| Code |
14848
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| Year |
1
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| Semester |
S2
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| ECTS Credits |
6
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| Workload |
T(30H)/TP(30H)
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| Scientific area |
Psychology
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Entry requirements |
There are no prerequisites in this curricular unit
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Mode of delivery |
Face-to-face.
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Learning outcomes |
The overall objective is to promote an integrated understanding of learning and memory processes. At the end of the UC, the student should be able to: (1) describe central memory phenomena and the theories, models and constructs that underlie them; (2) integrate and apply knowledge to explain real-life problems, applying explanatory theories of learning and memory; (3) draw implications for understanding the individual as a whole;(4) develop analysis and synthesis skills based on documents on the topics of learning and memory; (5) develop interpersonal relationship skills through cooperative group work;(6) use laboratory resources
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Syllabus |
I - Memory
1. Fundamentals of memory
2. Memory systems
3. Memory in everyday life
II - Learning
1. Main theories of learning and habituation
2. Classical, operant conditioning and constructivism
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Main Bibliography |
Anderson, J. R. (2000). Learning and memory: An integrated approach (2ª edition). Danvers. MA: Wiley.
Baddeley, A.; Eysenck M. W. &, Anderson, M.C. (2020) Memory (3ª edition). Routledge.
Domjan, M. (2010). Principios de aprendizaje y conduta (6ª edition). Wadsworth.
Matlin, M. W. (2009). Cognitive Psychology (7ª edition). John Wiley & Sons
Purdy, J. E.; Markham, M. R. ; Schwartz, B. L. & Gordon, W. C. (2000). Learning and memory (2ª edition). Wadsworth.
Sternberg, R. J. & Sternberg, K. (2017). Psicologia cognitiva (2ª edition). Cengage Learning.
Terry, W. S. (2009). Learning and memory : basic principles, processes, and procedures (6ª edition). Pearson Education
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Teaching Methodologies and Assessment Criteria |
Classes will operate in two modalities: theoretical classes and theoretical-practical classes.
Theoretical classes include the exposition of key concepts followed by discussion on the various topics under analysis, from the perspective of sharing and debate.
Theoretical-practical classes are scheduled to carry out various activities in the classroom and using the psychology laboratory. In these classes, an inverted classroom methodology is used, in which students must work on the themes proposed by the teacher, make a small presentation about it and, at the end, deliver a document, as a group, that is illustrative of all the work carried out.
Assessment is carried out in groups in theoretical-practical classes and also includes an individual assessment in theoretical classes using two written assessment exercises.
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Language |
Portuguese. Tutorial support is available in English.
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