Universitat Internacional de Catalunya

Psychophysiology

Psychophysiology
3
14036
4
Second semester
op
Main language of instruction: Spanish

Other languages of instruction: Catalan, English

Teaching staff


Students will be able to clarify any doubts and queries at the end of each class, or request an appointment by sending an e-mail to Dr María Antonia Arbós Vía (maarbos@uic.es).

Introduction

Psychophysiology is a multidisciplinary area, within the scope of neurosciences, which tries to understand the physiological mechanisms of the organism that correlate with the psychological processes that accompany human behaviour. It is based on the dual premise that human perception, thought, emotion and action are embodied and embedded phenomena; and on the fact that the measurement of different processes, both of the brain as a physical substrate and of the body, contain information that can help us to understand the human mind. Its level of analysis is the body's transactions with the physical and socio-cultural environment, taking into account the neurobiological foundations. The subject is studied in the first year and is considered basic and compulsory within the UIC Degree in Psychology.

Objectives

The general aim is to offer the student of Psychology a broad introductory vision of the theoretical bases and the most relevant empirical investigations of the fundamental psychophysiological processes. The specific objectives focus on presenting: the conceptualization of psychophysiology; the main methodologies used; the basic psychophysiological variables (electrical activity of the skin, cardiovascular, muscular and cerebral activity); as well as the biological/neural bases of specific psychophysiological processes (attention, perception, memory, learning, language, thought and emotions). The subject is mostly oriented in a practical way, trying to select in each topic the most important application areas (clinical) and their implications. Our intention is that by the end of the course, students are able to properly understand and use the appropriate terminology related to psychophysiology in a critical and reflective manner, and also to demonstrate some specific knowledge.

Competences/Learning outcomes of the degree programme

  • CE18 - The ability to identify the structures and processes involved in basic psychological functions and recognise the nature of individual differences.
  • CG13 - The ability to use information and communication technologies for distinct purposes.
  • CG08 - The capacity to interpret the content and scope of the information received or requested, orally or in writing, and process it appropriately according to the nature of the matter at hand.
  • CT03 - The capacity for analysis and synthesis.
  • CT05 - The ability to reason and assess situations and results from a critical, constructive point of view.
  • CT07 - The capacity to learn autonomously
  • CT09 - The ability to communicate adequately, both orally and in writing

Learning outcomes of the subject

Knowledge related

  • The student is able to recognise the place of psychophysiology in relation to the explanation of human behaviour and cognition, taking into account the complex reality of the human being.
  • The student knows how to identify the main study methods used in the field of psychophysiology.
  • The student knows how to recognise what attention is; how to identify its main anatomical and functional bases; and how to describe the main fields of application of the study of attention.
  • The student knows how to recognise the perceptive process and its importance for the cognitive system; knows how to evaluate the complexity of the phenomena involved in the perceptive processes at the anatomical and functional level, as well as their interrelation with other processes such as emotions; and knows how to identify the main fields of application of the study of perception.
  • The student knows how to recognise what memory is and its complexity, as well as its function in human behaviour; how to identify the main characteristics of the memory systems at the anatomical and functional level; and how to describe the main fields of application of the study of memory.
  • The student understands the physiological basis of learning, with special emphasis on the concepts of brain plasticity and synaptic plasticity, and knows the main fields of application of the study of learning.
  • The student knows how to identify the anatomical and physiological bases involved in the production, understanding, and acquisition of language; and knows the main fields of application of the study of language.
  • The student knows how to recognise the concept of executive functions, anatomical bases and functional aspects; knows the neural bases of social cognition; and identifies the main fields of application of the study of thought and social cognition.
  • The student knows how to identify what emotion is and what emotional phenomena are; how to synthesize the physiological characterization of emotions and their interaction with other psychological processes; and how to describe the main fields of application of the study of emotions.

Related to skills and abilities

  • The student knows how to search, select and manage specialised information using different technologies and sources of information.
  • The student knows how to extract the relevant information in a precise and concise manner.
  • The student is able to think in an analytical and critical way.
  • The student learns to work as part of a team.
  • The student improves oral and written skills.

Syllabus

Chapter 1  Introduction to Psychophysiology
      1.1 Conceptualization of psychophysiology
      1.2 Brief historical and contextual evolution
      1.3 Brain, neural networks, and brain dynamics

Chapter 2 Methods of study in Psychophysiology
      2.1 Neuroimaging techniques
      2.2 Stereotactic surgery and histological procedures
      2.3 Techniques for recording neuronal activity
      2.4 Neural activity stimulation techniques
      2.5 Study of the nervous system through brain damage
      2.6 Pharmacological techniques
      2.7 Techniques for recording neuronal activity
      2.8 Genetic techniques
      2.9 Behavioural testing

Chapter 3 Attention
      3.1 Concept
      3.2 Neurophysiology of attention: brain regions involved
      3.3 Chemical aspects of care
      3.4 Correlats fisiològics de l'atenció
      3.5 Attention and awareness
      3.6 Fields of application

Chapter 4 Perception
      4.1 Concept
      4.2  Processes of perception: from stimulation to behaviour
      4.3 Visceral perception and perception of physical symptoms
      4.4 Neural mechanisms: capture, transformation and transduction of perception
      4.5 Limits of sensory organs
      4.6 Fields of application

Chapter 5 Memory
      5.1 Concept
      5.2 Memory systems
      5.3 Sensory memory, working memory and long-term memory
      5.4 Brain regions involved
      5.5 Fields of application

Chapter 6 Learning
      6.1 Concept
      6.2 Brain plasticity and synaptic plasticity
      6.3 Neural bases of learning
      6.4 Laterality and communication
      6.5 Fields of application

Chapter 7 Language
      7.1 Concept
      7.2 Neuroanatomical bases: production and understanding of language
      7.3 Extracortical structures involved in language
      7.4 Hemispheric specialization
      7.5 Fields of application

Chapter 8 Thought
      8.1 Concept
      8.2 Biological aspects of human cognition
      8.3 Neuroanatomical basis of executive functions
      8.4 Neuroanatomical bases of numerical processing
      8.5 Neural bases of social cognition
      8.6 Fields of application

Chapter 9 Emotion
      9.1 Concept
      9.2 Innate nature of emotions
      9.3 Physiological changes and their perception and emotional expression
      9.4 Emotion and cognitive processes: anatomy and brain mechanisms of emotions
      9.5 Biochemical aspects of emotions
      9.6 Fields of application

Teaching and learning activities

In person



Directed Activities

  • Master classes and proposal of issues to be discussed with the active participation of students.
  • Viewing and discussing short videos or other media on the subject.
  • Working sessions based on readings of texts and articles (in Catalan, Spanish or English), audiovisual materials, and problem-solving and reflections on issues related to the subject of study.

Autonomous Activities

  • Thoughtful reading of the basic materials of the subject (content of the theoretical classes, manuals, articles of scientific journals).
  • Consultation of complementary material (articles, websites, etc.).
  • Study and memorization of basic concepts of the subject.
  • Preparation of a portfolio and narrative record

 

 

TRAINING ACTIVITY

METHODOLOGY

EVALUATION SYSTEM

Lectures will be the setting in which students will learn and use the terminology and linguistic structures related to the sphere of study, for the purpose of practising and developing oral and written communication skills and becoming familiar with the literature and instruction materials provided to better integrate the curricular content.
Case studies are a learning technique in which the subject is given the description of a specific situation that poses a problem, which must be understood, assessed and resolved by a group of people through discussion. Case studies are generally resolved in groups to promote student participation and develop their critical thinking skills. They also prepare students to make decisions, teaching them how to back up their arguments and contrast them with the opinions of the other group members.
A non-classroom activity that helps students consolidate their knowledge, something that is always necessary before starting a new task.
A non-classroom activity in which students undertake exercises autonomously, without the presence of the lecturer/professor. This is the stage in which most questions arise, but, as the option to immediately ask the question does not exist, students are forced to make an additional effort.

This is the method whereby students work on their own. In each subject, the students will complete assignments that reflect their autonomous learning experience. The students will also prepare themselves for lifelong learning by learning to use educational materials and multimedia resources autonomously. This will be where they learn to self-regulate learning and develop their time management skills.
Session in which the lecturer presents and explains the course content. This learning methodology allows for the use of audiovisual methodologies that support the content description. Students may interact and actively participate in this session.
Debates and discussion in large and small groups, which help develop the students’ critical thinking and judgement skills. This method encourages participation and initiative, the asking of constructive questions and the presentation of new problems that promote critical thinking.
This is where the students consolidate what they have learned through study, the looking up of information, the processing of data and the process of integration.

A circuit with 12-20 stations in which the person being evaluated must carry out a series of tasks in a certain period of time. The format will vary and may include procedures with standardised patients, computerised cases, the evaluation of a test, the preparation of a report, the interpretation of test results, problem solving, etc., all of which make it possible to evaluate the students’ performance, skills and competences in a standardised manner.
The students’ active attendance in class reflects their degree of involvement in the form of interest and their interaction with the lecturer and the rest of their classmates.
An individual written test that includes the most general and relevant aspects of the subject matter under evaluation. These exams will assess the students’ capacity to listen and understand the main ideas of the course content, as well as their capacity to understand the literature specific to their area of study and use the relevant terminology. On the other hand, the written exams will also assess concepts specific to the degree programme’s various subjects. They will be structured into partial and/or final exams, final exercises, online questionnaires and the analysis of scientific articles.
Registry in which the students compile evidence of their learning and improvement on an ongoing basis as proof of what they have learned. This proves useful in developing cross-disciplinary competences related to professionalism and professional ethics. It helps them manage the learning process, particularly autonomous learning, and certify competences. Open and semi-structured registry of one’s conduct, such as a field diary.
The resolution of cases will be used to assess the students’ capacity to apply the theoretical content learned in class in a real or simulated situation.

Evaluation systems and criteria

In person



The evaluation consists of the following sections:

  • 10% - Partial exam. Individual multiple-choice test. It includes all the subject matter taught up to the class before the test day.
  • 50% - Final exam. Individual multiple-choice test. It includes all the subject matter taught during the course and the recommended contents in the bibliography. It is required to pass this test with a 5 in order to pass the subject.
  • 40% - Portfolio and narrative record. The student must create 3 Portfolios and record evidence of his/her learning and improvement, and submit them on the dates indicated at the beginning of the term course. It is required to pass this test with a 5 in order to pass the subject.

Students who do not succeed, may be reevaluated by means of a multiple choice test including all the activities carried out during the term course. It is essential to pass this test with a 5 in order to pass the course. Students who have passed any of the parts (partial exam or portfolio) in the ordinary call will keep the mark for the extraordinary call.

Bibliography and resources

Teaching and learning material


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