Confirmation that this version of the module specification has been approved by the School
Learning and Teaching Committee: Chairs action 27/4/15; to be reported at L&T Meeting
Title of the module
SP612: Attitudes and Social Cognition
School or partner institution which will be responsible for management of the
School of Psychology
Start date of the module
September 2008, revised for September 2015
The number of students expected to take the module
Modules to be withdrawn on the introduction of this proposed module and
consultation with other relevant Schools and Faculties regarding the withdrawal
The level of the module (e.g. Certificate [C], Intermediate [I], Honours [H] or
Postgraduate [M])
Level H
The number of credits and the ECTS value which the module represents
15 Credits (7.5 ECTS)
Which term(s) the module is to be taught in (or other teaching pattern)
Prerequisite and co-requisite modules
SP300, SP301, SP302 and SP500.
10. The programmes of study to which the module contributes
BSc in :
 Applied Psychology (APPSY-S:BSC)
 Applied Psychology with Clinical Psychology (APPSYCLN-S:BSC)
 Psychology (PSY:BSC)
Module Specification Template (v.October 2014)
 Psychology with Clinical Psychology (PSYCLN:BSC)
 Psychology (with Studies in Europe) (PSY-A:BSC)
 Social Psychology (SOCPSY:BSC)
 Psychology and Social Anthropology (PSY-ANT:BSC)
 Psychology and Sociology (PSY-SOC:BSC)
 Psychology and Law (PSY-LAW-4:BSC)
Not available as a wild module.
11. The intended subject specific learning outcomes
On successfully completing the module, students will be able to:
11.1. understand contemporary concepts, theories and findings in attitudes and
social cognition.
11.2. critically evaluate concepts, theories and findings in attitudes and social
11.3. conceive research to address limitations and gaps in concepts, theories and
findings in attitudes and social cognition
11.4. demonstrate an awareness of how concepts, theories and findings in attitudes
and social cognition may be applied with benefits for individuals, groups, and
11.5. appreciate the historical and conceptual issues in the study of Attitudes and
Social Cognition.
12. The intended generic learning outcomes
On successfully completing the module students will be able to:
12.1. present, interpret and discuss concepts, theories, and findings based on the
use of the relevant literature
12.2. understand and appreciate the diversity of theoretical and empirical
approaches in psychology
12.3. critically evaluate the quality of theories, methods and findings in published
12.4. plan work and study independently
12.5. demonstrate use of information technology skills
12.6. express well-founded opinions, argue rationally, develop new perspectives
and engage in critical thinking both orally and in written form
12.7. communicate effectively psychological theories, concepts, and findings
13. A synopsis of the curriculum
This module is concerned with contemporary concepts, theories and findings in this
broad area of social psychology and how they may be applied with benefits for
individuals, groups and society. We will address the question how individuals form and
maintain an understanding of themselves, other people, and the world they are living in.
Drawing on cognitive principles, we will study the processes that underlie human
judgments, behaviour, and decision making in real-life contexts. Students will have the
opportunity to develop new research to address an unanswered research question.
Module Specification Template (v.October 2014)
14. Indicative Reading List
Selected empirical articles from leading journals in the field are a primary source of
Kunda, Z. (1999). Social cognition: Making sense of people. London: MIT Press.
H. Bless, K. Fiedler & F. Strack (Eds.) (2003), Social cognition: How individuals
construct social reality. Hove: Psychology Press.
Maio, G. R. & Haddock, G. G. (2010). The Psychology of Attitudes and Attitude
Change. London, UK: Sage.
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
Each lecture will provide students with an in-depth
examination of the main concepts, issues, and research
methods relating to various sub-disciplines of attitudes
and social cognition (11.1-11.5, 12.2). Students will
receive materials outlining the core issues and
controversies in the field, drawing mainly on primary
sources (research articles) (11.1-11.2, 12.2). Student
learning will be guided by lecturer expertise and the
core readings associated with each lecture. The module
lecturers will recommend module texts, journal articles,
and on-line resources for further study (12.3-12.5). A
mixed lecture/seminar format and exercises will
encourage students to engage with relevant materials
(e.g., articles, research papers) during and outside
lectures, with the aim to develop an in-depth
understanding of the core debates and practices within
the domain of attitudes and social cognition.
Guided independent
By encouraging structured independent learning, the
module will promote students’ ability to develop ideas
and enable them to engage in a critical evaluation of
core concepts and research methods (11.4 & 11.5,
12.1, 12.6-12.7).
11 Lectures (2 hr)
Module Specification Template (v.October 2014)
16. Assessment methods and how these relate to testing achievement of the intended
module learning outcomes
This module will be assessed by Examination (60%) and Coursework (40%).
 2hr examination 60%; To assess Learning Outcomes : 11.1-11.2, 11.4-11.5,
12.1-12.2, 12.6-12.7
Research proposal in poster-format 40%; To assess Learning Outcomes : 11.111.5, 12.1-12.7.
The proposal requires students to develop a novel piece of research on an
issue of their choice in the field of attitudes and social cognition. Students will
review the literature critically to develop a theoretical background for a new
research question, which builds on flaws, limitations or gaps in the literature.
The students will articulate how their research will address those flaws,
limitations or gaps, formulate a research hypothesis, and outline a research
methodology and expected results. The assignment also requires the students
to discuss the wider implications and potential impact of their proposed
research. The poster format encourages the expression of ideas in a clear,
concise, and structured manner. The poster will require use of IT software (e.g.,
Microsoft Word, Publisher, etc.) to prepare and present the research proposal in
a clear and concise format.
17. Implications for learning resources, including staff, library, IT and space
18. The School 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 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
disability/dyslexia support service, and specialist support will be provided where
19. Campus(es) or Centre(s) where module will be delivered:
Module Specification Template (v.October 2014)