The content of the module will examine a broad range of key theories and empirical research in relation to development in both typical and atypical populations. This module will also allow students to examine a range of methodologies employed in studies of typical and atypical populations.
On successful completion of the module, students will be able to:
Topics covered may include:
This module will be delivered through 22 one-hour weekly keynote lectures (which will introduce core material and provide a structure for the students' reading) followed by one-hour interactive lectures (which will include discussions and may involve reviewing key articles, presentations, or practical tasks). All may be used to benefit students' understanding of development in typical and atypical populations.
| Definitive UNISTATS Category | Indicative Description | Hours |
|---|---|---|
| Scheduled learning and teaching | Lectures | 44 |
| Guided independent study | Independent study | 256 |
| Total (number of credits x 10) | 300 | |
Learning will be assessed via a 2,500-word portfolio of two critical reviews of research articles worth 50% of the final mark and a two-hour unseen examination worth 50% of the final mark. Formative assessment will include feedback from keynote lecturers and from both lecturers and peers on activities during the interactive lectures. In addition, students will receive feedback on their answer to a practice exam essay question.
| Learning Outcome | Assessment Strategy |
|---|---|
| Criticise theoretical approaches in typical and atypical development | Formatively through the interactive lecture activities and summatively through the examination and the portfolio of critical reviews. |
| Synthesise current developmental studies in typical and atypical populations | Formatively through the interactive lecture activities and summatively through the examination and the portfolio of critical reviews. |
| Appraise research methodologies in developmental research of typical and atypical populations | Formatively through the interactive lecture activities and summatively through the examination and the portfolio of critical reviews. |
| Description of Assessment | Definitive UNISTATS Categories | Percentage |
|---|---|---|
| Coursework | Critical Review | 50 |
| Written exam | Examination | 50 |
| Total (to equal 100%) | 100% | |
It IS NOT a requirement that any major assessment category is passed separately in order to achieve an overall pass for the module.
Barkley, R.A. (2003). Issues in the diagnosis of ADHD in children. Brain and Development, 25, 77-83.
Brock, J (2007). Language abilities in Williams syndrome: a critical review. Development and Pathopathology, 19, 97-127.
Bruce, V. Campbell, R.N. Doherty-Sneddon G, Importe, A., Langton, S., McAuley, S., & Wright, R. (2000). Testing face processing skills in children. British Journal of Developmental Psychology, 319-333.
Fidler, D.J. (2005). The emerging Down Syndrome behavioural phenotype in early childhood. Implications for practice. Infants & Young Children, 18 (2), 86- 103.
Happe, F. (1999). Autism: Cognitive deficit or style? Trends in Cognitive Sciences, 3, 216-222.
Karmiloff-Smith, A. (1998). Development itself is the key to understanding developmental disorders. Trends in Cognitive Sciences, 2, 389-398.
Leonard, L.B. (1998). Children with Specific Language Impairment. Cambridge, MA: MIT press.
Park, J., Newman, L., and Polk, T. (2009). Face processing: The interplay of nature and nurture. The Neuroscientist, 15 (5), 445-449.
Rajendran, G., & Mitchell, P. (2007). Cognitive theories of autism. Developmental Review, 27(2), 224-260.
Striano, T. and Reid, V. (2009). Social cognition: Development, neuroscience and Autism. West Sussex. Wiley-Blackwell.
Wellman, H., Cross, D., & Watson, J. (2001). Meta-analysis of theory of mind development. The truth about false-belief. Child Development, 72 (3), 655- 684.