|Semester 1 Credit Value:||10|
|PSY1002||Developmental and Social Psychology|
Having attended PSY1002, developmental lectures, is preferable but not essential. Advice on additional reading for those who have not taken PSY1002 will be detailed in lecture 1.
To develop a thorough understanding of developmental processes in eight major areas, perception, cognition, language, social cognition, conceptual change, theory of mind, morality, and lifespan development. To appreciate the empirical approach to these areas and develop critical thinking in these topics.
This course focuses on the development of core cognitive abilities from birth through to childhood, as well as looking at how humans develop throughout their lifespan. The approach taken is cognitive – how does an infant learn about the world, in order to become a functioning adult? What perceptual and memory systems must develop to support our feeling of ourselves as unique, reflective individuals? The course also looks at how individuals develop emotions, and how emotions and morality function to integrate the person into the social group. We will then look at an example of developmental dysfunction, autism, and its possible causes.
Research methods and theoretical approaches in child development
Cognitive development: Information processing and social context
Moral & emotional development
Autism Spectrum Disorder and Theory of Mind
Adolescence, adulthood and ageing
At the end of this module the student will:
1. Gain knowledge and understanding of perceptual, social and cognitive development.
2. Develop knowledge and understanding of theories and research on perceptual, cognitive, social, emotional and moral development.
3. Develop an understanding of theory of mind research and psychological theories of autism.
Cognitive skills: Gather and synthesise information from a variety of sources; understand and apply theoretical concepts; understand relevant critical issues; critically evaluate arguments and evidence.
Key Skills: Use library and other information sources effectively; work independently; take responsibility for one’s own learning and intellectual development; time-management skills and the ability to schedule workloads effectively; the ability to use computing and IT resources; communicate effectively in writing.
|Graduate Skills Framework Applicable:||Yes|
|Scheduled Learning And Teaching Activities||Lecture||24||1:00||24:00||12 Lectures are interactive|
|Guided Independent Study||Directed research and reading||1||46:00||46:00||N/A|
|Guided Independent Study||Independent study||1||30:00||30:00||N/A|
The lectures are used as the principle and most effective mode of imparting the core knowledge of the module. The question and answer sessions are used to impart and discuss knowledge and understanding. The private study is essential for in-depth review of knowledge imparted through lectures
The format of resits will be determined by the Board of Examiners
|PC Examination||90||1||A||100||Unseen, essay question 50% & MCQ 50%|
The essay section of the examination is used to assess knowledge, independent learning and understanding of material; and the ability to integrate this material, to communicate it clearly, and to demonstrate critical thinking and an original approach.
The multiple choice section of the examination is used to assess knowledge, independent learning and understanding of material relevant to the module.
FMS Schools offering Semester One modules available as ‘Study Abroad’ will, where required, provide an alternative assessment time for examinations that take place after the Christmas vacation. Coursework with submissions dates after the Christmas vacation will either be submitted at an earlier date or at the same time remotely.
The form of assessment will not vary from the original.
Disclaimer: The information contained within the Module Catalogue relates to the 2016/17 academic year. In accordance with University Terms and Conditions, the University makes all reasonable efforts to deliver the modules as described. Modules may be amended on an annual basis to take account of changing staff expertise, developments in the discipline, the requirements of external bodies and partners, and student feedback. Module information for the 2017/18 entry will be published here in early-April 2017. Queries about information in the Module Catalogue should in the first instance be addressed to your School Office.