Bristol UWE - Module specification: BIOLOGICAL PSYCHOLOGY AND INDIVIDUAL DIFFERENCES 1

University of the West of England

MODULE SPECIFICATION

Code: USPJL9-30-1 Title: Biological Psychology and Individual Differences 1 Version: 4

Level: 1 UWE credit rating: 30 ECTS credit rating: 15

Module type: Standard

Owning Faculty: Health and Life Sciences Field: Psychology

Valid from: September 2008 Discontinued from: USPJCN-20-1 Brain, Mind & Behaviour

Pre-requisites: None

Co-requisites: Research Design and Analysis 1 (unless this module has already been passed)

Excluded combinations: None

Learning outcomes:

Upon completing this module, students will be able to:

• understand the structure and function of the nervous system; identify key structures, and their role in basic cognitive functions;

• compare and contrast the major theories of motivation, intelligence and personality;

• critically evaluate theories of individual differences with reference to underlying biological processes;

• compare, contrast and evaluate research methodologies and theoretical approaches across the domain of biological and individual psychology.

Syllabus outline:

The first year content is designed to enable students to gain a grounding in the biological bases of behaviour, and individual differences. This provides a grounding for understanding abnormal and atypical psychobiology and individual differences at Level 2.

Biological psychology will include areas such as:

cortical and sub-cortical structures in the brain;

the structure and division of the nervous system;

functionality in respect of cognition;

systems and processes involved in sensory perception and sleep.

Individual differences will include areas such as:

theories of personality, motivation and emotion, both classical and contemporary;

evolutionary, cognitive, and social psychological perspectives on individual diffrerences;

biological processes underlying motivation, emotion and personality e.g. the biological and social elements of love, sex and attraction.

Teaching and learning methods:

A variety of pedagogical approaches will be used with the aim of maximising the active engagement of students.

The course will be presented in fortnightly sessions of 2 hours. This format will facilitate an interactive and multi-media teaching and learning experience.

As with other content modules, students will also enjoy small group sessions based on their home groups. These will enable further exploration of issues raised by lectures and guided study activities. These facilitated groups will simultaneously use the academic materials of individual differences and the psychophysiological laboratory based equipment, as the media through which students' personal development and the acquisition of study skills will be fostered.

Assessments have been planned so as to incorporate and directly test academic and generic skills first presented to students in the related Study Skills seminar and further developed in the “Graduate Development Programme” /homegroup tutorials. For this particular module students will be assessed by a 2,000 word essay and a 1.5 hour exam.

Reading Strategy

All students will be encouraged to make full use of the print and electronic resources available to them through membership of the University. These include a range of electronic journals and a wide variety of resources available through web sites and information gateways. The University Library’s web pages provide access to subject relevant resources and services, and to the library catalogue. Many resources can be accessed remotely. Students will be presented with opportunities within the curriculum to develop their information retrieval and evaluation skills in order to identify such resources effectively.

Any essential reading will be indicated clearly, along with the method for accessing it, e.g. students may be expected to purchase a set text, be given or sold a print study pack or be referred to texts that are available electronically, etc. This guidance will be available either in the module handbook, via the module information on Blackboard or through any other vehicle deemed appropriate by the module/programme leaders.

If further reading is expected, this will be indicated clearly. If specific texts are listed, a clear indication will be given regarding how to access them and, if appropriate, students will be given guidance on how to identify relevant sources for themselves, e.g. through use of bibliographical databases.

Indicative Reading List:

Recommended text:

Passer, M.W. et al (2009) Psychology: The Science of Mind and Behaviour, European Ed. McGraw-Hill

Current editions of:

Carlson, N. R. (2004). Physiology of Behavior. Massachussetts: Allyn and Bacon.

Cervone, D., & Pervin, L. A. (2007). Personality: Theory & Research. Chichester: Wiley & Sons, Ltd.

Cooper, C. (2002). Individual Differences. London: Arnold

Pinel, J. P. (2006). Biopsychology. Boston: Allyn and Bacon.

Reeve, J (2005). Understanding Motivation and Emotion. NJ: Wiley

Ward, J. (2006) A Student's Guide to Cognitive Neuroscience. Hove: Psychology Press.

Assessment

Assessments have been planned so as to incorporate and directly test academic and generic skills first presented to students in the related graduate development sessions which involve study skills seminars and home-group based tutorials. For this particular module students will be assessed on their ability to identify arguments and evaluate evidence on course material within an essay which will ask students to compare and contrast approaches to overlapping concepts within the content of the module. At the end of the module, students’ overall knowledge will be assessed via an examination.

Weighting between components A and B (standard modules only) A: 50% B: 50%

ATTEMPT 1

First Assessment Opportunity

Component A

Element weighting

EX1 1.5 hours 1

Component B

Description of each element Element weighting

CW1 2,000 word Essay 1

Second Assessment Opportunity (further attendance at taught classes) No