LING228: Child Language Acquisition

• Terms Taught: Lent/Summer Terms Only
• US Credits: 4 Semester Credits
• ECTS Credits: 7.5 ECTS
• Pre-requisites: Must have previously studied Linguistics and/or English Language or Psychology.

Course Description

This course examines explanations of how we acquire our first language. We bring psycholinguistics and theoretical linguistics together to describe and explain the processes a child goes through in learning their first language. We also look at some more advanced issues such as bilingualism, developmental language disorder, and language development in deaf children. The course is an introduction to language acquisition studies, psycholinguistics and theories of mind and language – looking particularly at the wide spectrum of different explanations for language acquisition.

Educational Aims

Students should acquire or develop:

• an understanding of the stages children go through in their phonological, lexical, morphological, and syntactic development
• an ability to apply and evaluate corpus-based and experimental methods that can be used to measure linguistic knowledge
• an ability to critically compare and evaluate different theories that have been developed to explain children's first language acquisition
• an ability to apply their knowledge of developmental language disorder, bilingualism and childhood aphasia to evaluate first language acquisition theories

Outline Syllabus

Topics studied will typically include:

• Social-cognitive prerequisites for language learning
• Phonological and phonetic development
• Word learning
• Acquisition of grammar
• Pragmatic development
• Child directed speech
• Interactions between language and cognitive development
• Developmental language disorder

Assessment Proportions

• Essay: 40%
• Exam: 60%

LING316: Psycholinguistics

• Terms Taught: Lent/Summer Terms only.
• US Credits: 4 semester credits
• ECTS Credits: 7.5 ECTS
• Pre-requisites: Must have previously studied Linguistics and/or English Language or Psychology.

Course Description

Psycholinguistics is the study of the psychology of language, which is one of the abilities that makes humans unique. It can cover topics in social psychology, developmental psychology, cognitive psychology and neuropsychology. The exact topics we cover can vary each year depend on who is teaching on the course, but we aim to balance these areas and include topics on how children learn language, how language is used in social interaction, how adults process sounds, words and sentences and what happens when children fail to learn a language normally or when adults suffer from brain damage.

Educational Aims

To provide students with:

• Knowledge and understanding of research in the field of psycholinguistics, including topics selected from language acquisition, cognitive psychology of language, literacy, language modelling, and acquired and developmental disorders of language;
• The ability to reflect critically upon the nature of theories in psycholinguistics and in particular how experimental and observational data can inform these;
• Introduction to approaches to psycholinguistics from a variety of methodologies including computer modelling, case studies, psycholinguistic experimentation and naturalistic observation;
• The opportunity to develop general analytic competence;
• An understanding of the links between different research methods, empirical findings and theories;
• The ability to critically evaluate the aforementioned links
• The ability to develop new links between different research methods, empirical findings and theories;
• Communication skills: the ability to communicate ideas well to others and participate in group discussions as well as the ability to write clearly and argue effectively.

By the end of the course students should be able to:

• Discuss theories and data within psycholinguistics, both from a psychological and a linguistic viewpoint;
• Discuss the types of techniques used in psycholinguistic studies and the methodological and ethical issues that pertain;
• Discuss theory and dtat through written media;
• Critically evaluate conflicting theories and present data and methodology;
• Analyse and evaluate data;
• Evaluate theories in light of data;
• Think independently and discuss reasoning;
• Write effectively and discuss reasoning critically.

Outline Syllabus

Topics will include:

• Word learning and categorization
• Language and Theory of Mind
• Studies of children with Developmental Language Disorder and autism
• Williams and Down Syndrome
• The brain-language relationship (including acquired disorders of language)
• Syntactic processing
• Connectionist models

Assessment Proportions

• Essay(s): 40%
• Exam: 60%

PSYC111: Introduction to Cognitive Psychology

• Terms Taught: Lent Term only
• US Credits: 2 semester credits
• ECTS Credits: 4 ECTS credits
• Pre-requisites:
  • High School Mathematics.
  • NOTE: If you are studying with us for a Full Academic Year and you select this module, you will be required to take PSYC112, PSYC113, PSYC115 and PSYC116 as well

Educational Aims

General Knowledge, Understanding and skills

The PSYC111 module will provide students with an excellent basis for understanding psychology. It will introduce students to the fundamental principles of psychology as a science and provide a solid foundation for those who wish to continue to Part II psychology and beyond. Students will be taught about different research approaches, and how to construct arguments formally in essays.

Specific Knowledge, Understanding and skills

The PSYC111 module will equip students with knowledge of basic concepts and terminologies in cognitive psychology, and understanding of a range of classic paradigms and experimental approaches in cognitive psychology.

Learning Outcomes: General Knowledge, Understanding and skills

On successful completion of this module, students should be able to:

• Locate and evaluate psychological research
• Formulate and present coherent arguments based on the psychological literature in written academic work
• Express their understanding of psychological topics in group discussions
• Manage self-directed study and independent learning
• Organise workload to meet deadlines

Learning Outcomes: Specific Knowledge, Understanding and skills

On successful completion of this module, students should be able to:

• Explain key perceptual and attentional processes
• Describe theories about human language and memory systems
• Describe problem-solving and decision-making techniques
• Illustrate classic paradigms and experimental approaches used in cognitive psychology

Outline Syllabus

Cognition is the mental process with which we acquire and use knowledge. Cognition underlies our ability to perceive the world around us; from learning and remembering information to talking about our experiences, and modify our behaviours strategically. In this module we will introduce you to key topics in cognitive psychology, such as attention, perception, categorisation, language, memory, problem solving, and decision making. We will cover key theories in each of these domains, along with classic paradigms and experimental approaches. No prior knowledge of psychology is assumed.

Assessment Proportions

• Coursework: 100%

PSYC112: Introduction to Neuroscience

• Terms Taught: Michaelmas Term only 
• US Credits: 2 semester credits
• ECTS Credits: 4 ECTS credits
• Pre-requisites:
  • High School Mathematics
  • If you are studying with us for a Full Academic Year and you select this module, you will be required to take PSYC111, PSYC113, PSYC115 and PSYC116 as well 

Course Description

This module provides an introduction to the neural mechanisms that underlie behaviour, and assumes no previous background in either Biology or Psychology.

Educational Aims

General Knowledge, Understanding and Skills

The aims of the module are:

1. Develop skills in performing a literature search for Psychology journal articles
2. Increase students' ability to synthesise and critically evaluate a wide range of topics
3. Develop skills in constructing critical arguments to support or refute a particular standpoint
4. Apply skills in critical reasoning to the writing of Psychology essays.

Specific Knowledge, Understanding and Skills

The aims of this module are:

1. To provide an introduction to the structure and function of the brain
2. To provide an introduction to how brain function underlies behaviour
3. To prepare students for further study of neuroscience in years 2 and 3 of the degree

Learning Outcomes: General Knowledge, Understanding and Skills

Students who pass this module will be able to...

• Locate and evaluate psychological research
• Express their understanding of psychological topics in group discussions
• Manage self-directed study and independent learning
• Organise workload to meet deadlines

Learning Outcomes: Knowledge, Understanding and Skills

Students who pass this module will be able to...

• Outline basic brain anatomy and neural processing
• Describe the mechanisms of vision and hearing
• Identify the brain areas involved in the control of movement
• Discuss the role of sleep and dreaming
• Understand the relation between neural function and learning and memory

Outline Syllabus

This module provides an introduction to the neural mechanisms that underlie behaviour, and assumes no previous background in either biology or psychology. The syllabus covers the anatomy of the nervous system, including the main structures in the brain and what they do, and the function of neurons - the specialised cells that receive, send, and process information in the nervous system. The syllabus also includes topics on the effects of drugs on the brain, vision and hearing, control of movement, sleep and dreaming, and the neural mechanisms underlying learning and memory

Assessment Proportions

• Coursework: 10%
• Exam: 90%

PSYC113: Social Psychology in the Digital Age

• Terms Taught: Lent Term only
• US Credits: 2 semester credits
• ECTS Credits: 4 ECTS credits
• Pre-requisites:
  • High School Mathematics
  • NOTE: If you are studying with us for a Full Academic Year and you select this module, you will be required to take PSYC111, PSYC112, PSYC115 and PSYC116 as well.

Course Description

Whether we want to understand ourselves or the social world around us, social psychology can offer valuable insights. This module will present the basic theories and findings from social psychology and demonstrate how the principals of this field are relevant to our everyday lives.

Educational Aims

General Knowledge, Understanding and Skills

The PSYC113 module will provide students with an excellent basis for understanding different research approaches and develop an appreciation of how psychology investigates experience and behaviour. Students will understand how theory guides the collection and interpretation of empirical data. This will include a knowledge of a range of research paradigms, research methods and measurement techniques, and be aware of their limitations. Finally, students will gain an understanding of ethical and socio-cultural issues associated with research involving human participation and the application of psychological understanding to real world questions.

Specific Knowledge, Understanding and Skills

This first year module will provide grounding in social psychology. It will help to develop a range of knowledge and skills that will allow students to continue studying Psychology in Part II either as a major or a minor student. The PSYC113 module will equip students with knowledge of basic issues in social psychology, as well as applied psychology. Students will be introduced to classic studies, while integrating them in a modern context with updated literature.

Learning Outcomes: General Knowledge, Understanding and Skills

On successful completion of this module, students will be able to:

• Locate and evaluate psychological research
• Express their understanding of psychological topics in group discussions
• Manage self-directed study and independent learning
• Organise workload to meet deadlines

Learning Outcomes: Specific Knowledge, Understanding and Skills

On successful completion of this module, students will be able to:

• Discuss core theories in social psychology (e.g., attribution and self and social identity)
• Demonstrate knowledge of the relationship between social psychology and real world issues.
• Describe different research methodologies as they relate to observational, correlational and experimental designs
• Explain the significance of key research papers within social psychology

Outline Syllabus

Whether we want to understand ourselves or the social world around us, social psychology can offer valuable insights. This module will present the basic theories and findings from social psychology and demonstrate how the principals of this field are relevant to our everyday lives. Lectures will introduce a range of core topics including attraction, attribution and leadership. In addition, this module will also explore how social psychology extends beyond the laboratory into the real world. This will be done through discussing advertising and businesses, the use of social media, and social movements within our history. This integrated presentation of the field will help keep the main theoretical ideas and traditions of social psychology firmly in view.

Assessment Proportions

• Coursework: 10%
• Exam: 90%

PSYC115: Introduction to Developmental Psychology

• Terms Taught: Michaelmas Term only 
• US Credits: 2 semester credits
• ECTS Credits: 4 ECTS credits
• Pre-requisites:
  • High School Mathematics
  • NOTE: If you are studying with us for a Full Academic Year and you select this module, you will be required to take PSYC111, PSYC112, PSYC113 and PSYC116 as well.

Course Description

This module will introduce students to developmental psychology the scientific discipline that explains how humans develop across the lifespan. We will cover "traditional" concepts associated with psychological development, including Piagetian and Vygotskian theoretical frameworks, the nature vs nurture debate, and children's development of crucial abilities that allow them to engage with the social world (e.g. Theory of Mind and symbolic communication skills).

Educational Aims

General Knowledge, Understanding and skills

This module will introduce students to the principles of developmental psychology as a science and help students to develop fundamental academic skills that will be of benefit throughout their time in higher education. In doing so, the module will provide a foundation for students to continue studying developmental psychology in Part II, either as a major or a minor student. Completing this module will improve students' general understanding of psychology as a discipline and develop knowledge that is applicable to multiple sub-fields. The module will require students to obtain, synthesise, and discuss information from a variety of sources, including psychological reports. Students will use information technology to find relevant sources which will be analysed for key details. The module will foster effective written and communication skills, time management, and include opportunities to work independently and as part of a small group.

Specific Knowledge, Understanding and skills

This first year module will provide an introduction to developmental psychology. The module will provide basic coverage of both "classic" concepts associated with child development (e.g. Piaget's theoretical framework, Theory of Mind) and contemporary research topics that are investigated by Lancaster University's Psychology Department (e.g. word learning, ownership understanding). By the end of the module, students will recognise and be able to discuss a selection of important concepts within developmental psychology and will be more familiar with the relationship between theory and research.

Learning Outcomes: General Knowledge, Understanding and skills

Students who pass this module will be able to:

• Locate and evaluate psychological research.
• Formulate and present coherent arguments based on the psychological literature in written academic work
• Express their understanding of psychological topics in group discussions
• Manage self-directed study and independent learning
• Organise workload to meet deadlines

Learning Outcomes: Specific Knowledge, Understanding and skills

Students who pass this module will be able to:

• Recognise what developmental psychology is and how the field is informed by research.
• Discuss, in an informed way, general and specific aspects of child development.
• Evaluate key developmental psychological theories and frameworks.
• Synthesise and articulate knowledge of prominent topics in developmental psychology, such as Piaget's theoretical framework, the nature vs. nurture debate, and how children learn words.

Outline Syllabus

This module will introduce students to developmental psychology - the scientific discipline that explains how humans develop across the lifespan. We will cover "traditional" concepts associated with psychological development, including Piagetian and Vygotskian theoretical frameworks, the nature vs. nurture debate, and children's development of crucial abilities that allow them to engage with the social world (e.g. Theory of Mind and symbolic communication skills). We will also address hot topics that are currently being investigated by members of our Psychology Department (e.g. How do children learn words? Does what we own influence who we are? How does autism spectrum disorder impact children's development?). Drawing on both classic and state-of-the-art scientific literature, we will highlight relationships between psychological theory and experimental evidence throughout the module. By the end of the module, you will be familiar with a selection of important developmental topics, be able to discuss those topics in an informed and critical manner, and possess a foundation for continuing your study of developmental psychology in Part II.

Assessment Proportions

• Coursework: 100%

PSYC116: Personality and Individual Differences

• Terms Taught: Summer Term only 
• US Credits: 2 semester credits
• ECTS Credits: 4 ECTS credits
• Pre-requisites:
  • High School Mathematics
  • NOTE: If you are studying with us for a Full Academic Year and you select this module, you will be required to take PSYC111, PSYC112, PSYC113 and PSYC115 as well. 

Course Description

This module introduces students to key topics and debates within psychological research relating to personality and individual differences. In so doing, it introduces students to theories of personality, core concepts and methods for their measurement, forms of intelligence and various bases for individual difference, including sex, gender and some pathologies. It blends understanding of the important theoretical and methodological questions for the sub-discipline with discussion of the implications of research for practice at work and society as a whole.

Educational Aims

General Knowledge, Understanding and skills

• To build a foundational understanding of the science behind studying differences in human psychology
• To identify the key methods and assessment theories involved in the measurement of personality and other individual differences, including the ir various strengths and weaknesses
• To become conversant with the empirical research and history of psychometrics from a personality and individual differences perspective.

Specific Knowledge, Understanding and skills

• To explore current views of personality and individual differences, and to place these views within their historical context
• To deliver theoretical and practical insights into psychometric testing and other methods for capturing individual differences in behaviour and performance
• To examine the impact of individual differences in particular areas, including cognition, relationships, and development.

Learning Outcomes: General Knowledge, Understanding and skills

• Locate and evaluate psychological research
• Express their understanding of psychological topics in group discussions
• Manage self-directed study and independent learning
• Organise workload to meet deadlines

Learning Outcomes: Specific Knowledge, Understanding and skills

• Describe key theories of personality and their constituent, core concepts
• Identify various factors that influence the development of personality and other dimensions of individual difference
• Demonstrate an understanding of the real-world empirical study and application of personality science

Outline Syllabus

This module introduces students to key topics and debates within psychological research relating to personality and individual differences. In so doing it introduces students to theories of personality, core concepts and methods for their measurement, forms of intelligence and various bases for individual difference, including sex, gender and some pathologies. It blends understanding of the important theoretical and methodological questions for the sub-discipline with discussion of the implications of research for practice at work and society as a whole. Indicative content:

• Psychometric Theory
• Sources of Personality Data
• The Big Five of personality
• Contemporary theories of personality
• The great "Person versus Situation" debate
• Intelligence
• Personality Pathology
• Determinants of Personality

Assessment Proportions

• Coursework: 10%
• Exam: 90%

PSYC201: Cognitive Psychology

• Terms Taught: Michaelmas Term only
• US Credits: 4 semester credits
• ECTS Credits: 7.5 ECTS credits
• Pre-requisites: High school mathematics; an introductory psychology course; some introductory cognitive psychology (which may be as part of a general introductory course)

Course Description

Cognitive Psychology involves the study of mental processes; how we perceive, think, talk and behave.

This course will cover four key and contemporary topics in cognitive psychology: human memory; attention, language; and perception. Each of these will be taught by lecturers who have made internationally recognised contributions to these topics, and thus the module offers the opportunity to learn about the current issues and debates and approaches from innovators and experts in those fields. As each of these topics is substantive in itself, the course emphasizes a breadth of coverage. Nevertheless, the course will provide coverage of up-to-date theoretical debates and their evaluation in terms of conceptual coherence and empirical support.

Students will engage in the critical evaluation of theory and evidence, and will receive guidance regarding the use of primary research material, namely research papers.

Educational Aims

General: Knowledge, Understanding and Skills

The overarching academic aims are to enable students to: demonstrate knowledge of key concepts, evidence, and theory covered in the course (whether by lectures or selected reading materials); appreciate and explain how empirical enquiry contributes to the understanding of cognition; and, present and discuss research findings from cognitive psychology in an informed and grounded way. Thus, by the end of this module students should be able to engage with primary sources (ie journal articles) in a structured context and demonstrate an awareness of the importance of, and means to, effective communication.

Subject specific: Knowledge, and Skills:

By the end of this module students should be able to demonstrate knowledge and understanding of cognitive psychology with respect to memory, attention, language and perception; show a critical appreciation of research methods, approaches and outcomes in cognitive psychology; write about a topic in cognitive psychology in an informed and reflective way.

Outline Syllabus

This module will cover four important topics within cognitive psychology: perception across the senses, attention, learning and awareness. The Moodle page will have a space where you can ask questions, find resources and obtain key information. The module syllabus looks like this: Students will attend four seminars. These will focus on (a) the content and structure of the assessment materials, (b) topics from each course theme in which students will look at a critical review, thus developing their skills for the coursework assessment. Topics include:

• Depth Perception
• Colour Perception
• Object Perception
• Perception and Action
• Sounds and Space
• Touch and Pain
• Taste and Smell
• Speech Perception
• Multisensory Integration
• Perceptual Disorders
• Introduction to Memory, Learning and Attention
• Memory Systems, Forgetting and Amnesia
• Learning to Connect the World
• Learning and Conscious Awareness
• Animal Cognition
• Selective and Divided Attention
• Visual Search and Contextual Cuing
• Putting it Together: Attention, Learning and Memory
• Applications of Cognitive Psychology
• Psychology Revision

Assessment Proportions

• Coursework: 50%
• Exam: 50%

PSYC202: Foundations of Cognitive Neuroscience

• Terms Taught: Lent / Summer Terms only
• US Credits: 4 semester credits
• ECTS Credits: 7.5 ECTS credits
• Pre-requisites: High school mathematics; an introduction to physiological/biological psychology (which may be as part of a general introductory course)

Course Description

The course will cover core areas of cognitive neuroscience generally including, but not restricted to: History/Introduction to neuroscience. Basic neuroanatomy. Anatomy and physiology of the neuron. Mechanisms of nerve impulse transmission and synaptic transmission. The somatic and autonomic nervous systems and their functions. Research methods in neuroscience. Cognitive neuroscience of audition and speech processing. Cognitive neuroscience of language, memory, and emotion.

Educational Aims

General Knowledge, Understanding and skills

The module aims to equip students with fundamental knowledge in cognitive neuroscience as an essential part of a psychology curriculum. Further, it aims to develop analytical and critical thinking skills through steering the student to engage with scientific literature and to compare different theoretical accounts and methods. Also, students will develop transferable skills of time management, planning, and organisation. Specific Knowledge, Understanding and skills

The module will introduce students to the fundamental neural principles underlying cognition and behaviour, with particular emphasis on perceptual, cognitive and emotional processes. More specifically, the objectives of this module are to provide students with basic knowledge about the anatomy, physiology and functions of the central and peripheral nervous systems. The module will acquaint students with a range of theories and research methods in cognitive neuroscience and it will demonstrate how knowledge of physiological processes can aid our understanding of a wide range of human behaviour. It also prepares students for the advanced third year module.

Learning Outcomes: General Knowledge, Understanding and skills

By the end of this module, students should be able to:

• Critically evaluate theories, empirical evidence and methods.
• Conduct a topical literature search.
• Show how converging evidence can enhance scientific progress.

Learning Outcomes: Specific Knowledge, Understanding and skills

The module provides a broad coverage of fundamental topics in relation to cognitive neuroscience. This breadth of coverage will prepare students for more in depth coverage in the advanced course in the final year, where the application to various brain disorders will be considered in detail. By the end of this module, students should be able to:

• Demonstrate an understanding of the methods of studying the nervous system.
• Describe the general relationships between brain structure and function.
• Demonstrate how auditory information is processed in the brain and point to the biggest differences between the processing of visual and auditory stimuli.
• Demonstrate familiarity with mechanisms of memory, emotion, and reward-guided decision-making
• Demonstrate how attentional processes and consciousness are manifested physiologically.
• Demonstrate familiarity with key concepts, theories, and developments in cognitive neuroscience.

Outline Syllabus

The course will cover core areas of cognitive neuroscience generally including, but not restricted to:

• History/Introduction to neuroscience.
• Research methods in neuroscience.
• Basic neuroanatomy.
• Anatomy and physiology of the neuron and synaptic transmission.
• Brain plasticity.
• Cognitive neuroscience of vision, audition, and speech processing.
• Cognitive neuroscience of memory, action selection, and emotion.
• Cognitive neuroscience of attention and consciousness.

Assessment Proportions

• Coursework: 50%
• Exam: 50%

PSYC203: Social Psychology

• Terms Taught: Lent / Summer Terms only
• US Credits: 4 semester credits
• ECTS Credits: 7.5 ECTS credits
• Pre-requisites: High school mathematics; an introductory psychology course; an introduction to social psychology (which may be as part of a general introductory course)

Course Description

This course will introduce you, via lectures and seminars, to theory and research in the core areas of group and intergroup relations, social cognition and language, the self and interpersonal processes. The course aims to help you develop a range of academic skills (use of technical language, argument construction and presentation, archive research techniques, library skills) in relation to social psychological subject matter. Teaching will concentrate on modern theoretical advances and on the empirical base of the subject, though reference will be made to social psychology's history in the social and human sciences.

Educational Aims

General Knowledge, Understanding and skills

The general aims of this module students is to develop students' ability to analyse and evaluate academic arguments, to review and synthesise a body of literature and to develop an argument and support it with evidence.

Specific Knowledge, Understanding and skills

By the end of this module students should be able to progress beyond the Part 1 introduction to Social Psychology, and further develop their knowledge of theory and research in a number of core areas of social psychology. Lectures will cover contemporary and empirical developments in these areas. The accompanying seminar programme aims to help students develop a range of academic skills (use of technical language, integrating knowledge, analytic skills, argument construction and presentation) in relation to social psychological subject matter.

Learning Outcomes: General Knowledge, Understanding and skills

• On successful completion of this module, students should be able to:
• Locate and synthesise information
• Review, discuss, and evaluate the research presented in journal articles
• Apply social psychological knowledge to real-world issues
• Compare different theories of psychological processes

Learning Outcomes: Specific Knowledge, Understanding and skills

On successful completion of this module, students should be able to:

• Discuss a range of core topics in social psychology
• Analyse and evaluate social psychological research
• Discuss some practical implications of social psychological knowledge

Outline Syllabus

Lectures:

• Week 1 Lecture: History of Social psychology
• Week 2 Lecture: Social Psychology of Emotions
• Week 3 Lecture: Social Identity and Self Categorisation
• Week 4 Lecture: Prosocial Behaviour
• Week 5 Lecture: Coursework Guidance
• Week 6 Lecture: Crowd behaviour
• Week 7 Lecture: Prejudice and Intergroup Contact
• Week 8 Lecture: Social Beliefs & Judgements
• Week 9 Lecture: Social Representations and Discursive Social Psychology
• Week 10 Lecture: Revision Lecture
• SEMINAR 1: Applying social psychology to everyday life.
• SEMINAR 2: Examining the relevance of social psychology to everyday life.
• SEMINAR 3: Critically evaluating social psychological research.

Assessment Proportions

• Coursework: 50%
• Exam: 50%

PSYC204: Research Methods I: Experimental Methods in Psychology

• Terms Taught: Michaelmas Term only
• US Credits: 4 semester credits
• ECTS Credits: 7.5 ECTS
• Pre-requisites: High school mathematics; an introductory psychology course; some introduction to statistics and research methods (which may be as part of a general introductory course)

Course Description

PSYC204 is constructed to develop knowledge and skills on experimental research methods employed across the different topics in psychology; social and cognitive approaches. This will involve learning about how to plan, conduct and report research and how to evaluate research studies.

Educational Aims

General Knowledge, Understanding and skills

Students will learn to generate novel research hypotheses and gain experience of designing and conducting experimental research projects. The module will also provide students with the knowledge of data management, statistical analyses and writing of scientific research reports. There is a strong emphasis on group work in this module that will provide students with the experience of working collaboratively to complete psychology research projects.

Specific Knowledge, Understanding and skills

The PSYC204 Research Methods I module is designed to expand the knowledge and skills on research methods acquired in Part I. The course is delivered in Term 1 and is assessed by a range of assessments. Research Methods I does not have a final exam in the Summer Term. The course outline is structured such that you undertake blocks of exercises in designing, evaluating, and assessing psychological research. The course will develop the ability to be clear, accurate, complete and concise in writing up research. Learning Outcomes: General Knowledge, Understanding and skills

On successful completion of this module students will be able to:

• Retrieve, evaluate and synthesise information from a range of primary and secondary sources
• Appreciate the relationship between psychological theories, concepts and methods
• Solve problems through the development and evaluation of alternative strategies and solutions
• Plan and conduct data collection
• Manage and analyse data using both quantitative and qualitative methods
• Communicate effectively both orally and in writing
• Work collaboratively as a member of a team

Learning Outcomes: Specific Knowledge, Understanding and skills

On successful completion of this module students will be able to: Generate and explore hypotheses and research questions

• Carry out empirical studies drawing on a variety of psychological methods
• Plan, conduct and report empirical research including: defining a research problem, formulating testable predictions, choosing appropriate methods, planning and conducting data gathering, demonstrate evaluation of data and producing a professional report
• Employ evidence-based reasoning when presenting, interpreting and evaluating psychological research - Use some psychological tools such as experimental software
• Use standard computer packages including at least one statistical package

Outline Syllabus

The syllabus is constructed to develop knowledge and skills on experimental research methods employed across the different topics in psychology. This will involve learning about how to plan, conduct and report research and how to evaluate research studies. An illustrative course outline for Term 1 (Michaelmas) could be as follows:

• Weeks 1-5: Experimental Research Design
• Weeks 6-10: Using Response Time to Study Human Behaviour

Assessment Proportions

• Coursework: 100%

PSYC205: Developmental Psychology

• Terms Taught: Michaelmas Term only.
• US Credits: 4 semester credits
• ECTS Credits: 7.5 ECTS
• Pre-requisites: High school mathematics; an introductory psychology course; an introduction to developmental psychology (which may be as part of a general introductory course)

Course Description

The first part of the course focuses on infancy, the period from before birth to two years. The first two years of life have long been recognised as the most crucial, both in the nature and pace of developmental change and in its influence on long-term development. The course covers major topics in infancy, infant cognitive development, early communication, early language perception and development, object knowledge and the emergence of mind knowledge. The second part of the course focuses on development in children beyond infancy, covering social and emotional development criticisms to piagetian approaches, late language development, literacy, adolescence. These topics are examples of how culturally important learning takes place in childhood, building on the more basic foundation skills acquired in infancy. The fundamental questions of development; what capacities make infants able to learn so much about the world, and by what mechanisms are capacities acquired, are addressed on the course, together with the theoretical debates that have surrounded these questions.

Educational Aims

General Knowledge, Understanding and skills

On successful completion of this module, students will be able to:

• Understand the key concepts of fetal and infant development in relation to the classical problems of child development, such as nativism and empiricism, social learning and constructivism.
• Describe the basic methods used in studying infants' perceptual and cognitive development.
• Understand typical development in childhood.
• Understand late language development and literacy.
• Evaluate the evidence regarding social learning in childhood.

Learning Outcomes: Specific Knowledge, Understanding and skills

On successful completion of this module, students will be able to:

• Reflect upon the nature of psychological theory applied to developmental issues
• Be able to identify key issues in experimental design
• Construct an argument answering an essay question

Outline Syllabus

Lectures

• Introduction to Theories of Development
• Prenatal development
• Object processing and permanence
• Ostensive communication and Natural Pedagogy
• Neural basis of communication
• Natural Pedagogy: evidence
• Speech perception and early language development
• Referential understanding of words
• Categorisation and language
• Theory of Mind in infancy
• Social and Emotional Development in Infancy I
• Social and Emotional Development in Infancy II
• Piaget and his critics
• Post-Piagetean approaches
• Language development in the pre-school years
• Literacy
• Social and emotional development in the pre-school years
• Cognitive development in middle childhood
• Social and Emotional Development in Middle Childhood

Assessment Proportions

• Coursework: 50%
• Exam: 50%

PSYC214: Statistics for group comparisons

• Terms Taught: Michaelmas Term only.
• US Credits: 4 semester credits
• ECTS Credits: 7.5 ECTS
• Pre-requisites: Must have completed the equivalent to PSYC120 Investigating Psychology  

Course Description

The course provides grounding in the most frequently used data analysis techniques of psychological research. SPSS is used throughout and students are expected to develop the skills for conducting appropriate analyses and interpreting the resulting output.

Educational Aims

Specific Knowledge, Understanding and skills

The aim of this course is to equip the student with the knowledge and skills to (1) understand how psychological research findings reported in journals and textbooks have been obtained, (2) carry out their own analysis of data during practical classes and report the results, and (3) analyse and report the results of their PSYC 304 project. Learning Outcomes: General Knowledge, Understanding and skills

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

• Interpret media reports of research on many topics beyond psychology.
• Evaluate research claims in the light of the statistical basis of their analysis.
• Describe how they would plan research in many areas to enable useful interpretation of the findings.

Learning Outcomes: Specific Knowledge, Understanding and skills

• On successful completion of this module, the student will be able to:
• Identify the appropriate form of analysis for different data types
• Identify and conduct using statistical analysis software the ANOVA appropriate for standard research designs including between and within factors in multifactor designs.
• Identify and conduct the necessary and appropriate analyses subsequent to ANOVA including the decomposition of interactions and Simple Main Effects.
• Be able to report the results of statistical analyses in APA format
• Understand and be able to calculate effect size measures.

Outline Syllabus

PSYC214 teaches students about comparison of means, the General Linear Model, examination of interactions between factors, and simple main effects. The course develops students understanding of the theory and practice of conducting statistical analyses. The list below includes statistical techniques that may be covered in the course of PSYC214 (note that the precise titles and ordering of lectures may change).

• Week 11 – Revision from Year 1 Stats
• Week 12 – ANOVA as GLM
• Week 13 – Between-Subject Factor ANOVA
• Week 14 – Within-Subject Factor ANOVA
• Week 15 – Two Factor ANOVA Introduction
• Week 16 – Simple Main Effects
• Week 17 – Two-Factor ANOVAs in SPSS Part 1
• Week 18 – Two-Factor ANOVAs in SPSS Part 2
• Week 19 – Analysis of Covariance (ANCOVA)
• Week 20 – Comparing Means

Assessment Proportions

• Coursework: 100%

PSYC224: Research Methods II: Asking questions, analysing responses

• Terms Taught: Lent / Summer Terms only
• US Credits: 4 semester credits
• ECTS Credits: 7.5 ECTS
• Pre-requisites: High school mathematics; an introductory psychology course; some introduction to statistics and research methods (which may be as part of a general introductory course)

Course Description

PSYC224 is designed to expand on the knowledge of and skills in research methods and to provide an appreciation and understanding of a wider range of research methods than covered in PSYC204.

Educational Aims

General Knowledge, Understanding and skills

Students will learn to generate research questions and gain experience of designing and conducting non-experimental research projects in psychology. The module will also provide students with an understanding of how various forms of data may be generated, analysed (qualitatively and quantitatively) and written up as scientific research reports. There is a strong emphasis on group work in this module, which will provide students with experience of working collaboratively to complete research projects.

Educational Aims: Specific Knowledge, Understanding and skills

The PSYC224 Research Methods II module will expand on the knowledge of and skills in research methods acquired in Part I. Further, this module is designed to provide an appreciation and understanding of a wider range of research methods than covered in PSYC204 Research Methods I. The course is delivered in Term 2 and is assessed by a combination of research reports and in-class testing. Research Methods II does not have a final exam in the Summer Term. The course outline is structured such that students undertake blocks of exercises in which they design, report and evaluate different forms of research. A range of topics are covered through two different methods commonly employed in research; questionnaires and surveys as well as interviewing and qualitative analysis. Students work in small groups to design and implement research projects on a given topic, followed by independent analyses and interpretation of the results, which are then written up in the research reports. Students on the module will also engage with the various ethical issues affecting psychological research on human participants and the strategies for addressing those issues. The course will support further development of the ability to be clear, accurate, complete and concise in writing up research.

Learning Outcomes: General Knowledge, Understanding and skills

On successful completion of this module students will be able to:

• Retrieve, evaluate and synthesise information from a range of primary and secondary sources
• Appreciate the relationship between psychological theories, concepts and methods
• Solve problems through the development and evaluation of alternative strategies
• Conduct data collection, manage and analyse data using both quantitative and qualitative methods
• Communicate effectively
• Work collaboratively as a member of a team

Learning Outcomes: Specific Knowledge, Understanding and skills

• On successful completion of this module students will be able to:
• Design questionnaires in order to measure phenomena of psychological interest
• Collect different types of information using a range of question types
• Evaluate questionnaire designs in terms of their validity and reliability
• Plan and conduct a research interview
• Evaluate the findings of qualitative analysis
• Identify the ethical issues affecting psychological research and determine the necessary strategies for addressing those issues
• Use appropriate software and online resources in the generation and analysis of data
• Apply quantitative and qualitative methods in the analysis of data generated from questionnaires and interviews.

Outline Syllabus

The module is intended to provide students with an introduction to non-experimental methods in conducting research, data collection and analysis. Over the course of the module the students will learn how to plan research projects, to collect and analyse quantitative (questionnaire-based) and qualitative data (interview) using available software packages where appropriate. Students will also learn how to evaluate the quality of those data and draw relevant psychological interpretations and inferences from them. Further, students will learn about the ethical issues affecting a wide range of psychological research methods and the strategies by which those issues can be appropriately managed.

The illustrative outline syllabus for Term 2 (Lent Term) is as follows:

• Weeks 11-14: Survey and questionnaire design and development. Assessed by research report.
• Weeks 15-16: Ethical issues in psychological research. Assessed by class test in week 16.
• Weeks 17-20: Conducting and analysing a research interview. Assessed by research report.

Assessment Proportions

• Coursework: 100%

PSYC302: Cognitive Affective and Clinical Neuroscience

• Terms Taught: Lent Term only.
• US Credits: 4 semester credits
• ECTS Credits: 7.5 ECTS
• Pre-requisites: High school mathematics; an introductory psychology course; equivalent to PSYC 202.

Course Description

This third year module is designed to explore cutting edge topics in the multi-disciplinary field of human neuroscience and to allow students to develop their critical thinking skills on a choice of contemporary topics.

Educational Aims

General Knowledge, Understanding and skills

The overarching academic aims are to enable students to: continue to develop their skills in literature searching and reviewing of literature (including independently retrieve, read and understand journal articles), critical appraisal of research findings and interpretation of empirical data, effective communication of ideas and evidence-based reasoning, self-directed learning, application of theory to practice and group-working.

Specific Knowledge, Understanding and skills

The aim of this module is to provide in-depth and up-to-date coverage of areas of current research interest in neuroscience. Modern neuroscience uses a wide range of techniques to evaluate both normal and abnormal human behaviour, including brain imaging work, lesion studies, studies with neuropsychological and psychiatric patients, neurophysiological and behavioural methods. You will have an opportunity to develop an understanding of the strengths and weaknesses of a range of neuroscientific methods, the importance of converging evidence, and critical thinking skills.

Learning Outcomes: General Knowledge, Understanding and skills

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

• Conduct a topical literature search and critically evaluate current research
• Understand and apply the empirical method of scientific inference
• Critically appraise research findings and interpret empirical data
• Critically evaluate current research, with a view on converging empirical evidence from different scientific methods and approaches
• Write clearly and effectively communicate ideas
• Use evidence-based reasoning
• Master self-directed learning
• Effectively work in groups

Learning Outcomes: Specific Knowledge, Understanding and skills

• Upon successful completion of this course, students should be able to:
• Evaluate the advantages and limitations of research methods in neuroscience
• Show how converging evidence has informed developments in action perception and disorders of action
• Appreciate the principle of using patient data to understand the functions of the central nervous system
• Show how converging evidence from research can inform theory
• Critically evaluate some of the most prominent theories in cognitive neuroscience
• Be able to plan and design their own neuroscientific experiment

Outline Syllabus

You will look at in-depth and up-to-date coverage of areas of current research interest in neuroscience. We will explain recent developments in research methods in neuroscience, such as brain stimulation, brain imaging, electroencephalography, and provide you with the skills to critically evaluate the assumptions underlying these techniques. Topics covered will include (but will not be restricted to) neurorehabilitation, neuroplasticity, emotion processing, emotion regulation, executive functions, multilingualism, speech processing, and the use and interpretation of event-related responses and computational models as tools for understanding auditory processing.

Assessment Proportions

• Coursework: 40%
• Exam: 60%

PSYC303: Current Directions in Social Psychology

• Terms Taught: Michaelmas Term Only
• US Credits: 4 semester credits
• ECTS Credits: 7.5 ECTS
• Pre-requisites: High school mathematics; an introductory psychology course; equivalent to PSYC 203.

Course Description

PSYC303 explores some of the current assumptions, tensions and debates that mark the production of social psychological knowledge, and considers the practical application of this knowledge to contemporary issues and related disciplines (e.g., media studies, religion, ethics, etc.). To accomplish this aim, there may be instances where we re-examine some topics covered in 203 in greater critical depth, enriching and qualifying what we (think we) know about social issues. The applied coursework for this module is also meant to have you think critically and creatively about how social psychology as a discipline might be applied to real world problems.

Educational Aims

General Knowledge, Understanding and skills

The course will encourage a broader range of skills that include the ability to critically analyse and evaluate academic arguments and to creatively apply social psychological theories and knowledge to real life issues.

Specific Knowledge, Understanding and skills

The course aims to encourage students to engage critically and constructively with social psychological research and theory. You should be able not only to (a) summarize the current state of knowledge on a given topic, but also (b) evaluate such knowledge, weighing its strengths and limitations, (c) identify its implications and apply them to real world issues. We want to encourage students to question the standard textbook treatment of social psychological topics and engage in a more direct way with social psychological methodologies and research, and consider its limits and application.

General knowledge, understanding and skills:

On successful completion of this module students should be able to:

• To compare and contrast arguments that make their case based on a wide range of types of evidence, research methods and theoretical frameworks
• To construct evaluative arguments
• Think creatively and constructively about psychological theory and methods

Specific Knowledge, Understanding and skills

On successful completion of this module students should be able to:

• Discuss in depth some key topics in social psychology
• Discuss the conceptual and methodological foundations of different aspects of social psychology.
• Critically evaluate different research areas in social psychology
• Discuss and demonstrate how social psychology may be applied to 'real world' problems and issues

Outline Syllabus

Module Content

The topics covered in the course will reflect lecturers' active research interests. There may be some overlap with what you have learned in past modules, but the focus will be much more on depth and critical application of theory, method and evidence to current issues. Please note that the final list of topics will be provided via Moodle at the beginning of the module, but some examples from previous years include:

• Psychology of Animal Treatment
• Moral Self
• Mate Choice
• Psychology of Religion
• Expertise
• Psychology of Social Media
• Psychology of Humour
• Political Orientation

Assessment Proportions

• Coursework: 100%

PSYC305: The Developing Mind

• Terms Taught: Lent / Summer Terms only.
• US Credits: 4 semester credits
• ECTS Credits: 7.5 ECTS
• Pre-requisites: High school mathematics; an introductory psychology course; some background in developmental psychology; Equivalent to PSYC 205

Course Description

This module aims to enhance students' knowledge of developmental psychology building on knowledge gained during PSYC 205. Specifically, students should gain a better knowledge of developmental theoretical problems in developmental psychology such as Nativist vs. Empiricist account of infant knowledge and reasoning, the development of empathy and prosocial behaviour, moral cognition and behaviour, as well as social and emotional development in adolescence. The module will cover a longer period of development compared to PSYC 205, spanning from prenatal development, through early and late childhood and covering

Educational Aims

General Knowledge, Understanding and skills

By the end of the module, students should have improved their knowledge of developmental psychology the discipline of psychology going beyond infancy and early childhood. The module requires an understanding of different theoretical frameworks, to be able to read scientific paper to synthesise information critically and establish links between different topics. The module aims to improve students' skills in evaluating different forms of argument and evidence and in expressing those evaluations in writing.

Specific Knowledge, Understanding and skills

This module aims to enhance students' knowledge of developmental psychology building on knowledge gained during PSYC 205, or equivalent second year courses on developmental psychology. Specifically, students should gain a better knowledge of developmental theoretical problems in developmental psychology such as Nativist vs. Empiricist account on infant knowledge and reasoning, the development of empathy and prosocial behaviour, moral reasoning and the emerging understanding of moral rules, as well as social and emotional development through childhood and into adolescence.

Learning Outcomes: General Knowledge, Understanding and skills

On successful completion of this module, students will be able to:

• Critically evaluate contemporary theories and arguments in three key areas of developmental psychology.
• Produce coherent arguments supported by a variety of evidence not only that from experimental studies
• Be able to reflect upon where the field will develop in the coming years.
• Demonstrate effective oral and written communication skills

Learning Outcomes: Specific Knowledge, Understanding and skills

On successful completion of this module, students will be able to:

• Understand how the study of fetal and infant perception points to a developmental account of high level perception as an alternative to Nativist claims regarding infant knowledge and reasoning.
• Display an understanding of the research process through exposure to current thinking in developmental psychology.
• Understand the main findings and theories regarding development of empathy and prosocial behaviour in childhood.
• Understand the main findings and theories regarding children's emerging understanding of moral rules as distinct from conventional rules and personal choices, the factors guiding children's moral judgments, and their developing notions of fairness, rights, and justice.

Outline Syllabus

This course is composed of a set of three short option courses, which are designed to build on knowledge gained during PSYC 205, covering topics which are central to contemporary developmental psychology. With a view to gaining breadth of knowledge with specialized skills in particular topics, students should attend all the lectures; plus the seminars attached to two three-week options that they select (four seminars in all). Assessment will examine students' ability to draw parallels from across the course, including all three complementary topics.

Course Content

• Option 1. Prenatal and early cognitive development
• Option 2. Social understanding
• Option 3. The child's moral thinking

Assessment Proportions

• Coursework: 50%
• Exam: 50%

PSYC311: Bewildering, bizarre or just banal? Cognition in and out the laboratory

• Terms Taught: Michaelmas Term only.
• US Credits: 4 semester credits
• ECTS Credits: 7.5 ECTS credits
• Pre-requisites: Must have completed an Introductory Psychology course

Course Description

We will discuss the term ‘attention’ in a variety of settings. The module discusses various theoretical models of attention, as the springboard for learning how attentional concepts have been used in areas such as preschool development, children with autism, ADHD, anxiety disorders and depression, flavour perception, and so on. The module combines psychological research into attentional topics with applications for a variety of more applied phenomena, drawing on research papers, videos, online blogs and other sources. As a result, coursework involves both a research element (student-led group presentations on a topic of your choosing) and a more applied element (an analysis of a contemporary media piece).

Educational Aims

General Knowledge, Understanding and skills

This module focuses on the importance of evaluating primary sources in a structured context, to increase awareness of the importance of, and means to, effective communication. Thus, by the end of the students, students will;

• Evaluate primary sources in a structured context
• Be encouraged to relate different topics together and identify common threads and unique issues in different topics
• Interpret psychological ideas in terms of real-world news and events

Specific Knowledge, Understanding and skills

Students will develop greater awareness of the importance of attention for psychologists thinking, and will be able to refer to some of the differences of opinion concerning how attention operates. Students will be able to generate reasoned arguments about basic research in attention and will be aware of some of the applications of theoretical work. By the end of this module students should be able to;

• Demonstrate critical thinking of psychological concepts in attention
• Present cutting-edge research and controversy in selected fields of attention research, from a foundation of classic work
• Relate scholarly work on attention to events portrayed in the media

Learning Outcomes: General Knowledge, Understanding and skills

On successful completion of this module students should be able to demonstrate:

• Effective communication
• Evaluation of student academic work
• Critical interrogation of course materials
• The ability to seek, retrieve, interpret and present material
• Planning of work

Learning Outcomes: Specific Knowledge, Understanding and skills

On successful completion of this module students should be able to:

• Write about core topic areas in attention in an informed and balanced way
• Demonstrate knowledge of specialised areas in attention, including through the use of primary sources
• Demonstrate an appreciation of theoretical and applied aspects of attention
• Comprehend, evaluate and articulate research findings in different formats (oral and written)
• Interpret contemporary media reporting of events and stories that touch on attentional issues

Outline Syllabus

Session topics

1. Introduction / Selective attention
2. Divided attention
3. Control of behaviour
4. Working memory
5. Is attention a form of "glue"? The binding of representations
6. The development of inhibitory capacity in preschool children
7. Atypical development: Attention Deficit Hyperactivity Disorder
8. Atypical development: Autism and attentional control
9. Clinical relevance of attentional processes
10. The science of consciousness

Assessment Proportions

• Coursework: 40%
• Exam: 60%

PSYC315: The Psychology of Meditation

• Terms Taught: Michaelmas Term Only
• US Credits: 4 Semester credits
• ECTS Credits: 7.5 ECTS
• Pre-requisites: Must have completed an Introductory Psychology course.

Course Description

The course covers the theory and practice of mindfulness-based clinical psychology approaches, together with evaluations of their efficacy. It also examines the theoretical bases of these practices by examining evidence from experimental cognitive psychology and neuroscience. Students should be able to compare and contrast different approaches, and identify unresolved issues in terms of causal relations between the practice of mindfulness and its effects on cognition and behaviour.

Educational Aims

General Knowledge, Understanding and skills

On this module, you will develop your skills in:

• Communicating effectively using visual and oral presentations and through essay-writing.
• Critically interrogate data, ideas, and the relationships between them.
• Engaging in effective teamwork showing sensitivity to contextual and interpersonal factors.
• Creating safe spaces for group experiential practices, e.g. meditation.

Specific Knowledge, Understanding and skills

Since the founding work of Jon Kabat-Zin in the late 1980s, applying mindfulness based approaches to clinical psychology, borrowed from contemporary Yogic and Buddhist practices, there has been a large expansion of use of related practices in clinical psychology. These are often referred to as 3rd wave cognitive behaviour therapies. Together with this growth, a large number of experimental and intervention studies have been conducted, necessitating a growth in new specialized academic journals, such as Mindfulness. A related field of research within the affective and social neuroscience field has also grown over the last 15-20 years, led by such researchers as Tania Singer (Max Planck Institute, Leipzig) and Antoine Luz (University of Wisconsin, Madison) on the anatomical and functional correlates of different types of meditative states. This module will introduce you to this large and growing research area, encompassing pure and applied science, as well as qualitative, experimental, psychopharmacological and neuroscience research technologies. Debates on the problems of measuring the efficacy of mindfulness-based treatments, given the uniqueness of subjective experience, will allow you to develop a critical scientist-practitioner stance, the basis of professional training in applied psychology. The course will include some experiential meditation sessions during seminars. Learning Outcomes: General Knowledge, Understanding and skills

On successful completion of this module students will be able to:

• Communicate effectively using visual and oral presentations and through essay-writing.
• Demonstrate the ability to plan work, meet deadlines and manage time effectively.
• Engaging in effective teamwork showing sensitivity to contextual and interpersonal factors.
• Creating safe spaces for group experiential practices, e.g. meditation.

Learning Outcomes: Specific Knowledge, Understanding and skills

On successful completion of this module students will be able to:

• Identify the links between meditation practices and their incorporation into 3rd wave cognitive behaviour therapies.
• Evaluate the literature on efficacy of 3rd wave cognitive behaviour therapies.
• Synthesise how neuroscience and psychopharmacological methods have been applied to the study of meditative states.
• Compare and contrast concentrative, open-focussed and compassion-based meditation techniques in terms of evidence from experimental psychology and neuroscience.

Outline Syllabus

Indicative content:

• What is meditation?
• Difference between open-focused, concentrated and compassionate meditation practices
• Meditation and "Third wave" cognitive behaviour therapies (Mindfulness, Acceptance and Comittment Therapy, Dialectic Behaviour Therapy)
• The neuroscience of meditation

Assessment Proportions

• Coursework: 50%
• Exam: 50%

PSYC316: Culture in cognition and development

• Terms Taught: Michaelmas Term only
• US Credits: 4 Semester credits
• ECTS Credits: 7.5 ECTS
• Pre-requisites: Must have completed an Introductory Psychology course.

Course Description

PSYC316 is designed to provide students with a cross-cultural/linguistic framework to critically evaluate its application in cognition and development. Specifically, students will engage with debates between universalism and relativism in cognition and perception, which also relates to the nature and nurture debate in developmental psychology. The module will require students to synthesise and critically evaluate a wide range of topics, formulate arguments that are substantiated by empirical evidence, and present their evaluations and arguments to others.

Educational Aims

General Knowledge, Understanding and skills

The module will require students to synthesise and critically evaluate a wide range of topics, formulate arguments that are substantiated by empirical evidence, and present their evaluations and arguments to others.

Specific Knowledge, Understanding and skills

The module will provide students with a cross-cultural/linguistic framework to critically evaluate its application in cognition and development. Specifically, students will engage with debates between universalism and relativism in cognition and perception, which also relates to the nature and nurture debate in developmental psychology.

Learning Outcomes: General Knowledge, Understanding and skills

On successful completion of this module students will be able to...

• Formulate a coherent argument based on empirical evidence.
• Present argument to others and defend own viewpoint.
• Organise workload and time to meet deadlines.
• Communicate clearly and effectively in written and oral forms

Learning Outcomes: Specific Knowledge, Understanding and skills

On successful completion of this module students will be able to...

• Critically evaluate the role of culture in cognitive and developmental psychology.
• Compare various perspectives on culture.
• Evaluate the research methods used to investigate cross-cultural/linguistic similarities and differences.
• Identify, select and critique literature in the field of cognitive and developmental psychology with a cross-cultural/linguistic perspective.

Outline Syllabus

The topics covered in the course will reflect lecturers' research interests and expertise. There may be a small amount of overlap with content of past modules, but the cross-cultural perspective will help students think critically about key topics from a new angle that is relevant in the world today. The final list of topics will be provided via Moodle at the beginning of the module. Indicative content includes:

• Language and thought
• Cross-cultural cognition and perception
• Concepts of self and other
• Cross-cultural studies of infant and child development

Assessment Proportions

• Coursework: 50%
• Exam: 50%

PSYC317: Prozac Nation: Human Psychopharmacology

• Terms Taught: Lent Term only
• US Credits: 4 semester credits
• ECTS Credits: 7.5 ECTS credits
• Pre-requisites: Must have completed an Introductory Psychology course and a course equivalent to PSYC202:  Brain and Behaviour

Course Description

The aim of this course is to introduce students to the concepts of human psychopharmacology and to provide theoretical background of drug-induced modification of nervous system function and behaviour, respectively. More specifically, the overall objective is to allow insight into psychoactive drugs and how they act upon the brain to influence behaviour.

Educational Aims

General Knowledge, Understanding and skills

Students will be able to continue to develop their skills in literature searching and reviewing of literature (including independently retrieve, read, and understand journal articles), critical appraisal of research findings and interpretation of empirical data, effective communication of ideas and evidence-based reasoning, self-directed learning, application of theory to practice and group-working.

Specific Knowledge, Understanding and skills

The aim of this course is to introduce students to the concepts of human psychopharmacology and to provide theoretical background of drug-induced modification of nervous system function and behaviour, respectively. More specifically, the overall objective is to allow insight into psychoactive drugs and how they act upon the brain to influence behaviour. The course will allow students to gain understanding about

• a) the biological bases of drug actions and how these might contribute to our knowledge of psychological function in general;
• b) the acute and long-term consequences of psychoactive drug use (both for recreational and therapeutic drugs) and
• c) current pharmacological treatment strategies for Alzheimer's disease, Depression and Schizophrenia. Moreover, during the course we will explore why individuals differ in responsiveness to psychoactive drugs and discuss current controversies in psychopharmacology.

Learning Outcomes: General Knowledge, Understanding and skills

On successful completion of this module, students should be able to:

• Independently retrieve, read, and understand journal articles;
• Critically appraise research findings and interpret empirical data;
• Effectively communicate ideas;
• Use evidence-based reasoning;
• Master self-directed learning;
• Effectively work in groups/teams.

Learning Outcomes: Specific Knowledge, Understanding and skills

On successful completion of this module, students should be able to:

• Understand the basic principles of psychopharmacology and major brain neurotransmitter pathways;
• Know the mechanisms by which drugs alter brain functioning and behaviour;
• Understand the acute and long-term consequences of psychoactive drug use (both for recreational and therapeutic drugs);
• Know the current pharmacological treatment strategies for Alzheimer's disease, Depression and Schizophrenia.
• Discuss current controversies in psychopharmacology and critically assess current research findings and developments in psychopharmacology.

Outline Syllabus

Teaching and learning strategy: There will be 10 one-hour lectures, each with an associated one-hour workshops. The lectures will present the core material and provide a structure for integrating workshops and the reading. The workshops will support the lectures by providing extended consideration of complex psychopharmacological concepts and facilitate discussion of current controversies in psychopharmacology.

Provisional lecture schedule

Introduction and Cholinergic System

• Lecture 1: Introduction to psychopharmacology. History, theory, and methods.
• Lecture 2: Acetylcholine and Alzheimer's disease. Cholinergic system. Cholinergic degeneration and the effects of cholinergic drugs in Alzheimer's disease.

Serotonergic System

• Lecture 3: Serotonergic system and hallucinogens. The serotonergic system in mood and cognition. Short term and long-term effects of LSD and MDMA ('ecstasy').
• Lecture 4: Biological theories of depression and pharmacological treatment.

GABAergic System

• Lecture 5: CNS depressants. The GABA-ergic system, barbiturates, and benzodiazepines.
• Lecture 6: Alcohol. The effects of alcohol on neurotransmitter systems. Behavioural effects of alcohol.

Dopaminergic System

• Lecture 7: Schizophrenia as a model of dopaminergic dysfunction. The nature of schizophrenia. The dopaminergic system. Types of antipsychotics.
• Lecture 8: CNS mild and hard stimulants. Pharmacological actions and psychological effects of amphetamines and cocaine.

Cannabinoids and Addiction

• Lecture 9: Cannabis. Acute and chronic effects of D 9-tetrahydrocannabinol.
• Lecture 10: Addiction. The psychopharmacology of reward and abuse.

Workshop topics include:

• Clinical Trials and Cognitive Testing
• Is Alcohol Worse than Ecstasy?
• The not so selective serotonin reuptake inhibitors

Assessment Proportions

• Coursework: 50%
• Exam: 50%

PSYC327: Topics in Clinical Psychology

• Terms Taught: Michaelmas Term only
• US Credits: 4 Semester credits
• ECTS Credits: 7.5 ECTS
• Pre-requisites: Must have completed at least one Introductory Psychology Course

Course Description

In this module you will discover what clinical psychology is, learn about key theoretical frameworks and treatment approaches, and develop an understanding of how research is related to practice. Covering various populations (including children, adults and older adults), this module will discuss various psychological disorders in terms of their assessment, aetiology, research background, and interventions.

A series of guest lectures delivered by experienced practitioners will introduce you to issues in professional practice and confer a realistic appreciation of the work of clinical psychologists.

Educational Aims

General Knowledge, Understanding and skills

Upon completion of this module, students should have improved their general understanding of psychology as a discipline and will acquire knowledge that is applicable to multiple sub-areas. The module requires students to obtain, synthesise and critically evaluate information from a variety of sources, including psychological reports and observational data. Students will use information technology to find relevant sources which will be analysed for key details. The module will foster effective written communication skills and time management. Specific Knowledge, Understanding and skills

In this module we aim to introduce and enhance students' knowledge of clinical psychology. Students will discover what clinical psychology is, learn about key theoretical frameworks and treatment approaches, and develop an understanding of how research is related to practice. We will describe and discuss prominent (neuro-)psychological disorders affecting different populations, such as Autism Spectrum Disorder, Schizophrenia, and Alzheimer's Disease in terms of their assessment, aetiology, research background and interventions. The core module content is enriched by a series of guest lectures, which will be delivered by (a) experienced practitioners and (b) current graduate students in the Clinical Psychology Doctorate. Together they will introduce students to issues in professional training and practice, and confer a realistic appreciation of the work of clinical psychologists. By the end of the module, students will recognise and be able to discuss several specific and overarching aspects of clinical psychological practice, as well as a range of prominent psychopathologies.

Learning Outcomes: General Knowledge, Understanding and skills

By the end of this module, students should be able to:

• Obtain, synthesise and critically evaluate information
• Interpret and evaluate psychological reports.
• Apply psychological principles and methodologies to seek the solution of problems.
• Retrieve information from bibliographic sources.
• Use information technology to present scientific writing.
• Use information technology to find relevant information.
• Demonstrate effective written and oral communication skills
• Manage time effectively and work to deadlines.

Learning Outcomes: Specific Knowledge, Understanding and skills

By the end of this module, students should be able to:

• Recognise what clinical psychology is, what clinical practice involves, and how the field is informed by research.
• Discuss, in an informed way, general and specific aspects of clinical psychological research and practice.
• Explain and evaluate key theoretical frameworks that guide clinical psychological practice.
• Describe and synthesise knowledge of prominent psychological disorders affecting different populations, such as Autism Spectrum Disorder, Schizophrenia, and Alzheimerâ??s Disease.
• Reflect on professional issues facing practitioners of clinical psychology with varying specialisms, such as Cognitive Behavioural Therapy.

Outline Syllabus

(Weekly 2-hour lecture classes, plus a small series of guest lectures; note the precise titles and ordering of lectures may change).

• Week 1: Introduction to Clinical Psychology
• Week 2: Autism
• Week 3: Rational Emotive Behavioural Therapy 1: History and Basics of REBT
• Week 4: Rational Emotive Behavioural Therapy 2: Assessment, Intervention, and Evidence
• Guest lecture: live REBT therapy demonstration
• Week 5: Schizophrenia
• Week 6: Parkinson's Disease
• Week 7: Alzheimer's Disease
• Week 8: Selected Eating Disorders and (Dysfunctional) Decision Making
• Week 9: A Critical Realist Perspective on Psychiatric Diagnosis and Psychological Formulation
• Guest lecture: Becoming a Clinical Psychologist
• Week 10: The Power Threat Meaning Framework
• Guest lecture: Becoming a Counselling Psychologist

Assessment Proportions

• Coursework: 40%
• Exam: 60%

PSYC367: Forensic and Investigative Psychology

• Terms Taught: Lent Term only.
• US Credits: 4 Semester Credits
• ECTS Credits: 7.5 ECTS Credits
• Pre-requisites: Must have completed at least one Introductory Psychology Course

Course Description

Forensic and Investigative Psychology is a third year option course. It focuses on how psychology can help in forensic settings, including police investigations, dealing with antagonists and courtrooms.

Educational Aims

Educational Aims: General Knowledge, Understanding and skills

General academic aims:

• Students will develop their capacity to think critically about theories and research methodologies and they will appreciate the implications of the research for professional practice.

Specific Knowledge, Understanding and skills

• To provide students with an understanding of the predominant theoretical perspectives of forensic psychology and research on specialised topics such as deception detection and offender profiling.

Learning Outcomes: General Knowledge, Understanding and skills

On successful completion of the module students should:

• have developed their presentation skills
• have further developed their group work skills.
• have further developed their writing skills

Learning Outcomes: Specific Knowledge, Understanding and skills

On successful completion of the module students should:

• have an appreciation of what can be learned from studying the behaviour of criminals in a scientific framework
• understand and be able to discuss different explanations and theories of crime and criminal behaviour
• be able to apply psychological theories of behaviour to explain criminal case studies and experiences in criminal contexts, including within the court
• understand and discuss the strengths and limitations of classifications of criminal behaviour
• be able to critically discuss the merits of different approaches to offender treatment, interviewing, and detecting deception
• think critically about a range of controversial issues within forensic / investigative psychology.

Outline Syllabus

In each 2-hour meeting, the convenor will present a lecture in which students engage in a learning-relevant practical task or discussion. One two hour session will be used for student presentations on a pre-assigned topic. The following topics will be discussed:

1. Theoretical approaches to understanding criminals and criminal behaviour
2. Offender profiling
3. Witness identifications
4. Investigative interviewing
5. Deception detection
6. False confessions
7. Jury decision making
8. Emergency services decision making
9. Offender treatment
10. Forensic psychology and other forensic disciplines

Assessment Proportions

• Coursework: 50%
• Exam: 50%

PSYC370: The Psychology of Cooperation

• Terms Taught:  Lent Term only.
• US Credits: 4 Semester Credits
• ECTS Credits: 7.5 ECTS Credits
• Pre-requisites: Must have completed at least one Introductory Psychology Course

Course Description

This module equips students with knowledge in the psychology of cooperation. It achieves this by focusing on two interrelated aspects of cooperation: (i) its foundation, and (iii) how it manifests in applied settings. These interlinked components offer a rounded understanding of cooperation, where many of the theoretical underpinnings of this important interpersonal behaviour are illustrated with field studies when we consider how it plays out 'in the wild'.

Educational Aims

General Knowledge, Understanding and skills

In this module we aim to provide students with advanced knowledge of issues surrounding the psychology of cooperation. The module will do this by providing students with an understanding of the foundational theories in cooperation, how cooperation operates through processes such as trust and language, and how it plays out in applied settings, such as public acts of helping, or a leader who motivates their followers to cooperate in a high-risk setting.

Specific Knowledge, Understanding and skills

This module equips students with knowledge in the psychology of cooperation. It achieves this by focusing on two interrelated aspects of cooperation: (i) its foundation, and (iii) how it manifests in applied settings. These interlinked components offer a rounded understanding of cooperation, where many of the theoretical underpinnings of this important interpersonal behaviour are illustrated with field studies when we consider how it plays out 'in the wild'. The topics to be covered are delivered through lectures, and applied by students to a real problem through the use of a case study method that will be used during workshops.

Learning Outcomes: General Knowledge, Understanding and skills

On successful completion of this module students will show competencies in a number of areas (subject specific and transferable). Specifically, they will:

• Show a good understanding of what cooperation 'looks like', and how this can be developed in different contexts
• Demonstrate good communication skills
• Show enhanced critical thinking skills
• Show enhanced team-building skills

Learning Outcomes: Specific Knowledge, Understanding and skills

On successful completion of this module students will be able to:

• Demonstrate knowledge of how cooperation between individuals and groups is formed, maintained, and how it manifests outside of the laboratory
• Discuss key research and theoretical ideas surrounding cooperation
• Critically evaluate psychological literature in the area of cooperation
• Support arguments with appropriate citations and relevant literature in applied and experimental domains

Outline Syllabus

Students will study different aspects of cooperation; from theoretical frameworks of how cooperation develops and is maintained, through to how cooperation manifests in applied setting within dyads and between teams. The syllabus will cover important foundations to cooperation through coverage of social dilemmas, trust and prosocial behaviours. It will also cover cooperation in the wild, seeking to answer questions such as: how do people cooperate in extreme situations? How can we recover cooperation following a breach in relational expectations?

Assessment Proportions

• Coursework: 50%
• Exam: 50%

PSYC377: Psychology of Art

• Terms Taught: Lent Term only
• US Credits: 4 Semester credits
• ECTS Credits: 7.5 ECTS
• Pre-requisites: Must have completed an Introductory Psychology course and a course equivalent to PSYC201.

Course Description

This module will focus on the psychological processes that influence our experience and appreciation of art. In particular, we will explore how different topics in psychology, namely sensory perception, cognition (learning and memory), social affiliations (e.g. culture) and emotion, contribute to our understanding of art and how they drive our sense of aesthetics.

Educational Aims

General Knowledge, Understanding and skills

To equip the student with the knowledge and skills to appreciate the importance of psychology in how we experience aesthetics and the world in general. This module will also help students recognise that the different strands in Psychology are not independent and are constantly interacting to allow a rich and full appreciation of our environment.

Specific Knowledge, Understanding and skills

To equip the student with the knowledge and skills to understand the role of different psychological processes in our understanding and appreciation of art. For example, the module will begin by exploring visual arts and how its development through history has focused on different aspects of psychology, such as sensation and perception, cognition (learning and memory), and emotions. In addition to visual arts, other topics (music, dance and political art) will also be discussed, and each one with help students recognise that art is multi-dimensional and that it can be studied from various psychological viewpoints.

Learning Outcomes: General Knowledge, Understanding and skills

Upon completion of this module, the students will be able to:

• Challenge assumptions and preconceptions by employing their knowledge of psychology to understand and interpret everyday experiences.
• Synthesise information from different domains.
• Communicate effectively.

Learning Outcomes: Specific Knowledge, Understanding and skills

Upon completion of this module, the students will be able to:

• Recognise the links between psychological principles and art appreciation.
• Integrate theories from various areas of psychology to fully appreciate the complexity of aesthetic appeal.
• Develop the ability to create and experience art from different philosophical and psychological approaches.
• Understand the diversity of methods that can be used to study the psychological processes involved in the understanding and appreciation of art.
• Recognise the impact and function of art.

Outline Syllabus

Psychology of Visual Art

Week 11: Introduction, and Colour and Perspective in Art

This lecture will introduce the students to the major art eras and how artists from each period created art from various approaches. This class will teach students about the different theories in aesthetics and how the study of aesthetics has developed since the earliest psychophysicists. In the second part of this lecture, we will explore theories of colour vision and depth perception/perspective and their importance in the creation and appreciation of art. Workshop: In this session, students will be given the opportunity to start thinking about what pieces of artwork they might want to use for their portfolio. The students will also be presented with various works of art and asked to evaluate them. I will be giving examples of how I would approach describing how colour and light contribute to my experience of some art pieces.

Week 12: Visual Cognition and Art

This lecture will explore the role of visual cognition ('seeing and understanding') in our appreciation of art. Topics will include segregation of figure and ground, Gestalt theories, context and perceptual constancies. We will also be considering the composition of art and psychological principles that contribute to aesthetic appeal.

Week 13: Exploring Scenes in Art

This lecture will examine how eye movements and visual attention enable the observer to process information in artistic scenes. We will start off by discussing techniques artists rely on to direct the viewers' gaze towards different parts of their artwork, including perceptual forces. We will also be contrasting bottom-up (sensory-driven) vs. top-down (goal/knowledge-driven) processes in attention.

Week 14: Connections and Art

This lecture will discuss how art appreciation and understanding is fundamentally linked with our knowledge and experiences. Here we will revise topics in memory, namely episodic, semantic, implicit memory can enhance our experiences with certain pieces of artwork.

Week 15: Visual Aesthetics and Evolution

This lecture will start off with a quick review of some theories of visual aesthetics and then highlight the close relationship between aesthetic judgment of beauty and sexual selection. We will discuss facial features, body sizes and shapes, and body image. Workshop: In this second session dedicated to visual arts, we will go consider 2-3 pieces art and discuss how students' experience of these work is affected by aspects of perception, knowledge and emotion.

Psychology of Literary Art

Weeks 16 and 17: Literary reception and appreciation

Literary texts and poems, similarly to artwork, evoke aesthetic feelings in readers, such as awe, chills, immersion, and many others. In these lectures, we will explore affective and cognitive responses to literature. We will also learn about the different stylistic devices that are used in literary texts and poems to elicit aesthetic experiences, e.g., rhyme, exaggeration, metaphor. Finally, we will consider different accounts of aesthetic appreciation such as processing fluency, defamiliarisation, and the optimal innovation hypothesis. Workshop Week 17: We will measure immersion and aesthetic feelings in response to reading excerpts from narratives and poems by means of validated tools such as the story world absorption scale (SWAS). We will also observe and interpret data obtained from last yearâ??s students and identify which elements of a narrative or poem give rise to immersion, surprise, emotive engagement, or other responses.

Psychology of Music

Week 18: The Musical Ear

This lecture will describe how the ear works, and how the particular characteristics of the auditory system make music possible with an emphasis on pitch perception.

Week 19: The Basic Features of Music

This lecture will describe three fundamentals in music perception, namely melody, harmony, and rhythm. Workshop: We will take a closer look at the perception and neural representation of musical harmony, with interactive listening examples to allow you to get a better understanding of the important concepts

Week 20: Understanding and Appreciating Music

This lecture will explore musical scene analysis: how the ear makes sense of complex musical scenes. We will also explore the role of culture, experience, and genetics in our appreciation of music, and try to answer the question: is music innate?

Assessment Proportions

• Coursework: 50%
• Exam: 50%