School of Psychology LEVEL 2A/2B PSYCHOLOGY

Transcription

1 School of Psychology LEVEL 2A/2B PSYCHOLOGY Course Information Documentation

2 Contents INTRODUCTION WELCOME TO PSYCHOLOGY LEVEL PLACE OF THE COURSE IN THE DEGREE PROGRAMME Entry to the Honours Programme Entry To Level 3 Psychological Studies TIER 4 PROGRESSION OVERVIEW OF THE PSYCHOLOGY LEVEL 2 COURSE AIMS AND OBJECTIVES LECTURES TIMETABLE, LOCATION, AND SUMMARIES TIMETABLE LECTURE TIMES AND LOCATIONS PSYCHOLOGY 2A LECTURE SUMMARIES Cognitive Psychology (Dr K. Kilborn) Experimental Design (Dr C. Scheepers) Perception and Visual Cognition (Dr D. Simmons) Psychobiology (Dr H. Cleland Woods & Dr Larissa Szymanek) Statistics and Research Methods I (Dr. P McAleer & Dr. C Scheepers) PSYCHOLOGY 2B LECTURE SUMMARIES Applying Psychology (Dr I. Bushnell) Developmental Psychology (Dr N. Stack) Individual Differences (Dr M. Martin, Prof P. O Donnell & Ms J. Stevenson) Social Psychology (Prof P. O Donnell) Statistics and Research Methods II (Dr P. McAleer, Dr C. Scheepers & Dr M. Swingler) PRACTICAL LABORATORIES COURSE ASSESSMENT HOW THE FINAL COURSE GRADE IS DERIVED COURSEWORK REQUIREMENTS Laboratory Portfolio Word Limits Title Page for Submission of Coursework How to Avoid Plagiarism and the Declaration of Originality Form Deadlines for Research Reports Penalties for late submission Feedback Calendar DEGREE EXAMINATIONS Dictionary Waiver Form Exams Only Candidates Access to Exam Scripts Publication of Past Papers MERIT LIST SUMMARY OF THE UNIVERSITY ASSESSMENT POLICY Grading Scale Publication of Degree Results Minimum Requirement for Credit Re-assessment in a Module External Examiner Appeals Procedure ADDITIONAL RELEVANT UNIVERSITY GUIDANCE AND RULES CREDIT AND CREDIT TRANSFERS ATTENDANCE PERSONAL RECORDING OF LECTURES, SEMINARS AND TUTORIAL GUIDELINES PROBLEMS, GUIDANCE, ETC Illness, Absence and Personal Problems Consideration of Medical and other Relevant evidence COMPLAINTS PROCEDURE HEALTH AND SAFETY POLICY FACEBOOK ETIQUETTE QUALITY ASSURANCE AND ENHANCEMENT STUDENT FEEDBACK OF THE COURSE CLASS REPRESENTATIVES - STAFF/STUDENT LIAISON BRITISH PSYCHOLOGICAL SOCIETY COMMUNICATIONS ANNOUNCEMENTS CONTACTING STAFF SUPPORT ASSISTANCE IN THE PSYCHOLOGY COMPUTER LABS MOODLE PAL (PEER ASSISTED LEARNING) SCHEME DISABILITY STUDENT REPRESENTATIVE COUNCIL (SRC) - HOW THE SRC CAN HELP YOU OTHER INFORMATION PARTICIPATION IN EXPERIMENTS BRITISH PSYCHOLOGICAL SOCIETY

3 10.3. COMPUTERS & LIBRARY RESOURCES FOR PSYCHOLOGY STUDENTS INTRODUCTION 1.1. WELCOME TO PSYCHOLOGY LEVEL 2 Thank you for choosing Psychology Level 2A/2B, a course in which we hope you will find the pleasure and interest of Psychology Level 1A/1B greatly intensified. As you now know, Psychology is the science of mental life and behaviour, human and animal. Psychology Level 1A/1B gave you a first overview of its methods and results; Psychology Level 2A/2B takes the story quite a bit further, as you will see as you read on through this course documentation. Dr Lorna Morrow is the Level 2 Course Tutor, and Mrs Alison Darroch is the course administrator. Your first point of contact would normally be Mrs Darroch (Alison.Darroch@glasgow.ac.uk) who will deal with all your enquiries, however, Dr Morrow (Lorna.Morrow@glasgow.ac.uk) can be contacted directly for more specific enquiries and/or problems. QUALITY IN TEACHING In the last assessment of all Departments/Schools of Psychology by our funding council, Glasgow University came out on top with an overall rating of EXCELLENT. Dr Lorna Morrow Mrs Alison Darroch Course Tutor Course Administrator Tel: Tel: Lorna.morrow@glasgow.ac.uk Alison.darroch@glasgow.ac.uk Many of the things you need to remember as you proceed with the course are detailed in this document so it is very important to keep a copy for reference. In it you will find an outline of the course and its various components. This document was last updated on 16/09/2014. Every effort has been made to ensure the accuracy of the information in this handbook at the time of going to press. However the content of courses, syllabuses and the process of assessment are under regular review and are subject to modification as improvements in the course are made. Thus there may be changes from time to time with some components being cancelled, modified or replaced. Also other factors such as industrial action or the departure of a member of staff may result in it not being possible to offer a course. Courses offered may also be subject to a minimum or maximum number of students in any one year. The School therefore reserves the right without notice to vary the content of its courses & syllabuses and the right to cancel or modify the courses, syllabuses and facilities described in this handbook. This handbook will not normally be updated throughout the year, thus you can expect it to be supplemented from time to time by other documents such as s, notes on MyCampus or on the Level 2 Psychology Moodle site, announcements and/or handouts at lectures/labs, which supersede other documents such as this handbook PLACE OF THE COURSE IN THE DEGREE PROGRAMME This second level course assumes a background in Psychology equivalent to the Psychology Level 1A/1B course offered by this School. The course is intended to serve students who plan to go on to Honours in the subject and also those who do not wish to pursue their study of Psychology further. The course consists of two modules: 2A: Biological, Cognitive and Experimental 2B: Social, Developmental and Applied It is possible to leave the course after successful completion of Psychology Level 2A with 30 credits for the course. However, it is not possible to progress to Level 3 Psychology without successfully completing both modules 2A and 2B. Please note that progression to the Psychology Honours Programme requires the student to satisfy several criteria outlined in section Progression to the Psychological Studies (non-honours) Level 3 course is dependent on successful completion of Level 2A/2B Entry to the Honours Programme The L3 honours course can confer eligibility for Graduate Basis for Chartered Membership (GBC) with the British Psychological Society (subject to the requirements of obtaining at least a lower second class honours degree and passing the empirical project). Attaining GBC status is an important consideration for those who wish to pursue a career in Psychology. Entry into Psychology Level 3 is guaranteed to Level 2 applicants who satisfy both of the following two conditions: 1. you must have gained at your first attempt a Level 2 pass at Grade B2 (averaged over modules 2A and 2B). 2. you must have fulfilled the college regulations for progression to Honours. Students who do not satisfy each of these two conditions will not normally be allowed into Level 3 honours Psychology. Dr Margaret Martin handles entry to honours and she can provide further information if required - Margaret.S.Martin@glasgow.ac.uk. You will submit an "intention to study honours" online form. This form will be available on the intranet and it MUST be completed if you want to continue to honours. You will be ed further information nearer the time of application in

4 Students who are unable to take up a place they have been offered on a Psychology course but who wish to defer taking up the place for 12 months can only do so after discussion with the Course Organiser (Dr Ian Bushnell ) and with their written permission. Permission for deferment must be sought and obtained by the beginning of the academic term in which the place would have normally been taken up. If permission is not sought and obtained, the School cannot guarantee to make the place available in subsequent years. This is particularly important in the case of students who want to defer entry to honours after being awarded an honours place. Dr Ian Bushnell (Ian.Bushnell@glasgow.ac.uk) is the L3 Course Organiser, and Miss Susan Christie (Susan.Christie@glasgow.ac.uk) is the L3 course administrator, they can provide further information if required Entry To Level 3 Psychological Studies Entry to Level 3 Psychological Studies (non-honours) will be through successful completion of Level 1 and Level 2 Psychology. You should be aware that you will NOT be eligible for GBC (Graduate Basis for Chartered Membership with the British Psychological Society) upon completion of the Psychological Studies course (see section below). Dr Kerry Kilborn is the Course Organiser for this course and he can provide further information - Kerry.Kilborn@glasgow.ac.uk TIER 4 PROGRESSION As a Tier 4 sponsor the University of Glasgow are unable to continue visa sponsorship for a student who has been withdrawn from their studies by the University, or is undertaking an academic appeal against the withdrawal, as they will not be studying full-time and as such no longer fulfil the requirements of the immigration rules as a student. If you are a Tier 4 student and are unclear of any of the regulations on progression please check here: 2. OVERVIEW OF THE PSYCHOLOGY LEVEL 2 COURSE The Psychology course consists of lectures and practical laboratories. Assessment includes coursework (laboratory portfolios) and examinations. More information about both the structure of the course and the assessment is provided in the sections below. Each semester s course (2A/2B) is worth 30 credits AIMS AND OBJECTIVES Psychology 2A/B builds on the foundations laid in Psychology 1A/1B, by broadening and deepening your knowledge of the subject area, focusing on Cognitive, Developmental, Psychobiological, Social, Applied Psychology, Individual Differences, Perception and Research Methods and Statistics. The aims of the course are provided in the following table, alongside the intended learning outcomes (ILOs), how students attainment of the ILOs will be supported, and how this will be assessed. Aims The aims of this course are: To broaden and deepen students knowledge and comprehension of the main areas and concepts of Psychology To develop students critical thinking skills To develop students research skills To enhance students academic communication skills, both written and oral Intended Learning Outcomes (ILOs) By the end of this course students will be able to: Describe and summarise a broad range of psychological theories and research findings in each core topic, using concrete examples from psychological science Evaluate theories in psychology in terms of their internal coherence and methodological underpinnings with reference to fundamental aspects of psychological research Find and discuss relevant research literature Design experiments and evaluate experimental design Analyse, interpret, present, and discuss data Discuss theories and research findings Write academic literature - prepare written research reports relevant for psychological research to summarise empirical work, with a focus on research designs specific to addressing psychological questions. Teaching & Learning How students achievement of the ILOs will be supported: Lectures, labs, course texts, web resources Lectures, labs, course texts, web resources Labs, web resources Lectures, labs, course texts Lectures, labs, course texts, lab resources Labs, web resources Labs, web resources Assessment How students achievement of the ILOs will be assessed: Exam essays, research reports, lab multiple choice quizzes, group presentation Exam essays, research reports, group presentation Exam essays, research reports, group presentations Exam essays, research reports, lab multiple choice quizzes Exam essays, research reports, lab multiple choice quizzes Exam essays, research reports, group presentation Research reports 4

5 3. LECTURES TIMETABLE, LOCATION, AND SUMMARIES 3.1. TIMETABLE This timetable shows the provisional schedule for 2014/2015. Please note that changes to the timetable and to examination dates are always possible. SEMESTER 1 PLEASE NOTE CHRISTMAS VACATION IS 22 DECEMBER JANUARY 2015 Week beg. MON TUE WED THUR FRI 15 Sep (wk 0) N O T E A C H I N G M Y C A M P U S R E G I S T R A T I O N 22 Sep (wk 1) Experimental Design 1 Experimental Design 2 Stats & Res Methods 1 Experimental Design 3 Experimental Design 4 29 Sep (wk 2) Experimental Design 5 Experimental Design 6 Stats & Res Methods 2 Experimental Design 7 Experimental Design 8 06 Oct (wk 3) Experimental Design 9 Experimental Design 10 Stats & Res Methods 3 Cognitive 1 Cognitive 2 13 Oct (wk 4) Cognitive 3 Cognitive 4 Stats & Res Methods 4 Cognitive 5 Cognitive 6 20 Oct (wk 5) Cognitive 7 Cognitive 8 Stats & Res Methods 5 Cognitive 9 Cognitive Oct (wk 6) Psychobiology 1 Psychobiology 2 Stats & Res Methods 6 Psychobiology 3 Psychobiology 4 03 Nov (wk 7) Psychobiology 5 Psychobiology 6 Stats & Res Methods 7 Psychobiology 7 Psychobiology 8 10 Nov (wk 8) Psychobiology 9 Psychobiology 10 Stats & Res Methods 8 Perception 1 Perception 2 17 Nov (wk 9) Perception 3 Perception 4 Stats & Res Methods 9 Perception 5 Perception 6 24 Nov (wk 10) Perception 7 Perception 8 Stats & Res Methods 10 Perception 9 Perception Dec (wk 11) N O T E A C H I N G R E V I S I O N 08 Dec (wk 12) N O T E A C H I N G E X A M P E R I O D 15 Dec (wk 13) N O T E A C H I N G E X A M P E R I O D SEMESTER 2 PLEASE NOTE SPRING VACATION IS 30 MARCH APRIL 2015, 4 MAY and 25 MAY 2015 ARE PUBLIC HOLIDAYS. Week beg. MON TUE WED THUR FRI 12 Jan (wk 14) Social 1 Social 2 Stats & Res Methods 11 Social 3 Social 4 19 Jan (wk 15) Social 5 Social 6 Stats & Res Methods 12 Social 7 Social 8 26 Jan (wk 16) Social 9 Social 10 Stats & Res Methods 13 Applying 1 Applying 2 02 Feb (wk 17) Applying 3 Applying 4 Stats & Res Methods 14 Applying 5 Applying 6 09 Feb (wk 18) Applying 7 Applying 8 Stats & Res Methods 15 Applying 9 Applying Feb (wk 19) Individual Diff 1 Individual Diff 2 Stats & Res Methods 16 Individual Diff 3 Individual Diff 4 23 Feb (wk 20) Individual Diff 5 Individual Diff 6 Stats & Res Methods 17 Individual Diff 7 Individual Diff 8 02 Mar (wk 21) Individual Diff 9 Individual Diff 10 Stats & Res Methods 18 Development 1 Developmental 2 09 Mar (wk 22) Developmental 3 Developmental 4 Stats & Res Methods 19 Developmental 5 Developmental 6 16 Mar (wk 23) Developmental 7 Developmental 8 Stats & Res Methods 20 Developmental 9 Developmental Mar (wk 24) Progression Meeting Apr N O T E A C H I N G R E V I S I O N 27 Apr N O T E A C H I N G E X A M P E R I O D 04 May N O T E A C H I N G E X A M P E R I O D 11 May N O T E A C H I N G E X A M P E R I O D 18 May N O T E A C H I N G E X A M P E R I O D 3.2. LECTURE TIMES AND LOCATIONS Lectures take place at 10 a.m. Monday to Friday inclusive. Locations will be confirmed on MyCampus, and may be subject to change. 5

6 Aims 3.3. PSYCHOLOGY 2A LECTURE SUMMARIES Cognitive Psychology (Dr K. Kilborn) This module is an introduction to the main areas of research in human memory, problem solving and knowledge representation. We aim to familiarise students with the terms and methodologies used in this area and to acquaint them with the more important theories. LECTURE SUMMARY 1 Psycholinguistics is a branch of cognitive science. This lecture introduces the central themes of comprehension, production, and acquisition, and examines how these relate to cognitive psychology. 2 Symbolic function 1. This lecture explores the role of symbolic function in word learning. 3 Symbolic function 2. This lecture explores the role of symbolic function in early memory development. 4 Symbolic function 3.his lecture explores the development of brain systems that support symbolic function 5 Cortical organisation for language. In this lecture we will review the main brain structures and functions involved in language learning and use. 6 Aphasia is a language disorder caused by damage to the brain. Localised damage can reveal facts about the cognitive and linguistic functions supported by that area. 7 Is there a critical period for language learning? We will examine evidence from cortical maturation and language learning that occurs after childhood. 8 This lecture describes the major components of memory function. 9 This lecture continues to describe the major components of memory function. 10 This lecture explores cases of memory failure and loss. LEARNING OBJECTIVES Students will understand: the cognitive approach to language how the study of language informs the study of cognition. the primary levels of language. Students will understand: the role of the symbol in language the role of representation in language. major milestones in language development from birth through adolescence Students will understand: the role of the symbol in memory he role of representation in memory major milestones in memory development from birth through adolescence Students will understand: the role of specific brain regions in symbolic function the relation between brain development and key aspects of memory and language major milestones in brain development from birth through adolescence Students will understand: the functional organisation of the brain for language the role of lateralisation. Students will understand: the distinction between production and comprehension deficits. the notion of a double dissociation. Students will understand: the concept of a critical period. the case against a strong form of a critical period for language learning understand the distinction between declarative and nondeclarative memory examine cases of memory deficits due to focal brain injury. Students will understand: the distinction between episodic and semantic memory. the concepts of encoding, retrieval, storage and forgetting Students will understand: the concept of false memory. how memory can be studied by considering functional loss in dementia. Reference MATLIN, Margaret W. (2009), Cognitive Psychology. John Wiley & Sons. ISBN:

7 Aims Experimental Design (Dr C. Scheepers) This module aims to provide a general introduction to the methods used in psychological research. Examples will be used to illustrate a wide range of experimental designs and their relation to data analysis. LECTURE SUMMARY 1 Scientific Thinking in Psychology. Why take this course? Ways of knowing. Goals of research in psychology. 2 The Research Process. Basic and applied research, developing ideas, hypotheses, operational definitions, choosing a research design, sampling, and data collection and analysis. 3 Ethical Considerations. Considering the social, moral, and political implications of psychological research. An introduction to the Codes of Conduct devised by the British Psychological Society (BPS) and the American Psychological Association (APA), and why they have been set in place. 4 Sampling and Measurement. Selecting participants, populations and samples; ensuring the sample is representative of the population. Measurement and reliability, validity. 5 Non-Experimental Research. Collecting information by observing or asking. Direct and indirect observational methods, questionnaires, correlation studies and data analysis. 6 Correlational vs. Experimental Research. Introduction to experimental research, independent and dependent variables, correlation and causality, control and internal validity, confounding variables. 7 Experimental Research: I. Independent Samples. Advantages and disadvantages of using between-subjects designs. How to deal with individual differences; the importance of random and representative allocation of participants. Implications for data analysis. 8 Experimental Research: II. Repeated Measures. Introduction to within-subject designs, order effects and related problems, randomisation and counterbalancing; factorial designs and data analysis. 9 Experimental Research: III. Quasi-Experiments and Single-Case Studies Use of quasi-experiments and single subject designs, obtaining information about changes in a psychological variable over time, associated problems. 10 Producing and Consuming Psychological Research. Pragmatics in planning and conducting research. Reading research papers (PQ4R) and evaluating them. LEARNING OBJECTIVES understand the nature of scientific research in psychology. recognise pseudoscience. know ways to generate ideas for research, with the steps involved in planning research and in collecting data. understand the basic difference among various methods of research such as observational and correlational techniques, experimental designs, and single-case designs. be aware of the risks and benefits of psychological research, the guidelines set out by different ethical committees; including the need for confidentiality, anonymity, informed consent and debriefing. be familiar with a range of sampling techniques and concepts of measurement in psychological research. Students will be familiar with observational and correlational techniques, their advantages and disadvantages, as well as basic techniques for data analysis. understand the difference between correlational and experimental methods. be aware of the distinctions between true, field, quasiand natural experiment, and the relative merits of these different types of experiments. be aware of the strengths and weaknesses of using between-subject designs, and know how to deal with participant variables. be aware of the strengths and weaknesses of using within-subject designs, and know how to deal with order effects. be familiar with quasi-experiments and single-case studies, know their relative weaknesses as well as problems associated with interpreting results obtained in such studies. be aware that the ideal study is not realistic for pragmatical or theoretical reasons. be aware of how to read psychological research reports critically. Copies of lecture notes will be available on school web; access details will be provided in the first meeting. The following book provides reasonable coverage of all topics of these lectures and can be used for supplementary reading: Scheepers, C. (Ed.) Experimental Design. Pearson Custom Publishing. ISBN: See also: 7

8 Aims Perception and Visual Cognition (Dr D. Simmons) To cover the large spectrum of classical perceptual phenomena. To compare visual, auditory, somatosensory, olfactory and gustatory perception. LECTURE SUMMARY LEARNING OBJECTIVES 1 Introduction to Perception (Yantis, pp 1-43) appreciate the scope of perceptual phenomena and how these are important in our everyday lives distinguish the different theoretical approaches to perception 2 The structure of the visual system (Yantis, pp ) name the different brain areas of importance in the visual system understand the concept of receptive fields appreciate the hierarchical structure of visual processing 3 The encoding of visual information (Yantis, pp ) identify parallel processing pathways within the visual system define the function and organisation of primary visual cortex understand the concept and implications of orientation and spatial frequency coding. 4 Perceiving Object and Scenes (Yantis, pp ; See also Goldstein, pp ) understand the principles of object and scene categorization 5 Visual Attention (Yantis, pp ) describe the physiology of object and scene perception understand how attention is used in visual perception. understand how feature binding relates to visual attention appreciate the role of eye movements in visual attention 6 Perceiving Movement (Yantis, pp ) understand how motion of the observer and motion of the object are different. understand the basis of the neural processing of visual motion appreciate how human motion forms a special class of movement 7 Perceiving Colour (Yantis, pp ) critically evaluate theories of colour processing understand the biological basis of colour vision deficiencies appreciate the problem of colour and lightness constancy understand aspects of the neural encoding of colour 8 The Body Senses (Yantis, pp ) outline the basic organization of the body senses. understand how objects are identified using haptics understand the anatomical and cognitive aspects of pain perception 9 Hearing (Yantis, pp ) understand the basic properties of sound outline the physiology of the auditory system understand how pitch is perceived by the brain 10 The Chemical Senses (Yantis, pp ) understand the anatomical structure of the olfactory and gustatory systems learn about the neural encoding of olfactory and gustatory information learn about the perception of flavour Primary Reference Yantis, S. (2014). Sensation and Perception. New York, NY: Woth Publishers Secondary Reference: Goldstein, E.B. (2014) Sensation and Perception (9 th Edition, International Version) Wadsworth Cengage Learning 8

9 Aims Psychobiology (Dr H. Cleland Woods & Dr Larissa Szymanek) This module aims to show how biological theory and methodology contribute to the study of psychology. It will cover the relationship of psychobiology to other areas of psychology and neuroscience. By focusing on psychobiological methodology it will show how the study of underlying biological mechanisms can enrich our understanding of psychological processes such as learning and memory, language and consciousness, sleep and circadian rhythms. LECTURE SUMMARY 1 The link between brain and behaviour. Historical background covering work of the phrenologists and neurosurgeons of the 19 th Century and the issue of localisation of function. Phineas Gage and the prefrontal lobotomy. The general notion of invasive and non-invasive techniques in the study of brain function will be introduced and the distinction between psychophysiology and physiological psychology. 2 Modern techniques o4f investigation of brain function 1. Cognitive Neuropsychology. The breakdown of behaviour following brain damage in humans. Localisation and modularity of function. Neurological specificity and double dissociation. Some example case studies: blindsight, visual agnosia, and prosopagnosia. 3 & & 7 Modern techniques of investigation of brain function 2. The lesion technique, brain stimulation, brain recording and recent non-invasive radioactive tracing methods. Behavioural tests in psychobiology human and animal paradigms. Brain lateralization, language and the split brain. The role of human brain damage, stimulation and recording techniques in language localisation and organisation. Further insight into the nature of Broca s and Wernicke s aphasias with reference to contemporary imaging techniques. Introduction to dyslexiabehavioural and neurophysiological correlates. The particular relevance of the split brain patients in hemisphere asymmetry research and language function. The biological basis of learning and memory - human studies. The study of amnesics - H.M. and global amnesia. Animal models of amnesia. Hippocampal lesions and memory impairment in rats and monkeys. Contribution of amnesia to understanding of memory structure and organisation dissociations between episodic and semantic memory. Animal Studies of memory. LEARNING OBJECTIVES be aware of the general approach and methodologies of psychobiology. understand how neuropsychology evolved from the case studies of early physicians and surgeons. be aware of the distinction between human psychophysiological measurement and other techniques in psychobiology. understand the value and limitations of human brain damage studies in investigating psychological function. understand the concept of modularity of function and will be aware of some of the implications derived from case study investigations. be aware of the modern tools of the psychobiologist and the difficulties of interpreting experimental results of brain damage or stimulation. understand the importance of paradigm design and appropriate behavioural and surgical controls in experimental design. be aware of the global organisation of the cerebral hemispheres and the corpus callosum and of the damage which can produce language impairment. know about the preliminary animal experiments that culminated in the human split-brain operation. understand the techniques used to demonstrate hemisphere differences in language and other functions in split brain patients and normal subjects. be aware of the nature and history of the study of amnesia. understand the difference between global amnesia and specific agnosias such as prosopagnosia. understand the value of animal modelling of human disorders such as amnesia. 8 The psychobiology of addiction and reward. Principles of drug action, the role of learning in drug tolerance and addition. Biopsychological theories of addiction. Reward circuits in the brain. Neural mechanisms of addiction. Effects of commonly-abused drugs. 9 Neural mechanisms of sleep the Raphe nucleus, the reticular formation, the forebrain. The physiological and behavioural correlates of sleep. The functions of sleep. Impact of poor sleep quality, shift work and insomnia. Sleep deprivation experiments. REM sleep and dreaming. be aware of the basic principles of drug action - methods of administration and absorption, tolerance and withdrawal. understand how learning contributes to tolerance and withdrawal effects. be aware of the special role of dopamine circuits in the brain in governing reward mechanisms, self-stimulation behaviour and addiction. Students will be aware of: how sleep is measured in the laboratory and of the EEG patterns corresponding to different sleep stages. the evidence implicating different brain structures in the sleep-waking cycle. the theories around sleep, hyperarousal and cognitive function. 10 Circadian rhythms. The neural mechanisms of the circadian clock the suprachiasmatic nucleus, retinohypothalamic tract, and intrageniculate nucleus. Evidence for the SCN as the primary circadian clock - surgical isolation and transplantation experiments. Zeitgebers and entrainment. Jet lag, shift work, asynchronous sleep disorders be aware of circadian cycles of physiological and behavioural processes and of what happens to them under free-running conditions. understand the role of zeitgebers such as the light-dark cycle. know about the underlying neural mechanisms that regulate circadian rhythms. Reference Carlson, Neil R. Physiology of Behaviour (9 th Ed) (2006). Pearson International. 9

10 Aims Statistics and Research Methods I (Dr. P McAleer & Dr. C Scheepers) This module aims to provide an introduction to statistics and practical research skills used in psychological research. Examples will be used to illustrate the fundamental principles underlying statistics and their application to analysing data from psychological research. NOTE: The first 10 lectures of this module are taught in Psychology 2A, the second set of lectures are taught in Psychology 2B. LECTURE SUMMARY 1 Research Methods The language of research variables, measurement, hypotheses; correlation; observational; surveys/questionnaires; experimental; internal and external validity Data types/graphical displays/scientific writing Discrete, categorical, nominal, ordinal, interval, continuous; histograms, bar charts, boxplots, scatter plots; report structure, writing style, importance of data visualisation, figure creation 2 Dispersion/central tendency and sampling Dispersion, range, sample variance, standard deviation, outliers, skewness, kurtosis, transformation to normality; mean, median, mode; populations, representativeness, sampling techniques, WEIRD populations. 3 Probability The normal distribution, Z-score, standard error, confidence intervals, Null hypothesis Significance Testing (NHST), levels of significance, and power. 4 t-tests t-distribution, one & two tailed, paired and independent, degrees of freedom, effect size, type I & type II error, interpreting SPSS output 5 One-way ANOVA Assumptions, family wise error rate, F-statistic, between and within group variance, post-hoc tests, independent measures, repeated measures, interpreting SPSS output LEARNING OBJECTIVES Describe various methods used in research including their advantages and disadvantages Explain the concept of measurement in psychological research Differentiate between common types of data, especially continuous and categorical data Identify appropriate graphical displays for specific data types List the relevant features of research standard figures Report results using scientific writing style and in APA format using EndNote and Word Students will be: Define the concept of variance and its relevance to data analysis and interpretation Describe the basic concepts of distributions and their relevance to different datasets Describe the general concept, importance and relevance of measures of central tendency Identify which measures of central tendency should be computed for different datasets Explain the effect of outliers on statistical analyses and interpretation, and describe measures to manage outliers Explain the main concepts of probability and its relevance to levels of significance and data analysis Explain the relevance of calculating the Z-score and identify when to apply a Z-score Explain the relevance of calculating standard error and its relation to standard deviation calculation Explain the concepts of the hypothesis and null hypothesis and their relationship to statistical inference, levels of significance and power Identify when the null hypothesis should be accepted. Differentiate between paired and independent t-tests Recognise when non-parametric equivalent tests should be applied Explain the relevance of variance in t-test calculations Differentiate between one and two tailed tests and correctly identify when to apply these tests Explain the basic concept of degrees of freedom and its relevance to data analysis and interpretation Explain the basic concept of effect sizes and type I & type II error. Explain the similarities and differences between ANOVA and t-tests Identify datasets requiring the application of ANOVA Competently apply and interpret one-way analysis of variance Recognise the necessity to use post-hoc comparisons and identify when to apply these statistical tools Interpret the results of post-hoc comparisons Describe the limitations of certain post-hoc comparisons and identify alternatives where necessary Recognise the importance of design considerations (within and between-unit manipulations) and how to handle them 6 Factorial ANOVA IV, DV, levels, main effects, two-way interactions, interpreting SPSS output Explain the similarities and differences between oneway and factorial ANOVA Identify datasets requiring the application of factorial ANOVA Apply and interpret SPSS factorial ANOVA 10

11 Between, within & mixed ANOVA Types of designs, between-unit, within-unit, mixed designs Exam preparation, questions & feedback Distinguish between various types of designs Recognise how to encode various types of designs in the analysis data matrix Practice between, within, and mixed ANOVA in SPSS using appropriate examples Practice answering questions of the type that can be expected in the exam. Self-assess the extent of their attainment of the intended learning objectives as they obtain generic feedback on mock exam questions. Copies of lecture notes will be available on Moodle. The following books provide good coverage of all topics of these lectures and can be used for supplementary reading: Wilson & MacLean (2011) Research Methods and Data Analysis for Psychology. Field (2013) Discovering Statistics using IBM SPSS Statistics. 11

12 3.4. PSYCHOLOGY 2B LECTURE SUMMARIES Applying Psychology (Dr I. Bushnell) Aims To provide undergraduates with an understanding of the practical contributions psychology can make and some of the psychological research and theories upon which these contributions are made. To give insight into what it means to operate as a professional psychologist in several fields and what may be required to enter the profession. LECTURE SUMMARY 1 Historical Perspective applied versus pure debate; Professional Associations and branches of psychology; APA, APS and BPS. Career directions of psychology graduates. The reality of competition and the criticality of a portfiolio approach. Networking to support progress. Academic Psychology University Teaching and Research; School and Further Education teaching. 2 Forensic Psychology Forensic qualifications. Assessment, treatment and rehabilitation. Court psychology. Why do people commit crime? Crime trends. Four levels of theory. Intellect and mental retardation; personality and environment; social learning; cognitive style; social information processing and aggression; nutrition; Eysenck s biosocial theory. Cognitive neuroscience and the prefrontal cortex. 3 Forensic Psychology - Offender rehabilitation and recidivism. Jury structures and process. Research on jury operations, jury processes. Factors influencing decision making. 4 Forensic Psychology - Eyewitness testimony, face recall, identity parades; cognitive interviewing. Offender profiling, case-study and experimental approaches; psychological profiling, geographical profiling. History of profiling, current status and research. 5 Educational Psychology Training, qualifications, employment and context. History and focus including legislation over the last century. Main goals and work. Individual and group focus. Assessment and diagnosis. Special educational needs. Systems approach. Remedial intervention. Training of teachers and parents. Research base. Growth of consultancy model. Bullying in schools. What is the extent of the problem and what are the consequences? LEARNING OBJECTIVES Describe the main areas in which psychology has been and is currently applied. Demonstrate understanding of how the fields developed historically. Appreciate the benefits of membership of the BPS Critically evaluate evidence about the causes of crime and demonstrate a sound grasp of the historical explanations of criminality. Identify and evaluate factors that influence how the jury system operates more or less effectively, and how practices vary across countries. critically assess research on eyewitness testimony and the importance of this research for the courts Describe the main profiling approaches and evaluate some research on effectiveness. outline the main roles of the Educational psychologist. demonstrate knowledge of the forces that helped shape modern educational psychology; the focus of educational psychology and the opposing approaches - individual and systems. 6 Educational Psychology Types of bullying and individual difference factors in terms of the characteristics of bullies and victims. Approaches to reducing bullying in schools. The special case of cyber-bullying. evaluate the evidence relating to why bullying occurs in schools and why some people are more affected than others. Attention Deficit Hyperactivity Disorder (ADHD). Definition, explain the negative outcomes associated with bullying diagnosis and impact. and assess the approaches to mitigating these outcomes. 7 Educational Psychology Attention Deficit Hyperactivity Disorder (ADHD). Causal explanations genetic and other biological explanations, environmental causes. Treatment approaches and supportive evidence. 8 Occupational Psychology - Industrial/ Organisational (I/O) Psychology) - History and pioneers - Munsterberg; J McKean Cattell; Walter Dill Scott; Taylor; Vocational testing movement; Human Relations movement; Engineering Psychology movement; Civil rights movement. demonstrate understanding of the diagnosis, causes, consequences and treatments of ADHD. outline the historical roots of modern I/O. 9 Occupational Psychology - Focus within academic, consulting and public/private organisations. The 8 main areas of OP (1) describe the main work of the I/O psychologist. Training and qualifications; (2) Counselling and personal demonstrate understanding of at least one area where development; (3) Design of environments and work; (4) psychology impacts on the world of work. Employee relations and motivation; (5) Human-Machine interaction; (6) Organisational development; (7) Performance appraisal and career development; (8) Personnel selection and assessment procedures. 10 Clinical Psychology Origins, scientist- practitioner model, special skills. Training, qualifications, employment and context. Main areas defined by the BPS and problems dealt with. Therapeutic approaches and their efficacy. Contrasting therapies with therapist effects. Reference demonstrate knowledge of the main work of the Clinical psychologist. demonstrate an evidence-based understanding of issues facing clinical psychology in practice. Davey, G. (Ed.) (2011). Applied Psychology. BPS Blackwell. ISBN (especially Parts 1, 3, 4, and 5. 12

13 Developmental Psychology (Dr N. Stack) Aims These lectures aim to broaden and, especially, to deepen knowledge of developmental psychology by building on the foundations started in first year. LECTURE SUMMARY 1 Research Methods in Developmental Psychology: This lecture will look at a range of common, and some more unusual, methodologies which are used to study human development 2, 3 & 4 5, 6 & 7 8, 9 & 10 Cognitive Development: These three lectures will look at how psychological theories have helped progress our understanding of cognitive development across the lifespan Social and Emotional Development: These lectures will look at how psychological theories have helped progress our understanding of social and emotional development across the lifespan. Applications of Developmental Psychology: These lectures will look at how the developmental theories and research findings have been applied in practice. LEARNING OBJECTIVES Describe different methods used when investigating human development and consider the challenges, Evaluate the ethical issues associated with studying human psychological development Identify the strengths and weaknesses associated with different methods of investigating developmental psychology Describe the changes that occur in cognitive development across the lifespan and evaluate the theories which try to explain these changes Evaluate important factors which may help or hinder cognitive development Describe key milestones in social and emotional development Critically evaluate theories of attachment and assess the long term effects of early attachment difficulties Evaluate important factors which may help or hinder social and emotional development Link theory and practice and identify different examples of developmental psychology in action Evaluate the contribution that developmental psychology has made to educational practice and social policy Evaluate how studying normal development can help us understand atypical development Developmental Psychology Text: Slater, A. & Bremner, G. (2011) An Introduction to Developmental Psychology (2 nd Ed). Wiley-Blackwell 13

14 Aims Individual Differences (Dr M. Martin, Prof P. O Donnell & Ms J. Stevenson) The study of Personality is the focus of this lecture module. Links to other areas of Psychology will be discussed and current issues in Personality research will be explored. 1 & & & 8 9 & 10 LECTURE SUMMARY Introduction to Personality research and current views on the nature/nurture argument will be discussed. Behavioural Genetics will be introduced and questions such as what it is, where it evolved from will be answered. Various methods of study such as twin, adoption and family will be discussed. The connection between DNA and behaviour will be explored. Assessment methods Validity and reliability Evolutionary Approach Theory and its connection to Personality Applications Self concept Historical viewpoint Cultural variations Gender Identity and differences Anxiety Link to personality Process Theoretical viewpoints State and trait anxiety Personality types prone to anxiety LEARNING OBJECTIVES discuss the nature- nurture argument discuss the early roots of the biological bases of personality. describe the methods used to study personality from the behavioural genetics perspective. describe the psychophysiological assessment techniques in the study of personality processes discuss the characteristic strengths and limitations of objective self-report techniques of personality assessment. explain the characteristic features of projective techniques of assessment. explain the characteristic strengths and limitations of the behavioural techniques of personality assessment. discuss the characteristic strengths and limitations of the psychophysiological techniques of personality assessment. describe how the evolutionary process of survival and reproduction, adaptive behaviour, and the environment of evolutionary adaptedness help to account for the emergence of individual differences in personality characteristics. discuss applications of Evolutionary Theory in respect of Personality describe the changes in the concept of the self through history. define and explain the nature of self-consciousness. describe the nature and measurement of selfmonitoring. discuss the impact of collective and individualistic cultures of the self. discuss the explanations of gender identity. discuss gender differences in personality discuss the link between personality and mental disorders. discuss anxiety as an interpersonal personality process. describe the dimensions of anxiety. discuss the theoretical viewpoints of anxiety. References Carducci, B. (2009). The Psychology of Personality: Viewpoints, Research and Applications, 2 nd edition. Wiley-Blackwell. 14

15 Aims Social Psychology (Prof P. O Donnell) This module aims to provide an overview of current and classic research and theory in four major areas of Social Psychology: Self Theory, Altruism, Affiliation, Interpersonal Attraction: (liking and love), and Aggression. It also seeks to introduce students to the critical analysis of theory and research in these fields and to encourage students to apply the ideas and methods of Social Psychological analysis to contemporary social situations and issues. LECTURE SUMMARY LEARNING OBJECTIVES 1 Brief History of main philosophical positions in Social Psychology and an account of the basic research methods including qualitative and quantitative approaches Outline and evaluate the main philosophical positions in Social Psychology and give an account of its current basic research methods 2 The social Psychology of Self Meads 'me' and 'I'. Modern attempts to measure the self-concept: self-esteem and its consequences. The self's cultural dimensions 3 Social beliefs and social judgments. Constructing memories of ourselves and our Worlds. Misinformation, attribution, the FAE and Self-fulfilling prophecy 4 The ABC of attitudes: how are attitudes formed? Classical conditioning, Instrumental learning, Social learning theory (modelling), Cognitive theories (e.g. Balance Theory). Attitudes and Behaviour 5 An exploration as to how our genes, instincts and inborn qualities interact with cultural influences and experiences to shape the behaviour and psychology of gender 6 Attitudes and Persuasion Main Pathways. The main components of a persuasive event are: (1)The communicator (2) the message (3) How the message is communicated (4)The audience An outline of central vs peripheral routes of persuasion plus key experiments Attitude Inoculation: exposing people to weak attacks to foster defence. 7 Main theories of aggression: aggression as a biological phenomenon, (Instinct theory and evolutionary psychology). Aggression as an acquired response: learning theories and the role of mass media 8-9 Attraction and close relationships. The role of similarity proximity and difference. The need to belong. Friendship and attraction. The nature of sexual attraction its determinants and its role in intimate relationships. Relationship attractors and relationship endurance. Ending relationships. The differ types of Love; passionate, companionate. Non heterosexual relationships 10 Altruism and its main determinants. Key experiments on the bystander effect and individual differences in helping. The role of empathy religion and socialisation. Explain the early theories of self in GH Mead Critically evaluate modern approaches to the selfconcept and self esteem Analyse evidence on the distortions seen in social judgments and beliefs Analyse evidence on the main tenets of attribution theory Evaluate how attitudes are formed Critically analyse the evidence on attitudes and behaviour Critically evaluate evidence on how instincts and inborn qualities interact with cultural influences to shape the psychology of gender Evaluate experimental evidence on the efficacy of persuasion techniques Evaluate evidence on the central vs peripheral routes of persuasion Outline and critically analyse the main theories of aggression Critically evaluate the role of the media in aggression Evaluate the empirical evidence on the determinants of attraction and close relationships. Explain the role of similarity proximity and difference in attraction Evaluate evidence on sexual attraction and its role in intimate relationships. Outline the key determinants of altruism Evaluate the experimental evidence on bystander intervention Evaluate the role of empathy religion and socialisation in altruism References Myers, D., Abell, J., Kolstad, A. & Sani, F. (2010). Social Psychology. European Edition. McGraw-Hill, London Detailed references to journal articles will be given at the start of the course. 15

16 Aims Statistics and Research Methods II (Dr P. McAleer, Dr C. Scheepers & Dr M. Swingler) This module aims to provide an introduction to statistics and practical research skills used in psychological research. Examples will be used to illustrate the fundamental principles underlying statistics and their application to analysing data from psychological research. 1 Practical lab skills The research skills toolbox, piloting, counterbalancing, randomisation, lab preparation, participant recruitment, task Recognise the importance of developing basic research skills (e.g., Excel SPSS) instructions, administrative duties. Report the necessity to conduct pilot studies and describe a typical pilot study with reference to subject numbers Describe counterbalancing and the consequences of lack of counterbalancing Illustrate counterbalancing using a Latin square design Describe randomization and the consequences of nonrandomisation. Identify sources of extraneous variables within the lab environment and describe how to manage them 2 Chi square & categorical data Nominal scale data, assumptions, expected frequencies, observed frequencies, chi square, kappa 3 Effect size and power Type I error, Type II error, alpha, power, effect size 4 Correlation & Simple Linear Regression Revisiting correlation, linear relationships, prediction 5 Multiple Regression Multiple predictors, partial correlation, residuals, goodness of fit Make a formal statistical assessment of inter-rater agreement using Cohen s Kappa Calculate a chi-square test of association for a given dataset Identify when to apply a chi-square test of association Describe limitations of the chi-square test of association Spontaneously develop a keen interest in log-linear models, logistic regression, and generalized linear models (which this module cannot cover) Recognize the principles behind Type I and Type II errors in hypothesis testing Recognise the usefulness of power considerations Identify various factors influencing the power of a statistical test Familiarise themselves with various measures of effect size (Cohen s d, eta-square, partial eta-square) and how to calculate them Differentiate between sample effect size and population effect size Practice power analyses (e.g. prospective sample-size estimation) using simple design examples Recognise the limitations of observed power in SPSS output Calculate and interpret the correlation coefficient between two variables and provide a test of zero correlation Identify situations where correlation ought to be calculated Explain the effect of outliers on calculations of correlation Identify from scatter plots the general relationship between two variables Differentiate between Spearman s rank order and Pearson s r correlations Explain the general concept of linear regression and its relation to prediction Fit a straight line using linear regression and interpret the parameter estimates in the model Construct interval estimates and carry out hypothesis tests in linear regression Identify limitations of linear regression Extend their knowledge of linear regression to the case of multiple predictors Become familiar with the concept of partial correlation Interpret regression coefficients (and their significance) from SPSS output Interpret R-square and adjusted R-square Recognise different goals in performing multiple regression analysis Perform simultaneous and stepwise multiple regression procedures in SPSS Recognise pitfalls and potential limitations 16

17 6 Non-parametric (1): two & N samples Revisiting assumptions, testing for non-parametric data, Mann-Whitney U, Wilcoxon signed ranks test, The Sign test, Kruskal-Wallis test, Friedman test, Kolmogorov-Smirnov test, interpreting SPSS output 7 Non-parametric (2): Resampling techniques Bootstrapping, jack-knifing, permutation tests (e.g., Monte Carlo simulation) 8 Managing problems Outliers, missing data, transforming to normality, discrepant subjects, interpreting SPSS output 9 Qualitative Methods Explain the difference between parametric and nonparametric 2 and N sample tests with reference to underlying assumptions Identify dataset types requiring the application of nonparametric tests Describe assumptions underlying various methods of analysis and alternative approaches when assumptions are not met Discuss potential weaknesses of non-parametric tests Describe the main concepts of different re-sampling techniques, with their advantages and limitations Identify situations where re-sampling techniques are appropriate with examples Describe strategies to manage problematic data Explain the strengths and weaknesses of each approach Describe methods of checking for random responders Overview of Qualitative methods Comparison of qualitative and quantitative methods and their theoretical approaches, examples of use of qualitative data collection in psychology (interviews, focus groups, diaries, archives). 10 Qualitative Methods Main approaches to analysing qualitative data, evaluation of qualitative methods. Differentiate between qualitative and quantitative approaches. Describe the main features and theoretical underpinnings of qualitative research methods. Describe and evaluate the main forms of qualitative data collection. Describe the main techniques used to analyse qualitative data. Critically evaluate qualitative and quantitative research methods. Copies of lecture notes will be available on Moodle. The following books provide good coverage of all topics of these lectures and can be used for supplementary reading: Wilson & MacLean (2011) Research Methods and Data Analysis for Psychology. Field (2013) Discovering Statistics using IBM SPSS statistics. 17

18 4. PRACTICAL LABORATORIES The School of Psychology has worked hard to ensure that our students receive the highest quality in research training. This training begins in level 1 and is continued throughout your studies. Our aim is to ensure that our students have a full understanding of the importance of research methods and statistics in psychology and that they will develop a broad range of appropriate research skills. In level 2, students will be required to complete a series of 8 Laboratory Projects - four in Semester 1 and four in Semester 2, finishing with a group project. These lab projects will run over two weeks and students must attend for a 2 hour session each week. The topic of each lab mirrors the lecture module being taught at that time, and labs also support learning of the topics taught in the Statistics and Research Methods lectures. In addition, students are required to complete a group project/presentation in each semester. At the beginning of the first semester, students will register for the Psychology 2A and 2B course and can choose a practical lab time through MyCampus. All lab practicals take place in room 603, Boyd Orr. Weeks Title Module 29 Sep - 10 Oct (wks 2 & 3) Experimental Design 2A 13 Oct - 24 Oct (wks 4 & 5) Cognitive Psychology 2A 27 Oct - 07 Nov (wks 6 & 7) Psychobiology 2A 10 Nov - 21 Nov (wks 8 & 9) Perception 2A 24 Nov - 28 Nov (wk 10) Group project presentations 2A 19 Jan - 30 Jan (wks 15 & 16) Social Psychology 2B 02 Feb - 13 Feb (wks 17 & 18) Applying Psychology 2B 16 Feb - 27 Feb (wks 19 & 20) Individual Differences 2B 02 Mar - 13 Mar (wks 21 & 22) Developmental Psychology 2B 16 Mar - 20 Mar (wk 23) Group project presentations 2B 5. COURSE ASSESSMENT 5.1. HOW THE FINAL COURSE GRADE IS DERIVED The overall assessment for each module is derived from grades from the following: (i) the degree exam, (ii) coursework, which comprises the laboratory portfolio. More details of the weightings of these grades in making up the single course grade are shown in the following figure. MODULE 2A Course Grade 100% MODULE 2B Course Grade 100% Degree exam 70% Coursework Lab portfolio 30% Degree exam 70% Paper 1 50% Paper 2 (Stats & Research Methods) 20% Report 20% Quiz 1 2% Quiz 2 2% Quiz 3 2% Quiz 4 2% Group project 2% Paper 1 50% Paper 2 (Stats & Research Methods) 20% Coursework Lab portfolio 30% Report 20% Quiz 1 2% Quiz 2 2% Quiz 3 2% Quiz 4 2% Group project 2% These components are described briefly below. Please do not underestimate the importance of the individual components that appear to make only a very minimal contribution to the course grade COURSEWORK REQUIREMENTS The coursework component for each semester comprises the laboratory portfolio Laboratory Portfolio There is a laboratory portfolio to be completed based on the work of each module. The laboratory portfolio consists of: - 8 multiple choice quizzes - There will be a short Multiple Choice Quiz (MCQ) associated with each Laboratory Project (4 in each semester) which will be completed in the lab before you leave the session. - The group project presentation this is done in your lab in semesters 1 and research reports - In addition to the lab quizzes, two of the Laboratory Projects will be written up as full reports (one in Semester 1 and one in Semester 2). Guidance on report writing will be given in the appropriate labs. The research report format is as follows: maximum of 2,500 words (see section 5.2.2), 12 point Times New Roman, 1.5 spacing with 1 margins. Dates for the submission can be found below. 18

19 Word Limits The word limit for the research reports is 2,500 words. Please note that this is an absolute maximum (there is no +10% allowance), and so any text that goes over this word limit will not be read or marked (which will make your research report read as though it s incomplete). You must add the word count on the title page of your report this is available from Turnitin (see section 5.2.4), and it is this word count from Turnitin that we accept as final (not the word count offered by the word processing package, which may differ from that counted by Turnitin). The word limit does not include the reference section (which should be removed before submitting through Turnitin), but includes all other text (i.e. everything apart from the reference section) - the title of the report, the abstract, citations in the text, and text in tables and graphs, etc. Please note that Turnitin also counts headers and footers in the word count, therefore you are strongly advised not to use headers and footers Title Page for Submission of Coursework Research reports should be submitted with a proper title page attached. These will be made available for download on the Psychology Moodle nearer to the submission deadlines. The title page will include your ID number, date, research report title, and the word count (not including the reference section, see section above for more info). Please note that work without the proper title page will not be accepted How to Avoid Plagiarism and the Declaration of Originality Form Plagiarism is defined as the submission or presentation of work, in any form, which is not one s own, without acknowledgement of the sources. Special cases of plagiarism can also arise from one student copying another student s work or from inappropriate collaboration. For full details of the University s rules on plagiarism please refer to The University of Glasgow takes a very strong line against plagiarism. The University s degrees and other academic awards are given in recognition of a student s personal achievement. All work submitted by students for assessment is accepted on the understanding that it is the student s own effort and MUST be accompanied by a separate Originality Declaration. This page must be completed, signed and handed in at the same time as your research reports. Signing this declaration indicates that you have read and fully understood the University of Glasgow s rules on plagiarism so please ensure that this is in fact the case. You can download the originality declaration from the intranet The university also uses a web resource called Turnitin to combat plagiarism. Students submit their coursework via the website which checks to see if it is copied from another source, including other students work. It then produces an Originality Report that tells the student how much of their coursework appears plagiarised from other sources. In Level 2A and 2B the research reports must be submitted to the Turnitin software before you hand in your physical copy of the coursework to the labs. The submission website is here: On the site are detailed instructions on how to submit your work and how to interpret your Originality Report. For each piece of coursework you will have an opportunity to submit a draft, gain feedback, and resubmit a final copy. When you submit your draft, the software will help you identify where you may not have appropriately referenced work from other sources but it will not identify inappropriate collaboration with other students at this stage (although it will identify it after all student work is submitted in the final copy for marking) so it is very important that you check for this form of plagiarism independently. Verbally discussing ideas with peers is a really good way to help develop your understanding, but please remember that where the coursework is an individual assignment you should complete the written submission independently. It is a good idea to avoid sharing your written work with other students to help avoid cases of inappropriate collaboration. All the Turnitin Originality Reports will be examined by the department for evidence of plagiarism. If the Turnitin Originality Report indicates that there is strong evidence of plagiarism the department will take action in line with the University guidelines. This can include being awarded a zero mark for the coursework and being reported to the Senate Office. It is therefore vitally important that you make sure that you use the resources that are available so that you avoid these penalties. We have prepared resources to help you interpret your Turnitin Originality Report and advice on how to avoid plagiarism that are available on moodle ( and library websites ( Also there will be PAL sessions where you can turn up with your Originality and get advice on how to interpret it and avoid plagiarism. All efforts are made to ensure that the rules and procedures are clear, please do avail of these resources. This is a reminder regarding the University's policy on plagiarism. You cannot receive credit for work that is not your own, so it is not permitted to submit unacknowledged or incorrectly referenced material. It is also not permitted to submit material taken from another person's work, or from work you have submitted yourself at another time. A range of websites now offer 'custom writing services' which they claim do not constitute cheating and promise to be plagiarism-free. Some of these providers have been advertising their services around the University campus. If you ask someone else to write your work for you, it is cheating, regardless of the reassurances on these websites. You are not allowed to submit work that has originated from one of these sites. All work you submit must be your own. If you submit plagiarised work, or work written for you by another person or organisation, you are committing a serious breach of the Student Code of Conduct and will be subject to a conduct penalty. Such a penalty could lead to you being unable to complete your degree, or even permanent expulsion from the University. Please ask yourself if it is worth the risk. You can see the plagiarism statement in full here - plagiarismstatement/ 19

20 Deadlines for Research Reports Coursework and other material completed during the academic year needs to be handed in to the School by a deadline date. The School cannot function properly in terms of providing timely feedback to students if these deadlines are not met. The dates are detailed here: COURSEWORK 2A HAND-IN DATE Research report 1 To be completed by 10 November 2014 (wk 8) COURSEWORK 2B HAND-IN DATE Research report 2 To be completed by 02 March 2015 (wk 21) Penalties for late submission The University has compulsory regulations covering the late submission of work as follows: Work submitted not more than five working days after the deadline will be assessed in the usual way. The primary grade and secondary band so determined will then be reduced by two secondary bands for each working day (or part of a working day) the work was submitted late. Work submitted more than five working days after the deadline will be awarded Grade H (zero). Penalties for late submission of coursework will not be imposed if good cause is established for the late submission in terms of the definitions and procedures set out in the University Calendar. Further details on penalties for late submission of coursework can be found at: Feedback Calendar Feedback is an ongoing, important part of learning. Labs are all part of feedback, as are more informal discussions with your lab demonstrator and peer group. Remember, however, that feedback is only of use if it is read, digested and acted on - feedback should actually serve as feedforward, i.e. any feedback you receive should inform future work. Therefore, please be sure to pick up coursework and presentation feedback and reflect upon this to improve future work as you prepare this. Level2A Work hand in date Feedback available date Marked by Mark given yes/no Comments generic/ individual Written or oral Research report 1 10 Nov wb 01/12/14 (if handed in on time) staff yes both written Level 2B Work hand in date Feedback available date Marked by Mark given yes/no Comments generic/ individual Written or oral Research report 2 02 March wb 23/03/14 (if handed in on time) staff yes both written 5.3. DEGREE EXAMINATIONS In each of Psychology 2A and 2B the exam will consist of two papers. Paper 1 will be a two hour paper, comprising four sections based on the lecture modules for that semester (excluding Statistics and Research Methods). Each section will consist of four essay questions, candidates will be required to attempt one question from each different section. Paper 2 will be a one hour exam examining the Statistics and Research Methods module for that semester. There will be one question, that may have multiple components, and may assess knowledge from throughout the module. The degree exam will examine the curriculum for the semester in which the module took place thus the distribution of topics across papers will be: Module 2A Module 2B Paper 1: Experimental Design, Cognitive, Psychobiology, Perception & Visual Cognition (duration 120 mins) Paper 2: Statistics and Research Methods I (duration 60 mins) Paper 1: Applying, Social, Individual Differences, Developmental (duration 120 mins) Paper 2: Statistics and Research Methods II (duration 60 mins) Exam essay questions will assess the main learning objectives as indicated in this Course Documentation and any subsequent amendments. Paper 1 (both semesters) is a traditional, unseen exam. Paper 2 (both semesters), that assesses Statistics and Research Methods, has an open book format. This means that you are allowed to take any books and notes that you want to the exam. You are also permitted to take a calculator - please note only standard/basic calculators are permitted, not graphics/scientific calculators, nor mobile phones - calculators or other portable or hand-held electronic aids (e.g. laptops or tablets) with a facility for either textual storage or display, or for graphical display, are excluded from use in examinations. The degree examinations for Psychology 2A and Psychology 2B are in December and end April/May respectively, with resits normally held in late July/August. However, this is subject to change and exact dates will be announced by Registry at the appropriate times. Please do not make travel or other arrangements before dates are confirmed Dictionary Waiver Form You are entitled to use a language dictionary in your examination if English is not your first language. However, there are a number of important points to note with regard to student conduct. You are not permitted to bring notes into an examination with you; this includes ANY notes or annotations inside a dictionary that is in your possession. If you are found to have notes or annotations in a dictionary (or elsewhere) in the examination room, regardless of whether or not they are relevant, used or consulted, you will be reported to the Senate Office under the University s Code of Student Conduct. Penalties levied by the Assessors for Student Conduct for such offences typically include a mark of zero for the examination with no opportunity to resit. This could have the consequence that you will not qualify for your degree. The procedure to use a language dictionary is as follows: You will need to complete the dictionary waiver form (found on Moodle) to indicate that you are intending to use a dictionary in the exam. On the form you must list all the exams/dates/times when you intend to use the dictionary. On the form you will be asked to clearly indicate that you understand that only a standard language dictionary can be used. On the form you will also confirm that you clearly understand that the dictionary must be free of any annotations and that you are clear as to the consequences of any being found. 20