Course Information
TitleRESEARCH FRONTIERS IN PSYCHOLOGY / RESEARCH FRONTIERS IN PSYCHOLOGY
CodeERA-200
FacultyPhilosophy
SchoolPsychology
Cycle / Level1st / Undergraduate, 2nd / Postgraduate
Teaching PeriodWinter/Spring
CommonNo
StatusActive
Course ID600000006

Programme of Study: PPS Tmīmatos PSychologías (2017-sīmera)

Registered students: 10
OrientationAttendance TypeSemesterYearECTS
KORMOSElective Courses8410

Class Information
Academic Year2019 – 2020
Class PeriodSpring
Faculty Instructors
Weekly Hours3
Total Hours39
Class ID
600161907
Mode of Delivery
  • Face to face
Erasmus
The course is also offered to exchange programme students.
Language of Instruction
  • English (Instruction, Examination)
Prerequisites
General Prerequisites
There are no prerequisites for the course
Learning Outcomes
As regards cognitive aging, the students are expected to acquire basic knowledge about higher- and lower-level-cognitive- functions in healthy and pathological ageing. They will also be able to develop basic skills as regards the administration of main psychometric and neuropsychological instruments usually used to screen for cognitive decline and dementia. By the end of the part «understudying working memory” students are expected to (a) Be able to describe all current theories and models about the structure and function of working memory. (b) To understating the specific scientific methods used to investigate working memory function. (c) To critically evaluate empirical data about the structure and function of working memory (d) Be able to grasp the role working memory plays in higher order cognitive tasks. As regards the section "Stress and the brain", students are expected to demonstrate knowledge of a) the stress response, b) the impact of stress on specific brain areas and aspects of behavior that are mediated by these areas. As regards the section "Selected Issues in Cognitive Science", students are expected to demonstrate knowledge of key subjects of conteomporary Cognitive Science. By the end of the “social psychological approaches to immigration and intergroup contact” section students are expected : a) to understand immigration and intergroup phenomena through the lens of social psychological theories and concepts b) be familiar with the main strands of research on these topics c) recognize potential social implications of different theoretical and methodological approaches
General Competences
  • Work autonomously
  • Work in an international context
  • Work in an interdisciplinary team
  • Advance free, creative and causative thinking
Course Content (Syllabus)
"Cognitive ageing": in the subsection of cognitive ageing the course covers subjects related to population processes and cognitive ageing, genetic and environmental influences on cognitive change, social structure and cognitive change, patterns of cognitive ageing,main theories of lifespan development and ageing, challenges in attention, age-related changes in memory systems, executive functions, problem solving, expertise, and wisdom in ageing. Concerning the part “understanding working memory”, the topics that will be covert concern the theories and models about working t memory function, the different approaches to working memories dynamics, working memory’s relation with other memory systems and its role in learning. Finally, we will investigate the recent attempts to enhance working memory’s potential. "Stress and the brain": The topics that will be covered include the effects of stress on markers of synaptic plasticity and cognitive/emotional aspects of behavior. Findings from both human and animal research will be presented. "Selected Issues in Cognitive Science": The topics that will be covered include a)Representations and Concepts, b) The Language of Thought Hypothesis, c) Does Consciousness cause or control Behavior? The section “social psychological approaches to immigration and intergroup contact” will cover issues related to the study of identity and immigrants’ integration processes, intergroup contact and forms of racism and social exclusion in the host society.
Keywords
higher-order cognitive functions; age-related change; lifespan development; stress; neuroplasticity; animal models; representations; concepts; Thought Hypothesis; consciousness
Educational Material Types
  • Notes
  • Slide presentations
  • Multimedia
  • Book
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
  • Use of ICT in Communication with Students
Description
Use of audio-visual material Email to communicate with the students
Course Organization
ActivitiesWorkloadECTSIndividualTeamworkErasmus
Lectures1174.5
Seminars130.5
Reading Assigment401.5
Project200.8
Written assigments682.6
Exams20.1
Total26010
Student Assessment
Description
As regards the section of cognitive ageing, the evaluation is based on three power point presentations that are being carried out during the semester (30%), and on written final exams (70%). As regards the section "Stress and the brain", the evaluation will be based on a written final exam (60%) and two (2) research reports (40%). Concerning the part "working memory" students will be evaluated on a basis of a written final exam.
Student Assessment methods
  • Written Exam with Short Answer Questions (Summative)
  • Written Assignment (Summative)
  • Performance / Staging (Formative)
Bibliography
Course Bibliography (Eudoxus)
Section "Stress and the brain" Biopsychology (4th ed.)/John P. J. Pinel). Boston: Allyn & Bacon Section "Cognitive Science" Eysenk M.W. (2006) Fundamentals of Cognition N.Y. Psychology Press (Chapter 21) Fodor J. (1998) Concepts Oxford U.P. Fodor J. (2008) LOT 2 Oxford University Press Libet B. (2004) Mind Time Harvard U. P. (selections) Wegner, D.M. (2002) The Illusion of Conscious Will MIT Press (selections) Section "Understanding working memory" Baddeley, A. D. & Logie, R. H. (1999). Working memory: The multiple-component model. In: A. Miyake and P. Shah (eds), Models of working memory: Mechanisms of active maintenance and executive control. (28-61). New York, NY: Cambridge University Press. Holmes, J., Gathercole, S. (2014) Taking working memory training from the laboratory into schools, Educational Psychology: An International Journal of Experimental Educational Psychology, 34(4), 440-450 Gathercole, S. E. Dunning, D., Holmes, J. (2012) Cogmed training: Let's be realistic about intervention research, Journal of Applied Research in Memory and Cognition, 1(3), 201-203 Gathercole, S.E. and Baddeley, A.D. (1993). Working memory and language. Lawrence Erlbaum Associates. Section: social Psychological approaches to immigration and intergroup contact Billig, M. (1995). Banal nationalism. sage. Brown, R. (2011). Prejudice: Its social psychology. John Wiley & Sons. Chryssochoou, X. (2004). Cultural diversity: Its social psychology. Blackwell Publishing. Wetherell, M. (Ed.). (1996). Identities, groups and social issues (Vol. 3). Sage.
Additional bibliography for study
As regards cognitive ageing, indicative bibliography is given on "e-learning". The students should also be able to find articles related to their presentations using the scientific databases. Όσον αφορά την ενότητα της "γνωστικής γήρανσης", ενδεικτική βιβλιογραφία δίνεται στη σελίδα ου μαθήματος (e-learning). Oι φοιτητές θα πρέπει επίσης να κάνουν χρήση επιστημονικών άρθρων χρησιμοποιώντας τις επιστημονικές βάσεις. As regards the section "Stress and the brain", research papers related to the topics will be given. Όσον αφορά στην ενότητα "Στρες και εγκέφαλος", θα δοθούν στους φοιτητές επιστημονικά άρθρα σχετικά με τα θέματα που θα καλυφθούν στις διαλέξεις. Όσον αφορά την ενότητα «κοινωνιο-ψυχολογικές προσεγγίσεις της μετανάστευσης και της διομαδικής επαφής» επιπλέον βιβλιογραφία θα αναρτάται στη σελίδα του μαθήματος στο e-learning As far as the section on “social psychological approaches to immigration and intergroup contact” is concerned additional bibliography will be posted on elearning
Last Update
25-11-2019