Welcome

The Cognition and Neuroscience Graduate Program is intended for students who wish to focus primarily on basic research and theoretical issues, as opposed to applied training. The program currently offers graduate training in cognitive science and neuroscience.

The Master's degree requires at least 12 credit units and a thesis and may be completed within one year, although most students take longer. The Master's thesis researh will be designed in consultation with each student's advisory committee early in Year 1. One goal of the Master's thesis research is the production of a "publishable unit" of substantial research in the first year of study. The document presenting this research constitutes the qualifying exam for transfer to Ph.D. The qualifying examination will be written in the format of a paper to be submitted for publication following American Psychological Association style (with any necessary appendices requested by the committee). Advisory committee members will evaluate the examination paper. The paper will not be filed with the College of Graduate Studies and Research, nor with the University Library, but a Departmental copy will be retained. At the end of the first year of Master's studies, students who qualify, based on course and research performance, will be recommended for transfer to the Ph.D. program.

For students who do not transfer to Ph.D. studies, the research conducted in connection with the qualifying exam normally will form the basis of the Master's thesis to be completed in the second year. For students who do transfer to the Ph.D., the research conducted in connection with the qualifying exam normally will become part of the Ph.D. dissertation. In addition to the dissertation, the Ph.D. requires completion of at least six additional credit units of course work beyond that required for the Master's degree and comprehensive examinations. For students who transfer to the Ph.D. program after the first year of studies, the minimum period to complete the program is two years. Recommendation for transfer to Ph.D. (Form 206) will be accompanied by a new program of study corresponding to the requirements for the Ph.D.

About Cognition and Neuroscience

Cognition and Neuroscience is flourishing at the University of Saskatchewan.  With on-going programs of research in areas such as mathematical cognition, reasoning, unconscious perception, reading, laterality, cognitive evolution, recovery of function, kindling, spatial ability and joint action. The cognition and neuroscience faculty have a lot to offer both undergraduate and graduate students. Listed below are a number of the Cognitive and Neuroscience research areas in the Cognition and Neuroscience Program.

Cognitive Science 

The Cognitive Science Laboratory has seen many Undergraduate, Honours, Master's and Doctoral students pass through its doors. Laboratory Alumni have gone on to pursue employment or further training as (among other things) speech therapists, clinical psychologists, social workers, and research assistants. Under the supervision of Dr. Campbell or Dr. Thompson, other students have completed their graduate training and have gone on to prestigious Post-Doctoral placements and faculty positions at other Canadian universities.

Cognitive Neuroscience of Action & Interaction Lab

Research in the Cognitive Neuroscience of Action and Interaction Lab examines the cognitive and neural mechanisms underlying people’s ability to perform actions alone and in coordination with other people. Recent projects have examined the mechanisms that allow people to a) precisely time their actions (e.g., to achieve the precise synchrony of ensemble music performance), b) monitor their own and others’ actions to ensure that shared goals are achieved, and c) maintain a sense of agency or control over their actions when coordinating with others. Experimental paradigms range from simple button-pressing tasks to analogs of ensemble music performance.

Perception & Language, Neuroimaging

The Cognitive Science Lab: Perception & Language, and the Cognitive Neuroimaging Laboratory offer exciting training opportunities for undergraduate, graduate, and post-doctoral students in both basic behavioural cognitive science (through experiments on topics such as speech perception and production, unconscious perception, reading, and semantic memory) and neuroimaging of cognitive and perceptual processes (through experiments using functional Magnetic Resonance Imaging, fMRI). Students can combine their interests in these topics to various degrees, and former graduates and post-docs have successfully landed faculty positions in Canada and the US, as well as other training opportunities and jobs that fit their specific interests (e.g., several MDs and Speech and Language Pathologists, Neuropsychometry, Law, fMRI, MEG, and ERP).

Memory Lab

Research in our laboratory is aimed at advancing the experimental literature on memory as well as extending this research to more applied settings. In general, we focus on factors that produce memory accuracy and inaccuracy across the lifespan. Recently, we have examined the effects of practice on recalling remembered events, the effects of omitting information from practice, false serial position effects, and false memories. In terms of extending laboratory-based memory research to more applied settings, we examine forensic or eyewitness memory (e.g., accuracy of children's testimony), the role memory plays in health related issues (e.g., effects of dysphoria and depression on the forgetting of negative autobiographical memories), and individual differences in memory. Currently we are conducting a study that examines how children remember and forget painful experiences. Understanding children's memory for distressful and painful events will aid in the development of a memory-based intervention that will help children cope more effectively with future painful experiences.

Programs of Study

Example Curriculum

Year 1

PSY 805.3 Advanced Design and Univariate Analysis of Variance.

PSY 806.3 Multiple Regression Analysis.

One 3 cu. course selected in consultation with the students' advisory committee.

Complete Master's research project and transfer to Ph.D. program

Year 2

PSY 807.3 Multivariate Analysis of Variance (recommended).

Two or three 3 cu. courses selected in consultation with student's advisory committee.

Ph.D. Comprehensive Examination normally will be held at the end of Year 2.

Dissertation research.

Year 3 

One or two 3 cu. courses selected in consultation with student's advisory committee.

Year 4

One or two 3 cu. courses selected in consultation with student's advisory committee.

Completion of Dissertation.

 

A list of current graduate courses is avaiable on our website.

Program Requirements

Master of Arts (M.A.) Psychology - Cognition and Neuroscience

Students may enroll in M.A. for one year and then transfer to Ph.D.

Degree Requirements

Students must maintain continuous registration in the 994 course.

  • GPS 960.0
  • GPS 961.0 if research involves human subjects
  • GPS 962.0 if research involves animal subjects
  • a minimum of 12 credit units, including PSY 805.3
  • PSY 900.0 (×2)
  • PSY 994.0

Doctor of Philosophy (Ph.D.) Psychology - Cognition and Neuroscience- Non-Direct

The Cognition and Neuroscience Graduate Program is designed for students who wish to focus primarily on basic research and theoretical issues. Our objective is to train highly-qualified scientists for basic psychological research in university, hospital, community, industry, or government settings. CGNS offers two areas of specialization: Behavioural Neuroscience and Cognitive Science. 

Degree Requirements

Students must maintain continuous registration in the 996 course.

  • GPS 960.0
  • GPS 961.0 if research involves human subjects
  • GPS 962.0 if research involves animals subjects
  • a minimum of 6 credit units, including PSY 805.3 or PSY 807.3
  • 3 credit units chose in consultation with the Department of Psychology
  • PSY 900.0 (×3)
  • qualifying exam
  • comprehensive exams

Doctor of Philosophy (Ph.D.) Psychology - Cognition and Neuroscience - Direct Entry

Degree Requirements

Students must maintain continuous registration in the 996 course.

  • At least 9 credit units of course work at the graduate level must be successfully completed in the first year of the program.
  • Within the first year of the program, successfully complete a Ph.D. Qualifying Examination that is at least as rigorous as the defence for a Master's thesis in the program area.
  • GPS 960.0
  • GPS 961.0 if research involves human subjects
  • GPS 962.0 if research involves animals subjects
  • a minimum of 18 credit units at the 800-level, including: PSY 805.3 or PSY 807.3
  • PSY 900.0 (×4)
  • PSY 996.0
  • Pass a comprehensive examination, after completing the required course work, and prior to focusing on the research and doctoral thesis.
  • Write and successfully defend a thesis based on original investigation.

Transfer from Master's to Ph.D. - Cognition and Neuroscience

Degree Requirements

Students must maintain continuous registration in the 996 course.

  • GPS 960.0
  • GPS 961.0 if research involves human subjects
  • GPS 962.0 if research involves animal subjects
  • A minimum of 18 credit units at the 800-level including: PSY 805.3 or PSY 807.3
  • 15 credit units chosen in consultation with the Advisory Committee
  • PSY 900.0 (x3)
  • PSY 996.0
  • comprehensive exam
  • thesis defence

Admissions and Applications

Application deadline:

For early consideration for University of Saskatchewan scholarships, please submit all application materials by November 15; otherwise, the regular admission deadline is January 15 each year.

Admission requirements:

  • B.A.(Hon.) or B.Sc.(Hon.) in Psychology or equivalent combination of courses and experience in research
  • References
  • Statement of research and clinical interests and plans (1 to 3 pages)
  • Application fee
  • Telephone or in-person interview for shortlisted candidate

Additional Information:

  • Applicants are accepted from across Canada and worldwide.  
  • For more information or to apply please see the College of Graduate Studies website and information on financial support.

Faculty and Research Interests

We have nine faculty members working in the area of Cognition and Neuroscience, each with a different areas of interest and research.  We offer M.A. and Ph.D. degrees and currently have about 3 M.A. students and 14 PhD. students.  Our faculty actively collaborate with other faculty in the Department of Psychology as well as Psychology faculty at St. Thomas Moore College. Thank you for your interest in our programs and welcome to the Cognition and Neuroscience Program.

 

Cognition and Neuroscience Program

Ron Borowsky

Jamie Campbell

Lorin Elias

Carla Krachun

Janeen Loehr

Tammy Marche

Marla Mickelborough

Steven Prime

Gordon Sarty

Valerie Thompson

Our Students

Current Students

M.A. Program

  • Milann Mitchell
  • Jennifer Sedgewick
  • Selina Wang
  • Daniel Geary
  • Joshua Neudorf
  • Amanda Sinclair

Ph.D. Program

  • Austen Smith
  • Kyle Brymer
  • Nicole Bolt
  • Chelsea Ekstrand
  • Ian Newman

Past Students

2017

  • Nicole Bolt (nee: Czemeres) (MA) The Sense of Joint Agency in Joint Action (Supervisor: Dr. Janeen Loehr) Spring 2017
  • Brian Kulyk (MA) Antidepressant-Like Effects of Ketamine on Fear Conditioning and Extinction (Supervisor:  Dr. Lisa Kalynchuk)  Spring 2017
  • Ekaterina Lebedeva (PhD) Examining an Animal Model of Depression with Recurrent Depression-like Episodes (Supervisor:  Dr. Lisa Kalynchuk) Spring 2017

2016

  • Chelsea Ekstrand (MA) Somatosendory Involvement in the Conceptual Representation of Objects (Supervisor:  Dr. Ron Borowsky) Fall 2016
  • Layla Gould (PhD) A Cognitive Neuroscience Examination of Rhythm and Reading and Their Translation to Neurological Conditions (Supervisor:  Dr. Ron Borowsky) Fall 2016
  • Justin Botterill (PhD) Cognitive Impairment and Aberrant Plasticity in the Kindling Model of Epilepsy
  • Eric Lorenz (MA) Literally and Figuratively Speaking:  How Concepts and Perception Influence Each Other Using Stroop Method (Supervisor:  Dr. Ron Borowsky) Fall 2016

2015

  • Briere, Jennifer (CGNS PhD) Retrieval-Induced Forgetting in Kindergartners: Evaluating the Inhibitory Account (Supervisor: Dr. Tammy Marche) Summer 2015
  • Harms, Victoria (CGNS PhD) The Mechanisms and Consequences of Cerebral Lateralization (Supervisor: Dr. Lorin Elias) Summer 2015

2014

  • Fenton, Erin (CGNS PhD) Examining Hippocampal Reelin Expression and Neural Plasticity in an Animal Model of Depression (Supervisor: Dr. Lisa Kalynchuk)
  • MacGowan, Blake (CGNS MA)  When a Relationship Ends:  The Role of Attachment in Romantic Relationship Loss (Supervisor: Dr. Brian Chartier)  Spring 2014
  • Marks, Wendie (CGNS PhD) Fear Learning as a Critical Component of a Depressive Phenotye in Rodents (Supervisor: Dr. Lisa Kalynchuk) Fall 2014
  • Szelest, Izabela (CGNS PhD) Lateral Biases in Attention and Working Memory Systems (Supervisor: Dr. Lorin Elias)  Fall 2014

2013

  • Gould, Layla (CGNS MA) The Cognitive Chronometric Architecture of Word and Picture Naming: Evidence from Onset Response and Duration (Supervisor: Dr. Ron Borowsky) Fall 2013
  • Maslany, Anna (CGNS MA) Failures to Replicate Hyper-Retrieval-Induced Forgetting in Arithmetic Memory (Supervisor:  Dr. Jamie Campbell) Fall 2013
  • Smith, Austen (CGNS MA) Lateral biases in shape from shading : the role of native reading direction(Supervisor: Dr. Lorin Elias) Fall 2013

2012

  • Buchanan, Carie (BBS PhD) Predicting and Understanding Sexual and Nonsexual Adolescent Peer Victimization in Schools: A Mixed Method Approach (Supervisor: Dr. Patricial McDougall) Spring 2012
  • Lussier, April (BBS PhD) Examining Reelin Expression and Neural Plasticity in Animal Models of Depression (Supervisor:  Dr. Lisa Kalynchuk)  Spring 2012

2011

  • Esopenko, Carrie (BBS PhD) A Cognitive Neuroscience Examination of Embodied Cognition (Supervisor:  Dr. Ron Borowsky)  Fall 2011
  • Lane, David (BBS PhD)  False Recall Serial Position Effect  (Supervisor:  Dr. Tammy Marche)  Spring 2011
  • Metcalfe, Arron (BBS PhD)  Strategy Use and Basic Arithmetic Cognition in Adults  (Supervisor:  Dr. Jamie Campbell)  Spring 2011
  • Reichert, James  (BBS PhD)  Differential Learning and Use of Geometric Angles by Pigeons and Humans  (Supervisor:  Dr. Debbie Kelly)  Fall 2011
  • Thomas, Nicole (BBS PhD)  Upper and Lower Visual Field Differences in Perceptual Asymmetries (Supervisor:  Dr. Lorin Elias)  Spring 2011
  • Zhang, Ying  (BBS MA)  Prenatal Polyl:  C Exposure Alters Behavioural Flexibility in Male Rats  (Supervisor:  Dr. John Howland)  Fall 2011

2010

  • Bravo, Valeriya (BBS MA)  Shaping Adolescent Heterosexual Romantic Experiences: Contributions of Same- And Other-Sex Friendships  (Supervisor:  Dr. Gerald Farthing) Fall 2010
  • Burkitt-Hiebert, Jennifer Ann (BBS, PhD) Upper and lower visual fiedl differences: An investigation of the gaze cascade effect (Supervisor: Dr. Lorin Elias) Spring 2010.
  • Fournier, Neil Michael  (BBS, PhD) Aberrant structural and functional plasticity in the adult hippocampus of amygdala kindled rats (Supervisor:  Dr. Lisa Kalynchuk)  Spring 2010

2009

  • Beatty, Erin Leigh (BBS, MA) The Roles of Belief, Evidence, Perspective and Individual Differences in Scientific Evaluations (Supervisor:  Dr. Valerie Thompson) Fall 2009.
  • Cummine, Jacqueline Rae (BBS, PhD) A Behavioural and Neurobiological Investigation of Basic Readin Processes (Supervisor:  Dr. Ron Borowsky) Fall 2009.

2008

  • Smith, Melanie (BBS, MA).  The Transition to University:  Adaptation and Adjustment (Supervisor:  Dr. Patricia McDougall) Spring 2008.
  • Plett Martens, Vonda, (BBS, PhD) The Moral Experince of Being a White-Anit-Racism Educatory in Saskatchewan (Supervisor:  Dr. Michel Desjardins) Spring 2008.

2007

  • Anderson, Devon Rose (BBS, MA) Assessing the Role of the Hippocampus in Amygdala Kindled Fear:  An Analysis of Environmental Habituation (Supervisor:  Dr. Lisa Kalynchuk) Fall 2007.
  • Sykes Tottenham, Laurie (BBS PhD) Factors Mediating the Sex Differences Observed in Targeting Tasks (Supervisor:  Dr. Deb Saucier) Spring 2007.
  • Wagner, Jason (BBS, MA) Conditioning of Interictal Behaviours but not Ictal Behaviours, Seizures, or Afterdischarge Threshold by Kindling of the Amygdala in Rats (Supervisor:  Dr. Michael Corcoran) Spring 2007.

2006

  • Ohm, Eyvind (BBS, PhD) The Relationship Between Formal and Informal Reasoning (Supervisor:  Dr. Valerie Thompson) Spring 2006.

2005

  • Phenix, Tom (BBS, PhD) Cognitive inhibition: Insights from Arithmetic Fact Retrieval (Supervisor: Jamie Campbell) Spring 2005.
  • Sheerin, Aaron (BBS, PhD) Involvement of the Anterior Claustrun and Ventromedial Thalamus in Epiliptogenesis (Supervisor: Michael Corcoran) Spring 2005.

2004

  • Krupp, Daniel Brian (BBS, MA) Investigating the Relationship Between Risk-Taking and Testosterone(Supervisor: Dr. Deb Saucier) Spring 2004.

2003

  • LaPorte, R. Daniel ( BBS, M.A.)  The Impact of Repeated Febrile Convulsions on Behaviour Throughout Development in the Long-Evans Rat  (Supervisor: Dr. Deborah Saucier and Dr. Michael Corcoran) Spring 2003.
  • Malloy, Sean T. (BBS, M.A.)  Error and Bias in Correlational Judgment (Supervisor: Dr. Valerie Thompson) Fall 2003.
  • Wile, Tammy L. (BBS, M.A.) What does rapid automatized naming (RAN) measure: Comparisons to naming and lexical decision (Supervisor: Dr. Ron Borowsky) Spring 2003.

2002

  • MacFadden, Alastair (BBS, M.A.) Men and women scan maps similarly, but give different directions(Supervisor: Dr. Lorin Elias) Fall 2002.
  • Owen, William (BBS, Ph.D.) Examining Skilled Reading Processes. (Supervisor:  Dr. Ron Borowsky) Fall 2002.
  • Phenix, Thomas L. (BBS, M.A.)  Facets of number fact memory: Lessons from artificial ‘Diamond" arithmetic.  (Supervisor: Dr. Jamie Campbell) Spring 2002.

2001

  • Fugelsang, Jonathan (BBS, Ph.D.)  Foundations of human causal reasoning. (Supervisor: Dr. Valerie Thompson) Fall 2001.
  • Hannesson, Darren K. (BBS, Ph.D) Characterization of kindling's effects on spatial cognition(Supervisor: Dr. Michael Corcoran) Fall 2001.

2000

  • McIntosh, Cameron (G.E., M.A.) The role of implicit theories of intelligence and need for cognition in second language acquisition (Supervisor: Dr. Kim Noels) Fall 2000.

1999

  • Litke, Karen L. (G.E., M.A..) When retrieval fails: conscious influences on unconscious processing.(Supervisor: Dr. Jim Cheesman) Fall 1999.
  • Owen, William, J. (G.E., M.A.)  Evaluating the relationship between phonetic decoding and sight vocabulary: An analysis of reading errors. ( Supervisor: Dr. Ron Borowsky) Fall 1999.
  • Page, Duane (G.E., Ph.D.)  Single word context effects: facilitation or inhibition? (Supervisor:  Dr. Jim Cheesman) Spring, 1999.

1998

  • Lamont-Waddington, Elaine (G.E., M.A.)  Infusion of the dopamine D1 receptor antagonist SCH 23390 into the amygdala blocks fear expression is a potentiated startle program. (Supervisor: Dr. L. Kokkinidis) Spring, 1998.
  • Munro, Laurie J. (G.E., M.A.)  Infusion of quinpirole, muscimol and scopolamine into the ventral tegmental area inhibits fear-potentiated startle : Implications for the role of dopamine in fear expression.  (Supervisor: Dr. L. Kokkinidis).  Spring, 1998.
  • Witte, Treena (G.E., M.A.)  The effects of D1 and D2 and dopamine receptor antagonists on cocaine matintained fear expression following exposure to extinction leraning as measured with the ffear-potentiated startle paradigm.  (Supervisor: Dr. L. Kokkinidis) Fall, 1998.

1997

  • Borowski, Thomas Brian   (G.E. Ph.D.)   The role of ventral tegmental dopamine neurons and the effects of central and peripheral dopamine agonists on fear motivation as measured by the potentiated acoustic startle reflex in rats.  (Supervisor: Dr. L. Kokkinidis)  Spring 1997
  • Fugelsang, Jonathan (G.E. M.A.)  Strategy selection in causal reasoning: When beliefs and covariation collide.  (Supervisor: Dr. V. Thompson) Fall 1997

1996

  • Willick, Myrna L.  (G.E. M.A.)  The influence of chronic cocaine on the expression and extinction of a conditioned fear response:  An evaluation of state-dependent extinction and the shock-sensitization of acoustic startle.  (Supervisor: Dr. L. Kokkinidis)  Fall 1996

1995

  • Arbuthnott, Katherine (G.E. Ph.D.)  Error Minimization in Sequential Retreival, Repetition, Intention, and Inhibition.  (Supervisor: Dr. J. Campbell) Fall 1995
  • Bassingthwaighte, Carol (G.E. M.A.)  The Role of Personal Relevance in Conditional Reasoning. (Supervisor: Dr. V. Thompson)  Spring 1995

1993

  • Gelowitz, Douglas (G.E. M.A.)  Evidence For A Relationship Between Electrical Kindling and Mesolimbic Behavioural Sensitization.  (Supervisor: Dr. L. Kokkinidis) Fall 1993  
  • Goranson, Tamara (G.E. M.A.)  On Making Causal Attributions:  The Role of Covariation, Configuration, and Causal Logic.  (Supervisor: Dr. V. Thompson)  Fall 1993

1992

  • Bruce-Lockhart, Logie (G.E. M.A.)  Unconscious Perception:  Replicating The Effect But Not The Phenomenon  (Supervisor: Dr. J. Cheesman)   Fall 1992
  • Meagher, Paul (G.E. M.A.)  Automatic and Controlled Processes In Multiplication Priming(Supervisor: Dr. J. Campbell) Fall 1992

1991

  • Graham, Shelly R.  (G.E. M.A.)  An Investigation of The Effects of Clozapine Administration on Limbic System Kindling, (Supervisor: Dr. L. Kokkinidis) Spring 1991

1990

  • Hillis, Sarah K.  (G.E.  M.A.)  Differential hemispheric involvement in processing whole and partial faces:  A dual-task study.  (Supervisor: Dr. M. Hiscock)  Spring 1990
  • Kirkby, R. Duncan (G.E., M.A.) A pharmacological investigation into the neuroanatomical substrates of amphetamine-induced facilitation of electrical kindling.(Supervisor: Dr. L. Kokkinidis) Fall 1990

1984

  • Bergstrom, Kathleen J.  (G.E., M.A.) Factors influencing ocular motility during the performance of cognitive tasks. (Supervisor: Dr.  M. Hiscock)  Fall 1984

1983

  • Predy, Patrick A.  (G.E., M.A.)  Progressive enhancement of intracranial self-stimulation responding after repeated amphetamine treatment in the rat.  (Supervisor: Dr.  L. Kokkinidis)

1980

  • Stewart, Catherine I.  (G.E. M.A.)  Visual laterality patterns for pure- and mixed-list presentations.(Supervisor: Dr. M. Hiscock)
  • Zacharko, Robert M.  (G.E. Ph.D.)  A consideration of the ventral noradrenergic bundle as a discrete system modulation feeding:  Implications for ventromedial hypothalamic obesity and lateral hypothalamic hunger.  (Supervisor: Dr. T. B. Wishart)

1978

  • Gryschuk, Terrance (G.E., M.A.)  An investigation of the anatomical bases of reduced body weight after lateral hypothalamic lesions. (Supervisors: Dr. T. B. Wishart and Dr. N. E. Spence)

1977

  • Pezer, Vera   (G.E., Ph.D.)  Some determinants of curling performance. (Supervisor: Dr. M. Brown)
  • Walls, Elwood K.  (G.E., M.Sc.)  Alteration of spontaneous hypothalamic activity and deprivation-induced feeding by intracranial insulin administration.(Supervisor: Dr. T. B. Wishart)

1975

  • Darbellay, Donna D.D.  (G.E., M.A.)  A comparison of effects of PCPA, 5HTP and ECS on a single trial passive avoidance  learning task.  (Supervisor: Dr. G. Winocur)
  • Fedorkiw, Mari-Ann K.  (M.A.)  Double intermittent reward scheduling and secondary reinforcer strength. (Supervisor: Dr.  N. E. Spence)
  • Gusdal, Bryan C.  (G.E., M.A.)  Concurrent schedules:  Alternating change-over delay values using variable interval schedules.  (Supervisor: Dr.  N. E. Spence) 1975

1974

  • Gerber, Gary J.  (G.E., Ph.D.)  Discriminative control of drug self-administration behavior in squirrel monkeys (saimiri sciureus). (Supervisor: Dr. R. Stretch)
  • Robinson, Terry E.  (M.Sc.)  The effects of posterior hypothalamic lesions on the initiation of swimming movements by rats in water of different temperatures. (Supervisor: Dr.  T. B. Wishart)
  • Thorsteinson,    C. Vaughn   (M.A.)  Primary and conditioned reinforcement in concurrent- alternative fixed-interval, variable-interval schedules.  (Supervisor: Dr. N. E. Spence)

1973

  • Ho, Timothy P-K.  (M.A.)  Perceptual memory for two-pulse discriminations. (Supervisor: Dr. A. H. Neufeldt)
  • Lane, Elizabeth (G.E. M.A.)  The effects of the superimposition and removal of aversive signals on schedule-induced polydipsia.  (Supervisor: Dr.  R. Stretch)

1972

  • Connolly, John F.  (M.A.)  The effects of morphine, d-amphetamine iproniazid and chlorpromazine on shock-elicited aggression in rats.  (Supervisor: Dr.  R. Stretch)
  • Fincham, Shirley M.  (M.A.)  Implicit knowledge of morphophonemic rules in children. (Supervisor: Dr. J. A. Mills)
  • Perzan, Ronald S. D.  (M.A.)  Repeated acquisition and extinction of conditioned suppression:  Behavioral changes as a function of successive cycles and variations in off-the-baseline flooding.(Supervisor: Dr. N. E. Spence)
  • Scott, Jocelyne (M.A.)  Demographic factors associated with perceptual-spatial skills among Metis schoolchildren.  (Supervisor: Dr. K. McDowell)
  • Stone, Geoffrey B.  (M.A.)  Some statistical properties of response sequence:  Coding processes in the presence of patterned stimulation.  (Supervisor: Dr.  D. G. Fischer)

1971

  • Babcock, Leslie J.  (M.A.)  Children's perceptions of the evaluations  and expectations of others as a function of age.  (Supervisor: Dr. D. G. Fischer)
  • Boulanger, Fabien (M.A.)  The role of leadership and "risk as a value" in the shift to conservatism. (Supervisor: Dr. K. McDowell)
  • Clarkson, Jane M.  (M.A.)  Strength and direction of affiliation as a function of communication fear content and ambiguity.  (Supervisor: Dr. R. D. Martin)
  • Douglas, John O.  (M.A.)  Effects of higher order conditioned reinforcers during experimental extinction.  (Supervisor: Dr. N. E. Spence)
  • Gilman, John (M.A.)  Post-shock hippocampal and amygdaloid potentials during one trial passive avoidance learning.  (Supervisor: Dr. G. Winocur)
  • Linge, Fredrick R.  (M.A.)  Retrograde amnesia:  A state-dependent memory retrieval phenomenon.  (Supervisor: Dr. G. Winocur)
  • Pace, Frank R.  (M.A.)  The effect of interpersonal distance and lighting on verbal interaction in a leaderless discussion group. (Supervisor:  Dr. D. A. Scott)
  • Schoenhoff, Heinz W.  (M.A.)  Two models of figural aftereffects. (Supervisor: Dr. H. Kelm) 1971
  • Winter, Manfred E.  (M.A.)  The overtraining extinction effect and molar responding. (Supervisor: Dr. E. A. Clark) 1971

1970

  • Burdeny, Terry C.  (M.A.)  Group composition and the group shift. (Supervisor: Dr. D. G. Fischer)
  • McKechney, Margaret (M.A.)  Anxiety, arousal and corticalactivity in withdrawn chronic schizophrenics and normal control subjects.  (Supervisor: Dr. H. Kelm)
  • Perticaro, Joseph V.  (M.Sc.)  Verbal attitudes and overt behavior:  An investigation of behavior predictability.  (Supervisor: Dr. D. G. Fischer)
  • Spencer, Charles D.  (M.A.)  Concurrent schedules:  Conditioned reinforcement in initial and terminal links.  (Supervisor: Dr. N. E. Spence)
  • Varkonyi, Gabriel A.  (M.A.)  Secondary reinforcement as a function of  primary reinforcement schedule and method of training.  (Supervisor: Dr. G. A. McMurray)

1969

  • Adams, Patrick A.  (M.A.)  Firo compatibilities and sociometric choices in human relations training groups.  (Supervisor: Dr. D. Sydiaha)
  • Buckridan, Rakib (M.A.)  Modification of the cold pressor response by hypnosis and the relationship to certain personality traits.  (Supervisor: Dr. G. A. McMurray)
  • Gururaja, Sreelakshmi (Ph.D.)  The development of number concepts in children. (Supervisor:  Dr. D. Sydiaha)
  • Haffenden, Eric V.  (M.A.)  The relationship between intelligence and hostility as a factor of parental attitude. (Supervisor: Dr. D. Fischer)
  • Grainger, James (M.A.)  Personal motives that influence decision making over a variety of matrices.  (Supervisor: Dr.  D. Sydiaha)
  • Knapper, Christopher   (Ph.D.)  The relationship between personality and style of dress. (Supervisor: Dr. A. Gladstone)
  • Thauberger, Patrick   (M.A.)  The relationship between an avoidance of existential confrontation and neuroticism and changes resulting from the basic encounter group learning experience.(Supervisor: Dr. D. Sydiaha)

1968

  • Becker, Horst G.  (M.A.)  Experimenter expectancy, experience and status as factors in observational data.  (Supervisor: Dr. D. Sydiaha)
  • Fisher, Ronald J.  (M.A.)  Ingroup loyalty, ingroup glorification, and outgroup rejection:  A partial re-evaluation of ethnocentrism. (Supervisor: Dr.  D. Sydiaha)
  • Kuzmicz, Benedict J.  (M.A.)  An experimental study in the assessment of affect and mental state. (Supervisor: Dr. D. Sydiaha)
  • Manocha, Satinder N.  (M.A.)  A new approach to the formation of learning set in rats. (Supervisor: Dr. G. Winocur)
  • Reid, David W.  (M.A.)  The conditionability of the abdominal reflex:  An exploratory study.(Supervisor: Dr. J. A. Mills)
  • Young, Joseph D.  (M.A.)  A Psychopharmacological study of bufotenin in the rat.(Supervisor:  Dr. G. Winocur)

1967

  • Adams, Sharon L.  (M.A.)  Perceptual-motor task performance as a function of modeling and nurturance.  (Supervisor: Dr. M. Keenan)
  • Rejskind, F. Gillian (M.A.)  Some factors in creativity of grade seven teachers and pupils.(Supervisor: Dr.  D. Sydiaha)
  • Sandy, Monica A.  (M.A.)  A study of counselling and academic achievement at Yorkton Regional High School.  (Supervisor: Dr.  D. Sydiaha)

1966

  • Andrew, Wayne K.  (M.A.)  The pairing of cortical stimulation with reinforcing brain stimulation:  Its influence on extinction.  (Supervisor: Dr. H. Weinberg)
  • Brooks, Jane E. C.  (M.A.)  Instrumental aggression:  A behavioral approach. (Supervisor: Dr. D. A. Chambers)
  • Gold, Dolores (Ph.D.)  Psychological changes associated with acculturation.(Supervisor: Dr. D. Sydiaha)
  • Kelm, Harold (Ph.D.)  Koehler's satiation theory and Deutsch's neurophysiological model of figural after-effects.  (Supervisor: Dr. G.H. Mogenson)
  • Tolhurst, George  (M.A.)  A test of Russon's clinical classification system for delinquency. (Supervisor: Dr. D. Sydiaha)
  • Yu, Li-Na  (M.A.)  The effect of primary drive on intracranial self-stimulation. (Supervisor: Dr.  H. Weinberg)

1965

  • Hooge, Gay C.  (M.A.)  The re-standardization of a socio-economic measure based on public school children in Saskatchewan.  (Supervisor: Dr.  D. Sydiaha)
  • Hui, Sincheung C.  (M.A.)  Response acquisition of Indian and Non-Indian jail inmates. (Supervisor: Dr. D. A. Chambers)
  • Lin, Jean J-Y (M.A.)  Avoidance learning in three species of rodents. (Supervisor: Dr. G. J. Mogenson)

1964

  • Clark, E. Arthur (M.A.)  Effects of delayed secondary reinforcement on the extinction of a conditioned avoidance response.(Supervisor: Dr. G. J. Mogenson)
  • Davitt, Patricia J.  (M.A.)  Response acquisition by mental retardates.(Supervisor: Dr. D. A. Chambers)
  • Elkin, Lorne (M.A.)  The behavioral use of space.  (Supervisor: Dr. D. Sydiaha)
  • Gustafson, Marian A.  (M.A.)  The effects of previous experience on the organization of responses to simultaneous dichotic stimulation.  (Supervisor: Dr. G.J. Mogenson)
  • Harding, David J.  (M.A.)  An empirical clarification of motivational variables among Saskatchewan people of Indian ancestry.  (Supervisor: Dr.  D. Sydiaha)
  • Pezer, Vera R.  (M.A.)  Frequency, arousal, and set as determinants of the visual recognition thresholds of verbal stimuli.  (Supervisor: Dr. N. McK. Agnew)

1963

  • Baldwinson, Morine B.  (M.A.)  Semantic response to incongruous percepts.(Supervisor: Dr. D. Sydiaha)
  • Farley, Franklyn H.  (M.A.)      Learning and perception in psychotics, neurotics and normals.(Supervisor: Dr. D. Sydiaha)
  • MacKinnon, Allan A.    (M.A.)  An analysis of tachistoscopic recognition  thresholds of single letters. (Supervisor: Dr. D. A. Chambers)
  • Mullin, Allan D.  (M.A.)  Delayed termination of the conditioned stimulus at different stages of avoidance learning.  (Supervisor: Dr. G. J. Mogenson)
  • Neufeldt, Aldred H.  (M.A.)  The effects of different levels of strategy on the learning of a binary series by "fast" and "slow" learners.  (Supervisor: Dr. N. McK. Agnew)
  • Perkins, Marjorie J.  (M.A.)  The effect of rewarding brain stimulation  upon heart rate in the albino rat.  (Supervisor: Dr.  G. J. Mogenson)
  • Pylyshyn, Zenon W.  (Ph.D)  Temporal factors in immediate memory. (Supervisor: Dr.  N. McK. Agnew)

1962

  • Weckowicz, Tadeusz E.  (Ph.D.)  The effect of adrenochrome on learning in albino rats. (Supervisor: Dr. G. A. McMurray)

1960

  • Bedford, Charles M.  (M.A)  .Similarity, skill and transfer in gross motor learning. (Supervisor: Dr.  D. Sydiaha)

1959

  • Boyer, Margaret A.  (M.A.)   Time estimation:  An investigation of method and interval variables.  (Supervisor: Dr.  J.N. Agnew)

1956

  • Mogenson, Gordon J.   (M.A.)  The effect of psychological stress procedures on the coagulation system in the albino rat.  (Supervisor: Dr. G.A. McMurray)

1955

  • Johnston, Richard W.  (M.A.)    Selection of candidates for adult probation in Saskatchewan by the use of a biographical questionnaire and the Minnesota Multiphasic Personality Inventory. (Supervisor: Dr. G. A. McMurray)

1950

  • Bexton, William  (M.A.)   The use of motor skills tests with the blind:  An appraisal of methods of adaptation and administration.   (Supervisor: Dr. G.A. McMurray)

1949

  • Mackintosh, Irene  (M.A.)    The relationship between susceptibility to hypnosis and two tests of suggestibility.  (Supervisor: Dr. G.A. McMurray)

Comprehensive Examination

For Students in the Cognition and Neuroscience Program

Statement of Principles

The purpose of the comprehensive examination is to ensure that each student graduating with a Ph.D. from the Cognition and Neuroscience Area has adequate breadth and depth of knowledge in his or her speciality, and in related areas of experimental psychology.

Adequate breadth and depth means

  • With respect to the primary area of research the student will have extensive and detailed knowledge of the major current and historically important theoretical, empirical, and methodological issues pertinent to the dissertation research. The student will also be able to generate original, integrative analyses of knowledge in the primary area.
  • With respect to related, but secondary, research areas the student will have substantial familiarity with the important theoretical and empirical issues in the general area of research.

Evaluation

  1. To demonstrate knowledge of the primary area, the student will:
  • prepare a broad, integrative position paper concerning the area of primary research. The scope of the essay should substantially exceed the scope of the student's dissertation topic.
  • present an oral defense of the position paper; the student's advisory committee or designates will serve as examiners.


    Although the student may consult with the supervisor and members of the advisory committee regarding the primary essay, the essay constitutes an examination, and must be prepared independently and without collaboration.

     

    1. Knowledge of secondary readings provided by the student's advisory committee will be evaluated with a written examination. Questions prepared by Cognition and Neuroscience Area faculty will be provided at least two weeks in advance of the examination. Students will be informed of the type and conditions of the examination. This exam will not normally be a take-home examination, but in the event that a take-home examination is held, students may not collaborate.

    Preparation of Reading Lists for Comprehensive Examination

    Preparation for the comprehensive examination should normally begin in the first year of Ph.D. studies. The student's supervisor in consultation with the student's advisory committee and the student will prepare drafts of the primary and secondary reading lists. The reading lists will be constructed to fulfil the requirements of adequate breadth and depth described above. However, consideration of coursework will inform the selection of these readings. The scope and subject matter of the primary readings will be determined by the student and the advisory committee.

    Scheduling and Deadlines

    Examination of the primary and secondary readings normally will be scheduled to take place in the spring and summer. The due dates for the two examinations will be separated as widely as possible. Exact dates will be arranged by Area faculty in consultation with the student. Successful completion of both the primary and secondary components of the comprehensive examination is a requirement for the Ph.D. degree. Examinations will be evaluated on a pass/fail basis by the student's advisory committee. A student who fails either component of the comprehensive examination may be granted a second opportunity to complete that component. In the case of a rewrite, all procedures of the re-examination must be completed within four months of the first exam. However, students may not attempt to pass either component of the comprehensive exam more than twice.