School of
Psychology
LEVEL 2A/2B
2A: BIOLOGICAL, COGNITIVE AND EXPERIMENTAL
2B: SOCIAL, DEVELOPMENTAL AND APPLIED
Course Information
Documentation
2010-2011
August 10
Level 2A/2B - Psychology
1.
INTRODUCTION .............................................................................................................4
1.1.
WELCOME ....................................................................................................................4
1.2.
PLACE OF THE COURSE IN THE DEGREE PROGRAMME ....................................4
1.2.1.
Entry to the Honours Programme ...........................................................................5
1.2.2.
Entry To Level 3 Psychological Studies...................................................................6
2.
AIMS & OBJECTIVES ....................................................................................................7
2.1.
2.2.
2.3.
2.4.
3.
4.
SCHOOL AIMS..............................................................................................................7
AIMS SPECIFIC TO LEVELS 1A/1B AND 2A/2B.......................................................7
LEARNING OBJECTIVES OF THE COURSE .............................................................7
LEARNING AND TEACHING STRATEGIES .............................................................8
TIMETABLE.....................................................................................................................9
OUTLINE OF THE COURSE........................................................................................10
4.1.
LECTURES AND LOCATIONS..................................................................................10
4.2.
PSYCHOLOGY 2A LECTURE SUMMARIES ...........................................................11
4.2.1.
Cognitive Psychology (Dr K. Kilborn) ..................................................................11
4.2.2.
Experimental Design (Dr C. Scheepers)................................................................13
4.2.3.
Perception and Visual Cognition - (Prof P. Belin, Dr R. Caldara, Prof F. Pollick
& Dr D. Simmons).................................................................................................15
4.2.4.
Psychobiology (Dr L. Muckli & Dr M-H. Grosbras)...........................................17
4.3.
PSYCHOLOGY 2B LECTURE SUMMARIES ...........................................................20
4.3.1.
Applying Psychology (Dr I. Bushnell) ..................................................................20
4.3.2.
Developmental Psychology (Dr P. Bishop) ...........................................................22
4.3.3.
Individual Differences (Dr G. Mayes) ...................................................................24
4.3.4.
Social Psychology (Prof P. O’Donnell).................................................................26
4.4.
PRACTICAL LABORATORIES..................................................................................29
4.5.
TUTORIALS ................................................................................................................29
4.5.1.
Portal ....................................................................................................................29
4.6.
COURSE WORK TO BE COMPLETED BY THE STUDENT ...................................29
4.6.1.
Laboratory Work...................................................................................................30
4.6.2.
Class Essays..........................................................................................................30
4.6.3.
Lab Report Format................................................................................................30
4.7.
DEADLINES FOR COURSEWORK ...........................................................................30
4.7.1.
Title Page for Submission of Classwork ................................................................31
4.7.2.
Plagiarism Page for Submission of Classwork ......................................................31
4.8.
DEGREE EXAMINATION..........................................................................................31
4.8.1.
Exams Only Candidates ........................................................................................32
4.9.
AN IMPORTANT NOTE ON COURSES AND ASSESSMENT.................................32
4.9.1.
Psychology 2 Year Abroad ....................................................................................32
4.9.2.
Deferment of entry to Psychology courses.............................................................32
4.10.
CLASS FEEDBACK ....................................................................................................33
5.
ASSESSMENT.................................................................................................................34
5.1.
5.1.1.
5.2.
5.3.
5.4.
5.5.
5.6.
5.6.1.
5.6.2.
5.6.3.
GRADING WORK .......................................................................................................34
Grading Scale .......................................................................................................34
HOW THE FINAL COURSE GRADE IS DERIVED ..................................................35
CLASS WORK REQUIREMENTS..............................................................................36
EXTERNAL EXAMINER............................................................................................36
APPEALS PROCEDURE.............................................................................................36
RELEVANT UNIVERSITY RULES............................................................................37
Credit and Credit Transfers ..................................................................................37
Re-assessment in a Module....................................................................................37
Plagiarism.............................................................................................................37
2
Level 2A/2B - Psychology
6.
COURSE TEXTS AND REQUIRED READING..........................................................38
7.
SUPPORT ........................................................................................................................39
7.1.
ASSISTANCE IN THE PSYCHOLOGY COMPUTER LABS ....................................39
7.2.
PAL (PEER ASSISTED LEARNING) SCHEME ........................................................39
7.3.
COMMUNICATIONS..................................................................................................39
7.3.1.
Announcements .....................................................................................................39
7.3.2.
Availability Of Lecturers For Consultation ...........................................................39
7.3.3.
E-Mail ...................................................................................................................39
8.
OTHER INFORMATION ..............................................................................................40
8.1.
8.2.
8.3.
8.4.
8.4.1.
8.4.2.
8.4.3.
8.5.
8.6.
8.7.
8.7.1.
8.7.2.
9.
STAFF LOCATION .....................................................................................................40
ATTENDANCE............................................................................................................40
HEALTH AND SAFETY POLICY ..............................................................................40
PROBLEMS, GUIDANCE, ETC..................................................................................40
Illness, Absence and Personal Problems ...............................................................41
Consideration of Medical and other Relevant evidence.........................................41
Quality Assurance and Class Feedback.................................................................41
DISABILITY ................................................................................................................42
LIBRARY & COMPUTERS ........................................................................................42
BRITISH PSYCHOLOGICAL SOCIETY....................................................................42
Graduate Basis for Registration............................................................................42
Undergraduate Membership of the BPS ................................................................42
STAFF DETAILS ............................................................................................................43
9.1.
9.2.
9.3.
LECTURERS & TEACHERS ......................................................................................43
ADMINISTRATIVE.....................................................................................................44
TECHNICAL & COMPUTING STAFF.......................................................................45
10.
SAMPLE DEGREE EXAM QUESTIONS ....................................................................46
11.
LIBRARY RESOURCES FOR PSYCHOLOGY STUDENTS AT GLASGOW
UNIVERSITY ..................................................................................................................48
12.
STUDENT REPRESENTATIVE COUNCIL (SRC) ....................................................49
12.1.
HOW THE SRC CAN HELP YOU ..............................................................................49
13.
APPLICATION TO PROGRESS TO HONOURS PSYCHOLOGY ..........................50
14.
LEVEL 2 PSYCHOLOGY WORK RECORD (2010-2011) ......................BACK PAGE
3
Level 2A/2B - Psychology
1.
INTRODUCTION
1.1. WELCOME
Thank you for choosing Psychology Level 2A/2B, a course in which we hope you will find
the pleasure and interest of Psychology Level 1A/1B greatly intensified. As you now know,
Psychology is the science of mental life and behaviour, human and animal. Psychology
Level 1A/1B gave you a first overview of its methods and results; Psychology Level 2A/2B
takes the story quite a bit further, as you will see as you read on through this course
documentation.
Many of the things you need to remember as you proceed with the course are spelt out in
this document so it is very important to keep a copy for reference. In it you will find an
outline of the course and its various components but you can expect it to be supplemented
from time to time by other documents which will be supplied as handouts at lectures, at
practicals and in tutorials.
This document was last updated on 23/08/2010. The information it contains was correct at
the time of printing but is subject to modification as improvements in the course are made.
The Director of Teaching (Professor Stephany Biello) is responsible for all aspects of the
course delivery and design. If there are any difficulties that you cannot resolve through the
usual channels then she will be happy to see you at a time that you can arrange by
consulting her office hours. She can also be contacted via electronic mail
([email protected]).
Dr Margaret Martin is the Level 2 Class Tutor
([email protected]).
QUALITY IN TEACHING
In the last assessment of all
Departments/Schools of
Psychology by our funding
council, Glasgow University came
Dr Margaret Martin
(Class Tutor)
out on top with an overall rating
of EXCELLENT.
EXCELLENT
1.2. PLACE OF THE COURSE IN THE DEGREE
PROGRAMME
This second level course assumes a background in Psychology equivalent to the
Psychology Level 1A/1B course offered by this School. The course is intended to serve
students who do not wish to pursue their study of Psychology further and also those who
plan to go on to Honours in the subject.
The course consists of two modules:
2A: Biological, Cognitive and Experimental
2B: Social, Developmental and Applied
4
Level 2A/2B - Psychology
It is possible to leave the class after successful completion of Psychology Level 2A with 20
credits for the course. However, it is not possible to progress to Level 3 without
successfully completing both modules.
Please note that progression to the Honours Programme requires the student to satisfy
several criteria outlined in section 1.2.1.
Progression to the Psychological Studies (non-honours) Level 3 course is dependent on
successful completion of Level 2A/2B and being registered in the programme as a PHP
student.
1.2.1. Entry to the Honours Programme
Entry into Psychology Level 3 is guaranteed to Level 2 applicants who satisfy all of the
following four conditions:
1.
2.
3.
4.
you must be a Potential Honours Psychology (PHP) student - which means that as a
new university entrant you put a UCAS Psychology code on your UCAS form as part
of your application to Glasgow University and then also firmly accepted an
unconditional offer or a confirmed conditional offer of a place to study Psychology
here, either single or joint honours. We hold a list of such students to ensure that
mistakes are not made.
you must have gained at your first attempt a Level 2 Pass at Grade B. (Averaged over
modules 2A and 2B).
you must also have obtained at least a grade D in Statistics 1C (or equivalent if
agreed by the School.)
you must have fulfilled the regulations for progression to Honours.
Students who do not satisfy each of these four conditions will not normally be allowed into
Level 3 honours Psychology.
The overall grade at Level 2 is made up as follows:
•
•
•
Class Essays in Psychology 2A/2B contribute 25 %
Laboratory Portfolios in Psychology 2A/2B contribute 25 %
Degree examinations in Psychology 2A/2B contributes 50 %
Students who did not enter Psychology 1A and Psychology 1B as a UCAS/Psychology
student but who perform exceptionally well in Psychology 2A and Psychology 2B may be
admitted to Psychology 3 (for Honours entry in October 2011) at the discretion of the Head
of School. Otherwise students who are not UCAS/Psychology student (i.e. a Potential
Honours Psychology (PHP) student) will not be eligible for entry to Honours.
All students who progress to Honours must also have obtained at least a grade D in
Statistics 1C (or equivalent if agreed by the School.)
1.2.1.1. Application for Honours
An application form is provided at the very back of this course booklet. Please note that
you MUST complete this and give it to the Level 3 secretary, Karen Pirie between Friday 1st
April and Friday 29th April 2011 inclusive. Her location is Room 239, 58 Hillhead Street.
Please note, no early or late applications will be accepted.
5
Level 2A/2B - Psychology
1.2.2. Entry To Level 3 Psychological
Studies
Entry to Level 3 Psychological Studies will be through successful completion of Level 1 and
Level 2 Psychology by PHP students.
You should be aware that you will NOT be eligible for GBR upon completion of the
Psychological Studies course. (see Section 8.7.1).
Dr Jason Bohan is the Class Tutor for this course and he can provide further information,
([email protected]).
6
Level 2A/2B - Psychology
2.
AIMS & OBJECTIVES
2.1. SCHOOL AIMS
The specific aims of the School are:
•
•
•
•
To provide the highest quality of research and of teaching and learning possible with
the available resources in the academic discipline of Psychology at the undergraduate
and postgraduate levels.
To provide an up-to-date curriculum by responding to developments in the subject,
and by exposing students to an environment in which advances in psychological
research are being made. The curriculum is geared with the background of students
in mind in terms of experience, qualifications and educational needs.
To promote and enhance research capacity in key areas of strength within the school
and to promote the development of research excellence in additional areas of
psychology.
To develop and enhance research and training links and collaborations with other
research institutions in the UK and beyond.
2.2. AIMS SPECIFIC TO LEVELS 1A/1B AND
2A/2B
At Levels 1A/1B and 2A/2B many students study psychology who do not proceed to
honours psychology, but rather to honours in other subjects, or to an ordinary degree. The
aims specific to these levels are:
•
•
•
•
•
To provide an introduction to the main areas and concepts of Psychology.
To introduce the techniques of carrying out experiments with human subjects.
To provide basic skills in data analysis, statistical analysis, and data presentation and
the expression of concepts in writing and orally.
To introduce students to applications of Psychology in industry, commerce and the
public sector.
To play a role in the aims of the B.Sc., M.A., and M.A. Soc. Sci. degree programmes.
2.3. LEARNING OBJECTIVES OF THE COURSE
The learning objectives of this course are:
1.
2.
3.
By building on the foundations laid in Psychology 1A/1B to broaden and, especially, to
deepen your knowledge of the subject area so that by the end of the course you will
be able to summarise and discuss the theories and findings of psychologists who
have conducted research in such areas as Abnormal, Cognitive, Developmental,
Psychobiological and Social Psychology, the Psychology of Personality and of
Perception and Applied Psychology.
Through the Practicals and tutorials to develop such transferable skills as the design
of experiments in the behavioural sciences, the writing of research reports and the
discussion of results presented in such reports.
To increase your awareness of the many different ways in which the methods and
results of Psychology are applied in the world outside the laboratory.
7
Level 2A/2B - Psychology
2.4. LEARNING AND TEACHING STRATEGIES
Lectures will introduce the staff, outline the programme and assessment methods, and
introduce students to the range of text books and software learning support. Lectures will
also introduce students to the key theories and relevant experiments. Coursework essays
will give students the opportunity to independently research and evaluate relevant material
beyond the lectures, and the skills of writing scientific material.
Practicals will introduce students to key experiments in the field, develop data analysis
skills, and teach report writing. Web based resources will allow flexible access to support
materials. Seminars, tutorials and group tutorials will develop students' oral presentation
skills, support key points in the lecture material, and support independent exploration and
evaluation of key experiments and theories. Learning and teaching strategies will be
designed and implemented appropriate to all students’ needs.
Learning Outcomes
Teaching & Learning
Assessment
Describing material
Lectures, tutorials
texts, web
Multiple Choice,
Unseen exam essays
Evaluate theory and
experiments
Lectures, tutorials
Unseen exams, class
essays
Design experiments
analyse data, write reports
Practicals, tutorials
statistics tutorials
Laboratory report
mcq questions
Critical report writing
Tutorials
Class essays/reports
Verbal presentation &
team working skills
Tutorials, group project
Group presentation
8
Level 2A/2B - Psychology
3.
TIMETABLE
This timetable shows the provisional schedule for 2010/2011. Please note that changes to
the timetable and to Examination dates are always possible.
SEMESTER 1
PLEASE NOTE CHRISTMAS VACATION IS 20 DECEMBER 2010 – 7 JANUARY 2011
Week beg.
MON
TUE
WED
THUR
13 Sep (wk 0) N O T E A C H I N G – R E G I S T R A T I O N
20 Sep (wk 1) Cognitive 1
Cognitive 2
27 Sep (wk 2) Cognitive 5
Cognitive 6
Cognitive 7
Cognitive 8
4 Oct
Cognitive 10
Experimental Design 1
25 Oct (wk 6)
Experimental
Design 4
Experimental
Design 8
Psychobiology 2
Experimental Design 5
Design 3
Experimental
Design 7
Psychobiology 1
Psychobiology 3
Experimental
Design 2
Experimental
Design 6
Experimental
Design 10
Psychobiology 4
1 Nov (wk 7)
Psychobiology 5
Psychobiology 6
Psychobiology 7
Psychobiology 8
8 Nov (wk 8)
Psychobiology 9
Psychobiology 10
Perception 1
Perception 2
15 Nov (wk 9) Perception 3
Perception 4
Perception 5
Perception 6
22 Nov (wk 10) Perception 7
Perception 8
Perception 9
Perception 10
29 Nov (wk 11) -
-
-
-
(wk 3) Cognitive 9
11 Oct (wk 4) Experimental
18 Oct (wk 5)
Cognitive3
Experimental Design 9
Cognitive 4
6 Dec (wk 12) N O T E A C H I N G – E X A M / R E V I S I O N
13 Jan (wk 13) N O T E A C H I N G – E X A M / R E V I S I O N
SEMESTER 2
PLEASE NOTE SPRING VACATION IS 28 MARCH 2011 – 15 APRIL 2011,
22 APRIL, 25 APRIL, 2 MAY 2011 ARE HOLIDAYS.
Week beg.
MON
TUE
WED
THUR
10 Jan (wk 14) Social 1
Social 2
Social 3
17 Jan (wk 15) Social 5
Social 6
Social 7
Social 8
24 Jan (wk 16) Social 9
Social 10
Applying 1
Applying 2
31 Jan (wk 17) Applying 3
Applying 4
Applying 5
Applying 6
7 Feb (wk 18) Applying 7
Applying 8
Applying 9
Applying 10
14 Feb (wk 19) Individual Diff 1
Individual Diff 2
Individual Diff 3
Individual Diff 4
21 Feb (wk 20) Individual Diff 5
Individual Diff 6
Individual Diff 7
Individual Diff 8
28 Feb (wk 21) Individual Diff 9
Individual Diff 10
Progression Meeting
Developmental 1
7 Mar (wk 22) Developmental 2
Developmental 3
Developmental 4
Developmental 5
14 Mar (wk 23) Developmental 6
Developmental 7
Developmental 8
Developmental 9
-
-
21 Mar (wk 24) Developmental 10 -
9
Social 4
Level 2A/2B - Psychology
4.
OUTLINE OF THE COURSE
4.1. LECTURES AND LOCATIONS
Lectures take place at 10 a.m. Monday to Thursday inclusive in Lecture Theatre 1, Boyd
Orr Building. Each lecture module consists of ten lectures.
10
Level 2A/2B - Psychology
4.2. PSYCHOLOGY 2A LECTURE SUMMARIES
4.2.1. Cognitive Psychology (Dr K. Kilborn)
Aims
This module is an introduction to the main areas of research in human memory, problem
solving and knowledge representation. We aim to familiarise students with the terms and
methodologies used in this area and to acquaint them with the more important theories.
1
2
3
4
5
6
LECTURE SUMMARY
Psycholinguistics is a branch of
cognitive science. This lecture
introduces the central themes of
comprehension, production, and
acquisition, and examines how these
relate to cognitive psychology.
Symbolic function. This lecture explores
the links between memory development
and word learning.
Cortical organisation for language. In
this lecture we will review the main brain
structures and functions involved in
language learning and use.
Aphasia is a language disorder caused
by damage to the brain. Localised
damage can reveal facts about the
cognitive and linguistic functions
supported by that area.
Is there a critical period for language
learning? We will examine evidence
from cortical maturation, language in
animals and "wild children."
This lecture describes the major
components of the human information
processing system and the assumptions
of independent, non overlapping stages.
11
LEARNING OBJECTIVES
Students will understand:
•
the cognitive approach to language
(1, 9).
•
how the study of language informs
the study of cognition (1, 9, 10).
•
the primary levels of language (9).
Students will understand:
•
the role of the symbol in language
and memory.
•
the role of representation (2).
•
the contributions of memory and
the brain to word learning (5,7).
Students will understand:
•
the functional organisation of the
brain for language (2, 9).
•
the role of laterilisation (2, 9).
Students will understand:
•
the distinction between production
and comprehension deficits (9).
•
the notion of a double dissociation
(2).
Students will understand:
•
the concept of a critical period.
•
the problems interpreting data from
naturalistic studies.
Students will:
•
understand how information is
represented in sensory memory,
short-term memory and long-term
memory.
•
understand what the difference is
between a process model and a
structural model and be able to
give examples.
Level 2A/2B - Psychology
7
8
9
&
This lecture highlights the complexity of
human information processing and
introduces automatic versus controlled
processes and data driven versus
conceptually driven processes.
This lecture describes research
investigating the properties of short-term
memory.
This lecture describes the components
of working memory and presents some
experiments using the dual task
paradigm.
10
Students will:
•
be able to explain the difference
between automatic and conscious
processes with examples.
•
understand the difference between
conceptually-driven and data
driven processes.
Students will:
•
understand how information is lost
from short-term memory.
•
know what paradigm Sternberg
used and what it tells us about
STM?
Students will:
•
understand what working memory
is.
•
understand what dual task
experiments tell us about Shortterm/working memory?
Reference
MATLIN, Margaret W. (2009), Cognitive Psychology. John Wiley & Sons. ISBN: 978-0470-40947-3.
12
Level 2A/2B - Psychology
4.2.2.
Experimental Design (Dr C.
Scheepers)
Aims
This module aims to provide a general introduction to the methods used in psychological
research. Examples will be used to illustrate a wide range of experimental designs and
their relation to data analysis.
1
2
3
4
5
LECTURE SUMMARY
Scientific Thinking in Psychology.
Why take this course? Ways of knowing.
Goals of research in psychology.
The Research Process.
Basic and applied research, developing
ideas, hypotheses, operational
definitions, choosing a research design,
sampling, and data collection and
analysis.
Ethical Considerations.
Considering the social, moral, and
political implications of psychological
research. An introduction to the Codes
of Conduct devised by the British
Psychological Society (BPS) and the
American Psychological Association
(APA), and why they have been set in
place.
Sampling and Measurement.
Selecting participants, populations and
samples; ensuring the sample is
representative of the population.
Measurement and reliability, validity.
Non-Experimental Research.
Collecting information by observing or
asking. Direct and indirect observational
methods, questionnaires, correlation
studies and data analysis.
13
LEARNING OBJECTIVES
Students will be able to:
•
understand the nature of scientific
research in psychology.
•
recognise pseudoscience.
Students will:
•
know ways to generate ideas for
research, with the steps involved in
planning research and in collecting
data.
•
understand the basic difference
among various methods of
research such as observational
and correlational techniques,
experimental designs, and singlecase designs.
Students will:
•
be aware of the risks and benefits
of psychological research, the
guidelines set out by different
ethical committees; including the
need for confidentiality, anonymity,
informed consent and debriefing.
Students will:
•
be familiar with a range of
sampling techniques and concepts
of measurement in psychological
research.
Students will
•
be familiar with observational and
correlational techniques, their
advantages and disadvantages, as
well as basic techniques for data
analysis.
Level 2A/2B - Psychology
6
7
8
9
10
Correlational vs. Experimental
Research.
Introduction to experimental research,
independent and dependent variables,
correlation and causality, control and
internal validity, confounding variables.
Experimental Research:
I. Independent Samples.
Advantages and disadvantages of using
between-subjects designs. How to deal
with individual differences; the
importance of random and
representative allocation of participants.
Implications for data analysis.
Experimental Research:
II. Repeated Measures.
Introduction to within-subject designs,
order effects and related problems,
randomisation and counterbalancing;
factorial designs and data analysis.
Experimental Research:
III. Quasi-Experiments and Single-Case
Studies
Use of quasi-experiments and single
subject designs, obtaining information
about changes in a psychological
variable over time, associated problems.
Producing and Consuming
Psychological Research.
Pragmatics in planning and conducting
research. Reading research papers
(PQ4R) and evaluating it.
Students will:
•
understand the difference between
correlational and experimental
methods.
•
be aware of the distinctions
between true, field, quasi- and
natural experiment, and the
relative merits of these different
types of experiments.
Students will:
•
be aware of the strengths and
weaknesses of using betweensubject designs, and know how to
deal with participant variables.
Students will:
•
be aware of the strengths and
weaknesses of using within-subject
designs, and know how to deal
with order effects.
Students will:
•
be familiar with quasi-experiments
and single-case studies, know their
relative weaknesses as well as
problems associated with
interpreting results obtained in
such studies.
Students will:
•
be aware that the ideal study is not
realistic for pragmatical or
theoretical reasons.
•
be aware of how to read
psychological research reports
critically.
Copies of lecture notes will be available on school web; access details will be provided in
the first meeting.
The following book provides reasonable coverage of all topics of this lecture and can be
used for supplementary reading:
Scheepers, C. (Ed.) 2009. Experimental Design. Pearson Custom Publishing.
ISBN: 978 0 205 48473 7
See also: http://www.mhhe.com/socscience/psychology/zech/student_index.mhtml
14
Level 2A/2B - Psychology
4.2.3. Perception and Visual Cognition (Prof P. Belin, Dr R. Caldara, Prof F.
Pollick & Dr D. Simmons)
Aims
To cover the large spectrum of classical perceptual phenomena. To introduce the main
stages of visual processing from the retina to the visual cortex. To compare visual, auditory
and haptic perception.
1
2
3
LECTURE SUMMARY
Introduction to Perception
LEARNING OBJECTIVES
Students will be able to:
•
appreciate the scope of perceptual
phenomena and how these are
important in our everday lives
•
distinguish the different
theorectical approaches to
perception
Students will be able to:
•
name the different brain areas of
importance in the visual system
•
understand the concept of
receptive fields
•
appreciate the hierarchical
structure of visual processing
Students will be able to:
•
identify parallel processing
pathways within the visual system
•
define the function and
organisation of primary visual
cortex
•
understand the concept and
implications of orientation and
spatial frequency coding.
The structure of the visual system
The encoding of visual information
4
Perceiving Object and Scenes
(pp99-130)
Students will be able to:
•
understand the principles of object
and scene categorization
•
describe the physiology of object
and scene perception
5
Visual Attention and Eye Movements
(pp133-137; 146-150)
Students will be able to:
•
describe the physiological bases of
eye movements
•
critically evaluate the importance of
eye movements in visual attention
15
Level 2A/2B - Psychology
6
7
8
9
10
Visual Attention (pp137-148)
Students will be able to:
•
understand how attention is used
in visual perception.
•
understand how feature binding
relates to visual attention
Perceiving Movement (pp177-197)
Students will be able to:
•
understand how motion of the
observer and motion of the object
are different.
•
understand the basis of the neural
processing of visual motion
•
appreciate how human motion
forms a special class of movement
Cutaneous Senses (pp329-352)
Students will be able to:
•
outline the basic organization of
the cutaneous senses.
•
understand how objects are
identified using haptics
•
understand the anatomical and
cognitive aspects of pain
perception
Hearing (pp 259-295)
Students will be able to:
•
understand the basic properties of
sound
•
outline the physiology of the
auditory system
•
understand how pitch is perceived
by the brain
Students will be able to:
•
understand the anatomical
structure of the olfactory and
gustatory systems
•
learn about the neural encoding of
olfactory and gustatory information
•
learn about the perception of
flavour
The Chemical Senses
Reference
Goldstein, E.B. (2010) Sensation and Perception (8th Ed.) Pacific Grove. CA: Wadsworth
Group.
16
Level 2A/2B - Psychology
4.2.4. Psychobiology (Dr L. Muckli & Dr MH. Grosbras)
Aims
This module aims to show how biological theory and methodology contribute to the study of
psychology. It will cover the relationship of psychobiology to other areas of psychology
and neuroscience. By focusing on psychobiological methodology it will show how study of
underlying biological mechanisms can enrich our understanding of psychological processes
such as learning and memory, language and consciousness, and circadian rhythms.
1
2
3
&
4
LECTURE SUMMARY
Historical background – covering work of
the phrenologists and neurosurgeons of
the 19th Century and the issue of
localisation of function. Phineas Gage
and the prefrontal lobotomy. The
general notion of invasive and noninvasive techniques in the study of brain
function will be introduced and the
distinction between psychophysiology
and physiological psychology.
Modern techniques of investigation of
brain function – 1. Cognitive
Neuropsychology. The breakdown of
behaviour following brain damage in
humans. Localisation and modularity of
function. Neurological specificity and
double dissociation. Some example
case studies: blindsight, visual agnosia,
and prosopagnosia.
Modern techniques of investigation of
brain function – 2. The lesion
technique, brain stimulation, brain
recording and recent non-invasive
radioactive tracing methods.
Behavioural tests in psychobiology –
human and animal paradigms.
17
LEARNING OBJECTIVES
Students will:
•
be aware of the general approach
and methodologies of
psychobiology.
•
understand how neuropsychology
evolved from the case studies of
early physicians and surgeons.
•
be aware of the distinction
between human
psychophysiological measurement
and other techniques in
psychobiology.
Students will:
•
understand the value and
limitations of human brain damage
studies in investigating
psychological function.
•
understand the concept of
modularity of function and will be
aware of some of the implications
derived from case study
investigations.
Students will:
•
be aware of the modern tools of
the psychobiologist and the
difficulties of interpreting
experimental results of brain
damage or stimulation.
•
understand the importance of
paradigm design and appropriate
behavioural and surgical controls
in experimental design.
Level 2A/2B - Psychology
5
6
&
7
8
9
Brain lateralization, language and the
split brain. The role of human brain
damage, stimulation and recording
techniques in language localisation and
organisation. The nature of Broca’s
and Wernicke’s aphasias. The
particular relevance of the split brain
patients in hemisphere asymmetry
research and language function.
The biological basis of learning and
memory - human studies. The study of
amnesics - H.M. and global amnesia.
Animal models of amnesia.
Hippocampal lesions and memory
impairment in rats and monkeys.
Contribution of amnesia to
understanding of memory structure and
organisation – dissociations between
episodic and semantic memory. Animal
Studies of memory.
The psychobiology of addiction and
reward. Principles of drug action, the
role of learning in drug tolerance and
addition. Biopsychological theories of
addiction. Reward circuits in the brain.
Neural mechanisms of addiction.
Effects of commonly-abused drugs.
The physiological and behavioural
correlates of sleep. REM sleep and
dreaming. The functions of sleep.
Sleep deprivation experiments. Neural
mechanisms of sleep – the Raphe
nucleus, the reticular formation, the
forebrain.
18
Students will:
•
be aware of the global organisation
of the cerebral hemispheres and
the corpus callosum and of the
damage which can produce
language impairment.
•
know about the preliminary animal
experiments that culminated in the
human split-brain operation.
•
understand the techniques used to
demonstrate hemisphere
differences in language and other
functions in split brain patients and
normal subjects.
Students will:
•
be aware of the nature and history
of the study of amnesia.
•
understand the difference between
global amnesia and specific
agnosias such as prosopagnosia.
•
understand the value of animal
modelling of human disorders such
as amnesia.
Students will:
•
be aware of the basic principles of
drug action - methods of
administration and absorption,
tolerance and withdrawal.
•
understand how learning
contributes to tolerance and
withdrawal effects.
•
be aware of the special role of
dopamine circuits in the brain in
governing reward mechanisms,
self-stimulation behaviour and
addiction.
Students will be aware of:
•
how sleep is measured in the
laboratory and of the EEG patterns
corresponding to different sleep
stages.
•
the theories about sleep and
dream function.
•
the evidence implicating different
brain structures in the sleepwaking cycle.
Level 2A/2B - Psychology
10
Circadian rhythms. Zeitgebers and
entrainment. Jet lag and shift work.
The neural mechanisms of the circadian
clock – the suprachiasmatic nucleus,
retinohypothalamic tract, and
intrageniculate nucleus. Evidence for
the SCN as the primary circadian clock surgical isolation and transplantation
experiments.
Students will:
•
be aware of circadian cycles of
physiological and behavioural
processes and of what happens to
them under free-running
conditions.
•
understand the role of zeitgebers
such as the light-dark cycle.
•
know about the underlying neural
mechanisms that regulate
circadian rhythms.
Reference
Carlson, Neil R. Physiology of Behaviour (9th Ed) (2006). Pearson International.
19
Level 2A/2B - Psychology
4.3. PSYCHOLOGY 2B LECTURE SUMMARIES
4.3.1. Applying Psychology (Dr I. Bushnell)
Aims
To provide undergraduates with an understanding of the practical contributions psychology
can make and some of the psychological research and theories upon which these
contributions are made.
To give insight into what it means to operate as a professional psychologist and what it may
require to enter a branch of the profession.
1
2
3
4
LECTURE SUMMARY
Historical Perspective, academic and
criminological psychology; Applied
versus Pure debate; Branches of
Psychology; APA, APS and BPS.
Academic Psychology – University
Teaching and research; School and
Further Education teaching.
Criminological Legal Psychology –
Forensic qualifications. Assessment,
treatment and rehabilitation. Court
psychology - Eyewitness testimony,
offender profiling, face recall, identity
parades, interviewing and hostage
taking. Lie detection. Jury behaviour.
Confessions.
Criminological psychology - Theories of
criminality – Degeneracy; mental
retardation; personality and
environment; social learning; cognitive
style; social information processing and
aggression. Crime prevention –
Situational prevention; offender
rehabilitation.
Clinical Psychology – Origins,
employment and context. Qualifications.
Special skills. Problems dealt with –
definition of normality; DSMIV; Stress;
Anxiety; Phobias; Obsessions and
compulsions; Depression; Interpersonal
problems; Relationship problems.
Clinical Psychology – Approaches Cognitive behaviour modification;
Cognitive therapy; Rational-emotive
therapy; Attribution theory; Personal
Construct theory, Person-centred
therapy; Gestalt Therapy; Existential
therapy; Systems approaches;
Psychodynamic theories.
20
LEARNING OBJECTIVES
Students will be able to:
•
understand the main areas in
which psychology has been and is
currently applied.
•
understand how the fields
developed historically.
Students will be able to:
•
have a sound grasp of the
historical explanations of
criminality.
•
understand some ways in which
criminal psychologists can
influence crime reduction.
Students will be able to:
•
understand the main work of the
Clinical psychologist.
•
appreciate the range of treatments
and some of their strengths and
weaknesses.
Students will be able to:
•
further appreciate the extensive
range of treatments and some of
their strengths and weaknesses.
Level 2A/2B - Psychology
5
6
7
8
10
Clinical Neuropsychology, Health
Psychology & Counselling. Health
psychology, its focus and approach.
Counselling psychology, its focus and
approach.
Industrial/Organisational (I/O)
psychology. History and pioneers Munsterberg; J McKean Cattell; Walter
Dill Scott; Taylor; Vocational testing
movement; Human Relations
movement; Engineering Psychology
movement; Civil rights movement.
Industrial/Organisational psychology Focus – Academic, consulting and
public/private organisations. Training
and qualifications. Counselling and
personal development; Design of
environments and work.
Industrial/Organisational psychology Employee relations and motivation;
Human-Machine interaction;
Organisational development;
Performance appraisal and career
development; Personnel selection and
assessment procedures.
Educational psychology - History and
focus. School psychology. Individual
and group focus. Assessment and
diagnosis. Special educational needs.
Systems approach. Remedial
intervention. Training of teachers and
parents. Research base.
Students will be able to:
•
understand the main work of
psychologists working in clinically
related posts.
Students will be able to:
•
understand the historical roots of
modern I/O psychology.
Students will be able to:
•
understand the main work of the
I/O psychologist.
Students will be able to:
•
obtain a detailed insight into the
range of areas where psychology
impacts on the world of work.
•
understand the main roles of the
Educational psychologist.
•
appreciate the forces that helped
shape modern educational
psychology.
•
understand the focus of
educational psychology and the
opposing approaches - individual
and systems.
Reference
Coolican, H., et al. (2007). Applied Psychology (2nd Edition). Hodder Education.
21
Level 2A/2B - Psychology
4.3.2. Developmental Psychology (Dr P.
Bishop)
Aims
These lectures explore a selection of developmental areas that have practical relevance.
1
2
3
4
5
LECTURE SUMMARY
Research Methods: This lecture will
cover three of the main research
designs used in Developmental
Psychology:
• Cross sectional
• Longitudinal
• Cross Sequential
Cognitive Development in Infancy:
Piaget. This lecture will cover the
Piaget’s general principles of cognitive
development and also his account of
cognitive development in the Sensory
motor period (infancy).
Cognitive Development in Infancy:
Beyond Piaget. This lecture will cover
the recent research that has cast doubt
on Piaget’s account of cognitive
development in infancy. Also more
recent work on infant’s understanding of
the physical world will be examined.
Cognitive Development in the pre-school
Child: Piaget and his discontents. This
lecture will outline Piaget’s account of
cognitive development in the
Preoperational stage of his theory. Also
the research that followed and criticised
Piaget’s account will be considered.
Cognitive Development in the pre-school
Child: Children’s Knowledge of
Psychology and Biology. This lecture
will examine the new research that
attempts to describe and explain the
development of children’s knowledge in
the two key domains of naive Biology
and Psychology.
22
LEARNING OBJECTIVES
Students will be able to:
•
outline the research methods used
when investigating human
development.
•
critically discuss strengths and
weaknesses of the different
methods.
Students will be able to:
•
outline the fundamental
mechanism driving development in
Piaget theory.
•
outline the main sub-stages of the
Sensory motor period.
•
explain how in Piaget’s theory, the
infant develops object
permanence.
Students will be able to:
•
discuss what recent research told
us about Piaget’s account of the
development of object
permanence.
•
discuss what recent research
shows us about the abilities of
infants to understand the physical
world.
Students will be able to;
•
outline Piaget’s account of
cognitive development in the preoperational period.
•
discuss how early post-Piagetian
research changed the
interpretations of his findings.
Students will be able to:
•
outline how children’s
understanding of False Belief
develops.
•
discuss how different researchers
have explained the development of
False Belief and Theory of Mind.
•
discuss how researchers have
outlined and explained the
development of Biological
concepts like Life and Death.
Level 2A/2B - Psychology
6
7
8
9
10
Language Development. This lecture
will outline the development of the
comprehension and production of
language in infancy.
Attachment Theory: This lecture will give
a brief account of the antecedents of
attachment theory. Then it will outline
Bowbly’s theory in detail discussing the
developmental stages and types of
Attachment.
The Measurement and Consequences
of Attachment: This lecture will outline
the different methods that have been
used to measure attachment across the
lifespan. It will also discuss the
consequence of different Attachment
patterns.
Consequences of Attachment II:
This lecture will look at the question of if
and how Attachment classification is
continuous across development. It will
also examine the effect of different life
events on Attachment and socioemotional development in general
Parenting. This lecture will review the
research on parenting practices and
how the socialisation behaviour of
parent affects children.
Students will be able to:
•
describe the infant’s growing
competence in non-verbal
production.
•
outline the major milestones in
language development in infancy.
•
discuss the importance of social
interaction for language
development.
Students will be able to:
•
describe different theories of
Aattachment, for example, primary
drive theory and imprinting.
•
describe Harlow’s research with
Rhesus monkeys.
•
outline the development of
Attachment in human infants.
•
describe different types of
Attachment.
Students will be able to:
•
critically assess the validity and
reliability of:
•
The Strange Situation Procedure
•
The Attachment Q-sort
•
The Adult Attachment
Questionnaire
•
evaluate if the different types of
Attachment classification have
different consequences.
Students will be able to:
•
discuss if early Attachment
classification influences later
emotional development.
•
evaluate the effect on emotional
development of child day care,
parental divorce, maltreatment and
institutionalisation.
Students will be able to:
•
outline how psychologists have
examined the major parental
influences on children.
•
evaluate the evidence for an
optimal parenting style.
References:
Harris, M. & Butterworth, G. (2002) Developmental Psychology: A Student’s Handbook.
Psychology Press.
23
Level 2A/2B - Psychology
4.3.3. Individual Differences (Dr G. Mayes)
Aims
Some general issues in the study of psychopathology will be discussed followed by an
account of different models of abnormal behaviour. Past and present models will be
examined, after which the anxiety disorders will be considered as an illustration of how the
main models are applied to the understanding and treatment of psychological problems.
Anxiety disorders in children are discussed, as well as aspects of child abuse. Finally,
there will be a consideration of the main eating disorders.
1
-
LECTURE SUMMARY
Historical views of abnormality and
current models. Gender and social
factors in mental disorders.
3
4
&
Anxiety and anxiety disorders: Phobias
and Generalised Anxiety Disorder.
Panic Disorder, Obsessive-Compulsive
Disorder.
5
24
LEARNING OBJECTIVES
Historical views
Students will be able to:
•
describe early supernatural views
of abnormality.
•
describe the views of Hippocrates
and appreciate the early
expression of medical models.
•
understand subsequent changes in
thinking, through Medieval times
and the Renaissance, up to the
present time.
Current models
Students will:
•
be able to describe the main
features of medical models.
•
be able to describe the main
features of behavioural, cognitive
and cognitive behavioural models.
•
have an appreciation of
psychoanalytic,
humanistic/existential and social
models.
•
be aware of gender differences
and social factors in the rates of
some mental disorders and will be
aware of the range of possible
explanations for these.
Students will be aware of:
•
the problems associated with:
phobias, generalised anxiety
disorder, panic disorder and
obsessive compulsive disorder in
adults.
•
theories and treatments of the
above problem.
Level 2A/2B - Psychology
6
Problems in Childhood: anxiety
disorders; child abuse.
Students will:
•
be aware of the causes and
treatments of school phobia,
separation, anxiety and social
phobia.
•
understand the difficulties in
determining incidence and
prevalence of childhood abuse.
•
appreciate the different forms of
abuse prevention.
Students will:
•
be able to describe the main eating
disorders.
•
have a critical understanding of
theories of these disorders.
•
be able to evaluate the various
treatments available.
8
9
Eating Disorders
&
10
References
Kring, A. M., Davison, G. C., Neale, J. M. & Johnson, S. L. Abnormal Psychology. New
York: John Wiley & Sons. 11th edition, 2010.
Davey, G. Psychopathology. John Wiley & Sons, 2008.
25
Level 2A/2B - Psychology
4.3.4. Social Psychology (Prof P.
O’Donnell)
Aims
This module aims to provide an overview of current and classic research and theory in four
major areas of Social Psychology: Conformity, Persuasion, Aggression and Prejudice. It
also seeks to introduce students to the critical analysis of theory and research in these
fields and to encourage students to apply the ideas and methods of Social Psychological
analysis to contemporary social situations and issues.
1
2
&
3
4
LECTURE SUMMARY
This lecture introduces the topic of
conformity by considering the issues
raised by early classic research by
Asch, Crutchfield and others and looking
at how these issues have been taken
forward by subsequent research and
theory.
These lectures examine the case of the
non-response bystander. They examine
situational influences and the role of
individual differences in the
phenomenon. The discussion is
broadened to examine the general
question of altruistic behaviour.
This lecture deals with the need for
affiliation and its role in human
behaviour. Early studies of affiliation
such as adult and child sensory
deprivation are examined. The link
between attachment and affiliation is
examined. Adult attachment measures.
Attachment and anxiety and its
reduction. Attachment and its
relationship to why we are attracted to
people: the role of physical
attractiveness and proximity.
26
LEARNING OBJECTIVES
Students will be able to:
•
understand the origins of modern
Social Psychological research on
Conformity.
•
identify the major issues raised by
early classic research on this topic
(e.g. the work of Asch and
Crutchfield).
•
describe subsequent work on
these topics, with special emphasis
on the role of possible individual
and cultural differences in
conformity.
Students will be able to:
•
explain what is meant by the
"Bystander Effect".
•
describe and criticise key
experiments on the situational
determinants of the “Bystander
Effect”.
•
review evidence on individual
differences in the “Bystander
Effect” in particular and altruistic
behaviour in general.
Students will be able to:
•
describe the early studies on
sensory deprivation.
•
describe the evidence for
attachment styles in adults.
•
describe the experimental
evidence on attachment behaviour
and anxiety.
•
explain physical attractiveness and
proximity as determinants of liking.
Level 2A/2B - Psychology
5
6
7
8
This lecture examines further the factors
which determine our liking for others viz
familiarity, reciprocity and similarity. It
then considers theories of interpersonal
attraction: balance, reinforcement, social
exchange, equity theory.
This lecture explores the links between
liking and love based relationships.
Within love relationships it examines
various sub classifications: romantic vs.
companionate love. Hatfield and
Walster’s three factor theory,
Sternberg’s consummate love. The
factors which maintain relationships are
considered as are the factors which end
relationships. Loneliness, support
networks and health risks are briefly
considered.
The main theories of aggression:
biological, frustration/aggression, and
learning theories. Biologically based
theories in detail. An introduction to
frustration/aggression.
This lecture discusses the third major
category of theories of human
aggression – Learning theories. It
outlines the role of the main processes
of learning in each version of this
approach and considers experimental
evidence for each version.
27
Students will be able to describe:
•
the role of familiarity and proximity
in liking and give supportive
experimental evidence.
•
the main theories of interpersonal
attraction and evaluate them in the
light of the empirical evidence
provided.
Students will be able to:
•
distinguish liking and loving.
•
describe and evaluate the attempts
to provide subdivisions of love
relationships.
•
describe with evidential support the
factors which make and break
relationships.
•
give an account of the
determinants of loneliness and
describe the evidence for its
harmful effects.
Students will be able to:
•
describe the main theories of
aggression.
•
evaluate the theories in the light of
empirical evidence with particular
emphasis on the frustration
aggression model.
Students will:
•
be aware of the historically
important aspects of the third
category of theories of human
aggression – Learning Theories and, in particular, the role, in each,
of the appropriate form of learning.
•
be able to distinguish between
Classical/Operant models of
aggressive responding and Social
Learning models and assess the
evidence for each model.
•
be able to draw appropriate
comparisons between the general
approach and emphasis of each of
the three main approaches to the
explanation of aggression.
Level 2A/2B - Psychology
9
&
10
Self concept and identity; gender and
social behaviour; person and situation
interactions: the scales measuring self
monitoring, need for cognition,
achievement motivation, uncertainty
orientation and optimism.
Students will be able to:
•
discuss critically the link between
self concept and identity.
•
link gender identity to social
behaviour.
•
explain the concepts of self
monitoring, need for cognition,
achievement motivation,
uncertainty orientation and
optimism.
References
Breckler, S. J., Olson, J. M. & Wiggins, E. C. (2006). Social psychology. Alive. Thomson
Wadsworth.
28
Level 2A/2B - Psychology
4.4. PRACTICAL LABORATORIES
Students will be required to complete a series of 7 Laboratory Projects (4 in 2A and 3 in 2B)
during Semesters 1 and 2. Projects will run over 1 or 2 weeks and students must attend for
a 2 hour session each week. All practicals take place in room 603, Boyd Orr Building at
times to be announced.
At the beginning of the first semester Psychology 2A (week beginning 20th September),
students will be registered for the class and will be allocated a practical time and location.
Registration will take place in the Psychology labs floor 5, Room 517, in the Boyd Orr
Building at times to be announced. The registration will automatically be transferred to
Psychology 2B but will be cancelled if the student does not progress. There is no need to
register again for Psychology 2B. The lab times will also apply to Psychology 2B when and
if the student progresses to that module.
WEEK
27 Sept- 8 Oct
11 Oct- 22 Oct
25 Oct - 5 Nov
8 Nov - 12 Nov
17 Jan - 28 Jan
31 Jan - 11 Feb
14 Feb - 18 Feb
TITLE
MODULE
Problem Solving & Heuristics
Clinical Psychology
Psychobiology
Perception
Social Psychology 1
Applying Psychology: Assessment Centres
Social Psychology 2
2A
2A
2A
2A
2B
2B
2B
4.5. TUTORIALS
At the beginning of the first semester Psychology 2A (week beginning 20th September),
students will be registered for the class and will be allocated a tutorial time and location.
Registration will take place in the Psychology labs floor 5, Room 517, in the Boyd Orr
Building at times to be announced. In Psychology 2A/2B tutorials will be one hour long and
held every two weeks. Attendance is compulsory.
For Psychology 2A, tutorials will start in semester 1: week beginning 27th September and
will run fortnightly until week beginning 22nd November (5 tutorials). For Psychology 2B,
tutorials will start in semester 2: week beginning 17th January and will run fortnightly until
week beginning 14th March (5 tutorials).
For Psychology 2B registration for tutorial and laboratory times will be ‘rolled’ over, i.e.
transferred automatically, but will be cancelled if you do not progress from Psychology 2A.
4.5.1. Portal
The School has a portal supporting students with notices, lecture notes, tutorial information,
aids to writing essays/reports etc and a forum.
This can be found at
http://portal.psy.gla.ac.uk
4.6. COURSE WORK TO BE COMPLETED BY
THE STUDENT
For Psychology 2A/2B we distinguish between (i) classwork or coursework and (ii) the
degree examination. The classwork or coursework comprises: Laboratory work, Class
29
Level 2A/2B - Psychology
essays and Tutorials. There is also the Degree Examination. These components are
described briefly below.
4.6.1. Laboratory Work
There will be a short written task associated with each Laboratory Project which will be
written before you leave the session.
In addition, two of the Laboratory Projects will be written up elsewhere as full reports.
Guidance on report writing will be given. The written tasks and full reports will comprise
part of the continuous assessment. Dates for the submission can be found on the back
page of this handbook. Your Laboratory work contributes to a Laboratory portfolio for each
module (1 in Module 2A and 1 in Module 2B). The group project also forms part of the
laboratory portfolio.
4.6.2. Class Essays
You will be asked to submit an essay of 1500 words for each module Psychology 2A/2B in
each of the two semesters. Essay format is as follows: 12 point Times New Roman, 1.5
spacing with 1” margins. Essay titles will be announced at the beginning of each semester
(read the section on deadlines).
4.6.3. Lab Report Format
The lab report form is as follows: maximum of 3000 words, 12 point Times New Roman,
1.5 spacing with 1” margins.
4.7. DEADLINES FOR COURSEWORK
Coursework and other material completed during the academic year needs to be handed in
to the School by a deadline date. The School cannot function properly if these deadlines
are not met. The dates are detailed on the back page of this book.
The University has new compulsory regulations covering the late submission of work as
follows:
•
•
•
work submitted not more than five working days after the deadline will be assessed in
the usual way.
the primary grade and secondary band so determined will then be reduced by two
secondary bands for each working day (or part of a working day) the work was
submitted late.
work submitted more than five working days after the deadline will be awarded Grade
H (zero).
Penalties for late submission of coursework will not be imposed if good cause is established
for the late submission in terms of the definitions and procedures set out in the University
Calendar.
Further details on penalties for late submission of coursework can be found at:
http://www.gla.ac.uk/media/media_124293_en.pdf
30
Level 2A/2B - Psychology
4.7.1. Title Page for Submission of
Classwork
All classwork should be submitted with a proper title page attached. An example can be
found below. Please note that work without the proper title page will not be accepted.
DATE: …………………………………………………….. MATRIC NO: ………………………….
CLASS: 1A/1B (as appropriate)
GRADE: ……………………………….
ESSAY QUESTION or REPORT TITLE (as appropriate)………………………………………..
4.7.2. Plagiarism Page for Submission of
Classwork
Classwork must also be submitted with a separate Plagiarism Page. This page must be
completed, signed and handed in at the same time as your classwork. You can download
the plagiarism page from the Portal (http://portal.psy.gla.ac.uk/) under Level 2 Course
Information. (See section 5.6.3).
4.8. DEGREE EXAMINATION
In each of Psychology 2A and 2B there will be a three-hour paper, comprising four sections
based on the lecture modules only. Each section will consist of four essay questions,
candidates will be required to attempt 4 questions, each one from a different section.
The distribution of topics across papers will be:
Module 2A:
Cognitive, Experimental Design, Psychobiology, Perception
Module 2B:
Applying, Social, Developmental, Individual Differences
The degree examinations for Psychology 2A and Psychology 2B are in December and
May/June respectively with resits normally held in August. However, this is subject to
change and exact dates will be announced by Registry at the appropriate times. Please do
not make travel or other arrangements before dates are confirmed. Degree examination
papers from previous years are held in the University Library. You will find it helpful to
consult these.
31
Level 2A/2B - Psychology
4.8.1. Exams Only Candidates
Students who are sitting the degree exams as exam only candidates (i.e. students who
have completed all class work requirements from a previous year with permission to carry it
forward) should note the degree exams are based on the syllabus for the current session,
students should ensure they have a copy of the current course handbook which has details
of the syllabus as well as the format of the degree exams
4.9. AN IMPORTANT NOTE ON COURSES AND
ASSESSMENT
Every effort has been made to ensure the accuracy of the information in this handbook at
the time of going to press. However the content of courses, syllabuses and the process of
assessment is under regular review and may change from time to time with some
components being cancelled, modified or replaced. Also other factors such as industrial
action or the departure of a member of staff may result in it not being possible to offer a
course.
Courses offered may also be subject to a minimum number of students in any one year.
The School therefore reserves the right without notice to vary the content of its
courses & syllabuses and the right to cancel or modify the courses, syllabuses and
facilities described in this handbook.
In general the following order of priority should be applied:
1.
2.
3.
Announcements and handouts supersede other documents such as this handbook.
This handbook is only up to date at the time of going to press (23/08/2010).
Past exam papers are obviously only a rough guide to future exams, and are
superseded by any differences of syllabus or exam format by both this handbook and
any course handouts and announcements.
4.9.1. Psychology 2 Year Abroad
If you have already had permission and are studying your Level 2 year abroad please
remember the following:
Students should recognise that completing a year abroad, while also preparing for the
Psychology 2A and Psychology 2B Degree Examination, represents a substantial workload
and should not be entered into without considerable thought and discussion.
Such students must satisfy the same criteria for Honours entry as do students who take the
Psychology 2A and 2B course in Glasgow.
4.9.2. Deferment of entry to Psychology
courses
Students who are unable to take up a place they have been offered on a Psychology
course but who wish to defer taking up the place for 12 months can only do so after
discussion with the Head of School and with their written permission. Permission for
deferment must be sought and obtained by the beginning of the academic session in which
the place would have normally been taken up.
32
Level 2A/2B - Psychology
If permission is not sought and obtained, the School cannot guarantee to make the place
available in subsequent years. This is particularly important in the case of students who
want to defer entry to honours after being awarded an honours place.
4.10. CLASS FEEDBACK
Questionnaires are administered during the academic year to elicit student response to
lecture content and delivery, tutorial teaching and the laboratory programme. You will also
be asked to provide feedback on the assessment procedure from time to time.
33
Level 2A/2B - Psychology
5.
ASSESSMENT
Assessments derived from coursework/classwork combined with an assessment from the
degree examination form your single final grade for Psychology 2A/2B which is returned by
the School to the Registry who holds your record of final grades for the different courses
you take. In calculating the final grade, we weight equally the coursework/classwork
component and the degree examination component. Details of weightings are given in the
table below but before you read them, you should acquaint yourself with the grading
procedure.
5.1. GRADING WORK
A common grading scale is used for assessing each piece of work in Psychology 1A/1B
and 2A/2B whether, for example, the work is a class essay, a report of an experiment, an
essay answer in an examination or a stand-up presentation in a tutorial. The grading scale
we use is common throughout the university.
5.1.1. Grading Scale
ALL COURSES
Primary
Grade
A
Gloss
Secondary
Band*
A1
A2
A3
A4
A5
Aggregation
Score
22
21
20
19
18
B
Very Good
B1
B2
B3
17
16
15
C
Good
C1
C2
C3
14
13
12
D
SatisFactory#
D1
D2
D3
11
10
9
E
Weak
E1
E2
E3
8
7
6
Excellent
34
Primary verbal descriptors
of attainment of Intended
Learning Outcomes
Exemplary range and depth of
attainment of intended learning
outcomes, secured by
discriminating command of a
comprehensive range of relevant
materials and analyses, and by
deployment of considered
judgement relating to key issues,
concepts and procedures
Conclusive attainment of virtually all
intended learning outcomes, clearly
grounded on a close familiarity with
a wide range of supporting
evidence, constructively utilised to
reveal appreciable depth of
understanding
Clear attainment of most of the
intended learning outcomes, some
more securely grasped than others,
resting on a circumscribed range of
evidence and displaying a variable
depth of understanding
Acceptable attainment of intended
learning outcomes, displaying a
qualified familiarity with a minimally
sufficient range of relevant
materials, and a grasp of the
analytical issues and concepts
which is generally reasonable,
albeit insecure
Attainment deficient in respect of
specific intended learning
outcomes, with mixed evidence as
to the depth of knowledge and
weak deployment of arguments or
deficient manipulations
Level 2A/2B - Psychology
F
Poor
F1
F2
F3
G
Very Poor
G1
G2
H
CR
CREDIT REFUSED
Attainment of intended learning
outcomes appreciably deficient in
critical respects, lacking secure
basis in relevant factual and
analytical dimensions
Attainment of intended learning
2
outcomes markedly deficient in
1
respect of nearly all intended
learning outcomes, with irrelevant
use of materials and incomplete
and flawed explanation
No convincing evidence of
0
attainment of intended learning
outcomes, such treatment of the
subject as is in evidence being
directionless and fragmentary
Failure to comply, in the absence of good cause, with the
published requirements of the course or programme,
and/or a serious breach of regulations.
5
4
3
*
The Secondary Band indicates the degree to which the work possesses the quality of the
corresponding descriptor.
#
This gloss is used because it is the lowest grade normally associated with the attainment
of an undergraduate award.
5.2. HOW THE FINAL COURSE GRADE IS
DERIVED
Although we do not assess work using a percentage scale (we use the system described
above), you might find it useful to know the extent to which each course component
contributes to the Course Grade (the grade that is returned to the Registry as a measure of
your performance on Psychology 2A/2B). This is set out below:
MODULE 2A
Course Grade
100%
Degree exam
50%
Coursework
50%
Essay 25%
Lab portfolio 2A 25%
35
Report 1
Quiz 1
Quiz 2
Quiz 3
Quiz 4
17%
2%
2%
2%
2%
Level 2A/2B - Psychology
MODULE 2B
Course Grade
100%
Degree exam
50%
Coursework
50%
Essay 25%
Lab portfolio 2B 25%
Report 1
Quiz 1
Quiz 2
Quiz 3
Group Project
17%
2%
2%
2%
2%
Please do not underestimate the importance of the individual components that appear to
make only a very minimal contribution to the Course Grade.
5.3. CLASS WORK REQUIREMENTS
To be recognised as someone who has duly performed the work of the class and is
therefore eligible to sit the degree examination, you need to satisfy the following
requirements:
•
•
•
•
•
Attend at least 75% of tutorials.
Complete the Practicals by the due dates and gain a combined grade of D or more on
the related quiz tests.
Complete the extended Practical Report by the due dates and gain a grade of D or
more.
Submit the essay by the due date and gain a grade of D or more.
Complete your section of the group project.
5.4. EXTERNAL EXAMINER
The External Examiner is asked to approve the content of the degree examination papers
and the general level of marking in the degree examinations. He/she is also asked to guide
the School in those cases where special circumstances, such as disability, illness or family
problems, may have affected a student’s performance.
5.5. APPEALS PROCEDURE
The University has a standard appeals procedure that is set out in detail on the Senate
Office web page:
www.gla.ac.uk/services/senateoffice/workingwithstudents/academicappeals/
then click ‘How to appeal against an academic decision’.
In this document it makes it clear that appeals will not be entertained against marks or
decisions of examiners, or other matters of academic judgement. Proper grounds for
appeal, which this document makes clear, are medical/personal, or procedural.
The document also states that an appeal against an assessment should be made to the
appropriate Appeals Committee within two weeks of the posting of the mark. Students
might find it useful to approach the Teaching Convenor or the Class Tutor for informal
advice.
36
Level 2A/2B - Psychology
5.6. RELEVANT UNIVERSITY RULES
5.6.1. Credit and Credit Transfers
Please refer to the relevant sections of the University Calendar.
5.6.2. Re-assessment in a Module
Please refer to the relevant sections of the University Calendar.
5.6.3. Plagiarism
The University of Glasgow takes a very strong line against plagiarism. The University’s
degrees and other academic awards are given in recognition of a student’s personal
achievement. All work submitted by students for assessment is accepted on the
understanding that it is the student’s own effort and MUST be accompanied by a separate
Plagiarism Page. (See Section 4.7.2).
Plagiarism is defined as the submission or presentation of work, in any form, which is not
one’s own, without acknowledgement of the sources. Special cases of plagiarism can also
arise from one student copying another student’s work or from inappropriate collaboration.
For full details of the University’s rules on plagiarism please refer to
www.gla.ac.uk/services/senateoffice/academic/plagiarism
37
Level 2A/2B - Psychology
6.
COURSE TEXTS AND REQUIRED
READING
Applying
Psychology:
COOLICAN, H., ET AL. (2007). Applied Psychology, 2nd Edition.
Hodder Education.
Cognitive:
MATLIN, MARGARET W. (2009), Cognitive Psychology. John
Wiley & Sons. ISBN: 978-0-470-40947-3.
Developmental:
HARRIS, M. & BUTTERWORTH, G. (2002) Developmental
Psychology. Psychology Press.
Experimental
Design:
SCHEEPERS, C. (Ed.) 2009. Experimental Design. Pearson
Custom Publishing. ISBN: 978 0 205 48473 7
Individual
Differences:
KRING, A. M., DAVISON, G. C., NEALE, J. M. & JOHNSON, S. L.
Abnormal Psychology. New York: John Wiley & Sons. 11th
edition, 2010.
DAVEY, G. Psychopathology. John Wiley & Sons, 2008.
Perception:
GOLDSTEIN, E.B. (2010) Sensation and Perception (8th Ed.)
Pacific Grove. CA: Wadsworth Group.
Psychobiology:
CARLSON, Neil R. (2006) Physiology of Behaviour (9th Ed).
Pearson International.
Social:
BRECKLER, S. J., OLSON, J. M. & WIGGINS, E. C. (2006).
Social Psychology. Alive. Thomson Wadsworth.
38
Level 2A/2B - Psychology
7.
SUPPORT
7.1. ASSISTANCE IN THE PSYCHOLOGY
COMPUTER LABS
GTAs are situated in the lab office. The psychology labs are open Monday – Thursday
from 10am – 4.45pm and Friday from 10am – 3.45pm.
7.2. PAL (PEER ASSISTED LEARNING)
SCHEME
Weekly PAL sessions will run from week 3 and it is highly recommended that you attend.
This is an opportunity to attend a “no staff, just students” informal environment, where
student facilitators in higher levels mentor you on hot topics such as essay and report
writing, experimental design and statistics, and study skills. PAL is intended to enhance
understanding of your core objectives, and compliment lecture, tutorial and lab content in
preparation for entry to honours.
Further information will be circulated to you via email and the portal at the start of the
semester.
7.3. COMMUNICATIONS
7.3.1. Announcements
Oral announcements will be made at lectures but not everyone attends every lecture and
the most reliable means of supplying information to the class is via e-mail. All other
information can be found on the student portal.
7.3.2. Availability Of Lecturers For
Consultation
All lecturers teaching the Level 2 Class have arranged to set aside at least one hour a week
when they can be approached by Level 2 Class students who have enquiries about the
course. These times are listed on each lecturer’s door and some will operate an
appointments system. Any problems with obtaining a consultation should be immediately
taken up with the Class Tutor.
7.3.3. E-Mail
You should use the e-mail facilities to handle basic academic enquiries. We, the School,
will use it to maintain contact with you. You should therefore log in regularly, i.e. at least
once a week. Please check your University e-mail account regularly and ensure there is
sufficient space to receive new mail
39
Level 2A/2B - Psychology
8.
OTHER INFORMATION
8.1. STAFF LOCATION
Details of how and where to contact individual lecturers and other members of the School of
Psychology are provided in Section 9. All members of lecturing staff post notices on their
office doors indicating the times at which they undertake to be available to see students. If
a notice is not visible, please contact the nearest secretary.
8.2. ATTENDANCE
The School has been recording attendance at tutorials and labs for some time. This year
we will also monitor attendance at lectures, as these are also a compulsory element of the
course.
Attendance at lectures, tutorials and labs strongly correlates with overall performance on
the course so you should make an effort to attend all sessions. Absences should be
covered by the appropriate documentation. Please see section 8.4.1 for guidance.
8.3. HEALTH AND SAFETY POLICY
The University has a policy regarding the health and safety of staff and students. This
covers all activities undertaken as part of the teaching process, from the condition of the
steps in the lecture theatre to the handling of hazardous substances and the
implementation of possibly hazardous procedures. All students have the right to seek
assurances on the safety of any activities they may be asked to participate in.
The undergraduate degree in Psychology at Glasgow does not involve dissection of
animals or involve animal experiments. Moreover, no invasive procedures are used on
human subjects. All apparatus used in experiments has been safety checked and
approved.
It is unlikely, therefore, that a student will encounter any problems.
Nevertheless, any student who believes there is a health or safety threat should raise the
issue with the duty technician and have the matter entered in the safety log book.
8.4. PROBLEMS, GUIDANCE, ETC.
The School’s hope is that you will enjoy the course of study offered and pass the
examinations set. However, students can encounter a range of difficulties during a course.
Some may not be very serious, e.g., feeling that the course is not quite what you expected:
in that case you should say so in your response to the course evaluation questionnaire.
Some problems may be more serious: illness, family or social problems, difficulty in
understanding the material, or just feeling anonymous in a large impersonal institution. In
such cases, you may understandably feel a need for a more individual form of help or
assistance, and although the class is large, there are many ways in which you can make
contact with members of staff. First, as noted above, the lecturers are available for consultation at appointed hours that are displayed on their office doors. Secondly, there is the
possibility of e-mail contact with your designated CR supervisor and, of course, with any of
the lecturing staff.
40
Level 2A/2B - Psychology
8.4.1. Illness, Absence and Personal
Problems
Any period of illness should be communicated to the relevant Class Tutor.
certificates must be provided where appropriate at the time of illness.
Medical
Key Information: Students must complete a WebSurf absence report for any significant
absence from the University. Supporting documentary evidence will be required and should
be scanned electronically and linked to the WebSurf absence report.
Summary:
1.
2.
3.
4.
5.
6.
7.
The Student Absence Policy applies to all undergraduate and postgraduate
taught students and defines a significant absence as an absence of more than
seven consecutive days or one which prevents a student from attending an
examination or fulfilling any other requirement for the award of credit.
Students must complete a WebSurf absence report for any significant absence
and are recommended to complete an absence report for any absence for which
they would like the University to take account.
All potentially significant absences should be reported as soon as is practical in
part 1 of the WebSurf absence report; Part 2 should be completed on return to
University.
The normal submission deadline for the completed absence report is 7 days
after return to University and Boards of Examiners will not necessarily take
account of absences reported after this deadline.
If at all possible, absences which will result in non-attendance at examinations
should be notified before the examination by contacting the relevant School, and
followed up by completion of part 1 of the WebSurf absence report.
Documentary evidence is required for any significant absence and the Absence
Policy includes a schedule of circumstances in which medical evidence is
required.
The Absence Policy includes a statement of how Schools should respond to a
notification of absence.
For detailed information about the Student Absence Policy and how to submit medical
evidence via WEBSURF please see the Senate Office Webpge:
http://senate.gla.ac.uk/academic/policies/student_absence_policy.html
8.4.2. Consideration of Medical and other
Relevant evidence
Please refer to the Code of Practice on Incomplete Assessment and Good cause which can
be found in the University Calendar, under General Information for Students.
8.4.3. Quality Assurance and Class
Feedback
Students are invited to offer an assessment of various aspects of the course through the
completion of questionnaires. The results are scrutinised by the School’s Quality Assurance
41
Level 2A/2B - Psychology
Director and are the subject of discussion at meetings of the Staff-Student Committee, as
well as at Staff meetings. Over the years a number of improvements in the course have
been prompted by student opinion expressed in this way. Student representatives are
elected at the beginning of the academic year and these representatives are invited to
School Meetings and are encouraged to act generally as mediators between the class as a
whole and the staff, as individuals or as a School.
8.5. DISABILITY
The School Disability Co-ordinator is Dr Margaret Martin. She liaises with the Student
Disability Service and is the person to contact if you have any questions about special
needs provision. Contact: Room 454, 58 Hillhead Street, email: [email protected];
tel: 0141-330 3932.
8.6. LIBRARY & COMPUTERS
Library and Computer Facilities are generally shared with the student body as a whole.
8.7. BRITISH PSYCHOLOGICAL SOCIETY
8.7.1. Graduate Basis for Registration
In order to eventually work as a Chartered Psychologist in the UK, the British Psychological
Society requires students to complete a degree course which gives them Graduate Basis
for Registration with the society. The single and joint honours courses in psychology at the
University of Glasgow currently allows this.
From 2006/2007 the minimum pass level for GBR eligibility is a Lower Second Honours
degree.
Where a joint honours student performs at least at a Lower Second level in Psychology, but
is brought down to a Third by their other honours subject, they may be considered as
eligible for GBR.
The Practical component at honours (we call this the Maxi Project) must be passed for
GBR.
Further information may be obtained by referring to the BPS website: www.bps.org.uk
8.7.2. Undergraduate Membership of the
BPS
The British Psychological Society accepts undergraduate members at low cost. There are
many advantages to membership, including a monthly journal, appointments memoranda
and access to low-cost major journals in key areas of psychology.
42
Level 2A/2B - Psychology
9.
STAFF DETAILS
These pages list lecturers, university teachers, administrative, technical and computing staff
who have chosen to make their information available to you. You should consult the
website of academic staff and/or email support staff for further information.
9.1. LECTURERS & TEACHERS
Dr Dale Barr (Senior Lecturer)
http://www.psy.gla.ac.uk/staff/index.php?id=DB002
Professor Pascal Belin (Ph.D.)
http://www.psy.gla.ac.uk/staff/index.php?id=PB002
Professor Stephany Biello
http://www.psy.gla.ac.uk/staff/index.php?id=SMB01
Dr. Paul Bishop (University Teacher)
http://www.psy.gla.ac.uk/staff/index.php?id=PB001
Dr. Jason Bohan (University Teacher)
http://www.psy.gla.ac.uk/staff/index.php?id=JB001
Professor Mike Burton (Ph.D.) (HEAD OF SCHOOL)
http://www.psy.gla.ac.uk/staff/index.php?id=AMB01
Dr. Ian Bushnell (Senior University Teacher)
http://www.psy.gla.ac.uk/staff/index.php?id=IWRB1
Dr. Roberto Caldara (Lecturer)
http://www.psy.gla.ac.uk/staff/index.php?id=RC002
Dr. Steve Draper (Senior University Teacher)
http://www.psy.gla.ac.uk/staff/index.php?id=SWD01
Professor Simon Garrod (Ph.D.)
http://www.psy.gla.ac.uk/staff/index.php?id=SCG01
Dr. Marie-Hélène Grosbras (Lecturer)
http://www.psy.gla.ac.uk/staff/index.php?id=MHG01
Professor Joachim Gross (Ph.D.)
http://www.psy.gla.ac.uk/staff/index.php?id=JG001
Dr. Monika Harvey (Reader)
http://www.psy.gla.ac.uk/staff/index.php?id=MH001
Dr. Jamie Hillis (Lecturer)
http://www.psy.gla.ac.uk/staff/index.php?id=JMH01
Dr. Rob Jenkins (Senior Lecturer)
http://www.psy.gla.ac.uk/staff/index.php?id=RJ001
Dr. Klaus Kessler (Senior Lecturer)
http://www.psy.gla.ac.uk/staff/index.php?id=KK002
Dr. Kerry Kilborn (Senior Lecturer)
http://www.psy.gla.ac.uk/staff/index.php?id=KK001
Dr. Martin Lages (Lecturer)
http://www.psy.gla.ac.uk/staff/index.php?id=ML001
Professor Hartmut Leuthold (Ph.D.)
http://www.psy.gla.ac.uk/staff/index.php?id=HL001
Dr. Margaret Martin (Senior University Teacher)
http://www.psy.gla.ac.uk/staff/index.php?id=MSM01
43
Level 2A/2B - Psychology
Dr. Gillian Mayes (Senior Lecturer)
http://www.psy.gla.ac.uk/staff/index.php?id=MSM01
Dr. Lorna Morrow (University Teacher)
http://www.psy.gla.ac.uk/staff/index.php?id=LM001
Dr. Linda Moxey (Senior Lecturer)
http://www.psy.gla.ac.uk/staff/index.php?id=LMM01
Dr. Lars Muckli (Reader)
http://www.psy.gla.ac.uk/staff/index.php?id=LM002
Professor Paddy O’Donnell
http://www.psy.gla.ac.uk/staff/index.php?id=PJOD1
Professor Frank Pollick (Ph.D.)
http://www.psy.gla.ac.uk/staff/index.php?id=FEP01
Dr. Guillaume Rousselet (Lecturer)
http://www.psy.gla.ac.uk/staff/index.php?id=GAR01
Dr. Christoph Scheepers (Senior Lecturer)http://www.psy.gla.ac.uk/staff/index.php?id=CS001
Professor Philippe Schyns (Ph.D.)
http://www.psy.gla.ac.uk/staff/index.php?id=PGS01
Dr. Sara Sereno (Reader)
http://www.psy.gla.ac.uk/staff/index.php?id=SCS01
Dr. David Simmons (Lecturer)
http://www.psy.gla.ac.uk/staff/index.php?id=DRS01
Ms. Judith Stevenson (Teaching Assistant)
http://www.psy.gla.ac.uk/staff/index.php?id=JLS01
Dr. Maxine Swingler (University Teacher)
http://www.psy.gla.ac.uk/staff/index.php?id=MVMC1
Dr. Gregor Thut (Senior Lecturer)
http://www.psy.gla.ac.uk/staff/index.php?id=GT001
9.2. ADMINISTRATIVE
Dianne Masson,
Head of School Administration
[email protected]
Sheena McGill,
PA to the Head of School
[email protected]
Karen Pirie,
Student and Academic School Administrative Assistant
Suzanne Robertson,
Teaching Administrator
[email protected]
[email protected]
Anne Tonner,
Finance Administrator
[email protected]
Lynda Young,
Student and Academic School Administrator
[email protected]
44
Level 2A/2B - Psychology
9.3. TECHNICAL & COMPUTING STAFF
Marc Becirspahic, IT Research Manager
[email protected]
Daniel Hastie, Computing Support Officer
[email protected]
John McClure, Computing Support Manager
[email protected]
Andy Nicolson, Computing Support Officer
[email protected]
John Shaw, Technician
[email protected]
A full list of support staff’s details and responsibilities can be found at:
www.psy.gla.ac.uk/staff/index.php?.sub=4
45
Level 2A/2B - Psychology
10. SAMPLE DEGREE EXAM
QUESTIONS
Past exam papers are not always a guide to future exams, as both syllabus and format may
have changed since then. Any indications in this handbook, course handouts, or
announcements supercede past papers as a guide.
Degree of M.A., M.A. (Soc. Sci) and B.Sc.
2010 PSYCHOLOGY LEVEL 2A
Answer FOUR questions, ONE question from EACH SECTION
SECTION A: COGNITIVE
1.
What are protoimperatives and protodeclaratives, and what role do they play in early
language learning?
2.
Compare and contrast first language acquisition in children with second language
acquisition in adults.
3.
Discuss the role of mental representation in language development between 6 and 24
months of age.
4.
Define and contrast episodic memory and semantic memory.
SECTION B: EXPERIMENTAL DESIGN
5.
Explain and discuss different methods of sampling. Is it possible to obtain a truly
representative sample in psychological research? If so: how? If not: why?
6.
For both dependent and independent variables, researchers need to provide
‘operational definitions’. Explain what that means using appropriate examples.
7.
Imagine a survey found a Pearson r of -.89 for the relationship between ‘perceived
quality of school dinners’ and ‘aggression levels’ in schoolchildren. What would this
mean? Could we infer a direct causal link between the two variables? Discuss.
8.
What are the advantages of a within-subjects design? What are potential problems
associated with this type of design and how can these problems be addressed?
SECTION C: PSYCHOBIOLOGY
9.
What is the hippocampus? Discuss its role in memory.
10. Review the hypothesis that sleep serves as a period of restoration.
11. What can lesion studies tell us about the brain? Explain the technique and give an
example.
12. What are the advantages of using fMRI relative to other brain imaging techniques?
SECTION D: PERCEPTION
13. Consider the following activities: playing snooker, driving, wine tasting. Describe in
detail which different aspects of perception are important for these different activities
and how prowess, or dysfunction, in one or other aspect of perception might be an
advantage, or a disadvantage.
14. Why are cone photoreceptors more densely packed at the fovea? Why are there
different layers in the LGN? Why are there more visual neurones in primary visual
cortex (V1) than there are in the LGN? Considering these questions, and others that
are relevant, discuss the extent to which anatomical constraints are thought to
influence the structure of the primate visual system.
15. Describe and discuss fMRI results in vision obtained with ‘brain reading’ techniques.
16. Define the ‘binding problem’ in perception and discuss how attention might be used to
solve this problem.
46
Level 2A/2B - Psychology
Degree of M.A., M.A. (Soc. Sci) and B.Sc.
2010 PSYCHOLOGY LEVEL 2B
Answer FOUR questions, ONE question from EACH SECTION
SECTION A: APPLYING
1.
Assess research on eyewitness testimony in a legal setting.
2.
To what extent is bullying a major problem in schools? Why does it continue to exist?
3.
Critically discuss the development of the ‘time and motion’ approach in occupational
psychology.
4.
Assess evidence relevant to treatment efficacy in clinical psychology.
SECTION B: DEVELOPMENTAL
5.
Critically evaluate two ways in which psychologists have tried to explain the
development of Theory of Mind.
6.
Outline and evaluate Piaget’s account of the development of object permanence in
infancy in light of recent research.
7.
Outline the development of language comprehension and production in infancy.
8.
Discuss how different life events and experiences in childhood can affect Attachment
and later socio-emotional Functioning.
SECTION C: INDIVIDUAL DIFFERENCES
9.
Discuss the history and current relevance of medical models of psychological
disorders.
10. How widespread is child sexual abuse? Is it a relatively new phenomenon?
11. List the criteria for a diagnosis of Anorexia Nervosa and discuss treatments.
12. Discuss the diagnosis of social phobia and consider theories which attempt to explain
it.
SECTION D: SOCIAL
13. To what extent do the classic studies of Asch, Sherif and Milgram capture different
aspects of social influence?
14. Discuss the various definitions of altruism and then consider these in the light of
research on bystander intervention.
15. Discuss the evidence for the existence of different types of love.
16. To what extent is aggression in humans a learned behaviour?
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Level 2A/2B - Psychology
11. LIBRARY RESOURCES FOR
PSYCHOLOGY STUDENTS AT
GLASGOW UNIVERSITY
The main University Library is the twelve-storey building located at the top of Hillhead
Street. All students have access to the main University Library, the circular building known
as the Reading Room and the Adam Smith Library. Your matriculation card is also your
Library card. During term, the University Library has extensive opening hours. These hours
vary so it is worth checking the yellow Opening Hours notices placed at the entrance and
around the building. Standard opening hours for the main Library are from 7am to 2am,
seven days a week. The only days the Library will be shut are 24th/25th December and
1st/2nd January. Hours for the Reading Room, Adam Smith Library and vacation hours for
the main Library can be found on the Library web site (http://www.lib.gla.ac.uk)
•
•
•
•
The University Library has excellent undergraduate IT facilities - clusters of networked
PCs are now available throughout the building. Further PCs are available in the
Reading Room. Wired and wireless facilities also exist for students with their own
laptops. Most of the public areas are now wireless enabled and the study desks have
power points for laptop plug-in. Help with setting up VPN software is also available
from the IT support staff on Level 3.
The Library is zoned to provide quiet, PC free study space, individual study carrels,
group study rooms and group seating areas. Please respect the fact that some
students need a quiet area to study. Additional group study rooms have been made
available on level four.
The Short Loan Collection (housed on Level 2) provides multiple copies of the most
heavily used books. The Library's on-line catalogue helps you to find books by author,
title and/or keywords. You can automatically recall books that are out on loan and are
encouraged to do so as this alerts the Library to the fact that more copies are needed.
Psychology related books available for longer loan periods are located predominantly
on Level Five. If you experience problems accessing material that you need for your
course please contact Heather, the Subject Librarian, as soon as possible.
An extensive range of electronic journals from all areas are available via the Library
catalogue and support the Library paper holdings. Paper copies of Psychology
journals can be found in their own sequence on Level Five. Various bibliographic
databases such as Web of Knowledge and PsychInfo are help you locate relevant
journal articles to read.
A basic audio tour of the Library is available as a podcast from the library website.
Throughout the academic year a specialist Subject Librarian runs both drop-in information
literacy seminars and supports an online interactive course, available via the subject web
page. These cover the locating, accessing and quality assessing of all types of information
from course books to journal articles including such issues as why you should use a formal
database such as Web of Science rather than just relying on Google, how to evaluate and
apply quality control on the information you are discovering and how to obtain the full text of
articles you have found the reference for.
If students register online at the Library website for an ATHENS personal username and
password most databases can be used both on and off campus. These resources are very
useful in carrying out the Critical Reviews that form part of the continuous assessment.
48
Level 2A/2B - Psychology
The Psychology Subject page can be found on the Library website at:
www.gla.ac.uk/services/library/howtofindinformation/whatsyoursubject/psychology
Students in the first two years tend to rely almost entirely on textbooks, since it is
impractical to recommend core reading of journal papers for such large classes.
Photocopies of major articles from specialist journals are made available for source reading
at Levels 3 and 4 in the Adam Smith Library in accordance with copyright legislation.
There are reciprocal arrangements for students to permit them to use the library resources
of Strathclyde and Glasgow Caledonian Universities and the city's central reference library,
the Mitchell. The latter is one of the country's leading reference collections. Students
experiencing any problems in using the Library or finding material can contact the Subject
Librarian, Heather Worlledge-Andrew. She has an office on level 8 of the Library (rm. 806)
and can be contacted by e-mail on [email protected] or by telephone on extension 6722.
12. STUDENT REPRESENTATIVE
COUNCIL (SRC)
12.1. HOW THE SRC CAN HELP YOU
Student Representatives:
During the early weeks of each course, you will select student representatives who receive
training from the SRC and represent your views on Staff-Student Liaison Committees. The
role of these students is very important and it’s imperative that you let them know when
things are going well and not so well with your course so that they can keep the School
informed on everything from teaching to facilities, to ensure that there is continuous
improvement.
Advice Centre:
The SRC employ professional advisers to help you through any problems you might be
having. These can range from welfare issues such as money and accommodation to
representation in academic appeals and disciplinary matters. This is a free service, no
appointment is necessary and their doors are open from 10-4 (Mon-Thurs) and 10-3 (Fri).
You can also contact this service via [email protected].
Vice President (Learning and Development):
The VP Learning oversees the whole student representative system, including providing the
training. (S)He also represents the views of all students to the University on a variety of
Committees. If you have a matter relating to your education, which you feel requires
attention, do not hesitate to get in touch via [email protected] or by dropping in to
the SRC offices in the John MacIntyre Building on University Avenue.
This and all other information about the SRC is available from our website at
www.glasgowstudent.net.
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Level 2A/2B - Psychology
13. APPLICATION TO PROGRESS TO
HONOURS PSYCHOLOGY
Please PRINT IN BLOCK CAPITALS
SURNAME:
FIRST NAME:
MATRIC NO:
ADDRESS: (IMPORTANT – this address is where your decision letter will be sent, in
approximately Mid-June)
POSTCODE:
COLLEGE:
Arts
Science & Eng
Social Science
(Circle your college)
Adviser of Studies:
School of Adviser of Studies:
Are you a PHP student? (Potential Honours Psychology)
(see section 1.2.1 for definition of PHP):
Yes
No
(Circle your answer)
Are you applying for Single Honours?
Yes
No
(Circle your choice)
Are you likely to want to defer your entry to honours? Yes
No
(Circle your choice)
If Joint Honours, what is your other subject?
Please provide details about your reasons for deferment
Are you likely to be carrying any additional subjects? If so, please specify details?
Note: This form must be lodged with Karen Pirie in 58 Hillhead Street Reception, between
Friday 1st April and Friday 29th April 2011 inclusive. Applications will only be considered if
they are lodged during this period.
Please detach neatly
50
Level 2A/2B - Psychology
14. LEVEL 2 PSYCHOLOGY WORK
RECORD (2010-2011)
CLASSWORK 2A
HAND-IN DATE
Report 1
To be completed
by 25 October
2010
To be completed
by 8 November
2010
Essay 1
CLASSWORK 2B
HAND-IN DATE
Report 2
To be completed
by 14 February
2010
To be completed
by 7 March 2010
Essay 2
Tut 1
Week
Beg
27/09
Tut 2
Week
Beg
11/10
Tut 3
Week
Beg
25/10
Tut 4
Week
Beg
08/11
Tut 5
Week
Beg
22/11
Tut 6
Week
Beg
17/01
SUBMITTED
ON (DATE)
SUBMITTED
TO (INITIALS)
SUBMITTED
ON (DATE)
SUBMITTED
TO (INITIALS)
Tut 7
Week
Beg
31/01
Tut 8
Week
Beg
14/02
Tut 9
Week
Beg
28/02
Tut 10
Week
Beg
14/03
Failure to submit work will result in an email sent to you and copied to your adviser.
Penalties for late submission and non- completion are detailed in section 4.7 of this
handbook.
51