Identifying Data 2019/20
Subject (*) Learning. cognition and behavior Code 652438003
Study programme
Mestrado Universitario en Psicoloxía Aplicada
Descriptors Cycle Period Year Type Credits
Official Master's Degree 1st four-month period
 First Obligatory 3
Language
Spanish
Teaching method Face-to-face
Prerequisites
Department Psicoloxía
Coordinador
Marcos Malmierca, Jose Luis
 E-mail
jose.luis.marcos@udc.es
Lecturers
Marcos Malmierca, Jose Luis
 E-mail
jose.luis.marcos@udc.es
Web
General description O obxectivo desta materia é ofrecer os principais avances da psicoloxía cognitiva na investigación da aprendizaxe, especialmente da aprendizaxe asociativa, considerando as súas aplicacións tanto ao ámbito educativo coma da saúde.

Study programme competencies
Code Study programme competences
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
Ser capaz de realizar unha avaliación psicolóxica no contexto dunha investigación científica. AR5
Coñecer as bases para establecer hipóteses respecto dun caso concreto e, a partir das mesmas, saber deducir enunciados contrastables. AR8
A12 To acquire a basic theoretical knowledge about the state of the art in the different areas involved in applied psychology. AR12
B1 Capacity for analysis and synthesis. BR1
B6 Critical thinking. BR6
B8 Autonomous learning. BR8
C3 Using the basic tools of information and communication technologies (ICT) necessary for the exercise of the profession and for lifelong learning. CC3
C6 To critically assess the knowledge, technology and information available to solve the problems they face. CC6
C8 Assessing the importance of research, innovation and technology development in the socio-economic and cultural progress of society. CC8

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 Ordinary class hours Student’s personal work hours Total hours
Objective test A5 A8 A12 B6 1 0 1
Workbook B1 B8 1 14 15
Guest lecture / keynote speech C6 14 26 40
Laboratory practice C3 C8 9 5 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
Laboratory practice Reproduction and /or laboratory demonstration of various phenomena related to the contents of the matter

Personalized attention
Methodologies
Laboratory practice
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 Description Qualification
Guest lecture / keynote speech C6 Attendance, attitude and participation in keynote speech (lectures) will be considered 5
Objective test A5 A8 A12 B6 A test consisting of 20-30 multiple choice questions with four possible options. Only one option is correct. 70
Laboratory practice C3 C8 Shall be considered for evaluation purposes attendance, attitude and participation in practical classes 5
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. 20
 
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


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

Subjects that continue the syllabus

Other comments

Ninguna observación



(*)The teaching guide is the document in which the URV publishes the information about all its courses. It is a public document and cannot be modified. Only in exceptional cases can it be revised by the competent agent or duly revised so that it is in line with current legislation.