PSYb2580 Cognition, emotions and motivation - integrative perspective

Faculty of Social Studies
Spring 2020
Extent and Intensity
1/1/0. 5 credit(s). Type of Completion: zk (examination).
Teacher(s)
Mgr. Lenka Štěpánková, Ph.D. (lecturer)
Mgr. Miroslav Šipula (lecturer)
doc. Mgr. Stanislav Ježek, Ph.D. (lecturer)
Mgr. Martin Pírko, Ph.D. (lecturer)
Mgr. Jiří Ammer Ceh (assistant)
Mgr. Jakub Kraus, Ph.D. (assistant)
Guaranteed by
Mgr. Lenka Štěpánková, Ph.D.
Department of Psychology – Faculty of Social Studies
Contact Person: Mgr. Lenka Štěpánková, Ph.D.
Supplier department: Department of Psychology – Faculty of Social Studies
Timetable
Wed 14:00–15:40 P52
Prerequisites
! PSY258 General psychology - metacognition
Recommended: PSYb1050 Psychology of cognitive processes PSYb1060 Psychology emotion and motivation
Course Enrolment Limitations
The course is only offered to the students of the study fields the course is directly associated with.
fields of study / plans the course is directly associated with
there are 18 fields of study the course is directly associated with, display
Course objectives
This course follows up on the courses PSYb1050 Psychology of cognitive processes and PSYb1060 Psychology of emotion and motivation

The course is conceived as a "workplace" for integration of different psychological fields: e. g. cognitive, emotional, motivational.

Self-reflection, reflection and analysis of psychological processes (listed below) from these viewpoints are presented as ways to develop metacognitive knowledge.

Critical thinking, a processual perspective, ability to apply learned theories into everyday-life situations.
Learning outcomes
At the end of this course, student should be able to:

1. understand main concepts, concept relations, phenomena, in the areas mentioned below; understand and use precisely the terminology in these areas.

2. know and critically appraise the main theoretical approaches in the area of cognition, emotions and motivation.

3. integrate the knowledge of cognition, emotions and motivation.

4. apply a critical thinking into and analysis of a everyday life problem.
Syllabus
  • 1. Consciousness and self awareness process
  • 2. Intelligence
  • 3. Learning
  • 4. Problem solving in behavioral economics
  • 5. Mental representation (MR)
  • 6. Exacutive functions
  • 7. Emotions in cognition
Literature
    required literature
  • EYSENCK, Michael W. and Mark T. KEANE. Kognitivní psychologie. Translated by Miroslav Filip. Vyd. 1. Praha: Academia, 2008, 748 s. ISBN 9788020015594. info
  • REEVE, Johnmarshall. Understanding motivation and emotion. Seventh edition. Hoboken, N.J.: Wiley Custom, 2018. xix, 540. ISBN 9781119510260.
  • Klein, S. B. (2018). Learning: Principles and applications. Sage Publications.
    recommended literature
  • Já :o mozku, vědomí a sebeuvědomování. Edited by Koukolík Frantisek - Lenka Sčerbaničová - Jan Serých. 1 online r. ISBN 9788024623931. info
  • The seven sins of memory (Orig.) : Sedm hříchů paměti : jak si pamatujeme a zapomínáme. info
  • KAHNEMAN, Daniel. Myšlení - rychlé a pomalé. Translated by Eva Nevrlá. Vydání první. V Brně: Jan Melvil, 2012, 542 stran. ISBN 9788087270424. URL info
  • Handbook of metacognition in education. Edited by Douglas J. Hacker - John Dunlosky - Arthur C. Graesser. 1st pub. New York: Routledge, 2009, ix, 449. ISBN 9780203876428. info
  • STERNBERG, Robert J. Kognitivní psychologie. Translated by František Koukolík. Vydání druhé. Praha: Portál, 2009, 636 stran. ISBN 9788073676384. info
  • DUNLOSKY, John and Janet METCALFE. Metacognition. Los Angeles: Sage, 2009, ix, 334. ISBN 9781412939720. info
  • GARDNER, Howard. Dimenze myšlení : teorie rozmanitých inteligencí. Translated by Eva Votavová. Vydání první. Praha: Portál, 1999, 398 stran. ISBN 8071782793. info
    not specified
  • • Veenman, M. V., Van Hout-Wolters, B. H., & Afflerbach, P. (2006). Metacognition and learning: Conceptual and methodological considerations. Metacognition and learning, 1(1), 3-14.
  • • Searle, J. (1990). Is The Brain’s Mind A Computer Program? Scientific American, 262(1), 26–31.
  • GOULD, Stephen Jay. Jak neměřit člověka : pravda a předsudky v dějinách hodnocení lidské inteligence. Translated by Anton Markoš. Praha: Lidové noviny, 1998, 436 s. ISBN 8071061689. info
Teaching methods
1. Lectures
2. An essay ("The relation between human cognition and emotions.")
3. Study of a literature
Assessment methods
Student's work evaluation includes the evaluation of:

1. An essay (20 points)
2. Computer-based final exam (50 points)

The whole description of all the evaluation system details will be available (in Czech) in the Interactive syllabus within the Information System of MU.
Language of instruction
Czech
Teacher's information
https://is.muni.cz/auth/predmet/fss/jaro2020/PSYB2580
Interactive syllabus (in Czech): https://is.muni.cz/auth/el/fss/jaro2020/PSYb2580/index.qwarp?mode=edit

Teachers´ contacts:

Mgr. Lenka Štěpánková, Ph. D., Room 2.47, Office hours: Tu. 14 - 16:00, ideally upon email agreement.

Mgr. Miroslav Šipula, Room 2.54, Office hours ideally upon email agreement.: miro@fss.muni.cz.

The course is also listed under the following terms Spring 2021, Spring 2022, Spring 2023, Spring 2024, Spring 2025.
  • Enrolment Statistics (Spring 2020, recent)
  • Permalink: https://is.muni.cz/course/fss/spring2020/PSYb2580