Course code: 311103 | Subject title: PSYCHOLOGICAL FOUNDATIONS: INDIVIDUAL AND SOCIAL ENVIRONMENT | ||||
Credits: 6 | Type of subject: Basic | Year: 1 | Period: 1º S | ||
Department: Ciencias de la Salud | |||||
Lecturers: | |||||
CASANOVA LAMOUTTE, ELSA MILAGROS (Resp) [Mentoring ] | ALVAREZ DIAZ, BEATRIZ [Mentoring ] | ||||
ZEAS SIGÜENZA, ANANDA MARIA [Mentoring ] |
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.
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 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 |
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 |
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% | 0% |
SE3 | Practical and applied assignments | 25% | 25% |
SE4 | Final written test | 50% | 50% |
TOTAL | 100% | 75% |
Learning outcomes | Evaluation method | Weight (%) | Recoverable |
R1,R2,R3 | Course attendance and active participation | 5% | 0% |
R1, R2,R3 | Final written test | 50% | 50% |
R2 | Individual portfolio: theoretical papers | 25% | 0% |
R1,R2,R3 | Practical and applied assignments | 25% | 25% |
TOTAL | 100% | 75% |
More information on the evaluation method:
*In the final written test students will be invited to demonstrate their ability to identify, define and describe the basic concepts of the course, as well as their capacity to synthesize, analyze and integrate these contents and give them a personal and professional meaning as they recognize them in their professional field. The date of the final written test (¿examen ordinario¿) will be set by the Faculty of Human, Social and Education Sciences.
* To pass the course, the final written test needs to be passed with a minimum score of 5 out of 10 possible points in the test (2,5 out of 5 possible points in the course).
* The students who fail the final written test will have to retake it during the extraordinary exam period The date of the final written test (¿examen extraordinario¿) will be set by the Faculty of Human, Social and Education Sciences.
*The marks from the continuous evaluation (course attendance and active participation, up to 5%; individual portfolio, up to 20%; practical assignments, up to 25%) will only be added to the final test mark if the final written test is passed.
* The deadlines for the individual portfolio tasks and for the practical assignments will be set by the professor. Papers presented after the established deadlines will not be accepted.
* In the case that a student does not pass the course and wishes to retake it, s/he will have to present again the required individual portfolio tasks and practical assignments. Previous year´s marks will not be taken into account.
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
Access the bibliography that your professor has requested from the Library.
Basic bibliography
Nolen-Hoeksema, Frederickson, B.L., Loftus, G.R., & Lutz, C. (2014). Atkinson´s & Hilgard´s Introduction to Psychology. 16th edition. Cheriton House, UK: Cengage Learning.
Complementary bibliography ¿in English
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.
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. (2018). Personality Psychology: Domains of knowledge (6th ed.). New York: MGraw-Hill.
Little, B. (2016). Me, myself and us, the science of personality and the art of wellbeing? New York: Public Affairs.
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.
Mischel, W. (2014). The marshmallow test ¿mastering self-control. New York: Little, Brown & Co.
Posner, M. I. (2011). Cognitive neuroscience of attention (2ª ed.). New York: The Guilford Press.
Kahneman, D. 2011). Thinking, fast and slow. New York, US: Farrar, Straus and Giroux.
Complementary bibliography in Spanish
Alonso, G. (2012). Psicología. México: McGraw Hill.
Anderson, J. R. (2001). Aprendizaje y memoria. Un enfoque integral. México: McGraw-Hill.
Beredjiklian, D. H., M. (2009). Psicología. México: Santillana.
Castillo Villar, M.D. (2009). La atención. Madrid: Pirámide.
Coon, D. (2005). Fundamentos de psicología. México: Thomson.
Cuadrado, Guirado, I. y Fernández 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.
Delgado Losada, M. L. (2014). Fundamentos de psicología: para ciencias sociales y de la salud. Madrid: Panamericana.
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
Gazzaniga, M. S. (2018) Psychological science. New York: W.W. Norton.
Gerrig, R. J.; Zimbardo, P. G. (2005). Psicología y vida. México: Pearson Educación.
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.
Hergenhahn, B. R. (2009). Introducción a la historia de la psicología. Madrid: Paraninfo.
Holyoak, K. J., y Morrison, R. G. (2005). The Cambridge Handbook of Thinking and Reasoning. Cambridge: Cambridge University Press.
Lahey, B. B. (2007). Introducción a la psicología. México: McGraw-Hill.
Larsen, R. J., y Buss, D. M. (2005). Psicología de la personalidad: Dominios de conocimiento sobre la naturaleza humana. México DF: McGraw-Hill.
Leahey, T. H. (2005). Historia de la psicología. Madrid: Pearson Educación.
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
Manktelow, K. (2012). Thinking and reasoning. An Introduction to the psychology of reason,judgment and decision making. Suffolk, Reino Unido: Psychology Press.
Marcuschamer, Eva (2007). Psicología. México: McGraw Hill.
Martin, G. N.; Carlson, N. R.; Buskist, W. (2004). Psychology. Essex, Reino Unido: Pearson Education.
Mestre N. y Palmero C. F. (2004). Procesos psicológicos básicos. México: McGraw Hill.
Morris, C. G.; Maisto, A. A. (2001). Introducción a la psicología. México: Pearson Educación.
Morris, C. y Maisto, A. (2013). Introducción a la Psicología. México: Pearson Prentice Hall.
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. New York: The Guilford Press.
Sáiz, M. (2009). Historia de la psicología. Barcelona: Editorial UOC.
Santiago de Torres, J. (2006) Procesos Psicológicos Básicos. Madrid: Pirámide.
Schultz, D. P.; Schultz, S. E. (2008). A history of modern psychology. Estados Unidos: Thomson.
Vaquero, C; Vaquero, E. (2010). Psicología. México: Esfinge.
Wade, C.; Tavris, C. (2003). Psicología. Madrid: Pearson Educación.
Zentner, J. y Antoni, M. (2014). Las cuatro emociones básicas. Barcelona: Ed. Herder.
Zepeda, Fernando (2019). Introducción a la Psicología. México: Pearson Prentice Hall.
Arrosadia Campus of the Public University of Navarra. For specific classroom, see the website of the Faculty of Humanities, Social and Educational Sciences.