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PSYC1015 Studies in Psychology

Module Overview

There are many thousands of psychological studies published each year, and this has been so since the late 19th century. Each published study will have its strengths and weaknesses, however, some studies acquire an importance that others do not. The reasons for the elevated status of some studies may lie in their relevance to key social issues or to the resolution of important psychological debates. The module provides a selective overview of critical studies in Psychology. The topics are taken from the broad sweep of sub-disciplines within psychology. It is available as an option for Year 1 students on other degree programmes and to Erasmus students, subject to timetabling and any other conditions. The aim of the module is to demonstrate the enduring importance of classic studies, placing them in their appropriate historical context and to demonstrate their continuing influence of the discipline.

Aims and Objectives

Module Aims

• Demonstrate the enduring importance of classic studies, placing them in their appropriate historical context and to demonstrate their continuing influence of the discipline. • Examine the factors that make each study chosen important. • Present the best of psychological science to students from across the broad range of the discipline. • Familiarise students with reading journal articles. • Familiarise students with interpreting and evaluating research. • Introduce students to senior members of academic staff.

Learning Outcomes

Learning Outcomes

Having successfully completed this module you will be able to:

  • Demonstrate knowledge of psychological studies
  • Demonstrate depth of knowledge and understanding by interpreting complex concepts and implications of psychological studies
  • Demonstrate critical understanding of psychological studies by evaluating research and describing its importance in a wider context.
  • Demonstrate concise, scientific writing

Syllabus

Each lecture will deal with a classic psychological study. The historical antecedents of the study will be articulated as will be the impact and enduring legacy of study. In doing so, the historical basis for much of modern-day psychology will be revealed allowing the current discipline to be placed in its appropriate historical context. The choice of classic studies will be left to the professorial teaching team, and so is designed to allow a personal reflective element on the value of each classic study to their own intellectual development.

Special Features

This is a compulsory module and attendance at all sessions is compulsory

Learning and Teaching

Teaching and learning methods

Weekly lecture plus handouts. The use of video and other materials as appropriate. Each lecture will be delivered by a different person who will determine the appropriate teaching and learning style appropriate for the material being delivered. The required reading and abstract for each of the nine classic study lectures is provided in the module handbook. Links to PDF copies of the required readings will be available on Blackboard along with lecture handouts.

TypeHours
Independent Study128
Teaching22
Total study time150

Resources & Reading list

Pomerantz, J. R., Sager, L. C., & Stoever, R. J. (1977). Perception of wholes and of their component parts: some configural superiority effects. ournal of Experimental Psychology: Human Perception and Performance. ,3 , pp. 422.

Warrington, E.K. (1975). The selective impairment of semantic memory. Quarterly Journal of Experimental Psychology. ,27 , pp. 635–657.

Sonuga-Barke, E. J. S., Taylor, E., Sembi, S., & Smith J. (1992). Hyperactivity and delay aversion I: The effect of delay on choice.. Journal of Child Psychology & Psychiatry. ,33 , pp. 387-398.

Rayner, K. (1975). The perceptual span and peripheral cues in reading. Cognitive Psychology. ,7 , pp. 65-81.

Young, A. W., Hay, D. C., & Ellis, A. W. (1985). The faces that launched a thousand slips: Everyday difficulties and errors in recognizing people.. British Journal of Psychology. ,76 , pp. 495-523..

Berenbaum, S. A., & Hines, M. (1992). Early androgens are related to childhood sex-typed toy preferences. Psychological Science,. ,3 , pp. 203-206.

Darley, J. M., & Latane, B. (1968). Bystander intervention in emergencies: Diffusion of responsibility. Journal of Personality and Social Psychology. ,8 , pp. 377-383.

Lynch, T.R., Hempel, R.J., Dunkley, C. (2015). Radically Open-Dialectical Behavior Therapy for Disorders of Over-Control: Signaling Matters. American Journal of Psychotherapy. ,69 , pp. 141-162.

Argyle, M., & Dean, J. (1965). Eye-contact, distance and affiliation. Sociometry. ,28 , pp. 289-304.

Assessment

Assessment Strategy

You will also complete one individual formative learning assignments of 500 words, designed to assist you in taking personal responsibility for managing your own learning at University. This is due after Christmas vacation and will be based on PDP. During the module you will receive a wide range of ongoing formative and summative feedback on individual and group coursework assignments that will help you to develop a portfolio of essential writing, presentation, research, and reflective learning skills. This will include a draft of your individual essay for formative feedback, this draft is due for submission at the start of week 6.

Summative

MethodPercentage contribution
Coursework  (1500 words) 52.5%
Coursework 15%
Coursework Presentation 30%
Research Participation 2.5%

Referral

MethodPercentage contribution
Exam 100%
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