FOUNDATIONS OF PSYCHOLOGY M - Z
Academic Year 2023/2024 - Teacher: CONCETTA PIRRONEExpected Learning Outcomes
Course Structure
Required Prerequisites
Attendance of Lessons
Detailed Course Content
Textbook Information
Chapter one: pages 2-43. Chapter two: pages 48-57. Chapter three: pages 91-126. Chapter Four: pages 128-170. Chapter five: pages 172-page 178 and pages 201-228. Chapter Six: pages 230 -286. Chapter Seven: pages 288-337. Chapter Eight: pages 347-393. Chapter Nine: pages 396 -417. Chapter 10: pages 420-451. Chapter 11: pages 452-469, and pages 476 (starting from paragraph 11.3.5)-489. Chapter 12: pages 492-501 and pages 520-529. Chapter 13: pages 532-571. Chapter 16: pages 616-678.
2) David M. Buss, Evolutionary Psychology, 6/Ed., Pearson eText, Pearson (2020). Three chapters to be chosen by the student from: Chapter 1 (pages 1-33); Chapter 2 (pages 34-60); Chapter 3 (pages 61-90); Chapter 4 (pages 91-121); Chapter 5 (pages 123-150); Chapter 6 (pages 151-178); Chapter 7 (pages 179-198); Chapter 8 (pages 199-225); Chapter 9 (pages 227-245); Chapter 10 (pages 247-275); Chapter 11 (pages 277-296).
Author | Title | Publisher | Year | ISBN |
---|---|---|---|---|
1) Psicologia Generale: Capire la mente osservando il comportamento (2023). Autori: Nigel Hilton, Andy Bremner, Michael Vliek,Ed Sutherland, Michael W. Passer, Ronald E. Smith- Edizione italiana a cura di Giorgio Gronchi, Tessa Marzi e Andrea Peru - Mac Graw Hill, terza edizione. | ||||
2) David M. Buss, Psicologia evoluzionistica, 6/Ed., Pearson eText, Pearson (2020). |
Course Planning
Subjects | Text References | |
---|---|---|
1 | Tre capitoli a scelta dello studente tra: 1° cap. (pag. 1-33):Le basi della moderna psicologia evoluzionistica. 2°cap (pag. 34-60): Opporsi alle forze ostili della Natura Cap. 3 (pag. 61-90 Strategie femminili di scelta del partner a lungo termine 4. Strategie maschili di scelta del partner a lungo termine 5. Strategie sessuali a breve termine 6. Le cure parentali 7. Problemi di parentela 8. Alleanze di cooperazione 9. Aggressività e guerra 10. Conflitto tra sessi 11. Status, prestigio e dominanza sociale |
Learning Assessment
Examples of frequently asked questions and / or exercises
The questions concern knowledge of the main theories contained in textbooks, of the authors and of the operating principles of cognitive processes. Examples of questions relating to the topics listed in the syllabus may concern the various theoretical models on intelligence and their authors, the various theories on learning and related insights. other questions may concern models of memory, working and long-term memory, forgetting and why it occurs. Questions relating to learning models and comparisons between them are proposed. Other examples concern emotions and the various theories compared. In general, questions are proposed that concern the ENTIRE program and the various chapters present in the program. To enrich one's preparation, comparisons and insights are welcome as they indicate understanding on the part of the student. The examples, of which the texts are full to better enable the student to understand the theoretical constructs, must be used by students as a means of explaining a hypothetical theory and must not exclusively exhaust the answer to the question posed by the teacher.
For the purposes of the evaluation the teacher takes into account:
- the adequacy and correctness of expression regarding contents and methods,
- the ability to re-elaborate knowledge and compare it,
- the ability to organize theoretical knowledge according to specific objectives,
- the breadth of thematic awareness and lexical correctness,
- the ability for critical analysis, interdisciplinary connection and to transfer knowledge to operational contexts.