Cognitive Biases in Emotion and Psychopathology
| Module title | Cognitive Biases in Emotion and Psychopathology |
|---|---|
| Module code | PSY3456 |
| Academic year | 2024/5 |
| Credits | 15 |
| Module staff | Dr Julian Basanovic (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 0 | 11 | 0 |
| Number students taking module (anticipated) | 35 |
|---|
Module description
Heightened emotional vulnerability and psychopathology are often characterised by distinctive patterns in attention and thoughts. Thus, theories of emotion vulnerability and psychopathology integrate cognitive models to better understand causes and interventions for emotional disorders. A primary focus of these models are biases in the way information is prioritised and processed. For example, people who are prone to anxiety exhibit biases that promote the negative interpretation of ambiguous information, and which direct attention toward negative information.
Through a combination of lectures, discussions, and student presentations, this module will guide you to critically evaluate evidence from various experimental approaches used to assess and modify biases in information processing. You will reflect on our current scientific understanding of the relationship between biases in information processing and emotional vulnerability and psychopathology.
Module aims - intentions of the module
The module aims to provide you with a broad understanding of the historical and current understanding of the relationship between biases in information processing and emotional vulnerability and psychopathology.
You will be guided to evaluate research examining emotion linked biases across a range of cognitive processes, including . . .
- Selective attention.
- Interpretation of ambiguous information.
- Expectancy formation.
- Behavioural approach and avoidance tendencies.
- And others . . .
Areas of emotion vulnerability and psychopathology covered may include . . .
- Anxiety
- Fear/Phobia
- Depression
- Body image
- Chronic pain
Using a ‘journal club’ approach that mimics genuine research group activities, the module aims to help you develop skills that will be transferable to future research and employment activities. These include:
- Acquiring skills in comprehending, integrating, and critically evaluating research methods and findings.
- Learning to develop your own conclusions with confidence in the face of new information.
- Managing time effectively to meet individual and group objectives
- Presenting views to a group for discussion and respecting the views of others.
- Presenting complex information succinctly and responding positively and effectively to questions.
- Integrating knowledge to form conclusions and presenting these effectively in written form
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Provide an overview of the evidence supporting the presence of select information processing biases and their relation to emotional vulnerability and psychopathology.
- 2. Provide an overview of select theories or models of information processing biases in select types of emotional vulnerability and psychopathology.
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 3. Comprehend, integrate, and critically evaluate research methods and findings at an advanced level.
- 4. Engage in scientific discussion and debate around research presented in the literature.
- 5. Think critically and independently, and appreciate complexities within research literature and scientific issues.
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 6. Collaborate in groups in ways that encourage peer participation, discussion, and synergy.
- 7. Undertake study tasks with minimum guidance and manage time effectively to meet deadlines.
- 8. Communicate complex scientific concepts within and between groups in a concise and accessible way.
Syllabus plan
Whilst the module’s precise content may vary from year to year, an example of an overall structure is as follows:
A new topic will be presented each week. Topics will cover emotion linked biases across a range of cognitive processes, including . . .
- Selective attention.
- Interpretation of ambiguous information.
- Expectancy formation.
- Behavioural approach and avoidance tendencies.
- And others . . .
Areas of emotion vulnerability and psychopathology covered may include . . .
- Anxiety
- Fear/Phobia
- Depression
- Body image
- Chronic pain
The type of learning encouraged in the seminars will largely be a self-directed process, which you will engage in collaboratively via peer groups. Before each seminar class, you will be required to view an introductory video, and conduct research on a pre-determined topic supported by relevant readings. In class, groups will deliver a summary and critical appraisal of the week’s readings to one or more other groups. A subsequent discussion will be at the discretion of the groups and facilitated by the seminar coordinator.
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 33 | 117 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled learning & teaching | 33 | Seminars (11 x 3 hours) |
| Guided Independent Study | 77 | Preparation for seminars (e.g., readings, group presentation and discussion preparation) |
| Guided Independent Study | 40 | Writing of coursework essay and revision for exam |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Engagement with seminar discussion | 11 seminars | All | Oral (via discussion) |
| Oral presentation with group | 2 x 15 minutes | All | Oral (via discussion) |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 40 | 60 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Examination | 60 | 3 hours | 1,2,3,4,5 | Exam mark |
| Video presentation (pre-recorded) | 40 | 10-minute presentation | 1,2,3,4,5,8 | Written |
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 |
|---|---|---|---|
| Examination (60%) | Examination | 1,2,3,4,5 | August ref/def |
| Video presentation (pre-recorded) (40%) | Video presentation (pre-recorded) | 1,2,3,4,5,8 | August ref/def |
Re-assessment notes
Two assessments are required for this module. Where you have been referred/deferred in the examination you will have the opportunity to take a second examination in the August/September re-assessment period. Where you have been referred/deferred in the video, you will be required to resubmit the video. If you are successful on referral, your overall module mark will be capped at 40%; deferred marks are not capped.
Please also refer to the TQA section on Referral/Deferral: https://as.exeter.ac.uk/academic-policy-standards/tqa-manual/aph/consequenceoffailure/
Indicative learning resources - Basic reading
Basic reading will include a selection of scientific articles discussed during each seminar. Examples articles include:
- Mathews, A., & MacLeod, C. (1985). Selective processing of threat cues in anxiety states. Behaviour Research and Therapy, 23(5), 563–569. https://doi.org/10.1016/0005-7967(85)90104-4
- Radke, S., Güths, F., André, J. A., Müller, B. W., & de Bruijn, E. R. A. (2014). In action or inaction? Social approach–avoidance tendencies in major depression. Psychiatry Research, 219(3), 513–517. https://doi.org/10.1016/j.psychres.2014.07.011
- Amin, N., Foa, E. B., & Coles, M. E. (1998). Negative interpretation bias in social phobia. Behaviour Research and Therapy, 36(10), 945–957. https://doi.org/10.1016/S0005-7967(98)00060-6
- Dondzilo, L., Rieger, E., Jayawardena, N., & Bell, J. (2019). Drive for thinness versus fear of fat: Approach and avoidance motivation regarding thin and non-thin images in women. Cognitive Therapy and Research, 43(3), 585–593. https://doi.org/10.1007/s10608-018-9989-3
Indicative learning resources - Web based and electronic resources
ELE – Faculty to provide hyperlink to appropriate pages
Indicative learning resources - Other resources
Nil
| Credit value | 15 |
|---|---|
| Module ECTS | 7.5 |
| Module pre-requisites | None |
| Module co-requisites | None |
| NQF level (module) | 6 |
| Available as distance learning? | No |
| Origin date | 01/02/2023 |
| Last revision date | 14/12/2023 |
