University of the West of England
MODULE SPECIFICATION
Code: USPJDB-20-2 Title: SOCIAL AND DEVELOPMENTAL PSYCHOLOGY 2 Version: 4
Level: 2 UWE credit rating: 20 ECTS credit rating: 10
Module type: Standard
Owning Faculty: Applied Sciences Field: Psychology
Valid from: September 2005 Discontinued from:
Pre-requisites: USPJCM-20-1 Social and Developmental Psychology 1
Co-requisites: None
Excluded combinations: None
Learning outcomes:
• Demonstrate an appreciation of concepts and theories in both developmental and social psychology.
• Apply social psychological ideas and approaches to an analysis of social experience.
• Describe and evaluate research on social judgement, social representations theory, discourse theory, social identity theory, intra-group processes and collective behaviour.
• Describe and evaluate research on intelligence, language development, theory of mind, acquisition of literacy and numeracy and socialization in childhood and adolescence.
• Demonstrate an awareness of the social and cultural context in which individuals develop and relate to one another, and the implications for social psychological explanations.
• Describe and evaluate different methods of research used in social and developmental psychology.
• Conduct research using methods and analytic techniques appropriate for both social and developmental psychological research questions.
Syllabus outline:
Social Psychology
Within persons: Explores attribution theory, social representations and discourse theory.
Between persons: Addresses language and identity, self-presentation and social skills.
Within groups: Explores minority and majority influence.
Between groups: Discusses groups in social context and collective psychology.
Developmental Psychology
Early childhood:
Cognitive development: What is intelligence? Early problem-solving and reasoning, language development; abnormal language development; relationship between language and thought. Developing a theory of mind, learning and memory; A critical approach to Piaget, cognition in a social context and metacognition.
Later childhood and adolescence:
Cognitive development: concrete and formal operational thought; Acquiring numeracy and literacy in the school years.
Social Development:
Peers and friendship in childhood and adolescence, moral development. Socialization in the school setting.
Wider issues: When does development stop? Theories of development that encompass the lifespan; cross-cultural studies and developmental psychology; the de-construction of developmental psychology; critical developmental psychology.
Teaching and learning methods:
Framework building lectures, structured discussion and guided reading. Skills based learning will take place both within interactive large groups setting and within smaller workshops and practical classes.
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.
This guidance will be available either in the module handbook, via the module information on UWEonline or through any other vehicle deemed appropriate by the module/programme leaders.
Social Psychology
Augoustinos M & Walker I (1995) Social cognition: an integrated introduction. London: Sage
Brown, R. & Gaertner, S. (2001) Blackwell handbook of social psychology: intergroup processes. Oxford: Blackwell.
Bohner, G. and Wanke, M. (2002) Attitudes and attitude change. Hove: Psychology Press.
Burr, V. (2002) The person in social psychology. Hove : Psychology Press.
Fox D & Prilletensky I (1997) Critical Psychology. London: Sage
Harre R & Stearns P (1995) Discursive psychology in practice. London: Sage
Hayes N (1997) Doing qualitative analysis in psychology. Hove, Sussex: Lawrence Erlbaum
Kopala, M. & Suzuki, L.A. (1999) Using qualitative methods in psychology. Thousand Oaks : Sage.
Kruglanski, A.W. & Higgins, E.T. (2003) Social psychology: a general reader. New York ; Hove : Psychology Press.
Semin G & Fiedler K (1996) (eds) Applied social psychology. London: Sage
Slugoski, B. R. (1998) Social cognition. Leicester: British Psychological Society.
Rogers R, Stenner, P., Gleeson, K. (1995) Social psychology; a critical agenda. Oxford: Polity
Tesser, A. & Schwartz, N. (2001) Blackwell handbook of social psychology: intraindividual processes. Oxford: Blackwell.
Willig, C. (2001) Introducing qualitative research in psychology: adventures in theory and method. Buckingham: Open University Press.
Developmental Psychology:
Boer F & Dunn J (Eds) (1992) Children's Sibling Relationships; Developmental and Clinical Issues Hillsdale, NH: LEA
Bremner G, Slater A & Butterworth G (1997) Infant Development: Recent Advances Hove, Sussex: Psychology Press/Erlbaum
Durkin K (1995) Developmental Social Psychology: From infancy to old age. Blackwell, Oxford.
Harley T A (1995) The psychology of language: from data to theory. Hove, Sussex: Erlbaum
Lewis C & Mitchell P (Eds) (1994) Children's Understanding of Mind Hove, Sussex: LEA
Meadows S (1993) The child as thinker: the development and acquisition of cognition in childhood. London: Routledge
McShane J (1991) Cognitive development: an information processing approach. Oxford: Blackwell
Morss J R (1997) Growing critical; alternatives to developmental psychology. London: Routledge
Pinker S (1996) Language learnability and language development. Cambridge, Mass: Harvard University Press
Rogoff B (1990) Apprenticeship in thinking New York: Oxford University Press
Smith, K. P. ,Cowie, H. and Blades, M. (2003) Understanding Children's Development. 4th edition Blackwell, Oxford.
Slater, A. et al. eds. (1998) The Blackwell Reader in Developmental Psychology. Blackwell, Oxford.
Assessment
Weighting between components A and B (standard modules only) A: 50% B: 50%
ATTEMPT 1
First Assessment Opportunity
Component A Element weighting
EX1 |
Examination (1 Hour) |
1 |
EX2 |
Examination (1 Hour) |
1 |
|
|
Component B
Description of each element Element weighting
CW1 |
Written Report |
1 |
CW2 |
Written Report |
1 |
|
| |
|
|
Second Assessment Opportunity (further attendance at taught classes) No
Component A
Description of each element Element weighting
EX2 |
Examination (2 Hours) |
1 |
|
|
Component B
Description of each element Element weighting
CW1 |
Written Report |
1 |
CW2 |
Written Report |
1 |
|
| |
|
|
SECOND (OR SUBSEQUENT) ATTEMPT Attendance at taught classes. Yes
Specification confirmed by …………………………………………………Date ……………………………
(Associate Dean/Programme Director)