Directions of development of contemporary psychology 1600-SZD-N-KRWP-PS

Knowledge (W; in Polish: “wiedza”) (the graduate knows and understands)
WG_01 to the extent enabling the revision of existing paradigms - the world’s achievements relating to theoretical
foundations as well as general and selected specific issues - relevant to a particular discipline within the social
sciences
WG_02 the main scientific developments in the disciplines of the social sciences in which the education is provided
WG_03 the methodology of scientific research in the field of the social sciences
WK_01 fundamental dilemmas of modern civilisation from the perspective of the social sciences
WK_02 the economic, legal, ethical and other essential conditions of conducting scientific research in the field of the
social sciences

Skills (U; in Polish: “umiejętności”) (the graduate is able to)

UW_01 Take advantage of knowledge from different academic fields, in particular the social sciences to creatively
identify, formulate and innovatively solve complex problems or perform research tasks, especially:
− define the aim and subject of scientific research in the field of the social sciences, formulate a research
hypothesis,
− develop research methods, techniques and tools and use them creatively,
− Draw conclusions on the basis of research results
UW_02 critically analysing and evaluating the research results within the social sciences, of expert activities and other
creative work and their contribution to the development of knowledge

Social competences (K; in Polish” “kompetencje społeczne”) (the graduate is ready to)
KK_01 critically evaluate achievements within a given scientific discipline in the field of the social sciences
KK_02 critically assess one's own contribution to the development of a scientific discipline
KK_03 recognise the value of knowledge in solving cognitive and practical problems within a specific discipline in the
field of the social sciences

Assessment Tasks: attendance obligatory; active participation
Learning Outcomes Assessment: evaluation of students’ participation in the class, their responses to questions, contribution to discussions
Assessment criteria: Attendance and active participation

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Moduł I:
Zajęcia 1:
Kuba, K. Vignoles, V.L., De Almeida, I., Uchida, Y. (2022). Outside the “cultural binary”: understanding why Latin American collectivist societies foster independent selves. Perspectives on Psychological Science 17 (4): 1166-1187.
van de Vijver, F., Chasiotis, A., & Breugelmans, S. M. (Eds.) (2011). Fundamental questions in Cross-Cultural Psychology. Cambridge: Cambridge University Press (chosen chapters)..
Minkov, M. (2018). A revision of Hofstede’s model of national culture: old evidence
and new data from 56 countries.
Zajęcia 2:
Friedman, M. I. K. E., Rholes, W. S., Simpson, J., Bond, M., Diaz‐Loving, & Chan, C. (2010). Attachment avoidance and the cultural fit hypothesis: A cross‐cultural investigation. Personal Relationships, 17(1), 107-126.

Moduł II:
Zajęcia 3 i 4:
Hermann, A. D., Brunell, A. B., & Foster, J. D. (Eds.). (2018). Handbook of Trait Narcissism: Key Advances, Research Methods, and Controversies. Springer International Publishing. https://doi.org/10.1007/978-3-319-92171-6
Krizan, Z., & Herlache, A.D. (2018). The narcissism spectrum model: A synthetic view of
narcissistic personality. Personality and Social Psychology Review, 22(1), 3-31.
Miller, J.D., Back, M.D., Lynam, D.R., & Wright, A.G. (2021). Narcissism today: What we know and what we need to learn. Current Directions in Psychological Science, 30(6), 519-525.
Sedikides, C. (2021). In search of narcissus. Trends in Cognitive Sciences, 25(1), 67-80.

Moduł III:
Zajęcia 5:
Cacioppo, J.T., Berntson, G.G., Larsen, J.T., Poehlmann, K.M. i Ito, T.A. (2005). Psychofozjologia emocji. W: M. Lewis i J.M. Haviland-Jones. Psychologia emocji. Gdańsk: GWP. (s. 230-253)
Murphy, S.T. i Zajonc, R.B. (1994). Afekt, poznanie i świadomość. Przegląd Psychologiczny, 3, 261-299.
Literatura uzupełniająca:
Kaltner, D. i Ekman, P. (2005). Wyrażanie emocji twarzą. W: M. Lewis i J.M. Haviland-Jones. Psychologia emocji. Gdańsk: GWP. (s. 307-323)
Greenwald, A.G., Brendl, M., Cai, H., Cvencek, D., Dovidio, J.F., Friese, M., Hahn, A., Hehman, E., Hofman, W., Houges, S., Hussey, I., Jordan, C., Kirby, T.A., Lai, C.K., Lang, J.W.B., Lindgren, K.P., Maison, D., Ostafin, B.D., Rae, J.R., Ratliff, K.A., Spruyt, A., Wiers, R.W. (2021). Best research practices for using Implicit Association Test. Behavior Research Methods. Doi.org/10.3758/s13428-021-01624.
Zajęcia 6:
Verplanken, B., Herabadi, A., Perry, J., A., Silvera, D., H. (2005). Consumer style and health: the role of impulsive buying in unhealthy eating. Psychology and Health, 429 – 441.
Fitzimons, G.M., Chartrand, T.L., Fitzimons, G.J. (2008). Automatic Effect of Brand Exposure on Automatic Behavior: How Apple Makes You “Feel Different”. Journal of Consumer Research, 35, 21 – 35.
Literatura uzupełniajaca
Chartrand, T.L, Hubber, J., Shiv, B., Tanner, R.J. (2008). Nonconscious Goals and Consumer Choice. Journal of Consumer Research, 35, 189 – 201.
Maison, D., Greenwald, A. G., & Bruin, R. H. (2004). Predictive validity of the Implicit Association Test in studies of brands, consumer attitudes, and behavior. Journal of Consumer Psychology, 14, 405–415.
Maison, D., Oleksy, T. (2017). Validation of EEG as an Advertising Research Method: Relation Between EEG Reaction Toward Advertising and Attitude Toward Advertised Issue (Relation to Political and Ideological Beliefs). [in] K. Nermend, M. Łatuszyńska (ed.). Neuroeconomic and Behavioral Aspects of Decision Making. Springer Proceedings in Business and Economics. DOI 10.1007/978-3-319-62938-4_18.
Maison, D., Pawłowska, B. (2017). Using the Facereader Method to Detect Emotional Reaction to Controversial Advertising Referring to Sexuality and Homosexuality. [in] K. Nermend, M. Łatuszyńska (ed.). Neuroeconomic and Behavioral Aspects of Decision Making. Springer Proceedings in Business and Economics. DOI 10.1007/978-3-319-62938-4_20.
Moduł IV:
Zajęcia 7
Thaler, R. (2018). Zachowania niepoprawne. Tworzenie ekonomii behawioralnej. Poznań: Wydawnictwo Media i Rodzina.
Moduł V:
Zajęcia 8
Gergen, K. J. (1973). Social psychology as history. Journal of Personality and Social Psychology, 26(2), 309–320.
Atari, M., & Henrich, J. (2023). Historical psychology. Current Directions in Psychological Science, 32(2), 176-183.
Zajęcia 9
Roets, A., Au, E. W., & Van Hiel, A. (2015). Can authoritarianism lead to greater liking of out-groups? The intriguing case of Singapore. Psychological Science, 26(12), 1972-1974.
Górska, P., Stefaniak, A., Lipowska, K., Malinowska, K., Skrodzka, M., & Marchlewska, M. (2022). Authoritarians go with the flow: Social norms moderate the link between right‐wing authoritarianism and outgroup‐directed attitudes. Political Psychology, 43(1), 131-152.
Siemiątkowski, M., Bilewicz, M., & Babińska, M. (2026). The bright side of authoritarian submission. Distinct cross‐lagged effects of right‐wing authoritarianism facets on intergroup helping intentions and susceptibility to anti‐helping misinformation during wartime mobilization. Political Psychology, 47(2), e70054.

Moduł VI:
Zajęcia 10
Hayes, S. C., Hofmann, S. G., & Ciarrochi, J. (2020). A process-based approach to psychological diagnosis and treatment: The conceptual and treatment utility of an extended evolutionary meta model. Clinical psychology review, 82, 101908.
Hofmann, S. G., & Hayes, S. C. (2019). The future of intervention science: Process-based therapy. Clinical Psychological Science, 7(1), 37-50.
Ong, C. W., Hayes, S. C., & Hofmann, S. G. (2022). A process-based approach to cognitive behavioral therapy: A theory-based case illustration. Frontiers in Psychology, 13, 6840. https://www.frontiersin.org/articles/10.3389/fpsyg.2022.1002849/full
Zajęcia 11
Hamilton, A. F. de C. (2021). Hyperscanning: Beyond the hype. Neuron, 109(3), 404–407. https://doi.org/10.1016/j.neuron.2020.11.008
Schilbach, L., Timmermans, B., Reddy, V., Costall, A., Bente, G., Schlicht, T., & Vogeley, K. (2013). Toward a second-person neuroscience. The Behavioral and brain sciences, 36(4), 393–414. https://doi.org/10.1017/S0140525X12000660
Schilbach, L., & Redcay, E. (2025). Synchrony across brains. Annual Review of Psychology, 76(1), 883–911. https://doi.org/10.1146/annurev-psych-020124-115318
Moduł VII:
Zajęcia 12
Conway, C. C., Forbes, M. K., Forbush, K. T., Fried, E. I., Hallquist, M. N., Kotov, R., ...Eaton, N. R. (2019). A hierarchical taxonomy of psychopathology can transform mental health research. Perspectives on psychological science, 14(3), 419-436.
Cuthbert, B. N. (2022). Research Domain Criteria: toward future psychiatric nosologies. Dialogues in clinical neuroscience, 17:1, 89-97.
Garber, J., Bradshaw, C. P. (2020). Developmental psychopathology and the research domain criteria: Friend or foe?. Journal of Clinical Child & Adolescent Psychology, 49(3), 341-352.
Ruggero, C. J., Kotov, R., Hopwood, C. J., First, M., Clark, L. A., Skodol, A. E., ... Zimmermann, J. (2019). Integrating the Hierarchical Taxonomy of Psychopathology (HiTOP) into clinical practice. Journal of consulting and clinical psychology, 87(12), 1069.
Achenbach, T. M., Ivanova, M. Y., Rescorla, L. A., Turner, L. V., Althoff, R. R. (2016). Internalizing/externalizing problems: Review and recommendations for clinical and research applications. Journal of the American Academy of Child & Adolescent Psychiatry, 55(8), 647-656.
Compas, B. E., Gruhn, M , Bettis, A. H. (2017). Risk and resilience in child and adolescent psychopathology. Child and Adolescent Psychopathology, 3rd Edition, 113-143
Masten, A. S., Lucke, C. M., Nelson, K. M., & Stallworthy, I. C. (2021). Resilience in development and psychopathology: multisystem perspectives. Annual Review of Clinical Psychology, 17, 521-549.
Zajęcia 13
Paterson, S.J., Parish-Morris, J., Hirsh-Pasek, K., Michnick Golinkoff, R., (2016). Considering Development in Developmental Disorders, Journal of Cognition and Development, 17:4, 568-583, DOI: 10.1080/15248372.2016.1200047
Happe, F., Frith, U. (2014). Annual Research Review: Towards a developmental
neuroscience of atypical social cognition, Journal of Child Psychology and Psychiatry, 55 (6), 553–577.
Flameling, L. J., & Mesman, J. (2022). Using video observation in the family context: the association between camera-related behaviors and parental sensitivity. Infancy, 27(1), 115-134. doi:10.1111/infa.12439
Literatura dodatkowa:
Hartman, S., Belsky, J. (2018). Prenatal programming of postnatal plasticity revisited—and extended. Development and Psychopathology, 30, 825–842; doi:10.1017/S0954579418000548