Degree | Type | Year |
---|---|---|
2502443 Psychology | OB | 3 |
You can view this information at the end of this document.
This subject has not prerequisits.
This subject aims to introduce the student to the study of thought and language from a cognitive perspective. The characteristics of the cognitive tasks of classification and structuring of information, reasoning, decision making and problem solving will be analyzed, resources will also be provided for the improvement of thought and methods of intervention will be identified . On the other hand, the cognitive processes that are involved in the use of language in their different aspects (understanding, production) as well as in their different functions (communication and representation) will be explained and the various theoretical perspectives on the origin (phylogenetic and ontogenetic) of the language, as well as some language disorders that are relevant in the discussion about these theoretical frameworks.
Thinking and reasoning:
Topic 0. Fundamental Aspects
Topic 1. Judgment and decision making
Topic 2. Inductive Processes
Topic 3. Deductive Reasoning
Language:
Topic 1. How we understand language in Cognitive Psychology
Topic 2. Language processing
Topic 3. Theoretical approaches to psycholinguistics
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
D1. Theoretical-practical classes (group 1/1) | 36 | 1.44 | 2, 3, 6, 8, 9, 10, 12, 13 |
D2. Practical sessions in small group (1/4) and half group (1/2) | 20 | 0.8 | 2, 3, 6, 7, 12, 13, 14, 17, 18, 19 |
Type: Supervised | |||
S1. Self-evaluation exercises | 20 | 0.8 | 2, 6, 8, 12, 13 |
S2. Tutorials | 10 | 0.4 | 2, 3, 6, 8, 9, 10, 12, 13, 14, 17, 19 |
Type: Autonomous | |||
A1. Reading, study and self-learning | 115 | 4.6 | 2, 3, 6, 8, 9, 10, 12, 13 |
A2. Search for information | 10 | 0.4 | 2 |
A3. Preparation of documentation | 10 | 0.4 | 17 |
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 | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
EV1. Thinking and reasoning practical sessions' reports | 15% | 0 | 0 | 1, 2, 5, 6, 7, 17, 18, 19 |
EV2: Written test on the thinking and reasoning block | 35% | 2 | 0.08 | 2, 3, 4, 6, 8, 11, 15, 16 |
EV3. Language practical sessions report | 15% | 0 | 0 | 1, 3, 4, 12, 13, 14, 18 |
EV4. Written test on the language block | 35% | 2 | 0.08 | 4, 9, 10, 11, 12, 13, 14, 15, 16 |
Unique assessment. it will take place on the same day and place as the test of the second evaluation period of the subject. All the contents of the subject will be evaluated with the same evaluation weight as in the continuous evaluation. The two partial exams (weight 35% each) will be conducted with test-type questions. Reports of laboratory practices and short questions about the seminar practices of language and thought processes (weight 15% for each process). The approximate duration will be 5 hours. The same resit process as the continuous assessment will be applied.
Basic bibliography:
Manktelow, K. (2012). Thinking and reasoning: An introduction to the psychology of reason, judgement and decision making. Psychology Press.
Harley, T. (2014). The psychology of language. From data to theory. Psychology Press.
Soler, O. (coord.) (2006). Psicologia del Llenguatge. Barcelona: EdiUOC.
Complementary bibliography:
Bruning, R.H., Schraw, G.J., Norby, M.N. y Ronning, R.R. (2005). Psicología cognitiva y de la instrucción. Madrid: Prentice Hall.
Carreiras, M. (1997). Descubriendo y procesando el lenguaje. Madrid: Trotta.
Carretero, M. y Asensio, M. (coords.) (2004). Psicología del pensamiento. Madrid: Alianza Editorial.
Carroll, D. W. (2006) Psicología del lenguaje. Madrid: Thomson-Paraninfo (Trad. de l’original: Psychology of Language).
Cortès-Colomé, M. (2016). Psicología de la comunicación lingüística. Madrid: Síntesis.
Costa, A. (2017). El cerebro bilingüe. La neurociencia del lenguaje. Barcelona: Debate.
Cuetos, F., González, J., y de Vega, M. (2015). Psicología del lenguaje. Madrid: Editorial Médica Panamericana.
DeBono, E. (1997). Aprende a pensar por ti mismo. Barcelona: Paidós.
Espino Morales, O.G. (2004). Pensamiento y razonamiento. Madrid: Pirámide.
Fernández, J., Pintanel, M., Chamarro, A. (2008, 2a ed.) Manual de Psicologia del pensament. Bellaterra, Barcelona: Servei de Publicacions, Universitat Autònoma de Barcelona.
Gabucio, F. (coord.) (2005). Psicología del pensamiento. Barcelona: Ediuoc.
Garnham, A. i Oakhill, J. (1996). Manual de Psicología del Pensamiento. Barcelona: Paidós.
Harley, T.A. (2013). Psicología del lenguaje. McGraw-Hill (Trad. i Ed. revisada de l’original: Psychology of Language).
Hillix, W.A. i Rumbaugh, D. (2003). Animal bodies,human minds. Ape, dolphin, and Parrot language skills. Dordrecht: Kluwer.
Kahneman, D. (2012). Pensar rápido, pensar despacio. Barcelona: Debate.
Mariscal, S. i Gallo, M. P. (2014). Adquisición del lenguaje. Madrid: Síntesis.
Mayer, R.E. (1986). Pensamiento, resolución de problemas y cognición. Barcelona: Paidós.
Pinker, S.(1995). El instinto del lenguaje. Cómo crea el lenguaje la mente. Madrid: Alianza (Psicología Minor)
Pozo, J.I. (1989). Teorías cognitivas del Aprendizaje. Madrid: Morata.
Puente, A. (2003). Cognición y aprendizaje: fundamentos psicológicos. Madrid: Pirámide.
Saiz, C. (2002). Pensamiento crítico: Conceptos básicos y actividades prácticas. Madrid: Pirámide.
Serra, M. (2013). Comunicación y Lenguaje. La nueva neuropsicología cognitiva, I. Barcelona: Universitat de Barcelona.
Serra, M., Serrat, E., Solé, M. R., Bel, A. y Aparici, M. (2000). La adquisición del lenguaje. Barcelona: Ariel.
Tubau, E. (Coord.) (2005). Intuïció, raonament i control de l’acció. Barcelona: Publicacions i edicions. Universitat de Barcelona.
Vega, M. (1984). Introducción a la Psicología cognitiva. Madrid: Alianza.
Virtual sessions and tutorials (if any) will be conducted through the Teams program.
Practical seminars in Psychology of Language may use the open software PsychoPy which is already installed in the computer rooms (https://www.psychopy.org/).
Name | Group | Language | Semester | Turn |
---|---|---|---|---|
(PAUL) Classroom practices | 11 | Catalan | second semester | morning-mixed |
(PAUL) Classroom practices | 12 | Catalan | second semester | morning-mixed |
(PAUL) Classroom practices | 21 | Catalan | second semester | morning-mixed |
(PAUL) Classroom practices | 22 | Catalan | second semester | morning-mixed |
(PAUL) Classroom practices | 31 | Catalan | second semester | morning-mixed |
(PAUL) Classroom practices | 32 | Catalan | second semester | morning-mixed |
(PAUL) Classroom practices | 51 | Catalan | second semester | morning-mixed |
(PAUL) Classroom practices | 52 | Catalan | second semester | morning-mixed |
(PLAB) Practical laboratories | 111 | Catalan | second semester | morning-mixed |
(PLAB) Practical laboratories | 112 | Catalan/Spanish | second semester | morning-mixed |
(PLAB) Practical laboratories | 113 | Catalan/Spanish | second semester | morning-mixed |
(PLAB) Practical laboratories | 114 | Catalan/Spanish | second semester | morning-mixed |
(PLAB) Practical laboratories | 211 | Catalan | second semester | morning-mixed |
(PLAB) Practical laboratories | 212 | Catalan/Spanish | second semester | morning-mixed |
(PLAB) Practical laboratories | 213 | Catalan | second semester | morning-mixed |
(PLAB) Practical laboratories | 214 | Catalan/Spanish | second semester | morning-mixed |
(PLAB) Practical laboratories | 311 | Catalan/Spanish | second semester | morning-mixed |
(PLAB) Practical laboratories | 312 | Catalan/Spanish | second semester | morning-mixed |
(PLAB) Practical laboratories | 313 | Catalan | second semester | morning-mixed |
(PLAB) Practical laboratories | 314 | Catalan/Spanish | second semester | morning-mixed |
(PLAB) Practical laboratories | 511 | Catalan | second semester | morning-mixed |
(PLAB) Practical laboratories | 512 | Catalan/Spanish | second semester | morning-mixed |
(PLAB) Practical laboratories | 513 | Catalan/Spanish | second semester | morning-mixed |
(SEM) Seminars | 111 | Catalan | second semester | morning-mixed |
(SEM) Seminars | 112 | Catalan/Spanish | second semester | morning-mixed |
(SEM) Seminars | 113 | Catalan/Spanish | second semester | morning-mixed |
(SEM) Seminars | 114 | Catalan/Spanish | second semester | morning-mixed |
(SEM) Seminars | 211 | Catalan | second semester | morning-mixed |
(SEM) Seminars | 212 | Catalan/Spanish | second semester | morning-mixed |
(SEM) Seminars | 213 | Catalan | second semester | morning-mixed |
(SEM) Seminars | 214 | Catalan/Spanish | second semester | morning-mixed |
(SEM) Seminars | 311 | Catalan | second semester | morning-mixed |
(SEM) Seminars | 312 | Catalan/Spanish | second semester | morning-mixed |
(SEM) Seminars | 313 | Catalan | second semester | morning-mixed |
(SEM) Seminars | 314 | Catalan/Spanish | second semester | morning-mixed |
(SEM) Seminars | 511 | Catalan | second semester | morning-mixed |
(SEM) Seminars | 512 | Catalan/Spanish | second semester | morning-mixed |
(SEM) Seminars | 513 | Catalan/Spanish | second semester | morning-mixed |
(TE) Theory | 1 | Catalan | second semester | morning-mixed |
(TE) Theory | 2 | Catalan | second semester | morning-mixed |
(TE) Theory | 3 | Catalan | second semester | morning-mixed |
(TE) Theory | 5 | Catalan | second semester | morning-mixed |