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JOHN CABOT UNIVERSITY

COURSE CODE: "PS 373"
COURSE NAME: "Affective Neuroscience"
SEMESTER & YEAR: Fall 2025
SYLLABUS

INSTRUCTOR: Eleonora Vagnoni
EMAIL: [email protected]
 HOURS: MW 3:00 PM 4:15 PM
TOTAL NO. OF CONTACT HOURS: 45
CREDITS: 3
PREREQUISITES: Prerequisite: PS 370
OFFICE HOURS:
COURSE DESCRIPTION:

The course enables students to acquire an in-depth knowledge of emotion, emotion regulation and emotion expression. Through engagement with contemporary scientific literature, students will deepen their understanding of the role emotions play in their life, and how emotions are processed in the healthy brain as well as in the brain after a lesion. During the course, students will be prompted to consider the different neuroscientific techniques used to investigate emotions, to reflect on the universal aspects and cultural differences of emotions, and to engage in critical evaluation, discussion, and oral presentation of scientific literature.

Satisfies "Psychobiology Area" core course requirement for Psychological Science majors.
SUMMARY OF COURSE CONTENT:
The course will start with an introduction to the main theories of emotion and the methods used to induce and measure emotions. It will then provide an overview of the neural basis of emotion processing and how humans express, recognize, and regulate emotions. The scientific literature on negative and positive emotion will also be considered, as well as the relationship between emotion and cognition
LEARNING OUTCOMES:

LEARNING OUTCOMES:

1.Demonstrate a systematic understanding and ability to critically evaluate key theories of emotions, emotion expression, and regulation, in the healthy brain and in the brain after a lesion (LOS 1)

2.Demonstrate a clear understanding of the neural basis of emotion processing and the link between emotion and cognition (LOS 1)

3.Apply knowledge gained to better understand and critically evaluate neuroscientific studies (LOS 2)

4.Demonstrate the ability to produce a scientific proposal and to discuss scientific literature both orally and in writing (LOS 3)

TEXTBOOK:
NONE
REQUIRED RESERVED READING:
NONE

RECOMMENDED RESERVED READING:
NONE
GRADING POLICY
-ASSESSMENT METHODS:
AssignmentGuidelinesWeight
examThere will be 2 closed-book, in-person exams. The midterms will review the assigned textbook readings, lectures, and additional material covered in the preceding classes. Each midterm is non-cumulative and covers only the content covered in the course up until that week. A cumulative final exam, covering all the material, will also be administered. The exams will be made of multiple-choice questions and essay answer questions. Each exam is worth 25%. Of the 3 exams, only your two highest scores will count towards your final grade. Your lowest (out of three) exam score will be dropped. If you miss any of the three exams, that will be your dropped score.50%
research proposalStudents are required to write a research proposal on one of the topics covered in the course. In week 8 students are required to upload a first version of the written research proposal to receive formative feedback. If students submit successfully a first version of the proposal, they will receive 10% otherwise they will receive 0%. For the final submission student are required to upload the updated version of the research proposal (integrated with the feedback received in Week 8). The weight of this part of assessment is 30% and it is distributed in: abstract (Weight 2.5%), introduction and rationale (Weight 15%), method (Weight 10%), strength and limitations (Weight 2.5%). The creation of a research proposal is a way to evaluate the understanding of the topics covered in the course, the level of critical thinking and in-depth analysis of the scientific literature. Total maximum length of the proposal 2500 words. In week 14 students are required to give an oral presentation of their proposal ‘elevator pitch style’ (10 mins). This part of the assessment Weight 10%50%

-ASSESSMENT CRITERIA:
AWork of this quality directly addresses the question or problem raised and provides a coherent argument displaying an extensive knowledge of relevant information or content. This type of work demonstrates the ability to critically evaluate concepts and theory and has an element of novelty and originality. There is clear evidence of a significant amount of reading beyond that required for the course.
BThis is highly competent level of performance and directly addresses the question or problem raised.There is a demonstration of some ability to critically evaluatetheory and concepts and relate them to practice. Discussions reflect the student’s own arguments and are not simply a repetition of standard lecture andreference material. The work does not suffer from any major errors or omissions and provides evidence of reading beyond the required assignments.
CThis is an acceptable level of performance and provides answers that are clear but limited, reflecting the information offered in the lectures and reference readings.
DThis level of performances demonstrates that the student lacks a coherent grasp of the material.Important information is omitted and irrelevant points included.In effect, the student has barely done enough to persuade the instructor that s/he should not fail.
FThis work fails to show any knowledge or understanding of the issues raised in the question. Most of the material in the answer is irrelevant.
-ATTENDANCE REQUIREMENTS:
ATTENDANCE REQUIREMENTS AND EXAMINATION POLICY
You cannot make-up a major exam (midterm or final) without the permission of the Dean’s Office. The Dean’s Office will grant such permission only when the absence was caused by a serious impediment, such as a documented illness, hospitalization or death in the immediate family (in which you must attend the funeral) or other situations of similar gravity. Absences due to other meaningful conflicts, such as job interviews, family celebrations, travel difficulties, student misunderstandings or personal convenience, will not be excused. Students who will be absent from a major exam must notify the Dean’s Office prior to that exam. Absences from class due to the observance of a religious holiday will normally be excused. Individual students who will have to miss class to observe a religious holiday should notify the instructor by the end of the Add/Drop period to make prior arrangements for making up any work that will be missed. The final exam period runs until ____________
ACADEMIC HONESTY
As stated in the university catalog, any student who commits an act of academic dishonesty will receive a failing grade on the work in which the dishonesty occurred. In addition, acts of academic dishonesty, irrespective of the weight of the assignment, may result in the student receiving a failing grade in the course. Instances of academic dishonesty will be reported to the Dean of Academic Affairs. A student who is reported twice for academic dishonesty is subject to summary dismissal from the University. In such a case, the Academic Council will then make a recommendation to the President, who will make the final decision.
STUDENTS WITH LEARNING OR OTHER DISABILITIES
John Cabot University does not discriminate on the basis of disability or handicap. Students with approved accommodations must inform their professors at the beginning of the term. Please see the website for the complete policy.
SCHEDULE

Introduction to the Course and the type of Assessment. What is Formative Feedback. The importance of Quizzes.

Suggested readings: power point presented in class

Theories of Emotion

Niedenthal, P. M., & Ric, F. (2017). Psychology of emotion. Psychology Press. Chapter 1

Armony, J., & Vuilleumier, P. (Eds.). (2013). The Cambridge handbook of human affective neuroscience. Cambridge university press. Chapter 1

Inducing Emotion

Niedenthal, P. M., & Ric, F. (2017). Psychology of emotion. Psychology Press. Chapter 2

Measuring Emotion

Niedenthal, P. M., & Ric, F. (2017). Psychology of emotion. Psychology Press. Chapter 2

Armony, J., & Vuilleumier, P. (Eds.). (2013). The Cambridge handbook of human affective neuroscience. Cambridge university press. Chapter 4, 5, 6

Happiness

Niedenthal, P. M., & Ric, F. (2017). Psychology of emotion. Psychology Press. Chapter 7

In Class discussion on how to structure the Research Proposal.

Emotional Intelligence

Barrett, L. F., Lewis, M., & Haviland-Jones, J. M. (Eds.). (2016). Handbook of emotions. Guilford Publications. Chapter 30

Expression of Emotion

Niedenthal, P. M., & Ric, F. (2017). Psychology of emotion. Psychology Press. Chapter 5

Armony, J., & Vuilleumier, P. (Eds.). (2013). The Cambridge handbook of human affective neuroscience. Cambridge university press. Chapter 7, 8, 11, 12

The Emotional Brain

Niedenthal, P. M., & Ric, F. (2017). Psychology of emotion. Psychology Press. Chapter 3

Emotion Regulation – The Gross’s Model

Niedenthal, P. M., & Ric, F. (2017). Psychology of emotion. Psychology Press. Chapter 9

Gross, J. J. (2015). Emotion regulation: Current status and future prospects. Psychological Inquiry, 26(1), 1-26.

Self Conscious Emotions

Niedenthal, P. M., & Ric, F. (2017). Psychology of emotion. Psychology Press. Chapter 6

Anxiety

Material will be uploaded

Reward Learning

Armony, J., & Vuilleumier, P. (Eds.). (2013). The Cambridge handbook of human affective neuroscience. Cambridge university press. Chapter 19

Emotion and Cognition – Perception

Niedenthal, P. M., & Ric, F. (2017). Psychology of emotion. Psychology Press. Chapter 8

Emotion and Cognition – Memory and Decision Making

Niedenthal, P. M., & Ric, F. (2017). Psychology of emotion. Psychology Press. Chapter 8

Review of the Material before the Midterm Exam 2

In Class Discussion on the Formative Feedback Received, how to Improve the Research Proposal

Empathy

Armony, J., & Vuilleumier, P. (Eds.). (2013). The Cambridge handbook of human affective neuroscience. Cambridge university press. Chapter 23

Solitude

Material will be uploaded

Love

Niedenthal, P. M., & Ric, F. (2017). Psychology of emotion. Psychology Press. Chapter 9

Universal and Cultural Differences in Emotion Niedenthal, P. M., & Ric, F. (2017). Psychology of emotion. Psychology Press. Chapter 4

Oral Presentation in class