Universidad Pública de Navarra - Nafarroako Univertsitate Publikoa
Public University of Navarre
| Course code: 311103 | Subject title: PSYCHOLOGICAL FOUNDATIONS: INDIVIDUAL AND SOCIAL ENVIRONMENT | ||||
| Credits: 6 | Type of subject: Basic | Year: 1 | Period: 1º S | ||
| Department: | |||||
| Lecturers: | |||||
| CASANOVA LAMOUTTE, ELSA MILAGROS (Resp) [Mentoring ] | BEYEBACH ., MARK [Mentoring ] | ||||
Contents
To explain and predict the functioning of mind and behavior, psychology starts with the individual as a unique being, owner of his perceptions, emotional experiences, judgments and decisions, which will ultimately depend on the social circumstances that surround him and urge him Towards adaptive psychosocial development.
Descriptors
This course is part of the "Psychology" module, and includes de following topics: Information gathering processes; Acquisition, storage and generation of information processes;Personal identity processes; Social cognition processes. This subject shares matter with the subject "Evolutionary development and learning".
General proficiencies
2.1. 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.
2.2. General proficiencies
GP2 - To promote and facilitate learning in early childhood from a global perspective, integrating the different cognitive, emotional, psychomotor and volitional dimensions.
GP4 - To encourage interaction in and outside the classroom and address the peaceful resolution of conflicts. To be able to observe learning contexts and situations of coexistence in a systematic manner, and reflect on them.
GP5 - To reflect in groups on the acceptance of rules and respect for others. To promote the autonomy and uniqueness of each child as factors involved in the education of emotions, feelings and values ¿in early childhood.
GP9 - To be familiar with the organization of early childhood education centers and the range of actions involved in their operation. Accept that teaching, as a practice, must be constantly refined and adapted to scientific, pedagogical and social changes over the course of one's life.
GP10 - To provide parents with guidance regarding education in the family in the 0-6 period and to master the social skills involved in dealing with the families of each child and all the families as a group.
2.3. 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
SP2 - To promote learning in early childhood from a global perspective, integrating cognitive, emotional, psychomotor and volitional dimensions.
SP4 - To reflect on learning contexts and contexts of coexistence in education centers. To be able to observe systematically, acknowledge work well done, accept the rules and respect others.
SP5 - To reflect on classroom practices in order to promote innovation. To acquire habits and skills for autonomous and cooperative learning, and to be familiar with quality management models.
SP9 - To be familiar with the organization of early childhood education centers and how they work in collaboration with the various sectors of the educational community and social environment.
SP10 - To encourage cooperation, harmonious coexistence and the motivation and desire to learn, to participate actively in the center¿s projects and to attend to relations with children¿s families.
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.
The expected learning outcomes of this course are the following:
LO1- To learn the fundamental concepts of early attention. To identify and describe basic psychological processes. To understand the bases of personality and learning in early childhood (CG8).
LO2- To solve, describe and present problems and solutions to a lay and professional audience (CB4, CE2)
LO3- To identify the fundamental aspects of early attention, the functioning of basic psychological processes, the clues of learning and of personality construction (CB2, CG2, CG10 , CE3 yCE8).
LO4- To analyze and reflect on the class-room practices to promote innovation (CG5, CE4 Y CE5).
LO5- To generate and communicate ideas in order to formulate posible solutions (CB4). To acquire learning skills that promote future autonomous learning (CB5).
LO6- To apply strategies to promote conviviality in the classsroom and the pacific resolution of conflicts (CG3, CG4). Identify and evaluate learning and conviviality contexts (CG3)
Learning outcomes are related to contents, activities and evaluation:
| Learning outcomes | Contents | Activities | evaluation |
| LO1 (BP3, SP9) | 1,2,3,4 | A1, A5, A6 | ES22, ES4 |
| LO2 (BP4) | 1,2,3,4 | A2 | ES2, ES3, ES4 |
| LO3 (BP2, GP4, SP10) | 1,2,3,4 | A1, A2, A3, A6, | ES2,ES3, ES4 |
| LO4 (GP10, SP5) | 1,2,3,4 | A1, A2, A5 | ES2,ES3, ES4 |
| LO5 (BP5) | 1,2,3,4 | A3, A4, A5 | ES2, ES3, ES4 |
| LO6 (GP3, GP5, SP8) | 1,2,3,4, | A1, A2, A3, A4, A6 | ES3, ES4 |
Methodology
5.1. Teaching methods
| Code | Description |
| TM1 | Lecture with full attendance |
| TM2 | Interaction in large group |
| TM3 | Interaction in medium-sized group |
| TM4 | Interaction in small group |
| TM5 | Individualised interaction: tasks and guidelines for autonomous study |
5.2. Learning activities
| Code | Description | Hours | Attendance |
| LA1 | Theory classes (foundation, examples, proven applications and developments) | 45 | 100 |
| LA2 | Practical classes or, in the event, practical experience (in the field) | 15 | 100 |
| LA3 | Preparation of papers and oral defence | 30 | 10 |
| LA4 | Self-study | 50 | 0 |
| LA5 | Tutorials | 5 | 100 |
| LA6 | Oral or written exams | 5 | 100 |
Evaluation
The evaluation of the Psychological Bases course focuses on students´ ongoing participation in both theoretical and practical activities. Both individual and group activities are evaluated, according to the following percentages:
| Code | Description | Weight | Recoverable |
| SE1 | Course attendance and active participation. | 5% | 0% |
| SE2 | Individual portfolio: Theoretical papers | 20% | 50% |
| SE3 | Practical group assignments | 15% | 0% |
| SE4 | Written or oral examination (final and/or partial). | 60% | 100% |
| TOTAL | 100% | 70% |
More information on written exams:
*Written exams will consist of 40 multiple-choice questions. Correct answers will add 1 point, incorrect ones will subtract .25.
* The first partial exam will include modules I to IV-V, and will provide a 30% of the final course mark. In order to pass the exam, students are required to obtain 5 out of 10 possible points (20 out of 40). This exam will take place during the first days of November. The exact date will be decided by the professor.
* The second partial exam (ordinary exam) will include modules IV-V to X, and will provide another 30% of the final course mark. In order to pass the exam, students will have to obtain 5 out of 10 possible points (20 out of 40). The exam date will be set by the Faculty of Human and Social Sciences..
* In order to pass the Psychological Bases course, both the first and the second partial need to be passed (no average will be calculated) .
* The students who fail one or both partial exams will be examined again during the extraordinary exam period. The extraordinary exam will consist of 40 multiple-choice questions on the contents that have not been passed yet (first or second partial exam, or a global exam if neither of them has been passed) and will take place on the date set by the Faculty of Human and Social Sciences. An exam that has been passed cannot be taken again in order to improve the mark.
*The marks from the continuous evaluation (course attendance and active participation, up to 5%; individual portfolio, up to 20%; practical group assignments, up to 50%) will only be added to the course mark if the exams are passed.
*The deadlines for the individual portfolio tasks and for the practical group assignments will be set by the professor. Papers presented after the established deadlines will not be accepted.
*In the case that a student has to repeat the course, s/he will have to present again individual portfolio tasks and group assignments. Previous year´s marks will not be taken into account.
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.
De Torres, J.S. (2006). Procesos Psicológicos Básicos. Madrid: McGraw-Hill.
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.
Sanz Aparicio, M.T. (2013). Psicología de la Motivación: Teoría y Práctica. Madrid: Sanz y Torres.
Tortosa Gil, F. (2006). Historia de la Psicología. Madrid: McGraw-Hill.
Zentner, J. y Antoni, M. (2014). Las cuatro emociones básicas. Barcelona: Ed. Herder.
Location
Arrosadía Campus of the Public University of Navarra. For specific classroom, see the website of the Faculty of Humanities and Social Sciences.