module specification

PC5006A - Developmental Psychology (2018/19)

Module specification Module approved to run in 2018/19
Module title Developmental Psychology
Module level Intermediate (05)
Credit rating for module 15
School School of Social Sciences
Total study hours 150
 
36 hours Scheduled learning & teaching activities
114 hours Guided independent study
Assessment components
Type Weighting Qualifying mark Description
In-Course Test 50%   In class test - MCQ
Coursework 50%   Essay (max.1500 words)
Running in 2018/19
Period Campus Day Time Module Leader
Autumn semester North Friday Afternoon

Module summary

Developmental Psychology
In developmental psychology students learn how both cognition and social behaviours change throughout the lifespan, including examples of atypical development and applied aspects of developmental psychology. Students are exposed to classic and modern theories, and to research that relates to these theories.

Prior learning requirements

Any introductory psychology module

Syllabus

Topics will be drawn from: Life-span development (Speed, Memory, Personality, etc.), Developmental Theories including new theories such as Dynamic Systems Theory and Neural Network Learning, Development of Reasoning and Executive Function LO1,LO2,LO3

Balance of independent study and scheduled teaching activity

Students will gain core knowledge and understanding of the topics through lectures, but deeper understanding, evaluation and skill development will be promoted through directed study of recommended reading material, seminars, and online resources.

Learning outcomes

On successful completion of this module, students will:
1. possess systematic in-depth knowledge and critical awareness of a range of core topic areas and related research in cognitive psychology;
2. have comprehensive knowledge and critical awareness of a range of different research methods used in cognitive psychology;
3. be able to summarise and evaluate critically theoretical developments in cognitive psychology in the light of empirical evidence.

Assessment strategy

Formative feedback will be available in the form of: (a) comments on mid-term short-answer questions, and (b) automated responses to non-summative multiple-choice questions.

Bibliography

CORE
Erber, J. T. (2005). Aging and Older Adulthood. 2nd edition. [CORE ]
Bjorklund, D. F. (2012). Children’s Thinking. 5th edition[CORE]

ADDITIONAL
Croker, S. (2012). The Development of Cognition. 1st edition