module specification

PC4007 - Cognitive and Developmental Psychology (2018/19)

Module specification Module approved to run in 2018/19
Module title Cognitive and Developmental Psychology
Module level Certificate (04)
Credit rating for module 30
School School of Social Sciences
Total study hours 300
 
219 hours Guided independent study
81 hours Scheduled learning & teaching activities
Assessment components
Type Weighting Qualifying mark Description
Coursework 30%   Essay addressing one of a range of topics in Social Developmental Psychology (max 1500 words)
Coursework 30%   Summary of a journal article addressing one of a range of topics in in Cognitive-Developmental Psychology (max 1500 wo
In-Course Test 40%   1 hour (in class) multiple choice addressing Cognitive topics
Running in 2018/19
Period Campus Day Time Module Leader
Year North Friday Morning

Module summary

The aims of the module are aligned with the qualification descriptors within the Quality Assurance Agency’s Framework for Higher education Qualifications. Specifically, this module aims to introduce students to some of the foundational theories within cognitive psychology and developmental psychology, including a prehistory of cognition that examines some of the earlier approaches to human thought and behaviour. Students will also be introduced to some classic research studies that will help them to evaluate theories of cognition and development. In the cognition tutorials there will be the opportunity to replicate, and participate in, classic experiments and in the developmental seminars, the opportunity to watch and discuss existing developmental research. This module also aims to provide students with the qualities and transferrable skills necessary for employment requiring: written communication skills, discussion contribution, independent study and time keeping, summation and evaluation skills, and understanding of the scientific method and ethical research consideration

Syllabus

The syllabus will be drawn from the broad areas of cognition and developmental psychology, e.g. perception, attention and memory [cognition] & development of the self (including gender development and attachment), and social & cultural influences on development [developmental psychology]. LO1,LO2,LO3

Balance of independent study and scheduled teaching activity

Lectures will provide students with the basic framework and knowledge for the topic, but deeper knowledge and understanding will be promoted through directed study of recommended reading material, seminars/workshops, and online formative testing.

Learning outcomes

On successful completion of this module the student will be able to:

1. Be able to explain key theories of developmental psychology and cognition.
2. Have developed an understanding of how cognition and developmental psychology has been investigated and theorised and applied to real world situations.
3. Be able to present a cogent account of psychological ideas and arguments based on empirical evidence.

Assessment strategy

The assessment strategy is to (1) adopt a mix of assessment types (online/offline, formative/summative, timed/untimed, discursive/non-discursive) without overburdening students with too many assessments; (2) provide opportunities for formative assessment throughout the module. The summative assessments are ordered according to the blocks of lectures.

The module is passed with an average mark of 40% or greater.

Bibliography

[Core reading]

Davey, G. (2008). Complete psychology (2nd Edition). London, UK: Hodder & Stoughton.

Bjorklund, F. & Blasi, C. (2012). Child and Adolescent Development. Belmont, CA: Wadsworth, Cengage Learning. [This book is available online via the library’s electronic catalogue]

Goldstein, E.B. (2014). Cognitive psychology: Connecting mind, research, and everyday experience. (4th international edition). Belmont, CA: Wadsworth, Cengage Learning. [This book is available online via the library’s electronic catalogue]

Goldstein, E.B. (2014). Sensation and perception. (9th edition). Belmont, CA: Wadsworth, Cengage Learning. [This book is available online via the library’s electronic catalogue]

Shaffer, D.R. & Kipp, K. (2013). Developmental Psychology (9th edition). Belmont, CA: Wadsworth, Cengage Learning. [This book is available online via the library’s electronic catalogue]

[Additional reading]

Siegler, R., Deloache, J., & Eisenberg, N. (2006). How children develop. (2nd edition). New York: Worth.

Smith, P., Cowie, H., & Blades, M. (2015). Understanding children’s development. (6th edition) Oxford: Blackwell.