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Topics for Theses

On this page you will find suggested topics for theses (bachelor and master theses), which can also be researched during research internships. For further information on the topics, please contact the respective contact person or e-mail us. If you are interested, please contact us at any time. If you have a suggestion on your own, we are open to your ideas. We prefer to supervise theses concerning basic and applied cognitive psychology and cognitive aging.

Prof. Dr. Beatrice G. Kuhlmann

  • Source Forgetting: Do we first forget source details (e.g. speaker) before forgetting the information per se or do we forget the entire event (information + source) at once? How does sleep affect source forgetting? Do older adults forget sources faster? What strategies can we use to prevent source forgetting? These topics are researched by our Emmy-Noether Research Group, funded by the German Research Foundation (DFG) and multiple theses are available on these topics.
  • Aging & Context Effects in (Meta-) Memory: Studies with younger adults, like the classic “Diver Study” by Godden & Baddely (1975), have shown that memory is context-dependent. Does context dependency change with age? Does the context also affect our meta-memory, meaning our judgments of our own memory?
  • Foreign Language & Memory: How does learning in a foreign language affect episodic memory and what processes (encoding, storage, retrieval) underlie these changes?
  • Aging & Memory Strategies: How effective are different strategies to enhance memory in older adults? This question should be examined with a meta-analysis.

Nikoletta Symeonidou

  • Emotional Source Memory: Do we remember emotional contexts (e.g., dangerous or safe contexts) better or worse compared to neutral contexts? What are the underlying (cognitive) processes? Do we forget emotional contexts faster or slower?

Hilal Tanyaş

  • The Time Course of Memory Processes in Source Monitoring:  In the source monitoring literature, when and how a decision is roughly reached for item (e.g., the information itself) and source (e.g., the origin of that) information is still an open question. What is the time course of memory processes in source monitoring? Is there any temporal overlap between item and source decision? If there is, how much overlap is there and are there any factors (e.g., aging and strength manipulation) affecting this possible overlap? My dissertation project is devoted to these questions, and the main objective is to systematically investigate and compare the time course of item and source memory throughout three consecutive smaller projects, which are suitable as a Bachelor or Master thesis.

Dr. Liliane Wulff

  • Stereotypes and Source Guessing: If we cannot remember, we often rely on stereotypes to guess the origin of information (e.g., who told me something?, where did I read something?). Those stereotypical attributions of characteristics to person(groups) can potentially have severe consequences for them. Can younger and older adults be encouraged to rely less on stereotypes in their source guessing (in the long run)? How is the stereotype use affected by, for instance, strategies, motivation, and the personal relevance of the stereotype?
  • Determinants of Destination Memory (with M.Sc. Nikoletta Symeonidou): Which factors affect the so called destination memory, that is, remembering to whom we have told or given something? What is the role of decision processes? And, in general, what are similarities and differences between destination memory and source memory (i.e., who told or gave us something?)?
  • Memory Research In- and Outside of the Lab (with M.Sc. Nikoletta Symeonidou): Recruiting and testing participants via online platforms is particularly appealing because many people can easily participate from anywhere within a short time frame. The increasing transition of experimental research in psychology from the lab to the virtual world raises questions, in particular for the domain of cognitive psychology: Can we replicate effects from diverse memory paradigms (e.g., hindsight bias, source monitoring, prospective memory) derived from lab experiments in online settings (e.g., for different age groups)? What could be potential limitations of this transfer? How could they be addressed?