The subject introduces the students to the main theories on human behavior, deepening in the psychology of human communication. It contemplates the phenomenon of advertising from the perspective of evolutionary, individual and social, contributing methods for social analysis of the world of Advertising and Public Relations.
No pre-course requirements are needed to enrol in this subject
- Understand the psychological bases of the person to apply them to the world of Publicity and Public Relations.
- To know the main psychological theories about communication.
- 01 - The ability to adapt to varying circumstances
- 02 - The ability to understand, accept criticism and correct errors
- 04 - The ability to work in a team and autonomously
- 06 - The ability to develop academic rigour, responsibility, ethics and professionalism
- 07 - The ability to apply the deontology and respect for the audiovisual sector
- 08 - The ability of critical analysis, synthesis, concretion and abstraction
- 10 - The ability to confront difficulties and resolve problems
- 11 - The ability to generate debate and reflection
- 14 - Knowledge and mastery of rhetoric and oratory to communicate own ideas
- 16 - The ability to manage, analysis and reflect on content
- 18 - The capacity and development of general culture and interest in social events
- 37 - The ability to contextualize and critically analyze the organizational structure of global communication
At the end of the course students must be able to:
To interpret from a psychological perspective the personal, social and professional reality
Know how to manage intra and interpersonal relationships.
I Introduction to Psychology
Psychology, advertising and consumer psychology
II The art of persuasion: language, learning and memory
persuasion, manipulation and suggestion
III The language of the senses
Sensation and perception
Teaching and learning activities
Plenary lectures will alternate with classes in order to promote the different skills of matter. Those powers will focus on three main areas: analysis (interpretation, synthesis and abstraction), Debate (reflection, critical-propositional attitude and deliberation), cooperative and individual work (to encourage the development of autonomy and ethics).
To make more effective the work of master classes students will make short thematic readings. These readings will allow them to obtain resources for more conceptual rigor when classes participate in the plenary rigorously showing the assimilation of skills. This requires the active participation in the plenary classes will be essential to obtain the necessary knowledge for the subject.
|TRAINING ACTIVITY||ECTS CREDITS|
|Peer learning. The aim of this activity is to ensure that students gain the ability to analyse and be critical. One way of achieving this is by correcting their peers' exercises and results, etc. Each student will be evaluated twice: as both a recipient and a transmitter of critical knowledge.||0.5|
|Lectures. In lectures, lecturers/professors not only transmit content or knowledge, but also, and above all else, attitudes, motivation, skills and values, etc. They also ensure that participants can express their opinions and arguments to the other students.||3|
|Coaching. Monitoring how students learn the content of the subject, either individually or in groups. In the coaching sessions, mistakes will be corrected, queries answered, and exercises and activities to achieve the established objectives will be suggested.||0.5|
|Seminar. This activity will consist of taking an in-depth look at specific up-to-date topics in a monographic manner-in some cases these topics will have been debated socially-, via active work in small groups.||1|
|Practical workshop. A highly practical working activity, where students can acquire skills that are practical or also theoretical (intellectual skills, logical skills, critical skills, intellectual learning skills, study skills, quoting skills, etc).||1|
Evaluation systems and criteria
Continuous evaluation:60% Participation and Classroom and Home Practices (10% critical comment (reading). 25% Group work, 25% practical work in the classroom). Exam 40%.
In order for an activity or exam to average the rest, the mark must be a minimum of 5.
The works must follow the following guidelines:
Be correctly referenced following APA regulations.
Follow the spelling rules established by the university.
The regulations of the faculty in relation to misspellings and plagiarism will be strictly observed.
2ª call and others: 100% exam
Bibliography and resources
Guirbau, M. Dolors. (2014). Psicología de la comunicación. Barcelona: Ariel.
Kahneman, D. (2013) Pensar rápido, pensar despacio. Barcelona: Debolsillo.
Lancaster, S. (2015) Winning Minds. New York: Palgrave McMillan.
Redolar, D. (2015). Neurociencia cognitiva. Madrid: Editorial Médica Panamericana.
Bringué, X. (2010). Nacidos digitales. Una generación frente a las pantallas. Madrid: Rialp.
Briñol, P. (2001). Qué es Persuasión. Madrid: Biblioteca Nueva
Bur, R. & Nine, L. (2003). Psicología para principiante. México: Era Naciente
Cyrulnik, B. (2009). El murmullo de los fantasmas. Barcelona: Gedisa.
Garcia, S. (2011). Psicología Aplicada a la Publicidad. Madrid: Dykinson.
Girbau, D. (2014). Psicología de la comunicación. Barcelona: Ariel
Martínez, M. (2012). Psicología de la comunicación. http://diposit.ub.edu/dspace/bitstream/2445/30802/7/PsicologiaComunicaci%C3%B3nMMartinez_M.pdf
McGonigal, K. (2012). Autocontrol. Barcelona: Urano.
Méndiz, A. (2007). Nuevas formas publicitarias. Publicaciones y Divulgación Científica Universidad de Málaga
Méndiz, A. (2013). Teoría de la Publicidad. Valencia: Pasión por los libros.
Quintanilla, I. (2006). Psicología del consumidor. Barcelona: Pearson
Schiffman, R. (2010). Comportamiento del consumidor. Barcelona: Pearson
Slater, L. (2006). Cuerdos entre locos: grandes experimentos psicológicos del siglo XX. Barna: Alba.