This course aims to introduce the basic and applied lines of research in the psychology of attention and perception, as well as the most relevant theories and research methods applied to these processes. The student will be able to acquire an introductory perspective of the functions of these processes as well as a multidisciplinary vision.



This subject is part of a teaching innovation project, entitled Promotion of scientific, creative and autonomous disposition in the study of basic psychological processes through active methodologies (code IKDi321-22), promoted by the Vice-rectorate for Innovation, Social Commitment and Cultural Action of the UPV-EHU.



The aim of this project is to advance in the educational model that our university is committed to, the IKD-i3 model (“i ber hiru”). This model tries to optimize the subjects by orienting them towards the capital that our university treasures in three key aspects: learning (ikaskuntza), research (ikerkuntza) and sustainability (iraunkortasuna).



Students can access a more complete teaching guide of the subject (the so-called “Student Guide”) through the E-gela platform.

Knowledge



RCO1. To Know and understand the basic laws of the different psychological processes.

RCO4. To know the functions, characteristics and limitations of the different theoretical models of psychology.

RCO6. To know the bases of the scientific method and the main strategies of research and data analysis.

RCO7. To know and understand the different experimental and non-experimental research designs, the procedures for the formulation and testing of hypotheses, data analysis and interpretation of results.



Competencies



RC4. To be able to identify and integrate the elements that constitute the psychological substrate of the human being.

RC 5. To be able to measure and obtain relevant data for the evaluation, analyze quantitative and/or qualitative data, interpret results and correctly elaborate a psychological report for its oral and/or written presentation.



Skills linked to the degree



RHT1. Be able to apply the theoretical knowledge of Psychology to situations and phenomena of everyday life.

RHT2. Be able to describe and measure variables (individual and group) and cognitive, emotional, psychobiological, behavioral and psychosocial interaction processes, as well as to interpret them by selecting and administering appropriate instruments.



Broad Spectrum Skills



RHE1. Be able to communicate appropriately, orally and in writing.

RHE2. Be able to identify differences, problems and needs.

RHE3. Be able to solve problems and make effective decisions.

RHE5. Be able to search, manage, analyze and critically synthesize information from specialized sources of information and documentation.

RHE6. Be able to prepare oral and written technical reports.

RHE7. Be able to relate and communicate effectively at a personal, professional and scientific level and be able to work both individually and in uni- and multidisciplinary teams, assuming responsibilities and assessing their performance critically.

RHE 8. Be able to learn autonomously and value the importance of lifelong learning, in order to maintain updated the skills and knowledge necessary for the proper exercise of the profession and contribute to knowledge.



As the subject is developed within the framework of the aforementioned IKD-i3 project, special emphasis will be placed on the promotion of the following transversal competences (taken from the UPV-EHU catalog, 2019):



-Autonomy and self-regulation (promoting that students become aware of, and optimize, their metacognitive cognitive processes when learning and making decisions).

-Social Engagement (promoting students' empathetic and responsible actions in the face of challenges of different kinds).

-Information Management and Digital Citizenship (ensuring that students acquire a critical, reliable and responsible handling of scientific information).

-Innovation and Entrepreneurship (promoting students to optimize their innovative and creative capacity).

-Critical Thinking (favoring the capacity for analysis, questioning, and awareness of the value of reasoned judgments).



The pursuit of these transversal competencies orient the subject towards the achievement of the following Sustainable Development Goals (SDGs, Agenda 2030, UN):



O4, Quality education.

O5, Gender equality.

O8, Decent work and economic growth.

O10, Reduction of inequalities.



A person with the aforementioned transversal competencies (with a tendency to critical thinking, questioning, creative innovation, etc.) will more likely promote sustainable development, human rights, gender equality, promotion of a culture of peace and non-violence, etc. In addition, such competencies will promote entrepreneurship and effective coping with economic and social challenges.

BLOCK I: PERCEPTION



1. Introduction and approaches to the study of perception.

2. Psychophysics

3. Psychophysiology and visual perception

5. Theories of perception

6. Organization and perceptual phenomena. Knowledge in perception.



BLOCK II: ATTENTION



1. Introduction to the study of attention

2. How does attention affect perception?

3. Attention and consciousness

4. Attentional systems and models

5. Sustained attention

6. Focused attention: space and object based attention

7. Divided attention

8. Executive attention

-In the theoretical modality, students will receive lectures. It is essential that students have previously worked on the material (texts, book chapters, articles, etc.) recommended by the professor.



-In the practical modalities (Classroom Practices, Workshops, Computer Practices and Seminars) different practical activities (practical exercises, experiments, videos) will be carried out. The practical activities PAs and TAs are done consecutively in two face-to-face hours. In general, these practical activities will be developed according to the following schedule:



1st approach of a starting problem, description of the activity, objectives, explanation of the theoretical framework if necessary, presentation of experiments or participation as experimental subjects, viewing of videos (PAs).



2nd analysis and evaluation of results, performance of tests, discussion.



For example, in the experimental procedures, students will cooperatively perform different activities around the same experimental procedure. Each practice will begin in a Classroom Practice (CP) session in which the teacher will make a brief introduction to a certain phenomenon. In order for them to experience it, an experiment will be performed in which the students will be the experimental subjects. In a subsequent workshop session (TA), they will collect data from the different conditions or experimental groups, make graphs and analyze the results to reach conclusions about the problem posed.



As the course is developed within the framework of the IKD-i3 project mentioned above, it is possible that some activity aimed at evaluating the acquisition of the transversal competences of the course or some other activity that is considered relevant may be included.

• Final Assessment System
• Tools and qualification percentages:
  • Multiple-Choice Test (%): 100

For the evaluation of this subject will be used:



- Continuous self-evaluation system

- Final Evaluation System



Competence evaluation tools:



o Self-assessments with feedback

o Multiple-choice test





The final exam will have a theoretical and a practical part. The theoretical exam constitutes 70% of the grade in the subject and the practical part 30%. Both parts must be passed in order to pass the course.



The theoretical exam will be a multiple-choice test. The questions may be theoretical, contextualized, applied to daily life situations, in the form of cases or experimental situations, and will be related to the processes under study.



The practical exam will also be a multiple-choice test or with very brief open questions on the specific contents that have been worked on in the practicals.



IN THIS SUBJECT, FAILURE TO TAKE THE EXAM WILL BE SUFFICIENT TO WAIVE THE EXAM.

Extraordinary examinations shall be equivalent in form and content to ordinary examinations.

The teacher will indicate how the necessary materials will be obtained in the different types of classes..

Basic bibliography

Goldstein, E.B. (1999). Sensación y percepción. Madrid: Debate.

Munar, E; Roselló, J.y Sanchez-Cabaco, A. (2012). Atención y Percepción. Psicología y Educación. Alianza Editorial

Tudela, P.(2015). Percepción y Atención. Ediciones CEF.

In-depth bibliography

Ballesteros, S. (2002). Psicología general II: Atención y percepción. Madrid: UNED.
Blanco, M. J. (1996). Psicofísica. Madrid: Universitas.
García Sevilla, J. (1997). Psicología de la atención. Madrid: Síntesis.
Kahneman, D. (1997). Atención y esfuerzo. Madrid: Biblioteca Nueva
Lillo, J. (1993). Psicología de la percepción. Madrid: Debate.
Matlin, M. W. eta FOLEY, H. (1996). Sensación y percepción. Mexico: Pentice Hall.
Monserrat, J. (1998). La percepción visual. Madrid: Biblioteca Nueva.
Roselló, J. (1997). Psicología de la atención. Introducción al mecanismo atencional. Madrid: Pirámide.
Syles, E.A. (2012). Psicología de la atención. Madrid : Centro de Estudios Ramón Areces

Journals

Psicológica: http://www.uv.es/revispsi/
Psichotema: http://www.psicothema.com/

Web addresses

www.sciencedirect.com
www.scholar.google.com