Educational objectives General Objectives
The course provides students with knowledge on: a) psychological and neuroscientific theories of emotion and the neural circuits involved in threat and reward learning, b) the neural mechanisms underlying emo-tional changes occurring across the lifespan, c) the main psychological and neuroscientific models on Face Processing. The successful completion of the course entails students acquiring knowledge of a) current psychological and neuroscientific models on emotion elicitation and regulation, b) the typical and atypical changes in emotion processing occurring across the lifespan, c) psychological and neuroscientific models of Face Processing.
Specific Objectives
The specific objectives are: a) knowing the psychological and neuroscientific models of emotion processes from perception, elicitation, response, and regulation; b) knowing the relation between emotion and at-tention, emotion and cognition, emotion and memory, emotion and complex cognitive functions; c) know-ing the neural and behavioural changes occurring across the lifespan in emotion processing; c) knowing how faces are processed throughout development to old age.
Knowledge and understanding.
The successful course completion entails having the knowledge of the course content, being able to re-member and recognize the precise information in response to specific questions. In addition to the theo-retical contents, the successful completion of the course requires understanding specific models and mechanisms of emotion processing and reaching the specific objectives, together with being able to trans-fer, interpret and extrapolate the acquired theorical knowledge to different applied contexts. Specifically, the successful course completion requires a) having acquired the knowledge on emotion perception, elici-tation, response and regulation and the neural circuits involved; b) understanding the relation between neural circuits and emotion and face processing; c) being able to extrapolate and make predictions on the effects of brain changes across the lifespan on emotional processes and on the relation between emotion and attention, emotion and cognition, emotion and memory, and emotion regulation.
Making judgment.
The successful completion of the course requires a) knowledge of the course content; b) being able to cor-rectly apply the acquired knowledge, c) being able to independently assess and judge empirical evidence on changes across the lifespan in emotional processes and d) discuss the implications for the different theoretical models.
Communication skills.
Students should demonstrate being able to present, communicate, support, and explain the different theo-ries and empirical findings.
Learning skills).
Expanding from the material presented during the lectures, students should demonstrate being able to learn independently the full content of the course program.
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Educational objectives General aims
Organizational neurosciences – a discipline so new that still lacks a clear epistemological statute- deals with the role of physiological and neurological variables in the dynamics of group interaction and organizational processes. The course revolves around the link between organizational and social neurosciences and examines how techniques and methods are applied in organizational and work settings (decision making, emotional and empathic processes, inter-individual and inter-group interactions).
Specific aims
Knowledge and understanding
Students will acquire knowledge about the current debate concerning the epistemological foundations of organizational neuroscience, a discipline so new that still lacks a precise status. Novel knowledge about how individual physiological and neurological reactivity is modified by dyadic, group and organizational interactions.
Applying knowledge and understanding
Students will be able to develop general skills in deepening knowledge related to the same topic explored by different scientific disciplines (e.g. social psychology, decision making, economics).
Making judgements
A fundamental aspect of the course is that all the students have to comment on the overview provided by the teacher on each class. This approach will induce students to search for explanations and alternative interpretations of theoretical and empirical contributions of specialty and not only general literature.
Communication skills
The course will include collegial discussion of scientific articles to which each student has to participate. This approach will lead the students to evaluate the impact their communication skills and improve them through the interactions with peers and the supervisor.
Learning skills
Students will be able to read and critically discuss scientific papers concerning specific topics. Thus, it will be required the ability to learn complex notions concerning specialty topics.
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