teacher profile teaching materials
Teaching and laboratory activities provide students with tools to analyze, evaluate, and design effective learning environments that promote well-being, motivation, and students’ self-regulation.
Main contents:
Attention – Analysis of the main theoretical models describing the different components of the attentional system (selective, divided, and sustained attention).
Perception – Examination of theoretical models and principles governing the formation of percepts from the organization of sensory input, with particular reference to visual perception.
Learning – Study of different types of learning, with a focus on associative learning and conditioning processes.
Memory – Analysis of theoretical models describing memory as a multicomponent system, including the processes of encoding, storage, and retrieval.
Thinking – Study of goal-directed thinking and the mechanisms underlying concept formation, mental representation, problem solving, and decision-making.
Language and communication – Analysis of major models of language development, its functions, and theories of human communication.
Intelligence and emotional intelligence – Study of factor-analytic and psychometric models of intelligence, methods of assessment, conditions of intellectual disability, and theories of multiple intelligences, with a focus on emotional intelligence.
Programme
The course focuses on the study of the main cognitive functions and their interconnections with the affective system, understood as the set of motivational and emotional processes. It introduces theoretical models of mental functioning that describe the interaction between cognition and emotion, with particular emphasis on the construct of emotional intelligence.Teaching and laboratory activities provide students with tools to analyze, evaluate, and design effective learning environments that promote well-being, motivation, and students’ self-regulation.
Main contents:
Attention – Analysis of the main theoretical models describing the different components of the attentional system (selective, divided, and sustained attention).
Perception – Examination of theoretical models and principles governing the formation of percepts from the organization of sensory input, with particular reference to visual perception.
Learning – Study of different types of learning, with a focus on associative learning and conditioning processes.
Memory – Analysis of theoretical models describing memory as a multicomponent system, including the processes of encoding, storage, and retrieval.
Thinking – Study of goal-directed thinking and the mechanisms underlying concept formation, mental representation, problem solving, and decision-making.
Language and communication – Analysis of major models of language development, its functions, and theories of human communication.
Intelligence and emotional intelligence – Study of factor-analytic and psychometric models of intelligence, methods of assessment, conditions of intellectual disability, and theories of multiple intelligences, with a focus on emotional intelligence.
Core Documentation
Coon, D., Mitterer, J.O. (2025) Edizione italiana a cura di Davide Nardo, Sabrina Fagioli e Stefano Mastandrea. Psicologia generale. UTET, Torino (Quarta Edizione) (Capitoli 4-5-7-8-9-10-11)Type of delivery of the course
The course is articulated in lectures and practical activities. Class attendance is optional but highly recommended. Attending and non-attending students can register on the dedicated page of the General Psychology course in the "Formonline" platform to obtaining course material (i.e., the slides presented during the lessons), participating in discussion forums and performing practical exercises proposed in the classroom. The link to the class page is: https://formonline.uniroma3.it/course/view.php?id=1259Attendance
Attendance at in-person sessions is optional, though strongly recommended. Due to their experiential nature, these sessions will not be recorded. Students may rely on all materials provided on the e-learning platform to complete their exam preparation.Type of evaluation
To complete the module, students are required to carry out the proposed e-tivities. The outcomes of these activities will be assessed according to the following criteria: Clarity of responses Critical thinking skills (e.g., ability to make connections) Quality of participation and interaction Quality of contributions (in terms of relevance, clarity, and theoretical–practical significance) Capacity for personal reflection