Degree | Type | Year |
---|---|---|
Psychology | OB | 2 |
You can view this information at the end of this document.
It is essential to have a good level of Catalan and/or Spanish, written and spoken, in order to be able to carry out the activities proposed, as well as a good comprehension of English, as well as computer tools. Students should have assimilated the basic concepts covered in Developmental Psychology I.
Contextualization
The main objective of the subject is to provide theoretical and practical knowledge about the cyclical processes (of stabilization and change) in the fields of socialization, emotional, affective-sexual development, identity and moral values.
The main questions raised in developmental psychology will be presented, together with some of the theories with which human development is currently interpreted throughout the life cycle.
Formative goals
When the student finishes the subject he/she will be able to do the following.
Lesson 0. Introducció to the course
Lesson 1. Studying the change processes in development
Lesson 2. Natural and social stages
Lesson 3. Intellectual optimisation and sustained development
Lesson 4. Emotions and cognition
Lesson 5. Adfult Cognitive functioning
Lesson 6. Learning along life span
Lesson 7. Personality development I
Lesson 8. Personality development II
Lesson 9. Adolescence I
Lesson 10. Adolescence II
Lesson 11. Adulthood I
Lesson 12. Adulthood II
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Seminars - Cases | 15 | 0.6 | 9, 3, 2, 1, 4, 7, 8, 10, 11, 12, 14, 15, 13, 16, 30, 17, 18, 26, 27, 19, 20, 21, 23, 24, 22, 25, 31, 29, 28, 5, 6 |
Seminars - Interviews | 9 | 0.36 | 2, 4, 8, 10, 11, 12, 14, 16, 19, 20, 21, 23, 24, 22, 25, 31, 29, 28 |
Theoretical sessions | 19.5 | 0.78 | 9, 3, 2, 1, 4, 7, 10, 11, 15, 13, 16, 30, 17, 18, 27, 19, 21, 23, 24, 22, 25, 29, 28, 5, 6 |
Type: Supervised | |||
Tutorization | 10 | 0.4 | 4, 11, 16, 21, 23, 24, 31 |
Type: Autonomous | |||
Field work | 5 | 0.2 | 2, 4, 11, 16, 19, 21, 24, 22, 31, 29 |
Individuals works | 18 | 0.72 | 2, 4, 8, 10, 11, 12, 14, 16, 19, 20, 21, 23, 24, 22, 25 |
Reading | 17 | 0.68 | 2, 4, 8, 14, 16, 19, 20, 23, 24, 29 |
Searching for documentation | 8 | 0.32 | 4, 16, 24, 29 |
Studying | 22.5 | 0.9 | 2, 4, 8, 10, 14, 16, 19, 20, 24, 22 |
Teamwork | 23 | 0.92 | 2, 4, 8, 10, 11, 12, 14, 16, 19, 21, 23, 24, 22, 25, 31 |
Methodology
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 |
---|---|---|---|---|
Evidence 1: In person multiple-choice exam (week 7) | 30% | 1.5 | 0.06 | 9, 3, 1, 4, 7, 8, 12, 15, 13, 30, 17, 18, 26, 27, 19, 20, 21, 24, 22, 31, 29, 5, 6 |
Evidence 2: Multiple choice exam (presential) (week 19) | 30% | 1.5 | 0.06 | 9, 3, 2, 1, 4, 7, 10, 11, 12, 15, 13, 30, 17, 18, 19, 20, 21, 23, 24, 22, 25, 31, 29, 28, 5, 6 |
Evidence 3: Practical lessons.Case-analysis (week 17) | 40% | 0 | 0 | 9, 3, 2, 1, 4, 7, 8, 10, 11, 12, 14, 15, 13, 16, 30, 17, 18, 26, 27, 19, 20, 21, 23, 24, 22, 25, 31, 29, 28, 5, 6 |
Activities 1 and 2 make up the theory grade (60%) and activity 3 the practical grade (40%). To pass the subject, the sum of the three activities, weighted by the percentage indicated, must result in a minimum grade of 5. It is therefore not necessary to pass the theory and practicals separately.
Activities 1 and 2 are individual and presential. And activity 3 will be presented individually and electronically. Activity 3 (portfolio) will include the contents worked on in the seminar sessions, referring to the analysis of the individual life trajectory. The portfolio presentation week will be the 17th and feedback on it can be obtained at the practical lesson along the 20th week.
Students will receive feedback from assessments 1 and 2 in text format, justifying the correct answers. This document will be uploaded to the Virtual Campus in the weeks immediately following the exam (weeks 8 and 20).
The person who has carried out activities whose weight in the assessment of the subject is less than 40% will be considered as NOT EVALUABLE. If activities have been carried out that would allow reaching 66% or more of the maximum grade and the minimum grade of 5 has not been achieved, it will be possible to access a remedial exam of the theory part and/or to present the practical work as a recovery. The remedial exam of the theory will consist of carrying out evidence 1 and/or 2, if it has not been presented, or the one that has obtained a lower score. If the portfolio of practices has not been presented, or this is the lowest grade, a new version of it will be presented.
The translation of the in-person assessment tests will be delivered if the requirements established in article 263 are met and the request is made electronically (e-form) in week 4. For more information, check to the Faculty website.
In the case of repeating students, the possibility of a SYNTHESIS TEST is NOT considered - the ordinary assessment procedure must be followed.
SINGLE EVALUATION
The single assessment should be requested electronically (e-form) in the specific period announced on the Faculty website.
Students who opt for the single evaluation option waivethe continuous evaluation and will be evaluated on all the contents of the subject in a single evaluation act, which will be held on the same day and place as the test of week 19 of the subject (evidence 2).
This assessment will consist of taking the face-to-face exams (evidence 1 and 2) that will follow the same format and will include the same content as evidence 1 and 2 of the continuous assessment. In addition tothe two tests, the person will submit the practice work corresponding to evidence 3.
The duration of the single assessment will be three hours for the exams, without notes or material to consult.
The conditions for passing the subject and accessing retakes for students who take the single assessment will be the same as those for students who follow the continuous assessment.
For any of the evidence, AI resources can be used at home, but not in the testing situation.
https://www.uab.cat/web/estudiar/graus/graus/avaluacions-1345722525858.html
The readings will consist of articles that will be available in the Moodle of the subject and chapters that will be referenced in the same platform.
Below is a list of reference manuals related to the subject:
Bennet, M. (Ed.) (1993). El nen com a psicòleg. Barcelona: Ediuoc.
Bruner, J. S. (1991). Actos de significado. Más allá de la revolución cognitiva. Madrid: Alianza.
Cole, M. (1999). Psicología Cultural. Madrid: Morata.
Harris, P. (1992). Las emociones en el niño. Madrid: Psicología minor.
Palacios J.; Marchesi A. & Coll, C. (2001). Desarrollo Psicológico y Educación.I. Psicología Evolutiva. Madrid: Alianza.
Perinat, A. (2003). Psicología del desarrollo. Un enfoque sistémico. Barcelona EDIUOC.
Perinat, A. (Comp.) (2003): Adolescentes del siglo XXI. Aproximación psicológica y social. Barcelona: EDIUOC.
Roche, R.(Comp) (2010) “La prosocialidad: nuevos desafíos” Buenos Aires. Ciudad Nueva.
Rodrigo, M. J. & Palacios, J. (1998) (coords.). Familia y desarrollo humano. Madrid: Alianza.
Rogoff, B. (1993). Aprendices del pensamiento. Barcelona: Paidós.
Rogoff, B. (2003). The Cultural Nature of Human Development. Oxford: Oxford University Press.
Turiel, E.; Enesco, I. & Linaza, J. (1989). El mundo social en la mente humana. Madrid: Alianza Psicología.
No need.
Please note that this information is provisional until 30 November 2025. You can check it through this link. To consult the language you will need to enter the CODE of the subject.
Name | Group | Language | Semester | Turn |
---|---|---|---|---|
(SEM) Seminars | 111 | Catalan | second semester | morning-mixed |
(SEM) Seminars | 112 | Spanish | second semester | morning-mixed |
(SEM) Seminars | 113 | Catalan | second semester | morning-mixed |
(SEM) Seminars | 114 | Catalan | second semester | morning-mixed |
(SEM) Seminars | 211 | Spanish | second semester | morning-mixed |
(SEM) Seminars | 212 | Catalan | second semester | morning-mixed |
(SEM) Seminars | 213 | Catalan | second semester | morning-mixed |
(SEM) Seminars | 214 | Catalan | second semester | morning-mixed |
(SEM) Seminars | 311 | Catalan | second semester | morning-mixed |
(SEM) Seminars | 312 | Spanish | second semester | morning-mixed |
(SEM) Seminars | 313 | Catalan | second semester | morning-mixed |
(SEM) Seminars | 314 | Catalan | second semester | morning-mixed |
(SEM) Seminars | 411 | Catalan | second semester | morning-mixed |
(SEM) Seminars | 412 | Catalan | second semester | morning-mixed |
(SEM) Seminars | 413 | Spanish | second semester | morning-mixed |
(SEM) Seminars | 414 | Catalan | second semester | morning-mixed |
(SEM) Seminars | 511 | Catalan | second semester | morning-mixed |
(SEM) Seminars | 512 | Catalan | second semester | morning-mixed |
(SEM) Seminars | 513 | Catalan | second semester | morning-mixed |
(TE) Theory | 1 | Catalan | second semester | morning-mixed |
(TE) Theory | 3 | Catalan | second semester | morning-mixed |
(TE) Theory | 5 | Catalan | second semester | morning-mixed |