PY7021 - Psychology of Learning and Education (2021/22)
| Module specification | Module approved to run in 2021/22 | ||||||||||
| Module status | DELETED (This module is no longer running) | ||||||||||
| Module title | Psychology of Learning and Education | ||||||||||
| Module level | Masters (07) | ||||||||||
| Credit rating for module | 20 | ||||||||||
| School | School of Social Sciences | ||||||||||
| Total study hours | 200 | ||||||||||
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| Running in 2021/22(Please note that module timeslots are subject to change) |
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Module summary
Educational environments interact with individuals’ unique genetic profiles and neurobiology, leading to wide individual differences in learning ability, motivation, and achievement. The module will provide new insights into the origins of individual differences in education traits such as cognitive abilities (e.g. IQ) and learning difficulties (e.g. dyslexia); motivation and personality; behavioural and emotional problems; social functioning and academic achievement. The module will also examine factors that influence both typical and atypical neurodevelopment (to the extent that those factors are linked to educational performance). Finally, the module will provide an overview of the learning deficits that individuals with learning disabilities (e.g. Specific Language Impairments disorder) experience.
Syllabus
Topics such as developmental dyslexia, reading comprehension impairment, specific language impairment, mathematics disorder, developmental co-ordination disorder, attention-deficit hyperactivity disorder, and autism.
The understanding, impact and treatment of these developmental difficulties in educational settings is covered in the syllabus as well.
Learning Outcomes LO1 - LO 4
Balance of independent study and scheduled teaching activity
Acquisition of knowledge of the subject matter of this module will be promoted through lectures and lecturer-led workshops (36 hours) and through the guided use of student-centred learning resources (164 hours).
Learning outcomes
On successful completion of this module students will be able to:
1. Critically evaluate theoretical and empirical evidence regarding the role of biopsychosocial and environmental factors on education
2. Conduct literature reviews and critically evaluate that literature.
3. Explain in a concise format the significance of interdisciplinary cross-cultural research in understanding the development of education traits
4. Describe the learning deficits that individuals with various learning disabilities experience and construct theoretical models of intervention
Assessment strategy
Summative assessment will be via an essay coursework report of 5000 words (100%).
Bibliography
CORE
Chandler, C. (2010). The Science of ADHD: A Guide for parents and Professionals. Oxford: WileyBlackwell.
Cole, T., Daniels, H., & Visser, J. (Eds.). (2012). The Routledge international companion to emotional and behavioural difficulties. Routledge.
Hulme, C. & Snowling, M. (2009) Developmental Disorders of language, learning and cognition. Oxford: Blackwell/Wiley
Journals
Development and Psychopathology
Journal of Educational and Developmental Psychology