PSYCHOLOGY CLASSES FOR VISITING STUDENTS
----------------------------------------Level 2 Class Semester 1 (September-January)
C8202 Social & Health Psychology
20 credits
Class Leader: Dr Mark Elliott (GH 6.79)
Aims:
By providing a conceptual overview of the main theoretical strands of research within social
psychology, illustrated with reference to both contemporary research and classic studies, this
class will build upon the introductory social psychology module in level 1 PY104/5 Basic
Psychology and prepare students for subsequent psychology classes in third and fourth
year, which draw upon social psychological theory and evidence (e.g. level 3 PY307 Social
Psychology). Towards the end of the course, students will be introduced to the field of health
psychology, specifically with a view to demonstrating how the social psychological principles
covered in the first part of the class have been applied to help understand important healthrelated issues such as dietary behaviour, reducing sexually transmitted diseases, smoking
and alcohol-use, and suicide. Limited prior knowledge of social psychology, from PY104/5
Basic Psychology, is assumed but no prior knowledge of heath psychology is assumed.
Content:
Introduction
What is Social Psychology? Key conceptual issues and historical development of the field.
Application of social psychology to health (general overview).
Attitudes
Definitions of attitudes in terms of their structure: comparisons between 1,2 & 3 component
models, social-cognitive model & information integration theory; attitude formation; measuring
attitudes: comparison of different methods; distinction between implicit and explicit attitudes;
inter-attitudinal structure: Heider’s Balance Theory; Functions of attitudes: Knowledge,
instrumental, self-esteem maintenance, and social identity; Particular attention will be paid to
the attitude-behaviour relationship and factors which might strengthen/weaken this link; how
do we change attitudes: cognitive dissonance, theories of persuasion, dual process models,
compliance.
Group behaviour
What is a group? Definitions will be contrasted; the context of intergroup behaviour and
relevance to explaining prejudice and discrimination; the effect of the group on individual
performance: mere presence and audience effects: social facilitation, social loafing and social
impact; the frustration aggression hypothesis; realistic group conflict theory: Sherif’s summer
cap studies; cooperation, competition and social dilemmas; Social identity approach: minimal
group paradigm, social categorisation and self-categorisation; biases in intergroup behaviour.
Conformity
Overview of the importance of ‘classic’ studies in social psychology: theoretical and
methodological influences on the field. Forms of social influence: direct and indirect. Different
outcomes of social influence. Sherif and convergence towards the group norm. Asch and
conformity. Factors reducing conformity. The fate of the non-compliant. Contemporary
examples of conformity.
Obedience
Milgram’s ‘Obedience to Authority’ experiment. Explanations for obedience. Factors which
mitigate obedience effects. Subsequent demonstrations of obedience effects. Real world
obedience and extreme behaviour. Ethical issues.
Power of the situation
Zimbardo’s ‘Prison’ experiment. Disorientation; depersonalization; deindividuation. Design
and implementation. Roles and behaviour. Personality and situation. Methodological critique.
Alternative explanations. Field study of deindividuation. Real world examples of situational
influences. Ethical issues.
Attribution theory
Causal explanations for behaviour (attributions) and their psychological functions; distinction
between internal and external attributions; how do people make their attributions and what
determines the types of attributions made (theory of naïve psychology + covariation model +
correspondent inference theory); attributional dimensions and the influences of attributions on
thought, feeling and action (attributional theory); attribution biases and levels of explanation.
Usefulness and limitations of all attribution models as accounts for how people make
attributions/how attributions influence behaviour.
Prosocial behaviour
Definitions and examples of prosocial behaviour; distinction between helping behaviour and
altruism; bystander effect; situational determinants (cognitive model + bystander calculus
model); personal (helper + victim characteristics) determinants; situational X personal
characteristics interactions. Usefulness and limitations of all accounts of prosocial behaviour.
Aggression
Definitions of aggression; person-centred and situation-centred determinants; biological
theories of aggression (psychodynamic theory + evolutionary theory); social theories of
aggression
(frustration-aggression
hypothesis,
cathartic
hypothesis,
cognitive
neoassociationalist model, excitation-transfer theory; learning theories); link between media
violence and aggression, and explanation for a causal link in terms of psychological theories
stated above.
Attitudes and Health
Introduction to health psychology; definitions of health behaviours; attitudes, beliefs and
behaviours; the role of social cognition models in understanding health behaviours: theory of
planned behaviour, theory of reasoned action, health belief model; health promotion in
relation to e.g. persuasion research.
Attributions and Health
Attributions for health related behaviours: causes of health and illness in terms of internal and
external attributions; health locus of control; unrealistic optimism; learned helplessness and
attributions style in relation to depression: internal, stable & global attributional style;
Attribution models of health behaviours: how do people respond to serious illness such as
cancer?
Social Relationships and Health
How do social relationships influence health: definitions of social support and social
integration, How do characteristics of our social environment influence health: is the link direct
or does it interact with other factors such as stress; the effect of social relationships on
behaviour, emotion and physiological reactivity; social comparison and norms: e.g. social
comparison in adjustment to breast cancer; social alienation and depression.
Aggression and Health
Theories of aggression in relation to health and illness; a review of the role of aggression in
research on the cancer prone personality, type A behaviour and cardiovascular disease;
childhood aggression and chronic illness; social learning and aggression in relation to suicide.
Learning outcomes:
Cognitive skills
i. ability to critically analyse psychological theories and research in the domains of social
and health psychology.
ii. knowledge and understanding
iii. knowledge and conceptual understanding of the literature (theories and research
findings) within a range of topics in social and health psychology.
iv. knowledge of how social psychological theory and research have been applied in the field
of health psychology.
v. an awareness of the methodologies employed in social / heath psychology research
Practical skills
vi. development of key research skills, including data collection, data-entry, analysis, and
reporting
vii. developing arguments and assessing empirical evidence
viii. development of general academic writing skills
ix. enhancement of skills for independent learning
Place in course:
This second year core class will build upon the introductory social psychology module in the
PY105/6 Basic Psychology and lay the groundwork for subsequent psychology classes in
third and fourth year which draw upon social psychology. It will also introduce students to the
area of health psychology in order to lay the groundwork for a possible future health
psychology option in fourth year.
Methods of teaching:
Lectures, practicals, tutorials.
From a general introduction, the class will focus on the topics outlined in Contents below.
Formal lectures on each of these topics will include, where appropriate and feasible, small
tasks to help promote critical thinking skills and students’ engagement with the course
material (e.g. demonstrations of relevant psychological effects, short student-led discussions
of the limitations of psychological theories and how those theories might be applied to help
understand important social issues, followed by lecturer feedback). There will also be two
multiple-choice tests, which will be designed to consolidate students’ understanding of the
course material. Each test will be administered through SPIDER, with automated feedback on
correct/incorrect answers and additional guidance on where to find more information relating
to relevant psychological theories and research (to promote further independent learning).
Additionally, there will be two tutorials: one tutorial on writing essays and exam answers in
psychology (designed to develop generic skills needed for this and other classes) and one
tutorial involving a discussion and critical reflection on a social psychological journal article
related to one of the class topics. Participation in the multiple choice tests is optional (but to
encourage participation students will be awarded 6% of their final mark for this class if they
participate in both tests). Tutorials will be compulsory. Both activities will require students to
utilise the material learned from both the formal lectures and, importantly, their own
independent reading around the subject. The tutorials will additionally promote peer-led
learning and critical thinking.
Students will also be required to undertake two pieces of coursework, in addition to a final
examination (see section 2.4). One piece of coursework will be an essay, requiring students
to describe and critically assess the psychological theory and evidence relating to a particular
topic in social psychology. The other piece of coursework will be a practical assignment,
requiring students to collect and analyse data with a view to answering a (set of) research
questions relating to a topic on social psychology. Student will produce a report on the study
(providing an introduction, method, analysis, results, and discussion section). Therefore, in
addition to helping the students learn about the class material, the practical will also help
prepare students for conducting research projects in psychology (e.g. for their honours
dissertations). Students will receive written feedback on both their essay and their practical
report to help promote further critical thinking and understanding
There will be two lectures per week. Additional sessions are timetabled for the running of the
class practical. Class tutorials will run as part of the second year tutorial scheme.
Assessment:
Students will be assessed by degree examination (which counts for 50% of the final mark),
coursework (an essay and a practical report, each counting for 22% of the final mark), and
participation in multiple choice tests (counting for 6% of the final mark).
The examination will be held in January with an opportunity to resit in August. The exam will
comprise two sections, with three questions in each section (i.e. six questions in total).
Students will be required to answer three out of the six questions, and at least one question
from each section.
The essay (2000 words) will be written on one of the social psychological topics covered in
the class. Marks will be awarded on the basis of the relevance and quality of the arguments
made, clarity of expression, and the extent to which wider reading (i.e., beyond the lecture
content) is demonstrated.
The practical assessment will require students to conduct a research study within an area of
social psychology (e.g. gender stereotyping). Students will be required to collect and analyse
data with a view to answering a (set of) research questions relating to a topic on social
psychology, and produce a standard research report (i.e. containing an abstract, introduction,
method, results and discussion section). Marks will be awarded on the basis of the relevance
and quality of the arguments made (including rationale for the study, and an understanding of
the results and their place in the literature), clarity of expression, adequacy of the statistics
used, and the extent to which wider reading (i.e., beyond the lecture content) is
demonstrated.
Participation in the multiple choice tests designed to consolidate students’ understanding of
the course material. Automated feedback will be provided on correct/incorrect answers and
additional guidance on where to find more information relating to relevant psychological
theories and research. The tests are designed to help students engage with the course
material, identify their current level of knowledge and promote further independent learning.
Performance on the tests will therefore not be assessed. However, to encourage participation,
students will be awarded 6% of their final mark for this class if they participate in both tests.
The University and the Department require students to attend lectures, seminars, tutorials,
and practicals regularly and to perform satisfactorily in the associated work. Students who fail
to attend or who have not submitted either the practical or the essay by two weeks following
their respective deadlines may be excluded from the degree examination. Any student with
coursework outstanding at the time of the examination will receive a Fail for the examination
performance and will not be able to obtain a pass at the resit examination unless the
outstanding work completed to a satisfactory standard has been submitted.
Reading:
Main texts:
Hogg, M. A., & Vaughan, G. M. (2008). Social Psychology: An introduction (5th ed.). Prentice
Hall.
Stroebe, W. (2000). Social psychology and health (2nd ed.). Buckingham: Open University
Press.
Other recommended reading:
Crisp, R. J., & Turner, R. N. (2007). Essential social psychology. Sage.
Lafreniere, K. D., & Cramer, K. M. (2005). Applying social psychology to health. In F. W.
Schneider, J. A. Gruman and L. M. Coutts (Eds.), Applied social psychology: Understanding
and addressing social and practical problems. Thousand Oaks, CA: Sage.
Additional reading (e.g. articles/chapters) may be provided during the course by individual
lecturers.
Level 2 Class Semester 2 (January-May)
C8201 Cognition & Neuropsychology
20 credits
Class Leader: Professor Jimmie Thomson (GH 6.78)
Aims:
The course aims to introduce students to two key areas of modern psychology by means of
an integrated class designed to reveal how our understanding of higher mental functions has
been enhanced through theoretical and experimental studies of normal human cognition on
the one hand and neuropsychological studies of how cognitive functions may be damaged as
a result of brain lesions on the other.
The course will begin by providing a historical and conceptual overview of thinking in the field.
It will then focus on the core cognitive functions of perception, memory, attention, executive
functioning and emotional control. It will provide students with theoretical perspectives on
each of these functions together with accounts of the empirical evidence that support them. It
will then explore the extent to which evidence from the study of brain-damaged individuals
supports these theoretical accounts. It will also examine the asymmetrical representation of
such functions in the human cortex, consider possible reasons for such asymmetry, and
explore the ramifications in terms of potential for recovery of function following damage.
The class provides a solid introduction to two of the core areas of contemporary psychology,
providing students with the necessary platform for progression to the department’s Third Year
classes on Cognition and Psychobiology. For students not progressing with psychology, it
will provide an important grounding in key areas of modern psychology which will ensure they
are able to communicate intelligently with psychologists on a range of psychological issues,
and to think about such issues in an informed manner that goes well beyond common sense.
Content:
History of cognitive psychology and neuropsychology. Origins of cognitivism; the reemergence of mental states as objects of study; the brain as an information-processing
system; history of brain science; the mind-body problem; mass action versus localisation of
function; the modularity hypothesis.
The perceptual system and its disorders. Perception as a constructive process. The theory of
direct perception. The retrieval of three dimensional space from a two-dimensional image.
Static versus movement perception. Streams of perceptual processing. Disorders of
perception and their neural basis. Disorders of object versus motion perception; disorders of
perceptuo-motor integration; auditory and tactile agnosias; disorders of recognition versus
disorders of action; implications for perceptual theory.
Memory. Memory as a constructive process. The modularity of memory systems. Short-term,
long-term, and working memory systems. Procedural versus declarative memory; implicit
memory; semantic versus episodic memory. Disorders of memory and their neural basis.
Global versus specific memory disorders. Retrograde versus anterograde amnesia. Disorders
of episodic versus semantic memory and declarative versus procedural memory. The role of
the hippocampus and diencephalon structures in memory.
Attention. What is attention? Selective attention, early dichotic listening studies, the cocktail
party phenomenon, early, intermediate and late selection theories: Broadbent’s filter,
Treisman’s attenuator. Late selection. Perceptual load theory. Change blindness and
inattentional blindness. Aetiology, assessment and clinical picture of hemispatial neglect.
Introduction to the theoretical basis of hemispatial neglect
Asymmetry. Hemispheric asymmetry and language. Anatomy and cytoarchitectonics of the
cerebral hemispheres. Asymmetry and neurological patients, including commisurotomy and
cortical stimulation. Asymmetry and the senses.
The frontal lobes. The role of the frontal lobes in the executive functions of planning,
motivation and reasoning. The nature of frontal lobe involvement in emotional control and
personality. The functional anatomy of the frontal lobes and deficits resulting from frontal lobe
insult. Neuropsychological tests of frontal cortical function and the common causes of frontal
lobe syndromes. The development and decline of the frontal regions and the impact these
brain changes have on behaviour.
The emotional systems and cognitive functioning
Definition of emotions. The categorical theory and beliefs about the universal recognition of
emotions. Constructivist approach; theories of James and Lange, Cannon and Bard,
Schachter and Singer, and Damasio. Disorders of emotion and emotion regulation; autism,
psychopathy, Kluver-Bucy syndrome, depression, anxiety, obsessive compulsive disorder.
The role of the amygdala, orbitofrontal cortex, anterior cingulate cortex and insula in emotion
disorders.
Learning Outcomes:
Cognitive skills
i. ability to understand and interpret theoretical ideas in cognitive neuropsychology.
ii. ability to relate empirical findings to theory. Ability to read and understand technical
research papers.
iii. ability to critically evaluate conflicting or contradictory research findings.
Knowledge and understanding
iv. comprehension of key concepts and theoretical perspectives in cognition and
neuropsychology.
v. knowledge of major empirical studies in both areas and key case studies in
neuropsychology.
vi. understanding of underlying methodological approaches such as the experimental
method; clinical method; single case studies; double dissociation; neuropsychological
testing.
Practical skills
vii. computer and information technology skills involved in data input, analysis and
presentation.
viii. statistical analysis and data interpretation.
ix. psychological report writing.
x. bibliographic techniques and library searches.
xi. communication and teamwork skills through peer collaboration group work.
xii. time management and organisational skills. Skills for autonomous learning
Place in course:
This level 2 class builds on topics introduced as part of PY105/06 Basic Psychology and
forms a platform for the level 3 classes PY304 Cognition and PY305 Development.
Teaching hours:
There will be two lectures per week. Some lecture slots will be devoted to the running of the
class practical. Class tutorials will run as part of the second year tutorial scheme.
Assessment:
There assessment comprises a practical report (16.5%), a class test (16.5%) and a two-hour
exam (67%). Students will contribute to peer-group assessment of online group submissions,
which will also be assessed by teaching staff.
The University and the Department require students to attend lectures, seminars, tutorials,
and practicals regularly and to perform satisfactorily in the associated work. Students who fail
to attend, who do not take part in the presentation, or who have not submitted either or both
pieces of coursework by two weeks following their respective deadlines may be excluded
from the degree examination. Any student with coursework outstanding at the time of the
examination will receive a Fail for the examination performance and will not be able to obtain
a pass at the resit examination unless the outstanding work completed to a satisfactory
standard has been submitted.
Reading:
Kolb, B. and Whishaw, I. Fundamentals of Human Neuropsychology (6th Edition). Freeman,
2008.
Martin, G.N. Human Neuropsychology (2nd Edition). Prentice-Hall, 2006.
Banich, M. Cognitive Neuroscience and Neuropsychology. Houghton Mifflin, Boston, 2004.
Heilman, K.M. and Valenstein, E. Clinical Neuropsychology (4rd Edition). Oxford, 2003.
Gazzaniga, M.S., Ivry, R.B., & Mangun, G.R. Cognitive Neuropsychology: the Biology of the
Mind. Norton (2nd Edition), 2003.
Young, A.W. and Ellis, A. E. Human Cognitive Neuropsychology (2nd Edition). LEA, 1996.
Banich, M.T. Neuropsychology. Houghton Mifflin, 1997.
Posner, M.I. & Raichke, N.E. Images of Mind. Scientific American, 1997.
McCarthy, R.A. & Warrington, E.K. Cognitive Neuropsychology: a Clinical Introduction.
Academic, 1990
Level 3 Classes Semester 1 (September-January)
C8301 Models of Psychopathology: Clinical Psychology
Semester 1
15 credits
Class leader:
Teaching staff:
Dr Sally Wiggins (GH Room 5.95)
Dr Madeleine Grealy, Dr Dorothy Heffernan
Dr Steve Kelly, Dr Marc Obonsawin.
Overview and aims:
This class aims to enable students to critically engage with conceptual and research issues in
clinical psychology and psychopathology. It will provide an introduction to some of the issues
in clinical practice, though it does not constitute training in clinical practice. It should, however,
serve as a useful preparation for those who wish to progress to postgraduate courses in
clinical psychology.
Syllabus:
The class syllabus is organised around eight substantive topics as outlined below. Conceptual
and historical issues in psychopathology research are discussed in the introductory lectures,
and are addressed where relevant within each topic area. These are focused on key areas
and issues within clinical psychology research. Please note that while every effort has been
made to ensure its accuracy, some minor changes to the class structure/content may need to
be made. If this happens, the class leader will keep you informed. The proposed topics are as
follows:
1. Models of psychopathology: theory, uses and limitations
2. Issues in diagnosis and the DSM manual
3. Eating disorders and body disorders
4. Depression and mood disorders
5. Addiction
6.
7.
8.
9.
Schizophrenia
Therapies
Meta-analyses
Psychopathy
Learning outcomes:
By the end of the class, students should:
1. Have a working knowledge of some models of psychopathology.
2. Have an understanding of the conceptual and epistemological issues underlying
psychopathology or abnormal psychology.
3. Be familiar with the biological, cognitive and social influences on dysfunctional behaviour.
4. Have an understanding of the usefulness and limitations of models of psychopathology.
Place in course:
Although psychopathology and related topics may not have been covered explicitly in earlier
classes, students should find that they can draw upon knowledge gleaned from many of those
classes. Students will normally take this class as part of their 3rd year choices.
Subject and generic skills covered:
Students should be able to independently search for, and critically evaluate, scientific papers
and reports. They will be required to discuss and formulate their own arguments on the
material, summarising and presenting this where appropriate. They should also be able to
understand the processes involved in applying theories and models in research practice. The
class will also provide opportunities to practice and improve their oral communication skills.
Teaching hours:
This is a first semester class, running three hours per week for 12 weeks. Classes will take
place on Mondays 9-10am and Fridays 2-4pm.
Assessment:
The formal assessment for the class will consist of 30% class work (either a written essay or a
case-study report) and 70% final unseen written examination. The paper will consist of six
questions split across two sections and candidates will be required to answer one question
from each section. Any students needing to resit the class due to a fail mark will resit the
examination only and will not normally be allowed to resubmit any coursework. They will be
given a new examination paper with the same format as the main exam. This is in line with
the standard procedure for 3rd year work.
The University and the Department require students to attend lectures, seminars, tutorials,
and practicals regularly and to perform satisfactorily in the associated work. You are reminded
that, although we do not take registers, attendance is compulsory. Students who fail to attend
or who have not submitted the classwork by two weeks following the deadline may be
excluded from the degree examination. Any student with coursework outstanding at the time
of the examination will receive a Fail for the examination performance and will not be able to
obtain a pass at the resit examination unless the outstanding work completed to a satisfactory
standard has been submitted.
Recommended reading:
The course will primarily use “Psychopathology: Research Assessment and Treatment in
Clinical Psychology” by Graham Davey, published in 2008 by BPS Blackwell
Other textbooks which will contain useful information are:
Davison, G.C. & Neale, J.M. (1998) Abnormal psychology. 7th edition. Wiley.
*Frude, N. (1998) Understanding abnormal psychology. Blackwell.
Kolb, B. & Wishaw, I.Q. (2005). An Introduction to Brain and Behaviour. 2nd Edition. Worth
Publishers.
Lindsey, S.J.E. & Powell, G.E. (1994)(Eds.) The handbook of clinical adult psychology. (2nd
Editions). Routledge.
Rosenhan, D.L. & Seligman, M.E.P. (1995) Abnormal psychology. 3rd edition. Norton.
Sarason, I.G. & Sarason, B.R. (2005) Abnormal psychology: The problem of maladaptive
behaviour. 11th edition. Pearson publishers.
C8311 Cognitive Development
Semester 1
15 credits
Class Leader:
Lecturers:
Dr Thusha Rajendran (GH5.94)
Dr Thusha Rajendran (GH5.94)
Dr Simon Hunter (GH6.53)
Aims:
1. To describe and explain the major changes in intellectual functioning from birth to
adolescence.
2. To introduce and evaluate the central theoretical perspectives on cognitive development,
showing how these have evolved from the initial work of Piaget.
Content:
The course will start by outlining Piaget’s highly influential theory of cognitive development
within the broader context of the history of developmental psychology. It will proceed to
examine the empirical research that Piaget and his associates conducted to give the theory
credence. The initial focus will be the cognitive development of infants, looking at emergent
notions of the physical world and of symbolic representation. Moving to early childhood, the
course will examine Piaget’s contentious notion of ‘egocentrism’, which will be considered
with reference to work on children’s theories of mind. Next to be studied is research inspired
by Piaget’s concept of ‘concrete operations’, a concept with important educational
implications. The famous conservation studies will be considered and cross-cultural research
will be included. Following this, language, communication and cognitive development will be
examined, along with the formation of concepts and categories. The final body of work to be
considered relates to cognitive development in late childhood and adolescence. As part of
this, evidence on the distinct nature of biological, social and physical concepts (domain
specificity) will be examined, as will theorising about domain general processes driving
development. Throughout the course, an attempt will be made to draw out the strengths and
weaknesses of Piaget’s theory, thus allowing for the introduction of more ‘social’ alternatives
like Vygotsky and of more tightly specified models in the information processing tradition. As
the course concludes, the various theoretical threads will be drawn together, making for a
comprehensive conceptualisation of what cognitive development involves.
Place in course:
This class falls within the ‘Developmental’ area for purposes of BPS recognition. The class
elaborates some of the concepts introduced in PY102 Basic Psychology, and provides a
strong foundation for the Honours classes PY405 Developmental Psychopathology 36435
Psychology and Education and 36453 Social Development and more generally for
subsequent careers in the educational field.
Methods of teaching:
The course is taught by means of lectures, tutorials and practicals. With the exception of the
first lecture which introduces the course and the final lecture which offers a summary, the
lectures take the major periods of child development in sequence, i.e. infancy, early
childhood, middle childhood and adolescence. A detailed lecture programme will be available
on the class SPIDER site. There are four tutorial topics. Tutorial groups A, B, C and D will
attend the meetings on the first and third topics. Tutorial groups E, F, G and H will attend the
meetings on the second and fourth topics (see Reading List for tutorial reading).. All students
will conduct a practical exercise, which will be introduced on around mid-October. It is
important that everybody attend this session and a feedback session in November.
Learning outcomes:
1. Show understanding of the Piagetian approach to cognitive development, and the
evolution of that approach into contemporary perspectives.
2. Locate cognitive development in a wider historical, social and cross-cultural context.
3. Have a clear insight into the various aspects and processes of child development from
early infancy until adolescence.
4. Demonstrate an awareness of relevant research methodologies and familiarity with their
strengths and weaknesses.
5. Be able to conduct and write-up an experiment based on practical work with children.
Subject and generic skills:
This class aims to provide students with an overview of key topics within the area of cognitive
development, and to encourage such transferable skills as effective learning strategies,
critical thinking, and good methodological practice.
Assessment:
Students will write the practical up as a formal report, to be submitted on Spider by midnight
on a date to be announced. The final mark for the class is derived from the practical mark (¼
weighting) and the degree examination mark (¾ weighting). The examination is a two-hour
paper, with students required to answer two out of six questions (one question from three, set
by Dr Hunter and one question from three, set by Dr Rajendran). The questions are
representative of issues covered in class, but are phrased in such a way as to force students
to integrate material and/or relate material to key theoretical positions. Students should read
widely because it will be impossible to produce good answers from lecture material alone.
The University and the Department require students to attend lectures, seminars, tutorials,
and practicals regularly and to perform satisfactorily in the associated work. You are reminded
that, although we do not take registers, attendance is compulsory. Students who fail to attend
or who have not submitted the practical report by two weeks following the deadline may be
excluded from the degree examination. Any student with coursework outstanding at the time
of the examination will receive a Fail for the examination performance and will not be able to
obtain a pass at the resit examination unless the outstanding work completed to a satisfactory
standard has been submitted.
Reading:
The following lists (a) the tutorial papers and (b) some useful back-up references for the
lecture material. All tutorial papers will be available on SPIDER and must be read before
attending tutorials. All back-up references should be available in the Short-Loan Collection.
In addition the D155 section of the Library contains many further references which are at least
as good as the ones listed here. As regards purchase, the most appropriate item is Goswami,
U (1998). Cognition in Children. Hove: Psychology Press. Another title you may find of
interest is Harris, M., & Butterworth, G. (2002). Developmental Psychology: A Student’s
Handbook. Hove: Psychology Press. Copies of both these books are available in the
University bookshop. Other general texts you might find useful include: Swartwood, M. O., &
Trotter, K. H. (2004). Observing children & adolescents: Student workbook. Belmont:
Wadsworth/Thomson Learning; Carpendale, J., & Lewis, C. (2006). How children develop
social understanding. Oxford: Blackwell. Mitchell, P., & Ziegler, F. (2007). Fundamentals of
development: The psychology of childhood. Hove: Psychological Press. Schaffer, H. R.
(2006). Key concepts in developmental psychology. London: Sage.
Targeted reading for tutorials is as follows:
Infancy (Weeks 1-3)
Tutorial Paper (Topic 1): Moore, K & Meltzoff, AN (1999). New findings on object
performance: a developmental difference between two types of occlusion. British Journal of
Developmental Psychology, 17, 623-644.
Further Reading
Bremner, JG (1994) Infancy. Oxford: Blackwell (Ch4).
Flavell, JH, Miller, PH & Miller, S (2002) Cognitive Development 4th edition. Englewood
Cliffs: Prentice Hall (Ch2, 3).
Fogel, A (2001) Infancy 4th edition. Belmont, CA: Wadsworth. (Dip into Chs5-10).
Goswami, U (1998) Cognition in Children. Hove: Psychology Press (Chs1, 2).
Karmiloff-Smith, A (1996) The connectionist infant: Would Piaget turn in his grave? In A.
Slater & D. Muir (Eds) (1999), The Blackwell Reader in Developmental Psychology. Blackwell
Publishers, pp43-52.
Muir, D & Slater, A (2000) Infant Development. Oxford: Blackwell (Chs9-13).
Piaget, J (1962) The stages of the intellectual development of the child. In A. Slater & D. Muir
(Eds) (1999), The Blackwell Reader in Developmental Psychology. Blackwell Publishers,
pp35-42.
Slater, A & Bremner, G (1989) Infant Development. Hove, Sussex: Lawrence Erlbaum
(Chs5, 6, 7).
Early Childhood (Weeks 4-6)
Tutorial Paper (Topic 2): Newton, P, Reddy, V & Bull, R (2000) Children’s everyday
deception and performance on false belief tasks. British Journal of Developmental
Psychology, 18, 297-317.
Further Reading
Astington, JW & Gopnik, A (1991) Theoretical explanations of children’s understanding of
the mind. British Journal of Developmental Psychology, 9, 7-31.
Donaldson, M (1978) Children’s Minds: Glasgow, Fontana, (Chs2-6).
Flavell, JH, Miller, PH & Miller, S (2002) Cognitive Development 4th edition. Englewood
Cliffs, NJ: Prentice Hall (Ch4).
Lee, K. (2000). Childhood Cognitive Development. Oxford: Blackwell (Chs10, 13).
Leekam, S (1993) Children’s understanding of mind. In M Bennett (ed.), The Child as
Psychologist. Hemel Hempstead: Harvester Wheatsheaf.
Mitchell, P (1996) Acquiring a Conception of Mind. Hove: Psychology Press.
Rogoff, B (1990) Apprenticeship in Thinking. New York: Oxford University Press (Chs7-10).
Middle Childhood (Weeks 6-9)
Tutorial Paper (Topic 3): Walker, SJ (1999) Culture, domain specificity and conceptual
change: natural kind and artifact concepts. British Journal of Developmental Psychology, 17,
203-219.
Further Reading
Dasen, PR & Heron A (1981) Cross-cultural tests of Piaget’s theory. In HC Triandis & A
Heron (eds.), Handbook of Cross-Cultural Psychology. Vol.4. Boston: Alyn & Bacon, Inc.
Flavell, JH, Miller, PH & Miller, S (2002) Cognitive Development 4th edition. Englewood
Cliffs, NJ: Prentice Hall (Chs4, 5, 6).
Goswami, U (1992) Analogical Reasoning in Children. Hove, Sussex: Lawrence Erlbaum
(Chs1-3, 5).
Goswami, U (1998) Cognition in Children. Hove: Psychology Press (Chs3, 4).
Meadows, S (1993) The Child as Thinker. London: Routledge (Chs2, esp. p67-92, 4).
Richardson, K & Sheldon, S (1989) Cognitive Development to Adolescence. Hove,
Sussex: Lawrence Erlbaum (Chs5, 6, 8, 10-12, 15).
Adolescence (Weeks 10-12)
Tutorial Paper (Topic 4): Schliemann, AD & Nunes, T (1990) A situated schema of
proportionality. British Journal of Developmental Psychology, 8, 259-268.
Further Reading
Flavell, JH, Miller, PH & Miller, S (2002) Cognitive Development 4th edition. Englewood
Cliffs, NJ: Prentice Hall (Ch5).
Goswami, U (1998) Cognition in Children. Hove : Psychology Press (Chs4, 7).
Halford, G.S. (1993) Children’s Understanding. Hillsdale: Erlbaum (Chs5,7,8,9 – all chs also
relevant to Weeks 7-9)
Khun, D. (1989). Children and adults as intuitive scientists. Psychological Review, 96, 674689.
Stevenson, RJ (1993) Language, Thought and Representation. Chichester: John Wiley &
Sons (Chs7,9-11, esp.11).
Theoretical Perspectives
Further Reading
Bornstein, MH & Lamb, ME (eds.) (1999) Developmental Psychology: An Advanced
Textbook 4th edition. Hillsdale, NJ: Lawrence Erlbaum (Chs1,2,5,6).
Flavell, JH, Miller, PH & Miller, S (2002) Cognitive Development 4th edition. Englewood
Cliffs, NJ: Prentice Hall (Chs1,8).
Furth, HG (1981) Piaget and Knowledge: Theoretical Foundations 2nd edition. Chicago:
University of Chicago Press.
Goswami, U (1998) Cognition in Children. Hove: Psychology Press (Chs8,9)
Meadows, S (1993) The Child as Thinker. London: Routledge (Chs4-6).
C8319 Sensation, Cognition and Performance
Semester 1
15 credits
Class leader:
Lecturer:
Dr Madeleine Grealy (GH Room 5.92)
Dr Steve Kelly (GH Room 5.95)
Brief description:
This class builds on material introduced in the second year class 36211 Perception &
Cognition and in particular it develops the area of perception by examining the relationships
between subjective sensation and cognitive evaluation. Human performance is considered in
the context of areas of applied psychology such as sports psychology and gerontology and
the course provides a detailed coverage of task demands, perception and action, and skill
learning.
Aims:
1. To provide students with a broad based knowledge and understanding of how sensation,
perception, and cognition influence human performance.
2. To introduce students to laboratory techniques and to provide them with the basic
practical skills needed to assess human performance.
3. To develop skills relating to the systematic acquisition of factual information and data.
4. To develop the ability to solve problems and to analyse, interpret, and discuss factual
information and data critically.
Content:
The first part of the course will address issues associated with the perception of faces and
objects. Theories of motion perception, time perception, and learning will then be explored.
Finally, the cognitive and perceptuo-motor demands of human performance will be
considered.
Learning outcomes:
1. To provide the student with a broad-based knowledge and understanding of how
perception and cognition influence human performance.
2. To provide the student with the basic practical skills and an introduction to laboratory
techniques in assessing human performance.
3. To develop skills relating to the systematic acquisition of factual information and data.
4. To develop the ability to solve problems and to analyse, interpret, and discuss factual
information and data critically.
Subject and generic skills:
 To evaluate and discuss scientific papers in the areas of perception, cognition, and
performance.
 To improve practical skills associated with carrying out experiments.
 To improve transferable skills such as discussing and formulating arguments,
summarizing, and presenting material.
 To practice report writing skills.
Teaching methods:
Lectures and practicals.
Contact hours:
Three hours per week during semester 1.
Assessment:
Two hour written examination (70%)
One practical report (20%) and a class test (10%)
The University and the Department require students to attend lectures, seminars, tutorials,
and practicals regularly and to perform satisfactorily in the associated work. You are reminded
that, although we do not take registers, attendance is compulsory. Students who fail to attend
the compulsory practical and tutorial sessions or who have not sat the class test or submitted
the coursework by two weeks following their respective deadlines may be excluded from the
degree examination in 36319 Sensation, Cognition, & Performance.
Place in course:
This class complements the third year 36320 Thinking & Language class and develops
themes from the second year 36211 Perception & Cognition class.
Prerequisite classes:
Normally, 36211 Perception & Cognition. Only with unusual principal subject combinations
would this requirement be waived.
Recommended Texts:
Bruce V., Green, P.R. and Georgeson, M.A. Visual Perception: Physiology, Psychology and
Ecology. Psychology Press.
Roth,I. Frisby, J.P. and Bruce V. (1995) Perception and Representation: Current Issues.
Open Guides to Psychology. OUP
Magill, R.A. Motor Learning Concepts and Applications (3rd or 4th Editions) McGraw-Hill
Rose, D.J. (1997) A Multilevel Approach to the study of Motor Control and Learning
Allyn and Bacon
Schiffman H.R. (2001) Sensation and Perception: An integrated approach (4th or 5th Edition).
John Wiley
Level 3 Classes Semester 2 (January-May)
C8315 Biological Aspects of Behaviour
Semester 2
15 credits
Class Leader:
Dr. Marc Obonsawin (GH Room. 6.62)
Aims:
i)
To provide an introduction to the structure and function of the nervous system.
Particular emphasis will be placed on the insights into behaviour (both normal and
abnormal) that are gained by an understanding of brain function and development.
ii)
To provide students with a model of brain function that will allow more critical
evaluation of psychological theories in other areas of psychology (perception,
cognition, development, psychopathology).
Syllabus (subject to small changes):
Lecture 1:
The nervous system and why we study the brain
Lectures 2 to 5:
The cellular basis of brain function, neurotransmitters and drug action
Lectures 6 to 8:
The organisation of the central nervous system
Lectures 9 and 12:
Investigating brain structure and brain activity
Lectures 13 to 19:
Anatomy and physiology of the visual system
Lectures 19 to 23:
Anatomy and physiology of the motor system
Lecture 24:
Review
Learning outcomes:
1. to develop an understanding of the basic structure and function of the nervous system;
2. to develop a basic understanding of how the nervous system receives and analyses
information from the environment;
3. to develop a basic understanding of how the nervous system controls movement and
action;
4. to develop a basic understanding of some modern methods of studying the brain and
behaviour;
5. to develop an understanding of how knowledge of nervous system function can provide
insight into behaviour (both normal and abnormal) and psychological function;
6. to develop a model of brain function that will allow more critical evaluation of
psychological theories in other areas of psychology (perception, cognition, development,
psychopathology).
Subject and generic skills:
The student who successfully completes the class should be able to continue to learn more
about the physiological basis of behaviour from their own reading. The student should also be
able to evaluate psychological models studied in other classes with a physiological approach.
Place in course:
This class constitutes the third year component of the Biological Basis section of the
Department's teaching for the purposes of BPS recognition of the degree. Whereas the
relationship between the brain and behaviour was explored in the second year class 36209
Brain & Behaviour, 36315 Biological Basis of Behaviour provides an opportunity to learn
about how the brain works, and how it carries out the processes underlying sensory
perception and movement.
The class introduces information and concepts that will be directly useful in some fourth year
classes. An understanding of brain function is helpful in understanding topics discussed in
PY301 Models of Psychopathology. An understanding of brain structure, function and
plasticity will be helpful in evaluating the usefulness of models of brain and mind discussed in
36436 Cognition & Computers. An understanding of neuronal and neurotransmitter function
would enhance your understanding of many topics covered in 36423 Physiological
Psychology.
Teaching, learning and methods of assessment:
It is expected that students will learn most of the material and concepts with the help of the
recommended readings, additional readings found by the student, and the laboratory
practicals provided by the course. The content of the lectures will supplement and guide the
readings and the practicals.
Methods of assessment are constantly being reviewed, and are subject to change. Recently,
performance has been assessed by class tests (35%) and a final examination (65%). Five
class tests, each counting towards either 5% or 10% of the final mark, provide the opportunity
for students to learn previous material and concepts, to review material learned in practicals,
and to learn and be assessed on material not covered in lecture. Some tests consist of shortanswer questions, and other tests consist of one essay question. For the final examination
(two hours), students will be asked to choose two questions from six.
The University and the Department require students to attend lectures, seminars, tutorials,
and practicals regularly and to perform satisfactorily in the associated work. You are reminded
that, although we do not take registers, attendance is compulsory. Students who fail to attend
or who have not participated in class tests may be excluded from the degree examination.
Any student with coursework outstanding at the time of the examination will receive a Fail for
the examination performance and will not be able to obtain a pass at the resit examination
unless the outstanding work completed to a satisfactory standard has been submitted.
Students will not be allowed to sit the final examination if they have missed more than one
test without prior arrangement, or without providing an acceptable reason for their absence
from the tests.
Teaching hours:
Two meetings per week - one two-hour session and one one-hour session.
Recommended text: (again, subject to change, because there are new textbooks now
available)
Breedlove SM, Rosenzweig MR and Watson NV (2007)
Biological Psychology: An
Introduction to Behavioral, Cognitive and Clinical Neuroscience. Sinauer:Sunderland,
Massachusetts.
Supplementary readings (on Short Term Loan):
Gazzaniga MS, Ivry RB and Mangun GR (1998) Cognitive Neuroscience: The Biology of the
Mind. WW Norton and Company.
Kandel ER, Schwartz JH and Jessell TM (2000) Principles of Neural Science (4th edition),
McGraw-Hill.
Kandel ER, Schwartz JH and Jessell TM (1995) Essentials of Neural Science and
Behaviour. Prentice-Hall International Inc.
Zigmond MJ, Bloom FE, Landis SC, Roberts JL, and Squire LR (1999) Fundamental
Neuroscience. Academic Press.
C8317 Individual Differences
Semester 2
Class Leader:
Teaching staff:
15 credits
Dr Susan Rasmussen
Dr Dorothy Heffernan
Aims:
To consider the origins of the study of differences between people in their intellectual abilities,
personalities and other aspects of their makeup.
To examine definitions of personality, intelligence and other individual differences by looking
at the historic background to individual differences research and considering both current and
historic methods that have been devised for measuring and studying these characteristics.
To consider different theories of intelligence and personality and what these imply about the
causes of individual differences.
Learning outcomes:
On completion of this class students will have gained an understanding of the history of
individual differences research and will be aware of the many different psychological
perspectives in this area. Students will not only learn the theoretical points involved in this
type of research but will also gain the chance to put this knowledge into practice by designing
their own measurement instrument for the coursework component of this class. Additionally, it
is intended that students will learn to work as part of a team.
Content and conceptual and historical issues in individual differences (CHIPs):
The course will provide a historical and conceptual overview of the main classic and
contemporary theoretical approaches to intelligence and personality. The use of established
intelligence and personality tests will be demonstrated, and problems of test construction
discussed.
The first part of the course will focus on psychometrics and the nature of human intelligence,
together with a discussion of other individual differences such as creativity and ageing.
Consideration will be given to early attempts at definition and measurement; psychometrics
and the rationale for intelligence tests and theories of intelligence. The second part of the
course will then turn to the study of human personality, its definition, development and
measurement. Major theoretical contributions - psychodynamic, behavioural, humanistic, and
biological - will be critically discussed and compared.
Place in course:
Psychology has traditionally adopted two contrasting approaches to the study of human
behaviour: a) examining what people have in common and how this is affected by different
circumstances (the experimental approach); and b) investigating the ways in which people
consistently differ from each other (the individual differences approach). This class, building
on elements of PY102 Basic Psychology, provides a comprehensive introduction to both the
theoretical and the practical sides of the individual differences approach.
Methods of teaching:
Lectures on theories and measurement of individual differences, demonstrations of
psychometric test materials. Students will also work together in small groups on a practical
project, devising and piloting their own psychometric scale.
Teaching hours:
Up to three hours per week, divided between lectures and group work.
Assessment:
1. Final examination (⅔). The paper will consist of two sections which correspond to the
first and second parts of the course. Candidates will be asked to answer two
questions in two hours, choosing one question from each section. Questions will
address themes mentioned in lectures, but evidence of background reading will be
expected.
2. Practical report (⅓). After designing and piloting in a group a psychometric scale on a
relevant sample of the population each student will write an individual report (15002000 words) describing the theory, design, procedure, results and conclusions of this
exercise. Coursework must be submitted by Wednesday 21st April 2010.
The University and the Department require students to attend lectures, seminars, tutorials,
and practicals regularly and to perform satisfactorily in the associated work. Students who fail
to attend or who have not submitted the practical report by two weeks following the deadline
may be excluded from the degree examination. Any student with coursework outstanding at
the time of the examination will receive a Fail for the examination performance and will not be
able to obtain a pass at the re-sit examination unless the outstanding work completed to a
satisfactory standard has been submitted.
References:
There is an abundance of texts available on individual differences. The short list below
represents some of the more recent ones. Further, more specific texts may be suggested
during the course.
Main reference:
Maltby J, Day l, & Macaskill A (2007). Personality, Individual Differences and Intelligence.
Pearson - Prentice Hall.
Possible further reading:
Anastasi, A. & Urbina, S. (1997) Psychological Testing. Prentice Hall.
Carver, C. & Scheier, M. (1992) Perspectives on Personality. Allyn & Bacon.
Cooper, C. (1999) Intelligence and abilities. Routledge.
Cooper, C. (2001) Individual Differences. Arnold.
Pervin, L.A. (2003) The Science of Personality (2nd edition). OUP.
Haslam N. (2007) Introduction to Personality and Intelligence. Sage.
Howe, M. (1997) Q in question: the truth about intelligence. Sage.
Kail, R. & Pellegrino, J. (1985) Human Intelligence: perspectives and prospects. Freeman.
Kline, P. (1993) Handbook of Psychological Testing. Routledge
Loewnthal KM. (1996) An Introduction to Psychological Tests and Scales. UCL Press.
Matthews, G. & Deary, I. (1998) Personality Traits. Cambridge University Press.
Murphy KR, & Davidshofer CO. (2001) Psychological Testing. Prentice Hall.
Richardson, K. (1991) Understanding intelligence. Open University Press.
C8318 Social Identity and Social Cognition
Semester 2
15 credits
Class leader:
Lecturer:
Dr Sally Wiggins (GH Room 6.54a)
Dr Mark Elliott (GH Room 6.79)
Overview and aims:
This class aims to enable students to critically engage with contemporary perspectives and
debates within social psychology, particularly those surrounding cognitive and
critical/discursive approaches. Students will be required to work with challenging theories and
to develop their independent learning skills through group work and individual study of recent
journal articles. The class thus prepares students with the academic skills needed for moving
into Honours year as well as providing a comprehensive understanding of key areas in social
identity and social cognition research.
Syllabus:
Four blocks will be covered, focusing on both theoretical and practical issues. Indicative
content for each block is outlined below. Please note that while every effort has been made to
ensure its accuracy, some changes to the class structure or timetable may need to be made.
If this happens, the class leader will keep you informed.
1. Conceptual issues in social psychology: introduction to cognitive and to critical/discursive
approaches, discursive approaches to evaluations.
2. Intrapersonal processes: attitudes and behaviour, attitude change, social cognition
models.
3. Interpersonal relations: self and identity, everyday and institutional interaction, discursive
identities.
4. Intergroup relations: Social Identity Theory and Self-Categorisation Theory, prejudice,
social representations and social schemas, national identities.
Blocks will explicitly draw on either a cognitive approach or a critical/discursive approach to
social psychology, drawing on conceptual and theoretical issues throughout the class.
Conceptual and historical issues in social psychology more broadly are also discussed in the
introductory and summary lectures.
Learning outcomes:
By the end of the class, students should be able to:
 Demonstrate a critical understanding of both cognitive and critical approaches to social
psychology.
 Locate specific research examples within a broader conceptual framework.
 Demonstrate an understanding of key theories and examples of research on attitudes and
social behaviour.
 Demonstrate an understanding of discursive approaches to identity.
Subject and generic skills:
Students will gain experience in essay writing and taking part in class, tutorial and optional
online discussions. They will also have the opportunity to develop their skills in preparing for
exams. Students should also develop their level of critical awareness of theoretical and
methodological issues within psychological research.
Place in course:
This class forms the social psychology component of the Department’s third year teaching. As
such, it builds upon some of the concepts and material introduced in PY102 Basic
Psychology and 36207 Social Influence. It also develops skills which may be helpful for the
Honours dissertation and conceptual understanding which will be of use in all fourth year
classes which feature a social psychological element.
Methods of teaching:
The class is taught by means of lectures, tutorials and self-directed learning sessions.
Tutorials will be face-to-face, focusing on two topics: (1) critical understanding of a
conceptual issue in attitude research (task leading into essay coursework) and (2) activity to
develop students’ skills in preparing for exams. Internet support is available via Spider
provision, which will provide material for the class. Access to the Spider site will play a crucial
role in students’ engagement with the class. Students will require a Computer Centre
username and password to be able to use Spider and will require an Athens username and
password (issued by the Library) to access some online journals.
Teaching Hours: Three hours per week, over twelve weeks (Semester 2). Monday classes
(2 hours) will take place in Teaching Lab GH 559; Friday classes (1 hour) will be in Graham
Hills P514.
Assessment:
1) Final examination (60% of total mark). The examination is a two-hour paper, and students
will be asked to answer two out of six questions. Questions will address themes dealt with in
lectures, but ability to bring in material from background reading and discussion will be a
distinct advantage: it will not be possible to produce good answers from lecture material
alone.
2) Coursework (40% of total mark). Students will be required to work individually on a 2000
word essay comprising 40% of the final mark. Details of the coursework will be provided at
the start of the class.
The University and the Department require students to attend lectures, seminars, tutorials,
and practicals regularly and to perform satisfactorily in the associated work. You are reminded
that, although we do not take registers, attendance is compulsory. Students who fail to attend,
or who have not submitted the essay by two weeks following the deadline may be excluded
from the degree examination. Any student with coursework outstanding at the time of the
examination will receive a Fail for the examination performance and will not be able to obtain
a pass at the resit examination unless the outstanding work completed to a satisfactory
standard has been submitted.
Reading:
There is no single text for this class, but the 3 main recommended texts are:
 Augoustinos, M., Walker, I. & Donaghue, N. (2006) Social Cognition – An
integrated introduction. (2nd edition). London: Sage.
 Crisp, R.J. & Turner, R. N. (2007) Essential social psychology. London: Sage.
 Hogg, M.A. & Cooper, J. (2007) (Eds.) The Sage handbook of social psychology:
Concise student edition. London: Sage.
Reading lists and some journal articles will be provided on Spider and in class throughout the
timetable. The emphasis is on reading widely from both books and journals, and developing a
critical approach to the literature.
C8320 Thinking & Language
Semester 2
15 credits
Class leader:
Dr Tony Anderson (Room 6.54GH)
Aims:
The primary objective of the class is to introduce students to some of the core topics in
thinking, reasoning and language, and to explore the key theoretical debates in these areas,
for example, the issue of whether our reasoning performance is underpinned by some sort of
mental logic, and the extent to which our thinking is influenced by our language.
Content:
The class will address the following topics:
The discussion of thinking will cover three major themes. After an introductory discussion of
the nature of rationality, the first substantive topic will be problem solving (Gestalt theories;
contemporary information-processing approaches). The second topic will be logical
deduction, and theories attempting to explain human deductive competence, e.g. the theories
of natural deduction, pragmatic reasoning schemas, and mental models will be considered.
Finally, research on probabilistic reasoning, particularly the work of Tversky and Kahneman,
will be reviewed and critiqued.
Lectures and tutorials on language processes will focus on three main topics. A primary
focus will be the study of how listeners and readers achieve meaningful interpretations of
spoken and written language: consideration will be given to the importance of coherence and
connectivity, the role of language structure and inference, and the problem of ambiguity. A
second major topic concerns the interdependence of language and thought, and current
views on the linguistic relativity hypothesis will be discussed. Finally, the course will consider
theoretical and practical aspects of processing non-literal language.
Place in course:
The class builds upon topics covered in 36211 Perception and Cognition, and introduces
new topics that have relevance to a number of the honours optional classes. It pertains to the
Cognition Core Area of teaching required by the British Psychological Society Graduate Basis
for Registration. The class covers material of broad theoretical relevance and covers central
issues that are not addressed by other classes.
Methods of teaching:
There will be lectures, tutorials and practical exercises. There are two meetings per week,
one two-hour long session and one one-hour long session.
Assessment:
There will be an end-of-year examination (in which two questions are to be answered from a
choice of six). The examination paper will be divided into two sections, and students will be
required to answer one question from the Thinking part of the course, and one from the
Language part. There is also one piece of marked written work (an essay, to be submitted on
the Wednesday of week 7), which will constitute a continuous assessment component
accounting for 25% of the total final mark.
The University and the Department require students to attend lectures, seminars, tutorials,
and practicals regularly and to perform satisfactorily in the associated work. You are reminded
that, although we do not take registers, attendance is compulsory. Students who fail to attend
or who have not submitted the practical report by two weeks following the deadline may be
excluded from the degree examination. Any student with coursework outstanding at the time
of the examination will receive a Fail for the examination performance and will not be able to
obtain a pass at the resit examination unless the outstanding work completed to a satisfactory
standard has been submitted.
Reading:
Main References:
Baron, J. (1997) Thinking and Deciding. Cambridge: Cambridge University Press.
Carroll, D. (1999). Psychology of Language (3rd edition). Brooks Cole.
Garnham, A. and Oakhill, J. (1997) Thinking and Reasoning. Oxford: Basil Blackwell.
Gumperz, J. and Levinson, S. (1996). Rethinking linguistic relativity. Cambridge University
Press
Harley, T. (2001) The Psychology of Language. Erlbaum (UK), Taylor & Francis
Manktelow, K. (1999) Reasoning and Thinking. Hove, Sussex: The Psychology Press.
Recommended further reading:
Altmann, G. (1997). The ascent of Babel. Oxford University Press
Gibbs, R. (1994) The poetics of mind. Cambridge University Press
Gleason, J. and Ratner, N. (1998) Psycholinguistics (2nd edition). Harcourt Brace.
Johnson-Laird, P.N. (1983). Mental Models: Towards a cognitive science of language,
inference and consciousness. Cambridge: Cambridge University Press.
Johnson-Laird, P.N. and Byrne, R. M. J. (1991) Deduction. Hove, Sussex: Erlbaum.
Kahneman, D. Slovic, P. and Tversky, A. (Eds.) (1983). Judgement under uncertainty:
Heuristics and biases. Cambridge: Cambridge University Press.
Kuhn D. (1991) The skills of argument. Cambridge: Cambridge University Press.
Ortony, A. (1994) Metaphor and Thought. (2nd edition). Cambridge University Press.