Undergraduate Course: Cognitive Ageing: A Life-Course Perspective (PSYL10187)
Course Outline
| School | School of Philosophy, Psychology and Language Sciences |
College | College of Arts, Humanities and Social Sciences |
| Credit level (Normal year taken) | SCQF Level 10 (Year 3 Undergraduate) |
Availability | Available to all students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | This course will examine the general trends and individual differences in level of and decline in cognitive function across the adult lifespan. It will also evaluate the evidence on predictors and consequences of cognitive decline. |
| Course description |
This course will provide a comprehensive exploration of the field of cognitive ageing, providing students with an in-depth understanding of both the general patterns and the individual differences in cognitive level and change across the adult lifespan. This course will evaluate various theories of cognitive ageing. It will critically evaluate different assessments, methods, and study designs used in this field to understand what we can (and cannot) conclude about cognitive ageing from these methodologies. The course will explore distinctions and similarities between age-related cognitive decline and pathological cognitive conditions such as Alzheimer's disease. It will also examine the role of early-life cognitive ability in cognitive ageing, and critically evaluate the evidence on the predictors and potential functional consequences of cognitive decline. By engaging with current research, students will acquire the theoretical knowledge and evaluative skills necessary to contribute to and critically analyse the ongoing debates surrounding cognitive ageing.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
Students MUST have passed:
Psychology 2A (PSYL08011) AND
Psychology 2B (PSYL08012)
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | Psychology Honours courses are strictly only available to students in Y3 or Y4 of a Single or Joint Honours Degree in Psychology, Cognitive Science students, or medical students who are intercalating at Psychology. Visiting undergraduate students should check with the Visiting Student Office. |
Information for Visiting Students
| Pre-requisites | Visiting students should be studying Psychology as their degree major, and have completed at least 3 Psychology courses. We will only consider University/College level courses. Applicants should note that, as with other popular courses, meeting the minimum does NOT guarantee admission.
**Please note that upper level Psychology courses are high-demand, meaning that they have a very high number of students wishing to enrol in a very limited number of spaces.** These enrolments are managed strictly by the Visiting Student Office, in line with the quotas allocated by the department, and all enquiries to enrol in these courses must be made through the CAHSS Visiting Student Office. It is not appropriate for students to contact the department directly to request additional spaces. |
| High Demand Course? |
Yes |
Course Delivery Information
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| Academic year 2025/26, Available to all students (SV1)
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Quota: 0 |
| Course Start |
Semester 2 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Lecture Hours 20,
Seminar/Tutorial Hours 4,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
172 )
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| Assessment (Further Info) |
Written Exam
70 %,
Coursework
30 %,
Practical Exam
0 %
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| Additional Information (Assessment) |
Assessment 1 - Research Proposal, 30%
Assessment 2 - Exam, 70% (2 hours) |
| Feedback |
Not entered |
| Exam Information |
| Exam Diet |
Paper Name |
Minutes |
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| Main Exam Diet S2 (April/May) | Cognitive Ageing: A Life-Course Perspective | 120 | |
Learning Outcomes
On completion of this course, the student will be able to:
- Evidence detailed knowledge and understanding of the core theories, concepts and debates in cognitive ageing.
- Critically assess the strengths and weaknesses of different methods and study designs used in cognitive ageing research.
- Apply this theoretical and methodological understanding by generating new ideas about cognitive ageing.
- Demonstrate critical understanding of the evidence on predictors and/or consequences of cognitive decline by discussing relevant empirical research and debating theoretical perspectives.
- Appreciate and communicate the complex relationship between peak level and rate of change in cognitive function throughout the life-course.
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Reading List
Readings for this course will mostly consist of empirical papers. Indicative readings:
Boyle, P. A., Wilson, R. S., Yu, L., Barr, A. M., Honer, W. G., Schneider, J. A., & Bennett, D. A. (2013). Much of late life cognitive decline is not due to common
neurodegenerative pathologies. Annals of Neurology, 74(3), 478-489.
Tucker-Drob, E. M. (2019). Cognitive aging and dementia: a life-span perspective. Annual Review of Developmental Psychology, 1(1), 177-196.
Corley, J., Conte, F., Harris, S. E., Taylor, A. M., Redmond, P., Russ, T. C., ... & Cox, S. R. (2023). Predictors of longitudinal cognitive ageing from age 70 to 82
including APOE e4 status, early-life and lifestyle factors: the Lothian Birth Cohort 1936. Molecular Psychiatry, 28(3), 1256-1271.
Ngandu, T., Lehtisalo, J., Solomon, A., Levälahti, E., Ahtiluoto, S., Antikainen, R., ... & Kivipelto, M. (2015). A 2 year multidomain intervention of diet, exercise,
cognitive training, and vascular risk monitoring versus control to prevent cognitive decline in at-risk elderly people (FINGER): a randomised controlled trial.
The Lancet, 385(9984), 2255-2263.
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Additional Information
| Graduate Attributes and Skills |
This course will encourage students to develop research and enquiry skills, through thinking critically and creatively about theory and empirical research and proposing new research ideas. It will build communication skills through writing practice and participation in class discussions.
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| Keywords | Not entered |
Contacts
| Course organiser | Dr Chloe Fawns-Ritchie
Tel:
Email: c.fawns-ritchie@ed.ac.uk |
Course secretary | Mr Cameron Findlay
Tel:
Email: cameron.findlay@ed.ac.uk |
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