Cognitive bias and motivation

• To know and become aware of the cognitive division in human beings between a fast and intuitive processing, and other slow and deliberate one.

• To acquire the conceptual and phenomenological bases to understand the effects of the fast and intuitive processing system as a source of cognitive biases.

• To know the main cognitive biases and its implementation in different fields of human performance in which they produce effects (clinical diagnosis, judicial practice, political activity, advertising, etc.).

• To know the main experimental paradigms that allow to investigate the effects of cognitive biases on behavior.

Theory of the two systems.

Limits of attention.

Associative coherence.

Cognitive ease.

Psicology of causality.

The intuitive judgment.

Heuretics and biases.

The illusion of understanding.

Emotional biases.

Choices.

Behavioral economics.

Alvarez-Cruz, A. (2021). Psychology and torture: Enhanced Interrogation Techniques in the aftermath of the 9/11 attacks. Revista de Historia de la Psicología, 42(3), 2-9. DOI: https://doi.org/10.5093/rhp2021a12.

Kahneman, D. (2012). Pensar rápido, pensar despacio. Barcelona: Debate.

Danziger, S., Levav, J. y Avnaim-Pesso, L. (2011). Extraneous factors in judicial decisions. Proceedings of the National Academy of Sciences, DOI: 10.1073/pnas.1018033108

Öhman, A., Lundqvist, D. y Esteves, F. (2001). The face in the crowd revisited: A threat advantage with schematic stimuli. Journal of Personality and Social Psychology, 80(3), 381-396.

Pyszczynski, T., Greenberg, J., & Solomon, S. (1999). A dual-process model of defense against conscious and unconscious death-related thoughts: An extension of Terror Management Theory. Psychological Review, 106(4), 835-845.

Simons, D. J. y Chabris, C. F. (1999). Gorillas in our midst: Sustained inattentional blindness for dynamic events. Perception, 28, 1059-1074.

Williams, J. M. G., Mathews, A. y MacLeod, C. (1996). The emotional Stroop task and psychopathology. Psychological Bulletin, 120(1), 3-24.

To have and understand the knowledge that gives a basis or opportunity of being original in the development and/or application of ideas, often in a research context.

To have the learning abilities that allow them to continue studying in a way that will be mostly self-directed or independent.

To be able of performing an analysis of reality based on judgments and knowledge of psychology.

To show ability in the management of documental sources, selection, analysis, and synthesis of relevant information of scientific texts or documents.

To show ability for critical reflection and thinking.

To acquire advanced knowledge and develop an ability of critical assessment of psychological methods and techniques typical of master levels, to face up new problems in complex contexts.

To be able of assessing the effectiveness of strategies applied from ethical and good judgments.

• Lesson-explanation

• Tutoring

• Making and exposition of reports, essays, and works

MINIMUM WEIGHTING MAXIMUM WEIGHTING

Continuous assessment of activities 25 50

Assessment of reports and works 25 50

HOURS ATTENDANCE

Expository classes 9 100%

Seminar interactive classes 9 100%

Individual and/or small group tutorials 3 100%

Student perssonal work 48 0%

Work making 6 0%

To keep a pragmatic and applied perspective of the subject, thinking about it more as a tool or a methodology than as a theorical framework. It is not so relevant to be able of understanding and explaining the exact causes of the falibility of the human processing system (probably determined by a evolutionary history in a particular ecological context), as to perceive its influence in people attitudes and behavior.