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Cognitive Psychology, Motivation and Learning
| Code: | FLUP0583 | Acronym: | PCMAP |
| Keywords | |
|---|---|
| Classification | Keyword |
| OFICIAL | Teacher Training - Psychology |
| OFICIAL | Educational Training |
Instance: 2004/2005 - 1S
| Active? | Yes |
| Responsible unit: | Autonomous Section of Education |
| Institution Responsible: | Faculty of Arts |
Cycles of Study/Courses
Objectives
The understanding of cognitive and motivational processes has been considered in the last years as essential in applying an approach based on the development and implementation of adequate teaching-learning strategies. The development of Cognitive Psychology has established the enormous importance of motivation and other affective processes to understand the actions of individuals, namely in an educational context. Therefore, students will be encouraged to reflect on the effects resulting from the interaction between cognition and motivation, as well as on the implications of those relationships in the study of the learning process. The importance of this approach will also be pointed out, and, in a more applied perspective, the level of understanding of the individual differences in the planning of teaching/learning strategies.1. Introduction to Cognitive Psychology, Motivation and Learning processes, and their relevance in the training of teachers;
2. Identification of the basic concepts underlying this field of knowledge;
3. Analyse the implications of this field knowledge in the teaching process;
4. Relationship between this field of knowledge and the teaching-learning process;
5. Application of this field of knowledge to school-context situations, promoting a cognitive understanding that integrates the pupil's emotional factors.
Program
1. Cognitive Psychology1.1. A brief historical reference to the Cognitive perspective
1.2. The present status of Cognitive Psychology
2. The cognitive processes
2.1. Perception and Awareness
2.1.1. Patterns of recognition
2.1.2. Models of Awareness
2.2. Memory
2.2.1. Models of memory
2.2.2. Short- and long-term Memory
2.2.3. Implicit and explicit Memory
2.2.4. Semantic Memory
2.3. Imagery
2.3.1. Characteristics of mental images
2.3.2. Cognitive maps
2.4. Comprehension and knowledge
2.4.1. Schemata
2.4.2. Metacognition
2.5. Problem resolution, reasoning, creativity and making decisions
2.5.1. Theoretical perspectives
2.5.2. Factors involved in these processes
3. Cognitive Psychology and Education
3.1. The teaching of reasoning competencies
3.2. Psychology and cultivation of intelligence
4. Motivation
4.1. Concept of motivation
4.2. Motivation, knowledge and affection
4.3. School motivation
4.4. Motivated reasoning and learning
4.5. Management of resources and motivation strategies
5. Learning process from an educational perspective
5.1. Concept of learning
5.2. Acquisition of answers and acquisition of knowledge
5.3. Construction of knowledge and significant learning
5.4. Self-regulated learning
6. Capacities, interests and styles - their relationship with the learning process
6.1. Learning and cognitive styles
6.2. Cognitive styles and school context
Main Bibliography
Ausubel, D. P. (2003). Aquisição e retenção de conhecimentos. Lisboa: Plátano Edições Técnicas.Bruner, J. (1999). Para uma teoria da educação. Lisboa: Relógio d’Água.
Carter, S. M. & Klahar, D. (Eds.) (2001). Cognition and instruction: twenty-five years of progress. N. Jersey: LEA.
Cohen, J. (Ed.) (1999). Educating minds and hearts: social emotional learning and the passage into adolescence. N.Y.: Teachers College Press, Columbia University.
Coll, C., Palacios, J., & Marchesi, A. (1995) (Coordenadores). Desenvolvimento psicológico e educação (Vol. 1 e 2). Porto Alegre: Artes Médicas.
Ellis, H. C. & Hunt, R. R. (1993). Fundamentals of cognitive Psychology. Duduque: WCB Brown & Benchmark Publishers.
Higgins, E. T. & Kruglanski, A. W. (Eds.) (2000). Motivational science: social and personality perspectives. Philadelphia: Psychology Press, Taylor & Francis.
Matlin, M. W. (1994). Cognition. Fort Worth: Harcourt Brace Publishers.
Martins, F. (1999). Influência das emoções no desempenho cognitivo: ira e processamento de informação. Dissertação de doutoramento. Braga: Universidade do Minho.
Novak, J. D. (2000). Aprender, criar e utilizar conhecimento. Lisboa: Plátano Edições Técnicas.
Sprinthall, N. & Sprinthall, R. (1993). Psicologia Educacional. Lisboa: Mc Graw-Hill
Sternberg, R. J. & Zhang, L. (Eds.) (2001). Perspectives on thinking, learning, and cognitive styles. N. Jersey: LEA.
Wagner, H. (1999). The Psychology of Human Motivation. London: Rutledge.
Teaching methods and learning activities
Theoretical lectures.Practical classes that include different activities based on themes studied in theoretical classes.
Software
No specific software required.Evaluation Type
Eligibility for exams
Not applicableCalculation formula of final grade
Students may choose to submit a dossier of reports on the respective classes, corresponding to 25% of the final classification. They will also take a final exam that corresponds to 75%.If they choose to take the final exam only, like the rest of the students, it will be more extensive and will correspond to 100% of the final classification.
Examinations or Special Assignments
Not applicableSpecial assessment (TE, DA, ...)
Not applicable.Classification improvement
According to the Assessment Regulations in force.Observations
Language of Instruction: PortugueseCopyright 1996-2024 © Faculdade de Letras da Universidade do Porto
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Page created on: 2024-10-20 at 05:48:28 | Acceptable Use Policy | Data Protection Policy | Complaint Portal