PC6060 - Cognition and Emotion (2020/21)
|Module specification||Module approved to run in 2020/21|
|Module title||Cognition and Emotion|
|Module level||Honours (06)|
|Credit rating for module||15|
|School||School of Social Sciences|
|Total study hours||150|
|Running in 2020/21||
The module aims for students to understand philosophical, behaviourist and cognitive theories of emotion in their historical and cultural contexts. 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
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.
LO 1 - 3
Balance of independent study and scheduled teaching activity
An important part of this module is the independent study 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 understanding and ideas to others.
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.
The assessment strategy demonstrates the learning and teaching strategy described above. The summative assessment for this module consists of one oral presentation and one 2000-word essay. 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 and the research on which they are based. Students will be asked to comment on other students’ presentations allowing for formative group feedback. Students must obtain a minimum aggregate grade of 40% across the two assessments to pass the module.
Power, M. & Dalgleish, T, (2015). Cognition and Emotion: From order to disorder. Psychology Press: London.