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The Person in Psychology

  • Module code: PS7003
  • Year: 2018/9
  • Level: 7
  • Credits: 30
  • Pre-requisites: None
  • Co-requisites: None

Summary

The content of the module will examine a broad range of key theories and empirical research in social, individual and developmental psychology. This core 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. 

Aims

  • To introduce the nature of social psychological inquiry, its main findings and theoretical and philosophical debates within the discipline.
  • To develop knowledge of the main theories of personality and intelligence, and to enhance      students' understanding of how individual differences in human abilities, personalities and attributes arise and how they are measured.
  • To introduce some of the current issues and theories surrounding development in children and across the life span. 

 

Learning outcomes

On successful completion of the module, students will be able to:

  • Describe the major approaches, theories, methods and debates in social psychology, individual and developmental psychology;
  • Appraise the similarities and differences in major approaches of social psychology, individual and developmental psychology, including the influence of genetic, environmental and cultural factors;
  • Demonstrate advanced skills in written communication and use of empirical evidence. 

Curriculum content

Topics covered will include:

  • Social influence
  • Social interaction
  • Social representations
  • Prejudice, discrimination and intergroup conflict
  • Critical psychology
  • Theoretical approaches to personality (including biological, social cognitive, and trait      approaches)
  • Psychometric approach to individual differences
  • Theories of intelligence and the basis of differences in intelligence
  • Attachment
  • Perceptual, cognitive, memory and language development
  • Theory of mind

 

Teaching and learning strategy

This module will be delivered through 22 one-hour weekly keynote lectures (which will present core materials which will benefit students' understanding of major approaches of social psychology, individual and developmental psychology) followed by 22 one-hour interactive lectures (which will provide a structure for the students' reading and will involve reviewing key articles, completing worksheets, discussing questions, presentations, or practical tasks).

Breakdown of Teaching and Learning Hours

Definitive UNISTATS Category Indicative Description Hours
Scheduled learning and teaching Lectures 44
Guided independent study Guided Independent study 256
Total (number of credits x 10) 300

Assessment strategy

Learning will be assessed via a 2,000 word essay on Social Psychology worth 33% of the mark and a 2-hour unseen examination on Developmental Psychology and Individual Differences worth 67% of the final mark. Formative assessment will include feedback from keynote lecturers and peers on activities (including examples of MCQ questions) during the interactive lectures. In addition, students will receive verbal and written feedback from a lecturer on their answer to a practice exam essay and short-answer questions.

Mapping of Learning Outcomes to Assessment Strategy (Indicative)

Learning Outcome Assessment Strategy
Describe the major approaches, theories, methods and debates in social psychology, individual and developmental psychology Formatively during the interactive lectures and summatively through the examination and essay
Appraise the similarities and differences in major approaches of social psychology, individual and developmental psychology, including the influence of genetic, environmental and cultural factors Formatively during the interactive lectures and summatively through the examination and essay
Demonstrate advanced skills in written communication and use of empirical evidence Formatively during the practice exam essay and summatively through the examination and essay

Elements of Assessment

Description of Assessment Definitive UNISTATS Categories Percentage
EXWR Examination 67
CWK 2000 word essay 33
Total (to equal 100%) 100%

Achieving a pass

It IS NOT a requirement that any major assessment category is passed separately in order to achieve an overall pass for the module

Bibliography core texts

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. London: 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. London: 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 Loan)

Schultz, D.P. & Schultz, S.E. (2001). Theories of personality.(7th Ed). London: Wadsworth. Thomson Learning.

Smith, P. K., Cowie, H. & Blades, M. (2011). Understanding children's development (5th Ed). London: Blackwell.

Slater, A. and Bremner, G. (2011). An introduction to Developmental Psychology (2nd Ed). Leicester: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. 

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