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This section is organized in two parts: my classes at MIT (1997 - 2005) where I got both a Master's and PhD degree (GPA 5.0/5.0), and my classes at the University of Bern (1985 - 1993), where I did my undergrad and a Master's degree as well. |
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| Coursework at the Massachusetts Institute of Technology | |||||||||||||||||||||||||||||||||||||||
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Advanced Commonsense Reading Group |
"We continue the Commonsense Reading Group this semester, with more of a focus on specific methods of commonsense reasoning. The spring term was a good introduction to the topic for people, but this fall it would be nice to look more deeply at known techniques." This was the follow-up on our first commonsense reading group, and a bit smaller: we were on average 6 people. That was very good, since each of us got to talk much more, and it was a bit less formal than a big group. We limited the readings to one paper per week, which was also a very good idea, since it was more likely that all of us got the time to actually read it. And again, it was tremendously helpful for me to be able to discuss these readings with other interested parties.
[reading group page] |
MIT class: student-initiated reading group Initiators: Push, Barbara, and myself Year taken: Fall 2002 Schedule: Tuesday 16:00-17:30 Location: building E15, Garden conf room
Common Sense Reasoning for Interactive Applications |
"This course will explore the state of the art in common sense knowledge, and class projects will design and build interfaces that can exploit this knowledge to make more usable and helpful interfaces. Things fall down, not up. Weddings have a bride and a groom. One of the reasons that computers seem dumber than humans is that they don't have common sense—a myriad of simple facts about everyday life and the ability to make use of that knowledge easily when appropriate. A long-standing dream of artificial intelligence has been to put that kind of knowledge into computers, but it has proven slow and difficult. But considerable progress has been made over the last few years. There are now large knowledge bases of common sense knowledge and better ways of using it then we have had before. We may have gotten too used to putting common sense in that category of "impossible" problems and overlooked opportunities to actually put this kind of knowledge to work. We need to explore new interface designs that don't require complete solutions to the common sense problem, but can make good use of partial knowledge and human-computer collaboration." Content wise, this was a structured version of the reading group we initiated in Spring 2002. However, it really profited from the structure Henry gave the class: his teaching was really "smooth"! It was also application and project oriented, which was different from just reading papers. There was also a bulleting board where the readings were discussed. Most of the 35 students were undergrads or first year Media Lab students, so they brought in a fresh perspective on these issue.
[class page] |
[assignments] [final project] MIT class: MAS.964 Instructor: Henry Lieberman Year taken: Fall 2002 Schedule: Thursday 13:00-15:00, Location: building E15, room 335
Commonsense Reading Group |
"We are establishing an informal weekly reading group to discuss techniques for giving machines the capacity for human-like commonsense reasoning and ways to incorporate common sense into real-world applications. Topics include representations for commonsense knowledge; methods and architectures for commonsense reasoning; existing resources of commonsense knowledge; methods for acquiring commonsense knowledge; domains for applying common sense." Obviously this reading group was exactly what I was interested in at that time: it was very useful to discuss the readings I did for my Generals Exams, and to get in touch with other students and faculty at the Media Lab and MIT who were interested in this topic. On our mailing list, there were about 60 people (students, faculty, etc.) On average, we had about 20 people attending the meetings, which was a very good turn out.
[reading group page] |
MIT class: student-initiated reading group Initiators: Push, Barbara, and myself Year taken: Spring 2002 Schedule: Tuesday 16:00-17:30 Location: building E15, Garden conf room
Out of Context |
"Increasingly, we are realizing that to make computer systems more intelligent and responsive to users, we will have to make them more sensitive to context. Traditional hardware and software design overlooks context because it conceptualizes systems as input-output functions. Systems take input explicitly given to them by a human, act upon that input alone and produce explicit output. But this view is too restrictive. Smart computers, intelligent agent software, and digital devices of the future will also have to operate on data that they observe or gather for themselves. They may have to sense their environment, decide which aspects of a situation are really important, and infer the user's intention from concrete actions. The system's actions may be dependent on time, place, or the history of interaction. In other words, dependent upon context." I was very happy with the content of this class, and it made me realize that the system I created for my Media Lab Master's thesis was in fact a highly context sensitive software agent. I was also very interested in the idea of Common Sense Knowledge, which is why they became part of my Generals Exams (qualifying exam for my PhD). My final project, which I did with Kwan, was ASSOL—which stands for Adaptive Song Selector Or Locator (uhh, what were you thinking? ;-), a context-sensitive 'collaborative' jukebox for background music.
[class page] |
[assignments] [final project] MIT class: MAS.965 Instructors: Ted Selker and Henry Lieberman Year taken: Fall 2000 Schedule: Tue 10:30-12:00, Wed 10:30-12:00 Location: building E15, room 335
Tangible Interfaces |
"Explores design issues surrounding "Tangible Interfaces," a new form of Human-Computer Interaction (HCI). Explores ways of broadening the bandwidth of interaction between people and digital information by allowing users to "grasp and manipulate" bits by coupling them with physical objects, and by enabling users to be aware of background bits at the periphery using ambient display media such as light, sound, airflow, and water movement within augmented space. In the design studio environment, students explore experimental tangible interface designs, theories, applications, and underlying technologies, using concept sketches, posters, physical mockups, and working prototypes." A phantastic class! I felt really pushed to be creative, which is something I miss a bit during my daily RA work in our group. I enjoyed this class a lot, also because the projects did not have to be soo serious... Have a look at all my projects, most of them I did with Deva. Our final project was WeatherTank, a tangible interface that looked like a tabletop sized vivarium or a diorama, and used everyday weather metaphors to present information from a variety of domains. Our system included propellers for wind, cloud machines, wave and rain generators, and a color-changing lamp as sun mounted on a rod that can be used to move the sun along an arc over the tank, allowing the user to manipulate the time of day.
[class page] |
[assignments] [final project] MIT class: MAS.834 Instructor: Hiroshi Ishii Year taken: Fall 2000 Schedule: Wednesday 13:30-16:00 Location: building E15, room 054
Advanced Autonomous Micro Helicopter (Special Topics class) |
"The goal of this project is to create a small object (20 cm in diameter) that flies autonomously, more precisely, hovers autonomously. A possible application for such an object could be an unobtrusively hovering camera that delivers video images from unusual perspectives. Hovering objects can be made as lighter-than-air vessels (e.g., blimps), but given the size restrictions, the payload would be minimal. Another option is magnetic levitation; however, this method is not practical yet. The currently most appropriate option is airflow using vertical propellers or rotor blades (e.g., helicopters). Although there are flying objects of the proposed small size, none of them is autonomously hovering, probably because of the inherently unstable characteristics of such vessels. Using an unusual approach—absolute position as the only sensor—, a prototype of an autonomously hovering object was built last semester, but hasn't flown yet for several reasons. With this project, work on this prototype will be continued, and will result hopefully in a stable platform for further experiments. Once the autonomously hovering problem is solved, possible fields of study will include the human interface problems to such small autonomously levitating objects." Obviously, this was my dream class. It was a continuation of my final project in How To Make (Almost) Anything (MAS.693), the Zero-G Eye. This was a Special Topics class that was arranged between me and my advisor, so it was a one-person class for which I got credit. I wrote lab notes and extracted a final report, which makes sense probably only if one looks at the main project page first. Although I didn't get as far as I wished, I learned how to integrate a tiny analog compass into my hovering platform, digitizing the sensor's output with the lightest possible microcontroller and sending its information back via wireless serial link to the remote base station where the yaw information was fed into the control loop. In the original version of the Zero-G Eye platform, the yaw movement was merely stabilized by a miniature on-board gyroscope, so it was a closed-loop non-controlled system that would eventually start to drift because of accumulated sensor errors. Adding the remote compass made the system controllable on the yaw axis. It included adding a low-range wireless serial link, since the normal R/C controls are one-way systems. All the things I have learned eventually helped me tremendously with my animatronics projects (e.g., Autonomous Interactive Intermediaries).
[final report] |
continuation of [project] [related project page] MIT class: MAS.961 (Special Topics class) Instructors: none, but I cooperated with many students and faculty Year taken: Spring 2000 No specific schedule or room assigned, but I got 12 units credits, which means that I had to invest at least 12 hours a week (which I exceeded by far, of course...)
Multilingual Computing |
"How might we build computers which can be used by everyone around the planet? The problems are complex. Thousands of languages are in active use worldwide. Almost a billion people are unable to read or write. Many languages don't even have a written form. Yet most interface technologies are tied to specific written languages. This course explores aspects of natural language and language technologies related to the theme of multilingual computing. Topics to be covered include: text, speech, and visual input and output; semantic representations; language translation and translingual communication; language learning by humans and machines; open system development of language technologies; and applications of multilingual computing in developing nations. Readings will draw from a broad number of areas including artificial intelligence, speech processing, linguistics, and media studies." This was a new class by a new professor, Deb Roy, who I happen to know well since he was grad student at the Media Lab before becoming professor, and I had many discussions with him about the missing robotics aspects of the lab. The class was in a domain that I felt very comfortable with for two (different) reasons: first, it was about speech interfaces, and second, I am a multilingual person (as most of the attendees are). The most interesting discussions were about issues that distinguish different languages from each other, e.g., the relationship between speech and alphabet. There were weekly written assignments and design projects, and I wrote a proposal for a final project, the Silent Speaking Recognizer, but it turned out to be too hardware intensive. So I did a (IMHO very cool) web-based project, the Opensource Speech Synthesizer, a collaborative web based concatenative speech synthesizer for any conceivable language. Here is the technical report of it. I continued working on it for some time, advancing it in several ways.
[class page] |
[assignments] [final project] MIT class: MAS.967 Instructro: Deb Roy Year taken: Spring 2000 Schedule: Wednesday 10:00-12:00 Location: building E15, room 335
The Society of Mind |
"Introduction to a theory that tries to explain how minds are made from collections of simpler processes. Treats such aspects of thinking as vision, language, learning, reasoning, memory, consciousness, ideals, emotions, and personality. Incorporates ideas from psychology, artificial intelligence, and computer science to resolve theoretical issues such as wholes vs parts, structural vs functional descriptions, declarative vs procedural representations, symbolic vs connectionist models, and logical vs common-sense theories of learning. Enrollment limited." Since Marvin Minsky is one of the founders of Artificial Intelligence, and a very famous person (not only here at MIT), there are always many students who would like to take his class. Two years ago, I have tried, but from the 200 students, only 30 could get accepted. But this time, it worked. Prerequisite for the class is that one has read the book Society of Minds, but this year, it is about his new book Emotion Machine. We read the drafts and came up with better examples, better ideas, and basically to make it a better book. I think it is very interesting and fascinating to be able to have an influence on such a prominent book. Our final project was about Numerical Mechanisms and Children’s Concept of Numbers, and it includes a nice Java simulation (and here is the technical report).
[class page] |
[assignments] [final project] MIT class: MAS.731J (same as class 6.868) Instructor: Marvin Minsky Year taken: Spring 2000 Schedule: Wednesday 19:00-21:00 Location: building E15, room 054
Proseminar for PhD students in Media Arts and Sciences |
"A seminar on Media Arts and Sciences, an emerging discipline. The seminar is conceived of as participation in the development of a new discipline as much as the study of it. Extensive reading list touches on antecedent disciplines (e.g., technologies of computational media, cognitive sciences, AI, theory of communication, design) and on the sociological, historical, and epistemological study of intellectual disciplines. Required of Ph.D. students in the Media Arts and Sciences Program. Restricted to doctoral candidates." It was way more interesting than I expected. Each class was completely different, depending on the style of the faculty member. Some of them focused on what they were doing (e.g., Joe Jacobsen, Deb Roy), some focused on our project ideas (Hiroshi Ishii), and some were just talking (which can also be fun, e.g. in the case of Marvin Minsky). We had to read their most important papers and submit our written comments. It was very interesting to write these essays, since it forced me to think about how my ideas relate to all the different research activities that are going on at the Lab. It helped me a lot to see my personal interests in relation to the Media Lab research agenda. Some professors gave me interesting and useful feedback to my ideas. The PhD students, about 18, became very good in presenting themselves in two minutes, since that's what almost every professor asked us to do at the beginning. I realized that I am very good at describing myself and my interests differently, depending on who is asking and adapting to the specific common context. Since we had to describe ourselves about twenty times, we not only became very fluent in our speeches, but also got to know pretty well what the other PhD students were up to. I think that the mix of students in our class was very heterogeneous, so that for any given issue, many people spoke up with quite controversial opinions. That made this class very fascinating.
[class page] |
[assignments] MIT class: MAS.921 Instructors: lots of Media Lab faculty Year taken: Fall 1999 Schedule: Mon 18:30-21:00, Wed 10:00-12:00 Location: building E15, Roth room, room 335
How To Make (Almost) Anything |
"Provides a hands-on introduction to the resources for designing and fabricating smart systems, including CAD/CAM/CAE; NC machining, 3-D printing, injection molding, laser cutting; PCB layout and fabrication; sensors and actuators; analog instrumentation; embedded digital processing; wired and wireless communications. Emphasis on learning how to use the tools as well as understand how they work." This was (and still is) a very popular class: it is very tempting to be able "to make (almost) anything." However, some people would probably add "and it should work." Anyways, I feel very lucky that I got in this time. Although it was a lot of work, it was worth every minute I spent—and there were many of them. I got to know many productions methods in a very short time, it was an excellent learning experience. Unfortunately, the class web page didn't really work out, so I am afraid that there is a lot of information and learning experience lost, or at least not publicly accessible. I put all my experiences on my projects pages. It was a great class, and I was able to squeeze in a final project that I was really into: an autonomous micro helicopter! However, it cost me many sleepless nights, since the most important electronic components arrived less than 24 hours before the final project presentation, which was public! Nevertheless, I think I did a good job in demonstrating the control system and autonomy, although my helicopter didn't fly too well. These days, I would use Lithium Polymer batteries, and the lift to weight ratio would be acceptable and make it hover nicely.
[our class page] (unfinished) |
[current class page] [assignments] [final project] MIT class: MAS.693 Instructors: Neil Gershenfeld, Joe Jacobson, Scott Manalis, and Joe Paradiso Year taken: Fall 1999 Schedule: Wednesday 13:00-16:00 Location: building E15, room 054
Thesis Preparation |
"This course is about how to write a Media Lab Thesis proposal." For me, this class was similar to the Scientific Writing class of last term, but not as intense. Lorin Wilde tried really hard to get the students to attend the class—a difficult job, since the class was not mandatory. Nevertheless, it was very useful. The only problem I had was that I was far from writing my Thesis proposal, and therefore the class was rather hypothetical to me. There was no official class homepage, but this one is an almost-class hompages.
[class page] |
MIT class: MAS.640 Instructor: Lorin Wilde Year taken: Fall 1998 Schedule: Wednesday 10:00-12:00 Location: building E15, room 054
Systems and Self |
"This course examines how people relate to, think about, and think with new technologies. It explores how new computational movements both reflect and contribute to broader intellectual movements that are changing the way people think about mind, self, nature, and society. This semester, we will focus especially on how new "computational objects," such as the "things that think" being developed at the Media Lab, could influence and be influenced by the way people think about 'things.'" Sherry is the person who started my career as a Media Lab-ish person. Her book "Die Wunschmaschine" was part of the reading list of a seminar I took at the University Bern in Fall 1988 Acting in New Environments: Effects and Options of Computer Science. And now, I take her class! Very fascinating. Mitch Resnick, the most philosophical professor of the Media Lab, is also the most empathetic faculty member. It's a very nice class, perhaps also because of the many non-Media Lab students, e.g., there are quite a few from Harvard. The combination of psychology, philosophy, and computer gadgets like Fred Martin's Crickets, made this class extremely attractive to me. One of my papers was about a childhood object of mine, trailers, and had the long title "From Backing up with a tractor and two trailers to Controlling highly unstable systems with nonlinear dynamics," or: Making a double integration process concrete. At that time, I was trying to tie together my obsession with highly unstable systems (such as helicopters) and the issue of the class. My final paper was an analysis of two-way pagers: what they are, what people think of them, and how they changed their lifes: it was again an effort to integrate the class with my current Speech Group work.
[class page] |
[assignments] [final paper] MIT class: MAS.714 Instructors: Mitch Resnick and Sherry Turkle Year taken: Fall 1998 Schedule: Tuesday 14:30-16:30 Location: building E15, room 054
Advanced Workshop in Writing for Science and Engineering |
"Analysis and practice of various forms of scientific and technical writing, from memos to journal articles. Strategies for conveying technical information to a specialist audience. Comparable to 21W.780 but methods designed to deal with special problems of those whose first language is not English. Successful completion satisfies Phase II of Writing Requirement for students registered in 21F.226." This class was very useful! I wrote a lot of memos, outlines, proposals (even a thesis proposal), and we got very precise feedback on our writing style and on our potential weaknesses in written English. I think my writing style improved tremendously because of this class.
[class page] |
[assignments] [final project] MIT class: 21F.225 (course 21) Instructor: Jane Dunphy Year taken: Spring 1998 Schedule: Tues/Thur 9:30-11:00 Location: building 14N, room 325
The Virtual Society |
"This course will examine how virtual societies evolve, looking in particular at the role played by system- and interface-design. Topics include how identity and reputation are established, approaches to graphical representations of people, and techniques for visualizing social structures. Assignments include weekly readings, design sketches, critiques of existing systems and a final design project." Judith was a new faculty member at the Media Lab, but has been at the Lab for a long time already as a grad student. The specific combination of students in this class made it an interesting experience, because all those people had different backgrounds. The class was organized via the class homepage, where all our readings and assignments were posted. My final project was Impressionist Visualization of Online Communication, a system that provides an intuitive, non-textual representation of online discussion.
[class page] |
[assignments] [final project] MIT class: MAS.962 Instructor: Judith Donath Year taken: Spring 1998 Schedule: Tuesday 11:00-13:00 Location: building E15, room 095
Embodied Intelligence |
"Studies how to build intelligent systems that have physical embodiment. Examines specific problems, historical solutions, and contemporary research into the area of autonomous embodied systems. Topics: dynamical modeling of agent/environment interaction; neural modeling of perception and action systems; issues in vision and robotics; evolutionary modeling techniques; behavior-based approaches; pre-cognitive and cognitive architectures. Examines problems and sources of simplification presented by a physically embodied system relative to unembodied intelligence." This was an extremely inspiring class to me. In addition, it was entertaining and very interesting! Dave Cliff, a young professor (could even be younger than I am), who came to MIT two days after I arrived, is an excellent lecturer: funny, competent, and sympathetic. I don't know why, but I was really comfortable with him, perhaps because he is an English man from Europe, or perhaps because he has this certain punky attitude (and past, I guess), which is very familiar to me. This class was originally taught by the famous Rodney Brooks, which I unfortunately do not know at all. I didn't have enough time to do the regular problem sets, which require a lot of time, so I finished up being a listener. But I never skipped a single class, because they were so interesting! Additionally, I was planning on submitting a final paper, just for the heck of it, it was really inspiring.
[our class page] |
[current class page] [assignments] [final project] MIT class: 6.836 (course 6, EECS) Instructor: Dave Cliff Year taken: Spring 1998 Schedule: Mon/Wed 9:30-11:00 Location: 6-120
Discourse |
"How discourse works, with emphasis on the structure of spoken and written discourse—primarily conversation, story, and news. Interpretation and generation of cohesive discourse by humans, and how we can build systems to interpret and generate cohesive discourse, e.g., the main problem areas encountered in building dialogue systems, text generation and interpretation systems, and conversational interfaces of all sorts. Students read and discuss current theoretical papers, and carry out a series of on-paper and implementation assignments analyzing existent corpora, and problems and data brought in by students. Individual final project." This class was very intense, but it taught me a lot. Justine was head of the Gesture and Narrative Language Group at the MIT Media Lab, and so I encountered domains that I was not very familiar with. Each student had to "lead" the class at least three times, which means, a lot of preparation, building systems and prototypes, etc. In addition, there were a lot of readings (here's a silly impression...) and assignments. This class was rather time intensive, but turned out very useful for my situation as a new Speech Group student. My final project was Daboo, an interactive system to make a user guess a word as fast as possible (without using taboo words). It was using WordNet, and in order to make it real-time, we were hijacking the fastest computer in our area...
[class page] |
[assignments] [final project] MIT class: MAS.736 Instructor: Justine Cassell Year taken: Fall 1997 Schedule: Tue/Thur 15:00-17:00 Location: building E15, room 095
Conversational Computer Systems |
"Interaction with computer systems by voice, including speech synthesis, recognition, and digital recording techniques. Emphasis on human interface design issues and interaction techniques to successfully exploit the speech medium for computer applications, including extensive reading from current research literature. Topics include human speech production and perception, isolated and connected speech recognition, text-to-speech synthesis algorithms, telephone technologies, parsers, and dialogue generation." All first year Speech Group students take Chris' class. I would have done so even without being in his group, obviously. And I enjoyed it a lot! His book Voice Communication with Computers was a primary guideline through the class syllabus, but we also read lots of additional papers. The assignments were mostly essays on topics that we have read or were talking about in class. Although it is not as time consuming as other classes (no quizzes, no finals, and no final project), the assignments were mostly fun to do, so I spent more time on them than necessary, I guess.
[class page] |
[assignments] MIT class: MAS.632 Instructor: Christopher Schmandt Year taken: Fall 1997 Schedule: Mon/Fri, 10:30-12:00 Location: building E15, room 054
Coursework at the University of Bern, Switzerland
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During my 8-year program (from 1985 to 1993) at the University of Bern, which earned me a Master's degree in Psychology ("Lizenziat"), I have taken graduate and undergraduate classes in the following three areas:
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In case you might wonder what Special Psychology is: in our department, Special Psychology was a collection of domains that would not fit into the standard areas like Developmental Psych, Organizational Psych, Clinical Psych, etc. In my specific case, Special Psych included Human-Computer Interaction, Ecological and Environmental Psychology. HCI is now very well known now as a domain on its own and does not need an explanation. Environmental Psychology, however, is misunderstood often: it is about the social and psychological environment and not related to 'environmentalism'. Same with Ecological Psychology: this is a domain that deals with semiotic ecologic processes. Note on grading policy: The grading system at the University of Bern at that time was on a pass-or-fail basis. Classes were "passed" or "not passed," depending on different criteria such as the completion of assignments, reports, papers, but mainly on oral and written exams. On successful completion of a subject, the student could collect a final signature in the Testatbuch (attestation book), where all attended and successfully completed subjects are registered. The list below includes all subjects that I have passed successfully. | |||
| Special Psychology (Major) | ||||
| Subject | Instructor | Main readings | ||
| Final Exams Special Psychology (Major), oral and written in three domains: Human-Computer Interaction, Environmental Psychology, and Ecological Psychology. Examiners: Dr. Urs Fuhrer, Prof. Alfred Lang | Reading list for domain Human-Computer Interaction: Short, J., Williams, E. & Christie, B. (1976). The Social Psychology of Telecommunication. New York: Wiley. Turkle, S. (1984). Die Wunschmaschine. Reinbeck: Rowohlt. Volpert, W. (1985). Zauberlehrlinge. Die gefährliche Liebe zum Computer. München: DTV. Fuhrer, U. & Kaiser, F. (1992). Inwiefern kultiviert der Umgang mit Computern unsern Denkstil? Medienpsychologie. 4(2) Reading list for domain Environmental Psychology: Altman, I. & Chemers, M. (1984). Culture and Environment. Cambridge: Cambridge University Press. Sundstrom, E. (1986). Work Places. The psychology of the physical environment in offices and factories. Cambridge: Cambridge University Press. Gifford, R. (1987). Environmental Psychology. Boston: Allyn and Bacon. Fuhrer (1993). Living in our own footprints – and in those of others: Cultivation as Transaction. The Quarterly Newsletter of Laboratory of comparative Human Cognition. 15 (1). Reading list for domain Ecological Psychology: Lang, A. (1990). The "Concrete Mind" Heuristic – Human Identity and Social Compound from Things and Buildings. In C. Jäger & M. Nauser (Eds.), Human ecology. An integrative approach to environmental problems. London. Lang, A. (1991). Non-Cartesian Culture: Steps towards a Semiotic Ecology. Lang, A. (1991). Kultur als «externe Seele»: eine semiotisch-ökologische Perspektive. Eröffnungsvortrag am 2. Symposium der Gesellschaft für Kulturpsychologie, Mittersill, 9.-12. Mai. Lang, A. (1991). Die semiotisch-ökologische Perspektive: Thesen zur Grundlegung der Psychologie in Genesereihen. Lang, A. (1992). Zeichen nach innen, Zeichen nach aussen – eine semiotisch-ökologische Psychologie als Kulturwissenschaft. Lewin, Band 4: Psychologische Ökologie. |
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| Master's Thesis Psychology (Major). Title: The Psychological Impact of Modern Communication Technologies on Users (Lizentiatsarbeit Psychologie. Titel: «Psychologische Effekte beim Gebrauch moderner Kommunikationstechnologien») |
Dr. Urs Fuhrer, Prof. Alfred Lang | Master's Thesis in Psychology, 283 pages [pdf English] [pdf English abstract] 105kb [pdf German] 1,932kb Official evaluation (3 pages): [pdf English] 55kb |
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| Research Group Environmental Psychology (Arbeitsgruppe Umweltpsychologie) |
Prof. Alfred Lang | Stokols, D. & Altman, I. (Eds.). Handbook of Environmental Psychology, 2 Vols., New York, Wiley, 1987. Ittelson, W.H., Prohansky, H.M., Rivlin, L.G. & Winkel, G.H. (1974). An Introduction to Environmental Psychology. New York: Holt, Rinehart & Winston. Several draft research papers of members of the Environmental Psychology Research Group. |
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| Research Group Environmental Psychology (Arbeitsgruppe Umweltpsychologie) |
Prof. Alfred Lang | see above |
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| Research Group Environmental Psychology (Arbeitsgruppe Umweltpsychologie) |
Prof. Alfred Lang | see above |
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| 6053 | Research Group Environmental Psychology (Arbeitsgruppe Umweltpsychologie) |
Prof. Alfred Lang | see above |
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| Kurt Lewin, the First Psychologist of System
Theory (seminar) (Kurt Lewin, der erste Systemtheoretiker der Psychologie; Seminar) |
Prof. Alfred Lang | Graumann, C.F. (Ed.) (1981). Kurt Lewin Werkausgabe. 7 Bände. Stuttgart: Klett. Marrow, A.J. (1977). Kurt Lewin, Leben und Werk. Stuttgart: Klett. |
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| Prediploma Work Psychology. Title: Music and Videoclips: Does a Videoclip Influence the Perception of Music? (Vordiplomarbeit Psychologie. Titel: «Musik und Videoclips: Beeinflusst ein Videoclip die Beurteilung von Musik?») |
Prof. Alfred Lang | Psychological study, 168 pages [pdf English abstract/TOC] 25kb [pdf German] 9,631kb [pdf German no appendices] 750kb |
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| Research Group Environmental Psychology (Arbeitsgruppe Umweltpsychologie) |
Prof. Alfred Lang | see above |
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| Cultural Psychology (lecture and seminar) (Kulturpsychologie; Vorlesung und Seminar) |
Prof. Ernst E. Boesch | Boesch, E.E. (1989). Symbolic Action Theory for Cultural Psychology (provisional draft). Boesch, E.E. (1980). Kultur und Handlung. Bern: Huber. |
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| 6063 | Acting in New Environments: Effects and
Options of Computer Science (seminar) (Handeln in neuen Umwelten: Wirkungen und Optionen der Informationstechnologie; Seminar) |
Prof. Alfred Lang, Dr. Urs Fuhrer | Caporael, L.R. & Thorngate, W. (1984). Computing: Prophecy and experience. Journal of Social Issues, 40(3). Danziger, J.N. (1985). Social science and the social impacts of computer technology. Social Science Quarterly, 66(1), 3-21. Dubrovsky, V., Kiesler, S., Sproull, L. & Zubrow, D. (1986). Socialization to computing in college: a look beyond the classroom. In R.S. Feldman (Ed.), The social psychology of education. Current research and theory. (S. 313-340). New York: Cambridge University Press. Kiesler, S., Siegel, J. & McGuire, T.W. (1984). Social Psychological Aspects of Computer-Mediated Communication. American Psychologist, 39(10), 1123-1134. Kiesler, S. & Sproull. L. (Eds.). Computing and change on campus. New York: Cambridge University Press. Short, J., Williams, E. & Christie, B. (1976). The Social Psychology of Telecommunication. New York: Wiley. Turkle, S. (1984). Die Wunschmaschine. Reinbeck: Rowohlt. |
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| 6065 | Developmental Psychological Aspects of
Perception and Production of Music (seminar) (Entwicklungspsychologische Aspekte der Wahrnehmung und Produktion von Musik; Seminar) |
Dr. Stefanie Stadler | Hargreaves, D.J. (1986). The developmental psychology of music. Cambridge: Cambridge University Press. Deutsch, D. (Ed.) (1982). The psychology of music. New
York: Academic Press.
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| 6060 | Processes of Creative Design (seminar) (Prozesse der kreativen Gestaltung; Seminar) |
Prof. Rudolf Groner | Humes, A. Research on the Composing Process. Review of Educational Research. 1983, 53, 201-216 and many more |
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| 6058 | Psychology of Attention: Experiments, Models,
and Applications in Media Psychology (seminar) (Psychologie der Aufmerksamkeit: Experimente, Modellvorstellungen und Anwendungen in der Medienpsychologie; Seminar) |
Prof. Rudolf Groner | Groner, R. (1988). Eye movements, attention, and visual information processing. In G. Lüer et al. (Eds.), Progress in eye movement research. Göttingen: Hogrefe. Neumann, O. Perspektiven der Kognitionspsychologie. Heidelberg: Springer. |
|
| 6048 | Introduction to Behaviour Observation (lecture and recitation) (Einführung in die Verhaltensbeobachtung; Vorlesung und Tutoriat) |
Gerhard Fassnacht | Sackett, G.P. Observing Behaviour, Vol II. University Park Press. Fassnacht, G. Systematische Verhaltensbeobachtung, UTB 889, Reinhardt, München. |
|
| 6053 | Systems and Theories in Psychology (lecture) (Theorien und Systeme der Psychologie; Vorlesung) |
Prof. Mario von Cranach | Marx, M.H. & Hillix, W.A. (1963). Systems and Theories in Psychology. New York. Wolfman, B. (1960). Contemporary Theories and Systems in Psychology. New York. |
|
| 6054 | Systems and Theories in Psychology (proseminar) (Theorien und Systeme der Psychologie; Proseminar) |
Prof. Marion von Cranach (S. Kocher) | Rubinstein, S.L. (1971). Grundlagen der allgemeinen Psychologie. Berlin: Volk und Wissen. Excerpts from: James, Skinner, Koehler, Lewin, Freud, Jung, Neisser and Lorenz. |
|
| 6064 | Noise: Conditions and Effects (seminar) (Lärm: Bedingungen und Wirkung; Seminar) |
Prof. Alfred Lang | Guski, R. (1987). Lärm. Wirkung unerwünschter Geräusche. Bern: Huber. |
|
| 6066 | "True" and "false" Empiricism (seminar) («Richtige» und «falsche» Empirie; Seminar) |
Prof. Klaus Foppa | Foppa, K. (1987). «Richtige» und «falsche» Empirie. In E. Raab et al. (Eds.), Perspektiven psychologischer Forschung. Wien: Deuticke. |
|
| 6071 | Human Relations (seminar) (Menschliche Beziehungen; Seminar) |
Prof. Mario von Cranach, Dr. Urs Kalbermatten | Argyle, M. (1967). The psychology of Interpersonal Behaviour. Harmondsworth: Penguin. Scheflen, A.E. (1972). Körpersprache und soziale Ordnung. Stuttgart: Klett. |
|
| 6074 | The Social Psychological Aspects of Applied Computer Science (seminar) (Sozialpsychologische Aspekte der angewandten Informatik; Seminar) |
Dr. R. Ammann | Mambrey, P., Oppermann, R . & Tepper, A. (1986). Computer und Partizipation: Ergebnisse zu Handlungs- und Gestaltungspotentialen. Opladen: Westdeutscher Verlag. |
|
| 6051 | Introduction to Social Psychology (lecture) (Einführung in die Sozialpsychologie; Vorlesung) |
Prof. Mario von Cranach | Bierhoff, H.W. (1984). Sozialpsychologie. Ein Lehrbuch. Stuttgart: Kohlhammer. |
|
| 6053 | Introduction to Social Psychology (proseminar) (Einführung in die Sozialpsychologie; Proseminar) |
Prof. Mario von Cranach (Franziska Tschan) | Bierhoff, H.W. (1984). Sozialpsychologie. Ein Lehrbuch. Stuttgart: Kohlhammer. |
|
| 6058 | Psychology of Verbal Communication (research group) (Psychologie der sprachlichen Kommunikation; Arbeitsgruppe) |
Prof. Klaus Foppa | Herrmann, T. (1985). Allgemeine Sprachpsychologie. Bühler, K. (1934). Sprachpsychologie. Stuttgart: Fischer. |
|
| 6071 | The Social Psychological Aspects of Human-Computer
Interaction (seminar) (Sozialpsychologische Aspekte der Mensch-Computer-Interaktion; Seminar) |
Dr. Ammann, Prof. Mario von Cranach | Norman, D.A. & Draper, S.W. (Eds.) (1986). User centered system design. Hillsdale: Lawrence Erlbaum. Salvendy, G. (Ed.) (1984). Human-computer interaction. Amsterdam: Elsevier science publications. |
|
| 6072 | Sports Psychology (proseminar) (Sportpsychologie; Proseminar) |
Dr. Urs Kalbermatten, Prof. Mario von Cranach | Eberspächer, H. (1982). Sportpsychologie. Grundlagen, Methoden, Analysen. Hamburg: Rohwolt. |
|
| 6063 | Methods of Differential Psychology 2 (lecture
and proseminar) (Differentialpsychologische Methoden 2; Vorlesung und Proseminar) |
R. Krebs, Rudolf Rufener | Lienert, G.A. (1961). Testaufbau und Testanalyse (3. Auflage). Weinheim: Beltz. Anderson, H.H. & Anderson, G.L. (Eds.). An introduction to projective techniques. Englewood Cliffs, NJ: Prentice-Hall. Hartmann, H. (1970). Psychologische Diagnostik. Stuttgart: Kohlhammer. |
|
| 6065 | Human and Computer Image Processing (proseminar) (Bildverarbeitung bei Mensch und Computer; Proseminar) |
Dr. Marina Groner | Pentland, A.P. (Ed.) (1985). From pixels to predicates. Norwood: Ablex. Frisby, J.P. (1983). Seeing. Oxford: Oxford University Press.; Marr, D. (1981). Vision. San Francisco: Freeman. Richards, W. et al. (1982). Cartoon: A Biologically motivated Edge Detection Algorithm. MIT A.I. Memo No. 668. |
|
| 6046 | Statistical Methods 2 (lecture) (Statistische Methoden 2; Vorlesung) |
Dr. Christine Menz | see above |
|
| 6047 | Statistical Methods 2 (recitation) (Statistischen Methoden 2; Übungen) |
Dr. Christine Menz | see above |
|
| 6048 | Methods of Differential Psychology 1 (lecture
and proseminar) (Differentialpsychologische Methoden 1; Vorlesung und Proseminar) |
R. Krebs, Rudolf Rufener | APA, American Psychological Association (1967). Standards for educational and psychological tests and manuals. In D.N. Jackson & S. Messick (Ed.), Problems in human assessment. New York: McGraw-Hill. Meili, R. & Steingruber, H.-J. (1978). Lehrbuch der psychologischen Diagnostik. Bern: Huber. Cronbach, L.J. (1960). Essentials of psychological testing. New York: Harper & Row. |
|
| Introduction to Differential Psychology
and Personality Research (lecture) (Einführung in die Differentialpsychologie und Persönlichkeitsforschung; Vorlesung) |
Prof. Dr. Werner W. Wittmann | Liebert, R.M. & Spiegler, M.D. (1982). Personality. Strategies for the study of man. Homewoos, Ice: Dorsey. Amelang, M. & Bartussek, D. (1985). Differentielle Psychologie und Persönlichkeitsforschung. Stuttgart: Kohlhammer. |
|
|
| 6053 | Methods of Problem Solving, Heuristics,
and Creativity (proseminar) (Problemlösungsmethoden, Heuristik und Kreativität; Proseminar) |
Prof. Rudolf Groner | Groner, R., Groner, M. & Bischof (1983). Methods of Heuristics. Wickelgren, W.A. (1974). How to Solve Problems. San Francisco: Freeman. Pòlya, G. (1949). Schule des Denkens. |
|
| 6056 | Prerequisites for Perceptive and Cognitive
Musical Hearing (proseminar) (Perziptive und kognitive Voraussetzungen musikalischen Hörens; Proseminar) |
Prof. Alfred Lang | Moore, B.C.J. (1982). An introduction to the psychology of hearing. (2. ed.) London: Academic Press. Coren, S., Porac, C. & Ward, L.M. (1978). Sensation and Perception. New York: Academic Press. |
|
| 6046 | Psychology, an Overview 2: Introductory
Textbook (lecture and recitation) (Überblick über die Psychologie 2: Einführungsbuch; Vorlesung und Tutoriat) |
Lecturer R. Hänni | Atkinson, R.L., Atkinson, R.C & Hilgard, E.R. (1983). Introduction to Psychology (8th ed.). N.Y.: Harcourt Brace Jovanovich. |
|
| 6047 | Psychology, an Overview 3: The Biological
Basis of Behaviour (lecture) (Überblick über die Psychologie 3: Biologische Grundlagen des Verhaltens; Vorlesung) |
PD Hans-Ulrich Fisch | Gehirn- und Nervensystem: Woraus sie bestehen, wie sie funktionieren, was sie leisten. Heidelberg: Spektrum der Wissenschaft, 1985 (Orig. in: Scientific American) |
|
| 6055 | Planning and Realizing Empirical Studies (Planung und Durchführung empirischer Untersuchungen) |
Lecturer R. Hänni | Our Psycholgical Empirical Study was titled: Exploratory Study on Physiological Reactions and Linked Affections of Listeners of Modern Music. |
|
| 6056 | Statistical Methods 1 (lecture) (Statistische Methoden 1; Vorlesung) |
Dr. Christine Menz | Hays, W.L. Statistics for the Social Sciences (3rd Edition) Bortz, J. (1985). Lehrbuch der Statistik für Sozialwissenschaftler (2. Auflage). Berlin: Springer. |
|
| Statistical Methods 1 (recitation) (Statistischen Methoden 1; Übungen) |
Dr. Christine Menz | see above |
|
|
| 6053 | Psychology, an Overview 1: Introductory Textbook (lecture and recitation) (Überblick über die Psychologie 1: Einführungsbuch; Vorlesung und Tutoriat) |
Lecturer R. Hänni | Atkinson, R.L., Atkinson, R.C & Hilgard, E.R. (1983). Introduction to Psychology (8th edition). New York: Harcourt Brace Jovanovich. |
|
| 6067 | Basic Questions of General Psychology (lecture) (Grundfragen der allgemeinen Psychologie; Vorlesung) |
Prof. Alfred Lang | Excerpts from: J.A. Dyal, S. Freud, K. Lewin, S. Coren, M.H. Bornstein, R.L. and R.C. Atkinson, B.F. Skinner, L.A. Cooper, F. Hoppe, Miller/Galanter/Pribram, M.T. Motely. |
|
| 6056 | Introduction to the Methods of Psychology (lecture) (Einführung in die Methoden der Psychologie; Vorlesung) |
Prof. Klaus Foppa | Overviews from several authors. |
|
| 6058 | Fundamentals of Statistical Methods (lecture) (Grundlagen statistischer Methoden; Vorlesung) |
Dr. Christine Menz |
Hays, W.L. (1978). Statistics for the Social Sciences (3rd Edition). London: Holt, Rinehardt and Winston. Bortz, J. (1985). Lehrbuch der Statistik für Sozialwissenschaftler (2. Auflage). Berlin: Springer. |
|
| Evolution of Behaviour (lecture) (Evolution des Verhaltens; Vorlesung) |
Prof. Hans Zeier | Jantsch, E. & Waddington, C.H. (Eds.) (1976). Evolution and Consciousness. Reading: Addison-Wesley. Hardin, G. (1972). Exploring New Ethics for Survival. New York. |
|
|
| Methods of Industrial Psychology for Analyzing Human-Computer Interaction (seminar) (Arbeitspsychologische Methoden zur Analyse der Mensch-Computer-Interaktion; Seminar) |
Dr. Helmut Zwahlen | McCormick, E.J. & Sanders, M.S. (1982). Human Factors in Engineering and Design. (5th ed.). New York: McGraw-Hill. Galitz, W.O. (1984). Humanizing Office Automation – The Impact of Ergonomics on Productivity. Wellesey: QED Information Sciences. Card, S.K., Moran, T.P. & Newell, A. (1983). The Psychology of Human-Computer-Interaction. Hillsdale: Lawrence Erlbaum. |
|
|
| Philosophy (Minor) | ||||
| Subject | Instructor | Main readings | ||
| Final Exams Philosophy (Minor), oral (45 minutes) and written (4 hours) in four domains: Epistemology, Ethics, Epicure, and John Stuart Mill. Examiner: Prof. Andreas Graeser | Reading list for domain Epistemology: Chisholm, R.M. (1979). Erkenntnistheorie. München: DTV. (Orig.: Theory of Knowledge (1977). Englewood Cliffs, NJ: Prentice-Hall.) Kutschera, F. von (1981). Grundfragen der Erkenntnistheorie.
Berlin: De Gruyter.
Frankena, W.K. (1972). Analytische Ethik. Eine Einführung.
München: DTV. (Orig.: Ethics (1963) Englewood Cliffs, NJ: Prentice-Hall.)
Birnbacher, D. & Hoerster, N. (Ed.) (1976). Texte
zur Ethik. München: DTV.
Epikur (1980). Briefe, Sprüche, Werkfragmente.
Stuttgart: Reclam.
Hossenfelder, M. (Ed.) (1991). Epikur. München:
Beck.
Röd, W. (1985). Geschichte der Philosophie, Band
III. Die Philosophie der Antike 3: Stoa, Epikureismus und Skepsis. München:
Beck.
Mill, J.S. (1976). Der Utilitarismus. Übersetzt
von Dieter Birnbacher. Stuttgart: Reclam. (Orig.: Utilitarism, 1871)
Mill, J.S. (1973). Die Freiheit. Übersetzt von
Adolf Grabowsky. Darmstadt: Wissenschaftliche Buchgesellschaft. (Orig.:
On Liberty)
Wolf, J.-C. (1992). John Stuart Mills «Utilitarismus»:
Ein kritischer Kommentar. Freiburg: Alber. |
|
||
| Final Paper for Philosophy (Minor). Title: Intergenerational Justice (Nebenfach-Schlussarbeit Philosophie. Titel: «Intergenerationelle Gerechtigkeit») |
PD Dr. Jean-Claude Wolf | Philosophical study, 10 pages [pdf English] [pdf English summary] 51kb [pdf German] 71kb |
|
|
| Basic Positions in Ethics: Kantianism and
Utilitarism in Practical Ethics (seminar) (Ethische Grundpositionen: Kantianismus und Utilitarismus in der angewandten Ethik; Seminar) |
PD Dr. Jean-Claude Wolf | Singer, P. (1984). Praktische Ethik (Orig.: Practical ethics. Cambridge: Cambridge University Press). Stuttgart: Reclam. Kant, I. (1785). Grundlegung zur Metaphysik der Sitten. Stuttgart: Reclam, 1961 Mill, J.S. Utilitarism. Stuttgart: Reclam. Jonas, H. (1984). Das Prinzip Verantwortung. Frankfurt: Suhrkamp. Mackie, J.L. (1981). Ethik (Orig.: Ethics. Inventing Right and Wrong. Harmondsworth: Penguin, 1977). Stuttgart: Reclam. Birnbacher, D. (Ed.) (1980). Ökologie und Ethik. Stuttgart: Reclam. Bayertz, K. (Ed.) (1991). Praktische Philosophie – Grundorientierung angewandter Ethik. Reinbek: Rohwolt. |
|
|
| Fundamentals of Chinese and European Philosophy (lecture) (Philosophische Grundbegriffe zwischen chinesischer und europäischer Philosophie; Vorlesung) |
PD I. Kern | Gernet, J. (1984). Chine et Christianisme – action et réaction. Artemis. Dunne, G. (1964). Das grosse Exempel. Stuttgart. Maspero, H. (1935). Der Daoismus und die chinesische Religion. Paris: Gallimard. |
|
|
| Personal Identity by Derek Parfit (Seminar) («Personal Identity» von Derek Parfit; Seminar) |
I. Kern, E. Marbach, Jean-Claude Wolf, V. Zanetti | Parfit, D. (1984). Reasons and Persons. New York: Oxford University Press. |
|
|
| 1046 | The Miracle of Theism by J. L. Mackie (seminar) («Das Wunder des Theismus» von J.L. Mackie; Seminar) |
H. P. Lichtenberger, Jean-Claude Wolf | Mackie, J.L. (1985). Das Wunder des Theismus (Orig.: The Miracle of Theism. Oxford: Clarendon Press, 1982). Stuttgart: Reclam. Hoerster, N. (Ed.) (1985). Glaube und Vernunft. Stuttgart: Reclam. |
|
| 6012 | Fichte's Theory of Science (seminar) (Fichte's Wissenschaftslehre; Seminar) |
Prof. Andreas Graeser | Fichte, I.H. (Ed.) (1971). Fichtes Werke, Bd. 1. Berlin: De Gruyter. Henrich, D. (1982). Fichtes Ich. In D. Henrich: Selbstverhältnisse. Stuttgart: Reclam. Stolzenberg, J. (1986). Fichtes Begriff der intellektuellen Anschauung. Stuttgart: Klett. |
|
| 6013 | Social Philosophy (Sozialphilosophie; Einführungskurs) |
Dr. Jean-Claude Wolf (Prof. Andreas Graeser) | Feinberg, J. (1973). Social Philosophy. Englewood Cliffs, NJ: Prentice-Hall. |
|
| 6017 | Radical Constructivism (seminar) (Radikaler Konstruktivismus; Seminar) |
Dr. E. Kaeser | Schmidt, S.J. (Ed.) (1987). Der Diskurs des Radikalen Konstruktivismus. Frankfurt: Suhrkamp. Maturana, H.R. (1982). Erkennen: die Organisation und Verkörperung von Wirklichkeit. Braunschweig: Viehweg. Searle, J.R. (1986). Geist, Hirn und Wissenschaft (Orig.: Minds, Brains, and Science). Frankfurt: Suhrkamp. Watzlawick, P. (Ed.) (1985). Die erfundene Wirklichkeit. München: Piper. |
|
| 6009 | Epicure (proseminar) (Epikur; Proseminar) |
Prof. Andreas Graeser | Epikur (1980). Briefe, Sprüche, Werkfragmente. Stuttgart: Reclam. |
|
| 6010 | Kant and the Right to Lie (proseminar) (Kant und das Recht der Lüge; Proseminar) |
Dr. Jean-Claude Wolf (Prof. Andreas Graeser) | Goffman, E. (1969). Wir alle spielen Theater (Orig.: The Presentation of Self in Everyday Life. New York: Doubleday). München: Piper. Geismann, G. & Oberer, H. (1986). Kant und das Recht der Lüge.Würzburg: Könighausen und Neumann. |
|
| 6013 | Roots of Modern Philosophy of Science (Wurzeln der modernen Wissenschaftsphilosophie; Einführungskurs) |
Dr. E. Kaeser (Prof. Judith Jánoska) | Losee, J. (1977). Wissenschaftstheorie (Orig.: A Historical Introduction to the Philosophy of Science. London: Oxford University Press). München: Beck. Føllesdal, D., Walløe, L. & Elster, J. (1988). Rationale Argumentation. Ein Grundkurs in Argumentations- und Wissenschaftstheorie. Berlin: De Gruyter. |
|
| 6010 | Logic (Logik; Einführungskurs) |
Dr. E. Kaeser (Prof. Judith Jánoska) | Quine, W.V.O. (1974). Grundzüge der Logik (Orig.: Methods of Logic). Frankfurt: Suhrkamp. Israel, J. (1979). Der Begriff der Dialektik. In Rohwolts Deutsche Enzyklopädie. |
|
| 6007 | Is Objectiveness possible? (Wie ist Objektivität möglich? Einführungskurs) |
Dr. N. Broccard | Thiel, C. (1984). Objektivität. In J. Mittelstrass (Eds.), Enzyklopädie Philosophie und Wissenschaftstheorie, Bd. 2. Mannheim: Bibliographisches Institut. Putmann, H. (1982). Vernunft, Wahrheit und Geschichte. Frankfurt: Suhrkamp. |
|
| 6003 | Logical and Creative Thinking (lecture) (Logisches und kreatives Denken; Vorlesung) |
PD Dr. P. Egger | Egger, P. (1973). Studien zur Grundlegung der Logik und der logischen Interpretationsmittel. Hamburg. Karnap, R. (1968). Einführung in die syntaktische Logik (3. Auflage). Wien. Wertheimer, M. (1964). Produktives Denken (2. Auflage). Frankfurt: Kramer. |
|
| 6013 | The Theory of Society of Sigmund Freud (proseminar) (Die Gesellschaftslehre Sigmund Freuds; Proseminar) |
Dr. F. Kauz | Freud, S. Drei Abhandlungen zur Sexualtheorie (1976). Totem und Tabu (1974). Zwei Falldarstellungen (1982). Abriss der Psychoanalyse: Das Unbehagen in der Kultur (1985). Alle von: Frankfurt: Fischer. |
|
| Computer Science (Minor) | ||||
| Subject | Instructor | Main readings | ||
| 7045 | Methods of Structural and Syntactic Pattern Recognition (Strukturelle und syntaktische Methoden der Mustererkennung) |
Prof. Horst Bunke | Fu, K.S. (1982). Syntactic Pattern Recognition and Applications. Englewood Cliffs, NJ: Prentice-Hall. Gonzales, R.C. & Thomas, M.G. (1978). Syntactic Pattern Recognition. Reading: Addison-Wesley |
|
| 7049 | Parallel Computing (Paralleles Rechnen) |
Dr. Jacques Boillat | Hoare, C.A.R. (1985). Communicating Sequential Processes. Englewood Cliffs, NJ: Prentice-Hall. Fox et al. (1988). Solving Problems on Concurrent Processors. Englewood Cliffs, NJ: Prentice-Hall. Hockney & Jesshope (1981). Parallel Computers. Adam Hilder. |
|
| 7051 | PC Assembler Language (PC-Assembler) |
Dr. P. Pulfer | Scanlon, L.J. (1985). Die Assemblersprache des IBM-PC & XT. München: Markt & Technik. Anderson, C. (1985). The Visible Computer. Software Masters, Inc. |
|
| 7052 | Computer Science Colloquium (Informatik-Kolloquium) |
All Computer Science faculty, together with IWI | Several speakers |
|
| 7038 | Theories in Computer Science 2 (Theoretische Informatik 2) |
Prof. Horst Bunke | Hopcroft, J.E. & Ullman, J.D. (1979). Introduction to Automata Theory, Languages and Compilation. Reading: Addison-Wesely. |
|
| 7041 | Compiler (Compiler) |
Prof. Horst Bunke | Aho, A.V. & Ullman, J.D. (1979). Principles of Compiler Design. Reading: Addison-Wesely. Aho, A.V., Sethi, R. & Ullman, J.D. (1986). Compiler, Principles, Techniques and Tools. Reading: Addison-Wesely. |
|
| 7039 | Modeling and Simulation (Modellierung und Simulation) |
Prof. Hanspeter Bieri | Allen, A.O. (1978). Probability, Statistics, and Queuing Theory. London: Academic Press. Sauer, C.H. & Chandy, K.M. (1981). Computer Systems Performance Modeling. Englewood Cliffs, NJ: Prentice-Hall. Neelamkavil, F. (1987). Computer Simulation and Modeling. New York: Wiley. |
|
| 7040 | Theories in Computer Science 1 (Theoretische Informatik 1) |
Prof. Horst Bunke | Hopcroft, J.E. & Ullman, J.D. (1969). Formal Languages and Their Relation to Automata. Reading: Addison-Wesely. Hopcroft, J.E. & Ullman, J.D. (1979). Introduction to Automata Theory, Languages, and Computation. Reading: Addison-Wesely. |
|
| 7041 | Artificial Intelligence (Künstliche Intelligenz) |
Prof. Horst Bunke | Nilsson, N.J. (1982). Principles of Artificial Intelligence. Berlin: Springer. Niemann, H. & Bunke, H. (1987). Künstliche Intelligenz in Bild- und Sprachanalyse. Stuttgart: Teubner. Winston, P.H. (1984). Artificial Intelligence (2nd Edition). Reading: Addison-Wesely. Jackson, P. (1986). Introduction to expert systems. Reading: Addison-Wesely. Winston, P.H. & Horn, B.P.K. (1981). Lisp. Reading: Addison-Wesely. |
|
| 7048 | Image Analysis (Bildanalyse) |
Prof. Horst Bunke | Bunke, H. (1985). Modellgesteuerte Bildanalyse. Stuttgart: Teubner. |
|
| 7045 | Computer Science Colloquium (Informatik-Kolloquium) |
Proff. Hansjürg Mey, Horst Bunke, Lecturer Hans Peter Blau | Several speakers |
|
| 7046 | Telecommunication Engineering Colloquium (Nachrichtentechnisches Kolloquium) |
Prof. Hansjürg Mey | Several speakers |
|
| 7035 | Planning and Developing Projects in Computer Science (Planung und Entwicklung von Informatikprojekten) |
Prof. Hansjürg Mey | Mey, H.J. (1987). Projekt-Systematisierung, Problemlösungsmethoden, Projekt-Management, Entwurfs- und Darstellungsmethoden, Testverfahren. (Script) |
|
| 7036 | Higher Programming Languages (Höhere Programmiersprachen) |
Lecturer Hans Peter Blau | Coxhead, P. (1987). Starting LISP for AT. Blackwell. Wehnes (1986). FORTRAN 77. Hanser. Schutz, A. (1980). Einführung in die Programmierung in PL/1. |
|
| 7036 | Computer Science Practical Course 4 (Informatik-Praktikum 4) |
Prof. Hansjürg Mey | Mandatory practices for all subjects of the semester. |
|
| 7037 | Microcomputers (Mikrocomputer) |
Prof. Hansjürg Mey | Leventhal, L.A. (1982). 6502 Assembly Language Subroutines. New York: McGraw-Hill. 8080 Programmer's Pocket Reference Guide, Intel Corp. Mey, H.J. (1986). Busses, Address Modes, Central Processing Units, and Programming. (Script) |
|
| 7038 | Data Structures and Algorithms (Datenstrukturen und Algorithmen) |
Lecturer Hanspeter Bieri | Aho, A.V., Hopcroft, J.E. & Ullman, J.D. (1983). Data Structures and Algorithms. Reading: Addison-Wesely. Tenebaum, A.M. & Augenstein, M.J. (1981). Data Structures Using Pascal. Englewood Cliffs, NJ: Prentice-Hall. |
|
| 7039 | Computer Science Practical Course 3 (Informatik-Praktikum 3) |
Prof. Hansjürg Mey | Mandatory practices for all subjects of the semester. |
|
| 7029 | Fundamentals of Computer Science 2 (Grundlagen der Informatik 2) |
Prof. Hansjürg Mey | Wirth, N. (1976). Algorithms + Data Structures = Programs. Englewood Cliffs, NJ: Prentice-Hall. Schnupp, P & Floyd, C. (1979). Software: Programmentwicklung und Projektorganisation. Berlin: De Gruyter. |
|
| 7028 | Introduction to Programming for Computer Scientists 2 (Einführung in die Programmierung für Informatiker 2) |
A. Hänecke | Sand, P.A. (1986). Pascal-Programmiertechnik für Fortgeschrittene. New York: McGraw-Hill. |
|
| 7030 | Computer Systems (Computersysteme) |
R. Mäder | Goldschleger & Lister (1984). Informatik, eine moderne Einführung (dtsch. Übersetzung). Carl Hansen Verlag. |
|
| 7031 | Computer Science Practical Course 2 (Informatik-Praktikum 2) |
Prof. Hansjürg Mey | Mandatory practices for all subjects of the semester. |
|
| 7029 | Fundamentals of Computer Science 1 (Grundlagen der Informatik 1) |
Prof. Hansjürg Mey | Balzert, H. (1976). Informatik 1 – Vom Problem zum Programm. Hueber-Holzmann. Balzert, H. (1978). Informatik 2 – Vom Programm zur Zentraleinheit, vom Systementwurf zum Systembetrieb. Hueber-Holzmann. Claus, V. (1975). Einführung in die Informatik. Stuttgart: Teubner. Herschel, R. & Pieper, F. (1979). PASCAL – Systematische Darstellung von PASCAL und CONCURRENT PASCAL für den Anwender. Wien: Oldenbourg. |
|
| 7030 | Introduction to Programming 1 (Einführung in die Programmierung 1) |
Jensen, K. & Wirth, N. (1985). Pascal User Manual and Report (3rd ed.). Berlin: Springer. Cooper, D. & Clancy, M. (1985). Oh! Pascal! (2nd edition) W.V. Norton & Co. |
|
|
| 7031 | Theoretical Tools of Computer Science (Theoretische Hilfsmittel der Informatik) |
Lecturer Hans Peter Blau | Gumm, H.-P. & Poguntke, W. (1981). Boolsche Algebra. Mannheim: Bibliographisches Institut. Mendelson, E. Boolsche Algebra und logische Schaltungen. Stuttgart: Teubner. Oberschelp, W. & Wille, D. Mathematischer Einführungskurs für Informatiker. Stuttgart: Teubner. |
|
| 7032 | Computer Science Practical Course 1 (Informatik-Praktikum 1) |
Prof. Hansjürg Mey | Mandatory practices for all subjects of the semester. |
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