| Unit name | Biological Psychology and Developmental Difference |
|---|---|
| Unit code | EDUC20005 |
| Credit points | 20 |
| Level of study | I/5 |
| Teaching block(s) |
Teaching Block 2 (weeks 13 - 24) |
| Unit director | Dr. Tsapali |
| Open unit status | Not open |
| Units you must take before you take this one (pre-requisite units) |
Introduction to Psychology in Education |
| Units you must take alongside this one (co-requisite units) |
None |
| Units you may not take alongside this one |
None |
| School/department | School of Education |
| Faculty | Faculty of Social Sciences and Law |
This unit explores biological psychology and how it applies to educational settings, particularly with respect to learning disorders. You will be introduced to the methodological approaches to studying the neural basis of developmental disorders, the interrelation of biological data with psychological models, and the application of insights regarding common disorders such as autism, ADHD, dyslexia and their implications for behaviour, learning and educational approach.
Why is this important
Biological psychology is a core area of Psychology and is a compulsory element of all British Psychological Society (BPS) accredited Psychology courses. It is also essential to be able to understand and engage with literature exploring the links between biology and psychology so as to foster a holistic comprehension of the complexities of the human mind.
How does this fit into your programme of study?
This unit supports students’ learning across their whole programme, as it links with other core and optional units (e.g., Cognitive Education and Special Education, Developmental and Educational Psychology, Introduction to Psychology, etc.). It therefore provides the basis from which to critically engage with a broad range of material, as well as thinking about the neural and biological basis of developmental and individual differences examined across different units in the programme.
An overview of content
The unit will:
· Develop students' interest, scientific knowledge and understanding of the study of biological psychology with an application to understanding developmental difference.
· Introduce students to the methodological approaches to studying the neural basis of developmental differences, the interrelation of biological data with psychological models, and the application of insights
regarding common differences such as autism, ADHD, dyslexia and their implications for behaviour, learning and educational approach.
· Allow students to explore the way in which different approaches to education, biology and psychology relate to and complement each other.
· Develop a thorough understanding of the role of empirical evidence in the formation of theory and how theory guides the collection and interpretation of empirical data.
· Help students to acquire a wide range of transferable skills. Throughout, students will be required to consider ethical issues in this field.
How students will, personally, be different as a result of the unit
Students will become confident and critical readers of biological psychology research. They will be able to explain the biological and neural basis of common developmental differences (e.g., autism, ADHD ETC.)
Learning Outcomes
Upon successful completion of this unit students will be able to demonstrate that they:
This unit will be taught using a mixture of activities including seminars, lectures, reading and discussions.
Tasks which help you learn and prepare you for summative tasks (formative):
Draft poster: Students will be given support in developing a scientific poster. They will have an opportunity to get peer feedback on their draft poster.
Tasks which count towards your unit mark (summative):
ILO 1- 4, Poster Presentation (40%) The Poster will be on the same (or similar) topic, and act as both summative and formative assessment, in that the feedback received will feed-forward into the Essay.
ILO 1-6, Essay, 2000 words (60%)
When assessment does not go to plan
When a student fails the unit and is eligible to resubmit, failed components will be reassessed on a like-for-like basis.
If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.
If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. EDUC20005).
How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours
of study to complete. Your total learning time is made up of contact time, directed learning tasks,
independent learning and assessment activity.
See the University Workload statement relating to this unit for more information.
Assessment
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit.
The Board considers each student's outcomes across all the units which contribute to each year's programme of study. For appropriate assessments, if you have self-certificated your absence, you will normally be required to complete it the next time it runs (for assessments at the end of TB1 and TB2 this is usually in the next re-assessment period).
The Board of Examiners will take into account any exceptional circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.
