UNIVERSITY OF KENT
Module Specification
1.
The title of the module
Advanced Topics in Cognition in Action (SP829)
2.
The School which will be responsible for management of the module
Psychology
3.
The Start Date of the Module
Autumn-term 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:
3
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Modules to be withdrawn on the introduction of this proposed module and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.
The level of the module (eg Certificate [C], Intermediate [I], Honours [H] or
Postgraduate [M]):
M (FHEQ Level: 7)
8.
The number of credits which the module represents:
20
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:
11.
The programmes of study to which the module contributes:
MSc in Cognitive Psychology/Neuropsychology
12.
The intended subject specific learning outcomes and, as appropriate, their relationship
to programme learning outcomes
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Five learning outcomes (12.1 – 12.5) relate directly to two of the programme learning
outcomes described in section 13 below (13.1 and 13.2)
Knowledge and understanding of how core concepts, theories and findings in the study of research
in cognition have been applied to broader contexts. (programme learning outcome, PLO, 13.1)
Intellectual skill of critical reflection when considering the diversity of perspectives in the study of
cognition in its broader context. (PLO 13.1 & 13.2)
Critical evaluation of theoretical and empirical literature on cognition and action.(PLO 13.1 & 13.2)
Through written analysis show ability to evaluate and interpret the application of Cognitive theory
and empirical findings to its broader context (PLO 13.1 & 13.2)
Develop appreciation of the historical and conceptual issues in the study of Cognition in Action
(PLO 13.1)
13.
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The intended generic learning outcomes and, as appropriate, their relationship to
programme learning outcomes
Two programme learning outcomes relate directly to this module:
to foster the intellectual development of postgraduate students by providing them with specialised
knowledge of a range of theoretical approaches to cognitive psychology/neuropsychology
to provide teaching that is informed by current research and scholarship that requires students to
engage with aspects of work at the frontiers of knowledge
14.
A synopsis of the curriculum
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
The module is largely based on research papers which will be continuously updated.
Recommended textbooks for background reading:
Durso F.T., Nickerson R.S., Dumais S.T., Lewandowsky S, Perfect T.J. (2007)
Handbook of Applied Cognition. Second edition. John Wiley & Sons.
Power M. & Dalgleish T. (2008). Cognition and Emotion. From Order to Disorder. Second edition.
Psychology Press.
Styles E.A. (2006) The Psychology of Attention. Second edition. Francis and Taylor.
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
The module will be run alongside SP566 ‘Cognition in Action’ using a seminar/workshop format as
the principal teaching method. The module will be organised around 12 two-hour weekly seminars
(covering learning outcomes 12.1 to 12.5). These will be accompanied (for students on SP829) by
an additional 1 hour workshop each week that focuses on research methods and the process of
developing testable research hypotheses in the field of Cognition in Action (covering learning
outcomes 12.1, 12.2. 12.3, 12.5). These methods provide students with the opportunity to
develop advanced knowledge and understanding in psychology, plus key intellectual and transferable
skills such as critical evaluation and proficiency in oral discussion. Participation in seminars,
together with private study will result in a total of 200 hours of study. Generic outcomes 1 and 2
in section 13 are met.
17.
Assessment methods and how these relate to testing achievement of the intended
learning outcomes
The module is assessed by coursework (100%).
At the end of the term each student will be required to produce a dissertation of 4000-6000
words which will constitute 100% of the final mark for the Module. In this dissertation students will
be required to summarize findings from empirical articles on a specific issue of Cognition in Action
and discuss the scientific value of the debate (for example, by evaluating theoretical positions based
on the quality of the evidence in the literature). This form of assessment will be able to assess all
intended learning outomes 12.1 – 12.5. Generic outcomes 1 and 2 in section 13 are met.
18.
Implications for learning resources, including staff, library, IT and space
The research papers will be either available 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 nonjustifiable 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