Module Information

0132734s

1 Module Information

PS3100 Historical and Conceptual Issues in Psychology (5 ECTS)

Co-ordinator: Prof Brian Hughes
Description: This module traces the main developments in the history of psychology and conceptual
issues introduced when one studies human behaviour. Psychology¹s origins in philosophy and
physiology are discussed and particular attention is paid to the emergence of the autonomous,
experimentally-based discipline of psychology in the late nineteenth century and the rise of schools of
psychology in the early twentieth century.
Learning Outcomes:
• Describe the development of psychology during the 20th century
• Provide a detailed appreciation of one theme in 20th century psychology (e.g., early psychology,
behaviourism, the role of women, cognitive science)
• Describe Conceptual issues in psychology
• Provide a detailed appreciation of one conceptual issue in psychology (e.g., the mind-body
problem, issues in the philosophy of science, cognition as computation)
Basic Reading
• Farrell, M. (2014). Historical and Philosophical Foundations of Psychology. Cambridge
• Hughes, B.M. (2011). Conceptual and Historical Issues in Psychology. (D. Upton. Ed.) (1st ed)
Prentice Hall
• Benjamin, L.T. (2006). A History of Psychology in Letters (2nd Ed.). Blackwell: Malden, MA

PS3106 Language and Cognition: A Contextual Behavioural Approach (5 ECTS) 

Coordinator: Dr Ian Stewart
Module objectives: The aim of this course is to introduce students to Relational Frame Theory (RFT;
Hayes, Barnes Holmes & Roche, 2001) as an approach to understanding human psychology. RFT is
based on a comprehensive basic experimental research program into human language and cognition.
With by now over 100 empirical studies focused on its tenets, it is arguably the most well established
comprehensive theory of human psychology ever produced. This course will first familiarize students with
the philosophical and theoretical underpinning of RFT and explain the core behavioural processes
implicated by this approach. It will then examine up to date RFT-based research into diverse areas of
human language and cognition including cognitive development, motivation, problem-solving, analogical
reasoning, rule governed behaviour, the self, psychopathology, psychotherapy, mindfulness and
spirituality. The course will combine lecture based didactic teaching with active student participation in
seminar discussion.
Learning outcomes
• Describe the development of relational framing as the core process involved in language
• Define key technical terms in RFT including mutual entailment, combinatorial entailment,
transformation of function, contextual control, arbitrarily applicable relational responding,
• Discuss important psychological phenomena including cognitive development, motivation,
problem-solving, analogy, metaphor, rule governed behaviour, the self, psychopathology and
psychotherapy, mindfulness and spirituality from an RFT perspective
• Analyse an everyday language episode in terms of relational framing
• Evaluate the theoretical and philosophical basis of Relational Frame Theory as an account of
language and cognition
Basic Reading
• CORE: Torneke, N. (2010). Learning RFT. Oakland, CA: New Harbinger.
• ADDITIONAL: Hayes, S.C., Barnes-Holmes, D. & Roche, B. (2001) Relational Frame Theory: A
Post Skinnerian Account of Human Language and Cognition. Plenum Press.
• Additional topic-related reading lists will be made available online.
Evaluation
Examination 50%, Essay 50%

PS3122 Cognitive Psychology (5 ECTS) (previously PS320)

Coordinator: Dr Jane Conway
Description: In this course students will be introduced to models and theories which seek to understand
the nature of human memory, problem solving and the interplay of cognition and emotion.
Module Objectives – To understand theories, basic structure and processes of selected aspects of
cognitive psychology.
Learning Outcomes – On completion of this module, students will be able to:
 Describe and critically analyse the various theoretical approaches to the study of human memory.
 Delineate the characteristics and processes of various memory systems..
 Demonstrate the ways in which memory can be distorted, with reference to specific research.
 Describe and analyse the various theories of how emotional information is processed.
 Discuss the cognitive differences between expert and novices when engaging in problem solving.
 Understand how the experimental methodology of cognitive psychology contributes to our
understanding of memory, problem solving and emotion.
Basic Reading
 Baddeley, A., Eysenck, M.W., & Anderson M.C. (2009) Memory. Hove: Psychology Press
 Other readings will be assigned during the course.
Evaluation
One two-hour examination at the end of the semester.

PS341 Introduction to collaborative enquiry and applied systems science (5 ECTS)

Coordinator: Dr Mike Hogan
Description: The overall objective of this course is to introduce students to key concepts in the study of
collaborative enquiry and applied systems science, with particular emphasis on applications in the fields
of education, health, business, technology, and community settings. The course will be a combination of
traditional lectures, class exercises, class discussions, and collaborative enquiry exercises. Students will
be given an opportunity to work collaboratively on an applied research problem and will be provided with
training in group facilitation, collective intelligence, and systems thinking techniques.
Learning Outcomes: Upon completion of this course students will be able to:
 Describe the role of collaborative enquiry in education, health, business, technology, community,
and applied science settings
 Discuss the role of critical thinking, dialogue, creativity, and personality in collaborative enquiry
dynamics.
 Distinguish collaborative enquiry from cooperative learning
 Evaluate computer-supported collaborative learning tools
 Develop Collaborative Systems Models describing problematic situations
 Apply Interactive Management to an applied collaborative problem.
Readings
Readings will be provided via Canvas
Evaluation
100% continuous assessment: 20% attendance, 30% reflective diary, 50% report on collaborative project

PS345 APPLIED DEVELOPMENTAL PSYCHOLOGY (5 ECTS)

Coordinator: Dr Anne O’ Connor
Description: As a science-based field of psychology, Applied Developmental Psychology involves the
systematic synthesis of research and application to describe, explain and promote optimal developmental
outcomes in individuals and families as they develop along the lifecycle (Lerner & Fisher, 1994, p.4).
This module will focus on contemporary issues relating to children’s development. Students will be
encouraged to evaluate the evidence relating to contemporary issues relevant to children’s development
and to reflect on the implications of theory and research for policy and programme development.
Furthermore, there is a particular focus on understanding child development in an ecological context.
Topics covered include: the impact of divorce & parental separation on children’s development, childhood
obesity, positive youth development, neighbourhood influences on children’s development, media,
children as witnesses, and stigma & prejudice associated with disease and disability during childhood and
adolescence.
Learning outcomes – Following completion of this module, students will be able to:
 Identify developmental issues of relevance to real-world settings and modern society
 Describe and explain relevant developmental processes for the topics under consideration
 Evaluate the contribution of theoretical perspectives to our understanding of contemporary issues
in children’s lives
 Identify the practical applications of developmental research and theory to real word settings
 Critically examine the application of theory and research to the health and welfare of individuals in
society
Recommended reading given for each topic.

PS418 Issues in Cognitive Neuroscience (5 ECTS)

Coordinator: Dr Mark Elliott
Description: Students will be encouraged to engage in critical debate of foundational concepts and
methods in the cognitive neurosciences based on up-to-date literature sources. The topics that aim to be
addressed may include neuroimaging and specifically EEG, MEG and MRI technologies, functional
neuroanatomy, the clinical neuroscience of schizophrenia, comparative psychology, psychopharmacology
and cognitive neuroscience, the cognitive neuroscience of memory and the cognitive neuroscience of
language. The course thus aims to expose students to specific research issues in addition to the broader
cognitive neuroscience research agenda.
Learning Objectives
 Discuss key topical issues in the study of brain and cognition
 Critically evaluate the research techniques in the cognitive neurosciences
 Present research and encourage debate on current issues
Basic Reading
We do not use a core textbook in this module. See Canvas for a range of resources concerning service
learning, community-based research, and resources relevant to the specific work projects
Evaluation
 Attendance (mandatory)
 Team Presentation (mandatory) 25%
 Individual Essay 75%

PS427 Forensic and Clinical Psychology (5 ECTS)

Coordinator: Dr John Bogue
Description: This course aims to:
 Familiarise students with the various theoretical aspects, research issues and professional
practices which define contemporary forensic psychology.
 Provide students with a systematic framework through which selected major psychological
disorders are examined in detail.LI>
 Familiarise students with contemporary clinical approaches to mental health problems with a
particular emphasis on evidence based psychiatric and psychological treatments
Learning Outcomes – On completion of this module students will be able to:
 Present key research findings which have practical relevance to prominent areas of professional
forensic psychology.
 Distinguish between major psychological disorders using internationally recognised diagnostic
systems.
 Critically appraise prominent therapeutic approaches to a variety of psychological disorders.
Basic Reading
 Holmes, D. A. (2010). Abnormal, Clinical and Forensic Psychology. Harlow: Pearson.
Evaluation
Continuous Assessment

PS428 Social Psychology (5 ECTS)

Coordinator: Dr Kiran Sarma
Description: Social Psychology provides students with an opportunity to examine classic and
contemporary theory and research in the field and apply this knowledge to a wide variety of different realworld situations. The course has a dual focus on research and application.
Module objectives and learning outcomes
 Further develop understanding of social psychological theory and research.
How? Attend lectures, read textbook, complete assignment.
 Use the course to better understand the world around you.
How? Apply knowledge attained through the module to everyday encounters and experiences,
and in the interpretation of events covered in the media.
 Develop critical thinking skills.
How? In-class discussion, Assignment 1 (critical evaluation of research) and Assignment 2
(research proposal, based on critical evaluation of research from assignment 1).
 Develop breadth and depth of knowledge of topic.
How? Attend class, read textbook, prepare for end of term MCQ!
Core Reading
 Aronson, E., Wilson, T. D., & Akert, R. (2010). Social Psychology (7th Ed.: Global Edition),
London: Pearson.LI>
Evaluation
The module is examined by Short Report (30%), Short Proposal (30%), MCQ (25%), module research
participation (5%) and research participation for the School (10%).