UNIVERSITY OF KENT
SECTION 1: MODULE SPECIFICATIONS
1.
Title of the module
SP566: Cognition in Action
2.
School which will be responsible for management of the module
Psychology
3.
Start date of the module
2008
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Modules to be withdrawn on the introduction of this proposed module and consultation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
none
7.
Level of the module
H
8.
The number of credits which the module represents
15
Note: undergraduate full-time students take modules amounting to 120 credits per year
and postgraduate full-time students take modules amounting to 180 credits per year for a
Masters award
9.
Which term(s) the module is to be taught in (or other teaching pattern)
Autumn
10. Prerequisite and co-requisite modules
SP300; SP301; SP302; SP500
11. The programme(s) of study to which the module contributes
BSc in:
Applied Psychology,
Applied Psychology with Clinical Psychology,
Psychology,
Psychology with Clinical Psychology,
Psychology (with Studies in Europe),
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 research in cognition have been applied to broader contexts.
Intellectual skill of critical reflection when considering the diversity of perspectives in
the study of cognition in its broader context.
Critically evaluating theoretical and empirical literature on cognition and action.
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

Ability to evaluate through written analysis and interpretation the application of
Cognitive theory and empirical findings to its broader context.
Develop an appreciation of the historical and conceptual issues in the study of
Cognition in Action.
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 cognitive theories and research explored in previous
modules at stages 1 and 2. The central theme of this module will be to explore how
cognition functions in the real world, that is, to investigate the application of cognitive
models to the broader context of human behaviour. Possible topics for study include:
the role of cognition in development, emotion, memory and action; applications to
eyewitness testimony, intentional forgetting and embodied cognition. Practical
applications and relevance to a general understanding of behaviour will be
emphasised throughout.
15. Indicative Reading List
Power M. & Dalgleish T. (2008). Cognition and Emotion.
Second edition. Psychology Press.
From Order to Disorder.
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
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the specific subjects, and will describe complex studies and issues and explain them, to
enhance understanding. Active participation is expected and will enhance understanding,
critical thinking, and communication skills. All students will be involved in preparing and
delivering an oral presentation
17. Assessment methods and how these relate to testing achievement of the intended
learning outcomes
Students will be assessed via:
 A report of one seminar (maximum 2,000 words) including a summary of the oral
presentation and discussion during the seminar. This form of assessment will
constitute 20% of the final mark.
 An extended essay (maximum of 3,000 words). 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 research in cognition have been applied to broader contexts.
 Intellectual skill of critical reflection when considering the diversity of perspectives
in the study of cognition in its broader context.
 Critically evaluating theoretical and empirical literature on cognition in action.
 Ability to evaluate through written analysis and interpretation the application of
Cognitive theory and empirical findings to its broader context.
 Develop an appreciation of the historical and conceptual issues in the study of
cognition and action.
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 are either available electronically or in the short-loan library so students can
copy them if they wish to.
19. 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 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.
20. Campus(es) where module will be delivered 1
Canterbury
If the module is part of a programme in a Partner College or Validated Institution,
please complete the following:
1
Required for information purposes only. Changes of campus will not require re-approval of the
module specification.
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UNIVERSITY OF KENT
21. Partner College/Validated Institution
22. University School (for cognate programmes) or Faculty (for non-cognate programmes)
responsible for the programme
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"
................................................................
..............................................
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"
.................................................................
..............................................
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
College/Validated Institution
of
..............................................
Partner
Date
………………………………………………….
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Print Name
…………………………………………………..
Post
………………………………………….
Partner College/Validated Institution
Module Specification Template
Last updated November 2011
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