Module PSYC1081: INTRODUCTION TO PSYCHOLOGY 2: DEVELOPMENTAL, SOCIAL AND ABNORMAL PSYCHOLOGY

Department: Psychology

PSYC1081: INTRODUCTION TO PSYCHOLOGY 2: DEVELOPMENTAL, SOCIAL AND ABNORMAL PSYCHOLOGY

Prerequisites

• None

Corequisites

• None

Excluded Combination of Modules

• None

Aims

• This Level 1 introductory course is to allow students to acquire a broad foundation of knowledge in the core areas of developmental psychology, social psychology, abnormal psychology and intelligence

Content

• The course is divided into four sections (NB the order in which the topics are delivered may vary): (1) Intelligence, (2) Cognitive development, (3) Social interaction and processes, and (4) Abnormal psychology
• Each section introduces and explores central issues covering empirical findings and their theoretical interpretation
• The first, third and fourth sections have a common form of eleven one-hour lectures, and a formative one-hour multiple choice test with feedback
• The second section is comprised of seven one-hour lectures, and a formative one-hour multiple choice test with feedback
• The first lecture of each sub-section provides a historical and conceptual introduction to the topic

Learning Outcomes

• Acquisition of knowledge in the areas of developmental psychology, social psychology, abnormal psychology and intelligence
• Detailed understanding of some sub-areas within developmental psychology, social psychology, abnormal psychology and intelligence

• Emerging understanding of the relationship between data and theory

• Developing ability to organise and utilise knowledge

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

• Student acquisition of a broad range of knowledge relating to developmental, social, abnormal psychology and intelligence is facilitated by the content of lectures and the provision of appropriate reading lists
• Assessment of the breadth and depth of this knowledge is achieved via the summer examination
• As students are expected to acquire a broad knowledge base, formative class tests and the examination use an MCQ format to probe students' knowledge of the full syllabus
• Detailed understanding of some sub-areas within the core areas is supported by elements of lecture content which use examples to provide more detail about selected topics and issues
• MCQs in formative class tests and the examination serve to probe the depth of students' understanding in these areas and students' ability to organise and utilise this knowledge
• Formative class tests and the examination assess how well students are able to use the knowledge acquired through reading and provide students with almost instant feedback on this learning
• Lectures and examples emphasise the recursive relationship between theoretical development and empirical testing. This guides students' emerging understanding of the relationship between data and theory

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Formative assessment takes place in the form of quizzes and short informal MCQs. The class test MCQs also provide almost immediate feedback on students' progress and what has been learned.

■ 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