Universidad Pública de Navarra - Nafarroako Univertsitate Publikoa
Public University of Navarre
| Course code: 312103 | 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 ] | INDIAS GARCIA, SILVIA [Mentoring ] | ||||
Contents
According to the curriculum of the Verified Memory of the Degree, the contents of the subject "Psychological Bases: individual and social environment" are related to the study of: the processes of information gathering; Processes of acquisition, storage and generation of information; The processes of personal identity and the Processes of cognition and social valuation. This means the study of the psychological processes that support the process of teaching and learning, the understanding, analysis and evaluation of personal and social identity, the interpretation of social reality in different environments and the study of factors that Determine group behavior.
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.
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.
BP4 - Students are able to transmit information, ideas, problems and solutions to both specialist and non-specialist audiences.
BP5 - Students have developed those learning skills required in order to undertake further studies with a considerable degree of self-reliance.
2.2. General Proficiencies
GP3 - To address language learning situations effectively in contexts of diversity which are multicultural and multilingual. To encourage reading and the critical commentary of texts from the different scientific and cultural fields found in the school curriculum.
GP4 - To design and regulate learning spaces in contexts characterised by diversity which attend to the gender equality, fairness and respect for human rights which underpin the values of education in citizenship.
GP5 - To encourage harmonious coexistence in and outside the classroom, solve discipline problems and contribute to the peaceful resolution of conflicts. To stimulate and value effort, perseverance and personal discipline in schoolchildren.
GP10 - To reflect on classroom practices in order to innovate and improve teaching. To acquire habits and skills for autonomous and cooperative learning, and promote it among schoolchildren.
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
SP5 - To reflect in depth on learning contexts and contexts of coexistence in schools, the acceptance of standards, consistency, personal discipline and respect for others.
SP8 -To maintain a critical, independent relationship with respect to knowledge, values and the institutions involved in education.
SP9 - To acquire autonomous and cooperative learning habits and skills in order to encourage the active involvement of schoolchildren in their social and personal development.
SP10 - To reflect on classroom practices in order to innovate and improve teaching, and associate them with the basic psychological processes, pedagogical models and disciplinary criteria of the stage of education.
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:
R1- 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).
R2- To solve, describe and present problems and solutions to a lay and professional audience (CB4, CE2)
R3- To know and apply 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).
R4- To analyze and reflect on the class-room practices to promote innovation (CG5, CE4 Y CE5).
R5- To generate and communicate ideas in order to formulate posible solutions (CB4). To acquire learning skills that promote future autonomous learning (CB5).
R6- To apply strategies to promote conviviality in the classsroom and the pacific resolution of conflicts (CG3, CG4). Identiy and evaluate learning and conviviality contexts (CG3)
Learning outcomes are related to contents, activities and evaluation:
| Learning outcomes | Contents | Activities | evaluation |
| R1 (CB3, CE9) | 1,2,3,4 | AF1, AF5, AF6 | SE1, SE4 |
| R2 (CB4) | 1,2,3,4 | AF2 | SE1, SE3, SE4 |
| R3 (CB2, CG4, CE10) | 1,2,3,4 | AF1, AF2, AF3, AF6, | SE1, SE2, SE3, SE4 |
| R4 (CG10, CE5) | 1,2,3,4 | AF1, AF2, AF5 | SE1, SE3 |
| R5 (CB5) | 1,2,3,4 | AF3, AF4, AF5 | SE3, SE4 |
| R6 (CG3, CG5, CE8) | 1,2,3,4, | AF1, AF2, AF3, AF4, AF6 | SE1, SE3 |
Methodology
Methodology
| Code | Description |
| MD1 | Plennary lectures |
| MD2 | Big group interaction |
| MD3 | Medium group interaction |
| MD5 | Individual interaction: tasks and guidelines for individual study |
5.2 Formative activiteis
| Code | Description | Hours | Face to face |
| AF1 | Theoretical lectures | 45 | 100 |
| AF2 | Practical classes | 15 | 100 |
| AF3 | Writing and presentation of papers | 30 | 10 |
| AF4 | Individual study | 50 | 0 |
| AF5 | Tutorials | 5 | 100 |
| AF6 | Written or oral exams | 5 | 100 |
Evaluation
| Learning outcome |
Assessment activity |
Weight (%) | It allows test resit |
Minimum required grade |
|---|---|---|---|---|
| R1, R2, R3, R4, R5, R6 | Individual portfolio: Theoretical papers | 10% | 0% | |
| R1, R2, R3, R4, R5, R6 | Practical and applied assignments in groups | 20% | 0% | |
| R1, R2, R3, R4, R5, R6 | Final written test | 70% | 70% | 3,5 points |
| Total | 100% | 70% |
More information on the evaluation method:
The final exam will consist of 30 multiple choice questions to choose from 4 answer alternatives.
Correct answers will score 1 point, incorrect answers will subtract 0.33 points. Unanswered answers will not count.
The final exam has a value of 7 out of 10 (70% of the final grade for the subject.
The remaining 3 points out of 10 are distributed in: Portfolios- individual practice report, 1 point (10% of the final grade of the subject) and, Group work, 2 points (20% of the final grade of the subject).
Assignments, portfolios and group work will only be accepted on the dates assigned by the teacher.
Works from previous years will not be saved.
It will be mandatory to have passed the final exam with a 5 (that is, a minimum of 3.50 out of 7.00) in order to later add to this score the grades obtained in the theoretical and practical work, resulting in the overall grade of the subject.
Those students who have not passed the ordinary exam will have the possibility of taking the extraordinary exam, under the same conditions already mentioned with respect to the ordinary exam.
If the minimum for weighting (5 points) is not met in the exam (ordinary or extraordinary), the grade for the subject will be a maximum of 4.9 out of 10 (fail).
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.