Accessibility statement

Language & Development 2 - PSY00019I

« Back to module search

  • Department: Psychology
  • Credit value: 20 credits
  • Credit level: I
  • Academic year of delivery: 2024-25
    • See module specification for other years: 2023-24

Module will run

Occurrence Teaching period
A Semester 2 2024-25

Module aims

This module aims to give students an understanding of how we process language through the mapping between words, grammar, and world knowledge. It then will introduce students to the models and evidence that examine the neuroscience of language production and comprehension. This module aims to provide students with an opportunity to study the differing accounts of cognitive development. The module also explores children's social development, examining how children develop a sense of self and learn to interact with others.

Module learning outcomes

  • Define terms such as “ambiguity”, “parsing”, and “syntax”, and explain their significance for theories of language understanding
  • Describe key developments in children's social cognition and social behaviour'
  • Explain the main brain mechanisms involved in language processing and how they relate to neuropsychological disorders and neural development.
  • Contrast the strengths and weaknesses of different theoretical perspectives on cognitive development, such as Empiricism and Nativism.
  • Evaluate how our understanding of cognitive development (e.g. the development of Conceptual Knowledge and Cognitive Ability) has changed over time.

Module content

This module begins by considering how we, as children and adults, understand meaning through the mapping between words, grammar, and world knowledge. In the second half of the module, students will learn about some basic brain mechanisms that make language and communication possible, as well as the different neuropsychological disorders that can occur as a result of brain damage.

The next part of the module covers the development of skills in major cognitive domains, including concept formation, learning, memory, attention and intelligence. These will be examined from a developmental perspective, focusing on how specific skills change and develop over the first years of life. The final section of the module examines children’s social development, exploring the development of the self, group identity and interpersonal behaviour.

Indicative assessment

Task % of module mark
Closed/in-person Exam (Centrally scheduled) 50
Essay/coursework 20
Essay/coursework 30

Special assessment rules

None

Indicative reassessment

Task % of module mark
Closed/in-person Exam (Centrally scheduled) 50
Essay/coursework 20
Essay/coursework 30

Module feedback

The marks on all assessed work will be provided on e-vision.

Indicative reading

Harley, T. A. (2008). The Psychology of Language: From data to theory (3rd. ed.) Hove: Psychology Press.

Slater S. & Bremner, J. G. (2011). An Introduction to Developmental Psychology, 2nd edition.


The information on this page is indicative of the module that is currently on offer. The University constantly explores ways to enhance and improve its degree programmes and therefore reserves the right to make variations to the content and method of delivery of modules, and to discontinue modules, if such action is reasonably considered to be necessary. In some instances it may be appropriate for the University to notify and consult with affected students about module changes in accordance with the University's policy on the Approval of Modifications to Existing Taught Programmes of Study.