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Fagets formål
Formålet med faget er, at den studerende via almenpsykologien fordyber sig i et særligt genstandsområde og/eller problemstilling inden for det psykologiske domæne. Denne fordybelse tjener som faglig inspiration og vejledning til bachelorafhandlingen.
Fagets formål er endvidere, at den studerende tilegner sig viden om forskning og centrale teoridannelser inden for fagets genstandsområde og/eller problemstilling. Formålet er endvidere at den studerende gennem aktiv deltagelse i undervisningen kan redegøre for denne viden, bruge denne viden over for fagets problemstillinger i fagets domæne og genstandsområder, samt forme sin redegørelse for og brug af viden på en videnskabelig måde.
Domænet
Et opgaveseminar beskæftiger sig med et eller flere genstandsområder og/eller problemstillnger inden for det almenpsykologiske domæne.
Kriterier for målopnåelse
Aktiv og fagligt relevant deltagelse i fordybelsesaktivitetens faglige aktiviteter. At vise tilstrækkelig kendskab til fagets emne, og til på et litteraturgivet grundlag at kunne deltage i faglige diskussioner om emnet.
Design psychology applies the basic disciplines from psychology (developmental, social, cognitive etc.) to the design of technologies in the broadest sense. This area is a promising field with many job opportunities that provides and interesting alternative to the traditional psychological disciplines such as work and clinical psychology.
Design psychology is a highly interdisciplinary field that consists of industrial designers, anthropologists, engineers, software programmers, architects etc. to mention a few.
This seminar will introduce basic theories for how to understand and work with the basic human-technology relation.
From here we will work with more specific themes and sub-disciplines within the design psychology field.
The seminar will span from theory, to methodology, to concrete cases.
Active participation is an absolute must in order to attend this seminar. In return students will gain basic skills and tools for how to apply basic theory to real world problems. Expect to read 30-50 pages per week and small home assignments.
Active participation is achieved by:
Seminaret vil både have danske og international studerende.
Fagets kursuskode: PSYF11RN2
Opgaveseminarer:
Forudsætningen for at kunne tilmelde sig et opgaveseminar i et semester er, at den studerende har bestået eller har mulighed for at bestå alle øvrige fag på bacheloruddannelsen og dermed afslutte bacheloruddannelsen.
Fordybelsesaktiviteter:
Social- og personlighedspsykologi, Kognitions- og indlæringspsykologi samt Udviklingspsykologi skal være bestået.
Rune Nørager
Seminarundervisning
Articles
Bærentsen, K. B. (2000). Intuitive user interfaces.
Scand.J.Inf.Syst., 12,
29-60.
Bærentsen, K. B. & Trettvik, J. (2002). An activity theory approach to affordance. In Proceedings of the Second Nordic Conference on Human-Computer interaction (Aarhus, Denmark, October 19 - 23, 2002). NordiCHI '02, vol. 31. ACM, New York, NY, 51-60.
Carroll, J. M. (1997). Human-computer interaction: Psychology as a science of design. Int.J.Human-Computer Studies, 46, 501-522.
Freeman, W. J. & Núñez, R. E. (1999). Restoring to cognition the forgotten primacy of action, intention and emotion. Journal of Consciousness Studies, 6, ix-xx.
Hoff, T. (2004). Comments on the ecology of representations in computerised systems. Theor.Issues in Ergon.Sci., 5-453.
Lasseter, J. (1987). Principles of traditional animation applied to 3D computer animation. SIGGRAPH Comput.Graph., 21, 35-44.
Nørager, R. (2008). Why evolutionary and developmental cognitive psychology? The importance of nonhuman primates & human infants for understanding adults´ use of modern computerised technology. To appear in H. Hoegh-Olesen, J. Tønnesvang & P. Bertelsen (Eds.), /Human characteristics: Perspectives on mind and kind/ (pp. xxx).
Søgaard, M. (2005). Object orientation redefined: From abstract to direct objects and toward a more understandable approach to understanding. Computer Science, Aarhus University. Master thesis.
Wang, R. F. & Spelke, E. S. (2002). Human spatial representation: Insights from animals. Trends in Cognitive Sciences, 6, 376-382.
Velichkovsky, B. M. (2005). Modularity of cognitive organization: Why it is so appealing and why it is wrong . Cambridge, MA, US: MIT Press.
Parts from these books.
Dehaene, S. (1997).
The number sense: How the mind creates mathematics
. Oxford University Press.
Dourish, P. (2004). Where the action is: The foundations of embodied interaction . Cambridge, MA: MIT Press.
Newcombe, N.S. & Huttenlocher, J. (2003) Making Space. MIT Press, Cambridge.
Comments
This literature list will be extended with additional papers and book chapters
For a review of some of the literature, alongside with additional optional literature, please visit my web page library at this address. http://www.designpsykologi.dk/designpsykologi-bibliotek.htm
Onsdag: 9-12 i bygning 1481/332
Første gang: 10. februar 2011
Undervisningen foregår på engelsk
Se i øvrigt http://psy.au.dk/undervisning/eksamen/eksamenstilmelding-regler-og-frister/
80% deltagelse
