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: Ciencias de la Salud | |||||
| Lecturers: | |||||
| CASANOVA LAMOUTTE, ELSA MILAGROS (Resp) [Mentoring ] | INDIAS GARCIA, SILVIA [Mentoring ] | ||||
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 |
Assessment activity |
Weight (%) | It allows test resit |
Minimum required grade |
|---|---|---|---|---|
| SE2 | Individual portfolio: Theoretical papers | 10% | 0% | |
| SE3 | Practical and applied assignments in groups | 20% | 0% | |
| SE4 | Final written test | 70% | 70% | 3,5 points |
| Total | 100% | 70% |
The evaluation of the "Psychological Bases" course focuses on students are evaluated, according to the following percentages:
| Code | Description | Weight | Recoverable |
| SE2 | Individual portfolio: Theoretical papers | 10% | 0% |
| SE3 | Practical and applied assignments | 20% | 0% |
| SE4 | Final written test | 70% | 70% |
| TOTAL | 100% | 70% |
| Learning outcomes | Evaluation method | Weight (%) | Recoverable |
| R1, R2,R3 | Final written test | 70% | 70% |
| R2 | Individual portfolio: theoretical papers | 10% | 0% |
| R1,R2,R3 | Practical and applied assignments | 20% | 0% |
| TOTAL | 100% | 70% |
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. 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 (3,5 out of 7 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 ( individual portfolio, up to 10%; practical assignments, up to 20%) 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.
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 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.
Location
Arrosadia Campus of the Public University of Navarra. For specific classroom, see the website of the Faculty of Humanities, Social and Educational Sciences