| Study programme competencies |
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Code
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Study programme competences
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| A2 |
Coñecer e integrar os fundamentos psicolóxicos da Logopedia: o desenvolvemento da linguaxe, o desenvolvemento psicolóxico, a Neuropsicoloxía da linguaxe, os procesos básicos e a Psicolingüística. |
| B2 |
Aplicar un pensamento crítico, lóxico e creativo. |
| B4 |
Aprender a aprender. |
| C6 |
Valorar criticamente o coñecemento, a tecnoloxía e a información dispoñible para resolver os problemas cos que deben enfrontarse. |
| Learning aims |
| Subject competencies (Learning outcomes) |
Study programme competences |
| A2 Coñecer e integrar os fundamentos psicolóxicos da Logopedia: o desenvolvemento da linguaxe, o desenvolvemento psicolóxico, a Neuropsicoloxía da linguaxe, os procesos básicos e a Psicolingüística. |
A2
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| B2 Aplicar un pensamento crítico, lóxico e creativo. |
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B2
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| B4 Aprender a aprender. |
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B4
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| C6 Valorar criticamente o coñecemento, a tecnoloxía e a información dispoñible para resolver os problemas cos que deben enfrontarse. |
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C6
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| Contents |
| Topic |
Sub-topic |
| Item 1. Definition of Basic Psychology (Basic Psychological Processes) |
Definition of Basic Psychology. Philosophy and Psychology. Scientific paradigms of psychology: Behaviorism and Cognitive Psychology |
| Item 2. Classical Conditioning |
Elements of Classical Conditioning.
Basic phenomena. Semantic conditioning. Intervention procedures based on classical conditioning. |
| Item 3 Instrumental Conditioning |
Experiment and model of instrumental conditioning. The operant response. Reinforcement. Parameters of instrumental reward conditioning |
| Item 4. Memory and processing |
The information processing. Sensory Register. Short Term Memory. Long-term memory. |
| Item 5. Attention |
Definition. Capacity models. Models filter. selective Attention |
| Item 6. Perception |
Visual perception
Auditory perception |
| Item 7. Motivation and Emotion. |
Motivational concepts. Hunger, sexual motivation, need for belonging. Theories of emotion. The emotion in the body. The expression of emotions. The emotional experience. |
| Planning |
| Methodologies / tests |
Ordinary class hours |
Student’s personal work hours |
Total hours |
| Case study |
8 |
24 |
32 |
| Laboratory practice |
15 |
15 |
30 |
| Guest lecture / keynote speech |
22 |
44 |
66 |
| Objective test |
2 |
16 |
18 |
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| Personalized attention |
4 |
0 |
4 |
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| (*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. |
| Methodologies |
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Methodologies |
Description |
| Case study |
Analyze and resolve cases on issues related to the psychological processes that have been exposed during the keynote sessions |
| Laboratory practice |
Practices conducted in both laboratory and interactive class, to reinforce knowledge and understanding of topics of special interest.
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| Guest lecture / keynote speech |
Exposure of contents of each issue using multimedia resources |
| Objective test |
Test of 30 to 40 multiple-choice questions on the contents exposed and case studies |
| Personalized attention |
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Methodologies
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| Laboratory practice |
| Case study |
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| Description |
The student is guided through the steps for the analysis of cases, providing monitoring and final correction
Before the session the student will be informed about each of the phases and will specify their task on it. At the end will show and explain the results |
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| Assessment |
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Methodologies
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Description
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Qualification
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| Laboratory practice |
Attendance at interactive classes and labs |
10 |
| Case study |
A case is presented and 4 or 5 multiple choice questions (included in the objective test) on the analysis and resolution thereof shall be made |
15 |
| Objective test |
About 30 multiple choice questions, of which 4 or 5 of them correspond to a case in order to assess paragraph (or methodology) of "case study" |
75 |
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Assessment comments |
Attendance, attitude and class participation (theoretical and interactive classes),as well as assistance to laboratory practice, may have a modulating effect of up to 10% of the final grade. To pass the course, students must obtain a minimum overall score of 5 out of 10 (equivalent to 50% of the total). The overall score is calculated by adding the scores on the objective test (in which questions to assess the case study are included),attendance at laboratory practice and interactive classes and the possible modulating effect of the assistance, attitude and class participation and practices. |
| Sources of information |
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Basic
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Leahey, T. H. y Harris, R. J. (2000). Aprendizaje y cognición. Madrid. Prentice Hall
Caparrós, A. (1979). Introducción histórica a la psicología contemporánea. La psicología, ciencia multiparadigmática. Barcelona. Ediciones Rol
Nilsson, L. G. y Rönnberg, J. (2006). Learning and memory. Hove, England. Psychology Press/Taylor & Francis (UK)
Campos, A. (1988). Manual de prácticas de psicología básica . Barcelona. Grupo Editor Universitario
Domjan, M. y Bukhard, B. (2003, 5ª Ed.). Principios de aprendizaje y de conducta. Madrid. Thomson
Smith, E. E. y Kossylin, S. M. (2008). Procesos cognitivos. Madrid. Prentice Hall
Myers, D. G. (2005). Psicología. Madrid. Editorial Médica Panamericana
Ruiz-Vargas, J. M. (1998). Psicología de la memoria. Madrid. Alianza
Marcos, J. L. (1997). Técnicas de condicionamiento humano. Madrid. Universitas
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Complementary
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| Recommendations |
| Subjects that it is recommended to have taken before |
| APRENDIZAXE E PERCEPCIÓN DA FALA/652G04030 |
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| Subjects that are recommended to be taken simultaneously |
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| Subjects that continue the syllabus |
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