The duration is 2 academic years (4 semesters), and the programme is delivered through a combination of lectures, laboratory classes, debates and practical work, which provide students with a comprehensive understanding of the latest developments in basic and applied affective sciences research.
Programme Structure for 2024/2025
| Curricular Courses | Credits | |
|---|---|---|
| 1st Year | ||
|
Biological Bases of Emotions
6.0 ECTS
|
||
|
Methodos of Data Analysis
6.0 ECTS
|
||
|
Research Methods in Psychology I
6.0 ECTS
|
||
|
Perspectives & Theories of Emotion
6.0 ECTS
|
||
|
Cognition & Emotion
6.0 ECTS
|
||
|
Advanced Research Methods in Psychology
6.0 ECTS
|
||
|
Ontogenesis of Emotion
6.0 ECTS
|
||
|
Psychophysiology of Emotion
6.0 ECTS
|
||
| 2nd Year | ||
|
Master Dissertation in Emotion Sciences
42.0 ECTS
|
||
|
Applied Project in Emotion Sciences
42.0 ECTS
|
Biological Bases of Emotions
LO1. To distinguish between affective phenomena such as emotion, feeling and mood, and to understand their adaptive role and interrelations
LO2. To identify brain structures and networks involved in emotion
LO3. To understand evolution processes and how these have shaped affective phenomena
LO4. To understand key concepts in evolution that relate to primary emotional systems
LO5. To identify primary emotional systems and describe their mechanisms.
LO6. To understand, from a neurobiological perspective, the relationship between emotions and aspects such as stress response, bonding and attachment, romantic relationships, empathy and trust, and addition and phobias
LO7. To demonstrate with critical thinking, that old misunderstandings in the Humanities about the biological bases of emotion and behavior (e.g., the confusion between genetic predisposition and genetic determinism) have been overcome.
PC1. Emotions and other affective states. Emotions as biological adaptations resulting from evolutionary mechanisms
PC2. Basic concepts in evolution and genetics
PC3. The evolution of the vertebrates' nervous system and the evolution of behavior and emotion; the emotion-behavior relationship
PC4. The relation between brain structures, neurotransmitters and emotional states
PC5. Methods and techniques to study the biological underpinnings of emotion. The role of neuroscience and comparative psychology
PC6. The concept of primary emotional systems
PC7. Neurobiological bases of attachment and love. Relationship between behaviour and the chemistry of affect. Similarities and differences between affective dependence and chemical addiction
PC8. Empathy and its role in bonding
PC9. The contribution of new findings on the biological bases of emotion to domains such as development, health and work
Students are given a choice between two evaluation schemes: throughout the semester or exam.
Evaluation throughout the semester comprises a test (50%), an essay in small groups (30%), and individual essays based on lab classes (20%). To be approved, students need to obtain >= 8.5 in each of the evaluation components, and a final weighted average >= 9.5
Exam (100%). This evaluation is available to students who choose it and to those who have not passed the evaluation throughout the semester. Students will pass if they achieve a minimum score of 9.5.
Title: Tang, Y., Hoelzel, B. K., & Posner, M. I. (2015). The neuroscience of mindfulness meditation. Nature Reviews Neuroscience, 16, 213-225
Pina, M. & Gonthier, N. (2014). The Evolution of social communication in primates. Interdisciplinary evolution research. New York: Springer.
Panksepp, J. (2011). The basic emotional circuits of mammalian brains: Do animals have affective lives? Neuroscience & Biobehavioral Reviews, 35, 1791-1804.
LeDoux, J. (2012). Rethinking the emotional brain. Neuron, 73, 653-676.
Dalgleish, T. (2004). The emotional brain. Nature Reviews Neuroscience, 5, 582-589.
Buss, D. (2014). Comment: evolutionary criteria for considering an emotion "Basic": Jealousy as an illustration. Emotion Review, 6, 1-3.
Bernhardt, B. C., & Singer, T. (2012). The neural basis of empathy. Annual Review of Neuroscience, 35, 1-23.
Barrett, L.F., Lewis, M., & Haviland-Jones (2018). Handbook of emotions (Fourth Edition). New York: The Guilford Press.
Authors:
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Title: Serão disponibilizados outros artigos por tema/aula aos estudantes
Zimmer, C. (2003). Evolution: The Triumph of an Idea: from Darwin to DNA. New South Wales: Arrow Books
Rizzolati, G. Fogassi, L. & Galese, V (2006). Mirrors in the Mind. Scientific American, 54-61
Pessoa, L. (2010). Emotion processing and the amygdala: from a 'low road' to 'many roads' of evaluating biological significance. Nature Reviews Neuroscience, 11, 773-782.
Panksepp, J. (2005). Affective consciousness: Core emotional feelings in animals and humans. Consciousness and Cognition, 14 (1), 30-80.
Panksepp, J. (2004). Affective Neuroscience. The Foundations of human and animal emotions. Oxford: Oxford University Press.
Lockwood, P. (2016). The anatomy of empathy: Vicarious experience and disorders of social cognition. Behavioural Brain Research, 311, 255-266.
Kinsley, C.H. & Lambert, K.G. (2006). The Maternal Brain. Scientific American, 72-79.
Iacoboni, M. (2009). Imitation, Empathy, and Mirror Neurons. Annual Review of Psycholgy, 60, 653-70.
Fox, K., Nijeboer, S., Dixon, M. L., Floman, J. L., Ellamil, M., Rumak, S. P., Sedlmeier, P., & Christoff, K. (2014). Is meditation associated with altered brain structure? A systematic review and meta-analysis of morphometric neuroimaging in meditation practitioners. Neuroscience and Biobehavioral Reviews, 43, 48-73.
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Methodos of Data Analysis
It is intended that students achieve the following objectives during the learning process:
LO1 | Systematize statistical concepts
LO2 | Perform exploratory data analysis
LO3 | Justify the suitability of parametric and non-parametric tests
LO4 | Update and deepen knowledge about parametric and non-parametric tests
LO5 | Apply tests and calculate correlation coefficients
LO6 | Analyze and interpret the results of various modeling approaches
LO7 | Use a statistical analysis software
LO8 | Present and discuss results in the context of a thesis/scientific article
1. Systematisation of a statistics glossary
2. Exploratory data analysis
2.1 Descriptive measures of location, symmetry and dispersion.
2.2 Graphical representations
2.3 Composite variables
2.4 Operationalisation with statistical software
3. modelling to compare two groups
3.1 Cross-tabulations
3.2 Chi-square test
3.3 Tests for equality of means
3.4 Operationalisation with statistical software
4.Validating the relationship between pairs of variables
4.1 Categorised variables
4.2.Ordinal and quantitative variables
4.3 Quantitative variables
4.4 Operationalisation with statistical software.
There are two assessment modalities:
1. Assessment during the semester:
a) Group project to be submitted at the end of the semester, with discussion (40%); minimum grade: 10 points.
The project consists of preparing a data analysis report, applying the syllabus contents, based on a database provided by the teaching team.
b) Written test (65%). Minimum grade: 7 points.
1. Exam assessment
a) Written test (65%). minimum grade: 7 points.
b) Data analysis report (35%). Minimum grade: 10 points
Title: Laureano, R. M. S., & Botelho, M. C. (2017). SPSS. O meu manual de consulta rápida (3ª ed.). Edições Sílabo.
Maroco, J. (2021). Análise Estatística com o SPSS (8ª edição). Report Number.
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Title: Field, A. (2024). Discovering statistics using IBM SPSS statistics (6th ed.). Sage Publications.
Maroco, J., & Bispo, R. (2003). Estatística aplicada às ciências sociais e humanas. Climepsi Editores.
Reis, Elizabeth (2008). Estatística Descritiva (7ª ed). Edições Sílabo.
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Research Methods in Psychology I
At the end of the semester, students should be able to:
LO1: Plan the various stages of the research process;
LO2: Know how to draft a research question and hypotheses for a given research project.
LO3: Prepare a review of empirical evidence to help formulate the research question and hypotheses.
LO4: Operationalize the variables/constructs under study.
LO5: Distinguish between different types of methodologies and data collection methods.
LO6: Evaluate research quality in terms of the different types of validity.
LO7: Write a research project.
CP1: Planning a research project
1.1 The research process
1.2 Types of literature, sources of information and bibliometric indicators.
1.3 Research ethics.
1.4. The research problem.
1.5. The research question.
1.6. Formulating hypotheses.
1.7 Methodological options
1.8. Variables: operationalization and manipulation of concepts
1.9 Analysis of research quality
CP2: Writing research projects and reports
2.1 Writing standards in research.
2.2 Formal sections of a research project and report.
Students can complete the course through assessment throughout the semester or assessment by exam.
Assessment throughout the semester includes i) practical group work consisting of a written research project (25%), ii) an oral presentation of the work (15%) and iii) an individual written test (60%). Students with a minimum mark in each assessment element of at least 9.5 (and therefore a final average of 9.5 or more) will pass.
Assessment by exam is carried out through an individual written exam (100%).
Title: APA. (2020). Publication manual of the American Psychological Association (7th ed.). American Psychological Association.
Arriaga, P. & Sales, C. (2016). Como Planear a Investigação? In Garrido & Prada, Manual de competências académicas (pp. 199-233). Lisboa: Sílabo.
Garrido, M. V. & Prada, M. (Eds.) Manual de competências académicas (pp. 245-280). Sílabo.
LeBel, E. et al. (2018). A unified framework to quantify the credibility of scientific findings. Advances in Methods and Practices in Psychological Science, 1(3), 389-402.
McBride, D. M. (2020). The process of research in psychology (4th ed). Sage.
Prada, M., Camilo, C., Garrido, M. V. & Rodrigues, D. L. (2021). O diabo está nos pormenores: Introdução às normas para escrita científica da American Psychological Association (7ª edição). Psicologia. 35 (1), 95-146.
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Title: All European Academies. (2017). The European code of conduct for research integrity. (Rev. ed.). Berlin, Germany: ALLEA.
Belter, C. W. (2015). Bibliometric indicators: opportunities and limits. Journal of the Medical Library Association: JMLA, 103(4), 219-221.
Bryman, A. (2012). Social research methods (4th ed.). Oxford: Oxford University Press.
Fleming, R. S., & Kowalsky, M. (2021). Survival skills for thesis and dissertation candidates. Springer International Publishing.
Grant, M. J., & Booth, A. (2009). A typology of reviews: an analysis of 14 review types and associated methodologies. Health Information & Libraries Journal, 26(2), 91-108.
Prada, M., Camilo, C., Garrido, M. V. & Rodrigues, D. L. (2021). O diabo está nos pormenores: Introdução às normas para escrita científica da American Psychological Association (7ª edição). Psicologia. 35 (1), 95-146.
Grant, S., Mayo-Wilson, E., Melendez-Torres, G., & Montgomery, P. (2013). Reporting quality of social and psychological intervention trials: A systematic review of reporting guidelines and trial publications. PLoS One, 8(5), e65442.
Helgesson, G., & Eriksson, S. (2019). Authorship order. Learned Publishing, 32(2), 106-112.
Marôco, J. (2018). Análise estatística com o SPSS statistics (7ª ed.). Lisboa: ReportNumber.
Nosek, B. A. et al. (2018). The preregistration revolution. Proceed of the Nat Acad of Sciences, 115(11), 2600-2606.
Prada, M., Camilo, C., Garrido, M. V. & Rodrigues, D. L. (2021). O diabo está nos pormenores: Introdução às normas para escrita científica da American Psychological Association (7ª edição). Psicologia. 35 (1), 95-146.
Petursdottir, A. I., & Carr, J. E. (2018). Applying the taxonomy of validity threats from mainstream research design to single-case experiments in applied behavior analysis. Behavior Analysis in Practice, 11(3), 228-240.
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Perspectives & Theories of Emotion
Students who complete this Curricular Unit will be able to:
LO1: Define and explain what are emotions and other related affective processes, using precise scientific terms.
LO2: Evaluate and select methods and techniques for assessing and inducing emotions, integrating research findings to substantiate and justify methodological choices.
LO3: Understand, analyze, and compare the main perspectives and theories of emotions, demonstrating the ability to distinguish their contributions to the understanding of human functioning.
LO4: Apply the concepts and theories of emotions in various domains and everyday contexts.
LO5: Demonstrate communication skills, both orally and in writing.
PC1: Definitions of Emotion and Components of Emotions.
PC2: Structure and Classification of Emotions: Theoretical assumptions of categorical and dimensional models.
PC3: Methods and techniques for measuring emotions and other affective processes: Advantages and limitations.
PC4: Procedures and techniques for inducing emotions.
PC5: Functions of emotions.
PC6: Assumptions of evolutionary, psychological, and social constructivist approaches regarding the universality, the variability, and the importance of context and culture in studying emotions.
PC7: Assumptions of theoretical approaches on the course of the emotional experience.
Students may complete this Course Unit through continuous assessment during the semester or through a final evaluation:
A. Continuous Assessment includes the following mandatory elements:
(1) Development of a group project with an oral presentation in class (15%); (2) individual exercises throughout the semester as set by the instructor(s) (15%); and (3) an individual written test (70%). Students will pass if they achieve a minimum score of 9 in each evaluation element and a minimum final average of 9.5.
B. Final Evaluation via an individual written exam (100%) covering the entire course material. This evaluation is available to students who choose it and to those who have not passed the continuous evaluation. Students will pass if they achieve a minimum score of 9.5.
There are no minimum attendance requirements for completing this CU.
Title: Scarantino, A. (2024). Emotion Theory: The Routledge Comprehensive Guide
Shiota, M. N., & Kalat, J. W. (2012). Emotion (2nd Ed). Belmont: Wadsworth.
Damásio, A. R. (2000). O erro de Descartes. Emoção, razão e cérebro humano. Publicações Europa América.
A complementar estes livros são partilhados online (moodle) artigos clássicos e referências atuais de teorias e investigação no domínio das conteúdos da UC (incluindo publicações do/as docentes) .
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Title: - Evers et al. (2014). Emotion response coherence: A dual-process perspective. Biological Psychology, 98, 43-49. doi: 10.1016/j.biopsycho.2013.11.003
- Tsai, J.L. & Clobert, M. (2019). Cultural influences on emotion: Empirical patterns and emerging trends. In S. Kitayama & D. Cohen (Eds). Handbook of Cultural Psychology. Oxford University Press.
- Coles, et al. (2019). A meta-analysis of the facial feedback literature: Effects of facial feedback on emotional experience are small and variable. Psychological Bulletin, 145(6), 610-651.
- Santos, A. C., Arriaga, P., & Simões, C. (2021). Catching the audience in a job interview: Effects of emotion regulation strategies on subjective, physiological, and behavioural responses. Biological Psychology, 162, 108089
- Wang, K., (...) Arriaga, P., Santos, A. (...) et al. (2021). A multi-country test of brief reappraisal interventions on emotions during the COVID-19 pandemic. Nature Human Behaviour, 5 (8), 1089–1110.
- Russell, J. A. (2003). Core affect and the psychological construction of emotion. Psychological Review, 110(1), 145-172.
- Zickfeld, D. H., Schubert, T. W., Seibt, B., Blomster, J. K., Arriaga, P., et al. (2019). Kama Muta: Conceptualizing and measuring the experience of being moved across 19 nations and 15 languages. Emotion, 19 (3), 402-424.
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Cognition & Emotion
By the end of this course, the student should be able to:
LG1: Know the origins of the emotion-cognition debate
LG2: Know the main theoretical perspectives on the relationship between emotion and cognition
LG3: Know, analyse and evaluate the main methods and research techniques on the influence of emotions on cognition, and on the cognitive factors involved on emotions.
LG4: Know and explain the influence of emotions on cognitive and socio-cognitive processes
LG5: Understand the practical implications of this field, being able to apply the acquired knowledge to a range of contexts
1. Definitions and assumptions regarding the cognition-emotion debate
1.1. Cognition: notions of cognitive representation and of information processing; overview of cognitive functions
1.2. Emotion and related concepts
1.3. Historical and philosophical aspects of the cognition-emotion debate
1.4. Methodological approaches to the study of cognition-emotion interactions
2. The influence of emotion on cognition
2.1. Judgment, decision-making and processing modes
2.2. Attention and cognitive control
2.3. Memory
2.4. Language
2.5. Emotional traits and cognitive performance
2.6. Affective disorders
3. The influence of cognition on emotion
3.1. Cognitive processes and emotion regulation
3.2. Impact of cognitive disorders on emotion
4. Integration of cognitive and emotional processes: interactions in the brain
Assessment throughout the semester: Group assignment, including the discussion of a paper (10%) and a written report on the topic (20%); individual response to 2 questions (20%); test (50%). Students will get approval if they achieve at least 9.5 points in each of the evaluation elements.
Exam: Students will get a final test (1st and/or 2nd season), according to the REACC. Students will get approval if obtaining at least 9.5 points in that evaluation moment.
Title: Vuilleumier, P. (2005). How brains beware: neural mechanisms of emotional attention. Trends in Cognitive Sciences, 9(12), 585-94.
Storbeck, J., & Clore, G. (2007). On the interdependence of cognition and emotion. Cognition and Emotion, 21, 1212-1237
Power, M. J., Dagleish, T. (Eds., 2016). Handbook of Cognition and Emotion: From Order to Disorder (Third Edition). London: Psychology Press
Pessoa, L. (2008). On the relationship between emotion and cognition. Nature Reviews Neuroscience, 9, 148-158.
Okon-Singer, H., Hendler, T., Pessoa, L., & Shackman, A. (2015). The neurobiology of emotion?cognition interactions: fundamental questions and strategies for future research. Frontiers in Human Neuroscience, 9, 58.
Ochsner, K. N., & Phelps, E. (2007). Emerging perspectives on emotion-cognition interactions. Trends in Cognitive Sciences,11(8), 317-318.
Duncan, S., & Barrett, L. F. (2007). Affect is a form of cognition: A neurobiological analysis. Cognition and Emotion, 21, 1184-1211.
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Title: Wells, A. & Matthews, G. (1994). Attention and emotion: A clinical perspective. Hove, UK: Lawrence Erlbaum.
Watson, K. K., Matthews, B. J., & Allman, J. M. (2007). Brain activation during sight gags and language-dependent humor. Cerebral Cortex, 17(2), 314-324.
Smith, C., & Ellsworth, P (1985). Patterns of cognitive appraisal in emotion. Journal of Personality and Social Psychology, 48, 813-838.
Schwarz, N. (2000). Emotion, cognition, and decision making. Cognition and Emotion, 14, 433-440.
Schurgin, M. W., Nelson, J., Iida, S., Ohira, H., Chiao, J. Y., & Franconeri, S. L. (2014). Eye movements during emotion recognition in faces. Journal of Vision, 14, 1-16.
Pessoa, L. (2015). Précis on The Cognitive-Emotional Brain. Behavioural and Brain Sciences, 38, 1-66.
Ochsner, K.N., & Gross, J.J. (2005). The cognitive control of emotion. Trends in Cognitive Sciences, 9, 242-249.
Lindquist, K. A., Barrett, L. F., Bliss-Moreau, E., & Russell, J. A. (2006). Language and the perception of emotion. Emotion, 6, 125-138.
Leventhal, H. & Scherer, K. (1987). The relationship of emotion to cognition: A functional approach to a semantic controversy. Cognition and Emotion, 1, 3-28.
Lazarus, R. S. (1984). On the primacy of cognition. American Psychologist, 39, 124-129.
Kanske, P & Kotz, S. (2011) Conflict processing is modulated by positive emotion:ERP data from a flanker task Behavioural Brain Research, 219, 382-386
Gasper, K., & Clore, G. L. (2002). Attending to the big picture: Mood and global versus local processing of visual information. Psychological Science, 13, 34-40.
Eysenck, M. W. & Keane, M. (2000). Cognitive Psychology: A student's Handbook (4ª Ed). Taylor & Francis
Combs, M. R. et al. (2011). Attention shaping as a means to improve emotion perception deficits in outpatients with schizophrenia and impaired controls. Schizophrenia Research, 127(1-3), 151-6.
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Advanced Research Methods in Psychology
Students who successfully absolved this curricular unit are able to:
LO1: Conduct a qualitative literature synthesis of research.
LO2: Distinguish different types of methods while taking into account their potential and limitations.
LO3: Solve a research problem by conducting a scientific study.
LO4: Explain and distinguish different data analysis strategies and demonstrate the capacity to present research results.
LO5: Identify the steps in scientific publication and write a scientific article.
PC 1. The development of research ideas and the basics of the research process.
PC 2. Advantages and methodological limitations associated with the choice of different types of studies.
PC3. Preparation and implementation of a research study.
PC 4. Strategies of data analysis and presentation of research findings.
PC 5. Dissemination and publication process: Structure of different scientific articles, preparation, submission, and review of an article for publication, and development of scientific posters.
Students can take this course by assessment during the semester or by final exam. To pass the course under the regime of assessment during the semester, they must:
1) Present all the work required in this course (a research project carried out in groups and presented in the form of a poster and a short scientific article carried out individually summarizing the research); 2) Be present at the Theoretical-Practical classes (students may miss a maximum of 3 Theoretical-Practical classes) and at least 50% of the Laboratory Practices.
Under the regime of assessment during the semester, students will be subject to 3 forms of assessment: 1) a group assignment on a piece of research carried out during the semester presented in poster format (50%); 2) an individual paper on the research carried out during the semester, presented in the form of a short research note (45%); 3) participation in LAPSO studies (1h30 in the SPI system) (5%). Participation in LAPSO studies is voluntary and can be replaced by another assignment.
Students with a final average of 9.5 or more in all the assessments will pass.
Students who are not enrolled in the assessment during the semester may use the final exam assessment system. Under the final exam system, students must present individually the same work assignments required in the evaluation through the semester but are exempt from attending theoretical-practical classes and laboratory practices.
Students who fail the assessment in the 1st period or intend to improve their grades can keep the best evaluation scores of the work assignments carried out during the semester and will be asked to conduct a new empirical study to be agreed with the lecturer (and to be handed until the date of the exam for the 2nd period), with the submission of the research report and the oral defense on a date and time to be agreed.
Title: Sternberg, R. J. (Ed.) (2019). Guide to publishing in psychology journals (2nd Ed.), Cambridge: Cambridge University Press.
Reis, H., & Judd, C. (2014). Handbook of research methods in social and personality psychology. (2nd Ed.) Cambridge: Cambridge University Press.
Gilbert, D. T., Fiske, S. T. & Lindzey, G. (Eds.) (2010). The handbook of social psychology (5th ed., Vol. I, pp. 51-142). Oxford: Oxford University Press.
Bryman, A. & Cramer, D. (2003). Análise de dados em ciências sociais. Introdução às técnicas utilizando o SPSS para windows (3ª Ed.). Oeiras: Celta.
APA (2020) Publication manual of the American Psychological Association (7th Ed.). Washington, DC: APA
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Title: Bibliografia específica depende do tema da investigação realizada e será recomendada nas aulas teórico-práticas a decorrer durante o semestre.
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Ontogenesis of Emotion
The successful student in this UC should be able to meet the following Learning outcomes (LO):
LO1. Frame emotional development within an ontogenetic and epigenetic perspective.
LO 2. Identify the main stages of child and adolescent emotional development.
LO 3. Identify the developmental processes that most impact affective life and interactions mediated by affect.
LO 4. Identify problems requiring research in this domain.
LO 5. Identify major strengths and drawbacks of distinct methodological approaches to developmental problems.
LO 6. Formulate relevant research questions.
The UC contents are distributed across the following Program Contents (CP1-CP10):
CP1. Relationship between phylogenesis and ontogenesis. Epigenesis.
CP2. Early experience and development of the brain and behavior.
CP3. Emotional development in relationships between children and parents, between peers and friendships
CP4. Stages and process in cognitive and moral development. The relationship between emotion, morality and prosociality
CP5. Development of knowledge and recognition of emotions
CP6. Development of expression of emotions
CP7. Development of emotional regulation
CP8. Bullying and promoting emotional development in a school context
CP9. Emotions and Technology
Students can complete the UC through assessment throughout the semester or assessment by exam.
Assessment throughout the semester includes the following assessment instruments: oral presentation and discussion of a group work (20%), a written report of the group work (30%) and an individual written test (50%). All assessment instruments must have a minimum score of 9.5.
The exam assessment method consists of an individual written exam (100%) in the defined assessment periods (1st and/or 2nd period and/or special period).
Title: Davies, D. (2011). Child development. A practitioner's Guide. NY: The Guilford Press
De Haan, M & Johnson, M. (2003). The cognitive neuroscience of development. Hove, UK: Psychology Press
Harris M. (2008). Exploring child development: Understanding theory and methods. London: Sage Publications.
Lewis, M-, Haviland-Jones, J.M., & Feldman Barrett, L. (2008). Handbook of emotions. 3rd Ed. NY: Guilford Press
Nadel , J. & Muir, D. (2009). Emotional development: Recent research advances. Oxford University Press.
Richardson, K. (2000). Developmental psychology: How nature and nurture interact. Mahwah: New Jersey: Lawrence Earlbaum.
Smith, P.K. & Hart, C.H. (2006). Childhood social development (2nd ed). Malden, MA: Blackwell Publishing
Stroufe, A. (1997). Emotional development: The organization of emotional life in the early years. Cambridge University Press.
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Title: Carneiro, P., Fernandez, A., Diez, E., Garcia-Marques, L., Ramos, T. & Ferreira, M.B. (2012). "Identify-to-reject": A specific strategy to avoid false memories in the DRM paradigma. Memory & Cognition, 40, 252-265.
Carvalhosa, S. F. (2010). Prevenção da violência e do bullying em contexto escolar. Lisboa: Climepsi Editores.
Cowie, H. & Berdondini, L. (2002). The expression of emotion in response to bullying. Emotional and Behavioural Difficulties, 7(4), 207-214.
Eisenberg, N. & Mussen, P.H. (1989). The roots of prosocial behavior in children. Cambridge University Press.
Gaspar, A. & Esteves, F (2012). Preschoolers faces in spontaneous emotional contexts - how well do they match adult facial expression prototypes? International Journal of Behavioral Development. 36(5), 348-357.
Gerhardt, S. (2009). Why love matters. How affection shapes a baby's brain. London: Routledge.
Hopkins, B., Barr, R.G., Michel, G., & Rochat, P. (2005). The Cambridge encyclopedia of child development. Cambridge: Cambridge University Press.
Monteiro, L., Verissimo, M., Vaughn, B. E., Santos, A. J., Torres, N., & Fernandes, M. (2010). The organization of children's secure base behaviour in two-parent Portuguese families and father's participation in child-related activities. European Journal of Developmental Psychology, 7(5), 545-560.
Peterson, J.S. (2009). Myth 17: Gifted and Talented Individuals do Not Have Unique Social and Emotional Needs. Gifted Child Quarterly, 53(4), 280-282.
Saarni, C. & Harris, P.L. (1991). Children's understanding of emotion. N.Y: Cambridge University Press.
Schore, A.N. (2001). Effects of secure attachment relationship on right brain development, affect regulation, and infant mental health. Infant Mental Health Journal, 22(1-2), 7-66.
Vaughn, B. E., El-Sheikh, M., Shin, N., Elmore-Staton, L., Krzysik, L., & Monteiro, L. (2011). Attachment representations, sleep quality and adaptive functioning in preschool age children. Attachment & Human Development, 13(6), 525-540.
Serão disponibilizados outros artigos por tema/aula.
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Psychophysiology of Emotion
After successful evaluation, the student is able to:
LO1: Understand and frame the use of neuropsychophysiological measures in the study of emotional phenomena.
LO2: Describe the process of neuropsychophysiological assessment.
LO3: Explain and demonstrate the use and recording of neuropsychophysiological measures.
LO4: Critically analyze the use of neuropsychophysiological measurements in applied contexts.
PC1. Introduction to psychophysiology for the study of emotions: Conceptual, theoretical, and methodological issues in the study of emotions; the context of psychophysiological assessment.
PC2. The nervous system (peripheral e central) and Measurement of its Activity.
PC3. Applied Psychophysiology.
Students may complete this Course Unit through continuous evaluation during the semester or through a final evaluation:
A. Continuous Assessment includes the following mandatory elements:
(1) Development of a group project with an oral presentation in class (15%); (2) individual exercises throughout the semester as set by the instructor (15%); and (3) an individual written test (70%). Students will pass if they achieve a minimum score of 9 in each evaluation element and a minimum final average of 9.5.
B. Final Evaluation via an individual written exam (100%) covering the entire course material. This evaluation is available to students who choose it and to those who have not passed the continuous evaluation. Students will pass if they achieve a minimum score of 9.5.
There are no minimum attendance requirements for completing this CU.
Title: Andreasi, J.L. (2006). Psychophysiology: Human behavior and physiological response. ISCTE: PS.120 AND*Psi
Cacioppo, J. T. et al. (2017). Handbook of psychophysiology.
Coan, J.A. & Allen, J.J.B. (2007). Handbook of emotion elicitation and assessment (pp. 398-425). Oxford University Press.
Holmqvist, K., & Andersson, R., Eye tracking: A comprehensive guide to methods and measures (2nd Edition), 2007, Holmqvist, K., & Andersson, R. (2017). Eye tracking: A comprehensive guide to methods and measures (2nd Edition). Lund-Eye Tracking Research Institute., https://catalogo.biblioteca.iscte-iul.pt/cgi-bin/koha/opac-detail.pl?biblionumber=112196
Blumenthal, T. D. et al. (2005). Committee report: Guidelines for human startle eyeblink electromyographic studies. Psychophysiology, 42(1), 1-15.
Boucsein, W. et al. (2012). Publication recommendations for electrodermal measurements. Psychophysiology, 49(8), 1017-1034.
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Title: Arriaga, P. et al., A "dry eye" for victims of violence: Effects of playing a violent video game on pupillary dilation to victims and on aggressive behavior., 2015, A "dry eye" for victims of violence: Effects of playing a violent video game on pupillary dilation to victims and on aggressive behavior. Psychology of Violence, 5 (2), 199-208., https://repositorio.iscte-iul.pt/handle/10071/9368
Arriaga, P., Esteves, F., & Feddes, A., Looking at the (mis)fortunate of others while listening to music., 2014, Arriaga, P., et al., (2014). Looking at the (mis)fortunate of others while listening to music. Psychology of Music, 42 (2), 251-268., https://repositorio.iscte-iul.pt/handle/10071/7716
Lima, C., Arriaga, P., et al., Authentic and posed emotional vocalizations trigger distinct facial responses., 2021, Lima, C., Arriaga, P., Anikin, A., Pires, A. R., Frade, S. Neves, L., Scott, S. K. (2021). Authentic and posed emotional vocalizations trigger distinct facial responses. Cortex, 141, 280-292., https://repositorio.iscte-iul.pt/handle/10071/22796
Santos, A. C., Arriaga, P., & Simões, C. (2021). Catching the audience in a job interview: Effects of emotion regulation strategies on subjective, physiological, and behavioural responses. Biological Psychology, 162, 108089.
Stemmler, G. (2009). Methodological considerations in the psychophysiological study of emotion. In R. Davidson, K. Scherer, & H. Goldsmith, Handbook of affective sciences (pp. 225-255). Oxford University Press.
Zickfeld, J. H., Arriaga, P., Santos, S. V., Schubert. T., & Seibt, B., (2020). Tears of joy, aesthetic chills, and heartwarming feelings: Physiological correlates of Kama Muta. Psychophysiology. https://doi.org/10.1111/psyp.13662
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Master Dissertation in Emotion Sciences
A student who completes this course is able to:
LG1. Know the different steps for designing a research project.
LG2. Recognize and follow ethical guidelines.
LG3. Identify, delimit, and conceptually frame a relevant scientific research problem.
LG4. Write a literature review that adequately frames the research problem addressed using all the available resources.
LG5. Effectively outline the methodological strategy according to the formulated research problem.
LG6. Write a research project adequate to a master's dissertation.
LG7. Effectively present the work conducted and the respective argumentation.
LG8. Discuss critically the dissertation.
PC1. Steps and processes for designing a research project: Structure, development stages, and norms for the elaboration of a research project;
PC2. Literature Review: Goals and features of a literature review; Literature review and the development of the argument; Planning and conducting a literature review
PC3. Outlining the methodological strategy:
Understanding the link between conceptual and operationalization stages; Research design; planning data analysis; ethical issues in research;
PC4: Analyzing and presenting the results, discussion, and conclusions; references and appendices.
PC5: Preparing the public defense of the dissertation.
The collective seminars aim to prepare students for the final writing and public defense of their dissertations, but the completion of the seminar classes does not directly include these final stages. They are designed to ensure that students are prepared and equipped with the knowledge, skills, competencies, and confidence to present and defend their dissertation or project work publicly. Since attendance at seminars is crucial for the development of the project, the jury will be provided with information about the student's involvement as an additional element to contextualize the final evaluation.
The dissertation must be presented according to the standards and within the deadlines established by Iscte and is defended in public where the technical components, the written work, and the presentation and defense are evaluated. The final evaluation occurs after the public discussion of the dissertation and subsequent evaluation.
Title: APA. (2020). Publication Manual of the American Psychological Association (7th ed.). APA
Bishop, D.V. & Thompson, P.A. (2024). Evaluating What works: An Intuitive Guide to Intervention Research for Practitioners. CRC Press. Available online: https://bookdown.org/dorothy_bishop/Evaluating-What-Works/)
Bui, Yvonne N. (2014). How to write a master's thesis (2nd ed). Sage.
Harrison & Rentzelas (2021). Your psychology dissertation. Sage.
Heard, S. B. (2021). The scientist's guide to writing: How to write more easily and effectively throughout your scientific career (2nd ed.). Princeton University Press.
Pennington, C. (2023). A student’s guide to Open Science: Using the replication crisis to reform psychology. Open University Press.
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Title: Walliman, N. (2005). Your research project. SAGE.
Swetnam, D. (2000). Writing your dissertation: How to plan, prepare and present successful work. How to books.
Ridley, D. (2008). The literature review: a step-by-step guide for students. Sage.
Reis, H.T., & Judd, C. (2000, eds.). Handbook of research methods in social and personality psychology. Cambridge University Press.
Punch, K.F. (2006). Developing effective research proposals. SAGE.
Mohrman, S. A. & Lawler III, E. E. (2011). Useful research: advancing theory and practice. Berret-Koehler Publishers.
Garrido, M. V. & Prada, M. (Eds.) Manual de competências académicas (pp. 245-280). Sílabo.
Hall, C. (1998). Doing a literature review: releasing the social science research. Sage.
Hailman, J. P., & Strier B. (2006). Planning, proposing, and presenting science effectively: a guide for graduate students and researchers in the behavioral sciences and biology. Cambridge University Press.
Friedland, A., J., & Folt, C. L. (2009). Writing successful science proposals (2ª ed.). Yale University Press
Fleming, R. S., & Kowalsky, M. (2021). Survival Skills for Thesis and Dissertation Candidates. Springer International Publishing.
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Recommended optative
1st semester
00731 - Emotions, Marketing & Advertising
00124 - Emotional Development in the Family and in the School
2nd semester
00136 - Emotion in Social & Cultural Relations (english)
01697 - Individual and Cultural Diversity Competencies Development (english)
00730 - Qualitative Methods in Psychology
The study plan includes 5 optional curricular units: 2 optional in the 1st year (1 in each semester) and 3 optional in the 2nd year (2 in the 1st semester and 1 in the 2nd semester)
Optional courses will only be held if they achieve a minimum number of enrollments.
Objectives
The Msc allows students to deepen their knowledge of the affective, cognitive, behavioral and motivational processes in different areas, namely in psychology and health; education, family and community; and companies, marketing and communication. Thus, with its basis in a solid theoretical and methodological education, the programme is intended to enable the application of acquired knowledge in different professional, social, and community contexts.
Applying knowledge and skills from science on emotions in various contexts: health, education, family, community and organizations. The level of success of this goal is evaluated throughout the different modules in the course, which culminate in the dissertation or final project. The programme aims to develop knowledge and specific skills that enable students to:
- Differentiate and empirically evaluate the main theoretical models and current perspectives in the area of affective functioning;
- Apply the methodologies utilized in the evaluation of emotional processes;
- Plan intervention projects in view of affective and motivational processes;
- Discuss and defend the results of res