Time Perception 2404-P-MF-PC-SJ

The topics of the classes are divided into the following blocks:
I. Time as a dimension of experience and behavior
I.1. History of time perception research. Key concepts: temporal information processing and subjective time perception, coding levels, categories of isolating aspects of time experience (range of several dozen milliseconds vs. range of several hundred milliseconds, 1 second criterion, automatic vs. cognitively controlled processes, time related to cognitive processes vs. motor behavior)
I.2. Two brain systems for temporal information processing
I.3. Tasks for studying temporal information processing: methodological problems.
II. Mechanisms of temporal information processing
II.1. The brain does not need a clock!!(?) Time in neurobiological terms.
II.2. The pink noise puzzle in behavior. Time in psychophysical terms.
II.3. The twilight of the "mental speed" hypothesis? Personal pace as a window for examining the course of optimal information processing.
II.4. Challenges for Miller: Limitation for the magic number 7+/-2? Temporal information processing framework and memory.
II.5. Fluctuations in working memory. Estimating interval duration as an indicator of cognitive load.
II.6. Temporal perspective. Time in the existential outlet.
III. Temporal information processing and dimensions of individual differences
III.1. Dimensions of individual differences in the experience of time.
III.2. Is there a "temporal g"? Similarity or identity of mechanisms?
III.3. Time, temperament and personality.
III.4. Time and healthy aging.
IV. Temporal information processing disorders
IV.1. Temporal information processing disorders on the example of autism, aphasia and stuttering.
IV.3. The use of temporal information processing in the treatment of cognitive disorders.

Total student workload

1. Hours with the participation of teachers: contact hours provided for in the study plan for a given subject: 15 hours. 2. Time devoted to individual work of the student/student/course participant needed to successfully complete the course, i.e. prior preparation and completion of notes; collecting and selecting appropriate materials for classes, required repetition of material, reading literature – 15 hours. 3. Time required to prepare and participate in the assessment process (conducting the examination that is the basis for passing the course) – 30 hours. Total 60 hours – 2 ECTS

Learning outcomes - knowledge

Effects of the field of education: K_W01 has structured, in-depth knowledge including terminology, theory and methodology in the field of psychology K_W04 knows the basic research methods and techniques used in social sciences; has knowledge of the methodology of empirical research and the principles of operationalization of psychological concepts Effects of the subject of education: -has knowledge including terminology, theories and methodology in the field of time perception - knows how to examine time perception

Learning outcomes - skills

Effects of the field of education: K_U05 can critically analyze popular publications in the field of psychology, as well as separate views based on common knowledge from scientific data K_U06 has in-depth research skills, including acquiring knowledge, analyzing the works of other authors, synthesizing various ideas and views, selecting methods and constructing research tools Effects of the subject of education: -can critically analyze scientific publications in the field of psychology of time perception -can independently design a study of a selected aspect of time perception

Learning outcomes - social competencies

Effects of the field of education: K_K02 can independently and critically supplement knowledge and skills in the field of psychology; can conduct scientific discussions Effects of the subject of education: -can supplement knowledge about the psychology of time perception -can discuss and comment critically on methods used to assess various aspects of time perception

Teaching methods

• Expository teaching methods (show, presentation) • Teaching methods presenting (conversational lecture) • Activating methods

Observation/demonstration teaching methods

- display

Expository teaching methods

- participatory lecture

Exploratory teaching methods

- experimental
- classic problem-solving
- laboratory
- project work
- observation
- practical
- presentation of a paper
- field measurement

Online teaching methods

- methods developing reflexive thinking
- cooperation-based methods
- exchange and discussion methods

Type of course

elective course

Prerequisites

None

Course coordinators

Monika Lewandowska

Practical placement

Not concerns

Bibliography

Basic literature:

Fraisse, P. (1975/1991). Time perception and assessment. In P. Fraisse, J. Piaget (Eds.), Outline of experimental psychology (pp. 244–283). Warsaw: PWN Scientific Publishing House.
Nosal, C.S., Bajcar, B. (2004). Psychological time: dimensions, structure, consequences. Warsaw: Publishing House of the Institute of Psychology of the Polish Academy of Sciences.
Sędek, G., Bedyńska, S. (2010) (ed.). Living on time. Warsaw: PWN Scientific Publishing House.
Pöppel, E. (1989). The limits of consciousness. Warsaw: National Publishing Institute.

Additional literature (next to each of the topics discussed, a list of literature will be presented for those interested, below are examples of additional literature):

Barrouillet, P., Bernardin, S., Portrat, S., Vergauwe, E., Camos, V. (2007). Time and cognitive load in working memory. Journal of Experimental Psychology: Learning, Memory, and Cognition, 33, 570–585.
Block, R.A. (1990). Cognitive models of psychological time. New York: Lawrence Erlbaum Associates.
Broadway, J.M., Engle, R.W. (2011). Lapsed attention to elapsed time? Individual differences in working memory capacity and temporal reproduction. Acta Psychologica, 137,
115-126.
Buonomano, D.V., & Laje, R. (2010). Population clocks: motor timing with neural dynamics. Trends in Cognitive Sciences, 14(12), 520–527.
Danthiir, V., Roberts, R. D., Schulze, R., Wilhelm, O. (2005). Mental speed. On frameworks, paradigms, and a platforms for the future. In: O. Wilhelm, R.W. Engle (Eds.), Handbook of understanding and measuring intelligence (pp. 27–46). Thousand Oaks: Sage Publications, Inc.
Donders, F.C. (1868/1969). On the speed of mental processes. Acta Psychologica 30, 412–431. (translation: W.G. Koster)
Grudnik, J.L., Kranzler, J.H. (2001). Meta-analysis of the relationship between intelligence and inspection time. Intelligence, 29, 523–535.
Nosal, C.S. (2003). Temperament and temporality. In: M. Marszał-Wiśniewska, T. Klonowic, M. Fajkowska-Stanik (eds.), Psychology of individual differences. Selected issues (pp. 198–211). Gdańsk: Gdańskie Wydawnictwo Psychologiczne.
Pöppel, E. (2004). Lost in time: a historical frame, elementary processing units and the 3-second window. Acta Neurobiologiae Experimentalis, 64, 295–302.
Szeląg, E., Dreszer, J., Lewandowska, M., Mędygra, J., Osiński, G., Szymaszek, A. (2010). Time and cognition from the aging brain perspective: individual differences.
In: T. Maruszewski, M. Fajkowska, M.W. Eysenck (Eds.), Personality from biological, cognitive, and social perspectives (pp. 87–114). New York: Eliot Werner Publications, Inc.
Szeląg, E., Dreszer, J., Lewandowska, M., Szymaszek, A. (2009). Cortical representation of time and timing processes. In: E. Kraft, B. Guylas, E. Pöppel (Eds.), Neuronal correlates of thinking (pp. 185–196). Berlin: Springer-Verlag.

Additional information

Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system:

Description of 2404-P-MF-PC-SJ in USOSweb