Winter 2018 Thinking about Thinking

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EDUC 59/PSYC 51.11: Winter 2018 Thinking about Thinking

The 411: The Instructor:

Holly A. Taylor

Contact Information:

holly.taylor@dartmouth.edu

603-646-3685

205 Raven House

Office Hours:

Mondays & Fridays: 12:45-1:45 or by appointment

Class Time & Location:

11: M, W, F—11:30-12:35

X-hour: T – 12:15-1:05

110 Moore Hall

About this course: How do you solve a complicated problem, whether the problem is social,

engineering, conceptual or scheduling? This course explores how we store and use information, in other words how we use our knowledge to think. Successfully using our knowledge is key to teaching and learning. We will explore questions underlying thinking and learning and their applications (e.g., to education), including:

• Methodology – how do we figure out how people represent and then use information in their minds?

• Processes – what mental processes do people engage in when thinking?

• Variability – is different information mentally represented differently? can the same information be represented differently?

• Individual Differences – do different people represent and use the same information differently?

• Flexibility – can we change how we think about information if needed, i.e. creativity? In what unusual ways might people represent and use information?

We will examine these questions taking a broad perspective from education and related disciplines.

Course Goals: • Think more about thinking.

• Gain facility in understanding what research can reveal about thinking.

• Develop real-world applications for education or related fields that reflect the scientific research on thinking.

• Practice communicating ideas in both written and oral formats.

Begin challenging your own assumptions. Your assumptions are your windows on the world. Scrub them off every once in awhile, or the light won't come in. ~Alan Alda

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Date Topic Reading Assignment Due

Jan. 3 Introduction to Thinking 5 Different Ways of Thinking Iyengar et al. (2006); Willingham (2010)

8 Mental Imagery Debate Kosslyn et al. (2003); Pylyshyn (2003a, 2003b)

10 Mental Manipulation Gooding (2010); Kozhevnikov et al. (2013

12 Individual Differences Gobet et al. (2014); Maguire et al. (2003) Discussion 1: Post 15 Martin Luther King Day

16x Activity Day 1 Discussion 1: Resp.

17 Thinking about Physical Action

Cocks et al. (2014); Thomas et al. (2003)

19 Embodied Cognition Casasanto & Chrysikou (2011); Davis & Markman (2012)

Activity Sheet 1 Discussion 2: Post

22 Crossing Modalities Goldin-Meadow & Beilock (2010); Mayer (2008); Rothen et al. (2013)

Discussion 2: Resp.

24 Knowledge Self/Others Decety & Grezes (2006); Libby et al. (2007); Nickerson (2001)

26 Activity Day 2 Discussion 3: Post

29 Language Comprehension Glenberg (2011); Rapp (2016) Activity Sheet 2 Discussion 3: Resp.

31 Using Language Rapp et al. (2014); Smith et al. (2009) Midterm Questions

Feb. 2 Thought and Language Boroditsky (2011); Casasanto et al. (2004)

5 Midterm Exam

7 Spatial Thinking Newcombe & Stieff (2012); Uttal et al. (2013) 9 Applying Spatial Thinking Burte et al. (2017); Newcombe (2016) Discussion 4: Post

12 Activity Day 3 Discussion 4: Resp.

14 Naïve Theories Dunbar et al. (2007); Vosniadou, (2007) Activity Sheet 3

Course & College Expectations: Expectations: Let’s agree that we’re going to begin and end on time, have plenty of time for questions, come prepared, and fully participate.

Integrity: Academic fraud in unconscionable and insulting. Suspected violations, whether on drafts or final products, will affect your course grade and your standing at Dartmouth. Remind yourself of Dartmouth’s academic honor code: http://www.dartmouth.edu/judicialaffairs/honor/. If you have questions please ask me or consult: http://www.dartmouth.edu/~writing/sources/ for citation information. Please discuss ideas with classmates, but only turn in your own work.

Accessibility: If you require accommodations for a documented learning, physical, or psychiatric disability, please talk to me early in the term so we can figure out the best approach for you. If you have not done so already, students requiring disability-related accommodations should register with the Student Accessibility Services office (301 Collis Student Center). Contact info: 646-9900 or Student.Accessibility.Services@Dartmouth.edu. Policies can be found at the following web-site: http://www.dartmouth.edu/~accessibility

Communication: The best way to contact me is by e-mail. I will do my best to respond within 48-hours.

Respect: Everyone has valid contributions to make to class discussions. Respect others’ ideas and viewpoints in all discussions.

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Date Topic Reading Assignment Due 16 Thinking with Analogies Chan & Schunn (2015); Green (2016) Discussion 5: Post

19 Understanding Complex Information

Lawson (2006); Weisberg et al. (2008); Keil (2003)

Discussion 5: Resp.

21 Knowledge Distortions Dudokovic (2004); Schacter et al. (2011)

23 Metacognition Cassidy (2011); Dunning et al. (2003) Discussion 6: Post 26 Activity Day 4 Discussion 6: Resp.

Final Questions 28 Unconscious Thought Dijksterhuis et al. (2006); Bargh (2014) Activity Sheet 4

Mar. 2 Presentations

5 Presentations Project Paper Due

9 (8 a.m.) Final Exam

Course Policies and Tips: “What are you looking for?”: In your assignments, I’m looking for interesting ideas tied to course materials and research. I’m looking for evidence that you’ve thought about the issues. I’m also interested in how you choose to communicate your ideas. Clear communication is key. Papers do not need to conform to any particular style. Further, I encourage use of diagrams and pictures to relate ideas. I will not provide sample papers; they implicitly limit your thinking and communication processes. The assignment explanation will outline any details that matter, so read these explanations carefully. If you are completing the first assignment of carefully reading the syllabus, please e-mail me the name of your current favorite song and the artist who sings it before this Sunday. Do not tell anyone else about this request.

Resources: Take advantage of resources at Dartmouth to enhance your learning. For information on potential academic resources see http://www.dartmouth.edu/~acskills/ .

Extensions: If you think you could write a much better paper or fully complete an activity sheet if you just had more time, by all means take that time. You don’t even need to ask. However, there is a penalty of 5% per day for late assignments (e.g., 5 points on a 100-point assignment). Weigh how much better your assignment would be with more time against this penalty. For obvious reasons, presentations cannot be completed late.

Electronics: Mounting research suggests that electronics in classrooms hinder more than they help. This research suggests that notes taken by hand yield better learning than typed notes. Further, laptops provide distractions not only for the user, but for those within eye-shot of the screen. If your handwriting is SO bad you feel you must take notes on a computer, you may. However, when not actively taking notes, please put your screen at half-mast. For some class activities laptops may be helpful. I will notify you if this is the case. Cell phones should be turned off. If you are expecting an emergency call, please let me know and step out of the room if the call comes in.

Absences: If you need to miss class, let me know as soon as possible. There is a range of absences for which accommodations will be considered. In emergent situations, such as illness or family emergency, notify me as soon as possible to make arrangements. For sports absences and religious observances, let me know the relevant dates in advance.

X-hours: Unless an unusual situation arises (e.g., blizzard), the x-hour will only be used after MLK Day.

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Assignments: Your course grade is based on 500 points, divided into the following requirements:

Activity Sheets (4 x 15 pts. each = 60 pts.): Four class days will involve activities that provide hands-on experience with some of the concepts we have discussed. Activity sheets will allow you to connect the activities to the course topics specifically and directly see applications of these concepts. In case of illness or excused absence on an Activity Day, you will instead write an application paper covering one or more of the same concepts. More information about the application paper will be available on Canvas.

Online Discussions (5 x 10 pts. each = 50 pts.): Throughout the term, you will participate in online discussions with peers. Although online, consider these interactive discussions wherein you both contribute new information and respond to comments/questions others have made. New posts will be due on Fridays and responses will be due by the following Monday. Six discussions will be offered, you must participate in a minimum of 5.

Exam Questions (2 x 10 pts. = 20 pts.): Prior to each exam you will submit exam questions. Details about the format of these questions will be on Canvas. Some of the best questions will be used on the exams.

Exams – Midterm and Final (2 x 100 pts. each = 200 pts.): You will have both a midterm and a final exam. The final exam is non-cumulative, covering material since the midterm. Exams will involve short essays that will ask you to apply information from readings and class discussions.

Group Project – Presentation and Paper (50 pts. presentation + 100 pts. paper = 150 pts.): Each group project will include 2 to 4 students. For the project, your group will apply class-based idea(s) for use in a situation that involve thinking (e.g., an education intervention, an app to track actions). The elements of your project will include a fully developed idea and a proto-type or mock-up of the application. Your group will orally present the idea on one of the the last class days (group presentation - 50 points). You will also write individual papers (100 points). More assignment details will be on Canvas.

Class Engagement (20 pts.): When you’re engaged in class it improves both your learning and learning of others in class. When you’ve prepared for class by completing the readings before class, you can be more engaged in class. When you post thoughtful online discussion points and responses, it improves the online discussion. Your engagement level and class attendance record will factor into total engagement points.

Grading: A standard 10% scale will be used for grading (e.g. 90-100% A, 80-89% B, etc. with + and – within this).

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Topic Readings: available on Canvas unless otherwise noted Different Ways of Thinking

Iyengar, S. S., Wells, R. E., & Schwartz, B. (2006). Doing better but feeling worse. Psychological Science, 17(2), 143-150.

Willingham, D. T. (2010). The myth of learning styles. Change: The Magazine of Higher Learning, 42(5), 32-35.

Mental Imagery Debate

Kosslyn, S. M., Ganis, G., & Thompson, W. L. (2003). Mental imagery: against the nihilistic hypothesis. Trends in cognitive sciences, 7(3), 109-111.

Pylyshyn, Z. W. (2003). Explaining mental imagery: now you see it, now you don't: Reply to Kosslyn et al. Trends in cognitive sciences, 7(3), 111-112.

Pylyshyn, Z. (2003). Return of the mental image: are there really pictures in the brain? Trends in cognitive sciences, 7(3), 113-118.

Mental Manipulation

Gooding, D. C. (2010). Visualizing scientific inference. Topics in Cognitive Science, 2(1), 15-35.

Kozhevnikov, M., Kozhevnikov, M., Yu, C. J., & Blazhenkova, O. (2013). Creativity, visualization abilities, and visual cognitive style. British journal of educational psychology, 83(2), 196-209.

Individual Differences

Gobet, F., Snyder, A., Bossomaier, T., & Harré, M. (2014). Designing a “better” brain: insights from experts and savants. Frontiers in psychology, 5.

Maguire, E. A., Valentine, E. R., Wilding, J. M., & Narinder, K. (2003). Routes to remembering: The brains behind superior memory. Nature Neuroscience, 6, 90-95.

Thinking about Physical Action

Cocks, M., Moulton, C. A., Luu, S., & Cil, T. (2014). What surgeons can learn from athletes: mental practice in sports and surgery. Journal of surgical education, 71(2), 262-269.

Thomas, A. K., Bulevich, J. B., & Loftus, E. F. (2003). Exploring the role of repetition and sensory elaboration in the imagination inflation effect. Memory & Cognition, 31(4), 630-640.

Embodied Cognition

Casasanto, D. & Chrysikou, E. (2011). When Left is “Right”: Motor fluency shapes abstract concepts. Psychological Science, 22(4), 419-422.

Davis, J. I., & Markman, A B. (2012). Embodied cognition as a practical paradigm: Introduction to the topic, the future of embodied cognition. Topics in Cognitive Science, 4, 685-691.

Crossing Modalities

Goldin-Meadow, S., & Beilock, S. L. (2010). Action’s influence on thought: The case of gesture. Perspectives on Psychological Science, 5(6), 664-674.

Mayer, R. E. (2008). Applying the science of learning: evidence-based principles for the design of multimedia instruction. American Psychologist, 63(8), 760-769.

Rothen, N., et al. (2013). Synesthetic experiences enhance unconscious learning. Cognitive neuroscience, 4(3-4), 231-238.

Knowledge of Self, Knowledge of Others

Decety, J., & Grezes, J. (2006). The power of simulation: Imagining one's own and other's behavior. Brain Research, 1079(1), 4-14.

Libby, L. K., Shaeffer, E. M., Eibach, R. P., & Slemmer, J. A. (2007). Picture yourself at the polls: Visual perspective in mental imagery affects self-perception and behavior. Psychological Science, 18(3), 199-203.

Nickerson, R. (2001). A projective way of knowing: A useful heuristic that sometimes misleads. Current Directions in Psychological Science, 10(5), 168-172.

Language Comprehension

Glenberg, A. M. (2011). How reading comprehension is embodied and why that matters. International Electronic Journal of Elementary Education, 4(1), 5-18.

Rapp, D. N. (2016). The Consequences of Reading Inaccurate Information. Current Directions in Psychological Science, 25(4), 281-285.

Using Language Rapp, David N., et al. (2014) Amazing stories: Acquiring and avoiding inaccurate information from fiction. Discourse Processes 51.1-2 (2014): 50-74.

Smith, M. K., et al. (2009). Why peer discussion improves student performance on in-class concept questions. Science, 323(5910), 122-124.

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Topic Readings

Thought and Language

Boroditsky, L. (2011, February). How language shapes thought. Scientific American, 62-65.

Casasanto, D., et al. (2004). How deep are effects of language on thought? Time estimation in speakers of English, Indonesian, Greek, and Spanish. In K. Forbus, D. Gentner, & T. Regier (Eds.), Proceedings of the 26th Annual Conference Cognitive Science Society (pp. 575–580). Austin, TX: Cognitive Science Society.

Spatial Thinking Newcombe, N. S., & Stieff, M. (2012). Six myths about spatial thinking. International Journal of Science Education, 34(6), 955-971.

Uttal, D. H., Miller, D. I., & Newcombe, N. S. (2013). Exploring and enhancing spatial thinking: links to achievement in science, technology, engineering, and mathematics?. Current Directions in Psychological Science, 22(5), 367-373.

Applying Spatial Thinking

Burte, H., Gardony, A. L., Hutton, A., & Taylor, H. A. (2017). Think3d!: Improving mathematics learning through embodied spatial training. Cognitive Research: Principles and Implications, 2(1), 13.

Newcombe, N. S. (2016). Thinking spatially in the science classroom. Current Opinion in Behavioral Sciences, 10, 1-6.

Naïve Theories of the World

Dunbar, K., Fugelsang, J., & Stein, C. (2007). Do naïve theories ever go away? Using brain and behavior to understand changes in concepts. Thinking with data, 193-206.

Vosniadou, S. (2007). Conceptual change and education. Human Development, 50(1), 47-54.

Thinking with Analogies

Chan, J., & Schunn, C. (2015). The impact of analogies on creative concept generation: Lessons from an in vivo study in engineering design. Cognitive science, 39(1), 126-155.

Green, A. E. (2016). Creativity, within reason: Semantic distance and dynamic state creativity in relational thinking and reasoning. Current Directions in Psychological Science, 25(1), 28-35.

Understanding Complex Information

Keil, F. C. (2003). Folkscience: Coarse interpretations of complex reality. Trends in Cognitive Sciences, 7(8), 368-373.

Lawson, R. (2006). The science of cycology: Failures to understand how everyday objects work. Memory & cognition, 34(8), 1667-1675.

Weisberg, D.S., Keil, F.C., Goodstein, J., Rawson, E., & Gray, J. (2008). The seductive allure of neuroscience explanations. Journal of Cognitive Neuroscience, 20(3), 470-477.

Knowledge Distortions

Dudokovic, N., Marsh, E., & Tversky, B. (2004). Telling a story or telling it straight: The effects of entertaining versus accurate retellings on memory. Applied Cognitive Psychology,18, 125-143.

Schacter, D. L., Guerin, S. A., & St. Jacques, P. L. (2011). Memory distortion: An adaptive perspective. Trends in Cognitive Sciences, 15(10), 467-474.

Metacognition Cassidy, S. (2011). Self-regulated learning in higher education: Identifying key component processes. Studies in Higher Education, 36(8), 989-1000.

Dunning, D., Johnson, K., Ehrlinger, J., & Kruger, J. (2003). Why people fail to recognize their own incompetence. Current directions in psychological science, 12(3), 83-87.

Unconscious Thought

Dijksterhuis, A., Bos, M. W., Nordgren, L. F., & van Baaren, R. B. (2006). On making the right choice: The deliberation-without-attention effect. Science, 311, 1005-1007.

Bargh, J. A. (2014). Our unconscious mind. Scientific American, 310(1), 30-37.