Content

Some topics that we will discuss: attention, motivation, brand equity, choice architecture, customer satisfaction, experimental design, etc.

Course material

Slides based on articles from academic journals (such as Journal of Consumer Research, Journal of Marketing Research, etc.) and managerial journals (such as Harvard Business Review, MIT Sloan Management Review, etc.).

Explanation

The exam is an individual closed book written exam, with multiple choice questions.

Information about retaking exams

The features of the evaluation and determination of grades are identical to those of the first examination opportunity, as described in the tab 'Explanation'.

Content

This course is composed of 10 keynote lectures, providing an in-depth and state-of-the-art overview of the field of psychiatric neurobiology. Part one will focus on psychiatric nosology and relevant aspects of  neuroanatomy and of developmental neurobiology. Part two will focus on animal models, brain imaging and genetics as three major methods to elucidate the neurobiology of psychiatric disorders. In part three, the current state of knowledge of the neurobiology of psychosis, mood changes, autism, ADHD, anxiety and OCD will be presented.          

Course material

PowerPoint slides of the lectures, scientific publications. 

Format: more information

Students are expected to listen attentively, take notes, ask questions, participate in discussions, reflect actively on the subject matter, etc. 

Explanation

Exam
Written examination with open questions. Each professor will provide questions on their own topics. Out of these, the questions for the examination will be randomly selected. Each question will be scored by the professor concerned. The final score is the mean of the scores for each of the questions.

Attendance at the lectures
Course attendance is not required. However, students are strongly advised to attend the courses anyway.

Third examination period
The evaluation during the third exam period is the same as above.        

Content

The students will prepare, present and critically evaluate a recent, high impact publication. The selection of papers will be done in accordance with the teacher. Alternatively, the teacher can also ask the students to present and critically evaluate an ongoing research project. The papers or projects under discussion will deal with the field of psychiatric neurobiology.    

Explanation

Presentation
Every student is supposed to give presentations, in which they discuss a recent research paper. The final score is the mean of scores (75% of the total score) and participation/attendance in all of the classes (25% of the total score). When a student needs to be re-examined, he/she will present a single research paper to the professor concerned.

Attendance at the lectures
Attendance is mandatory. All absences must be justified, by a doctor’s certificate or other proof of absence. Unwarranted absence will automatically result in a 0 score on 'participation/attendance'.

Third examination period
The evaluation during the third exam period is the same as above.

Content

Topics of Laboratory Animal Science: Legislation, Working safely with laboratory animals, Zootechnique of different species, Housing of laboratory animals, Hygiene and microbiological standardization, Anesthesia, analgesia and euthanasia, Humane endpoints and severity assessment, Behavior of laboratory animals and well-being, Genetic standardization and transgenesis, Feeding of laboratory animals, Using alternative methods, Ethics and laboratory animals, Experimental and surgical techniques.

In the introduction and historical overview, the historical evolution of the use of laboratory animals is explained. The student learns which animal species are used in research and what are the most important aspects of the Belgian and European legislation on the use of animals. The composition and the functioning of the Ethical Committee and the Animal Welfare Bodies are important topics.
In the chapter zootechnique we give special interest to the housing, caretaking and breeding of different species (rodents, rabbit, xenopus, zebrafish, pig). We discuss the main anatomical and physiological characteristics per species.
The importance of the cage environment (temperature, ventilation, etc.) and of cage enrichment for the welfare of the animals, different types of cages, special housing and transport of the animals, is discussed in the chapter of housing. Furthermore, we look at the significance of hygiene, disinfecting and microbiological quality control, especially in an SPF-facility.
Genetic standardization, discussing topics like inbred- and outbred strains, specific breeding systems and genetic quality control, is an introduction to the chapter of transgenesis in vertebrates.
Health control of laboratory animals, setting a diagnosis, the most important pathogens and their interference with research, quarantine and disease management, is part of the chapter pathology and microbiological standardization.
The principal of the 3 "R's", meaning "Replacement, Reduction and Refinement" of laboratory animals and animal use, is an important issue that is abundantly studied in the chapter of alternatives for animal use. In this chapter we discuss different possible alternative methods, with their advantages and disadvantages.
Species-specific behavior and the ethogram are used to recognize and assess animal welfare. Furthermore, we propose different possibilities for anesthesia and analgesia and look at several methods for euthanasia. Also the setting-up of humane endpoints and the wellbeing of lab animals is an item, as is severity assessment.
The chapter experimental techniques gives an overview of different methods for taking blood and for the administration of substances and the identification of animals. In surgical techniques, aseptic techniques, instruments, etc. are discussed.
The nutritional needs and feeding systems and the possible effects of feeding on experimental results, are discussed in the chapter of laboratory animal's feeding.
The aspect of working safely with laboratory animals, especially bite- and scratch wounds, zoonoses, allergy, working with chemicals and biosafety, are discussed profoundly, as is working under GLP.
We will also discuss the ethical aspects of laboratory animals research.
 

Course material

The webinars, slides and extra informative material is available on Toledo.

Format: more information

Questions concerning the course content can be sent in via email. The answers will be added to the Q&A section per chapter.

Content

The students receive a project application for the Ethical Committee for Animal Experiments and discuss the application as if they are members of the Ethical Committee. When they have formed an opinion about the methods used in the project, the animal welfare, the pain score, anesthesia and euthanasia, postoperative care, … this is described in a report. The report is uploaded in Toledo.
During the workshop "handling of small animals" and “severity assessment”, students learn how to manipulate and restrain an animal in a proper way.

Course material

Powerpoint slides, a webinar to explain the assignment (available on Toledo)

Format: more information

Active participation in the discussions concerning ethical aspects of a project involving animal experiments; active participation in the writing of the report (individually or in group). Active participation during the workshop "handling small animals". Participation in this workshop is obligatory. Active participation during the class on Severity Assessment.

Explanation

This course unit cannot be tolerated.

Exam:

The exam consists of multiple choice questions with correction for guessing.
The exam counts for 18 of the total 20 points.

Practical Session:

There is one practical session, concerning the handling of small animals.
Participation in the practical session is obligatory. If the student does not complete the practical session, he/she will get a NA score.

Report:

The students will get an assignment, in which they will have to evaluate a project (ethical aspects, animal use, anesthesia, etc) either individually or in group. They will have to write a report about this project evaluation. The report counts for 2 of the total 20 points.

To obtain a grade for the course, students must do the exam, follow the workshop and submit the assignment report. If one of these 3 requirements is not met, an NA score will be given.

This course cannot be tolerated by students of the Faculty of Medicine, Pharmaceutical Sciences and Psychology/Educational Sciences. If you are a student of a different Faculty and the course is tolerated, be advised that only students who pass the course (>= 10/20) will receive a FELASA B certification. If the course is tolerated, you will not receive the FELASA B certificate.

Content

Topics of Laboratory Animal Science: Legislation, Working safely with laboratory animals, Zootechnique of different species, Housing of laboratory animals, Hygiene and microbiological standardization, Anesthesia, analgesia and euthanasia, Humane endpoints and severity assessment, Behavior of laboratory animals and well-being, Genetic standardization and transgenesis, Feeding of laboratory animals, Using alternative methods, Ethics and laboratory animals, Experimental and surgical techniques.

In the introduction and historical overview, the historical evolution of the use of laboratory animals is explained. The student learns which animal species are used in research and what are the most important aspects of the Belgian and European legislation on the use of animals. The composition and the functioning of the Ethical Committee and the Animal Welfare Bodies are important topics.
In the chapter zootechnique we give special interest to the housing, caretaking and breeding of different species (rodents, rabbit, xenopus, zebrafish, pig). We discuss the main anatomical and physiological characteristics per species.
The importance of the cage environment (temperature, ventilation, etc.) and of cage enrichment for the welfare of the animals, different types of cages, special housing and transport of the animals, is discussed in the chapter of housing. Furthermore, we look at the significance of hygiene, disinfecting and microbiological quality control, especially in an SPF-facility.
Genetic standardization, discussing topics like inbred- and outbred strains, specific breeding systems and genetic quality control, is an introduction to the chapter of transgenesis in vertebrates.
Health control of laboratory animals, setting a diagnosis, the most important pathogens and their interference with research, quarantine and disease management, is part of the chapter pathology and microbiological standardization.
The principal of the 3 "R's", meaning "Replacement, Reduction and Refinement" of laboratory animals and animal use, is an important issue that is abundantly studied in the chapter of alternatives for animal use. In this chapter we discuss different possible alternative methods, with their advantages and disadvantages.
Species-specific behavior and the ethogram are used to recognize and assess animal welfare. Furthermore, we propose different possibilities for anesthesia and analgesia and look at several methods for euthanasia. Also the setting-up of humane endpoints and the wellbeing of lab animals is an item, as is severity assessment.
The chapter experimental techniques gives an overview of different methods for taking blood and for the administration of substances and the identification of animals. In surgical techniques, aseptic techniques, instruments, etc. are discussed.
The nutritional needs and feeding systems and the possible effects of feeding on experimental results, are discussed in the chapter of laboratory animal's feeding.
The aspect of working safely with laboratory animals, especially bite- and scratch wounds, zoonoses, allergy, working with chemicals and biosafety, are discussed profoundly, as is working under GLP.
We will also discuss the ethical aspects of laboratory animals research.

Course material

The webinars, slides and extra informative material is available on Toledo.

Format: more information

Questions concerning the course content can be sent in via email. The answers will be added to the Q&A section per chapter.

Content

The students receive a project application for the Ethical Committee for Animal Experiments and discuss the application as if they are members of the Ethical Committee. When they have formed an opinion about the methods used in the project, the animal welfare, the pain score, anesthesia and euthanasia, postoperative care, … this is described in a report. The report is uploaded in Toledo.
During the workshop "handling of small animals" and “severity assessment”, students learn how to manipulate and restrain an animal in a proper way.

Course material

Powerpoint slides, a webinar to explain the assignment (available on Toledo)

Format: more information

Active participation in the discussions concerning ethical aspects of a project involving animal experiments; active participation in the writing of the report (individually or in group). Active participation during the workshop "handling small animals". Participation in this workshop is obligatory. Active participation during the class on Severity Assessment.

Explanation

This course unit cannot be tolerated.

Exam:

The exam consists of multiple choice questions with correction for guessing.
The exam counts for 18 of the total 20 points.

Practical Session:

There is one practical session, concerning the handling of small animals.
Participation in the practical session is obligatory. If the student does not complete the practical session, he/she will get a NA score.

Report:

The students will get an assignment, in which they will have to evaluate a project (ethical aspects, animal use, anesthesia, etc) either individually or in group. They will have to write a report about this project evaluation. The report counts for 2 of the total 20 points.

To obtain a grade for the course, students must do the exam, follow the workshop and submit the assignment report. If one of these 3 requirements is not met, an NA score will be given.

This course cannot be tolerated by students of the Faculty of Medicine, Pharmaceutical Sciences and Psychology/Educational Sciences. If you are a student of a different Faculty and the course is tolerated, be advised that only students who pass the course (>= 10/20) will receive a FELASA B certification. If the course is tolerated, you will not receive the FELASA B certificate.

Content

This course studies advanced modern methods for the analysis of repeated measures and longitudinal data. Emphasis is on linear mixed models, generalised linear mixed models, generalised estimating equations and missing data. The course covers not only model building and fitting, but also exploratory data analysis, graphical methods. 

Format: more information

The student will attend the theoretical classes and will apply the methodology in a number of homeworks where real data will be analysed with various methods and statistical models. A report will be prepared and orally defended.

Explanation

There are three homework assignments. Working groups of four students will be formed that
stay the same for all assignments.

The deadlines will be the first presentation session for the first
assignment, the second presentation session for the second assignment, and the exam date for
the third assignment. At the first two presentation sessions, each student will present part of the
results of the assignments (two students during the first session, two other students during the
second session). The third assignment will be presented individually by each student at the exam.
This way, each student will present twice, for no longer than 5 minutes each time. Once at
one of the presentation sessions, once at the exam. At both occasions, the presentations will be
followed by some questions from the instructors.

One report per assignment has to be handed in per group.

The assignment will be graded (presentation and report). The results will be taken into account
for the final grade.

In the final score, an equal weight is given to the reports and presentations on one hand, and the questions on the other hand.

Submission of all reports in time is a necessary condition to take part in the exam. In case any of the deadlines is not met, the score for this course will be NA.

Content

The module introduces the logic and the statistical theory of structural equation modeling. The emphasis is on the practical use of models and methods as research tools in the social and behavioral sciences. The module covers modern statistical aspects of regression models, exploratory and confirmatory factor analysis, and general structural equation models with or without latent variables for single and multiple groups and for continuous and ordinal variables. Advanced topics include second-order factor analysis, mean and covariance structures, analysis of multilevel data, simulation and bootstrapping. 
The module also covers the estimation of such models for normal, non-normal, and ordinal variables. This includes maximum likelihood, robust maximum likelihood, and various least-squares methods.

*

Path analysis
Measurement Models
Confirmatory Factor analysis
Models with structural and measurement components
Mean structures and latent growth models
Muliple sample structural equation models

Format: more information

This course module is offered in block teaching. More concretely, the lectures are concentrated in 4-5 weeks in which 1-4 lectures a week could be scheduled. 

Is also included in other courses

G0B65A : Structural Equations

Content

The module introduces the logic and the statistical theory of structural equation modeling. The emphasis is on the practical use of models and methods as research tools in the social and behavioral sciences. The module covers modern statistical aspects of regression models, exploratory and confirmatory factor analysis, and general structural equation models with or without latent variables for single and multiple groups and for continuous and ordinal variables. Advanced topics include second-order factor analysis, mean and covariance structures, non-linear relationships, analysis of multilevel data, simulation and bootstrapping. 
The module also covers the estimation of such models for normal, non-normal, and ordinal variables. This includes maximum likelihood, robust maximum likelihood, and various least-squares methods.

Format: more information

This course module is offered in block teaching. More concretely, the lectures are concentrated in 4-5 weeks in which 1-4 lectures a week could be scheduled. 

Is also included in other courses

G0B65A : Structural Equations

Content

The module introduces the logic and the statistical theory of structural equation modeling. The emphasis is on the practical use of models and methods as research tools in the social and behavioral sciences. The module covers modern statistical aspects of regression models, exploratory and confirmatory factor analysis, and general structural equation models with or without latent variables for single and multiple groups and for continuous and ordinal variables. Advanced topics include second-order factor analysis, mean and covariance structures, non-linear relationships, analysis of multilevel data, simulation and bootstrapping. 
The module also covers the estimation of such models for normal, non-normal, and ordinal variables. This includes maximum likelihood, robust maximum likelihood, and various least-squares methods.

*

Students participate in a series of computer lab exercsies that focus on teaching students how to apply structural equation modelling using R-package Lavaan

Course material

• Bollen, K. A. (1989), Structural equations with latent variables. Wiley. 
• Jöreskog K. G. and Sörbom D. (1996), LISREL 8: Structural equation modeling with the SIMPLIS command language. SSI, 4th printing. 
• Jöreskog, K. G. and Sörbom D. (1999a), PRELIS 2: User’s reference guide. SSI. 
• Jöreskog, K. G. and Sörbom D. (1999b), LISREL 8: User’s reference guide. SSI. 
• Jöreskog, K. G., Sörbom D., du Toit, S. and du Toit, M. (1999), LISREL 8: New statistical features. and the paper: 
• Jöreskog, K. G. Structural Equation Modeling with Ordinal Variables using LISREL. 
Downloadable at: www.ssicentral.com/techdocs/ordinal.pdf.

Format: more information

Students are required to participate in a series of computer lab exercises.

Is also included in other courses

G0B65C : Structural Equations

Explanation

Features of evaluation

The evaluation is made based on an individual paper in which the student applies a SEM analysis on a dataset of choice.
The paper should be no longer than 10 pages, not including references and appendices (syntax and output).
The following structure is proposed:
1. Problem statement and hypothesis
2. Description of the dataset used
3. Modeling strategy
4. Results
5. Conclusion

Evaluation criteria
The assessment is made based on the following criteria:
• Research question: clarity and appropriateness
• Technical aspects of the analysis
• Report of the analysis
• Interpretation of results
• Formal aspects of the paper: writing style, tables and figures, references

Second examination opportunity 


Students who do not pass in June are given the opportunity to resubmit a paper in September. Identical evaluation criteria are used.

Content

The course discusses 4 main topics:
1) general discussion of what cognitive science is
2) thinking and reasoning, with extra emphasis on the infant's object concepts and on rationality
3) perception, with an extra emphasis on the brain as a hypothesis-constucting-and-testing agent and on eye-movements
4) language, with an extra emphasis on optimality theory and language acquisition

*

The lectures follows closely the chapters from Cognitive Psychology” by Ken Gilhooly, Fiona Lyddy and Frank Pollick (McGraw Hill, 2014)

Content

The course discusses 4 main topics:
1) general discussion of what cognitive science is
2) thinking and reasoning, with extra emphasis on the infant's object concepts and on rationality
3) perception, with an extra emphasis on the brain as a hypothesis-constucting-and-testing agent and on eye-movements
4) language, with an extra emphasis on optimality theory and language acquisition

Explanation

With respect to the final written exam: the first hour is a closed book exam with 21 MC-questions. This part counts for 7 points. The next two hours are open book, where you have to solve two questions. This part counts for 7 points.

- With respect to the paper: the deadline for the paper will be communicated via Toledo at the beginning of the semester. If you miss the deadline, you will receive no points. This part counts for 5 points.

- With respect to the discussion board: you will post 2 entries and respond to at least 2 entries of other students on at least 3 of the discussion forums. This part counts for 1 point.

Content

Part I: The nervous system
neuron, action potential, synapse, channel regulation and memory, visual
system, neural maps and the development of the visual system, reaching
and grasping

Part II: Recording from the brain
invasive and non-invasive recording

Part III: Computational neuroscience
principles, Reichardt detector, models of complex motion and actions,
convolutional and self-organising neural networks
 

Course material

Study cost: 1-10 euros (The information about the study costs as stated here gives an indication and only represents the costs for purchasing new materials. There might be some electronic or second-hand copies available as well. You can use LIMO to check whether the textbook is available in the library. Any potential printing costs and optional course material are not included in this price.)

course slides, course texts
course overview
example questions for the exam

all available from Toledo
 

Format: more information

Lectures with examples and case studies to promote student interaction.

Content

Lab sessions in support of the course material.

Explanation

Written exam.

Sample questions are available from the course's Toledo page.

Content

The course focuses on two kinds of questions regarding AI:

1. Metaphysical questions: Can machines think? Do robots have consciousness? Etc.

2. Ethical questions: Does AI create a responsibility gap? How should we deal with bias? Etc.

Course material

Papers and slides/notes.

Language of instruction: more information

English.

Format: more information

Most of the classes are classical lectures, two classes consist of discussions between students on papers.

Explanation

The exam consists of both open questions and closed questions (multiple choice). The closed questions are corrected with a guess correction.

Content

The following topics are covered:

• Python language fundamentals
  • Variables, expressions, operators
  • If-statements, for-statements, while-statements
  • Functions, modules
• Scientific modules
  • Matplotlib, SciPy, NumPy
  • Practical examples
• PsychoPy module

Course material

Anaconda Python distribution

Language of instruction: more information

Dit opo wordt zowel in een Nederlandstalige opleiding (bachelor in de psychologie) als in een Engelstalige opleiding (master of psychology: theory and research) geprogrammeerd.

Format: more information

In the first part of the course, classes are primarily practical sessions in which a new concept is introduced at the beginning, after which students work on exercises. Teaching assistants are present during class, and students are encouraged to interact as much as possible to ensure that each now concept is consolidated properly. Each week, students will also have to solve a homework assignment

In the second part of the course, students write an experiment in Python using the PsychoPy module. No new concepts are introduced, and students come to class to have feedback moments with their project supervisor.

Explanation

In the first part of the course, students have to submit homework assignments (five in total). Each homework counts for 0 (no submission), 0.5 (submitted but low quality) or 1 (submitted and good quality) point to the total grade. Failure of the student to submit any homework assignments at all during the first part leads to a NT (not taken) of the course. 

During the second part of the course, students are assigned to small groups of two to three students. They have to use the PsychoPy module to develop an experimental paradigm in Python code. A list of possible paradigms will be made available before the start of the project weeks. During the project weeks, students are provided a weekly feedback session. The project submission will count for the remaining 15 points, and will be graded on coding quality and correctness of the code. 

Information about retaking exams

Only students who participated in the first examination opportunity, are allowed to participate in the second examination opportunity. The grade of the first part (five homework assignments) will be transferred to the second exam opportunity. For the second part of the evaluation (project work), students have the right to one additional feedback moment, in which suggestions will be provided for improving their submitted project. The improved project has to be submitted by the end of the third examination period, and will be evaluated according to the same criteria as projects from the first examination period. 

Content

- Calculus: real numbers, functions in one variable, derivatives

- Linear algebra: linear equations, matrices, determinants

- Applications

Course material

toledo

Language of instruction: more information

This course  is also part of the Master of pychology: Theory and Research.

Format: more information

Lectures

Explanation

The exam is open book. Students are allowed to use all course materials on paper, they are not allowed to use digitized material.

Content

Biological evolution and mechanisms of evolutionary development.

Brief systematics of the animal world, morphological and behavioural diversity within the class of the mammal and the evolution of the human kind (with excursions to the Museum voor Natuurwetenschappen en de Koninklijke Maatschappij voor Dierkunde – Zoo Antwerpen).

"The monkey as model for the human": behavioural research on primates, social organization with non-human primates, cognitive and communicative ability of higher primates and other animals (with excursion to CRC-Planckendael).

Evolutionary meaning of consciousness with non-human species.

The species-specific and epigenetic aspects of behaviour are emphasised to look at the finding from the animal psychology, ethology and evolutionary psychology in a critical-scientific manner.

"Not in our genes": critique on genetic determinism/reductionism and the limits of sociobiological statements of human behaviour; the human as biological organism within the ecological biodiversity and from its multicultural potentiality.

Course material

• Mandatory reader with articles and book chapters

Optional recommended reading:

• Stephen J Gould: The mismeasure of man. Norton: 1981.
• Richard Lewontin, Steven Rose, Leon J Kamin: Not in Our Genes. Pantheon: 1994.
• Steven Rose: Lifelines: Biology, Freedom, Determinism. Penguin: 1997.
• http://www.talkorigins.org/ with access to the full text version of the first edition of: Ch. Darwin (1859) “On the origin of species…”

Format: more information

Short presentation (PK format), lectures, guest lectures and excursions

Explanation

The assessment will be based on the following components: (1) your PK presentation + discussion of the presentation of the other students, (2) oral exam about your PK + study of the lesson notes and mandatory texts, any excursions. There is a mandatory attendance for the excursions and presentations, students who do not meet these conditions will receive an NA for the entire course.

Information about retaking exams

The same evaluation format will be applied in the third exam period. Students can redo the presentation during the oral exam.

Content

In the lectures, maximal three different subdomains of psychonomic science will be dealt with. These subdomains may differ each year and will be taken from the following (not exclusive) list:

• Perception
• Memory
• Categorization
• Language processing
• Numerical cognition
• Thinking and reasoning

Course material

• International literature
• Powerpoint presentations

Language of instruction: more information

internationalisation@home

Format: more information

Lectures given by (at least) three different teachers. Each teacher will discuss a different field of research in 3 to 4 lectures.

Students who are on an internship abroad can take this course up via distance learning.

Explanation

Students start the exam in groups of 15. They will receive two questions (from different lecturers) at the start of the exam and have 20-30 minutes preparation time, after which they orally elucidate their response.

Students who are on an internship abroad are expected to be back in Leuven by the June examination period, as the assessment of this course takes place on-campus.

Information about retaking exams

The evaluation format of the retake exam will be the same as during the first examination period. For more information, please consult Toledo. 

Content

Selented central mechanisms in the brain and behaviour relationship will be explained by international specialists and guest lecturers from academia and pharmaceutical industry. Relevant topics will be selected and elaborated by the different specialists and presented on the basis of a general textbook and some recent research papers. The selected topics are situated within the following broad themes:
1.        Neuroplasticity & Learning and Memory
2.        Perception
3.        Movement
4.        Emotion & Affective Disorders
5.        Nervous System Development & Aging 

Course material

Material available on Toledo:
texts selected by the lecturers
powerpoint presentations
scientific publications
Chapters from:
Principles of Neural Science
by Eric R. Kandel, James H. Schwartz, and Thomas M. Jessell
(Hardcover - 1 Jul 2000)

Format: more information

Selected topics will be presented by renowned international specialists from academia and pharmaceutical industry. The lectures will be in an open seminar format that allows discussion and interaction between the students and the lecturers.

Students who are on an internship abroad can take this course up via distance learning.

Explanation

This course is evaluated by means of a written exam with open questions.
Students who are on an internship abroad are expected to be back in Leuven by the June examinationt period, as the assessment of this course takes place on-campus.

Content

This course encompasses four broad themes. Within each theme, both basic processes ('building stones') and a number of more specific topics are discussed.

I. Activation & Inhibition

• Homeostatic regulation       
• Central integrations of the psychological stress response
• Inhibition of the stress response

II. HPA & PNI (psychoneuroimmunology)

• Endocrine stress responses
• Psychoneuroimmunology

III. Individual differences

• Positive psychology
• Genes, stress & behavior
• Prenatal origins of behavior problems and diseases
• Stress reactivity
• Cardiovascular, gastrointestinal and respiratory diseases         

IV. Symptom perception

• Pain: a mental representation of body damage
• Placebo - Nocebo     
• Interoception

Course material

• Slides
• Scientific articles
• A number of chapters from the book: Lovallo, W. R. (2016). Stress & Health. Biological and Psychological Interactions (3rd Edition). Sage.

Format: more information

Attend lectures.
Home-study.

Explanation

MC-exam

Content

The course is divided into four  parts:

• First, the basic concepts and the main aspects of Bayesian statistical inference (estimation and checking) are discussed and applied to relatively simple situations (e.g., binomial model, Gaussian model, regression).
• Second, the necessary algorithms (such as MCMC) and software is discussed.
• The third part broadens the modelling framework and discusses, e.g., logistic regression. Starting from motivating examples, an introduction to generalized linear models is presented. Special attention is paid to the interpretation of regression coefficients in a logistic regression model.
• Fourth, the theory of hierarchical/multilevel models data is presented. This theory is first applied to simple models, and later to more complex models, such as models with multiple predictors. Particular importance is attached to the interpretation of the output.

Course material

Slides, shiny apps, chapters from textbooks, exercises, R code and Bayesian analysis software code.

Format: more information

Lectures.

Content

The practical sessions focus on:

• learning R.
• learning Bayesian analysis software.
• getting experience with the application of the basic concepts, through computational and small data-based exercises using R and Bayesian analysis software.

Course material

Exercises and solutions, R/ Bayesian analysis software code.

Format: more information

Students work on a number of exercises (posted on Toledo, together with the solutions). During the practical sessions, their questions are discussed.

Explanation

The exam is written and closed book. It takes place during the exam period.

Information about retaking exams

The exam for the second exam opportunity is of the same format as the exam during the first exam opportunity.

Content

The broad topic of the course is responsible research practices. Because of the fast developing pace of (the availability of) new responsible research practices, the exact topics to be discussed are not written in stone. Possible topics include, but are not limited to, open science, replication, pre-registration, reproducibility, statcheck, GRIM, multiverse analysis, p-hacking, equivalence testing, R Markdown, tidyverse, meta-analytic thinking, statistical power, design optimization, reliability, severe testing, theory development and appraisal, cross validation, and the Bayes factor. Some of these topics are introduced using lectures, others by means of self-study exercises using R, including simulation studies.

During the semester, the students will give short individual presentations. More detailed information about this assignment will be given in a separate document.

Course material

• Slides
• Lectures
• Articles and chapters from textbooks
• R code
• Shiny apps
• Toledo / e-platform
• Syllabus

Format: more information

The course consists of (web) lectures, self-study exercises and student presentations.

Explanation

• The evaluation  is based on  an assignment and on a written, closed book exam.
• The assignment is an oral presentation of your work, which will be scheduled somewhere during the second semester. The presentation dates (and the associated deadline for the submission of the presentation material) will be communicated in a separate document. Failing to participate in the assignment automatically leads to NA and a grade of 0 for the assignment . You are  expected to attend the presentations of the other students. Failing to present or failing to attend will lead to NA and a grade of 0 for the assignment  (only a medical certificate or a motivation through the "ombuds"-service will be accepted). The schedule of the presentations will be given at the start of the course; please keep this in mind while planning your other activities during the semester.
• The assignment will be graded on 3 points and the exam will be graded on 17 points.

Information about retaking exams

The assignment cannot be retaken: the grade obtained at the first exam opportunity for the assignment will be transferred to the third exam period.

The exam can be retaken in the third exam period. The exam for the second exam opportunity is of the same format as the exam during the first exam opportunity.

Content

A variation of specific topics, partly depending on the students' choices from a list of possible topics.
The work form consists of different activities such as:

• presentation of the syllabus (objectives, work form, justification)
• survey of the sources for research 
• tips for clear and concise writing
• assignment 1 (possible research topic for individual research project like master's thesis; individual paper)
• assignment 2 (in-depth study of methodology of a published article of choice; group work, class presentation)
• assignment 3 (methodological subject of choice; group work, paper)
• assignment 4 (elaboration of a research proposal of choice; group work, paper)
• general evaluation

Essential to the elaboration of this content (work form) is the intensive guidance during the process and the feedback after each part.

Course material

Ad hoc list of:

• slides, course notes, assignments
• research papers

Language of instruction: more information

Internationalisation@home

Format: more information

Very active involvement of students in four different assignments (individual and group work), with a lot of homework (in addition to class meetings) and supervision/feedback moments.

Explanation

The evaluation consists of 4 parts, each for a fixed fraction of the total score:

(1) Short paper (3 points), individual writing assignment

(2) Oral presentation in group (5 points), with an individual contribution by every group member

(3) Longer paper (6 points), group writing assignment (with an oral component)

(4) Longer paper (6 points), group writing assignment (with an oral component)

Notes:
1. Specific instructions about each of these assignments and more information on the deadlines is given in class and can be found on Toledo. The calendar with class activities, group activities and individual activities, as well as deadlines is determined in the first class meeting.
2. All activities are monitored and feedback is given during the process and afterwards. Presence at all of these activities (at class, group, and individual level) is essential for the learning process and therefore mandatory. Absences with a valid excuse must be announced in advance and if this is impossible (illness, accident, ...), an official written document must be provided afterwards.
3. Missed activities and deadlines lead to failures on these components and NA thus 0 on the component.

Information about retaking exams

In case of an overall failure, an individually specified replacement assignment will be given to the student.

Content

In the first part, basic concepts and theories of Judgments, Decisions, and Rationality, the nature and analysis of judgment and of judging probability and frequency, judgmental distortions, covariation, causation and counterfactual thinking.
In the second part, students prepare in small groups a presentation, summary text and guided discussion on one of the following topics:

• Decision Making under Risk and Uncertainty
• Preference and Choice
• Confidence and Optimism
• Judgment and Choice over Time
• Dynamic Decisions and High Stakes: Where Real Life Meets the Laboratory
• Risk
• Decision Making in Groups and Teams
• Cooperation and Coordination
• Intuition, Reflective Thinking and the Brain

Course material

Powerpoint slides of the course are made available on Toledo.
A starting package of articles concerning each topic is made available on Toledo.
The articles which were the basis of the group presentations, the group presentations themselves and summary texts are made available on Toledo.

Format: more information

This course makes use of a combination of learning activities:

• Group work
• Self-study and critical reflection
• Oral presentation
• Written summary report
• Group discussion

Explanation

Evaluation takes place continuously throughout the course and consists of the following elements:

• Written summary report of group topic (7/20)
• Oral presentation of group topic (7/20)
• Short written reflection after each topic (total of 5/20)
• Press release (1/20)

Information about retaking exams

In the third exam period, the exam consists of an oral exam (20/20) on the basis of the texts of the first part and the presentations of the second part.

Content

The course is divided into two parts:
1. Bayesian parameter estimation and prediction
2. Case studies focusing on cognitive models

Course material

- Course notes
- Code (R and JAGS)

Format: more information

The students are given exercises which they can solve using R and JAGS during class hours. The lecturer is available to clarify any problems that came up while solving the exercises.

Explanation

- Students produce a report in which they apply the concepts learned to a problem of their own (or on a problem assigned). The successful completion of this report requires the construction of (a) Bayesian model(s) in JAGS, its application to data in R and drawing conclusions. On the exam, this report is discussed.

- Students can use any learning materials, as the students can work on the report at home.

Content

The content of the seminar changes every year.

Course material

Slides.

Language of instruction: more information

internationalisation

Format: more information

Seminar. In case that the seminar can not take place, an alternative format and evaluation will be used. Depending on the content and location of the seminar, it is possible that a small financial contribution can be asked.

Explanation

This course is evaluated by means of an oral presentation during the seminar. The topic of the presentation is a recent scientific paper on the subject of the seminar.

Content

The course consists of a series of lectures given by ZAP members (professors) and postdocs, mostly but next exclusively from the Faculty of Psychology and Educational Sciences at KU Leuven. The lectures are explicitly meant to bridge the basis fields as taught in our bachelor psychology courses and their applications in current research on practical and relevant issues. Complex problems – resulting from real life situations – will be viewed from an open minded psychological viewpoint. The focus will be on the following questions:

- How to deal with this?
- What are the possibilities and limitations in research?
- How can research findings be applied in practical situations?
- What kind of follow-up research is needed / wanted?

Course material

Powerpoint presentations, scientific articles or other text material (mandatory texts or background literature)

Language of instruction: more information

English is the standard language in the field of psychological research. The English terminology is most commonly used, also in the Belgian/Flemish context. Lectures can be in English or French. Lectures can also be organized ‘online’ instead of in ‘real life’.

Format: more information

Level 1: The visible or ‘concrete’ learning activities are: attending all lectures of the lectures series, active and critical participation during the lectures, and studying the study materials.

Level 2: The underlying cognitive processing activities (to memorize, to select, to relate, to apply and to critically process the content of the lectures).

Explanation

The exam consists of a series of multiple choice questions (correction for guessing will be applied).

Content

Human behavior is always situated in particular socio-cultural contexts. Everyday engagement in these contexts shapes us as a person, an interaction partner, a group member, a member of a culture or of a society. In this course we will give an overview of the ways in which our minds are shaped by the contexts in which we live and how, in turn, our ideas, feelings, actions… are shaping these contexts. We will discuss ways in which psychological processes (such as self, group, emotion, perception, cognition, motivation, action) fit our social and cultural contexts and are meaningful and functional to them. Moreover, we will provide examples of the social and cultural constitution of social relations among persons and groups. The emphasis in this topics course is on thinking through key concepts and questions and on doing research: What does it mean to take a socio-cultural approach? What common research strategies have been employed? In addition to a general overview of central research topics in this domain, we will discuss a few selected lines of research and research examples in detail. This will allow us to talk more concretely about the theoretical and methodological challenges and potential solutions within the field of social and cultural psychology.

Course material

• Articles and literature Syllabus
• Slides, transparencies

Format: more information

After the first week, this course makes use of a flipped classroom model. Each class starts with a group presentation on the reading for that week, followed by discussions in break-out groups, and ending with plenary discussion of the materials and discussion.

Class attendance is expected. This course cannot be combined with an internship abroad in the same semester.

Explanation

• Students take part in one graded group presentation (6/20).
• Students write weekly summaries and discussion questions about the assigned readings that will be evaluated on a pass/fail basis (4/20). 
• Students make contributions to in-class discussion that will be evaluated on a pass/fail basis (4/20).
• Students write one reaction paper to a statement that ties to the readings and discussions in class (students choose a statement from a set of statements proposed by the professor) (6/20). 
• Instructions for group presentation and discussions, weekly assignments, and the reaction paper will be discussed at the start of the course.
• Deadlines for assignments will be communicated both at the start of the course and via Toledo.

Information about retaking exams

Students who failed for the course can retake only those parts of the assessment for which they failed: discussion contributions, presentation, and (revision of) reaction paper. If the presentation needs to be retaken, it will turn into an individual presentation. If discussion contributions need to be retaken, students will formulate discussion questions with answers to an assigned reading in written form. 

Content

In small groups, students prepare a presentation, summary text and guided discussion the following topics (non-exhaustive list):

•    Self-esteem and aggression
•    Personality: categories or dimensions?
•    Intelligence 
•    The structure of psychopathology
•    Personality across cultures
•    Questionable research practices in individual differences research
•    Evolutionary psychology of individual differences
•    Generation Me
•    Happiness
•    Implicit methods
•    Gender and intelligence
•    Personality change
•    Snoop: how your environment gives away your personality
•    Animal personality
•    Emotional variability
•    Neuroscience of personality
•    States and traits
•    Voodoo correlations in behavioral neuroscience
•    Does Suzy sell seashells by the seashore?

In addition, individual students comment on these topics both through class discussion and written comments and assignment.

Given the course format, this course can not be combined with an internship abroad in the same semester.

Course material

Powerpoint slides of the course are made available on Toledo.
A starting package of articles concerning each topic is made available on Toledo.
The group presentations and summary texts are made available on Toledo.

Language of instruction: more information

Research programme.

Format: more information

This course makes use of a combination of learning activities:

• Group work
• Self-study and critical reflection
• Oral presentation
• Written summary report
• Group discussion
• Quantitative and qualitative feedback

Explanation

Evaluation form:
Evaluation takes place continuously throughout the course, and consists of the following elements:
•    written summary report of group topic
•    oral presentation of group topic
•    short written reflections after selected topics
•    participation in class discussion
•    a short oral open book exam

Evaluation criteria:
•    scientific quality and critical thinking
•    originality (including plagiarism detection)
•    coherence 
•    discussion of societal relevance

Information about retaking exams

Redoing the exam consists of writing a personal report about a remaining topic of choice, and an oral exam.

Content

In the first part of the course, key constructs in developmental psychopathology are introduced and typical research designs and methodological approaches are discussed. This conceptual and methodological ‘baggage’ constitutes the framework within which empirical studies on the development of psychopathology are situated.

In the second part of the course, risk processes at different levels of analysis (both within the individual and within the environment) involved in common emotional and behavioral problems across childhood and adolescence are studied.
 

Course material

Toledo

Language of instruction: more information

Exchange programme

Format: more information

Lectures. 

Explanation

The course will be evaluated by means of a written exam.

Information about retaking exams

The evaluation format of the retake exam is the same as during the first examination period (= written exam).

Content

This OLA provides a very basic practical introduction into human brain imaging, involving the following components:

• The opportunity to see some of the imaging equipment alive (site visit).
• A few practical hands-on demonstration sessions of analysis software (fMRI and EEG), including the analysis of an example dataset.

Course material

Practical guide of the analysis software, available through Toledo.

Language of instruction: more information

English is the standard language in the field of Human Brain Imaging. The English terminology is most commonly used, also in a national Belgian/Flemish context. All software packages are also implemented in English.

Format: more information

Site visit and practical exercises.

Content

The course consists of an introduction to the different brain imaging techniques, their physical and physiological basis, their practical implementation in a research context as well as in the clinical practice, their respective benefits/drawbacks, and the conclusions they allow.

In particular, the course will focus upon:

• A comparison of different brain research methods and the position of imaging techniques with respect to other techniques.
• (Functional) magnetic resonance imaging (MRI): physical and physiological underpinnings, experimental design, data acquisition, data analysis (including the basics of functional connectivity, and brain decoding methods).
• Electroencephalography (EEG): physical and electrophysiological principles, data acquisition and analysis (event-related and frequency-based analyses).
• Brief introduction of other related methods when broadly relevant for research & clinical practice, and of multi-modal imaging.

In addition, the course will include a focused discussion of some specific applications of human brain imaging in fundamental and clinical research. Themes are subject to change on a yearly basis but could include a discussion of the use of brain imaging in specific clinical populations (e.g., autism, dementia), and a lecture from an invited international scientist.

Course material

The lectures will follow the structure of this book:
Op de Beeck, H., & Nakatani, C. (2019). Introduction to Human Neuroimaging. Cambridge University Press.

Language of instruction: more information

English is the standard language in the field of Human Brain Imaging. The English terminology is most commonly used, also in a national Belgian/Flemish context.

Format: more information

Ex cathedra.

Is also included in other courses

P0W52A : Human Brain Imaging: Methods for Neuropsychology

Content

Students select a brain imaging publication from a provided list and write a critical evaluation of this publication with emphasis upon methodology and experimental design, and their consequences for potential conclusions.

Course material

Students are supposed to apply their knowledge of the domain as they obtained it through the lectures and accompanying book:

Op de Beeck, H., & Nakatani, C. (2019). Introduction to Human Neuroimaging. Cambridge University Press.

Language of instruction: more information

English is the standard language in the field of Human Brain Imaging. The English terminology is most commonly used, also in a national Belgian/Flemish context.

Explanation

The largest part of the evaluation (14/20 points) is based upon a closed-book written exam.

Part of the evaluation (2 points) is based upon the participation for the practical sessions (two points distributed equally across the sessions, 100% participation required for all 2 points; no participation is NA, thus 0/2).

The remaining 4 points are obtained based upon a paper. The deadline for paper submission will be provided through the seminars and Toledo. Missing the deadline gives zero points (NA and 0/4).

Information about retaking exams

Paper: There is no second examination attempt (resit) for this part of the evaluation, the result is transferred to the third exam period.

Participation in practical sessions: There is no second examination attempt (resit) for this part of the evaluation, the result is transferred to the third exam period.

Content

120 days of research work placement in an acknowledged research group at a university or another research institution.
The student acquires the necessary skills for the independent execution of scientific research. More in particular, the student has to formulate a scientific question, read relevant data in literature, operationalize the research variables, execute the research, analyze the data, interpret the data in the light of the research question, and report. These activities take place in the research group.
The student writes 2 intermediary reports (after 1/3rd and 2/3rd of the internship duration) and a final report in the form of a work placement report that contains two parts. A first (briefer) part consists of a short description of the work placement and the nature of the activities, with additionally a personal evaluation of the work placement period. The second (more extensive) part consists of a scientific report of the work placement activities, and is written in the form of a scientific article.”

There is a possibility to do 25-35% of the work placement time in a practice work placement. The students who choose this work placement format contact the internship coordinator to discuss the possibilities. To ensure that the student has the necessary competences to start the internship, after consultation of the internship mentor in the applied setting, the internship coordinator can oblige the student to take certain course units in advance or during the internship. The internship coordinator informs the ISP-administrator which course units are involved (possibly outside the compulsory list of electives).

Course material

Toledo

Language of instruction: more information

This course is part of an international research program.

Format: more information

Internship & Guidance sessions

Explanation

The points for the internship are awarded by the internship coordinators, in consultation with the mentor(s). This also applies to internships outside the KULeuven. For this they rely on the internship report and on a conversation about the internship with the internship coordinators, the mentor(s), and the student

The internship report and participation in the ‘internship return day’ are important parts of the internship. Not respecting the deadline or not participating in the ‘internship return day’ has an influence on the final result. More information on Toledo.

Ending the internship as a result of non-compliance with the internship requirements cf. article 64 of the regulations on education and examinations, results in a ‘not taken’ for the internship course unit.

Information about retaking exams

Content

Cf. Regulations Master’s Thesis.

Course material

Cf. Regulations Master’s Thesis.

Language of instruction: more information

Part of an international research program.

Format: more information

Cf. Regulations Master’s Thesis.

The costs (apart from course texts) can be more than 50 euros for this course.

Explanation

All information about the evaluation of Master’s Thesis: part 1 can be found in the Master’s Thesis Regulations.

Content

Cf. Regulations Master’s Thesis.

Course material

Cf. Regulations Master’s Thesis.

Language of instruction: more information

Part of an international research program.

Format: more information

Cf. Regulations Master’s Thesis.

The costs (apart from course texts) can be more than 50 euros for this course.

Explanation

All information about the evaluation of Master’s Thesis, part 2 can be found in the Master’s Thesis Regulations.

Content

The lectures consist of two parts.

First, we discuss analysis of variance models. We start by introducing the analysis of variance model with one factor.  In addition, multiple comparison issues (contrasts), sample size planning and underlying assumptions will be covered. Next, we introduce the analysis of variance model for two factors and basic models with repeated measures. The concept of interaction and inferential tools are discussed in detail.

In the second part, we study linear regression models. We start by introducing the simple linear regression model.  Among other topics we will cover inferential tools for the model parameters and assumptions. Further, multiple linear regression models are introduced. The tools introduced for the simple linear regression model are extended to the multiple regression setting. An important part is about special predictors (e.g. categorical predictors).  Model selection is studied in detail.

Course material

Course text including exercises

Slides (via Toledo)

Web lectures

Language of instruction: more information

This OPO is part of the international research master programme.

Format: more information

Lectures. The lectures will be available as web lectures. In addition, a few online Q&A sessions will be arranged (throughout the semester). 

Content

In preparation of the practical sessions, the students prepare a number of exercises. Additionally, the important principles underlying the exercises are being discussed in a short online tutorial video and are to be watched beforehand. During the practical session, questions can be asked to the teaching assistant. Optionally, exercises can be explained at the blackboard. An online exercise session will be scheduled for students who are not able to come to the campus.

There are two data assignments. Students receive research questions and a data set, based on recent research in psychology. Using the studied analysis method, the students need to provide a statistically sound answer to the research question in a written report. The reports will be evaluated.

Software:

 For the data assignments and for some of the exercises, you need to use statistical software. In this course, we use R. Therefore, practical sessions will take place in the PC room.

To get acquainted with R, we refer to the introductory R sessions of Statistics V (P0Q00A). In this course, there will not be a specific evaluation of your R skills.

Course material

Course text including exercises

Slides (via Toledo)

Solutions to the exercises

Web lectures

Format: more information

In the practical sessions, we will discuss conceptual and computational exercises to provide more insight in the theory. During some of the practical sessions, we will also work with the computer.

Explanation

Evaluation method

1. Exam (lecture and exercises)

• During the first examination period there is a written closed book exam with multiple choice questions with correction for guessing. Students will be given a formularium that can be brought to the exam. (The exam does not contain computer based data analysis questions. However, the student must be able to interpret computer output.)
• The exam is scored on 16 points.
• Students can bring writing materials, a pocket calculator and the formularium.

2. Evaluation of data assignments

There are two data assignments.

• For each assignment, a group of three students will receive a research question with a corresponding dataset. The group is asked to hand in a report of at most one page (with figures and tables for illustration in annex with clear references in the text).
• The reports of the two data assignments are scored on 4 points (2 points per assignment). 
• The deadline for the first assignment is the last Friday for Armistice (November 11) at 4:00 pm. The deadline for the second assignment is the last Friday of the first semester at 4:00 PM.
• The same deadlines hold for Erasmus students and interns (i.e., it is not possible to make the assignments in the second semester). Erasmus students and interns may work individually, however, but only after permission of professor.
• Qualitative feedback on the data assignments (i.e., without communications of the received mark) can be obtained during the consulting hours of the didactical team.
• More information about the assignments will be published on Toledo.

Assessment:

The evaluation of Statistics IV takes place through a final written exam (on 16 points) and through two data assignments (each on 2 points, together on 4 points). Not participating for the exam will result in a NA for this course.

Conditions:

The timely submission of both data assignments is a necessary condition in order to be able to participate in the written exam. Not (or not timely) handing in or not participating in one or both data assignments automatically leads to NA for this course.

Information about retaking exams

If you have to take "Statistics IV" again in the third exam period (August / September), you have to do the written exam in any case. If you have scored at least 2/4 for both data assignments, you can transfer this mark to the third exam period. If you have to take "Statistics IV" again in the third examination period and you have not passed the data assignments, you have to do two new assignments according to the same instructions as indicated above, but you have to work individually. The deadline for the new data assignments is the first day of the third examination period. The new assignments will be announced after the deliberations in July. No additional guidance is provided for these new assignments.

Content

The course will outline a stepwise approach to conducting a systematic review of qualitative research evidence. Each of these steps will be translated into strategies to be considered for qualitative evidence syntheses. The student will be introduced to different approaches to synthesizing qualitative research evidence that determine the nature of the search strategy, critical appraisal of primary qualitative research studies and analytical techniques. Featured examples are drawn from the field of public health, education and social welfare topics. We will provide guidance to students on how to choose the right approach to synthesizing qualitative literature and how to report on a qualitative evidence synthesis project. We will showcase worked examples of different approaches to synthesis and address epistemological positions related to the conduct of systematic reviews. Students should be knowledgeable of qualitative research methodology in terms of basic designs, methods and techniques before they enter this class. 

Course material

Cf. TOLEDO
Online knowledge clips and videos
Slides & study material
List of recommended and optional literature.
Online Interactive Board

Language of instruction: more information

English

Format: more information

This global masterclass is scheduled as a joint transdisciplinary course program at KU Leuven (Belgium) and Stellenbosch University (South-Africa).

Our international course will be offered as an online module. Teaching sessions are delivered through online learning which will include interactive eLearning, recorded lectures, integrated polls, activities, plenary discussions, webinars, interactive learning boards, and where appropriate a small number of locally organized workshop sessions. Participants are able to access and work with the course material at their own leisure from home, but should be available during exchange moments to make the most out of this interdisciplinary and intercultural learning experience. We will include live chats with facilitators where students can ask questions, clear muddy points and engage in conversation with peers about the content.

Explanation

Evaluation characteristics

Students will write a paper that can take the form of a review protocol or a mini-synthesis on a self-chosen methodological topic discussed during course hours and critically re-assessed. The total score is based on this individual research paper and on active participation of the participant in classes. A student passes the exam when the total score on the paper is at least 10/20. The submission date and guidelines for the paper will be communicated via the learning platforms of participating universities. If the paper is not submitted or submitted late, this results in an NA (non-attendance). Absence from class should be motivated in advanced or evidenced (e.g. by a doctor’s advice). Illegitimate periods of absence will result in an NA (non-attendance).

Determination of the final result

The total score is based on an individual research paper. A student passes when the total score is at least 10/20. 

Second examination opportunity

In case of a second examination opportunity, students can prepare a new paper, or improve their previous paper. Further conditions are the same as those of the first examination opportunity. If they choose to improve, changes should be motivated in a response letter to the didactical team. It is the level of depth of the response and the revision that will determine the final score. Submission modalities and guidelines on the paper are the same as those of the first examination opportunity.

Content

Selected developmental transitions from different phases of the lifespan along with the methods to study them will be presented by a member of the lecturer team, who specializes in that area. The lectures will be based upon and elaborate on book chapters and journal papers, which students read in preparation for classes. Topics will be approached from the perspective of the developmental task for the individual comprising micro- as well as macro- contexts. Broader themes and specific topics are:

1. cognitive control 

            – development of executive functions from childhood to old age

            – cognitive aging and its neurophysiological basis

2. skills and expertise and their development in adulthood

            – acquisition and maintenance of skills and expertise

            – changes in plasticity in later adulthood

3. psychosocial development through adolescence and young adulthood

            - identity development from a process-oriented perspective

            - interplay of identity with micro- and macro-contextual variables

            - developmental processes and mechanisms in clinical samples

4. developmental approach to typical and atypical behavior

- multiple levels of analysis perspective with attention to complex longitudinal transactions between interdependent individual-level vulnerabilities (e.g., genes, neurotransmission, stress physiology, accessible behavior) and equally interdependent contextual risk factors

(e.g., parenting, peer group influences, cultural factors)

- continuities and discontinuities in the development of internalizing and externalizing problem behavior, with attention to heterotypic stability and developmental spectrum models

Course material

Material available on Toledo:


texts selected by the lecturers, powerpoint presentations,

scientific publications

Format: more information

Students who are on an internship abroad can take this course up via distance learning.

Explanation

Students who are on an internship abroad during the first examination period can make use of a replacement evaluation. More information about the procedure can be found here. 

Content

The content depends on the chosen course

Course material

The study material depends on the chosen course

Language of instruction: more information

Depending on the chosen course, the language may differ from the language of instruction

Format: more information

The method depends on the chosen course

Explanation

The student writes a report on how participation in ths summer/winter school has contributed to a broadening or deepening of the study programme and to the acquisition of international competences.

If a presentation/paper/… was produced in the context of the mobility, the student should include it in the report. However, its evaluation by the host institution is not transferred to the evaluation by KU Leuven. Instead, the report is assessed with a pass / fail.

Students take the course " International Summer School in Psychology and Educational Sciences” in the ISP in the academic year immediately following the summer school.

Information about retaking exams

The student submits a revision of the report

Content

Important themes will include:

• evidence-based public health and health promotion: meaning, challenges and approaches
• determinants of health behavior, theoretical models
• planning models
• strategies regarding and applications in the fields of  primary, secondary and tertiary prevention
• prevention in specific fields of intervention

Course material

- slides

- scientific papers on specific topics\

- optional book (Psychology of Lifestyle, Thirlaway and Upton)

Format: more information

Mix of lessons and group moments teaching.

Explanation

Correction for guessing is applied

Information about retaking exams

Students who fail the exam, can retake the exam

Content

Students learn how work with R and how to perform the descriptive, explorative and inductive/inferential analyses that have been  or are being treated in Statistics 1 and 2 in the statistical software JASP and in R

Course material

screencasts, videos, web lectures, apps, texts, articles, code, exercises with solutions and slides

Format: more information

Study material is made available to students.  This can consist of screencasts, videos, web lectures, apps, texts, articles, code, etc. This material explains the subject matter, and if possible exercises are offered, together with the solutions. Students are expected to work on this material during the practical sessions. .

During the  interactive lectures, bottlenecks are discussed and questions from students for further explanation are answered. Also,  new exercises or questions are also offered.

The interactive lectures take place in small groups (in a PC classroom but students can use their  own laptop).

Content

Students gain insight into theoretical statistical concepts that have been or are  being treated in Statistics 1 and 2, by means of simulations in R. Possible topics include

• concepts from probability
• explorative data analysis including visualizations (i.e., the insightful visualization of descriptive-statistical characteristics)
• sampling distributions
• properties of estimators (such as bias and precision)
• type I errors,  type II errors and power
• coverage of confidence intervals
• problems with optional stopping
• violations  of assumptions
• bootstrap
• randomization tests 

Course material

screencasts, videos, web lectures, apps, texts, articles, code, exercises with solutions, slides

Format: more information

Study material is made available to students. This can consist of screencasts, videos, web lectures, apps, texts, articles, code, etc. This material explains the subject matter, and if possible exercises are offered, together with the solutions. Students are expected to prepare thoroughly by actively and independently processing this material at home.

During the interactive lecture bottlenecks and questions from students are discussed.

The interaction lectures take place in plenary sessions (aula).

Explanation

1. Exam
During the examination period, there is a written closed book exam with multiple choice questions (with correction for guessing) as well as open questions. The content to be mastered is the content of both teaching activities (software and simulations). The exam does not contain computer based data analysis questions (i.e., writing extensive code or physically clicking buttons). However, the student must be able to interpret computer output, and to be able to read,  understand, and adapt written R code or JASP screenshots.
The exam is scored on 16 points.

2. Software quizzes
During the semester, the students make  software quizzes (individually, based on a personalized data set). The responses have to be submitted to a website with automatic scoring. The software quizzes are, in total, scored on 4 points. Not taking a software quiz will lead to a grade of 0 on that quiz. The overall grade obtained at the first exam opportunity for the software quizzes (on 4) will be transferred to the third exam period.

The final grade is the sum of the score on the exam (on 16) and the score on the software quizzes (on 4)

Information about retaking exams

The exam for the second exam opportunity is of the same format as the exam during the first exam opportunity. The software quizzes cannot be retaken. The overall grade obtained at the first exam opportunity for the software quizzes will be transferred to the third exam period.