| Competences |
| Type A | Code | Competences Specific |
| A2 | Interpretar els processos i els fenòmens informatius i comunicatius textuals, orals i visuals en les societats contemporànies amb l’ajuda de les principals teories i escoles que els analitzen críticament des de les ciències socials. | |
| Type B | Code | Competences Transversal |
| CT5 | Communicate information clearly and precisely to a variety of audiences. | |
| Type C | Code | Competences Nuclear |
| Learning outcomes |
| Type A | Code | Learning outcomes |
| A2 |
Coneix de quina manera aborda la psicologia l’estudi científic dels processos mentals subjacents al comportament humà, tenint en compte els models teòrics i metodològics d’aquesta disciplina Comprèn el funcionament bàsic del psiquisme humà, els seus fonaments biològics i la seva dimensió social Es familiaritza amb els principals conceptes teòrics i procediments d’investigació utilitzats en l’estudi dels processos psicològics bàsics Reconeix la importància dels factors psicològics i dels seus condicionants biològics i socials en l’àmbit de les ciències de la comunicació Projecta els coneixements psicològics adquirits en els diversos camps aplicats de les ciències de la comunicació (publicitat, periodisme, comunicació audiovisual) | |
| Type B | Code | Learning outcomes |
| CT5 |
Produce quality texts that have no grammatical or spelling errors, are properly structured and make appropriate and consistent use of formal and bibliographic conventions. Draw up texts that are structured, clear, cohesive, rich and of the appropriate length. Draw up texts that are appropriate to the communicative situation, consistent and persuasive. Use the techniques of non-verbal communication and the expressive resources of the voice to make a good oral presentation. Construct a discourse that is structured, clear, cohesive, rich and of the appropriate length. Produce a discourse that is appropriate to the communicative situation, consistent and persuasive, and interact effectively with the audience. | |
| Type C | Code | Learning outcomes |
| Contents |
| Topic | Sub-topic |
| Subject unit I. Introduction and general concepts. |
Topic 1. Psychology as a science. Topic 2. Psychological models of human behaviour. |
| Subject unit II. Psychobiological basis of behaviour. | Topic 3. Structure and function of the nervous system. |
| Subject unit III. Basic psychological processes. | Cognitive dimension: Topic 4. Sensation, perception and attention. Topic 5. Learning and memory. Topic 6. Thinking and language. Emotional dimension: Topic 7. Motivation and emotion. Topic 8. Personality and psychological disorders. |
| Planning |
| Methodologies :: Tests | ||||||||||
| Competences | (*) Class hours |
Hours outside the classroom |
(**) Total hours | |||||||
| Introductory activities |
|
1.5 | 0 | 1.5 | ||||||
| Lecture |
|
32 | 48 | 80 | ||||||
| Assignments |
|
4 | 24 | 28 | ||||||
| Problem solving, exercises in the classroom |
|
14 | 21 | 35 | ||||||
| Personal attention |
|
1.5 | 0 | 1.5 | ||||||
| Multiple-choice objective tests |
|
4 | 0 | 4 | ||||||
| (*) On e-learning, hours of virtual attendance of the teacher. (**) The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. | ||||||||||
| Methodologies |
| Description | |
| Introductory activities | - In the first class session, the programme, the objectives, the methodology and the assessment method will be presented. |
| Lecture | - Lectures on the topics covered in the course outline. |
| Assignments | - Group work. The students have to design a perceptual illusion. The illusion will be presented in an audiovisual format and must include an explanation of the perceptual mechanisms involved in the illusion. |
| Problem solving, exercises in the classroom | - Performing theoretical/practical exercises and analysing specific cases. - Watching videos illustrating the theoretical concepts presented. - Resolving doubts and critically discussing the materials. - Carrying out experiments and practical cases in the classroom and discussing them afterwards. |
| Personal attention | - Personalised attention to students throughout the course so that they have the opportunity to ask questions related to the theoretical concepts presented. |
| Personalized attention |
| Description |
|
Students will have the opportunity to raise specific problems and discuss any doubts that may arise during the course, in relation to both theoretical and practical content. It will also be a space for feedback and two-way communication from which both students and teacher will benefit. |
| Assessment |
| Methodologies | Competences | Description | Weight | ||||
| Assignments |
|
Group work. Students have to design a perceptual illusion. The illusion will be presented in an audiovisual format and must include an explanation of the perceptual mechanisms involved in the illusion. The originality, technical complexity and intensity of the effect of the illusion will be assessed. These three sections will account for 50% of the final mark. The remaining 50% will be based on the evaluation of the explanation (clarity, simplicity, thoroughness, etc.). | 25% | ||||
| Multiple-choice objective tests |
|
During the course there will be two mid-term exams (objective test) as part of the continuous assessment. The first will take place in the middle of the term, the second at the end. The questions will proportionally evaluate the content covered in both the lecture (theory) and practical classes. The final theory grade will be the arithmetic mean of the midterm grades. Students who do not achieve a grade of 5 after averaging the midterm grades will take a final exam (recovery exam) which will include questions from all the course material. | 75% | ||||
| Others |
| Other comments and second exam session | |||
|
The continuous assessment will be the arithmetic average of the midterm 1 and 2 (it is possible to fail one part as long as it is compensated by the other). Students whose average does not reach 5 will have a final resit exam. This exam will be a multiple choice test and will contain approximately 40 questions covering all the course material (theory and practice). The characteristics, difficulty and marking criteria for this exam will be similar to those of the midterm exams taken during the course. In accordance with current regulations, the teacher may establish those measures deemed appropriate for the good development of assessment activities. The measures could include restrictions on the use or possession of communication and data transmission devices during the tests, and will be mandatory for all students. |
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| Sources of information |
| Basic |
Delgado, M.L., Fundamentos de Psicología, Última edición., Madrid: Editorial Médica Panamericana, 2013.
Díaz, D., Izquierdo, E. y Bajo, M., Psicología de la comunicación, Última edición., Madrid: Centro de Estudios Financieros, 2017.
Lahey, B., Introducción a la Psicología, Última edición., Madrid: Editorial Mc Graw-Hill, 2009.
Myers, D.G., Psicología, Última edición., Madrid: Editorial Médica Panamericana, 2005.
Morris, C.G., Introducción a la Psicología, Última edición., México: Prentice Hall, 2001. |
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| Complementary |
Goldstein, E.B., Sensación y percepción, Última edición., México: International Thomson Editores, 1999.
LEAHEY, T. H., Historia de la Psicología, Última edición. , Madrid: Prentice-Hall.
Domjan, M. , Principios del aprendizaje y la conducta, Última edición. , México: International Thomson Editores.
Pinker, S., El instinto del lenguaje, , Madrid: Alianza, 1996.
Feist, J., Feist, G. J., y Roberts, T., Teorías de la personalidad, Última edición, México: McGraw-Hill, 2014
Myers D.G. y Twenge, J.M., Psicología social, Última edición, México: McGraw-Hill, 2019 |
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| Recommendations |
(*)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.