Psychology

This course examines the use of animal models in translational research to study human diseases (in particular, neuropsychiatric disorders) and the methodology applied. The course discusses topics including the history of animal models; classification of animals; animal diversity; evolution of nervous systems in invertebrates and vertebrates; ethics of animal research; and animal models of neuropsychiatric disorders. Animal models used in research: the nematode C. elegans, the common fruit fly (Drosophila melanogaster,) the zebrafish (Danio rerio), the chick (Gallus gallus), and the mouse (Mus musculus). A lesson is focused on research conducted in cephalopods. For each animal model information about biology, application in scientific research with reference to neuropsychiatric and neurological disorders is provided. The course recommends students have basic knowledge of general biology, psychobiology, and genetics as a prerequisite.

This course provides a solid understanding of classic and contemporary psychological theory and research in Social Psychology which covers key research in social thinking, influence, and inter-group behavior. Students learn to describe and evaluate major models and theories within social psychology; critically analyze the role of culture in social behavior with a focus on the difference between collectivist and individualistic cultures; explain the main theories of social facilitation and social loafing; analyze key issues in the study of group behavior such as communication, status, roles, and leadership; evaluate the empirical evidence of theories and intergroup conflict comparing realistic conflict theory with that of social categorization theory; critically analyze evidence where social psychology has helped solve an applied problem such as leadership education or prejudice; and to apply their knowledge to real-world situations.

This course introduces theory and research in cognitive psychology, the study of the human mind and mental processes. Key theories and research in cognitive psychology are discussed, including visual and multi-modal perception, attention, memory, language, reasoning, and decision-making. Experiments and studies from classical and modern cognitive psychology are provided and discussed critically throughout to illustrate these concepts. This course demonstrates the essential role of that cognitive psychology plays in everyday life.

This course introduces and discusses some key issues and problems in cognitive neurosciences. The course covers an introduction to the brain and behavior; vision; memory; brain and artificial intelligence; communication; disorders of the mind, etc.

This course examines (and sometimes challenges) the common premises and approach of today’s psychological researchers, practitioners, and educators. By reading, thinking, discussing, observing, and writing, it also reflects on our own values and assumptions, which would hopefully make us better members of this increasingly globalized world. The course discusses core concepts and frameworks of cross-cultural psychology and culturally sensitive research; cross-cultural research methods (types of cross-cultural comparisons, research, and Bias and equivalence); culture, cognition, and emotion; culture and self; culture and human development; cultural understanding and sensitivity in mental health and psychotherapy; and multicultural competence (acculturation, challenges, and strategies for intercultural interactions).

The course focuses on neuroimaging and neurostimulation techniques and their neuroscientific application for the study of interindividual brain differences in healthy and pathological populations, with a particular focus on forensic psychiatry. This course explores the fundamental concepts of neuroimaging, neurostimulation, and machine learning, and the main applications of these promising approaches to brain disorders. The course focuses in depth on each of these techniques, as well as on the advantages of their combined used for the study of the human brain connectome organization and its deviances. The course discusses theoretical knowledge on the following topics: 1) why are neuroimaging methods important in clinical settings; 2) how neuroimaging and neurostimulation techniques can be combined to study the patterns of information flow in the brain; 3) how machine learning methods differ from classical statistics; 4) what are the main machine learning methods used in clinical neuroscience; 5) how these methods can be used to investigate the neural basis of brain disorders in a research setting; 6) how these methods can be used to inform diagnostic and prognostic assessment in a clinical setting; 7) how the results obtained at the level of the group can be translated to the single individual; 8) how this approach can be helpful in clinical and forensic settings; 9) what do we mean by “multimodal approaches” and how can we use them to individualize the study in the brain; 9) how results should be interpreted; 10) how neuroscientific approach and classical psychiatry approach can run side by side. The course requires students to have basic knowledge of statistics, clinical neuroscience, neuropsychology, neuroanatomy, and psychiatry as a prerequisite.

The course offers a study of the concept and method of psychobiology, evolution, development and inheritance, comparative and evolutionary psychology, and principles of cell signaling and transmission in the nervous system. 

This course offers a study of the foundations of the psychological assessment process including history, concepts, and general methodology. It covers psychological reports and psychopathological and personality assessment tests.

The seminar examines selected areas of development in early childhood. The focus is on emotional development in infancy and toddlerhood, supplemented by important milestones in early social and social-cognitive development.