Module PSYC3171: EMOTION AND SOCIAL COGNITION

Department: PSYCHOLOGY

PSYC3171: EMOTION AND SOCIAL COGNITION

Prerequisites

• Abnormal Psychology and Personality (PSYC2071) OR Social and Development Psychology (PSYC2021) plus Brain Processes of Cognition and Perception (PSYC2111) OR Modules to the value of 100 credits from Level 2 Applied Psychology (C810)

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• To provide: In depth knowledge and understanding of the study of emotion and social cognition from several different perspectives, including cognitive, developmental, social, abnormal, and evolutionary psychology, and neuroscience.
• A focused opportunity for students to integrate further their knowledge and understanding of these core areas of psychology.

Content

• This module will provide the opportunity to learn about and critically engage with areas of particular and current interest in the study of emotion and social cognition from a variety of perspectives, including cognitive, developmental, social, abnormal, and evolutionary psychology, and neuroscience.
• The module will cover topics such as: theories of emotion.
• disorders of emotion.
• the pivotal role of faces in the expression and perception of emotion and other social information.
• emotion and social perception from body posture and movement.
• person perception and stereotypes.
• emotional experience and empathy.
• and reasoning and decision-making.

Learning Outcomes

• Detailed knowledge and understanding of psychological research on emotion and social cognition from several different perspectives, and an appreciation of how these different perspectives compare and contrast, with respect to concepts, theories, methods and evidence

• 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

• The module will be taught in weekly 2-hour sessions, involving lectures, discussion and experimental work.
• These modes of teaching will provide students with detailed knowledge of the key concepts, theories, methods and evidence in the study of emotion and social cognition, and the research skills needed to evaluate them (as assessed in the summative essay, brief experimental report, and exam).
• The summative essay will require students to explore in more depth one of a selection of topics covered in the lectures by independently locating, organising and critically reviewing material on that topic.
• An assessment of the range, recency and appropriateness of sources will be included in the overall assessment of the essay.
• Students' knowledge and understanding of the topic as taught and from further reading, and their analytical skills, will be summatively assessed through a 2-hour written examination.
• Both the summative essay and exam will also assess students' ability to produce clear and well-written scientific argument, including the critical assessment of theories in the light of evidence, and their appreciation of different approaches to the study of emotion and social cognition.
• A class experiment will provide a stimulus for discussion of research methods in a particular area of the topic along with practical experience involved in carrying out, analysing and briefly writing up such an experiment.
• Understanding of the experimental process will be summatively assessed through the brief written report.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Brief weekly multiple-choice tests to provide feedback related to understanding of the weekly lecture and reading.

■ 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