Durham University
Programme and Module Handbook

Undergraduate Programme and Module Handbook 2005-2006 (archived)


Department: PSYCHOLOGY (APPLIED PSYCHOLOGY) [Queen's Campus, Stockton]


Type Open Level 2 Credits 20 Availability Available in 2005/06 Module Cap None. Location Queen's Campus Stockton


  • Level 1 core modules.


  • None.

Excluded Combination of Modules

  • None.


  • To build upon the material covered in the introductory module and to focus on how more recent empirical research has affected our understanding of child development.
  • To introduce students to key areas of intellectual development and to factors that may affect the normal course of development.
  • To develop the students' understanding in key areas of cognitive psychology.


  • Developmental Psychology: Introduction.
  • Recent advances in developmental psychology such as intellectual development, abnormal development and life course development.
  • Key areas in Cognition such as reasoning, thinking and language.

Learning Outcomes

Subject-specific Knowledge:
  • Students should acquire a broad range of knowledge in developmental psychology and see, in depth, that development in the cognitive, social and linguistic domains is an integrated process that continues throughout the life course.
  • Students should acquire a broad range of knowledge in cognitive psychology and in-depth knowledge of the key areas covered in the module.
  • Students should be able to describe and evaluate research findings in relation to relevant theories and to apply the research to everyday aspects of cognition.
Subject-specific Skills:
  • Locate, read and review a body of research evidence.
  • Theoretical interpretation and evaluation of the significance of empirical work.
  • Ability to adopt different theoretical positions and see relationships between them.
Key Skills:
  • Evaluation of the quality of evidence and arguments.
  • Good communication skills as evidenced by clear well-written essays and competent oral presentations.
  • Good IT skills in word processing and bibliographic skills
  • Ability to work independently.

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

  • Student acquisition of knowledge relating to the recent work in developmental psychology and key areas of cognitive psychology is guided by lectures and supplemented by reading.
  • This knowledge will be assessed in the formative and summative assessments, and the written examination. These assessments will be essay-based, providing students with the opportunities to demonstrate their abilities to organise, review and evaluate evidence and theory, to provide critical appraisal, and to contrast theoretical positions. Feedback on progress in acquiring knowledge in the module is provided in the formative assessment.
  • Understanding of the relationship between theory and evidence is supported directly by the lecture content and seminar activities that encourage students to interpret evidence theoretically, and to compare competing theoretical accounts. The development of students??? skills in this domain is assessed in the formative and summative essays, and in the examination.
  • Abilities to reason scientifically and to effectively retrieve, locate, organise and use information is facilitated by the preparation for seminars and assessment activities, and by the feedback from the formative assessment. Scientific reasoning and organisation of written material is assessed in the formative and summative essays, and in the examination.
  • The skills involved in preparing scientific reports to a satisfactory standard are supported by workshop activities and feedback from the formative assessment.
  • A key component in the preparation of formative essays is the acquisition of adequate word processing skills. Feedback is providing regarding the adequacy of these skills where necessary.

Teaching Methods and Learning Hours

Activity Number Frequency Duration Total/Hours
Lectures 22 Weekly 1 hour 22
Seminars 4 Two per term 1 hour 4
Preparation and Reading 174
Total 200

Summative Assessment

Component: Essay Component Weighting: 25%
Element Length / duration Element Weighting Resit Opportunity
2000 word summative essay 100%
Component: Examination Component Weighting: 75%
Element Length / duration Element Weighting Resit Opportunity
two-hour examination 100%

Formative Assessment:

Two assignments

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