This module will introduce both developmental and cognitive processes applied to different aspects of learning. These aspects of psychological development will bring together foundational theories and new research in each domain to give students a well-rounded basis of knowledge. This module will explore lifespan development focusing on key aspects of development from birth through to old age and then move on to a multitude of cognitive processes, such as language, memory, emotion and attention.
Occurrence | Teaching period |
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A | Semester 1 2024-25 |
This module aims to develop students’ knowledge and understanding of the cognitive and developmental processes involved in learning (broadly understood), and the capacity to reflect on their possible implications for education.
Students will be introduced to the key theories that underpin our current understanding of development and cognition. For example, students will be introduced to theoretical perspectives on development, including cognitive, socio-emotional, behavioural, ecological and lifespan perspectives, and prominent methodological approaches. They will consider how these perspectives can account for development in different domains (i.e. social, emotional and cognitive), at different ages (i.e. childhood, adolescence and adulthood) and in different contexts (i.e. cultural and cohort effects).
Students will also consider key elements of cognition including memory, perception, attention, and language, evaluating how our knowledge in this area has been informed by the field of cognitive neuropsychology, and by the introduction of new technologies and methodologies.
Students will be supported in developing the skills required to identify and critically evaluate relevant literature, and to compare and contrast alternative means of gathering and evaluating cognitive and developmental data.
Subject content
By the end of this module students will be able to:
Academic and graduate skills
Students will have learned how to:
The module content is structured so that it incrementally builds up students’ knowledge of developmental and cognitive psychology to the extent that they will be in a strong position to consider their relevance to education by the end of the module.
Task | % of module mark |
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Essay/coursework | 50 |
Essay/coursework | 50 |
None
Task | % of module mark |
---|---|
Essay/coursework | 50 |
Essay/coursework | 50 |
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.
Gillibrand, R., Lam, Virginia, & O'Donnell, Victoria L. (2016). Developmental Psychology (Second ed.). Upper Saddle River: Pearson.
Leman, P., Bremner, Andrew J, Parke, Ross D, & Gauvain, Mary. (2012). Developmental Psychology. London: McGraw-Hill.
Boyd, D., & Bee, Helen L., author. (2015). Lifespan Development (Seventh edition; Global ed.).
Quinlan, P., Dyson, Ben, & Dyson, B. J. (2008). Cognitive Psychology. Harlow: Pearson Prentice Hall.
Eysenck, M., & Keane, Mark T. (2015). Cognitive Psychology : A student's handbook (7th ed.).