Cognitive and Developmental Psychology
| Module title | Cognitive and Developmental Psychology |
|---|---|
| Module code | ERPM006Z |
| Academic year | 2024/5 |
| Credits | 15 |
| Module staff | Dr Jason Hill () |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 11 |
| Number students taking module (anticipated) | 75 |
|---|
Module description
This module provides an introduction to two core areas of psychology: cognitive and developmental psychology. Cognitive psychology concerns the study of mental processes and developmental psychology deals with the changes that happen as we grow.
Through research-led teaching you will be introduced to a variety of different perspectives in order to develop your knowledge and understanding of cognition and development across the lifespan.
The module will introduce you to classical and contemporary theoretical viewpoints and it will offer you an opportunity to engage with recent research in the fields of cognitive and developmental psychology. You will also be encouraged to apply this knowledge and understanding to key societal issues and consider implications for education and wider society.
This module is a compulsory module for Online MSc Psychology Conversion programme students, and it has no pre-requisites.
Module aims - intentions of the module
The aim of the module will be to introduce you to cognitive and developmental psychology.
You will be introduced to some of the ways in which psychologists study cognition and development (including, for example, observational and experimental procedures, longitudinal and cross-sectional methods). You will also be introduced to a range of theoretical viewpoints which relate to these two areas of study. You will be encouraged to apply these viewpoints to some of the major questions which have been raised in relation to cognition and development. This might include, for example, how children and adolescents develop, the roles of nature and nurture in understanding cognition and development, memory and attention or the development of language. You will also be asked to examine the empirical research evidence relating to these key topics, including data which may derive from adult participants.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Describe basic concepts and findings concerning developmental psychology
- 2. Describe basic concepts and findings concerning cognitive psychology
- 3. Indicate familiarity with a range of key theoretical viewpoints relating to cognition and development
- 4. Identify research designs and methods suitable for studying cognition and development
- 5. Give examples of key empirical studies which have addressed some of the major societal questions relating to cognition and development
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 6. Demonstrate good basic knowledge and understanding of the conceptual issues which are central to the subject
- 7. Review and evaluate empirical research evidence and published literature in the field of study, identifying strengths and weaknesses
- 8. Address problems critically, creatively and systematically
- 9. Apply theory and consider empirical research evidence in relation to education and real world problems in order to identify potential solutions or new areas of investigation
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 10. Develop logical and coherent arguments in your written work
- 11. Evaluate your own strengths and weaknesses, making use of peer and tutor feedback
- 12. Manage your time effectively and undertake essential study tasks, making use of the guidance available
Syllabus plan
Whilst the module’s precise content may vary over time, the syllabus will consider a range of issues that relate to both cognitive and developmental psychology. The syllabus will consider theory, research and methodology in these two areas of study. Content is likely to maintain a focus on:
- Classic and contemporary theoretical perspectives in cognitive and developmental psychology
- Research approaches for the investigation of cognition and development across the lifespan
- Major issues addressed by cognitive psychologists such as attention, memory, thinking and learning, decision-making, metacognition and self-regulation, problem-solving and language
- Major issues addressed by developmental psychologists such as attachment, development of attitudes and behaviour, morality, cognitive development, social relationships across the lifespan and neurodevelopmental differences
- ‘Real world’ problems of concern to cognitive and developmental psychologists
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 27 | 123 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching | 27 | Engagement online with taught content |
| Guided Independent Study | 27 | Reading (textbooks, journal articles, web resources and lecture slides) in preparation for taught sessions and for assessment |
| Guided Independent Study | 60 | Work on assessments |
| Guided Independent Study | 9 | Collation and review of taught materials |
| Guided Independent Study | 27 | Undertaking additional tasks and activities (e.g. on ELE) and preparing for online taught content |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Weekly set activities (which will accumulate to up to 1000 words) | Approximately 100-150 written words per week | All | Written tutor and peer feedback |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Written Assignment 1 (Written Essay) | 45 | 1500 words | 1-10,12 | Written feedback and grade |
| Written Assignment 2 (Written Essay) | 45 | 1500 words | 1, 3-10, 12 | Written feedback and grade |
| Engagement log | 10 | 500 words | 6-12 | Written feedback and grade |
| 0 | ||||
| 0 | ||||
| 0 |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Written Assignment 1 (1500 words) | Written Assignment (1500 words) | 1-10,12 | Ref/def period |
| Written Assignment 2 (1500 words) | Written Assignment 2 (1500 words) | 1, 3-10, 12 | Ref/def period |
| Engagement log | Engagement log | 6-12 | Ref/def period |
Re-assessment notes
Where you have been referred/deferred in your written assignment you will be required to resubmit it in the August referral and deferral period. If you are successful on referral, your overall module mark will be capped at 50%; deferred marks are not capped.
Indicative learning resources - Basic reading
Indicative basic reading list:
- Slater, A. &Bremner, G. (2017, 3rd Edition). An introduction to developmental psychology. Wiley & Sons.
- Goldstein, E.B. (2015, 4th Edition). Cognitive Psychology: Connecting mind, research and everyday experience. Wadsworth: Cengage Learning (International edition paperback).
- Eysenck,M.W. & Keane, M.T. (2020, 8th Edition). Cognitive Psychology: A student handbook. Psychology Press.
- Pinker, S. (1997). How the mind works. Penguin. ISBN 0-14-024491-3 (paperback)
- Slater, A. &Lewis, M. (2007). Introduction to infant development, 2nd edition. Oxford University Press.
| Credit value | 15 |
|---|---|
| Module ECTS | 7.5 |
| Module pre-requisites | None |
| Module co-requisites | None |
| NQF level (module) | 7 |
| Available as distance learning? | No |
| Origin date | 13/05/2021 |
| Last revision date | 25/04/23 |
