the work that is to be carried out efficiently, and the ability to make decisions and to bear responsibility in a professional context.

Attitudes

• An awareness of the ethical aspects that are attached to the professional contact with others, both with clients and with experimental subjects, or with laboratory 29


28-6-2013 13:10:16

Educational Goals animals, including the wider-reaching consequences of one’s own research results and professional practice. • Realization of one’s own limitations: in other words, the ability to call upon the expertise of others at the right moment, and to refrain from taking actions at the appropriate time. • Insight into the consequences one’s own actions have for others in a professional context. • Readiness to revise one’s own viewpoints in a professional context.

Accreditation The Research Master Psychology programme was accredited by the NVAO (NetherlandsFlemish Accreditation Organisation) in April 2009. Accreditation by this independent organisation is an important proof of quality in the Netherlands.

Course profile In this programme, courses are taught in informal, highly interactive small group settings. Classroom discussions and student presentations are an important component of the lectures. The contents of the courses are current topics in psychological research. Teachers more often base their lectures on journal articles and research reports than on handbooks. This approach leaves some room for the interests of students and teachers, and gives them the opportunity to study current results.

Assessment Assessment rather takes place by means of assignments or writing a research proposal, than by means of a written exam. This enables students to practice their practical research skills and writing skills needed to conduct psychological research. It may also give inspiration for thesis research proposals.

Workload The Research Master’s courses are experienced as challenging by our students, with a high but manageable workload of about 40 hours per week on average.

Student profile Students in the Research Master’s Psychology programme have to be: • in possession of a Bachelor's degree in a relevant field, that is at least equivalent to the level of a UvA BSc degree in Psychology. • genuinely interested in and motivated for experimental, psychological research, and desire a career in academic or applied (industry) research. Also they have to have basic statistical en methodological kwowledge and know how to work with data analysis programmes such as SPSS. • fluent in (academic) English (speaking, writing, listening, reading). • talented: they have to show grades that are above average. Furthermore, students in the Research Master's Psychology programme need to be: • mature • responsible • motivated to work hard and keen to perform better than average • interested in scientific methods and thinking • intellectually independent • financially independent, or have secured a good scholarship • socially intelligent; eager to to cooperate and discuss • open minded, being able to cope with change and different people from different cultural backgrounds 30


28-6-2013 13:10:16

Educational Goals Career outlook After graduation, students are eligible to pursue a career as researcher at the university. Some graduates may decide to pursue a PhD programme and work towards a doctorate in disciplines that are directly related to this research programme. Graduates are also well qualified for a career in scientific research in companies and governmental organizations. Furthermore, Research Master’s graduates may find employment as policy maker in the public sector relevant to their field, such as government agencies, advisory boards and education. In the last six months of their studies, students can start orienting themselves on career options and PhD positions. Vacancies for PhD positions in the Netherlands are usually published on university’s websites. An overview of these vacancies can be found at: www. academictransfer.nl. This website also provides general information on academic careers. If you have any questions about how to pursue your career after graduating, do not hesitate to contact the Career Advice Center of the UvA: www.student.uva.nl/career or contact the programme coordinator or study adviser.

31


28-6-2013 13:10:16


28-6-2013 13:10:16

Chapter 6 Programme structure and contents


28-6-2013 13:10:16

Programme Structure and Contents

Programme Structure and Contents Study programme Over a two-year period students complete several advanced courses on research methods and statistics. Furthermore, students are trained in computer skills (programming) and writing and presentation skills. During the remaining time, students take courses in two fields of their choice, their major and minor, and gain research experience. The programme requires two separate research projects: an internship and a thesis. In the first master’s year, students do a research internship. Students may choose to conduct their own research project, or do their internship within the framework of current research. In the second year students conduct their research thesis. This research is carried out independently. The research thesis is written up in the form of a publishable journal article, and preferably submitted to an international journal. The Research Master’s degree programme lasts two years, and comprises a study load of 120 ec. Teaching and research at the Department of Psychology is organized into six divisions: • Brain and Cognition • Clinical Psychology • Developmental Psychology • Psychological Methods • Social Psychology • Work and Organizational Psychology

Programme structure The research master’s degree programme comprises the following study modules bearing the quoted study load: • Specialized courses in two fields of Psychology 36 ec • Fundamentals of psychology, statistics and research techniques 18 ec • Computer programming skills 6 ec • Writing and presenting skills 6 ec • Research Internship 18-24 ec • Research Thesis (including 4 ec Thesis proposal) 29-35 ec • Colloquia 1 ec

Specialized Courses (36 ec) Students will attend six specialized courses in two areas of psychology, preferably four courses in their major and two in their minor, to be selected out of the following six fields: • Brain and Cognition • Clinical Psychology • Developmental Psychology • Psychological Methods • Social Psychology • Work and Organizational Psychology Each of these fields organizes a total of four advanced courses (6 ec each) dealing with recent developments in theory and research. Not every course is offered each year. For planning reasons, it is necessary for students to choose at least one specialised course in their major in their first year of study.

Methods and Statistics Courses (18 ec) The research master’s programme is firmly embedded in experimental psychology. Over a two-year period, students complete advanced courses on research methods and statistics. 34


28-6-2013 13:10:16

Programme Structure and Contents All students should attend the course Multivariate Analysis (MA) of 6 ec. Furthermore, students attend a total of 12 Ec in advanced methods and statistics courses, to be selected out of twelve courses ranging from 3 to 6 Ec. Choice for each course may depend on interest and relevance for one’s own research project and specialization.

Writing and Presenting (6 ec) Students will be trained in computer skills (programming) and writing and presenting skills. A course ‘Scientific Writing and Presenting’ (SWAP) is included in the programme, and should be attended by all students.

Programming Skills (6 ec) Students choose one programming skills course to be selected out of two. The choice for a course may depend on interest and relevance for one’s own research project and specialization. The type of programming courses offered in the programme depends what is used in current research at the Department of Psychology.

Research Projects (53 ec) In the final part of each year, students will devote their time primarily to their own research project and the writing of a research report. The programme requires two separate research projects (Research Internship and Research Thesis), both supervised by senior staff members. These projects should not focus on the same issue, they may not be supervised by the same staff member, and should preferably be in the two fields of specialisation of the student. These requirements should widen the scope and research expertise of our students and prepare them for intra- and interdisciplinary collaboration later in their career. For these projects the student is expected to carry out at least one empirical study, analyze the data, and report the results in the form of a publishable journal article (in English). Preferably, the paper will be submitted to an international journal or the study (or studies) is incorporated in a larger set of studies to be reported and submitted by the supervisor. In order to further enhance the scope and breadth of the programme, students will be encouraged to carry out one of the two projects abroad. Members of staff of the Psychology Research Institute with extensive international networks are also main teachers in the research master’s programme. For both research projects a research proposal is required. The Thesis Proposal is reviewed and evaluated by the Thesis Committee. Students will receive 4 ec and a grade when the proposal has been approved by the committee.

Colloquia and lectures (1 ec) 1 ec is reserved for colloquium credits, this credit point will be awarded if students have shown to have attended colloquia. A colloquium is a public lecture or thesis presentation at UvA’s Psychology Department. Students should attend 10 lectures; and at least 5 of them should be thesis presentations. Announcements for colloquia at the Department of Psychology are published on this website: http://student.uva.nl/psy/agenda. Students need to bring their Student ID card to these lectures. After each colloquium students can earn one colloquiumcredit on their student ID card. Students can keep track of the amount of collected credits through this website: http://student.uva.nl/psy/gedeeldecontent/az/colloquiumpunten/check-je-punten/colloquiumpunten.html.

35


28-6-2013 13:10:16


Programme Structure Year 1 and 2 Below, the programme structure of the first and second year is shown. In the first and second period of 8 weeks, 12 ec are planned. In the third period of 4 weeks, 6 ec are planned. All specialized courses are taught in the first semester. All advanced Method and Statistics courses are planned in the second semester, except for the obligatory course Multivariate Analysis. Every second semester a research project is conducted, varying in credits.

Year 1 Semester 1 Period 1 (8 weeks)

Period 2 (8 weeks)

Period 3 (4 weeks)

Scientific Writing and Presenting (6 ec) Specialized Course 1 (6 ec)

Multivariate Analysis (6 ec) Specialized Course 2 (6 ec)

Programming Skills (6 ec)

Semester 2 Period 1 (8 weeks)

Period 2 (9 weeks)

Period 3 (4 weeks)

Methods & Statistics Course (3-6 ec)



Internship (18-24 ec)

Year 2 Semester 1 Period 1 (8 weeks)

Period 2 (8 weeks)

Period 3 (4 weeks)

Specialized Course 3 (6 ec)



Specialized Course 6 (6 ec )

Thesis Proposal (4 ec) & Thesis (start)

Semester 2 Period 1 (8 weeks)

Period 2 (9 weeks)


Methods & Statistics Course (3-6 ec) Thesis (continuation) (25-31 ec)

Period 3 (4 weeks) Methods & Statistics Course (3-6 ec)

36


28-6-2013 13:10:16


First year planning Semester 1 In the first semester, students have two obligatory courses and three elective courses. The total workload in this semester has to be 30 ec. The semester is divided into three periods of 8-8-4 weeks each. Please note: In year 1 semester 1 at least one of the two specialized courses should be in the major specialization. • In the first period of 8 weeks there is one obligatory course; Scientific Writing and Presenting. Additionally, students choose one specialized course in their major or minor. • In the second period of 8 weeks students take one obligatory course course: Multivariate Analysis (MA). Also, students choose one specialized course in their major or minor. • In the third period of 4 weeks (January), students choose one out of two available fulltime programming skills courses.

Semester 2 In the second semester, students conduct their first research project: the Internship. Additionally they take courses in Methods & Statistics. The total workload in this semester is 30 ec. In the two-year Research Master’s Psychology programme a total of 18 ec in Methods & Statistics courses is required. 6 ec are yielded by the obligatory course Multivariate Analysis (MA) in the first semester of the first year. The remaining 12 ec can be chosen from the course offer in Methods & Statistics courses over two years. • Students have to choose Methods & Statistics courses with a total workload of 6 to 12 ec in the second semester. Depending on the amount of credits in this semester, students choose 0 tot 6 ec in Methods & Statistics courses in the second semester of the second year, making the total workload on Methods & Statistics courses, including MA, 18 ec. • Because the workload in the each semester has to be 30 ec in total, the workload of the internship varies between 18-24 ec, depending on the amount of credits on Methods & Statistics courses (6-12 ec) in this semester. E.g. if students choose Methods & Statistics courses for 12 ec, the research Internship will be 18 ec, and if students choose statistics and methodology courses for 6 ec, the research internship will be 24 ec. • The research internship, research proposal and thesis together should represent a total of 53 ec. The research proposal stands for 4 ec, the internship for 18-24 ec and the thesis for 25-31 ec. E.g. if the research internship has a credit load of 18 ec, the research thesis (including proposal) has to be 31 ec, and if the research internship has a credit load of 24 ec, the research thesis has to be 25 ec. In sum, the size of the research internship varies between 18-24 ec and that of the research thesis (including proposal) varies between 25-31 ec, depending on how the Methodology & Statistics courses are distributed in the first and second year and depending on the other project. 1 ec is reserved for colloquium credits, this credit will be awarded if students have shown to have attended colloquia. A colloquium is a public lecture or thesis presentation at the psychology department. Students should attend 10 lectures and at least 5 of them should be thesis presentations. Announcements for colloquia at the Department of Psychology are published on this website: http://student.uva.nl/psy/agenda.

37


28-6-2013 13:10:17


Second year planning Semester 1 In their second year, students choose four courses in the first semester: • The first period of 8 weeks they choose two specialized courses. • The second period of 8 weeks they choose two specialized courses. • The third period of 4 weeks, students write their research proposal and start working on their research thesis. The total workload in this semester is 30 ec. When choosing courses for this semester and year students have to make sure to fulfil the Research Master’s programme requirements as set in this course catalogue.

Semester 2 In the second semester students write a thesis. Further they choose courses in Methods & Statistics. The total workload in this semester is 30 ec. Depending on the amount of credits in Methods & Statistics courses obtained in the first year, students choose 0 tot 6 ec in Methods & Statistics courses this semester, making the total workload on Methods & Statistics courses including Multivariate Analysis 18 ec. The research internship proposal and thesis together should represent a total of 53 ec points. E.g. the internship has a credit load of 18 ec, and the thesis proposal is 4 ec, then the thesis has to be 31 ec; if the internship has a credit load of 24 ec, and the thesis proposal is 4 ec, then the thesis has to be 25 ec. In sum, the size of the research internship varies between 18-24 ec and of the thesis (including 4 ec proposal) between 25-31 ec, depending on how the advanced methods & statistics courses are distributed in the first and second year and depending on the other project.

Combining the Research Master Psychology with Healthcare Requirement and Base-registration Psychodiagnostics (“GZ-verklaring” & “Basisaantekening Psychodiagnostiek”) Some students have expressed the desire to obtain the Healthcare Requirement and Base-registration Psychodiagnostics (in Dutch: “GZ Verklaring” and “Basisaantekening Psychodiagnostiek” BAPD) within the framework of the Research Master’s Psychology programme. This possibility is created for students who wish to qualify for a post-Master programme for Health Care Psychologists (“GZ-opleiding”). This makes good sense to students who aim to do research in a clinical setting, or who aim to conduct clinical treatment research in psychology. Also, occasionally PhD positions are offered with an integrated training for Healthcare Psychologist. That is why the Board of Education has created the possibility for research master students to obtain both the Healthcare Requirement and the Base-registration Psychodiagnostics. Please note that the option for obtaining this certificate within the Research Master’s Psychology is only open to students who have obtained their Bachelor of Science degree in Clinical Psychology, Clinical Developmental Psychology or Clinical Neuropsychology at the University of Amsterdam. In their Master’s programme, students have to continue the clinical specialisation started in their Bachelor’s programme. Students who opt for this combination to obtain the Research Master’s Psychology with the Healthcare Requirement and Base-registration Psychodiagnostics, are obliged to:

38


28-6-2013 13:10:17

Programme Structure and Contents 1. Take two courses that are required to start a clinical internship. For students who do this combination, these two applied clinical courses may substitute two specialized Research Master’s courses: • Clinical Psychology: “Practicum klinische psychodiagnostiek’’ and ‘‘Psychologische interventies 2’’. • Clinical Developmental Psychology: ‘‘Diagnostiekpracticum-2’’ and ‘‘Psychologische interventies bij kinderen en jongeren: interventiepracticum’’. • Clinical Neuropsychology: ‘‘Diagnostiek 2 voor KNP’’ and ‘‘Neuropsychologische Revalidatie’’. 2. Replace the Research Internship with a Clinical Internship (KLOP/KNP or KP stage) of 24 ec from the Master’s programme Healthcare Psychology • As a part of this 24 ec clinical internship students are required to carry out a 6 ec research project. • These 24 ec also include 4 ec for the BAPD registration. • Attendance to the collective internship meetings at the relevant department is mandatory. • In the clinical internship students are obliged to meet all requirements for GZ/ BAPD. Please note • Obtaining the Healthcare Requirement within the Research Master’s Psychology requires considerable flexibility from the student. You have to be prepared to work hard and to commit to a well structured work plan to make this combination work. Some study delay may be unavoidable. The reward of your hard work is the freedom to choose a career in healthcare psychology or in psychological research. • The two applied courses and the clinical internship are all part of the Master’s in Healthcare Psychology. The Board of Education the Research Master’s Psychology cannot guarantee that Research Master’s Psychology students can be placed for the modules and/or the internship. Please contact the coordinator of the relevant specialism for information and advice about the entry requirements for these modules, about the application procedure for the clinical internship, and about possible capacity limitations. • Students who fail to meet all requirements for GZ and BAPD during their studies are not allowed to graduate in this Research Master’s Psychology+GZ/BAPD combination. In that event the student has to fulfil the regular programme requirements, including a research internship and two specialised Research Master’s courses.

Coordinators Master’s in Healthcare Psychology Clinical Neuropsychology:

Drs Ien van den Berg, 525 6118 322, [email protected] Clinical Psychology:

Drs Kitty Rolf, 525 6820 505 [email protected] Clinical Developmental Psychology:

Tjitske Sijbrandij, MSc 525 6796 605 [email protected] If you are interested in this combination, please contact Sanne Bentvelzen, study adviser of the Research Master’s Psychology in an early stage for information and advice.

39


28-6-2013 13:10:17


Overview Specialized Courses

Brain and Cognition

Code

Clinical Psychology

Teaching Staff

Entry requirements: Sm Pd BSc Psychology plus:

7205RP00X

Advanced Topics in Cog- Prof. dr. J.M.J. Murre nitive Neuroscience Dr. T.H. Donner

1

Basic 1 Programme Brain and Cognition

7205RP02X

Consciousness and Unconscious Processes

Dr. R.H. Phaf Dr. T.H. Donner

1

1

7205RP01X

Basic Affective Processes

Dr. R.H. Phaf

1

2 Emotions (BP02V)

7205RP07X

Advanced Topics in Language and Memory

Prof.dr. J.G.W. Raaijmakers and others

1


Brain Rhythms and Cognition

Dr. T.H. Donner

2!

1 Neurosc. PPE

7205RP13X

Developmental Psychology

Course Title

7205RK05X

Prof. dr. P.M.G. How Evidence Based Are Emmelkamp Psychological Treatments? dr. K. Meyerbröker dr. N. Morina

1

1

7205RK06X

Learning and Motivation Dr. S. de Wit in Psychopathology

1

2

7205RK08X

Psychophysiology of Stress, Anxiety and Depression

Dr. J.A. Bosch

1

PPE (MP17) 2 is recommended

7205RK07X

Experimental Psychopathalogy

Prof. dr. M. Kindt Drs. M. Soeter

1

1 2014-2015

7205RO07X

Current Issues in Child and Adolescent Develop- Dr. H.M. Huizenga ment

1

1

7205RO10X

The Cognitive Neuroscience of Healthy and Pathological Aging

1

2

1

2

1

1 2014-2015

Prof. dr. K.R. Ridderinkhof

dr. R.W.H.J. Wiers Psychopa- Prof. 7205ROK0X Developmental Dr. E. Salemink thology Dr. K. Anderson

Advanced Topics in Cogn- Prof. dr. M. Raijmakers tive Development and others Please note: courses in italic are offered in 2014-2015 7205RO03X

40


28-6-2013 13:10:17


Overview Specialized Courses (continued)

Work & Organizational

Social Psychology

Psychological Methods

Code

Course Title

Teaching Staff

Sm Pd

Science, 7205RM27X Good Bad Science

M. Bakker, MSc. and others

1

1

7205RM28X Network Models

Dr. L.J. Waldorp

1

1

Models for 7205RM30X Cognitive Cogntive Neuroscience

Dr. L. van Maanen

1

2

7205RM11X Methodological Advice

Prof. dr. G.J. Mellenbergh 1 dr. H.J. Adèr

2

Entry requirements

7205RS12X

CD in Attitudes and Decision-making

Prof. dr. J. van der Pligt Dr. F. van Harreveld

1

1

7205RS18X

Current Debates in Embodied Cognition

Dr. M. Rotteveel Dr. M van Elk

1

1

7205RS13X

CD in Motivation and Social Cognition

Prof. dr. R. Holland Dr. N.B. Jostmann

1

2

7205RS17X

Current Debates in Automatic Processes

Dr. K.J. Jonas

1

2 2014-2015

7205RS16X

Current Debates in Emotion research

Prof. dr. A. H. Fischer Prof. dr. G.A. van Kleef

1

1 2014-2015

7205RS15X

Current Issues in Intergroup Relations

Dr. E.J. Doosje Dr. M.L.W. Vliek

1

1 2014-2015

7205RA09X

Advances in Team Dynamics and Performance

Dr. B. Beersma

1

1

Prof. dr. C.K.W. de Dreu 1

1

7205RA01XH Social Decision Making 7205RA08X

Fit and Adaptability at Work

Prof. dr. A.E.M. van Vianen

1

2

7205RA05X

Leadership

Dr. A. de Hoogh

1

2 2014-2015

7205RA07X

Self-regulation at Work

Dr. E. van Hooft

1

1 2014-2015

Please note: courses in italic are offered in 2014-2015

41


28-6-2013 13:10:17


Overview Programming Courses

Programming skills

Code

Course Title

Teaching Staff

Entry reSm Pd quirements:

7205RM05X Programming Skills: R

Prof. dr. H.L.J. van der Maas

1

3

Computer Literate

Skills: 7205RM24X Programming Stimulus Presentation

Drs. J. Wijnen Drs. T. Pronk

1

3

Computer Literate

Write & Present

Writing and Presenting Course Code

Course Title

Writing and 7205RM15X Scientific Presenting (SWAP)

Teaching Staff

Prof. Dr. E-J. Wagenmakers

Entry reSm Pd quirements:

1

1

42


28-6-2013 13:10:17


Overview Methodology & Statistics courses Course Title

ec Teaching Staff

S

Entry P requirements

1. Multivariate Analysis (7205RM31X)

6 Dr. L.J. Waldorp

1

2

2. Advanced Methods and Statistics (choose a total of 12 ec) 7205RM29X

Structural Equation Modeling

6

Dr. M. Rhemtulla

2

Multivar. 1 Analysis (RM31)

7204MP17X

Psychophysiological Experimentation

3

Dr. W.F. Hofman Drs. M. Vissers Drs. J. van Driel

2


7205RP12X

Cognitive Electrophysiology Methods

6

Dr. M.X. Cohen

2

Brain 1 Rhythms and Cogn.

7205RM08X

Calculus

3

Dr. R.P.P.P. Grasman

2

1

7205RM13X

Meta-analysis

3

Dr. R.P.P.P. Grasman

2

2 RM31.

7205RM17X

Modern Test Theory

3

Dr. D. Molenaar

2

2 RM31,

7205RO08X

Multilevel, Meta regression and N=1 Analysis

3

Dr. H.M. Huizenga

2

3

7205RP09X

NeuroImaging

6

Dr. H.S. Scholte Dr. H.M. Huizenga Dr. L. Waldorp

1

2

7205RM16X

A Practical Course in Bayesian Graphical Modeling

3

Prof. dr. E-J. Wagenmakers

2

3

Programming: The Next Step

3

Prof. dr. H.L.J. van der Maas and others

2

2

7205RM32X

RM05 or RM24

43


28-6-2013 13:10:17


Course offer Semester 1 2013/2014 Period 1 (8 weeks) 2 September-25 October

Period 2 (8 weeks) 28 October-20 December

Period 3 (4 weeks) 6 January-31 January

Scientific Writing and Presenting 7205RM15X (6 ec)

Multivariate Analysis 7205RM31X (6 ec)

Programming Skills: R 7205RM05X (6 ec)

Advanced Topics in Cognitive Neuroscience 7205RP00X (6 ec)

Advanced Topics in Language and Memory 7205RP07X (6 ec)

Programming Skills: Stimulus Presentation 7205RM24X (6 ec)

Consciousness and Unconscious Processes 7205RP02X (6 ec)

Basic Affective Processes 7205RP01X (6 ec)

How Evidence Based are Psychological Treatments 7205RK05X (6 ec)

NeuroImaging 7205RP09X (6 ec)

Current Issues in Child Adolescent Development 7205RO07X (6 ec)

Learning and Motivation in Psychopathology 7205RK06X (6 ec)

Good Science, Bad Science 7205RM27X (6 ec)

Psychophysiology of Stress, Anxietey and Depression 7205RK08X (6 ec)

Network Models 7205RM28X (6 ec)

Developmental Psychopathology 7205ROK0X (6 ec)

Current Debates in Attitudes and Decision-making 7205RS12X(6 ec)

Cognitive Neuroscience of Healthy and Pathological Aging 05RO10X (6 ec)

Current Debates in Embodied Cognition 7205RS18X(6 ec)

Cognitive Models for Cogntive Neuroscience 7205RM30X(6 ec)

Advances in Team Dynamics and Performance 7205RA09X(6 ec)

Methodological Advice 7205RM11X (6 ec)

Social Decision Making 7205RA01XH (6 ec)

Current Debates in Motivation and Social Cognition 7205RS13X (6 ec) Fit and Adaptability at Work 7205RA08X(6 ec)

44


28-6-2013 13:10:17


Course offer Semester 2 2013/2014 Period 1 (8 weeks) 3 February - 28 March

Structural Equation Modeling 7205RM29X (6 ec)

Calculus 7205RM08X (3 ec)

Period 2 (8 weeks) 31 March - 30 May Modern Test Theory 7205RM17X (3 ec)

Period 3 (4 weeks) 2 June - 27 June

MetaAnalysis 7205RM13X (3 ec)

Multilevel and Meta Regression 7205RO08X (3 ec) A Practical Course in Programming: Bayesian The Next Step Graphical (7205RM32X) Modeling 7205RM16X (3 ec)

Cognitive Electrophysiology Methods 7205RP12X (6 ec) Brain Rhythms and Cognition 7205RP13X (6 ec) Psychophysiological Experimentation 7204MP17X (3 ec)

45


28-6-2013 13:10:17


28-6-2013 13:10:17

Chapter 7 Courses


28-6-2013 13:10:17

Scientific Writing & Presenting Course

Scientific Writing and Presenting Credits 6 ec SIS-code 7205RM15X Semester Semester 1, period 1 Prerequisites Bachelor of Psychology Lecturer/Information Prof. dr. E.-J. Wagenmakers Objectives To improve your scientific communication skills. Summary When you are unable to write a compelling article or give an exciting talk, your academic career will be a constant uphill battle, no matter how excellent your ideas and research might be. As a scientist, you have to be able to explain your work to other scientists, and do this clearly, effectively, and convincingly. Despite the fact that good communication skills are of crucial importance (both inside and outside academia), very few courses in the Dutch educational system teach proper scientific communication. As a result, students are left to improve their communication skills largely by themselves, through trial and error. This is unfortunate, because anybody’s writing skills can be considerably improved with only a little instruction. In this course, we will cover the basics of scientific communication by means of weekly plenary sessions, exercises and small-scale feedback sessions. All teaching materials are tailored to the needs of a psychological researcher in action. After completing this course, you will be on your way to becoming a better writer, a more confident presenter, and, perhaps, a better scientist as well. Teaching Format Plenary lectures, individual and group exercises, self-study, feedback sessions. Assessment Performance on homework exercises. Literature - Williams, J.M. (2010). Style: Lessons in clarity and grace (10th ed.). New York, NY: Pearson Longman. ISBN 9780205029884. € 25,75. Lesson Dates Wed. 04-09-2013 15.00-18.00 hrs. Wed. 11-09-2013 through 18-09-2013 15.00-18.00 hrs Wed. 25-09-2013 through 23-10-2013 15.00-18.00 hrs. Examination Dates To be announced on Blackboard.

48


28-6-2013 13:10:17

Specialised Course

Advanced Topics in Cognitive Neuroscience Credits 6 ec SiS-code 7205RP00X Semester Semester 1, period 1 Prerequisites Bachelor of Psychology, Basic programme Brain & Cognition Number of participants Max. 20 Lecturers/Information Prof. dr. J.M.J. Murre ([email protected]), Dr. T.H. Donner Specialisation Brain & Cognition Objectives Insight into neural theories and models of cognition in order to promote the integration of experimental psychological and neuroscientific findings, the ability to read and understand original research papers in the field of cognitive neuroscience, and the ability to prepare and give an oral presentation of what has been read. Summary This course focuses on recent developments in cognitive neuroscience, a domain that studies the relationship between cognition and the brain. Different ways in which brain structure and function can be studied (e.g., single- and multi-cell recording in animals; EEG/MEG, and fMRI in humans) will be discussed. Students will critically read and discuss influential reviews and original articles on timely topics in cognitive neuroscience. They are required to give a presentation, in which they describe an original article and propose a new experiment. The course covers the following topics: long-term memory consolidation, consciousness, brain code and brain reading, brain plasticity and recovery from brain damage, decision-making, and top-down control. Teaching Format Lectures, seminars, and presentations; the course material should always be read in advance. Assessment (1) The final test consists of essay questions covering all course topics. It will account for 80% of the final grade. (2) At the beginning of each class mandatory oral presentations will be held that will account for 20% of the final grade. Study Materials • The study material consists of a list of papers (approximately 500 pages). Warning: reading original scientific publications as used in this course is often experienced as difficult. The publications will be made available via Blackboard. Lesson Dates Fri. 06-09-2013 - 18-10-2013

15.00-18.00 hrs.

Examination Dates Fri. 25-10-2013 11.00-13.00 hrs. Tue. 01-04-2014 11.00-13.00 hrs.

49


28-6-2013 13:10:18

Specialised Course

Consciousness and Unconscious Processes Credits 6 ec SiS-code 7205RP02X Semester Semester 1, period 1 Prerequisites Bachelor of Psychology or Psychobiology Number of participants maximum of 16 Lecturers/Information Dr. R.H. Phaf and Dr. T.H. Donner Specialisation Brain & Cognition Objectives Insight in hypotheses, methods, techniques, and outcomes of empirical studies into consciousness and unconscious processes. Summary The course focuses on recent developments in experimental research on conscious and unconscious processes. Issues that will be discussed include whether and how such processes are open to experimental research, whether and how they can be modeled, how conscious and unconscious processes are contrasted experimentally in the fields of perception, memory, and emotion, how new information can be learned without being aware of it, whether consciousness has a functional role or is merely an emergent by-product of information processing, and what the neurobiological basis is for the conscious-unconscious dichotomy. The course will discuss a number of current psychological and neurobiological models of consciousness. The design of experiments potentially testing these models will also receive attention. The format of the course invites active participation by the students and requires the setup of well-reasoned argumentations for the assignments. Teaching Format This course is an on-line course with assignments, consisting of 3 to 5 questions, that are turned in and commented on by the lecturers on Blackboard. The assignments will be made in small groups of two students. Besides the online part, there are two introductory three-hour lectures: at the start and after assignment 4. Assessment Eight assignments and questions. All assignments must be handed in on time and will be graded by the lecturers. Over the whole course only one assignment can be missed. The comments to an assignment will have to be studied by all participants before answering the next assignment. Every time these comments will be accompanied by one question which has to be answered individually and turned in through Blackboard. There will be no examination at the end. The grade is determined by the results of the assignments and by the results of the individual questions with each question having equal weight. Study Materials • The course literature can be downloaded via Blackboard. Lesson Dates Wed. 04-09-2013 Wed. 02-10-2013

12.00 - 15.00 hrs. 12.00 - 15.00 hrs.

50


28-6-2013 13:10:18

Specialised Course

Basic Affective Processes Credits 6 ec SiS-code 7205RP01X Semester Semester 1, period 2 Prerequisites Bachelor of Psychology, Emoties (BP02V) Number of participants Max. 16 Lecturer/Information Dr. R.H. Phaf ([email protected]) Specialisation Brain & Cognition Objectives Students will be expected to be able to formulate research questions and to devise experimental ways for answering these in the field of emotions and affective processes. The emphasis in this advanced course is on the preparation for actually performing research. Summary Emotions pervade every aspect of human functioning. Empirical evidence shows that emotions modulate processing in such diverse fields as perception, attention, memory, reasoning, language, and consciousness. All attempts at analysis suggest that the constituent processes are not themselves full emotions, but can better be called affective processes. The emphasis in the course lies on those basic affective processes that are shared by all members of the human species. Although social constructions undoubtedly form an important part of full emotions, they receive little attention in the course. The model by LeDoux (1996) provides a useful framework for theorizing about basic affective processes and for applying psychonomic models to the field of emotions. LeDoux’ book ‘The emotional brain’ is supplemented by more recent publications that cover many of the different (e.g., evolutionary, neural, experimental, and connectionist) approaches to affective processes. Teaching Format The format of the course is a weekly workgroup with written tests on the literature to be studied for that meeting, and papers read by the participants. The participants also have to prepare discussion points about the literature, and make one take-home assignment. Each participant is expected to be present and active in every meeting. Assessment There will be no examination at the end. The grade will be determined by the assignment (25%), the discussion points (50%), and by the written tests (25%). Study Materials • LeDoux, J. E. (1996). The emotional brain (rev. paperback ed.). New York: Simon & Schuster. ISBN 9780753806708. (303 pages). Costs: approximately € 15,• Supplementary literature available via Blackboard (approximately 600 pages). Lesson Dates Mon. 28-10-2013 09.00-11.00 hrs Introduction Thu. 31-102013 - 19-12-2013 13.00-15.00 hrs. Special Conditions If all participants master the Dutch language, the course (i.e., the papers and the tests) will be taught in Dutch. The course builds on knowledge about emotion-research that has been gathered in introductory courses. Students who want to participate but have not followed such introductory courses, should contact the lecturer beforehand. 51


28-6-2013 13:10:18

Specialised Course

Advanced Topics in Language and Memory Credits 6 ec SiS-code 7205RP07X Semester Semester 1, period 2 Prerequisites Bachelor of Psychology, Basic programme Brain & Cognition Number of participants maximum of 16 Lecturers/Information Prof. dr. J.G.W. Raaijmakers, Prof. dr. J.M.J. Murre, Prof. dr. A.M.B. de Groot, Dr. P.A. Starreveld (P.A.Starreveld@ uva.nl) Specialisation Brain & Cognition Summary This course focuses on recent developments in memory and language. We will discuss a small number of theoretical and experimental approaches in depth, rather than presenting an overview of the field. Students will be required to read and to provide critical comments on research papers. Examples of topics that might be discussed are: competition and inhibition as explanations for forgetting, implicit memory, autobiographical memory, models for word processing, neurocognitive approaches to language processing, and multilingual word processing. Teaching Format Seminars. Students will be required to study the papers in advance and prepare at least one critical question that will be discussed during the meetings. Assessment Four papers, one for each part of the course. The assessment will be based on the quality of the papers. The course consists of four parts. Each part contributes equally to the final grade. The mark for all parts except one should be 6 or more; the mark for only one paper may be 5. Study Materials • The study material consists of a list of papers. The publications will be made available via Blackboard (approximately 400 pages). Lesson Dates Fri. 01-11-2013 - 20-12-2013

13.00-15.00 hrs.

Special Conditions Attendance is mandatory.

52


28-6-2013 13:10:18

Advanced Methods & Statistics Course

NeuroImaging Credits 6 ec SiS-code 7205RP09X Semester Semester 1, period 2 Prerequisites Bachelor of Psychology Number of participants maximum of 36 Lecturer/Information Dr. H.S. Scholte ([email protected]), Dr. H.M. Huizenga, Dr. L. Waldorp Specialisation Brain & Cognition Objectives and Summary This course consists of two parts. In the first part the student will learn the basics of using BOLD-MRI in cognitive neuroscience research. This part of the course deals with: basics of MRI physics, how is a BOLD-response measured, how the BOLD response relates to neural activity, modeling and fitting responses, registration, multi-level analysis and multiple comparison correction. This part ends with a mid-course test. In the second part of this course students are introduced to multivariate analysis techniques such as MVPA, machine learning and connectivity analysis. The part also ends with a test. Teaching Format The course consists of lectures and labs. Week 1 to 3 and 5 to 7 start and ends with a lecture. The students are divided in two groups that follow a labs on either on Tuesday or Thursday during these weeks. Assessment Grades will be determined on the basis of two assignments, that need to be completed during the labs (each 20%) and on the basis of the mid-course (week 4) and final test (week 8). Each of these tests count for 30% of the grade. The mid-course and final test will use open questions. Literature • Huettel, S. A., Song, A. W. & McCarthy, G. (2009). Functional magnetic resonance imaging (2nd revised ed.). Sunderland, MA: Sinauer. ISBN 9780878932863. (550 pages). Costs: circa € 74,• Papers (approximately 150 pages). Lesson Dates Mon. 28-10-2013 - 16-12-2013 Fri. 01-11-2013 - 13-12-2013

11.00-13.00 hrs. 15.00-17.00 hrs.

Labs

Either Tue. 29-10-2013 - 10-12-2013 13.00-18.00 hrs. Or Thu. 31-10-2013 - 12-12-2013 13.00-18.00 hrs. All Research Master students will be placed in the labs on Tuesdays. Examination Dates Fri. 20-12-2013 15.00-17.00 hrs. Fri. 04-04-2014 11.00-13.00 hrs.

Resit Exam

53


28-6-2013 13:10:18

Specialised Course

How evidence-based are psychological treatments? Credits 6 ec SIS-code 7205RK05X Semester Semester 1, period 1 Prerequisites Bachelor of Psychology Number of participants Min. 6, max. 12 Lecturers/Information Prof. dr. P.M.G.Emmelkamp, dr. K. Meyerbröker, dr. N. Morina Specialisation Clinical Psychology Summary The focus of this course is on the empirical basis of evidence-based psychotherapy. The scientific status of criteria for evidence-based therapies will be discussed. Most formally acknowledged evidence-based psychotherapies are from cognitive and/or behavioural (CBT) origin. The role of theory in the historical course of behavioral and cognitive therapy has increased and decreased over the years. Given the current emphasis on empirically effective treatments there is a neglect of the empirical theoretical foundations. In the CBT literature, there has been a surprising lack of interest for studying mediational factors in treatment. In this course we will review the available evidence for the presumed theoretical processes. One could argue that there are currently a number of empirically well-supported interventions that are in search for a fitting and empirically supported theory: We know that such treatments work, but we do not exactly know why. It will be argued that progress in psychotherapy in general and CBT in particular is dependent upon the synergy between theoretical developments and empirical testing of theories in clinical patients. Objectives The aim of this course is to: 1) critically review papers on psychotherapy outcome, 2) critically review the evidence for the proposed causal theoretical mechanisms, and 3) write a research proposal in the area of psychotherapy. Teaching format Lectures/seminar discussions and assignments. Assessment Weekly assignments and one or two presentations and one elaborate research proposal. End evaluation of the course is based on active seminar participation/assignments (15%), presentations (15%) and final paper (research proposal, 70%). Average weight must be higher than 5,5. Literature Relevant papers will be made available via Blackboard. Lesson dates Mon. 02-09-2013 through 21-10-2013 09.00-11.00 hrs. Thu. 05-09-2013 through 24-10-2013 15.00-17.00 hrs. Special conditions Lecture/seminar discussions are obligatory. In case of missing one session an additional homework assignment has to be made.

54


28-6-2013 13:10:18

Specialised Course

Learning and motivation in psychopathologies Credits 6 ec SIS-code 7205RK06X Semester Semester 1, period 2 Prerequisites Bachelor of Psychology Number of participants Max. 16 Lecturer/Information dr. S. de Wit Specialisation Clinical Psychology Summary It is becoming increasingly clear that fundamental learning and motivation (L&M) processes underlie the transition from functional to dysfunctional behaviour in psychopathologies. The aim of this course is not to provide a complete and detailed survey of all possible factors that underlie a given pathology, but rather to examine in depth currently popular L&M hypotheses. In this course we will connect recent conditioning research (into, for example, prediction error learning, goal-directed action versus automatic habits, and incentive salience; in animals as well as humans) and neuroscientific research (into, for example, the role of dopamine and cortico-striatal circuitries) to psychopathologies (schizophrenia, drug abuse, obesity and obsessive-compulsive disorder). We will assess what these pathologies have in common, but also critically examine the differences and the limitations of existing L&M theories. This course is useful for students interested in pursuing a career in research in the field of behavioural neuroscience of learning/motivation/decision-making, but also for students interested in gaining a deeper understanding of the psychological and neural basis of psychopathologies. Students are not required to already have an extensive background in neuroscience and conditioning research. Objectives 1) Critically review research into L&M as well as disruptions thereof in psychopathologies. 2) Develop a critical and independent stance and defend this using strong, logical argumentation in: written essays, oral presentations and group debates. Information A week before start of the course a teaching schedule and literature will be on Blackboard. Teaching format and assessment There will be one lecture each week plus one meeting during which students will give presentations and/or have group debates. Attendance is required. You will also be given take-home assignments (e.g., reading scientific articles / writing an essay / preparing an oral presentation / preparing for a group debate / preparing for two interim mini-examinations). Average weight must be higher than 5,5. Literature A list with relevant scientific articles will be made available on Blackboard each week. You will also be asked to conduct your own literature research. Lesson dates Tue. 29-10-2013 through 17-12-2013 09.00-11.00 hrs. Fri. 01-11-2013 through 20-12-2013 11.00-13.00 hrs. Special conditions This class has been programmed according to a half-time schedule, and has a workload of 20 hours a week. 55


28-6-2013 13:10:18

Specialised Course

Psychophysiology of Stress, Anxiety and Depression Credits 6 ec SIS-code 7205RK08X Semester Semester 1, period 2 Prerequisites Bachelor of Psychology, the course “Psychophysiological Experi mentation” (MP17) is recommended but not mandatory Number of participants Min. 6, max. 24 Lecturer/Information dr. J.A. Bosch Specialisation Clinical Psychology Summary and objectives This course aims to provide theoretical knowledge and practical skills that are needed to investigate stress and psychophathology by using psychophysiological methods. Much attention will be devoted to key neuro-endocrine stress systems such as the autonomic nervous system and the Hypothalamic Pituitary Axis, as well as the psychological determinants and consequences of their activation. Most physiological assessment methods indirectly capture the effects of activation of these neuro-endocribe systems by monitoring the effects on various target organs, such as the heart, the skin, the saliva glands, the immune system, and muscles. Therefore, this course will also provide detailed knowledge of the anatomy and physiology of these read-out systems, as well as the technical aspects of data recording and analysis. At the end of this course you will have thoroughly familiarised yourself with guiding theories and concepts in the field of psychophysiology, and you will have gained hands-on experience with various physiological assessment methods, for example in the context of experimental paradigms such as the Trier Social Stress test (TSST) and fear conditioning. At the end of this course you will be able provide detailed answers to broad questions like: “What is stress and how do I measure it?”, “What are the effects of stress, anxiety and depression on human biology?”, “How do these physiological perturbations affect cognitive and affective processes relevant to psychophathology?” and “Is psychological stress harmful to physical health?”. Teaching format Lectures will be alternated with practical seminars and various study assignments, such as providing a peer review of a research paper and developing a study protocol on the basis of a methods section. Assessment Assignments (50%) and written exam (50%). Average weight must be higher than 5,5. Literature Literature will be announced at the start of the course via Blackboard (± 800 pages). Lesson dates Wed. 30-10-2013 through 18-12-2013 11.00-13.00 hrs. Thu. 31-10-2013 through 19-12-2013 09.00-11.00 hrs. Special conditions This class has been programmed according to the half-time schedule, and has a workload of 20 hours a week. Blackboard is used for downloading the literature, distributing and uploading assignments, and so on. 56


28-6-2013 13:10:18

Specialised Course

Current Issues in Child and Adolescent Development Credits 6 ec SIS-code 7205RO07X Semester Semester 1, period 1 Prerequisites Bachelor of Psychology Number of participants min. 6, max. 20 Lecturer/Information Dr. H. Huizenga ([email protected]), Various instructors Specialisation Developmental Psychology Summary This course addresses current ‘hot topics’ in child and adolescent developmental psychology, both in cognitive, emotional and social domains. The main focus is on fundamental experimental research, but applications, in particular in the field of school psychology, will also be discussed. Among the topics are the development of learning, risk taking, mathematics, reading, decision making, peer group sensitivity and stereotyping & prejudice. Each class consists of a lecture and a very interactive part. Students read papers, formulate critical questions and try to design experiments in which these questions can be answered. Students practice their presentation skills and learn to write research proposals. Assessment One or two presentations (30%), active participation (30%) and a research proposal (40%). Textbooks • Reader/Syllabus: the contents will be announced later. Lesson Dates (Lectures and practicals:) Wed. 04-09-2013 through 23-10-2013 09.00-12.00 hrs Special conditions This course is taught once every two years. It alternates with the course ‘Advanced topics in cognitive neuroscience’.

57


28-6-2013 13:10:18

Specialised Course

The Cognitive Neuroscience of Healthy and Pathological Aging Credits 6 ec SIS-code 7205RO10X Semester Semester 1, period 2 Prerequisites Bachelor of Psychology Number of participants Min. 8, max. 24. Lecturer/Information Prof. dr. R. Ridderinkhof ([email protected]) Specialisation Developmental Psychology Objectives What are the changes ‘between the ears’ associated with healthy and pathological aging? In this course, problem-oriented seminars and take-home assignments, based on recent literature on frontline research, help provide insight into individual differences in cognitive processes as related to age. These changes are studied in relation to changes in the brain, focusing on healthy aging on the one hand, and pathological aging (with Parkinson’s Disease as a paramount point in case) on the other. A representative sample of prominent theories, methods, and results from empirical research will be addressed. Students will learn to appreciate mainstream approaches, current issues, and practical ins and outs of doing research into this field. Summary The topics and themes to be addressed include: normal and deviant processes of aging in the nervous system; the speed and efficiency of information processing; global and specific factors in cognitive and affective function. These themes will be discussed in view of empirical research in clinical and nonclinical settings, using reaction time, neuropsychological, psychophysiological, and neuro-imaging techniques, but with an eye on practical aspects. Teaching format Problem-oriented seminars (attendance required) and take-home assignments. Assessment Take-home and seminar assignments (written essays and verbal presentations). Literature • List of literature, recent journal articles, print costs € 25,-. Participants make their own selection from the literature. (approx. 300 pages). Lesson dates Wed. 30-10-2013 through 18-12-2013 13.00-15.00 hrs Special conditions This class has been programmed according to a half-time schedule, and has a workload of 20 hrs a week! Blackboard is used for downloading the literature, distributing and uploading assignments, and so on.

58


28-6-2013 13:10:18

Specialised Course

Developmental Psychopathology Credits 6 ec SIS-code 7205ROK0X Semester Semester 1, period 2 Prerequisites Bachelor of Psychology Number of participants Max. 20 Lecturers/Information Prof. dr. R. Wiers ([email protected]), Dr. E. Salemink & Dr. K. Anderson Specialisation Developmental Psychology Summary The focus of this course is on atypical development. We will first focus on atypical developmental trajectories and will address the question why development has gone astray in some children and adolescents but not others. Gene x Environment interactions are discussed in relation to developmental outcomes. We critically discuss currently used classification systems in developmental psychopathology as well as on alternative conceptualizations (e.g. dimensional approach) and their implications for research and practice. You discuss recent research on the development of different disorders and on intervention strategies that may change developmental outcomes. Teaching format Weekly seminar. Introductions by the lecturers, presentations by participants, group discussion. Literature • Articles, presented at the beginning of the course. Assessment Your final note is determined by three parts: • average note of at least five mini-exams (5 multiple choice questions in 5 minutes) on obligatory literature, at beginning of each session (33,33%). • individual paper and presentation on topic you specialise in (33,33%). • research proposal and presentation in small groups (33,33%). Lesson dates Wed. 30-10-2013 through 18-12-2013 15.00-18.00 hrs

59


28-6-2013 13:10:18

Specialised Course

Good Science, Bad Science Credits 6 ec SIS-code 7205RM27X Semester Semester 1, period 1 Number of participants Max. 23 Prerequisites Bachelor of Psychology Lecturer/Information M. Bakker MSc ([email protected]), and others Specialisation Psychological Methods Objectives Understanding what makes good science, become aware of threats to good science, and improve your own (future) research. Summary In this course we discuss what makes for good research, and what possible problems threaten good research. Such problems include reporting errors, confirmatory versus explanatory research, how to cope with Type I and Type II errors, the file drawer problem, questionable research practices, and even fraud. We will discuss recent proposals to improve research practices in psychology (e.g., registries, data-sharing, co-pilot model, replication). Several guest lecturers will discuss their views on good and bad science by focusing on their areas of expertise. To experience the consequences of these threats to science, and possible solutions, students will engage in both plenary discussions and practical assignments. Teaching format Lectures, plenary discussions, presentations, assignments. Assessment Assignments (50%), final report (40%) and final presentation (10%). Literature To be announced on Blackboard. Lesson Dates Mon. 02-09-2013 through 21-10-2013 13.00-15.00 hrs. Thu. 05-09-2013 through 24-10-2013 13.00-15.00 hrs.

60


28-6-2013 13:10:18

Specialised Course

Network Models Credits 6 ec SIS-code 7205RM28X Semester Semester 1, period 1 Number of participants Max. 25 Prerequisites Bachelor of Psychology Lecturer/Information Dr. L.J. Waldorp ([email protected]) Specialisation Psychological Methods Objectives Networks are ubiquitous. At least, that is what people who work with networks think. But they are convenient to model complex systems with many interacting parts. They are also simple to understand and think about. Here you will learn to convert empirical issues into networks and consider how to analyze the associated problems with networks. You will also learn to work with several R packages to estimate the architecture of a network and how changes (in space or time) affect the network, and possibly predict the future. Summary We begin with getting to know your network. A picture can be revealing for smallish networks but when they are large, we are forced to rely on descriptives like clustering, density, and degree distribution. We then move on to obtaining data from network structures and how to get an estimate of the network architecture. When we have a network from data and know how to describe it, we can move on to learning what will happen in the future. Predicting in networks has been a valuable tool in epidemiology and is becoming a valuable tool in psychology. By determining a network for a patient with depression, say, we can determine whether symptoms will diffuse through the network and make it worse for the patient, or whether the symptoms remain contained. Teaching Format Lectures on tuesdays and computer practicals on thursdays. Assessment Assignments (25%) and exam (75%). To pass you must obtain at least a 5.5 on your exam. Literature - Kolaczyk, E. D. (2009). Statistical analysis of network data: Methods and models. New York: Springer-Verlag. ISBN 9780387881461, ±€ 80,- Online available through the University Library. - Syllabus (available through Blackboard). - Lecture slides. Lesson Dates Tue. 03-09-2013 through 22-10-2013 11.00-13.00 hrs. Thu. 05-09-2013 through 17-10-2013 11.00-13.00 hrs. Examination Dates Thu. 24-10-2013 11.00-13.00 hrs.

61


28-6-2013 13:10:18

Specialised Course

Cognitive Models for Cognitive Neuroscience Credits 6 ec SIS-code 7205RM30X Semester Semester 1, period 2 Prerequisites Bachelor of Psychology Lecturer/Information Dr. L. van Maanen ([email protected]) Specialisation Psychological Methods Objectives To acquire knowledge of the leading cognitive modeling frameworks applied to cognitive neuroscience. To develop practical experience with cognitive modeling. Summary In this course we will introduce the concept of a formal theoretical model to aid in understanding latent cognitive and neural processes. The course will consist of a mix of lectures on fundamental topics in cognitive modeling and applications in cognitive neuroscience. Topics include model fitting, model selection, sequential sampling models, reinforcement learning models, and network models. In addition, there will be practical assignments in R to gain hands on experience with applying cognitive modeling to behavioral data. Teaching Format Lectures. In some weeks there will be computer practicals instead of lectures. Assessment Exam with open questions. Literature Will be provided during the course. Lesson Dates Wed. 30-10-2013 through 18-12-2013 Fri. 01-11-2013 Fri. 08-11-2013 through 15-11-2013 Fri. 22-11-2013 Fri. 29-11-2013 through 06-12-2013 Fri. 13-12-2013

9.00-11.00 hrs. 9.00-11.00 hrs. 9.00-11.00 hrs. 9.00-11.00 hrs. 9.00-11.00 hrs. 9.00-11.00 hrs.

Examination Dates Fri. 20-12-2013

9.00-11.00 hrs.

62


28-6-2013 13:10:18

Specialised Course

Methodological Advice Credits 6 ec SIS-code 7205RM11X Semester Semester 1, period 2 Number of participants Max. 15 Prerequisites Bachelor of Psychology Lecturers/Information Prof. dr. G.J. Mellenbergh ([email protected]) & dr. H.J. Adèr Specialisation Psychological Methods Objectives The objectives of the course are (1) to acquire methodological knowledge that is needed for advising researchers in the behavioral and social sciences on their research problems, and (2) to get experience with methodological consultancy. Summary The course covers methodological consultancy on the following topics: research designs, construction and use of instruments, and statistical data analysis. A mini-traineeship at the Methodology Shop (‘Methodologiewinkel’) is included for students who have not yet worked at this shop. Teaching Format The course has the following elements: (1) presentations of book chapters and papers, (2) discussion of presentations, (3) consultation interviews, (4) exercises, and (5) writing a paper. Attendance to the meetings is required. Assessment Each of the five elements is graded from 0 (insufficient) to 2 (excellent). The overall grade is the sum of these five grades; the passing grade is 5.5. Literature - Adèr, H. J., & Mellenbergh, G. J. (with contributions by D. J. Hand) (2008). Advising on research methods: A consultant’s companion (pp. 574). Huizen, the Netherlands: Johannes van Kessel Publishing. The book can be ordered and paid via www.jvank.nl/ ARMHome for the reduced student price of € 57,50. - Articles and book chapters. Blackboard. Lesson Dates Mon. 28-10-2013 through 16-12-2013 13.15-17.00 hrs. Thu. 31-10-2013 through 19-12-2013 13.15-17.00 hrs.

63


28-6-2013 13:10:18

Specialised Course

Current debates in Attitudes and Decision-making Credits 6 ec SIS-code 7205RS12X Semester Semester 1, Period 1 Prerequisites Bachelor of Psychology Number of Participants Max. 20 Lecturers/Information prof. dr. J. van der Pligt, dr. F. van Harreveld, dr. W. Cunning- ham, dr. B.T. Rutjens Specialisation Social Psychology Summary The positive attitude towards choice is based on the notion that people are willing and able to consciously make rational decisions. The cognitive revolution that started in the 1950s added to that notion by drawing comparisons between human mental processes on the one hand and artificial intelligence and computer science on the other. More recently the view of humans as conscious and rational decision-makers has been challenged. The present course will first show that decision-making is often not guided by conscious deliberation and a careful weighing of pro’s and con’s but by intuitive and unconscious processes with a primary role for automatic, affective responses. Various examples of how heuristics and biases influence decisions under uncertainty will be discussed. We will also provide an overview of the role of affective processes in risky decision-making, risk perception and the perceived acceptability of risk. Sometimes the affective determinants of judgment and choice are discrete emotions, sometimes a much more diffuse general affective state. Sometimes these affective states can be induced by subtle priming manipulations. The role of affect and intuition is also studied in the domain of moral judgment. Again we will contrast the view that moral judgments are based on deliberation and reasoning with approaches emphasizing the intuitive nature of moral judgment. The notion that people are often not very rational when making decisions indirectly challenges that notion that having the freedom to choose is beneficial to decision-makers. The course will therefore proceed by showing that having too much choice can have detrimental effects. It will be argued that the positive regard for free choice has led to a proliferation of choices in modern society, causing various types of uncertainty in the context of decision-making. The cognitive and affective consequences of such forms of uncertainty will be discussed as well as the ways in which people cope with them. An aim throughout the course is to take the insights from the course and discuss how they could be applied to phenomena in modern society. The weekly meetings on these topics generally consist of lectures by prof. van der Pligt and dr. van Harreveld and input provided by small groups of students. Moreover, in the last stage of the course there will be three additional meetings provided by Revesz professor Wil Cunningham (University of Toronto), on the topic of social cognitive and affective neuroscience. The date and time of these meetings will be announced. Teaching Format Lectures, plenary discussions, presentations. Assessment An exam (20%), research proposal (30%), feedback given on the proposals of peers (20%) and contribution during the seminars by Dr. Cunningham (30%) comprise the final grade.

64


28-6-2013 13:10:19

Specialised Course Literature • Reader. Lesson Dates Fr. 06-09-2013 through 18-10-2013 11.00-13.00 hrs. Date en time of the Cunningham workshops will be announced. Examination Dates Fr. 25-10-2013 Fr. 29-11-2013 (resit)

11:00-12:45 hrs. 11:00-12:45 hrs.

65


28-6-2013 13:10:19

Specialised Course

Current Debates in Embodied Cognition Credits 6 ec SIS-code 7205RS18X Semester Semester 1, period 1 Prerequisites Bachelor of Psychology Number of Participants max. 20 Lecturers/Information dr. M. Rotteveel and dr. M. van Elk Specialisation Social Psychology Summary The last decade has seen a renewed interest in investigating the central role of the body in cognition and behavior. According to the so-called ‘embodied view of cognition’ all kinds of cognitive processes are deeply rooted in the body’s interaction with the world. Psychological meaning is, therefore, grounded. Research into grounded cognition crosses different domains in psychology such as social psychology, cognitive psychology or clinical psychology reflecting the broad scope and potential of this theoretical approach. In this course we will discuss current research on embodied cognition. The aim of the course is to obtain insight in important theoretical approaches within the field of embodied cognition and to discuss exemplary research within different disciplines of psychology in subsequent discussions with invited experts. Typically, we will discuss topics such as bodily movement and facial expressions, social cognition, gestures and language, and the perception of time and space. All students will prepare weekly discussions. Every discussion will be preceded by short presentations followed by a structured discussion. Teaching Goals The student is able to give a description of research on embodied cognition in different fields and on different topics, like social cognition, conceptual representations and language. The student can explain the theoretical debates in the field of embodied cognition and their underlying assumptions and he/she can take a personal stance in these debates. The student is able to apply the knowledge to generate critical ideas and experiments to test central assumptions of the theory. At the end of the course the student should be able to give an accurate and critical assessment of empirical studies on embodied cognition. Teaching Format Class Structure: A typical class will contain one presentation (of 20 min duration each) on a selected topic followed by a discussion initiated by two appointed discussants with an invited expert. Class Preparation: All students are expected to read two or three papers (marked with *) each week as a preparation for the classes. Additionally, we have listed a number of papers that you can read out of personal interest and should read if you give the presentation on the topic. Assessment The student will write an essay on a topic of his or her choice related to the field of ‘embodied cognition’. Literature Theoretical and empirical research papers will be used and made available via Blackboard.

66


28-6-2013 13:10:19

Specialised Course Lesson Dates Tu. 03-09-2013 through 15-10-2013 13.00-15.00 hrs Examination Dates Tu. 22-10-2013 Tu. 26-11-2013 (resit)

13:00-14:45 hrs. 13:00-14:45 hrs.

67


28-6-2013 13:10:19

Specialised Course

Current Debates in Motivation and Social Cognition Credits 6 ec SIS-code 7205RS13X Semester Semester 1, Period 2 Prerequisites Bachelor of Psychology Number of Participants Max. 20 Lecturers/Information prof. dr. R. Holland, dr. N. B. Jostmann and dr. J. Marguc Specialisation Social Psychology Summary In this course, we will join current discussions on “hot issues” within the fields of social cognition, self regulation, and motivation research. The topics we select will likely determine the research agenda of our discipline for years to come. Some of the topics have been important for many years, others have only begun to gain in impact in recent years. Examples of the former are priming and stereotyping, examples of the latter are unconscious processes involved in decision making. Every topic will be thoroughly discussed on the basis of a few landmark articles, and, if available, two or more other articles, challenging them. The discussions will focus on the importance of a topic for psychology in general, current methodology, and on the issues that need to be resolved in the near future. Teaching Goals At the end of this course the student will be able to: • Identify and discuss the most important debates in the fields of social cognition and motivation research • Understand, critically assess and discuss the important arguments in these debates and be able to develop a personal stance in these debates • Plan research that can contribute to solving these debates Teaching format Weekly seminar Assessment Written exam (all open questions, 60%), and weekly assignments/active participation (40%). Literature Selected papers. Literature will be announced on Blackboard Lesson Dates Mo. 28-10-2013 through 09-12-2013 13.00-15.00 hrs Examination Dates Mo. 16-12-2013 Fr. 31-01-2014 (resit)

13:00-14:45 hrs. 11:00-12:45 hrs.

68


28-6-2013 13:10:19

Specialised Course

Advances in Team Dynamics and Performance Credits 6 ec SIS-code 7205RA09 Semester Semester 1, Period 1 Prerequisites Bachelor of Psychology Lecturers/Information Mw. dr. B.Beersma Specialisation Work & Organizational Psychology Summary Working in groups offers a myriad of advantages for individuals: it gives them opportunities to share resources and to learn from each other, and it fulfils their drive to bond. However, groups often make suboptimal decisions, and teamwork can set the stage for interpersonal friction and conflict, with negative, and sometimes disastrous consequences for groups, the individuals within them, and at times even entire organizations. This course focuses on understanding the factors that help and hinder group processes and as such facilitate, or rather disrupt, effective teamwork. To do so, we will read and discuss recent theories and research on topics such as: social and epistemic motivation, information exchange, team decision making, conflict management, and negotiation. Questions that will be addressed are: What can groups do to foster effective decision making processes and teamwork? How do conflict and conflict management affect team processes? And how do different types of social interactions affect team effectiveness? Knowledge and understanding of group decision making is relevant for those interested in various psychological subdisciplines, such as work and organizational psychology, social psychology, and sport and performance psychology. Teaching format Seminars/workshops. Students will read articles around a subtheme prior to the weekly meeting and will prepare in pairs plenary discussion of the subtheme and highlight possible controversies. Attendance is required. Assessment Active participation; individual paper on a chosen topic, and presentation. The paper counts for 70% of the grade, the presentation for 30%. Literature • Journal articles, to be announced. Lesson dates Th. 05-09-2013 through 24-10-2013 10.00-13.00 hrs.

69


28-6-2013 13:10:19

Specialised Course

Social Decision Making Credits SIS code Semester Prerequisites Lecturer/Information Specialisation

6 ec 7205RA01X Semester 1, Period 1 Bachelor of Psychology or (Behavioral/Experimental) Economics Prof. dr. C.K.W. De Dreu Work & Organizational Psychology

Summary This course focuses on those situations where people make decisions, individually or as a group, that affect not only their own outcomes, but those of interdependent others as well. Such social decision making occurs in partner interactions (e.g., when distributing household chores), in small informal groups (e.g., when deciding how much to contribute to group activities), in formal organizations (e.g., when deciding whether to free-ride on colleagues), and even in larger societies (e.g., when paying taxes). Accordingly, understanding the basic neurobiological, psychological, and institutional mechanisms governing social decision making has broad implications for theory and practice in economics, (neuro)biology, and (social and organizational) psychology. In a series of focused and highly interactive seminars, we consider in depth various research paradigms, including two-person and N-person social dilemmas (including computer simulations), and ultimatum bargaining and multi-issue negotiation. Special emphasis will be on two-level games that model simultaneous within-group and between-group cooperation and conflict. We discuss topics such as fairness, self-sacrifice and altruism, greed and competition. In doing so, we draw from classic and contemporary research literatures in evolutionary biology, (cognitive) neuroscience, and social psychology. Teaching format Seminar/workshops. Students will read articles around a subtheme prior to the weekly meeting and will prepare in pairs plenary discussion of the subtheme and highlight possible controversies. Attendance is required. Assessment Active participation; individual paper, and individual presentation. The paper counts for 80% of the grade, the presentation for 20%. Literature • Articles, to be announced Lesson Dates Tue. 03-09-2013 through 22-10-2013

15.00-18.00 hrs.

70


28-6-2013 13:10:19

Specialised Course

Fit and Adaptability at Work Credits 6 ec SIS-code 7205RA08X Semester Semester 1, Period 2 Prerequisites Bachelor of Psychology Lecturers/Information Prof. dr. A.E.M.van Vianen Specialisation Work & Organizational Psychology Summary Human functioning, wellbeing, and performance (at work) largely depend on the fit between personal values, beliefs, and orientations, and characteristics of the environment (e.g., job, community, organization, group) in which one functions. In this course, we will discuss theoretical notions about human fit need and compare several models of person-environment interaction. Furthermore, we will pay attention to different methodological and statistical approaches to person-environment fit research. Yet, modern organizations request employees to be adaptable to organizational changes, which means that employees have to deal with possible threats to their established person-environment fit. In this course we will address questions such as: What precisely is the experience of person-environment fit and how does P-E fit fulfills basic human needs. Does P-E fit concur with the human striving toward uniqueness and requirements of adaptability? What is individual adaptability and is it malleable? To what extent does P-E fit hinder organizational and individual adaptability? We discuss these questions with the aim to integrate them in a theoretical model of human needs, strivings and abilities. Teaching format Seminar/workshops. Students will read articles around a subtheme prior to the weekly meeting. In the meeting the articles will be discussed, presented, and critically reviewed. There will be weekly assignments (i.e. presentation and critical discussion of empirical articles) and students will write a review paper or research proposal on a chosen topic related to fit and adaptability at work. Attendance at all meetings is required. Assessment Active participation, presentation/discussion, paper, and an exam with open questions. The grade will be determined by the paper (40% ), the exam (40%) and the presentation/ discussion (20%). To pass the course , each of the three grades needs to be 5.5 minimally. Literature Journal articles and book chapters (available via Blackboard and/or the secretary of Work & Organizational Psychology). Lesson dates Tue. 29-10-2013 through 10-12-2013 15.00-18.00 hrs. Exam date Tue. 17-12-2013

15.00-18.00 hrs.

71


28-6-2013 13:10:19

Programming Course

Programming Skills: R Credits 6 ec SIS-code 7205RM05X Semester Semester 1, period 3 Number of participants Max. 30 Prerequisites Bachelor of Psychology, Computer literate Lecturer/Information Prof. dr. H.L.J. van der Maas, [email protected] Objectives In this course students learn general programming concepts, to work with the programming language R, and to write programs for advanced data-analysis, for visualization of data and for computer simulation. R will be used in several other courses. Summary Programming is an important research skill. Being able to program allows one, for instance, to investigate psychological models by simulations, to develop and implement new statistical techniques, to manipulate and analyze data in various ways, and to make computerized experiments. Psychological researchers use all kinds of programming languages. R and Matlab are high-level technical computing languages for statistical computing, graphics, and computer simulation. In this course students will work with numerous libraries available for these languages. The course will mainly focus on R, but also a short introduction to Matlab will be given. R is easy to learn, free and platform independent (http://cran.r-project.org). Teaching Format Lectures and practical sessions. Assessment Weekly programming assignments (1/3) and exam (2/3). Literature Manuals, to be announced later (available on the internet). Lesson Dates Lectures

Mon. 06-01-2014 through 27-01-2014 09.00-11.00 hrs. Wed. 08-01-2014 through 29-01-2014 09.00-10.00 hrs Practical sessions

Mon. 06-01-2014 through 20-01-2014 Wed. 08-01-2014 through 22-01-2014 Fri. 10-01-2014 through 24-01-2014 Mon. 27-01-2014 Tue. 28-01-2014 Wed. 29-01-2014

12.00-14.00 hrs. 10.00-12.00 hrs. 11.00-13.00 hrs. 09.00-17.00 hrs 09.00-17.00 hrs. 09.00-17.00 hrs

Examination Dates Fri. 31-01-2014 10.00-13.00 hrs. Special conditions The course covers 4 weeks of full-time study. The exam is an open book exam with limited time for all students. Requests for additional examination time will not be granted.

72


28-6-2013 13:10:19

Programming Course

Programming Skills: Stimulus Presentation Credits 6 ec SIS-code 7205RM24X Semester Semester 1, period 3 Number of participants Max. 25 Prerequisites Bachelor of Psychology, Computer literate Lecturers/Information [email protected], [email protected] Objectives In this course students learn general programming concepts, to work with the programming language Presentation (Neurobehavioral systems), and to write programs dedicated towards computerized psychological experimentation. At the end of the course students will be able to program their own experiments and get their data ready for statistical analyses. Presentation is widely used in our labs and around the world within the field of psychology/neuroscience. The course is especially suited for students that expect to carry out behavioral or psychophysiological lab research in projects in the near future or in their further academic careers. Summary Presentation is a high-level technical computing language that is very suitable to program psychological stimulus-response tasks in a lab environment. It is specially developed for tasks with critical timing requirements. In addition, it has many features that facilitate communication with other equipment (EEG, eye-tracker, Functional MRI, TMS, etc.). Teaching Format Lectures and practical sessions. Assessment Based on final exam, the exam consists of a paper & pen part (15%), and a number of programming assignments (85%). Literature All materials will be made available via a course-dedicated website and/or blackboard. Lesson Dates Lectures

Mon. 06-01-2014 Practical sessions

Mon. 06-01-2014 through 20-01-2014 Tue. 07-01-2014 through 21-01-2014 Wed. 08-01-2014 through 22-01-2014 Thu. 09-01-2014 through 30-01-2014 Fri. 10-01-2014 through 24-01-2014 Mon. 27-01-2014 Tue. 28-01-2014 Wed. 29-01-2014

12.00-13.00 hrs. 14.00 -17.00 hrs. 14.00-17.00 hrs. 14.00-17.00 hrs. 14.00-17.00 hrs 14.00-17.00 hrs. 09.00-17.00 hrs. 09.00-17.00 hrs 09.00-17.00 hrs.

Examination Dates Fri. 31-01-2014 14.00-17.00 hrs. Special conditions The course covers 4 weeks of full-time study. 73


28-6-2013 13:10:19


Programming: The Next Step Credits 3 ec SIS-code 7205RM32X Semester Semester 2, period 2 Number of participants Max. 20 Prerequisites Bachelor of Psychology, Programming in R (RM05), Stimulus Presentation (RM24), or similar course Lecturers/Information Prof dr. H.L.J. van der Maas, and others Objectives By working on one larger computer program students will refresh and improve their programming skills. After this course students should be able to program large-scale simulations, to implement new statistical methods or develop experiments for their internship or master project. Summary Students will choose one of a set of assignments depending on their choice of programming language and their personal interests. In four weeks they will write a computer program. The first week handles the requirements and design of the program. The second and third week is used for the actual implementation and testing. The fourth week focuses at testing, improvements, reporting and presentation of the program. Teaching format Weekly meetings, programming, and presentations. Assessment Grading takes place on the basis of the program (2/3), report (1/6) and presentation (1/6). Lesson Dates Tue. 29-04-2014 through 20-05-2014 15.00-17.00 hrs. Examination Dates Tue. 27-05-2014 15.00-17.00 hrs. presentation

74


28-6-2013 13:10:19


Multivariate Analysis Credits 6 ec SIS-code 7205RM31X Semester Semester 1, period 2 Number of participants Max. 60 Prerequisites Bachelor of Psychology Lecturer/Information Dr. L.J. Waldorp Objectives Having more than one variable to analyze makes sense. How else will you get to know how a system like human cognition works? It is so complex that you are basically forced into using several measures to determine what is actually happening. Invariably you immediately run into issues like how all these measurements relate to what you want to know, and do you need all of them? Or, is there some kind of structure to be discerned, a cluster of some kind? The objective of this course is to learn how to get the most out of your data using both explorative and confirmative techniques. To analyze data we will make use of the packages in R. There is no requirement of having worked with R before to take this course. Summary We begin with learning some R and mostly look at how to plot our multivariate data. Then we review some techniques that (almost) everybody is familiar with, like ANOVA. In the following weeks we will consider techniques like principal component analysis, clustering, multiple regression, linear mixed effects, and repeated measures. We will apply all techniques to data sets using R. Teaching format Lectures on tuesdays and practical sessions on thursdays. Assessment Assignments (25%) and exam (75%). To pass you must obtain at least a 5.5 for the exam. Literature - Everitt, B. S. (2005). An R and S-PLUS companion to multivariate analysis. London: Springer-Verlag. ISBN 9781852338824, ±€ 75,- Online available through the University Library. - Lecture slides. Lesson Dates Tue. 29-10-2013 Tue. 05-11-2013 through 17-12-2013 Tue. 19-11-2013 and Tue. 3-12-2013 Thu. 31-10-2013 through 12-12-2013

11.00-13.00 hrs. 11.00-13.00 hrs. 11.00-13.00 hrs. 11.00-13.00 hrs.

Examination Dates Thu. 19-12-2013 11.00-13.00 hrs. Re-examination by mutual agreement. Special Conditions Also suitable as a course for PhD students to (re)inform themselves on relevant methods of analysis. PhD’s can apply by contacting Piet van der Waals, e-mail [email protected]. 75


28-6-2013 13:10:19


Structural Equation Modeling Credits 6 ec SIS-code 7205RM29X Semester Semester 2, period 1 Number of participants Max. 45 Prerequisites Bachelor of Psychology, MA (RM31) Lecturer/Information Dr. M. Rhemtulla ([email protected]) Objectives The aim of this course is to introduce the student to the theory and practice of SEM (Structural Equation Modeling), and to instruct students in actually carrying out SEM using a specialised program. The SEM model comprises a large number of specific statistical models, such as multiple and multivariate regression, pathmodels, factor models, longitudinal models, and certain random effects models. SEM can be used to test specific hypotheses concerning the linear relationships between variables. These relationships may be specified among observed variables (e.g., in linear regression, or path models) and/or latent variables (latent regression). In addition such linear relationships are used to link observed variables to latent variables. The possibility to investigate hypotheses concerning the relationship among latent variables is very useful, as most psychological theory is formulated in terms of latent variables, i.e., hypothetical constructs. Summary During this course the specification of a variety of linear statistical models will be discussed. The emphasis is on hands-on experience in model specification, and on the interpretation of results. Technicalities are limited to mainly elementary matrix algebra and the decomposition of variance, as is carried out in simple regression analysis. In fact, all models can be interpreted in terms of simple regression analysis. The student will practice model specification and the interpretation of results in weekly assignments. Teaching format Lectures and practical sessions. Assessment Weekly assignments (50%) and a final assignment (50%). Literature To be announced on Blackboard. Lesson Dates Mon. 03-02-2014 through 24-03-2014 13.00-15.00 hrs. Thu. 06-02-2014 through 20-03-2014 13.00-15.00 hrs. Examination Dates Thu. 27-03-2014 13.00-15.00 hrs.

76


28-6-2013 13:10:19


Psychophysiological Experimentation Credits 3 ec SiS-code 7204MP17X Semester Semester 2, period 1 Prerequisites Basic programme Brain & Cognition Number of Participants maximum of 24, bachelor en mastercourse together Lecturers/Information Dr. W.F. Hofman, Drs. M. Vissers, Drs. J. van Driel Objectives To learn the principles underlying the measurement and analysis of EEG, ERP, EMG, heart rate, EDA, EOG, and cardio-vascular and respiratory measures in psychological research. Contents Topics will include (a) the relationship between what is measured with these methods and neural activity (b) principles of psychophysiological data acquisition, filtering and signal analysis (c) a short overview of the use of these methods in psychological research. The course will also deal with the procedures used in the Psychology laboratories (‘wet’ labs) and is mandatory for everyone who wants to use these facilities. The course will consist of lectures, labs, and a demonstration of some of the most used techniques. Teaching Format The course consists of lectures, labs, and visits to the facilities. Assessment Written exam with open questions( 80% of the final grade) and assignments in the lab tutorials (20% of the final grade). Study Materials • Commission for Research Hygiene. Guidelines for hygienic testing. (20 pages, VSPA book counter, free) . • Syllabus (252 pages) available at secretariat, room 3.16. Costs: aproximately € 10,Lesson Dates Lectures

Mon. 03-03-2014 - 17-03-2014 Labs

Tue. 06-03-2014 - 20-03-2014 Visits

Fri. 07-03-2014 - 14-03-2014

11.00-13.00 hrs. 09.00-13.00 hrs. 12.00-17.00 hrs.

Special Conditions Attendance of the computer labs an lab visits is compulsory. If all participants master the Dutch language, the course will be taught in Dutch.

77


28-6-2013 13:10:19


Brain Rhythms and Cognition Credits 6 ec SiS-code 7205RP13X Semester Semester 2, period 1 Prerequisites Bachelor of Psychology, Neurowetenschappen, Psychophysiological Experimentation. Recommended: Advanced Topics in Cognitive Neuroscience. Number of participants maximum of 30 Lecturer/Information Dr. T.H. Donner ([email protected]) Objectives At the end of this course, students will be able to • explain the key concepts of cognitive electrophysiology discussed in this course; • integrate these concepts across different levels of analysis (e.g., invasive experiments in animals and non-invasive experiments in humans); • read and evalute research articles in the field; • identify current trends in this field and link this to seminal works and concepts; • develop innovative research projects using the modern tools of this field. Summary Brain activity is highly dynamic. At every scale of observation, brains continuously produce waves, bursts, oscillations, and many other dynamic activity patterns. Such brain dynamics can be measured with electrophysiological techniques (EEG, MEG, electrocorticography) in the human brain. A rapidly growing number of studies aims at linking these brain dynamics to cognition. We will discuss recent developments in this field of research, focussing on the role of neuronal oscillations in cognition. How are cognitive processes such as attention, decision-making, and executive control orchestrated by local neuronal oscillations, the coupling across different frequencies, and the oscillatory interactions between brain regions? We will also cover basic mathematical concepts required for understanding each core topic. Some class meetings will be complemented by guest lectures from renowned researchers on specific focus topics. Teaching Format Lectures, debates, and student presentations. Course material should be read in advance. Assessment Weekly assessments on the course materials (20% of final grade), an oral presentation (20%), and a written exam at the end of the course (60%). Study Materials • Articles (available via Blackboard, approximately 300 pages). Lesson Dates Wed. 05-02-2014 - 19-03-2014 10.00-13.00 hrs. Examination Dates Wed. 26-03-2014 11.00-13.00 hrs. Wed. 09-07-2014 13.00-15.00 hrs. Resit Exam Special Conditions The course is also taught for master students. It then is based on the same lectures, but with a different standard of requirements. Note that the general components for assessment are identical for the Research Masters and the regular masters. What differs are the learning objectives and, thus, the criteria for evaluation: e.g., only the Research Master students will have to propose a new experiment in their oral presentation. 78


28-6-2013 13:10:19


Cognitive Electrophysiology Methods Credits 6 ec SiS-code 7205RP12X Semester Semester 2, period 1 Prerequisites Bachelor of Psychology, Brain Rhythms and Cognition Number of participants maximum of 25 Lecturers/Information Dr. M.X. Cohen Objectives At the end of this course, students will be able to • understand the mathematical basis of M/EEG analyses including time-frequency decomposition and synchronization; • analyze M/EEG data using matlab; • plot results in publication-quality figures. Summary This is an intensive, hands-on course on analyzing electrophysiological brain activity (e.g., EEG and MEG). In the course you will learn the theory and math behind timedomain and time-frequency domain analyses, and you will learn how to implement these analyses in matlab. Prior experience with matlab or M/EEG analyses is not required, though it will help maximize benefit. This course is designed for people who wish to perform advanced analyses on M/EEG data in the near future (e.g., for a masters project). Teaching Format Lectures and hands-on Matlab workshops. Assessment • Weekly assignments done individually (60% of final grade). • Final report in groups of 3-4 (20% of final grade). • Pop- quizes (20% of final grade). Study Materials The study material consists of a few papers (approximately 100 pages), and Matlab code that will be mailed to students prior to each class. Students will be expected to take notes during class. Lecture slides will not be available. Lesson Dates Tue. 04-02-2014 - 25-03-2014 Thu. 06-02-2014 - 27-03-2014

11.00-13.00 hrs. 11.00-13.00 hrs.

79


28-6-2013 13:10:19


Calculus Credits 3 ec SIS-code 7205RM08X Semester Semester 2, period 1 Number of participants Min. 6, max. 20 Prerequisites Bachelor of Psychology Lecturer/Information Dr. R.P.P.P. Grasman ([email protected]) Objectives The purpose of this course is to teach you the basic mathematical skills that are assumed in formalized areas such as mathematical psychology, theoretical/computational neuroscience, mathematical statistics, and psychometrics. In this course you will train these analytical skills. This course covers the requirements for the courses Mathematical Statistics and Mathematical Psychology. Based on the experience of students in previous years, those of you with little high school mathematics are advised to refresh your algebra skills in the month before the course starts. See the website (http://bit.ly/psyuvacalculus) for self study material. Summary Uni- and multivariable differential- and integral-calculus, special functions, optimization and conditions for extrema, expansions, sequences, power- and Taylor-series, elementary differential equations, applications. Teaching Format Lectures, assignments and exercises. Assignments and exercises have to be handed in time to count for credit. Assessment Assignments and exercises (30%), and written exam with problems (70%). One cannot pass with a failed exam. Literature The textbook is announced on the course website. Course notes (including exercises), will also be provided through the course website. Check the course website at http://bit.ly/ psyuvacalculus for more information and anouncements. Lesson Dates Mon. 03-02-2014 through 24-02-2014 15.00-17.00 hrs. Thu. 06-02-2014 through 20-02-2014 15.00-17.00 hrs. Examination Dates Thu. 27-02-2014 15.00-17.00 hrs. Thu. 27-03-2014 13.00-15.00 hrs. (resit) Special Condition Requests for additional examination time will not be granted

80


28-6-2013 13:10:20


Meta-Analysis Credits 3 ec SIS-code 7205RM13X Semester Semester 2, period 2 Number of participants Max. 20 Prerequisites Bachelor of Psychology, Programming Skills: R (RM05) Lecturer/Information Dr. R.P.P.P. Grasman ([email protected]) Objectives To gain insight into the basics and statistical background of meta-analysis. To learn to evaluate and to conduct a meta-analysis with moderators. Summary This course is concerned with the methodological and statistical technique of metaanalysis. The goals are as follows: (a) understanding the basic statistical foundations of meta-analyses of experimental and correlational data, (b) reading and analyzing metaanalytic reviews, and (c) designing and conducting meta-analyses of relevant literatures. After completion of the course, the student will have basic knowledge of meta-analytical techniques and will be able to conduct a straightforward meta-analysis by him/herself. Teaching Format Lectures and assignments. Assessment Assignments (50%). The final assignment (50%) includes a meta-analysis and a presentation of the results. Literature Articles to be announced on Blackboard. Lesson Dates Mon. 28-04-2014 through 26-05-2014 15.00-17.00 hrs. Thu. 08-05-2014 through 22-05-2014 15.00-17.00 hrs. Examination Dates We. 28-05-2014 15.00-17.00 hrs.

81


28-6-2013 13:10:20


Modern Test Theory Credits 3 ec SIS-code 7205RM17X Semester Semester 2, period 2 Number of participants Max. 30 Prerequisites Bachelor of Psychology, R recommended Lecturer/Information Dr. D. Molenaar Objectives To provide insight into, and practical experience with, models for item responses. Summary Tests and test scores play a very important role in psychology, both in research and in applied work. Traditionally, test scores are analyzed using classical test theory. This theory is still very influential, yet it has serious limitations. Modern test theory allows us to develop and test advanced models of item responses. With these models we can test for item bias, solve equating problems and develop computer adaptive tests. In computer adaptive testing items are administered depending on the success on earlier items in the test, which makes test much shorter. In this course students will be introduced to modern test theory and learn to work with software for practical data-analyses for item response models. Special attention will be given to measurement issues in the research domains the students are interested in, and it will be discussed how IRT can possibly help. Teaching Format Lectures and practical sessions. Assessment Weekly assignments (1/3) and exam (2/3). Literature - Mellenbergh, G. J. (2011). A conceptual introduction to psychometrics. Development, analysis, and application of psychological and educational tests. The Hague, the Netherlands: Eleven International Publishing. ISBN 978-90-9094-729-3, ± €45,00. Lesson Dates Tue. 01-04-2014 through 22-04-2014 13.00-15.00 hrs. Thu. 03-04-2014 through 24-04-2014 13.00-15.00 hrs. Examination Dates Tue. 06-05-2014 13.00-15.00 hrs. Special Conditions This course is not appropriate for students with a bachelor in Psychological Methods. The course overlaps with the course ‘Latente Variabele Modellen’.

82


28-6-2013 13:10:20


Multilevel, Meta Regression and N=1 analysis Credits 3 ec SIS-code 7205RO08X Semester Semester 2, period 3 Prerequisites Bachelor of Psychology Number of Participants Min. 10 Lecturer/Information Dr. H.M. Huizenga Objectives The student can: 1) evaluate papers with multilevel, meta regression and N=1 analyses 2) conceptually understand these techniques 3) perform these analyses in SPSS Summary Multilevel (“mixed effects”) analysis is very useful to analyze nested data which are so common in psychology. Examples are employees nested within organizations (organizational psychology), persons within groups (social psychology), clients within therapists (clinical psychology), children within classes (developmental psychology) and experimental conditions within participants (cognitive psychology). In this course we discuss multilevel analysis and provide extensions to meta regression analysis and N=1 time series analysis. We give a conceptual introduction, briefly describe the analysis in matrix-algebraic terms, and show how the analysis can be performed in SPSS. Exercises, including SPSS analyses, are an integral part of this course. Teaching format Lectures and assignments. 20 hours per week are required! Assessment Weekly assigments (30%) and open book exam (70%). Literature • To be announced Lesson dates Lectures:

Tue. 03-06-2014 through 24-06-2014 15.00-17.00 hrs Practicals:

Thu. 05-06-2014 through 26-06-2014 09.00-11.00 hrs Examination dates Fri. 27-06-2014 13.00-15.00 hrs Wed. 27-08-2014 11.00-13.00 hrs

(resit)

83


28-6-2013 13:10:20


A Practical Course in Bayesian Graphical Modeling Credits 3 ec SIS-code 7205RM16X Semester Semester 2, period 3 Prerequisites Bachelor of Psychology, Basic familiarity with R, Matlab, or C, Familiarity with mathematical statistics is highly recommended Lecturer/Information Prof. dr. E.-J. Wagenmakers ([email protected]) Objectives First, to get hands-on experience with an easy-to-use computer program that allows you to implement all kinds of Bayesian models. Second, to understand why Bayesian statistics is right, and everything else is wrong. Summary In this course, plenary lectures will provide the theoretical background of Bayesian statistics, whereas practical computer exercises will teach you how to use the WinBUGS program and apply it to a wide range of different statistical models. After completing this course, you will have gained not only a new understanding of statistics (yes, it can make sense), but also the technical skills to implement statistical models that professional researchers in the field of psychology dare only dream about. Teaching Format Plenary lectures, individual exercises. Attendance to all classes is strongly recommended. Assessment Mean performance on six homework exercises, each graded on a 1-10 scale. Literature Online materials based on a book that is currently in preparation (Lee & Wagenmakers). The location of the materials will be announced on Blackboard. Lesson Dates Mon. 02-06-2014 through 23-06-2014 11.00-13.00 hrs. Wed. 04-06-2014 through 25-06-2014 11.00-13.00 hrs.

84


28-6-2013 13:10:20

Specialised Course offered next year (with reservation)

Experimental Psychopathology Credits 6 ec Code RK07 SIS-code 7205RK07X Semester Semester 1, period 1 in 2014-2015 - with reservation Prerequisites Bachelor of Psychology Number of participants Min. 6, max. 20 Lecturers/Information prof. dr. M. Kindt, drs. M. Soeter Summary The focus of this course will be on cognitive behavioural processes and neurobiological processes identified as important in mental disorders. Processes involved in the etiology of a disorder (i.e. the distal cause), as well as processes involved in the maintenance of a disorder (i.e. the proximal cause or the perpetuating processes) will be addressed. Research on cognitive behavioural processes in psychological disorders is currently dominated by a ‘disorder-focus’. A striking trend to emerge from the disorder-focused research is the marked similarity in the cognitive behavioural processes and neurobiological processes identified as important across the different mental disorders. Several transdiagnostic processes will be addressed that cut across disorders. Objectives 1) Develop experimental designs to test the causal relations of transdiagnostic processes in the etiology, maintenance and treatment of mental disorders 2) Critically review papers with focus on methodological problems typical for experimental research in psychopathology 3) Shift from a ‘disorder-focus’ perspective to a ‘transdiagnostic’ perspective (and vice versa). Teaching format Seminars, presentations and take-home assignments (twice a week). The course material should always be studied in advance. Assessment 1) Examination (30%), 2) review paper (10%), 3) assignments (10%), 4) research proposal and oral presentation (50%). Literature Book: Harvey, A., Watkins, E., Mansell, W., & Shafran, W., (2004). Cognitive behavioural processes across psychological disorders: A transdiagnostic approach to research and treatment. Oxford University Press. ISBN: 9780198528883 (€67,09). List of literature will be made available via Blackboard. Participants make their own selection from the literature. Special conditions This class has been programmed according to the half-time schedule, and has a workload of 20 hours a week. Blackboard is used for downloading the literature, distributing and uploading assignments, and so on.

85


28-6-2013 13:10:20


Advanced Topics in Cognitive Development Credits 6 ec SIS-code 7205RO03X Semester Semester 1, period 1 in 2014-2015 - with reservation Prerequisites Bachelor of Psychology, Cognitieve Ontwikkeling (BO20) Number of participants Min. 7 Lecturer Prof. dr. Maartje Raijmakers and others Information [email protected] Objectives The skill to read scientific research papers on advanced topics in cognitive developmental psychology, to value the methods and results, to present and discuss relevant criticism, and to judge the relevance for practitioners. Research methods will be evaluated by hands-on practice. Students KLOP who are interested in Early Childhood assessment may exercise the Bayley Scale of Infant Development II-NL. Summary In this course we will discuss several ‘hot topics’ in cognitive development, including applications in the field. Topics will include, among others: proportional reasoning, Mathematical development, feedback processing, causal reasoning, executive functioning, implicit/explicit learning, category learning. Moreover, we will examine and discuss important and new methodologies and experimental paradigms by hands-on practice. The course will not be an overview of the literature (as in the course Cognitive Development), but an in depth discussion of specific topics. Teaching format • Presentations and discussion. • Hands-on practice with an experimental paradigm related to a topic in cognitive developmental research or (for KLOP students with some experience with assessments) an assessment with the Early Childhood cognitive assessment instrument (BSID IINL, 1-48 months). Assessment Presentations (30%), hands-on practice (20%), writing a research proposal (50%). Literature • Collection of research papers that will be available through Blackboard. (approx. 330 pages). Special conditions This course is designed for research master’s students developmental psychology and cognitive science who want to discuss state-of-the-art research papers on cognitive development. The course is also of special interest for masters students KLOP with an interest in Early Childhood assessment. This course is only taught once in two years. It alternates with the course ‘Current issues in child and adolescent development’.

86


28-6-2013 13:10:20


Current debates in Automatic Processes Credits 6 ec SIS-code 7205RS17X Semester Semester 1, Period 2 in 2014-2015 - with reservation Prerequisites Bachelor of Psychology Number of Participants Max. 20 Lecturers dr. K.J. Jonas Summary In this course the focus will be on highly debated topics within social cognitive research that have potentially wide-ranging impact on how we construct responsibility in human behavior, or concepts of free will. Starting from the question what willful and automatic processes are, what can be described as basic mechanisms, the course will cover three main areas of research: perception, automatic behavior and self regulation. Examples for the topics are priming and stereotyping, imitation and response activation and (boundaries of) intentionality, respectively. Every theme will be thoroughly discussed on the basis of a chapter in the textbook and additional current literature. The discussion will focus on the state of the art and its importance and challenges for classic approaches in psychology, and will address open research questions. Teaching Format Discussions in small groups, presentations. Assessment Presentations, discussion questions, and an exam with open questions. Literature • literature to be announced. Special Conditions • Lectures and exams are in English. • Attendance is obligatory.

87


28-6-2013 13:10:20


Current debates in Emotion Research Credits 6 ec SIS-code 7205RS16X Semester Semester 1, period 1 in 2014-2015 - with reservation Prerequisites Bachelor of Psychology Number of Participants max. 20 Lecturers prof. dr. A.H. Fischer and prof. dr. G.A. van Kleef Summary This course will address different topics in the area of affect and emotion, with a special focus on the social context and social functions of emotions. The social functions of emotions will be discussed by considering the role of social factors (e.g., statuspower, group relations, presence of others) that determineing the experience and expression of emotions), the effects of others’ emotional expressions on social behavior and one’s own emotions (emotional contagion and mimicry), the effects of emotional expressionss on others’ behavior (, for example in personal relationships and at worknegotiation contexts), and the role of social context in emotion regulation. Teaching Format Discussion groups (attendance is obligatory) Assessment Open essay exam at the end (60% of grade) and weekly assignments (40% of grade). Special conditions Basic knowledge of emotion theory and research is required. Literature Reader (approximately 300-350 pages).

88


28-6-2013 13:10:20


Current Issues in Intergroup Relations Credits 6 ec SIS-code 7205RS15X Semester Semester 1, Period 1, in 2014-2015 - with reservation Prerequisites Bachelor of Psychology Number of Participants Max. 20 Lecturers dr. E.J. Doosje and dr. M.L.W. Vliek Summary From the dawn till the present, people have chosen to belong to groups. But why do people belong to groups? And what kind of groups do people belong to? Although this course focuses on Current Issues in Intergroup Relations, we cover both the past, the present and the future of groups. First, we outline the importance of group life in human history, in which both basic functions of group membership and basic intergroup processes will be explained. Second, the present-day group-life will be examined, by considering current intergroup issues such as integration of immigrants and intergroup conflict (e.g., radicalization and terrorism). The third topic of this course is the future of group life: What new topics need to be addressed? For example, how do modern forms of social interaction (e.g., mobile phones, MSN, internet) shape intergroup relations (or is it vice versa)? Is it possible to use classic and modern theories about intergroup relations that were developed with respect to “old-fashioned groups” in these new kinds of groups? Objectives Learn more about recent literature and topics in intergroup relations. Learn how to participate in small group discussions. Learn how to structure en present information to other students. Teaching format Presentations (partly by students) and discussion in small groups. Attendance is required. Assessment Attendance (not graded) obligatory, presentations (1/3) and exam (2/3). Literature Reader via Blackboard.

89


28-6-2013 13:10:20


Leadership Credits 6 ec SIS-code 7205RA05X Semester Semester 1, Period 2, in 2014-2015 - with reservation Prerequisites Bachelor of Psychology Lecturers Mw. dr. A. de Hoogh Summary Leaders are able to make and break companies and their employees. Hence, the study of leadership has gained much research attention among scholars; thousands of books and articles have been published on different elements of leadership and its effects. This interactive course covers state-of-the-art leadership theory and research with a special focus on the benefits and limitations of charismatic and ethical leadership and the dark side of leadership. Students will gain insights into most important current leadership theories and research and will develop research skills applicable to the study of leadership. The main focus is on field research but experimental and qualitative research will also be discussed. Students practice their presentation skills and learn to evaluate, design and report on leadership research. Teaching format Seminar/workshops. The course is highly interactive. Students will prepare lectures, research proposals and assignments prior to each session. Attendance at all lectures is required. Assessment - Literature presentation 20% - Reviewing of papers 20% - Assignment (development of research materials) 10% - Final paper based on field data (provided for) 50%. Literature • Articles. A reference list will be provided on Blackboard. Part of the literature will be chosen by the students.

90


28-6-2013 13:10:20


Self-regulation at Work Credits 6 ec SIS-code 7205RA07X Semester Semester 1, Period 1 in 2014-2015 - with reservation Prerequisites Bachelor of Psychology Lecturers Dr. E. van Hooft Objectives This course aims to increase students’ knowledge and understanding of the academic literature on self-regulation. Students will learn to integrate, compare and contrast theoretical and empirical literature on self-regulation, present and critically discuss empirical studies on self-regulation, and apply this knowledge to a practical or scientific problem/ question. Summary Motivation is an important determinant of personal and organizational accomplishments. Research on work motivation has progressed substantially in recent years by taking a selfregulation perspective towards goal choice and goal striving processes. Self-regulation refers to exercising control over the self in order to guide goal-directed activities over time and across changing circumstances (e.g., modulation of thought, attention, emotions or behavior). In the present course, we will study recent developments in the field of self-regulation, with a focus on achievement settings. We will address questions such as: What is self-regulation and how does it differ between individuals? How does self-regulation work in affecting goal attainment and performance? What is the effect of positive and negative feedback on motivation and self-regulation over time? Why don’t intentions always lead to actual behavior? Why do people procrastinate? And how can people’s self-regulation be improved? Knowledge and understanding of self-regulation processes is relevant for understanding human behavior in achievement settings, and as such is relevant for various psychological subdisciplines (e.g., work and organizational psychology, educational psychology, sport and performance psychology, social psychology). Teaching format Seminars/workshops. Students will read articles around a theme prior to the weekly meeting. In the meetings the articles will be discussed, presented, and critically reviewed. There will be weekly assignments (i.e., presentation and critical discussion of empirical articles) and students will write a review paper or research proposal on a chosen topic related to self-regulation. Attendance at all meetings is required. Assessment Participation, presentation/discussion, paper, and an exam with open questions. The gde will be determined by the paper (40%), the exam (40%), and the presentation/discussion (20%). To pass the course, each of the three grades needs to be 5.5 minimally. Literature Journal articles and book chapters (available via Blackboard and/or the secretary of Work & Organizational Psychology).

91


28-6-2013 13:10:20

Methods & Statistics Course offered next year (with reservation)

Mathematical Statistics Credits 6 ec SIS-code 7205RM09X Semester Semester 2, period 1, in 2014-2015 - with reservation Number of participants Min. 6, max. 16 Prerequisites Bachelor of Psychology, Calculus (RM08) or equivalent Lecturer/Information Dr. R.P.P.P. Grasman Objectives Nearly all modeling and analysis in neuroscience/cognitive psychology and psychometrics requires probabilistic and statistical reasoning. In this course you will acquire insight in, and the skills of probability theory and statistics. You will master the fundamental building blocks for mathematical models in psychometrics, mathematical psychology and cognitive psychology/neuroscience. With these skills you will be able to delve into the analytical details of stochastic models and statistical methods used within these fields. Students are assumed to have a working knowledge in applied statistical techniques (hypothesis testing, correlation, multiple linear regression, t-test, ANOVA, chi-square test). Although this course is experienced as challenging by most students, with enough time available to spend on mastering the material this should not discourage your participation. Summary Axiomatic probability, calculus of probabilities, random variables, distributions and densities, joint- and conditional distributions, expectation and moments, Chebyshev’s inequality, moment generating functions, discrete and continuous probability models, sampling distributions, law of large numbers, central limit theorem, transformations of stochastic variables, theory and methods of estimation (Cramér-Rao inequality, method of moments, maximum likelihood) and hypothesis testing (Neyman-Pearson, likelihood ratio tests). Teaching Format Lectures, labs, and assignments. Presence at labs is required. Assessment Assignments (30%) and written exam with problems (70%). Literature To be announced on Blackboard. Check the course website at http://bit.ly/psyuvamathstat for more information and announcements on the textbook.

92


28-6-2013 13:10:20

Chapter 8 Research projects


28-6-2013 13:10:20

Research Projects

Research Internship Credits Code Semester Prerequisites Information

18 to 24 ec Differs per specialisation: See page 106 Semester 2 Bachelor of Psychology, Multivariate Analysis (RM31), Scientific Writing and Presenting (RM15) drs. S. Bentvelzen

Objectives An important objective in the Research Master Psychology is to acquire knowledge, skills and attitudes needed for performing scientific research in Psychology. The goal of the research projects (the internship and thesis) is to provide students with an opportunity to acquire practical experience in carrying out scientific research (including problem definition, making research designs and reporting), and to learn to work independently. Summary Research projects (the internship and thesis), are a compulsory part of the programme of the Research Master Psychology. The Research Internship, Thesis and Thesis Proposal together should at least be 53 ec. For the research internship, most students participate in current research projects. Students have to conduct a number of research tasks, but they do not have to formulate their own research questions. The supervisor, and not the student, carries final responsibility for answering the research question. Teaching format Individual supervision and two obligatory research project meetings Assessment • Internship proposal • Internship report; research proposal with a results and discussion section added. • Poster presentation at Graduate Conference Deadline internship proposal: Thursday 27 March 2014. Students should aim at completion of the project before July 1st. Please read this chapter for more details regarding the research internship, such as the peer reviews and the internship contract. Lesson Dates Kickoff meeting:

Mon. 4-11-2013

15.00-17.00 hrs

Internship proposal meeting:

Tue. 04-03-2014 11.00-13.00 hrs Special Conditions The credit load of the project depends on the number of credits spent on Advanced Methods and Statistics courses in semester 2.The total credit load for a semester has to add up to 30 ec. All documents for theses and internships are available at: student.uva.nl/rmp/az 94


28-6-2013 13:10:20

Research Projects

Research in Clinical Internship (KLOP/KNP or KP) Credits Code Semester Prerequisites Information

6 ec as part of the 24 ec clinical internship (KLOP/KNP or KP) Clinical internship code Variabele, during internship Bachelor of Psychology, Multivariate Analysis (RM31), Scientific Writing and Presenting (RM15) Only for students who do the combination Research Master’s+GZ/BAPD drs. S. Bentvelzen

Objectives An important objective in the Research Master Psychology is to acquire knowledge, skills and attitudes needed for performing scientific research in Psychology. Goal of the research project during a clinical internship is acquiring practical experience in setting up and carrying out (parts of) scientific research and maintining a researchers mindset in a clinical setting. Summary This research project should comprise at least two stages of the empirical cycle, and should follow one of these formats: • Design an experimental study to test a hypothesis derived from a phenomenon observed during the internship. • Conduct N=1 research in a few patients, for example to assess treatment effectiveness or mediators of treatment effectiveness or to assess new diagnostic procedures. • Conduct a small scale meta-analysis on the effectiveness of a diagnostic instrument or intervention linked to the clinical internship. • Analyse an existing dataset linked to the clinical internship. Teaching format Individual supervision by a staff member who is elegible as Research Master’s supervisor . Assessment • Clinical research proposal in English (2 pages) • Clinical research report in English (5 pages) Deadline internship research proposal: Variable, but 6 weeks after the start of the clinical internship at latest. Please read this chapter for more details regarding the Clinical internship research. Lesson Dates For all students who will conduct a clinical internship a special kickoff meeting about the research assignment will be held on Friday 8 November 13:00-15:00 Special Conditions The student is responsible for finding a Research Master’s supervisor for the clinical research if the clinical internship is supervised by a staff member who is not elegible as Research Master’s supervisor. If the research project comprises data gathering, it has to be approved by the Ethics Committee before data-collection. All documents for theses and internships are available at: student.uva.nl/rmp/az

95


28-6-2013 13:10:21

Research Projects

Research Thesis Proposal Credits 4 ec Code 7205RMTPP Semester Semester 1 period 3 Prerequisites Bachelor of Psychology, Multivariate Analysis (RM31), Scientific Writing and Presenting (RM15) Information drs. S. Bentvelzen Objectives The objectives of the research thesis proposal are 1) to give a clear and concise overview of previous research that leads logically to the research hypotheses; 2) to design an experiment that offers the opportunity to investigate these hypotheses in an unequivocal manner, 3) to propose statistical procedures to test these hypotheses in a reliable way. Summary Students discuss their research topic with their supervisor and present their topic on the obligatory proposal meeting. They write their proposal and revise it according to the feedback provided by the supervisor. On Friday 28 February 2014 at latest, they submit their proposal with two peer reviews and a statement that the project has been approved by the Ethics Committee. The Thesis Committee provides feedback and gives suggestions for revising the proposal if necessary. The Thesis proposal has to be approved and graded by the Thesis Committee prior to the data-collection Teaching format Individual supervision by a staff member elegible as Research Master’s supervisor (cf. Chapter 9), one obligatory proposal meeting, feedback from Thesis Committee Assessment • The Thesis committee assesses the quality of the proposal. and gives suggestions for revising the proposal if necessary : 2/3 of the grade is based on the first draft, 1/3 is based on the revised version (if applicable). Deadline Thesis proposal: Friday 28 February 2014 17.00 hrs. Students should aim at completion of the project before July 1st. See this chapter for all details and deadlines regarding the Thesis, Thesis proposal and the Thesis contract. Lesson Dates Kickoff meeting:

Tue. 5-11-2013 15.00-17.00 hrs. Thesis Proposal meeting: Tue. 04-02-2014 11.00-13.00 hrs. Special Conditions The thesis proposal has to be approved and graded by the Thesis Committee prior to the data-collection. All documents for theses and internships are available at: student.uva.nl/rmp/az

96


28-6-2013 13:10:21

Research Projects

Research Thesis Credits Code Semester Prerequisites Information

25 to 31 ec Differs per specialisation: See page 106 Semester 2 Bachelor of Psychology, Multivariate Analysis (RM31), Scientific Writing and Presenting (RM15), Research Thesis Proposal (RTPP) drs. S. Bentvelzen

Objectives An important objective in the Research Master Psychology is to acquire knowledge, skills and attitudes needed for performing scientific research in Psychology. The goal of the research projects is to provide students with an opportunity to acquire practical experience in carrying out scientific research (including problem definition, making research designs and reporting), and to learn to work independently. Summary Research projects (the internship and thesis) are a compulsory part of the programme of the Research Master Psychology. The Research Internship, Thesis and Thesis Proposal together should be at least 53 ec. For the Research Thesis: • Students should develop their own research question(s). • The student has final responsibility for answering the research question(s). • The project should cover the full empirical cycle. • The thesis proposal has to be approved and graded by the Thesis Committee prior to the data-collection. • The research has to be reported in the form of a publishable journal article in a relevant journal. Teaching format Individual supervision by a staff member who is elegible as Research Master’s supervisor (cf Chapter 9). Assessment • Thesis report in the form of publishable journal article • Individual Thesis presentation • Poster presentation at Graduate Conference Deadline Thesis proposal: Friday 28 February 2014 17.00 hrs Students should aim at completion of the project before July 1st. See this chapter for all details and deadlines regarding the Thesis, Thesis proposal and the Thesis contract. Lesson Dates Kickoff meeting:

Tue. 5-11-2013 15.00-17.00 hrs. Thesis Proposal meeting: Tue. 04-02-2014 11.00-13.00 hrs. Special Conditions All documents for theses and internships are available at: student.uva.nl/rmp 97


28-6-2013 13:10:21

Research Projects

Research Projects details Research projects in the Research Master Psychology An important objective in the Research Master Psychology is to acquire knowledge, skills and attitudes needed for performing scientific research in Psychology. The goal of the research projects is to provide students with an opportunity to acquire practical experience in carrying out scientific research (including problem definition, making research designs and reporting), and to learn to work independently. Research projects I and II (the Internship and Thesis) are a compulsory part of the programme of the Research Master Psychology. The Research Internship and the Research Thesis and the Thesis Proposal together should be at least 53 ec. In the research internship, most students participate in current research projects, they are not responsible for designing the research question, nor for answering it. For the research thesis, students should develop their own research question and answer it, though this research may be in the framework of current research (i.e. be a part of a larger research).

Research project requirements These research requirements should widen the scope and research expertise of students and prepare them for intra- and interdisciplinary collaboration later in their career: • the projects should be carried out individually; • the two projects should not focus on the same issue; • the projects should not be supervised by the same staff member; • the projects should preferably include an internal and an external project; • the projects should preferably be in both specializations of the student (major and minor); • students are not allowed to change an internship project into a thesis; • the internship must be completed in the first year and the thesis in the second year.

Supervision All faculty members with a research appointment, who are members of an acknowledged research school can act as Research Master’s Psychology supervisor. These are: full professors, associate professors, assistant professors with a research appointment, and postdocs. Please note that PhD students are not eligible as Research Master’s supervisors. PhD students and other staff members can be involved as daily supervisors. Please refer to paragraph ‘Supervision by more than one supervisor’. The list of approved Research Master’s Psychology supervisors is published in Chapter 9 of this course catalogue. If students want to be supervised by a person who is not eligible as a Research Master’s Psychology supervisor, students have to have a Research Master’s Psychology supervisor as well. The Research Master’s supervisor has to approve the research proposal before it is sent to the Thesis Committee and the Research Master’s supervisor is responsible for the grade and credits of the internship or thesis. Please note that the Thesis Committee grades the Thesis proposal.

Finding a research topic and a research supervisor Students make individual arrangements with their supervisor about a research topic. Students should start to think about suitable topics for their research project around November. 98


28-6-2013 13:10:21

Research Projects How to find a topic? • In many specialized courses teachers assess their students by means of a research proposal. This proposal might be suitable as a starting point for a research project. • Students may already have very articulate ideas about a topic. In that event they should look for a supervisor whose specialization matches their field of interest (cf. Chapter 9 for supervisors and topics). • Students may also have a look at the ready-to-start research topics published on the website: www.student.uva.nl/rmp./az • Some research groups organize events to present the staff and their research interests.

Orientation meeting Before students start their research project, they have to have found a research master’s supervisor. It is advised to plan orientation meetings with two or three potential supervisors in October-November-December. In these meetings students can ask about planned research of the potential supervisor, and find out whether the supervisor’s and students’ research interests and expectations match. When the student and supervisor agree on a project, they both sign a Research (Internship or Thesis) contract. In this contract the mutual agreement is formalised, and project details as topic, starting date, number of ec and meeting frequency are stated in it. The contract has to be handed in at the Research Master’s study adviser on 20 December 2013 (Thesis) or on 31 January 2014 (Internship) at latest.

Supervision meetings The student and Research Master’s supervisor have to meet regularly. The intensity and the duration of the meetings may vary, but supervision should at least be one hour per week on average. If the Research Master’s supervisor is not the daily supervisor, student and Research Master’s supervisor have to have at least five meetings (see below).

Supervision by more than one supervisor If a student has a daily supervisor who is not eligible as a Research Master’s supervisor (e.g. a PhD, a staff member with a teaching appoinment, a researcher at an other university or organisation, etc) the research project requires two supervisors: the local or daily supervisor and the Research Master’s supervisor. The Research Master’s supervisor has to approve the research proposal before it is send to the Thesis Committee and is responsible for awarding the grade and credits for the research project. The Research Master’s supervisor decides which information is needed to be able to come to a balanced evaluation of both process and product of the research project. These requirements should be clearly communicated to the student and external supervisor at the beginning of the project. Apart from the meetings with the daily supervisor, the student and Research Master’s supervisor have to have at least five meetings: 1. Initial meeting in which a first draft of the proposal is discussed; 2. Proposal meeting: meeting in order to approve the proposal; 3. Midterm meeting: 1.5 months after the proposal to check the progress; 4. Report setup meeting before the students starts writing the report; 5. Final meeting in which the product and process are discussed and graded. The daily/local supervisor should be involved in each of these meetings. Ideally the meetings are in person, yet contact by phone or Skype is also allowed.

99


28-6-2013 13:10:21

Research Projects Second assessor for Thesis Apart from the Research Master’s supervisor, a second assessor is involved to check the quality of the Thesis. The second assessor does not take part in the actual research. The thesis proposal is assessed and graded by the second assessor (as well as by a member of the Thesis Committee). Also the thesis report is evaluated and graded by the second assessor. The supervisor and student approach a second assessor for the project, and state the name of the second assessor on the Thesis contract, The Research Master’s supervisor has the final say in who will be approached as second assessor.

Publication? If a research project could lead to a publication, the student and supervisor(s) need to come, to an agreement about who will be the first author and subsequent authors at an early stage. This should preferably be stated in the research proposal. Students and supervisors are strongly advised to work on publication of the article after the research project is graded: the timeframe of both Internship and Thesis is too small to cover this extensive procedure.

Research proposal Both projects should always be preceded by an approved research proposal. The research proposal serves three important goals. First, planning ahead, formulating clear research goals, and designing a good work plan will improve both quality and timing of research. Second, the research proposal specifies what exactly the student will do and how the student will be supervised. This is relevant to determine the feasibility and to prevent delay. Finally, writing of a proposal provides the opportunity to train an important aspect of the student’s future academic career: how to write a convincing (grant) proposal. Research projects should be planned such that it is likely that a student will finish a project at the end of the second semester (1st of July). To make sure projects finish in time, students and supervisors should discuss the progress regularly. The intensity of the supervision may vary but should at least be one hour every week. The most up-to-date version of both the Research Internship proposal form and the Research Thesis proposal form can be downloaded from www.student.uva.nl/rmp/az. Thesis proposals are evaluated and graded by the Thesis Commitee. If the proposal has been approved by the Committee, the student receives 4 ec. The internship proposal is not graded separately.

Ethics Committee Research projects should be approved by the Ethics Committee of the Faculty before data-collection starts. The supervisor is responsible for registration of the research at the Ethics Committee website: http://ethiek.fmg.uva.nl/ The Ethics Committee assigns a reference number to each research proposal. When students hand in their research proposal at the Thesis Committee, mentioning this reference number from the Ethics Committee is required (and sufficient). Please note that the project supervisor carries the final responsibility to get the research approved by the Ethics Committee. If the research is conducted at an other university or organization, the student should consult the local supervisor to find it if there is approval or how to get from the local Ethics Committee, and the student report about this in the Research Proposal.

Peer reviews

100


28-6-2013 13:10:21

Research Projects Each Research Proposal has to be reviewed by two peers: fellow Research Master’s students, who are not necessarily an expert on this subject. Students are expected to make improvements according to the peer reviewer’s comments. When students hand in their research proposal, the two peer reviews should be included. Purpose of a peer review is to avoid obvious mistakes, and to write the proposal such that it should be comprehensible for non-experts on the topic. It trains the reading student to provide constructive feedback. The peer review format can be downloaded from www.student.uva.nl/rmp.

Handing in the research proposal In order to hand in the research proposal, the supervisor(s) have to have approved the research proposal. The signatures of the supervisor(s) and student have to be on the research proposal. The proposal and peer reviews should be mailed in PDF to this email address: [email protected]. Students who do not manage to get the PDF document signed can hand in a paper version with the signatures on it as well. Please hand this in at the Research Master’s Psychology office (room 1.02). • Internship students can start collecting data when there is approval of the Ethics Committee. • Thesis students have to wait with collecting data until the Thesis Committee and Ethics Committee have approved and graded their proposal.

Thesis Committee review A Thesis Committee member and the second assessor of the project review the Thesis Proposal. The Thesis Committee gathers and discusses the proposal and reviews. Their decision is emailed to the student within two weeks (10 working days). The decision can either be that the proposal is approved, or that a minor or major revision is required. Students are expected to revise their proposal within two weeks (10 working days).

Final report Each project has to be completed with a written report. • The Internship report is the research proposal with a results and discussion section added to it. Alternatively, a student may choose for the format of a journal article, with appendices for all research information that did not fit in the article. • The Thesis report has to be in the form of a publishable article in a journal relevant for the topic. Obviously it is not a requirement to publish, nor to do so within the timeframe of the Thesis research.

Handing in the final report The final report should be emailed in PDF to: [email protected]. Together with the final report, the signed internship/thesis grading form, with the evaluations of the Research Master’s supervisor (and for the Thesis, of the second assessor), should be mailed to this email address.

Individual oral defense of Thesis Students who conducted a Research Thesis should present their research work and results in an individual oral defense. This presentation should be in English, it should last one hour (including questions and discussion). For this presentation students book a room at the secretariat of the specialisation of their Research Master’s supervisor. Do set the date and time in mutual agreement with their Research Master’s supervisor. The Research Master’s supervisor has to attend the individual presentation for it is part of the grading. 101


28-6-2013 13:10:21

Research Projects Grading The Thesis Proposal is graded by the Thesis Committee. The product and the process of the research project are graded by the Research Master’s supervisor (who consults the local/daily supervisor, if applicable). The thesis report (product) is also graded by the second assessor. • The Internship grade is based on the research work and the research report. • The Thesis grade is based on the research work, the report and the indivual oral defense. The Research Master’s supervisor and second assessor have to use designated grading forms to evaluate the research projects. This form is available at: www.student.uva.nl/ rmp.

Poster presentation All students present their Internship or Thesis on a poster at the annual Research Master Graduate Conference. This year it is held in the Diamantbeurs on Friday 4 October 2013.

Budget For each research project there is a budget to cover research expenses to a maximum of € 80. Students can charge their expenses at the secretariat of the programme group of their research supervisor, by showing proof (receipts) of the costs made for the research.

Research project meetings Research project students participate in two obligatory research project meetings. At the kick-off meeting in November, students will be informed about research projects and proposals. At the proposal meeting in February/March, students will present to each other their intended research projects and they receive more information about how to write their proposal. Please consult the last pages of this chapter for an overview of meetings and deadlines for both research projects.

Research project in the framework of a clinical internship Research Master’s students who opt for obtaining the Healthcare Requirement and Base-registration Psychodiagnostics (in Dutch: “GZ Verklaring”and “Basisaantekening Psychodiagnostiek” BAPD) will conduct a clinical internship instead of a research internships, in their relevant specialization: Clinical Psychology, Clinical Developmental Psychology or Clinical Neuropsychology. This combination is only possible for students who obtained their Bachelor’s in Psychology in the relevant specialization at UvA, cf Chapter 6. In order to conduct a Clinical Internship two obligatory courses have to be obtained first, respectively: • Clinical Psychology: “Practicum klinische psychodiagnostiek’’ and ‘‘Psychologische interventies 2’’ • Clinical Developmental Psychology: ‘‘Diagnostiekpracticum-2’’ and ‘‘Psychologische interventies bij kinderen en jongeren: interventiepracticum’’. • Clinical Neuropsychology: ‘‘Diagnostiek 2 voor KNP’’ and ‘‘Neuropsychologische Revalidatie’’ For Research Master’s students it is required to conduct a small research during their clinical internship. This is called the Clinical Internship Research.

Research assignment at clinical internship Research Master’s students perform a clinical internship of 24 ec. Please note that the 24 ec clinical internship comprises 6 ec for the research assignment and 4 ec for the ‘BAPD’ cases. In some organizations it can be difficult to find a clinical internship of 24 ec, and 102


28-6-2013 13:10:21

Research Projects if a student desires to conduct a clinical internship in specific organizations, the student may have to sign up for a larger clinical internship (e.g. 30 ec). This research assignment at the clinical internship should follow one of these formats: • Design an experimental study to test a hypothesis derived from a phenomenon observed during the internship. • Conduct N=1 research in a few patients, for example to assess treatment effectiveness or mediators of treatment effectiveness or to assess new diagnostic procedures. • Conduct a small scale meta-analysis on the effectiveness of a diagnostic instrument or intervention linked to the clinical internship. • Analyse an existing dataset linked to the clinical internship.

Supervision of the clinical internship research The research assignment has to be supervised by a Research Master’s supervisor (cf. Chapter 9). Students discuss their research topic with their Research Master’s supervisor before starting the actual research. The supervisor at the clinical internship does not have to supervise the research assignment, though students obviously have to discuss their research plan with the supervisor and ask for permission.

Proposal Students have write a small research proposal (2 pages) and discuss it with the Research Master’s supervisor prior to the project. Students have to revise the proposal according to the feedback provided by the Research Master’s supervisor. The proposal has to be mailed to the Research Master’s study adviser Sanne Bentvelzen at: researchmaster-psychology@ uva.nl. The proposal should be sent to the Research Master’s study adviser 6 weeks after the start of the clinical internship at latest. If the research project comprises data gathering, it has to be approved by the Ethics Committee before data-collection. The Ethics Committee needs a short description and letters of informed consent in order to make a decision. Please refer to: http://ethiek.fmg.uva.nl/

Report The student has to write a research report of max. 5 pages and have it evaluated by the Research Master’s supervisor. The report has to be mailed to the Research Master’s study adviser Sanne Bentvelzen at: [email protected].

Grading the Clinical Internship The final grade for the Clinical Internship is a weighted average of the research assignment and the internship. For a 24 ec clinical internship that is 25% research assignment, internship work 75%. (For a 30 ec Clinical Internship that is 20%-80%). The Clinical Internship grade is awarded by the UvA supervisor of the Clinical Internship, the course code is that of a Clinical Internship in the relevant specialisation. The grading form for the research assignment has to be mailed to the Research Master’s study adviser Sanne Bentvelzen at: [email protected].

Coordinators Clinical Internships Clinical Neuropsychology: Drs Ien van den Berg, 525 6118, room 322, [email protected] Clinical Psychology: Drs Emily Brugman, 525 6825, room 5.22, [email protected] Clinical Developmental Psychology: Tjitske Sijbrandij, MSc 525 6796, room 605, [email protected] 103


28-6-2013 13:10:21

Research Projects Summary Internship Research Project 1: Research Master’s Internship • Starts in February. • Has a workload of 18-24 ec (i.e. 504-672 hrs) 1 ec = 28 hours. • Is mostly conducted part-time, and combined with method and statistics courses. • Contains a number of research tasks, as many different research tasks as possible (not just data collection). • Students do not have to formulate their own research questions. • The supervisor, and not the student, carries final responsibility for answering the research question. • Students participate in two meetings: the internship kickoff meeting and the internship proposal meeting. • The final report consists of internship proposal with a methods and results section added. • Results have to be presented on a poster at the Graduate Conference in October. Overview Internship deadlines Mon 04-11-2013

Kickoff Meeting; information about Internship.

Fri 31-01-2014

Hand in Internship contract at ResMas study adviser.

Mon 03-02-2014

Start the Internship.

Tue 04-03-2014

Proposal meeting; present intended Internship project.

Thu 27-03-2014

Submit internship proposal and two peer reviews in PDF.

Thu 01-07-2014

End of research project.

Fri 03-10-2014

Poster presentation of Internship at Graduate Conference.

104


28-6-2013 13:10:21

Research Projects Summary Thesis Research Project 2: Research Master’s Thesis: • Starts in December. • Thesis Proposal (4 ec) has to be approved and graded by the Thesis Committee prior to the data-collection. • Workload of 25-31 ec (i.e. 700-868 hrs) 1 ec = 28 hours. • Is mostly conducted fulltime. • It is harder to combine this project with methods and statistics courses. • The student should develop his/her own research question(s). • The student has final responsibility for answering the research question(s). • The project should cover the full empirical cycle, i.e. contains all research tasks. • Students participate in two meetings: the thesis kickoff meeting and the thesis proposal meeting. • The end product of this project is a report in the form of a publishable journal article in a relevant journal within in the field of specialization. • The student presents his/her research in English in an individual thesis presentation (oral defense). • Results have to be presented on a poster at the Graduate Conference in October. Overview Thesis deadlines Tue 05-11-2013

Kickoff Meeting; information about Thesis.

Mon 20-12-2013

Hand in Thesis contract at ResMas study adviser.

Mon 06-01-2014

Start the Thesis.

Tue 04-02-2014

Proposal meeting; present intended Thesis project.

Fri 28-02-2014

Submit Thesis proposal and two peer reviews in PDF.

Mon 17-03-2014

Thesis proposal will be reviewed by the Thesis Committee within two weeks (10 working days) after submission.

Mon 31-03-2014

If required: hand in proposal revision (within 10 working days.

Thu 1 July 2014

End of project.

Fri 03-10-2014

Poster presentation of Thesis at Graduate Conference. 105


28-6-2013 13:10:21

Research Projects Research Thesis/Internship course codes Code

Title

Research Master’s Thesis proposal (any specialisation)

7205RMTPPX

Research Master’s Internship Brain & Cognition

7205RMPIX

ec 4 18-24

Research Master’s Internship Clinical Psychology

7205RMKIX

18-24

Research Master’s Internship Developmental Psychology

7205RMOIX

18-24

Research Master’s Internship Psychological Methods

7205RMMIX

18-24

Research Master’s Internship Social Psychology

7205RMSIX

18-24

Research Master’s Internship Work & Organizational Psy.

7205RMAIX

18-24

Research Master’s Thesis Brain & Cognition

7205RMPTX

25-31

Research Master’s Thesis Clinical Psychology

7205RMKTX

25-31

Research Master’s Thesis Developmental Psychology

7205RMOTX

25-31

Research Master’s Thesis Psychological Methods

7205RMMTX

25-31

Research Master’s Thesis Social Psychology

7205RMSTX

25-31

Research Master’s Thesis Work & Organizational Psychology 7205RMATX +

25-31

106


28-6-2013 13:10:21

Chapter 9 Participating research groups, researchers and topics/interests


28-6-2013 13:10:21


Participating research groups, researchers and topics

The Research Institute Psychology consists of six research programmes, all of which focus on quantitative experimental research into fundamental psychological processes. Many of these programmes also address wider applications of psychological research. For the updated version of this list, please refer to www.student.uva.nl/msc-psychology/.

Brain and Cognition

Our research program can be roughly divided into three major themes: Perception and Action (perceptual organization, attentional processes, object recognition, inhibitory control), Memory and Language (mathematical and simulation models of human memory, neuropsychology of dementia, autobiographical memory, retrieval inhibition and forgetting, language comprehension) and Consciousness (neural correlates, conscious vs non-conscious processes in emotion, sleep and cognition). The program has a strong emphasis on theory development and on the explanation of cognitive phenomena using neurobiological principles. Website: http://www.fmg.uva.nl/psychonomics Cohen, Dr M.S. Room DB4.14

Mike Cohen investigates how anatomical and functional connectivity among brain regions supports cognitive control and learning in humans. Phone: 525.6711

Email: [email protected]

Website: http://www.sincs.nl

Donner, Dr T.H.

I study the neural basis of visual perception and decision making. A great deal has been learned about how single neurons in individual brain regions contribute to perceptual organization and consequent decisions. But, like most cognitive functions, perceptual organization and decision-making emerge from the dynamic interplay between populations of neurons located in widely distributed regions of the brain. Neuroimaging techniques such as functional magnetic resonance imaging (fMRI) and electro-/magnetoencephalography (EEG/MEG) are ideally suited to measure neural population dynamics simultaneously in multiple regions of the intact human brain. I exploit this to characterize the interactions between cortical regions underlying perceptual organization and decision-making. In a new line of research, I also probe the role of neuromodulators (such as norepinephrine) in shaping these cortico-cortical interactions. On a methodological level, I am interested in the relationship between fMRI, EEG, and MEG signals and their physiological origin.

Room DB3.07

Phone: 525.662


Website: http://home.medewerker.uva.nl/t.h.donner /

Gaal, Dr S. van

I study the brain mechanisms underlying consciousness and cognitive control (and their relation). I have designed and carried out several experiments using various imaging techniques (EEG, functional/structural MRI, MEG) to investigate whether visual awareness is necessary for cognitive control functions in tasks that require inhibition of ongoing actions (stop-tasks, Go/No-Go tasks) and tasks that require overcoming response conflict (priming tasks, conflict tasks). Hopefully, this will eventually contribute to a better understanding of the neural mechanisms and function of consciousness.

Room DB3.19

Phone: 525.6741


Website: http://home.medewerker.uva.nl/s.vangaal/

108


28-6-2013 13:10:21


Geurts, Prof. dr H.M.

Hilde Geurts her research is focused on the normal and abnormal development of cognition (e.g., cognitive control) and ways to ameliorate the observed deficits in people with developmental disorders such as ADHD and Autism Spectrum Disorders. Hence, besides cognitive experimental studies in children, adolescents, adults, and elderly, intervention studies are run within her research group.

Room DB3.07

Phone: 525.6843


Website: http://home.medewerker.uva.nl/h.m.geurts/ Ghebreab, Dr. S. Science Park room 604

Combines computational models of vision with neuroimaging to study where in the brain and how statistical regularities in the visual worl are processed. Phone: 525.6840


Website: http://staff.science.uva.nl/~ghebreab/ Groot, Prof. dr A.M.B. de

Annette de Groot is Professor of Experimental Psycholinguistics. Her work has concentrated on word recognition and the structure of the mental lexicon, the psychology of reading, and bilingualism and multilingualism. Her present research focuses on bilingualism, with a special interest in bilingual word comprehension and word production, foreign language vocabulary learning, and simultaneous interpreting.

Room DB3.08

Phone: 525.6844


Website: http://home.medewerker.uva.nl/a.m.b.degroot/

Hofman, Dr W.F.

Research focuses on sleep, sleep quality and daily functioning. The 3 main aspects of sleep quality are the recovery function of sleep, the rhythmical aspects and the ‘pleasure’ aspect. Sources of disturbance of the sleep quality can have an external as well as an internal origine. In earlier research projects the focus was on the effects of noise as an external disturbance on the sleep structure, cardiac activity and daytime performance. Later the interest shifted more towards internal disturbance of sleep like insomnia and sleep apnea, with a main focus on autonomic arousals during sleep causing fragmentation. I also developed an internet application for the behavioral treatment of insomnia. Recent projects concern the characteristics of adolecent sleep, sleep and emotional memory and sleep apnea in stroke patients.

Room DB3.15

Phone: 525.6848


Website: http://home.medewerker.uva.nl/w.f.hofman/ Koolschijn, Dr. P.C.M.P..

Cédric Koolschijn is a Postdoctoral Researcher. His current research interests include: exploring the relationship between brain anatomy, functional and structural brain connectivity, cognition and individual differences in adults and elderly with autism spectrum disorders. In his previous work, he has designed and carried out several experiments using various MR-techniques, cognitive and emotional paradigms, genetics and hormonal measures in patients with schizophrenia, depression and typically developing adolescents.

Room DB3.07

Phone: 525. 2427


Websites: -http://w w w.uva.nl/over-de-uva/organisatie/medewerkers/content/k /o/ p.c.m.p.koolschijn/p.c.m.p.koolschijn.html - http://www.dutcharc.nl

109


28-6-2013 13:10:22


Lamme, Prof. dr V.A.F.

Victor Lamme teaches about the relation between the brain and our cognitive abilities. He is working on replacing cognitive psychology models by neurobiological defined mechanisms. In his research he focuses on the neural basis of processes such as perceptual organization, visual attention, working memory and consciousness.

Room DB3.10

Phone: 525.6675


Website: http://www.cognitiveneuroscience.nl/ Murre, Prof. dr J.

Jaap Murre is a researcher of neural and cognitive modelling, using neural networks and mathematical modelling techniques. Research topics include amnesia, dementia, schizophrenia, recovery from brain damage, normal learning and forgetting, as well as the development of the Walnut/Nutshell neurosimulator and ‘Captain Mnemo’ program for optimal learning of foreign languages.

Room DB3.11

Phone: 525.6722


Website: http://www.murre.com/ and http://www.neuromod.org/

Phaf, Dr R.H.

My primary research interest lies in those mental processes and mechanisms that have been shaped by biological evolution and that are shared by all members of the human species. This often involves emotions, but a larger range of cognitive processes (e.g., with respect to memory and also attention) is addressed by my research. Both computational modelling (i.e., connectionist, evolutionary) and human experimentation methods are used to investigate these processes. A good way to differentiate between biologically prepared and more recently acquired mechanisms is to experimentally contrast conscious and nonconscious conditions, which I have done particularly in the fields of affect and of memory. Specific experimental research paradigms I have employed concern, for instance, affective priming, emotional and classical Stroop, attentional switching, time estimation, Jacoby-Whitehouse and false-recognition tasks, exclusion word completion, and the Approach-Avoidance task. Such diverse manipulations as suboptimal (also subliminal) presentation, dividing attention, loading working memory, bilateral stimulation, spatial frequency filtering, varying affective valence of (pictorial and verbal) stimuli, facial muscle contraction, and emotion induction are used in these paradigms. I also consider application to practical problems of these fundamental insights, to adapt environmental conditions to human nature instead of the other way round, one of the main aims of Psychology.

Room DB3.13

Phone: 525.6841


Website: http://home.medewerker.uva.nl/r.h.phaf/

110


28-6-2013 13:10:22


Pinto, Dr Y.

You open your eyes, and many things strike you. However, one thing that you may not give a second thought is how easy it was to see. We take visual experiences for granted. We are so familiar with them, that there seems to be nothing mysterious about them. However, on closer inspection, visual experiences are deeply mysterious. How is it possible that the interaction between fully unconscious molecules and atoms leads to a visual experience? In my research I try to, ultimately, answer this question. My approach consists of first mapping out which factors define the boundary between conscious and unconscious processing. For this, I mainly use binocular rivalry paradigms. Binocular rivalry is a suitable tool, since it creates a situation where a picture can be shown to an eye, yet never lead to any visual experience. In the current fMRI research I try to disentangle the neural differences between neural activity that leads to a visual experience, and those that do not. In another project I combine binocular rivalry with behavioral methods, fMRI and MEG. I aim to investigate the role of predictions/expectations in visual experiences. Are expectations essential for visual experiences? Is the brain looking for confirmation or exceptions? Which brain areas are responsible for generating models of the world, and how do they test these models?

Room DB3.20

Phone: 525.8868


Website: http://home.medewerker.uva.nl/y.pinto/ Raaijmakers, Prof. dr J.G.W.

Jeroen Raaijmakers is professor of Cognitive Psychology at the department of Psychonomics. His main interest is in retrieval from long-term memory. He is (co)author of the well-known SAM model for memory. Current work focuses on the development of a REM-based model that accounts for implicit and semantic memory and on the role of inhibitory processes in explaining forgetting.

Room DB3.09

Phone: 525.6839


Website: http://home.medewerker.uva.nl/j.g.w.raaijmakers/ Richard

Ridderinkhof, Prof. dr K.R.

Ridderinkhof is a recipient of a VICI grant (the highest research grant awarded by NWO) for his cognitive neuroscience research into adaptive decision-making and cognitive control. He leads an international team of researchers (www.uva. nl/acacia) that welcomes the participation of master students. Research projects focus on action selection, economic decision-making, reward processing, feedback-based learning, performance monitoring, awareness, executive control, affective modulations, social neuroscience, and so on; and particularly on individual differences therein (e.g., aging, Parkinson’s disease). Projects are characterized by mult-method approaches which supplement performance analyses with fMRI, VBM, DTI, ERP, and EEG oscillation analyses, as well as TMS, DBS, and pharmacological interventions, and neurocomputational modeling.

Room DB6.04

Phone: 525.6119


Website: http://home.medewerker.uva.nl/k.r.ridderinkhof/ Rouw, Dr R.

Romke Rouw is assistant professor in Psychonomics. Her research is focused on face- and object recognition. Current research projects are developmental prosopagnosia, neural correlates of face- and object recognition, individual differences in face- and object matching (internet-based research), and synesthesia.

Room DB3.12

Phone: 525.6853


Website: http://home.medewerker.uva.nl/r.rouw

111


28-6-2013 13:10:22


Schmand, Prof. dr B.A.

Ben Schmand is professor of Clinical Neuropsychology and neuropsychologist at the neurology department of the Academic Medical Center. He is involved in research on applied neuropsychological topics such as cognitive side effects of medical treatments, development of new neuropsychological tests, improving the efficiency of neuropsychological assessment, and delineating the cognitive profile of neurological and mental diseases. His recent and current research focuses on Azheimer’s disease and other dementias, Parkinson’s disease and other movement disorders, meningitis, substance abuse, schizophrenia, and the validity of mental symptoms in chronic conditions like painter’s disease and whiplash.

Room DB3.11

Phone: 6849


Website: http://home.medewerker.uva.nl/b.a.schmand/ Scholte, Dr H.S.

Steven Scholte is assistant professor in Psychonomics. His research is focused on the relationship between visual grouping processes and awareness and the interplay between the physical stimulation of the eye and our history which forms the interpretation of the visual world. He is also interested in the relationship between object recognition and visual grouping processes and specializes in cognitive neuroscience methods, in particular fMRI, DTI and EEG.

Room DB3.12

Phone: 525.6781


Website: http://home.medewerker.uva.nl/h.s.scholte/

Slagter, Dr H.A.

Heleen Slagter is an Associate Professor of Cognitive Neuroscience and head of the Cognition and Plasticity Laboratory. The broad objective of the research in her group is to better understand how the brain selects and coordinates information in accord with current goals, and the plasticity of these abilities throughout adulthood. One line of research examines how perception and cognition arise from the dynamic interplay between brain regions involved in top-down control and bottom-up stimulus processing. This line of research addresses questions like: How does attention prioritize goal-relevant over irrelevant information? Why are some individuals more distractible than others? Why does physically identical information sometimes reach and sometimes not reach awareness? A second line of research examines the degree to which cognitive processes can be improved through training (playing games, computerized cognitive task training) or neuromodulation (TMS, neurofeedback). This line of work addresses questions like: Can we improve cognitive functioning through computerized training? What are the boundaries of our cognitive abilities (e.g., working memory capacity)? Are some brains more plastic than others and if so, why? Can we use TMS to boost brain functioning? Main research methods include EEG/ERP, fMRI/sMRI/DTI, and behavioral testing.

Room DB3.14

Phone: 525.6807


Website: http://home.medewerker.uva.nl/h.a.slagter/

112


28-6-2013 13:10:22


Sligte, Dr I.G.

How much information can we keep in mind of what we have just seen? According to traditional theories, quite some information in iconic memory for about half a second after stimulus disappearance, and afterwards only about four objects in visual working memory. Research from our lab (Landman et al., 2003; Sligte et al., 2008, 2009, 2010, 2011) suggests that this two-partite division of visual short-term memory (VSTM) is incorrect. Rather, it seems that people maintain 1)up to 30 objects in a feature-based, iconic memory store for just a few hundred milliseconds after stimulus offset, 2) up to 15 objects in an objectbased, fragile VSTM store up to four seconds after stimulus offset, and 3) only about 3-4 objects in an attention-based, sustained working memory store. These different memory stages depend on reverberating activity in primary visual areas (“feature-based”), extrastriate visual cortex (“object-based”), and frontoparietal areas (“attention-based”).

Room DB3.20

Phone: 525.8868


Website: http://home.medewerker.uva.nl/i.g.sligte/

Spaan, Dr P.E.J.

Pauline Spaan works part-time as an assistant professor of Clinical Neuropsychology and part-time as a GZ-psychologist for neuropsychological assessment and treatment at the Unit of Psychiatry and Medical Psychology of the OLVG hospital Amsterdam. In addition, she is in training to be registered as a Clinical Neuropsychologist (BIG) at the RINO Utrecht. Her research focusses on the early assessment of dementia (preclinical Alzheimer’s disease, or Mild Cognitive Impairment) and how various memory components (episodic, semantic, implicit) may improve the prediction of dementia. Furthermore, she is involved in UvA NeuroTest (http://www.uvaneurotest.nl), where her neuropsychological tests are being published online. Her lecturing activities focus on neuropsychological assessment of dementia and ageing in general, as well as on neuropsychological rehabilitation.

Room DB3.13

Phone: 525.6644


Website: http://home.medewerker.uva.nl/p.e.j.spaan/ Starreveld, Dr P.A.

Peter Starreveld’s research interests are the representation of knowledge in semantic memory and the lexicon, and the interaction of these two kinds of knowledge. The main research tools used are conflict tasks (Stroop-like tasks and flanker tasks) and computational modelling.

Room DB3.23

Phone: 525.6855


Website: http://home.medewerker.uva.nl/p.a.starreveld/

Talamini, Dr L.M.

Talamini’s current research concerns the relation between brain and cognition, especially with regard to the mediotemporal lobe and its role in memory. She adopts an integrated approach involving experimentation and neural network modeling, to bridge the gap between brain and behaviour. Currently, the main research program concerns the reorganization of memory over time and sleep. The program investigates the nature of these post-encoding processes and evaluates their significance for memory function and emotional coping. Clinically oriented studies concern the characterization of episodic processing deficits in schizophrenia and the role of sleep problems in affective disorders.

Room DB3.15

Phone: 525.6742


Website: http://home.medewerker.uva.nl/l.m.talamini

113


28-6-2013 13:10:22


Clinical Psychology

The mission of the clinical psychology research programme is the development of theoretical models to understand the aetiology and maintenance of mental disorders and to develop theory-based interventions. Our research programme focuses on two types of experimental studies: • Experimental studies aimed at isolating psychological mechanisms or processes that are involved in the maintenance or cause of the disorder. • Experimental studies aimed at reducing psychopathology by specific and well-controlled primarily psychological interventions. Website: http://www.fmg.uva.nl/clinicalpsychology Aaronson's primary research interests are in the development and implementation of health-related quality of life (HRQL) and other patient-reported outcomes Aaronson, prof. in clinical oncology research and practice, and the development and testing dr. N of behavioral and psychosocial interventions to reduce symptom burden and maintain or improve the physical and psychosocial functioning of cancer patients and survivors. Room Phone: 020-512- Email: [email protected] DB5.07 2481 Website: http://home.medewerker.uva.nl/N.K.Aaronson www.nki.nl Anna Bartak’s research interests are: personality and personality disorders, Bartak, dr. A. assessment and psychotherapy, treatment effectiveness and change processes, shame, and (qualitative) methodology Room DB5.03 Phone: 525. 8610 Email: [email protected] Website: http://home.medewerker.uva.nl/a.bartak Boo, dr. G.M. Medical Psychology and Interventions de Room DB5.03 Phone: 525. 6817 Email: [email protected] Website:http://www.uva.nl/contact/medewerkers/item/g.m.de-boo.html?f=boo Bosch’s research investigates biological determinants and correlates of human behavior. A main focus is on the role of the immune system and immune-regulating neuroendocrine factors, such as glucocorticoids and in depression and anxiety. This research involves experimental Bosch, Dr J.A. catecholamines, and epidemiological studies in both healthy and clinical populations. Research themes are psychobiology and psychoneuroimmunology of anxiety and depressive and psychobiological and immunological mechanisms in aging and in chronic diseases and disease-related fatigue. Room Phone: 525.6819 Email: [email protected] DB5.12 Website: http://home.medewerker.uva.nl/j.a.bosch/ My research interests are partner attachment, psychotherapy (individual Conradi, Dr treatment for depression and couples therapy for relationship problems) and H.J. depression (course and vulnerability factors). Room DB5.17

Phone: 525.8606


Website: http://home.medewerker.uva.nl/h.j.conradi/ Dijk, Dr K.F.L. Blushing and blushing phobia; interpersonal effects of social anxiety. Room Phone: 525.6113 Email: [email protected] DB5.10 Website: http://home.medewerker.uva.nl/k.f.l.dijk/

114


28-6-2013 13:10:22

Participating research groups, researchers and topics/interests Marieke Effting is postdoc at the Department of Clinical Psychology. Her research concerns the measurement of impulsive avoidance tendencies as a predictor of real-life phobic behavior in clinical populations. Room DB5.18 Phone: 525. 6647 Email: [email protected] Website:http://home.medewerker.uva.nl/m.effting Paul Emmelkamp is Academy Professor (KNAW). His current main research interests are in anxiety disorders (e.g. phobic and obsessive-compulsive Emmelkamp, post traumatic stress) substance abuse and personality disorders. Prof. dr P.M.G. disorders, Other research interests include technological innovations in therapy (e.g. virtual reality), forensic psychology, and evidencebased psychotherapy. Room Phone: 525.6718 Email: [email protected] DB5.08 Website: http://home.medewerker.uva.nl/p.m.g.emmelkamp/ Emmerik, Dr Prevention and treatment of chronic post-traumatic stress (PTSD). A.A.P. van Room Phone: 525.8604 Email: [email protected] DB5.10 Website: http://home.medewerker.uva.nl/a.a.p.vanemmerik/ Kamphuis’ research targets clinical personality assessment and the links between personality and psychopathology. Kamphuis’ publications largely Kamphuis, concern innovations in the field of clinical personality assessment, anxiety Prof. dr J.H. disorders, depression, and the psychology of stalking. He teaches clinical personality assessment at the Bachelor, Master and post- Master level. Room Phone: 525.6785 Email: [email protected] Website: http://home.medewerker.uva.nl/j.h.kamphuis/ Merel Kindt is professor of Experimental Clinical Psychology. Her research Kindt, Prof. concerns experimental models of anxiety disorders such as posttraumatic dr M. stress disorder and obsessive- compulsive disorder, emotional memory and mechanisms of change to reduce emotional disorders. Room Phone: 525.6044 Email: [email protected] Website: http://home.medewerker.uva.nl/m.kindt/ The main research interest of Dr. Jaap Lancee is the effect of self-help therapy Lancee, dr. J. for nightmares and insomnia. Room DB5.18 Phone: 525. 8609 Email: [email protected] Website: http://www.jaaplancee.com/ Linden, dr. Clinical research data-analysis, personality disorders,somatoform disorders, S van medical Psychology. Room DB5.06 Phone: 525. 6813 Email: [email protected] Website: http://home.medewerker.uva.nl/s.vanlinden Katharina Meyerbröker is working as a post-doc at the Department of Clinical Psychology of the University of Amsterdam and is following training to become Meyerbröker, a cognitive-behavioral therapist. Her research today focuses on the efficacy of dr. Katarina treatment for PTSD by means of trauma-focused cognitive behavioral therapy and EMDR and on the processes taking place during these treatments Room DB5.04 Phone: 525. 6812 Email: [email protected] Website: http://home.medewerker.uva.nl/k.meyerbroker Morina’s current research interests focus on nature and treatment of anxiety, Morina, Dr N. depression, and grief. Additionally, he is interested in the role of mental imagery in relation to anxiety and depression. Effting, dr. M.

115


28-6-2013 13:10:22

Participating research groups, researchers and topics/interests Room DB5.09

Nentjes, dr. L. Room DB5.07

Noordhof, Dr A. Room DB5.09

Phone: 525.8607


Website: http://home.medewerker.uva.nl/n.morina/ Assistant professor of forensic psychology. My research focuses on the behavioral, cognitive, and emotional correlates of psychopathy (e.g., regulation of emotion, aggression, deception, perceptual processes). Other research interests concern psychopathology in the clinical forensic context (e.g., personality disorders, paraphilias) and clinical forensic interventions. Phone: 525.6810 Email: [email protected] Website: http://home.medewerker.uva.nl/l.nentjes My research interests involve diagnosis and measurement of psychopathology and personality. Specifically, I am interested in network-perspective on psychopathology, individual case-formulation approaches, the validity of selfreport and specific questionnaires (MPQ, MMPI). Phone: 525.7028


Website: http://home.medewerker.uva.nl/a.noordhof/ Associate professor of clinical psychology My research is on forensic psychology, Scholing, dr. e.g. on the assessment, treatment and dynamics of intimate partner violence. H.A. My second interest is on severe mental illness (SMI), especially on factors that prevent or predict chronicity in patients. Room DB5.07 Phone: 525. 6810 Email: [email protected] Website: http://home.medewerker.uva.nl/h.a.scholing/ disorders; emotional memory; reconsolidation; fear conditioning; Soeter, dr. A.C. Anxiety treatment Room Phone: 525.6874 Email: [email protected] DB5.17 Website: http://home.medewerker.uva.nl/a.c.soeter Associate professor of forensic psychology. I conduct experimental research on the psychology of deception using behavioral and psychophysiological Verschuere, measures. Other interests in clinical and forensic psychology are cognitive biases Dr B. in anxiety disorders, emotion regulation in borderline personality disorder, and the assessment of antisocial behavior and psychopathy. Room Phone: 525.6799 Email: [email protected] DB5.12 Website: http://home.medewerker.uva.nl/b.j.verschuere/ Visser, prof. Extraordinary chair of The Professional Training in Health Care Psychology. dr. S. Anxiety disorders and somatoform disorders and hypochondria. Room Db Phone: 525. 6810 Email: [email protected] 5.07 Website: http://home.medewerker.uva.nl/s.visser Sanne de Wit is assistant professor in clinical psychology. She investigates the role of associative mechanisms of goal-directed and habitual action in adaptive Wit, Dr S. de as well as maladaptive behaviour. Specific research interests include impulsivecompulsive action in obsessive-compulsive disorder, addiction and obesity. The technique of fMRI is used study the neural underpinnings. Room Phone: 525.5649 Email: [email protected] DB5.17 Website: http://home.medewerker.uva.nl/s.dewit/

116


28-6-2013 13:10:22


Developmental Psychology

The focus of the research program is twofold: Developmental Processes and Brain and Development. Within the context of Developmental Processes the emphasis is on (a) nonlinear dynamical modeling, artificial neural network modeling and experimental analysis of cognitive development, and (b) construction and application of adaptive signal analysis techniques (dipole analysis) to longitudinal EEG/MEG measurements. The research into Brain and Development centers on (a) development of neurocognitive control along the lifespan, and (b) construction and application of experimental tasks to the analysis of individual differences, clinical groups, and variations in organismic state. The growing interaction between themes is facilitated by a shared interest in Mental Chronometry; i.e., modeling of the reaction process and application of mental chronometry and chronopsychophysiolog y to cognitive development. Website: http://www.fmg.uva.nl/developmentalpsychology Alkemade, dr. J.M. REC-DS.14

Collot d’Escury, dr. A.l. Room: DB6.23

Forstmann, Dr B.U.

Room REC-D S.16.

Huizenga, Dr H.M.

Room DB6.11

Main research interest are functional neuro anatomy of the subthalamic. Neuroendocrinology Phone 525. 8690 Email: [email protected] Website: http://home.medewerker.uva.nl/j.m.alkemade Anti-social disorders, clinical developmental psychology, social cognitive development, diagnostics and theory of mind with children with social emotional .development problems, Autism, Intellectual and developmental disabilities Email: A.L.CollotDEscuryPhone: 525.6779 [email protected] Website: http://www.uva.nl/contact/medewerkers/item/a.m.l.collot-d-escurykoenigs.html?f=collots My overall research goal is to understand the behavioural and neural mechanisms as well as structural brain differences underlying adaptive cognitive control processes. In particular I am interested in individual differences in decision-making and interference control. I use model-based functional and structural magnetic resonance imaging (MRI), a procedure that capitalizes on individual differences in parameters that quantify the efficiency of decision-making and interference control. To this end, I combine mathematical and descriptive models with functional magnetic resonance imaging (fMRI), diffusion tensor imaging (DTI) and event-related potentials (ERP). Phone: 525.6281


Website: http://home.medewerker.uva.nl/b.u.forstmann/ Are you interested in one of the following projects? Please contact me, so we can figure out whether, and if so how, you might contribute to these projects: 1) Behavioral and fMRI studies on the development of decision making 2) A meta-regression study on decision making deficits in adolescents with ADHD 3) Behavioral studies on executive functioning, decision making, and resistance to peer pressure in adolescents with Mild Intellectual Disability 4) A study on the effects of fatigue and motivation on executive functioning 5) A methodological study on methods used in developmental fMRI papers 6) A methodological study on how toimprove psychological assessment Phone: 525.6826 Email: [email protected] Website: http://home.medewerker.uva.nl/h.m.huizenga

117


28-6-2013 13:10:22

Participating research groups, researchers and topics/interests Brenda Jansen’s field of research is twofold. One line of research is on children’s making. Another line of research is on affective factors influencing Jansen, Dr B.R.J. decision math performance. In both lines, she is interested in the development of processing and tolerating negative feedback. Room DB6.21 Phone: 525.6735 Email: [email protected] Website: http://home.medewerker.uva.nl/b.r.j.jansen/ Caroline is interested in how infants learn to learn; how they learn their native language for instance, or more precisely, how they learn the meaning of words. Her research interests include (but are not limited to) early conceptual Junge, dr. and visual learning, early word learning, word segmentation, speech C.M.M. perception and phonological development, and their relations to longitudinal development. She currently uses ERPs and eye-tracking measures to study how infants build their categories. The research is carried out in one of our Babylabs (cf. www.hoelerenbabies.nl) REC D S.18 Phone: 525. 4983 Email: [email protected] Website: http://home.medewerker.uva.nl/c.m.m.junge/ Larsen, Dr H. To be announced. Please refer to the Website. Room DB6.15 Phone: 525.6798 Email: h. [email protected] Website: http://home.medewerker.uva.nl/h.larsen/ Marija Maric investigates the efficacy of evidence-based treatments for youth. Two main research areas are moderators of treatment outcome (i.e., the Maric, Dr M. question of ‘for whom’ is the treatment effective?), and mediators of treatment outcome (i.e., the question of ‘how’ is the treatment effective?). Room DB6.13 Phone: 525.8388 Email: [email protected] Website: http://home.medewerker.uva.nl/d.j.mandell/ Maurits van der Molen is professor of Developmental Psychology, in particular the Psychobiological aspects of development. His primary interest is in action control; that is in the mechanisms involved in the translation of environmental demands into (relatively simple) actions or in preventing such actions. Major questions refer to (1) the information children use in guiding their actions, (2) their use of advance and feedback information to optimize action, (3) their ability to adjust when routine action does not suffice in reaching the goal, and (4) the effects of reward and punishment on action persistence inhibition. These questions pertain both to cognitive development (e.g., Molen, Prof. dr or the ability to inhibit prepotent responses) and social development (e.g., the M.W. van der child’s response to social reaction feedback or action control compromised by peer pressure). The focus of the research is on both typical development as well as on individual differences (e.g., personality, intelligence) and developmental psycholopathology. Performance and neurocognitive measures are used to address our questions (e.g., reaction time and accuracy, EEG and event-related potentials, autonomic measures (e.g., heart rate and variability, skin conductance, pupil size) and fMRI). Internships can be tailored to the individual wishes and possibilities (e.g., with regard to timing and duration) of the student. More detailed information is available upon request. Room DB6.03 Phone: 525.6835 Email: [email protected] Website: http://home.medewerker.uva.nl/m.w.vandermolen/

118


28-6-2013 13:10:22

Participating research groups, researchers and topics/interests My main interest is focused on the interaction between developmental and evolutionary processes (evolutionary developmental psychology). My research is centered around three areas: - the evolution and development of mental disorders Ploeger, Dr A. - the evolution and development of evolved cognitive modules and their relation to general intelligence - and evolutionary approach to understanding addiction (in collaboration with Prof. dr Reinout Wiers) Room DB6.20 Phone: 525.6082 Email: [email protected] Website: http://home.medewerker.uva.nl/a.ploeger/ Research interests of Pier Prins concern the development and evaluation of new cognitive-behavioral interventions for children and youth with internalizing and externalizing disorders. In his research efforts, treatmentoutcome studies are designed from a developmental perspective and embedded in developmental psychopathology models. Currently, Pier Prins is Prins, Prof. dr involved in treatment-outcome studies with aggressive children and children P.J.M. with ADHD. Furthermore, he is currently involved in a multicenter study on the mechanisms of change in cognitive behavior therapy for children with anxiety disorders. With the Task Force ‘ADHD & Computer’, Pier Prins recently developed an Executive Function training program with game elements (‘Brain Game Brian’) for children with cognitive control problems. This program is being evaluated in several randomized clinical trials. Room DB6.17 Phone: 525.6821 Email: [email protected] Website: http://home.medewerker.uva.nl/p.j.m.prins/ Maartje Raijmakers is associate professor developmental psychology, cognitive developmental processes. Her research is concerned with the development of learning. She designs empirical studies, mathematical models and neural network models to get a better understanding of the multiple learning that appear during development. This includes learning studies Raijmakers, Prof. processes with infants, in the cognitive infants lab, with eye-tracking facilities, toddlers, dr M.E.J. children, and adolescents. Applied studies in science learning (together with science center NEMO) and logical reasoning at schools (rekentuin.nl). Most projects are funded by national grants (VIDI, Brain & Cognition, Curious Minds). Maartje Raijmakers is currently part of the editorial board of Infant and Child Development. Room DB6.12 Phone: 525.7014 Email: [email protected] Website: http://mraijmakers.socsci.uva.nl/ see also http://HoeLerenBabies.nl/ Richard Ridderinkhof is a recipient of a VICI grant (the highest research grant awarded by NWO) for his cognitive neuroscience research into adaptive decision-making and cognitive control. He leads an international team of researchers (www.uva.nl/acacia) that welcomes the participation of master students. Research projects focus on action selection, economic Ridderinkhof, decision-making, reward processing, feedback-based learning, performance Prof. dr K.R. monitoring, awareness, executive control, affective modulations, social neuroscience, and so on; and particularly on individual differences therein (e.g., aging, Parkinson’s disease). Projects are characterized by mult-method approaches which supplement performance analyses with fMRI, VBM, DTI, ERP, and EEG oscillation analyses, as well as TMS, DBS, and pharmacological interventions, and neurocomputational modeling. Room DB6.04 Phone: 525.6119 Email: [email protected] Website: http://home.medewerker.uva.nl/k.r.ridderinkhof/

119


28-6-2013 13:10:22


Salemink, Dr E.

Room DB6.13

Schijndel, Dr T.J.P. van Room DB6.19

Snellings, Dr P.

Room DB6.09 Taal, dr. M.H. Room DB6.18

Visser, Dr I.

Room DB6.21 Weltreveden, dr. G.M. Room DB6.20

Developmental psychopathology; my specific research interests are the aetiology, maintenance, and treatment of anxiety disorders and addictive disorders and also the interaction between anxiety and addiction. I use experimental (for example reaction-time based) tasks to measure implicit and explicit cognitive processes related to anxiety and addiction. Examples of such processes are attentional bias, interpretive bias, approach bias, memory bias, but I also examine the role of imagery and executive control for example. A related focus is to try to change these dysfunctional cognitive processes using computer programs with the aim of reducing psychopathology. A recent project focuses on the prevention of anxiety and depression in adolescents by training automatic cognitive processes. Phone: 525.8663 Email: [email protected] Website: http://home.medewerker.uva.nl/e.salemink/ Tessa van Schijndel is a Post Doc at Developmental Psychology at the University of Amsterdam. Her main research interests are: preschoolers’ exploratory play; preschooler’s causal reasoning; children’s naive theories on science subjects; the adult role in guiding children’s science learning; modeling of categorical differences in children’s knowledge or reasoning skills; preschool science education; visitor studies and implicit learning. Phone: 525.6832 Email: [email protected] Website: http://home.medewerker.uva.nl/t.j.p.vanschijndel/ My research interests are the underlying mechanisms of learning, in particular the causes of learning disabilities like dyslexia or dyscalculia. Another interest is how fluent reading and automaticity can be reached both in a native language and in a second language like English. I am also interested in the possibility of cognitive plasticity and remediating learning disabilities by targeted training studies within schools. Phone: 525.7321 Email: [email protected] Website: http://home.medewerker.uva.nl/p.snellings Developmental and School Psychology Phone: 525. 6676 Email: [email protected] Website: http://home.medewerker.uva.nl/m.h.taal Ingmar Visser is assistant professor in developmental psychology. His research focuses on learning and the development of learning with particular applications in implicit versus explicit learning, conditioning, and categorization, with the aim of understanding the uniquely human capability of acquiring symbolic knowledge. Data are typically analyzed with stateof-the-art modeling techniques such as Markov models and response time models. Current projects involve individual differences in the development of categorization and implicit learning. Other interests include the foundations of cognitive science and (models for) Piagetian development. Phone: 525.6723 Email: [email protected] Website: http://home.medewerker.uva.nl/i.visser/ Sport Psychology Phone: 525. 6842 Email: [email protected] Website: http://home.medewerker.uva.nl/g.m.Weltevreden

120


28-6-2013 13:10:23


Wiers, Prof. dr R.W.H.J. Room DB6.10

Wildenberg, Dr W.P.M. van den

Room DB6.20

Implicit cognition; Predictors of addictive behaviors; Genetics and cognitive mediation; Alcohol expectancies; Children of alcoholics; Risk for addiction; Targeted prevention of addictive behaviors; Targeted treatment of addictions; Interactions between biological and cognitive predictors of addiction; Naive theories and cognitive development. Phone: 525.6842 Email: [email protected] Website: http://home.medewerker.uva.nl/r.w.h.j.wiers My research is funded by an NWO VENI grant and concerns the relation between brain and behavior in humans. I study cognitive control processes and the underlying neurobiological mechanisms from a cognitive neuroscience perspective. Central themes are performance monitoring, interference control, and the ability to interrupt ongoing or planned actions. To track the dynamic control over voluntary actions, I use diverse research tools like reaction-time distribution analyses, neuropsychological tests, deep-brain stimulation and (single-pulse and repetitive) transcranial magnetic stimulation (TMS). My focus is on individual and group differences in the normal population (ranging from children to recreational drug users) as well as on impaired cognitive control in clinical groups such as ADHD, dyslexia, and Parkinson patients. Phone: 525.6686 Email: [email protected] Website: http://home.medewerker.uva.nl/w.p.m.vandenwildenberg/

Psychological Methods

The research program of the Psychological Methods group is concerned with the conceptual analysis, technical development, practical implementation, and dissemination of methodological and statistical techniques in psychology. The central objective of the research program is to improve methodological practice in psychology; not only by developing new methods for psychological research, but also by adequately communicating methodological advances to the general psychological audience, and by assisting working researchers in the proper application of methodological techniques. Website: http://www.fmg.uva.nl/psychologicalmethods

Borsboom, Dr D.

Room DB2.11

Cramer, dr, A.O.J.

Room 2.17

Denny Borsboom works on methodological and conceptual problems that have to do with the relation between theoretical concepts and observations as, for instance, coded in measurement models. Currently he develops methodology to analyze theoretical concepts (like ‘major depressive episode’) in terms of networks of interconnected but distinct observable symptoms (like ‘depressed mood’ and ‘loss of interest’), using insights taken from network analysis and complex systems theory. Phone: 525.6882 Email: [email protected] Website: http://home.medewerker.uva.nl/d.borsboom/ Assistant Professor in Models and Methods for Clinical Psychology at the University of Amsterdam (Psychological Methods group). My main interest concerns the development of conceptual and statistical models for the development and maintenance of psychiatric disorders such as major depression and generalized anxiety disorder. I specifically focus on network models and complex dynamical systems. Other interests include measurement invariance, item response theory (IRT), structural equation modeling (SEM), theories of measurement and solutions to the multiple comparisons problem Phone: 525 8850 Email: [email protected] Website: http://www.aojcramer.com/

121


28-6-2013 13:10:23


Grasman, Dr R.P.P.P. Room DB2.15

Koele, dr. P. Room 2.18

Maanen, dr. L. van Room 2.15

Maas, Prof. dr H.L.J. van der Room DB2.07

Maris, Prof. dr G.K.J.

Room DB2.18

Mellenbergh, Prof. dr G.J.

Room DB2.18 Molenaar, Dr D.

Research interests of Raoul Grasman are: statistical methods and models for cognitive neuroscience/psychology, nonlinear dynamics and catastrophe theory, reaction time modeling, mathematical and computational models for cognitive and perceptual processes, and mathematical psychology. Phone: 525.6738 Email: [email protected] Website: http://home.medewerker.uva.nl/r.p.p.p.grasman/ I am interested in judgment and decision making issues, in particular judgments of (subjective) probabilities and the use of heuristics in information processing, as advocated by opposing sides like Tversky & Kahneman and Gigerenzer Phone: 525 6881 Email: [email protected] Website: http://www.uva.nl/profiel/p.koele How do people make multiple-choice perceptual decisions in a noisy environment? That is the core question of my postdoctoral research project. In the project we will test the ability of mathematical models of decision-making to capture the behavioral consequences involved when the number of response alternatives increases. In turn, these models will inform and constrain analysis of fMRI data. Phone 525.7067 Email:[email protected] Website: http://www.leendertvanmaanen.com/ Han van der Maas’ research interests are: nonlinear dynamics, cognitive development, conservation and proportional reasoning, mixture models and latent class analysis, psychometrics, computational models, speed Accuracy trade-off, psychology of Chess. Phone: 525.6678 Email: [email protected] Website: http://home.medewerker.uva.nl/h.l.j.vandermaas/ Gunter Maris’ research interests are psychometrics, specifically the construction, analysing and use of study tests. He researches the fundamentals of measurements in social sciences in general, and the measurement of skills in education in particular. His research focuses on optimalization of the scoring of exams and on score comparison between different exams. Gunter Maris is also developing models based on the item response theory and testing methods for these models. Phone: 525.6677 Email: [email protected] Website: http://home.medewerker.uva.nl/g.k.j.maris/ Research interests of Don Mellenbergh are: construction and analysis of educational and psychological measurement instruments; differential item functioning in educational and psychological measurement; psychometric decision making (accept/reject decisions in (culture-fair) selection), and (empirical) specification of utility functions; analysis of psychometric concepts and their interrelations. Advices to students and researchers on methodological issues in different fields of Psychology, e.g., Clinical and Health Psychology, Industrial and Organizational Psychology, and related fields, such as Educational Research, Social Dentistry, and Psychiatry. Phone: 525.6757 Email: [email protected] Website: http://home.medewerker.uva.nl/g.j.mellenbergh/ Research interests of Dylan Molenaar are item response theory, factor analyses, modeling of responses and response times, modeling of intelligence and personality test scores, and the analyses (multivariate) twin data.

122


28-6-2013 13:10:23


Ven, dr. S.H.G. van der Room 2.08 Verhagen, dr. A.J. Room DB2.17 Wagenmakers, Prof. dr E.M. Room DB2.09

Waldorp, Dr L.J. Room DB2.09

Phone: 525.6584 Email: [email protected] Website: http://home.medewerker.uva.nl/d.molenaar/ Involved in the Math Garden project (rekentuin.nl and mathsgarden.com), an online interface with which children can practice math problems. While children practice their skills, their development is monitored for scientific purposes. Interested in how children learn mathematics: the cognitive processes underlying math ability, how individual differences in mathematical abilities arise and why some children develop mathematical disorders. Phone: 525.6737 [email protected] Website: http://home.medewerker.uva.nl/s.h.g.vanderven Postdoc. Currently investigating Bayesian model selection for ANOVA models. Other interests are Bayesian modelling, Item Response Theory and measurement invariance. Phone: 525.6241 Email:[email protected] Website: My research interests include Bayesian statistics, model selection, quantitative neuroscience, reinforcement learning, models of response times, catastrophe theory, and models of visual word recognition. Phone: 525.6420 Email: [email protected] Website: www.ejwagenmakers.com Lourens Waldorp is assistant professor at the Department of Psychological Methods. His research interests include network analysis (graphical models), statistical hypothesis testing, especially in the neurosciences, model selection, (non)linear regression, mathematical statistics, and asymptotic statistics. Phone: 525.6420 Email: [email protected] Website: http://home.medewerker.uva.nl/l.j.waldorp/

123


28-6-2013 13:10:23


Social Psychology

The Social Psychology programme concerns three research domains: social cognition, with special emphasis on social judgment, attitudes, and decision making; emotion, with special emphasis on the role played by social and cultural factors in shaping the emotion process; and social identity, with special emphasis on the role played by identity processes in the creation, maintenance, and reduction of social stereotypes and intergroup discrimination. Website: http://www.fmg.uva.nl/socialpsychology Research topics of Bertjan Doosje are: Attitudes and Perceived Threat due to Terrorism Doosje, Dr B.J. •• Ethnic Intergroup Emotions • Several ideas related to Terror Management Theorys Room DB4.11 Phone: 525.6885 Email: [email protected] Website: http://home.medewerker.uva.nl/e.j.doosje/ Elk, dr. Assistant professor. Research Interests: Embodied Cognition, Action Semantics, Michiel van Cognitive Science of Religion. Room DB 4.13 Phone: 525.6756 Email: [email protected] Website: http://home.medewerker.uva.nl/m.vanelk Agneta Fischer is interested in the influence of social context on specific emotions. One line of research concerns the way in which the absence or presence of others, or the anticipated outcome of others reactions, will affect one’s own emotional expressions and subjective experiences (e.g. emotional mimicry, and contagion): for example, do we become more angry at someone, if this person also shows an angry face? A second line of research focuses on the Fischer, Prof. way in which social cues, like status or gender influence the regulation of the dr A.H. emotion process and the way in which we interpret emotional faces. Do we infer different emotions and dispositions from tearful women than from tearful men? A third line of research is concerned with the social consequences of various negative emotions, like anger, contempt, envy, or disgust. How do different behaviors relating to these emotions impact on one’s self-esteem and on one’s relation with others? Room DB4.11 Phone: 525.6893 Email: [email protected] Website: http://home.medewerker.uva.nl/a.h.fischer/ Frenk van Harreveld’s research is on how individuals experience (and cope with) various kinds of uncertainty. His research on attitudes and decision-making for example examines various forms of evaluative conflict. In predecisional stages such conflict is usually referred to as attitudinal ambivalence and the Dr F. van fysiological and behavioral consequences of ambivalence are investigated. Harreveld Post-decisional conflict between expected and obtained outcomes can lead to cognitive dissoannce and negative emotions such as regret. The psychological and behavioral strategies to reduce such unpleasant states are also examined. Other forms of uncertainty that he investigates are risk perception, lack of control and mortality salience. Room DB4.14 Phone: 525.7263 Email: [email protected] Website: http://www.uncertaintylab.nl In social cognition, I am doing research on automatic behavior, more specifically, on response activation following categorical priming and on interpersonal mimicry. Furthermore, I am working on self-regulation approach to helping behavior analyzing the interaction of individual characteristics and situational Dr K.J. Jonas features on attention processes, measured with eyetracking paradigms, among others. As a third topic, focusing on a specific aspect of social identity/group processes, I am working on the analysis of discrimination and humiliation on the basis of group memberships.

124


28-6-2013 13:10:23


Jostmann, Dr N.B.

Phone: 525.6888 Email: [email protected] Website: http://home.medewerker.uva.nl/k.j.jonas/

Nils Jostmann investigates how people can motivate themselves to do difficult or demanding activities rather than being tempted to seek instant pleasure. An important hypothesis is that we possess a mechanism that translates feelings of being strongly engaged into perceptions that a task is valuable. Among some individuals (e.g. action-oriented individuals; people with high achievement motivation) this mechanism appears to work quite naturally, but unfortunately this does not hold for everybody (e.g. state-oriented individuals; people who are low-achievement oriented). In an experimental research program using cognitive, social psychological and physiological measures, it is examined how, why, and when engagement facilitates motivation. The findings are interpreted in light of their implications for self-regulation in the domains of health, consumer behaviour, and learning.

Room DB4.15

Phone: 525. 6889 Email: [email protected] Website: http://home.medewerker.uva.nl/n.b.jostmann/ Gerben van Kleef ’s main streams of research focus on power and emotion. His research on emotion focuses primarily on interpersonal effects of emotions, addressing the general question of how one person’s emotions influence others in the social context. He investigates these interpersonal effects in a variety of settings, such as conflict, negotiation, leadership, persuasion, and interpersonal relations. This research program aims to answer questions such as: How do emotions contribute to conflict resolution versus escalation? Can patterns of emotional expression be linked to relationship satisfaction and longevity? Which emotions contribute to leader effectiveness and team performance? How do emotions influence the effectiveness of persuasive messages? Are people more strongly influenced by persuasive communications that contain an emotional component, and if so, which emotions are more likely to enhance persuasion? And how do emotional expressions shape group dynamics such as deviance, Kleef, Prof. dr conformity, and minority influence? Van Kleef ’s work on power attempts to G.A. van uncover how individuals gain power, and how the experience of power shapes their behavior. With regard to the first question, he currently investigates the effects of positive and negative behaviors on power acquisition. Who achieves power? The nice person who contributes to the larger collective by helping other people? Or the Machiavellianist who only thinks of himself and is willing to break the rules to rise in the hierarchy? Regarding the first question, Van Kleef currently investigates when norm violators rise to power and when they fall from grace, considering moderating factors such as prosociality of the norm violation, group membership of the violator, and culture. In addition, he aims to understand the personality structure of individuals who actively strive to gain power. Regarding the second question, Van Kleef studies how power influences compassion, empathy, and more generally attention to other people. Is it true that powerful people are poor empathizers? And why do powerful people talk so much and often fail to listen to others? Room DB4.12 Phone: 525.6894 Email: [email protected] Website: http://home.medewerker.uva.nl/g.a.vankleef/ Lukas Koning’s research focuses on the interpersonal effects of emotions. Emotional expressions of others around us have a profound impact on our own emotions, attitudes and behavior. The emotions of others serve as a rich source Koning, Dr L. of information on how others appraise a situation. When motivated to process such information, people can use the emotions of others to inform their own behavior. Currently, Lukas’ research focuses on how emotions of others affect our moral behavior.

125


28-6-2013 13:10:23


Marguc, dr. J.

Phone: 525.6878 Email: [email protected] Website: http://home.medewerker.uva.nl/l.f.koning To be announced. Please refer to the Website.

Room DB4.23 Phone: 525.6292

Email:[email protected]

Website: www.uva.nl/profiel/j.marguc-steck

Pligt, Prof. dr J. van der

Room DB4.12

Research interests of Joop van der Pligt focus on issues in social perception and social inference, attitudes and attitude change, and judgment and decision making. His work addresses both basic and applied issues. Recent projects include the role of (anticipated) regret and disappointment in judgment and decision making, and several issues in the general domain of attitudinal judgment and attitude change. Examples are the causes and consequences of attitudinal ambivalence, the impact of affective versus cognitive information on attitudes, and how people process information that is congruent or incongruent with their attitude. Recent applied projects focus on risk perception and preventive health behavior, and attitudes to technological risks. Phone: 525.6891


Website: http://home.medewerker.uva.nl/j.vanderpligt/ Mark Rotteveel is assistant professor in experimental psychology and his research is focused on basic as well as applied topics in cognitive as well in social psychology. His main interest is in affective processes and emotion and the interplay with cognitive processes such as attention and action (e.g., approach and avoidance). In studying these topics psychophysiological as well Rotteveel, Dr as behavioral measures are measured to disentangle mainly conscious M. from more non-conscious processes. Recent basic research concerned, for instance, the influence of emotion on specific attentional biases as well as the influence of emotion on recognition memory. Recent applied research concerned the psychology of vengeance (e.g., economic games, altruistic punishmen) and the role of social norms in this relatively new research area. Room DB4.20 Phone: 525.6713 Email: [email protected]

Rutjens, dr. B. Room DB4.13

Sauter, dr. D.A.

Room DB4.12

Website: http://home.medewerker.uva.nl/m.rotteveel/ My main research interests revolve around the psychological functions of religious and secular belief systems, and how effective these are in helping individuals cope with threatened perceptions of order and meaning Phone: 525.6744 Email: [email protected] Website: www.bastiaanrutjens.com My work examines the communication of emotions via non-verbal signals. Much of my research has focused on vocalisations such as laughter, cries and sighs, but I have also studied facial expressions of emotions. I am interested in how factors such as culture, different learning mechanisms, and language, shape our emotions and the ways that they are signaled. My research includes experimental psychological methods, cross-cultural comparisons, as well as work with patient groups including Huntington’s disease and autism. I also have a particular interest in positive emotions, and distinctions between different positive affective states. Phone: 525.8719 Email: [email protected] Website; www.uva.nl/profiel/D.A.Sauter

126


28-6-2013 13:10:23

Participating research groups, researchers and topics/interests Michael Vliek ‘s interests revolve around two main subjects; the psychology of within group behavior in intergroup settings, and the social psychology of time. His research in the first subject focuses mainly on reactions to status differences within groups. Recent research in this subject involves for example Vliek, Dr investigations into ingratiation behavior and modesty in reaction to another M.L.W. group member’s failure on important tasks. His research on the second subject focuses mainly on individuals’ subjective experience of time passing. Recent research involves such questions as how individuals react to a sense of ‘losing time’, and the influence of subjective experience of time passing in the domain of social influence. Room DB4.20 Phone: 525.6892 Email: [email protected] Website: http://home.medewerker.uva.nl/m.l.w.vliek/

Work and Organizational Psychology

In today’s world of team-based work, growing diversity, boundaryless careers, and exceedingly competitive markets, it is vital to understand how individuals and groups make decisions and work together to create new products, goods and services. How do people coordinate and manage their conflicts? What leads groups towards high quality decisions, and why do individuals so often fail to be creative? What does it take to manage one’s career, and what predicts individual learning and development? How do we select and socialize newcomers into groups and organizations, and with what effect – why do some newcomers stick around and others not? It is these and related questions that our scientific research and academic teaching program is concerned with. Our goal is to develop, test, and teach theory that explains how psychological processes and principles at the individual and group-level alone and in interaction predict motivational and affective states (e.g., organizational commitment, group affective tone, work motivation), cooperation and coordination among individuals and groups (e.g., organizational citizenship behavior, conflict management), and individual and group performance (e.g., task and career decisions, selection, creativity and innovation, negotiated agreement, decision failures). To achieve this goal we engage in laboratory and field research, publish research findings and theoretical insights in academic and professional outlets, and design and teach courses and seminars at the Bachelor’s, (Research) Master’s, and PhD level. Website: http://www.fmg.uva.nl/workandorganizationalpsychology Matthijs Baas is assistant professor of organizational psychology. His research is mainly concerned with affective and motivational antecedents of creative cognition and the processes underlying people’s ability to switch between benign and aversive goals and situations. Room DB4.07 Phone: 525.7093 Email: [email protected] Website: http://home.medewerker.uva.nl/m.baas/ Bakker-Pieper, Leadership, Interpersonal communication, Work and Health dr. mr. A. Room DB4.03 Phone:525.7093 Email: [email protected] Website: www.yva.nl/profiel/A.Bakker Bianca Beersma works as an associate professor in the Department of Workand Organizational Psychology. Her research addresses group processes and Beersma, performance. She is for example interested in gossip in organizations, in the Dr B. effects of team members’ motivational orientations on negotiation processes and outcomes, in the effects of reward structures on team performance, and in the effects of cultural and individual differences on conflict management. Room DB4.08 Phone: 518.6754 Email: [email protected] Website: http://home.medewerker.uva.nl/b.beersma/

Baas, Dr M.

127


28-6-2013 13:10:23


Dreu, Prof. dr C.K.W. de Room DB4.06

Goclowska, dr. M.A.

Room DB4.24 Heuvel, dr. M. van der Room DB4.03

Homan, Dr A.C. Room DB4.03

Hooft, Dr E.A.J. van Room DB4.08

Koen, dr. J

Carsten De Dreu is Professor of Psychology. His research is concerned with the neurobiological, cognitive, and motivational foundations of human cooperation and conflict, both within and between groups. His work merges biological, economic, and psychological theory, and uses a variety of neuroscience methods (e.g., TDS, fMRI) and neuropeptide administration (e.g., oxytocin, testosterone) in the context of economic games (social dilemmas, intergroup competition games). Phone: 525.6865 Email: [email protected] Website http://dedreu.socialpsychology.org/ en http://home.medewerker.uva. nl/c.k.w.dedreu/ Małgorzata (aka Gosia) Gocłowska is a research fellow in social/organizational psychology. She is interested in how “diversifying experiences” (e.g., living abroad, encountering counter-stereotypes) shape creative cognition. On the one hand diversifying experiences such as multicultural contact, or interactions with counter-stereotypes (e.g., a Moroccan professor), can prompt feelings of anxiety, uncertainty, and deplete cognitive function. On the other hand multicultural learning experiences and thinking of counter-stereotypes were shown to inspire creative cognition and epistemic unfreezing. Gosia is interested in why this occurs, and what factors determine whether diversifying experiences benefit or hinder creativity. Her other projects include the influence of social uncertainty, variety seeking, and prior experience on creativity. Phone: 525. 7294 Email: [email protected] Website: http://www.uva.nl/over-de-uva/organisatie/medewerkers/content/g/o/ m.a.goclowska/m.a.goclowska.html Work engagement, performance, well-being, job crafting, meaning-making, adaptation to change Phone: 525.8773 Email: [email protected] Website:http://www.uva.nl/contact/medewerkers/item/m.van-den-heuvel Astrid Homan is in general interested in how groups can effectively perform and work together. Within this broad theme, she has worked on a number of different topics, such as the role of group diversity, and potential moderators, such as leadership, emotions, reflexivity, regulatory focus, and personality. Next to this work on groups, she is interested in coordination between people in terms of power dynamics as well as tacit coordination. Phone: 525.5955 Email: [email protected] Website http://home.medewerker.uva.nl/a.c.homan/ Edwin van Hooft is an Associate Professor at the department of Work and Organizational Psychology of the University of Amsterdam. His research focuses on motivation and self-regulation processes among individuals and groups, with specific attention for the role of motivation and self-regulation in job search and reemployment, the role of goal orientation in predicting self-regulation among individuals and groups, self-regulatory mechanisms in behavioral procrastination, and self-regulation after making an error. Phone: 525.6863 Email: [email protected] Website: http://home.medewerker.uva.nl/e.a.j.vanhooft/ My research addresses the factors and processes by which people seek, find and retain employment, and how people manage their careers. I am particularly interested in the processes that can foster (re-)employment and a successful career, such as preparatory activities (career adaptability), employability, and the type of motivation job-seekers have (autonomous vs. controlled). Additionally, I am interested in career management and people’s self-regulatory behaviors to pursue a successful career.

128


28-6-2013 13:10:23


Room DB 4.03 Phone: 525. 6863 Email: [email protected] Website: www.uva.nl/profiel/j.koen In my current position at the University of Amsterdam, I study in-group versus out-group preferential automatic synchronization processes (facial and bodily mimicry and pupillary contagion) and the influence of oxytocin. I believe that Kret, Dr M.E. an approach that combines different experimental techniques, with their unique pros and cons, under different task instructions and by including a broad range of stimulus material in a wide-ranging group of individuals, comes closest to measuring real emotions in real life situations. Room DB4.24 Phone: 525.6633 Email: [email protected] Website http://home.medewerker.uva.nl/m.e.kret/ My main areas of research include pro-social behavior in organizations, as well as its opposite, i.e. conflict in organizations. Specific research projects relate to: Nauta, Prof. Employability and pro-social behavior in organizations, social innovation, and dr A. customized employment relations. I combine my research with consultancy projects, which relate to topics such as employability, age-sensitive HRM, customized employment relations, and conflict management. Room DB4.06 Phone: 525.5446 Email: [email protected] Website http://home.medewerker.uva.nl/a.nauta/ My main research area is on narcissistic leadership and the contextual factors involved in determining narcissists’effectiveness and emergence as leaders. Despite their negative relational characteristics, such as lack of empathy and Nevicka, Dr B. exploitativeness, there could be a potential positive side to narcissists in leadership positions. I conduct both experiments and field studies.Other research interests include the effects of narcissism on creativity and perspectivetaking, and the functionof color as a cue for impression formation. Room DB4.07 Phone: 525.6047 Email: [email protected] Website http://home.medewerker.uva.nl/b.nevicka/ My main research areas are negotiation, conflict, and group decision making. In my research on negotiation and conflict I investigate the motivational processes that help or hinder successful negotiation and conflict resolution. My research on group decision making focuses on the domain of judges during court rulings, Velden, Dr employing both field and experimental (laboratory) methods. In this research F.S. ten I aim to provide further insight into the workings of court full bench sections consisting of three judges. Other research interests include color effects in interpersonal situations such as poker, effects of regulatory focus on negotiation, and the effects of ego depletion in judgment and decision making. Room DB4.07 Phone: 525.6755 Email: [email protected] Website http://home.medewerker.uva.nl/f.s.tenvelden Annelies van Vianen is professor of Organizational Psychology and chair of the Work and Organizational program. Her research focuses on career advancement, team processes, organizational culture, and issues related to Vianen, Prof. person-environment fit in the work context, such as person-person fit, persondr A.E.M. van job fit, person-organisation fit, and person- (national) culture fit. Currently she works on an international project about career adaptability. She is particularly interested in the tension between people’s need to fit their environment on the one hand and the necessity to adapt to environments and being flexible on the other hand. Room DB4.09 Phone: 525.6856 Email: [email protected] Website http://home.medewerker.uva.nl/a.e.m.vanvianen/

129


28-6-2013 13:10:23


28-6-2013 13:10:23

Chapter 10 Application, admission and admission requirements


28-6-2013 13:10:23


Application, admission and admission requirements The programme starts once a year in September. It is not possible to start at other times during the year. The number of available places is limited to 40 students per year. The Board of Admission carefully considers all applicants on their individual merits. In addition to reviewing study records, recommendations from universities and other information with regard to academic achievement, the Board of Admission looks for motivation, an active interest in research, commitment, potential for growth and likelihood of finishing the programme in two years.

Admission requirements All applicants who wish to enrol in the research Master’s programme in Psychology must meet a number of basic requirements regarding: • Grade average; • Academic level and background; • Proficiency in English.

Grade average If you wish to apply for the research Master’s programme in Psychology you are expected to have an overall grade point average (GPA) of at least an A-/B+/3.5 (American system) 2.1 HONS (an upper second class honours degree in the British system) B (ECTS system), or 7.5 (Dutch system). However, please be aware that admission will not be granted based on a sufficient grade point average only. In addition to reviewing study records, recommendations from universities and other information with regard to academic achievement, the Board of Admission looks at the candidate’s complete profile as presented in the application file, for motivation, an active interest in research, commitment, potential for growth and likelihood of finishing the programme in two years.

Academic level and background Applicants should have at least a Bachelor’s degree (equivalent to at least three years of Dutch academic training) or an equivalent degree in a field relevant to the research Master’s programme in Psychology. Education systems vary considerably across the world; some Bachelor’s degrees are valued at three years of a Dutch university education, while others are valued at two years or less. The minimum entry level for the Research Master’s programme in Psychology is three years of Dutch university education. Students with a Bachelor’s degree in other disciplines than Psychology can apply for admission to the Research Master’s programme, but they should have substantial knowledge of Psychology and its subdisciplines, as well as knowledge of statistics and methodology. Applicants should also have experience with the topic of specialization in the Master’s programme.Experience with setting up, conducting and reporting experimental research is necessary. Methodological and statistical knowledge is necessary. The book that reflects the level of statistical knowledge needed is Discovering statistics using SPSS (2009), by Andy Field http://www.uk.sagepub.com/field3e/

Proficiency in English All international applicants who are non-native English speakers and who apply for the research Master’s programme in Psychology are required to demonstrate sufficient pro126


28-6-2013 13:10:23

Application, admission and admission requirements ficiency in English to enrol in university-level courses. Students must be able to read textbooks, understand lectures, take part in classroom discussions and undertake written work in English. Applicants must submit one of the following tests. No other tests are accepted. Only international, not institutional tests are accepted. Original test scores should be sent either by the testing institution or by the student to the Board of Admission. Please note: applicants who obtained their Bachelor’s diploma in the Netherlands, or applicants who can prove to have successfully finished an English-taught programme at university level, are exempt from taking an English language test. • International English Language Testing System (IELTS) Students are required to have a score of at least 7 on the academic module, with a minimum score of 6.0 for the separate components of the test. • Test of English as a Foreign Language (TOEFL) Students are required to have a score of at least 100 (internet based test), with a minimum score of 20 for the separate components of the test. • Cambridge International Examination Students are required to have a minimum score ‘A’ for the Certificate in Advanced English (CAE) or ‘B’ for the Certificate of Proficiency in English (CPE).

Application fee All students who apply on basis of a diploma from a university located in a non-EU/EEA country are obliged to pay an application fee of € 100. For the current application fee and the procedure to fulfil it, please refer to: www.uva.nl/rmsc-psychology. (Foreign) diplomas and academic records are evaluated by the credential evaluation officers of the University of Amsterdam, or by the national credential evaluation agency NUFFIC. The application file is sent to the programme coordinator who discusses the file with the programme’s Board of Admission. The Board of Admission decides to either accept or reject the applicant for the Master’s of Science programme. If a student does not understand the decision of the Board of Admission, he or she may contact the committee to ask for a clarification of the decision. If a student does not agree with the decision, he or she may bring forward arguments to persuade the Board of Admission to revise the decision. If the Board of Admission adheres to to its first decision, a student is allowed to start legal proceedings and lodge an official appeal against the final decision within 4 weeks after receiving the rejection letter (COBEX procedure)

127


28-6-2013 13:10:24


Online Application procedure and deadline Prospective students need to fill out the Online Application at www.uva.nl/rmsc-psychology. The general deadline for all applicants is 1 April. Applications received after 1 April will only be considered if there are still places available. Only complete applications will be processed. Confirmation of your application will be sent to you by email as soon as the Board of Admission has received your application file in good order. Application files (or parts of it) will not be returned, even if the applicant is not admitted. If you have any questions regarding application or admission, please contact the study adviser, drs. Sanne Bentvelzen at: [email protected]. Applicants are required to: • Submit a completed application form • Pay administration fee (for applicants who apply on basis of a non-Dutch degree only) • Upload the documents listed below. • Send the documents marked with an (*) in hard-copy as well.

Application documents Below you will find short descriptions of the required application documents. Please note that the information below may be subject to change, see www.uva.nl/rmsc-psychology for the latest version. Also, you might not have to send us all of the documents listed here. The documents you need to send us vary depending on your nationality, and the country where you finished your Bachelor’s degree. 1. Statement of motivation State in about 500 words the reasons why you wish to attend the programme, and what your study plan will be once you are admitted, i.e. which specialization you would choose as your major and which as your minor. Also any suggestions for research topics can be put forward here. 2. Academic Transcripts * Official transcripts of all university courses and examinations that you have taken, including the credits and grades you have obtained, to be sent in a closed envelope, sealed by the university. Transcripts in any other language than English, German, French, Spanish or Dutch should be translated into English by a sworn translator. The original transcripts should be sent together with the translation in a closed envelope, sealed by the university. If you have attended more than one university, please enclose a chronological overview with your application. 3. Copies of all academic diplomas * Certified copies of all academic All copies of diplomas must have a seal and the signature of the school administration. Diplomas in any other language than English, German, French, Spanish or Dutch should be translated into English by a sworn translator. The original copies should be sent together with the translations. Please note: transcripts of highschool credits are not required, only a certified copy of the degree certificate. 4. Curriculum vitae/resume A record of experience and skills at academic, research, clinical and work level. State it on two pages maximum.

128


28-6-2013 13:10:24

Application, admission and admission requirements 5. Two Letters of reference Two letters of reference from academic staff members testifying the applicant’s ability to conduct independent research and to write a report on the results. Preferably applicants submit at least one statement from a supervisor of scientific work in the bachelor’s programme. Please either use the format for the letter that you can find at the Online Application or make sure that the topics mentioned in this format are addressed by the referent. The letters of reference can either be added in the Online Application, or applicants can ask referents to send their letters to us directly. 6. Sample of Written Work Please submit a written document that best represents your academic level and experience. The document can either be written in English, Dutch, French, German, or Spanish 7. Copy of passport or birth certificate A copy of your passport (identity page) or birth certificate. 8. Copy of your residence permit (if applicable) Only applicable to non-EU applicants already living in The Netherlands. 9. English language test scores (for international applicants who are non-native speakers only)* Original test scores should be sent either by the testing institution or by the student to the Board of Admissions of the research master’s programme in Psychology (see contact details). The only tests accepted are: • International English Language Testing System (IELTS) Score at least 7.0 on the academic module, with a minimum score of 6.0 for the separate components of the test. • Test of English as a Foreign Language (TOEFL) Score at least 100 (internet based test), with a minimum score of 20 for the separate components of the test. • Cambridge International Examination Score at least ‘A’ for the Certificate in Advanced English or ‘B’ for the Certificate of Proficiency in English 10. Copy of Highschool diplomas (for international students only)* Students who have received (or are going to receive) their bachelor diploma outside the Netherlands have to send in a certified copy of their highschool degree certificate. Diplomas in any other language than English, German, French, Spanish or Dutch should be translated into English by a sworn translator. The certified copies should be sent together with the translations. Certified copies must have a seal and signature of the school administration. Please send the documents marked with an (*) in hard copy to: Universiteit van Amsterdam Graduate School of Psychology Research Master’s Psychology drs. Sanne Bentvelzen Weesperplein 4 1018 XA Amsterdam The Netherlands

129


28-6-2013 13:10:24


Decision The Board of Admission responds with one of the following decisions: • Rejection • Conditional acceptance • Full admittance • Request for further information Rejection: Appeal procedures If you have received a rejection and you do not agree with the decision made by the admission/selection committee you are advised to contact the programme coordinator first, before lodging a formal appeal. The programme coordinator will gladly mediate between you and Board of Admissions to give you more detailed information about the reason(s) for their decision or to inform the Board of the reasons for your disagreement with the committee’s decision. Then, if you do not agree with the outcome, you can lodge an official appeal. You can do so by sending a letter of appeal to the ‘College van Beroep voor Examens’ (COBEX): College van Beroep voor Examens UvA Spui 21 1012 WX Amsterdam The Netherlands When you do so please make sure to: • Appeal within 4 weeks after receiving the letter informing you of the admission/ selection committee decision. • State clearly the reason why you appeal, i.e., state clearly why you do not agree with the argumentation the committee has given you for not accepting you. When COBEX has received your appeal they will contact the Faculty of Social and Behavioural Sciences to see if we can reach a solution to the difference in opinion within five working days. If you and the admission/selection committee do not reach a solution COBEX will start the court case procedures and you will be invited for a hearing. This hearing will be in The Netherlands. You may authorise someone else to be present on your behalf. Please note however that that person should be able to speak and read Dutch. If you have any questions please do not hesitate to contact the programme coordinator.

Scholarships and grants There are funds and foundations that may be available to our students from particular countries. Students are advised to consult: • www.uva.nl/en/education/master-s/finance/scholarships-and-loans/scholarships-andloans.html • www.nuffic.nl/ • www.grantfinder.nl/

130


28-6-2013 13:10:24

Chapter 11 Education and examination regulations


28-6-2013 13:10:24

Teaching and examination regulations

Teaching and Examination Regulations (OER) for the Research Master’s degree programme in Psychology at the Faculty of Social and Behavioural Sciences 2013/2014 The Teaching and Examination Regulations (TER) is a document that establishes the basic form of the curriculum as well as the examination of a study programme. Until a new version of the (OER) is determined, the following text is valid from 1 September 2013. These regulations apply to all students enrolled in the study programme, regardless of the year in which the student initiated the study programme. If there are no transitional arrangements specified for students who previously started the study programme, and thereby possibly disadvantaged, the Examinations Board may decide to take into account regulations that were previously in effect.

SECTION A General section Chapter 1 – General provisions Article 1.1 – Applicability of the Regulations These Regulations consist of two sections: A and B. Section A contains general provisions and applies to the teaching and examinations of the Research Master’s study programme in Psychology This study programme is offered within the Faculty of Social and Behavioural Sciences hereinafter referred to as: the faculty. Section B contains provisions that are specific to a particular study programme. Together, Sections A and B make up the Teaching and Examination Regulations (Onderwijs- en examenregeling), hereinafter referred to as the OER, for the study programme or group of study programmes referred to in Section B.

Article 1.2 – Definitions The following definitions are used in these Regulations: a. the University: the University of Amsterdam; b. the Act: the Dutch Higher Education and Research Act (Wet op het hoger onderwijs en wetenschappelijk onderzoek, WHW); c. examination: the final examination of the Bachelor’s programme; d. fraud and plagiarism: the student’s acts or failures to act which make it wholly or partially impossible to accurately judge his/her knowledge, understanding and skills; f. component: a unit of study of the programme within the meaning of the Act; g. programme charter: the part of the Student Charter specific to the programme in accordance with Section 7.59 of the Act. As a rule, the programme charter is included in the course catalogue; h. period: a semester consists of three periods of 8, 8 and 4 weeks respectively; j. post-propaedeutic phase: the second and third year of the Bachelor’s programme; k. practical exercise: the participation in a practical training or other educational learning activity, aimed at acquiring certain (academic) skills. Examples of practical exercises are: o. researching and writing an internship or thesis, o carrying out a research assignment, o taking part in fieldwork or an excursion, 132


28-6-2013 13:10:24

Teaching and examination regulations o taking part in another educational learning activity aimed at acquiring specific skills, or o participating in and completing a work placement; l. programme: the totality and cohesion of the course components, teaching activities/ methods, contact hours, testing and examination methods and recommended literature; m. thesis / internship: a component comprising research into the literature and/or contributing to scientific research, always resulting in a written report; n. semester: a part of an academic year; an academic year consists of two semesters; o. SIS: the Student Information System; p. student: the person enrolled at the University to take a study programme and/or interim or other examinations as part of the programme; q. course catalogue: the guide for the study programme that provides further details of the provisions and other information specific to that programme. The course catalogue is available electronically at www.student.uva.nl/msc-psychology; r. academic year: the period beginning on 1 September and ending on 31 August of the following calendar year; s. study load: the study load of the unit of study to which an interim or other examination applies, expressed in terms of credits = ECTS credits (ECTS = European Credit and Transfer Accumulation System). The study load for 1 year (1,680 hours) is 60 ECTS credits; t. credit: an ECTS credit with a study load of 28 hours of study; u. interim examination an assessment of the student’s knowledge, understanding and skills relating to a course component. The assessment is expressed in terms of a final mark. An interim examination may consist of one or more partial examinations (deeltentamens). A resit always covers the same material as the original interim examination; v. seminar: a class in which the material is addressed primarily on a problem- or caseoriented basis. The other terms have the meanings ascribed to them by the Act.

Chapter 2 – Admission to the programme Article 2.1 Entry requirements A person in possession of a Bachelor’s degree from a Dutch or foreign institute of higher or university education may be admitted to the programme if he/she is able to demonstrate knowledge, insight and skills at the level of the Dutch Bachelor’s degree, including the necessary linguistic skills. More specifically this means that a candidate must be able to demonstrate possession of: a. Adequate knowledge of scientific psychology and its branches and applications; b. Adequate knowledge of the history of psychology and epistemology; c. Adequate knowledge of statistics, research methodology and data analysis, including SPSS; d. Adequate research skills, linguistic skills, skills in scientific writing and oral presentation skills; e. Specialist knowledge gathered during the course of one year that is equivalent to the specialist knowledge gained in the third year of the master’s programme in Psychology at the Universiteit van Amsterdam. Admission criteria: a. average grade of 7.5 or higher for the components of the Bachelor’s degree programme (or A-/B+/3.5 in the American system, or a 2.1 Hons in the British system); b. keen interest in research, as evidenced by letters of reference from teachers/lecturers; 133


28-6-2013 13:10:24

Teaching and examination regulations c. well-supported application for participation in the programme. The maximum number of students admitted to the programme is 40 . The Admissions Board will establish an order of priority among the submitted applications based on the knowledge, understanding and skills of those applying.

Clause 2.2. - English language

Admission to the Master programme requires sufficient command of the English language. A student may take one of the following tests to establish language competence: • TOEFL (Test of English as a Foreign Language). The minimum required TOEFL score is 100 for the Internet Based Test; with a minimum score of 20 for the separate components of the test; • IELTS (International English Language Testing System). The minimum required IELTS score is 7.0 on the academic module, with a minimum score of 6.0 for the separate components of the test.; • A test belonging to the group of Cambridge International Examinations. Required scores are: Certificate in Advanced English (CAE) score A, Certificate of Proficiency in English (CPE) score B. Those possessing a Bachelor’s degree from a Dutch university satisfy the requirement of sufficient command of the English language.

Article 2.3 – Admissions procedure 1.

The Admissions Board of the programme is responsible for admission to the programme. 2. With a view to admitting students to the programme, the Admissions Board assesses the candidate’s knowledge, understanding and skills. The Board includes knowledge of the language in which the programme will be taught in this assessment. The Board may request experts within or outside the University to test certain types of knowledge, understanding and skills, in order to supplement written evidence of the programme/programmes the student has completed. 3. The admission assessment takes place once a year. 4. A request for admission to the programme must be submitted to the Admissions Board before 1 April 2014 Under exceptional circumstances, the Admissions Board may consider a request submitted after this closing date. 5. Admission is granted on condition that, by the relevant starting date at the latest, the candidate fulfils the provisions of Article 2.1 regarding knowledge and skills, as evidenced by the diplomas that he/she has obtained for completed programmes. 6. Candidates receive either confirmation of admission or a negative decision. An appeal against a negative decision can be lodged with the Examination Appeals Board.

Article 2.4 – Intake dates

1. Intake into the programme is possible at the beginning of the first semester of an academic year (‘September’). The intake date(s) mentioned in this paragraph ensure(s) a programme that can be expected to be completed in the official period. 2. When the programme commences, the student must have fully completed the Bachelor’s programme or Pre-Master’s programme allowing admission to this Master’s programme. (compulsory as of 2009-2010).

134


28-6-2013 13:10:24


Chapter 3 – Testing and examining Article 3.1 – General 1.

Testing during the course component establishes the student’s academic skills and whether the student is achieving the intended learning objectives sufficiently. 2. The course catalogue states what the student must achieve in order to pass the course component as well as the criteria for student assessment. 3. At the student’s request, the Examinations Board may permit a different form of assessment than that indicated by the course catalogue. If applicable, more detailed regulations on this are included in the Rules and Guidelines for the Examinations Board (Regels en richtlijnen van de examencommissie). 4. The opportunity has the opportunity to sit examinations for each of the modules mentioned in Section B shall be offered directly upon completion of the module in question but before commencement of the following study period or semester. 5. Should a study session be scheduled on the first or second day of the study period, no demands may be made on students with regard to literature that has to be studied for that particular module.

Article 3.2 – Registering for interim examinations

1. Every student must register for every examination opportunity. The course catalogue describes the registration procedure. Participation in the interim examination may be refused if the student does not register or fails to register in time. 2. By way of exception to the provisions of paragraph 1, any student who has correctly registered for participation in the instruction/classes that for a particular course and has been admitted will also be registered for the subsequent interim examination.

Article 3.3 – Testing/examination opportunities For every component of the study programme, the student has one opportunity to resit a specific interim examination during the academic year in which the teaching that prepares the student for that examination has commenced. The student has the opportunity to resit, even if the prior examination had been passed. In that event the most recent mark is the final mark, and the new examination is considered a resit, making it impossible for the student to obtain an academic distinction.

Article 3.4 – Oral examinations

1. An oral examination is public unless the student files an objection to this, or if, in an exceptional case, the Examinations Board or examiner determines otherwise. 2. The oral examination is taken in the presence of a second examiner, unless the Examinations Board determines otherwise. 3. An examiner conducts an oral examination with only one student at a time unless the examiner and students agree otherwise.

Article 3.5 – Determining and announcing results

1. The examiner determines the result (= mark) of an oral examination as soon as the examination is finished and informs the student accordingly. 2. The examiner determines the result (= mark) of a written or other form of examination component as quickly as possible, in any event within 10 working days of the examination date, and also submits the necessary data to the Programme Administration so that the results can be registered. In exceptional cases, the dean can permit deviation from this time period. In the event of a resit, the result must be announced at least 10 working days before the possible resit. 3. A student may lodge an appeal against the result with the Examination Appeals Board within six weeks of the announcement of the result. A student may also submit a 135


28-6-2013 13:10:24

Teaching and examination regulations request for reassessment to the examiner. A request for reassessment does not affect the time period for lodging an appeal.

Article 3.6 – Marks

1. Marks are given on a scale from 1 to 10, with a maximum of one decimal after the period. 2. The final assessment of a component is a pass if the student obtains a mark of 5.5 or higher. In the event that only whole numbers are assigned, a 6.0 or higher is a pass. 3. The most recent result determines the final mark.

Article 3.7 – Validity period of interim examinations and partial marks

1. The validity period of successfully passed examinations is 3 years. 2. In individual cases, the Examinations Board is authorised to extend the validity period of successfully passed examinations for a period that it determines. 3. Unless the Examinations Board determines otherwise, partial marks will lapse at the end of the relevant academic year.

Article 3.8 – Right of inspection and post-examination discussion

1. In the case of a written interim examination, the examiner will, on request, grant the student who took the examination the right to inspect and discuss the assessed work up to 30 days after the announcement of the result. The student may make copies of the assessed work and the standards used in the assessment, or have such copies made, at cost price. 2. During the time period mentioned in paragraph 1, any interested party may inspect the questions and assignments of the test in question, and, if possible, the standards on the basis of which the assessment was made. 3. The method used to assess the examination enables the student to verify how the result was determined. 4. The examiner can determine that the inspection or post-examination discussion referred to in paragraphs 1 and 2 for students who have taken part in the test will be held collectively at a time and location set in advance. 5. The location and time, as referred to in paragraph 4, must be announced in good time and at least one week in advance. 6. If a student who has taken part in the test demonstrates that he/she is or was unable, through no fault of his/her own, to attend at the location and time set, he/she will be offered an alternative time for the inspection or post-examination discussion referred to in paragraphs 1 and 2.

Article 3.9 – Exemption

1. At the written request of the student, the Examination Board may exempt the student from taking one or more examination components, if the student: a) has passed a course component of a university or higher professional education programme that is equivalent in both content and level; b) has demonstrated through his/her work and/or professional experience that he/she has sufficient knowledge and skills with regard to the relevant course component. The Examinations Board will make a decision within 20 days of receiving the written request. 2. This exemption does not apply to the Master’s thesis. A maximum of 42 ECTS credits of the curriculum can be accumulated through granted exemptions.

136


28-6-2013 13:10:24

Teaching and examination regulations Article 3.10 – Master’s thesis and internship

1. The quality of the final Master’s thesis and internship are assessed by the Master’s thesis supervisor and a second reader. The final mark is determined by the supervisor after consultation with the second reader. 2. The Master’s thesis and internship are assessed using an assessment form that is determined in advance. 3. Other provisions relating to the Master’s thesis have been included in the Master’s thesis and internship guide. This guide is available at http://www.student.uva.nl/mscpsychology/.

Article 3.11 – Fraud and plagiarism

1. The provisions of the Regulations governing Fraud and Plagiarism for UvA Students apply in full, and form part of the Teaching and Examination Regulations. The text of the Regulations governing Fraud and Plagiarism for UvA Students is attached as an appendix. 2. Electronic detection software programs may be used to detect plagiarism in texts. In submitting a text, the student implicitly consents to the text being entered into the database of the detection program concerned. 3. The following applies as a supplement to the Regulations governing Fraud and Plagiarism for UvA Students: each student has to sign a Statement of Accountability for Own Work, thus actively declaring to comply to the rules as set in the regulations. In the Statement of Accountability for Own Work is clearly stated that the sharing, handing out or making available own reports to others, resulting in plagiarism or fraud, will lead to punishment for the person providing the report as well.

Article 3.12 – Final examination

1. The Examinations Board determines the results and date of the final examination after it has established that the student has passed all the examination components. 2. The Examinations Board may decide that the final examination will also include an investigation, to be carried out by the Examinations Board itself, into the student’s knowledge, understanding and skills. 3. The Examinations Board may award a degree classification (judicium). If the student has shown exceptional competence, the Examinations Board may decide to add the ‘cum laude’ qualification to the diploma. Other degree classifications are added to the diploma supplement. 4. A diploma can only be awarded after it has been established that the student has satisfied all the requirements, including the payment of tuition fees. 5. The Executive Board sets 12 examination dates per academic year for the final examination of the Bachelor’s/Master’s programme. 6. Following a reasoned request by a student who qualifies for being awarded a diploma, the Examinations Board may delay setting the date of the final examination.

Article 3.13 – Degree A student who passes the final examination of a Master’s programme is awarded a Master of Science degree. The degree awarded is stated on the diploma.

Article 3.14 – Diplomas and transcripts

1. The Examinations Board grants a diploma as proof that the student has passed his/ her final examination. The Examinations Board also grants a diploma supplement in English, signed by the Chair of the Examinations Board, indicating the components of the examination, the study load and the assessment. 2. If a student has successfully passed more than one interim examination but the Examinations Board is unable to grant him/her a diploma, he/she may request and 137


28-6-2013 13:10:24

Teaching and examination regulations receive from the Board a transcript listing in any event the interim examinations passed.

Chapter 4 – Academic student counselling and study progress Article 4.1 – Administration of study progress The dean of the faculty is responsible for the correct registration of the students’ study results in SIS. After the assessment of an examination component has been registered, every student has the right to inspect the result for that component via SIS and also has a list of the results achieved at his/her disposal in SIS.

Article 4.2 – Academic student counselling Enrolled students are eligible for academic student counselling. The types of academic student counselling available are listed in the course catalogue.

Article 4.3 – Students with a disability

1. Students with a disability can submit a written request to the study adviser to qualify for special adaptations with regard to teaching, practical training and interim examinations. These adaptations will accommodate the student’s individual disability as much as possible, but may not alter the quality or degree of difficulty of a course or an examination. 2. The request mentioned in paragraph 1 must be accompanied by a recent recommendation from a student counsellor and a recent certificate from a doctor or a psychologist or, in the case of dyslexia, from a registered testing agency – the Dutch Healthcare Professionals (BIG), the Dutch Association of Psychologists (NIP) or the Association of Educationalists in the Netherlands (NVO). Where possible, these statements or certificates must include an estimate of the degree to which the student’s disability is expected to interfere with his/her study progress. 3. The dean or, on his/her behalf, the College/Graduate School director or the programme director decides on the adaptations concerning the teaching facilities. The Examinations Board decides on requests for adaptations with regard to tests/examinations. 4. In the event of a positive decision in response to a request, the student will make an appointment with the study adviser to discuss the details of the provisions.

Article 4.4 – Unsuitability (judicium abeundi)

1. Based on the provisions of Section 7.42a of the Act, the dean or the Examinations Board may, in exceptional cases, ask the Executive Board to terminate or refuse a student’s enrolment in a programme, if that student’s actions or remarks show that he/she is unsuitable either for practising one or more of the professions for which the programme in question is preparing the student or for the practical preparation for professional practice. 2. If a student is suspected of being unsuitable as described in paragraph 1, the Examinations Board or the dean will institute an inquiry, of which the student will be informed immediately. The Examinations Board or the dean will not issue any recommendation without carefully considering the interests involved and giving the student the opportunity to be heard.

Chapter 5 – Transitional and final provisions Article 5.1 – Hardship clause In the event of demonstrable extreme unreasonableness and unfairness, the Examinations Board may permit deviations from the provisions in Sections A and B of these Regulations in favour of the student. 138


28-6-2013 13:10:24

Teaching and examination regulations Article 5.2 – Transitional provision The Examination Board can propose a transitional arrangement, with due regard for the Act’s provisions regarding examinations and examination components, for students who, on the date that Section A or Section B of the Regulations come into force, have passed one or more but not all of the examination components and whose interests are damaged by provisions in Sections A or B of these Regulations that deviate from those provisions in older versions.

Article 5.3 – Amendments

1. Having heard the Board of Studies and with due regard for the authority of the relevant advisory bodies, the dean will establish amendments to Section A of these Regulations by independent decision. 2. Amendments to Section A of these Regulations do not apply to the current academic year unless they can be reasonably assumed not to damage the students’ interests.

Article 5.4 – Publication The dean will ensure appropriate publication of both Sections A and B of these Regulations and of the rules and guidelines as referred to in Section 7.12b of the Act. These regulations can be accessed at www.student.uva.nl/msc-psychology/ in the digital course catalogue.

Article 5.5 – Effective date Section A of these Regulations will come into force as of 1 September 2013. Thus drawn up by the Dean of the Faculty Social and Behavioural Sciences on 14 February 2013.

139


28-6-2013 13:10:24


SECTION B Programme-specific section Chapter 1 – General Article 1.1 – Applicability of the Regulations These Regulations consist of two sections: A and B. This programme-specific Section B belongs with Section A of these Regulations, which contains general provisions relating to the teaching and examinations for the Master’s study programme in Psychology (Research) This study programme is offered within the Faculty of Social and Behavioural Sciences hereinafter referred to as: the faculty. Section B contains programme-specific provisions relating to the programme Psychology (Research).

Chapter 2 – Content and organisation of the programme Article 2.1 – Aim of the programme and exit qualifications

1. The programme aims at: o providing knowledge, skills and understanding in the area of scientific Psychology and achieving the exit qualifications referred to in the following paragraphs. o providing an academic education, including acquiring academic skills (such as reasoning, writing, speaking and research skills, and correctly citing and recording sources), learning to solve complex problems independently and creatively and learning to reflect critically. 2. In all cases, a graduate of the study programme will have the following capabilities in the areas of Knowledge & Insight, Skills and Attitudes: Knowledge & insight • Thorough knowledge of theories and findings, and of the methods and techniques associated with the specialisation chosen and at least one other branch within the field of psychology, as well as in-depth knowledge of subjects within or outside the specialisation that are deemed important for the application of the aforementioned theories and findings. • Specialist knowledge in the area of research methods and techniques, such as experimental procedures, statistics, research designs, programming languages and psychometrics. Abilities • The ability to employ advanced research techniques in the field of psychology. • The ability to set up and conduct an empirical research project that can potentially result in a publication in an (English-language) scientific research journal. • The ability to report and present research and research results in English. • The ability to assess research (in the field of psychology) of others and to give advice on this. • The ability to work methodically to ensure that research is completed in accordance with the stipulated requirements. • The ability to interact well with others, the ability to work in a team and to plan the work that is to be carried out efficiently, and the ability to make decisions and to bear responsibility in a professional context. Attitudes • An awareness of the ethical aspects that are attached to the professional contact with others, both with clients and with experimental subjects, or with laboratory animals, including the wider-reaching consequences of one’s own research results and professional practice. 140


28-6-2013 13:10:24

Teaching and examination regulations • Realization of one’s own limitations: in other words, the ability to call upon the expertise of others at the right moment, and to refrain from taking actions at the appropriate time. • Insight into the consequences one’s own actions have for others in a professional context. • Readiness to revise one’s own viewpoints in a professional context. 3. The Psychology department is organized into six divisions: • Brain and Cognition • Clinical Psychology • Developmental Psychology • Psychological Methods • Social Psychology • Work and Organizational Psychology Students follow a major and a minor in at least two of these fields.

Article 2.2 – Organisation of the programme This programme is offered on a full-time basis.

Article 2.3 – Language of instruction for the programme The language of instruction for the programme is English. This means that the Code of Conduct governing Foreign Languages at the UvA 2000 and the provisions laid down in Section 7.2 of the law apply.

Article 2.4 – Scope of the programme The programme has a study load of 120 ECTS credits and concludes with a final examination. One ECTS credit equals 28 hours of study activities.

Article 2.5 – Curriculum The research master’s degree programme comprises the following study modules bearing the quoted study load, totalling 120 EC: • Fundamentals of psychology, statistics and research techniques 24 EC (including computer-programming skills) • Writing English for publication & presentation skills 6 EC • Specialized courses in at least two fields of Psychology (24 + 12) 36 EC • Research project I (Internship) 18-24 EC • Research project II (Thesis) + colloquia 30-36 EC In exceptional cases, the Examinations Board may permit the choice of one or more course components from other university-level Master’s programmes.

Article 2.6 – Course components completed elsewhere

1. Course components completed elsewhere during the programme may supplement the student’s examination programme, subject to prior permission from the Examinations Board. 2. Exemptions for course components successfully completed at a higher education institution prior to beginning the Master’s programme may only be granted on the basis of Article 5.10 of these Regulations. 3. In order to obtain the Healthcare requirement and Base-registration Psychodiagnostics within the Research Master’s Psychology, only students who have obtained their Bachelors Degree in Psychology at the University of Amsterdam have the option of following a 24 EC clinical internship in the same specialisation as their Bachelor’s programme (including a research component of 6 EC) instead of Research project 141


28-6-2013 13:10:24

Teaching and examination regulations I (internship). Additionally the courses Interventies II and Diagnostiek II may be entered as specialized courses in the major or minor.

Article 2.7 – Free curriculum

1. Subject to certain conditions, the student has the option of compiling a curriculum of his/her own choice which deviates from the curricula mentioned in Article 3.5 of these Regulations. The concrete details of such a curriculum require the prior permission of the relevant Examinations Board.

Chapter 3 – Teaching Article 3.1 – Participation in courses and rules for priority admission

1. Every student must enrol for every course component. To participate in courses, the student must enrol within the period indicated in the course catalogue and according to the procedure mentioned there. The student may be refused the opportunity to attend courses if he/she does not enrol or fails to enrol in time. 2. Admission to courses with limited capacity takes place on the basis of previously established admission criteria and of rules for priority admission published on the website gsp.uva.nl and/or in the course catalogue, on the understanding that students enrolled in the programme have priority over others when enrolling for those courses that constitute a compulsory part of their programme. 3. Persons who are not registered at the University will not be entitled to participate in courses or interim examinations.

Chapter 4 – Amendments and effective date Article 4.1 – Amendments to Section B

1. Having heard the Board of Studies and with due regard for the authority of the relevant advisory bodies, the dean will establish amendments to Section B of these Regulations by independent decision. 2. Amendments to Section B of these Regulations do not apply to the current academic year unless they can be reasonably assumed not to damage the students’ interests.

Article 4.2 – Effective date of Section B Section B of these Regulations will come into force as of 01-09-2013 Thus drawn up by the dean of Faculty Social and Behavioural Sciences on 14 February 2013.

142


28-6-2013 13:10:25

Plagiarism and Fraud Regulations

Regulations governing fraud and plagiarism for UvA students Article 1 Definitions 1. Fraud and plagiarism are defined as any act or omission on the part of the student, which makes it difficult or impossible to assess his/her knowledge, insight and skills correctly. 2. Fraud is taken to mean in any event: a. being in the possession during the examination of any aids (pre-programmed calculator, mobile telephone, books, outlines, notes etc), the use of which is not expressly permitted; b. Attempting to read what another candidate is writing during the examination, or exchanging information inside or outside of the examination venue; c. Assuming the identity of another person during the examination; d. Allowing someone else to assume your identity during the examination; e. Obtaining possession of the questions of the examinations concerned prior to the scheduled date or time of the examination f. Making up and/or falsifying survey or interview answers or research data. 3. Plagiarism is taken to mean in any event: a. Making use of or, as the case may be, taking over another person’s texts, data or ideas without complete and correct acknowledgement of sources; b. Presenting the structure or, as the case may be, the central body of ideas taken from third-party sources as one’s own work or ideas, even if a reference to other authors is included; c. Failing to clearly indicate in the text, for instance by means of quotation marks or the use of a particular layout, that literal or near-literal quotations have been included in the work, even if a correct reference to sources has been included; d. Paraphrasing the contents of another person’s texts without sufficient reference to sources; e. Taking over another person’s audio, visual, or test material, software and programme codes without reference to sources and in doing so passing these off as one’s own work; f. Submission of an earlier submitted text or a text similar to one submitted earlier for assignments from other course components; g. Taking over the work of fellow students and passing this off as one’s own work; h. Submission of papers obtained from a commercial agency or written (whether or not for payment) by another person. 4. Examination Board is taken to mean the Examination Board of the course faculty that is responsible for the course component concerned. 5. Examination is taken to mean an examination per course component of the knowledge, insight and skills of the student, connected to an assessment.

Article 2 Complicity 1. Sanctions can be imposed on both the perpetrator and co-perpetrator of fraud and plagiarism. 2. If the work of a fellow student is taken over with the consent and/or cooperation of the fellow student, the latter is a co-perpetrator of plagiarism. 3. If one of the authors of a joint paper commits plagiarism, the other authors are coperpetrators of plagiarism, if they could have known or should have known that the other author committed plagiarism.

143


28-6-2013 13:10:25


Article 3 Detection of plagiarism Electronic detection software programmes can be used for the detection of plagiarism in texts. In submitting a text, the student implicitly consents to the text being entered in the database of the detection programme concerned.

Article 4 Procedure

1. If a case of fraud and/or plagiarism has been detected, the examiner will immediately inform the student and at the same time notify the Examination Board in writing, with submission of the texts and findings. 2. The Examination Board will give the student the opportunity to be heard within a period of 2 weeks. 3. De Examination Board will determine whether fraud or plagiarism has been perpetrated and will notify the student of its decision and the sanctions in writing, in accordance with the provisions of Article 4 in conjunction with Article 5 within a period of 4 weeks, stating the possibility of appeal to the Examination Appeals Board. 4. If plagiarism is detected or suspected in a specific paper, the Examination Board can decide to investigate papers submitted earlier by the same student(s) for plagiarism. The student is obliged to cooperate with any such investigation and can be obliged to provide digital versions of earlier papers. 5. Sanctions imposed will be recorded in the student records.

Article 5 Sanctions in the event of fraud The Examination Board will impose sanctions in the event of fraud as follows: 1. If the case involves conduct as specified in Article 1, paragraph 2 under a, the examination submitted will be declared invalid and the student will be excluded from participation in the first subsequent examination opportunity for the subject concerned. 2. If the case involves conduct as specified in Article 1, paragraph 2 under b, the examination submitted will be declared invalid and the student will be excluded from participation in the first subsequent examination or, as the case may be, the first two subsequent examinations for the subject concerned. 3. If the case involves conduct as specified in Article 1, paragraph 2 under c to f, the work that has been created with the aid of fraudulent practices will be declared invalid and the student will be completely excluded from participation in all tests, examinations or other forms of testing or, as the case may be, suspended from the institution as a whole for a maximum period of 12 months. 4. If the case involves conduct not covered by these regulations, depending on the seriousness of the fraud perpetrated, the Examination Board can impose a sanction whereby the submitted examination is declared invalid, the student is excluded from participation in the examination concerned for a maximum period of 12 months or, as the case may be, totally excluded from participation in all tests, examinations or other forms of testing for the course programme or, as the case may be, suspended from the institution as a whole for a maximum period of 12 months. 5. If the student has already been penalised on a former occasion in connection with detected fraud or, as the case may be, plagiarism, he/she will be totally excluded from participation in all tests, examinations or other forms of testing for the course programme or, as the case may be, suspended from the institution as a whole for a maximum period of 12 months, and advised to leave the programme. 6. The Examination Board will not grant any exemptions on the basis of results obtained elsewhere during the period of exclusion from examinations for the course programme imposed on the student in accordance with this article. 7. If the student is enrolled for more than one course programme, the Examination Board will consult with the examination boards of the course programmes in question prior to imposing any sanction. 144


28-6-2013 13:10:25

Plagiarism and Fraud Regulations 8. If the detected conduct concerns a module of the Honours programme the Examination Board can rule that further participation in the programme will be denied.

Article 6 Sanctions in the event of plagiarism The Examination Board will impose the following sanctions in the case of plagiarism: 1. If the case involves conduct as specified in Article 1, paragraph 3, whereby certain sections of existing texts have been taken over, but the student has in fact carried out his/her own research, the submitted paper will be declared invalid and the student will be excluded from participation in the examination of the subject concerned or, as the case may be, totally excluded from participation in all tests, exams or other forms of testing for the course programme for a maximum period of 6 months. If the paper is related to a bachelor’s or master’s thesis, the supervisory activities of the thesis supervisor will be suspended for the duration of this period. 2. If the case involves conduct as specified in Article 1, paragraph 3, whereby the entire paper or, as the case may be, considerable sections of it, including the researchpresented as being the student’s own work, is derived from existing material and research published elsewhere or, as the case may be, literature, the submitted paper will be declared invalid and the student will be excluded from participation in the examination of the subject concerned or, as the case may be, totally excluded from participation in all tests, exams or other forms of testing for the course programme or, as the case may be, suspended from the institution as a whole for a maximum period of 12 months. If the paper is related to a bachelor’s or master’s thesis, the supervisory activities of the thesis supervisor will be suspended for the duration of this period. 3. If it becomes apparent after the investigation in accordance with Article 3, paragraph 6, that plagiarism has been perpetrated on a former occasion, the Examination Board can rule that earlier achieved results of course components achieved by means of plagiarism will be declared invalid. 4. If the case involves conduct not covered by these regulations, depending on the seriousness of the plagiarism perpetrated, the Examination Board can impose a sanction whereby the submitted paper is declared invalid, the student is excluded from participation in the examination of the subject concerned or, as the case may be, totally excluded from participation in all tests, examinations or other forms of testing for the course programme or, as the case may be, suspended from the institution as a whole for a maximum period of 12 months. If the paper is related to a bachelor’s or master’s thesis, the supervisory activities of the thesis supervisor will be suspended for the duration of this period. 5. If the student has already been penalised on a former occasion in connection with detected fraud or, as the case may be, plagiarism, he/she will be totally excluded from participation in all tests, exams or other forms of testing for the course programme or, as the case may be, suspended from the institution as a whole for a maximum period of 12 months, and advised to leave the programme. 6. The Examination Board will not grant any exemptions on the basis of results obtained elsewhere during the period of exclusion from examinations for the course programme imposed on the student in accordance with this article. 7. If the student is enrolled for more than one course programme, the Examination Board will consult with the examination boards of the courses in question before imposing any sanction. 8. If the detected conduct concerns a module of the Honours programme the Examination Board can rule that further participation in the programme will be denied.

145


28-6-2013 13:10:25


Article 7 Effective date, official title These regulations will come into effect on 1 September 2013 and may be cited as ‘Regulations Governing Fraud and Plagiarism for UvA Students’ [Regeling Fraude en Plagiaat Studenten UvA].

146


28-6-2013 13:10:25

Chapter 12 Entry Qualifications Research Master’s Psychology


28-6-2013 13:10:25

Entry Qualifications Research Master’s Psychology

Entry qualifications Research Master’s Psychology Exit qualifications of the UvA Bachelor’s programme in Psychology are entry requirements for the Research Master’s Psychology programme.

Objectives of the Bachelor’s programme and exit qualifications The combined Bachelor’s-Master’s programme trains students to be psychologists. This reflects the opinion of the Psychology Association (Kamer Psychologie) that a three-year Bachelor’s programme in psychology cannot grant admittance to the licensed professions because competency levels after three years are too limited for independent professional practice (as a psychologist). This combined academic programme prepares students both for the profession of researcher in the field of psychology and for scientifically based professional practice as a psychologist. Both professional perspectives demand a scientific way of thinking. This programme is therefore oriented towards teaching this way of thinking, so that graduates will be able to deal with continually changing knowledge in a scientifically responsible manner. To this end, the programme has six different skills objectives. It is also aimed at teaching the most recent insights regarding the development of psychological theory. Graduates from the programme will be familiar with the most important theories in all areas of psychology, including the common methods and techniques used in psychological research and associated statistics. Starting in the third year of the Bachelor’s programme, students specialise in one particular area of psychology. The two types of learning objectives (i.e. skills objectives and knowledge objectives) are closely linked in the programme. The text below outlines the skills objectives and the knowledge objectives of the Bachelor’s programme.

Skills objectives At the core of scientific thought lies students’ ability to determine the value of the scientific arguments of others and to produce scientific arguments of their own. The evaluation of empirical studies (carried out by themselves or others) is a key aspect in this process, which begins with the understanding and analysis of scientific arguments. It must be possible to communicate the final product to others, either orally or in writing. Lastly, students must also be able to critically examine their own thought processes. Scientific thought therefore encompasses the following six skills: • paraphrasing of scientific texts, • analysis of scientific texts, • evaluation of scientific texts, • individually generating scientific arguments (independent thought), • written and oral communication, and • self-reflection. Taking these skills as a framework, the exit levels of the propaedeutic year and of the Bachelor’s and Master’s programmes can be set out in terms of skills objectives. The exit level for the Master’s programme is described in the relevant Teaching and Examination Regulations (OER). The exit level for the propaedeutic year and Bachelor’s programme is described below. After successful completion of the propaedeutic year, students can: • paraphrase and analyse texts from introductory scientific textbooks, • paraphrase and analyse simple scientific articles, • derive a simple research question under supervision from existing literature (independent thought) and search for an answer based on scientific literature (paraphrasing, analysis and independent thought),

148


28-6-2013 13:10:25

Entry Qualifications Research Master’s Psychology • • •

come up with a research question under supervision and as part of a group, and set up, perform and analyse a simple empirical research project (independent thought), communicate by answering multiple-choice or essay questions, giving short oral presentations, and through initial attempts at writing a scientific paper, reflect on their academic success.

After successful completion of the Bachelor’s programme, students can: • paraphrase and analyse texts from scientific textbooks, and evaluate them in broad terms, • paraphrase, analyse and evaluate scientific articles in broad terms, • derive a scientifically relevant research question under supervision from existing literature (independent thought) and search for a scientifically founded answer based on scientific literature (paraphrasing, analysis and independent thought) and evaluate the answer in broad terms, • derive a scientifically relevant research question from existing literature under supervision and as part of a group (independent thought), and set up, perform and analyse an appropriate empirical research project (independent thought) and evaluate the results in broad terms, • communicate by answering multiple-choice or essay questions, giving oral presentations, writing reports in accordance with the structure of a scientific article and applying basic interview techniques, • reflect on their own role in their academic success, and in the application of the acquired skills. This last item concerns a basic understanding of ethical aspects of research and dealing with clients, of student’s own limitations, of the consequences of their actions for others, and a self-critical attitude.

Knowledge objectives The above-mentioned skills objectives are not ends in themselves; the skills must be applied to scientific knowledge. In addition to these skills objectives, the study programme therefore also includes knowledge objectives. These two types of objectives cannot be viewed independently of one another. Academic skills cannot be applied without knowledge, and knowledge alone only becomes valuable once users can apply it in some way. In the psychology programme, students apply their skills to their knowledge and use their knowledge to develop their skills. In this way, knowledge and skills are inextricably linked throughout the student’s learning process. The knowledge objectives therefore outline the subjects to which students can apply their skills. The final knowledge objectives for all Bachelor’s specialisations are given below. Knowledge objectives in italics apply to all graduates of the Bachelor’s programme. These italicised objectives are linked to the propaedeutic skills level and to the other mandatory elements of the Bachelor’s programme. All graduates will also have chosen a specialisation in their third year, with the associated knowledge objectives varying from specialisation to specialisation. All of these objectives are linked to the Bachelor skills level. Lastly, all graduates will have achieved the knowledge objectives falling under research methods and techniques & methodology at the Bachelor skills level. Brain & Cognition: Mind-Brain relationship, Nerve Cells, Synapses & Hormones, the Nervous system, Brain plasticity, Vision, Sensation and Perception, Object Recognition, Learning and Memory, Reasoning and Intelligence, Emotion and Motivational Behaviour, Language, Attention and Consciousness, Executive Functions, Clinical neuropsychology, Brain Function, Localization of Functions. 149


28-6-2013 13:10:25

Entry Qualifications Research Master’s Psychology route Cognitive Neuroscience: Action and Control, Experimental Design, Research methods in cognitive psychology, Programming, Psychophysiological Experimentation, Neuroscience. route Applied Cognitive Psychology: Action and Control, Experimental Design, Research methods in cognitive psychology, Behavior under extreme circumstances, Decision making and Judgement. Clinical Neuropsychology: Mind-Brain relationship, Nerve Cells, Synapses & Hormones, the Nervous system, Brain plasticity, Vision, Sensation and Perception, Object Recognition, Learning and Memory, Reasoning and Intelligence, Emotion and Motivational Behaviour, Language, Attention and Consciousness, Executive Functions, Clinical neuropsychology, Psychopathology, Brain Function, Localization of Functions. Action and Control; Clinical neuropsychology, Psychodiagnostics; Psychological Interventions; Clinical counselling techniques. Clinical Development Psychology: General theories, Physical growth, Motor development, Brain development, Behavior genetics, Perception, Language, Cognitive development / Information processing, Executive functions/ Self-regulation, Emotional development, Social development, Moral development, Schoolpsychology, Developmental psychopathology; Learning disabilities; Psychodiagnostics; Psychological interventions; Therapeutic counselling techniques; Behavior measurement and Research methods in developmental psychology. Social Psychology: Attitudes and attitude change; Social perception and attribution; Social cognition; Social influence (Conformity); Group processes and intergroup relations; Self identity and social identity; Interpersonal behavior (Aggression, Cooperation, Affiliation); Emotions; Social Emotions; Research Methods in Social Psychology. Work and Organizational Psychology: Organizational structure and design, Organizational culture, Organizational change, Team processes, Leadership in organizational settings, Motivation in the workplace, Work-related assessment, Work-related stress and stress management; Work motivation, Work and health, Recruitment and selection, Working in groups, Research methods in W&O-psychology, Leadership or Organizational culture, and Organizational change or Interventions in work and health psychology, or Career management. Clinical Psychology: Individual differences; Theories of psychopathology [biological, cognitive, behavioral, interpersonal]; Abnormal psychology [internalizing disorders, personality disorders, cognitive & psychotic disorders]; Psychodiagnostics; Psychological Interventions; Clinical conversational skills; Research methods in clinical psychology.

Methods and Techniques & Methodology: Foundations of Psychology (History of Psychology; Theory of Science). Research Methods (Correlational and Experimental Designs; Random Assignment; Causality and Generalisability; Internal and External Validity); Classical Test Theory (Models for Testcores; Reliability and Validity). Basic Statistics (Descriptive Statistics; Probability Theory; Random Sampling; Confidence Intervals; Statistical Hypothesis Testing; Significance Level, Power and Effect Size; Normal-Theory and Distribution-Free Tests; Correlation and Regression). Applied Statistics (Statistical Tests from the Binomial Test up to the (Multivariate) Analysis of (Co) Variance; Multiple Regression Analysis; Principal Component Analysis; The Analysis of Contingency Tables; SPSS); Foundations of Methodology (Measurement Theory; Induction, Causality and Bayesian Inference; Validity Re150


28-6-2013 13:10:25

Entry Qualifications Research Master’s Psychology considered). General Latent Variable Models (Factor Analysis; Item Response Models; Latent Class Analysis; Multilevel Models). Structural Equation Modelling (LISREL). Fitting Loglinear Models. Programming in R.

Entry qualifications for Statistics and Methodology On completion of the Bachelor’s degree programme in Psychology, the student shall have acquired knowledge concerning:

• The most significant differences between correlational and experimental research. • The principal statistical techniques for analysis of empirical data: • correlation and regression; • testing for averages; • testing for interaction effects; • basal analysis of repeated measurements. • The principal properties of tests: • reliability and validity; • classical test theory; • modern test theory and factor analysis. • Frequently used experimental designs: • multiple-factor designs; • n=1 designs. • Effects that can distort results: • experimenter-expectancy effects; • demand characteristics; • threats to validity (maturation, regression toward the mean, etc.).

On completion of the Bachelor’s degree programme in Psychology, the student shall be able to: • formulate a problem and translate this into a verifiable hypothesis; • operationalize concepts; • collect data; • implement a (quasi-)experimental design; • carry out basal test analyses (reliability, factor analysis, MTMM matrix); • analyze the relation between variables (correlation, regression, association); • carry out univariate hypothesis testing (t-test, ANOVA); • interpret interaction effects; • write a coherent research report.

On completion of the Bachelor’s degree programme in Psychology, the student shall be aware:

• that research in psychology is hampered by methodological, practical and ethical factors; • that research results are not ‘self-evident’ but rather demand interpretive steps; • that conclusions coupled to research in psychology are provisional in nature. Note: The book that best reflects the level of statistical knowledge that is needed is: Andy Field, Discovering statistics using SPSS (2009). See: http://www.uk.sagepub.com/field3e/.

151


28-6-2013 13:10:25


28-6-2013 13:10:25

Chapter 13 Index


28-6-2013 13:10:25

Index

A Academic Calendar 4 Academic distinctions 9 Accommodation 20 Accreditation 30 Admission requirements 126 Advanced Study in Individual Differences 80 Advanced Topics in Cognitive Neuroscience 49, 54 Advanced Topics in Language and Memory 52 Adviser Research Master’s Psychology 14 Appeal procedures (for applications) 130 Application deadline 128 Application documents 128 Application fee 127 Application to Research Master’s Psychology 126 Assessment types 30 ASVA 24 Automatic Processes 87

B Base-registration Psychodiagnostics 38 Basic Affective Processes 51 Basisaantekening Psychodiagnostiek 38 Bayesian Graphical Modeling, A Practical Course in 83 Blackboard 11 Blackboard coordinator 12 Board of Education 15 Board of Examiners 16 Brain and Cognition (supervisors and topics) 108 Brain Rhythms and Cognition 78 Budget research projects 102 Bureau Internationale Samenwerking (BIS) UvA 24 Buying software 13

C Calculus 80 Cambridge International Examination 127 Career Centre 24 Career perspective 31 154


28-6-2013 13:10:25

Index

Change of address 4 Characteristics of the programme 28 Clinical Developmental Psychology coordinator 39, 103 clinical internship 39 Clinical Neuropsychology coordinator 39, 103 Clinical Psychology coordinator 39, 103 Clinical Psychology (supervisors and topics) 114 Coach international students 21 Codes thesis and internship 106 Cognitive Development 86 Cognitive Electrophysiology Methods 79 Cognitive neuroscience of healthy and pathological aging 58 Colloquia 35 Commissie Ethiek 100 Computer facilities 11 computer rooms 12 Conference 102 Consciousness and Unconscious Processes 50 Consulting hours 5 Contact details 5 Contents of the programme 34 Coordinator 14 Coordinator Clinical Developmental Psychology 39, 103 Coordinator Clinical Neuropsychology 39, 103 Coordinator Clinical Psychology 39, 103 Coordinators Master’s in Healthcare Psychology 39, 103 Counsellors 25 Course codes thesis and internship 106 Course offer Semester 1 44 Course offer Semester 2 45 Course profile 30 Course registration dates 4 Courses semester 1 44 Courses semester 2 45 Credits 8 Cum laude 9 Current debates in Automatic Processes 66, 87 Current debates in Emotion Research 66, 88 Current Issues in Intergroup Relations 68, 89 155


28-6-2013 13:10:25

Index

Curriculum committee 15

D Deadline for application 128 Deadlines internship 104 Deadlines Thesis 105 Decanen Studenten Services 25 defense of Thesis research 101 Degree 8 Developmental Psychology (supervisors and topics) 117 Developmental psychopathology 59 Diploma Supplement 8 distinctions 9

E Educational Goals 28 Emotion Research 88 English requirements 126 Entry qualifications Research Master’s Psychology 148 Ethics Committee 100 Examencommissie 16 Exemptions 10 Exit qualifications 29

F faction 13 Fee (application) 127 final report research project 101 Finding a research topic 98 First year planning 37

G Goals of the programme 29 grade average 9 Grading 8 Grading research project 101 Graduate Conference 102 Graduation 8 156


28-6-2013 13:10:25

Index grants 21 GZ-opleiding 38 GZ-verklaring 38

H Handing in the proposal 101 Health Care Psychologist 38 Healthcare Requirement 38 Helpdesk UvA ICT 12 Holidays 4 How evidence based are psychological treatments? 54 How to reach the Department 4

I IELTS 127 information meetings 5 instruction language 10 Intergroup Relations 89 International English Language Testing System 127 International Office Psychology 15 International Student Affairs 24 International Student Network 21 international students 20 Internet at home 13 Internship (course codes) 106 Internship proposal (description) 100 Internship (requirements) 94 Internship (summary) 104 Introduction to Research Master’s Psychology 13 Introduction to UvA 21 ISN 21

K kick-off meeting research projects 102

L LAC 24 Language of instruction 10 157


28-6-2013 13:10:25

Index Leadership 51, 90 Learning and motivation in psychopathologies 55 Legal Support 24 Libraries 10 Living expenses 21 loans 21 Loan tuition fee 17 Loopbaan advies centrum 24

M m (details) 143 Mediation 24 Mediator Department of Psychology 24 Meta-analysis 81 Methodological Advice 63, 75, 82 Methodology shop 14 Motivation letter 128 Multilevel, meta regression and N=1 analysis 83

N Netherlands-Flemish Accreditation Organisation 30 NeuroImaging 1 53 New students 13 NVAO 30

O Objectives of the programme 29 Ombudsman 25 Ombudsstudent 14, 25 Ombudsstudent Psychology 25 Onderwijsbalie Psychologie 10 oral defense of Thesis research 101 Organizational Psychology (supervisors and topics) 127 Overview Internship deadlines 104 Overview Programming Courses 42 Overview Specialized Courses 40 Overview Thesis deadlines 105

158


28-6-2013 13:10:25

Index

P Peer reviews 100 Pierson Révész Library 10 plagiarism (details) 143 Poster presentation 102 Practical Course in Bayesian Graphical Modeling 83 Practical study information 8 Presentation of Thesis research 101 Proficiency in English 126 profile of courses 30 Profile of the programme 28 Profile of the student 30 Programme characteristics 28 Programme Profile 28 Programme Structure and Contents 34 Programming Skills: R 74 Programming Skills: Stimulus Presentation 73 proposal (descriptions) 100 Proposal meetings 102 Psychological help 25 Psychological Methods (supervisors and topics) 121 Psychology Student Association 13 Psychology Student Desk 10 Psychophysiological Experimentation 77 Psychophysiology of stress, anxiety and depression 57

Q Qualifications (on entry) 148 Qualifications (on exit) 29 quality of education 10

R Registration for Blackboard 11 registration for courses 8 Regulations fraud and plagiarism 143 Renewal residence permit 20 Report research project 101 Researchers and topics 108 Research groups 108 159


28-6-2013 13:10:25

Index Research interests 108 Research Internship (requirements) 94 Research Master’s Psychology student faction 13 Research Projects (details) 98 Research proposal (description) 100 Research Thesis Proposal (requirements) 95, 96 Research Thesis (requirements) 97 Research topics 108 Residence permit 20 results 16 R (programming course) 72

S Scholarships 21 search-year visa 20 Second year planning 38 Self-regulation at work 71 Self-regulation at Work 91 Service & Information Centre 24 SIS 11 Social decision making 70 Social Psychology (supervisors and topics) 124 Stage Arbeids- en Organisatiepsychologie 51 Stimulus Presentation 73 Structure and Contents of the programme 34 Student association 13 Student Career Centre 24 Student Counsellors 25 Studentendecanen 25 student faction 13 Student grant 130 Student Grant 17 Student mail 11 Student Profile 30 Student Psychologists 25 Student Services 24 Study Adviser 14 Study advisers Master’s in Healthcare Psychology 39 Study planning year 1 37 Study planning year 2 38 160


28-6-2013 13:10:25

Index Study results 16 Supervision research projects 99 Supervisors and topics 108

T Test of English as a Foreign Language 127 Therapist 25 Thesis Committee 15 Thesis Committee review 101 Thesis (course codes) 106 Thesis presentation 9 Thesis proposal (description) 100 Thesis Proposal (requirements) 95, 96 Thesis (requirements) 97 Thesis (Summary) 105 TOEFL 127 Trainings 25 Transcript 16 Tuition fees 17

U UvA computer rooms 12 UvA IC Helpdesk 12 UvAnetID 11 UvA-Student mail 11 UvA training centre 25

V Visa 20 Voorlichting 5 VSPA 13

W websites 12 Websites Research Master Psychology 17 Weesperplein. See 2 With merit 9 Work and Organizational Psychology (supervisors and topics) 127 Workload 30 Workshops and Trainings 25


161

28-6-2013 13:10:26