An essential Postgraduate certificate to understand human psychology from its base, with the quality of the most complete and updated contents in the educational market”

This Postgraduate certificate is a complete journey through each and every one of the Basic Psychological Processes, in the most important cognitive and emotional areas. A training created by experts in the field that will show you the different theories and approaches giving you the tools you need to face any therapeutic situation in this subject. For this, you will have a teaching faculty that stands out for its extensive professional experience in the different fields in which psychology has developed and in different sectors of the population.

Throughout this program, you will learn the current and newest approaches on this topic. We will not only take you through the theoretical knowledge we offer, but we will introduce you to another way of studying and learning, one which is simpler, more organic and more efficient. We will work to keep you motivated and to develop your passion for learning, helping you to think and develop critical thinking skills.

A high-level step that will become a process of improvement, not only on a professional level, but also on a personal level.

An educational program created for professionals who aspire for excellence, and that will enable you to acquire new skills and strategies easily and effectively”

This Postgraduate certificate in Basic Psychological Processes contains the most complete and up-to-date program on the market. The most important features include:

• The development of 100 practical cases presented by experts
• The graphic, schematic, and practical contents provide students with scientific and practical information on the disciplines that are essential for Psychologist
• New developments and innovations in the different areas of psychology
• Practical exercises where the self-assessment process can be carried out to improve learning
• Algorithm-based interactive learning system for decision-making in the situations that are presented to the student
• Special emphasis on cutting-edge methodologies
• Theoretical lessons, questions to the expert, debate forums on controversial topics, and individual reflection assignments
• Content that is accessible from any fixed or portable device with an Internet connection

A totally efficiency-focused approach that will allow you to learn in a real, constant and efficient way”

It includes a very broad teaching staff made up of experts in psychology, who share their work experience in this program, as well as recognized specialists from leading communities and prestigious universities.

The multimedia content, developed with the latest educational technology, will provide the professional with situated and contextual learning, i.e., a simulated environment that will provide an immersive program designed to learn in real situations.

This program is designed around Problem-Based Learning, where the student must try to solve the different professional practice situations that arise during the course. For this purpose, the professional will be assisted by an innovative interactive video system created by renowned and experienced experts.

Forget the obsolete ways of studying the traditional way and make your learning easier and more motivating"

This Postgraduate certificate makes a difference in the labor market by placing you among the most qualified professionals"

The structure of the contents has been designed by a team of professionals with long experience in this subject. A selection of the most updated and relevant materials on this subject has been made, in order to establish an interesting, effective and complete path for the psychology professional. With the objectives of quality and efficiency that ensure a real specialization.

This Postgraduate certificate in Basic Psychological Processes contains the most complete and up-to-date scientific program on the market”

Module 1. The psychology of attention and perception

1.1. The perception process

1.1.1. An introduction to perception
1.1.2. Color perception
1.1.3. Anomalous perceptions

1.2. Motion perception

1.2.1. Definition of motion
1.2.2. Motion perception functions
1.2.3. Characteristics of motion perception and its types

1.3. Perception of speech

1.3.1. Physical characteristics of the signal
1.3.2. Acoustic wave elements
1.3.3. Theories of speech perception

1.4. Perception of language

1.4.1. Perception of vowels
1.4.2. Perception of consonants
1.4.3. Conclusions

1.5. Introduction to the study of attention

1.5.1. Concept of attention
1.5.2. Attention characteristics
1.5.3. Determinants of attention
1.5.4. Types of care

1.6. Selective attention

1.6.1. Definition and concept of selective attention
1.6.2. Selective attention dimensions
1.6.3. Models of selective attention

1.7. Divided attention

1.7.1. Definition and concept of divided attention
1.7.2. Split-care models
1.7.3. Automaticity and attentional control

1.8. Sustained attention

1.8.1. Definition and concept of sustained attention
1.8.2. Characteristics of sustained attention tasks
1.8.3. Theories of sustained attention

1.9. The contribution of attention to experimental studies

1.9.1. Experimental tasks and paradigms
1.9.2. The Stroop task
1.9.3. The priming tasks
1.9.4. Doble tarea

1.10. Neuroscience of attention

1.10.1. Cerebral bases of attention
1.10.2. The P300 component as an electrophysiological indicator of attentional processes
1.10.3. Sustained attention and neuroimaging
1.10.4. Individual differences in perception

Module 2. Psychology of Memory

2.1. Conceptual Bases of memory

2.1.1. Introduction and Objectives
2.1.2. Concept and Definition of Memory
2.1.3. Basic Processes of Memory
2.1.4. Initial Research on Memory
2.1.5. Classification of Memory
2.1.6. Memory During Development
2.1.7. General Strategies to Stimulate Memory
2.1.8. Bibliographic References

2.2. Sensory Memory

2.2.1. Introduction and Objectives
2.2.2. Concept and Definition
2.2.3. Neurobiological Foundations of Sensory Memory
2.2.4. Assessing Sensory Memory
2.2.5. Intervention in Educational Contexts of Sensory Memory
2.2.6. Family Activities for Students From Three to Five Years of Age
2.2.7. Sensory Memory Intervention Case Study
2.2.8. Bibliographic References

2.3. Short-Term Memory

2.3.1. Introduction and Objectives
2.3.2. Concept and Definition of Short-Term Memory and Working Memory
2.3.3. Neurobiological Bases of Short-Term and Working Memory
2.3.4. Assessment of Short-Term and Working Memory
2.3.5. Intervention in Educational Contexts of Short-Term Memory
2.3.6. Family Activities for Students From Six to Eleven Years of Age
2.3.7. Working Memory Intervention Case Study
2.3.8. Bibliographic References

2.4. Long-Term Memory

2.4.1. Introduction and Objectives
2.4.2. Concept and Definition
2.4.3. Neurobiological Bases of Long-Term Memory
2.4.4. Assessment of Long-Term Memory
2.4.5. Intervention in Educational Contexts of Long-Term Memory
2.4.6. Family Activities for Students From Twelve to Eighteen Years of Age
2.4.7. Long-Term Memory Intervention Case Study

2.5. Memory Disorders

2.5.1. Introduction and Objectives
2.5.2. Memory and Emotion
2.5.3. Forgetfulness Theories of Forgetfulness
2.5.4. Memory Distortions
2.5.5. Memory Alterations: Amnesias
2.5.6. Childhood Amnesia
2.5.7. Other Types of Memory Alteration
2.5.8. Programs to Improve Memory
2.5.9. Technological Programs to Improve Memory
2.5.10. Bibliographical References

2.6. Thinking Skills

2.6.1. Introduction and Objectives
2.6.2. Developing Thinking from Childhood to the Adult Age
2.6.3. Basic Thought Processes
2.6.4. Thinking Skills
2.6.5. Critical Thinking
2.6.6. Characteristics of Digital Natives
2.6.7. Bibliographic References

2.7. Neurobiology of Thinking

2.7.1. Introduction and Objectives
2.7.2. Neurobiological Foundations of Thinking
2.7.3. Cognitive distortions
2.7.4. Neuropsychological Assessment Instruments
2.7.5. Bibliographic References

2.8. Cognitive Intervention

2.8.1. Introduction and Objectives
2.8.2. Learning Strategies
2.8.3. Cognitive Stimulation Techniques in Educational Contexts
2.8.4. Methods for Studying at Home
2.8.5. Cognitive Stimulation Activities in the Family Environment
2.8.6. Learning Strategy Intervention Case Study
2.8.7. Bibliographic References

2.9. Cognitive Thought Theories

2.9.1. Introduction and Objectives
2.9.2. Significant Learning Theory
2.9.3. Information Processing Theory
2.9.4. Genetic Theory: Constructivism
2.9.5. Sociocultural Theory: Socioconstructivism
2.9.6. Theory of Connectivism
2.9.7. Metacognition: Learning to Think
2.9.8. Programs for the Acquisition of Thinking Skills
2.9.9. Technological Programs for the Improvement of Thinking Skills
2.9.10. Thinking Skill Intervention Case Study
2.9.11. Bibliographic References

Our syllabus has been designed with teaching effectiveness in mind: so that you learn faster, more efficiently, and on a more permanent basis”