UNIVERSITY OF KENT
Module Specification
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The title of the module
Psychology of Social Cognition (SP631)
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The School which will be responsible for management of the module
Psychology
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The Start Date of the Module
September 2007
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The number of students expected to take the module
15-20 per academic year
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Modules to be withdrawn on the introduction of this proposed module and
consultation with other relevant Schools and Faculties regarding the withdrawal
SP594 Applied Cognitive Psychology
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The level of the module (eg Certificate [C], Intermediate [I], Honours [H] or
Postgraduate [M])
H (FHEQ Level: 6)
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The number of credits which the module represents
15
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Which term(s) the module is to be taught in (or other teaching pattern)
Spring Term
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Prerequisite and co-requisite modules Prerequisite:
Human cognition
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The programmes of study to which the module contributes
BSc (Hons) Social Sciences, BA (Hons) Health and Social Care
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The intended subject specific learning outcomes and, as appropriate, their
relationship to programme learning outcomes
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On successful completion of this module, the student will be able to:
Show progress in understanding the roles of cognitive processes in forming perceptions of social
groups (Programme outcomes A1, A2, A5, A7, B8, B9, C16).
Illustrate an understanding of the research methods used to examine the processes in social
cognition (Programme outcomes A3, A4, B8, B9, C17).
Outline errors and biases that may occur in perceptions about the self and others, and understand
possible explanations for them (Programme outcomes A1, A2, A7, B8, C16).
Critically consider the implications of research findings in social cognition (Programme outcomes
A3, A6, B8, B9)
Demonstrate progress in the ability to apply theory and research to specific social issues
(Programme outcomes A3, A4, C16)
These learning outcomes relate to the programme outcomes A (knowledge and understanding of
key concepts and methodology), B (intellectual skills) and C (subject-specific skills).
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The intended generic learning outcomes and, as appropriate, their relationship to
programme learning outcomes
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At the end of the module the student should be able to:
Consult and interpret primary-source journal articles in relevant subject areas using electronic
journals and the internet (Key skills 3)
Demonstrate an improved ability to understand experimental research and the role of experiments
in testing theories (Key skills 2, 5 & 6)
Organise and communicate information in a clear and coherent manner through essays and
seminar-based group discussions or presentations (Key skills 1, 4, 5 & 6)
Derive a research question or hypothesis from past research and theory, develop the means to
test it, and communicate these abilities in writing (Key skills 1, 2 & 4)
The generic learning outcomes contribute to the transferable skills aims of the programme
outcomes formulated as key skills 1 (communication), 2 (application of number), 3
(information technology), 4 (working with others), 5 (improving learning and performance)
and 6 (problem solving).
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A synopsis of the curriculum
This module will examine the processes of reasoning, forming beliefs and making decisions
about ourselves, other individuals, and groups. Topics will include the roles of cognitive processes
such as categorisation in stereotyping and prejudice, implicit / automatic and explicit / conscious
processes in social cognition, and illusions and biases in perceptions of the self and others. Recent
research findings and methodology will be emphasised along with the practical implications of these
findings. Inter-relationships between cognitive and social research will be highlighted.
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Indicative Reading List
Kunda, Z. (1999) Social Cognition: Making sense of people. London: MIT Press.
Bless, H. Fiedler, K. & Strack, F. (Eds). (2003) Social cognition: How individuals construct
social reality. Hove : Psychology Press
Brewer, M & Hewstone, M. (2003) Social Cognition. Malden, MA: Blackwell.
Greenwald, A. & Banaji, M. (1995) Implicit social cognition: Attitudes, self-esteem and
stereotypes. Psychological Revew, 102, 1, 4-27.
Macrae, C. , & - Bodenhausen, G. (2001) Social cognition: Categorical person perception.
British Journal of Psychology, 1, 239, - 255.
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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
Contact hours: 22
Total study hours: 150
Students will attend a one hour lecture and a one-hour seminar per week for 11 weeks (not
counting reading weeks).
The lecture material will introduce each topic area and explain key concepts, issues and research
methods. These sessions support the stated learning outcomes from the programme specification,
(A1, A2, A3, A4, A5, A6, A7, B8, B9, C16, C17). These outcomes will be achieved using oral and
visual lecture materials to define key terms, introduce theoretical concepts, outline key issues and
debates, and explain key research methods and findings.
Seminars will apply concepts and theories covered in lectures to specific empirical questions and
involve in-depth discussion of recent research to support stated subject-specific and generic
learning outcomes. In particular seminars will facilitate the development of oral communication,
problem-solving, and argument skills (key skills 1, 4, 5 & 6) through group discussions and exercises
where students will offer constructive feedback on each others ideas.
The 128 hours of independent study expected of students will further develop library, research,
critical thinking and specialist learning skills (particularly key skills 1, 3, & 6).
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Assessment methods and how these relate to testing achievement of the intended
learning outcomes
This module will be assessed by 100% coursework. The assignments will consist of an extended
essay of 3,000 words (60% weighting), and a 2,000 research proposal (40% weighting). Students
will develop their key IT, library and research and data-collection skills by locating and analysing
relevant primary source material for the assignments.
Students will choose an essay option from a list of questions that assess written communication of
knowledge and conceptual understanding of key issues from the syllabus. The essay options will
require students to demonstrate an ability to apply core theoretical knowledge from the current
and prerequisite modules to a particular issue in social cognition. Issues related to the essay
options will be discussed during seminars.
The research proposal will require students to design a hypothetical research project on the scale
of an undergraduate dissertation, and to clearly communicate in writing their proposed topic,
hypotheses, methodology and analysis. This will assess learning outcomes related to understanding
of methodology and research skills. Seminar sessions will be devoted to discussing recent research
and future directions in social cognition to assist with this exercise. Students will have the
opportunity to present their proposed research topic informally during seminar sessions to receive
feedback, and will critique the proposals of other students to build their skills in working with
others, oral communication, and critical analysis.
Assessment by coursework is appropriate for this module which involves analysis of large amounts
of specialised empirical research. The ability to understand and critically analyse research findings,
appreciate their implications and to develop a research proposal are most appropriately assessed
through coursework rather than timed examination.
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Implications for learning resources, including staff, library, IT and space
A small number of additional library books will be required; some texts are already available as
parts of the topic have been taught in SP594. This can be accommodated within the existing yearly
library budget. Other resource requirements are unchanged.
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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
The learning, teaching and assessment methods do not, as far as can be anticipated, present
any non-justifiable disadvantages 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"
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Director of Learning and Teaching
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Date
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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Date