psychology department third year option booklet …...coursework: essay 2500 words. (50%) 2. (exam:...

Psychology Department

Third Year Option Booklet

2017-18

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Department of Psychology

Royal Holloway University of London Egham Hill, Egham, Surrey. TW20 0EX Telephone +44 (0)1784 276323 Disclaimer This document was published in March 2017 and was correct at that time. The Department* reserves the right to modify any statement if necessary, make variations to the content or methods of delivery of programmes of study, to discontinue programmes, or merge or combine programmes if such actions are reasonably considered to be necessary by the College. Every effort will be made to keep disruption to a minimum, and to give as much notice as possible. * Please note, the term ‘Department’ is used to refer to ‘Departments’, ‘Centres’ and ‘Schools’.

An electronic copy of this Option Booklet can be found on your Departmental Moodle page https://moodle.royalholloway.ac.uk/course/view.php?id=4098 where it will be possible to follow the hyperlinks to relevant Moodle course.

https://moodle.royalholloway.ac.uk/course/view.php?id=4098

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Contents

Options for Psychology (C800) ............................................................................................................ 5

Applied Psychology (C804) .................................................................................................................. 6

Psychology, Development & Developmental Disorders (C805) ......................................................... 7

Psychology, Clinical Psychology & Mental Health (C806) ................................................................... 8

Psychology, Clinical and Cognitive Neuroscience (C807) .................................................................... 9

Course Outlines ......................................................................................................................... 10

PS3022 Language, Communication, and Thought ............................................................................ 10

PS3031 Methods in Cognitive Neuroscience .................................................................................... 12

PS3041 Advanced Developmental Psychology ................................................................................. 14

PS3050 Health Psychology ................................................................................................................ 16

PS3060 Consciousness and cognition ............................................................................................... 18

PS3061 The Ageing Brain .................................................................................................................. 20

PS3090 Advanced & Applied Social Psychology................................................................................ 22

PS3110 Adult Psychological Problems .............................................................................................. 24

PS3121 Developmental Disorders .................................................................................................... 26

PS3131 Human Neuropsychology ..................................................................................................... 28

PS3141 Clinical and Cognitive Neuroscience .................................................................................... 30

PS3151 Occupational and Organisational Psychology ...................................................................... 32

PS3171 Human Performance: Work, Sport and Medicine ............................................................... 34

PS3181 Criminal and Forensic Psychology ........................................................................................ 36

PS3190 Educational Psychology ........................................................................................................ 38

PS3191 The Social Brain .................................................................................................................... 40

PS3192 Real World Quantitative Techniques ................................................................................... 42

PS3210 Dissertation .......................................................................................................................... 44

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Options for Psychology (C800) You must take the Project option (PS3201) and five options from those listed below.

YEAR 3 OPTIONS weight course coordinator Term PS3022 – LANGUAGE, COMMUNICATION AND THOUGHT 0.5 Carolyn McGettigan 1 PS3031 – METHODS IN COGNITIVE NEUROSCIENCE 0.5 Jonas Larsson 1 PS3041 – ADVANCED DEVELOPMENTAL PSYCHOLOGY 0.5 Jeanne Shinskey 1

PS3061 – THE AGEING BRAIN 0.5 Steve Hammett 1

PS3090 – ADVANCED AND APPLIED SOCIAL PSYCHOLOGY 0.5 Marco Cinnirella 1

PS3110 – ADULT PSYCHOLOGICAL PROBLEMS 0.5 Tamar Pincus 1

PS3141 – CLINICAL AND COGNITIVE NEUROSCIENCE 0.5 Narender Ramnani 1 PS3151 – OCCUPATIONAL AND ORGANISATIONAL PSYCHOLOGY 0.5 Hanna Zagefka 1 PS3171 – HUMAN PERFORMANCE: WORK, SPORT AND MEDICINE 0.5 Szonya Durant 1

PS3050 – HEALTH PSYCHOLOGY 0.5 Afsane Riazi 2

PS3060 – CONSCIOUSNESS AND COGNITION 0.5 Robin Walker 2 PS3121 – DEVELOPMENTAL DISORDERS 0.5 Jessie Ricketts 2

PS3131 – HUMAN NEUROPSYCHOLOGY 0.5 Scott Glover 2 PS3181 – CRIMINAL AND FORENSIC PSYCHOLOGY 0.5 TBC 2 PS3190 – EDUCATIONAL PSYCHOLOGY 0.5 Alana James 2 PS3191 – THE SOCIAL BRAIN 0.5 Nick Furl 2 PS3192 – REAL WORLD QUANTITATIVE TECHNIQUES 0.5 Steve Hammett 2 PS3210 - DISSERTATION 0.5 Steve Hammett 1 or 2

Options from another Department Up to 2 x 0.5 external 1 or 2

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Applied Psychology (C804)

You must take the Project module (PS3201) and five options from those listed

below.

YEAR 3 OPTIONS course coordinator Term

PS3061 - THE AGEING BRAIN Steve Hammett 1

PS3090 - ADVANCED AND APPLIED SOCIAL PSYCHOLOGY Marco Cinnirella 1

PS3151 - OCCUPATIONAL AND ORGANISATIONAL PSYCHOLOGY Hanna Zagefka

1 PS3171 - HUMAN PERFORMANCE: WORK, SPORT AND MEDICINE Szonya Durant

1 PS3190 - EDUCATIONAL PSYCHOLOGY Alana James

2 PS3181 - CRIMINAL AND FORENSIC PSYCHOLOGY Amina Memon

2 PS3050 - HEALTH PSYCHOLOGY Afsane Riazi

2 PS3060 - CONSCIOUSNESS AND COGNITION Robin Walker

2 PS3192 – REAL WORLD QUANTITATIVE TECHNIQUES Steve Hammett

2 PS3210 - DISSERTATION Steve Hammett 1 & 2

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Psychology, Development & Developmental Disorders (C805)


below.


PS3041 - ADVANCED DEVELOPMENTAL PSYCHOLOGY Jeanne Shinskey 1

PS3110 - ADULT PSYCHOLOGICAL PROBLEMS Tamar Pincus 1


PS3141 - CLINICAL AND COGNITIVE NEUROSCIENCE Narender Ramnani 1

PS3022 - LANGUAGE, COMMUNICATION, AND THOUGHT Carolyn McGettigan 1

PS3121 - DEVELOPMENTAL DISORDERS Jessie Ricketts 2

PS3190 - EDUCATIONAL PSYCHOLOGY Alana James 2

PS3050 - HEALTH PSYCHOLOGY Afsane Riazi 2

PS3192 – REAL WORLD QUANTITATIVE TECHNIQUES Steve Hammett 2

PS3210 - DISSERTATION Steve Hammett 1 & 2

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Psychology, Clinical Psychology & Mental Health (C806)


below. YEAR 3 OPTIONS course coordinator

Term PS3110 - ADULT PSYCHOLOGICAL PROBLEMS Tamar Pincus

1 PS3061 - THE AGEING BRAIN Steve Hammett

1 PS3141 - CLINICAL AND COGNITIVE NEUROSCIENCE Narender Ramnani

1 PS3022 – LANGUAGE, COMMUNICATION, & THOUGHT Carolyn McGettigan

1 PS3131 - HUMAN NEUROPSYCHOLOGY Scott Glover

2

PS3050 - HEALTH PSYCHOLOGY Afsane Riazi 2

PS3121 - DEVELOPMENTAL DISORDERS Jessie Ricketts 2

PS3181 - CRIMINAL AND FORENSIC PSYCHOLOGY Amina Memon 2

PS3192 – REAL WORLD QUANTITATIVE TECHNIQUES Steve Hammett 2

PS3210 - DISSERTATION Steve Hammett 1 & 2

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Psychology, Clinical and Cognitive Neuroscience (C807)


below.



PS3171 - HUMAN PERFORMANCE: WORK, SPORT AND MEDICINE Szonya Durant

1 PS3141 - CLINICAL AND COGNITIVE NEUROSCIENCE Narender Ramnani

1 PS3022 - LANGUAGE, COMMUNICATION, AND THOUGHT Carolyn McGettigan

1 PS3031 - METHODS IN COGNITIVE NEUROSCIENCE Jonas Larsson

1 PS3131 - HUMAN NEUROPSYCHOLOGY Scott Glover

2

PS3060 - CONSCIOUSNESS AND COGNITION Robin Walker 2 PS3121 - DEVELOPMENTAL DISORDERS Jessie Ricketts 2 PS3191 – THE SOCIAL BRAIN Manos Tsakiris

2 PS3192 – REAL WORLD QUANTITATIVE METHODS Steve Hammett

2 PS3210 - DISSERTATION Steve Hammett 1 & 2

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Course Outlines

Below are the course outlines and lecture schedules for all options offered 2017-18. Please note that the specific lecture schedules listed here are subject to change, particularly for Term 2.

PS3022 Language, Communication, and Thought (Autumn term)

Course Coordinator: Dr Carolyn McGettigan

Course Team: Dr Carolyn McGettigan, Professor Kathy Rastle, Dr Jakke Tamminen

Aims:

1. To enhance students’ understanding of how we process spoken and written language in the mind and brain.

2. To introduce students to acquired and developmental impairments of language processing and to discuss why they occur.

3. To provide an insight into the various methods used to study language processing, and to foster critical skills in evaluating which are best suited to answering particular questions.

4. To introduce students to key characteristics of spoken, signed, and written languages; and to present evidence regarding the relationship between language and thought.

5. To introduce students to recent research in the cognitive neuroscience of language.

Learning Outcomes:

Students who have successfully completed this course will be able to:

1. Discuss the cognitive, neural, genetic, and physiological mechanisms that underpin aspects of spoken and written language processing.

2. Describe key acquired and developmental impairments in language processing.

3. Evaluate the main methods used to study language process and evaluate how these are best suited to answering particular questions.

4. Describe some of the key characteristics of spoken, signed, and written language; and evaluate evidence concerning the relationship between language and thought.

5. Discuss the relevance and potential applications of current research on language processing in the mind and brain.

Course Content:

The course will address the evolution of spoken language; the mechanisms underlying speech perception and speech production; deafness, hearing loss, and sign language; learning to read and developmental dyslexia; skilled reading and acquired dyslexias; bilingualism; the mechanisms underlying word learning; the relationship between language and thought; and methods used to answer questions about language processing in the mind and brain. Lectures will seek to be as interactive as possible, drawing on a variety of audio and audio-visual resources to demonstrate key principles, and will stress the relationship between research findings and current applications wherever possible.

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Teaching & Learning Methods: There will be ten 2-hour lectures each of which will comprise significant periods of classroom discussion. Reading lists for each topic will provide an opportunity to extend information covered in the lecture/session. Details of teaching resources on Moodle:

All course materials, including PowerPoint slides of lectures, will be available on Moodle.

Key Bibliography:

Fitch, W. T. (2010) The Evolu6on of Language. Cambridge: Cambridge University Press. Online ISBN: 9780511817779

Gaskell, MG (Ed). The Oxford Handbook of Psycholinguistics. Oxford University Press, 2007.

Further readings will be assigned for each lecture. These will mostly comprise recent journal articles and review chapters, copies of which will be made available to students on Moodle

Formative Assessment & Feedback:

Individual written feedback will be given on the coursework essay. Further, students will receive formative oral feedback through regular informal discussion with course staff and through significant periods of classroom discussion in every lecture. Summative Assessment:

1. Exam: (2 hours): Candidates answer two questions from a choice of 5. (50%) 2. Coursework: A 2500 word essay on a topic specified by the course

coordinator. (50%) Deadlines: Published on the Course Moodle Page.

Provisional Lecture Schedule Lecturer

The Evolution of Language CM

Speech Perception CM

Speech Production CM

Learning to Read KR

Bilingualism KR

Literacy and Illiteracy JT

Word Learning JT

Deafness, Hearing Loss and Sign Language CM

Language & Thought KR

Answering Questions about Language (Team Quiz!) CM

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PS3031 Methods in Cognitive Neuroscience (Autumn term)

Course Coordinator Dr Jonas Larsson

Course Team: Dr Szonya Durant, Dr Scott Glover

Aims:

To provide an introduction and overview of research methods in cognitive neuroscience with focus on practical experience with their use, including experimental design, analysis, and interpretation.

Learning Outcomes:

By the end of this course, students should: 1. be familiar with the main research methods in cognitive neuroscience and

understand how they work; 2. be able to interpret and critically evaluate research based on these methods.

Course Content:

Theory, practice, and application of main methods used to study human brain function and behaviour in cognitive neuroscience, such as functional magnetic resonance imaging (fMRI), electro- and magnetoencelography (EEG/ MEG), trans-cranial magnetic stimulation (TMS), and behavioural techniques (psychophysics). Teaching & Learning Methods: 10 x 2h sessions

Lectures (90%)

Practical workshops/demonstrations (10%)

Details of teaching resources on Moodle:

Full course and associated materials are provided on Moodle.

Key Bibliography:

Key readings will be provided throughout the course and will draw on online resources, book chapters and journal articles. Recommended books:

1. Huettel, Song, McCarty: Functional Magnetic Resonance Imaging, Sinauer Associates.

2. Jezzard, Matthews, Smith: Functional MRI: an introduction to methods. Oxford University Press.

3. Purves et al.: Principles of Cognitive Neuroscience. Sinauer Associates 4. Wallisch et al: MATLAB for neuroscientists. Elsevier.


Formative assessment and feedback will be provided informally in the practical workshop sessions.

Summative Assessment:

1. Coursework: Essay 2500 words. (50%) 2. Exam: (50%)

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Deadlines: Published on the Course Moodle Page

Lecture Title Lecturer

Introduction JL (Jonas Larsson)

Biophysics of neuroimaging JL

fMRI I JL

fMRI II JL

Behavioural methods I SD (Szonya Durant)

Behavioural methods II SD

EEG JL

TMS & combining methods SG (Scott Glover)

Demo session JL

Summary and synthesis JL

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PS3041 Advanced Developmental Psychology (Autumn term)

Course Coordinator: Dr Jeanne Shinskey

Course Team: Dr Jeanne Shinskey, Dr Catherine Sebastian, Dr Eilidh Cage

Aims:

This option allows students to study current topics in cognitive and social development in depth, and builds on the basic foundations in the first- and second-year courses in general developmental psychology. Lecturers will address current issues in developmental psychology, including commonly employed experimental methods used with infants, children, and adolescents.

Learning Outcomes:

By the end of the course, students will have developed a detailed and comprehensive understanding of a range of special topics in developmental psychology. Students will acquire skills involving critical thinking regarding controversial theoretical debates. They will be able to critically evaluate conceptual frameworks and primary methods of investigating cognitive and social development. Students will also demonstrate evidence of wider independent reading in advanced topics in developmental psychology, along with the ability to integrate information from different sources across the course.

Course Content:

Topics covered will focus on cognitive and social development, primarily in typically-developing individuals. Representative topics include object representation, language acquisition in infancy, autobiographical memory and childhood amnesia, representation in children’s drawing, cognitive aspects of pretend play, executive function in development, social cognitive neuroscience in development, prosocial behaviour, and reputation management.

Teaching & Learning Methods:

10 x 2 hour lectures.



Key Bibliography:

No course text is required. Students are expected to read the recommended journal articles and book chapters.


Individual feedback is given on the coursework essay

Informal feedback during office hours, by appointment, and by e-mail regarding questions about coursework, etc.

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1. Exam: 2-hr final exam requiring two of five questions to be answered. (60%) 2. Coursework: 2500-word essay on topic(s) to be decided by the course

coordinator. (40%)

Deadlines: Published on the Course Moodle Page.

Topic Lecturer Autobiographical Memory & Childhood Amnesia (CW topic #1) Jeanne Shinskey

Reputation Management Eilidh Cage Representation in Children's Drawing (CW topic #2) Jeanne Shinskey

Prosocial Behaviour Eilidh Cage

Object Permanence Jeanne Shinskey

Learning from Pictures in Infancy Jeanne Shinskey Social Cognitive Neuroscience in Development Catherine Sebastian

Play & Pretence Jeanne Shinskey

Executive Function in Development Catherine Sebastian

Revision Jeanne Shinskey

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PS3050 Health Psychology (Spring term)

Course Coordinator: Dr Afsane Riazi

Course Team: Dr Afsane Riazi; Mr Matt Reaney

Aims:

To provide an overview of some of the main theories underpinning recent research in health psychology, their application to real situations in health and medicine as well as a historical perspective to the role of psychology in this field.

Learning Outcomes:

By the end of the course, students will be able to: 1. Use electronic databases to conduct a literature search and identify

papers relevant to a health psychology topic. 2. Summarise & evaluate published evidence, relating to a health

psychology topic. 3. Apply health psychology theory to a practical problem

Course Content:

Introduction & biopsychosocial model; models of health behaviour; health promotion; adherence & professional-patient relations; personality and health; coping with chronic & terminal conditions.

Teaching & Learning Methods: 9 x 2 hour lectures plus 1 revision session. Information-giving, describing theories and research findings, will be interspersed with exercises, to encourage students to engage actively with lecture material, and apply it to real life situations encountered in medical settings and in students’ own lives. Exercises will include small group discussion with feedback to the full group as well as individual tasks. Specific learning outcomes and assigned reading will be provided for each lecture.


Lecture handouts, and coursework information.

Key Bibliography:

Choose which textbook you prefer: 1. Or Ogden, J. (2012) Health Psychology: a Textbook 5th Edition. Buckingham:

Open Univ Press. ((similar to earlier Editions) (UK – well-written) 2. Or Araham, C., Conner, M., and Jones, F., (2008) Health Psychology: Topics in

Health Psychology. London: Hodder Education. (UK-well-written) 3. Or Taylor, SE. (2003) Health Psychology 5th Edition USA: McGraw-Hill. (Or any

previous edition). (American; well written) 4. Or Sarafino, EP. (2006) Health Psychology: Biopsychosocial Interactions 5th

Edition. Wiley Chichester. Or any previous edition in Library. (American; easy to read; fun exercises)

Also very useful for social cognition models is: 5. Norman, O., Abraham C, and Conner, M. (Eds) (2000) Understanding and

Changing Health Behaviour: From Health Beliefs to Self-regulation. London, Psychology Press.

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Course co-ordinator is available to answer questions about coursework in class but not to give one-to-one help with coursework before submission. Detailed individual feedback is provided with the coursework mark.


1. Exam: (2 hours) (Requiring 2 answers selected from 5 questions) (60%) 2. Coursework:(2,500 words) - may involve an applied task) (40%)


Lecture Title Lecturer Introduction and biopsychosocial model AR

Models of health behaviour 1 MR

Models of health behaviour 2 MR

Lifestyle changes and health promotion AR

Personality and health AR

Adherence MR

Evaluating complex interventions MR

Coping with chronic and terminal disease AR

Patient-centred care and patient-centred outcomes

AR

Revision AR

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PS3060 Consciousness and cognition (Spring term)

Course Coordinator: Prof. Robin Walker

Course Team: Prof. Robin Walker, Dr Nick Furl, Dr Szonya Durant

Aims:

Students will build on knowledge from courses in cognitive and biological psychology to gain a greater understanding of consciousness and cognitive processes (such as perception, attention and the links between attention and awareness).

Learning Outcomes:

1. Students will gain an understanding of cognitive processes such as: perception and real world scene perception, selective attention, subliminal cueing, automaticity in attention and the relations between attention and awareness and deficits of awareness following brain damage.

2. Students will develop an understanding of the neural basis of attention and awareness.

3. Students will be able to evaluate case studies of neurological case studies of patients with disorders of attention and awareness.

Course Content:

The course will include (10) lectures covering: the neural basis of perception and attention, social cognition, perceiving others’ gaze, face perception, scene perception, attentional capture, change blindness. Where in the brain does conscious experience arise, the limitations of our awareness and disorders of perception attention and awareness following brain damage.

A workshop providing hands-on experience of eye tracking techniques to provide illustrations of the paradigms used in some studies of perception and awareness.


10 x 2 hour lectures. Sessions will include formal and interactive lectures.


All lectures slides, a detailed reading list along with key review articles from specialist journals will be made available via Moodle.

Key Bibliography:

The following texts (not compulsory purchases) provide core readings and will be supplemented with journal articles and review articles.

1. Code, C. Wallesch, C.W. Joanette, Y. & Lecours, A.R. (Eds.). (1996) Classic Cases in Neuropsychology. Hove: Psychology Press.

2. Findlay J. M. and Gilchrist, I. D. (2003) Active Vision: The psychology of looking and seeing. Oxford University Press. (152.14 FIN)

3. Gazzaniga MS. (2004) The cognitive neurosciences. MIT press. 4. Milner, AD & Goodale MA (1995) The Visual Brain in Action. Oxford psychology

series. OUP. (152.14 MIL)

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Formative assessment will be provided with class questions and exercises, and through individual and generic feedback provided on course work essay.


1. Exam: 2 hours exam, students answer 2 out of 5 essay questions. (60%) 2. Coursework: Essay 2500 words. (40%)


Lecture Title Lecturer Attention and unawareness: Neglect, extinction and anosognosia RW Attention and awareness: Scene perception and Gist analysis RW Practical Workshop on Eye Tracking RW/SD Attention and unconscious perception: Priming and masked priming RW Human face recognition NF I can read it in your eyes - Eye gaze and social attention RW The neural correlates of consciousness SD Time perception SD Mental imagery SD Change blindness: Becoming aware of a change SD

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PS3061 The Ageing Brain (Autumn term)

Course Coordinator: Steve Hammett

Course Team: Steve Hammett, Rob Hughes, Jonas Larsson, Robin Walker

Aims:

The course aims to provide a broad introduction to the cognitive neuroscience of ageing in normal and disease processes and to provide students with an understanding of the range of neurophysiological and cognitive influences upon the ageing process.

Learning Outcomes:

To develop: 1. An understanding of brain development across the life span.

2. An understanding of developmental disease processes. 3. An understanding of the relation between brain and cognitive development.

Course Content:

The course provides an introduction to developmental neurobiology, cognitive and perceptual development and the cognitive and neural bases of Dementia. Topics will include Normal & Abnormal brain development, Alzheimer’s Disease, cognitive ageing and lifespan influence on ageing.


10 two -hour lectures. Learning outcomes and recommended reading will be provided for each lecture.


Lecture notes and auxiliary materials will be provided on Moodle.

Key Bibliography:

NA – This is a journal article and book chapter based course.


A coursework essay will be returned with individual feedback. Generic feedback will be supplied where appropriate. Lecturing staff will be available to respond to specific queries.


1. Exam: 2hours. (50%) 2. Coursework: Essay, 2500 words. (50%)


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Lecture Staff

Normal brain development (or how your neurones know where to go and when to stop) SH

Normal & Abnormal brain development SH

Alzheimer’s Disease SH

Sex, Life, Death and Theories of Ageing JL

Ageing, behaviour and performance SH

Theories of cognitive ageing RH

Vision & Ageing RW/SH

Therapeutic interventions and preventative strategies SH

Noise in the system? SH

From cradle to grave: Current and future challenges in developmental neuroscience SH

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PS3090 Advanced & Applied Social Psychology (Autumn term)

Course Coordinator: Dr Marco Cinnirella

Course Team: Dr Marco Cinnirella, Dr Ryan McKay, Mr Sam Fairlamb

Aims:

To introduce students to varied practical applications of social psychology, focusing particularly on work in the area of identity and attitudes.

Learning Outcomes:

By the end of the course students will: 1. Build on the basic grounding in social psychology provided in courses PS1030

and PS2030, to gain the analytical skills necessary to successfully apply social psychology to practical issues and novel social problems;

2. Be aware of the methodological issues involved when applying basic social psychological theory and research;

3. Be aware of cutting-edge theoretical issues in the areas of social identity, attitudes, and group processes.

Course Content:

To include: Driver behaviour; National and European identity; Propaganda and persuasion; Psychology and the internet; Media pornography and violence; Ritual; Deception; Religion and morality; Terror management.


10 X 2-hour sessions which will include lecture-based teaching and small-group exercises (total = 20 hours).


Timetable, reading lists, selected PP slides, forum, selected PDF readings.

Key Bibliography:

This is a diverse course that does not rigidly follow textbooks and instead relies mainly on journal papers. Students may find it useful, however, to buy a book for the coursework essay, and recommendations for this will be given at the start of the course.


Students will receive guidance on reading and essay-writing issues relating to this course from the course co-ordinator, throughout the duration of the course. The course co-ordinator will also be available by appointment to answer questions about course content and assessment. Written feedback will be provided to each student on their coursework.


1. Exam: 2 hours, unseen essay based, 2 questions from a choice of 5. (50%) 2. Coursework: Written Report, 2500 words maximum. (50%)


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Driver Behaviour MC

Propaganda & Persuasion 1

**coursework topic - attendance strongly advised**

MC

Propaganda & Persuasion 2

**coursework topic - attendance strongly advised**

MC

Self and identity in cyberspace MC

National and European Identities and attitudes to the EU

Religion and morality RM

Ritual and Prosociality RM

A terror management perspective on prejudice and conflict SF

Deception and self-deception RM

The effects of media violence and pornography MC

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PS3110 Adult Psychological Problems (Autumn term)

Course Coordinator: Prof Tamar Pincus

Course Team: Tamar Pincus, Danijela Serbic, Ryan McKay, Jess Kingston, Nuno Nodin

Aims:

To provide an advanced consideration of the application of psychological theories and therapies to a number of key adult psychological problems. Although some of the models also have physical models and approaches to treatment, the emphasis will be primarily on psychological models. A main focus is evidence-based approaches to evaluate aetiology, prognosis and interventions.

Learning Outcomes:

By the end of the course, students should have:

1. a good understanding of general issues concerning the role of psychological theories within the area of adult psychological problems;

2. the ability to evaluate theory and research with respect to each of the adult

psychological problems studied. Course Content:

Overview of models and treatment, followed by 8 lectures specific to adult psychological disorders, including schizophrenia, chronic pain, eating disorders and others. Summary and MC quiz revision.


10 x 2 hour lectures and self-learning including literature search and analysis.



Key Bibliography:

Abnormal Psychology, 15/E James N. Butcher, Susan Mineka, Jill M. Hooley,

ISBN-10: 0205167268 ISBN-13: 9780205167265 Publisher: Pearson Copyright: 2013


Informal from lecturer, in the form of question/answer/feedback in the class environment, MC quiz in class. Individual written feedback provided with coursework mark.


1. Exam: A two hour exam at the end of the year choice of two out of five questions. (60%)

2. Coursework: essay word limit 2,500. (40%) Deadlines: Published on the Course Moodle Page.

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Introduction and re-cap of models and methodology

TP

Delusions RM

Eating disorders NN

PTSD TP

Somatic symptom disorders DS

Chronic pain TP

Bi Polar TP

Psychosis JKingston

Addiction NN

Summary and quiz feedback TP

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PS3121 Developmental Disorders (Spring term)

Course Coordinator: Dr Jessie Ricketts

Course Team: Dr Jessie Ricketts, Dr Catherine Sebastian

Aims:

1. To enhance students’ understanding of how genetic, environmental, biological and cognitive factors interact to shape development and behaviour over time.

2. To provide students with an overview of the most common developmental disorders.

3. To provide an insight into how researchers have investigated cognitive theories of developmental disorders and how to interpret data from these studies.

4. To encourage students to adopt a developmental perspective in understanding disorders.

Learning Outcomes:

Students who successfully complete this course unit will be able to:

1. Define the key characteristics of common developmental disorders. 2. Explain the differences between a nativist and a neuroconstructivist

approach to understanding developmental disorders. 3. Describe how genetic, environmental, biological and cognitive factors

interact to shape development and behaviour over time across disorders 4. Evaluate key research and intervention studies in the field.

Course Content:

1. Overview of developmental disorders: a neuroconstructivist framework 2. Disorders of known genetic origin:

a. Down syndrome b. William’s syndrome c. Fragile X syndrome

3. Autism Spectrum Disorders 4. Attention Deficit Hyperactivity Disorder 5. Emotional disorders 1: Externalising Disorders 6. Emotional disorders 2: Internalising Disorders 7. Specific Language Impairment. 8. Reading disorders I: Word Reading 9. Reading disorders 2: Reading comprehension difficulties 10. Putting it all together: co-morbidity and developmental outcomes


10 x 2 hour lectures: including group discussions. Reading lists for each topic will provide an opportunity to extend information covered in the lecture.



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Key Bibliography:

1. Hulme, C. and Snowling, M. (2009) Developmental Disorders of Language, Learning and Cognition. Chichester: Wiley-Blackwell

2. Howlin, P., Charman, T. & Ghaziuddin, M. (2010) The Sage Handbook of Developmental Disorders. London: Sage.

In addition, readings will be assigned for each lecture. These will mostly comprise recent journal articles and review chapters. Details will be posted on Moodle.


Discussions with students throughout course, informal feedback on group discussions. Formative individual written feedback will be provided on the course work assignment.


1. Exam: A two hour exam with a choice of two out of five questions. (50%) 2. Coursework: Essay, 2,500 word limit. (50%)



Overview of developmental disorders: a neuroconstructivist framework

Jessie Ricketts & Catherine Sebastian

Disorders of known genetic origin: Down syndrome, Williams syndrome and Fragile

JR

Autism Spectrum Disorders CS

Attention Deficit Hyperactivity Disorder CS

Emotional disorders 1: Externalising Disorders CS

Emotional disorders 2: Internalising Disorders CS

Specific Language Impairment JR

Reading disorders I: Word Reading Difficulties JR

Reading disorders 2: Reading comprehension difficulties

JR

Putting it all together: comorbidity and developmental outcomes

CS & JR

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PS3131 Human Neuropsychology (Spring term)

Course Coordinator: Dr Scott Glover

Course Team: Dr Scott Glover, Prof Robin Walker

Aims:

To equip students with a thorough understanding of the causes and consequences of brain damage in humans. To provide knowledge on how the study of individuals with brain damage can lead to a better understanding of human brain function. To educate students on the core ideas of recovery and neuro-rehabilitation

Learning Outcomes:

By the end of the course, students should possess:

1. A solid understanding of the causes of brain damage in humans. 2. A thorough understanding of the sequelae that follow brain damage to

individual regions of the human brain. 3. Knowledge of theories of brain organisation and function and how the

available evidence supports and/or contradicts these. 4. Knowledge of various theories of brain plasticity and how these apply to

Neurorehabilitation. 5. An understanding of the strengths of weaknesses of human

neuropsychology as a means of understanding human brain organisation and function.

6. The means to critically evaluate evidence from various sources 7. he means to weigh the pros and cons of various theories of brain

organisation and function.

Course Content:

Sessions will cover topics including; causes of brain damage, brain plasticity, the value of human neuropsychology as a means of understanding brain organisation and function, neurorehabitation of specific syndromes such as unilateral neglect. Some areas, such as disorders of motor control (apraxia, ataxia) will receive special emphasis, but the goal is to cover all aspects of neuropsychology relating to the brain. Teaching & Learning Methods:

10 x 2 hour lectures. Sessions will include formal and interactive lectures, along with other modes of learning including discussion of papers, debates on theories, etc



Key Bibliography:

Core (required) text: Kolb, B., & Whishaw, I. Q. (2008). Fundamentals of human neuropsychology.Freeman: New York.

Core (required) text: Milner, A. D., & Goodale, M. A. (1995). The visual brain in action. Oxford University Press; Oxford.

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Formative assessment will be provided during discussions of papers, class questions, and through written individual and generic feedback to be provided on course work


1. Exam: 2 hours, answer 2 out of 5 essay questions. (60%) 2. Coursework: Essay 2500 words, on topic related to the course. (40%)



Brain Development, Plasticity, and Organisation SG

The Motor System SG

The Occipital Lobes SG

The Temporal Lobes SG

The Parietal Lobes SG

The Frontal Lobes SG

Emotion SG

Spatial Behaviour SG

Rehabilitation of Neglect RW

Object Agnosia RW

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PS3141 Clinical and Cognitive Neuroscience (Autumn term)

Course Coordinator: Narender Ramnani

Course Team: Narender Ramnani, Nick Furl, NET lecturers. Pre-requisites: PS2061 Brain and Behaviour

Aims:

Students will build on knowledge from previous courses to develop an advanced understanding of current issues in neuroscience. They will also use it to understand the mechanisms of brain damage, recovery and techniques employed in rehabilitation.

Learning Outcomes:

By the end of this course, students should have developed a comprehensive understanding of specific specialist topics in clinical and cognitive neuroscience. These will be assessed with an exam and coursework. They will acquire skills involving critical thinking in relation to controversial issues, and will also produce coursework in which they will be able to demonstrate evidence of wider reading and an ability to integrate information across the course.

Course Content:

Clinical Neuroscience lectures: How do changing body maps in the cortex explain phantom limb phenomena when limbs are lost? How does neurodegeneration lead to Parkinson’s disease? How do the treatments work (e.g. levodopa, neural transplantation and deep brain stimulation)? What are the causes of stroke? What influences the process of recovery, and what new treatments are on the horizon and how do they work? Neural transplants for repairing the brain: How do they work and how effective are they? How do brain-machine interfaces work and how effective are they in rehabilitation following nervous system damage? What do we understand about the mechanisms of addiction in the brain?

Cognitive Neuroscience lectures: How does the prefrontal cortex process higher-order cognitive processes (e.g. using rules to govern behaviour, holding information in working memory, making complex decision)? How does the cerebellum contribute to fast and automatic mental processes? What are ‘brain waves’? Special sessions:

(i) Learning brain anatomy: Small group neuroanatomy practical session using real human brains [to be held in the Bourne Laboratory];

(ii) Additional discussions between students and patients* (depends on availability of patient groups). In association with various patient charities.


10 x 2 hour lectures, including a practical supervised session using human brain specimens. In addition, we will organise additional discussion sessions with patient groups and students are invited to attend these*.

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Full course and associated materials are provided on Moodle

Key Bibliography:

There is no single course text. Students will be directed to a number of high- profile review articles and original research papers.


Individual feedback on essays.


1. Exam: Choice of two essay questions out of five, 2 hours. (50%) 2. Coursework: Essay question 2500 words. (50%)



Rules and decisions in the primate brain: The prefrontal cortex

NR

Thinking fast, thinking slow: Cerebellar contributions to mental skills

NR

A Tour of the Human Brain: Neuroanatomy Practical Tutorial

NR and team

Cortical Reorganisation: Maps, Phantom Limbs, Brain Injury and Recovery

NR

Nervous system damage I: Neurodegeneration - Parkinson's Disease (followed by Patient-Student Interaction)

NR and patients

Nervous system damage II: Acute Brain Injury - Stroke (followed by Patient-Student Interaction)

NR and patients

Rehabilitation I: Neural transplants and brain repair

NR

Rehabilitation II: Brain-Machine Interfaces NR

Brain Waves NF

The Addicted Brain (possibly followed by Patient-Student Interaction)

NR and patients

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PS3151 Occupational and Organisational Psychology (Autumn term)

Course Coordinator Dr Hanna Zagefka

Course Team: Kathy Rastle, Anat Bardi, Polly Dalton, Tamar Pincus.

Aims:

To provide an introduction to the key concepts, methods and evidence in occupational and organizational Psychology.

Learning Outcomes:

By the end of this course, students should develop; 1. An understanding of the key concepts, methods and evidence in

occupational and organizational Psychology. 2. A critical appreciation of the material.

Course Content:

The course provides an introduction to key concepts and research techniques relevant to Occupational and Organizational Psychology. Topics include personnel selection and assessment, employee motivation, and workplace affairs. Teaching & Learning Methods: 10 two-hour lectures. Specific learning outcomes and a recommended reading list will be provided for every lecture.



Key Bibliography:

McKenna, E. (2012). Business Psychology and Organizational behaviour. Psychology Press: Hove.


The course co-ordinator and lecturing staff will be available during office hours, by appointment or by email to answer any questions students may have about the course. Written feedback will be provided with the coursework mark.


1. Coursework: Essay 2500 words. (40%) 2. Exam: 2 hours, requiring 2 answers selected from 5 questions. (60%)


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L1 An Introduction to Occupational and Organisational Psychology

HZ

L2 Personnel Selection & Assessment HZ

L3 Employee Motivation & Satisfaction HZ

L4 The Glass Ceiling KR

L5 Employment and Unemployment PD

L6 Workplace Affairs HZ

L7 Leadership AB

L8 Work and Health TP

L9 Person-environment Fit AB

L 10 Revision Session HZ

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PS3171 Human Performance: Work, Sport and Medicine (Autumn term) Course Coordinator: Dr Szonya Durant Course Team: Dr Szonya Durant, Dr Rob Hughes, Prof John Wann Aims: For students to be able to understand how to apply Psychology and neuroscience in the real world context of studying Human Performance. Learning Outcomes: 1. Students will become aware of and engage in the aspects of Human Performance in everyday life and how they can be understood in terms of theoretical grounding and empirical research. 2. Students will be able to make links between a wide range of psychology and neuroscience topics in relation to studies and theories of Human Performance. 3. Students will be able to evaluate studies as to their scientific merit and contribution to understanding Human Performance. Course Content: The course will include lectures and readings covering research and theory pertaining to human performance in the ‘real world’. These may include sports performance, driver behaviour; commercial applications of eye-movement tracking; augmented reality; cognition enhancing drugs; the neuroscience of ‘mind reading’; and the psychology of automation and of workload. Teaching & Learning Methods: 10 x 2 hour lectures. Sessions will include formal and interactive lectures, along with other modes of learning including discussion of papers, debates on theories and applications, etc. Details of teaching resources on Moodle: All lectures slides, appropriate interesting web links and articles and a forum for discussion will be provided. Key Bibliography: Not Applicable - This will be a journal article and book chapter based course. Formative Assessment & Feedback: Formative assessment will be provided during discussions of papers, class questions, and through written individual and generic feedback to be provided on course work. Summative Assessment: 1. Coursework: Report 2500 words. (100%) Deadlines: Published on the Course Moodle Page

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Design and use of virtual and augmented reality I SD

Design and use of virtual and augmented reality II SD

Medical enhancement of cognition SD

Potential applications of neuroscience methods for "mind reading"

SD

Work performance and automation RH

Workload: Theory and measurement RH

Driver behaviour JW

Sports performance JW

Mental imagery and performance JW

The Cognitive Psychology of advertising TBC

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PS3181 Criminal and Forensic Psychology (Spring term)

Course Coordinator: TBC but Amina Memon can be contacted in the meantime with queries

Course Team: TBC

Aims:

To provide students with:

1) An overview of the contributions from applied cognitive, social, forensic psychology and criminal psychology to the understanding of witness, victim and criminal behaviour.

2) The detection and investigation of crime and offenders

3) Evidence from child witnesses and the impact of crime on victims

4) An understanding of the implications of forensic psychology in the justice system.

Learning Outcomes:

Students should be able to: 1) demonstrate awareness of current theories and research related to witness

and criminal behaviour; 2) discuss issues related to the current state of knowledge on criminal behaviour

and be critical about current incidents, research and media influences. 3) Understand the contribution of psychological research in investigation of

witness evidence and detection of crime within the Criminal Justice System. Course Content:

The topics covered include: 1) Introduction to forensic psychology. 2) Eyewitness testimony with focus on child witnesses. 3) Victims of sexual violence. 4) Sex Offenders. 5) Interviewing of victims/witnesses in criminal investigations. 6) Deception detection. 7) Offender profiles and interrogation tactics. 8) False Confessions and Miscarriages of Justice. Teaching & Learning Methods: 10 x 2 hour lectures, readings and assessments.


Lecture e-handouts and other resources will be held on Moodle.

Key Bibliography:

There is no one course text but I have ordered the following for the library: Davies, G., & Beech, A.R. (2012). Forensic psychology, second edition (BPS Textbooks in Psychology). Chichester: Wiley. ISBN 9781119991953

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You will be expected to read original research articles (approx 4‐6 per week)


The lecturing staff and course coordinator will be available during office hours to answer any questions that students may have about the course.


1) Exam: 2 hours, requiring 2 answers selected from 5 questions. (100%)


Topic Lecturer

Course Overview & Introduction to Topic 1 (Eyewitness Evidence)

TBC

Miscarriages of Justice* Case studies * TBC

Offender Profiling TBC

Investigation of Crime: Interviewing witnesses TBC

Interrogation of Suspects TBC

Assessing Credibility & Detecting Deception TBC

Terrorism and Violence TBC

Victims of Crime TBC

Vulnerability in the Criminal Justice System TBC

The role of psychology in investigation and criminal prosecution (Overview)

Please note:

• You will be presenting cases in groups, preparation and participation required.

• Guest Lecturer for some topics

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PS3190 Educational Psychology (Spring term)

Course Coordinator: Dr Alana James

Course Team: Dr Alana James, Dr Jessie Ricketts, Dr Eilidh Cage, guest speakers

Aims:

1. To introduce students to core topics in educational psychology. 2. To discuss classic psychological approaches to learning and education. 3. To evaluate current psychological research in education. 4. To consider how psychological research can be effectively applied in

educational settings.

Learning Outcomes:

At the end of this course students will be able to:

1. Identify the key areas of research and theory in educational psychology. 2. Evaluate empirical evidence and a range of theoretical approaches in the

area. 3. Discuss the links between theory and practice in education, from a

psychological perspective.

Course Content:

The course will include lectures and readings covering classical and contemporary approaches in educational psychology. These may include work on gender and diversity in education, learning and classroom interaction, intelligence and motivation, learning disorders and special educational needs, assessment, attainment, socio-emotional approaches to development and learning, psychological perspectives on education at different levels/ages.


10 x 2 hour lectures, readings and assessments.


Lecture e-handouts and other resources will be held on Moodle.

Key Bibliography:

Core and further reading details will be provided for each lecture. Students may find textbooks on Educational Psychology generally helpful, such as: Ormrod, J. E. (2010). Educational Psychology: Developing Learners. New Jersey: Pearson.


Students will complete formative online activities through Moodle. One activity is associated with each lecture. Feedback on these activities will be fed back to students online or within lectures. Students will also have the opportunity to ask questions in class and to use Moodle discussion forums.


1. Exam: 2 hours. (100%)

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Topic Lecturer

Psychological theories in educational practice Eilidh Cage

Diversity in education (with guest - Education Support Specialist)

Alana James

Bullying in schools Alana James

Feedback and motivation Guest lecturer

Gender and education Eilidh Cage

Involving parents in education Alana James

Inclusion (with guests - Secondary Teachers/Inclusion Specialists)

Alana James

Language and literacy in the classroom Jessie Ricketts

Psychological assessment (with guest - Educational Psychologist)

Jessie Ricketts

Revision session Alana James

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PS3191 The Social Brain (Spring term)

Course Coordinator: Dr Nick Furl

Course Team: Dr Elisa Ferre, Dr Nick Furl, Dr Angelika Lingnau, Dr Carolyn McGettigan, Dr Cat Sebastian, Prof Manos Tsakiris

Aims:

This course will allow students to further build skills and explore interests developed in second year courses including Cognitive Psychology, Social Psychology and Brain & Behavior.

Social neuroscience is a fast growing scientific literature. Public awareness of social neuroscience (e.g., in the media) is also growing and, as it advances, its potential for societal impact also increases. Students entering psychology-related fields will, on the job, benefit from being able to comprehend and think critically about the scientific advancement produced in this field. Social neuroscience, as a field, also influences social, cognitive and clinical psychology. Understanding the social brain may provide subject knowledge and critical thinking skills that will support learning in related fields of psychology and neuroscience.

Learning Outcomes:

1. Understand the variety of scientific methods used to study brain-related influences on social behaviour.

2. Understand brain mechanisms contributing to typical social behaviour and social dysfunction.

3. Understand how perceptual systems (e.g., vision, audition) are used to recognise social information and how they interact with higher level processes that guide social interactions.

4. Independently explore the primary research literature on social psychology and social neuroscience and think critically about the content of this literature.

Course Content:

This course covers the various ways that social behaviour depends on brain function. The course will detail the neuroscientific and psychological methods used by social neuroscientists; visual and auditory social recognition, including face, body and voice perception; how the brain represents the minds, emotions and actions of other people; how emotion and decision making processes guide social behaviour; and how social neuroscience can impact society.


10 x 2 hour lectures. Sessions will include formal and interactive lectures.


All lectures slides, a detailed reading list along with key review articles from specialist journals will be made available via Moodle.

Key Bibliography:

There is no text book. Each week, lecturers will direct students to a number of high-profile review articles and original research papers.

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Voluntary Moodle quizzes, MCQ & short answer format, associated with each lecture and taken by student following lecture presentation outside of class time. Moodle is programmed to automatically mark MCQ and to reveal textual commentary by which students can check their knowledge and receive more information about topic.


Examination, consisting of a choice of two out of five essay questions.


Proposed Lectures Lecturer

Comparative social neuroscience Nick Furl

Person perception: faces and bodies Angelika Lingnau

Understanding other people’s actions Angelika Lingnau

Social neuroscience of communication: voices & gestures

Carolyn McGettigan

Self-awareness Manos Tsakiris

Awareness of others: empathy & intergroup relations

Manos Tsakiris

Awareness of others: space & perspective taking

Elisa Ferre

Affective neuroscience Cat Sebastian

Neuro-economics Nick Furl

Attractiveness and other social preferences Nick Furl

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PS3192 Real World Quantitative Techniques (Spring term)

Course Coordinator: Steve Hammett

Course Team: Steve Hammett, Jonas Larsson, Emma McHarg, Laura Mickes

Aims:

The course aims to familiarise students with a range of software (e.g. R and Matlab) and quantitative techniques that are commonly used in psychology and behavioural neuroscience. As such, the course is designed to introduce students to how and when these techniques might be applied in a range of software platforms that are commonly used in the private and public sector, as well as in academic research environments

Learning Outcomes:

1. Identify a range of quantitative techniques used in predicting behaviour. 2. Demonstrate exposure to a variety of quantitative platforms for implementing

such techniques. 3. Demonstrate a conceptual understanding of the limitations of various

quantitative techniques. 4. Evaluate the appropriateness of a variety of quantitative techniques for

different tasks.

Course Content:

The course will include an introduction to the principles of techniques such as multivariate pattern analysis and neural network models but the emphasis of the course is not on a deep understanding of mathematical principles but rather of how and when such techniques might be appropriate in real-world settings (e.g. market research, predicting consumption patterns).


10 x 2 hour lecture/lab sessions.



Key Bibliography:

1. The course will be based on journal articles and scholarly monographs. There is no set textbook.


Students will receive qualitative feedback within the weekly practical lab component of the course.


1. Coursework portfolio, 5000 words (100%)


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An introduction to quantitative techniques: How Netflix knows what you like

SH

SPSS for the real world EM

Signal Detection in the real world LM

An introduction to Matlab JL

Mind reading with a classifier JL

Excel survival skills EM

An introduction to R SH

Predicting popularity in social media: who's following you? SH

Predicting behaviour SH

Neural networks: brains in a box SH

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PS3210 Dissertation (Autumn/Spring term)

Course Coordinator: Dr Stephen Hammett

Course Team: (Available members of staff allocated as individual supervisors)

Aims:

To produce a substantial piece of original written work exploring a topic of the student’s own interest in an in-depth, advanced level extended essay prepared under the guidance of a supervisor. (Note that this is not an empirical piece of work, and no data are collected or analysed.)

Learning Outcomes:

To acquire the skills required for independent research based on written materials enabling students to:

1. Identify relevant sources of material. 2. Evaluate the selected material competently. 3. Reach balanced conclusions, and where possible give their implications for

wider theoretical issues and practical problems. 4. Judge what empirical work would further advance understanding.

Course Content: The topic is to be agreed on by student and supervisor, with the conditions that the student avoid repetition of material covered in course lectures, and that there be no overlap with the topic in the student’s final year project.


There will be two dissertation meetings that students are expected to attend where information regarding the dissertation will be disseminated.

Students will meet with their supervisor four times to:

1. Discuss a suitable topic area. 2. Decide on a research question. 3. Discuss the material identified for inclusion in the dissertation. 4. Obtain feedback on a 1600-word outline of the structure of the dissertation.

Details of teaching resources on Moodle: Full course and associated materials are provided on Moodle.

Key Bibliography: Materials to be agreed on by student and supervisor.


In meetings with the supervisor, students will receive feedback on: 1. The suitability of topic area; 2. The suitability of the dissertation question; 3. The suitability and amount of material to be covered; 4. The 1600-word outline of the structure of the dissertation.

On the final dissertation, students may receive an individual feedback form after the degree classifications have been made.


6,000 to 7,500-word essay (double-spaced with numbered pages) in the style of published review articles. (100%)


psychology department third year option booklet …...coursework: essay 2500 words. (50%) 2. (exam:...

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