Teaching Program 2012-2013

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J. F. Schouten Graduate School

Psychology & Technology

Teaching Program 2012-2013


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Introduction

The mission of the J.F. Schouten School is to develop and maintain a research program in thearea of Human Factors, and to offer an education program on Psychology & Technology to PhD

students who have entered the field.

The J. F. Schouten School has the aim to provide teaching for PhD students in the broadlydefined domain of Human Factors. Following the Human Factors and Ergonomics Society

(HFES) subdivision in Technical Groups, topics of interest include Augmented Cognition,Cognitive Engineering and Decision Making, Communications, Environmental Design, Human

Performance Modeling, Perception and Performance, Product Design, and Virtual Environments.(For a complete list of groups, see theHFES website).

The J.F. Schouten School, which is a continuation of the Perception & Technology Graduate

School Program that was established by the TUE in 1993, received accreditation by the KNAW(Royal Netherlands Academy of Arts and Sciences) in June 1997. In July 2002 the J.F. Schouten

School received accreditation by the KNAW until 2007. After some years of inactivity due to areorganization, the J. F. Schouten School will start providing workshops for PhD students from

the 2012-2013 academic year onwards. The target group of the Psychology & Technologyprogram includes PhD students and staff from the 3TU Centre of Excellence (i.o.) in Human-

Technology Interaction, the Eindhoven Centre of Innovation Studies (ECIS) and the NIRICTSRA Human-Technology Interaction. In addition, PhD students from related fields are invited to

apply for participation.

The current impact of novel products and technological environments on human society can

hardly be overestimated. The interdisciplinary research field of Human Factors is concerned withthe theoretical and experimental study of the interaction between the people and technologywithin society. When we first focus on people, experimental psychology is paramount, in

particular in the areas of perception and action, cognition, as well as in social, environmental, andorganizational psychology. In this respect, the J.F. Schouten School aims at stimulating the

discovery, exchange, and dissemination of psychological knowledge used for the design ofinteractive systems, machines, and environments, in such a way that compatibility is achieved

with their technological design. This implies that the psychological questions cannot beconsidered in isolation. In order to guarantee performance both from the technological and the

user perspective, engineering has to have an equal share in the design process. Engineeringapproaches are an indispensable part of providing scientific solutions to research questions in the

field of human-technology interaction. This interaction between people and technology isessential for the proper development of the field, and its study is part of the core of a university of

technology claiming to play a role in innovating society.
https://www.hfes.org/Web/TechnicalGroups/descriptions.htmlhttps://www.hfes.org/Web/TechnicalGroups/descriptions.htmlhttps://www.hfes.org/Web/TechnicalGroups/descriptions.htmlhttps://www.hfes.org/Web/TechnicalGroups/descriptions.html


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Overview Courses 2012-2013

Title Introduction & Good Research PracticesTeaching staff Prof. Dr. Cees Midden, Prof. Dr. Wijnand IJsselsteijn, & Dr. Daniel Lakens

Date September 27th

2012

Title Asking Statistical QuestionsTeaching staff Dr. Antal Haans

Date October 4th

2012

Title How to Publish, Review, and Communicate Science to a General PublicTeaching staff Dr. Sonja Rispens & Ir. Ivo Jongsma

Date November 13th

2013

Title Interference Effects

Teaching staff Dr. Danil Lakens

Date December 6

th

2012Title Bottom-Up and Top-Down Processes in Perception

Teaching staff Dr. Dik HermesDate January 10

th2013

Title J. F. Schouten Graduate School PhD ConferenceTeaching staff All J. F. Schouten School Teachers

Date February 21st

2013

Title Hacking your social networkTeaching staff Prof. Dr. Chris Snijders & Dr. Gerrit Rooks

Date March 21st

2013

Title Persuasive Communication

Teaching staff Dr. Annemarike Lokhorst & Dr. Reint Jan RenesDate April 18

th2013

Title Self-Regulation

Teaching staff Yvonne de Kort & Sander KooleDate May 23rd 2013

Title Introduction to RTeaching staff Maarten Kampert, & Sonia Amodio,

Date June 6th

, 2013


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General Information

The J. F. Schouten School aims to organize one-day workshops once a month. Courses are openand free for all interested researchers, but are created especially for PhD students. The goal of the

workshop series is to teach essential methodological and practical skills, provide in-depthoverviews of current theoretical questions, to enable PhD students to share and get feedback on

their research projects, and to allow PhD students to create a network of peers.

Enrollment

Ph.D. students can enroll in J. F. Schouten-courses by registering with the J. F. Schouten-officeup to one month before the course starts. You can enroll by filling out theregistration form. All J.

F. Schouten School members will receive a call for enrollment by e-mail and an overview of allenrollments after the deadline for registration. Students will be notified about whether they can

participate one month prior to the course/workshop they enrolled in, depending on the maximumnumber of participants for a given workshop. If you are unable to attend a course or workshop

please cancel your enrollment at the J. F. Schouten office at least a week prior to the course.

Costs

In principle, the J. F. Schouten School aims to provide all courses free of charge for any Ph.D.student who is interested in the topic of a given workshop. If the interest in a given workshop

exceeds the maximum number of participants, participants will be selected on the basis of date ofenrollment on a first come first serve basis.

For the year 2012-2013 all courses are taught at the TU/e, with a focus on the interplay betweenPsychology & Technology, except for the Persuasive Communication workshop on the 18

thof

April, which it taught at the Hogeschool Utrecht. Detailed information about the rooms and times

will be send through e-mail to all students who have enrolled for a specific course at least oneweek before a course is scheduled.

Teaching

The J. F. Schouten Graduate School relies on volunteers to provide workshops. If you have a

theoretical expertise related to the broadly defined field of Human Factors, or have amethodological expertise that you are willing to share and teach to PhD students, please contact

the J. F. Schouten School. For example, we are still looking for a teacher for the Introduction to Rworkshop planned for early June 2013.

Contact

You can reach the J. F. Schouten Graduate School [email protected]

To register for a specific workshop, go to theregistration formon theJFS website.Join the J. F. Schouten Facebook group at:http://www.facebook.com/groups/J.F.Schouten/
http://hti.ieis.tue.nl/nodeorder/term/48http://hti.ieis.tue.nl/nodeorder/term/48http://hti.ieis.tue.nl/nodeorder/term/48mailto:[email protected]:[email protected]:[email protected]://hti.ieis.tue.nl/nodeorder/term/48http://hti.ieis.tue.nl/nodeorder/term/48http://hti.ieis.tue.nl/nodeorder/term/48http://hti.ieis.tue.nl/nodeorder/term/47http://hti.ieis.tue.nl/nodeorder/term/47http://hti.ieis.tue.nl/nodeorder/term/47http://www.facebook.com/groups/J.F.Schouten/http://www.facebook.com/groups/J.F.Schouten/http://www.facebook.com/groups/J.F.Schouten/http://www.facebook.com/groups/J.F.Schouten/http://hti.ieis.tue.nl/nodeorder/term/47http://hti.ieis.tue.nl/nodeorder/term/48mailto:[email protected]://hti.ieis.tue.nl/nodeorder/term/48


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Course Descriptions

Title Introduction &Good Research Practices

Teaching staff Prof. Dr. Cees Midden, Prof. Dr. Wijnand IJsselsteijn, & Dr. D. Lakens

Date September 27th 2012

Type of course Basic Course

Duration One-day meeting

Language English

Content This meeting will consist of two parts. First, the J. F. Schouten Graduate

School is introduced, and there will be some time for students and several

teachers to introduce themselves to get to know one another.

The rest of the meeting will focus on Good Research Practices. Following

published research about pre-cognition (Bem, 2011), fraud cases (Levelt,

2011), and questionable research practices (Simmons, Nelson, & Simonsohn,

2011), the social sciences, and especially psychologists, are reflecting on

what Good Research Practices are. In this workshop, we aim to let students

develop their own set of good research practices. What do the APA ethical

regulations say about how participants should be treated? How do you store

and share your data and experiments with other researchers? When can

research findings be considered robust enough for publication, and what is

the difference between exploratory and confirmatory research?


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Students will read papers related to Good Research Practices and discuss the

contents with fellow students. They will develop their own set of Good

Research Practices that they will adhere to while pursuing their PhD.

Literature Nosek, B., & Bar-Anan, Y. (under review). Scientific Utopia 1. I. Opening

scientific communication.

http://arxiv.org/ftp/arxiv/papers/1205/1205.1055.pdf

Schimmack, U. (under review). The Ironic Effect of Significant Results on

the Credibility of Multiple Study Articles.

http://www.utm.utoronto.ca/~w3psyuli/PReprints/IC.pdf

Simmons, J. P., Nelson, L. D., & Simonsohn, U. (2011). False-Positive

Psychology: Undisclosed Flexibility in Data Collection and Analysis Allows

Presenting Anything as Significant. Psychological Science, 22, 1359-1366.

http://dionysus.psych.wisc.edu/lit/articles/SimmonsJ2011a.pdf
http://arxiv.org/ftp/arxiv/papers/1205/1205.1055.pdfhttp://arxiv.org/ftp/arxiv/papers/1205/1205.1055.pdfhttp://www.utm.utoronto.ca/~w3psyuli/PReprints/IC.pdfhttp://www.utm.utoronto.ca/~w3psyuli/PReprints/IC.pdfhttp://dionysus.psych.wisc.edu/lit/articles/SimmonsJ2011a.pdfhttp://dionysus.psych.wisc.edu/lit/articles/SimmonsJ2011a.pdfhttp://dionysus.psych.wisc.edu/lit/articles/SimmonsJ2011a.pdfhttp://www.utm.utoronto.ca/~w3psyuli/PReprints/IC.pdfhttp://arxiv.org/ftp/arxiv/papers/1205/1205.1055.pdf


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Title Asking Statistical Questions

Teaching staff Dr. Antal Haans

Date October 4, 2012

Type of course Methodology Course


Language English

Content What is the purpose of the statistical analysis of data? Trivial as this question

may seem, its answer has a profound impact on the data analytical process.

In experimental psychology, the purpose of data analysis is to ask questions

about the population of interest on the basis of a sample. Being skilled in

data analysis does not only imply being able to perform complex analyses,

but also to transform ones research question in to the proper statistical one.

Relying on textbook methods, for example for analysing a 2 by 3

experimental design, may put one at risk of committing a so-called Type III

error: Getting the correct answer to the wrong question.

The focus of this course is threefold: It covers the basics of statistical

inference-making (e.g., how can we answer questions about a population of

which the relevant parameters are unknown?), what constitutes good data-

analysis (e.g., with respect to sample size, robustness, and the selection of

appropriate techniques), and offers training in common and advanced

parametric methods, including analysis of (co)variance, interactions in

ANOVA and regression, contrast analysis, and mediation analysis.


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Literature Cohen, J. (1990). Things I have learned (so far).American Psychologist, 45,

1304-1312.

Haans, A. (2008). What does it mean to be average? The gallons per mile

versus miles per gallon paradox revisited.Practical Assessment, Research

& Evaluation, 13(3). Available online:

http://pareonline.net/getvn.asp?v=13&n=3

Nester, M. R. (1996). An applied statisticians creed.Journal of the Royal

Statistical Society. Series C: Applied Statistics, 45, 401-410.

Rosnow, R. L., & Rosenthal, R. (1995). Some things you learn arent so:

Cohens paradox, Aschs paradigm, and the interpretation of interaction.

Psychological Science, 6, 3-9.

Zhao, X., Lynch, J. G., Chen, Q. (2010). Reconsidering Baron and Kenny:

Myths and Truths about Mediation Analysis.Journal of Consumer

Research, 37, 197-206.
http://pareonline.net/getvn.asp?v=13&n=3http://pareonline.net/getvn.asp?v=13&n=3


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Title How to Review, Publish, and Communicate Science to a General Public

Teaching staff Dr. Sonja Rispens, Ir. Ivo Jongsma

Date November 13th, 2012

Type of course Workshop


Language English

Content In the morning program the all important aspects of the process of getting

ones work published in international refereed journals is discussed. Issues

such as manuscript preparation, style, choice of journal, editorial letters, and

responses to reviews are discussed. In the afternoon program, the focus will

lie on how to review articles. When do you accept or reject a manuscript?

How do you write a structured review? Participants will review a paper that

has recently been submitted for publication to a journal. During the meeting

there will be opportunity to ask questions and discuss experiences.

In the end of the afternoon, the Science Information Officer of the TU/e, ir

Ivo Jongsma, will inform you about the different ways in which you can

share your work with a wider audience. How do you write a press release?

How can the university helps you to reach out to the media? There will be a

lot of room for questions and sharing experiences.

Literature None.


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Title Interference Effects

Teaching staff Dr. Danil Lakens

Date December 6th

2012

Type of course Theoretical Workshop


Language English

Content When people process information, the speed with which they are able to do

so depends on the way this information is presented. Psychological research

has revealed many examples of when and how congruent information is

processed faster than incongruent information. These findings are known as

interference effects, and give many insights into the ways people process all

types of information, such as visual characteristics of stimuli, words,

emotions, or social cues. Interference effect are arguably the one of the most

robust effects in psychological science.

If you have ever turned the wrong heater on your stove on or off, you will

have first-hand experience of the practical applicability of interference

effects. Interference effects are also widely used in experimental paradigms

to examine human cognition. During the workshop five typical experimental

paradigms that rely on interference will be discussed. Participants will

experience several of the interference effects in the lab, followed by an

explanation of the underlying processes and scientific applications of the


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paradigms. In the morning the Stroop effect, Simon effect, and Size-

Congruency effect will be discussed. In the afternoon the workshop will

focus on metaphor congruency effects, affective priming paradigms, and the

Implicit Association Test. Students who have used interference based

measures in their own research will be asked to give a presentation.

Throughout the workshop, examples will be provided of the practical

application of interference effects to examine human-technology interaction.

Literature TBA.


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Title Bottom-Up and Top-Down Processes in Perception

Teaching staff Dr. Dik Hermes

Date January 10th

2013



Language English

Content Perception is a complex process in which information coming from the

senses is processed and combined with information structures that represent

past experience. Functionally, these processes must guarantee that perceivers

acquire a meaningful "image" of what happens around them. The processes

that process the incoming information are indicated with primitive or

bottom-up processes. The processes that fit this new information into the

existing information structures and interpret it, are indicated with schema-

driven or top-down processes.

In this workshop, various examples from visual and hearing research will be

presented illustrating these processes. Pitch perception in hearing and colour

perception in vision will be discussed as an example of a primitive process;

speech perception and reading as examples of a schema-driven processes.

Experimental ways to decide whether primitive or schema-driven processes

play a role in a perceptual phenomenon will be discussed. The state of the art

in modelling there processes will shortly be indicated.

Literature TBA.


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Title J. F. Schouten Graduate School PhD Conference

Teaching staff All J. F. Schouten Teachers

Date February 21st

2013



Language English

Content This day will provide an opportunity for J. F. Schouten PhD Students to

present their own research and get to know each other. The day will start

with a keynote speaker, followed by 12 presentations by PhD students. The

day will be closed with drinks. Students can provide suggestions for a key-

note speakers at the J. F. Schouten Graduate School Facebook page:

http://www.facebook.com/groups/J.F.Schouten/

Literature None.
http://www.facebook.com/groups/J.F.Schouten/http://www.facebook.com/groups/J.F.Schouten/http://www.facebook.com/groups/J.F.Schouten/


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Title Hacking your social network

Teaching staff Prof. Dr. Chris Snijders & Dr. Gerrit Rooks

Date March 21st

2013



Language English

Content The term "social network" has been around since the 1950s, but the meteoric

rise of social-networking Web sites like MySpace, Facebook and Linkedin

has turned a dusty sociological phrase into the hottest buzzword of the

Internet age.

A social network is a structure that maps out the relationships between

individuals. In principle we all belong to one giant social network, but we

also belong to smaller, tighter social networks defined by our families, our

friends, where we live, where we work, where we went to school, our

hobbies and interests and much more.

One of the interesting features of networks is that, technically, networks can

be represented as a graph that looks like a group of dots with lines in

between them. What the dots represent (people, chicken, cities, countries)

and what the lines represent ("A likes B", "A has the same color as B", "A


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talks about B") can be anything you are interested in, but the underlying

logic remains the same.

In this course we consider the basic principles of social network theory, and

then apply these principles to your own social network. By measuring and

mapping your own social network, you can analyze for yourself how the

connections you have can be improved, and how the relationships between

your connections shape your possibilities and restrictions.

Social networks are the relationships that tie us together and that give us

access to resources we do not have ourselves. You better make sure that

yours is working well for you!

Literature TBA


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Title Persuasive Communication

Teaching staff Dr. Annemarike Lokhorst & Dr. Reint Jan Renes

Date April 18th

2013

Type of course Theoretical Workshops


Language English

Content Across contexts and disciplines, many research projects deal to some extent

with persuasion and social influence. How can we get people to eat healthy?

How can we increase the use of hybrid cars? How can we encourage

sustainable waste management? These are questions that both scientists and

field practitioners are asking. In this workshop, we will discuss the current

scientific insights in persuasive communication. Students will be expected to

present their own work and/or theoretical concepts. In the afternoon, special

attention will be paid to how these theoretical insights can be used in actual

campaigns. We will discuss which steps need to be taken to go from our

theories to useful tools, and what we as scientists have to offer practitioners

who design these real-life campaigns. Expect a day full of brainstorming,

discussion and lively debate!

Reint Jan Renes is part-time Associate Professor Health Communication at

Wageningen University and Applied Professor Crossmedia Communication

in the Public Domain at the University of Applied Sciences in Utrecht. As


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such, Reint Jan Renes is interested in a variety of issues related to

crossmedia communication and persuasion. More specifically, he is

interested in understanding human (intrinsic) motivation and intention -

behaviour relations, isolating basic social psychological processes and

testing their application to a variety of prosocial behaviours in the public

domain.

Anne Marike is an Assistant Professor in Persuasive Communication at

Wageningen University. In general she's interested in ways to improve

environmental behaviors - especially in ways that tap into social processes.

Examples are for instance public commitment making and group

discussions. Are they effective in promoting environmentally significant

behaviors, and more importantly, how are they effective? Her research is

mainly quantitative, using questionnaires, experiments in both field and lab,

and scenario studies.

Literature TBA.


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Title Self-Regulation

Teaching staff Dr. Yvonne de Kort, Dr. Sander Koole

Date May 23rd, 2013



Language English

Content Self-regulation is the ability to control one's emotions, behavior, and desires

in order to obtain a goal, or avoid negative outcomes. Nevertheless, people

often find it difficult to regulate their behavior, for example to stop smoking.

In this workshop, several experts in the field of self-regulation will present a

theoretical overview of the field, discuss recent studies and insights, with a

special focus on the application of these insights to design succesful

intervention strategies to help people regulate their behavior. Several

research topics will be discussed in detail, such as resource-depletion,

emotion regulation, and behavior interventions.

Literature TBA.


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Title: Getting Started with R for Data Analysis

Teaching Staff: Maarten Kampert, MSc & Sonia Amodio, PhD

Date June 6th, 2013

Type of course Workshop


Language English

Content The aim of this workshop is to familiarize the course attendants with the use

of computers for modern statistical analyses using the very basics in the R

computing environment. Topics that will be covered include among others:

Pro's and Cons of R, installing R, the basic structure of the R, installing

packages, use R for reading data, producing descriptive statistics and

graphics with R, and fitting simple regression or ANOVA models. The

workshop will consist of interactive lab sessions to introduce the concepts

mentioned above motivated by a real data example. Apart from these course

topics, we hope that by the end of the day the attendants are ready to search

and easily acquaint with other data analytic functions in R.

Literature: None.

Documents

Teaching Program 2012-2013