Undergraduate Course: Psychology 1B (PSYL08010)
|School||School of Philosophy, Psychology and Language Sciences
||College||College of Humanities and Social Science
|Credit level (Normal year taken)||SCQF Level 8 (Year 1 Undergraduate)
||Availability||Available to all students
|Summary||This course aims to develop an integrated understanding of modern approaches to some of the core areas of psychology such as developmental and social psychology, human memory, and the psychology of language (the remaining core areas to be covered in Psychology 1A). Students are also presented with a broader conceptual and methodological framework of scientific and psychological research, as well as key ideas in science (e.g. naturalism, complexity, levels of analysis). Besides this, students are taught and can practice a range of general research skills.
The course will cover four core areas of psychology.
The course will consist of 4 thematic lecture blocks of six lectures, grouped into two double-blocks. Before each double-block, there will be a lecture covering broader conceptual and methodological topics that illustrate key concepts to be covered in detail in upcoming lecture blocks and why these topics are critical in modern psychology (i.e. conceptual signposting to ensure coherence of understanding more detailed material). Additionally, there will be two lectures covering specific methodological concepts key to the respective areas, which will serve as a gentle introduction feeding into more advanced/detailed coverage in the methodology course in year 2.
Each block will be accompanied by a lecture content-oriented tutorial and a lab that teaches and enhances a general research-related or transferable skill (literature search, experimental design, knowledge exchange etc.).
Halfway through the course, in week 6, is Activity week, when typical lectures, labs and tutorials are suspended. The Activity week consists of group-based hands-on activities that illustrate the course content as well as teach transferable skills. The Activity week draws inspiration from the University-wide Innovative Learning Week. The Activity week activities are not assessed.
Entry Requirements (not applicable to Visiting Students)
||Other requirements|| None
Information for Visiting Students
|High Demand Course?
Course Delivery Information
|Academic year 2016/17, Available to all students (SV1)
|Learning and Teaching activities (Further Info)
Lecture Hours 30,
Seminar/Tutorial Hours 4,
Supervised Practical/Workshop/Studio Hours 4,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
|Assessment (Further Info)
|Additional Information (Assessment)
||Final exam = 45%
Tutorial essay = 23%
Tutorial report submission (4 tutorials) = 8%
Research participation (4 hours) = 8%
Lab participation (4 activities) = 8%
Study skills activities (4 activities) = 8%
||Feedback on participation and performance in tutorials and labs (weekly)
Feedback on essay (standard marking turnaround)
Feedback on exam (second semester)
||Hours & Minutes
|Main Exam Diet S2 (April/May)||2:00|
|Resit Exam Diet (August)||2:00|
On completion of this course, the student will be able to:
- Show knowledge of the key concepts, research areas, methods, and empirical findings in the four core areas of psychology (individual differences, cognitive neuroscience, perception, and (reinforcement) learning.
- Understand basic theoretical questions and arguments.
- Outline types of research methods used in addressing these issues.
- Summarize some classic and some recent findings, and show basic understanding of how they relate to one another.
- Demonstrate a basic understanding of how the core areas relate to one another: what are their similarities and differences in terms of conceptual and empirical approaches.
|Graduate Attributes and Skills
||Independent learning skills
Be prepared to look for connections in the material covered in different parts of the curriculum and look beyond the presented material.
Will have learned to write texts in a well-structured and succinct way that enables a clear and coherent message to build up. Logical progression of ideas with supporting evidence properly used will be key.
Will be able to present arguments in a well-structured and succinct way that enables a clear and coherent message to come across.
|Keywords||Psychology,individual differences,cognitive neuroscience,perception,learning,science,experiments
|Course organiser||Dr Adam Moore
Tel: (0131 6)50 3369
|Course secretary||Miss Toni Noble
Tel: (0131 6)51 3188
© Copyright 2016 The University of Edinburgh - 3 February 2017 5:09 am