UNIVERSITY OF KENT
Module Specification
1.
The title of the module
The Neuroscience of Cognitive Disorders (SP611)
2.
The School which will be responsible for management of the module
Psychology
3.
The Start Date of the Module
Spring term 2009
4.
The cohort of students (onwards) to which the module will be applicable:
2008/9
5.
The number of students expected to take the module:
100
6.
Modules to be withdrawn on the introduction of this proposed module and
consultation with other relevant Schools 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 (FHEQ Level: 6)
8.
The number of credits which the module represents:
15
9.
Which term(s) the module is to be taught in (or other teaching pattern):
Spring Term
10.
Prerequisite and co-requisite modules:
Pre-requisites are: SP300, SP301, SP500, SP604 and SP605
11.
The programmes of study to which the module contributes:
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.
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These specific learning outcomes contribute to achieving the general aims of our undergraduate
programmes, which aim:
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13.
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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.
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).
 An extended essay (maximum of 4,000 words) 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:
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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"
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Director of Learning and Teaching
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Date
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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
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Print Name
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Date