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.
On successful completion of the module, students will be able to:
Topics covered will include:
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).
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 |
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.
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 |
Description of Assessment | Definitive UNISTATS Categories | Percentage |
---|---|---|
EXWR | Examination | 67 |
CWK | 2000 word essay | 33 |
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
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.