fourth level (senior honours) psychology & … · 2013. 11. 21. · thesis (2 elements): the...

FOURTH LEVEL (SENIOR HONOURS) PSYCHOLOGY & BEHAVIOURAL STUDIES

COURSES

(Degrees of BSc and MA) MEMBERS OF STAFF IN CHARGE: Dr Cleland and Dr Mearns

CONTENTS

General notes for Psychology/Behavioural Studies Senior Honours 2 Senior Honours Timetable 19 Aims and Learning Outcomes of Psychology Thesis (PS 4019) 20 Aims and Learning Outcomes of Behavioural Studies Thesis (PS 4034) 22 Aims and Learning Outcomes of Joint Hons Research Project (PS 4507) 24 Aims and Learning Outcomes of Joint Hons Behavioural Studies Thesis 26 (PS 4509)

First Half-Session Aims and Learning Outcomes together with summaries of options Senior Honours Psychology A (PS4030) 28 Psychology A for Combined Degree (PS4029) 29 Options: Applications of Cognitive Neuroscience 30 Brain & Body 31 Visual Awareness 32 Cognitive Aspects of Face Recognition 34 Perspectives on Social Attributions 35

Second Half-Session Aims and Learning Outcomes together with summaries of options Senior Honours Psychology B (PS4530) 39 Psychology B for Combined Degree (PS4529) 40 Options: Abnormal Psychology 41 Health Behaviour 42 Evolutionary Psychology 43 Human Neuropsychology 44 Human Safety & Risk Management 45

NOTE: In addition to the information provided here, please refer to the separate school

handbook for additional information on university policies. This includes information about

MyAberdeen (the replacement for WebCT), feedback on assessments, class

representatives, graduate attributes, co-curriculum, class certificates, plagiarism

policies and medical certificates.

AIMS OF THE COURSES The Senior Honours courses provide further opportunity for individual and independent study. By selecting courses from a set of options, students are able to pursue particular interests in depth. In addition to the course work specified below, students are expected to undertake considerable reading in their chosen areas of study. The overall aims of the courses are to develop independent learning skills and to facilitate detailed study in chosen topic areas.

Learning Outcomes are given for each course.

LECTURES

Single Honours Psychology and Behavioural Studies students select three options in PS4030 and PS4530, Combined Honours Psychology and Combined Honours

Behavioural Studies students select two options in PS4029 and PS4529, in each half-session from those available:

First half-session Applications of Cognitive Neuroscience Brain & Body Visual Awareness Perspectives on Face Recognition Perspectives on Social Attributions

Second half session Abnormal Psychology Health Behaviour Evolutionary Psychology Human Neuropsychology Human Safety & Risk Management Details of the courses are provided in the following pages. Each course consists of either twelve one-hour lectures or six two-hour lectures. Note that further details on the University regulations for undergraduate courses can be obtained on the Registry website:

http://www.abdn.ac.uk/registry/quality/index.shtml.

http://www.abdn.ac.uk/registry/quality/index.shtml

CRITICAL REVIEW TUTORIALS There will be a compulsory tutorial and review course running throughout the year. The program is a completely separate component of the Psychology and Behavioural Studies level 4 courses, contributing one unit of assessment in each half session to the final degree spectrum. The tutorials are not linked to the options that you may select. The tutorial and review topics will be based on recent published papers and will provide an opportunity to critically review up-to-date topics in psychological practice and research. Students taking the Single Honours Psychology courses (PS4030 and PS4530) will

prepare three reviews in each half-session (one in each of six topic areas). Any students

taking the Combined Honours Psychology courses (PS4029 and PS4529) should

consult with Dr Mearns or Dr Cleland. Further information about the critical review course and details of the review topics will be given in a separate handout. In the first half session, tutorials will take place in groups of four to five students on

Thursdays at 2pm in the 1st

, 4th

, 5th

, 8th

, 9th

and 12th

weeks. Details of review titles, tutors, and the schedule for handing in the reviews will be available in the tutorial handout,

and on MyAberdeen, at the start of term. Two identical word-processed copies of

each review with a maximum of 3000 words should be handed into the School

Office by the appropriate deadline. A copy of your review should also be submitted

electronically to Turnitin. Late submissions of the paper copies of the reviews without an acceptable reason will be subject to a deduction of one point from the 20-point scale for each day (or weekend) after the deadline and the tutor may decline to give written feedback comments. If you have problems in submitting your review to Turnitin please consult your tutor or one of the year convenors. Marks will not usually be deducted for late electronic submission, but failure to submit the review electronically will result in the paper copy of the review not being marked, or awarded a mark of zero. Marks will not be deducted from written work if the submitted work is accompanied by medical information covering the appropriate period of time. Prolonged periods of absence must also be covered by a medical letter (see details below). Requests for the extension of a deadline must be made directly to the year convenor (Dr Cleland or Dr Mearns) and will only be considered in exceptional cases. Note that your individual tutor cannot give you an extension - you must consult with one of the year convenors. Please ensure that

relevant medical information is submitted to the School Office (G1).

An additional compulsory lecture will be scheduled for the start of the session. You

will be told when and where this lecture will take place at Registration. The lecture

will support the critical review course (i.e., clarifying the course guidelines and

giving some examples of good and bad practice).

FINAL EXAMINATIONS:

THE OVERALL GRADE SPECTRUM

For Single Honours Psychology students, eighteen elements of assessment are used to determine the overall Class of Honours Degree based on the University‟s Grade Spectrum for Honours Classification (see the Table below) but examiners retain the final discretion in the award of Honours Classes. Eight of these elements are the Level 3 course assessments and ten are the Level 4 assessments made up of the following:

Examinations (6 elements): Each option will be examined by means of one ninety-minute examination and will contribute one element. Each exam will consist of six questions randomly allocated into two sections. Students answer two questions, one question from each section. Students will be examined on the three first half-session options in January and the three second half-session options in May/June.

Tutorial Reviews (2 elements): The marks from the three reviews in each half session will be combined to form one element.

Thesis (2 elements): The marks for the poster and the thesis will be combined (poster 5%, thesis 95%) and the overall mark will count as two elements.

For Single Honours Behavioural Studies students, sixteen elements of assessment are used to determine the overall Class of Honours Degree based on the University‟s Grade Spectrum for Honours Classification (see the Table below) but examiners retain the final discretion in the award of Honours Classes. Six of these elements are the Level 3 course assessments and ten are the Level 4 assessments made up of the following:

Examinations (6 elements): Each option will be examined by means of one ninety-minute examination and will contribute one element. Each exam will consist of six questions randomly allocated into two sections. Students answer two questions, one question from each section. Students will be examined on the three first half-session options in January and the three second half-session options in May/June.

Tutorial Reviews (2 elements): The marks from the three reviews in each half session will be combined to form one element.


For Combined Honours Psychology Students (e.g. Psychology with French), sixteen elements of assessment are used to determine the final Class of Honours Degree based on the University‟s Grade Spectrum for Honours Classification (see the Table below) but examiners retain the final discretion in the award of Honours Classes. Eight of these elements are the Level 3 course assessments and eight are the Level 4 assessments made up of the following:

Examinations (4 elements): Each option will be examined by means of one ninety-minute examination and will contribute one element. Each exam will consist of six questions randomly allocated to two sections. Students answer two questions, one question from each section. Students will be examined on the two first half-session options in January and the two second half-session options in May/June.

Tutorial Reviews (2 elements): The marks from the two reviews in each half session will be combined to form one element.


For Combined Honours Behavioural Studies Students (e.g. Behavioural Studies with

French), fourteen elements of assessment are used to determine the final Class of Honours Degree based on the University‟s Grade Spectrum for Honours Classification (see the Table below) but examiners retain the final discretion in the award of Honours Classes. Six of these elements are the Level 3 course assessments and eight are the Level 4 assessments made up of the following:

Examinations (4 elements): Each option will be examined by means of one ninety-minute examination and will contribute one element. Each exam will consist of six questions randomly allocated to two sections. Students answer two questions, one question from each section. Students will be examined on the two first half-session options in January and the two second half-session options in May/June.

Tutorial Reviews (2 elements): The marks from the two reviews in each half session will be combined to form one element.


For Joint Honours students, eight elements of assessment are used to determine the Psychology component of the overall Class of Honours Degree based on the University‟s Grade Spectrum for Honours Classification (see the Table below) but examiners retain the final discretion in the award of Honours Classes. Seven of these elements are the lecture course assessments (including those taken at Level 3 and at Level 4) and one element comes from the Level 4 Research Project.

Honours classification (see http://abdn.ac.uk/registry/quality/appendix7x4.pdf):

Class of Honours Requirements (Numbers are CAS points)

First 18 or better in half the total assessments; and 15 or better in three-quarters of the total assessments; and Normally 12 or better in all assessments.

Upper Second 15 or better in half the total assessments; and 12 or better in three-quarters of the total assessments; and Normally 9 or better in all assessments.

Lower Second 12 or better in half the total assessments; and 9 or better in three-quarters of the total assessments.

Third 9 or better in three-quarters of the total assessments.

REQUIREMENTS FOR THE AWARD OF AN HONOURS DEGREE

All students who are admitted to an Honours programme, from 2004/05, will be

required to achieve 480 credit points, including at least 180 at levels 3 and 4, of

which at least 90 must be at level 4. This change to the requirements for the award of an Honours Degree was made by the Senate to ensure that Honours degrees are awarded in compliance with the Scottish Credit and Qualifications Framework (SCQF). This is a common national Framework for all awards in Scotland. Further information is

available at www.scqf.org.uk. Accordingly, students failing to meet this credit

requirement will require to make-up any credit shortfall before graduating. General Regulation 21, as outlined below, sets out the procedures available to enable students to make up this credit shortfall. In the case of a candidate who has failed to complete satisfactorily an element of Honours degree assessment at the time prescribed, then the appropriate procedure from (a) to (e) below shall apply: a) If, but only if, the failure is on account of illness or other good cause, the candidate shall be required to submit themselves for assessment at the next available opportunity, and shall be permitted to count the result of that assessment towards Honours classification. b) If the failure is the result of absence or non-submission for any other cause, the candidate shall be awarded zero for the assessment concerned and shall be required to submit themselves for assessment at the next available opportunity, but shall not be permitted to count the result of that assessment towards Honours classification. c) For courses at level 4 and above only, if the candidate has completed the assessment but been awarded a mark on the Common Assessment Scale between 6 and 8 inclusive, they shall be awarded the same amount of unnamed specific credit, not exceeding 30 credit points in total, at level 1. d) If the candidate has completed the assessment, but the course is at level 3, or the course is at level 4 or above and the mark awarded on the Common Assessment Scale is less than 6, the candidate shall be required to submit themselves for assessment at the next available opportunity, but shall not be permitted to count the result of that

assessment towards Honours classification. Alternatively, for courses at level 4 and above only, such candidates may elect to attend and submit themselves for assessment in another course or courses of equivalent credit value, which may be at any level. e) If any of options (a), (b) or (d) above would normally apply, but medical advice indicates that it would be unreasonable to require a candidate to appear for assessment on a subsequent occasion, and if the candidate‟s past record provides sufficient evidence that they would have obtained Honours, the examiners may recommend the award of an Aegrotat degree, but only after obtaining the consent of the candidate. The award of an Aegrotat degree will debar candidates from counting towards Honours degree assessment any result achieved thereafter. Notes: (i) For courses at level 4 and above, the timing and format of the assessment required under any of sub-sections (a), (b) or (d) above shall be determined by the Academic Standards Committee (Undergraduate) on the recommendation of the Head of the relevant School. (ii) The options to achieve or be awarded credit under (b), (c) and (d) above shall not be available to candidates who have accumulated less than 90 credit points at level 4 or who have failed to complete satisfactorily the assessment for a course which, on the recommendation of the Head of the relevant School, has been prescribed by the Academic Standards Committee (Undergraduate) as compulsory for the award of a degree with Honours. Such candidates will be able to qualify for a non-Honours degree only.

Further guidance is also available in the Guidance Note for Students who either Fail, or

who Fail to Attend or Complete, an Element of Prescribed Degree Assessment which can be accessed at:

http://www.abdn.ac.uk/registry/quality/section7.shtml

The Henry Prize The Henry Prize is awarded each year to the student gaining the highest marks in the Final Honours examinations. The Rev James Henry MA, of New Zealand, left money in his will in 1939 for four prizes, to be awarded to the best student each year in Mental Science, Logic, Political Economy, and Ethics, these students to be determined by the Heads of Department of Comparative Psychology, Logic, Political Economy, and Moral Philosophy, respectively, on the basis of class work, 'and/or such additional test or tests as they may severally prescribe.'

http://www.abdn.ac.uk/registry/quality/section7.shtml

Marking Scale

As part of the level 4 programme you are required to submit 3 critical review essays in the first half-session as part of course PS4030 and 3 critical review essays in the second-half session as part of course PS4530. Each review topic is set and marked by a different member of staff.

Unless you are told otherwise (see note below) all work submitted for Level 4 courses will be marked according to the following criteria. CAS mark Qualities evident in work

20, 19, 18 First Class Direct and penetrating in answering the question, drawing on a wide range of relevant material. Fluent, reasoned and sustained argument, with excellent use of supporting evidence. Consistently excellent, critical and comprehensive understanding of current concepts, debates and/or issues that demonstrates a command of subject matter and, where applicable, alternative philosophical or methodological approaches. Answer consistently demonstrates critical ability, with clear evidence of insight, perceptiveness and originality. Extensive, in-depth information base. Impressive knowledge of recent research papers in academic journals, or equivalent. Large „value added‟ to material from lectures and prescribed reading; perhaps some „value-added‟ to research literature.

17, 16, 15 Upper Second Class (2.1) Direct in answering the question, drawing on a range of relevant material. Reasoned and sustained argument, with effective use of supporting evidence. Firm understanding of current concepts, debates and/or issues. Shows obvious critical ability with some indications of insight or perceptiveness. Wide and sound information base. Effective use of relevant literature, including recent research papers in academic journals, or equivalent. Considerable „value added‟ to material from lectures and prescribed reading.

14, 13, 12 Lower Second Class (2.2) Answers the question set, but draws on a limited range of relevant material. Some signs of ability to develop reasoned and sustained argument, with adequate use of supporting evidence. Satisfactory understanding of established concepts, but limited awareness of contemporary debates or limited evidence of critical ability. Adequate information base. Some use of relevant literature but limited or no awareness of recent research literature. Little „value-added‟ to material from lectures and prescribed reading.

11, 10, 9 Third Class Attempts to answer the question, but may digress at times or shows limited awareness of the implications of the question. Argument not always fully reasoned or sustained, with limited use of supporting evidence. Limited understanding of concepts and contemporary issues. Little or no sign of critical ability. Limited and/or shaky information base. Little awareness of relevant literature, with no obvious reference to the recent research literature. No significant „value-added to material from lectures and prescribed reading. Structural weaknesses or poor quality presentation.

8, 7, 6 Marginal Fail Does not answer the question directly, or does so with weak or simplistic arguments. Ignorance or misunderstanding of relevant concepts or issues. Poor information base, perhaps with factual errors. Serious structural weaknesses or serious deficiencies in presentation.

5, 4, 3, 2 Clear Fail Answer is largely or wholly inaccurate, irrelevant or incoherent; answer is seriously incomplete or ignores academic conventions.

Note 1) Normally all criteria must be met for a piece of work to be placed in a particular class. 2) Some types of coursework (e.g., dissertations, some presentations or practical

assignments) use different mark criteria. You will be told if this is the case, and the appropriate criteria will appear in the relevant course documentation and/or website.

Progression In comparison with your work at Level 3, you are now expected to demonstrate: • A critical understanding of concepts and current issues, to include reference to the discipline‟s history, philosophical/methodological diversity or other professional contexts • Effective use of recent research literature

I am unhappy with my marks. Can I appeal?

Academic appeals will only be considered on grounds where: i) it is believed that the University‟s procedures were not followed;

or ii) it is believed that the person or body making the decision did not have the

authority to do so;

or iii) it is believed that the person or body making the decision did not act impartially; and iv) a student considers that they have suffered, or could suffer, material disadvantage

as a result.

Those involved in considering academic appeals will not pursue an appeal that

does nothing more than question the academic judgement exercised. For example,

a student cannot appeal simply because they are unhappy or disagree with a CAS

mark awarded. Academic judgement is a matter solely for the relevant School(s) and the Examiners. If you feel that you need more feedback to understand why you were awarded a particular mark, we encourage you to contact your tutor directly and meet with him/her to discuss your work. If, following this, you wish to appeal your mark, you should follow the

procedures described above, indicating in writing the grounds on which you are

appealing.

PLAGIARISM

The University definition of plagiarism is:

"the use, without adequate acknowledgement, of the intellectual work of another person in work submitted for assessment. A student cannot be found to have committed plagiarism where it can be shown that the student has taken all reasonable care to avoid representing the work of others as his or her own."

Any instance of plagiarism in student work will be treated extremely seriously. All essays and the thesis have to be submitted to TurnitinUK.

TurnitinUK

TurnitinUK is an online service which compares student assignments with online sources including web pages, databases of reference material, and content previously submitted by

other users across the UK. The software makes no decision as to whether plagiarism

has occurred; it is simply a tool which highlights sections of text that have been found in other sources thereby helping academic staff decide whether plagiarism has occurred. As of Academic Year 2011/12, TurnitinUK will be accessed directly through MyAberdeen. Advice about avoiding plagiarism, the University‟s Definition of Plagiarism, a Checklist for Students, Referencing and Citing guidance, and instructions for TurnitinUK, can be found in the following area of the Student Learning Service website www.abdn.ac.uk/sls/plagiarism/.

http://www.abdn.ac.uk/sls/plagiarism/

SCHOOL OF PSYCHOLOGY RESEARCH SEMINARS The School organises a series of seminars on current research in psychology. Some of these seminars are given by members of the School staff and describe research projects being carried out in Aberdeen. Several of the seminars are given by guest speakers from elsewhere in the UK or abroad. Research findings can take up to two years (and more) to appear in print in journals or in books. Therefore these seminars provide an opportunity to hear about the leading edge of many research areas and can provide valuable background information related to lecture courses, review or thesis topics. Also the speakers often summarise research in their topic area, highlighting key points which might otherwise take several hours to glean from background reading or library searches. Finally, several of the speakers will be people whose work you will have heard about in lectures or have encountered in reading lists. Following the seminar, students have an opportunity to ask questions of the speaker, or to discuss aspects of their thesis if it is in a relevant topic area.

Attendance at these seminars is not a class requirement, but students are strongly

encouraged to attend because a wide knowledge of, and additional reflection on, the topic area can enhance the quality of an examination answer.

http://www.abdn.ac.uk/psychology/events/seminars.shtml

http://www.abdn.ac.uk/psychology/events/seminars.shtml

PSYCHOLOGY THESIS

(PS 4019 for Psychology Single Honours over two half-sessions)

The detailed Guidance Notes pertaining to the thesis are given in a separate handbook. This includes the detailed aims, objectives and learning outcomes of the course. Two typed and bound copies of the thesis (along with a single copy of the abstract) must

be handed in to the School Office by 4pm on Friday 27th April 2012 in the second half

session.

Note: Failure to submit your thesis by the required deadline will result in an

automatic penalty deduction of three CAS marks. An additional one CAS mark will

be deducted for each subsequent day that the thesis is late. Therefore, late

submission of your thesis could result in you failing this course and the associated

two units of assessment. Extensions to the thesis deadline are not given under any

circumstances. In cases of illness or other exceptional circumstances the

conditions pertaining to any late submission should be communicated to the

examination board for consideration.

Students who failed the thesis would have to make up extra credits in order to obtain an Honours Degree. Completion and a pass mark (i.e. a CAS mark of 9 or more) for the thesis is a requirement for the award of a British Psychological Society accredited MA or BSc Honours Degree in Psychology. Consequently, students who fail to achieve a pass mark for their thesis at the first opportunity but achieve the credits required for the award of an Honours degree will be awarded a non-BPS-accredited Honours degree in Behavioural Studies. There will be an additional compulsory lecture at the start of the first semester covering core issues relating to the thesis. You will be told when and where this lecture will take place at registration.

LIBRARY-BASED THESIS PROJECT

(PS 4034 for Behavioural Studies Single Honours over two half-sessions)


be handed in to the School Office by 4pm on Friday 27th April 2012 in the second half

session.









RESEARCH PROJECT

(PS 4507 for Joint Honours in second half-session only)

The detailed Guidance Notes pertaining to the thesis are given in a separate handbook. This includes the detailed aims, objectives and learning outcomes of the course. Two typed and bound copies of the Research Project (along with a single copy of the

abstract) must be handed in to the School Office by 4pm on Friday 11th

May 2012.

Note: Failure to submit your research project by the required deadline will result in

an automatic penalty deduction of three CAS marks. An additional one CAS mark

will be deducted for each subsequent day that the thesis is late. Therefore, late


unit of assessment. Extensions to the thesis deadline are not given under any




Students who failed the research project would have to make up extra credits in order to obtain an Honours Degree. Completion and a pass mark (i.e. a CAS mark of 9 or more) for the thesis is a requirement for the award of a British Psychological Society accredited Joint Honours Degrees in Psychology. Consequently, students who fail to achieve a pass mark for their thesis at first opportunity but achieve the credits required for the award of an Honours degree will be awarded a non-BPS-accredited Honours degree in Behavioural Studies. There will be an additional compulsory lecture at the start of the first semester covering core issues relating to the thesis. You will be told when and where this lecture will take place at registration.

JOINT HONS LIBRARY-BASED PROJECT

(PS 4509 for Behavioural Studies Joint Honours in second half-session only)


be handed in to the School Office by 4pm on Friday 11th

May 2012 in the second half

session.









HEALTH AND SAFETY IN PSYCHOLOGICAL RESEARCH

The rapid development of the School of Psychology has led to an increase in research activity. Whilst it is highly unlikely that you will experience any health or safety problems, the School would like to make some recommendations with regard to health and safety that should be considered when conducting experiments. These recommendations were made following discussions with the University‟s Health and Safety Adviser.

Research within the School

Lay-out of the research room

Whenever possible arrange the table and chairs in such a manner that the researcher is sitting closest to the door

Whenever possible researcher and participant should not be sitting on the same side of the table, but opposite each other.

If it is necessary to have the door closed during the experiment then make sure that the door is not locked (but do not forget to lock the door when you leave the research room after you have finished your experiment).

A personal attack alarm can be had from S16 if you feel insecure. A £5 deposit is required.

Use of tape recorders All of the research rooms should be equipped with a tape recorder. The following explanation can be given to participants: “It is now School policy to record every test session. This is in case there should be any cause of complaints by the experimenter or participant. Under normal circumstances the tapes will not be kept after the experiment, but the School reserves the right to retain the contents of the tape should circumstances suggest that this is necessary”. If you have any complaints about a test session, please keep the tape. Two tapes will be given to you automatically when you book a room from the technician (S16). If you did not book a room with the technician, please collect the tapes from room S16.

Time of testing Research rooms should be used only during normal working hours, i.e., between 9am and 5pm from Monday to Friday.

Standards of behaviour We expect participants to behave in an acceptable manner. The use of angry, threatening, aggressive or sexually-related language (or behaviour) is unacceptable. If any researcher feels uncomfortable or threatened during an experiment, the School expects researchers to leave the room in a dignified manner (for example by saying “Please excuse me; there is something I have to do”). After leaving the room, they should go to their supervisor or, if this person is not available, to another academic member of staff and explain what has happened. The member of staff should return to the participant, explaining that unfortunately the researcher is unable to continue with the experiment, but that they will be given their marks. If the participant is a first year student, the member of staff should fill in the Research Participation Record as well as the Participant‟s Record Sheet. Afterwards, the researcher must report this situation as soon as possible to the member of staff in charge of the participation scheme and keep the tape.

Participant’s health

If a participant becomes unwell during testing, contact the School Office immediately (phone: 2227) or any member of staff in the vicinity. The secretaries will contact one of the First Aiders in the School, who will deal with the situation.

Research outside the School: Research in the community As said before, it is highly unlikely that you will experience any health and safety problems. However, the School would like to make some recommendations, which are standard procedures used by community workers visiting people at home.

Place and time of testing The School advises researchers to conduct their research during normal working hours and in a neutral location, for example, in the meeting room of an activities centre or a residential home.

Basic precautions

Whenever possible take a mobile phone with you so that you can use it to summon assistance if necessary.

Always let someone (for example a friend) know which participants you are planning to visit, the dates, times, and addresses. Let him/her know when you think you will be finished. Phone your friend to let her/him know that you have completed your visit(s). Do not forget to do so! If your friend has not heard from you, he/she should contact your supervisor, the School Office, or police (in the order given until they have contacted one). Inform your friend of this procedure in advance, giving the relevant contact numbers. The supervisor/School Office should ask for the participants‟ names, addresses and phone numbers and make a reasonable effort to contact the final participant(s). For example they might phone them to find out whether the researcher actually showed up. If necessary they will contact the police.

Standards of behaviour We expect participants to behave in an acceptable manner. The use of aggressive or sexually related language (or behaviour) from the participants or from others in the house (e.g. family members) is unacceptable. If researchers feel uncomfortable, the School expects them to leave the situation. Afterwards, please report this situation immediately to a member of academic staff.

Participants’ health If a participant becomes seriously unwell during testing and there is nobody around to help, call an ambulance. Phone 999 and let them know where you are.

ROOM BOOKING PROCEDURES To optimise the use of our research rooms, rooms are now booked according to instructions made up in collaboration with the co-ordinator of the Individual Research Participation Scheme. These instructions relate to all research rooms in the William Guild Building booked via the technician (S16). Since there are many more researchers than there are rooms, rooms may have to be

shared by other users. You are allocated a room either for mornings (9 am – 1 pm) or

afternoons (1 pm – 5 pm). All bookings from your sign-up form must be transferred to the timetable on the research room door - otherwise a testing session may be interrupted. You are encouraged to concentrate as much testing as possible into these time slots, to make

optimal use of the room. Do not book times when you will not be using the room (e.g. Thursdays from 3.30 p.m. if you are attending a seminar). For those who are using the Level 1 students only, do not book the room during their lecture times, Monday, Tuesday and Thursday 2 pm to 3 pm – this will leave free periods on the timetable for those who are using other students or participants. Rooms can be booked up to 2 weeks prior to the start of testing date, but you will only be issued with a key (a £5 deposit required) when you are ready to start testing. If it is anticipated that testing will take longer than 2 weeks, the room must be rebooked at

the end of the first week of testing. Rebooking will be for one week at a time.

GETTING IN TOUCH WITH A MEMBER OF STAFF Students can contact staff in the following ways:

Speak to the member of staff at the end of a lecture, tutorial workshop or practical meeting.

Go to the staff member's room and make an appointment to see them.

Leave a message in the appropriate mail basket in the School Office (G1).

Send an e-mail message (e-mail addresses are available on the School of Psychology webpages).

CLASS REPRESENTATIVES Two students from the Senior Honours year will be elected as class representatives to attend meetings of the Level 3/4 Year Committee. The Level 3/4 Year Committee is concerned with methods for improving the course, getting feedback from the Student Course Evaluation Forms and sorting out any problems associated with the course. It is important to know who your representatives are, so that they can raise matters of concern at the Level 3/4 Year Committee Meetings on your behalf. Their names, photographs and means of communicating with them (preferably their e-mail addresses) are displayed on the Level 4 notice board outside the honours common room (F1). Matters of an individual nature should be discussed in the first instance with one of the Year convenors, the Head of School, or your Adviser of Studies, rather than at a Year Committee Meeting.

FACILITIES AVAILABLE TO LEVEL 4 STUDENTS

Levels 3 & 4 Laboratory/Seminar Room – F1 This room has been set aside primarily for the use of Levels 3 and 4 students. Students are expected to keep up to date with notices about lectures, tutorials, practicals, SPSS workshops, book lists and so on. Students must also scan the pigeon holes for any messages or mail. Occasionally, access to the room will be restricted when it is needed for Honours tutorials or other teaching purposes. Ten PCs equipped with the software SUPERLAB for preparing and running experiments have now been located in F1. These are networked to a file-server but are not on the University‟s network and therefore cannot be used for e-mail, word-processing or

statistical analysis. The room will be locked outside normal working hours. An additional six PCs equipped with Word and SPSS are also available in F1 for the purpose of preparing reports and essays. These PCs are for general use by Levels 3 and 4 and students must not leave information on them as this will be erased. Note also that these PCs are not connected to a printer and any printing will need to be done from one of the university networked classrooms.

Rooms and Laboratories for Practicals, Theses, etc. The School has a variety of accommodation that can be booked for practical, thesis work, etc.

(i) Small Rooms: Small rooms - arrange with the Chief Technician, in Room F23.There will be a £5

returnable deposit for a key for the room – please refer to the thesis guidance notes for further information.

(ii) Specialist Laboratories: Various specialist laboratories are available through the technician.

Equipment and Accessories for Practicals, Theses, etc. Standard pieces of equipment (stopwatches, VCRs, audio-cassette recorders etc.) and materials (floppy disks, acetate sheets, pens etc.) are readily available from the technician, in S16 who can also advise on the suitability of equipment and how to use it. The School has a wide range of audio, visual and physiological instrumentation - consult the technician or an appropriate member of staff. Equipment request forms are available in the box outside the technician‟s room (S16), please complete and leave in the “completed” box. A minimum of 2 working days notice is required, however provision of all equipment assumes availability --- some School facilities can be heavily pre-booked, e.g. multi media projector. It is important that equipment is returned to the stock BEFORE being re-issued, this ensures that the equipment can be electrically checked for safety where applicable and that its new location can be recorded. No deposit is required for equipment or consumables. You may wish to discuss specific I.T. equipment/requirements with Jim Urquhart, Room S16. Please note that if your request is not sufficiently specific, this may result in a delay in the equipment becoming available. After use, the equipment must be returned as soon as possible. Please do not pass it on to another person unless this has been arranged beforehand with the technician. N.B. Equipment cannot be issued if you have not received Ethical Permission for your thesis work. Please present your approval slip (see your supervisor for this) beforehand or, when you collect your equipment.

THE BRITISH PSYCHOLOGICAL SOCIETY (BPS)

The British Psychological Society is the principal organisation representing academic and professional psychologists in the United Kingdom. It was founded in 1907, received its Royal Charter in 1965 and now has over 36,000 graduate and student members. Its organisation reflects the main roles of psychologists in the UK. There are numerous sub-groups within the Society representing specialised interests: History and Philosophy; Developmental; Cognitive and so on. Several members of the lecturing staff in the School serve on the BPS Boards and on Committees of the various subgroups in the Society. The Society is also represented by groups in the regions. The Scottish Branch of the BPS has over 700 members and holds regular meetings throughout Scotland. Most of them are one day Scientific Meetings devoted to a particular theme or topic though there is also a three day residential Conference once a year. In recent years the BPS Scottish Branch has organised a one day conference for final students which you might be interested in attending. If you are pursuing the Honours course in psychology, you can apply to become a student subscriber to the BPS. Advantages of membership include:

The monthly magazine 'The Psychologist' containing news of psychology and psychologists in Britain and short articles on current debates and controversies.

The monthly Appointments Memorandum, the most comprehensive round-up of job vacancies for psychologists.

Information about the Society's Scientific Meetings at both National and Regional levels, and use of the Society's London library.

The opportunity to purchase at cheaper rates the scientific journals run by the

Society, including the British Journal of Psychology.

Application forms for membership can be obtained from the School Office (G1).

Their website: http://www.bps.org.uk/

PSYCHOLOGY SENIOR HONOURS TIMETABLE

FIRST HALF-SESSION

App of Cognitive Neuroscience Monday 10-11 King's College G7

Brain & Body Tuesday 10-11 King's College F8

Visual Awareness Wednesday 10-11 New King’s 1

Cognitive Aspects of Face Recognition Thursday 10-11 MR051 (MacRobert)

Perspectives on Social Attributions Friday 12-2 New King’s 10

SECOND HALF SESSION

Abnormal Psychology Monday 10-11 King's College G7

Health Behaviour Tuesday 10-11 King's College G7

Evolutionary Psychology Wednesday 10-11 King's College F7

Human Neuropsychology Thursday 10-11 King's College G7

Human Safety & Risk Management Friday 10-11 King's College F7

Tutorial meetings are held in weeks 1,4,5,8,9, and 12 of both half sessions at 2pm on Thursdays.

LEVEL 4 PS 4019 CREDIT POINTS 30

PSYCHOLOGY THESIS

Single and Combined Psychology Honours students take this course; Joint Honours students take PS 4507

Further details about the thesis can be found in the separate thesis handbook.

Aims To train a student to carry out and report an original empirical investigation in psychology under the guidance of a member of staff. It affords an opportunity for developing independent thought, creativity and originality, as well as using research skills learned in previous Methodology courses.

Learning Outcomes

Identifying an area of study, formulating a research problem, and framing specific hypotheses.

Designing and planning an investigation to test the hypotheses.

Selecting suitable research methods and techniques.

Running the investigation, finding and testing subjects, liaising with professionals, and organising time.

Compiling, describing, and analysing the data using appropriate descriptive and inferential techniques, probably by means of a computer statistical package such as SPSS.

Interpreting results and drawing meaningful conclusions.

Preparing a written thesis according to the usual scientific conventions.

Transferable skills Carrying out the thesis should result in acquisition of the following transferable skills:

Ability to critically evaluate a focused body of research literature.

Critical and original thinking about a research problem.

Demonstrating independent responsibility for a project.

Acquisition of statistical analysis skills and application to a real dataset.

Ability to write up a substantial coherent report.

Time management ability.

Presentation skills, such as summarising research in a poster presentation Also, specific theses may demand individual transferable skills, such as:

Learning new computer packages or programming languages to collect or analyse data

Use of specific statistical techniques

Liaising with groups outside the University to acquire participants

Developing a new method of assessment.

Staff Dr Mearns & Dr Cleland (Year Convenors); Various staff supervisors

Assessment Assessment is by the written thesis (95%) and mark for poster presentation (5%).





two units of assessment.

Teaching Methods The main method of teaching will be individual supervision from the supervisor. Regular attendance for consultations with the supervisor will be expected. Much of the work of the thesis will be self-directed, and students are expected to manage their time accordingly. The Thesis Handbook specifies an expected timetable for carrying out the thesis. Part of the work for the thesis is completion of a poster presentation, as well as submission of the completed thesis by the specified deadline. Two generic advice sessions will be provided at the start of the academic year. Dates and time will have been provided at registration.

Other Information

Please note there is a separate set of Thesis Guidance Notes that covers this course in much greater detail.

Completion and a pass mark (i.e. a CAS mark of 9 or more) for the thesis is a

requirement for the award of a British Psychological Society accredited MA or BSc

Honours Degree in Psychology. Consequently, students who fail to complete their

theses or fail to achieve a pass mark but otherwise would qualify for the award of

an Honours degree will be awarded a non-accredited Honours degree in

Behavioural Studies.

Disclosure: In order to test participants for your research, you will need to be Disclosed by the School of Psychology. If you have already been Disclosed by Psychology in Level 3, then you will not need to be Disclosed again. However, if you were not Disclosed by Psychology in Level 3, then you will need to see either Sandra Duffield or Helen Alexander in the School of Psychology main office to collect the relevant paperwork. You cannot carry out testing unless you have been Disclosed by Psychology and the Disclosure process can take some time. Consequently, it is essential that you contact Sandra Duffield or Helen Alexander as early in the year as possible if you were not Disclosed by Psychology in Level 3. Failure to do so will delay the date at which you can start testing for your thesis project.

.


LIBRARY-BASED THESIS

Single and Combined Behavioural Studies Honours students take this course; Joint Honours students take PS 4509

Further details about the thesis can be found in the separate thesis handbook.

Aims To train the student to present a critical analysis of a topical or major research question, issue, or debate, within psychology Allow the student to develop skills in reading and evaluating theories and methods in psychology Foster the ability to reach specific conclusions and identify directions for future research Provide the opportunity to develop the capacity for independent thought, creativity and originality.

Learning Outcomes

An in-depth knowledge of a particular topic or issue within psychology

The development of critical thinking skills and in particular the ability to evaluate theories and methods within psychology

The ability to plan, organise, and write-up a substantial piece of academic work

Knowledge of library and electronic resources and internet search engines

Independent study

Co-operation skills with the thesis supervisor





Ability to write up a substantial coherent thesis.



Assessment Assessment is by the written thesis (95%) and mark for annotated bibliography (5%).






Teaching Methods The main method of teaching will be individual supervision from the supervisor. Regular attendance for consultations with the supervisor will be expected. Much of the work of the thesis will be self-directed, and students are expected to manage their time accordingly.

The Thesis Handbook specifies an expected timetable for carrying out the thesis. Part of the work for the thesis is completion of an annotated bibliography, as well as submission of the completed thesis by the specified deadline.

Other Information



RESEARCH PROJECT (PSYCHOLOGY JOINT HONOURS)

Aims To train a student to carry out and report an original empirical investigation in psychology with the guidance of a member of staff. It affords an opportunity for developing independent thought, creativity and originality, as well as using research skills learned in previous Methodology courses.

Learning Outcomes

Identifying an area of study, formulating a research problem, and framing specific hypotheses.

Designing and planning an investigation to test the hypotheses.

Selecting suitable methods and techniques.

Running the investigation, finding and testing subjects, liaising with professionals, and organising time.

Compiling, describing, and analysing the data using appropriate descriptive and inferential techniques, probably by means of a computer statistical package such as SPSS for Windows.

Interpreting results and drawing meaningful conclusions.

Preparing a written Research Project according to the usual scientific conventions.

Transferable skills Carrying out the research project should result in acquisition of the following transferable skills:




Acquisition of statistical analysis skills and application to a real dataset.

Ability to write up a substantial report.

Time management. Also, specific projects may demand individual transferable skills, such as:

Learning new computer packages or programming languages to collect or analyse data

Use of specific statistical techniques

Liaising with groups outside the University to acquire participants

Developing a new method of assessment.

Staff Dr Mearns & Dr Cleland (Year Convenors); Various staff supervisors.

Assessment Assessment of the Research Project (100% of assessment).

Note: Failure to submit your report by the required deadline will result in an



submission could result in you failing this course and the associated unit of

assessment.

Teaching Methods Individual supervision from the supervisor.

Other Information See the Notes for Level 4 Students regarding the format and date of submission of the Research Project.

Completion and a pass mark (i.e. a CAS mark of more than 8) for the research

project is a requirement for the award of a British Psychological Society accredited

MA or BSc Joint Honours Degree which includes Psychology. Consequently,

students who fail to complete their project or fail to achieve a pass mark but

otherwise would qualify for the award of an Honours degree will be awarded a non-

accredited Honours degree in Behavioural Studies and the relevant other honours

subject.

Disclosure: In order to test participants for your research, you will need to be Disclosed by the School of Psychology. If you have already been Disclosed by Psychology in Level 3, then you will not need to be Disclosed again. However, if you were not Disclosed by Psychology in Level 3, then you will need to see either Sandra Duffield or Helen Alexander in the School of Psychology main office to collect the relevant paperwork. You cannot carry out testing unless you have been Disclosed by Psychology and the Disclosure process can take some time. Consequently, it is essential that you contact Sandra Duffield or Helen Alexander as early in the year as possible if you were not Disclosed by Psychology in Level 3. Failure to do so will delay the date at which you can start testing for your thesis project.


LIBRARY-BASED THESIS (BEHAVIOURAL STUDIES JOINT HONOURS)

Aims To train the student to present a critical analysis of a topical or major research question, issue, or debate, within psychology Allow the student to develop skills in reading and evaluating theories and methods in psychology Foster the ability to reach specific conclusions and identify directions for future research Provide the opportunity to develop the capacity for independent thought, creativity and originality.

Learning Outcomes

An in-depth knowledge of a particular topic or issue within psychology

The development of critical thinking skills and in particular the ability to evaluate theories and methods within psychology

The ability to plan, organise, and write-up a substantial piece of academic work

Knowledge of library and electronic resources and internet search engines

Independent study

Co-operation skills with the thesis supervisor





Ability to write up a substantial coherent thesis.



Assessment Assessment is by the written thesis (100%).






Teaching Methods The main method of teaching will be individual supervision from the supervisor.

Other Information


FIRST HALF-SESSION


SENIOR HONOURS PSYCHOLOGY A

This course is compulsory for Single Honours Psychology and Behavioural Studies

students

Aims

To understand and critically evaluate three areas of Psychology chosen from the course options outlined.

To develop skills of critical evaluation of research papers.

Learning Outcomes By the end of the course the student should be able to:-

Understand and evaluate the key theories and findings of the three chosen areas.

Describe and evaluate techniques and constructs from the three chosen areas.

Critically evaluate recent research papers in Psychology from a broad range of topics.

Transferable skills Carrying out this course should result in the acquisition of the following transferable skills:

Ability to evaluate published information in an objective and critical manner.

Ability to express arguments coherently and concisely in writing.

Staff Drs. Cleland & Mearns (Year Convenors); Various course lecturers for the chosen areas

Assessment Continuous assessment (3 critical reviews). (25%). 3 ninety-minute written examinations, one for each chosen option. (75%). Each examination will consist of two sections of three questions, from each section one question must be chosen.

Teaching Methods Lectures and seminars as arranged; tutorials.

Lecture Syllabus See details below.


PSYCHOLOGY A FOR COMBINED DEGREE

Aims

To understand and critically evaluate two areas of Psychology chosen from the course options outlined.



Understand and evaluate the key theories and findings of the two chosen areas.

Describe and evaluate techniques and constructs from the two chosen areas.





Staff Drs. Cleland & Mearns Various course lecturers for the chosen areas

Assessment Continuous assessment (2 critical reviews) (33%). 2 ninety-minute written examinations, one for each chosen area (66%). Each examination will consist of two sections of three questions, from each section one question must be chosen.



COURSE DESRIPTIONS

APPLICATIONS OF COGNITIVE NEUROSCIENCE

Aims To describe how psychophysiological measures of brain function have been applied and misapplied in real-life settings with healthy and clinical populations.

Learning Outcome Be able to discuss and critically evaluate in examination essays the empirical evidence and theories concerning use of neuroscientific methods as evidence-based measurement of brain function and behaviour.

Staff Dr Philip Benson (Course Coordinator, [email protected]) Dr Kevin Allan ([email protected])

Assessment One ninety minute written examination (100% of assessment).

Teaching Methods Lectures, multimedia, optional laboratory demonstrations.

Lecture Syllabus

Lectures 1-6: Applications The quest for trait markers of the psychoses and cognitive decline. Aetiology of schizophrenia and methods of assessment. Diagnostic uses of ERPs, eye movements, structural and functional neuroimaging. Neuroethics.

Lectures 7-12: Misapplications How your brain captures and retrieves memories for specific experiences. How to study brain activity during the acquisition and retrieval of these „episodic memories‟. The limitations of functional neuroanatomical models of episodic memory. Given these limitations, can we forensically detect the presence or absence of a specific memory; for example, memory of committing a crime?

General Reading Reading sources will be provided in lectures and on staff web pages. Some relevant background reading includes portions of: Andreasen, N.C. (2001). Brave New Brain: Conquering Mental Illness in the Era of the

Genome. Oxford: Oxford University Press.

Bear, M.F., Connors, B.W. & Paradiso, M.A. (2001, 2e). Neuroscience: Exploring the Brain. Baltimore, USA: Lippincott Williams & Wilkins.

Gazzaniga, M.S., Ivry, R.B. & Mangun, G.R. (2002, 2e). Cognitive Neuroscience: The Biology of the Mind. London: W.W. Norton & Co.

Seligman, M.E.P., Walker, E.F. & Rosenhan, D.L. (2001, 4e) Abnormal Psychology. London: W.W. Norton & Co.

BRAIN AND BODY

Aims How does perception guide behaviour? How does behaviour influence perception? In this class we will discuss theories of perception that are rooted in its role in controlling behaviour, and critically evaluate research on this topic, with a specific focus on perception in the service of the control of our own bodies and actions, and the perception of the actions of others.

Learning Outcomes - To understand classic and contemporary theories of perception in the context of

goal-driven behaviour - To interpret current research from the perspective of these theories - To critically evaluate research methods and conclusions - To contrast and integrate results and ideas across subtopics

Staff Dr. Amelia Hunt ([email protected])

Assessment 1 ninety-minute written examination (100% of assessment).

Teaching Methods Lectures.

Lecture Syllabus - Action-based theories of perception - Actions in service of perception (eye movements, haptics) - Action‟s effects on perception: self-monitoring, prediction, and efference copy - Body schema (phantom limbs, illusory embodiment, alien limbs) - Biological motion perception - Distraction and action (attention, expertise, and automaticity) - Mirror neurons, gaze-following, and communication

Recommended Reading Lists of specific required readings will be given in lectures. Readings will be mostly journal articles. Here are some examples of the theoretical papers we will discuss. They are a good place to start if you are looking for background reading:

1. Gibson, J.J. (1958). Visually controlled locomotion and visual orientation in animals. Reprinted in the British Journal of Psychology, 100, 259-271. (2009).

2. Hommel, B., Müsseler, J., Aschersleben, G., & Prinz, W. (2001). The theory of event coding (TEC): A framework for perception and action planning. Behavioral and Brain Sciences, 24, 849-878.

3. Logan, G. D. (1988). Toward an instance theory of automatization. Psychological Review, 95, 492-527.

VISUAL AWARENESS

Aim To understand and critically evaluate a range of disorders of high level vision and conscious visual perception.

Learning Outcomes: Academic Excellence:

By the end of the course the student should have a detailed knowledge of the following:

Neuropsychological disorders following lesions of visual areas.

The contribution of the principal regions of the posterior cerebral cortex and subcortical structures to the processing of visual information.

The main cortical areas involved in visual awareness. Critical thinking and effective communications: The field of rehabilitation of disorders of vision has been controversial for over one hundred years. Evidence for some of the issues will be provided and students are encouraged to evaluate the evidence in order to separate facts from fiction. Learning and personal development: To be able to evaluate effectively the new research findings publicised in media in relation to occipital brain injury. Active citizen: To understand the ethical issues in relation to

interventions after brain injury in humans animal models of the effect of brain injury.

Staff Prof. A. Sahraie ([email protected]) Dr. Jasna Martinovic ([email protected])

Assessment 1 ninety-minute written examination (100%).

Teaching Methods Lectures and tutorials, written and oral work as arranged.

Lecture Syllabus

Residual visual function in Blindsight and Hemispherectomised subjects

Visual pathways involved in mediating residual vision

Properties of multiple visual areas: evidence from human and non-human primate studies.

Neuropsychological deficits following lesions of occipital cortex (i.e. akinotopsia and achromatopsia)

Two streams of visual processing in cerebral cortex and their role in visual awareness.

Disturbances in spatial awareness (hemi-neglect)

Unconscious processing in visual agnosia and hemi-neglect.

Role of the temporal and parietal lobes in visual awareness

Recommended reading: L. Weiskrantz (1986) Blindsight: a case study and implication (new paperback edition published in 1998). Also, Consciousness lost and found: A neuropsychological exploration (1997). Both from Oxford University Press. A.D. Milner and M.A. Goodale (1995). The visual brain in action. Oxford University Press Unilateral neglect: Clinical and experimental studies, Edited by I.H. Robertson and J.C. Marshall. Lawrence Erlbaum Associates Publishers (1993). Several articles will be referred to in lectures, many of which can be found in journals in the QML or Foresterhill library. More recent developments in areas covered in the lectures can also be found in the latest editions of the following journals. Held in the current periodical section of QML:

Nature Proceedings of the Royal Society Biological Transactions series B Neuropsychologia Cortex Cognitive Neuropsychology

In Foresterhill Library:

Current Opinion in Neurobiology Brain Experimental Brain Research

COGNITIVE ASPECTS OF FACE RECOGNITION

Aims To understand the cognitive processes involved in recognition of someone‟s identity from their face.

Learning Outcomes On completing the course, students should:

Have a thorough knowledge of historical attempts to understand face recognition

Be able to integrate findings from memory, perceptual and neuroscientific approaches to the problem

Understand the implications of cognitive research for applied settings

Staff: Prof Mike Burton ([email protected])

Assessment. 1 ninety-minute written examination (100% of assessment)

Teaching Methods: Lectures.

Lecture Syllabus: The course will begin with a historical review of attempts to understand face recognition, with the focus on identification. This will include evidence from a range of sources, including experimental, computational, neuropsychological and neuroscientific studies. We will then address the convergence of research from human cognitive and engineering approaches to face recognition, focusing on some of the algorithms which have been developed to support recognition. Later in the course, we will examine forensic and security aspects of face recognition. We will use dissociations between familiar and unfamiliar face recognition as a basis for exploring the unsolved problems of identification.

Recommended Reading Detailed reading lists will be given in lectures. The classic article in this area is: Bruce, V., & Young, A. (1986). Understanding face recognition. British Journal of Psychology, 77, 305–327. In celebration of its 25

th anniversary, the following article will be published in late 2011,

and is currently available on-line through the journal‟s website: Young, A.W. & Bruce, V. (in press, 2011). Understanding person perception. British Journal of Psychology. Other core references for the course include: Sinha, P., Balas, B., Ostrovsky, Y. & Russell, R. (2006). Face Recognition by Humans: Nineteen Results All Computer Vision Researchers Should Know About. Proceedings of the IEEE, vol. 94 (11) pp. 1948-1962.

Haxby, J.V., Hoffman, E.A. & Gobbini, M.I. (2000). The distributed human neural system for face perception. Contemporary references will be provided to support each lecture.

PERSPECTIVES ON SOCIAL ATTRIBUTIONS

Overview. Faces play a critical role in social interactions. Our responses to others‟ faces influence a diverse range of outcomes relating to mate choice, leadership and social exchange. This course explores some of the key issues relating to social perception of faces. Note that this course consists of six two-hour lectures in the first six weeks of the semester.

Assessment. One ninety-minute written examination (100% of assessment)

Staff. Dr. Ben Jones ([email protected])

Lecture 1. Can we judge a book by its cover? Physiognomy, face perception and „kernels of truth‟ This lecture will review recent evidence that facial appearance is related to a range of characteristics, including „Big 5‟ personality traits, measures of dominance, trustworthiness, sexual strategy and health. Study Q1. What personality traits can be judged from faces? Study Q2. How is dominance signalled in the face? Study Q3. What do faces tell us about a person‟s health? Introductory paper: Penton-Voak, I. S., Pound, N., Little, A. C. & Perrett, D. I. (2006). Personality judgments from natural and composite facial images: More evidence for a “kernel of truth” in social perception. Social Cognition, 24, 490-524.

Lecture 2. How does biology shape attraction? Fertility, hormones and behavior This lecture will review the evidence that changes in fertility are correlated with changes in mate preferences and mating-related behaviors. It will also discuss the possible hormonal mechanisms for these effects and the controversial issue of their possible functions. Study Q1. Why does „trade-off theory‟ predict that women‟s mate preferences will vary during the menstrual cycle? Study Q2. What aspects of mate preferences change during the menstrual cycle? Study Q3. Discuss the evidence for different hormonal mechanisms for cyclic shifts in mate preferences.

Introductory paper: Little, A. C., Jones, B. C. & DeBruine, L. M. (2011). Facial attractiveness: Evolutionary based research. Philosophical Transactions of the Royal Society of London B, 366, 1638-1659.

Lecture 3. How does social experience shape attraction? Adaptation and social learning This lecture will discuss the neural mechanisms that allow us to recalibrate our mate preferences and social perceptions in light of recent visual experience. It will also discuss the evidence that social learning has potentially important effects on human mate preferences that appear to be strikingly similar to the mate choice copying effects previously observed in some non-human species. Study Q1. Discuss the evidence for category-contingent face aftereffects. Study Q2. How does experience with competitors for mates shape mate preferences? Study Q3. Does „mate choice copying‟ occur in humans and in what ways does it differ from similar effects in non-human species? Introductory paper: Little, A. C., Jones, B. C., DeBruine, L. M. & Caldwell, C. C. (2011). Social learning and human mate preferences: a potential mechanism for generating and maintaining between-population diversity in attraction. Philosophical Transactions of the Royal Society of London B, 366, 366-375. Introductory paper: Webster, M. A. & MacLeod, D. I. (2011). Visual adaptation and face perception. Philosophical Transactions of the Royal Society of London B, 366, 1702-1725.

Lecture 4. How do we integrate different cues when evaluating others? Cue interactions in face perception While many models of attraction propose that attractiveness judgments simply reflect preferences for „physical beauty‟. This lecture will discuss recent neurobiological and behavioral evidence showing that people integrate different cues when evaluating others in ways that support efficient allocation of social effort. Study Q1. Discuss the neurobiological evidence that there is more to attraction than physical beauty. Study Q2. Discuss the evidence for interactions between the effects of physical and social cues in facial attractiveness. Study Q3. How do dominance cues modulate gaze cuing in primates? Introductory paper: Frischen, A., Bayliss, A. P. & Tipper, S. P. (2007). Gaze cueing of attention: Visual attention, social cognition, and individual differences. Psychological Bulletin, 133, 694-724.

Lecture 5. Why do mate preferences vary across cultures? Health, families and violence Early theories of human mate preferences and evolution emphasised consistency in the mate preferences of different cultures. By contrast with this emphasis on so-called „universal‟ mate preferences, several recent studies have explored the ecological factors that predict cross-cultural differences in mate preferences. This lecture will review some of

this research, focusing on the ongoing debate about the relative importance of cross-cultural differences in health, mating systems and violence. Study Q1. Discuss the evidence for universal face preferences. Study Q2. What predicts cultural differences in women‟s masculinity preferences (and why)? Study Q3. Discuss the limitations of correlational methods for studying variation in mate preferences. Gangestad, S.W. & Simpson, J.A. (2000). The evolution of human mating: Trade-offs and strategic pluralism. Behavioral and Brain Sciences, 23, 573-644.

Lecture 6. Future directions, concluding remarks and recap This final lecture will discuss some of the remaining big questions for work on social perception (e.g., does sexual orientation influence social perception). It will then present an overview of the course and the key issues covered. More information (including overheads) is available from the course website: http://www.facelab.org/bcjones/Teaching/perspectives

SECOND HALF-SESSION

LEVEL 4 PS 4530 CREDITS 45

SENIOR HONOURS PSYCHOLOGY B

This course is compulsory for Single Honours Psychology and Behavioural Studies

students

Aims




Understand and evaluate the key theories and findings of the three chosen areas.

Describe and evaluate techniques and constructs from the three chosen areas.





Staff Drs. Cleland & Mearns (Year Convenors); Various course lecturers for the chosen areas

Assessment Continuous assessment (3 reviews). (25%). 3 ninety-minute written examinations, one for each chosen option. (75%). Each examination will consist of two sections of three questions, from each section one question must be chosen.



LEVEL 4 PS 4529 CREDITS 30

PSYCHOLOGY B FOR COMBINED DEGREE

Aims




Understand and evaluate the key theories and findings of the two chosen areas.

Describe and evaluate techniques and constructs from the two chosen areas.





Staff Drs. Cleland & Mearns Various course lecturers for the chosen areas

Assessment Continuous assessment (2 reviews) (33%). 2 ninety-minute written examinations, one for each chosen area (66%). Each examination will consist of two sections of three questions, from each section one question must be chosen.



ABNORMAL PSYCHOLOGY

Aims: With an emphasis on adult psychopathology, theories of abnormal human behaviour will be introduced and the empirical evidence in support of these theories examined. Students will describe and evaluate competing and complementary approaches to abnormal human behaviour.

Learning Outcomes:

Have a contextual understanding of past and present influences on theories of abnormal behaviour

Have a capacity for attentive exchange, informed argument, and reasoning about abnormal psychology with peers and professionals

Can effectively communicate theories of abnormal behaviour and has knowledge of the empirical evidence in support of those theories

Develops an ongoing interest in pursuing further study and/or research in the field of abnormal psychology

Staff: Dr. Dannette Marie ([email protected])

Teaching Methods: Lectures

Assessment: 1 ninety-minute written examination (100% of assessment).

Lecture Syllabus: The lectures will cover a range of topics including:

Historical conceptions of abnormal behaviour

Conceptualising psychopathology – assessment, classification, treatment

Dimensional models

Theories of gene X environmental interaction

Specific disorders (i.e., mood, anxiety, schizophrenia)

Treatment and therapeutic interventions

Texts

Bennett, P. (2006). Abnormal and clinical psychology. Maidenhead: Open University Press Barlow, D.H. & Durand, V.M. (2012). Abnormal psychology: an integrative approach (6

th

ed). Wadsworth Cengage Learning

Required and recommended readings

Required reading lists will be provided in lectures. For background reading, students may want to access some of the following journals:

Archives of General Psychiatry

Clinical Psychology Review

Journal of Abnormal Psychology

mailto:[email protected]

PSYCHOLOGY OF HEALTH & ILLNESS

Aims To demonstrate the importance of psychological processes and behaviour in the study of health, illness and disability. The course is split into two sections. Lectures 1-6 will focus on behaviours that promote health or reduce risk of illness and will discuss how these behaviours can be predicted, measured and changed. Lectures 7-12 will focus on the psychological determinants and consequences of stress, illness and disability.

Learning Outcomes Upon completion of this course, students should have;

An in depth and extensive knowledge of the importance of behaviour in health and illness

The ability to apply psychological theory to questions about health and illness

An understanding of the methodological challenges of measuring behaviour

An understanding of the social, ethical and moral issues raised by health interventions

An understanding of past and present ideas about the psychological determinants and consequences of stress, illness and disability.

Staff Dr Julia Allan (Course co-ordinator & Lecturer, [email protected]), Dr Clare Scott (Lecturer, [email protected])

Teaching methods Lectures

Assessment 1 ninety-minute written examination (100% of assessment)

Lecture Syllabus The lectures will cover;

The prediction, measurement and modification of „health behaviours‟

Psychological components of illness and disability

Health relevant determinants and consequences of stress

Reading Readings will primarily be review papers and primary research from academic journals. A full reading list will be provided for each lecture. The following books provide useful background reading: French D., Vedhara K., Kaptein A.A. & Weinman J. (2010) Health Psychology (2

nd ed).

Chichester, UK: British Psychological Society Blackwell. Sutton, S., Baum, A., & Johnston , M. (2004) The Sage Handbook of Health Psychology. London: Sage.

EVOLUTIONARY PSYCHOLOGY

Aims To understand how evolutionary theory can help us to understand and make predictions about human behaviour in all domains of psychology, emphasising human social behaviour. The behaviour of other species will also be considered where it sheds comparative light on the human animal.

Learning Outcomes

Academic excellence: Students will be able to describe major evolutionary theories (e.g. sexual selection, inclusive fitness) and major findings from evolutionary approaches in all areas of psychology (e.g. cognition, perception, social).

Critical thinking and effective communication: Students will be able to evaluate how evolutionary theories can inform psychology and communicate this through written exams.

Learning and personal development: Students will learn the skills to understand and evaluate evolutionary science in the media.

Active citizenship: Students will become aware of the moral and ethical controversies of evolutionary psychology, such as the Naturalistic Fallacy.

Staff Dr Lisa DeBruine (Course co-ordinator and lecturer, [email protected])

Teaching methods Lectures.


Lecture Syllabus The lectures will cover evolutionary approaches to the following topics:

An introduction to evolutionary theories

Darwinian medicine and evolutionary approaches to psychopathology

Cognition and perception

Altruism, cooperation and social behaviour

Families and kin recognition

Individual differences and culture

Reading Readings will primarily be review papers and primary research from academic journals. A full reading list will be provided for each lecture at http://facelab.org/evpsych. The following books provide useful (and enjoyable) background reading:

Dawkins, R. (2006). The Selfish Gene. Oxford University Press.

Evans, D. and Zarate, O. (2006). Introducing Evolutionary Psychology. Totem Books.

http://facelab.org/evpsych

HUMAN NEUROPSYCHOLOGY

Aims To introduce students to advanced topics in neuropsychology; both aspects of theory and method in neuropsychology (cognitive neuropsychology) and applications (clinical neuropsychology). The emphasis will be on the underlying rationale and methods employed in research and practice in this area.

Learning Outcomes

To understand the rationale and methods underlying building and testing of theory in neuropsychology

To understand the rationale and methods underlying the application of neuropsychology in healthcare

To gain sufficient knowledge to be able to offer critiques of theory, method and practice in neuropsychology

Staff Professor John R Crawford (Course co-ordinator & lecturer, [email protected]) Dr Fiona Summers & Dr Maggie Whyte (lecturers)

Teaching methods Lectures.

Assessment 1 ninety- minute written examination (100% of the assessment)

Lecture Syllabus Topics will include the logic and method of dissociations; the human executive system; a general overview of clinical neuropsychology; the rationale of deficit measurement; neuropsychology of traumatic brain injury; models and methods of neuropsychological rehabilitation

Reading A full reading list will be provided for each lecture. The following books provide useful background reading: Ellis, A. W., & Young, A. W. (1996). Human cognitive neuropsychology: A textbook with readings. Hove, UK: Psychology Press. Goldstein, L. H., & McNeil, J. (Eds.). (2004). Clinical neuropsychology: A practical guide to assessment and management for clinicians. Chichester: Wiley. Lezak, M. D., Howieson, D. B., Loring, D. W., Hannay, H. J., & Fischer, J. S. (2004). Neuropsychological Assessment (4th ed.). New York: Oxford University Press.

HUMAN FACTORS & RISK MANAGEMENT

Aims The aim of this course is to examine the role of psychology in organizational safety and risk management. It considers aspects of human performance from both industrial/ organizational psychology and human factors approaches.

Learning outcomes - To understand the application of psychological theories and models to risk and

safety management in safety-critical work settings - To critically evaluate alternative methods for studying human and organizational

safety - To be able to discuss the benefits and limitations of developing a human factors

approach to the measurement and management of workplace safety

Staff Professor Rhona Flin (Course co-ordinator, [email protected]) Dr Kathryn Mearns


Teaching methods Lectures and case studies.

Lecture Syllabus

Topics will include human error, risk perception/ risk taking behaviour, organisational safety culture, safety leadership, non-technical skills/ Crew Resource Management, methods of assessing risk and safety, risk management approaches. Applications to both worker safety and patient safety will be considered.

Recommended Reading

Glendon, I., Clarke, S. & McKenna, E. (2006) Human Safety and Risk Management (2nd ed.) Taylor & Francis.

Background Reading

Flin, R., O‟Connor, P., & Crichton, M. (2008) Safety at the Sharp End: A Guide to Non-Technical Skills. Ashgate. Reason, J. (1997) Managing the Risks of Organisational Accidents. Ashgate. Vincent, C. (2010) Patient Safety (2nd ed.). Wiley-Blackwell. References for specific topics will be given in lectures.

Appendix A

School of Psychology

Individual Research Participation Scheme

Researcher Documentation

Introduction The School of Psychology is using Web Based Software (SONA system) to enable timetabling of experiments and to issue credit for the Individual Research Participation Scheme. The SONA system is used for the scheduling and management of research participants and the studies they participate in. Participants, researchers, principal investigators, and instructors all use the system for their respective purposes. As a researcher, you can set up your studies in the system, schedule the sessions (timeslots) when participants may participate, and grant or revoke credit after the session. All of this is handled through a simple web-based interface that you can access at any time, from any popular web browser.

System Basics In SONA system, you create studies. Each study may have a number of timeslots, which are the times when you plan to run the study. Participants sign up for the timeslots by viewing a list of studies and available timeslots. You grant or revoke credit to participants after the session occurs.

Register Before you can create studies you must first register as a researcher by visiting the following link:

www.abdn.ac.uk/psychology Click on Teaching – Undergraduate – Research Scheme –

You will then see the following page (see Fig. 1):

http://www.abdn.ac.uk/psychology

Fig. 1

Then go halfway down the page to:

School of Psychology Level 4 Honours Students, Postgraduates, Research Staff

and Lecturers

And click on the web link http://www.abdn.ac.uk/psychology/sonaregistration/

You will then see the following screen (see Fig. 2):

http://www.abdn.ac.uk/psychology/sonaregistration/

Fig. 2

Fill this in and send it to the administrator who will make an account for you. This will get you started. For full information on how to use the SONA system to recruit research participants,

please click on PRPS Researchers’ Guide (see Fig. 1) and get a pdf with all the researchers‟ instructions.

Any Problems & System Administrators

If you encounter a problem while using the research participation system please take a detailed note of exactly what happened and what screen you were logged in to at the time before making contact with the system administrator. For system help please send a detailed email to: [email protected]

The System Administrator for the School of Psychology is: Mr. Jim Urquhart School of Psychology Room S16 William Guild Building E-mail: [email protected]

The Academic Staff in overall charge of the Participation Scheme are:

Dr Maarten Milders Mr. Jim Urquhart Room T11 William Guild Building Room S16 William Guild Building Telephone: 01224 273215 Telephone: 01224 272233 E-mail: [email protected] E-mail: [email protected]





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