| Module Code: PSY1018 |
Module Title: DEVELOPMENTAL PSYCHOLOGY WITH RESEARCH METHODS |
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Module Provider: Psychology
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Short Name: PSY1018
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Level: HE1
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Module Co-ordinator: BARRETT MD Prof (Psychology)
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Number of credits: 15
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Number of ECTS credits: 7.5
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| Module Availability |
| Semester 2 |
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| Assessment Pattern |
Essay (1,200 words) - 25%
MCQ Exam (90 minutes) - 75%
A weighted aggregate mark of 40% is required to pass the module. |
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| Module Overview |
| This module introduced Developmental Psychology as an evidence-based science. The module covers cognitive, linguistic, social and emotional development in infancy, childhood, adolescence, adulthood and old age. |
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| Prerequisites/Co-requisites |
| N/A |
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| Module Aims |
| This course aims to introduce Developmental Psychology as an evidence-based science. Specifically, you will be introduced to a range of theories concerning the nature of human psychological development, to a range of research methods which can be used to collect evidence in order to test these theories, and to some of the main conclusions which have been drawn about these theories in teh light of the empirical evidence which has been collected using those research methods. The course covers all of the principal strands of human development which have been studied by developmental psychologists, including cognitive, linguistic, social and emotional development. Furthermore, all of the principal periods of development are covered, including infancy, childhood, adolescence, adulthood and old age. The course will help sutdents to bridge the gap betwee A-level coverage of Developmental Psychology and the more advanced demands which are required of students at University level, especially skills in evaluating the strengths and weaknesses of the different research methods which are used in Developmental Psychology, and skills in evaluating theories concerning human psychological development against empirical evidence. The course requires critical analytical thinking, which means examining both evidence and theories closely, looking at the accuracy of researchers' claims, identifying researchers' hidden assumptions, examining single issues from a variety of different theoretical perspectives, being able to understand and explain why different researchers have derived different conclusions about these issues, exploring whether there are possible flaws in the arguments which have been made by researchers, and being able to draw reasoned, articulate and justified conclusions from such an analysis. |
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| Learning Outcomes |
| By the end of the course, you will demonstrate an understanding of the basic concepts and principal theoretical issues that are involved in the study of developmental phenomena across the human lifespan, and an understanding of the wide range of research methods which are used by developmental psychologists. You will also understand and appreciate how theories in Developmental Psychology can be tested using empirical evidence. Throughout the course, you will develop the ability to develop critical arguments about the nature of human psychological development. |
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| Module Content |
1. Themes and issues in Developmental Psychology
2. Perceptual development in infancy
3. Cognitive development in infancy
4. Social ineraction in infancy
5. Attachment: basic phenomena and theories
6. Attachment: meansurement and individual differences
7. Parenting styles and child development
8. Sibling and peer relationships
9. Consolidation session
10.Language develoment: lexical development
11.Language development: syntactic development
12.Cognitive development in childhood:Piaget's account
13.Cognitive development in childhood: problems with Piaget's account
14.Cognitive development in childhood: contemporary approaches
15.Cognitive development in childhood: children's theory of mind
16.Cognitive development in adolescence
17.Social development in adolescence
18.Cognitive development in midlife and old age
19.Social development in midlife and old age
20.Consolidation and course overview
The tutorials are based on the research methods used in Developmental Psychology, specifically research methods for studying infantsand research methods for studying children's peer relationships.
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| Methods of Teaching/Learning |
The lecutures will be delivered in pairs across and 11 week period, with each lecture being of 50 minutes duration. Two 2 hour consolidation sessions ahve also been built into the course at an appropriate midpoint and at the end of the course.
The two tutorials will be conducted in groups of approximately 30 students. |
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| Selected Texts/Journals |
Smith, P.K., Cowie, H. & Blades, M. (2011). Understanding children's development (5th edition). Chichester: Wiley
Slater, A. & Bremner, G. (Eds.) (2011). An introduction to developmental psychology (2nd edition). Chichester: Wiley.
Miller, P.H. (2011). Theories of developmental psychology (5th edition). New York: Worth Publishers.
Flavell, J.H., Miller, P.H. & Miller, S.A. (2002). Cognitive development (4th edition). Englewood Cliffs, NJ: Prentice-Hall
Goswami, U. (2008). Cognitive development: The learning brain. Hove: Psychology Press.
Schaffer, H.R. (1996). Social development. Oxford: Blackwell.
Smith P.K. & Hart, C.H. (Eds.) (2002). blackwell handbook of childhood social development. Oxford: Blackwell.
Papalia, D., Olds, S. & Duskin Feldman, R (2004). Human development (9th edition). New York: McGraw-Hill. |
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| Last Updated |
| 5 May 2011 |
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