ACME Module Descriptor

Transcription

5/19/2016
https://oasis.abertay.ac.uk/oasis/sits.urd/run/SIW_POD
Module Code : PSY101
Module Title : Introductory Psychology
Level
School
Division
Tutor
External Examiner(s)
Prerequisites
Corequisites
Replaced
07
SCQF
School of Social and Health Sciences
Division of Psychology
Year
Siobhan MacAndrew
20
S1
2016/7
Brief Description
This module introduces key areas of psychology and research methods. The themes are the role of psychology in the 'real world' and how a psychology
degree can facilitate the attainment of Intellectual, Professional and Personal Attributes and Active Citizenship. Students will learn how to become
psychology researchers in terms of designing, analysing and writing up their own experiments and participating in others' studies. Students will learn the
art of reflection and undertake short exercises to enhance this skill.
Aims
This module introduces the conceptual framework of psychology through the medium of research in various specialist areas of enquiry in Psychology.
The module places emphasis on appreciating the link between scientific study in psychology and understanding issues in the 'real world'. There is also
an emphasis on understanding how to carry out research in terms of how experiments are designed, run, analysed and reported in the various domains
covered in the module. There will be direct reference to how the knowledge in the module relates to the acquisition of the intellectual skills of the
psychologist and the attainment of Abertay Attributes. Students will develop expertise in Blackboard, SPSS, Excel and Pebble+ as learning tools.
Learning Outcomes
By the end of this module the student should be able to :
1. Understand and define key terminology in social and cognitive psychology and research methods and understand the application of psychological
research to society.
2. Demonstrate ability to use Blackboard uploaded materials and tasks by virtue of regular engagement throughout the term recorded in Gradebook. 3. Carry out data collection, data summary and simple data analysis in class activity and private study. Develop skill in using the software of SPSS and
Excel for statistics.
4. Demonstrate their knowledge and understanding of empirical research in terms of carrying out and writing up experimental data. 5. Demonstrate knowledge and understanding of empirical research by participating in experiments offered in SONA by Psychology staff. 6. Use Pebblepad+ to reflect upon their written work. Learn the professional editorial format for psychology. Address their learning needs via
Blackboard.
Indicative Content
1. Science, Psychology, Philosophy and the 'real world'
How does science work? Is Psychology a science? Is philosophy useful to Psychologists? What is the 'real world' anyway? 2. The engine of the mind. Is memory as a machine?
What memory does and how it does it. What is 'processing' and how does it relate to other activities like learning, remembering, listening, reading and
thinking? An example of a typical experiment in memory processing in the real world. 3. Can we talk to the animals?
When animals talk what do the say? Do they say it in the same way we do? what are the limitations of animal communication? 4. Reading, spelling and dyselxia
How do we read and spell? What happens when this process goes wrong? An example of an experiment on spelling. 5. Solving problems what helps, what hinders?
What happens when we try to reason and solve problems? Why are some problems so hard to solve? 6. Seeing and not seeing do your eyes deceive you?
Is the evidence provided by your own eyes trustworthy? If not, why not? A typical experiment from the psychology of perception. 7. Consciousness who do you think you are?
What is the mind? What does consciousness really mean? Is it worth even asking this question if we can't find an answer? How do we know when an
entity is conscious (even ourselves)? Are computers conscious and can they be in future? 8. Brain damage and language
What happens to speech when there is damage to the speech areas of the brain? An experiment using neuropsychological methods to assess speech
impairment. 9. Abnormal Psychology
What happens when the balance of the mind is disturbed? how do we assess mental illnesses? how do we treat mental illness? 10. Discovering research by experience
Being a participant and experiencing a range of different types of psychological experiment. Being a researcher. Designing a simple research study.
What can go wrong in experiments? Avoiding uncontrolled variables. Understanding descriptive statistics (mean, median, mode), inferential statistics
(Wilcoxon, Mann Whitney, T tests), producing simple graphical representations of data. Learning to talk and write confidently about data and results of
analysis.
Statement on Teaching, Learning and Assessment
Teaching: The material is delivered by workshops supplying subject content, group work, reflection, engagement with learning technology and
participation in experiments. Unsupervised practical activity includes one hour a week populating Pebble with notes in preparation for lab report.
Supervised practical activity involves laboratory work that is essential at this point in study to situate learning in a context familiar to students and make
explicit how their degree will help them professionally and personally. The lectures and activities are strongly focused on using psychological knowledge
to understand everyday issues and to becoming active learners. Scaffolding is provided in early tasks to facilitate confidence in later independent work.
By undertaking formative tasks students will develop the ability to reflect on their own mental processes, identify academic strengths, and address areas
requiring further effort. This process facilitates Intellectual/Professional/Personal Attributes. Learning: Formative experiences include group
presentations, making research movies, carrying out experiments on topics of their own choice, online discussions, quizzes, participating in staff
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experiments, engaging with Blackboard and Pebblepad, carrying out their own experiments and undertaking peer and self review. The emphasis
throughout the module is on relevance to later life and career and gives a framework to consolidate students' learning. (Professional/Personal
Attributes). Students will learn using Blackboard, Pebblepad and statistical software (SPSS). The Module Leader can identify students' engaement via
Blackboard activity monitoring but there is an assumption that students will seek help from the module leader or trainers if they are having difficulty and
take responsibility for their own learning (Professional/Personal Attributes). Formative assessment of learning is provided by online tests
Teaching and Learning Work Loads : Total
Lecture
Tutorial/Seminar
Supervised Practical Activity
Unsupervised Practical
Activity
Assessment
Independent
:
: 16
: 8
: 20
: 40
: 50
: 66
Assessment Type
Description
Report
Scheduled examination
Experiment Writeup
Online exam
Final
Grade
Weighting
(%)
50
50
Assessment Week Number
Issue
Submission
Return
Assoc
Learning
Outcomes
1
15
13
EP
15
17
3,4,5,6
1,2
Additional Assessment Information
Unit 1 (Report) requires full and regular engagement with Blackboard, building the draft writing notes in Pebble every week, attendance in class,
analysis and final write up of the chosen experiment (one from a possible two). The online class test (Unit 2) requires full and regular engagement with
Blackboard, attendance in class, independent study and competence in undertaking online tests.
Supportive Reading
Schacter, D., Gilbert, D, Wegner, D 2015 Psychology, (Second European Edition) Palgrave/Macmillan
Field, A. 2013 Discovering Statistics Using Ibm Spss Statistics Sage
Omer, R., Gould, E., & Furnham, A. 2013 Psychology Wiley
Teachability Issues for this module are:
Oral,Visual,Symbolic,Aural,Diagrammatic,Computer Based,Reading,Writing,Collaboration,Professional
Key Transferable Skills for this module are:
Communication,Team Work,Problem Solving,Research,ICT Skills,Self Evaluation,Planning,Interpersonal,Q
Copyright Abertay University 19May2016
Module Title : Introductory Psychology 2
Level
School
Division
Tutor
Prerequisites
Corequisites
Replaced
07
SCQF
Year
Pamela Miller
20
S2
2016/7
Brief Description
PSY102 This module introduces students to the core BPS curriculum areas of Individual Differences, Developmental Psychology and Biological
Psychology. The module will integrate these areas with research methods and extend the principles and skills learned in PSY101
Aims
The aim of this module is to introduce the key issues within Individual Differences, Developmental and Biological Psychology. Integrated practical
workshops will highlight research methods and inferential statistics to extend the students' knowledge of the evidencebased approach in psychology.
Learning Outcomes
1. Understand theoretical debates and evaluate competing theories within the domains of personality, intelligence, developmental and biological
psychology.
2. Demonstrate a knowledge of empirical evidence related to personality, intelligence, developmental and biological psychology.
3. Understand how personality, intelligence, developmental and biological psychology relate to other domains in psychology, and how research within
them has developed historically and theoretically.
4. Demonstrate knowledge of the different methods that are used in personality, intelligence, developmental and biological psychology.
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5. Evaluate experimental designs and discuss potential solutions through active participation in class and assessment.
6. Show evidence of independent research and write up a psychology investigation in standard APA format via active participation and assessment.
Indicative Content
1. How do we differ in personality and intelligence
The area of Individual Differences in psychology concerns patterns of similarity and difference between individuals in terms of their abilities and
predispositions to behave in certain ways. We will cover the following: What is personality? How do we describe and measure it? What is intelligence?
How do we describe and measure it? How useful is it to label a person¿s personality or intelligence? 2. Developmental Psychology
Prenatal development, cognitive development, perceptual development, gender development and socialisation. 3. Biological Psychology
Structure and organisation of the CNS, basic neurochemistry and neurophysiology of nerve transmission, cortical localisation of function, biology of
abnormal function and comparative psychology. 4. Inferential Statistics
Test selection for parametric and nonparametric data. Data analysis using inferential statistics including; Correlational, Wilcoxon, MannWhitney and
ChiSquare tests. 5. SPSS training
Use of SPSS to summarise data in tables and graphs; use of SPSS to perform descriptive and inferential statistical analysis. 6. Library Skills
Identify, locate and evaluate appropriate sources for academic tasks using library and information skills. 7. Report Writing
Convey information from investigations using appropriate APA standards. Conduct and report a literature review using appropriate academic sources.
PSY102 is designed to follow on from PSY101. It will cover three core BPS curriculum areas (Individual Differences, Developmental and Biological
Psychology), as well as continuing to develop the students' understanding of Research Methods. Teaching will comprise of weekly lectures and practical
workshops. The students will also have 8hrs small group tutorials and these will complement the lecture material and develop their learning skills. The
lectures will cover the required BPS content, and the workshops will follow these by working on specific research topics allied to the content. During the
workshops, students will be asked to have a mix of lecture and practical activities and these will be aligned with practical assessment. The tutorials will
be provide an opportunity for students to work on a formative project and build on library and presentation skills. The mix of teaching methods is
designed to enhance the Abertay Attributes. The students will be enhancing their intellectual development by broadening their knowledge base about
Psychology and Psychological research methods. They will work on their Professional skills by undertaking both independent and group activities. As
group presentations are required in the tutorials, they will develop their personal skills. And throughout the module, the students will be made aware of
the importance of ethics in Psychological research as well as an awareness of how psychologists interpret differences between groups, and this will
develop their skills as active citizens.
Lecture
Tutorial/Seminar
Activity
Assessment
Independent
:
: 16
: 8
: 20
: 40
: 50
: 66
Assessment Type
Description
Report
Practical Report
Online Exam
Final
Grade
Weighting
(%)
50
50
Issue
Submission
Return
Assoc
Learning
Outcomes
19
19
29
EP
31
37
3,4,5,6
1,2,3
Unit 1: Practical Report of research conducted in class. This is a portfolio assessment as the student will work on different elements of the report
throughout the module. Unit 2: Online exam covering content from the module lectures and practical workshops.
Supportive Reading
Comer, R., Gould, E., & Furnham, A. 2013 Psychology Wiley
Field, A. 2013 Discovering Statistics Using Ibm Spss Statistics Sage
Schacter, Gilbert, D, Wegner, D 2015 Psychology, (Second European Edition Palgrave/Macmillian
Oral,Visual,Symbolic,Aural,Diagrammatic,ComputerBased,Reading,Writing,Collaboration
Communication,Team Work,Problem Solving,Research,ICT Skills,Planning,Quantitative
Module Title : Social Psychology and Research Methods
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Level
08
SCQF
20
School
S2
Division
2016/7
Tutor
Sheila Cunningham
Year
Prerequisites
Corequisites
Replaced
Brief Description
PSY201 This module introduces the social psychology content of the BPS curriculum. Social psychology is the scientific study of how individuals
process information about other people, and the biases that influence this processing. The module also delivers research methods training, building on
the content of PSY204. Teaching will be delivered via a combination of lectures and practicals.
Aims
The first aim of this module is to provide students with a critical and comprehensive understanding of the major topics, empirical research and
theoretical approaches in social psychology. The second aim is to train students in the research methods that underpin the scientific study of social
cognition and behaviour.
Learning Outcomes
1. Show knowledge and understanding of the major features of social processing.
2. Demonstrate an understanding of key models and research findings in social psychology.
3. Evaluate social psychological research findings.
4. Design, conduct and report experiments in social psychology.
5. Use SPSS to analyse empirical data using a variety of statistical techniques.
6. Report experimental data and analyses appropriately.
Indicative Content
1. CHIP
Defining social cognition and social behaviour. Understanding classic and contemporary approaches, and the social processing biases they reveal. 2. Social learning
Understanding imitation and social learning. Exploring the influence of social learning on aggression. 3. Attitudes
Understanding attitudes and the attitudebehaviour link, routes to attitude change. 4. Social identity and prejudice
Exploring the impact of social identity on perception and behaviour. Prejudice and discrimination. 5. Stereotypes
Introduction to categorical person perception and stereotype activation/application. 6. Research design
Learning to design and conduct ethically acceptable psychological research. 7. Research reporting
Reporting and evaluating psychological research, and presenting this in APA format. 8. Data analysis
Using SPSS to analyse empirical data through a variety of statistical techniques. 9. Research resources
Identifying and locating suitable reference material for practical work.
The module will be divided into two halves, covering social psychology in the first half and research methods in the second. Social psychology teaching
will be delivered in weekly twohour lectures, including student led tasks as well as lecture materials. Teaching will be informed by active research links
with staff. Research methods will be delivered via both lectures and practical classes. Both halves of the module will require research and ideas to be
discussed and evaluated, encouraging the development of personal, intellectual and professional skills. Engaging with research and learning about the
societal impact of social psychological processing will encourage active citizenship.
Lecture
Tutorial/Seminar
Activity
Assessment
Independent
:
: 21
: 0
: 11
: 0
: 50
: 118
Assessment Type
Description
Class Test
Portfolio
Online test
Research portfolio
Final
Grade
Weighting
(%)
50
50
Issue
Submission
Return
Assoc
Learning
Outcomes
19
26
26
33
28
35
1,2,3
3,4,5,6
The Unit 1 assessment will be an online class test on the topics covered in the first half of the module. This will involve some MCQs to ensure breadth
of knowledge, but the majority of the marks will be assigned to short answer questions designed to ensure students can evaluate theories and research
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from social psychology. The Unit 2 assessment will be a portfolio designed to assess both report writing skills and appropriate selection and use of
statistical tests.
Supportive Reading
Aronson, E. 2011 The Social Animal (11Th Edition) W. H. Freeman Co.
Field, A. 2013 Discovering Statistics Using Spss (4Th Edition) Sage
Coolican, H. 2014 Research Methods & Statistics In Psychology (6Th Edition) Hodder Education
Oral,Visual,Symbolic,Diagrammatic,Computer Based,Writing,Professional
Communication,Problem Solving,Research,ICT Skills,Self Evaluation,Planning,Interpersonal,Quantitativ
Module Title : Thoughts on Psychology
Level
08
SCQF
20
School
S1
Division
Tutor
George Lovell
2016/7
Year
Prerequisites
Corequisites
Replaced
Brief Description
PSY202 This module will examine the many grandiose claims that are peddled as 'psychological fact' by the media, e.g. listening to classical music will
improve a child's IQ. Many industries have been based on dubious claims about the human brain and behaviour. Here we will discuss such claims and
evaluate if they have substance. The module is studentled with the cohort contributing to setting of the curriculum. The majority of taught time is small
group teaching guided by an academic facilitator. Students are required to actively participate in class discussions.
Aims
The aim of this Module is to provide the student with a better understanding of the difference between 'pop psychology' and scientific evaluation. It
provides the opportunity to develop oral communication skills and develop a more critical reading perspective. There will also be the opportunity to
develop science writing skills.
Learning Outcomes
1. Identify and evaluate the scientific evidence surrounding a number of popular myths about the mind and behaviour.
2. Be better placed to communicate effectively in a small group setting.
3. Write effectively and succinctly for an academic audience.
4. Develop more critical evaluation skills and to improve research and library skills.
5. Formulate and present an argument in spoken and written forms from a wide number of fields in psychology.
Indicative Content
1. Paranormal Beliefs and Experiences
Exploring the cognitive and perceptual factors that underlie such beliefs. 2. Myths about the Brain
Do we only use 10% of our brains? Is a bigger brain a better brain? Does listening to Mozart improve a child's IQ etc. 3. Myths about our Mind
What evidence is there for out of body experiences? Can we use our mind to cure cancer and other ailments? Is there such a thing as a 'gay gene'? 4. Myths about Language
The truth about deception. Beliefs about the bilingual mind. Can we talk to the dead? 5. Value of studying animal minds
Can we learn anything about human behaviour from studying animal minds?
This module is designed to give students the opportunity to develop critical evaluation skills and to improve their library research skills. Particular
emphasis will be placed on writing skills and developing the ability to formulate and present an argument in spoken and written form. Students will
engage with published research material and learn how to evaluate this in terms of reliability, validity and the appropriateness of the methodology
employed, whilst developing an understanding of psychological concepts relevant to a number of fields of psychology. Students will need to work closely
with other students when discussing the merits of the material brought to the discussion sessions. This module is largely based on discussion. There
will be one introductory session followed by four peerled group discussion sessions overseen by an academic facilitator, and "drop in" session arranged
to support the summative assessments. Students will be expected to attend and participate in ALL peer led group discussions. Unit 1 will be submission
of a summary report (500 words) related to one of the first two discussion sessions. This will also be used for a formative, peergrading exercise in
structured feedback week (week 7). Unit 2 will be a second summary report (750 words) on one of the topic areas covered in the final two discussion
sessions. This class involves selfdirected learning that will help facilitate the discussion sessions. The assessed work evaluates the student's
achievements in combining the theoretical knowledge (intellectual), the realword practices (professionalism) and the experiential reflections (personal)
towards becoming an active citizen.
Teaching and Learning Work Loads : https://oasis.abertay.ac.uk/oasis/sits.urd/run/SIW_POD
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Total
Lecture
Tutorial/Seminar
Activity
Assessment
Independent
:
: 2
: 9
: 0
: 0
: 45
: 154
Assessment Type
Description
Coursework
Coursework
Summary Report
Summary Report
Final
Grade
Weighting
(%)
50
50
Issue
Submission
Return
Assoc
Learning
Outcomes
1
1
8
13
10
15
1,2,3,4,5
1,2,3,4,5
For the first two discussion sessions students will submit one summary as Unit 1. These will also be anonymously peermarked during feedback week.
Unit 2 will be a second summary report related to the material in the last two discussion sessions.
Supportive Reading
Della Sala, S. 2007 Tall Tales About The Mind And Brain: Separating Fact From Fiction. Oup: Oxford
Van Den Brink, B. 2000 Critical Thinking For Students How To Books Oxford
Cottrell, S. 2011 Critical Thinking Skills Palgrave Macmillan
Oral,Computer Based,Reading,Writing,Collaboration
Communication,Team Work,Problem Solving,Research,ICT Skills,Planning,Interpersonal,Professionalism
Module Title : Forensic Psychology
Level
School
Division
Tutor
Prerequisites
Corequisites
Replaced
08
SCQF
Year
Penny Woolnough
20
S1
2016/7
PS0810A PS1010A
Brief Description
PSY203 Forensic psychology is a constantly growing discipline and covers an exciting and broad range of topics. This module will examine key issues
in forensic psychology integrating information from clinical, biological, developmental, personality, social and cognitive psychology.
Aims
The aim of this module is to provide the student with a comprehensive overview of Forensic Psychology.
Learning Outcomes
1. Describe and evaluate key developmental and genetic models of criminal psychopathology.
2. Assess the impact of environmental, family, cultural and peer influences on criminal behaviour.
3. Demonstrate an understanding of factors that increase the likelihood of serious and violent behaviour.
4. Demonstrate an awareness of risk prediction and the basis for interventions with offenders.
5. Understand methodological challenges associated with forensic psychology research.
Indicative Content
1. General Issues
Introduction to offenders, offences, victims, and the role of psychology in the actions of the police, the courts and prisons. 2. Explanatory Models of Crime and Offending
Biological factors, gender differences, individual differences, childhood and developmental issues, social and economic factors, and cognitive
behavioural approaches. 3. Developmental Basis for Criminal Behaviour
Biological basis of social, aggressive, and sexual behaviour with regard to neuropsychological, neuropharmacological and evolutionary issues.
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Psychological and biological treatments for childhood and adult psychopathology. 4. Mental Health and Offending
Mental health issues in offending behaviour. The relationship between mental health symptoms and risk in relation to offending. Personality disorder and
schizophrenia as critical issues in serious offending. 5. Personality Abnormality
Inherited and acquired conditions in lifelong risk of criminal behaviour such as ADHD, Conduct Disorder (CD) and Oppositional Defiant Disorder (ODD).
Examining the factors that increase the likelihood of serious sexual and violent behaviour, stalking, and criminal recidivism. 6. Substance Use and Crime
Addiction Models of criminal behaviour. Models of emotional dyscontrol in offending. The role of alcohol and drugs in serious assaultative behaviour,
neuropharmcology and psychology. 7. Specific Criminal Offences
Consideration of information from specific offending populations and the psychological factors contributing to offences. Offences may include violent
offending, fire raising, stalking, terrorism. 8. Sexual Offending
Detailed consideration of individual offenders and the psychological characteristics of their criminal offences and offence development in relation to
sexual and violent offending. 9. Risk Assessment
Critical discussion of the role and nature of risk assessments with forensic populations including specific methods of risk assessment. 10. Treatment and Interventions
Consideration of the background to the development and application of treatments and interventions including `what works?' approaches and cognitive
behavioural treatments, as well as key issues relating to working with offenders.
Teaching and learning for this module is focused on enabling students to attain the Abertay Attributes (Intellectual; Professional; Personal; Active
Citizen) within the context of Forensic Psychology. In so doing, teaching will comprise a combination of lectures, tutorials and guest/expert speaker
seminars. Students will be expected to actively engage with the material presented in this module. The lectures will be punctuated with activities and
discussion sessions in which students will be expected to actively participate. In the tutorials students will be given the opportunity to take responsibility
for identifying relevant material and to lead discussions on topics that will be agreed between the Module Leader and the class. Some of the necessary
reading material will comprise journal articles and active engagement will be encouraged through the use of these in lectures and tutorials both at an
individual and teamwork level (specifically supporting the development of collaboration). The assessment involves one piece of essay based
coursework which will be set at the start of the semester. They will be assessed on the selection of information covered and the communication of
relevant ideas in the essay. Students will be expected to independently source their own relevant reading material to use as evidence to support the
arguments they present in the written coursework. In total, approximately 50% of the time spent on this module will be preparation for, and engagement
in, enquiry based activities.
Lecture
Tutorial/Seminar
Activity
Assessment
Independent
:
: 26
: 5
: 0
: 0
: 30
: 139
Assessment Type
Description
Essay
2000 words
Final
Grade
Weighting
(%)
100
Issue
Submission
Return
Assoc
Learning
Outcomes
1
13
15
1,2,3,4,5
The assessment involves one piece of coursework which will be set at the start of the semester and for which the student must carry out independent
research. They will be assessed on the maturity of their independent research skills, the selection of information and communication of the relevant
ideas in the essay (supporting the development of all of the Abertay Attributes and specifically that of intellectual and professional development). The
assessment topic will be sufficiently broad so as to allow students the opportunity to choose the specific focus of their own independent research while
demonstrating a breadth of knowledge across the subject area.
Supportive Reading
Blackburn, R. 1993 The Psychology Of Criminal Conduct England: John Wiley & Sons Ltd
Davies, M. And Beech, A. R. 2012 Forensic Psychology: Crime, Justice, Law, Interventions England: Bps Blackwell
Pakes, F. And Pakes, S. 2009 Criminal Psychology Willan Publishing
Oral,Visual,Aural,Computer Based,Reading,Writing,Collaboration,Professional
Communication,Problem Solving,ICT Skills,Self Evaluation,Planning,Interpersonal,Quantitative,Profess
Module Title : Cognitive Psychology and Research Methods
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Level
08
SCQF
20
School
S1
Division
2016/7
Tutor
George Lovell
Year
Prerequisites
Corequisites
Replaced
Brief Description
PSY204 This module will introduce the cognitive aspects of the BPS curriculum. Cognitive psychology is a blanket term which encompasses much of
what you might consider mental processes. These processes range from relatively lowlevel processes of perception to higher level things like memory
and decision making. The module will use a combined teaching approach with conventional lectures supported by practical classes exposing students
to experiments as participants. The experimental data gathered will be subsequently utilised in the research methods practicals.
Aims
The module aims to give students a working knowledge of how cognitive psychology works as a science. The student will be introduced to research
methodologies, theories and models of how cognitive psychology works as a science. The students will also be introduced to the statistical concepts
and methodologies that underpin research in psychology.
Learning Outcomes
1. Understand conceptual and historical issues in cognitive psychology, the origins and philosophical underpinnings.
2. Convey the major features of cognitive processes.
3. Understand the key models and research findings in cognition.
4. Demonstrate an understanding of research design and analysis approaches in psychology.
5. Design, conduct and report experiments in cognitive psychology.
6. Use SPSS to analyse empirical data using a variety of statistical techniques and then report these experimental data and analyses appropriately.
Indicative Content
1. Conceptual and historical perspectives
Origins of research in cognition, neuropsychology and language processing. Localising cognitive processes in different brain areas. 2. Neural architectures
Neurones, receptive fields and vision. How does the brain connect the world outside with our thoughts and experiences? 3. Perception and recognition
The recognition of objects and faces. 4. Attention
Is cognition a limited resource to be allocated carefully or do we attend to everything? 5. Learning and memory
What circumstances determine how we learn new information? How is this information stored in our brains and how do we access this information while
reasoning? 6. Decision making and problem solving
How do we choose responses, how do we solve problems? 7. Quantitative and qualitative research methods
What research methods are available to psychologists? Hypotheses, variables and levels; Experimental design: control techniques; validity and
reliability in experimentation. 8. Data: Types of data and types of analyses
Data analysis, descriptive statistics and inferential statistics. Data types; measures of central tendency, measures of dispersion, normal distribution,
graphing data, confidence intervals, effect size and power. 9. Quantitative Statistics
Parametric and nonparametric tests of difference and tests of relationships. Test selection; with 2 sample test of difference and of relationships;
reliability analysis using Cronbach's alpha, quantitative content analysis, item analysis. 10. Interpreting statistical analyses
How to we interpret and report the output of statistical analyses?
In line with the teaching and learning strategy of the University and the attributes to be fostered in students (i.e. personal, intellectual and professional
development, active citizenship), the module will comprise a combination of lectures and practicals averaging three hours¿ contact time per week. The
first eight weeks of the module will concentrate upon cognition and practical experiments and will allow students to experience key cognitive studies.
Teaching of cognition will be delivered via weekly lectures and three practical classes encouraging studentled learning. This promotes the graduate
attributes and encourages deep learning in students. Research Methods classes will take place later in the module, with learning tasks based on the
experimental data provided by the cognitive experiments that you participate in. For these classes, there will be a onehour lecture and a twohour
practical to allow students to apply the techniques they learn about in lectures to real experimental design and data analysis. Feedback week will
comprise an experimental design task that will be evaluated and used in subsequent Research Methods classes. Assessments will require students to
demonstrate the depth of their knowledge of cognition (Unit 1) and their knowledge of research methods and their ability to interpret and writeup data
(Unit 2).
Lecture
Tutorial/Seminar
Activity
Assessment
Independent
:
: 21
: 0
: 14
: 0
: 50
: 115
Assessment https://oasis.abertay.ac.uk/oasis/sits.urd/run/SIW_POD
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Type
Description
Class Test
Portfolio
Multiple Choice
Lab book
Final
Grade
Weighting
(%)
50
50
Issue
Submission
Return
Assoc
Learning
Outcomes
10
9
10
14
12
16
1,2,3,4
4,5,6
The Unit 1 assessment will be an online class test on the topics covered in the first half of the module. This will involve Multiple Choice Questions
(MCQs) to ensure breadth of knowledge, but and also some short answer questions designed to ensure students can present their knowledge of
theories and research from cognitive psychology. The Unit 2 assessment will be a portfolio designed to assess both report writing skills and appropriate
selection and use of statistical tests.
Supportive Reading
Eysenck, M.& Keane, M. 2005 Cognitive Psychology, 5Th Edition Psychology Press: Hove
Brace, N., Kemp, R., & Snelgar 2012 Spss For Psychologists. A Guide To Data Analysis Using Spss For Windows (5Th Edition) Basingstoke: Palgrave
Field. A. 2013 Discovering Statistics Using Spss (4Th Edition) London. Sage
Oral,Visual,Aural,Computer Based,Reading,Writing,Collaboration
Communication,Problem Solving,Research,ICT Skills,Planning,Quantitative
Module Title : Research Methods (Direct Entrants)
Level
08
SCQF
20
School
S1
Division
2016/7
Tutor
Pamela Miller
Year
Prerequisites
Corequisites
Replaced
Brief Description
PSY210 The module is designed as an introduction to research methods skills for students entering the BSc Psychology Programme at Level 8. It
introduces students to the core principles and practical skills of psychological research. The curriculum includes an introduction to the scientific process,
the benefits and disadvantages of key research designs, and practical application of statistical analysis and ethical considerations. Practical activities
facilitate understanding of the link between psychological knowledge and empirical research.
Aims
Psychology is a science and psychologists employ the scientific method when acquiring new knowledge about their discipline. The aim of the module is
to provide opportunities for students to develop a basic understanding of some of the scientific principles underpinning psychological research and the
skills necessary to work and think like a psychologist. Students will engage in tasks that promote the ability to critically evaluate research, to employ a
systematic approach to labbased studies, and to writeup lab reports in the APA standard form. Students will also learn how to use the SPSS statistical
package. Much of the teaching is frontloaded to ensure students are prepared for the higher level methods in PSY204.
Learning Outcomes
1. Demonstrate knowledge of a variety of research method tools that psychologists have at their disposal.
2. Through active participation in class and assessments, evaluate experimental designs and formulate solutions to routine design problems.
3. Develop understanding of the rationale for statistical analysis in psychology research.
4. Demonstrate competence in the use and reporting of descriptive & inferential analysis using SPSS.
5. Demonstrate knowledge and understanding of the British Psychological Society Code of Conduct, Ethical Principles and Guidelines.
6. Demonstrate an ability to write up a psychology investigation in standard American Psychological Association (APA) format.
Indicative Content
1. The Role of Research in Psychology
Introduction to scientific enquiry and the role of research in psychology 2. The Experimental Method
Defining experimental variables. Experimental design. Bias and control 3. Descriptive Statistics
Measures of central tendency and dispersion. Graphical and tabular presentation of data. Properties of the normal distribution curve. Standard error of
the mean and confidence intervals 4. Inferential Statistics
Introduction to hypothesis formation and testing. The role of probability in statistical inference. Test selection for parametric and nonparametric data.
Data analysis using inferential statistical tests. Type I and Type II errors. 5. Introduction to SPSS
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Introduction to: data entry in SPSS; use of SPSS to summarise data in tables and graphs; use of SPSS to perform descriptive and inferential statistical
analysis 6. Ethics
Introduction to ethical considerations and implications with reference to the British Psychological Society Guidelines 7. Library Skills
Identify, locate and evaluate appropriate academic sources for a set academic task using key library and information skills, and acknowledge their use 8. Report Writing
Conveying information from investigations using the appropriate APA standard. Conduct and report a literature review using appropriate academic
sources.
Teaching and learning is centred on small group practical and discussion classes. These sessions promote active engagement, confidence in the
subject matter, and the ability to work as part of a group. Students are introduced to key research methods and principles. They are encouraged to
question research designs and results, and to develop their own solutions to research related problems. Much of the teaching and coverage of the
learning outcomes will be front loaded with 40% of the contact time being in induction week and the remainder covered in the first 6 weeks of semester
1. This is to ensure that students quickly develop a sufficient understanding of the workings of the SPSS package that is used in the accompanying
modules PSY201 and PSY204. These activities enable students to experience research in practice (60% of the module requires active enquiry). The
module promotes strong links between teaching and research and is designed to develop confident, enquiring and critical thinkers. In addition, the
module provides the strong foundations required to apply knowledge gained in other psychology modules.
Lecture
Tutorial/Seminar
Activity
Assessment
Independent
:
: 0
: 4
: 27
: 0
: 33
: 136
Assessment Type
Description
Coursework
Report
Statistical Coursework
Lab Report
Final
Grade
Weighting
(%)
50
50
Issue
Submission
Return
Assoc
Learning
Outcomes
1
4
6
11
7
13
1,3,4
1,2,3,4,6
Unit 1 is a coursework assessment that evaluates knowledge of basic statistical tests taught in the first six teaching weeks. Unit 2 introduces laboratory
report writing and is supported by four additional help classes.
Supportive Reading
Coolican, H. 2013 Research Methods And Statistics In Psychology Routledge
Field, A 2013 Discovering Statistics Using Spss (4Th Edition) Sage, London
Brysbaert, M 2011 Basic Statistics For Psychologists Palgrave Macmillan
Oral,Visual,Symbolic,Aural,Diagrammatic,Computer Based,Reading,Writing,Collaboration,Professional
Module Title : Biological Psychology and PID (BPS Core)
Level
School
Division
Tutor
Prerequisites
Corequisites
Replaced
09
SCQF
Year
Scott Hardie
20
S1
2016/7
Brief Description
This module covers core BPS curriculum and examines the links between biology and psychology. It will introduce students to the physiology that
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underpins observable behaviour (genetics, CNS and the endocrine system), looking at processes that exert direct control over behavioural responses
and those that play a modulatory role in human psychology. The module will also provide a framework of major topics examining current research in
personality and individual differences based on its historical roots and questions in prevailing applied settings.
Aims
The aim of this module is to provide knowledge of how biology affects behaviour and to introduce the evolutionary mechanisms that shape our minds. It
will also investigate how biology, experience and personality produce individuality in humans.
Learning Outcomes
1. Provide explanations of how biological and evolutionary processes influence specific cognitive and behavioural responses.
2. Critically evaluate theories and evidence that propose biological and psychological mechanisms seen in modern humans are a product of their
evolutionary history.
3. Critically discuss how personality differences can be conceptualised, studied, and integrated in real life based on the main concepts and theoretical
positions in current personality psychology.
4. Critically reflect upon differences between individuals during interactions and how they could be managed to achieve successful political, societal,
work and environmental interventions.
5. Incorporate information gained through selfstudy into own knowledge base to scaffold learning, both within biological psychology and individual
differences and across psychological disciplines.
Indicative Content
1. Biological control of behaviour
How the central nervous and endocrine systems interact to produce observable behaviours such as movement, ingestion, and reproduction. 2. Psychopharmacology
Looking at the physiological consequences of taking recreational and therapeutic drugs, and biological and psychological underpinnings of drug
addiction. 3. Hormones, reproduction and emotion
Examining how hormones influence mate choice, mating behaviour and sexual orientation; the biological underpinnings of emotion, emotional valence
and components of the emotional response. 4. Behavioural genetics, evolutionary and sociobiology
Influences of genetics and environment on human behaviour; an introduction to the evolutionary processes that impact human and nonhuman animal
cognition and social interactions. 5. Methodologies
Neuropsychology and neuroimaging: Looking at the physiological and behavioural effects of brain degeneration and implications for everyday life;
introducing methods used in investigation of neural correlates of cognition. Psychological testing and application: Psychometric testing, specific aspects
in personality tests, reliability, validity, BPS guidance. 6. Introduction to personality and individual differences
Introduction into main theories in personality and individual differences; Trait vs. State; Personality vs. Situation. 7. Intelligence
Definitions of intelligence; psychometric approaches to intelligence and their implications for educational and social policy; cognitive basis of
intelligence. Debates about generational, racial, and gender differences in IQ. 8. Biological Influences
Heritability in intelligence and personality, neurobiological theories of personality, evolutionary influences & comparative personality. 9. Personality and culture
Further ideas and debates in personality and culture including national character, social attitudes, evolutionary approaches, cognitive and learning
styles, individual differences in health and illness, social anxiety and shyness. 10. Individual differences in motion and emotion
Individual differences in emotional responses and emotional/motor expressions, individual differences in effects of expertise, personality and personal
preferences, interpersonal relationships.
This module builds upon the biological and individual differences material delivered in the first year introductory modules (PSY101 and PSY102) and is
core for students working towards BPS accreditation. Module delivery is through lectures where core material will be presented and seminars where
discussions will be more focused towards the application of knowledge and controversies/debates in both subject areas. Both sections (Biological and
Individual Differences) will have 16 hours of lectures and 2 hours of seminars. Twenty three of the lecture hours will be facetoface, and the remaining
9 will be presented online. The online topics are chosen so that students can learn these elements at their own pace, with areas that complement and
expandupon the facetoface content. Activities within seminars are aimed at improving understanding of how research drives knowledge and so
teaching. Students will develop a more critical approach to this material through enquirybased learning that aims to stimulate student interest and
engagement with the science that underpins psychology. Learning outcomes will be assessed in two ways. The first is a class test worth 30% of module
grade designed to build confidence through the assessment of a relatively small amount of material (in week 6) using MCQ and short answer questions.
The second assessment is an exam worth 70% that will comprise of short answer questions (4) and a seen essay (choice of one from three) based on
material delivered in the remaining lectures and seminars. Delivery and assessments are designed to align student development with the Abertay
Attributes. Their intellectual development will be fostered through expanding their knowledge base and critical evaluation skills. Students will be
expected to undertake selfdirected learning and peer dissemination to encourage professional and personal development. The module will also situate
ps
Lecture
Tutorial/Seminar
Activity
Assessment
Independent
:
: 32
: 4
: 0
: 0
: 50
: 114
Assessment Type
Description
Final
Grade
Weighting
(%)
Issue
Submission
Return
Assoc
Learning
Outcomes
11/40
5/19/2016
Class Test
Biological
2hrs
30
70
6
EP
6
EP
8
17
1,2,3,4,5
1,2,3,4,5
There are two units of assessment for this module. Unit 1 is a class test designed to examine knowledge of biological psychology. Unit 2 takes place in
exam week and assesses the lecture material and seminars through short answer and seen essay questions.
Supportive Reading
Pinel, J. Barnes, S.J. 2014 Introduction To Biospsychology Pearson
Carlson, N.R. 2013 Physiology Of Behavior Pearson
Maltby J., Day L. Macaskill A. 2013 Personality, Individual Differences And Intelligence Pearson
Oral,Visual,Aural,Diagrammatic,Reading,Writing,Professional
Communication,Enterprise,Problem Solving,Research,Self Evaluation,Planning,Interpersonal,Quantitativ
Module Title : Developmental Psychology (BPS Core)
Level
09
SCQF
20
School
S2
Division
2016/7
Tutor
Vera Kempe
Year
Prerequisites
Corequisites
Replaced
Brief Description
PSY302 This is a BPS core psychology module that examines theories, methods and empirical data relevant to psychological development throughout
the lifespan.
Aims
The aim of this module is to provide the student with knowledge and understanding of theories and empirical data in the core areas of developmental
psychology and changes throughout the lifespan.
Learning Outcomes
1. Understand and critically evaluate theories of psychological development in light of relevant empirical research.
2. Demonstrate comprehensive knowledge of developmental change in cognition, emotion, socialisation and physical development, including major
developmental milestones in children and adolescents.
3. Show a critical awareness of current thinking on the interaction between biological bases and environmental influences in development.
4. Demonstrate conceptual knowledge of research methods in the domain of development and knowledge of when to apply these.
Indicative Content
1. Biological basis of development; theories and milestones
Preand postnatal brain development, brain maturation, biological basis of ageing. 2. How to study development?
Designs and approaches. 3. Infancy
Methods for studying infant development, physical development in infancy, cognitive development in infancy: Memory and pre cursors to language,
social and emotional development in infancy. 4. Early Childhood
Methods for studying early childhood, physical and cognitive development in early childhood, language development in early childhood, social and
emotional development in early childhood, moral development in early childhood. 5. Middle Childhood
Physical and cognitive development in middle childhood, social development and peer relations in middle childhood. Emotional and Moral Development
in Middle Childhood 6. Adolescence
Physical and cognitive development in adolescence, social and emotional development in adolescence. 7. Adulthood
Biological, cognitive and social changes in middle adulthood. Theories and data on midlife crisis. 8. Ageing
Biological, cognitive and social changes in late adulthood; models of cognitive decline; emotional and personality changes, dementia, death, longevity.
The module will integrate lecturebased delivery with inquiryled, student centered learning. Lectures will provide overview on guidance to the topics.
They will be combined with seminarstyle discussions centered around specific phenomena and empirical findings.
Teaching and Learning Work Loads : https://oasis.abertay.ac.uk/oasis/sits.urd/run/SIW_POD
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Total
Lecture
Tutorial/Seminar
Activity
Assessment
Independent
:
: 24
: 12
: 0
: 0
: 48
: 116
Assessment Type
Description
Class Test
Coursework
MCQ
Portfolio of essays
Final
Grade
Weighting
(%)
30
70
Issue
Submission
Return
Assoc
Learning
Outcomes
24
19
24
33
27
36
1,2,4
1,2,3,4
Unit 1 is a short class test based on the first part of the module. For Unit 2, students will submit a portfolio of short essaystyle summaries on topics of
their choice.
Supportive Reading
Lightfoot, C., Cole, M. & Cole S. R. 2013 The Development Of Children.7Th Edition. Worth Publishers
Siegler, R., Deloache, J. & Eisenberg, N. 2010 How Children Develop. International Edition. Worth Publishers
Oral,Visual,Aural,Computer Based,Reading,Writing,Professional
Communication,Problem Solving,Research,ICT Skills,Self Evaluation,Planning,Interpersonal,Professiona
Module Title : Research Methods on Psychology (BPS core)
Level
09
School
Division
Tutor
Prerequisites
Corequisites
Replaced
Year
Lynn Wright
SCQF
20
S2
2016/7
Brief Description
PSY303: This module will build upon the psychological research methods techniques and analyses covered in years 1 and 2. Aspects of experimental
design, quantitative and qualitative analyses and project preparation will be covered.
Aims
The aim of this module is to provide the student with the ability to design and conduct independent research projects at honours level using the
appropriate research methodology.
Learning Outcomes
1. Demonstrate a broad knowledge and understanding of the research process (both qualitative and quantitative) and designated issues in experimental
design.
2. Via active participation in class run, analyse and interpret results from a class experiment using Analysis of Variance (ANOVA) and use this
information to write up an assessed report.
3. Apply knowledge and understanding of the research process (qualitative/quantitative) and issues in experimental design to prepare a research
proposal for ethical review (under supervision).
4. Demonstrate, via examination, a good understanding of the key principles of psychological research methods and data analysis.
Indicative Content
1. Analysis of Variance
As part of the ANOVA section we will revise variance, oneway ANOVA and ttests. We will then move on to examine: oneway vs. factorial ANOVA
designs; within, between and mixed designs; main effects and interactions; exploring interactions and multiple comparisons (a priori and posthoc). 2. ANOVA practical
Throughout the ANOVA labs and lectures, students will participate in the design, implementation and data gathering of a study suitable for analysis with
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ANOVA and will write this up as an assessed piece of coursework. 3. Experimental Design
Here we will examine methodological issues in design, identifying limitations of designs. How to define a research question, hypothesis testing and how
to operationalise variables. We will also look at Type I II errors; effect sizes and statistical power. 4. Qualitative methods of data collection and analysis
We will cover the theoretical underpinning of qualitative methods. This will include the design of research questions; how to code data from visual and
textual formats, the application of techniques such as content and thematic analysis. We will use textual data (such as interview schedules) to carry out
a qualitative analysis. 5. Correlation and Multiple Regression
This section progresses from simple linear regression models to multiple predictors of a criterion variable (multiple linear regression). Here we explain
statistical tests for multiple regression models and contributions of coefficients. 6. Laboratory Skills
Students are given extensive training in the advanced use of SPSS for analyses. Regular laboratory attendance is essential in order to build up
research skills. 7. Project proposal for ethics submission
Students write an ethics proposal for their fourth year project with some guidance from their allocated supervisor. Research design and analysis skills
are employed to design a suitable experiment/study. Ethical issues are central to this process. 8. Research Skills: Writing and work management
Communicating effectively in oral and written form, using research literature effectively. Reporting and interpreting. Writing using American
Psychological Association editorial style. Developing a meeting agenda, goal setting and evaluating progress, communicating effectively in supervision
meetings, identifying responsibilities. Sustaining research work in laboratory classes.
The aim of this module is to provide students with the ability to design and conduct independent research projects at honours level using the appropriate
research method(s). The module will be delivered via lectures and lab classes, and active participation in small group settings (labs) is essential for
successful engagement with the material. Delivery and assessments are designed to align student development with the Abertay Attributes. This
module will allow students to become knowledgeable and confident learners in research methods. Students will also develop their personal and
professional skills through collaborative work with other students in groupbased projects and through developing a working relationship with their
project proposal supervisor. The module provides the strong foundation required for applying knowledge gained in other psychology modules and
prepares students to carry out independent research projects. The dynamic and evolving nature of psychological research is reflected in the module's
learning outcomes, structure and assessment, providing an inspiring learning environment that enables students to build confidence and to apply their
knowledge to real life problems. Learning outcomes will be assessed via a quantitative report where students will actively participate in an experiment or
study to collect and analyse data and write this up in an APA style report, and an end of module exam which will cover research design and quantitative
and qualitative methods. The opportunity to cover both quantitative and qualitative analysis gives students flexibility when considering their honours
project methodology. This module has strong researchteaching linkages (covering a number of key aspects such as problemsolving, critical thinking
and enquirybased learning).
Lecture
Tutorial/Seminar
Activity
Assessment
Independent
:
: 13
: 7
: 28
: 0
: 40
: 112
Assessment Type
Description
Report
ANOVA practical report
Exam
Final
Grade
Weighting
(%)
50
50
Issue
Submission
Return
Assoc
Learning
Outcomes
21
EP
27
EP
29
38
1,2
1,3,4
Students will also be required to write, and submit, a project proposal for ethical review. This is not assessed but is required to be reviewed by the ethics
committee to proceed with the honours project in year 4.
Supportive Reading
Brace, N., Kemp, R., & Snelgar, R. 2016 Ibm Spss For Psychologists (6Th Edition) Palgrave Macmillan, Hampshire.
Coolican, H. 2014 Research Methods And Statistics In Psychology (6Th Edition) Hodder And Stoughton, London.
Field, A. 2013 Discovering Statistics Using Spss (4Th Edition) Sage: London
Oral,Visual,Aural,Diagrammatic,Computer Based,Reading,Writing,Collaboration,Physical,Professional
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Module Title : Psychology and Technology: Advanced Methods
Level
09
SCQF
20
School
S1
Division
2016/7
Tutor
Kenneth ScottBrown
Year
Prerequisites
Corequisites
Replaced
Brief Description
The module comes in two parts, the first part involves learning the techniques required to present stimuli for experiments using computers. This involves
appreciating the technical constraints on display technology and the methodological considerations required to present stimuli accurately, precisely and
with the ability to communicate replicability of method for other investigators. The second part of the module involves analysis of data created from
technical methods and covers a selection of classic and contemporary advanced methods.
Aims
The aim of this Module is to take a problembased learning approach to the appreciation of the techniques required to conduct research in
contemporary Psychological Science. The goal is to equip students with the ability to make informed judgments about appropriate methods and to
select or implement the correct technique based on the requirements of the research question.
Learning Outcomes
1. Evaluate the strengths and weaknesses in different methodological approaches to data collection and analysis in Psychological Science.
2. Select or implement an effective and appropriate technical or analytical solution suitable for addressing an empirical question in Psychological
Science.
3. Use appropriate presentation format(s) to enable other investigators to replicate or appreciate the techniques used to solve an experimental problem
or challenge.
Indicative Content
1. Technology in Psychology
Appreciating the opportunities of using computers to assess human performance to precisely control displays or to enable large volumes of data to be
collected. 2. Control of computer displays
Strength and weaknesses of CRT Monitors, Flat panel displays, tablet computers etc. Using computers to run experiments on visual processing. 3. Sources of Error and Artifacts in Experiments
Showing how a knowledge and appreciation of technological limits of equipment can eliminate or reduce experimental artifacts. 4. Automation of data collection methods
Creating or modifying software to control the sequence, timing and data collection of experiments on analog or digital visual displays. 5. Visual Cognition and Vision Science
Measuring the limits of human visual performance. Using adjustment, staircase or constant stimuli methods. Understanding thresholds and bias.
Explaining different methodological approaches to the assessment of eyeguidance in scene perception and natural vision. 6. Data challenges In Psychology
Many areas of psychology create exceptionally large data sets, either through imaging techniques such as brain imagery, or distributed computing
techniques such as mobile devices and social media. Each of these present opportunities for Psychological Science, but also challenges. 7. From Items Analysis to Linear Mixed Models
The inclusion of F1 and F1 Clark and Clark, Raijmaakers in the need for items analyses. Leading to the contemporary use of Linear Mixed Models.
Using SPSS and R to calculate these. 8. Bayesian Statistics and the limits of NHST
Reviewing contemporary thinking on errors in inferential thinking using Null Hypothesis Significance Testing. Assessing the pros and cons of alternative
methods such as Bayesian Statistics. 9. Historical and Conceptual Issues
Using case studies to illustrate how technology has informed the creation of theoretical models of human processing. Understanding how technological
evolution has driven developments in novel paradigms in vision science and visual cognition.
The module comprises a series of lecture presentations (14 hours) interspersed with practical activity (18 hours) which includes student practical
presentations. The activities provide a focus for problembased learning and provide formative feedback prior to the submission of the coursework.
Laboratory classes will provide handson experience of some of the contemporary technology available for vision science and visual cognition. These
include demonstrations and miniexperiments based on the indicative content. Structured feedback week will include student presentations of work in
progress. Students will be expected (and encouraged) to actively engage with the material presented in this module. They will also be expected to
independently source their own relevant reading material to use as evidence to support the arguments they present in the assessments. Unsupervised
lab time of 16 hours is provided to allow access to equipment and facilities for coursework preparation. The assessment is in two units, the first requires
the presentation of a draft method section for the selected experimental technique practiced by the student in the first six weeks of the module. The
second unit is a results section, presenting the analysis of the data created by the class based on selected sample problems. The assessment facilitates
an appreciation of the place of technological knowledge in the decisionmaking processes involved in research, and the communication skills required to
enable replication in research. The learning process is particularly focused on preparing students for their honours project and postgraduate research.
This learning process is situated in the centre of the Abertay Attributes Triptych of Intellectual, Personal and Professional.
Lecture
Tutorial/Seminar
Activity
Assessment
Independent
:
: 14
: 0
: 18
: 16
: 52
: 100
15/40
5/19/2016
Assessment Type
Description
Coursework
Coursework
Coursework Method
Coursework Results
Final
Grade
Weighting
(%)
75
25
Issue
Submission
Return
Assoc
Learning
Outcomes
3
10
8
13
11
16
1,2,3
1,2,3
Students will be able to choose a problem based learning topic for their reports, these must be chosen from a selection of problems presented by the
module and must use one of the methods presented in the module content. The assessments require students to present their work in the appropriate
format for publication, Unit 1 requires the student to write up what they have learned in a Method Section for a paper. Unit 2 requires a write up in the
form of a Results Section.
Supportive Reading
Snowden, Thompson & Troscianko 2012 Basic Vision: An Introduction To Visual Perception Bradford Books
Goldstein 2013 Sensation And Perception Internationl Edition (9Th) Wadsworth Publishing Co Inc
Holmqvist, Nystrom, Andersson And 2009 Eye Tracking: A Comprehensive Guide To Methods And Measures Oup
Oral,Visual,Symbolic,Aural,Diagrammatic,ComputerBased,Reading,Writing,Collaboration,Physical,Profes
Communication,Enterprise,Team Work,Problem Solving,Research,ICT Skills,Self Evaluation,Planning,Inte
Module Title : Philosophy of Science, Mind and the `Self?
Level
09
SCQF
20
School
S1
Division
2016/7
Tutor
Christopher Watkins
Year
Prerequisites
Corequisites
Replaced
PS1036A
Brief Description
PSY305 The module draws on various different perspectives in psychology, biology and behavioural sciences in order to explore various conceptual
and historical issues relating to how psychological science is/has been conducted, disseminated and applied in the wider world, and how individuals
have attempted to understand our minds, consciousness, our "self" and our place in the world. Advanced conceptual issues in psychology are
discussed, and students are introduced to skills useful for academic and nonacademic research more generally.
Aims
The module will provide students with an understanding of key critical debates on what it means to be human and some of the issues inherent in the
conduct, dissemination and application of research on human behaviour. Students will be able to use this knowledge to explore their discipline at a
societal and conceptual level, which, in turn, will facilitate useful professional and research related skills.
Learning Outcomes
1. Demonstrate knowledge and understanding of advanced debates on the nature of mind, behaviour and self, and be able to describe their interests in
psychology in terms of its historical context.
2. Be able to appreciate and communicate the complexity and multi disciplinary nature of research on human behaviour, drawing on different "schools
ofthought" where appropriate.
3. Show competence and creativity in justifying critical evaluations of empirical data and describing different theoretical perspectives.
4. Appreciate where knowledge from psychology can directly benefit relevant "transferable skills" and to enhance selfawareness and "activelistening"
through knowledge of methods within counselling.
5. Be able to reflect on the conduct, dissemination and application of research in psychological science in ways that enhance students' own research
related skills and ability to problemsolve.
Indicative Content
1. Philosophy of science and mind
(a) How do we "do" science? (b) How is science funded and disseminated? (c) History of psychology. (d) Philosophy of mind, consciousness, memory
and the "self". 2. Conceptual issues and current directions in Psychology
Perspectives on, and applications of, psychology. Is the mind a blank slate? Is the DSM valid? How do you know what is true? Can psychology and
philosophy tell us anything about how to live a happy life? Ethics and psychology 3. Selfawareness and the 'helpingprofessional'
Personcentred counselling, empathy and active listening.
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Lectures (20 hours) will discuss key conceptual and historical issues in psychology and will be partly interactive. Material delivered in lectures will feed
into some discussion within seminars. External lecturers and guest lecturers with specialist knowledge in counselling skills will deliver some of the
lecture content. Seminars (8 hours per group) will discuss knowledge covered in the lectures, and will provide support toward assessments. Seminars
will be split between small group discussion (with prior reading/handouts to facilitate discussion), critical review of relevant published scientific papers
and sessions to facilitate transferable skills (e.g., scientific writing, ethical issues in psychology). Dropin classes (8 hours) are optional and will provide
opportunities for students to gain support in computer labs for their assessments (e.g. discussion/feedback/literature search). Assessment Unit 1 is
designed for students to demonstrate their ability to present a compelling and impactful argument within a relatively brief word limit. Skills in
communicating to both lay and academic audiences will be assessed. Assessment Unit 2 is designed to foster a passion/interest among students for a
specific area of psychology, by appreciating the historical context for that topic within psychology. This module develops the graduate attributes in
students in the following ways. Students will be encouraged to think critically about how the mind works and how psychological science is/has been
conducted in the past, enabling them to view their discipline in a holistic manner, and helping them to formulate novel solutions to ideas, both empirically
and through argument/discussion. Students will reflect critically on issues related to how psychological science is disseminated by the media and how
individuals access `stored knowledge' in the information age and whether this information is used for ethical purposes.
Lecture
Tutorial/Seminar
Activity
Assessment
Independent
:
: 20
: 16
: 0
: 0
: 74
: 90
Assessment Type
Description
Coursework
Case for support
Historical analysis/essay
Final
Grade
Weighting
(%)
50
50
Issue
Submission
Return
Assoc
Learning
Outcomes
1
8
6
EP
8
19
1,2,3,4,5
1,2,3,4,5
Unit 1: Case for support (2 pages). Students will provide a brief summary on the state of the literature in one of a predefined list of topics. Students
must make a persuasive case for continued funding of research in their chosen area, by articulating why research on the topic has utility and/or
articulating the applied benefits of knowledge on their chosen topic. Unit 2: Historical analysis/essay. Students are issued with guidelines and through
support/feedback and course knowledge they identify a research topic (e.g. that they intend to study for their dissertation) and locate a historical article
based on that topic (pre1950). The student will summarize the key proposals/evidence within the text and then contextualize this paper by outlining
how it relates to current thinking on the same topic and how the topic area has developed since publication of the historical text. Learning is then
consolidated in the exam in response to the set question (1 hour exam, no notes allowed).
Supportive Reading
Brysbaert, M. & Rastle, K. 2009 Historical And Conceptual Issues In Psychology Prentice Hall
Oral,Visual,Symbolic,Reading,Writing,Collaboration,Professional
Communication,Problem Solving,Research,Self Evaluation,Planning,Interpersonal,Quantitative,Professio
Module Title : Psychology of Performance and the Visual Arts
Level
School
Division
Tutor
Prerequisites
Corequisites
Replaced
09
SCQF
Year
Corinne Jola
20
S2
2016/7
Brief Description
PSY306 This module will introduce students to fundamental aspects of current psychological knowledge relevant for artistic practice and performance,
including competitive performances. Students will gain an indepth understanding of the interdisciplinary methodological challenges of empirical
research in the visual and performing arts through theoretical and practical engagement in the emerging fields of spectators' and performers' underlying
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cognitive, neuronal, and emotional processes.
Aims
A critical understanding of empirical research of and performance strategies applied in artistic practice and performance, such as in the visual (e.g.,
painting/sculpture) and performing arts (e.g., dance/theater/music/prose). The focus is on a reflective and embodied experience in alignment with
practice as research to critically evaluate empirical research on aesthetic evolution, performers' achievements, health and wellbeing in and through the
arts, and spectators' aesthetic responses.
Learning Outcomes
1. Appreciate the ways in which a sport psychologist can apply different psychological theories and intervention strategies to increase optimal
performance.
2. Synthesise current scientific approaches in the study of performance enhancement in competitive as well as artistic works.
3. Critically evaluate the different types of interventions a sport psychologist has at his/her disposal and the main factors that enhance health and well
being in athletes and artists.
4. Integrate knowledge from sport psychology, medicine and science beyond sporting competitiveness into artistic practice and rehabilitation.
5. Understand current critical thinking and empirical research on spectator responses to performance and art, and apply experiential insights to
formulate novel research proposals on selected cases
6. Understand and critically evaluate through reflective writing the notion of experimental aesthetics, embodied cognition, and kinaesthetic empathy.
Indicative Content
1. Enhancing Performance
The module will provide a comprehensive theoretical background to the main sport and performance psychology intervention strategies such as goal
setting, imagery, stress reduction, arousal and anxiety regulation, and concentration techniques for improving performance. 2. Artistic practice
The module will focus on artefacts as forms of knowledge and discuss artistic practice as research. Emphasis will be put on imagination, improvisation,
and presence in the making and receiving of artistic works. 3. Spectators/Audiences¿ Responses
The module will provide theories on visual preferences as outlined in experimental aesthetics. Research on the concepts of the mirror neuron network,
embodied cognition, and kinaesthetic empathy will be discussed alongside the understanding of general neuronal responses and motor learning in the
passive novice and expert spectator.
Alignment of teaching, learning and assessment is achieved by matching teaching and learning activities with the type of assessment using lectorials.
The module will engage students in attentive listening practical exercises inclass as well as through independent study and group work, in order to
facilitate and engage students with a particular performance psychology related topic. Emphasis will be placed on student appreciation and
understanding of the link between scientific study and issues in the "real world". The students should be able to demonstrate independent learning,
critical thinking in scientific as well as applied terms, and a confidence in their awareness of and dealing with new provisional and significant shifts in
knowledge. In addition students should be able to differentiate concepts, theories, and models and show a critical appreciation of paradigms applied.
The module is assessed through 50% essay and 50% presentation. The students can utilise the output from all the teaching and learning activities for
both the preparation of the essay (Unit 1, 50%) and the presentation (Unit 2, 50%). Both course works assess the students' achievements in combining
the theoretical knowledge (intellectual), the realworld practices (professional), and the experiential reflections (personal) towards becoming an active
citizen.
Lecture
Tutorial/Seminar
Activity
Assessment
Independent
:
: 14
: 12
: 8
: 26
: 70
: 70
Assessment Type
Description
Case Study
Presentation
Case study
Presentation
Final
Grade
Weighting
(%)
50
50
Issue
Submission
Return
Assoc
Learning
Outcomes
19
19
27
32
29
34
2,3,4,5,6
1,2,4,5,6
The presentations will take place over the time course of week 32 until week 34. Students will be required to attend each others presentations and
engage in the discussions.
Supportive Reading
Weinberg, R.S. & Gould, D. 2015 Foundations Of Sport And Exercise Psychology (6Th Ed.) Human Kinetic Champaign, Il
Horn, T.S. 2008 Advances In Sport Psychology (3Rd Ed.) Human Kinetics. Champaign, Il
Bateson, G. & Wilson, M. 2014 Body And Mind In Motion Intellect
Oral,Visual,Aural,Computer Based,Reading,Writing,Collaboration,Physical,Professional,Other
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Module Title : Applied Psychology
Level
09
SCQF
20
School
S1
Division
2016/7
Tutor
Siobhan MacAndrew
Year
Prerequisites
Corequisites
Replaced
PS0924A
Brief Description
This is a student led module where students and Module Leader collaborate in the module and assessment content, marking criteria, Blackboard
content and module feedback. The area of study is psychological research related to 'real life' situations showing how psychology can be practiced in
environments such as industry, law, education, health and social work, and delivered as workshops by staff and external speakers. Abertay Attributes
will be formally addressed in each session by students identifying and noting the relevant attributes in Pebblepad.
Aims
This module will develop skills aligned to the Abertay Attributes; Intellectual: Relating psychological models, theories and methods to 'real life'
applications. Professional: facilitation of employability skills through running events with external organisations and in the formulation of quality
enhancement and quality assurance processes in the module. Personal: Reflection on own and others' qualities through experience of team work,
sense of achievement through organising successful events. Active citizenship: Poster on psychological research relating to a society issue.
Learning Outcomes
1. Situate and evaluate the usefulness and limitations of psychological research in applied contexts.
2. Use teamwork to research, produce and present a conference poster on a research question of own choice.
3. Give and receive peer feedback optimally, understand purpose, design and practice of assessments and feedback and possible limitations of same.
4. Reflect upon their own knowledge and understanding. Appreciate the employability skills afforded by a degree in psychology.
5. Appreciate the professional skills required to host external guests, organise events, run meetings, facilitate discussions and design and deliver
publicity. Indicative Content
1. Neuropsychology in practice
The role of the speech and language therapist (examples aphasia, acquired dyslexia, developmental speech disorders, brain injury) 2. Social work in practice
The role of the social worker (examples: youth work, vulnerable families, alcohol and drug abuse) 3. Psychology in the Public Sector
Psychology graduates in civil service, NHS research, local and national government, defense 4. Psychology in the Private Sector
Psychology and small and medium size business 5. Psychology in the Workplace
Marketing, Occupational Psychology, Environmental psychology, Human Resource Management 6. Psychology and Creativity
Art therapy, drama, creative writing 7. Psychology and animal welfare
Animal protection, animal training 8. Psychology in Universities
What do lecturers do? Student engagement and civic engagement, assessment practice in HE, the NSS. 9. Psychology and 'the measurement of people'
The uses of psychometric testing. Designing effective tools. Students can work closely with an internationally recognised Dundee company collecting
data and receiving a report of their own strengths and potential weaknesses. 10. The skill of reflecting on your own performance
What is 'reflection'? how do we do it? how do we know when we are doing it effectively?
Teaching: The module will consist of a number of Q and A workshop sessions by staff and guest speakers on a variety of relevant topics. The rest of the
module teaching time will be devoted to group activities around the topic of employability, presenting oneself professionally, collaborating to devise the
assessment criteria, module handbook and module evaluation forms. Learning: Key aspects of the module are a poster conference devised, publicised
and arranged by the class and the opportunity for students to host guest speakers. There is also the opportunity to invite members of the public the the
class conference and/or take the conference to a school. An important learning focus is to appreciate the prospects and limitations of psychological
research applied to issues in society at large. Moreover the module involves responsive practice addressing issues raised by external bodies by
applying psychological knowledge to potential solutions Assessment: Group poster on an issue either of own choice or externally proposed. The work
demands an insight into important `real life¿ issues to which psychology may be applied and an understanding of the problems and prospects for such
interventions. The group poster requires the ability to explain complex scientific ideas in plain English that can be understood by both the lay person and
the specialist. Abertay Attributes: Facilitation of intellectual attributes is achieved through 1) knowledge delivered via guest workshops and the
independent research carried out for the group poster 2) Acquiring the professional writing skills for the research posters. Groups will also create a short
movie about their poster topic. This facilitates presentation skills, teamwork and trains a professional format of communication and technical expertise to
produce it. Facilitation of professional attributes is achieved though interacting with, and ho
:
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5/19/2016
Lecture
Tutorial/Seminar
Activity
Assessment
Independent
: 0
: 26
: 15
: 15
: 80
: 64
Assessment Type
Description
Groupwork
Presentation
Academic poster
Group Movie presentation
Final
Grade
Weighting
(%)
70
30
Issue
Submission
Return
Assoc
Learning
Outcomes
1
1
13
12
15
14
1,2,3,4,5
1,2,3,4,5
Please note that the independent study component of this module is vital for the preparation and interpretation of the research material for the poster,
meetings with your team and reflective work in Pebblepad. Each week there is also a task to be submitted to Blackboard where you choose an article
relevant to the speaker's topic and suggest a question you would like to ask of the speaker. The supervised practical work hours are devised such that
the group work can be completed during the time available. Prior to submission of the poster, there will be anonymous peer review to assist in preparing
the final product. The posters will be presented at the end of term at a conference organised by the class. The group movie is about the poster. Training
will be given in skills to produce the film. The film will comprise pieces to camera and voice over Powerpoint slides. It will be uploaded to Dr
MacAndrew's private Youtube channel created for the purpose.
Supportive Reading
Bekerian, D, A., & Levy, A. B 205 Applied Psychology: Putting Theory Into Practice. Oxford: Oxford University Press
Oral,Visual,Symbolic,Aural,Diagrammatic,Computer Based,Reading,Writing,Collaboration,Professional,Ot
Communication,Team Work,Problem Solving,Research,ICT Skills,Self Evaluation,Planning,Interpersonal,P
Module Title : Biological Influences on Behaviour in Humans and nonHumans
Level
School
Division
Tutor
Prerequisites
Corequisites
Replaced
09
SCQF
Year
Scott Hardie
20
S2
2016/7
Brief Description
PSY308 This module will introduce students to how biology can influence behaviour and cognition in human and non human animals. Material will be
delivered through a combination of lectures, seminars and practical classes that look at how brain size, structure and organisation influence behaviour
in humans and animals. In addition, it will examine how hormones and other biological processes impact on cognitive performance and actions.
Aims
The aim of this module is to provide the student with knowledge of how biological processes can influence behaviour and cognitive performance in a
range of species including humans, nonhuman primates and other animals. An integral part of this is enabling students to gain direct experience of
measuring behaviour and biological processes in humans and animals. This will allow them to investigate and evaluate current research questions in
laterality and comparative psychology as well as physiological indicators of cognitive processing.
Learning Outcomes
1. Apply knowledge of biological variations between species and individuals to explain or predict differences in observed behaviour.
2. Critically evaluate published literature on humans and nonhumans to identify future research directions.
3. Evaluate methods used to measure biological differences and behaviour in humans and nonhumans, recognising limitations and designing solutions.
4. Develop practical skills in measurement of biological and behavioural processes in humans and nonhumans.
5. Demonstrate a critical awareness of how laterality and other brain asymmetries might influence behaviour.
Indicative Content
1. Why do primates have big brains?
Introducing differences in brain size and organisation in humans and nonhumans with particular focus on Primates. We will look at theories put forward
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5/19/2016
to explain the large brains of monkeys, apes and humans including ecological, developmental and social drives for big brains. 2. What can a big brain do for you?
Brains are exceptionally expensive to maintain in metabolic terms so why 'pay' for such a greedy organ? We will look at how differences in cortical
processing power influence cognitive ability in the physical and social domains. 3. Historical and Conceptual Issues in Laterality
Introduction to asymmetry in brain and behaviour, functional localisation and comparative asymmetry. 4. Comparative Lateralisation
Evolutionary and comparative evidence. What can animal laterality studies tell us about behaviour? Measuring laterality in animals. 5. Brain Structural Lateralisation
Cerebral asymmetries, asymmetries of structure, asymmetries of function, and asymmetries of activation. 6. Handedness and Behaviour
Evolution of handedness, genetics, pathology and environmental influences. Measurement of handedness. Handedness and behaviour. Handedness
and developmental disorders. 7. Hormonal influences on behaviour an animal perspective
We will look at how circulating levels of sex steroids can influence social rank, physical appearance and attraction in nonhuman animals. Other
hormones associated with social bonding or stress that an also change the the way animals behave will also be discussed. 8. Hormonal influences on behaviour a human perspective
Effects of hormones on behaviour. For example, will cover the effects that testosterone, progesterone and estrogen may have on psychological
functions. 9. Personality and lateralisation and behaviour
Approach and avoidance behaviour, reinforcement sensitivity theory, asymmetries as predictors of behaviour.
This module is aimed at level 9 students and so will include delivery of essential knowledge through lectures, discussion of published literature and
future research, as well as developing practical skills. Students will need to read a short paper or prepare work for some sessions that will be related to
the practical classes. Four practical classes are scheduled and students must attend all in order to submit the portfolio assessment. The practicals will
cover animal behaviour, selfassessment of laterality, behavioural laterality and physiological measurements of cognitive processing.
Lecture
Tutorial/Seminar
Activity
Assessment
Independent
:
: 18
: 6
: 8
: 12
: 40
: 116
Assessment Type
Description
Portfolio
Practical reports
Partseen exam
Final
Grade
Weighting
(%)
50
50
Issue
Submission
Return
Assoc
Learning
Outcomes
19
32
32
EP
34
37
1,2,3,4
1,2,3,4
For Unit 1 (Portfolio), students must attend all practical sessions. They will then be required to write up the animal behaviour practical and two from
three others for the assessment. The animal behaviour practical will also be used for a formative exercise in the Structured Feedback Week, hence the
compulsory nature of this session. The essaystyle exam will cover all aspects of the course and will include a seen exam question that will be provided
in week 32 and one other that will be a choice from three unseen questions.
Supportive Reading
Dunbar, R.I.M. 2014 Thinking Big: How The Evolution Of Social Life Shaped The Human Mind Thames & Hudson Ltd.
Porac, C. 2016 Laterality: Exploring The Enigma Of LeftHandedness Academic Press
Hugdahl, K. & Westerhausen, R. 2010 The Two Halves Of The Brain Mit Press
Communication,Team Work,Problem Solving,Research,Planning,Interpersonal,Quantitative,Professionalism
Module Title : Human Evolutionary Psychology
Level
School
Division
10
SCQF
Year
20
S2
2016/7
21/40
5/19/2016
Tutor
Christopher Watkins
Prerequisites
Corequisites
Replaced
PS1030A PS1031A
Brief Description
PSY401 This module takes an evolutionary approach to the study of human behaviour, focusing more on questions relating to why we behave in certain
ways rather than investigations about how we behave. We will explore the extent to which characteristics such as faces, voices, behaviour and odour
can influence human attraction, cooperation and social interaction as well as cognition and mental health, drawing on evolutionary explanations of
behaviour and recent research within the field of evolutionary psychology. Teaching sessions will be partly studentled.
Aims
The aim of this module is to introduce students to an evolutionary approach to the study of human behaviour, critically evaluating the role of Darwinism
in explanations of the behavioural and psychological repertoire of modern humans.
Learning Outcomes
1. Display an understanding of the fundamental mechanisms underpinning evolutionary theories of human behaviour.
2. Critically assess the role of Darwinism in explaining human behaviour and develop a structured argument to illustrate potential benefits or
shortcomings of evolutionary theories related to psychology.
3. Carry out selfdirected study to acquire knowledge of human behaviour and use this information to validate, or counter, theories proposing
evolutionary explanations for human actions.
4. Participate in discussions relating to controversies within the discipline, using informed reasoning gained through lecture material, external reading
and peerdirected learning.
5. Understand the main theories that have been proposed to underpin the evolution of human mate choice and attraction.
Indicative Content
1. Evolutionary approaches to human behaviour
Introduction to the evolutionary mechanisms that underpin human behaviour such as individual and kin selection, reciprocal altruism and inter and
intra sexual selection. 2. Why do humans cooperate?
Helping related individuals to survive and reproduce; helping unrelated individuals and the benefits of altruism and reciprocity; evolutionary
explanations for noncooperative acts such as homicide and suicide. 3. Cultural evolution
Evolution of religion, music, literature and art; role of sexual selection in evolution of art and language; geneculture coevolution. 4. Applied Evolutionary Psychology
Looking at applications for evolutionary analyses of behaviour in health and mental wellbeing, trade, commercialism and consumerism. 5. Human mate choice and sexual signalling
Signalling of dimensions of individual 'quality' through traits such as facial appearance, body size and shape, voice and odour in human and nonhuman
animals; evaluation of research methods in assessing and interpreting these. 6. The physiology of attraction
Hormones and behaviour; the chemicals that underpin attraction; the brain and reward: effects on our brains of experiencing attraction. 7. Development of sexual preferences
Hormones and behaviour; the chemicals that underpin attraction; the brain and reward: effects on our brains of experiencing attraction. 8. Individual differences in mate preferences
Identification of individual differences (e.g. in mate quality, hormonal status, environment) that predict variation in sexual behaviour. 9. Reading personality in the face
Is there a kernel of truth in the folk belief that you can tell something about someone's personality from the way they look? Historical context and current
findings. 10. Critical issues
The naturalistic fallacy; misrepresentation of the literature in the media.
Course will be lecture and seminar based allowing discussion of material presented and student participation. Lecturers will present an overview of
current theories and ostensible evidence relating to human evolutionary psychology that can be both dichotomous, and controversial in traditional
lecturebased delivery. Students will be expected to engage in selfdirected learning, guided by lecture content, so that they can participate in seminar
discussions and evaluate the material presented. They will be encouraged to develop their own opinions based on informed arguments and sound
reasoning through the critical evaluation of opposing literature that will occur in the accompanying seminars where students will be encouraged to
present information learned to peers. There will be two assessments for the module. Unit 1 (50%) is a coursework based on critical evaluation of three
articles on a given subject that present conflicting and sometimes controversial results. Students will be required to demonstrate understanding of the
literature and methodology as well identifying how the research aligns with the `bigger picture' of understanding human behaviour in the context of
evolutionary theory. Unit 2 (50%) is an exam, where students will need to demonstrate indepth knowledge of theory and evidence as well as critical
thinking. Delivery and assessments are designed to align student development with the Abertay Attributes. Their intellectual development will be
fostered through expanding their knowledge base and critical evaluation of research. Students will be expected to undertake selfdirected learning and
peer dissemination to encourage professional and personal development. The module will also situate psychology research in applied settings to
address realworld problems fostering good citizenship among our students.
Lecture
Tutorial/Seminar
Activity
Assessment
Independent
:
: 24
: 6
: 0
: 0
: 30
: 140
22/40
5/19/2016
Type
Description
Coursework
1500 words
Essaybased
Final
Grade
Weighting
(%)
50
50
Issue
Submission
Return
Assoc
Learning
Outcomes
20
EP
27
EP
29
37
1,2,3,4,5
1,2,3,4,5
Coursework: Students will write a short report based on critical evaluation of published research. Exam: Essaystyle questions. Essay topics will be
made available in advance of the examination to allow students to focus their revision. This is to allow students to demonstrate more indepth
understanding and critical evaluation of evolutionary approaches to behaviour.
Supportive Reading
Swarmi V. 2011 Evolutionary Psychology: A Critical Introduction. Bps Blackwell
Perrett, D. 2011 In Your Face: The New Science Of Human Attraction. Pallgrave Macmillan
Oral,Aural,Computer Based,Reading,Writing,Professional
Communication,Problem Solving,Research,Planning,Interpersonal,Professionalism
Module Title : Investigative Psychology and the Law
Level
10
SCQF
20
School
S1
Division
2016/7
Tutor
Penny Woolnough
Year
Prerequisites
Corequisites
Replaced
PS0920A
Brief Description
PSY402 The criminal justice system involves a variety of organisations and professionals, e.g. the police, the courts and offender services. This module
will examine how psychological theories and investigation can inform procedures followed in these organisations. Much of this module is grounded in
cognitive and social psychology as applied to the criminal justice processes.
Aims
The aim of this module is to provide a critical understanding of the ways different subdisciplines in psychology have addressed applied questions in the
criminal justice system and influenced our understanding of the concept of best practice in the procedures and decisions taken in this field.
Learning Outcomes
1. Describe and critically evaluate different types of research paradigms that have been used in applied psychological settings.
2. Describe and critically evaluate the findings of applied psychological research.
3. Evaluate ways in which such findings have impacted on the design of UK police and other criminal justice procedures.
Indicative Content
1. Introduction and Context
An introduction to investigative psychology and the importance of recognising how other people can influence our behaviour and cognitive processes,
including an overview of both theory and application of social influence research in this exciting and developing area of applied psychology. 2. Investigative processes
An overview of the key stages and issues in relation to police and wider criminal justice system investigative processes including some of the key legal
powers associated with these. 3. Offender Profiling
What is offender profiling and how is it undertaken? There will be evaluation of difference approaches to offender profiling and consideration of the
future for this topical approach to investigation. What is serial homicide and how can offender profiling be applied to this major crime? 4. Investigating Missing Persons
What do missing people do and where do they go? What role is there for psychological theories in explaining missing person behaviour and helping the
police investigate cases? 5. Eyewitness Testimony
The effects of social influence on memory: stress, suggestibility, alcohol, conformity. Applications of this research to real life (e.g., accuracy of memory in
a forensic investigation) will be presented and evaluated. 6. Identification
The role of human memory, face processing, and communicative styles on the construction of facial composites and identification of suspects.
Discussion of the appropriateness of the use of CCTV footage as evidence in courts of law. 7. False and Recovered Memories
How and why do people recall events which did not occur or recall events at a later date which they were previously unable to recall? What can the
study of human memory tell us about this interesting debate? What implications does this have for the criminal justice system? 8. Interviewing
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How should we best interview witnesses to ensure reliable and complete statements are made? What differences might there be in interviewing
suspects rather than witnesses? Critical evaluation of the tools and techniques psychologists developed to aid interviewing (e.g., the Cognitive
Interview)? 9. Child Witnesses
What can the study of child development tell us about the appropriateness of having children as witnesses in court? Critical evaluation of appropriate
questioning techniques. 10. Expert Witnesses
What is/should be the role of the psychologist as an Expert Witness?
Teaching and learning for this module is focused on enabling students to attain the Abertay Attributes (Intellectual; Professional; Personal; Active
Citizen) within the context of Forensic Psychology. In so doing, teaching will comprise a combination of lectures, tutorials and guest/expert speaker
seminars. Students will be expected to actively engage with the material presented in this module. The lectures will be punctuated with activities and
discussion sessions in which students will be expected to actively participate. Much of the necessary reading material will comprise journal articles and
active engagement will be encouraged through the use of these in lectures and tutorials both at an individual and teamwork level (specifically supporting
the development of collaboration). Students will be expected to access independently over 50% of the subject content, identifying psychology research
articles relevant to the topic under discussion (specifically supporting the development of intellectual development). The assessment in this module is
based on a real world scenario, students will be asked to produce an expert report in response to a fictitious request from a professional member of the
criminal justice system (e.g., a defence solicitor or a senior investigating police officer). They will be assessed on the selection of information covered
and the communication of relevant issues in the report.
Lecture
Tutorial/Seminar
Activity
Assessment
Independent
:
: 26
: 5
: 0
: 0
: 30
: 139
Assessment Type
Description
Coursework
Expert Report
Final
Grade
Weighting
(%)
100
Issue
Submission
Return
Assoc
Learning
Outcomes
1
13
15
1,2,3
The assessment requires students to produce an expert witness report as would be requested by a member of the criminal justice service.
Supportive Reading
Memon, A., Vrij, A. And Bull, R 2003 Psychology And Law: Truthfulness, Accuracy And Credibility Wiley: Sussex
Canter, D. And Youngs, D. 2009 Investigative Psychology: Offer Profiling And The Analysis Of Criminal Action Wiley:Sussex
Oral,Aural,Writing
Communication,Team Work,Problem Solving,Research,Planning,Professionalism
Module Title : Social Cognition across the Lifespan
Level
School
Division
Tutor
Prerequisites
Corequisites
Replaced
10
SCQF
Year
Sheila Cunningham
20
S1
2016/7
Brief Description
PSY403 This module is designed to develop students' sociocognitive understanding, building on their secondyear Cognition and Social Psychology
modules. The module explores the processes that underpin social processing and cognition across development, from childhood to older age. It
provides an indepth understanding of how we process and remember information in a social context, covering issues such as perception of self and
others, social learning and imitation, stereotyping and prejudice.
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5/19/2016
Aims
The aim of this module is to provide the student with an indepth and critical understanding of issues related to social cognition across the lifespan,
including key theoretical approaches and research findings. This will be achieved through lectures, tutorials, and researchfocused assessments.
Learning Outcomes
1. Demonstrate an understanding of how key social and sociocognitive psychological processes function.
2. Demonstrate detailed knowledge of the lifespan development of social processing.
3. Demonstrate a deep understanding of social cognitive research.
4. Engage in effective, knowledgeable communication regarding socio cognitive research in both written and oral work.
5. Critically evaluate research relating to social processing across the lifespan.
Indicative Content
1. Historical and Conceptual Issues
Introduction to research on the sociocognitive approach. Why is the study of developmental changes in cognition relevant in understanding social
processing? 2. Early social cognition
What social processing is evident in infancy and early life, and how do these skills develop over time? 3. Social learning
To what extent is imitation a key driver of early processing? What is the influence of social learning on early behaviour? 4. Stereotype formation and application
Models of stereotyping, stereotype formation and contents. Extraction of stereotypic information. 5. Development of social cognition
Children's use of stereotypes distinguishing between social and cognitive developmental factors. 6. Social cognition in older adults
Exploring how cognitive changes in ageing affect stereotyping, and how stereotypes of ageing bias cognition. 7. Selfprocessing
Cognitive and affective biases in selfperception and identity. Early and late developmental changes.
The module will be delivered by lectures and tutorials. Lectures will deliver key module information, presenting relevant theories and research that are
closely aligned to the research expertise of the teaching staff. Tutorials will comprise studentled discussions and smallgroup presentations of research
relating to the previous week's lecture. This module structure gives students the opportunity to develop the Abertay Attributes, with professional and
personal skills and intellectual understanding fostered by presentations of research, and active citizenship developed by discussions, group work and
learning about social issues relating to development, ageing and society. Learning will be assessed via a critical review essay and exam, allowing
intellectual understanding, personal skills and professionalism to be gauged. Peer feedback will be incorporated into Week 7 activities to improve depth
of understanding.
Lecture
Tutorial/Seminar
Activity
Assessment
Independent
:
: 14
: 16
: 0
: 0
: 50
: 120
Assessment Type
Description
Coursework
Critical review essa
Exam (2 hr)
Final
Grade
Weighting
(%)
50
50
Issue
Submission
Return
Assoc
Learning
Outcomes
1
EP
6
EP
8
20
1,2,3,4,5
1,2,3,4,5
The Unit 1 assessment will ask students to critically review a pertinent research article, considering both research methodology and the impact of the
article on the wider literature. The Unit 2 assessment will be an exam in which the students will answer two questions from a choice of six.
Supportive Reading
Fiske, S. T. & Taylor, S. E. 2013 Social Cognition: From Brains To Culture (2Nd Ed) Sage Publications Ltd
Oral,Visual,Aural,Reading,Writing,Collaboration
Communication,Team Work,Research,Self Evaluation,Planning,Interpersonal,Professionalism
Module Title : Mental Health and Aging
25/40
5/19/2016
Level
10
SCQF
20
School
S1
Division
2016/7
Tutor
Fiona McConnochie
Year
Prerequisites
Corequisites
Replaced
Brief Description
PSY404 This module examines theory and practice in mental health disorders and explores cognitive decline in aging.
Aims
The aim of this module is to provide the student with an awareness of how psychological knowledge contributes to models used by mental health
professionals in assessment and treatment of problem behaviour. The students will also be exposed to the cognitive changes and disorders that effect
mental ability in the elderly.
Learning Outcomes
1. Demonstrate an ability to evaluate the role of clinical psychology in a modern mental health service by assessing it's contribution to the promotion of
health and alleviation of distress.
2. Demonstrate a critical understanding of the complexity of clinical assessment, formulation, aetiology and treatment processes.
3. Demonstrate an understanding of the importance of scientific rigor and measurement in clinical psychology and address the legal and ethical issues
in diagnosis and hospital admission.
4. Demonstrate an ability to communicate the complexities of psychological science of mental health in plain English for lay audience.
5. Demonstrate an appreciation of the specific challenges of diagnosis and treatment of the elderly with mental health problems.
6. Demonstrate an appreciation of comorbidity in elderly patients.
Indicative Content
1. Introduction
Introduction to the training and practice of mental health and abnormal psychology. Historical and conceptual background to mental health and
abnormal psychology. 2. Abnormal Psychological Disorders
The module will focus on the main abnormal psychological disorders, for example, anxiety disorders; affective disorders; Schizophrenia and the
somatoform disorders. 3. Mental Health Specialisms
The module will focus on mental health specialisms, for example, the use of Mindfulness Based Cognitive Therapy (MBCT) and MindfulnessBased
Stress Reduction (MBSR), suicidal behaviour and psychiatric rehabilitation. 4. Mental Health and Typical Aging
What constitutes "mental health" as we age? The problem of pathologising behaviour. Status, stigma, identity and power in old age. 5. Mental Health Phenomena in Dementia and Parkinsons Disease
Symptoms, diagnosis, intervention and quality of life. The problem of managing psychiatric symptoms such as psychosis in these conditions. 6. Mental Health Phenomena After a Stroke
Symptoms, diagnosis, intervention and quality of life. The problem of managing psychiatric symptoms such as depression and substance misuse in
these conditions. 7. Mental Health Phenomena of Bereavement
The process of death, normal and complex grief, end of life decisions, euthanasia.
Both the mental health and aging components of the module consist of lectures and seminars (provided by guest speakers). The seminars facilitate
students engagement with particular mental health and aging related topics whilst placing an emphasis on student appreciation and understanding of
the link between scientific study and issues in the "real word". These are designed to enhance selfdirected learning, creativity, reflection and taking
responsibility for learning. The students should be able to demonstrate independent learning, critical thinking and confidence in their awareness of new,
provisional,and significant shifts in knowledge. In addition, students should be able to differentiate concepts, theories and models and show a critical
appreciation of paradigms applied in both the aetiology and treatment of mental health. Students should be able to apply what they have learned about
mental health to the specific case of older people. Both course works assess the student's achievements in combining the theoretical knowledge
(intellectual), the "realworld" practices (professionalism) and experiential reflections (personal) towards becoming an active citizen. Unit 1 allows the
student to demonstrate a sustained and wellresearched argument on a mental health topic of their own choice and Unit 2 allows the development of an
information pack aimed at lay people on an aging topic of their own choice.
Lecture
Tutorial/Seminar
Activity
Assessment
Independent
:
: 24
: 6
: 0
: 0
: 50
: 120
Assessment Type
Description
Coursework
Essay (Free choice)
Final
Grade
Weighting
(%)
50
Issue
Submission
Return
Assoc
Learning
Outcomes
1
9
11
1,2,3
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Coursework
Information Pack
50
1
13
15
4,5,6
There are two assessments. Unit 1 allows the student to demonstrate a sustained and wellresearched argument on a mental health topic of their own
choice and Unit 2 allows the development of an information pack aimed at lay people on an aging topic of their own choice.
Supportive Reading
Kring,A.M., Johnson, S.L., Davison, G., & Neale, J. 2014 Abnormal Psychology Wiley
Bennet, P. 2011 Abnormal And Clinical Psychology(3Rd Ed.) Open Univesity Press
Ryan, P., & Coughlan, B. J. 2011 Aging And Older Adult Mental Health. Issues For Mental Health And Practice. Routledge
Oral,Visual,Symbolic,Aural,Diagrammatic,Computer Based,Reading,Writing,Professional
Communication,Problem Solving,Research,ICT Skills,Planning,Interpersonal,Quantitative,Professionalis
Module Title : Language, Education and the Early Years
Level
10
SCQF
20
School
S2
Division
2016/7
Tutor
Janet McLean
Year
Prerequisites
Corequisites
Replaced
Brief Description
PSY405 This module focuses on child development in the first 8 years. It will cover language development, number and counting knowledge, reading
from a cognitive and educational perspective. In addition, it will look at the influence of play and the media during these early years.
Aims
The aim of this module is to provide the student with a critical understanding of early years development from a cognitive and educational perspective.
Learning Outcomes
1. Critically discuss psychological theories of language development, and interpret and evaluate relevant empirical data.
2. Critically assess the research literature on language development.
3. Critically discuss theories of mathematical development.
4. Demonstrate an understanding of early reading and numerical skills within an educational context.
5. Evaluate psychological research on the role of play in the early years within an educational context.
6. Evaluate psychological research on the role of the media in the early years within an educational context.
Indicative Content
1. Child cognition and brain growth
The development of the brain in early childhood and its links to language and numerical skills. 2. Conceptual issues in learning
Domains (modules), critical periods, learning mechanisms (e.g. statistical learning, bootstrapping, innate constraints), naturenurture. 3. Speech and sounds
Auditory perception, acquisition of phonemes, and the effects of prosody on acquisition of other parts of the language system. 4. Acquisition of words
Words, concepts and categories. Childdirected speech, literacy acquisition, language impairments. 5. Rules of language
Acquisition of morphology and syntax. 6. Learning to read
Theories of normal reading; dyslexia and hyperlexia. 7. Early numerical skills
Theories of mathematical development; early number and counting skills. 8. The role of play
Play inside and outside the classroom. How play influences cognitive and social development. 9. Media
The role of television viewing and computer games on children's development.
This module explores development in the early years within an educational context. The first six weeks will focus on the cognitive changes that occur
during the first years of life, including neuroanatomical changes, and outline language development within this framework. The next six weeks will build
on this knowledge and explore other related areas such as reading and numerical skills. In addition, areas allied to early education such as play and the
use of media will be covered. The teaching session will take the form of weekly lectures and fortnightly tutorials. The tutorials will comprise of student
led discussions of research, each one relating to the lecture content. This provides the students with the opportunity to pursue independent research
related to the lecture content, and to develop critical review and oral presentation skills. Students will be expected to independently source their own
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relevant reading material to use as evidence to support the arguments they present at tutorials, and in the assessments. The first assessment is an
individual presentation worth 50% of the grade. It will ask the students to show their understanding of the first part of the module which is focused on
language development, and apply what they have learned to an educational setting. The second assessment is worth 50% of the final grade and
assesses the students on their critical evaluation and written communication. In this assessment, they will synthesise their knowledge from the second
part of the module and apply it to education in the early years. The module is designed to incorporate the Abertay Graduate Attributes. Intellectual
development will include the expansion of their knowledge and critical evaluation skills. The level of independent learning will expand their professional
skills, and the presentation will aid their personal development.
Lecture
Tutorial/Seminar
Activity
Assessment
Independent
:
: 24
: 6
: 0
: 0
: 50
: 120
Assessment Type
Description
Presentation
Essay
Individual presentation
Educational essay
Final
Grade
Weighting
(%)
50
50
Issue
Submission
Return
Assoc
Learning
Outcomes
19
19
24
33
25
35
1,2,4
3,4,5,6
Unit 1 assessment requires the students to give an individual presentation focused on language development. Students will be asked to apply the
knowledge they have gained from the first part of the module to outline what an Early Years Officer should know about language development. Unit 2 is
a written assessment. For this assessment, students will be asked to integrate their knowledge gained in the second part of the module and produce an
essay with an educational context.
Supportive Reading
Brooks, P. J. & Kempe, V. 2012 Language Development Bps Blackwell: Chichester
Oral,Visual,Aural,Diagrammatic,Computer Based,Reading,Writing,Professional
Communication,Problem Solving,Research,ICT Skills,Planning,Professionalism
Module Title : Brain and Behaviour
Level
School
Division
Tutor
Prerequisites
Corequisites
Replaced
10
SCQF
Year
Elena Rusconi
20
S2
2016/7
Brief Description
PSY406 This module builds on the content from PSY401. It will offer a general introduction to the field of cognitive neuroscience but also specialist
insights into current research topics. The theoretical and methodological foundations of cognitive neuroscience will be comprehensively reviewed and
students will develop key skills to understand and report cognitive neuroscience research via individual and group work.
Aims
This module will provide the student with knowledge and understanding of key principles of cognitive neuroscience; philosophical issues involved in
mind/brain studies; advantages and limitations of the available techniques; experimental design principles; specialist research areas.
Learning Outcomes
1. Understand the basic ideas, principles and issues underlying cognitive neuroscience.
2. Evaluate the advantages and the limitations of different techniques used in mind/brain studies.
3. Critically evaluate the design of experiments on the relationship between mind and brain.
4. Identify suitable research questions and designs in cognitive neuroscience.
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5. Understand, interpret and accurately report cognitive neuroscience research findings as presented in primary sources.
Indicative Content
1. Introductory concepts
Cognitive Neuroscience: history, definitions, themes, approaches and issues. 2. Methodological and design principles
Methodological and design principles: differences and common issues in psychology and cognitive neuroscience. 3. Available techniques
Series of lectures on the techniques that are currently available in cognitive neuroscience, broadly divided in measurement and manipulation
techniques. 4. Specialist areas
Series of lectures on specialist areas these may vary from year to year and may be selected from the following (nonexhaustive) list: perception;
action; attention; attentional control; memory; emotion; social cognition; language; numerical cognition; executive functions; decision making. 5. Identifying, reading and reporting primary sources
Students will be guided in searching for suitable primary sources and understanding cognitive neuroscience research reports. They will also be required
to engage in supervised presentations of research papers followed by discussions with the class.
Taking into account the optional and relatively advanced character of the module, presentation of the materials will link teaching content to the students'
knowledge background and will emphasise interactive dialogue and discussion in class. The assessments will focus both on the content and notions
delivered in the lectures (which are necessary conditions to develop intellectual and professional attributes) and on individual public speaking, problem
solving skills and the ability to connect the academic discourse to real world issues. This will encourage students to tackle topics with social relevance
and grow as flexible, personfocused, ethicallyminded enquirers and citizens.
Lecture
Tutorial/Seminar
Activity
Assessment
Independent
:
: 18
: 4
: 8
: 6
: 50
: 114
Assessment Type
Description
Presentation
Class Test
Oral presentation group
MCQ and short answer
Final
Grade
Weighting
(%)
50
50
Issue
Submission
Return
Assoc
Learning
Outcomes
32
EP
32
EP
33
37
1,2,3,4,5
1,2,3,4,5
The assessment will comprise a research presentation and a class test. During the course, students will present specialist research papers to the class
(formative assessment), followed by class discussion. All the feedback and new inputs received will then be embedded in the presentations, which will
be reassessed at the end of the module (summative assessment). A final, class test will assess conceptual knowledge via the MCQ (which allows to
cover a wider range of topics than an essay) and methodological knowledge, topicrelated problem solving skills and critical thinking via short answer
questions.
Supportive Reading
Purves, D., Cabeza, R. Et Al. 2013 Principles Of Cognitive Neuroscience Sinauer : Sunderland
Gazzaniga, M., Ivry, R., Mangun, G. 2013 Cognitive Neuroscience: The Biology Of Mind Norton : Ny
Oral,Visual,Reading
Communication,Team Work,Problem Solving,Research,ICT Skills,Planning,Interpersonal,Quantitative
Module Title : WorkBased Review
Level
School
Division
Tutor
10
SCQF
Year
Penny Woolnough
20
S1
2016/7
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Prerequisites
Corequisites
Replaced
Brief Description
PSY407 This module offers an opportunity to pursue a topic of interest, different from any other work either submitted or proposed, relevant to the
student's work or voluntary experience. Students on this module will be required to reflect on their work or voluntary experience, identify an issue that
can be informed with reference to published psychological literature, negotiate and agree a chosen area for review, complete and report on this agreed
review.
Aims
The aim of this module is to provide the student with the opportunity to make an indepth study related to their work or volunteer position. Students must
plan and manage their own learning and negotiate with the Module Leader where the focus of study will be. Students will identify an issue or problem at
their place of work and design a series of interventions, based on psychological theory and evidence, aimed at providing a solution.
Learning Outcomes
1. Identify a work or volunteer based issue that can be informed by reference to published psychological literature.
2. Negotiate an individual plan of study pertinent to completing the associated unit of assessment.
3. Undertake a comprehensive review of relevant psychological literature.
4. Demonstrate an understanding of how psychological knowledge can be applied in a work or volunteering situation
5. Design a programme of interventions based on psychological literature aimed at resolving a realworld issue.
Indicative Content
1. General
Content will be individually agreed dependent on the work or volunteer placement, topic and study plan.
This module is designed for students who have a particular interest related to their work or volunteer experience they wish to develop. As the student
identifies their own topic and designs his/her own study plan in consultation with staff, it requires clear focus and discipline on their part. It is the
responsibility of the student to reflect on their own work or volunteer experience and identify an issue that can be informed with reference to
psychological literature. There are no work or volunteer placements provided as part of this module. To register on this module, students must already
be in parttime employment or currently volunteer. The proposed topic of study must be agreed with the Module Leader by the start of the third week of
semester. Failure to agree a topic by this point will result in the student registering for an alternative option module. All students must attend the first
meeting of the class that will provide an overview of the module requirements and discuss the preliminary proposal (Unit 1). The second meeting is an
introduction to the formative review (Unit 2) and students should be prepared to discuss their intended topic with the group. Following this, there will be
a series of dropin sessions where students can discuss their reviews with the Module Leader. In structured feedback week (week 7), summative
feedback will be offered on drafts of the review. The student will be responsible for directing, planning, overall management of time, organisation of their
learning and carrying out their work. The nature of the module lends itself to enquiry based learning, as the focus is very much on the student directing
their own learning within the area of interest they choose to develop. Abertay Attributes that this module develops are: Intellectual, Professional, and
Personal and Good Citizenship.
Lecture
Tutorial/Seminar
Activity
Assessment
Independent
:
: 4
: 12
: 0
: 0
: 32
: 152
Assessment Type
Description
Coursework
Coursework
Proposal
Agreed Review 4000 words
Final
Grade
Weighting
(%)
0
100
Issue
Submission
Return
Assoc
Learning
Outcomes
1
1
3
14
5
16
1
1,2,3,4,5
The review must identify the agreed work based issue, contain a critical review of relevant psychological literature and have a section on how the
reviewed work could be applied in understanding and or improving the identified issue. Please note, failure to agree a chosen topic by the start of week
3 will necessitate withdrawal from this module and registration on an alternative option module.
Oral,Reading,Writing,Professional,Other
Communication,Enterprise,Problem Solving,Research,ICT Skills,Planning,Professionalism
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Module Title : Psychology Honours Project
Level
10
School
SCQF
S1S2
Division
2016/7
Tutor
Lynn Wright
Year
40
Prerequisites
Corequisites
Replaced
Brief Description
PSY410: This module requires students to design, conduct and analyse their own independent piece of research. As part of the module students are
also expected to present their research findings. This module provides guidance and support for the honours project process. process.
Aims
The aim of this module is to provide the student with a critical understanding of the theoretical, conceptual and methodological options available for
psychological research, design and analysis, and skills to design, analyse, execute and produce a report for a research project in psychology.
Learning Outcomes
1. Design and conduct research which falls within BPS ethical guidelines.
2. Conduct a search of, and critically evaluate, the literature in your chosen research field.
3. Design and execute a piece of research in psychology.
4. Develop a working relationship with a supervisor, hold effective supervision meetings, plan and manage time.
5. Critically evaluate and successfully defend the choice of methodology and statistical analysis and (where applicable) apply software packages on
statistical analysis and programming of experiments.
6. Present the completed project orally.
Indicative Content
1. Working with a supervisor
Making the most of supervision, preparing for supervision meetings, becoming a confident independent learner, setting goals, evaluating progress. 2. Application of Methods and Statistics (Workshopbased) Choosing appropriate methodologies. Using appropriate computer packages: e.g. SPSS and Excel. Use of specialised software: e.g. Superlab and E
Prime. 3. Becoming an effective researcher
Critically evaluating your own ideas, identifying the right question to ask, relating your ideas to the literature, ethical issues and how to address them. 4. Participating in the research community
Immersion in the literature. Organising research materials and keeping good records. Conducting meetings with outside agencies and communicating
findings to participants. 5. Design and procedure
Methodological issues, techniques of analysis, limitations of statistical techniques, pilot work, creating experimental materials, making sure ideas are
'testable', problems with implementation. 6. Data
Collecting data efficiently, keeping good records, ensuring data can be analysed, analysing data appropriately, interpreting the results. Ensuring
confidentiality of data. Presenting data and research findings clearly. 7. Communicating results
Writing in APA (American Psychological Association) format, being your own editor, critiquing and reviewing your own work effectively, relating your
findings to the literature. Presenting the main findings of the project orally. 8. Presentation skills
Organising material, presentations using multimedia. Personal confidence, audibility, modulation and diction in public speaking. 9. Personal Development Planning (PDP)
Students will be asked to reflect on their own learning development and current skills (e.g.CV's and Interview techniques) in order to develop
employability awareness and prepare them for post graduate study and the workplace. 10. Writing skills
Developing a mature and confident writing style; correct editorial style for research projects. Troubleshooting in writing skills; proofreading.
The aim of this module is to provide the student with a critical understanding of the theoretical, conceptual and methodological options available for
psychological research design. Supported by lectures and supervisors, students create and engage in independent research projects. Lectures cover
material including time management and principles of presentations. Some labs are workshopbased where students are encouraged to work
independently to gain knowledge and understanding of programmes such as E:Prime and Superlab while other workshops are designed to advise
students on issues such as formatting and statistics when they near completion of their work. Two personal development planning sessions (Creating a
CV and Effective Interviewing) are also included in this module to develop students¿ employability awareness and preparation as they near completion
of their honours degree. Delivery and assessments are designed to align student development with the Abertay Attributes. The project process
develops students¿ interpersonal skills to work, negotiate and collaborate with others (including supervisors and participants as well as potential
external agencies) and develops both their problemsolving and decision making skills. This module has strong researchteaching linkages. The
process of carrying out an independent piece of research develops students in to confident, motivated, inquisitive and reflective thinkers. The learning
outcomes of the module are assessed via a written empirical research project (which includes a draft introduction and method assessment) and an oral
research presentation based on the completed project. Teaching comprises a combination of lectures, help tutorials and workshops.
Lecture
Tutorial/Seminar
Activity
Assessment
:
: 11
: 18
: 20
: 50
: 70
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5/19/2016
Independent
: 271
Assessment Type
Description
Draft intro, method and
reflective statement
Project presentation
Written research project
Coursework
Presentation
Project
Final
Grade
Weighting
(%)
Issue
Submission
Return
Assoc
Learning
Outcomes
10
1
10
12
1,2,3,4,5
20
70
1
1
33
29
35
32
1,2,3,5,6
1,2,3,4,5
Week 7 in Term 1 will relate, in part, to the Unit 1 assessment. You will be given the opportunity to submit a draft introduction plan and an outline of your
Method section for feedback.
Supportive Reading
Brace, N., Kemp, R., & Snelgar, R. (2016) Ibm Spss For Psychologists (6Th Edition). Palgrave Macmillan, Hampshire.
Forshaw, M. (2013) You Undergraduate Psychology Project: A Bps Guide (2Nd Edition). Blackwell Publishing, Oxford.
Apa (2010) Publication Manual Of The American Psychological Association (6Th Edition). American Psychological Association, Washington.
Oral,Visual,Aural,Diagrammatic,Reading,Writing,Collaboration,Physical,Professional
Communication,Enterprise,Problem Solving,Research,ICT Skills,Self Evaluation,Planning,Interpersonal,
Module Title : Psychology Masters Project
Level
07
SCQF
60
School
S3
Division
2016/7
Tutor
Scott Hardie
Year
Prerequisites
Corequisites
Replaced
Brief Description
In this module students will conduct, write up and orally present an independent research investigation. A principal supervisor and a second supervisor
are allocated to provide support for all stages of the research process.
Aims
The aim of this module is to provide the student with the opportunity to utilise the skills and knowledge acquired in the PGDip component of the MSc in
Psychology programme to conduct and report on an independent research project with appropriate supervision.
Learning Outcomes
1. Design and carry out a piece of research in psychology that has been approved by the School of Social and Health Sciences Research Ethics
Committee.
2. Develop a working relationship with a supervisory team, participate in effective supervision meetings, plan and manage their own time.
3. Conduct efficient literature research.
4. Successfully defend and carry out their choice of methodology and statistical analysis
5. Present the completed project in written APA style.
6. Orally present a research paper based on the completed MSc project.
Indicative Content
1. Participating in the research community
Immersion in the literature. Organising research materials, keeping records and logs. Conducting meetings with outside agencies and communicating
tasks and findings to participants. 2. Becoming an effective researcher
Critically evaluating your own ideas, identifying the right question to ask, relating your ideas to the literature, ethical issues and how to address them. 3. Writing skills
Developing a mature and confident writing style; use correct referencing style for research projects. Troubleshooting in writing skills; how to copy¿edit,
and proof¿read; updating spelling grammar knowledge. 4. Application of Methods Statistics (Workshop based)
Appropriate methodologies. Using appropriate statistical methods. Use statistical software, e.g. SPSS. Use of specialised software: e.g. Superlab; and
EPrime. https://oasis.abertay.ac.uk/oasis/sits.urd/run/SIW_POD
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5. Working with a supervisor
Making the most of supervision, becoming a confident independent learner, setting goals, evaluating progress. 6. The design and procedure
Methodological issues, techniques of analysis, limitations of statistical techniques, pilot work, creating experimental materials, using experimental
control programmes, problems in implementation. 7. Data management
Collecting data efficiently, keeping good records, analysing data appropriately, interpreting the results. Ensuring confidentiality of data. 8. Communicating the results
Writing in APA (American Psychological Association) format, being your own editor, criticising your own work effectively, relating your findings to the
literature.
Students are expected to work independently on their research project. All students will be allocated a supervisory team who will offer appropriate
support and guidance. Students will be required to enter into an informal supervision contract/arrangement with their supervisors. Students and staff will
be expected to discuss and agree the responsibilities of both the student and the supervisor at the start of the research process. Students will have the
opportunity to influence the form of the meetings and the topics discussed in these meetings. Students should note that staff are likely to be away from
the University for some periods over the summer months; when this happens the Division of Psychology will ensure that appropriate support is made
available to students. The module provides the foundation required for applying knowledge gained in other Psychology modules and prepares students
to carry out their independent research projects. Delivery and assessments are designed to align student development with the Abertay Graduate
Attributes. This module will allow students to become knowledgeable and confident researchers. The project process develops students¿ interpersonal
skills to work, negotiate and collaborate with others (including supervisors and participants as well as potential external agencies) and develops both
their problemsolving and decision making skills. The process of carrying out an independent piece of research develops students in to confident,
motivated, enquiring and reflective thinkers. The learning outcomes of the module are assessed via a written research project and an oral presentation
based on the completed project work. Teaching comprises a combination of lectures and dropin workshops.
Lecture
Tutorial/Seminar
Activity
Assessment
Independent
:
: 0
: 6
: 14
: 60
: 200
: 320
Assessment Type
Description
Project
Presentation
MSc Project
Oral presentation 15 mins
Final
Grade
Weighting
(%)
80
20
Issue
Submission
Return
Assoc
Learning
Outcomes
32
32
49
51
52
1
1,2,3,4,5
2,3,4,6
No students should commence their project data collection until they have received official communication from the School's Ethic Committee that their
project has been formally approved.
Supportive Reading
American Psychological Association 2010 Publication Manual Of The American Psychological Association (6Th Edition) American Psychological
Association, Washington
Brace, N., Kemp, R., Snelgar, R. 2012 Spss For Psychologists (5Th Edition). Hampshire: Palgrave Macmillan
Forshaw, M. 2013 Your Undergraduate Psychology Project: A Bps Guide (2Nd Edition) Blackwell Publishing, Oxford.
Oral,Visual,Aural,Diagrammatic,Computer Based,Reading,Writing,Collaboration,Physical,Professional
Module Title : Developmental Psychology
Level
School
Division
Tutor
Prerequisites
11
SCQF
Year
Vera Kempe
20
S2
2016/7
33/40
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Corequisites
Replaced
Brief Description
PSY501 This is a core psychology module that examines theories, methods and empirical data relevant to psychological development throughout the
lifespan.
Aims
The aim of this Module is to provide the student with knowledge and understanding of theories and empirical data in the core areas of developmental
psychology and changes throughout the lifespan.
Learning Outcomes
1. Understand and critically evaluate theories of psychological development in light of relevant empirical research.
2. Demonstrate comprehensive knowledge of developmental change in cognition, emotion, socialisation and physical development, including major
developmental milestones in children and adolescents.
3. Show a critical awareness of current thinking on the interaction between biological bases and environmental influences in development.
4. Demonstrate conceptual knowledge of research methods in the domain of development and knowledge of when to apply these.
Indicative Content
1. Biological basis of development; theories and milestones
Preand postnatal brain development, brain maturation, biological basis of ageing 2. How to study development?
Designs and Approaches 3. Infancy
Methods for Studying Infant Development Physical Development in Infancy Cognitive Development in Infancy: Memory and Pre Cursors to Language
Social and Emotional Development in Infancy 4. Early Childhood
Methods for Studying Early Childhood Physical and Cognitive Development in Early Childhood Language Development in Early Childhood Social and
Emotional Development in Early Childhood Moral Development in Early Childhood 5. Middle Childhood
Physical and Cognitive Development in Middle Childhood Social Development and Peer Relations in Middle Childhood Emotional and Moral
Development in Middle Childhood 6. Adolescence
Physical and Cognitive Development in Adolescence Social and Emotional Development in Adolescence 7. Adulthood
Biological, cognitive and social changes in middle adulthood. Theories and data on midlife crisis. 8. Ageing
Biological, cognitive and social changes in late adulthood; models of cognitive decline; emotional and personality changes, dementia, death, longevity.
The module will integrate lecturebased delivery with inquiryled, student centered learning. Lectorials will provide overview on guidance to the topics.
They will be combined with seminarstyle discussions centered around specific phenomena and empirical findings.
Lecture
Tutorial/Seminar
Activity
Assessment
Independent
:
: 24
: 12
: 0
: 0
: 30
: 134
Assessment Type
Description
Class Test
MC and short answer Q
Written exam
Final
Grade
Weighting
(%)
30
70
Issue
Submission
Return
Assoc
Learning
Outcomes
24
EP
24
EP
26
37
1,2,4
1,2,3,4
Supportive Reading
Lightfoot, C., Cole, M. & Cole S. R. 2013 The Development Of Children. 7Th Edition. Worth Publishers.
Siegler, R., Deloache, J. & Eisenberg, N. 2010 How Children Develop. Worth Publications: New York
Communication,Team Work,Problem Solving,Research,ICT Skills,Self Evaluation,Planning,Interpersonal,P
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Module Title : Personality and Individual Differences
Level
11
SCQF
20
School
S1
Division
2016/7
Tutor
Elena Rusconi
Year
Prerequisites
Corequisites
Replaced
Brief Description
PSY502 This is a core psychology module offered on the MSc in Psychology Programme. The module examines theories and data relevant to
personality and individual differences, with emphasis on the study of emotion and mood, cognitive styles, mental health and intelligence.
Aims
The aim of this Module is to provide the student with knowledge and understanding of theories and empirical data in the core areas of personality and
individual differences and an awareness of how these topics are embedded in present social, economical, and political issues.
Learning Outcomes
1. Understand the notion of personality and personality testing and evidence insight into the different theoretical and applied approaches to personality
and individual differences.
2. Understand and critically evaluate the notion of intelligence and IQ testing, demonstrate knowledge of the relevant cognitive underpinnings and
sources for individual differences.
3. Understand the notion of personality and personality testing; demonstrate knowledge of the relevant sources for individual differences.
4. Demonstrate conceptual knowledge of basic research methods in the domain of individual differences with emphasis on behavioural genetics.
Indicative Content
1. Personality
Definitions of personality and personality theories, approaches/aims to study personality and measurement issues, personality and culture. 2. Individual Differences In Emotion
Appraisal of theories of emotion, mood and affect, individual and cultural differences in emotion recognition and expression. 3. Dynamics Of Individual Differences And Psychological Testing
Temporal and situational consistency of individual differences, issues in testing personality and individual differences. History of mental and
psychological testing. IQ and personality testing. 4. Personality And Individual Differences In Contemporary Studies
Definitions and contemporary approaches to personality and individual differences with a focus on their influence on other observations and fields of
research, including biological motion perception and social interaction/relationships. 5. Intelligence And Individual Differences
Definitions of intelligence; contemporary approaches to intelligence and their implications for educational and social policy; cognitive basis of
intelligence. Debates about generational, racial, and gender differences in IQ. 6. Genes And Environment
Influence of genetic, environmental and cultural factors on individual differences, behavioural genetics: estimating heritability of traits using family, twin
and adoption studies. Definitions and contemporary approaches, influence of personality on other behaviours including health, education, relationships,
occupational choice and competency. 7. Cognitive And Learning Styles
Critical appraisal of theories and approaches to individual differences in cognitive and learning styles. 8. Mental Health And Motivation
Emotion, mood and affect. Appraisal theories of emotion. Universal and culture specific aspects of emotion expression. 9. Mental Health
Humanistic and social cognitive perspectives regarding mental health and its assessment, individual differences and personality differences in
motivation, impulses and goals.
Taking into account the specifics of a Masters course for students with diverse first degrees, presentation of the materials will link teaching content to
the students’ knowledge background by emphasising dialogue and discussion in small groups. The assessments will focus on independent studentled
enquiry appropriate for a Masters level programme and evaluate their independent reading skills and their creative and critical approaches to
theoretical, empirical and methodological issues of the module.
Lecture
Tutorial/Seminar
Activity
Assessment
Independent
:
: 9
: 12
: 12
: 0
: 50
: 117
Final
Grade
Assoc
Learning
35/40
5/19/2016
Type
Description
Multiple Choice and Short
Answer
Academic Article Review
Class Test
Coursework
Weighting
(%)
Issue
Submission
Return
Outcomes
50
9
9
11
1,2,3,4
50
13
14
16
1,4
Unit 1: Multiple Choice and short answer Test containing questions on individual differences, intelligence and personality. The aim is to test students¿
factual knowledge acquired during the first half of the course. Unit 2: Academic article review: A ~10001200 word review of a contemporary article on
individual differences for content from in the second half of the course. The content of this assessment will enable students to engage with relevant
methodological and theoretical knowledge and to develop their ability to critically evaluate empirical research.
Supportive Reading
ChamorroPremuzic, T 2007 Personality And Individual Differences. Blackwell: London
Burger, Jerry M. 2010 Introduction To Personality (8Th Edition) Wadsworth
ChamorroPremuzic, T 2007 Personality And Individual Differences. Blackwell: London
Oral,Visual,Symbolic,Aural,Reading,Writing,Collaboration
Communication,Team Work,Problem Solving,Research,ICT Skills,Self Evaluation,Interpersonal
Module Title : Cognitive Psychology
Level
11
SCQF
20
School
S1
Division
2016/7
Tutor
Kenneth ScottBrown
Year
Prerequisites
Corequisites
Replaced
Brief Description
PSY503 This module focuses on the cognitive processes that are involved when people perceive, learn, remember, reason and think. It provides an
overview and critical evaluation of the major topics.
Aims
The aim of this module is to provide the student with an indepth exploration of topics and methodologies in Cognitive Psychology.
Learning Outcomes
1. Understand conceptual and historical Issues in Cognitive Psychology, the origins and philosophical underpinnings.
2. Describe the key areas of the brain and explain how each supports different aspects of cognition.
3. Describe and critically evaluate the use of experimental paradigms in the field of cognitive psychology when attempting to understand specific
aspects of human performance.
4. Compare and contrast theoretical insights and basic research findings to practical applications of Cognitive Psychology in society.
Indicative Content
1. Historical and conceptual issues
The historical and theoretical development of cognitive psychology. 2. Attention
Focused and divided attention; Visual and auditory attention. 3. Perception
Overview of the visual system and visual information processing; Perception of events; Perceptual aspects of reading, hearing and listening. 4. Learning
Skill acquisition and expertise. 5. Thinking and reasoning
Problem solving; Decision making. 6. Memory
Including Baddeley's model of working memory. Also, semantic, episodic, explicit and implicit long term memory. Encoding and retrieval processes. 7. Cognitive Neuropsychology
Biological substrates underlying cognition; The brain damaged mind; Amnesia; Aphasia; Prosopagnosia. 8. Practical classes
Three experimental practical classes will explore key paradigms and topics within cognitive psychology. During each practical session the students will
administer and participate in experiments. Data will be pooled for graphical presentation and for a discussion of appropriate analyses.
This module is designed to help students understand and evaluate theoretical and empirical research on a range of topics within Cognitive Psychology.
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The module comprises lecturebased delivery (22 hours) and supervised practical activities (6 hours) and a presentation made by the students (2 hours
for all students). During the 22 hours of formal lecturebased teaching, core material will be delivered. The module also relies, in part, on a presentation
given by the student. There are four hours of scheduled feedback oriented activity. Students will be expected (and encouraged) to actively engage with
the material presented in this module. They will also be expected (and supported) to independently source their own relevant reading material to use as
evidence to support the arguments they present in the class presentation and the exam. The assessments facilitate an appreciation of the place of
academic knowledge in society and prepare the student for more profound investigations in the summer project. This module is designed not only to
inculcate knowledge of cognitive psychology, but also to help the students acquire the Abertay Attributes. Students will develop their skills in critical
evaluation and will increase their knowledge of cognitive psychology and the methodologies employed. The presentation will expand their professional
skills and aid their personal development. Students will become aware of the differences present in cognitive abilities across populations and either
through normal variability or through an acquired illness. This will help the understand better the needs of others, helping them become an active
citizen.
Lecture
Tutorial/Seminar
Activity
Assessment
Independent
:
: 24
: 4
: 6
: 0
: 36
: 130
Assessment Type
Description
Presentation
Classroom presentation
Written exam
Final
Grade
Weighting
(%)
40
60
Issue
Submission
Return
Assoc
Learning
Outcomes
1
EP
8
EP
11
20
1,2,3,4
1,2,3,4
The exam will consist of essay style questions designed to assess understanding of the material delivered in the lectorials and also from enquiry based
learning. The presentation will be designed to allow students to show an understanding of seminal effects and theories from Cognitive Psychology.
Supportive Reading
Blake, R.& Sekuler, R 2006 Perception. 5Th Edition McGrawHill: New York
Eysenck, M.& Keane M. 2005 Cognitive Psychology, 5Th Edition Psychology Press: Hove
Braisby, N & Gellatly A. 2012 Cognitive Psychology Ou Press: Oxford
Oral,Visual,Computer Based,Reading,Writing,Collaboration,Professional
Communication,Team Work,Problem Solving,Research,ICT Skills,Self Evaluation,Professionalism
Module Title : Biological Psychology
Level
School
Division
Tutor
Prerequisites
Corequisites
Replaced
11
SCQF
Year
CLARE CUNNINGHAM
20
S1
2016/7
Brief Description
This module examines the links between biology and psychology. It will introduce students to the physiological and evolutionary mechanisms that
underpin observable behaviour and to core methods and topics of investigation in neuropsychology and cognitive neuroscience.
Aims
The aim of the module is to introduce how biological systems produce or influence behaviour. We will look at genetic inheritance and evolutionary
mechanisms that shape psychological processes. Students will be introduced to methods used to investigate neural correlates of cognition.
Learning Outcomes
1. Demonstrate a comprehensive understanding of how the nervous and endocrine systems produce or influence observable behaviour.
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2. Provide explanations of how biological processes influence specific behavioural responses.
3. Critically evaluate evidence suggesting human behaviour is a product of biological and evolutionary processes.
4. Incorporate information on how biological and evolutionary processes influence behaviour gained through selfstudy into own knowledge base and
disseminate information in peer group discussions.
5. Demonstrate a critical awareness of our current understanding of the biological basis of behaviour and identify the limitations of our knowledge in this
field.
Indicative Content
1. Foundations of biopsychology
Historical views of the brain, mind and behaviour; consideration of the relative contributions of biology and environment to behaviour; introduction to an
evolutionary approach to studying behaviour including genetic inheritance and comparative psychology. 2. Structure and function
Structure and function of the brain, neurons and neuronal networks; neuronal communication within and between neurons, and neuronal plasticity. 3. Neuroendocrine system and reproductive behaviour
Examining how hormones influence sexual development, sexual orientation, mating behaviour and mate choice. 4. Biological control of behaviour
Looking at how biological mechanisms influence behaviours such as movement, sleep and ingestion. 5. Psychopharmacology
Looking at the physiological effects of drugs in terms of their rewarding properties and action in the brain, and at the biological and psychological
consequences of drug abuse. 6. Comparative neuroanatomoy and cognition
Evolution of the human brain, comparing hominoid brains to those of other species; introduction to research methods that use neuroanatomy as
indicators of cognitive capacity; lateralisation of the brain and its consequences. 7. Behavioural genetics
Influences of genetic inheritence and environment on human behaviour. 8. Evolutionary psychology and sociobiology
Introducing natural and sexual selection and considering how these evolutionary processes impact human and nonhuman animal cognition, and how
environmental pressures shape social behaviour and social decision making. 9. Neuropsychology and neuroimaging
Introduction to core concepts, methods and topics of investigation in neuropsychology and cognitive neuroscience.
This module is core for students working towards BPS accreditation. Module delivery is through lectures where core material will be presented, and
seminars where discussions will be based on guided independent learning brought to the sessions by students. Topics will vary, but the general format
will be 3hrs of contact time per week, with 1hr lecture and 2hrs seminar. Activities within seminars are aimed at improving understanding of how
research drives knowledge and so teaching. Students will develop a more critical approach to this material through enquirybased learning that aims to
stimulate student interest and engagement with the science that underpins psychology. Learning outcomes will be assessed in two ways. The first is a
case study worth 50% of module grade where students will be required to conduct independent research into a psychological condition with a biological
cause. The second assessment is a timed essay worth 50% here students will answer two questions from a choice of four (one seen question and three
unseen) based on material delivered in the taught sessions. Delivery and assessments are designed to align student development with the Abertay
Attributes. Their intellectual development will be fostered through expanding their knowledge base and critical evaluation skills. Students will be
expected to undertake selfdirected learning and peer dissemination to encourage professional and personal development. The module will also situate
psychology research in applied settings to address real world problems fostering good citizenship amongst our students.
Lecture
Tutorial/Seminar
Activity
Assessment
Independent
:
: 14
: 24
: 0
: 0
: 36
: 126
Assessment Type
Description
Case Study
Class Test
Student choice
Part seen
Final
Grade
Weighting
(%)
50
50
Issue
Submission
Return
Assoc
Learning
Outcomes
1
10
10
13
12
15
1,2,3,4,5
1,2,3,4,5
Supportive Reading
Pinel, J. Barnes, S.J. 2014 Introduction To Biospsychology Pearson
Carlson, N.R. 2014 Physiology Of Behavior Pearson Education Inc.
Communication,Team Work,Problem Solving,Research,Self Evaluation,Planning,Interpersonal,Professional
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Module Title : Social Psychology
Level
11
SCQF
20
School
S2
Division
2016/7
Tutor
Sheila Cunningham
Year
Prerequisites
Corequisites
Replaced
Brief Description
PSY506 This module is designed to give Masters level students an indepth understanding of theory and research in key areas of social psychology
such as social influence, person perception, intergroup relations and interpersonal attraction.
Aims
The aim of this module is to provide the student with knowledge of theories and research approaches in social psychology, appropriate to their level of
study. Second, to promote students¿ understanding and critical evaluation of social psychology research.
Learning Outcomes
1. Demonstrate a knowledge and understanding of the major theoretical and methodological approaches in social psychology.
2. Show an indepth understanding of the key research findings in social psychology.
3. Critically evaluate classic and contemporary research from different branches of social psychology.
4. Discuss competing theoretical and empirical approaches in social psychology.
5. Recognise the links between social theoretical models and those of other core areas of psychology (e.g., cognition, perception, development and
cognitive neuroscience).
Indicative Content
1. Conceptual and historical issues
Defining social psychology. Understanding historical shifts from classic psychology to contemporary social cognition. Classic social biases. 2. Social learning
Learning from others exploring imitation and social learning. 3. Attitudes and persuasion
Understanding how attitudes are formed and the extent to which they influence behaviour. Exploring how internal and external forces drive attitude
change. 4. Conformity and obedience
The extent to which people change their behaviour in response to social influences. Understanding blind obedience and factors that change obedience
levels. 5. Prosocial behaviour
Understanding helping behaviour and interpersonal attraction. 6. Social identity
The role of group membership in identity and the influence of social identity on person perception and behaviour. 7. Stereotypes and prejudice
Exploring categorisation and individuation. Automaticity of stereotype activation and control. Prejudice effects and reduction strategies. 8. Selfprocessing
Understanding the processing biases associated with self, and the influence of the self in cognition and memory.
In line with the teaching and learning strategy of the University and its Abertay Attributes, the teaching sessions will involve lectures followed by student
led tutorials. Lectures will deliver key ideas closely related to staff research activities, and will include interactive elements (e.g., demonstrating important
experimental tasks). Active citizenship will be encouraged by consideration of the societal implications of social psychology (e.g., conformity, prejudice,
aggression). In tutorial sessions, students will be asked to source, present and discuss research papers relevant to the preceding lecture, fostering
personal, intellectual and professional skills by developing evaluative understanding, communication skills, confidence and teamwork. Summative
assessment will be based on a researchbased essay (Unit 1) and poster presentation (Unit 2), developing written and verbal communication skills.
Lecture
Tutorial/Seminar
Activity
Assessment
Independent
:
: 11
: 16
: 3
: 0
: 50
: 120
Assessment Type
Description
Essay
2000 word critical review
Poster presentation
Final
Grade
Weighting
(%)
50
50
Issue
Submission
Return
Assoc
Learning
Outcomes
19
EP
27
33
29
35
1,2,3,4,5
1,2,3,4,5
39/40
5/19/2016
The Unit 1 assessment will comprise an essay examining a research topic covered in the first half of the module. Students will be asked to answer one
of three questions with important societal implications. The Unit 2 assessment will be an individual poster presentation evaluating an element of social
psychology covered in the second half of the module. Students will be able to choose the subject of their poster, and their ideas will be developed with
support from the module team. Posters will be delivered an a poster session in the final week of term.
Supportive Reading
Hewstone, M., Stroebe, W. & Jonas, K. 2015 Introduction To Social Psychology, 6Th Edition Wiley
Aronson, E. 2011 The Social Animal (11Th Ed) W. H. Freeman Co.
Oral,Visual,Aural,Reading,Writing,Collaboration,Professional
Communication,Enterprise,Team Work,Research,Planning,Interpersonal,Leadership,Professionalism
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ACME Module Descriptor

Transcription

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