COGNITIVE AND AFFECTIVE PROCESSES IN OLDER ADULTS
| Title | ΓΝΩΣΤΙΚΕΣ ΚΑΙ ΘΥΜΙΚΕΣ ΔΙΕΡΓΑΣΙΕΣ ΣΕ ΗΛΙΚΙΩΜΕΝΟΥΣ / COGNITIVE AND AFFECTIVE PROCESSES IN OLDER ADULTS |
| Code | ΜΣ-102 |
| Faculty | Philosophy |
| School | Psychology |
| Cycle / Level | 2nd / Postgraduate |
| Teaching Period | Winter/Spring |
| Coordinator | Despoina Moraitou |
| Common | Yes |
| Status | Active |
| Course ID | 480001846 |
Programme of Study: PMS Máthīsī kai Synaísthīma se Néous kai Īlikiōménous (2016-sīmera)
Registered students: 13
| Orientation | Attendance Type | Semester | Year | ECTS |
|---|---|---|---|---|
| KORMOS | Compulsory Course | 1 | 1 | 10 |
| Academic Year | 2016 – 2017 |
| Class Period | Winter |
| Faculty Instructors |
|
| Weekly Hours | 2 |
| Total Hours | 26 |
| Class ID | 600062464
|
Course Type 2016-2020
- Scientific Area
Course Type 2011-2015
Specific Foundation / Core
Mode of Delivery
- Face to face
Digital Course Content
- e-Study Guide https://qa.auth.gr/en/class/1/600062464
- eLearning (Moodle):
Language of Instruction
- Greek (Instruction, Examination)
- English (Instruction)
Prerequisites
General Prerequisites
Students should have a basic level of knowledge of developmental psychology or/and lifespan developmental psychology and geropsychology.
Learning Outcomes
Upon successful completion of the course, postgraduate students:
1. will obtain special knowledge about the processes of lifespan development and aging of cognition.
1. will obtain special knowledge about lifespan development and aging of affect, and about the relationships between affect, cognitive functions, and social cognition in aging;
2. will be able to design interventions for maintaining and increasing positive affect and subjective wellbeing with advancing age, and for enhancing cognitive functions and social cognition skills;
3. will be familiar enough with research methods on cognitive and emotional aging, in order to be able to plan and carry out an experimental study on these areas.
General Competences
- Apply knowledge in practice
- Retrieve, analyse and synthesise data and information, with the use of necessary technologies
- Adapt to new situations
- Make decisions
- Work autonomously
- Work in teams
- Work in an international context
- Work in an interdisciplinary team
- Generate new research ideas
- Design and manage projects
- Appreciate diversity and multiculturality
Course Content (Syllabus)
The course covers the following topics: Definition and principles of lifespan development and aging. Methods of study of lifespan developmental processes and cognitive aging. Lifespan cognitive development: changes in intelligence and in specific cognitive functions. Cognitive control (executive functions), "vascular hypothesis of cognitive aging" and "frontal aging". Lifespan development of affect: changes in emotional experience, in affect regulation, and in emotion recognition. Effects of affective and social factors on cognitive functions in older adults. Social cognition and Theory of Mind (ΤοΜ) reasoning in lifespan development and aging. Cognitive enrichment programs (interventions) in cognitively healthy, cognitively frail, diagnosed with MCI, or/and demented older adults. Active aging, positive aging.
Keywords
cognitive aging, cognitive control, affective lifespan development, social factors related to cognitive aging, social cognition, active aging
Educational Material Types
- Slide presentations
- Multimedia
- Book
Use of Information and Communication Technologies
Use of ICT
- Use of ICT in Course Teaching
- Use of ICT in Laboratory Teaching
- Use of ICT in Communication with Students
- Use of ICT in Student Assessment
Description
-presentation of computerized instruments measuring affective processes and Theory of Mind in aging
-use of statistical programs for research data processing
-use of powerpoint for students' presentations
-Skype, email, moodle
Course Organization
| Activities | Workload | ECTS | Individual | Teamwork | Erasmus |
|---|---|---|---|---|---|
| Lectures | 25 | 0.8 | ✓ | ||
| Seminars | 25 | 0.8 | ✓ | ||
| Laboratory Work | 50 | 1.7 | ✓ | ✓ | |
| Reading Assigment | 50 | 1.7 | ✓ | ✓ | |
| Project | 75 | 2.5 | ✓ | ✓ | |
| Written assigments | 75 | 2.5 | ✓ | ✓ | |
| Total | 300 | 10 |
Student Assessment
Description
a. Written examination at the end of the semester (60% of total score)
b. Preparation and presentation of three studies (two theoretical studies and one empirical project)(40% of total score)
Student Assessment methods
- Written Exam with Extended Answer Questions (Summative)
- Written Assignment (Formative)
- Performance / Staging (Formative)
- Labortatory Assignment (Formative)
Bibliography
Course Bibliography (Eudoxus)
Bosworth, H., & Hertzog, C. (Eds.) (2009). Aging and cognition. Washington, DC: APA
Additional bibliography for study
Bengtson, V. L., Gans, D., Putney, N. M., & Silverstein, M. (Eds.) (2009). Handbook of theories of aging. New York: Springer.
Efklides, A., & Moraitou, D. (Eds.) (2013). A positive psychology perspective on quality of life. New York: Springer.
Fernandez-Ballesteros, R. (Ed.) (2007). Geropsychology: European perspectives for an aging world. Cambridge, MA: Hogrefe.
Hartman-Stein, P., & La Rue, A. (Eds.) (2011). Enchancing cognitive fitness in adults. New York: Springer.
Hofer, S. M., & Alwin, D. F. (Eds.) (2008). Handbook of cognitive aging: interdisciplinary perspectives. Thousand Oaks, California: Sage.
Είναι απαραίτητη η ατομική αναζήτηση άρθρων δημοσιευμένων πρόσφατα, σε έγκριτα επιστημονικά περιοδικά σχετικά με το γήρας (π.χ., Psychology and Aging, Psychogeriatrics, Gerontologist, etc).
Last Update
19-03-2017
