Degree | Type | Year | Semester |
---|---|---|---|
2502443 Psychology | OT | 4 | 1 |
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.
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
At the end of the course students should be able to:
3. Symbolization with objects and actions: the symbolic game
4. Theater and dance
5. The figurative graphic expression: the drawing
6. Written expression.
7. The static images: photography
8. The moving images
9. Music and mathematics
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
N.B. The proposed teaching and assessment methodologies may experience some modifications as a result of the restrictions on face-to-face learning imposed by the health authorities. The teaching staff will use the Moodle classroom or the usual communication channel to specify whether the different directed and assessment activities are to be carried out on site or online, as instructed by the Faculty.
Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Theoretical classes (24h) and seminars (12h, lectures and classroom practices) | 36 | 1.44 | 2, 3, 4, 6, 5, 7 |
Type: Supervised | |||
Tutorials for work groups | 5 | 0.2 | 1, 4, 9, 6, 5 |
Type: Autonomous | |||
Field work | 105 | 4.2 | 1, 3, 9, 6, 5, 7, 8 |
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: first assessment period
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: second assessment period
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: 8
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:
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 4.5 points
1. Resit examination
The reassessment 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.
No unique final synthesis test for students who enroll for the second time or more is anticipated.
For more details on the evaluation criteria, see the following link: https://www.uab.cat/web/estudiar/graus/graus/avaluacions-1345722525858.html
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Ev1a. Knowledge evaluation (topic 1 to 5) | 25%. Individual. In-person | 2 | 0.08 | 1, 3, 4, 9, 6, 5, 7 |
Ev1b. Knowledge evaluation (topics 6 to 9) | 25%. Individual. In-person | 2 | 0.08 | 1, 3, 4, 9, 6, 5, 7 |
Ev2a. Field work (part 1) | 25%. Individual. Written | 0 | 0 | 1, 3, 4, 9, 6, 5, 7, 8 |
Ev2b. Field work (part 2) | 25%. Group. In-person | 0 | 0 | 1, 2, 3, 4, 9, 6, 5, 7, 8 |
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
Texts that deal with symbolization systems: symbols and signs
Eco U. (1988) "Signo". Barcelona. Ed. Labor
Others:
Eco U. (1977) "Tratado de Semiótica General”. Barcelona. Ed. Lumen.
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.
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.
Others:
Rev: Bulletin de Psicologie: La communication par images. 386 XLI 1987-1988. 13-16
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.
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.
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.
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