UNIVERSITY OF KENT
Module Specification
1.
The title of the module
2.
The Department which will be responsible for management of the module
3.
The Start Date of the Module
4.
The cohort of students (onwards) to which the module will be applicable:
5.
The number of students expected to take the module:
6.
The Neuroscience of Cognitive Disorders (SP611)
Psychology
Spring term 2009
2008/9
100
and
Modules to be withdrawn on the introduction of this proposed module
consultation with other relevant Departments and Faculties regarding the
withdrawal:
See attached covering document
7.
The level of the module (eg Certificate [C], Intermediate [I], Honours [H] or
Postgraduate [M]):
H
8.
The number of credits which the module represents:
9.
Which term(s) the module is to be taught in (or other teaching pattern):
10.
Prerequisite and co-requisite modules:
11.
The programmes of study to which the module contributes:
15
Spring Term
Pre-requisites are: SP300, SP301, SP500, SP604 and SP605
BSc in: Applied Psychology, Applied Psychology with Clinical Psychology, Applied
Social Psychology with Clinical Psychology, Psychology, Psychology with Clinical
Psychology, Psychology (with Studies in Europe), Applied Social Psychology,
European Social Psychology, Social Psychology, Social Psychology with Clinical
Psychology, Computing and Social Psychology, Psychology and Social
Anthropology, Psychology and Sociology, Psychology and Law.
12.
The intended subject specific learning outcomes and, as appropriate, their
relationship to programme learning outcomes

Knowledge and understanding of how core concepts, theories and findings in the
study of cognition have been applied to broader neuroscientific and clinical
contexts.

Intellectual skill of critical reflection when considering how cognitive psychology
has informed our understanding of mind, brain and healthcare.

Critically evaluating theoretical and empirical literature on the neuroscience of
cognitive disorders.

Ability to evaluate through written analysis and interpretation the application of
cognitive research to its broader neuroscientific and everyday context.

Develop an appreciation of the historical and conceptual issues in the study of the
neuroscience of cognitive disorders.
These specific learning outcomes contribute to achieving the general aims of our
undergraduate programmes, which aim:

to ensure that students acquire a sound knowledge and systematic understanding
of the principal approaches and perspectives (e.g., social, developmental,
cognitive, and biological) in psychology,

to develop students’ critical awareness and appraisal of the different approaches to
psychology, and to introduce students to a range of different theoretical and
methodological approaches,

to provide teaching which is informed by current research and scholarship and
which requires students to engage with aspects of work at the frontiers of
knowledge.
13.
The intended generic learning outcomes and, as appropriate, their relationship
to programme learning outcomes

Literacy, numeracy and writing skills to present, interpret and discuss concepts,
theories, and findings based on the use of the relevant literature

Knowledge, understanding, and appreciation of the diversity of theoretical and
empirical approaches in psychology

Critically evaluating the quality of theories, methods and findings in published
research

Ability to express well-founded opinions, argue rationally, develop new perspectives
and engage in critical thinking both orally and in written form
By helping students to progress towards these generic learning outcomes, the
module contributes to achieving the general aims of our undergraduate
programmes, which aim, amongst others, to help students develop general critical,
analytical and problem solving skills, which can be applied in a wide range of
different applied and non-applied psychological and extra-psychological settings,
and provide opportunities for the development of personal, communication,
research and other key skills appropriate for graduate employment in both
psychological professions and other fields.
14.
A synopsis of the curriculum
This module will build upon the cognitive theories and research methods explored
in those modules taught at stages 1 and 2. The central theme of the module will
be to focus on distinct neuropsychological deficits acquired through stroke, such
as hemi-spatial neglect, prosopagnosia, aphasia and amnesia. The idea will be to
give students a grounding in how different strands of neuroscientific research behavioural, cognitive, structural, physiological - have both advanced our
understanding of neuropsychological disorders, and informed on the design of
relevant intervention strategies.
15.
Indicative Reading List
Kolb, B. & Whishaw, I. Q. (2003). Fundamentals of Human Neuropsychology (5th
Edition). Worth Publishers.
16.
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 learning outcomes
One two-hour lecture seminar per week. Participation in lectures/seminars, together
with private study will result in a total of 150 hours of study. Lectures will
introduce students to the specific subjects, and will describe complex studies and
issues to enhance understanding. Active participation is expected and will enhance
understanding, critical thinking, and communication skills.
17.
Assessment methods and how these relate to testing achievement of the
intended
learning outcomes
Students will be assessed via:

A short-answer written exercise in which students must answer questions about
core principles and concepts covered in the course. This form of assessment
will constitute 20% of the final mark and must be submitted with the extended
essay (see below).

A seen exam (comprising one 4,000 word max essay) that must be submitted
by the end of the module. This form of assessment will constitute 80% of the
final mark.
These assessment methods will test the achievement of the following specific
learning outcomes:

Knowledge and understanding of how core concepts, theories and findings in the
study of cognition have been applied to broader neuroscientific and clinical
contexts.

Intellectual skill of critical reflection when considering how cognitive psychology
has informed our understanding of mind, brain and healthcare.

Critically evaluating theoretical and empirical literature on the neuroscience of
cognitive disorders

Ability to evaluate through written analysis and interpretation the application of
cognitive research to its broader neuroscientific and everyday context.

Develop an appreciation of the historical and conceptual issues in the study of the
neuroscience of cognitive disorders.
These assessment methods will test the achievement of the following general
learning outcomes:

Literacy, numeracy and writing skills to present, interpret and discuss concepts,
theories, and findings based on the use of the relevant literature

Knowledge, understanding, and appreciation of the diversity of theoretical and
empirical approaches in psychology

Critically evaluating the quality of theories, methods and findings in published
research

Ability to express well-founded opinions, argue rationally, develop new perspectives
and engage in critical thinking both orally and in written form
18.
Implications for learning resources, including staff, library, IT and space:
Readings will be available either electronically or in the short-loan library.
19.
A statement confirming that, as far as can be reasonably anticipated, the
curriculum, learning and teaching methods and forms of assessment do not
present any non-justifiable disadvantage to students with disabilities:
We are confident that no student is disadvantaged by the curriculum as far as can
be reasonably anticipated.
Statement by the Director of Learning and Teaching: "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"
................................................................
Director of Learning and Teaching
..............................................
Date
…………………………………………………
Print Name
Statement by the Head of Department: "I confirm that the Department has approved the
introduction of the module and, where the module is proposed by Departmental staff, will
be responsible for its resourcing"
.................................................................
Head of Department
…………………………………………………….
Print Name
..............................................
Date