Access to data is a critical feature of an efficient, progressive and ultimately self-correcting scientific ecosystem. But the extent to which in-principle benefits of data sharing are realized in practice is unclear. Crucially, it is largely unknown whether published findings can be reproduced by repeating reported analyses upon shared data (‘analytic reproducibility’). To investigate this, we conducted an observational evaluation of a mandatory open data policy introduced at the journal Cognition. Interrupted time-series analyses indicated a substantial post-policy increase in data available statements (104/417, 25% pre-policy to 136/174, 78% post-policy), although not all data appeared reusable (23/104, 22% pre-policy to 85/136, 62%, post-policy). For 35 of the articles determined to have reusable data, we attempted to reproduce 1324 target values. Ultimately, 64 values could not be reproduced within a 10% margin of error. For 22 articles all target values were reproduced, but 11 of these required author assistance. For 13 articles at least one value could not be reproduced despite author assistance. Importantly, there were no clear indications that original conclusions were seriously impacted. Mandatory open data policies can increase the frequency and quality of data sharing. However, suboptimal data curation, unclear analysis specification and reporting errors can impede analytic reproducibility, undermining the utility of data sharing and the credibility of scientific findings.

Science of Learning Concepts for Teachers (Project Illuminated) introduces teachers to key concepts from the Science of Learning (i.e. cognitive neuroscience).The digital booklet is the result of a European project and its content has been compiled from continuing professional development workshops for teachers. It primarily serves to provide an extensive list of references for those looking to deepen their knowledge about the science underlying how we learn.The digital booklet is available in English, Spanish, Finish, Greek, and Portuguese. It is openly licensed as we hope the content will be reused and hope to update the writing and content over time. 

(This case study was added to OER Commons as one of a batch of over 700. It has relevant information which may include medical imagery, lab results, and history where relevant. A link to the final diagnosis can be found at the end of the case study for review. The first paragraph of the case study -- typically, but not always the clinical presentation -- is provided below.)

This is a 54-year-old white male with a history of polymyositis, type 1 diabetes mellitus, and hypothyroidism who has been on immunosuppression with methotrexate and prednisone. He presented with an episode of vomiting, headache, memory loss, cognitive decline, and right lower extremity weakness and numbness that lasted for about four hours, three days prior to admission. The symptoms were resolved spontaneously after sleep.

Like many other areas of science, experimental psychology is affected by a “replication crisis” that is causing concern in many fields of research. Approaches t...

Short Description:
The text provides an upper-level undergraduate introduction and explanation of the social and cognitive processes involved in human communication, focusing on how people create understanding.

Word Count: 26193

ISBN: 9781948027021

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

This textbook presents core concepts common to introductory social psychology courses. The 8 units include 27 modules covering key social psych topics such as research methods, group processes, social influence, and relationships. This book can be modified: feel free to add or remove modules to better suit your specific needs. The book includes a comprehensive instructor's manual, PowerPoint presentations, a test bank, reading anticipation guides, and adaptive student quizzes.

This is a task we do to understand and practice how to use the DSM V.  Students will learn the DSM V, then diagnosis Aaron Stampler from the film Primal Fear.(Note: this film is R so parent permsision is needed)

Neuroscience is the scientific study of the nervous system and is an interdisciplinary biological science that extends across multiple fields including chemistry, computer science, engineering, linguistics, mathematics, medicine, philosophy, physics, and psychology. Neuroscience involves various approaches to the study of the molecular, cellular, computational, systems, and cognitive aspects of the nervous system, using techniques from molecular and cellular studies of individual nerve cells to neuroimaging of complex human behaviors.

Short Description:
This particular work is one part of the author’s senior seminar project and is one of 11 in the series titled “Controlling the Narrative for Peace of Mind.” Seniors enrolled in Professor Erica Kleinknecht’s advanced topics in cognition seminar in the Spring of 2021 all used a core set of literature as a starting point and then they personalized the content to an area of their choosing. The work here reflects an integration and application of literatures in cognitive, applied cognitive, psycholinguistic fields of study, plus additional topic-specific content.

Word Count: 6878

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

How can science instruction be meaningfullyconnected to the out-of-school lives of students? In this professional development, we will consider how to design formative assessments that build on learners’ interest and knowledge, promoting equity and social justice in the process. The material for this resource comes from a series of PD sessions on formative assessment originally developed by Philip Bell and Shelley Stromholt.We will be updating this Facilitator's Guide for ACESSE Resource C with the most up to date information about this resource over time. If you encounter problesm with this resources, you can contact us at STEMteachingtools@uw.eduThis resource was refined through a 13-state collaboration to make the resource more broadly useful. If you choose to adapt these materials, please attribute the source and that it was work funded by the National Science Foundation (NSF).

Short Description:
As students in an undergraduate psychology course learned about cognitive development, they applied the course material to the context of social justice. When children are raised to appreciate diversity and understand difference, we get one step closer to living in a truly just society.

Long Description:
As students in an undergraduate psychology course learned about cognitive development, they applied the course material to the context of social justice. When children are raised to appreciate diversity and understand difference, we get one step closer to living in a truly just society.

Word Count: 60442

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

This is a protocol and reflection activity for introducing and practicing the idea of paraphrasing as it is presented in the 7 Norms of Collaboration work from Garmston and Wellman (Adaptive School, Cognitive Coaching).Estimated Time: 45 minutesGroup Size: No more than 16It is intended to be part of a larger professional learning experience for K-20 educators who are developing as leaders of another educators learning. It is based upon a portion of the summer 2017 Oregon Science Project Summer Institute for Learning Facilitators.The Seven Norms of Collaboration1. Pausing2. Paraphrasing3. Posing Questions4. Putting Ideas on the Table5. Providing Data6. Paying Attention to Self and Others7. Presuming Positive Intentions

Short Description:
Histoire de la bibliothèque numérique Les Classiques des sciences sociales et réflexions sur son avenir

Long Description:
La bibliothèque numérique francophone Les Classiques des sciences sociales fête ses 25 ans en 2018. Que s’est-il passé au cours de ces 25 années? Comment la bibliothèque s’est-elle construite? Quels sont les choix qui s’offrent à elle actuellement et pour l’avenir? Cet ouvrage collectif a un premier but : raconter, au fil de plusieurs récits et témoignages, la vie autour de ce projet exceptionnel, les motivations et idéaux derrière sa création, les hommes et les femmes impliqués à différentes périodes, son immense impact dans la francophonie. Il constitue aussi un hommage au fondateur des Classiques, Jean-Marie Tremblay, ainsi qu’à toutes les personnes qui ont œuvré au développement de cette bibliothèque numérique, en particulier l’équipe internationale de bénévoles.

Cet ouvrage collectif propose également plusieurs chapitres qui visent à réfléchir aux notions, questions et pratiques au cœur du projet des Classiques des sciences sociales, ainsi qu’aux enjeux contemporains des bibliothèques numériques : l’accès libre aux publications scientifiques, la gestion des données, la numérisation et la préservation du patrimoine scientifique, la justice sociale, les communs numériques, la justice cognitive et le patrimoine numérique. Ces contributions, par leur diversité et leur qualité, enrichissent la réflexion sur l’avenir des Classiques des sciences sociales, mettent en lumière des possibilités inexplorées et permettent de faire des liens avec d’autres initiatives et projets similaires.

Word Count: 96009

ISBN: 978-2-924661-51-2

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

By the end of this section, you will be able to:Describe the behaviorist perspective on personalityDescribe the cognitive perspective on personalityDescribe the social cognitive perspective on personality

A comprehensive collection of multimedia resources and inquiry-based activities tied to the National Science Education Standards help teachers and students learn about the structure, function and cognitive aspects of the human brain. The packet includes a teacher's manual, student manual, DVD of videos, and a CDROM of accompanying materials. (National Institute of Mental Health)

Short Description:
Students in an undergraduate seminar in Cognitive Science share what they've learned, regarding the state of the field in AI research. While AI work is remarkable, even the most astonishing projects are a far cry from replicating human intelligence. Why is that? Well, for one, humans have yet to pin down their own intelligence.

Long Description:
Students in an undergraduate seminar in Cognitive Science share what they’ve learned, regarding the state of the field in AI research. While AI work is remarkable, even the most astonishing projects are a far cry from replicating human intelligence. Why is that? Well, for one, humans have yet to pin down their own intelligence. While work in AI may eventually point humans towards an answers to pressing questions regarding the nature of consciousness and matters of intelligence, at this present moment, the hard problem of consciousness is still that: a problem without a solution.

Word Count: 17607

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

This study unit provides an introduction to curriculum and assessments, based on the UNESCO ICTCFT competencies.

Experienced Registered Reports editors and reviewers come together to discuss the format and best practices for handling submissions. The panelists also share insights into what editors are looking for from reviewers as well as practical guidelines for writing a Registered Report. ABOUT THE PANELISTS: Chris Chambers | Chris is a professor of cognitive neuroscience at Cardiff University, Chair of the Registered Reports Committee supported by the Center for Open Science, and one of the founders of Registered Reports. He has helped establish the Registered Reports format for over a dozen journals. Anastasia Kiyonaga | Anastasia is a cognitive neuroscientist who uses converging behavioral, brain stimulation, and neuroimaging methods to probe memory and attention processes. She is currently a postdoctoral researcher with Mark D'Esposito in the Helen Wills Neuroscience Institute at the University of California, Berkeley. Before coming to Berkeley, she received her Ph.D. with Tobias Egner in the Duke Center for Cognitive Neuroscience. She will be an Assistant Professor in the Department of Cognitive Science at UC San Diego starting January, 2020. Jason Scimeca | Jason is a cognitive neuroscientist at UC Berkeley. His research investigates the neural systems that support high-level cognitive processes such as executive function, working memory, and the flexible control of behavior. He completed his Ph.D. at Brown University with David Badre and is currently a postdoctoral researcher in Mark D'Esposito's Cognitive Neuroscience Lab. Moderated by David Mellor, Director of Policy Initiatives for the Center for Open Science.

A complete homework assignment in which students (1) create a paper prototype of a software design, (2) reflect on their GenderMag cognitive styles, (3) evaluate their prototype using heuristics based on GenderMag cognitive styles, and (4) revise their prototype.

This course explores the problem of intelligence—its nature, how it is produced by the brain and how it could be replicated in machines—using an approach that integrates cognitive science, which studies the mind; neuroscience, which studies the brain; and computer science and artificial intelligence, which study the computations needed to develop intelligent machines. Materials are drawn from the Brains, Minds and Machines Summer Course offered annually at the Marine Biological Laboratory in Woods Hole, MA, taught by faculty affiliated with the Center for Brains, Minds and Machines headquartered at MIT. Elements of the summer course are integrated into the MIT course, 9.523 Aspects of a Computational Theory of Intelligence.
Contributors
This course includes the contributions of many instructors, guest speakers, and a team of iCub researchers. See the complete list of contributors.