Module PY0504 - Psychobiology, Sensation & Perception
SYNOPSIS OF MODULE
The module aims to provide an opportunity to further develop student thinking in psychobiological, sensory and perceptual processes. Students should be able to reason scientifically and critically consider arguments within these fields of psychology. Students should further develop a critical understanding of biological explanations of behaviour, and sensory and perceptual processes. Students should also be capable of constructing and operationalising research questions and undertaking appropriate research design, analyses and interpretation. The course work assessment aims to identify learning of these research skills. The final examination assessment will identify student conceptual understanding of the relevant theoretical and empirical findings in these areas of Psychology and critical understanding within and across core areas
INDICATIVE READING LIST OR OTHER LEARNING RESOURCES
Goldstein, E.B. (2009) Sensation and Perception, 8th Edition, Pacific Grove, Wadsworth-Thomson Learning, ISBN 0-534-53964-5
Carlson NR (2009) Foundations of physiological Psychology (10th Edition) London: Allyn & Bacon
Coren, S., Ward, L.M, and Enns, J.T. (1999), Sensation and Perception, 5th Edition, Fort Worth, Harcourt College Publishers
Kalat JW (2007) Biological Psychology (9th Edition) New York: Wadsworth
Pinel JPJ (2011) Biopsychology (8th Edition) London: Allyn and Bacon
Sekuler, R. and Blake, R. (2002) Perception, 4th Edition. Boston, McGraw Hill Publishers
Selected journal articles in the library Short Loan catalogue
Addiction, aggression, biological clocks, drugs of abuse, psychobiology in an 'everyday' context, feeding, laterality and language, memory, pain, sexual behaviour, sleep and dreaming, stress and disease, conceptual and historical issues.
Retinal and visual cortex neuronal function, cochlear and auditory cortex function, psychological explanations of object recognition, the role of imagery in perception, visual and auditory attention, sensory and perceptual development, conceptual and historical issues.
AIMS OF MODULE
The module aims to further develop student understanding in psychobiology and perception focusing upon biological explanations of a range of specific psychological processes and behaviours, sensory processes in vision and audition, and the psychological processes underpinning explanation of perceptual processes, imagery and attention. The practical workshops will enable students to develop their competencies in carrying out empirical research
1. To demonstrate conceptual knowledge of psychobiology, sensation and perception
2. To demonstrate critical understanding within and across core areas
3. To demonstrate knowledge of research paradigms, methods and statistics
4. To demonstrate evidence based reasoning in psychobiology, sensation and perception
5. To demonstrate effective communication in report writing and essay formats
6. To demonstrate research conceptualisation and operationalisation skills
7. To demonstrate reasoning in statistical inference
8. To demonstrate computer based IT skills
9. To display self-directed study
Psychological research methods and Analysis, Introduction to Psychological Laboratory Skills.
DISTANCE LEARNING DELIVERY
LEARNING AND TEACHING STRATEGY
Lectures provide the basic framework for syllabus topics. Laboratory workshops afford students the opportunity to generate and operationalise and critique research questions. Tutorials will allow discussion of relevant topics and related issues.
ASSESSMENT AND FEEDBACK STRATEGY
The laboratory report will assess concepts from the semester and will assess student ability to carry out empirical observations, analyse the data, and to present and evaluate research findings within a Biological Psychology context. (Learning outcomes 3, 4, 5, 6, 7, 8 and 9)
The end of module exam will assess the student's conceptual knowledge, ability to reason scientifically and make critical judgments about relevant theoretical positions in psychobiology, perception and sensation, communicate effectively in an essay format, and the ability to use independent sources gained through self-directed study. (Learning outcomes 1, 2, 3, 4, 5 and 9)
IMPLICATIONS FOR CHOICE
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