PSY1007 : History of Psychology
- Offered for Year: 2021/22
- Module Leader(s): Mrs Barbara-Anne Robertson
- Other Staff: Professor Vicki Bruce
- Owning School: Psychology
- Teaching Location: Newcastle City Campus
|Semester 2 Credit Value:||10|
The module aims
•to describe different approaches that have been taken historically to answering questions about the human mind, and the different kinds of answers that have been forthcoming;
•to integrate material from other modules taught in Stage 1 by focussing on topics that resonate with other Stage 1 modules;
The module content
•highlights developments from ancient Greek philosophy through to the establishment of experimental psychology in the late 19th century, and the growth and changes in the discipline in the 20th century.
•describes the history of psychology within the context of the history of scientific investigation more generally.
Outline Of Syllabus
An historical approach is taken to areas already familiar from other modules studied at Stage 1. We trace historical and contemporary developments in the study of visual perception, cognition, cognitive neuropsychology and cognitive neuroscience. We outline the history of the nature-nurture debate, the impact of evolutionary theory, and historical approaches to intelligence and personality.
|Guided Independent Study||Assessment preparation and completion||1||5:00||5:00||Preparing for and completing the practice essay|
|Scheduled Learning And Teaching Activities||Lecture||5||1:00||5:00||Present in Person lecture|
|Structured Guided Learning||Lecture materials||6||1:00||6:00||Non-sync online, e.g short recordings formative activities e.g discussion points and problem solving|
|Guided Independent Study||Assessment preparation and completion||1||24:00||24:00||Preparing for and completing the end of module examination|
|Scheduled Learning And Teaching Activities||Small group teaching||3||1:00||3:00||PIP. Working in small groups to discuss classic paper and develop presentation|
|Scheduled Learning And Teaching Activities||Workshops||4||2:00||8:00||PIP Class based video and live, interactive discussions sessions (2 video/2 exam prep)|
|Guided Independent Study||Student-led group activity||2||5:00||10:00||Critically analysing key texts and developing group presentations.|
|Guided Independent Study||Independent study||10||3:30||35:00||Background reading around lectures each week|
|Scheduled Learning And Teaching Activities||Module talk||4||1:00||4:00||Synchronous online Q&A|
Teaching Rationale And Relationship
The module will describe how psychology emerged as a discipline from earlier philosophical and scientific investigation, and will outline some of the main methods that have advanced modern psychology.
Lecture materials are used to impart core knowledge of these historical developments. Additional classroom and small group sessions enable the students to discuss or think about some of the topics in more detail. The sessions will include demonstrations and discussions, video material, and/or in depth study of readings to illustrate principles from the lectures. The aims of the additional sessions will be (1) to guide reading for the module (2) to help consolidate the taught material (3) to provide practice in addressing exam questions and (4) to develop oral and group discussion skills. Skills outcomes are addressed by group-work to develop a presentation about, key papers, individuals or events, and sample exam questions based on the material will be set for students to practice writing an exam essay to time.
If the public health situation requires a pivot to remote learning, then teaching will be delivered remotely.
The format of resits will be determined by the Board of Examiners
|Written Examination||90||2||A||90||scheduled examination -– choose 2 from 5 questions.|
|Oral Presentation||5||2||M||5||Group presentation.|
|Written Examination||60||2||M||5||In-class practice examination - 1 from 2 questions.|
Assessment Rationale And Relationship
Rationale and relationship of assessment methods to learning outcomes:
The trial and actual exam essays will assess the knowledge outcomes but also help students develop the skill of writing exam essays. Working in a group to develop a presentation focused on particular papers will help contribute to both knowledge and skills outcomes.
If the public health situation requires a pivot to remote assessment, then the examinations will be delivered remotely.