Accreditations
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 | ||
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Biological Bases of Emotions
6.0 ECTS
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Cognition & Emotion
6.0 ECTS
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Research Methods in Psychology I
6.0 ECTS
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Perspectives & Theories of Emotion
6.0 ECTS
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Advanced Research Methods in Psychology
6.0 ECTS
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Methodos of Data Analysis
6.0 ECTS
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Ontogenesis of Emotion
6.0 ECTS
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Psychophysiology of Emotion
6.0 ECTS
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Cognition & Emotion
6.0 ECTS
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Methodos of Data Analysis
6.0 ECTS
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| 2nd Year | ||
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Master Dissertation in Science on Emotions
42.0 ECTS
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Applied Project in Science on Emotions
42.0 ECTS
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Ontogenesis of Emotion
The successful student in this UC should be able to meet the following Learning Goals (LG):
LG1. Frame emotional development within an ontogenetic and epigenetic perspective.
LG 2. Identify the main stages of child and adolescent emotional development.
LG 3. Identify the developmental processes that most impact affective life and interactions mediated by affect.
LG 4. Identify problems requiring research in this domain.
LG 5. Identify major strengths and drawbacks of distinct methodological approaches to developmental problems.
LG 6. Formulate relevant research questions.
The UC contents comprise the following Program Contents (PC1-PC10)
PC1. The relation between phylogenesis, ontogenesis, and epigenesis. Evolutionary perspectives of Social development.
PC2. Early experience and its impact on brain and behavior development.
PC3. The development of emotions in children's relationships with parents and peers.
PC4. Cognitive and moral developmental stages and processes.
PC5. Development of emotion knowledge and recognition T6. The development of emotional expression.
PC7. The development of emotional regulation.
PC8. Bullying and emotional development.
PC9. The development of emotional memories in children.
PC10. Giftedness and emotional development.
Evaluation: periodic or final.
Periodic:
- Written essay + presentation and discussion (30% + 20%);
- e-Learning exercises (20%) + critical recension (30%).
Students must attain a minimum score of 9.5 values on each of the 4 assessment components. Students will be approved if they attain a mean final score equal to or above 9.5 values.
Final: students will have access to a final exam (100%).
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.
Authors:
Reference:
Year:
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.
Authors:
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Psychophysiology of Emotion
After successful evaluation, the student will be able to:
LG1: Understand and frame the use of psychophysiological measures in the study of emotional phenomena;
LG2: Describe the process of psychophysiological assessment;
LG3: Explain and demonstrate the use and recording of psychophysiological measures;
LG4: Critically analyze the use of psychophysiological measures 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 are given a choice between two types of evaluation: periodic evaluation or final exam.
Continuous assessment: test (90%) and oral presentation (10%). Minimum of 9 values for each type of assessment and a weighted average of 9.5 or above. Final exam: 100%. Successful completion implies a grade of 9.5 or above.
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.
Authors:
Reference:
Year:
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 Science on Emotions
A student who completes this course should be able to:
LG1. Know the different steps for designing a research project;
LG2. Identify, delimit, and conceptually frame a research problem relevant for scientific research;
LG3. Write a relevant literature review that adequately frames the research problem addressed using all the available resources;
LG4. Effectively outline the methodological strategy according to the formulated research problem
LG5. Write a research project that is adequate to a master?s thesis
LG6. Effectively present the work conducted and the respective argumentation.
LG7. Discuss critically the thesis.
LG8. Recognize and follow ethical guidelines.
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, presentation of the results, discussion and conclusions; references and appendices.
PC5: Preparing the public defense of the dissertation.
The Dissertation should be delivered following the norms and the deadlines established by ISCTE-IUL. The Dissertation will be publicly defended, and the technical, written, oral presentation and argumentation components will be evaluated. Attendance at the seminars is fundamental to the development of the project. To contextualize the final evaluation, the members of the jury will receive information about the student's engagement.
BibliographyTitle: Fleming, R. S., & Kowalsky, M. (2021). Survival Skills for Thesis and Dissertation Candidates. Springer International Publishing. https://doi.org/10.1007/978-3-030-80939-3_33
Bell, J. (2008). Doing your research project: A guide for first-time researchers in education, health and social science. Open University press.
APA. (2020). Publication manual of the American Psychological Association (7th ed.). https://doi.org/10.1037/0000165-000
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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.
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
Arriaga, P., & Sales, C. M. D. (2016). Como planear a investigação? In M. V. Garrido & M. Prada (Eds.), Manual de competências académicas (pp. 245-280). Sílabo.
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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 research and intervention work in specific contexts.