Universidad Pública de Navarra - Nafarroako Univertsitate Publikoa
Public University of Navarre
| Course code: 303104 | Subject title: PSYCHOLOGICAL BASES: THE INDIVIDUAL AND THE SOCIAL ENVIRONMENT | ||||
| Credits: 6 | Type of subject: Basic | Year: 1 | Period: 1º S | ||
| Department: Psychology and Pedagogy | |||||
| Lecturers: | |||||
| CASANOVA LAMOUTTE, ELSA MILAGROS (Resp) [Mentoring ] | BEYEBACH ., MARK [Mentoring ] | ||||
Descriptors
This course is part of the "Psychology" module, and includes de following topics: 1. Information gathering processes; 2. Acquisition, storage and generation of information processes; 3. Personal identity processes; 4. Social cognition processes
General proficiencies
Basic Proficiencies
BP2 - Students know how to apply their knowledge to their work or vocation in a professional manner and possess skills which are usually demonstrated by developing and defending arguments and resolving problems in their area of study.
BP3 - Students are able to compile and interpret relevant information (normally within their area of study) in order to voice opinions which include reflection on relevant themes of a social, scientific or ethical nature.
General Proficiencies
GP1 - The capacity to discern the relevance of the sociological perspective in the structuring of social life.
GP2 - Knowledge of the main theories, schools and approaches developed for the study of society and social dynamics.
GP4 - The capacity to reason critically and to appreciate the respective value of alternative explanations.
Transverse Proficiencies
TP2 - To demonstrate a level of competence in Spanish and, where appropriate, Basque equivalent to the C1 level of the Council of Europe¿s Common European Framework of Reference for Languages.
Specific proficiencies
SP4 - The capacity to analyse and synthesise data and arguments, and to relate and contextualise knowledge.
SP7 - The capacity to determine social problems and their consequences in the different spheres of social life.
SP10 - The capacity to analyse the development and transformation of contemporary societies.
Learning outcomes
Learning outcomes are the product of having mastered the basic, general and specific proficiencies. Three levels are established:
- Optimum: 100% of the proficiency acquired; at leat 75% fully mastered.
- Average: Acquisition of the majority of the proficiencies of the subject; mastery of the specific proficiencies
- Inadequate: insufficient acquisition of the specific proficiencies
Students will be considered "APTO" if their learning outcome is optimum or average.
| Learning outcomes | Content | Activity | Evalution method |
| R1 | 1,2,3,4 | AF1,AF2,AF3,AF6 | SE1,SE2 |
| R2 | 1,2,3,4 | AF1, AF2,AF3,AF6 | SE1,SE3,SE4 |
| R3 | 1,2,3,4 | AF1,AF2;AF3 | SE1,SE2,SE3,SE4 |
| R4 | 1,2,3,4 | AF2,AF3.AF4 | SE2,SE3,SE4 |
| R5 | 1,2,3,4 | AF2, AF3, AF4 | SE3, SE4 |
| R6 | 1,2,3,4 | AF1, AF2, AF3, AF4, AF6 | SE2, SE3, SE4 |
R1- To cite and interpret relvant data in the field
R2- To describe and communicate information, ideas, problems and solutions. To identify the main theories, schools and approaches in the study of society. To recognice social problems and their consequences in daily life.
R3-To demonstrate an adequate level of social conscience, tolerance and respect. To apply knowledge preparing and presenting arguments and solving problems. Elaborate on the relevance of a social perspective.
R4- To analize and synthesize data and arguments. To analize the transformation of contemporary society.
R5- To use and synthesize data and arguments for the contextualization of knowledge.
R6- To interpret relevant data in order to reflect on releant social, scientifica or ethical topics. To use critical thinking and the capactiy to entertain alternative explanations.
Methodology
TEACHING METHODS
| Code | Description |
| MD1 | Lectures |
| MD2 | Big group interaction |
| MD3 | Medium group interaction |
| MD5 | Individual interaction: tasks and guidelines for individual stuy |
ACTIVITIES
| Code | Description | Hours | Face to face |
| AF1 | Lectures | 45 | 100 |
| AF2 | Practical classes | 15 | 100 |
| AF3 | Preparation and presentation of individual papers | 30 | 10 |
| AF4 | Individual study | 50 | 0 |
| AF5 | Tutorials | 5 | 100 |
| AF6 | Written or oral examinations | 5 | 100 |
Evaluation
| Learning outcome | Evaluation method | Weight (%) | Recoverable |
| Evaluation of students´ interventions during lectures, practical classes and debates | 0% | ||
| R1-R6 | Written exams | 70% | 100% recoverable by written exams |
| R1-R6 | Individual activities and portfolio | 20% | 50% recoverable by written reports |
| R1-R6 | Realización de trabajos prácticos en grupo | 10% | No |
Agenda
Module 1: Information reception
1: Introduction to Psychology
2: Sensorial and perceptive processes
3: Attention
Module 2: Acquisition, storage and generation of information
4: Learning
5: Memory
6: Thinking
Module 3: Personal identity
7: Motivation and emotion
8: Personality
Module 4: Processes of social cognition
9: Social cognition
10: Attitudes and persuasion
Bibliography
Access the bibliography that your professor has requested from the Library.
Basic readings
*Deaux, K., & Snyder, M. (Eds.) (2012). The Oxford Handbook of Personality and Social Psychology. New York: Oxford University Press.
*Gluck, M.A., Mercado, E., & Myers, C.E. (2016). Learning and memory. From brain to behavior (3rd edition). New York: Worth Publishers.
*Masmoudi, S., Yun Dai, D., & Naceur A. (Eds.) (2012). Attention, representation, and human performance. An integration of cognition, emotion, and motivation. New York: Psychology Press.
*Sanz de Acedo Lizarraga, M.L. (2012). Psicología. Individuo y medio social. Bilbao: Desclée De Brouwer.
Complementary readings
* Anderson, J. R. (2001). Aprendizaje y memoria. Un enfoque integral. México: McGraw-Hill.
* Anderson, J. R. (2001). Aprendizaje y memoria. Un enfoque integral. México: McGraw-Hill.
* Castillo Villar,M.D. (2009). La atención. Madrid: Pirámide.
* Cuadrado, Guirado, I. y Fenandez Sedano, I. (Coords) (2007): Psicología Social. Madrid: Sanz y Torres.
* De Diego Vallejo, R; Chico del Río, M. (2013). Prácticas de Psicología Social. Madrid: Pirámide.
* Díaz Gómez, J. M., Gámez Armas, E. (2010). Motivación y emoción: investigaciones actuales. Servicio de Publicaciones, Universidad de La Laguna.
* Domínguez Sánchez, F.J. (2003). Guía Didáctica. Procesos Psicológicos Básicos. Madrid: UNED.
* Fernández-Abascal, E.G. (2010). Psicología de la emoción. Madrid:Univ. Ramón Areces.
* Fernández-Abascal, E.G; Martín Díaz, M.D. y Domínguez Sánchez, F.J. (2001) Procesos Psicológicos. Madrid: Pirámide.
* García Sevilla, J., y Fuentes Melero, L. (2010). Manual de psicología de la atención. Una perspectiva neurocientífica. Madrid: Síntesis.
* Gaviria, E., Cuadrado, I. y López Sáez, M. (2009). Introducción a la Psicología Social. Madrid, Sanz y Torres
* Goldstein, E. B. (2006). Sensación y percepción. Madrid: International Thomson.
* Gross, R. D. (2007). Psicología. La ciencia de la mente y la conducta. México: Manual Moderno.
* Holyoak, K. J., y Morrison, R. G. (2005). The Cambridge handbook of thinking and reasoning. Cambridge: Cambridge University Press.
* Larsen, R. J., y Buss, D. M. (2005). Psicología de la personalidad: Dominios de conocimiento sobre la naturaleza humana. México DF: McGraw-Hill.
* López Sáez, M. (2007). Fundamentos de la teoría de la disonancia cognitiva. En F. J. Morales, M. Moya, E. Gaviria, y I. Cuadrado (Eds.), Psicología social (pp. 517-534). Madrid: McGraw-Hill.
* Myers, D. (2011). Exploraciones de la psicología social. Madrid: McGraw-Hill.
* Palmero, F; Mestre, J.M. (2004). Procesos Psicológicos Básicos. Madrid: Mc Graw-Hill.
* Pinel, J. P. J. (2007). Biopsicología. Madrid: Pearson.
* Posner, M. I. (2011). Cognitive neuroscience of attention (2ª ed.). New York: The Guilford Press.
* Santiago de Torres, J. (2006) Procesos Psicológicos Básicos. Madrid: Pirámide.
* Zentner, J. y Antoni, M. (2014). Las cuatro emociones básicas. Barcelona: Ed. Herder.