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B020826 - REGULATION OF COGNITIVE AND METACOGNITIVE PROCESSES
Main information
Teaching Language
Course Content
Suggested readings
Learning Objectives
Prerequisites
Teaching Methods
Further information
Type of Assessment
Course program
Academic Year 2020-21
Course year
First year - First Semester
Belonging Department
Health Sciences (DSS)
Modulo Generico of
Scientific Area
M-PSI/01 - GENERAL PSYCHOLOGY
Credits
6
Teaching Hours
42
Teaching Term
21/09/2020 ⇒ 22/12/2020
Attendance required
No
Type of Evaluation
Final Grade
Course Content
show
Course program
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Lectureship
- Last names A-K RIGHI STEFANIA
- Last names L-Z RIGHI STEFANIA
Teaching Language - Last names A-K
Italian
Teaching Language - Last names L-Z
Italian
Course Content - Last names A-K
Historical introduction to the study of cognitive and metacognitive processes - interaction models between cognition and metacognition - metacognitive control and the emotions - interaction between emotion and cognition - cognition and psychopathology
Course Content - Last names L-Z
Historical introduction to the study of cognitive and metacognitive processes - interaction models between cognition and metacognition - metacognitive control and the emotions - interaction between emotion and cognition - cognition and psychopathology
Suggested readings - Last names A-K (Search our library's catalogue)
LIBRI
Wells A. (2002). «Disturbi emozionali e metacognitivi» Erickson, Trento – CAPITOLI 1, 2 e 7 - Fotocopie in copisteria – METACOGNIZIONE E PROSPETTIVA PSICOTERAPEUTICA
Smith E.E. e Kosslyn S.M. (2014) «Psicologia cognitiva» Pearson – CAPITOLI 7 e 8 – FUNZIONI ESECUTIVE, EMOZIONI E PROCESSI COGNITIVI – CAPITOLI 3, 4 e 5 - ATTENZIONE, RAPPRESENTAZIONI E MEMORIA – COME LE EMOZIONI INFLUENZANO I PROCESSI COGNITIVI
Dehaene S. (2014) «Coscienza e cervello» Raffaello Cortina Editore – INTRODUZIONE, CAPITOLI 1 e 2 (TUTTI) CAPITOLO 4 (p. 163-179) – LA COSCIENZA, L’INCONSCIO, COGNITIVO, LE FIRME DELLA COSCIENZA
Wells A. (2002). «Disturbi emozionali e metacognitivi» Erickson, Trento – CAPITOLI 1, 2 e 7 - Fotocopie in copisteria – METACOGNIZIONE E PROSPETTIVA PSICOTERAPEUTICA
Smith E.E. e Kosslyn S.M. (2014) «Psicologia cognitiva» Pearson – CAPITOLI 7 e 8 – FUNZIONI ESECUTIVE, EMOZIONI E PROCESSI COGNITIVI – CAPITOLI 3, 4 e 5 - ATTENZIONE, RAPPRESENTAZIONI E MEMORIA – COME LE EMOZIONI INFLUENZANO I PROCESSI COGNITIVI
Dehaene S. (2014) «Coscienza e cervello» Raffaello Cortina Editore – INTRODUZIONE, CAPITOLI 1 e 2 (TUTTI) CAPITOLO 4 (p. 163-179) – LA COSCIENZA, L’INCONSCIO, COGNITIVO, LE FIRME DELLA COSCIENZA
Suggested readings - Last names L-Z (Search our library's catalogue)
LIBRI
Wells A. (2002). «Disturbi emozionali e metacognitivi» Erickson, Trento – CAPITOLI 1, 2 e 7 - Fotocopie in copisteria – METACOGNIZIONE E PROSPETTIVA PSICOTERAPEUTICA
Smith E.E. e Kosslyn S.M. (2014) «Psicologia cognitiva» Pearson – CAPITOLI 7 e 8 – FUNZIONI ESECUTIVE, EMOZIONI E PROCESSI COGNITIVI – CAPITOLI 3, 4 e 5 - ATTENZIONE, RAPPRESENTAZIONI E MEMORIA – COME LE EMOZIONI INFLUENZANO I PROCESSI COGNITIVI
Dehaene S. (2014) «Coscienza e cervello» Raffaello Cortina Editore – INTRODUZIONE, CAPITOLI 1 e 2 (TUTTI) CAPITOLO 4 (p. 163-179) – LA COSCIENZA, L’INCONSCIO, COGNITIVO, LE FIRME DELLA COSCIENZA
Wells A. (2002). «Disturbi emozionali e metacognitivi» Erickson, Trento – CAPITOLI 1, 2 e 7 - Fotocopie in copisteria – METACOGNIZIONE E PROSPETTIVA PSICOTERAPEUTICA
Smith E.E. e Kosslyn S.M. (2014) «Psicologia cognitiva» Pearson – CAPITOLI 7 e 8 – FUNZIONI ESECUTIVE, EMOZIONI E PROCESSI COGNITIVI – CAPITOLI 3, 4 e 5 - ATTENZIONE, RAPPRESENTAZIONI E MEMORIA – COME LE EMOZIONI INFLUENZANO I PROCESSI COGNITIVI
Dehaene S. (2014) «Coscienza e cervello» Raffaello Cortina Editore – INTRODUZIONE, CAPITOLI 1 e 2 (TUTTI) CAPITOLO 4 (p. 163-179) – LA COSCIENZA, L’INCONSCIO, COGNITIVO, LE FIRME DELLA COSCIENZA
Learning Objectives - Last names A-K
General aim of the course is to provide knowledge and understanding of the psychological mechanisms underlying cognitive processing, emotions and metacognition, in order to gain a deeper insight into the emotional factors contributing to the interaction between cognition and metacognition.
Learning Objectives - Last names L-Z
General aim of the course is to provide knowledge and understanding of the psychological mechanisms underlying cognitive processing, emotions and metacognition, in order to gain a deeper insight into the emotional factors contributing to the interaction between cognition and metacognition.
Prerequisites - Last names A-K
Basic knowledge of general psychology and of anatomic and physiological fundamentals
Prerequisites - Last names L-Z
Basic knowledge of general psychology and of anatomic and physiological fundamentals
Teaching Methods - Last names A-K
Lessons
Teaching Methods - Last names L-Z
Lessons
Further information - Last names A-K
none
Further information - Last names L-Z
none
Type of Assessment - Last names A-K
Written test and oral test
Type of Assessment - Last names L-Z
Written test and oral test
Course program - Last names A-K
Historical Introduction to the study of cognitive and metacognitive processes - interaction models between cognition and metacognition - the metamemory - metacognitive control and emotions - interaction between emotion and cognition - attention - memory - problem solving and decision making - cognitive processes and psychopathology - meta-cognition and emotional regulation
Course program - Last names L-Z
Historical Introduction to the study of cognitive and metacognitive processes - interaction models between cognition and metacognition - the metamemory - metacognitive control and emotions - interaction between emotion and cognition - attention - memory - problem solving and decision making - cognitive processes and psychopathology - meta-cognition and emotional regulation