Year 3 Module Outline (PDF 325KB) - University of Birmingham

School of Psychology
Undergraduate Programmes
Year 3
Module Outlines
2012 – 2013
Module outlines are presented in alphabetical order by title
Guidelines on module choice will be given by the end of Week 10

03 24691 L3: CHILD AND ADOLESCENT CLINICAL
PSYCHOLOGY
Module Leader: Dr Amanda Ludlow Teaching Staff: Dr Amanda Ludlow
LEVEL: SEMESTER: CREDIT VALUE: CONTACT HRS:
3 2 20 40
RESTRICTION ON ENROLMENT: 90
STATUS:
Optional
CONTACT HOURS:
Lectures: 11 × 2 hours
Tutorials/seminars: 4 × 2 hour
Office hours: 10 × 1 hour
MODULE DESCRIPTION/CONTENT:
1. The Bridge to the Psychopathologies
2. Autism Spectrum Disorders
3. Attention Deficit Hyperactivity Disorder
4. Conduct Disorders
5. Anxiety Disorders
6. Mood Disorders and Suicide
7. Eating Disorders and Substance Abuse
8. Late Childhood Schizophrenia
9. Chronic Illness and Consequences of Brain Injury
10. Child Maltreatment and Domestic Violence
11. Psychological Assessment
KEY LEARNING OUTCOMES:
On completion of this module the student will be able to:
1. Demonstrate a systematic understanding of the causes of developmental psychopathology and their implications
for everyday life.
2. Demonstrate a critical awareness of current problems and new insights in developmental psychopathology
3. Apply theoretical knowledge to case studies
4. Appreciate and compare various perspectives on psychopathology
5. Be familiar with administering and scoring a range of clinical tests
METHOD OF ASSESSMENT
50% Student led portfolio (10% self-reflection, 40% essay); 50% critical evaluation essay
READING LIST:
Readings will be empirical papers and book chapters selected by the instructor. Examples readings include:
• Carr, A. (2006). Handbook of child and adolescent clinical psychology: A contextual approach. London:
Routledge.
• Kerig, P., Ludlow. A., & Wenar, C. (2012). Developmental psychopathology: From infancy through
adolescence (5th edition). New York: McGraw-Hill.
• Haugaard, J.J. (2008). Child psychopathology. New York: McGraw-Hill.
ANY OTHER INFORMATION:
Feedback
Generic feedback on all of the assessments will be posted on the module WebCT page and will be accompanied by
individual feedback sessions.
Skills
Critical thinking, organisation and planning, small group teaching, information gathering, application of theory to case
studies, report writing/written communication, ability to use and interpret a range of clinical tests.
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03 12400 L3: DEVELOPMENT AND DISORDERS OF
LANGUAGE IN CHILDREN
Module Leader: Dr Andrea Krott
Teaching Staff: Dr Andrea Krott
LEVEL: SEMESTER: CREDIT VALUE: CONTACT HRS:
3 2 20 31
RESTRICTION ON ENROLMENT: 50
STATUS:
Optional
CONTACT HOURS:
Lectures: 1 x 2 hours, 9 x 1 hour, 1 x 1 hour (exam review)
Seminars: 9 x 1 hour
Office hours: 10 x 1 hour
MODULE DESCRIPTION/CONTENT:
This module will focus on contemporary theories and research on language development, including atypical language
development. As language development needs to be measured against the fully functional language of adults, it will
cover the relationships between theories of child language and theories of adult language processing. We will discuss
more traditional methodologies as well as modern technologies and how both have led to theoretical advances. The
module will focus on both cognitive and social aspects of language development. It will not concern the diagnosis or
treatment of language disorders.
Lecture 1 will cover the linguistic background necessary for understanding the development of language as well as a
brief overview of the milestones of language development. The following lectures will discuss early communicative
competence, the acquisition of the sound system of a language, early word recognition and the acquisition of word
meaning, morphology and syntactic development, and finally language in children with atypical language
development such as autism, specific language disorder (SLI), Williams Syndrome, and deaf children.
KEY LEARNING OUTCOMES:
On completion of this module the student should be able to:
1. Summarise the main features of the linguistic performance of infants, toddlers, pre-schoolers and older children.
2. Describe, compare, and evaluate current theories of phonological, semantic, syntactic, and morphological
development
3. Provide an overview of the development of theories of child language in the 20 th century.
4. Describe and evaluate major research techniques in child language research.
METHOD OF ASSESSMENT:
1. Essay [40%]
2. Examination [60%]
KEY TEXTS:
Berko Gleason, Jean & Bernstein Ratner, Nan (2009). The Development of Language. Allyn & Bacon. 7 th edition.
ISBN-10: 0205663869
ISBN-13: 978-0205663866
A full reading list will be available at the beginning of the module. The list will comprise about 20 research articles.
ANY OTHER INFORMATION:
Feedback
Generic feedback on all of the assessments will be posted on the module’s WebCT page. Where coursework is
returned to students, it will be accompanied by individual feedback
Skills
Written and oral communication; Teamwork; Critical review of research articles; Analysis and interpretation;
Gathering information; Information integration.
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03 24170 L3: DEVELOPMENTAL COGNITIVE
NEUROSCIENCE
Module Leader: Dr Joe McCleery
Teaching Staff: Dr Joe McCleery
LEVEL: SEMESTER: CREDIT VALUE: CONTACT HRS:
3 2 20 30
RESTRICTION ON ENROLMENT: 50
STATUS:
Optional
CONTACT HOURS:
Lectures: 11 × 75 minutes
Tutorials/seminars: 8 × 45 minutes
Office hours: 10 × 60 minutes
MODULE DESCRIPTION/CONTENT:
Topics include:
1. Neuroanatomical & Neurofunctional Development
2. Neural Plasticity & Sensitive Periods/Nature-Nurture Debate
3. Tools of Developmental Neuroscience
- Structural Brain Imaging (MRI, DTI)
- Brain Blood Flow Imaging (fMRI, PET, fNIRS)
- Electromagnetic Brain Imaging (EEG, MEG)
- Behavioural and Eye-Tracking Measures
4. Neurodevelopmental Basis of Language
5. Neurodevelopmental Basis of Social Cognition
6. Neurodevelopmental Basis of Higher Cognitive Functions
7. Developmental Psychiatry
KEY LEARNING OUTCOMES:
On completion of this module the student will be able to:
1. Describe and discuss what is known about a number of domain general and domain specific
neurodevelopmental mechanisms that underlie social and cognitive development.
2. Define the differences between the various tools of developmental neuroscience, including relative
strengths and weaknesses.
3. Critically evaluate and discuss theories and evidence in developmental cognitive neuroscience,
including those related to sensitive periods and the nature/nurture debate.
4. Formulate a clear and reasonable research design specific to applying the various tools of
developmental neuroscience.
METHOD OF ASSESSMENT:
Grant Proposal (2000 words) [50%]
Examination [50%]
KEY TEXTS:
Kuhl, P. K. (2010). Brain mechanisms in early language acquisition. Neuron, 67(5), 713 – 727.
Pollak, S. D., & Sinha, P. (2002). Effects of early experience on children’s recognition of facial displays of emotion.
Developmental Psychology, 38(5), 784 – 791.
Nelson, C. A., & McCleery, J. P. (2008). Use of event-related potentials in the study of typical and atypical
development. Journal of the American Academy of Child and Adolescent Psychiatry, 47(11), 1252 – 1261.
A full reading list in the form of PDF files will be posted for students on WebCT.
ANY OTHER INFORMATION:
Feedback
Generic feedback on all of the assessments will be posted on the School's Web pages. Where coursework
is returned to students, it will be accompanied by individual feedback.
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Skills
Written communication; Team work; Critical review of research articles; Report writing; Computing and IT;
Observational data capture, analysis and interpretation; Gathering information.
5

03 08675 L3: FORENSIC PSYCHOLOGY
Teaching Staff: Dr Leigh Harkin, Prof. Anthony Beech,
Dr Catherine Hamilton-Giachritsis, Dr Louise Dixon,
Module Leader: Dr Leigh Harkins
Dr Jessica Woodhams
LEVEL: SEMESTER: CREDIT VALUE: CONTACT HRS:
3 1 20 22
RESTRICTION ON ENROLMENT: 80
STATUS:
Optional
CONTACT HOURS:
Lectures: 11 × 2 hours, 1 × 1 hour (exam review)
Office hours: 11 × 2 hours
MODULE DESCRIPTION/CONTENT:
1. Gang Violence
2. Psychopathy
3. Prediction and Prevention of Child Maltreatment
4. Theories of Crime
5. Mentally Disordered Offenders
6. Sex Offender Theories
7. Eyewitness Testimony
8. Victim to Offender
9. Offender Profiling
10. Terrorism
11. Sex Offender Assessment and Treatment
KEY LEARNING OUTCOMES:
On completion of this module the student will be able to:
1. Describe risk factors for gang involvement and evaluate psychological theories that account for the violent
and criminal behaviour of those involved in gangs.
2. Critically discuss the concept of psychopathy using the key literature.
3. Describe and evaluate the approaches to early prediction and prevention of child abuse, including the public
health approach.
4. Provide an account of how psychological or alternative theories of crime may provide an explanation of
criminal behaviour with a focus placed on intimate partner violence.
5. Critically discuss the role of mental disorder in offending behaviour and its implications for treatment.
6. Describe and evaluate the underlying theories explaining sexual offender.
7. Describe and evaluate the principal factors influencing the accuracy of eyewitness testimony and their
relevance to the legal process.
8. Evaluate the role that childhood victimisation plays in the development of offending behaviour.
9. Critically discuss research undertaken in offender profiling, with a view to its pragmatic investigative
use.
10. Describe current understanding of the psychology of terrorism.
11. Describe and evaluate methods of assessment and treatment for sexual offenders.
METHOD OF ASSESSMENT:
50% coursework essay, 50% final examination (essay-based)
READING LIST:
Readings will be empirical papers and book chapters selected by the instructor. However, most topics are
covered by the following:
Davies, G. & Beech, A. (Eds.) (2012). Forensic Psychology: Crime, justice law, interventions, 2 nd ed.
Chichester: Wiley.
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ANY OTHER INFORMATION:
Feedback
Generic feedback on all of the assessments will be posted on the module WebCT page. Where coursework
is returned to students, it will be accompanied by individual feedback. Formative feedback will be provided
on optional work submitted for tutorials (which will support the research design coursework).
Skills
Written communication, organisation and planning, problem solving, computing and IT, gathering
information, critical thinking, using initiative.
7

03 21142 L3: HIGHER COGNITIVE FUNCTIONS IN
CHILDREN, ADULTS AND NON-HUMAN ANIMALS
Module Leader: Dr Sarah Beck
Teaching Staff: Dr Sarah Beck, Prof. Ian Apperly
LEVEL: SEMESTER: CREDIT VALUE: CONTACT HRS:
3 2 20 39
RESTRICTION ON ENROLMENT: 50
STATUS:
Optional
CONTACT HOURS:
10 × 2 hour lectures;
6 × 1 hour workshop/discussion groups;
1 × 1 hour coursework seminar;
1 × 1 hour revision session;
Office hours: 11 × 1 hour;
Self-directed study
MODULE DESCRIPTION/CONTENT:
We will examine studies examining three topics (time, causality and theory of mind) in three different participant
groups (children, adults and non-human animals). Our aim will be an integration of evidence across these groups to
address what it is to understand these topics.
1. Introduction
2. Development of thinking about time
3. Non-human animals’ understanding of time
4. Heuristics and biases in human adults’ thinking about time
5. Children’s thinking about causality
6. Folk physics in non-human animals
7. Adults’ thinking and reasoning about causes
8. Development of theory of mind
9. Theory of mind in non-human animals
10. Theory of mind in human adults
KEY LEARNING OUTCOMES:
On successful completion of this module, the student will be able to:
1. Describe empirical evidence about the nature of higher cognitive functions (time, causality, theory of mind) in
children, adults and non-human animals.
2. Critically evaluate the methods used with different participant groups.
3. For each topic, evaluate the developmental and evolutionary relationships suggested by the evidence.
4. Integrate evidence from children, adults and non-human animals to evaluate what it means to ‘understand’ time,
causality and theory of mind.
METHOD OF ASSESSMENT:
Coursework: Research Proposal (40%)
Examination: (60%)
READING LIST:
Illustrative Reading:
Atance, C.M. & Meltzoff, A.N. (2006) Preschoolers’ current desires warp their choices for the future, Psychological
Science, 17(7), 583-587
Apperly, I.A., Simpson, A., Riggs, K.J., Samson, D. & Chiavarino, C. (2006) Is belief reasoning automatic
Psychological Science, 17(10), 841-844
Limongelli, L., Boysen, S. T. & Visalberghi, E. (1995) Comprehension of cause-effect relations in a tool-using task by
chimpanzees (Pan troglodytes), Journal of Comparative Psychology, 109(1), 18-26
Full reading list available at beginning of module.
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ANY OTHER INFORMATION:
Feedback
Generic feedback on all of the assessments will be posted on the module WebCT page. Coursework is returned to
students, and will be accompanied by individual feedback.
Skills
Critical thinking; Integration and comparison; Problem solving; Gathering Information; Report writing; Using
initiative; Written communication.
9

03 24690 L3: INTRODUCTION TO MINDS, BRAINS AND
MODELS
Module Leader: Prof. RC Miall
Teaching Staff: Psychology CN-CR Staff
LEVEL: SEMESTER: CREDIT VALUE: CONTACT HRS:
3 1 20 30
RESTRICTION ON ENROLMENT:
STATUS:
CONTACT HOURS:
20 (initial year)
Optional
Lectures: 10 × 1 hour
Seminar: 10 × 1 hour
Workshops: 5 × 2 hours
MODULE DESCRIPTION/CONTENT:
This module will provide an introduction to the current state of art in computational neuroscience – the
science of understanding the brain and neural processes by modelling them. The lectures will provide an
overview of computational/mathematical modelling in neuroscience, psychophysics and psychology. Basic methods
and common models from the literature will be covered, but CN-CR staff will also
introduce students to their current research.
Topics will include:
1. Modelling single neurons: electrical properties of neurons and single compartment models, the
Hodgkin-Huxley model.
2. Adaptation and learning: synaptic plasticity rules, unsupervised vs supervised learning
3. Simple neural associative networks & the multilayer perceptrons, support vector machines and
classification
4. Cortical feature maps and competitive networks
5. Recurrent and excitatory-inhibitory networks and memory
6. System level models
7. Reinforcement learning and models
8. The cognitive brain: modelling attention
9. The probabilistic brain
10. Basic information theory
Workshops
1. Exploring neuronal simulation packages.
2. Programming – initial steps and Matlab
3. Programming an integrate and fire model neuron
4. Modelling Hebb's learning rule
5. Comparing models and data
KEY LEARNING OUTCOMES:
On completion of this module the student should be able to:
Understand basic methods and common approaches in computational/mathematical modelling in
neuroscience;
Evaluate established neuroscience models by comparing them to empirical data and observations;
Use computer programs to implement and analyse models of neural processes;
Demonstrate basic procedural programming skills
METHOD OF ASSESSMENT:
60% workshops and coursework, 40% final examination
READING LIST:
The reading will be largely from a textbook supplemented by journal and review articles available within
the UoB access agreements. The recommended text book detail will be provided to the Library:
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Course text book: Trappenberg: Fundamentals of Computational Neuroscience 2nd Ed, 2010 [Paperback]
OUP
ANY OTHER INFORMATION:
Feedback
Generic feedback on workshop and exam assessment will be posted on the module WebCT page. Where
coursework is returned to students, it will be accompanied by individual feedback. Formative feedback will
be provided on the workshop activities and assessment exercises
Skills
Students will gain practical experience in computer use by exploring existing simulation packages, by
working on simple programming exercises, and by learning to evaluate and critic quantitative models.
Within small group teaching they will gain skills in critical thinking, literature review and research design.
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03 20740 L3: THE LYING BRAIN: AN EXAMINATION OF
HALLUCINATIONS AND DELUSIONS IN THE
NORMAL, CLINICAL AND PATHOLOGICAL
POPULATION
Module Leader: Dr Jason J Braithwaite
Teaching Staff: Dr Jason J Braithwaite
LEVEL: SEMESTER: CREDIT VALUE: CONTACT HRS:
3 1 20 31
RESTRICTION ON ENROLMENT: 50
STATUS:
Optional
CONTACT HOURS:
Lectures: 7 × 2 hours (weeks without seminars), 4 × 1 hours (weeks
with seminars)
Seminars: 4 × 1 hour
Office hours: 10 × 1 hour
Revision lecture (exam term): 1 hour
Individual coursework feedback sessions (Semester 2): 4 hours
(10mins per student)
MODULE DESCRIPTION/CONTENT:
There is growing evidence suggesting that, contrary to popular opinion, delusions and hallucinations are not restricted
to pathology, illness, or disease – and also occur in the non-clinical population. This places these fascinating instances
firmly on the mainstream scientific agenda. This course will examine striking instances of pathological/nonpathological
hallucinations and delusions, and their implications for contemporary theoretical models of brain
function. The course will critically review a broad ranging and interdisciplinary set of findings from
Neuropsychology, Clinical Psychology, Clinical Neuropsychiatry, to Cognitive Psychology, Neuroscience (including
brain-imaging), Anomalous Cognition, and examine the scientific accounts proposed by these disciplines for these
striking and fascinating experiences. Some example cases include: the relationship between seizure/disinhibition and
aura experiences, hallucinations peculiar to Migraine and Epilepsy; Drug use; the Charles-Bonnet Syndrome;
Hallucinations and delusions in Schizophrenia; The concept of Schizotypy and the ‘Healthy Schizotype'; Deficits in
reality-monitoring; Deficits in self-monitoring; Body-image distortions and Hallucinations of the self; Anomalous
bodily experiences; The ‘rubber-hand’ illusion and Disorders of embodiment; Phantom-limb syndrome; Alien-hand
syndrome; Capgras Syndrome; Fregoli delusion; Cotard delusion; False-memory/False beliefs; Deficits in causal
reasoning; Deja-vu/Jamais-vu experiences; The "jump-to-conclusion" bias and its relationship to delusion formation;
Autoscopic hallucination; Depersonalisation hallucinations; Out-of-Body experiences/Near-death experiences; the
‘sensed-presence' hallucination (apparitions); Hallucinations and delusions relating to hyper-religiosity/hyperspirituality,
the "God spot" and the brain, and Paranormal belief as a delusion in the normal population. Students will
examine the methods employed to study hallucinations/delusions as well as over-arching theoretical concepts which
influence psychological theory. Just how and why do palpably untrue experiences and beliefs appear so real and so
convincing What implications do these instances have for mainstream accounts of brain function, and conversely,
what implications do contemporary models of neurocognition have for these bizarre instances Do these experiences
really lie on a continuum of hallucinatory/delusory proneness from normal observers to patients If so, to what extent
is stable perception itself a form of controlled hallucination Are we all capable of hallucination and delusion – and if
so what does this tell us How does the brain decide what counts as reality – and what happens when this process
goes wrong Your brain is lying to you – find out how and why.
KEY LEARNING OUTCOMES:
1. To show an appreciation that striking hallucinatory/delusional experiences occur in the normal population in the
absence of any apparent pathology, illness or disease.
2. To display an understanding of the main concepts and issues related to influential theories of hallucination and
delusions in the pathologica1, clinical and non-clinical populations.
3. Review evidence from diverse methods including behavioural evidence, hallucinatory proneness scales, electrical
brain stimulation, magnetic brain stimulation, cortical and intra-cranial electroencephalography (EEG)
measurements, and modem brain-imaging techniques (fMRl / PET) with relevance to common brain mechanisms
underlying hallucinations and delusions.
4. Extrapolate from instances of delusions/hallucinations back to influential theories from mainstream cognitive
psychology/neuroscience to assess the applicability of these theories for such bizarre
circumstances.
5. Demonstrate an understanding for why any human experience feels ‘real’ as applied to delusional/hallucinatory
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episodes. To be able to argue for why the ‘bizarre’ can seem so real.
6. To display a thorough knowledge for how theories and concepts from mainstream cognitive neuroscience seek to
accommodate and explain striking instances of anomalous cognition/anomalous experience.
METHOD OF ASSESSMENT:
Grant proposal (2000 words) [50%]
Two hour final examination [50%]
KEY TEXTS:
Bentall, R. P. (1990). The illusion of reality: A review and integration of the psychological research on hallucinations.
Psychological Bulletin, 107(1), 82-95 {crucial core paper}
Bell, V., Halligan, P. W., & Ellis, H. D. (2006). Explaining delusions: a cognitive perspective. Trends in Cognitive
Sciences, 10(5), 219-226
Blakemore, S. J., Wolpert, D. M., & Frith, C. D. (2002). Abnormalities in the awareness of action. Trends in
Cognitive Sciences, 6(6), 237-242
Blanke, O., Mohr, C., Michel, C. M., Pascual-leone, A., Brugger, P., Seeck, M., Landis, T., & Thut, G. (2005).
Linking out-of-body experience and self-processing to mental own-body imagery at the temporoparietal junction. The
Journal of Neuroscience, 19, 550-557
Coltheart, M. (2007). Cognitive neuropsychiatry and delusional belief. The Quarterly Journal of Experimental
Psychology, 60(8), 1041-1062 {crucial core paper}
A more extensive list of references will be provided during the course.
BOOKLIST:
Slade, P. D., & Bentall, R. P. (1988). Sensory deception: Towards a scientific analysis of hallucinations. London:
Croom-Helm.
Ramachandran, V. S. (1998) Phantoms in the brain: human nature and the architecture of the mind. London:
Fourth Estate.
ANY OTHER INFORMATION:
Feedback
Individual feedback will be given on submitted coursework when it is returned to students. Generic feedback will be
posted on the module WebCT page. Individual 10min feedback sessions will be offered in term 2 to discuss feedback
(voluntary sign up sessions).
Skills
Integrating findings from diverse areas of psychological science; Learning to generate new questions from current
science; Critical thinking/independent thinking; Applying new knowledge; Gathering information; Grant writing;
Using initiative.
Frequently Asked Question from previous prospective students:
Question: "I have not done a grant proposal before and am worried about what this entails – am I at a disadvantage”
Answer: "No, not at all. Full support will be given during the course on what a grant proposal is and what it entails.
It actually represents an extremely flexible and rewarding way to do an assessment as you are completely free to pick
your own topic area to study from any aspect of the course that you found particularly interesting. It allows you to
approach this with your own ideas and questions. It is the sort of assessment that fosters the very skills required, not
just at university, but also those required by leading employers.”
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03 22367 L3: PAIN
Module Leader: Dr Stuart Derbyshire
Teaching Staff: Dr Stuart Derbyshire
LEVEL: SEMESTER: CREDIT VALUE: CONTACT HRS:
3 1 20 38
RESTRICTION ON ENROLMENT: 50
STATUS:
Optional
CONTACT HOURS:
10 × 2 hour lecture and discussion
6 × 2 hour practical and discussion
3 × 2 hour tutorial discussion
MODULE DESCRIPTION/CONTENT:
This course covers a lot of ground and steps beyond the iteration of psychology as a consequence of neural process. How
can we define pain without descending into a tautological understanding of pain as the response to something painful And
how can we understand first-person cognition or subjectivity Although some chronic pain disorders are the consequence
of injury or disease, many others can be viewed as a manifestation of life in the 21 st century being ‘painful’. The primary
goal of this course is to help you gain an advanced understanding of philosophy, psychology and neurology as they apply to
pain. You will cover the following:
Cogito and the definition of pain
The nature of knowledge and the knowledge of nature
Manipulation of pain subjectivity: Hypnosis and Placebo
The possible causes of functional pains such as fibromyalgia
How did we end up with health as an identity
The spinal cord and the brain in pain
The fetal pain controversy
KEY LEARNING OUTCOMES:
On completion of this module the student will be able to:
1. Understand the strengths and limitations of specificity theory.
2. Articulate the brilliance and limitations of Cogito.
3. Understand the state/non-state argument in hypnosis research.
4. Recognise the ways in which pain experience can change despite similar injury.
5. Describe the key brain regions involved in pain.
6. Critically assess application of the official pain definition.
7. Coherently discuss and describe the problem of malingering.
8. Understand the treatment options for chronic pain.
METHOD OF ASSESSMENT:
Essay (50%), Summer Exam (50%)
KEY TEXTS:
MelZack R, Wall PD. (1988) The ChaIlenge of Pain. Penguin.
Grahek N. (2007) Feeling Pain and Being in Pain. Bradford Books.
Furedi F. (2002) Therapy Culture. Routledge.
Other readings will be provided.
ANY OTHER INFORMATION:
Feedback
Oral and written feedback will be provided on work submitted for tutorials (which will support the essay coursework).
Skills
Critical thinking, organisation and planning, gathering information, using initiative, written communication.
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Banner Code: 03 21141
Module Leader: Dr Jackie Blissett
L3: PARENTAL COGNITION,
PSYCHOPATHOLOGY AND BEHAVIOUR
Teaching Staff: Dr Jackie Blissett
LEVEL: SEMESTER: CREDIT VALUE: CONTACT HRS:
3 1 20 35
RESTRICTION ON ENROLMENT: 50
STATUS:
Optional
CONTACT HOURS:
10 × 2 hour lectures
8 × 0.5 hour directed study/discussion/small group
11 × 1 hour office hours
MODULE DESCRIPTION/CONTENT:
This option will cover current cognitive and affective theories of parenting and examine the links between parenting
practice and child outcome. We will examine and evaluate cognitive and affective predictors of parenting practice
including attachment, mind-mindedness, parental styles, parental beliefs and values, and ‘core’ beliefs. We will locate
these predictors within broader models of parenting such as ecological and systems models, and examine some cultural
variations in models and practices. We will examine intergenerational transmission of parenting practice, including the
intergenerational transmission of attachment, and explanations for the ‘transmission gap'. We will then examine the
effects of parental psychopathology on parenting cognition, emotion and behaviour, and will assess the effects of a range
of parental psychopathologies on child social, emotional and cognitive outcome.
Lecture topics:
Theories of parenting: ecological and cognitive models, cultural variations.
Parenting styles and their outcomes: ‘good enough’ parenting, domain specificity
Attachment and its developmental outcomes
Cognitive approaches to parenting practices: mind-mindedness, core beliefs, parental beliefs
Intergenerational transmission of parenting behaviours and attachment
Mental Health problems in parents, their impact on parenting cognition & behaviour, and their effects on child
cognition/emotion/social behaviour.
Postnatal depression & depressed parents
Anxiety Disorders
Eating Disorders
Extreme mental health problems incl. schizophrenia and post-puerperal psychosis.
KEY LEARNING OUTCOMES:
Upon the completion of this module the student should be able to:
1. Give a critical account of theories of parenting including Bronfenbrenner's systems theory, Belsky's
ecological approach, and cognitive theories of parenting.
2. Describe Baumrind’s divisions of parenting styles and their associated developmental outcomes.
3. Demonstrate an awareness of cultural variation in parenting beliefs and practices.
4. Describe the interaction of parental cognition and emotion in the determination of parenting behaviour,
including the role of attachment, mindmindedness, parental beliefs and core beliefs.
5. Describe intergenerational relationships in parenting style and attachment and discuss the potential
mechanisms of intergenerational transmission of parenting behaviours
6. Give credible accounts of the ‘transmission gap' in attachment and parenting practice.
7. Give a critical account of the effects of parental psychopathology on parenting cognition, emotion and
behaviour, and in turn their effects on children's social, emotional and cognitive development.
METHOD OF ASSESSMENT:
1. 50% coursework (a literature review paper). 2000 words
2. 50% exam (essay based exam, 2 essays out of choice of 4). 2 hours.
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KEY TEXTS:
Hoghughi, M. & Long, N. (Eds.) (2004). Handbook of Parenting: Theory & Research for Practice.
London: Sage.
Luster, T. & Okagaki, O. (Eds.) (2005). Parenting: An Ecological Perspective. (2nd Edition). New Jersey:
Lawrence Erlbaum Associates.
Gopfert, M., Webster, J., & Seeman, M.V. (Eds.) (2004). Parental Psychiatric Disorder. Distressed
parents and their families. Cambridge, Cambridge University Press.
Example journal articles that also form part of the expected reading for the course:
Belsky, J. (1984).The determinants of parenting: a process model. Child Development, 55, 83-96
Brockington, I. (2004). Postpartum Psychiatric Disorders. The Lancet, 363, 303-310
Darling, N & Steinberg, L (1993). Parenting Style as Context: An Integrative Model. Psychological
Bulletin, 113, 487-496.
Field, T; Diego, M; Hernandez-Reif, M (2009). Depressed mothers' infants are less responsive to faces and
voices. Infant Behavior & Development 32:239-244.
ANY OTHER INFORMATION:
Feedback
Generic feedback on all of the assessments will be posted on the course WebCT pages. Coursework will be returned to
students, accompanied by individual feedback
Skills
Written communication
Organisation and planning
Problem solving
Computing and IT
Gathering information
Critical thinking
Using initiative
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03 14653 L3: THE PSYCHOLOGY OF SEVERE
INETELLECTUAL DISABILITY
Module Leader: Prof. Chris Oliver
Teaching Staff: Prof. Chris Oliver
LEVEL: SEMESTER: CREDIT VALUE: CONTACT HRS:
3 2 20 20
RESTRICTION ON ENROLMENT: 80
STATUS:
Optional
CONTACT HOURS: 20
10 × 2 hour lectures
1 × 1 hour (exam review)
Office hours 10 × 1hour
MODULE DESCRIPTION/CONTENT:
1. Context – history, aetiology and phenomenology.
2. Delayed and different development.
3. Psychological intervention.
4. Gene-brain-behaviour relationships.
5. Aetiology of behaviour disorder.
6. Learning theory and the assessment of behaviour disorder.
7. Learning theory and interventions for behaviour disorder.
8. Controversial interventions.
KEY LEARNING OUTCOMES:
On completion of this module the student will be able to:
1. Define severe intellectual disability and describe the main cognitive, behavioural and developmental features.
2. Describe and critically evaluate the main psychological interventions that are employed to ameliorate severe intellectual
disability.
3. Critically evaluate the concept of behavioural phenotype and describe the established cognitive and behavioural features
associated with specific genetic syndromes.
4. Describe and apply the principles of learning theory to the aetiology, assessment and treatment of behaviour disorder.
5. Critically evaluate interventions for intellectual disability and behaviour disorder.
METHOD OF ASSESSMENT:
Coursework Report [40%] Examination [60%]
KEY TEXTS:
Lists of relevant journal articles and readings will be given for each lecture and for directed student study.
BOOKLIST: Full reading list available at beginning of module.
ANY OTHER INFORMATION:
Feedback
Generic feedback on all of the assessments will be posted on the module Web CT page. Where coursework is
returned to students, it will be accompanied by individual feedback.
Skills
Written communication; Team work; Critical review of research articles; Report writing; Computing and
IT; Observational data capture, analysis and interpretation; Gathering information.
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03 24687 L3: SLEEP
Module Leader: Dr Andrew Bagshaw
Teaching Staff: Dr Andrew Bagshaw
LEVEL: SEMESTER: CREDIT VALUE: CONTACT HRS:
3 2 20 38
RESTRICTION ON ENROLMENT: 50
STATUS:
Optional
CONTACT HOURS:
Lectures: 10 × 2 hours, 1 × 2 hour (exam review)
Seminars: 3 × 2 hours
Office hours: 10 × 1 hour
MODULE DESCRIPTION/CONTENT:
This module will be a comprehensive introduction to normal and pathological sleep, covering the topic
from biological, neurological, psychological and psychiatric perspectives. We will discuss the
classification and evolutionary purpose of sleep, examine the sleeping brain, and see how sleep affects
cognition, and mental and physical health. The various types of sleep disorder will be introduced, along
with their consequences on psychological and psychiatric function, their prevalence in the population, and
methods of treatment. Module content will be delivered though lectures and discussion and practical
sessions, and include the following topics:
1. What is Sleep For
2. The Sleeping Brain
3. Sleep and Cognition
4. Sleep and Mental Health
5. Sleep and Physical Health
6. Sleep Disorders
KEY LEARNING OUTCOMES:
On completion of this module the student will be able to:
1. Describe and discuss the characteristics of sleep, the link between sleep patterns and mental and
physical health, as well as what is understood about how sleep affects and contributes to cognition;
2. Demonstrate understanding of the methods used to classify sleep and investigate the sleeping brain;
3. Critically evaluate theories and evidence regarding the purpose of sleep;
4. Understand the classification and symptomatology of sleep disorders.
METHOD OF ASSESSMENT:
Essay (40%): A 2000 word critical essay on a topic related to one of the lectures.
Summer Examination: (60%)
READING LIST:
Reading will be empirical papers and book chapters selected by the module leader in relation to the topic
being covered in each lecture. Examples include:
Cirelli C, Tononi G (2008). Is sleep essential PLoS Biol 6(8): e2l6.
Dang-Vu TT et al (2008). Spontaneous neutral activity during human slow wave sleep. Proc Natl Acad Sci USA
105(39): 15160-15165
Dikeos D and Georgantopoulos G (2011). Medical comorbidity of sleep disorders. Curr Opin Psychiatry 24:
346-354
Fernandez-Mendoza J et al (2010). Insomnia with objective short sleep duration is associated with deficits in
neuropsychological performance: a general population study. Sleep 33(4): 459-465
Wilhelm I et al (2011). Sleep selectively enhances memory expected to be of future relevance. J Neurosci 31(5):
1563-1569
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ANY OTHER INFORMATION:
Feedback
Generic feedback on all of the assessments will be posted on the module WebCT page. Where coursework
is returned to students, it will be accompanied by individual feedback.
Skills
Critical thinking, organisation and planning, information gathering, research design, essay writing/written
communication.
19

03 25072 L3: ADAPTIVE BEHAVIOUR: RESPONDING TO
MODERN THREATS TO HEALTH AND SURVIVAL
Module Leader: Dr Beth Grunfeld
Teaching Staff: Dr Beth Grunfeld
LEVEL: SEMESTER: CREDIT VALUE: CONTACT HRS:
3 1 20 29
RESTRICTION ON ENROLMENT: 50
STATUS:
Optional
CONTACT HOURS:
Lectures: 8 × 1.5 hours
Seminars: 3 × 2 hours
Office hours: 10 × 1 hour
Revision lecture (exam term): 1 × 1 hour
Self-directed study
MODULE DESCRIPTION/CONTENT:
The modern environment presents numerous actual and perceived threats to our health and survival. There is
variability in how people interpret, respond and adapt to these threats. However, individuals and communities are
essentially resilient and able to adapt to both minor and major challenges. This module will examine adaptive
human behaviour to a range of everyday threats and recent global events.
The sessions will focus on the application of a range of psychological topics including:
Stress, adversity and threat
Health beliefs and risk perceptions
Adaptation to illness
Coping responses
Individual and community responses to threat and adversity
Resilience
The module will focus on understanding the relationship between cognitive, emotional and behavioural responses to
threat and will further examine the association between behaviours and outcomes – for example what evidence is there
that certain health-risk behaviours actually lead to poorer outcomes
The module will also include a series of seminars to explore key topics such as obesity, disaster response, recovery,
survivorship etc.
KEY LEARNING OUTCOMES:
On completion of this module the student will be able to:
1. Describe and discuss cognitive emotional and behavioural responses to threat;
2. Critically evaluate theories and evidence relating to individual and community resilience;
3. Demonstrate an understanding of the role of beliefs and risk perceptions in predicting behaviour;
4. Apply psychological theory to recent global events; and
5. Undertake a small scale systematic review and present the findings.
METHOD OF ASSESSMENT:
50% mini systematic review, 50% final examination
READING LIST:
Readings will be empirical papers and book chapters selected by the instructor. Example readings include:
Bish A., & Michie S. (2010). Demographic and attitudinal determinants of protective behaviours during a
pandemic: a review. Br J Health Psychol., 15, 797-824.
German D., & Latkin C.A. (2012). Social stability and health: exploring multidimensional social disadvantage. J
Urban Health, 89, 19-35.
Kyutoku Y, Tada R, Umeyama T, Harada K, Kikuchi S, Watanabe E, Liegey-Dougall A, Dan I. (2012)
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Cognitive and psychological reactions of the general population three months after the 2011 Tohoku earthquake
and tsunami. PLoS One, 7(2), e31014
Ong A.D., Bergeman C.S., & Chow S. (2010). Positive emotions as a building block of resilience in adulthood. In
J.W Reich, A.J. Zautra & J.S Hall (Eds.), Handbook of Adult Resilience. New York: Guildford.
ANY OTHER INFORMATION:
Feedback
Generic feedback on the assessments will be posted on the module WebCT page. Where coursework is returned to
students, it will be accompanied by individual feedback.
Skills
Critical thinking, organisation and planning, information gathering, literature searching, report writing/written
communication.
21

03 22364 L3: SPEAKING AND READING
Module Leader: Dr Linda Wheeldon
Teaching Staff: Dr Linda Wheeldon, Dr Steven Frisson
LEVEL: SEMESTER: CREDIT VALUE: CONTACT HRS:
3 2 20 30
RESTRICTION ON ENROLMENT: 50
STATUS:
Optional
CONTACT HOURS:
Lectures: 10 × 2 hours
1 × 2 hour exam revision
Seminars: 4 × 2 hours
MODULE DESCRIPTION/CONTENT:
1. The following topics will be included:
2. The structure of language.
3. Thinking for speaking.
4. Producing words and sentences: a cognitive approach.
5. Experimental investigations of speaking.
6. Characteristics of eye movements.
7. Structural influences in text processing.
KEY LEARNING OUTCOMES:
On completion of this module the student will be able to:
1. Analyse a sentence into its major linguistic components, phonemes morphemes, words and phrases.
2. Describe the main representations and processes underlying language processing during speaking and
reading.
3. Critically evaluate the contribution of various experimental methodologies to the development of language
processing theories.
METHOD OF ASSESSMENT:
Coursework [50%]; Examination [50%]
KEY TEXTS:
Harley, T (2001). The Psychology of language: from data to theory (Third Edition). London; Psychology
Press. Chapter 13
Gaskell, G. (2007). The Oxford Handbook of Psycholinguistics. Chapters 27&28.
Levelt, W. J. M (1989). Speaking: from intention to articulation. Cambridge, MA: MIT Press. Chapters 1&3
Rayner, K, Foorrnan, B, R., Perfetti, C. A., Pesetsky, D., & Seidenberg, M. S, (2002). How should reading
be taught Scientific American, 286, 84-91
Rayner, K. (2009). Eye movements and attention in reading, scene perception, and visual search. Quarterly
Journal of Experimental Psychology, 62, 1457- l 506. (Only the "reading" sections, till p. 1475).
Juhasz, B. J., & Rayner, K. (2003). Investigating the effects of a set of intercorrelated variables on eye fixation durations in
reading. Journal of Experimental Psychology: Learning, Memory, and Cognition, 29, 1314-1318.
Van Gompel, R.P.G., & Pickering, M.J. (2007). Syntactic parsing. In G. Gaskell (Ed.), The Oxford handbook of
psycholinguistics. Oxford: Oxford University Press. Chapter 17.
Pickering, M. J., Frisson, S., McElree, B., & Traxler, M. J. (2004). Eye movements and semantic composition. In
M. Carreiras & C. Clifton (Eds.), The On-line Study of Sentence Comprehension: Eyetracking, ERP and
Beyond. New York: Psychology Press.
Ferreira, F., & Patson, N. (2007). The good enough approach to language comprehension. Language and
Linguistics Compass, 1, 71-83.
Full reading list will be available at beginning of module
22

ANY OTHER INFORMATION:
Feedback
Generic feedback on all of the assessments will be posted on the module WebCT page. Where coursework
is returned to students, it will be accompanied by individual feedback.
Skills
Oral communication
Critical thinking
Written communication
Analysing data
Problem solving
23

03 20369 L3: THEORETICAL ISSUES IN NONVERBAL
BEHAVIOUR
Module Leader: Dr Sotaro Kita
Teaching Staff: Dr Sotaro Kita
LEVEL: SEMESTER: CREDIT VALUE: CONTACT HRS:
3 2 20 20
RESTRICTION ON ENROLMENT: 50
STATUS:
Optional
CONTACT HOURS:
Lectures: 1 × 11 hours
Seminars: 1 × 6 hours
Practical Classes/Workshop: 1 × 3 hours
MODULE DESCRIPTION/CONTENT:
The focus of this course is on facial expressions of emotion and gestures that spontaneously accompany speech. The
course will cover a wide range of theoretical issues concerning facial expressions and gesture. Thus, students will be
expected to read extensively in a wide range of disciplines, including developmental psychology, cognitive psychology,
psycholinguistics, primatology, and anthropology. The course will cover four general theoretical questions.
The first question is how inter- and intra-personal factors shape nonverbal communicative behaviours. The interplay
between the two types of factors explains, for example, the puzzle of why people produce gestures in situations where the
addressee cannot see the gestures (e.g. in telephone conversation). The second question is what aspects of non-verbal
behaviours are universal and culture specific. The third question is how non-verbal behaviours emerge in the course of
development. The fourth general question is how non-verbal behaviours of humans and non-human primates differ from
each other.
Two hourly teaching slots, one hour of which will be a lecture, the other hour of which will be a seminar
based on journal articles or observation of non-verbal behaviour on video.
KEY LEARNING OUTCOMES:
On completion of this module the student should be able to concisely describe empirical facts regarding the following nine
topics, and critically evaluate how these facts contribute to theories. The students should also be able to discuss
similarities and differences between gesture vs. facial expressions, between adults and children, and between humans and
non-human primates, in terms of empirical facts and theories:
1. Roles of gesture in communication
2. Roles of gesture in speaking and/or thinking (self-orientated functions of gesture)
3. Cross-cultural variation of gestural behaviours
4. Development of gestures and facial expressions in children, and the relationship between gesture development
and language development
5. Gestural behaviours in non-human primates
6. Recognition of emotion from facial expressions
7. The audience effect for the production of facial expressions
8. The influence of the production of facial expressions on our emotional and affective states.
9. Development of facial expressions in children.
METHOD OF ASSESSMENT:
1. Preparation of discussion minutes [10%]
2. Essay [50%]
3. Examination [40%]
24

READING LIST:
Readings will be empirical papers and book chapters selected by the instructor. Example readings include:
Ekman, P., & Sorenson, E.R., & Friesen, W.V. (1969). Pan-cultural elements in facial displays of emotion. Science, 164,
86-88.
Iverson, J. M., & Goldin-Meadow, S. (2005). Gesture paves the way for language development, Psychological
Science, 16(5), 367-371.
Kita, S., & Özyürek, A. (2003). What does cross-linguistic variation in semantic coordination of speech and gesture
reveal: Evidence for an interface representation of spatial thinking and speaking. Journal of Memory and
Language, 48, 16-32.
Pika, S., Liebal, K., & Tomasello, M. (2005). Gestural communication in subadult bonobos (pan paniscus): Repertoire and
use. American Journal of Primatology 65(1), 39-61.
Strack, F., Martin, L. L. & Stepper, S. (1988). Inhibiting and facilitation conditions of the human smile: A
nonobtrusive test of the facial feedback hypothesis. Journal of Persona/ity and Social Psychology, 54, 768-777.
ANY OTHER INFORMATION:
Feedback
Generic feedback on all of the assessments will be posted on the module WebCT page. Where coursework is returned to
students, it will be accompanied by individual feedback.
Skills
Critical thinking, organisation and planning, information gathering, literature review, video analysis, written
communication.
25

03 24692 L3: UNDERSTANDING EMOTIONS: A NEURO-
COGNITIVE PERSPECTIVE
Module Leader: Dr Pia Rotshtein
Teaching Staff: Dr Pia Rotshtein
LEVEL: SEMESTER: CREDIT VALUE: CONTACT HRS:
3 1 20 30
RESTRICTION ON ENROLMENT: 50
STATUS:
Optional
CONTACT HOURS:
Lectures: 10 × 2 hours (lectures and student presentations)
Office hours: 10 × 1 hour
MODULE DESCRIPTION/CONTENT:
The modules would explore the main debates in the neuro-cognitive research of emotions. It would focus on evidence
from a variety of research methods including behavioural, neuroimaging and neuropsychological studies.
1. Are bodily responses the core or the consequence of emotions
2. What is the relation between emotion and cognition
3. How many emotions do we have
4. Are emotions universal or culture specific
5. Is there a special class of social emotions
KEY LEARNING OUTCOMES:
On completion of this module the student will be able to:
1. Describe and discuss the underlying cognitive and neural processes that shape our emotion;
2. Critically evaluate theories and evidence in social cognition;
3. Demonstrate understanding of the methods used in emotional and cognitive neuroscience research; and
4. Formulate a clear research question along with a structured plan for answering it by empirical study.
METHOD OF ASSESSMENT:
25% student led seminar; 50% research design and grant proposal coursework; 25% peer review of grant proposals
READING LIST:
Readings will be empirical papers and book chapters selected by the instructor. Example readings include:
Critchley, H. D. (2005). Neural mechanisms of automatic, affective, and cognitive integration. J. Comp Neurol.
493, 154-166
Critchley, H. D., Wiens, S., Rotshtein, P., Ohman, A. and Dolan, R. J. (2004). Neural systems supporting
interoceptive awareness. Nat. Neurosci. 7, 189-195
Dolan, R. J. (2002). Emotion, cognition, and behaviour. Science 298, 1191-1194
Dolan, R. J. and Vuilleumier, P. (2003). Amygdala automaticity in emotional processing. Ann. N. Y. Acad. Sci.
985, 348-355
Ohman, A. (2005). The role of the amygdala in human fear: automatic detection of threat.
Psychoneuroendocrinology 30, 953-958
Pessoa, L. (2005). To what extent are emotional visual stimuli processed without attention and awareness Curr.
Opin. Neurobiol. 15, 188-196
Vuilleumier, P. (2005). How brains beware: neural mechanisms of emotional attention. Trends Cogn Sci. 9, 585-
594
ANY OTHER INFORMATION
Feedback
Generic feedback on all of the assessments will be posted on the module WebCT page. Where coursework is returned to
students, it will be accompanied by individual feedback.
26

Skills
Critical thinking, organisation and planning, information gathering, presentation, team work, research design, report
writing/written communication, and peer reviewing skills.
27

03 24689 L3: VISUAL COGNITIVE NEUROSCIENCE & ART
Module Leader: Prof Jane Raymond
Teaching Staff: Prof Jane Raymond
LEVEL: SEMESTER: CREDIT VALUE: CONTACT HRS:
3 1 20 40
RESTRICTION ON ENROLMENT: 50
STATUS:
Optional
CONTACT HOURS:
Lectures: 10 × 2 hours
Tutorials/seminars: 4 × 2 hours
Office hours: 10 × 1 hour
MODULE DESCRIPTION/CONTENT:
1. Exploring connections between theories in Psychology and theories in Art.
2. Investigating visual cognitive (attention, perception and visual memory) and neural responses to fine art,
commercial graphics, and other complex stimuli.
3. Understanding emotional and evaluative responses to images of objects, places, people and brands.
4. A cognitive neuroscience perspective on understanding ‘Visual Impact’: Novelty, Familiarity, Beauty and the
Outrageous.
5. Understanding the appreciation of ‘fine’ art and commercial graphics: Linking Psychology with the Cultural and
Commercial world.
KEY LEARNING OUTCOMES:
On completion of this module the student will be able to:
1. Describe and discuss links between psychology and art (both fine art and commercial graphics).
2. Link knowledge and theory from at least two different areas of psychology to explain the visual impact of a
successful art or commercial image.
3. Demonstrate a critical awareness of current psychological and neuroscientific theory (and methods) in visual
cognition (including perception, attention, visual memory, and social and emotional evaluation).
4. Formulate a clear research question along with a structured plan for answering it by empirical study.
5. Discuss human responses to a wide range of visual art and graphics from a cognitive neuroscientific perspective.
METHOD OF ASSESSMENT:
40% research design coursework; 10% in-class (group) presentation; 50% final examination
READING LIST:
Readings will be books, empirical papers and book chapters selected by the instructor. Example readings include:
Freeland, C. But is it Art Oxford University Press, 2001. ISBN 0-19-285367-8
Reber, R., Schwarz, N. & Winkielman, P. (2004). Processing fluency and aesthetic pleasure: Is beauty in the
perceiver’s processing experience Personality and Social Psychology Review, 8, 364-382
Hollingworth, A. (2006). Visual memory for natural scenes: Evidence from change detection and visual search.
Visual Cognition, 14, 781-807
Raymond, J. E. (2009). Interactions of attention, emotion, and motivation. In Attention (Ed.) N. Srinivasan,
Progress in Brain Research Series, Elsevier, Amsterdam. Pp. 293-308
ANY OTHER INFORMATION
Feedback
Generic feedback on all of the assessments will be posted on the module WebCT page. Where coursework is returned to
students, it will be accompanied by individual feedback.
Skills
Critical thinking, organisation and planning, information gathering, research design, report writing/written communication,
oral communication.
28

03 24688 L3: WHY WE EAT WHAT WE EAT: A
PSYCHOLOGICAL PERSPECTIVE ON APPETITE
Module Leader: Dr Suzanne Higgs
Teaching Staff: Dr Suzanne Higgs
LEVEL: SEMESTER: CREDIT VALUE: CONTACT HRS:
3 1 20 41
RESTRICTION ON ENROLMENT: 50
STATUS:
Optional
CONTACT HOURS:
Lectures: 10 × 2 hours
1 × 1 hour (exam review)
Seminars: 5 × 2 hours
Office hours: 10 × 1 hour
MODULE DESCRIPTION/CONTENT:
The course explores issues in our relationship with food. The initial focus will be on the psychobiology of appetite
control and food preferences. Discussion of flavour perception and hedonics will lead to evaluation of concepts such
as food craving and addiction. Examination of non-nutritive effects of foods (including nutriceuticals) links food to
mood and cognition. Finally, we explore the rise of obesity and disordered eating from a psychological perspective.
Topics covered:
1. Models of appetite control
2. Models of food preferences
3. Food cravings and food addiction
4. Effects of food on mood and cognition
5. Understanding obesity
6. Understanding disordered eating
KEY LEARNING OUTCOMES:
On completion of this module the student will be able to:
1. Describe and evaluate current concepts of the psychology of eating
2. Be able to discuss topical issues in the psychology of appetite
3. Understand recent developments in controls of appetite and their relevance to obesity and disordered eating
4. Be able to apply concepts from drug addiction to understanding our relationship with food
5. Be able to discuss non nutritive effects of food on mood and cognition
6. Develop group work, presentation and critical evaluation skills
METHOD OF ASSESSMENT:
Examination (50%): A 2 hour examination (essays)
Coursework (40%): Choice of one from two essays
Group seminar presentation (10%)
READING LIST:
Readings will be empirical papers and book chapters selected by the instructor. Example readings include:
1. Benton, D. (2010). The plausibility of sugar addiction and its role in obesity and eating disorders. Clinical
Nutrition, 299, 288-303
2. Berthoud, H-R., Lenard, N.R. and Shin, A.C. (2011). Food reward, hyperphagia, and obesity. American
Journal of Physiology-Regulatory Integrative and Comparative Physiology 300 R1266-R1277
3. Dye, L., Lluch, A., Blundell, J.E. (2000). Macronutrients and mental performance. Nutrition 16: 1021-1034
4. O’Rahilly, S. and Farooqi I. S. (2006). Genetics of obesity. Philosophical Transactions of the Royal Society
B Biological Sciences 361(1471): 1095-1105
5. Polivy, J., Herman, C.P. (2002). Causes of eating disorders. Annual Review of Psychology, 53: 187-213
6. Wansink, B. (2004). Environmental factors that increase the food intake and consumption volume of
unknowing consumers. Annual Review of Nutrition, 24, 455-479
29

ANY OTHER INFORMATION:
Feedback
Generic feedback on all of the assessments will be posted on the module WebCT page. Where coursework is
returned to students, it will be accompanied by individual feedback.
Skills
Critical thinking, organisation and planning, information gathering, research design, report writing/written
communication.
30