| Code |
16412
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| Year |
1
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| Semester |
S2
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| ECTS Credits |
5
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| Workload |
T(45H)
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| Scientific area |
Social and Human Sciences
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Entry requirements |
There are no prerequisites in this curricular unit
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Learning outcomes |
In this curricular unit, it is intended that students acquire an understanding of what Psychology of Perception is and its importance in everyday life. It is also intended that they know some perceptual patterns and ways to explore them as designers. Another objective is to integrate and apply knowledge to real-life problems. It is also considered as an objective that students acquire the ability to draw implications from the content covered for understanding the individual as a whole.
Students must also be able to communicate clearly, develop analysis and synthesis skills, as well as develop interpersonal relationship skills.
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Syllabus |
1.Visual perception;
2.Memory;
3.Thought;
4.Attention;
5.Motivation;
6.Interpersonal relationships and culture;
7.Decision making.
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Main Bibliography |
Susan Weinschenk (2011). 100 Things every designer needs to know about people. Berkeley: New Riders
Bruce, V., Green P.R. & Georgeson, M. (1996). Visual Perception: Physiology, Psychology and Ecology. (3rd ed.)
Hove: Psychology Press Eysenck, M.W. (2001). Principles of Cognitive Psychology. (2nd ed.) Hove: Psychology Press
Goldstein, E.B. (2002). Sensation and Perception. (6th ed.) Wadsworth-Thompson
Gregory, R.L.(1994). Eye and Brain. London: Oxford University Press. Kalat, J.W.(2004). Biological psychology.
Belmont: Wadsworth/Thomson Milner A.D. & Goodale M.A. (1995). The Visual Brain in Action. Oxford: Ox. Uni. Press
Pashler, H.E. (1999). The Psychology of attention. Boston: MIT Press
Purves D. & Lotto R.B. (2004). Why we see what we do. Sinauer Associates
Roberts, D. (2002). Signals and Perception - The Fundamentals of Human Sensation. Palgrave Macmillan
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Teaching Methodologies and Assessment Criteria |
Classes work with a flipped classroom methodology, with the presentation of different topics. Each group has a set of themes to develop in each class, without knowing which one will be requested for presentation. Therefore, all topics must be mastered in order to contribute to the discussion after the presentation.
The assessment is divided into two major moments: 1 group assessment moment and 1 individual assessment moment The group assessment is carried out through the delivery of a final group work
Individual assessment is carried out through individual questioning during the presentation of topics in class.
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Language |
Portuguese. Tutorial support is available in English.
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