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 1. Learning Objectives
1.1 General Objectives
The course explores the neuropsychophysiological foundations of major social processes, integrating knowledge from cognitive neuroscience, social neuroscience, and psychophysiology.
The goal is to understand the neural and psychophysiological bases of social behaviors. Particular attention will be given to the psychophysiological mechanisms underlying phenomena such as empathy, shared emotions, imitation and interpersonal coordination, social judgments, and moral decision-making.
The course also provides both theoretical and practical skills related to the main neuroscientific and psychophysiological research methods, with a special focus on their applications in social contexts.
1.2 Specific Objectives
1.2.1 Knowledge and Understanding
Students will acquire knowledge of the neural and psychophysiological foundations of social processes, developing an understanding of the integrated contributions of cognitive neuroscience, social neuroscience, and psychophysiology.
They will be able to identify the most widely used research methods (fMRI, EEG, fNIRS, tES, TMS, EDA, ECG, eye-tracking, thermography) and to understand their principles and potential applications in the study of social interactions.
1.2.2 Applying Knowledge and Understanding
Students will be able to apply the concepts learned to the analysis of social situations, developing the ability to interpret neuroscientific and psychophysiological data in light of psychological theories.
They will also be able to transfer the knowledge acquired to multidisciplinary contexts, including clinical and rehabilitative settings.
1.2.3 Making Judgements
The course fosters the development of a critical perspective towards the theories and scientific data presented.
Through the discussion of research articles and case studies, students will be encouraged to elaborate personal interpretations, assess the validity of empirical evidence, and compare different approaches in the study of social cognition.
1.2.4 Communication Skills
Practical activities, oral presentations, and collective discussions will help students develop scientific communication skills, enhancing their ability to present and argue research findings, engage in peer discussions, and interact with faculty members and experts.
1.2.5 Learning Skills
Students will develop the ability to learn autonomously and critically from specialized scientific articles.
They will be able to integrate information from different disciplines and keep up to date with new methodological and theoretical developments in the field of social and applied neuroscience.
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