Other Courses:The following courses also include this module in their teaching programme:-
Module PY0501 - Advanced Social and Developmental Psychology
The aim of this module is to develop students' understanding and skills in social and developmental psychology. It is organised around a sequence of lectures and workshop sessions. Assessment of the module includes an oral presentation and a 1-hour examination in developmental psychology in semester 2, a short report in social psychology and an assignment in semester 1
INDICATIVE READING LIST OR OTHER LEARNING RESOURCES
Aronson, E., Wilson, T.D. and Akert, R.M. (2010) Social Psychology. (7th. Edit.) N.J.: Prentice Hall.
Berk,L. (2006) 7th Edition child Development. Boston,MA: Pearson Education.
Gilovich, T., Keltner, D., & Nisbett, R.E. (2006). Social Psychology. USA: Norton & Co, Inc.
Harris, M., & Butterworth, G. (2002). Developmental Psychology: A student’s handbook. Hove, East Sussex. Psychology Press Ltd.
Hewstone, M,Stroebe, W. & Jonas, K. (2008) Introduction to Social Psychology: A European Perspective (4rd. edit.) Oxford: Blackwell. Publishing
Hogg, M.A. and Vaughan, G.M. (2010) Essentials of Social Psychology. London: Prentice Hall.
Kassin, S., Fein, S., & Markus, H.R. (2011). Social psychology. (8th Ed.). USA: Wadsworth
Myers, D., Abell, J., Kolstad, A., & Sani, F. (2010). Social Psychology. UK: McGraw-Hill
Siegler, R., DeLoache, J., & Eisenberg, N. (2006).2nd Edition. How Children Develop. New York: Worth Publishers.
Slater, A., & Lewis, M. (2007). Introduction to Infant Development. Oxford: Oxford University Press.
Laboratory space and equipment
- Attitude theory and research: current models of attitudes, and recent research linking attitudes and behaviour.
- Interpersonal relationships: models of relationships, exchange theory, and role theory. Communication and social interaction: social skills, aggression. Intergroup theory and research: traditional group dynamics, Social Identity theory and more European approaches.
- Introduction to cognitive development and pre and post natal developmental foundations of cognition, communication and language: Research methods and theoretical perspectives including Piaget, Vygotsky, information processing and core-knowledge theories.
-Conceptual and Historical Issues
AIMS OF MODULE
This module aims to develop students' understanding of both theory and research in social and developmental psychology, as well as enhancing students' practical and research skills.
Students will be able:
1. to compare a range of different psychological analyses of social behaviour and evaluate current approaches to analysing social behaviour,
2. to describe the pre and neonatal foundations of cognitive development and cognitive development in childhood; evaluate relevant theories, identify patterns of behaviour and discuss their implications
3. to critically analyse experiments in social psychology and developmental psychology
4. to design, evaluate and write up an empirical study
5. to communicate ideas effectively
6. to develop and defend (using evidence) their own view of relevant topics with peers in group work
7. to demonstrate awareness of own learning
Psychological Research Methods and Analysis,
Introduction to Psychological Laboratory Skills
DISTANCE LEARNING DELIVERY
LEARNING AND TEACHING STRATEGY
The format will be a one-hour lecture each week that will provide the basic framework for the syllabus topics and six x two-hour workshops. Three workshops in semester 1 will be based on the Social content of the module and three workshops in semester 2 will be based on the Developmental content of the module. The Developmental workshops are based on evaluating and presenting current research in this area, the three Social workshops will involve empirical work culminating in a short report. Students will have opportunities to present and defend their own views of relevant theories and research findings and methods in group discussions. The Social assignment in semester 1 will give students the opportunity to critically evaluate an existing research area and develop new lines of research.
ASSESSMENT AND FEEDBACK STRATEGY
a Summative assessment and rationale for tasks
Students will be assessed on their practical and analytical skills through the submission of a laboratory report and assignment in semester 1 (LO 1,3,4,5,6,7), an oral presentation (LO 3,5,6,7) and a 1-hour exam in Semester 2 (2,3,5,7).
b. Additional formative assessment – detail of process and rationale
Formative assessment consists of group work in designing and carrying out the practical work in semester 1 and the oral presentation in semester2. Formative assessment also takes place throughout the laboratory sessions where students present and lead discussions based on readings. Informal feedback will be provided by students and staff.
c. Indication of how students will get feedback and how this will support their learning
Individual feedback will be returned to students on their practical report, oral presentation, assignment and exam script. Summary information for the cohort containing the mean and standard deviation of marks will be provided to enable students to assess their progress and performance in relation to their peers
IMPLICATIONS FOR CHOICE
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