module specification

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

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

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.

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.

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.

[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.