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Session: 2022/23
Last modified: 12/10/2022 14:04:51
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Title of Module: Introductory Cognitive & Social Psychology |
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Code: PSYC08005 |
SCQF Level: 8
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Education & Social Sciences |
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| Module Co-ordinator: | A
Law |
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| Summary of Module |
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This module introduces the foundations of Social and Cognitive Psychology. The module builds upon Level 7’s Introduction to Psychology module by further developing knowledge and understanding of relevant psychological topics in more depth.
Indicative Cognitive topics include Sensation, perception, problem-solving, autobiographical memory and attention. Indicative Social topics include the development of social knowledge, social inference, the self, aggression, groups and non-verbal and online communication. Research methods for investigating Social and Cognitive Psychology are examined through the coursework which builds on the topics discussed in the course. Communication and an understanding of factors affecting social interaction are significant graduate skills.
At the end of the module studies will have worked towards attaining the following graduate attributes:
- problem-solving
- digital literacy
- collaborative and research minded
- Student lead research skills
- Building their transferable skills through interaction of different sources and learning materials
- Building on digital literacy skills through literature searches to support assignments
- Building their analytical and research skills through a lab report
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Demonstrate the ability to analyse and interpret data using Cognitive research methods
L2.
Demonstrate knowledge and understanding of the major conceptual and theoretical issues in Social and Cognitive Psychology
L3.
Demonstrate the ability to report the background, methods, results and interpretation of data in a APA formatted scientific report.
L4.
Demonstrate the ability to analyse and interpret data using Social research methods |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 8.
A broad knowledge of the scope, defining features and main areas of Social and Cognitive Psychology.
Demonstrate an awareness of different methods of enquiry within Social and Cognitive Psychology.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 8.
Use a range of routine skills, associated with Social and Cognitive Psychology
Identify the ethical issues in the formulation of a research investigation.
Show an awareness of the conduct of psychological enquiry and report writing.
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| Generic Cognitive skills |
SCQF Level 8.
Produce a balanced outline of competing explanations and interpretations of Social and Cognitive Psychology issues.
Undertake critical analysis and evaluation of ideas, concepts, information and issues relating to Social and Cognitive Psychology.
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| Communication, ICT and Numeracy Skills |
SCQF Level 8.
Report the outcomes of an evaluation of research in written forms, using ICT as appropriate.
Demonstrate an understanding of reporting the findings from psychological enquiry.
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| Autonomy, Accountability and Working with others |
SCQF Level 8.
Exercise autonomy and initiative in development and execution of coursework.
Take responsibility for own learning and review and evaluate own learning and development.
Work effectively and collaboratively with peers.
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| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
PSYC07010
| Module Title:
Introduction to Psychology (B)
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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This module will be delivered using a hybrid approach in which students are encouraged to engage with the module through three learning activities, presented both synchronously and asynchronously. Students will be encouraged to engage asynchronously with pre-recorded lecture content designed to provide students with an overview of the topic area. Pre-recorded lecture material will be complimented with a series of asynchronous and synchronous activities to be undertaken in the student's own time or by the students/instructor simultaneously as appropriate".
Recorded lectures will communicate the key content, the lecture series does not draw upon one main textbook, rather it draws upon a combination of primary texts and a number of journal papers.
The seminars develop and expand on core psychology skills that support the coursework which is a structured experimental report involving a cognitive task, and annotated bibliography. During the seminars that run throughout the module, students will be actively encouraged to reflect upon the transferable skills that they have acquired in the course of the module. The generic skills developed in the seminars also supports the student’s Personal Development Planning.
The module will also provide students with the opportunity to carry out research-based activities. The seminars will provide the student with the opportunity to apply a selection of the research methods used in Social and Cognitive Psychology.
Additionally, students are expected to engage consistently in independent study for the full duration of the module.
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Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Lecture/Core Content Delivery | 12 |
| Laboratory/Practical Demonstration/Workshop | 24 |
| Personal Development Plan | 1 |
| Independent Study | 163 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Goldstein, E. B. (2014). Cognitive Psychology: Connecting Mind, Research and Everyday Experience. Belmont, CA: Wadsworth.*
Myers, D. (2014). Social Psychology. North Ryde, NSW: McGraw Hill.*
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
All full-time students (part-time and distant learning students should check with their programme leader for any queries) are required to attend all scheduled classes and participate with all delivered elements of the module as part of their engagement with their programme of study. Consideration will be given to students who have protection under the appropriate equality law. Please refer to UWS Regulations, Chapter 1, 1.64 – 1.67, available at the following link: http://www.uws.ac.uk/current-students/rights-and-regulations/regulatory-framework/ |
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Supplemental Information
| Programme Board | Psychology & Social Work |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Ug/Pg Psychology |
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| Moderator | M Terras |
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| External Examiner | S Langton |
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| Accreditation Details | BPS |
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| Version Number | 1.12 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| A written laboratory report worth 50% |
| An annotated bibliography worth 50% |
(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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Aligned with the overall commitment to equality and diversity stated in the Programme Specifications, the module supports equality of opportunity for students from all backgrounds and with different learning needs. Using Moodle, learning materials will be presented electronically in formats that allow flexible access and manipulation of content. The module complies with University regulations and guidance on inclusive learning and teaching practice. Specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. The University’s Equality, Diversity and Human Rights Policy can be accessed at the following link: http://www.uws.ac.uk/equality/
Our partners are fully committed to the principles and practice of inclusiveness and our modules are designed to be accessible to all. Where this module is delivered overseas, local equivalent support for students and appropriate legislation applies.
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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