Competencies / Study results |
Code
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Study programme competences / results
|
A5 |
Being able to perform a psychological evaluation in the context of a scientific investigation. |
A8 |
To know the basis for hypotheses establishment with respect to a particular case, and from them to deduce contrastable statements. |
A12 |
To acquire a basic theoretical knowledge about the state of the art in the different areas involved in applied psychology. |
B1 |
Capacity for analysis and synthesis. |
B6 |
Critical thinking. |
B8 |
Autonomous learning. |
C3 |
Using the basic tools of information and communication technologies (ICT) necessary for the exercise of the profession and for lifelong learning. |
C6 |
To critically assess the knowledge, technology and information available to solve the problems they face. |
C8 |
Assessing the importance of research, innovation and technology development in the socio-economic and cultural progress of society. |
Learning aims |
Learning outcomes |
Study programme competences / results |
Ser capaz de realizar unha avaliación psicolóxica no contexto dunha investigación científica. |
AR5
|
|
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Coñecer as bases para establecer hipóteses respecto dun caso concreto e, a partir das mesmas, saber deducir enunciados contrastables. |
AR8
|
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A12 To acquire a basic theoretical knowledge about the state of the art in the different areas involved in applied psychology. |
AR12
|
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B1 Capacity for analysis and synthesis. |
|
BR1
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B6 Critical thinking. |
|
BR6
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B8 Autonomous learning. |
|
BR8
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C3 Using the basic tools of information and communication technologies (ICT) necessary for the exercise of the profession and for lifelong learning. |
|
|
CC3
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C6 To critically assess the knowledge, technology and information available to solve the problems they face. |
|
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CC6
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C8 Assessing the importance of research, innovation and technology development in the socio-economic and cultural progress of society. |
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CC8
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Contents |
Topic |
Sub-topic |
Item 1: Introduction |
Information processing, cognition and physiology
Electrodermal activity
The heart rate
|
Item 2: Reflexes Systems |
Theories
Research
Applications |
Tema 3: Conditioning |
Classical conditioning
Instrumental conditioning
Techniques and experimental preparations
|
Item 4: Learning of non-contingency (Learned Helplessness) |
Theoretical aspects
Empirical findings
Applications to educational and health |
Item 5: Complex Learning: Observational Learning |
Theoretical aspects: Social Cognitive Theory
Interventional procedures based on observational learning
|
Planning |
Methodologies / tests |
Competencies / Results |
Teaching hours (in-person & virtual) |
Student’s personal work hours |
Total hours |
Objective test |
A5 A8 A12 B6 |
1 |
16 |
17 |
Workbook |
B1 B8 |
13 |
26 |
39 |
Guest lecture / keynote speech |
C3 C6 C8 |
7 |
7 |
14 |
|
Personalized attention |
|
5 |
0 |
5 |
|
(*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. |
Methodologies |
Methodologies |
Description |
Objective test |
Choice questions with four possible response options. There will always be one right choice |
Workbook |
Reading and critical commentary on a topic assigned by the professor |
Guest lecture / keynote speech |
Exposure and development of the theoretical and empirical findings of fundamental matter, supported by media. At the end of issue dialogue with the students will be encouraged on the content covered |
Personalized attention |
Methodologies
|
Guest lecture / keynote speech |
Objective test |
Workbook |
|
Description |
Before practice inform the student on each of the phases and will specify their task on it. At the end will show and explain the results |
|
Assessment |
Methodologies
|
Competencies / Results |
Description
|
Qualification
|
Guest lecture / keynote speech |
C3 C6 C8 |
Attendance, attitude and participation in keynote speech (lectures) will be considered |
10 |
Objective test |
A5 A8 A12 B6 |
A test consisting of 20-30 multiple choice questions with four possible options. Only one option is correct. |
60 |
Workbook |
B1 B8 |
Students will deliver a "critical summary" item 4 (Learning non-contingency: Learned helplessness). The content and presentation of the same shall be taken into account. |
30 |
|
Assessment comments |
Requirements to pass the course: 1). The student must pass the objective test (must obtain a minimum score of 35% on 70% total). 2). The student must obtain 50% (corresponding to a score of 5 points) on 100% overall. If a student
does not attend classes (both expository and interactive teaching and /
or laboratory practices) and has granted the corresponding dispensation
of attendance to class, in such case, the objective test will have a
weight of 80% on the final grade.
|
Sources of information |
Basic
|
Marcos, J. L. (2007). Sistemas Reflejos: Investigación y aplicaciones. A Coruña. Servicio de Publicaciones de la Universidad de A Coruña
Marcos, J. L. (1997). Técnicas de condicionamiento humano. Madrid. Editorial Universitas
Lovibond, P. F. y Shanks, D. R. (2002). The role of the awareness in pavlovian conditioning: empirical evidence and theoretical implications. Jorunal of Experimental Psychology: Animal Behavior Processes |
|
Complementary
|
(). .
Leahey, T. H. y Harris, R. J. (1998). Aprendizaje y cognición. Madrid. Prentice-Hall
Lang, P. J., Simons, R. F. y Balaban (Eds) (1997). Attention and orienting: sensory and motivational processes. Mahwah, NJ: Erlbaum
Dawson, M. E., Schell, A. M. y Böhmelt, A. H. (Eds.) (1999). Startle modification: implications for neuroscience, cognitive science, and clinical sciencie. New York. Cambridge University Press |
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Recommendations |
Subjects that it is recommended to have taken before |
Basic Psychological Processes/652G04002 |
|
Subjects that are recommended to be taken simultaneously |
Psychology of memory/652438004 |
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Subjects that continue the syllabus |
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Other comments |
Ninguna observación |
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