University of the West of England
MODULE SPECIFICATION
Code: USPJDJ-20-2 Title: DEVELOPMENTAL AND SOCIAL PSYCHOLOGY 2 Version: 6
Level: 2 UWE credit rating: 20 ECTS credit rating: 10
Module type: STANDARD
Owning Faculty: Health and Life Sciences Field: Psychology
Valid from: September 2009 Discontinued from:
Pre-requisites: USPJCV-20-1 - Developmental & Social Psychology 1
Co-requisites: None
Excluded combinations: None
Learning outcomes:
Students will be able to:
• demonstrate an appreciation of the 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 cognitive and language development, theory of mind, 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.
Syllabus outline:
Social Psychology
This part of the module will cover a range of core areas in social psychology, building on the material covered in year 1. This will include topics related to intra- and inter- individual and group processes, along with broader theoretical and methodological distinctions of different approaches.
An indicative list of topics might include:
Attitudes; Attribution theory; social identity approaches; crowd behavior; social influence processes; prosocial behaviour; the self; group decision making; critical social psychology.
Where possible, these topics will be examined from different perspectives, for example drawing from social cognitive and discursive approaches and critiques.
Developmental Psychology
Language: How does language develop? Critical analysis of the assessment of language skills and individual differences in language development.
Cognition: A critical approach to Piaget and Vygotsky (stage theories of cognitive development), and information processing models of cognitive development; development of theory of mind; theory of mind and its relationship with language and autism.
Social-emotional: 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.
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.
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:
Social Psychology
Augoustinos, M, Walker, I., & Donaghue, N. (2006). 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
Hogg, M. & Tindale, S. (2001). Blackwell Handbook of Social Psychology: Group Processes. Oxford: Blackwell.
Hollway, W., Lucey, H. & Phoenix, A. (2007). Social Psychology Matters. Maidenhead: Open University Press.
Kruglanski, A.W. & Higgins, E.T. (2003) Social psychology: a general reader. New York ; Hove : Psychology Press.
Langdridge, D. & Taylor, S. (2007). Critical Readings in Social Psychology. Maidenhead: Open University Press.
Slugoski, B. R. (1998) Social cognition. Leicester: British Psychological Society.
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:
Bornstein, M H. & Lamb, M. E. (2005). Developmental science: An advanced textbook (5th edition).London: Lawrence Erlbaum Associates.
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.
Doherty, M (2009). Theory of mind. Hove, Sussex: Psychology press
Durkin K (1995). Developmental Social Psychology: From infancy to old age. Oxford: Blackwell.
Garton, A. (Ed.). (2004). Exploring Cognitive Development: The Child as Problem Solver. Oxford: Wiley, Blackwell.
Goswami, U. (Ed.).(2004). Blackwell Handbook of Childhood Cognitive Development (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell.
Harley T A (2001).The psychology of language: from data to theory (2nd edition). Hove, Sussex: Psychology Press.
Jackson, S. & Goossens, L. (2006). Handbook of adolescent development. Hove, Sussex: Psychology Press
Kipke, M.D. (1999). Adolescent development and the biology of puberty [electronic resource] : summary of a workshop on new research. (available through the library website)
Lewis C & Mitchell P (Eds) (1994). Children's Understanding of Mind Hove, Sussex: LEA
McShane, J. (1991). Cognitive development: an information processing approach. Oxford: Blackwell
Meadows, S. (1993). The child as thinker: the development and acquisition of cognition in childhood. London: Routledge
Morss, J R .(1997). Growing critical; alternatives to developmental psychology. London: Routledge
Owens, R. E (2008). Language development. (7th edition). Pearson Educational International: New Jersey.
Pinker, S. (1996). Language learnability and language development. Cambridge, Mass: Harvard University Press
Rogoff, B. (1990). Apprenticeship in thinking. New York: Oxford University Press.
Salter, A & Bremmer,G. (2003). Introduction to Developmental Psychology. Oxford: Blackwell.
Siegler, R. (1996). Emerging minds. Oxford: Oxford University Press.
Siegler, R & Alibali, M.W (2005). Childen’s thinking (International edition). Pearson Educational International: New Jersey.
Slater, A. & Muir, D. (Eds). (1999). The Blackwell Reader in Developmental Psychology. Blackwell, Oxford.
Smith, K. P., Cowie, H. and Blades, M. (2003). Understanding Children's Development.(4th edition). Oxford: Blackwell.
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 |
Portfolio of Social Psychology Coursework |
1 |
CW2 |
Portfolio of Developmental Psychology Coursework |
1 |
Second Assessment Opportunity (further attendance at taught classes) No
Component A
Description of each element Element weighting
EX1 |
Examination (2 Hours) |
1 |
Component B
Description of each element Element weighting
CW1 |
Developmental psychology essay (1500 words) |
1 |
CW2 |
Social psychology essay (1500 words) |
1 |
SECOND (OR SUBSEQUENT) ATTEMPT Attendance at taught classes. Yes
Specification confirmed by …………………………………………………Date ……………………………
(Associate Dean/Programme Director)