University of the
West of England
MODULE SPECIFICATION
Code: USPJLD-30-2 Title: Biological Psychology and Individual Differences 2 Version:
Level: UWE credit rating: ECTS credit rating:
Owning Faculty: Health and Life Sciences Field:
Faculty Committee approval: Q&S Committee (School of Life Sciences) Date: September 2009
Approved for Delivery by: N/A
Valid from: September 2009 Discontinued from: USPJGU-20-2 Individual Differences; USPJDE-20-2 Health Psychology & Psychophysiology
Pre-requisites: Biological Psychology and Individual Differences 1
Co-requisites: Research Design and Analysis 2 (unless this module has already been passed)
Entry Requirements: N/A
Learning Outcomes:
The student will be able to:
Demonstrate an understanding of the genetic, neurochemical, and psychopharmacological bases of behaviour.
Critically evaluate methods and measures within neuroscience and psychophysiology.
Demonstrate a critical understanding of individual differences approaches to personality, emotional-regulation, intelligence and creativity.
Evaluate the implications of individual differences approaches to the conceptualisation of personality and intelligence.
Syllabus Outline:
This module builds on the Year 1 grounding in the psychology of biological psychology and individual differences to develop a detailed understanding of specific topics in the area.
Biological psychology will include areas such as:
Pain, stress, sleep (and sleep disorder).
The neurochemistry and neuropsychology of individual differences.
The functionality of brain and nervous system, and neuropsychological consequences of trauma.
Individual Differences will include areas such as:
Personality
Emotional-regulation
Creativity and abnormal psychology
Measurement and testing of individual differences.
Teaching and Learning Methods:
A variety of pedagogical approaches will be used to ensure the active engagement of students.
The course will be presented in fortnightly sessions of 2 hours. This format has been chosen so as to facilitate interactive and multi-media teaching and learning.
As with other content modules, students will also enjoy small group sessions based on their facilitated learning groups. These will enable further exploration of issues raised by lectures and guided study activities. These facilitated groups will make joint use of the test materials for 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 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, and on their knowledge of the content through ongoing computer marked assessment. At the end of each semester, students’ overall knowledge will be assessed via an examination.
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:
Students will be provided with a reading pack including essential reading for the lectures and seminar. There will also be recommended reading list for each topic available through blackboard. Example references
Andreassi J. L. (2007). Psychophysiology: Human Behaviour and Physiological Response (5th Edn). Hillsdale: Lawrence Erlbaum.
Carlson. N. R. (2007) Physiology of Behavior (9th Edn). Massachussetts: Pearson/Allyn and Bacon.
Stern, R. M., Ray,W. J. & Quigley, K. S. (2001). Psychophysiological Recording. Oxford: Oxford University Press.
Ward, J. (2006) A Student's Guide to Cognitive Neuroscience. Hove: Psychology Press.
Individual Differences
Deary, I. (2000). Looking down on Intelligence: From psychometrics to the brain. Oxford: Oxford University Press.
Kring, A. M., Davidson, G. C., Neale, J. M., & Johnson, S. L. (2007). Abnormal Psychology. New York: John Wiley & Son.
Maltby, J. & Macaskill, A. (2007). Personality, Individual Differences and Intelligence. London: Prentice Hall.
Journals:
Biological Psychology
Brain and Behaviour
Cognitive, Affective and Behavioral Neuroscience
Developmental Neuroscience
Developmental Psychobiology
European Journal of Neuroscience
European Journal of Personality
Intelligence
International Journal of Neuroscience
Journal of Clinical Neuroscience
Journal of Cognitive Neuroscience
Journal of Psychophysiology
Journal of Personality Assessment
Journal of Research in Personality
Learning and Individual Differences
Neuroscience
Neuroscience Research
Personality and Individual Differences
Personality and Social Psychology Bulletin
Personality and Social Psychology Review
Psychobiology
Psychological Bulletin
Psychological Review
Psychophysiology
Assessment:
Weighting between components A and B (standard modules only) A: 50% B: 50%
FIRST ATTEMPT
First Assessment Opportunity
Component A (controlled) Element Wt (Ratio)
Description of each element (within Component)
1 | ||
1 | ||
Component B Element Wt (Ratio)
Description of each element (within Component)
1 | ||
1 | ||
Second Assessment Opportunity (further attendance at taught classes )
Component A (controlled) Element Wt (Ratio)
Description of each element (within Component)
EX2 2 hour Examination (capturing both subject areas) |
1 | |
Component B Element Wt (Ratio)
Description of each element (within Component)
1 | ||
1 | ||
SECOND (OR SUBSEQUENT) ATTEMPT Attendance at taught classes .
Specification confirmed by …………………………………………………Date ……………………………
(Associate Dean/Programme Director)