Universitat Internacional de Catalunya
Psychophysiology
Other languages of instruction: Catalan
Teaching staff
Students will be seen after class and/or by making an appointment.
Introduction
Psychophysiology is a psychology area which tries to understand the physiological mechanisms of the organism that correlate with the psychological processes that accompany human behaviour. It is based on the dual premise: (1) human perception, emotion and action are embodied and embedded phenomena; and (2) the measurement of different processes, both of the brain as a physical substrate and of the body, contain information that can help us to understand the human mind. Its level of analysis is the body's transactions with the physical and socio-cultural environment, taking into account the neurobiological foundations.
Pre-course requirements
It is recommended to have done and passed the subject of Psychobiology as part of the Degree in Psychology.
Objectives
- To introduce the concept of psychophysiology and the basic psychophysiological variables (electrical activity of the skin, cardiovascular, muscular and brain activity).
- To explain the neural substrate of the different sensory and perceptual modalities, as well as the motor control that allow us to relate to the physical and social environment.
- To identify the main structures and functions of the neuroendocrine system.
- To introduce the basic clinical applications of psychophysiology.
Competences/Learning outcomes of the degree programme
| TRAINING ACTIVITY | METHODOLOGY |
| Lectures will be the setting in which students will learn and use the terminology and linguistic structures related to the sphere of study, for the purpose of practising and developing oral and written communication skills and becoming familiar with the literature and instruction materials provided to better integrate the curricular content. | Session in which the lecturer presents and explains the course content. This learning methodology allows for the use of audiovisual methodologies that support the content description. Students may interact and actively participate in this session. Debates and discussion in large and small groups, which help develop the students’ critical thinking and judgement skills. This method encourages participation and initiative, the asking of constructive questions and the presentation of new problems that promote critical thinking. |
| The guided reading of texts aims to develop the students’ critical thinking skills, which play a fundamental role in creating citizens who are both aware and responsible. | Debates and discussion in large and small groups, which help develop the students’ critical thinking and judgement skills. This method encourages participation and initiative, the asking of constructive questions and the presentation of new problems that promote critical thinking. |
| Project-oriented learning is a method based on experiential and reflective learning in which the process of researching a particular subject matter proves very important, with the aim of resolving complex problems based on open solutions or addressing complicated issues that enable students to generate new knowledge and develop new skills. | Group work promotes the convergence of the students’ ideas, tasks and proposals for the purpose of carrying out a cooperative project based on each student’s inter- and intrapersonal competences. |
Learning outcomes of the subject
a) Recognizes the concept and implications of psychophysiology in basic psychological processes.
b) Recognizes the organization and implications of the peripheral nervous system.
c) Identifies the processes of sensory transduction and the pathways involved in the different sensory-perceptual systems: auditory, vestibular, olfactory, gustatory, visual, somatosensory.
d) Identifies structures and processes involved in the efferent pathways of motor control.
e) Describes the functioning of the neuroendocrine system (glands and hormones) and how it influences human behavior.
f) Identifies and differentiates the main methods of study used in the field of psychophysiology.
g) Recognizes the main applications of psychophysiology, both at clinical and research level.
Syllabus
Topic 1. Introduction to Psychophysiology
Topic 2. Sensory-perceptual systems
2.1. Auditory system and vestibular system
2.2. Olfactory and gustatory system
2.3. Visual system
2.4. Somatosensory system
Topic 3. Motor control
Topic 4. Neuroendocrine system
4.1. Endocrine glands
4.2. Hypothalamic-pituitary axis
4.3. Hormones
4.4. Neuroendocrine regulation and control
Topic 5. Psychophysiological recording
Topic 6. Basic clinical applications of psychophysiology
Teaching and learning activities
In person
| TRAINING ACTIVITY | METHODOLOGY |
| Lectures will be the setting in which students will learn and use the terminology and linguistic structures related to the sphere of study, for the purpose of practising and developing oral and written communication skills and becoming familiar with the literature and instruction materials provided to better integrate the curricular content. | Session in which the lecturer presents and explains the course content. This learning methodology allows for the use of audiovisual methodologies that support the content description. Students may interact and actively participate in this session. Debates and discussion in large and small groups, which help develop the students’ critical thinking and judgement skills. This method encourages participation and initiative, the asking of constructive questions and the presentation of new problems that promote critical thinking. |
| The guided reading of texts aims to develop the students’ critical thinking skills, which play a fundamental role in creating citizens who are both aware and responsible. | Debates and discussion in large and small groups, which help develop the students’ critical thinking and judgement skills. This method encourages participation and initiative, the asking of constructive questions and the presentation of new problems that promote critical thinking. |
| Project-oriented learning is a method based on experiential and reflective learning in which the process of researching a particular subject matter proves very important, with the aim of resolving complex problems based on open solutions or addressing complicated issues that enable students to generate new knowledge and develop new skills. | Group work promotes the convergence of the students’ ideas, tasks and proposals for the purpose of carrying out a cooperative project based on each student’s inter- and intrapersonal competences. |
Evaluation systems and criteria
In person
Evaluation:
70% Written test (10% mid-term test + 60% final test)
10% PIR type test
20% Work
A minimum of 5 will be required in the written content tests to be able to average the other grades, and the subject will be approved with a minimum average of 5 taking into account all the evaluated parts. In case of suspending the written tests or the PIR type test, it must be recovered in the retake.
Retake:
70% Written test (all contents, no mid-term test will be considered)
10% PIR type test
20% Work (same grade than 1st call)
A minimum of 5 will be required on the test to average. The subject will be approved with a minimum average of 5 taking into account all the evaluated parts.
Bibliography and resources
• Carlson, Neil R. Fisiología de la conducta. ISBN: 9788415552758. Editorial: Pearson, 2014, (11ª Edición).
• Carlson, Neil R.; Birkett, Melissa A. Fundamentos de Fisiología de la conducta. Editorial: Pearson, 2018, (12ª Edición).
• Del Abril Alonso, A., Ambrosio Flores, E., de Blas Calleja, M. R., Caminero Gómez, Á., García Lecumberri, C., & de Pablo González, J. M. Fundamentos de psicobiología. Sanz y Torres, 2009.
• Dale Purves,G. (2006). Neurociencia. Madrid: Editorial Médica Panamericana.
• Maestú Unturbe, F. et al. (2015). Conectividad funcional y anatómica en el cerebro humano. Análisis de señales y aplicaciones en ciencias de la salud (2015). Editorial Elsevier. eBook ISBN: 9788490228197
• Kolb B & Whishaw I (2002) Cerebro y Conducta. Una Introducción. Madrid: McGraw-Hill/Interamericana
• Redolar Ripoll, D. Neurociencia Cognitiva. Editorial: Panamericana, 2014.
• Rosenzweig, MS. et al. (2005) Psicobiología. Una introducción a la Neurociencia Conductual, Cognitiva y Clínica. Barcelona: Ariel
Evaluation period
- E1 28/05/2025 A12 08:00h