Research Project Ideas

PSY3009F 2026: Applied Cognitive Science

Introduction to Cognitive Science

Course Connection: Lecture Topic 1

This project explores the ‘limited capacity’ of the human mind, investigating how media multitasking affects the ability to filter irrelevant stimuli.

Research Question

Does heavy media multitasking predict deficits in filtering irrelevant environmental stimuli?

Method

• Categorize participants into Heavy (HMMs) and Light (LMMs) multitaskers using a Media Use Questionnaire.
• Use a task-switching paradigm where participants must ignore irrelevant distractors while responding to a primary target.

Seed References

• Ophir, E., Nass, C., & Wagner, A. D. (2009). Cognitive control in media multitaskers. Proceedings of the National Academy of Sciences, 106(37), 15583-15587. DOI: 10.1073/pnas.0903620106

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Perception and Attention: Errors and Accidents

Course Connection: Lecture Topic 2

Investigates ‘inattentional blindness’—why observers often fail to notice visible but unexpected objects when their attention is elsewhere.

Research Question

Does the primary task’s cognitive load increase the likelihood of inattentional blindness during a hazard detection task?

Method

• Participants watch a video of a busy street and are tasked with counting specific events (e.g., people in white shirts).
• An unexpected event occurs (e.g., a person in a gorilla suit walks across the scene).
• Participants are tested on whether they noticed the unexpected stimulus.

Seed References

• Simons, D. J., & Chabris, C. F. (1999). Gorillas in our midst: Sustained inattentional blindness for dynamic events. Perception, 28(9), 1059-1074. DOI: 10.1068/p281059

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Working Memory and Performance Limitations

Course Connection: Lecture Topic 3

This project investigates how the finite workspace of working memory (WM) influences complex cognitive tasks like reasoning and problem-solving.

Research Question

Does increasing the ‘load’ on the phonological loop or visuospatial sketchpad selectively impair logical syllogism performance?

Method

• Participants solve logical reasoning problems (e.g., ‘All A are B; C is A; Is C also B?’) under two conditions.
• Load conditions: Repeating a digit string (verbal load) vs. tapping a specific pattern (spatial load).

Seed References

• Baddeley, A. D., & Hitch, G. J. (1974). Working memory. In G. A. Bower (Ed.), Recent Advances in Learning and Motivation (Vol. 8, pp. 47-89). New York: Academic Press. http://dx.doi.org/10.1016/s0079-7421(08)60452-1

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Memory Improvement

Course Connection: Lecture Topic 4

Investigating theories of memory improvement, this project compares deep semantic encoding strategies against standard rote rehearsal.

Research Question

Is self-referent encoding (linking information to personal experience) more effective for long-term recall than semantic or rote encoding?

Method

• Participants are presented with a list of adjectives.
• Three groups: (1) Structural (case check), (2) Semantic (meaning), (3) Self-reference (Does this describe you?).
• Unexpected recall test is administered after 20 minutes.

Seed References

• Rogers, T. B., Kuiper, N. A., & Kirker, W. S. (1977). Self-reference and the encoding of personal information. Journal of Personality and Social Psychology, 35(9), 677. DOI: 10.1037/0022-3514.35.9.677

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Everyday Memory

Course Connection: Lecture Topic 5

Everyday memory often involves ‘prospective memory’—remembering to perform an action in the future. This project asks if relying on digital reminders reduces our internal prospective memory capacity.

Research Question

Do external memory aids (e.g., phone alerts) impair internal prospective memory performance on subsequent tasks?

Method

• Participants must perform a computer task and remember to press a specific key whenever a ‘target’ word appears.
• Condition 1: Use a digital reminder for initial training.
• Condition 2: Rely on purely internal memory.
• Measure accuracy of key presses during the distraction game.

Seed References

• Einstein, G. O., & McDaniel, M. A. (1990). Normal aging and prospective memory. Journal of Experimental Psychology: Learning, Memory, and Cognition, 16(4), 717. DOI: 10.1037//0278-7393.16.4.717

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Face Identification

Course Connection: Lecture Topic 6

This project explores the qualitative differences in how people recognize faces from their own racial group versus a different group (Own-Race Bias).

Research Question

Does the own-race bias lead to higher ‘false alarm’ rates in cross-race lineups compared to same-race lineups?

Method

• Participants are shown a target face (same-race or other-race).
• After a distractor task, they must identify the target.
• Record identification accuracy and false identification rates.

Seed References

• Chiroro, P. M., Tredoux, C. G., Radaelli, S., & Meissner, C. A. (2008). Recognizing faces across continents: the effect of within-race variations on the own-race bias in face recognition. Psychonomic Bulletin & Review, 15(6), 1089–1092. https://doi.org/10.3758/PBR.15.6.1089

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Eyewitness Interviews and Crime Investigation

Course Connection: Lecture Topic 7

Information witnesses receive after an event can fundamentally alter their memory. This project replicates findings on how memory is reconstructed using doctored media.

Research Question

Can doctored photographs or guided imagery induce partial false memories of a childhood event?

Method

• Expose subjects to a false childhood event (e.g., a hot air balloon ride) using a fake photograph.
• Conduct three interviews where subjects try to recall the event using guided imagery.
• Measure the percentage of subjects who create complete or partial false memories.

Seed References

• Wade, K. A., Garry, M., Read, J. D., & Lindsay, D. S. (2002). A picture is worth a thousand lies. Psychonomic Bulletin & Review, 9, 597-603. DOI: 10.3758/bf03196318

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Decision Making

Course Connection: Lecture Topic 8

This project investigates why individuals engage in risky behavior by testing their performance on the Iowa Gambling Task (IGT).

Research Question

Do binge drinkers show a preference for high-risk, high-reward choices on the IGT compared to social drinkers?

Method

• Use the IGT where participants choose from ‘risky’ decks (high gain, huge loss) and ‘safe’ decks (lower immediate gains, net gain over time).
• Compare performance between self-reported binge drinkers and social drinkers over 100 trials.

Seed References

• Xiao L, Bechara A, Grenard L, et al. (2009). Affective decision-making predictive of Chinese adolescent drinking behaviors. JINS, 15, 547-57. DOI: 10.1017/s1355617709090808

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Drugs

Course Connection: Lecture Topic 9

Investigates the role of stimulants in modulating executive control and behavior inhibition.

Research Question

Does caffeine intake improve response inhibition on the Stroop task, specifically during ‘low arousal’ periods of the day?

Method

• Test performance using Section A (speed) and Section B (cognitive control) of the Stroop test.
• Compare a caffeine-consuming group with a matched control group (using decaf or no caffeine).

Seed References

• Manly, T., Lewis, G. H., Robertson, I. H., Watson, P. C., & Datta, A. (2002). Coffee in the cornflakes: time-of-day as a modulator of executive response control. Neuropsychologia, 40(1), 1–6.

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Biological Cycles

Course Connection: Lecture Topic 10

Performance effects have been documented in cognitive control across different periods of the day. This project focuses on chronopsychology.

Research Question

Is there a significant difference in executive functioning performance (Stroop interference) between morning (8:00 AM) and late afternoon (4:00 PM) sessions?

Method

• Test two different but matched groups at different times of the day to avoid learning/practice effects.
• Assess speed of processing (Stroop Part A) and cognitive control (Stroop Part B).

Seed References

• Winocur, G., & Hasher, L. (1999). Aging and time-of-day effects on cognition in rats. Behavioural Neuroscience, 113, 991-997. DOI: 10.1037/0735-7044.113.5.991

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Emotion and Cognition

Course Connection: Lecture Topic 11

The relationship between emotional symptoms and cognitive strategy is a key area of neuropsychology. This project explores apathy vs. depression.

Research Question

Do symptoms of apathy, independent of depression, predict the use of inefficient cognitive strategies on tasks of executive function?

Method

• Survey students for apathy and depression symptoms using validated rating scales.
• Correlate these scores with performance on executive function tests (e.g., Wisconsin Card Sorting Test or Hayling).

Seed References

• Varanese, S., Perfetti, B., Ghilardi, M. F., & Di Rocco, A. (2011). Apathy, but not depression, reflects inefficient cognitive strategies in Parkinson’s disease. PloS one, 6(3), e17846.

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Sporting Performance

Course Connection: Lecture Topic 12

Experts in specific domains (e.g., sports) differ from novices in their cognitive strategies and anticipatory actions.

Research Question

Do expert athletes demonstrate superior ‘epistemic actions’ (anticipatory strategies) compared to novices when viewing frozen action clips?

Method

• Pick a sport (e.g., soccer or rugby) and compare ‘Experts’ (varsity players) vs. ‘Novices’ (non-players).
• Use think-aloud protocols or memory recall of domain-specific patterns from video clips.

Seed References

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