This course offers a comprehensive exploration of cutting-edge tools and techniques designed to revitalize and enhance scientific practices in the cognitive and neuro-sciences. Students will identify obstacles to conducting robust scientific research, practice using tools meant to overcome these obstacles, and critically evaluate these tools’ potential and limitations.

OSU's Gender Mag and Cognitive Style Heuristics projects study gender differences in how people problem-solve while using software. The projects' core methods of finding gender-bias bugs in software is to apply personas that represent different sets of five cognitive facets.

Explore your five facets, then analyze which persona fits you best.

This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"Among the many complications patients with diabetes can experience, cognitive decline is one of them. Diabetes-induced cognitive decline, or DICD, begins with damage to the central nervous system and can result in impaired learning, memory, and judgment. A recent study found that in mice with DICD, injection with the antidiabetic protein FGF1 improved cognition. In a water maze task designed to test memory, diabetic mice treated with FGF1 (db/db+FGF1) reached their goal significantly faster than untreated mice with diabetes (db/db). And the brains of untreated mice (db/db) showed more shrinkage than those of treated mice (db/db+FGF1). Further research should help clarify how FGF1 reduces symptoms of both diabetes and DICD and whether FGF1 might be an effective treatment option for patients with DICD..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.

In recent years, open science practices have become increasingly popular in psychology and related sciences. These practices aim to increase rigour and transparency in science as a potential response to the challenges posed by the replication crisis. Many of these reforms -- including the highly influential preregistration -- have been designed for experimental work that tests simple hypotheses with standard statistical analyses, such as assessing whether an experimental manipulation has an effect on a variable of interest. However, psychology is a diverse field of research, and the somewhat narrow focus of the prevalent discussions surrounding and templates for preregistration has led to debates on how appropriate these reforms are for areas of research with more diverse hypotheses and more complex methods of analysis, such as cognitive modelling research within mathematical psychology. Our article attempts to bridge the gap between open science and mathematical psychology, focusing on the type of cognitive modelling that Crüwell, Stefan, & Evans (2019) labelled model application, where researchers apply a cognitive model as a measurement tool to test hypotheses about parameters of the cognitive model. Specifically, we (1) discuss several potential researcher degrees of freedom within model application, (2) provide the first preregistration template for model application, and (3) provide an example of a preregistered model application using our preregistration template. More broadly, we hope that our discussions and proposals constructively advance the debate surrounding preregistration in cognitive modelling, and provide a guide for how preregistration templates may be developed in other diverse or complex research contexts.

Short Description:
This particular work is one part of the author’s undergraduate senior capstone project and is one of 11 in the series titled “Controlling the Narrative for Peace of Mind.” Seniors enrolled in Professor Erica Kleinknecht’s capstone 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: 7893

(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.)

Active learning lecture involving identifying cognitive styles for technology usage. Includes team cognitive styles discussion. LAST UPDATE: Changed cover image

Études, analyses et témoignages sur les injustices cognitives dans les pays des Suds. Textes tirés de deux colloques (Port-au-Prince, mars 2016 et Yaoundé, mai 2016), textes inspirés par le projet SOHA et traductions.

This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"Nutrient-poor diets can increase the risk of neurodegenerative diseases such as Alzheimer’s, and diets poor in fiber are widespread, especially in industrialized nations. However, whether fiber deficiency—which alters the gut microbiota—impairs cognition through the gut–brain axis remains unclear. To find out, researchers recently analyzed mice fed a fiber-deficient diet for 15 weeks. Compared to normal mice, the fiber-deficient mice exhibited cognitive impairment and were unable to complete typical activities like nest organization. In addition, the synapses in the brain area regulating cognitive function were damaged, and neuroinflammation occurred. Immune cells called microglia (indicated by Iba1) engulfed synapses (indicated by PSD-95) in the fiber-deficient mice. Furthermore, the fiber-deficient mice exhibited gut microbiota disruption that was associated with, and possibly responsible for, the cognitive deficits..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.

This course provides an introduction to important philosophical questions about the mind, specifically those that are intimately connected with contemporary psychology and neuroscience. Are our concepts innate or are they acquired by experience? And what does it even mean to call a concept 'innate'? Are 'mental images' pictures in the head? Is color in the mind or in the world? Is the mind nothing more than the brain? Can there be a science of consciousness? The course includes guest lectures by philosophers and cognitive scientists.

ED 5060 is an overview of current theories concerning the brain, development and learning. Analysis of developmental concepts from birth through adolescence and adulthood. Discussion of language acquisition, thinking and learning styles, multiple intelligences, and creativity. Topics include teaching, learning, and assessment issues related to cultural diversity, technology, and learning difference.

Provides standard introduction to psychology course content with a specific emphasis on social aspects of psychology. This includes expanded content related to social cognition, aggression, attraction and similar topics.

This course is offered during the Independent Activities Period (IAP), which is a special 4-week term at MIT that runs from the first week of January until the end of the month.
This survey course is intended to review memory and its impact on our lives. Memories make us who we are, and make us what we are going to become. The loss of memory in amnesia can cause us to lose ourselves.
Memory provides a bridge between past and present. Through memory, past sensations, feelings, and ideas that have dropped from conscious awareness can be subsequently recovered to guide current thought and action. In this manner, memory allows us to locate our car in the parking lot at the end of the day or guides us to avoid retelling the same joke to the same friend. This seminar will focus on how memories are created and controlled such that we are able to remember the past. Recent insights from non-human electrophysiological and human brain imaging research will be emphasized.

This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"Type 1 diabetes mellitus (T1D) is an autoimmune disease defined by destroyed pancreatic β-cells. which results in impaired insulin secretion and hyperglycemia, but one complication of T1D gets less attention than the others: cognitive dysfunction. Previous studies reported that modification of gut microbiota can reduce the incidence of T1D. So, researchers from Wenzhou Medical University hypothesized that modified gut microbiota may also affect cognitive function in T1D. Using an induced mouse model of T1D, researchers modified the microbiota with an antibiotic and measured the impact of these microbial changes on cognitive performance. Antibiotic-treated mice (TD1V) had a disrupted microbiome and altered host metabolic phenotypes. Antibiotic-treated mice (blue) also showed greater cognitive impairment than induced T1D alone (red). The antibiotic treatment depleted acetate-producing bacteria, which lead to long-term acetate deficiency..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.

This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"The type 2 diabetes treatment metformin improves cognitive function in aged mice, and shifts in the gut microbial composition may also protect the brain from age-related changes. But if the gut microbiota mediates the protective effect of metformin remained to be explored. A recent study in mice found that the gut microbiota is altered by metformin and that the gut microbiota is needed for metformin to protect against age-related cognitive decline. Specifically, when mice were given antibiotics, metformin no longer conferred cognitive protection. Further, administering Akkermansia muciniphila, a bacterium enriched by metformin, also improved cognitive function in aged mice."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.

Short Description:
This particular work is one part of the author’s undergraduate senior capstone project and is one of 11 in the series titled “Controlling the Narrative for Peace of Mind.” Seniors enrolled in Professor Erica Kleinknecht’s capstone 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: 5791

(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.)

Contemporary methods of computational cognitive modeling have recently been criticized by Addyman and French (2012) on the grounds that they have not kept up with developments in computer technology and human–computer interaction. They present a manifesto for change according to which, it is argued, modelers should devote more effort to making their models accessible, both to non-modelers (with an appropriate easy-to-use user interface) and modelers alike. We agree that models, like data, should be freely available according to the normal standards of science, but caution against confusing implementations with specifications. Models may embody theories, but they generally also include implementation assumptions. Cognitive modeling methodology needs to be sensitive to this. We argue that specification, replication and experimentation are methodological approaches that can address this issue.

Philosophy and the Science of Human Nature pairs central texts from Western philosophical tradition (including works by Plato, Aristotle, Epictetus, Hobbes, Kant, Mill, Rawls, and Nozick) with recent findings in cognitive science and related fields. The course is structured around three intertwined sets of topics: Happiness and Flourishing; Morality and Justice; and Political Legitimacy and Social Structures.

This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"The 'Western' diet is often associated with highly processed foods rich in fat and low in fiber, which can be bad for our metabolism. But unhealthy food choices can also affect our brain, resulting in neuroinflammation and cognitive impairment. In a new study using a mouse model of obesity, researchers evaluated the effect of fiber on cognition and brain function via the gut-brain axis. β-glucan, the major soluble fiber in oat and barley grains, was fed to the mice for 15 weeks. The addition of this fiber prevented diet-induced cognitive impairment in the obese mice and counteracted diet-induced activation of inflammatory cells called microglia in the brain. β-glucan also promoted signaling to create new synapses in the brain and reversed gut barrier dysfunction in the colon. These results highlight the impact that the Western diet has on the gut-brain axis and suggests that increasing consumption of β-glucan-rich foods may help attenuate diet-induced cognitive decline..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.

We have empirically assessed the distribution of published effect sizes and estimated power by analyzing 26,841 statistical records from 3,801 cognitive neuroscience and psychology papers published recently. The reported median effect size was D = 0.93 (interquartile range: 0.64–1.46) for nominally statistically significant results and D = 0.24 (0.11–0.42) for nonsignificant results. Median power to detect small, medium, and large effects was 0.12, 0.44, and 0.73, reflecting no improvement through the past half-century. This is so because sample sizes have remained small. Assuming similar true effect sizes in both disciplines, power was lower in cognitive neuroscience than in psychology. Journal impact factors negatively correlated with power. Assuming a realistic range of prior probabilities for null hypotheses, false report probability is likely to exceed 50% for the whole literature. In light of our findings, the recently reported low replication success in psychology is realistic, and worse performance may be expected for cognitive neuroscience.