GENERAL PSYCHOLOGY I

The course introduces students to the main processes and theoretical models of general psychology, providing conceptual tools to understand how the mind works and to interpret human behavior. Particular attention is devoted to the cognitive processes that regulate the acquisition, processing, and use of information, including perception, attention, memory, language, and thinking. The study of these processes is accompanied by a reflection on the methods of scientific psychology and on the limits of intuitive interpretations of behavior.
The course also aims to develop a critical understanding of psychological phenomena, fostering the ability to distinguish between explanations grounded in scientific evidence and beliefs derived from common sense.

By the end of the course, the student will have acquired a basic knowledge of the main processes and theoretical models of general psychology.
The student will be able to:
- describe the main cognitive processes studied in general psychology
- understand the role of perception, attention, and memory in learning processes
- explain the main methods used to study behavior and mental processes
- recognize the limits of intuitive interpretations of human behavior
- use the scientific terminology of psychology appropriately

The course does not provide any prerequisite only a curiosity for the functioning of the human mind.

The course addresses the main topics of general psychology, with particular attention to the cognitive processes that regulate the functioning of the mind and behavior.
The first part of the course is devoted to the emergence of psychology as a scientific discipline and to the methods used to study behavior and mental processes.
Subsequently, the course focuses on fundamental cognitive processes. The mechanisms of perception, attention, and memory are examined, with reference to the processes of encoding, storage, and retrieval of information. Part of the course is dedicated to language and thinking, with particular attention to decision-making processes and systematic errors in judgment. The final part of the course addresses the relationship between cognition and emotion and the role of psychological processes in learning and behavior. Throughout the course, examples drawn from everyday life and real-life situations are discussed in order to foster a critical understanding of psychological phenomena and of common-sense interpretations.

Paolo Legrenzi, Fondamenti di psicologia generale, nuova edizione, Il Mulino, Bologna, 2021. Paolo Legrenzi Alessandra Jacomuzzi, Si fa presto a dire psicologia, Il Mulino, Bologna, 2020. Alessandra Jacomuzzi, Introduzione alle scienze cognitive, Bologna Il Mulino in press.

for further information:
Turing, A. Intelligenza meccanica, Bollati Boringhieri, Torino 1994
Jacomuzzi, A. Cubo o sfera? Nuove prospettive sul Quesito di Molyneuz, Rivista di estetica, 2004.
Fedeli, D. Il disturbo da deficit di attenzione e iperattività, Carocci, Roma, 2012.
Gallese, V. Dai neuroni specchio alla consonanza intenzionale, Rivista di psicoanalisi 2007.
D'ambrosio e Supino, la sindrome dei falsi ricordi, Franco Angeli, Milano, 2014.
Legrenzi, Creatività e innovazione, Il Mulino, Bologna, 2010.
Ruggiero e Sassaroli, I disturbi alimentari, Laterza, Roma, 2014.
Goleman, Intelligenza emotiva, Bur, Milano 2011.

Learning assessment is carried out through a written examination with open-ended questions. The examination is designed to evaluate students’ knowledge of the theoretical content of the course, their ability to understand and explain the main cognitive processes, and their capacity to interpret psychological phenomena in light of the theoretical models addressed during the lectures. The questions require students to present the fundamental concepts of the course in a clear and coherent manner, using the scientific terminology of psychology appropriately. There is no distinction in the syllabus or examination requirements between attending and non-attending students.

written

The instructor is responsible for ensuring the authenticity and originality of all examinations and coursework. In cases of suspected academic misconduct, an additional on-site assessment may be required during the exams, which may differ from the standard format.

As regards the grading scale (the method by which grades will be assigned), regardless of attendance status (attending or non-attending students):

A. Scores in the 18–22 range will be awarded in the presence of:

Sufficient knowledge and applied understanding of the course content;
Limited ability to collect and/or interpret data and formulate independent judgments;
Sufficient communication skills, especially in relation to the use of specific language pertaining to the economic functioning of public services.
B. Scores in the 23–26 range will be awarded in the presence of:

Fair knowledge and applied understanding of the course content;
Fair ability to collect and/or interpret data and formulate independent judgments;
Fair communication skills, especially in relation to the use of specific language pertaining to the economic functioning of public services.
C. Scores in the 27–30 range will be awarded in the presence of:

Good to excellent knowledge and applied understanding of the course content;
Good to excellent ability to collect and/or interpret data and formulate independent judgments;
Fully appropriate communication skills, especially in relation to the use of specific language pertaining to the economic functioning of public services.
D. Honors (cum laude) will be awarded in the presence of excellent knowledge and applied understanding of the course content, judgment skills, and communication abilities.

The course combines lectures with guided discussion sessions. Lectures are designed to introduce and discuss the main theoretical models of general psychology and the cognitive processes that regulate human behavior. Alongside the theoretical component, some sessions are devoted to the discussion of examples and real-life situations, with the aim of fostering students’ active participation and their ability to connect theoretical models to everyday contexts. Particular attention is given to the development of a critical understanding of psychological phenomena and to the appropriate use of scientific terminology.

This subject deals with topics related to the macro-area "Human capital, health, education" and contributes to the achievement of one or more goals of U. N. Agenda for Sustainable Development