UNIVERSITY OF KENT
Module Specification
1. The title of the module
Cognitive Psychology (SP605)
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:
207
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 Modules to be withdrawn on the introduction of this proposed module and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]):
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:
SP301 Biological and General Psychology
11. The programmes of study to which the module contributes:
Core module for all Psychology UG programmes
12. The intended subject specific learning outcomes and, as appropriate, their relationship to programme learning outcomes
 Knowledge of cognitive theories.
 Knowledge and understanding of the psychological and biological methods that underpin cognitive theorising.
 Knowledge of the scientific historical context in which cognitive psychology evolved.
 Knowledge of how cognitive neuroscience interfaces with everyday life.
All learning outcomes directly relate to the programme’s learning outcome of understanding and interpreting psychological research.
13. The intended generic learning outcomes and, as appropriate, their relationship to programme learning outcomes
 Critical thinking
 Development of writing skills
 Development of reading skills
 Time management and preparation
 Organization of information in a clear way

All learning outcomes are included in the programme’s learning outcomes in the programme specification.
14. A synopsis of the curriculum
There will be 11 weekly lectures (no lecture is scheduled for reading week), each of which last 2 hours. Students will be required to prepare for each lecture by reading 1-2 chapters from a relevant textbook and/or article. Below is an example outline of specific lecture topics (this may vary depending on requirements etc.)
Lecture 1: The Approach of Cognitive Psychology
Lecture 2: Low-Level Vision
Lecture 3: Object Recognition
Lecture 4: Attention
Lecture 5: Mental Imagery
Lecture 6: Multi-Modal Models of Memory
Lecture 7: Semantic Memory
Lecture 8: Language
Lecture 9: Language and Consciousness
Lecture 10: Decision-making and Emotion
Lecture 11: Revision and tips for exam preparation
15. Indicative Reading List
Main
Gazzaniga, M. S., Ivry, R. B. & Mangun, G. R. (2002). Cognitive Neuroscience: The Biology of the Mind.
New York, NY: Norton & Co.
Recommended
Ellis, A. W. & Young, A. W. (1988). Human Cognitive Neuropsychology. Hove: Lawrence Erlbaum
Associates.
Eysenck, M. W. & Keane, M. (2005). Cognitive Psychology: A student’s handbook. Hove: Psychology
Press.
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
2 contact hours per week for lectures, and 2 further contact hours for the two associated seminars. In addition, the reading for each lecture should take approximately 1 hour, and the time needed to write the coursework essay should be approximately 6 hours. The total number of study hours will therefore be about 36 hours.
The lectures are intended to help students achieve the specific learning outcomes 1-3 above, while the seminars will help students achieve learning outcome 4. Coupled with essay writing, the seminars and lectures will also help students realise the generic outcomes stipulated above.
17. Assessment methods and how these relate to testing achievement of the intended learning outcomes
The mark will be composed as follows:
20% coursework essay
80% unseen exam (mix of essays and MCQ)
In the case of short-term exchange students unable to sit the exam, these pieces of assessment may be replaced by a single piece of coursework of increased length.
18. Implications for learning resources, including staff, library, IT and space
Two academic staff members contribute lectures to the module. Postgraduate students will convene the seminars and mark the essays. Multiple copies of reserve articles will need to be placed in the library. Power point software and VHS video capability will be needed in the lecture hall. No further IT resources are required. The lecture will occupy a large lecture hall for 2 hours weekly, and seminar rooms will be needed for the two associated seminars.

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
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.
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 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
…………………………………………………….
Print Name
..............................................
Date