The module will cover a broad range of key theories and empirical research in social, individual and developmental psychology. This module will allow students to explore current theory and practice in psychology across range of topics that focuses on the person in psychology. In consideration of the social, individual (human abilities and personality attributes) and developmental areas of enquiry, the scientific approach and the notion of measurement is fundamental.
On successful completion of the module, students will be able to:
Topics covered will include:
This module will be delivered through 22 three-hour weekly lectures composed of a keynote lecture followed by an interactive session. The teaching strategy is to present core material and to provide a structure for the students' reading in the keynote lectures. The interactive
sessions will involve discussions and may include reviewing key articles, completing worksheets, discussing questions, presentations, or practical tasks. This will benefit students' understanding of major approaches of social psychology, individual and developmental psychology, and will feedforward in preparation for the final examination.
| Definitive UNISTATS Category | Indicative Description | Hours |
|---|---|---|
| Scheduled learning and teaching | Keynote and interactive lectures | 66 |
| Guided independent study | Independent study | 234 |
| Total (number of credits x 10) | 300 | |
The assessment strategies adopted in the course reflect the aims of the module and the requirements for undergraduate level 5 study and make a significant contribution to the learning process. The assessment strategy is designed to develop writing skills and knowledge in three different areas of psychology – social psychology, individual differences and developmental psychology – and utilises a range of strategies to achieve this. The module will be assessed by one 1,500 word essay (40%), one 40 minute in-class test (20%) and one one-hour end of year exam (40%).
The essay will enable students to develop their written expression and critical abilities, as well as their knowledge of social psychological theory. The in-class test will allow students to increase their knowledge and understanding of theories of individual differences. The final exam presents students with an opportunity to again develop their essay-writing skills, but under exam conditions.
| Learning Outcome | Assessment Strategy |
|---|---|
| Demonstrate knowledge of the major approaches, theories, methods and debates in social psychology, individual and developmental psychology | Formatively through lecture activities, workshops and summatively through exam and in-class test |
| Critically evaluate the similarities and differences in major approaches in social psychology, developmental psychology, and individual differences, including the influence of genetic, environmental and cultural factors | Formatively through lecture activities, workshops and summatively through exam and in-class test |
| Demonstrate further development of key skills, such as written communication and use of empirical evidence | Formatively through lecture activities workshops and summatively through exam and in-class test |
| Description of Assessment | Definitive UNISTATS Categories | Percentage |
|---|---|---|
| CWK | Essay | 40 |
| EXT | Class Test | 20 |
| EXWR | Exam | 40 |
| Total (to equal 100%) | 100% | |
It IS a requirement that the major category of assessment is passed in order to achieve an overall pass for the module
Augoustinos, M., Walker, I. & Donaghue, N. (2005). Social cognition: an integrated
introduction. London: Sage.
Burr. V. (2003). Social constructionism. (2nd ed.). London: Routledge.
Feist, J & Feist, G.J. (2002). Theories of personality. McGraw Hill.
Maltby, J., Day, L. & Macaskill, A. (2007). Personality, Individual Differences and Intelligence. Pearson. Prentice Hall. (core text; e-copy and hard copies available)
Mitchell, P., & Ziegler, F. (2007). Fundamentals of Development: The Psychology of Childhood. Psychology Press.
Neisser, U, Boodoo, G., Bouchard, T.J. et al. (1996). Intelligence: knowns and unknowns. American Psychologist, 51 (2), 77-101 (paper copy available from the Desk Loans)
Schultz, D.P. & Schultz, S.E. (2001). Theories of personality.(7th edition). Wadsworth. Thomson Learning.
Smith, P. K., Cowie, H. & Blades, M. (2011). Understanding Children's Development (5th Edition). Blackwell.
Slater, A. and Bremner, G. (2011). An introduction to Developmental Psychology (2nd Edition). BPS Blackwell.
Stainton-Rogers, W. (2003). Social psychology: Experimental and critical approaches. Maidenhead: OU Press.
Sternberg, R.J. & Grigorenko, E. (eds.) (1997). Intelligence, heredity and environment.Cambridge: Cambridge University Press.