84544 - Emotions and Cognitive Processes

Learning outcomes

At the end of the course, the student:

- will have a general knowledge on the interplay of emotion and cognition;

- will know how emotion affects perception, attention, memory and decision making;

- will know basic mechanisms of emotion regulation in in normal and pathological populations . 

- will know affect assessment through self report and psychophysiological methods;

Course contents

 

EMOTION

Defining characteristics, systems, functions, recent models

 

EMOTION ELICITATION AND ASSESSMENT

Induction methods

Self-Report Methods

Sentiment analysis

Biosignals

Behavioral measures

 

EMOTION-COGNITION INTERACTIONS

Emotion and Perception

Emotion and Attention

Emotion and Learning

Emotion and Memory

Emotion and Decision making

Applications: Marketing ed Affective Computing

 

EMOTION REGULATION AND RECOGNITION: DEFINITION AND MEASUREMENT

Emotion regulation:  learning, and inhibition 

Empathy

Emotional intelligence

Alexithymia

 

EMOTIONS, COGNITIVE PROCESSES AND PSYCHOPATHOLOGY

Anxiety and Performance: Working Memory and Attention

Emotional processing and reactivity in psychopathology: mechanisms and assessment

Readings/Bibliography

FOR EXCHANGE STUDENTS ONLY (Erasmus and other official student exchange programmes):

Smith, E. E. and Kosslyn, S. M. (2007). Cognitive Psychology: Mind and Brain. New Jersey: Prentice Hall. (only chapter 8: Emotion and Cognition).

Gray, E. K., & Watson, D. (2007). Assessing positive and negative affect via self-report. In J. A. Coan & J. J. B. Allen (Eds.), Handbook of emotional elicitation and assessment (pp. 171–183). New York: Oxford University Press.

 

Nelson, J. B., & Bouton, M. E. (2002). Extinction, inhibition, and emotional intelligence. In L. Feldman-Barrett & P. Salovey (Eds.), The wisdom in feeling: Psychological processes in emotional intelligence (pp. 60–85). New York: Guilford Press.

Bowes, S., Ammirati, R., Costello, T., Basterfield, C., & Lilienfeld, S. (2020). Cognitive biases, heuristics, and logical fallacies in clinical practice: A brief field guide for practicing clinicians and supervisors. Professional Psychology: Research and Practice. 10.1037/pro0000309.

Teaching methods

Frontal lectures, group discussions of scientific articles, works in small groups with class presentation.

Assessment methods

The exam is written and it includes two open questions.

Teaching tools

Laboratory

Office hours

See the website of Maurizio Codispoti