Module PSYC3031: DEVELOPMENTAL PSYCHOLOGY

Department: PSYCHOLOGY

PSYC3031: DEVELOPMENTAL PSYCHOLOGY

Prerequisites

• Social and Developmental Psychology (PSYC2021) OR Modules to the value of 100 credits from Level 2 Applied Psychology (C810)

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• To demonstrate the inextricable link between cognitive and social functioning, and to consider how this is manifest in normal and deviant development.

Content

• The module is divided into two main parts: (i) typical development and (ii) developmental neuropsychology.
• The first part covers the theories of Piaget, Vygotsky, Bowlby and Erikson, evaluating each in light of current research.
• Links between social and cognitive development are illustrated through children's acquisition of symbolic representations, use of private speech, and development of autobiographical memory.
• The main focus is on early childhood, but development in adolescence, adulthood and old age is also covered.
• Developmental neuropsychology explores recent attempts to characterise and explain a range of developmental disorders, such as autism, PKU, ADHD, specific language impairment and dyslexia.

Learning Outcomes

• Detailed knowledge of key theories and empirical work in developmental psychology, and their influence on current research

• Ability to review critically and consolidate understanding of a coherent body of psychological knowledge and apply it appropriately

• Good written communication skills
• Good IT skills in word processing, data manipulation and data presentation
• Abilities to work independently in scholarship and research within broad guidelines

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• Students' acquisition of detailed knowledge will be facilitate by lectures, group discussions, audio-visual materials and detailed reading lists.
• These modes of teaching provide students with detailed knowledge of the key theories and the skills needed to evaluate different theoretical positions in light of current evidence.
• The summative essay and examination will assess students' detailed subject knowledge.
• Student-led discussions and small group work develop students' abilities to work independently in locating and evaluating research.
• Students' skills in independently undertaking a literature search and reviewing recent material will be assessed by the summative essay (no reading list is set).
• An assessment of the range, recency and appropriateness of sources will be included in the overall assessment of the essay.
• The use of group discussions and small group work will ensure that students are exposed to a range of different theoretical positions, and encouraged to understand their inter-relations.
• Lectures, student-led discussion and small group work will also give students the opportunity to interpret and evaluate the significance of empirical work.
• The summative essay and written examination will effectively assess students' critical and analytical skills.
• The use of a summative essay and written examination will ensure that students' written communication skills are assessed.
• Feedback on the summative essays will be available form the beginning of the Epiphany term, allowing students plenty of time to benefit from feedback on this aspect of their work.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

None.

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University