PC6055 - Psychology of Learning and Education (2020/21)
|Module specification||Module approved to run in 2020/21|
|Module title||Psychology of Learning and Education|
|Module level||Honours (06)|
|Credit rating for module||15|
|School||School of Social Sciences|
|Total study hours||150|
|Running in 2020/21||
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.
Prior learning requirements
PC5006 Cognitive and Developmental Psychology
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 also covered in the syllabus.
Learning outcomes LO 1 - 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 (114 hours).
On successful completion of this module students will be able to:
1. Critically evaluate theoretical and empirical evidence regarding the role of genetic, biological and environmental factors on education, learning abilities and disabilities.
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 programmes aimed at ethically eradicating disadvantage in children with learning difficulties.
Summative assessment will be via an extended essay coursework report of 3000 words (100%). To pass the module a grade of 40% or above on the assessment is required.
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