SOCIAL AND COGNITIVE DEVELOPMENT WITH RESEARCH METHODS - 2021/2
Module code: PSYM096
In light of the Covid-19 pandemic, and in a departure from previous academic years and previously published information, the University has had to change the delivery (and in some cases the content) of its programmes, together with certain University services and facilities for the academic year 2020/21.
These changes include the implementation of a hybrid teaching approach during 2020/21. Detailed information on all changes is available at: https://www.surrey.ac.uk/coronavirus/course-changes. This webpage sets out information relating to general University changes, and will also direct you to consider additional specific information relating to your chosen programme.
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This course is intended to cover the core BPS curriculum in developmental psychology and as such is a broad coverage module dealing with a range of topics in the sub-discipline. This is combined with a research project in which you design a study, code data, analyse, and report the findings from it.
TENENBAUM Harriet (Psychology)
Number of Credits: 15
ECTS Credits: 7.5
Framework: FHEQ Level 7
JACs code: C850
Module cap (Maximum number of students): N/A
Prerequisites / Co-requisites
- Socio-cultural theories
- Parent-Child Interactions
- Gender Development
- Emotion Understanding
- Children’s Experiences with Media
- Severe Deprivation
- Language and Literacy Development
- Constructivism and Science Learning
Two tutorials are based around reading key articles prior to the tutorials which are then critically evaluated via group discussions and short presentations in the sessions. Three tutorials are methods bases in which students learn about reliability, validity, ethical issues related to research with children, coding naturalistic data, and statistical analyses.
|Assessment type||Unit of assessment||Weighting|
|Coursework||RESEARCH REPORT (2,200 WORDS)||50|
|Examination||WRITTEN and MCQ EXAM (90 MINUTES)||50|
The assessment strategy is designed to provide students with the opportunity to demonstrate that
- they have core knowledge in developmental psychology
- they have a comprehensive understanding of a topic
- they can critically evaluate a specific topic
- an ability to critically evaluate the appropriateness of different methodological approaches to developmental psychological problems
- their appreciation of the stages of the developmental psychological research process
Outcomes 1 –3 will be assessed in an exam. Outcomes 4 and 5 will be assessed with a research report
Thus, the summative assessment for this module consists of:
· One 90 minute unseen essay and MCQ format examination (50%) (in formal semester exam period)
· One developmental research methods essay (2,200 words - 50%)
Students will receive feedback on MCQ questions.
Students will receive feedback on sample MCQ questions (different from the exam questions). Students will receive verbal comments on the formative assessment from the lecturer and other students during the second seminar. They will also receive verbal feedback in tutorials and lectures. Importantly, there is a discussion group on Surrey Learn where students can ask questions about the assignment and receive quick feedback.
- Provide an in-depth coverage of selected topics in the study of children's social, emotional, linguistic, and cognitive development, with a focus on the changes children progress through in these areas
- Explore the theories, methods, and applications of developmental psychology in relation to these topics
- Foster critical thinking, particularly in the analysis of developmental controversies
- Apply developmental research to children's every day, lived experience
- Develop research ability through guided practical work in designing, carrying out, analysing and writing up a small-scale developmental experiment, and setting this in an appropriate theoretical and empirical context.
|1||Describe change in human development (K,C)||KC|
|2||Have an insight into how and why developmental changes take place, for example in cognition and social understanding (K)||K|
|3||Have an understanding of why particular individuals may differ in certain aspects of development, for example in reading achievement (K)||K|
|4||Have an understanding of the main theoretical frameworks used to characterize change across childhood and adolescence (K)||K|
|5||Be able to critically evaluate the theoretical frameworks in relation to the available evidence (C)||C|
|6||Have knowledge of the principal empirical findings that have been obtained on the selected topics covered in social and cognitive development (K)||K|
|7||Have a sound knowledge of the principle research methods developmental psychologists use to study change and their application (K)||K|
|8||Have the ability to design, run, and analyse a small scale developmental study. (C, P, T)||CPT|
|9||Demonstrate competence in research skills, including conducting statistics and reporting them correctly. (K, C, P, T)||KCPT|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Overall student workload
Independent Study Hours: 122
Lecture Hours: 22
Tutorial Hours: 6
Methods of Teaching / Learning
The learning and teaching strategy is designed to:
- Give students the skills to critically evaluate theory in developmental psychology
- Provide students with core foundational knowledge in developmental psychology and the ability to critique the conclusions of this knowledge base
- Give students an enhanced literacy (including methodological and statistical literacy) of the current research in the field.
- Develop the capacity to explain and to narrate how research questions form and change in developmental psychology
- Develop a critical understanding of the advantages and disadvantages of the major research methods used in psychology
The learning and teaching methods include:
- Lectures or 2hrs duration for 11 week
- Two tutorials of 2 hours duration
- Two tutorials of one hour duration
- Use of Surrey Learn discussion board facility
Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.
Reading list for SOCIAL AND COGNITIVE DEVELOPMENT WITH RESEARCH METHODS : http://aspire.surrey.ac.uk/modules/psym096
Programmes this module appears in
|Psychology (Conversion) MSc(CORE)||2||Core||Each unit of assessment must be passed at 50% to pass the module|
Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2021/2 academic year.