Module Descriptor
Psychology in Action
Module Code:
HLLP4000
CAT credits:
20
Mode(s) of
delivery:
Blended learning
NQF Level:
4
Owning
Department:
Health, Psychology and Social
Studies
Module Leader:
Julie Taylor
Start date:
September 2016
JACS Code:
C810
Aims of the Module
The aim of the module is to introduce a range of theories and models from developmental,
cognitive and biological psychology and to apply these to a range of human behaviours and
contexts. You will be expected to examine an issue, apply theories and models to the issues
identified and evaluate their explanatory power.
Intended Learning Outcomes
On successful completion, you will be able to:
1. Describe and evaluate a range of cognitive, developmental and biological psychology
theories and models.
2. Explain a range of ethical issues that can impact on researchers seeking to examine human
development.
3. Apply psychological theories to human development and behaviour
Indicative Module Content
Cognitive psychology
Models and theories of attention, perception, learning, memory, (social) information
processing.
Developmental psychology
childhood, adolescence and life-span development, development of attachment, social
relations, cognitive and language development and social and cultural contexts of
development
Biological psychology
biological bases of behaviour, limbic system, sleep, stress , drugs, hormones and the nervous system
Lab work – designing and pilot testing research hypotheses and questions (neurosky; biopac, cognitive
testing, BP and HR monitors)
Indicative Student Workload (hours)
Lecture
30
Seminar
6
Practical classes and workshops
12
Guided independent study
152
Formative Assessment –
Formative assessment provides an opportunity for you to receive feedback on work as part of your learning for the
module. Formative work does not have marks awarded that contribute to the final module mark.
Assessment Plan supported by literature review summary table (equivalent 1500 word).
Summative Assessment –
Summative assessment provides the opportunity for you to demonstrate that you have met the learning outcomes for
the module.
Size of the
assessment
Project Work
2000 words
ILOs
assessed
1-3
Weighting
100%
Is
anonymous
marking
possible?
Core
element?*
No
No
Brief description of set
exercise (if appropriate)
* By default, your final module grade will be an aggregated mark. However, if this box is marked ‘yes,’ then you must
successfully pass this item of assessment regardless of the overall aggregated mark.
Reassessment
Reassessment in the failed component(s) will be undertaken as stated in the Academic
Regulations.
Indicative Core Bibliography
Braisby, N., & Gellatly, A. (2012). Cognitive psychology. (2nd ed.) Oxford: Oxford University
Press
Butterworth, G. (2015). Principles of Developmental Psychology: An Introduction. Oxford:
Psychology Press.
Garrett, B. (2014). Brain & behavior: An introduction to biological psychology. (4th ed.)
London: Sage Publications.
Groome, D. (2013). An introduction to cognitive psychology: Processes and disorders. (3rd ed.)
Oxford: Psychology Press.
Kail, R., & Cavanaugh, J. (2016). Essentials of Human development: A life-span view. (2nd
ed.) London: Cengage Learning.
Kalat, J. (2015). Biological psychology. (12th ed.) London: Cengage Learning.
Additional Notes
For those students following a British Psychological Society (BPS) accredited programme, this
module forms part of the required curriculum and so it has been made a university core
module which means that it must be studied and passed for eligibility for Graduate Basis for
Chartership (GBC).
This module is available as a stand-alone module for which there are no specific entry
requirements however students will be required to demonstrate that their education to date
prepares them to enter onto this module. Students who successfully complete this module as
a stand alone module will be eligible for a University transcript of credit. Students must
participate in the formative components of the module in order to successfully pass the
module.