External summary

Psychology is an experimental and observational science that deals with the understanding and explanation of behaviour and experience and with how these change and develop throughout our lives. Psychologists are interested in many factors that affect our behaviour – from biological bases to social influences. At Edinburgh, you will have the opportunity to learn from researchers who are international leaders in their field, and a particular strength of our teaching is the key element of experimental/practical work throughout the course.

Psychology at Edinburgh has close links not only with the other disciplines within the School of Philosophy, Psychology & Language Sciences, but also with a wide variety of other Schools such as Biological Sciences, Education, Health, Informatics, and Social & Political Studies. There are opportunities for students to work as Volunteer Research Assistants on the University’s research projects. The degree programme is accredited by the British Psychology Society ( with proviso as in section 12).

The University of Edinburgh has a long history of the subject of Linguistics and is the only university in Scotland to offer an MA in Linguistics. The teaching staff has an excellent reputation for research in this area. Linguistics is concerned with learning more about how language is acquired, produced, and understood; how language functions in interaction between individuals and in society; what its abstract structure is and how it is represented in the brain; and how language changes over time.

Students of this programme gain the ability to identify and clearly describe the systematicity underlying complex surface-level systems.  Students who study both psychology and linguistics will gain a foundational understanding of both, together with a deeper understanding in those areas where the two subjects overlap.

Educational aims of programme

The programme is designed in such a way that transferable skills are acquired in tandem with intellectual and practical skills. This process is enhanced by the fact that psychology allows students from an early stage in their career to offer original explanations of psychological phenomena.

The programme aims are:

• knowledge and understanding of psychological theories, concepts, research paradigms and research findings, and the ability to make links to the relevant historical background
• research skills, including statistical and other data analysis skills, which will equip you to contribute to psychological knowledge
• an awareness of applications and implications of psychological theories and research
• the ability to think critically and creatively about theoretical, empirical and applied issues and their inter-relationships
• an appreciation of the diverse, wide-ranging nature of psychology and an ability to make links between different areas of the discipline
• an understanding of how psychology relates to other disciplines
• active-learning skills and transferable skills (e.g. study skills, information retrieval skills, information technology skills, communication skills, group work skills).
• propose, test and apply theories of language structure, acquisition and use
• form and test scientific hypotheses about linguistic phenomena
• use specialist equipment and software for phonetic analysis
• describe synchronic and diachronic phenomena and processes in language
• transferable skills of use in virtually every area of employment, including everything requisite for fostering independent critical thinking, self-directed research and sustained analytical activity

Programme outcomes: Knowledge and understanding

On completion of the programme, students will have acquired a good knowledge and understanding of:

• cognitive psychology (which investigates the mental processes involved in thinking, reasoning, memory, language and perception)
• individual differences in personality, intelligence and mental abilities
• biological and comparative  psychology (how the brain works and how the study of animal behaviour can inform us about human behaviour)
• social psychology (how behaviour is influenced by other people or by the social context)
• developmental psychology (how abilities, behaviour and characteristics change with age)
• methodology and statistics (how to conduct psychological investigations and their analysis)
• invariance and variability (synchronic and diachronic) in all levels of language structure
• differences between folk and linguistic theories of language
• the major syntactic structures of language and the extent of cross linguistic variation
• how linguistic meaning can be characterised; how the meaning of large units is composed
• description and analysis of speech articulation and acoustics, and the theoretical relationship between phonetics and phonology
• different means of encoding meaning in language and use, and the interaction between structural levels

Programme outcomes: Graduate attributes - Skills and abilities in research and enquiry

Throughout the course of the programme, students acquire key research abilities, including the ability to:

• develop a critical understanding of psychological theories and their relationship to scientific evidence
• critically and constructively appraise psychological findings
• understand the historical underpinnings of contemporary research paradigms.
• present and evaluate evidence in appraising contemporary theory
• integrate and relate diverse findings and concepts from different areas of psychology
• formulate and test hypotheses with appropriate research strategies
• appraise research in relation to ethical and professional guidelines
• use a variety of practical research-related resources such as laboratory equipment, and computer software such as statistical analysis packages and bibliographic databases
• carry out studies which employ a diverse range of data-collection techniques such as observation, experiment, psychometric testing, questionnaires, interviews and field studies
• analyse data using both quantitative and qualitative techniques
• use practical and theoretical knowledge to both design and undertake a piece of original research and write this up as a research dissertation
• be able to distinguish between validity and soundness, and to assess arguments for both
• distinguish relevant from irrelevant considerations in argument
• use examples appropriately in support of general claims and look for counter-examples
• construct clearly organized arguments and make careful distinctions
• retrieve, sift and select information
• gather, handle , organise, analyse and assess data in linguistics
• analyse problems, compare and evaluate different views and formulate independent and well argued hypotheses
• plan, undertake, and (in a scholarly and literate fashion) report on a piece of self-initiated research

Programme outcomes: Graduate attributes - Skills and abilities in personal and intellectual autonomy

• analytical thinking skills—the abilities to understand difficult pieces of text, to reconstruct arguments and views, to assimilate and explain difficult ideas
• critical thinking skills—the abilities to draw conclusions from positions or bodies of data, to question arguments and (wherever appropriate) to show their flaws, to generate alternative ideas and new solutions to problems
• independent thinking skills—the abilities to approach a problem with an open mind and to address problems with an original approach, and the confidence to rely on one’s own intellectual capacities
• independent working skills—the ability to motivate oneself, to plan one’s own work, and to set one’s own goals and deadlines
• development of teamwork skills in small-group practical teaching
• development of oral and visual presentation skills in project presentations as well as presentations linked to lecture courses

Programme outcomes: Graduate attributes - Skills and abilities in communication

Students should acquire skills that can be used in a wide variety of intellectual contexts and forms of employment. These include:

• written communication skills — students should be able to communicate effectively and concisely via written material such as essays and written experimental reports.
• oral communication skills — students should be able to communicate effectively via oral and visual presentation
• being able to take part in a debate, keeping to the goal of the discussion, maintaining the thread of argument, to be able to argue their point forcefully and to disagree with others while showing respect for their opinions and without causing or taking offence.
• being able to present a longer argument to an audience with confidence, to use aids such as handouts, overheads properly

Programme outcomes: Graduate attributes - Skills and abilities in personal effectiveness

• retrieve and organise information effectively
• engage in effective teamwork
• develop problem-solving and general reasoning skills
• develop skills in making critical and constructive judgements
• develop independent learning skills such as time management, forward planning, and the ability to reflect on one’s own learning strategies
•  present and evaluate research findings
• the confidence to rely on one’s own intellectual capacities
• the ability to motivate oneself, to plan one’s own work, and to set one’s own goals and deadlines
• ability to apply analytical skills and techniques to issues arising out with psychology and linguistics
• the ability to work autonomously
• time and priority management skills
• distinguish relevant from irrelevant considerations in argument
• construct clearly organized arguments
• be sensitive to ambiguity and multiplicity of meanings
• understand and appreciate the significance of new ideas

Programme outcomes: Technical/practical skills

Students should acquire skills that can be used in a wide variety of intellectual contexts and forms of employment. These include:

• computing skills — the ability to use computers for word-processing, information storage and for retrieving information from the world wide web, e.g. word-processing, power point, statistical packages, graphics packages and databases
• use of libraries—the ability to use libraries for the recovery of information, and related research skills, including the ability to discriminate between different sources of information, suggested readings, and so on
• numeracy skills.
• comprehend and use data effectively

Programme structure and features

Students who wish to be eligible for the British Psychological Society's Graduate Basis for Registration must take the Dissertation in Psychology. (MUST be taken in Final Year). Full details of the degree programme and structure can be seen at <http://www.drps.ed.ac.uk>.

Progression Requirements - Entry to Honours normally requires a pass at 50% or above, at the first attempt, in Psychology 2, a pass in the combined mark of the statistics components of the Psychology 2 exams and a pass, at the first attempt, in Linguistics 2A and Linguistics 2B, with an average mark across these courses of 50% or above.

Material is presented through a combination of lectures, prescribed readings and students’ own library and bibliographic research. Understanding of knowledge is fostered in tutorials (years 1 & 2), as well as practical classes, project work and computer based exercises in Psychology.  In subsequent years there is increased emphasis on students initiating reading programmes and giving class presentations. Students have access to extensive library and IT resources.

Assessment - In Psychology, knowledge and understanding are assessed through a combination of coursework (essays, practical reports and exercises, a literature review and research dissertation) and examinations. However, precise forms of assessment vary from year to year.  In Linguistics, class tests (essays, short answer and multiple choice) and short projects are used in the first two years of the programme. In years 3 and 4, students are assessed on short projects and substantial, independent research projects (discussed with academic staff) and/or unseen degree exams. Upper-level courses often involve oral presentations.

Alternative exit points - Students who do not progress into Honours may graduate after Year 3 with the BA General degree in Humanities and Social Sciences.

Full details of all the courses offered in each year are provided in the Psychology course guides at http://www.psy.ed.ac.uk/psy_students/undergraduate/index.php

Teaching and learning methods and strategies

In the two years of the programme, three lectures a week are presented by a team of psychologists in their particular field of expertise (Differential, Developmental, Social and so on).  In the third year, there is a separate series of semester long weekly lectures on each of the six core areas of Psychology (Differential, Biological, Developmental, Social, Memory & Perception, and Thinking & Language). Years 1 to 3 also include lectures on research methods and statistics. In the fourth year, students choose from a wide range of 10-hour courses offered by members of staff in their area of research activity and expertise. At each level, the lecture material is supported and extended through recommended reading (which progresses from relevant sections of the course textbook, to topic-specific textbooks to journal articles as you move through the four years), online lecture notes and other materials available through webCT. It is expected that students will consolidate and extend their knowledge and understanding through independent reading.

In addition to reading and lectures, there is a range of further ways in which students are actively involved in learning. Psychology 1 includes regular tutorials in which key studies (read prior to the tutorial) are discussed, and participation in departmental research provides first-hand insight into the research process. Psychology 2 includes five 3-hour practical and tutorial sessions per semester. These are structured around learning a statistical package and learning to design, carry out, analyse and write up two psychology experiments. Psychology 3 includes practical sessions on quantitative and qualitative analysis. Psychology 4 options employ a range of teaching and learning methods in addition to lecturing, such as student presentations, discussions, and problem solving. Finally, working in pairs and supervised by a member of staff, some combined honours fourth years conduct a research project, present their early ideas and design in the form of a research poster in order to receive feedback at this stage of the research, and submit an independent dissertation at the end of it.

Less formally, peer support and study groups are strongly encouraged and supported at each level of the programme, such as the Psychology Society’s Peer Assisted Learning Scheme or PsychPals. This scheme consists of talks and workshops led by senior students for their more junior peers which are designed to provide practical help such as how to search for articles online, how to write psychology essays and so on.  There are also year and topic specific Study Groups which are run by students in association with the Dyslexia Society and open to all members of that year group. Finally, the Speaking Up Group meets on a weekly basis to help students who find it difficult to make verbal contributions in tutorials and other discussion forums for whatever reason.

Teaching and learning is supported through excellent IT provision, reading materials in the main library and (from third year) a library in the Psychology building, excellent laboratory facilities, a suite of research cubicles and tutorial rooms to support practical classes, and the ground floor and basement concourse which are pleasant places to meet with peers.

In the semester two Innovative Learning Week, normal teaching is suspended in order to provide the space for staff and students to explore new learning activities. Some examples of activities held in the School of Philosophy, Psychology and Language Sciences were ‘The Original Psychic Challenge’, a Psychology Alumni event to give students the opportunity to meet recent graduates and talk about careers, ‘Good googling’, and Psychology at the movies.

Assessment methods and strategies

Psychology 1 is assessed through a combination of 2 course work essays, 2 Multiple Choice Question exams and participation (in research and tutorials). Detailed oral and written feedback and guidance on writing essays is given in tutorials. The assessment for Psychology 2 includes 2 exams in which students are required to write essays based on the course material and answer statistics questions, and 2 experimental reports.  General written feedback is provided on exam essays; formative feedback is given by the tutor on the Introduction and Methods sections of the first draft prior to submission of the first report; and written feedback on both of the final reports.  Psychology 3 assessment includes statistical assignments, a qualitative analysis assignment, a brain quiz and exams covering the chosen topic areas and 2 methodology courses. Written feedback is given on all coursework and ‘Feedback Events’ are held in which students can view their exam scripts and receive oral feedback and advice on improving exam technique. Psychology 4 options are assessed in a variety of ways, as deemed appropriate for the course: by exam, essay, a combination of course work and exam, or through a combination of a research proposal and essay. All students complete a dissertation and a poster describing their research and they receive staff and peer feedback on their poster, which may be used to refine the design of the study before actually carrying it out.

These different forms of assessment encourage independent learning (e.g. writing essays, and research reports at pre- and post-honours levels), and the amount of formally assessed course work is designed to allow students time for independent reading. The range of assessments helps students develop scientific writing and essay writing skills, and statistical and research skills are assessed at all levels in different ways (through exams, course work assignments, research reports, and the dissertation).  Communication skills are developed through assessed presentations (oral and written) and critical skills practised (through essays and tutorial work).

Career opportunities

The skills developed throughout the course in research, statistical, IT and report-writing are valued by employers in various sectors. Previous graduates have gone on to work in healthcare and social services or human resources, management, business and finance, media and advertising. Alternatively you could continue with study to enter a research or teaching career. Students wishing to pursue a career as a psychologist (e.g. as a Clinical or Educational Psychologist) must as a first step obtain an honours degree in Psychology that is accredited by the British Psychological Society before embarking on further study. This requires a minimum lower second class Honours degree and the completion of the Year 4 dissertation in Psychology.

Other items

• students have the opportunity to study abroad at another University in their third year of study. This is arranged through the ERASMUS and International Exchange programmes. Consultation with staff before leaving helps advise them on the most appropriate courses to take while away
• all students are assigned a Director of Studies who can provide general guidance and advice on both academic and non-academic matters.  All Directors of Studies are experienced members of the academic teaching staff who are knowledgeable about all aspects of University life
• student support services include the PPLS Student Support Officer, the Advice Place (run by the Students’ Association), the Student Counselling Service, Chaplaincy Centre, the Disability Office, Accommodation Services, International Office, Student Employment Service and the University Careers Service
• students in the programme have access to the Psychology’s excellent computing and lab facilities. Their studies are supported by very good holdings in all areas of psychology in the University’s main library and in the Psychology and Philosophy library, and excellent access to international reference databases