PC6060 - Cognition and Emotion (2018/19)
| Module specification | Module approved to run in 2018/19 | ||||||||||||
| Module title | Cognition and Emotion | ||||||||||||
| Module level | Honours (06) | ||||||||||||
| Credit rating for module | 15 | ||||||||||||
| School | School of Social Sciences | ||||||||||||
| Total study hours | 150 | ||||||||||||
|
|||||||||||||
| Assessment components |
|
||||||||||||
| Running in 2018/19(Please note that module timeslots are subject to change) |
|
Module summary
The module aims for students to understand philosophical, behaviourist and cognitive theories of emotion. In addition, students will understand how normal and disordered theories of emotion might be combined to a common framework, capable of explaining both normal and disordered emotions. Additionally, students will build on previous critical reading skills and discussion: some sessions will require prior reading of research papers and discussion of these in class time. This will encourage active participation from students, which is useful experience for the workplace, following graduation.
Prior learning requirements
PC5006
Syllabus
Philosophical theories of emotion, behaviourist theories of emotion, development of a cognitive account of emotion, cognitive theories of emotion, cognitive theories of emotional disorder, SPAARS model, Mood and Memory, fear, sadness, anger, disgust and happiness. A student discussion session on the development of emotion theory will also take place. LO1,LO2,LO3
Balance of independent study and scheduled teaching activity
An important part of this module is the independent reading required by students prior to class discussion. This will be supported with lecture material for productive class discussion. Students will also be given the opportunity to participate in a discussion session as well as take part in an oral presentation, putting forward their ideas to others.
Learning outcomes
On successful completion of the module, students will be able to:
1) Discriminate between philosophical, behaviourist and cognitive theories of emotion;
2) Explain key theoretical concepts in this area;
3) Critically evaluate and discuss research in this area.
Assessment strategy
The assessment strategy demonstrates the learning and teaching strategy described above. The summative assessment for this module consists of one oral presentation (50%) and one 2000 word essay (50%). The oral presentation allows for formative feedback and reflection on performance. Both the oral presentation and essay will allow students to demonstrate their understanding of theories of cognition and emotion. Students will be asked to comment on other students’ presentations allowing for formative group feedback.
Bibliography
CORE
Power, M. & Dalgleish, T, (2015). Cognition and Emotion: From order to disorder. Psychology Press: London.
ADDITIONAL
Journal of Cognition and Emotion
Journal of Emotion
Journal of Applied Psychology
Psychological Review