FF:PSD_08 Specialized discipline - Course Information

PSD_08 Specialized discipline (General Psychology, Developmental Psychology, Clinical Psychol., Social Ps.)

Extent and Intensity

0/0/0. 20 credit(s). Type of Completion: zk (examination).

Teacher(s)

prof. PhDr. Marek Blatný, DrSc. (lecturer)
prof. PhDr. Mojmír Svoboda, CSc. (lecturer)
prof. PhDr. Josef Švancara, CSc. (lecturer)
doc. PhDr. Mojmír Tyrlík, Ph.D. (lecturer)
prof. PhDr. Tomáš Urbánek, Ph.D. (lecturer)
doc. PhDr. Lubomír Vašina, CSc. (lecturer)

Guaranteed by

doc. PhDr. Mojmír Tyrlík, Ph.D.
Department of Psychology – Faculty of Arts
Contact Person: Jarmila Valchářová

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

• Clinical Psychology (programme FF, D-PS) (2)
• General Psychology (programme FF, D-PS) (2)
• Social Psychology (programme FF, D-PS) (2)
• Developmental Psychology (programme FF, D-PS) (2)

Course objectives

General psychology: Student should have knowledge of both classical and new models and theories in psychology. These models should be used in his/her doctoral thesis and student has to explain it with respect to the research problem. He/she has to have complex knowledge of philosophy of science, methodology and research methods and he/she should be able to use and explain these knowlege in his/her research. Social psychology: The aim is to provide up to date knowledge of current scientific methods and analytic techniques, theoretical and research advances in the field and new topics such as automaticity in social life, social stigma, and evolutionary perspective on social psychology. Developmental psychology: The aim of the course is to survey the major areas of lifespan developmental psychology. The course emphasizes an understanding of the important methods, terms, theories, and findings in the field of lifespan psychology. All students will write theory-relevant critiques to analyze methodology for understanding its particularities in this field, and to aid in the design of one's own research. Clinical psychology: The aim is to provide up to date knowledge of current specifics of clinical psychology, psychology of health, psychosomatic medicine and other medicine and non-medicine related branch of knowledge. Subject will resulted in practical and theoretical consequences to the intent of applied science.

Syllabus

• Social psychology: 1. History of social psychology. 2. Methodological issues: Research design (experimentation, survey methods) measurement and data analysis. 3. Intrapersonal phenomena: Attitude structure, function & change, mental representation & memory, control & automaticity in social life, behavioral decision making & judgment, motivation, emotions. 4. Personal phenomena: The self, social development in childhood and adulthood, gender. 5. Interpersonal phenomena: Language & social behavior, nonverbal communication, influence, social norms, conformity & compliance, attraction & close relationships, altruism & prosocial behavior, aggression & antisocial behavior, stereotypes, prejudice, & discrimination. 6. Collective phenomena: Small groups, social conflict, social stigma, intergroup relations, social justice & social movements, 7. Interdisciplinary perspectives: Health behavior, psychology and law, psychology of organizations, attitude & action in the realm of politics, social psychology & world politics. 8. Emerging perspectives: The cultura matrix of social psychology, evolutionary social psychology. Literature Books: Gilbert, D.T., Fiske, S.T. Lindzey, G. (1998). The Handbook of Social Psychology I. Boston, Mc Graw-Hill. Gilbert, D.T., Fiske, S.T. Lindzey, G. (1998). The Handbook of Social Psychology I. Boston, Mc Graw-Hill. McGrath, J.E.; Tschan, F. (2003). Temporal Matters in Social Psychology. Washington, American Psychological Association. Stroebe, W.; Hewstone, M. (2000). European Review of Social Psychology Vol. 11.Chichester, Wiley. Stroebe, W.; Hewstone, M. (2002). European Review of Social Psychology Vol. 12.Chichester, Wiley. Journals: Journal of Personality and Social Psychology Journal of Social Psychology European Journal of Social Psychology Developmental psychology: The aims of this course: To better understand the emotional and symbolic bases of our lifelong psychological development within an evolutionarily constrained and socially constructed world. To better understand the theories supported to account for the development of personal identity, their conceptual form, and the empirical investigations. To better understand the theories supported to account for the cognitive development. To improve abilities to critically evaluate accounts of the development, to deepen understanding of the uses and limits of scientific methodology, to hone capacities for asking specific empirical questions, and to more carefully and objectively attempt to answer such questions via the collection, analysis, and interpretation of data. To begin to articulate independent conceptions of the human development which are value-based, rationally justified, and scientifically addressable. Recommended literature: Cole, M., Cole, S., 2004, The Development of Children, 5th edition, Palgrave, Worth publishers. Empson, J., Nabuzoka, J., 2003, Atypical Child Development in Context, Palgrave, Worth publishers. Turner, J.S., Helms, D.B., 1995, Lifespan Development, 5th edition, Palgrave, Worth publishers. Valsiner, J., Connolly, K., 2002, Handbook of Developmental Psychology, Sage publications, Ltd. Journals: Developmental Psychology, APA, ISSN: 0012-1649 Human Development, ISSN: 0018716X Clinical psychology: The aim is to provide up to date knowledge of current specifics of clinical psychology, psychology of health, psychosomatic medicine and other medicine and non-medicine related branch of knowledge. Subject will resulted in practical and theoretical consequences to the intent of applied science. General psychology: Philosophical Antecedents of Cognitive Psychology: The Emergence of Psychology; The Merging of Philosophy and Physiology into Modern Psychology; The Diverging Perspectives of Modern Psychology History of Psychology: Antecedents of Cognitive Psychology; From Associationism to Behaviorism; Gestalt psychology Research Methods in Cognitive Psychology: Goals of Research; Distinctive Methods of Research; Key Issues in Cognitive Psychology; Fields Within Cognitive Psychology Biological Foundations of Cognitive Psychology: Organization of the Nervous System; The Central Nervous System: The Brain and the Spinal Cord; Viewing the Structures and Functions of the Brain; The Cerebral Hemispheres and the Cerebral Cortex; Hemispheric Specialization; Lobes of the Cerebral Hemispheres and Cortex; Association Areas; Information Processing in the Nervous System; Structural Components: Neurons and Glial Cells; Conduction of Information Within Neurons; Communication Between Neurons; Common Neurotransmitters Attention and Consciousness: Preconscious Processing; Controlled Versus Automatic Processing; Processes Habituation; Selective Attention; Vigilance and Signal Detection; Search; Divided Attention; Theories or Attention: Filter and Bottleneck Theories; Attentional-Resource Theories; Additional Considerations in Attention; Neurocognitive Findings on Attention and Consciousness; Attention and Perception Perception: Depth Perception; Perceptual Constancies; Deficits in Forms and Pattern Perception; Gestalt Approaches to Form Perception Theories or Perception: Constructive Perception Direct Perception; Synthesizing the Two Theories; A Computalional Theory of Perception; Spatiotemporal Boundary-Formation Theory Theoretical Approaches to Pattern Recognition: Bottom-up Theories; Top-down Influences on Perception; Comprehension Processes Auditory Perception: Speech Perception; Basic Facts About Speech; Theorelical Approaches to Sérech; Perception Is Speech Perception Special? Knowledge Representation: Mental Representation of Knowledge;Representations of Declarative Knowledge: Words Versus Picture; Mental Imagery; Dual-Code Hypothesis: Analogical Images Versus Symbols Propositional Hypothesis: Functional Equivalence: Mental Manipulations of Images; Possible Synthesis: Dual-Code; Kosslyn's Synthesis; Johnson-Laird's Synthesis; Cognitive Maps, Text Maps Representations of Declarative Knowledge: Concepts and Schemas; Semantic Network Models; Representations of Procedural Knowledge; The Production and the Production System; Conceptual Dependency; Integrative Models for Representing Declarative and Non/declarative Knowledge; The Connectionist Model Memory: Exceptional Memory; Deficient and Outstanding Memory; Recall and Recognition; Implicit Versus Explicit Memory ; Model of Memory; The Sensory Store; The Short- Term Store; The Long- Term Store; Working Memory Model: Procedural, Episodic, and Semantic Memory; Concepts and Schemas: The Structure of Semantic Memory Memory Processes: Encoding of Information; Initial Encoding of Information for Brief Storage and Temporary Use; Forms of Encoding for Long- Term Storage Forgetting Information from Working Memory; Interference Theory; Decay Theory Transferring Information From Working Memory to Long-Term Storage; Rehearsal; Organization of Information; Mnemonic Devices Development of Memory: Differences in Metacognitive Processes Retrieval: Difficulties in Studying Retrieval Processes; Retrieval From Short-Term Memory; Effects of Prior Knowledge on Encoding and Retrieval; Effects of Subsequent Knowledge on Retrieval; Context Effects of Encoding and Retrieval Language: General Properties of Language: Semantics and Syntax Language Acquisition: Stages of Language Acquisition; Theoretical Explanations of Language Acquisition; Cognition and Language Acquisition Semantics: Theories of Meaning; Relationships Among Concepts: Basic Levels, Explanations, and Inferences; Semantics and Other Aspects of Language Syntax: The Syntax Tendency; Parsing and Phrase Structure; Relationships Among Syntactical Structures; Relationships Between Syntactical and Lexical Structures Language in Context: Linguistic Relativity and. Linguistic Universal; Language in a Social Context; Speech Acts; Conversational Postulates; Language in a Cognitive Context; Scripts; Slips of the Tongue; Metaphorical Language Problem solving : The Problem-Solving Cycle; Hindrances to Problem Solving; Mental Sets, Entrenchment, and Fixation; Negative Transfer; Positive Transfer; Incubation Creativity: Psychometric Approaches; Cognitive Approaches; Personality and Motivational Approaches Decision Making and Reasoning > Classical Decision Theory; Satisficing; Elimination by Aspects; Heuristics and Biases Deductive Reasoning: Conditional Reasoning; Syllogistic Reasoning Inductive Reasoning: Reaching Causal Inferences; Categorical Inferences; Reasoning by Analogy Intelligence; Structure of Intelligence: A Factor-Analytic Approach; Early Factorial Models; Multidimensional Models Processes of Intelligence: An Information-Processing Approach; Nettelbeck: Inspection Time; Jensen: Choice Reaction Time; Hunt: Lexical Access Speed and Speed of Simultaneous Processing; Sternberg: The Componential Theory and Complex Tasks; Simon: Complex Problem Solving Integrative Approaches to Intelligence; Gardner: Multiple Intelligences; Sternberg: The Triarchic Theory Emotions and the Topography of the Mind Feeling Theories Emotions and Intentional Objects Psychological and Evolutionary Approaches Cognitivist Theories Perceptual Theories The Ontology of Emotions Rationality and Emotions Emotions and Self-knowledge Morality and Emotions

Literature

• Klinická psychologie v praxi. Edited by Bohumila Baštecká. 1. vyd. Praha: Portál, 2003, 420 s. ISBN 80-7178-735-3. info
• VAŠINA, Lubomír. Klinická psychologie a somatická psychoterapie (Clinical Psychology and Somatic Psychotherapy). 1st ed. Brno: Neptun, 2002, 233 pp. Zdravotnictví. ISBN 80-90-28-96-4-9. info
• VAŠINA, Lubomír. Klinická psychologie I. 1st ed. Brno: Vyd. MU, 1985, 92 pp. ISBN 55-009-85. info
• VAŠINA, Lubomír. Klinická psychologie II. 1st ed. Brno: Vyd. MU, 1986, 76 pp. ISBN 55-011-86. info
• PLANTE, Thomas G. Současná klinická psychologie. Vyd. 1. Praha: Grada, 2001, 444 s. ISBN 8071699632. info
• Contemporary clinical psychology (Orig.) : Současná klinická psychologie. info
• ŘÍČAN, Pavel. Dětská klinická psychologie [Říčan, 1991]. 1. vyd. Praha: Avicenum, 1991, 359 s. : i. info
• VAŠINA, Lubomír. Klinická psychologie. Vyd. 1. Brno: Univerzita J.E. Purkyně, 1985, 93 s. info
• STERNBERG, Robert J. Kognitivní psychologie. Translated by František Koukolík. Vyd. 1. Praha: Portál, 2002, 636 s. ISBN 80-7178-376-5. info
• Research methodology in the life, behavioural and social science. Edited by Herman J. Adér - Gideon J. Mellenbergh. 1st ed. London: SAGE Publications, 1999, xvii, 393. ISBN 0-7619-5883-5. info
• SOLSO, Robert L. Cognitive psychology. 5th ed. Boston: Allyn and Bacon, 1998, xx, 601 s. ISBN 0-205-27418-8. info
• GAVIN, Helen. The essence of cognitive psychology. 1st pub. London: Prentice-Hall Europe, 1998, xi, 215 s. ISBN 0-13-796459-5. info
• Essays in cognitive psychology. Hove: Lawrence Erlbaum Associates, Publishers, 1993. info
• WEINER, Bernard. An attributional theory of motivation and emotion. New York: Springer-Verlag, 1986, xi, 304 s. ISBN 0-387-96312-X. info
• EYSENCK, Michael W. A handbook of cognitive psychology. London: Lawrence Erlbaum Associates, Publishers, 1984. ISBN 0-86377-016-9. info
• WEINER, Bernard. Human motivation. New York: Holt, Rinehart and Winston, 1980. ISBN 0-03-055226-5. info

Assessment methods (in Czech)

Přednáška a seminář formou blokové výuky, ústní zkouška.

Language of instruction

Czech

Further Comments

The course can also be completed outside the examination period.
The course is taught annually.
The course is taught: in blocks.

• Enrolment Statistics (Spring 2008, recent)
  
• Permalink: https://is.muni.cz/course/phil/spring2008/PSD_08