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2019/2020

Images and Symbols: Affective and Gender Relations

Code: 101687 ECTS Credits: 6
Degree Type Year Semester
2500893 Speech therapy OT 4 1

Contact

Name:
Nuria Martorell Soldevila
Email:
Nuria.Martorell.Soldevila@uab.cat

Use of Languages

Principal working language:
catalan (cat)
Some groups entirely in English:
No
Some groups entirely in Catalan:
Yes
Some groups entirely in Spanish:
No

Other comments on languages

Although the classes are carried out in Catalan, power point support is done in Spanish

Prerequisites

Although the subject is taught in Catalan, several facilities are offered at the verbal level (also documents in Spanish) for those who have difficulties in understanding Catalan.

Objectives and Contextualisation

The study of the different forms of interpretation and production of the symbolic systems of our culture allows us to know important aspects of the mental representations as well as the functional aspects of the individual, which is an important tool for diagnosis and psychological and pedagogical intervention

Goals

  1. Study of the mental representations expressed through different systems of symbolization: subjects of cognitive order, and especially socio-emotional and gender order.
  2. Study of the evolution and the construction of some systems of symbols and signs of our culture (construction of the meanings of language, objects, graphic images (drawing), audio-visual, etc.) by the population child and adult Psychological and functional mechanisms for the elaboration and interpretation of these symbolic systems.
  3. Use of the aforementioned studies as an instrument of psychological and psychopedagogical analysis of the syllabus behaviours in various subjects in general and in particular in the aforementioned socio-emotional and gender issues
  4. Contribution of consistent psycho-pedagogical approaches, useful in diagnostic tasks and specific re-education.
At the end of the course students should be able to:
  1. To know the relationships between some systems of symbolism typical of our culture and the evolution of the mental representations of the individual.
  2. Know the psychological mechanisms that occur when individuals build these systems of symbolization (language, symbolic actions, images, drawing, writing, etc.). When they have to understand them and when they have to produce them.
  3. Use the symbolization systems as exploration tools on a variety of topics, especially issues of socio-emotional and gender order.
  4. Use different systems of symbolization in tasks of psychological and psychopedagogical order.

Competences

  • Have a strategic and flexible attitude to learning.
  • Understand, integrate and relate new knowledge deriving from autonomous learning.

Learning Outcomes

  1. Have a strategic and flexible attitude to learning.
  2. Understand, integrate and relate new knowledge deriving from autonomous learning.

Content

1. Introduction: Representation, symbolization, arbitrariness and conventionality in different symbolic systems of our culture. Mental representation and the different forms of symbolization.
 
2. Natural language.

The symbolic origin of the first forms of communication and the first words and statements. The construction of meanings. Errors and meanings. Implicit representations. The metaphors of language. Implied social and / or affective representation. 

 

3. Symbolization with objects and actions: the symbolic game

 

 

4. Theater and dance

Fiction and movement and its impact on mental representations

 

5. The figurative graphic expression: the drawing

Children's drawing: Space, people and objects. The weather. The movement.

Drawing and text in the comprehension and expression of concepts of socio-affective and gender order.

 

6. Written expression.

Child writing: iconic and arbitrary aspects. The graphic symbolization of speech and ideas. Functional mechanisms that intervene in the construction of the written system.

 

7. The static images: photography

Interpretation of photographs, graphic illustrations, comics.

 

8. The moving images

Interpretation of films, television. The influence on the spectator population.

 

9. Music and mathematics

Other languages and ways of understanding and representing the world

Methodology

Based on materials that show different systems and symbolization behaviours facilitated by the teacher, the different ways of understanding and interpreting the said behaviours will be analysed. The main theoretical concepts that explain the symbolic and representational construction of the individual and also the corresponding psychological and pedagogical implications will be studied.

The student will be able to observe and analyse for himself the interpretations and / or productions of different symbolization systems by people of different ages.

The student, in small groups, will conduct some field studies on some of the subjects of the program, based on the methodology and the expositions carried out in the classes by the teacher.

Synthesis

  • Master classes
  • Discussion on the analysis of different symbolization systems.
  • Tutorials to clarify doubts and follow-up activities.
  • Autonomous activities: readings, field work

Type of activity

  • Targeted activity: 24.66%
  • Supervised activity: 10.27%
  • Autonomous activity: 65.07%

Activities

Title Hours ECTS Learning Outcomes
Type: Directed      
Seminars 12 0.48 2, 1
Theoretical classes 24 0.96 2, 1
Type: Supervised      
Tutoring for work groups 5 0.2 2, 1
Type: Autonomous      
Field work 105 4.2 2, 1

Assessment

Evidence of learning
 
EV1a. Assessment of knowledge (I)
Content: The acquired knowledge related to topics 1 through 5 will be evaluated.
Author: Individual
Weight: 25%
Presentation format: Written
Way of presentation: In-person
Presentation week: 10

EV1b. Assessment of knowledge (II)
Content: The acquired knowledge related to topics 6 through 9 will be evaluated
Author: Individual
Weight: 25%
Presentation format: Written
Way of presentation: In-person
Presentation week: 17
 
EV2a. Field work (I)
Content: Once the topic is selected in group, each member of the group will propose an activity related to a specific symbolization system and will present a written work with the analysis of the results of the activity.
Author: Individual work
Weight: 25%
Presentation format: Written
Way of presentation: In-person and virtual
Presentation week: 9
  
EV2b. Field work (II)
Content: The group collects all the information obtained from the individual works and makes an oral presentation in which the results of the group are compared and analyzed
Authorship: Group work
Weight: 25%
Presentation format: Group presentation
Way of presentation: In-person
Presentation week: 15
 

Evaluation and recovery conditions
 
Student not evaluable

A student who has NOT submitted learning evidences with a weight equal to or greater than 4 points (40%) will appear as "non-evaluable"
 
Subject passed
To pass the subject, the following two requirements must be met:
1. Each evidence must have a minimum score of 3.5 points, so that it can do the average with the rest of the evidences.
2. The subject will be considered surpassed when the calculation of the percentages corresponding to each evidence exceeds 5.00.
If these two requirements are not met, the maximum grade that can be reached will be 4.9 points
 
1. Recovery system

The recovery will consist of re-presenting all those evidences, which, adding its weight (%), obtains less than 50% of the possible grade of the subject as long as it has been evaluated by a weight that as a minimum is 2/3.

 
2. Evidence not surpassed
Evidences not surpassed, that are presented in recovery, may aspire to obtain a maximum score of 7.00.
   
3. Evidence not presented
When the student has not submitted any evidence in the marked calendar, for justified reasons, he may aspire to obtain a maximum score of 10.
Evidences not presented and not justified, may be expected to score a maximum of 5.00.
 
For more details on the evaluation criteria, see the following link: https://www.uab.cat/web/estudiar/graus/graus/avaluacions-1345722525858.html

Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Ev1a. Knowledge evaluation (topic 1 to 5) 25%. Individual. In-person 2 0.08 2, 1
Ev1b. Knowledge evaluation (topic 6 to 9) 25%. Individual. In-person 2 0.08 2, 1
Ev2a. Field work (part 1) 25%. Individual and written 0 0 2, 1
Ev2b. Field work (part 2) 25%. Group. In-person 0 0 2, 1

Bibliography

Texts that deal with mental representations. They allow to know the representative mechanisms by means of which the subjects include / understand a phenomenon or a type of symbolic representation.

  • Belinchon M. Riviere A, Igoa J.M. (1992) Psicologia del Lenguaje. Investigación y teoria. Madrid. Ed. Trotta.

  • Johnson Laird, P.M. (1988) La representación mental del significiado. A: "Revista Internacional de Ciencias Sociales. Unesco. 115; 49-65.

  • Moreno M, Sastre G., Bovet, M. y Leal A. (1998) "Conocimiento y Cambio". Barcelona. Ed. Paidos.

  • Moreno Marimón M. De las estructuras a los modelos organizadores. A: "Cuadernos de Pedagogía" Nº 244 / Febrero

  • Perner, J. (1994) "Comprender la mente representacional". Barcelona. Ed. Paidos

Texts that deal with symbolization systems: symbols and signs

  • Eco U. (1988) "Signo". Barcelona. Ed. Labor

  • Leal A. (1987) "Construcción de sistemas simbólicos. La lengua escrita como creación". Barcelona. Ed. Gedisa.

Others:

  • Eco U. (1977) "Tratado de Semiótica General”. Barcelona. Ed. Lumen.

  • Ullmann S. (1980) "Semántica. Introducción a la ciencia del significado". Madrid. Ed. Aguilar

About symbolic game and exhibition of experimental works that allow to understand the representational aspects that are at the base of the symbolic game.

  • Elkonin D. B. (1980) "Psicología del Juego". Madrid. Ed. Visor.

  • Piaget J. (1977) "La formación del símbolo en el niño". México. Fondo Cultural Europeo

Texts that allow knowing and interpreting representational mechanisms of children's drawing, and evaluating their evolution.

  • Bombi A.S.y Pinto G. (1993) "Los colores de la amistad". Madrid. Ed. Visor.

  • Eisner E. W. (2004) "El arte y la creación de la mente. El papel de las artes visuales en la transformación de la conciencia". Barcelona. Ed. Paidos.

  • Fortuny J. (1988) El dibujo como expresión del pensamiento. A: M. Moreno.(Coord.) "Ciencia Aprendizaje y Comunicación". Barcelona. Ed. Laia

  • Gardner H. (1994) "Educación artística y desarrollo humano". Barcelona. Ed. Paidos.

  • Leal A. (1998) Lenguajes para sentir y pensar. A. "Cuadernos de Pedagogía". Nº 271 / Julio Agosto.

  • Leal A. (2006) Simbolización gràfica, medio de expresión e instrumento de pensamiento. A: "Infancia y Aprendizaje". 29 (2) pp. 203-218.

  • Widlöcher D. (1978) "Los dibujos de los niños". Barcelona. Ed. Herder.

Others:

  • Rev: Bulletin de Psicologie: La communication par images. 386 XLI 1987-1988. 13-16

  • Rev. Communications: Apprendre des médias. Nº 33. 1981.

Texts that address the codes of the image, useful to understand the interpretations that the child population carries out on different types of images

  • Aumont J. y Marie M. (1993) "Análisis del film". Barcelona. Ed. Paidos

  • Berger J. y Mohr. (1998) "Otra manera de contar". Murcia. Ed. Mestizo.

  • Borrego C. (1997) "Narraciones televisivas y modelos ideológicos de socialización". A: Cultura y Educación 5, 45-68.

  • Dubios Ph. (1994) "El acto fotográfico. De la representación a la recepción". Barcelona. Ed. Paidos

  • García Galera. Mª C. (2002) "Televisión, violencia e infancia". Barcelona. Ed. Gedisa.

  • Greenfield M. P. (1985) "El niño y los medios de comunicación". Madrid. Ed. Morata.

  • Gubern R. (1982) "El lenguaje de los comics" Barcelona. Ed. Península.

  • Leal A. (2002) Narraciones audiovisuales y representaciones infantiles: los roles masculino y femenino. A "Cultura y Educación" 14 (3) , 313-326.

  • Leal A. (2003) Mirar y pensar desde la cultura de género. A: "Anuari de Psicologia" vol 34. 279-290.

  • Torres E. y Conde E. (1994) Medios audiovisuales y desarrollo social. A: Mª José Rodrigo (ed.) "Contexto y Desarrollo Social". Madrid. Ed. Síntesis.

  • Zunzunegui S. (1989) "Pensar la imagen". Madrid. Ed. Cátedra.

Texts that deal with the mechanisms of production of graphic symbols of basic symbols for school learning.

  • Garton A. Y Pratt C. (1991) "Aprendizaje y proceso de alfabetización". Barcelona. Ed. Paidos

  • Leal A. (1987) "Construcción de sistemas simbòlicos. La lengua escrita como creación". Barcelona. Ed. Gedisa.

  • Olson D. (1998) "El mundo sobre el papel. El impacto de la escritura en la estructura del conocimiento. Barcelona. Gedisa.

  • Sastre G. (1988) Las escrituras aritméticas. A: "Enciclopedia Práctica de Pedagogía". Ed. Planeta. Vol II. Barcelona.

  • Sellarés R. Bassedas M. (1989) La construcción de sistemas numéricos en la historia y en los niños. A: "LaPedagogía Operatoria" (M.Moreno, coord.) Barcelona. Ed. Laia.

Texts that treat the language from a perspective of the construction of the meanings on the part of the subject.

 

  • Lakoff G. and Johnson M. (1986) "Metáforas de la vida cotidiana". Madrid. Ed. Cátedra.

  • Leal, A. (1974) Lenguaje, Acción y Conocimiento en diferentes medios socio culturales. A: "Anuari de Psicologia" 2; 49-85.

  • Oléron (1985) "El niño y la adquisición del lenguaje". Madrid. Ed. Morata.

  • Moreno M, Sastre G., Bovet, M. y Leal A. (1998) "Conocimiento y Cambio". Barcelona. Ed. Paidos.

  • Whorf B.L. (1971) "Lenguaje, pensamiento y realidad". Barcelona. Barral Editores.