Course overview
- Study period
- Semester 1, 2025 (24/02/2025 - 21/06/2025)
- Study level
- Undergraduate
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Psychology School
Enrolment Note:This course has maximum quota of 25 students per semester, seminars with less than 10 students may not run. Enrolment for Seminars opens in O Week following the Honours Orientation information session. Enrolment will close once the quota has been reached. This course provides students with the opportunity to gain in-depth knowledge of the primary research literature within the context of the wider theoretical framework in relation to relevant topics that vary from year to year.
Computational cognitive modelling is an increasingly common element of psychological research. Models require theoretical assumptions to be explicitly articulated and coherently represented. The upshot is that the quality of a theoretical explanation for data can be directly evaluated by quantitatively comparing theoretical predictions against data. In this way, researchers can develop and test more nuanced theories that support cumulative advancement of our understanding of psychological phenomena. This seminar series examines the way computational models have been used to develop and test cognitive theories in domains such as decision-making, concept formation, and visual memory. The focus of the course will be on the conceptual and logical foundations of computational modelling rather than technical details of how to build and implement models. Upon completion of the course, you will have a clearer understanding of the ways in which psychological theories can be tested, and the advantages (and limitations) of computational approaches to doing so.
Course requirements
Restrictions
BPsySc(Hons), BSc(Hons) in Psychology, BA(Hons) in Psychology students only.
Course contact
Course staff
Lecturer
Timetable
The timetable for this course is available on the UQ Public Timetable.
Aims and outcomes
This course aims to develop skills in critical evaluation and to deepen understanding of contemporary research on a topic in psychology.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Demonstrate a critical and in-depth understanding of key topics in an area of psychology.
LO2.
Demonstrate an ability to communicate orally and in writing about a topic in an area of psychology.
LO3.
Demonstrate an understanding of how different types of research methods can contribute to our understanding of an area of psychology.
LO4.
Effectively engage with others to discuss and evaluate empirical research.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Participation/ Student contribution, Presentation |
Seminar Presentation
|
30% |
3/03/2025 - 26/05/2025
The week you are assigned |
| Essay/ Critique | Essay | 50% |
30/05/2025 1:00 pm |
| Participation/ Student contribution |
Active Seminar Participation
|
10% |
24/02/2025 - 26/05/2025
Seminar participation will be assessed weekly on a pass/fail basis. |
| Reflection | Reading Reflections | 10% |
3/03/2025 - 26/05/2025
Reading reflections are assessed weekly on a pass/fail basis. |
| Reflection | Course Reflections | Formative Assessment |
3/03/2025 - 26/05/2025 |
Assessment details
Seminar Presentation
- In-person
- Mode
- Activity/ Performance, Oral
- Category
- Participation/ Student contribution, Presentation
- Weight
- 30%
- Due date
3/03/2025 - 26/05/2025
The week you are assigned
Task description
The aim of the Seminar Presentation is to lead a 30-minute group discussion based on the content of one research paper. Your presentation should not just summarise the contents of the paper, but should push the group to discuss larger issues/questions that arise from the paper. You are encouraged to draw on additional source material to supplement your presentation, if it would advance the discussion. Given the technical material included in some of the papers covered in the course, it is entirely reasonable for a presentation to be structured around collaboratively learning about the material.
You will not be assessed on your mastery of the material covered in the paper you are basing your presentation on. Rather, you will be assessed based on how effectively you are able to engage the group and facilitate collective learning and productive discussion during the session. This can be achieved by creating a tutorial-style presentation of the material with opportunities for questions-and-answers. It can also be achieved by building a presentation around a broader question/issue that includes the paper as a concrete example (e.g., "How should we think about X?" using a specific paper as a jumping-off point to start or structure the discussion).
Submission guidelines
Please submit presentation materials to the course coordinator via email before 9am on the day of your presentation. This will streamline setup and ease transitions between presenters on the day.
Deferral or extension
You cannot defer or apply for an extension for this assessment.
Please contact your tutor/course coordinator directly.
Essay
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 50%
- Due date
30/05/2025 1:00 pm
Task description
The goal of the essay is to showcase your understanding of a cognitive modeling (or modeling-adjacent) topic that is germane to the materials covered in the course. Your essay does not need to focus on a paper or topic that has specifically been covered in the course. The scope of your essay and the specifics of what you would like to cover will need to be negotiated with the course coordinator. Topic suggestions will be provided, but you are strongly encouraged to come up with your own.
Submission guidelines
Essays are to be submitted via Turnitin
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 14 days. Extensions are given in multiples of 24 hours.
For full details please review the School of Psychology Student Guidelines - Extensions and Deferred quiz/exam.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Active Seminar Participation
- In-person
- Mode
- Activity/ Performance
- Category
- Participation/ Student contribution
- Weight
- 10%
- Due date
24/02/2025 - 26/05/2025
Seminar participation will be assessed weekly on a pass/fail basis.
Task description
Active participation in the seminar sessions is essential for the course. Just as presenters will be expected to lead group discussion, audience members will be expected to engage with the speaker and discuss the material being presented in a thoughtful and constructive manner. Your participation in each session will be assessed on a pass/fail basis based on the quality (not quantity) of your contribution.
If you are unable to participate actively during the session for whatever reason, please discuss with me ahead of time.
Submission guidelines
Deferral or extension
You cannot defer or apply for an extension for this assessment.
Please contact your tutor/course coordinator directly.
Reading Reflections
- Mode
- Written
- Category
- Reflection
- Weight
- 10%
- Due date
3/03/2025 - 26/05/2025
Reading reflections are assessed weekly on a pass/fail basis.
Task description
To encourage active in-session participation, you will be required to submit a brief reflection on each of the readings being covered in that week's session prior to the session. The reflection should detail questions and/or comments that arose during your reading of the material (and can make for useful contributions to the in-session discussion). There is no word limit for the reflections, but they are expected to be brief (e.g., approximately 150-200 words per paper). Reading reflections are an excellent avenue for seeking clarification about any of the materials covered in the seminar.
Submission guidelines
Reading reflections are to be submitted via email to the course coordinator prior to the seminar each week.
Deferral or extension
You cannot defer or apply for an extension for this assessment.
Please contact your tutor/course coordinator directly.
Course Reflections
- Mode
- Written
- Category
- Reflection
- Weight
- Formative Assessment
- Due date
3/03/2025 - 26/05/2025
Task description
There will be two opportunities to submit reflections about the course content. One will be early in the semester (e.g., Week 2) and one will be later in the semester (e.g., Week 13). The goal of these reflections is to serve as jumping-off points for thinking about how we can best approach learning the course content (early reflection) and to consider how your thinking might have evolved or changed over the semester (late reflection). These are formative assessments and do not count at all toward your overall course result.
Submission guidelines
Course reflections are to be submitted via email to the course coordinator.
Deferral or extension
You cannot defer or apply for an extension for this assessment.
Please contact your tutor/course coordinator directly.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Cut off Percent | Description |
|---|---|---|
| 1 (Low Fail) | 0 - 29.99 |
Absence of evidence of achievement of course learning outcomes. |
| 2 (Fail) | 30 - 46.99 |
Minimal evidence of achievement of course learning outcomes. |
| 3 (Marginal Fail) | 47 - 49.99 |
Demonstrated evidence of developing achievement of course learning outcomes |
| 4 (Pass) | 50 - 64.99 |
Demonstrated evidence of functional achievement of course learning outcomes. |
| 5 (Credit) | 65 - 74.99 |
Demonstrated evidence of proficient achievement of course learning outcomes. |
| 6 (Distinction) | 75 - 84.99 |
Demonstrated evidence of advanced achievement of course learning outcomes. |
| 7 (High Distinction) | 85 - 100 |
Demonstrated evidence of exceptional achievement of course learning outcomes. |
Supplementary assessment
Supplementary assessment is available for this course.
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Library resources are available on the UQ Library website.
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Week 1 (24 Feb - 02 Mar) |
Seminar |
Course Introduction Overview of Seminar Topics |
Week 2 (03 Mar - 09 Mar) |
Seminar |
Open Discussion - "What are Cognitive Models (to you)?" The course coordinator will lead discussion on the themes covered in the seminar series, focusing on specific readings. |
Week 3 (10 Mar - 16 Mar) |
Seminar |
Presentation Seminar Student led presentations |
Week 4 (17 Mar - 23 Mar) |
Seminar |
Presentation Seminar Student led presentations |
Week 5 (24 Mar - 30 Mar) |
Seminar |
Presentation Seminar Student led presentations |
Week 6 (31 Mar - 06 Apr) |
Seminar |
Presentation Seminar Student led presentations |
Week 7 (07 Apr - 13 Apr) |
Seminar |
Presentation Seminar Student led presentations |
Week 8 (14 Apr - 20 Apr) |
Seminar |
Presentation Seminar Student led presentations |
Mid-sem break (21 Apr - 27 Apr) |
No student involvement (Breaks, information) |
MID-SEMESTER BREAK - No Class |
Week 9 (28 Apr - 04 May) |
Seminar |
Presentation Seminar Student led presentations |
Week 10 (05 May - 11 May) |
No student involvement (Breaks, information) |
No Seminar Due to Labour Day Public Holiday |
Week 11 (12 May - 18 May) |
Seminar |
Presentation Seminar Student led presentations |
Week 12 (19 May - 25 May) |
Seminar |
Presentation Seminar Student led presentations |
Week 13 (26 May - 01 Jun) |
Seminar |
Presentation Seminar + Open Discussion - "What are Cognitive Models (to you now)?" Student led presentations plus a final open discussion about the themes covered in the seminar series |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.
School guidelines
Your school has additional guidelines you'll need to follow for this course: