Psychology BSc (Hons) Add to your prospectus

  • Offers study abroad opportunities Offers study abroad opportunities
  • Opportunity to study for a year in China Offers a Year in China

Key information


  • Course length: 3 years
  • UCAS code: C800
  • Year of entry: 2018
  • Typical offer: A-level : ABB / IB : 33 / BTEC : DDD
psychology-4

Module details

Programme Year One

Students take eight modules that provide an introduction to the principal topic areas and basic methods of research in Psychology. You will be required to pass all modules (120 CAT points) to progress into Year Two. The curriculum is delivered in a range of formats and supported by online resources through the University’s virtual interactive teaching environment (VITAL). In addition to lectures there are also class based practical sessions and other types of small group work. From the beginning of Year One a member of the academic staff is appointed as the students’ Academic Advisor. You will have regular fortnightly tutorials with them during term time covering general skills along with academic topics linked to the curriculum and postgraduate careers. In Year One you will have your first opportunity to begin developing a specialist portfolio. Psychology modules on offer include: Social and Abnormal Psychology; Development, Personality and Intelligence; Cognitive Psychology; Biological Psychology; Methods, Statistics and Computing; Professional Skills in Psychology; International Psychology; Transferable Skills.

Year One Compulsory Modules

  • Introduction to Psychology 1: Social and Abnormal Psychology. (PSYC101)
    Level1
    Credit level15
    SemesterFirst Semester
    Exam:Coursework weighting100:0
    Aims
  • The module aims to provide a general introduction to research and theory in the domains of social and clinical psychology.

  • ​To introduce the students to a critical interpretation of empirical findings.

  • ​ To demonstrate the applications of psychology in a ''real world'' setting.

  • ​To explore the relationship between psychology and the explanation of important social phenomena

  • Learning Outcomes

    On succesful completion of the module, students will be able to: 

     

     Demonstrate knowledge of the important research in the relevant fields of clinical and social psychology.

    ​Demonstrate knowledge of some key debates in social psychology and mental health and well-being.

    Demonstrate an understanding of the central theoretical models and concepts in clinical and social psychology

  • Introduction to Psychology 2: Development, Personality and Intelligence (PSYC102)
    Level1
    Credit level15
    SemesterSecond Semester
    Exam:Coursework weighting100:0
    Aims

    To introduce concepts, research and theories in three of the major areas of psychology; developmental psychology, personality and intelligence.

    Learning Outcomes

    Students will have knowledgeof the fundamental concepts in developmental psychology, personality and intelligence, and an appreciation of the major issues, research and theories ineach of these areas.

  • Brain, Cognition and Behaviour: Cognitive Psychology (PSYC105)
    Level1
    Credit level15
    SemesterFirst Semester
    Exam:Coursework weighting100:0
    Aims

    This module examines human information processing within the scientific framework offered by cognitive psychology. We will focus particularly on fundamental processes such as visual perception, recognising faces and objects, empirical and theoretical aspects of memory, language comprehension and production, the organisation of knowledge, and the importance of attention.  We aim to give a solid grounding in cognitive psychology in preparation for modules in Years 2 and 3.

    Learning Outcomes
    • A basic understanding of the range of research covered by cognitive psychology, as well as the experimental methods employed by cognitive psychologists and knowledge of the underlying concepts and principles and the types of theories proposed in this area. This understanding should help to prepare students for the second year modules PSYC202 Perception and Memory, PSYC209 Behavioural Neuroscience, PSYC212 Developmental Psychology and PSYC214 Language and Thought, and for third year optional modules in cognitive psychology. 
    • An appreciation of the value of interdisciplinary research in the study of cognitive processes. 
    • An awareness of the difficulties often experienced in cognitive psychology in achieving a theoretical consensus about the interpretation of empirical data. This awareness should provide the basis of the ability of students to critically assess theories and models within cognitive psychology in subsequent years of their course.
  • Brain, Cognition and Behaviour: Biological Psychology (PSYC106)
    Level1
    Credit level15
    SemesterSecond Semester
    Exam:Coursework weighting75:25
    Aims
  • The module aims to:Introduce the basic concepts and principles associated with Biological Psychology.
  • ​Examine the research strategies and methods of investigation in Biological Psychology.

  • Demonstrate the relationship between the biological processes covered during the course and behaviour.

  • Learning Outcomes

    ​On successful completion of this module, students will be able to:

    Demonstrate an understanding of the basic structure of the human nervous system.

    ​Demonstrate an understanding of the basics concepts of cell anatomy, neural transmission and endocrine signalling.

    ​Provide examples of how the brain is specialised to carry out certain psychological functions.

    ​Discuss the strengths and limitations of the research methods used to investigate brain function.

    ​Discuss the brain mechanisms involved in the sleep/wake cycle and how these can be affected by sleep disorders

  • Transferable Skills 1 (PSYC122)
    Level1
    Credit level7.5
    SemesterFirst Semester
    Exam:Coursework weighting0:100
    Aims

    The overall aim of this module is to enable students to acquire skills relevant to the world of employment such as communication, information gathering, numeracy, etc. The module covers practical issues concerned with conducting investigations in psychology.

    Specifically, the aim of the Practical Classes is to provide an introduction to collecting and analysing data by hand, the basics of questionnaire design and experimental design.

    The aim of  the Tutorials is to provide an opportunity for students to develop the skills necessary to present research findings in the form of a research report and to develop essay writing skills (critical/analytical skills, referencing etc.). They also provide students with the opportunity to be guided by their academic advisor on topics such as ethics, plagiarism issues and research design.

    Learning Outcomes

    By the end of the module students will be able to list and identify different types of appropriate sources of information (from books, journals, and the Internet) and different ways to manage and store information creating a personal space with a record of their work.

    ​By the end of the module students will be able to demonstrate transferable skills involved in written  communication and information and communication technology.

    ​By the end of the module students will be able to distinguish ethical and academic integrity issues in psychology, including policy and practice in the School.

    ​By the end of the module students will be able to demonstrate practical knowledge of the underlying concepts and the basic principles of research design.

  • Transferable Skills 2 (PSYC123)
    Level1
    Credit level7.5
    SemesterSecond Semester
    Exam:Coursework weighting0:100
    Aims

    The overall aim of this module is to enable students to further develop skills relevant to the world of employment e.g. communication, organisational and information gathering skills. The module covers more advanced transferable skills than are covered in the PSYC122 module.

    Specifically, the aim of the Practical Classes is to provide further experience of collecting and analysing data, and also provide an introduction to qualitative analysis.

    The aim of the Tutorials is to build upon the skills acquired in PSYC122 (i.e. research report and essay writing skills), and also to provide students with the opportunity to practice presentations and essay writing in exams.

    Learning Outcomes

    By the end of the module students will be able to apply principles of research methodology and to analyse experimental data in a psychological investigation. 

    ​By the end of the module students will be able to demonstrate the ability to gather, organise and deploy ideas and information in order to formulate arguments cogently, and express them effectively in written, oral or other forms.

    ​By the end of the module students will have an ability to prepare a PowerPoint presentation and to orally present it to a small group of their peers.

    ​By the end of the module students will be able to evaluate the different psychological studies that were involved as participants (ethical process and research design).

  • Methods, Statistics & Computing 1 (PSYC124)
    Level1
    Credit level7.5
    SemesterFirst Semester
    Exam:Coursework weighting40:60
    Aims

    The aim of this module is to provide students with an introduction to the basic theoretical issues involved in designing and analysing empirical investigations in psychology. The module also aims to train students to explore and analyse data using SPSS.

    Learning Outcomes

    1)      By the end of the module students will be able to demonstrate the knowledge involved in basic empirical design, as detailed in the syllabus.

    2)      By the end of the module studdents will be able to demonstrate good theoretical knowledge of the basic issues involved in the statistical analysis of data, using those methods outlined in the syllabus.

    3)      By the end of the module students will be able to show competence in their use of SPSS to carry out basic analysis of data, including those methods outlined in the syllabus.

  • Methods, Statistics & Computing 2 (PSYC125)
    Level1
    Credit level7.5
    SemesterSecond Semester
    Exam:Coursework weighting40:60
    Aims

    The aim of this module is to build upon the basic theoretical issues relating to research methods and statistical analysis covered in PSYC124, introducing students to the issues involved in qualitative research as well as quantitative. The module also aims to train students to more complex data analysis using SPSS, than that covered in PSYC124.

    Learning Outcomes

    1)      By the end of the module students will be able to demonstrate the knowledge involved in more complex types of empirical design, as detailed in the syllabus.

    2)      By the end of the module studdents will be able to demonstrate good theoretical knowledge of the more complex issues involved in the statistical analysis of data, using those methods outlined in the syllabus.

    3)      By the end of the module students will be able to show ability in their use of SPSS to carry out basic analysis of data, including those methods outlined in the syllabus.

  • Applying Psychology in the Real World (PSYC127)
    Level1
    Credit level15
    SemesterFirst Semester
    Exam:Coursework weighting80:20
    Aims
  • ​This module aims to expand students'' realm of knowledge of the application of psychological theory to the real world.
  • ​​​​This module aims to enhance students'' employability by enabling them to independently recognise, reflect on and record their subject specific and generic skills and their work related interests and by developing knowledge of the range of career pathways available to a Psychology graduate.
  • Learning Outcomes​​​Onsuccessful completion of the module the student will be able to​ demonstrate an understanding of the application of psychological theory and research evidence to social and practical problems.​​

    Onsuccessful completion of the module the student will be able to review, record and reflect on their skills, goals and achievements in a structured way, and address areas for further development through action planning.​

    Onsuccessful completion of the module the student will be able to developa CV and evidence their skills, knowledge and abilities in a structured,concise way to meet employer requirements.​ 

    Onsuccessful completion of the module the student will be able to​ identify a range of career opportunities open to psychology graduates and appraise these career pathways against their interests and abilities.​​
  • International Psychology (PSYC128)
    Level1
    Credit level15
    SemesterSecond Semester
    Exam:Coursework weighting85:15
    Aims

    This module aims to:

    Consider how socio-cultural issues can influence the field of Psychology. This will be achieved by examining how psychological theory, practice and research are carried out in other countries outside of Europe and the USA.

    Broaden students'' awareness of how established psychological phenomena are examined in different cultures.

    Provide students'' with some ideas about how their psychological knowledge and their Psychology degree can help to tackle global issues (physical health, violence against women and environment issues).

    Learning Outcomes

    On successful completion of the module students will be able to:

    LO1: Describe the history, scope and current focus of International Psychology (Lecture 1)

    LO2: Describe how socio-cultural factors can influence psychological theory, research and practice (Lecture 2, 3, 4, 5, & 6)

    LO3: Critically evaluate the extent to which certain established psychological phenomena are influenced by socio-cultural variation (Lectures 3, 4 & 5)

    LO4: Explain alternative psychologies that are developed in other countries (Lecture 6)

    LO5: Appreciate how psychology can help solve international problems (Lectures 7, 8, & 9)

    LO6: Describe some ways in which International Psychology will develop in the future and how students can use their Psychology degree to help solve international problems (Lecture 10)

    LO7: Assess the appropriateness of mainstream research methodologies to measure phenomena across cultures (Lectures 1, 2, 3, 4, & 5)

    LO8: Describe ethical issues (process of ethical review and any ethical concerns) of international research in other countries (Lectures 2, 5 & 8)

Programme Year Two

Students undertake eight modules that revisit in depth the core topics of Psychology (e.g. Social Psychology, Behavioural Neuroscience, Developmental, etc). All modules must be passed in order to progress to Year Three and assessments contribute 30% to the overall degree classification. The majority of modules are compulsory to ensure the students achieve the basic curriculum necessary for accreditation by the British Psychological Society.

There are also a further two modules (15 CATS points each) which are focused upon developing the students’ research skills to complete the training in psychological methods necessary for the third year research project. The second of these research skills modules is a small group project under the supervision of the Academic Advisor and provides an opportunity to undertake a pilot study for the individual project in Year Three.  During year two students also have the opportunity to apply for ‘internships’ within some of the Faculty’s research laboratories.

Year Two Compulsory Modules

  • Personality and Social Psychology (PSYC201)
    Level2
    Credit level15
    SemesterFirst Semester
    Exam:Coursework weighting80:20
    Aims

    Social psychology and personality are two core areas of psychology.  The main aim of this second year module is to build on the introductory material given to students in their first year of psychology by the following:

    1) providing students with a detailed critical appraisal of important theories and issues in the area of personality and their practical applications;

    2) providing students with a detailed critical appraisal of the key areas of social psychology, and their practical applications;

    3) providing students with an understanding of central conceptual and historical developments in the areas of personality and social psychology;

    4) providing students with a critical appraisal of major roles that individual differences play in personality and social psychology.

    Learning Outcomes

    On completion of the module students will be able to:

    1)        show a knowledge of important theories and issues in personality and the criticisms associated with them;

    2)        show a knowledge of key areas in social psychology and the criticisms associated with them; 

    3)       show an understanding of central conceptual and historical developments in the areas of personality and social psychology;

    4)       show a knowledge of roles that individual differences play in the areas of personality and social psychology.



  • Psychology At Work (PSYC215)
    Level2
    Credit level15
    SemesterFirst Semester
    Exam:Coursework weighting70:30
    Aims

    ​(1) To provide a comprehensive coverage of some of the signficant theories and approaches associated with occupational psychology.

    (2) To study behaviour at work from the perspective of the individual, the group and the organisation. 

    (3) To give students understanding of the prinicples of performance management in the workplace so (3) To give students understanding of the prinicples of performance management in the workplace so that they can better manage their career progression and increase their employablity.  

    Learning Outcomes

    ​1)  Understand significant theories and models used in occupational psycholog​y

    ​2) Discuss how cultural influences can impact on human behaviour in the workplace​

    ​3) Discuss human behaviour at work from the perspective of the individual, the group and the organisation​

    ​4) Apply knowledge of occupational psychology theory and methods to work based situations​

  • Behavioural Neuroscience: Neurological Underpinnings of Motivated Behaviours (PSYC209)
    Level2
    Credit level15
    SemesterFirst Semester
    Exam:Coursework weighting70:30
    Aims

    This module aims to introduce students to behavioural neuroscience: the study of how biological mechanisms influence behaviour.  The module will highlight the actions of neurotransmitters, brain circuitry and the basic biological processes that underlie normal behaviour, and how changes in these biological mechanisms may underlie the development of abnormal behaviour.

    The module is intended to provide students with basic-intermediate information about brain and behaviour relationships as a precursor to their study at a more advanced level in Year 3 of their degree.

    Aim 1. To advance the student’s understanding of behavioural neuroscience: the study of how biological mechanisms influence behaviour.  

    Aim 2. To advance the student’s understanding of the actions of neurotransmitters, brain circuitry and the biological processes that underlie a range of motivated behaviours.

    Aim 3. To introduce the student to how changes in biological mechanisms may underlie the development of dysfunctional motivated behaviours.

    Aim 4. To make students aware that by understanding the actions of drugs, we can develop treatments for dysfunctional motivated behaviours.

    Aim 5. To provide students with information about brain and behaviour relationships as a precursor to their study at a more advanced level in Year 3 of their degree. 

    Learning Outcomes​​​On successful completion of the module, students will:

    Have an understanding of fundamental biological processes, e.g. neurotransmitter communication, brain pathways of learning and reward, the endocrine system.

    ​​Have a broader knowledge and critical understanding of the well-established theories, principles and research in behavioural neuroscience.

    ​Have knowledge of brain structure and function as it relates to motivated behaviours.

    ​Understand that motivated behaviours are driven by biological processes.

    ​Understand the brain adaptations underlying the development of dysfunctional motivated behaviours.

    ​Understand how behavioural neuroscience can aid the development of treatments for disorders of motivation.

  • Developmental Psychology (PSYC212)
    Level2
    Credit level15
    SemesterSecond Semester
    Exam:Coursework weighting70:30
    Aims

    The module aims to develop students’ critical understanding of the psychological concepts, theories, and methods that are relevant to the study of developmental psychology. 

    Learning Outcomes

    demonstrate broad knowledge and critical understanding of the well-established theories, models, principles and research in developmental psychology and the way in which these have developed.​

    demonstrate the ability to engage in independent enquiry of a specific aspect of developmental psychology and evaluate this in relation to theories, models and research in development.​

    demonstrate the ability to apply underlying concepts and principles outside the context in which they were first studied, particularly to apply concepts and principles across as well as within sub-disciplines of developmental psychology.​​


    demonstrate knowledge of the main methods of enquiry, and the ability to evaluate critically the appropriateness of different approaches to solving problems, particularly different methodologies, in developmental psychology.​

    demonstrate an understanding of the limits of knowledge in the field as it currently stands, and how this influences our interpretations of development.​​

    demonstrate the ability to effectively communicate information, arguments and analysis.​

  • Research Methods and Statistics (3) - Single Honours (PSYC222)
    Level2
    Credit level15
    SemesterFirst Semester
    Exam:Coursework weighting50:49
    Aims
  • Introduce students to qualitative methods of analysis.
  • Introduce students to Analysis of Variance (ANOVA) methods.
  • Teach students how to perform quantitative statistical analyses on a computer using the Statistical Package for the Social Sciences (SPSS) software.

  • ​Instruct students to present in written form the results of statistical analyses in accordance with the American Psychological Association (APA) guidelines.

  • Learning OutcomesUpon successful completion of the module, the student should be able to:  Analyse data using qualitative methods of analysis. 

    ​Demonstrate a broad understanding of the theoretical concepts that underlie ANOVA, its different methods, strengths and limitations.

    ​Identify the most appropriate ANOVA method in the context of specific research methods and designs.

    ​Justify the theoretical or methodological reasons for selecting a specific ANOVA method.

    ​Independently and efficiently use SPSS to analyse research data using different ANOVA methods and accurately interpret the statistical output.

    ​Report the results of the quantitative and qualitative analyses in an accurate, complete and internationally accepted format.

  • Research Methods and Statistics (4) - Single Honours (PSYC223)
    Level2
    Credit level15
    SemesterSecond Semester
    Exam:Coursework weighting0:100
    Aims
  • Introduce students to Regression Analysis theory and methods.
  • Teach students how to perform regression analyses using the Statistical Package for the Social Sciences (SPSS) software.

  • ​Instruct students how to report in written form the results of statistical analyses in accordance with the American Psychological Association (APA) guidelines.

  • Provide training in designing, conducting and reporting empirical research projects
  • Learning Outcomes

    Demonstrate a broad understanding of the theoretical concepts that underlie Regression analyses.

    Select the most appropriate Regression analysis in the specific research context and provide theoretical justification for the selection. 

    ​Independently and efficiently use SPSS to analyse research data using Regression analyses.

    ​ Interpret and report Regression analysis output.

    ​Demonstrate the ability to apply research methods and statistics knowledge as part of an original, empirical investigation.

    ​Demonstrate the ability to produce a complete and coherent research project report.

  • Clinical and Health Psychology (PSYC228)
    Level2
    Credit level15
    SemesterSecond Semester
    Exam:Coursework weighting70:30
    Aims
  • To give students an overview of key issues relating to Clinical and Health Psychology

  • To encourage students to explore current empirical research in Clinical and Health Psychology areas

  • ​To provide an opportunity to engage in research-led teaching

  • Learning Outcomes

    On completion of the module, students will be able to:

    Develop a good understanding of the processes of getting ill, coping, and patient adherence/compliance with treatment

    ​Have an ability to evaluate key debates and research within Health and Clinical Psychology

    ​Use critical evaluation in analysing a range of issues, theories, and research relating to individual and societal influences on mental health

    ​Analyse the realibility of a range of research methods in Clinical and Health Psychology, and make recommendations for future research. 

  • Mind and Brain: Topics in Memory, Emotion, Language and Thought (PSYC229)
    Level2
    Credit level15
    SemesterSecond Semester
    Exam:Coursework weighting70:30
    Aims
    1. ​To give students an overview of important topics in the areas of memory, emotion, language and thought.

    2. To identify how evidence from behavioural and neurophysiological studies with healthy and patient participants can be combined to advance our understanding of the workings of the mind.  

    Learning Outcomes

     On completion of the module, students should be able to:

    demonstrate an understanding of important themes and debates in core areas of cognition.

    demonstrate an understanding of how scientific debates can advance the knowledge of cognitive functions

    ​demonstate an understanding of how the integration of different research methodologies and study of both healthy and impaired populations informs the study of cognition.

    demonstrate an understanding of translating a theoretical question into a testable hypothesis and the restrictions that research methods place on scientific investigations​.

Programme Year Three

Students take eight modules (120 CATS points) in areas relating to Psychology and assessments contribute the remaining 70% to the overall degree classification. Central to the year is the ‘Research Project’ (two of the eight modules or 30 CAT points). This is a piece of empirical work designed as a platform for students to display the application of their prior learning to a research topic that can be related to their chosen specialisation. The project can act as an important precursor to careers or postgraduate study. The topic is chosen in collaboration with a member of the academic staff and students often work closely with a research group of postgraduates and research assistants. Given their close links to research expertise in the various Institutes data from projects are sometimes published in scientific journals providing additional contributions to a graduate’s curriculum vitae. In addition, students are free to choose six optional modules (15 CATS points each) from various ‘pathways’ to complete their chosen specialism portfolios. At this level all modules are taught by a member of staff from the Research Institutes who are actively researching the area under discussion and are often world leaders in their respective fields. This ensures that study in Year Three will provide an unparalleled opportunity to take the students to the cutting edge of research on a variety of topics. Also the high level of choice available allows students to tailor their module choice toward their chosen careers or taught programme of postgraduate study.

Year Three Compulsory Modules

  • Research Project (PSYC340)
    Level3
    Credit level30
    SemesterWhole Session
    Exam:Coursework weighting0:100
    Aims

    The research project is an empirical investigation in some area of psychology, leading to the production of a written report resembling research published in a psychology journal.

    The main aims are:

    • To develop in students in the skills and knowledge to design, execute and write up a piece of empirical research under the guidance of a supervisor.
    • To make students aware of the ethical issues underlying psychological experimentation.
    • To develop students'' skills and knowledge of statistics and psychological methodology.
    • To gain experience of and feedback on oral presentation.
    Learning Outcomes

    The main learning outcomes are to show evidence of the above through

    • oral presentation of aspects of the project
    • preparation of a 6000 word project report
    • preparation of a research protocol to allow judgement the ethical implications of the proposed reesearch.

Year Three Optional Modules

  • Object Recognition and Categorisation (PSYC306)
    Level3
    Credit level15
    SemesterFirst Semester
    Exam:Coursework weighting70:30
    Aims​​This module is designed to develop an understanding of how humans acquire, represent, store and process perceptual and semantic knowledge, concepts and categories from visual and also haptic (active touch) inputs. Students will review experimental cognitive psychological studies and neuropsychological research in order to gain an understanding of everyday object recognition and categorisation as well as the specific difficulties that can result from brain damage, and the theoretical implications of these findings. The syllabus topics include recognising faces and objects (covering studies of both non-brain-damaged and brain-damaged subjects); theories of categorisation; the hierarchy of levels of categorisation (from fine discriminations between specific categories such as alsation vs. labrador to gross discriminations between broad categories such as animal vs. vehicle); visual similarity, typicality, expertise, and other factors which influence our ability to learn to use concepts and categories such as attention and expertise.
    Learning Outcomes​​​Students will be able to articulate their knowledge of the varied theoretical approaches taken to understanding the achievement of object constancy, object recognition and categorisation with a focus on our senses of vision and touch.
    Students will be able to demonstrate a systematic and critical understanding of the empirical evidence available to support and to test accounts of object recognition and categorisation, and to show a critical appreciation of the implications of this research for theories of object recognition and categorisation.​

    ​ Students will gain a thorough understanding of how knowledge, concepts and categories are thought to be acquired and represented in humans, the processing involved and the implications for human behaviour.​​​

    Students will be able to show an appreciation of the value of interdisciplinary research in the study of cognitive processes and the limits of the various methodologies (focussing on behavioural and neuropsychological approaches) used to test theories within this field.​​

    Students will be able to create distinctive written work such as blogposts that is interesting and personally relevant whilst demonstrating mastery of the core academic content. They should be able to demonstrate effective communication and the ability to engage the reader.
  • Visual Intelligence (PSYC309)
    Level3
    Credit level15
    SemesterSecond Semester
    Exam:Coursework weighting70:30
    Aims

    The main aim of Visual Intelligence is to focus on the current knowledge of the link between sensory stimulation (the human senses) and responses (perception, action, but also conscious experience). 

    The module aims to demonstrate by argument and by examples the constructive nature of perception focusing on aspects in the human perception of shape, colour, and motion. 

    In addition to vision, examples will be drawn from the study of the somatic senses. The module also aims to place the argument in its proper historical and multidisciplinary context.

    Learning Outcomes​​By the end of the module you will:

     have discovered the active role of perception in making sense of the world before us. In particular, students will be able to compare and contrast direct and constructive approaches.


    ​​​​​be able to produce many examples in support of the constructive argument, in particular with respect to vision.​

    be able to explain why some of our experiences appear paradoxical.​

    be able to demonstrate a systematic understanding of bayesian inference​

    be able to identify similarities and differences between the traditional definition of intelligence, emotional intelligence, and visual intelligence.​

    be able to produce a poster presentation of an aspect of the syllabus.​
  • Appetite Regulation and Obesity: Health and Neuroscience Perspectives (PSYC310)
    Level3
    Credit level15
    SemesterFirst Semester
    Exam:Coursework weighting85:15
    Aims

    The aim of the module is to review psychological, physiological and pharmacological aspects of the control of appetite for food. The module will first examine the nature, causes and consequences of the world obesity pandemic. Social, psychological, developmental and nutritional factors will also be examined. The module will then focus on the neuroscience of appetite regulation exploring the role of cephalic triggers, gut hormones and nutrients. The relationship between regulatory controls and food liking (palatability) will also be considered. The surge in interest in obesity will be described in light of (i) the discovery of leptin - a body fat signal, and (ii) developments in the understanding of various hypothalamic novel neuropeptide circuits critical in energy regulation.

    Learning Outcomes

    By the end of the module students will demonstrate:

    A systematic understanding of key aspects of the psychology of appetite, nutrition and eating behaviour, including: methodology of appetite research in animals and humans, innate and learnt factors determining food choice and phenomena and implication of the current obesity epidemic.

     

    ​A conceptual understanding of the psychology of appetite, nutrition and eating behaviour allowing them to devise and sustain arguments. In doing so students will acquire the ability to evaluate and assess theories and to critically debate issues in appetite research.

    ​A conceptual understanding of the psychology of appetite, nutrition and eating behaviour allowing them to describe and comment upon particular aspects of current and previous key research (i.e. to critically evaluate research methodologies and findings).

    ​An ability to create  distinctive written work such as blogposts that are interesting andpersonally relevant whilst demonstrating mastery of the core academic content.

  • Forensic and Investigative Psychology (PSYC311)
    Level3
    Credit level15
    SemesterSecond Semester
    Exam:Coursework weighting80:20
    Aims

    Forensic psychology covers all aspects of psychology as they relate to the legal process.  This is a growth area in psychology, for example the BPS now has its own division of Forensic Psychology and specialist journal, Legal and Criminological Psychology.  The aim of this module is to examine a number of specialist areas in Forensic Psychology that illustrate the wide range of psychological issues that can inform various aspects of the legal process.  By examining these issues students should develop an understanding of how theories and empirical findings from a variety of areas of psychology can be brought together to help us illuminate various problems in the legal arena.  The approach, however, will be critical and innovative and students will be encouraged to challenge both popularist and professional views on the various topics.

    Learning Outcomes

    The students will be able to:

    ¨      Detail important theories and research in some key areas of forensic psychology

    ¨      Appreciate the need to integrate theory and research from a variety of areas of psychology in order to understand these key areas

    ¨      Understand the limitations and benefits of opposing theoretical positions and methodologies within the field

    ¨      Critically evaluate the relevant empirical research within the areas identified

    ¨      Take a reasoned and informed position in relation to the forensic issues on the module

  • Psychobiology of Pain (PSYC317)
    Level3
    Credit level15
    SemesterFirst Semester
    Exam:Coursework weighting85:15
    Aims

    The module aims to develop students'' critical understanding of the psychology of pain. The module will provide students with comprehensive information about acute and chronic pain ranging from pain sensors to higher-order cognitive modulation of pain. Students will understand the physiological and psychological changes which occur in chronic pain patients.  The module also aims to introduce students to cognitive-behavioural and other methods of pain treatment.

     

    Learning Outcomes

    ​Understanding of the neurophysiological mechanisms of acute and chronic pain.

    ​Familiarisation with non-pharmacological treatment of chronic pain involving cognitive-behavioural methods as well as other methods of pain treatment (e.g. biofeedback, transcranial magnetic stimulation, hypnosis).

    ​Understanding individual differences in pain perception and chronic pain.

    ​Understanding pain assessment and treatment in vulnerable people.

  • Neurobiology of Emotions (PSYC319)
    Level3
    Credit level15
    SemesterFirst Semester
    Exam:Coursework weighting85:15
    Aims

    The module aims to develop students'' critical understanding of the neurobiology of emotions. The module will provide students with comprehensive information about the evolution of the emotional brain and will give an insight of the anatomy and functions of brain structures that process emotional information ranging from perception to higher-order cognitive processes. It also will enable students to understand the physiological and psychological changes which occur during processing of emotions.  The module also aims to introduce students to some disorders associated to emotions'' processing.

    Learning Outcomes

    On successful completion of this module, students will:

    have developed a critical understanding of the evolutionary and constructivist approaches to emotions.

    ​ critically understand the neurobiological mechanisms responsible for the proccessing of emotional information.

    ​critically understand how cognitive capacities can alter the way emotional information is proccesed. 

    be able to discuss the strenghts and limitations of the research  methods used to investigate emotion processing.


    ​​be able to manage their own learning and to make use of scholarly reviews and primary sources.
  • Addiction (PSYC320)
    Level3
    Credit level15
    SemesterFirst Semester
    Exam:Coursework weighting75:25
    Aims

    The main aims of this module are:

    1.  To introduce and critically evaluate psychological theories of addiction, including those based on learning, brain adaptations, and cognitive processes.

    2. To introduce and critically evaluate important psychosocial and pharmacological treatments for addiction, the mechanisms that underlie their effectiveness, and the potential for development of novel treatments in the future

    Learning Outcomes

    Our intention is that students will:

    1. Have gained a systematic understanding of psychological theories of addiction, and be able to critically evaluate these theories based on existing evidence.

    2. Understand the involvement of genetic, biological, cognitive and learning factors in the development of addictions, and the implications for treatment.  

    3. Be able to evaluate the theoretical basis for psychosocial and pharmacological treatments for addiction, their effectiveness and mechanisms of effectiveness, and the potential for future treatments

    4. Be able to critically evaluate research on addiction, based on recent scholarly reviews and peer-reviewed research articles and to appreciate the uncertainty, ambiguity and limits of this research.

  • Conflict Psychology (PSYC324)
    Level3
    Credit level15
    SemesterFirst Semester
    Exam:Coursework weighting85:15
    Aims

    To develop a critical understanding of human conflict and its origins, with a focus on terrorism.

    To develop a critical understanding of intelligence analysis, open source intelligence, and the use of covert human intelligence sources.

    To demonstrate how research evidence can be used to prevent and reduce conflict.

    To expose students to practitioners in the field (intelligence analyst, counter terrorism officer, covert human intelligence source, hostage negotiator) and their academic and experiential knowledge.

    To provide the student with the skills necessary to critically evaluate interdisciplinary theories and support their evaluations with evidence from the research literature and open source intelligence.
    Learning Outcomes

    Understand and critically evaluate theories of human conflict and its origins, with a focus on terrorism.

    Understand how intelligence is gathered, analysed, and understood. These transferable skills are central to many professions that rely on information gathering to make decisions.

    Critically evaluate intelligence material. This transferable skill is essential to understanding the relevance and value of information.

  • Psychology of Expertise (PSYC325)
    Level3
    Credit level15
    SemesterSecond Semester
    Exam:Coursework weighting75:25
    Aims

    - To providea systematic coverage of the psychological factors underpinning expert performance.

    - Tosystematically present the wide range of research methods used to study expertise.

    - To discuss the role of experts in society.

    - To advise students about how to devise and sustain arguments

    - To give advice to students about how to describe and evaluate particular aspects of current research in the domain of the psychology of expertise and talent.


    Learning Outcomes

    Broad knowledge of the key aspects in the field of the psychology of expertise and talent, including (a) the mechanisms underlying the acquisition of expertise, (b) the role of perception, memory, problem solving and decision making in expert behaviour, (c) wider psychological, philosophical and societal aspects of expertise, and (d) the major theoretical approaches aiming to explain expertise and the research methods used to test these approaches.

    ​Conceptual understanding allowing students to devise and sustain arguments (i.e., to argue for one or other theoretical proposals in the exam essays) and to solve problems (i.e., to successfully answer a current theoretical question).

    ​Conceptual understanding allowing students to describe and comment upon particular aspects of current research (i.e., to critically evaluate both theoretical proposals and research methodologies) in the domain of the psychology of expertise.

    ​Evidence of additional reading beyond lecture and textbook content. 

  • Dissertation 1 (PSYC330)
    Level3
    Credit level15
    SemesterFirst Semester
    Exam:Coursework weighting0:100
    Aims

    In this module, students undertake to write a dissertation on an approved topic of their choice. This should take the form of a learned review or meta-analysis of a psychological topic of theoretical or practical importance. Care should be taken not to make the work purely derivative: some original and throughtful conclusive comments should be included. Some empirical work may be included. In the case of applied topics a report of some contact in the field with specific types of clients and professionals would make a desirable complement.

    Within this context, and under the individual guidance of a supervisor, the aims are:

    • To develop in students the skills necessary to conduct a wide literature search in an area in psychology.
    • To develop the skills necessary to conduct a critical review of an issue or set of issues within a chosen area of psychology.
    • To develop the skills necessary to develop original evidence based arguments within a chosen area of psychology.
    • To develop skills of writing a scientific review.
    Learning Outcomes

    Under the individual guidance of a supervisor the student should have:

    • Demonstrated the skills necessary to conduct a wide literature search in an area in psychology.
    • Demonstrated the skills necessary to conduct a critical and original review of an issue or set of issues within a chosen area of psychology.
    • Demonstrated a capacity to develop original evidence based arguments within a chosen area of psychology.
    • Demonstrated the skills of writing a scientific review by writing such a review.
  • Dissertation 2 (PSYC343)
    Level3
    Credit level15
    SemesterSecond Semester
    Exam:Coursework weighting0:100
    Aims

    In this module, students undertake to write a dissertation on an approved topic of their choice. This should take the form of a learned review or meta-analysis of a psychological topic of theoretical or practical importance. Care should be taken not to make the work purely derivative: some original and throughtful conclusive comments should be included. Some empirical work may be included. In the case of applied topics a report of some contact in the field with specific types of clients and professionals would make a desirable complement.

    Within this context, and under the individual guidance of a supervisor, the aims are:

    • To develop in students the skills necessary to conduct a wide literature search in an area in psychology.
    • To develop the skills necessary to conduct a critical review of an issue or set of issues within a chosen area of psychology.
    • To develop the skills necessary to develop original evidence based arguments within a chosen area of psychology.
    • To develop skills of writing a scientific review.
    Learning Outcomes

    Under the individual guidance of a supervisor the student should have:

    • Demonstrated the skills necessary to conduct a wide literature search in an area in psychology.
    • Demonstrated the skills necessary to conduct a critical and original review of an issue or set of issues within a chosen area of psychology.
    • Demonstrated a capacity to develop original evidence based arguments within a chosen area of psychology.
    • Demonstrated the skills of writing a scientific review by writing such a review.
  • The Psychology of Severe Mental Illness (PSYC334)
    Level3
    Credit level15
    SemesterFirst Semester
    Exam:Coursework weighting100:0
    Aims

    The module will:

    1. Introduce the student to the clinical phenomena associated with diagnoses such as ‘schizophrenia’ and ‘bipolar disorder’.
    2. Discuss the historical origins of contemporary approaches to diagnosing, explaining and treating these conditions.
    3. Provide a critical appraisal of biomedical models of severe mental illness.
    4. Describe contemporary neuropsychological models of specific symptoms such as hallucinations and paranoid delusions.
    5. Discuss the role of genes, environments and interactions between genetic and environmental factors in the development of severe mental illness.
    6. Discuss the value and limitations of pharmacological and psychological interventions for psychosis.
    Learning OutcomesWill acquire a systematic knowledge of the main historical developments in the study and treatment of severe mental illness

    ​Will develop a systematic understanding of contemporary theories of psychosis and approaches to the assessment and diagnosis of psychotic disorders

    Will develop an understanding of the strengths and limitations of a range of treatments for people with severe mental illness

    Will be able to critically evaluate a range of biological and psychological accounts of schizophrenia and bipolar disorder and associated treatments.

  • Phytopharmacology (PSYC338)
    Level3
    Credit level15
    SemesterSecond Semester
    Exam:Coursework weighting70:30
    Aims

    The module will examine the evolution of human exploitation of plants for their psychoactive properties, with a view to understanding: (i) the different classes of plant-derived drugs (phytochemicals); (ii) the history and uses of phytochemicals in human societies; (iii) psychopharmacological actions of these substances in terms of their psychological effects and neural actions and, (iv) how the behavioural actions of phytochemicals have extended scientists'' knowledge of brain neurochemistry.

    Learning OutcomesStudents will:

    Gain knowledge of the wide spectrum of psychologically active substances synthesised by plants and fungi.

    Learn the specific psychological actions of different classes of phytochemicals.

    Understand the history and development of human exploitation of plants for their various pharmacological properties.

    Learn about the potential therapeutic uses of phytochemicals and their derivatives.

    Understand how knowledge of the behavioural actions of chemicals synthesised only by plants has enabled scientists to better understand neurochemical processes in the human brain.

    Knowledge of recent advances in neurochemistry based on investigation of the actions of cannabis and opiates.







  • Typical and Atypical Language Development (PSYC339)
    Level3
    Credit level15
    SemesterSecond Semester
    Exam:Coursework weighting75:25
    Aims

    The module uses a mixture of theory and practical work to develop a critical understanding among students of the mechanisms and processes underlying typical and atypical language development.

    The module will cover the topics of (1) Basic theoretical approaches (introduction) (2) Syntactic Development, (3) Morphological Development, (4) Atypical Development and Neuropsychology, (5) Langauge Universals, (6) Review/Revision lectures will also cover the theoretical background to the topics studied.

    It is highly recommended that students have completed or are currently registered for the developmental psychology and/or the language and thought modules.

    The module will provide students with both psychological and generic skills. At the end of the module, students will be able to outline competing theoretical accounts of phenomena in the above domains, and be able to critically evaluate these theories on the basis of empirical evidence. They will be able to conduct a complex ANOVA in SPSS and report the findings in APA Style (Poster Assessment). They will also gain an understanding of ''exam technique'' and understand the importance of writing with precision, using evidence to support each of the claims that they make. Students will be able to communicate ideas and research findings by written means, approach problem solving in a systematic way, undertake self-directed study and project management, understand the psychological and linguistic underpinnings of the discipline of develomental psycholinguistics, demonstrate a good knowledge and critical understanding of a range of influences on language functioning. Students will also demonstrate knowledge of a range of research paradigms, research methods and measurement techniques.

    Learning Outcomes

    By the end of the module students will demonstrate:

    1. A systematic understanding of the keyissues in the field oftypical and atypical language development, including (a) the mechanisms/processes underlying acquisition, (b) the major theoretical approaches/proposals, and the research methods used to test these approaches. All of this understanding will be informed by research which is at the forefront of the relevant field: The module coordinator and other lecturing staff are all leading experimental child language acquisition researchers and have based the course around two textbooks (one by Professor Rowland, one by Dr Ambridge) which summarise all of the cutting edge research, theories and methods in the discipline.

    2. Conceptual understanding allowing them to devise and sustain arguments (i.e., to argue for one or other theoretical proposal in both exam answers and the practical report poster) and to solve problems (i.e., to obtain answers to a current theoretical question in the practical study). This understanding will be based on research at the forefront of the discipline conducted by the teaching staff, all of whom are world-leading researchers in child language acquisition. In doing so, students will acquire the ability to evaluate and assess theories, and to critically debate issues in child language acquisition research

    3. Conceptual understanding allowing them to describe and comment upon particular aspects of current research (i.e., to critically evaluate both theoretical proposals and research methodologies) in the domain of typical and atypical language development. This conceptual understanding will also allow students to appreciate the uncertainty, ambiguity and limits of knowledge in this domain: Since it is impossible to observe a child''s language acquisition mechanism directly, one can only make inferences with regard to the nature of this mechanism on the basis of observable behaviour.

    4. The ability to accurately deploy established techniques of enquiry within a discipline to initiate and carry out projects. Specifically, students will participate in and report (via a poster) an empirical study addressing a current issue at the forefront of language acquisition research. In producing the poster, students will learn to communicate information, ideas, problems and solutions to both a specialist and non-specialist audience: Students are told to report their findings in the form of a poster suitable for a non-specialist psychology conference, but in such a way that it will also be informative for experts in the area.

    5. The ability to manage their own learning. Throughout the course, it is emphasised that the lecture material alone is NOT sufficient to write a good exam answer and that students must make use of scholarly reviews (including the module textbooks) and -- in particular -- refereed research articles. Students will appreciate the importance of drawing conclusions only on the basis of full peer-reviewed journal articles.

    6. The following transferable skills necessary for employment: (a) exercising of initiative and personal responsibility (as detailed above, students will be required to run their own project, and to conduct their own research for both the poster and exam answers). (b) decision making in complex and unpredictable contexts (students will have to make a decision about how to analyse complex experimental data, which is often very different to that expected). (c) the learning ability needed to undertake further training of a professional or equivalent nature (students will learn to work independently, and to carry out independent research. With regard to the particular subject matter, students will acquire learning skills and knowledge directly relevant to professional careers such as speech therapy, educational psychology and teaching).

  • Psychological Issues in Adult Ageing (PSYC344)
    Level3
    Credit level15
    SemesterSecond Semester
    Exam:Coursework weighting70:30
    Aims

    The module is designed to develop an understanding of the way that increasing age influences the psychological experiences of adult. These issues will address the broad spectrum of psychological experience from cognitive, social, health and wellbeing. The focus will be on non-clinical experiences. Attention will be drawn to the necessity for well-designed research to be conducted with respect to ageing. The module will drawfrom a number of perspectives including psychology, behavioural science, epidemiology and gerontology. Students will be given the opportunity to explore aspects of ageing which will not be covered during the lectures.

    Learning Outcomes

    1. Students will be able to critically evaluate the influence that ageing has on psychological experience in adulthood.





    2. Students will have a systematic understanding of the interactions that ageing has with other individual differences such as gender, marital status, socio-econmoic status and ethnicity.​​

    3. Students will have a critical appreciation of the range of factors which contribute to the complexities inherent in understanding the psychology of ageing​

    4. Students will be able to understand and precis peer-reviewed literature from the syllabus.

     5. Students will be able to debatecurrent issues in human ageing.​
  • Brain and Behaviour: Current Models and Controversies (PSYC345)
    Level3
    Credit level15
    SemesterSecond Semester
    Exam:Coursework weighting70:30
    Aims
  • ​To provide students with an overview of key models andcontroversies in Cognitive Neuroscience

  • ​To develop the theoretical and analytical skillsnecessary to evaluate current research

  • ​To develop research and presentation skills

  • To provide an opportunity to engage in research-based learning


  • Learning Outcomes

    ​On successful completion of the module studentswill be able to

    understand selected current models in cognitive neuroscience

    ​Have an ability to evaluate research methodologies andoutcomes in cognitive neuroscience

    ​Use critical evaluation in analysing a current models and methodologies 

    ​Develop skills to design novel experiments

  • Evolutionary Psychology- Introduction and Applications (PSYC346)
    Level3
    Credit level15
    SemesterFirst Semester
    Exam:Coursework weighting100:0
    Aims

    ​The aims of this module are to:

    Provide students with a broad understanding of Evolutionary Psychology, and how it relates to other sub-disciplines of psychology

    Explain how Evolutionary Theory principles andfindings can be applied to everyday problems and can influence decisionmaking  ​

    Introduce the diversity of research methods in Evolutionary Psychology research


    Learning Outcomes

    ​On completion of this module, students will be able to:

    1. Apply evolutionary theory to human behaviour through critical evaluation of contemporary research

    2. Demonstrate an ability to critically evaluate methodological issues in Evolutionary Psychology research through an understanding of a wide range of research methods in this field

    ​​​​​3. Understand and recognise the importance of contemporary debates on Evolutionary Psychology, including criticism for the theories.

    ​4. Apply knowledge from other sub-diciplines of psychology (e.g., cognitive, social, developmental, biological) in understanding evolutionary bases of behaviour

  • Topics in Applied Social Psychology (PSYC348)
    Level3
    Credit level15
    SemesterSecond Semester
    Exam:Coursework weighting80:20
    Aims


    To introduce students to an in depth, detailed knowledge and critical understanding of contemporary theories, models, principles and research in social psychology and how these are used in applied contexts to resolve a variety of social concerns. 

       

    To develop students'' ability to communicate the outcomes of the aim above.   

       




    Learning Outcomes

    ​​​Demonstrate the ability to engage in independent enquiry into specific aspects of applied social psychology and evaluate these in relation to theories and models used in current research. 

    ​​​Show the ability to apply underlying concepts and principles outside the context in which they were first studied and to synthesise and apply concepts both within and across sub-topics within applied social psychology. 

    ​​Demonstrate knowledge of the main methods of enquiry, and the ability to critically evaluate the appropriateness of employing different approaches and methodologies for resolving problems in applied social psychology research. 

    ​Demonstrate a critical understanding of the limits of knowledge in the field of applied social psychology and how these limits influence our broad interpretations of the discipline. 

    Demonstrate detailed knowledge of contemporary research in applied social psychology. 

The programme detail and modules listed are illustrative only and subject to change.


Teaching and Learning

Our programmes are taught using a balanced  mix of lectures, seminars and tutorials and practical laboratory sessions. Students are encouraged to work in small groups from the beginning of the programme and some of the practical work in Year Two is done as teamwork. The Year Three research project is done either individually or in groups of three at the most. 


Assessment

The modules in each year must be passed in order to progress to the next year of study. The final degree classification is calculated from grades obtained in Years Two and Three. The weighting between second and third years is 30/70%. Assessed work, including essays, case studies, oral presentations, group work, and experimental reports, together with examination results contribute to the final degree classification.