UNIVERSITY OF KENT
MODULE SPECIFICATION TEMPLATE
SECTION 1: MODULE SPECIFICATIONS
1.
Title of the module
Culture and Psychology
2.
School or partner institution which will be responsible for management of the module
School of Psychology
3.
Start date of the module
A-term 2013
4.
The number of students expected to take the module
60
5.
Modules to be withdrawn on the introduction of this proposed module and consultation with
other relevant Schools and Faculties regarding the withdrawal
None
6.
The level of the module (e.g. Certificate [C], Intermediate [I], Honours [H] or Postgraduate [M])
Honours [H]
7.
The number of credits and the ECTS value which the module represents
15 credits; 7.5 ECTS value
8.
Which term(s) the module is to be taught in (or other teaching pattern)
If the pattern is not based on terms, please include the weeks (e.g., 6–18).
A-term
9. Prerequisite and co-requisite modules
No prerequisites will be required for students registered for a psychology Programme of
Study.
For non-psychology students either Introduction to Psychology I (SP304) and/or Introduction to
Psychology II (SP305) will be required as a pre-requisite
10. The programmes of study to which the module contributes
Module will be offered as a final year option to students on the following programmes:
BSc in Psychology
BSc in Applied Psychology
BSc in Applied Psychology with Clinical Psychology
BSc in Psychology with Clinical Psychology
BSc in Psychology with Studies in Europe
BSc in Social Psychology
BSc in Psychology and Law
BSc in Psychology and Social Anthropology
BSc in Psychology and Sociology
11. The intended subject specific learning outcomes
11.1 To define culture and its basis of shared meaning and practices and explain how this is
integrated into psychology
11.2 To examine the influence that culture has on human experience including behaviours,
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thoughts, and emotions by covering research examples from different cultural contexts that show
diversity and uniformity in psychological processes
11.3 To help understand one’s own (and others’) experiences and actions as contextualized by
cultural meanings and practices
11.4 To understand the terminology and basic principles of cross-cultural research methods, both
experimental and non-experimental
11.5 To develop the critical thinking necessary to evaluate the universality of psychological
processes as discussed and researched in the western world
12. The intended generic learning outcomes
12.1 To learn how to critically think of psychological theories and related empirical evidence
12.2 To learn to appreciate diverse ways of thinking and being
12.3 To demonstrate the ability to express opinions, argue rationally and engage in critical
thinking both orally and in the written form
13. A synopsis of the curriculum
This module will explore how culture influences human experience including behaviour, thoughts,
and emotions by providing a comprehensive introduction to general theories and methods related
to culture and diversity. It will provide students with a short history of cultural psychology and
cover many topical areas in psychology such as motivation, human development, and cognition
from a cultural perspective and explore the methodology used by cultural psychologists. The
module also aims to stimulate critical thinking and analytic skills generally, and help students
think about their own values and norms from a cultural perspective.
14. Indicative Reading List
Core text:
Heine, S. J. (2012). Cultural psychology (Second Edition). New York: Norton.
Recommended reading:
Cohen, D., Nisbett, R. E., Bowdle, B. F., & Schwarz, N. (1996). Insult, aggression, and the
Southern culture of honor: An experimental ethnography. Journal of Personality and Social
Psychology, 70, 945-960.
Henrich, J., Heine, S. J., & Norenzayan, A. (2010). The weirdest people in the world?
Behavioral and Brain Sciences, 33, 61-83.
Kitayama, S. & Cohen, D. (Eds.) (2007). Handbook of cultural psychology. New York:
Guilford.
Kitayama, S. & Uskul, A. K. (2011). Culture, mind, and the brain: Current evidence and future
directions. Annual Review of Psychology, 62, 419-449.
Masuda, T., & Nisbett, R. E. (2001). Attending holistically versus analytically: Comparing the
context sensitivity of Japanese and Americans. Journal of Personality and Social Psychology,
81, 922-934.
van de Vijver, F. J. R. Chasiotis, A., & Breugelmans, S. M. (Eds.) (2011.). Fundamental
questions in cross-cultural psychology. Cambridge: Cambridge University Press.
Online readings in cross-cultural psychology:
http://www.wwu.edu/culture/contents_complete.htm
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UNIVERSITY OF KENT
15. Learning and Teaching Methods, including the nature and number of contact hours and the
total study hours which will be expected of students, and how these relate to achievement of
the intended module learning outcomes
Contact hours will total 22 hours (which includes eleven two-hour lectures). The lectures will
examine and evaluate the role of culture in human psychology by focusing on different subfields
of psychology (motivation, emotion, the self etc.) and will consist of both lecture-style teaching
and in-class debates/discussion in smaller groups (11.2). Some lectures will focus on the history
of cultural psychology and the methodological aspects of studies conducted to examine the role
of culture in human psychology (11.1, 11.2, 11.5, 12.1). Part of one of these lectures will provide
students with specific advice and training on how to write thought pieces that will form part of the
assessment (11.5, 12.3).
Seminar-style discussions will involve smaller groups of students (~7) who will be instructed to
discuss a particular empirical piece with a goal to situate it in the material covered in the previous
lectures. It will encourage students to reflect and engage with previously covered material,
combined with the assigned readings for that week. This will develop students’ critical analysis of
empirical and methodological work, and engage with theoretical claims in the field of cultural
psychology (11.2, 11.4, 11.5, 12.1, 12.3).
Outside of contact hours, students will be expected to read relevant literature, prepare work for
the thought piece and develop skills enabling them to discuss topics outlined in lectures (11.3,
11.4, 12.2). This outside activity will involve 10 hours of private study per lecture during the 11week course, plus 18 hours of private study during the University’s reading week and revising for
their exam. Taken together, these contact hours and independent study hours will total 150 study
hours.
16. Assessment methods and how these relate to testing achievement of the intended module
learning outcomes
Students will be assessed on the basis of a coursework and an exam. The coursework will be a
1000-word long thought piece in which students will communicate ideas that occurred to them in
connection with the readings assigned in a specific week (around the middle of the module). The
focus of the thought piece can be on a critical flaw they noticed in the assigned readings, the
outline of a research idea the reading inspired, a conceptual extension of ideas in the readings,
or some interesting links they noticed between the assigned readings and previous readings or
group discussions. The general idea is to create an opportunity for students to demonstrate their
conceptual, critical, and insight abilities. This coursework will count 20% towards their final mark,
and assess learning outcomes 11.1, 11.2, 11.4, 11.5, 12.1, 12.3. Students will receive a short
training on how to write a thought piece during a lecture in the first half of the module.
Constructive feedback will be provided on this coursework.
Students will sit a two-hour examination in which they are asked to answer any two out of a
choice of five essay style questions. The exam will be worth 80% of their final mark and assess
learning outcomes 11.2, 11.3, 11.4, 11.5, 12.1, 12.3. Examples exam questions will be shown to
students during lectures.
17. Implications for learning resources, including staff, library, IT and space
Library stock may need to be updated with the recommended reading list, as above.
18. The School/Collaborative Partner (delete as applicable) recognises and has embedded the
expectations of current disability equality legislation, and supports students with a declared
disability or special educational need in its teaching. Within this module we will make
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UNIVERSITY OF KENT
reasonable adjustments wherever necessary, including additional or substitute materials,
teaching modes or assessment methods for students who have declared and discussed their
learning support needs. Arrangements for students with declared disabilities will be made on
an individual basis, in consultation with the University’s/Collaborative Partner’s (delete as
applicable) disability/dyslexia support service, and specialist support will be provided where
needed.
We are confident that no student is disadvantaged by the curriculum as far as can be reasonably
anticipated. The teaching room is wheelchair accessible and there is a disabled toilet on the
premises and with notice we are happy to use induction loop for people with hearing impairment
and/or produce adapted/enlarged handouts for people with visual impairments.
19. Campus(es) where module will be delivered:
Canterbury
If the module is part of a programme in a Partner College or Validated Institution, please complete
the following:
20. Partner College/Validated Institution:
21. University School responsible for the programme:
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UNIVERSITY OF KENT
SECTION 2: MODULE IS PART OF A PROGRAMME OF STUDY IN A UNIVERSITY SCHOOL
Statement by the School Director of Learning and Teaching/School Director of Graduate Studies
(as appropriate): "I confirm I have been consulted on the above module proposal and have given advice
on the correct procedures and required content of module proposals"
................................................................
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Director of Learning and Teaching/Director of
Graduate Studies (delete as applicable)
Date
…………………………………………………
Print Name
Statement by the Head of School: "I confirm that the School has approved the introduction of the
module and, where the module is proposed by School staff, will be responsible for its resourcing"
.................................................................
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Head of School
Date
…………………………………………………….
Print Name
SECTION 3: MODULE IS PART OF A PROGRAMME IN A PARTNER COLLEGE OR VALIDATED
INSTITUTION
(Where the module is proposed by a Partner College/Validated Institution)
Statement by the Nominated Officer of the College/Validated Institution (delete as applicable): "I
confirm that the College/Validated Institution (delete as applicable) has approved the introduction of the
module and will be responsible for its resourcing"
.................................................................
..............................................
Nominated Responsible Officer of Partner
College/Validated Institution
Date
………………………………………………….
Print Name
…………………………………………………..
Post
………………………………………….
Partner College/Validated Institution
Module Specification Template
Last updated February 2013
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