Course Syllabus

  

Semester & Location:	Spring 2025 - DIS Stockholm
Type & Credits:	Elective Course - 3 credits
Major Disciplines:	Neuroscience, Psychology
Prerequisite(s):	Previous experience using either R or Python is preferred but not required.
Faculty Members:	Carlos Tirado (current students, please use the Canvas Inbox)
Research Director:	Susana Dietrich - research@dis.dk
Senior Research Manager:	Polina Smiragina-Ingelström
Academic Support:	research@dis.dk
Time & Place:	See "Course Summary" below

 

Research Project Description

This project aims to compare the cognitive skills of 200 hearing and hearing-aided individuals in order to better understand these differences. It will do so by investigating the role of sentence completion as a mediator between working memory (WM) and speech recognition in noise in individuals using hearing aids. Sentence completion tasks, which require participants to fill in missing words or phrases in incomplete sentences, are often used to assess language comprehension, semantic knowledge, and cognitive flexibility. These abilities are particularly relevant to speech-in-noise recognition, a critical challenge for individuals with hearing aids. By focusing on sentence completion, the project addresses a gap in the research, as most prior studies have neglected this cognitive process when evaluating speech comprehension and memory updating in hearing-aided individuals. Understanding how cognitive factors like sentence completion mediate WM and speech recognition could provide insights for improving hearing aid technology and interventions, enhancing the quality of life for individuals with hearing impairments.

Methodologically, the research will rely on data previously collected as part of the N200 project. This data set includes participants with and without hearing aids, providing a broad base for analysis. To analyze the relationship between our variables of interest, we will conduct a mediation analysis. This statistical approach allows us to test whether and how the cognitive tasks mediate the relationship between WM and speech recognition performance. We will use statistical software R, employing a quasi-Bayesian approach.

In your role as Research Assistant, there will be a variety of roles and opportunities to develop practical research skills, dependent on when during the research process you enter. Early in the project, RAs will assist with the preparation and organization of the dataset and literature. Once the data are ready, RAs may be involved in conducting statically analyses themselves, depending on their level of experience with software such as R. In addition to data management and analysis, students will contribute to literature reviews and potentially assist in the interpretation of data and writing and editing of a manuscript. At all points throughout the project, you will develop highly transferable skills which will benefit future pursuits in research, cognitive science, and data analysis.

 

Learning Objectives

The primary objective is for you to experience the world of research and gain skills that will prepare you for any future career you choose to pursue. By the end of the term, you will grasp the complexities of the research project and have made your own contribution to the project. You will have learned to communicate ideas and findings, both orally and in writing, to colleagues within your particular discipline, as well as peers from other disciplines.

Faculty

Carlos Tirado

Faculty

Roles and Responsibilities of the Research Assistant

You are expected to spend a minimum of 10 hours per week on the project. The workload
may vary over the semester. If you are travelling to do field research in a different
location, additional time may be required.
As research assistant, you will engage in some or all of the following:
1. Participate in weekly meetings with your research mentor at a time set collectively at the beginning of the term.
2. Participate in a research orientation at the beginning of the semester 
3. Participate in two research workshops during the semester.
4. Write an assessment of your own strengths and weaknesses in the research
process at the beginning of the semester. Revisit at the end of the semester as part of an evaluation of your own participation in, and learning from, the research project.
5. Keep a research journal and submit it on canvas every week (or another specified interval) for your research mentor an DIS Research, describing the activities of the week, and outlining goals for the following week.
6. Conduct literature reviews.
7. Participate in carrying out the research project. This may include: familiarizing yourself with core concepts, prototyping, design testing, preliminary user studies. The specific responsibilities may vary depending on how the project progresses. Be prepared to contribute to tasks that may come up
during the semester. Research processes are not always predictable.
8. Present the relevance of the research and/or findings to peer(s) from other
disciplines at the DIS Festival.
9. Make a final oral and/or written presentation of the research you are involved in, depending on what is agreed with your research mentor.

Readings

The readings will be agreed upon with the Research Mentor at the beginning of the semester -
the exact content will differ depending on your background. You will receive guidance
concerning the basics of relevant concepts, study designs, methods of analysis, etc.

Evaluation and Grading

All research assistants are assessed on their participation, weekly status reports to the research mentor, self-evaluation and presentation to peers from other disciplines. Additional evaluation and grading depends on the individual research project and project phase and is outlined by the research mentor. It may include literature reviews, a poster presentation for an expert panel, a working paper, etc.

Participation* 10% of grade comprises attendance & active participation including homework in the research orientation, research workshops, and DIS Festival	20%
Literature review	5%
Research Project Outline	10%
Presentation at DIS Festival	10%
Final Paper	55%
TOTAL	100%

Research Orientation & Workshops

Days and times are available in the Course Summary, below.

Field Research (if applicable)

Some research projects include field research. Expenses related to fieldwork will be
covered by a DIS travel grant. The fieldwork will be planned with the research
mentor at the beginning of the semester.

Approach to Mentoring

All DIS research mentors have been trained in mentoring students but their approach to
mentoring may differ. Mentoring is about engaging at a different - and often deeper -
level than what is typical in the class room. However, mentoring also comes with some
degree of ambiguity, which is important for you to expect. The research
mentor will work closely with you throughout the semester but part of the training is also
for you to use your own judgement, to make assessments and decisions. As part of
planning your tasks and responsibilities for the semester together, the research
mentor will talk to you about her/his approach to mentoring.

Expectations of the Research Assistant

The specific expectations of the individual research assistant are agreed upon at the
beginning of the semester. In general, a research assistant is expected to take initiative,
take ownership of the project and work independently. You must also be prepared for
meetings and be willing to part take in relevant discussions. In cases where more
research assistants are involved in the same project, you will be expected to engage in
some teamwork. Carrying out a research project is not a straightforward and
predictable process. This is part of what makes it exciting. It also means that
communication is crucial. You are expected to take responsibility for communicating
about problems or issues that arise.

Data

Note that many US colleges/universities require their students who are participating in research at home or abroad to acquire Institutional Review Board approval. Examples include:

• Research involving human subjects
• If the results of any research conducted during your semester with DIS involving human subjects are to be made public or published in the US

You are responsible for confirming whether home IRB-approval is required and, if so, for seeking the approval of your home schools IRB. In addition, all research conducted in Europe must adhere to GDPR regulations, as noted above.

Disability and Resource Statement

Any student who has a need for accommodation based on the impact of a disability should contact Academic Support in Copenhagen (acadsupp@dis.dk) or in Stockholm (academics@disstockholm.se), depending on the project location. In order to receive accommodations, students should inform the instructor of approved DIS accommodations within the first two weeks of classes.

Academic Regulations

Please make sure to read the Academic Regulations. on the DIS website. There you will find regulations on: 

• Course Enrollment and Grading.  
• Academic Expectations and Honor Code. 

DIS - Study Abroad in Scandinavia - www.DISabroad.org