Module Definition Form (MDF)
Module Code: MOD002500
Version 4
Date amended 02/May/2012
1. Module Title
Fundamentals of Cognitive Psychology
2a. Module Leader
Flavia Cardini
2b. Department
Department of Psychology
3a. Level
4
4a. Credits
2c. Faculty
Faculty of Science and
Technology
3b. Module Type
Standard Module
4b. Study Hours
15
5. Restrictions
Type
Module Code
PreNone
requisites:
CoNone
requisites:
Exclusions:
None
Courses to which this
None
module is restricted
150
Module Name
Condition
LEARNING, TEACHING AND ASSESSMENT INFORMATION
6a. Module Description
It is recommended that students do not enrol on this module unless they have taken or are
taking the module Key Skills for Psychology (face-to-face students) and Key Skills for
Psychology 1 and 2 (distance learning students).
Our experience of the world is an interpretation based on many cognitive processes being
carried out by the brain. Because these processes are so automatic, and their outcome so
convincing, people are often not aware that what they are experiencing is merely an
interpretation, and as such can be inaccurate. This module will challenge students to think more
clearly about this, and consider the ways in which the brain constructs its interpretation of the
world, and the ways in which this interpretation can be misleading. The module aims to give
students a broad understanding of cognition and how we process information about the world by
introducing the major issues underpinning cognitive psychology, drawing attention to the key
conceptual and ethical considerations of research in the area. Throughout the module, several
key issues will be repeatedly addressed, e.g. the interactive nature of cognitive processing, and
the core role of empirical research in developing cognitive theory. Areas to be covered in the
module include: Visual perception, Attention, Memory, Language, and Problem Solving. The
module will be delivered through a combination of lectures and practical based sessions during
which students will be given the opportunity to carry out classic experiments supporting major
theories in cognitive psychology. Students will be taught how to write up research using APA
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6a. Module Description (Continued)
format, and their ability to do this will form part of the assessment for the module. In addition to
this element of assessment, a multiple choice examination will be used to assess students'
general understanding of the module material. This module will provide students with insights
into their own cognitive processes (such as perception and memory) which they can apply to
help in their study and understanding of other parts of their degree. It will equip students with a
range of key transferable skills useful in the workplace, such as report writing, data analysis, and
logical thinking.
6b. Outline Content
Introduction to cognitive psychology: Behaviourism to information processing approaches.
Perception: Perceptual organisation and pattern recognition: Depth perception: cues and
constancies. General theories of perception: constructivist vs direct.
Selective Attention: Theories of selective attention: filter, attenuation, late selection.
Learning: Classical and operant conditioning. Cognitive factors in learning; contingency,
blocking and expectancies. Latent learning, cognitive maps, and schemata.
Memory: Structural aspects of memory; sensory memory, working memory, long-term memory.
Processing accounts of memory, e.g levels of processing theory.
Language: Language units and processes. Models of word recognition. Animal language
Problem Solving: Reasoning and decision-making in the laboratory and the real world. How
human reasoning differs from idealised accounts provided by logic and probability
Ethical issues in Cognitive Psychology research
6c. Key Texts/Literature
Key text
-Beins, R. (2012). APA style guide simplified. Wiley: Chichester
-Comer, R., Gould., E., & Furnham, A. (2013). Psychology. Wiley: Chichester
Other text books
-Martin, G. N., Carlson, N. R., & Buskist, W. (2010). Psychology (4th Edition). Harlow, UK:
Pearson Educational Limited.
-Braisby, N. & Gellatly, A. (2012) Cognitive Psychology (2nd Edition). Oxford University Press
-Eysenck, M. & Keane, M. (2005). Cognitive Psychology: A student’s handbook (6th Edition).
Hove, UK: Psychology Press
The books in the list below focus on the core elements of this module.
Memory:
-Baddeley, A. (2007). Working Memory, Thought, and Action. New York: Oxford University
Press.
Perception:
-Blake, R. & Sekular, R. (2009). Perception. McGraw-Hill.
-Snowden, R., Thompson, P., & Troscianko, T. (2009). Basic Vision: An Introduction to Visual
Perception. Oxford, UK: Oxford University Press.
Language:
-Harley, T. (2008). The Psychology of Language: from data to theory. 3rd Edition. Hove:
psychology press
-Karmiloff, K., Karmiloff-Smith, A. (2001). Pathways to Language: from fetus to adolescent.
Cambridge MA: Harvard University Press. E-Book available.
Reasoning & Decision Making:
-Garnham, A. & Oakhill, J. (1994). Thinking and Reasoning. Oxford: Blackwell.
-Manktelow, K. (1999). Reasoning and Thinking. Psychology Press.
Other general books on Cognitive Psychology:
-Braisby, N. & Gellatly, A. (2012) Cognitive Psychology (2nd Ed.). Oxford University Press
-Eysenck, M. & Keane, M. (2010). Cognitive Psychology: A student’s handbook (6th Edition).
Hove, UK: Psychology Press. -
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6c. Key Texts/Literature (Continued)
-Quinlan, P. & Dyson, B. (2008). Cognitive Psychology. Harlow, UK: Pearson Education, Inc.
-Smith, E. E. & Kosslyn, S. M. (2007). Cognitive Psychology: Mind and brain. Upper Saddle
River, NJ: Pearson Education, Inc.
-Solso, R. L., MacLin, O. H., & MacLin, M. K. (2008). Cognitive Psychology. Boston, MA:
Pearson Education, Inc.
Last Updated: 29/Aug/2014
6d. Specialist Learning Resources
Face to face delivery - it is essential that a dedicated computer laboratory is available for this
module, with sufficient PCs to allow one student per PC in each seminar session. Each PC
should be equipped with SPSS, and an experiment generating programme (e.g. MindScope or
CogLab), as well as standard software such as Microsoft Word and Excel. There should be
space in the laboratory to allow students to work in groups or individually on conceptual
discussions, statistics and experimental design.
7. Learning Outcomes (threshold standards)
No. Type
On successful completion of this module the student will be
expected to be able to:
1
Knowledge and
with guidance, appreciate the history and breadth of cognitive
understanding
psychology, showing a basic understanding of core principles and
theories in the following areas: perception, attention, memory,
language, and problem solving.
2
Knowledge and
begin to appreciate the key role of empirical research in the
understanding
development of cognitive theory.
3
Knowledge and
with support, recognise the relevance of research into cognitive
understanding
processes in their own everyday experience.
4
Intellectual, practical, with support from their tutor, collect data, interpret it with respect to
affective and
the relevant underlying theories of cognition, and write it up using
transferable skills
APA format.
8a. Module Occurrence to which this MDF Refers
Year
Occurrence
Period
Location
2014/5
ZZF
Template For
Face To Face
Learning Delivery
Mode of Delivery
Face to Face
8b. Learning Activities for the above Module Occurrence
Learning
Hours
Learning
Details of Duration, frequency and other comments
Activities
Outcomes
Lectures
22
1-4
22 x 1 hour lectures
Other teacher
managed
12
1-4
6 x 2 hour practicals
learning
Student
64 hours lecture and seminar preparation; 26 hours
managed
116
1-4
portfolio preparation; 26 hours class assessment
learning
preparation and revision
TOTAL
150
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9. Assessment for the above Module Occurrence
Assessment
Assessment
Learning
Weighting (%) Fine Grade or Qualifying Mark
No.
Method
Outcomes
Pass/Fail
(%)
010
Practical
1-3
35
Fine Grade
30
Details:
Multiple Choice Examination: 1 hour. In class assessment.
011
Coursework
2,4
65
Fine Grade
30
Details:
Portfolio: 2000 words
In order to pass this module, students are required to achieve an overall mark of 40%.
In addition, students are required to:
(a) achieve the qualifying mark for each element of fine grade assessment as specified
above
(b) pass any pass/fail elements.
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