ECTS credits ECTS credits: 6
ECTS Hours Rules/Memories Student's work ECTS: 99 Hours of tutorials: 3 Expository Class: 24 Interactive Classroom: 24 Total: 150
Use languages Spanish, Galician
Type: Ordinary Degree Subject RD 1393/2007 - 822/2021
Departments: Social, Basic and Methodological Psychology
Areas: Basic Psychology
Center Faculty of Psychology
Call: First Semester
Teaching: With teaching
Enrolment: Enrollable | 1st year (Yes)
1. COGNITIVE
• Bring the psychology concept closer to students through analysis of its origin and development over the different historic-scientific periods.
• To offer a view of evolution of the main psychological schools, authors and ideas that contributed to construction of psychology as a scientific discipline.
• To analyze changes happened in the different psychological schools and their influence on evolution of object, method, and theories; as well as the implications that they have for the present psychology.
• To achieve that the students gain a basic and objective knowledge of the different fields of psychology and of the most representative authors that marked a stage.
2. PROCEDURAL
• To familiarize the students with the historiographic methodologies.
• To provide and teach to manage basic tools for procurement of documents and text analysis.
• To develop in students the ability to interpret the different paradigms and the weaknesses and strengths of each one.
3. ATTITUDINAL
• To encourage in students a critical attitude that allows her/him to understand and assimilate the diversity of theoretical-scientific positions present in the discipline.
• To encourage the respect and tolerance to theoretical plurality of psychology.
FIRST PART: PSYCHOLOGY IN EUROPE
Lesson 1. GREAT BRITAIN; FROM BIOLOGY TO PSYCHOLOGY
- The beginnings of psychology in Great Britain and its evolution
- The birth of applied psychology
- Origin of the tests
- Development of applied psychology
Lesson 2. FRANCE AND AUSTRIA; FROM MEDICINE TO PSYCHOLOGY
- Beginnings and evolution of psychology in France (rationalist tradition)
- The birth of clinical psychology
- The birth of psychiatry
- The birth of psychoanalysis
Lesson 3. GERMANY: FROM EXPERIMENTATION TO PSYCHOLOGY
- Origin of the academic and experimental psychology
- Experimental studies of basic processes
- First systematic studies on memory and thinking
- German schools
SECOND PART: PSYCHOLOGY IN USA
Lesson 4: THE BEHAVIORIST PSYCHOLOGY
- The echoes of animal psychology
- The behaviorist manifesto
- The golden age of behaviorism
- The decline of the behavior psychology
Lesson 5: THE COGNITIVE SCIENCE
- Transition of paradigms: from behaviorism to cognitivism
- First cognitive theories
- The golden age of cognitivism
- The maturity of the cognitive science: debates and new tendencies
Lesson 6: THE HEIGHT OF THE APPLIED PSYCHOLOGY
- The scientific, applied, and professional psychology
- Psychology and society
- Psychologists in the social controversy
INTERACTIVE CONTENTS
PRACTICE 1 (2 sessions). Historiographical resources and scientific reports (value 0.5 points)
PRACTICE 2 (3 sessions). Discussion about the scientific nature of psychology. Its philosophical and scientific anchors. (value 1 point)
PRACTICE 3 (3 sessions). Psychological models through the cinema. (value 1 point)
PRACTICE 4 (3 sessions). Discussion about consciousness. Establishment of the psychology of adaptation in USA. From mentalism to behaviorism. (value 1 point).
PRACTICE 5 (2 sessions). The psychological society. Psychology during the II World War. The development of the psychological society- The professional psychology (value 0,5 points)
RECOMMENDED BIBLIOGRAPHY
Danziger, K. (2010). Problematic encounter: Talks on psychology and history. Open access eBook retrieved from (15) Problematic Encounter: Talks on Psychology and History (2010) | Kurt Danziger - Academia.edu
Green, C. D. (2009). Darwinian theory, functionalism, and the first American psychological revolution. American Psychologist, 64(2), 75-83. DOI: 10.1037/a0013338
Gutiérrez, G. (2009). Charles Darwin (1809-1882): su legado para la psicología. Universitas Psychologica, 8(1), 247-254. Doi: (PDF) Charles Darwin (1809-1882): Su Legado para la Psicología (researchgate.net)
Hothersall, D. (1997). Historia de la psicología. México, D. F.: McGraw-Hill.
Kahneman, D. (2012). Pensar rápido, pensar despacio. Barcelona: Debate.
Leahey, T.H. (2013). Historia de la Psicología. (7º Ed). Madrid: Pearson.
McCoy, A. W. (2006). A Question of torture. CIA interrogation, from the Cold War to the War on Terror. New York: Henry Holt and Company.
Soufan, A. (2020). The Black Banners (Declassified): How torture derailed the War on Terror after 9/11. W. W. Norton & Company.
BASIC AND GENERAL
CB1 - That students have demonstrated to possess and understand knowledge in an area of study that starts from the base of general secondary education, and it is usually found at a level that, although supported by advanced textbooks, also includes some aspects which imply knowledge coming from the forefront of their field of study
CB2 - That students know how to apply their knowledge to their work or vocation in a professional manner and have the skills that are usually demonstrated through the elaboration and defense of arguments and the resolution of problems within their area of study
CB3 - That students have the ability to gather and interpret relevant data (usually within their area of study) to make judgments that include a reflection on relevant issues of social, scientific or ethical nature
CB4 - That students can transmit information, ideas, problems and solutions to a specialized and non-specialized public
CB5 - That students have developed those learning skills necessary to undertake further studies with a high degree of autonomy
CG1 - That they have the capacity to approach their professional and formative activity with respect to the Code of Ethics of the psychologist, which includes, among other more specific, the principles of respect and the promotion of the fundamental rights of the people, equality between people, the principles of universal accessibility and design for all and democratic values, and a culture of peace.
TRANSVERSALS
CT1 - Ability to synthesize
CT2 - Ability to solve problems and make decisions
CT3 - Ability to work in a team and collaborate with other professionals
CT4 - Self-critical ability
CT5 - Communication capacity
CT6 - Ability to develop and maintain up-to-date competences, skills and knowledge of the profession
SPECIFIC
CE1 - Demonstrate knowledge and understanding of the functions, characteristics, contributions and limitations of the different theoretical models of Psychology.
CE14 - Know how to prepare psychological reports in different fields of action, aimed at the recipients and other professionals
CE15 - Knowing how to comply with the deontological obligations of Psychology
EXPOSITIONAL CLASSES
The teacher will explain the contents of lessons, indicating the sections, the objectives that must be achieved and the basic bibliography. This information will serve as a guide in the learning process of students.
INTERACTIVE CLASSES
The teacher will explain the seminar content focusing on the objective of work that the students must plan and carry out, summing up the action guidelines appropriate for work execution. It will encourage the development of skills to work in group and during the exposition it will make questions to provoke debate. In addition, it will emphasize the need of resorting to procurement of information related to theoretical contents addressed in expositional classes, in order to reach a suitable resolution for the exposed problem.
INDIVIDUAL WORK OF STUDENTS
All the contents that make up the subject, whether expositional or interactive, go with a series of individual work activities of students whose goal is to consolidate and reinforce their learning process.
TUTORIALS
The purpose of tutorials is to resolve one-time doubts related to the theoretical contents, and to lead works that will be carrying out in the different seminars. They are support for both individual and group work. These tutorials can be also conducted throughout the four-month period by means of the online course.
ONLINE TEACHING
The subject of History of Psychology uses the online platform of University of Santiago de Compostela as a support tool. In this online course, all the information related to the subject can be consulted, as well as individual tutorials can be conducted.
Evaluation will be continuous.
The theoretical contents will be evaluated by means of two midterm exams carried out throughout the four-month period. The scores obtained will mean the 60% of the final mark.
The contents worked in the seminars will be assessed in the interactive classes by means of text commentaries, questions, and in-class exercises, in addition to a work in group that summarizes the acquired knowledge along the four-month period, which will be publicly expounded. The score obtained in this module will mean 40% of the final mark.
The final mark obtained will be the result of adding up the mark obtained with the theoretical contents and that of the contents worked in the interactive classes. In the assessment, the active participation of students will be kept in mind, information procurement, exposition’s quality, etc.
Every student who does not reach, along the four-month period, the pass by means of the continuous evaluation, must attend the final exam.
The students who have been given "exemption for class attendance", they must make contact with the teacher responsible of the classes in order to be indicated the alternative activities they must do obligatorily.
In order to achieve the objectives that were determined in the subject program, the work time that was estimated as necessary is of about 150 hours, which should be distributed in the next way:
• 35 attendance hours for the theory study. And 60 hours of reading or individual study.
• For the seminars, in addition to the 15 attendance hours, 40 work hours more will be required (whether in individual or in group work).
• For the theory evaluation process, it has been calculated a maximum of one hour each exam.
• Class attendance, besides to be obligatory, helps to understand the subject and makes easier its study.
• Attendance and participation in seminars complete the theoretical training and, moreover, facilitate study and understanding the theoretical and practical contents.
• By applying the learning theories, we have to say you that distributed learning is much more efficient than massed learning.
At the beginning of the course, it will put at students’ disposal a complete study guide where they can find, in an exhaustive way, all the subject contents that are going to be addressed, as well as a detailed temporal distribution of the development of the different activities that are planned. It is essential that students regularly consult this guide.
Antonio Alfonso Álvarez Cruz
Coordinador/a- Department
- Social, Basic and Methodological Psychology
- Area
- Basic Psychology
- Phone
- 881813909
- antonio.alvarez.cruz [at] usc.es
- Category
- Professor: University Lecturer
| Thursday | |||
|---|---|---|---|
| 09:00-10:15 | Grupo /CLE_01 | Spanish | Classroom 1 |
| 10:15-11:30 | Grupo /CLE_02 | Spanish | Classroom 2 |
| Friday | |||
| 09:00-10:15 | Grupo /CLE_02 | Spanish | Classroom 2 |
| 10:15-11:30 | Grupo /CLE_01 | Spanish | Classroom 1 |
| 01.20.2025 09:30-12:00 | Grupo /CLE_02 | Classroom 3 |
| 01.20.2025 09:30-12:00 | Grupo /CLE_01 | Classroom 3 |
| 01.20.2025 09:30-12:00 | Grupo /CLE_01 | Classroom 5 |
| 01.20.2025 09:30-12:00 | Grupo /CLE_02 | Classroom 5 |
| 01.20.2025 09:30-12:00 | Grupo /CLE_02 | Classroom 6 |
| 01.20.2025 09:30-12:00 | Grupo /CLE_01 | Classroom 6 |
| 01.20.2025 09:30-12:00 | Grupo /CLE_02 | Classroom 7 |
| 01.20.2025 09:30-12:00 | Grupo /CLE_01 | Classroom 7 |
| 06.16.2025 09:30-12:00 | Grupo /CLE_01 | Classroom 3 |
| 06.16.2025 09:30-12:00 | Grupo /CLE_02 | Classroom 3 |
| 06.16.2025 09:30-12:00 | Grupo /CLE_01 | Classroom 6 |
| 06.16.2025 09:30-12:00 | Grupo /CLE_02 | Classroom 6 |
| 06.16.2025 09:30-12:00 | Grupo /CLE_02 | Classroom 7 |
| 06.16.2025 09:30-12:00 | Grupo /CLE_01 | Classroom 7 |