Psychology

The focus of the course is on what the concepts of risk and risk perception mean from various theoretical standpoints. Students explore people's responses to risks such as AIDS, Ebola, Covid, Climate Change and Earthquakes. Beyond gaining an understanding of the nature of these responses, students examine health and safety campaigns and methods of communicating to change health and safety behaviors. Analysis of how media portray risks is central to this course.

This course focuses on social inclusion, utilizing social psychology to learn and think about the reasons one is unable to tolerate diverse others.

The course provides an introduction to the key neuroscience concepts and research techniques relevant to psychology.  Topics include the basics of neural function, neuroanatomy, neurophysiology, sensorimotor processing, and research methods used. 

This course provides the skills needed to critically evaluate brain-related information from diverse sources and engage in evidence-based discussions. This knowledge and ability to analyze complex neuroscientific concepts can be highly valuable for you as a future leader, enabling you to make informed decisions, understand human behavior, and effectively communicate with others in areas related to neuroscience and its implications.

This course examines theory and research of individual social behavior; social motivation; attitudes; group interaction; socialization; prejudice.

This course is part of the Laurea Magistrale degree program and is intended for advanced level students. Enrollment is by permission of the instructor. This course provides students with the advanced knowledge of the mechanisms underlying perception and multisensory integration. Students are able to understand the perceptual and behavioral consequences of multisensory integration and the key determinants of these intersensory bindings: the role of attention on cross-modal perception and multisensory integration; the multisensory brain's representation of the body and of peri-personal space and the cortical plasticity across sensory modalities and the effects of sensory deprivation.

The course describes and evaluates the results of recent research on multisensory integration. First, the mechanisms underlying multisensory integration are outlined. It then examines the perception of multisensory events, the advantages afforded by the ability to combine different sensory modalities and the key determinants of intersensory interactions. Another key question addressed is how multisensory interactions are linked to and modulated by attention, specifically considering the latest evidence assessing the role of exogenous and endogenous attentional mechanisms on cross-modal processes. In addition, there is a focus on recent research concerning how multisensory information is used to create multiple spatial representations of our body parts and of the spaces within which they can act. We see how these representations that are used to guide body movements through space show a considerable degree of plasticity. Finally, we consider how the cortical system for perception may become radically reorganized after sensory deprivation and evaluate this surprising degree of cross-modal plasticity.

One of the big challenges in psychology is to understand how elements of the nervous system, such as neurons, can cooperate to produce high-level operations like perceiving, thinking, acting and consciousness. This course introduces students to biological psychology by way of studying the link between the brain and behavior. Students gain an understanding of how the brain is involved in everything we do; whether it be recognizing faces, getting a good night's sleep or remembering where you left the car keys. The course consists of: Historical Perspectives and The Big Questions; Measuring Brain and Behavior; The Developing Brain; Movement & Action; Sensation and Perception; Executive Functions; Sleep & Dreaming.

This course teaches the psychological processes that inform eating behavior, and the challenges in changing these behaviors. Receive a recent model to explain how many people can display eating behaviors that run counter to their intentions. This model is used to connect biological, sensory, consumer-level, and psychological processes to understand eating behavior. This course focuses in depth on the different psychological processes that explain differences in people’s eating behavior with a strong emphasis on automatic processes that steer behavior in the moment of food choice and eating, and how these contribute to current difficulties to behavior change. The course. focuses on the question of how people’s eating behavior can be changed by employing psychological insights and interventions, and how to deal with psychological resistance to change. Learn how these psychological insights can be applied and integrated in two distinct approaches to behavior change: ‘Nudging’ and ‘Boosting’. Learn to design strategies to change behavior and reflect on the applied and ethical implications of the two different approaches by literature self-studies, quiz learnings, and groupwork assignments. Basic knowledge of biology, psychology, nutrition and/or health sciences required. This course is part of the minor Psychobiology of Eating Behavior.

This course introduces the general technical/methodological requirements, problems/challenges, and application possibilities of brain-computer interfacing. Besides attending lectures, in which course participants are provided with basic relevant knowledge by local BCI researchers, students study seminal papers of recent BCI work. Further, discuss the pros and cons of different functional brain imaging methods employed for BCIs as well as ethical implications and future directions. The practical part of this course includes a demonstration of an fNIRS-BCI experiment. At a later stage of the course, students perform an fNIRS-BCI experiment themselves.