To specialise students understanding of the ways in which biological, cognitive, and social processes influence classroom behaviours and learning
To solidify students understandings of how classroom behaviours (social interactions, engagement with learning) are explained by a range of theoretical perspectives (e.g., attachment theories, social cognitive theories, learning theories) and by a range of contextual and within-person factors
To enable students to independently analyse a range of sources from psychology and education and to critically engage with the overlaps between these disciplines
To enable students to be able to engage with different forms of evidence, reviewing their reliability, validity and significance to the field of psychology in education
Module learning outcomes
Subject content
Examine at an advanced level the ways in which biological, cognitive, and social processes influence learning in childhood, adolescence and adulthood
Explain learners behaviours in the classroom from a variety of theoretical perspectives
Engage with specialist knowledge regarding the influence of neuroscience and neurobiology on learners behaviour within a range of educational environments
Examine at an advanced level the ways in which cognitive processes, such as the development of memory, perception and language influence learning in childhood, adolescence and adulthood
Critically evaluate the interaction between cognitive development, social development, and learning behaviours
Apply comprehensive and detailed knowledge of theoretical concepts in seeking to understand the ways in which biological processes and cognitive development shape learning behaviour
Academic and graduate skills
Formulate academic arguments in written and oral form
Proactively seek out and engage with a range of sources and critically evaluate the reliability and validity of these in informing and supporting academic argumentation
Analyse and critically evaluate the ways in which theories and data from differing disciplines can inform each other and enhance understanding (in this case, of learning behaviour)
Work proactively and autonomously to select and manage information and use this to engage effectively in academic debate
Use the VLE and Internet effectively
Indicative assessment
Task
Length
% of module mark
Essay/coursework Essay 3000 words
N/A
100
Special assessment rules
None
Indicative reassessment
Task
Length
% of module mark
Essay/coursework Essay 3000 words
N/A
100
Module feedback
Individual written feedback reports, with follow-up tutor meeting if necessary. The feedback is returned to students in line with university policy. Please check the Guide to Assessment, Standards, Marking and Feedback for more information.
Indicative reading
Hayiou-Thomas, M. E. (2008). Genetic and environmental influences on early speech, language and literacy development. International journal of language & communication disorders, 41(5), 397-408. https://doi.org/10.1016/j.jcomdis.2008.03.002
Hopkins, B., Geangu, E., & Linkenauger, S. (2017). The Cambridge Encyclopedia of Child Development. (2 ed.) Cambridge Univeristy Press.
Lee, V. J. ; Das Gupta, Prajna. Cambridge, Mass. : Blackwell Publishers in association with the Open University 1995
Adolescence cognitive and moral development. Kanopy (Firm) San Francisco, California, USA : Kanopy Streaming 2014
Robbins, S. J., Schwartz, B., & Wasserman, E. A. (2001). Psychology of learning and behaviour. New York: Norton.