Psicologia (20147)
Titulació/estudi: Grau en Humanitats
Curs: tercer
Trimestre: tercer
Nombre de crèdits ECTS: 5 crèdits
Hores de dedicació de l'estudiant:
Llengua o llengües de la docència: castellano
Professor: Luca Lorenzo Bonatti
1. Presentació de l'assignatura
Vamos a explorar algunos temas básicos de la psicología cognitiva. Vamos a presentar diferentes modelos de cómo la mente se organiza, y vamos a investigar las razones empíricas que pueden llevarnos a elegir uno u otro. Los temas que vamos tratar incluyen el behaviorismo, el functionalismo, el lenguaje y su origen, la comunicación con la palabra y sin palabra, la modularidad de la mente, la cognición espacial, la cognición del mundo físico, la cognición numérica, el origen de la moralidad, de la belleza (y tal vez de la bestia también).
2. Competències a assolir
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Competències generals |
Competències específiques |
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The student must have an understanding of some of the basic issues in cognitive psychology and developmental psychology, whith particular attention to the psychology of language. s/he must understand how some traditional philosophical questions can be transformed into experimental issues. |
The student must be able to read an article in the domain of cognitive psychology, published in top scientific journals but not extremely specific, by locating the main issues within the general framework of the questions studied in class, understanding its methods, its results and their significance |
3. Continguts
Every week, the student will be asked to read and comment about one-two of the articles indicated for each topic (not necessarily all of them).
NOTE: Readings may change according to how the class develops. All readings will be available in pdf.
Tema 1: Introducción- La noción de estructura. La modularidad. La conversación.El behaviorismo y por qué no functiona: las representaciones.
Readings:
N. Chomsky: "A review of Skinner's Verbal behavior" (en castillano)
D. Sperber, D. Wilson, "La Relevancia" (introduction, en castillano)
J. Fodor, La Modularidad de la Mente (excerpta, en castillano)
Tema 2: Los Modulos entre Reflejos y Conocimiento: El caso de reorientación del espacio.
Readings:
L. Hermer, E. Spelke, A geometric process for Spatial reorientation in children, Nature 1994
L Hermer, E. Spelke, Modularity and Development: the case of Spatial Reorientation, Cognition 1996
L. Hermer, E. Spelke Sources of Flexibility in Human Cognition, Cognition 1999
Collett & Collett, Memory in Insect Navigation, Nature Nsc 2002
Tema 3 Los Modulos entre Reflejos y Conocimiento: El caso de la identificación de los objetos.
Readings:
Topál, J., Gergely, G., Miklósi, Á., Erdhegyi, Á., & Csibra, G. (2008). Infants' perseverative search errors are induced by pragmatic misinterpretation. Science, 321(5897), 1831-1834.
Leslie, A. M., Xu, F., Tremoulet, P. D., & Scholl, B. J. (1998). Indexing and the object concept: Developing 'what' and 'where' systems. Trends in Cognitive Sciences, 2(1), 10-18. (English)
Tema 4 Los Modulos entre Reflejos y Conocimiento: El caso de los números.
Readings:
Wynn, K. (1992). Addition and subtraction by human infants. Nature, 358(6389), 749-750.
Xu, F. (2003). Numerosity discrimination in infants: Evidence for two systems of representations. Cognition, 89(1), B15-b25.
Feigenson, L., Dehaene, S., & Spelke, E. (2004). Core systems of number. Trends in Cognitive Sciences, 8(7), 307-314.
Tema 5 El lenguaje entre aprendizaje y innatismo: el estado inicial y el desarrollo. Lenguaje de palabras y lenguaje de gestos
Readings:
Goldin-Meadow, S., & Mylander, C. (1983). Gestural communication in deaf children: Noneffect of parental input on language development. Science, 221(4608), 372-374.
Goldin-Meadow, S., & Mylander, C. (1998). Spontaneous sign systems created by deaf children in two cultures. Nature, 391(6664), 279-281.
Sauer, E., Levine, S. C., & Goldin-Meadow, S. (2010). Early gesture predicts language delay in children with pre- or perinatal brain lesions. Child Development, 81(2), 528-539.
Petitto, L. A., & Marentette, P. F. (1991). Babbling in the manual mode: Evidence for the ontogeny of language. Science, 251(5000), 1493-1496.
Holowka, S., & Petitto, L. A. (2002). Left hemisphere cerebral specialization for babies while babbling. Science, 297(5586)(5586), 1515-1515.
Tema 6 La vida de nuestros conceptos: el concepto de "otra mente"
Readings:
Gergely, G., Bekkering, H., & Király, I. (2002). Rational imitation in preverbal infants. Nature, 415(6873), 755-755.
Kovacs, A. M., Teglas, E., & Endress, A. D. (2010). The social sense: susceptibility to others' beliefs in human infants and adults. Science, 330(6012), 1830-1834.
Onishi, K. H., & Baillargeon, R. (2005). Do 15-Month-Old Infants Understand False Beliefs? Science, 308(5719), 255-258.
Tema 7 La vida de nuestros conceptos: el concepto de belleza
Readings:
Pascalis, O., de Haan, M., & Nelson, C. A. (2002). Is face processing species-specific during the first year of life? Science, 296(5571), 1321-1323.
Perrett, D. I., May, K. A., & Yoshikawa, S. (1994). Facial shape and judgements of female attractiveness. Nature, 368(6468), 239-242.
Perrett, D. I., Lee, K. J., Penton-Voak, I., Rowland, D., Yoshikawa, S., Burt, D. M. et al. (1998). Effects of sexual dimorphism on facial attractiveness. Nature, 394(6696), 884-887.
Penton-Voak, I. S., Perrett, D. I., Castles, D. L., Kobayashi, T., Burt, D. M., Murray, L. K. et al. (1999). Menstrual cycle alters face preference. Nature, 399(6738)(6738), 741-742.
Tema 8 La vida de nuestros conceptos: socialidad y reacciones morales
Readings:
Warneken, F., & Tomasello, M. (2006). Altruistic helping in human infants and young chimpanzees. Science, 311(5765), 1301-1303.
Tomasello, M., & Warneken, F. (2008). Human behaviour: Share and share alike. Nature, 454(7208), 1057-1058.
Warneken, F., & Tomasello, M. (2008). Extrinsic rewards undermine altruistic tendencies in 20-month-olds. Dev Psychol, 44(6), 1785-1788.
Kinzler, K. D., Dupoux, E., & Spelke, E. S. (2007). The native language of social cognition. Proceedings of the National Academy of Sciences of the United States of America, 104(30), 12577-12580.
Tema 9 Razonamiento y decisión: los modulos cognitivos y la racionalidad
Readings:
Excerpta from M. Piattelli-Palmarini, Los túneles de la mente, Editorial Crítica 2005 (en Castillano)
4. Avaluació
40% of the note: Every week, every student will be asked to read and comment on one-two articles. Comments must outline what the student understood of the articles, and the points that were not clear or understood. These comments will not be evaluated, but those who will not do it will loose point, up to 40% of the final note
20% of the note: Every week, a selected group of student will receive a subset of their colleagues' comments, and they will have to draft a summary of the comments, the unclear points and a draft of possible responses to these points. Every student will have to do this assignment only once, and the assignment will be evaluated
40% of the note: A final exam.
5. Bibliografia i recursos didàctics
5.1. Bibliografia bàsica
See Above
5.2. Bibliografia complementària
5.3. Recursos didàctics
Bibliography and information will be posted on:
http://web.me.com/lucabonatti/UPF-2010-Psicologia/Intro.html
The teacher will be available by email appointment.
6. Metodologia
7. Programació d'activitats