| Unit name | Developmental Science |
|---|---|
| Unit code | PSYC30025 |
| Credit points | 20 |
| Level of study | H/6 |
| Teaching block(s) |
Teaching Block 1 (weeks 1 - 12) |
| Unit director | Dr. Dalmaijer |
| Open unit status | Not open |
| Units you must take before you take this one (pre-requisite units) |
None |
| Units you must take alongside this one (co-requisite units) |
None |
| Units you may not take alongside this one |
None |
| School/department | School of Psychological Science |
| Faculty | Faculty of Life Sciences |
Many of our cognitive skills and mechanisms are shaped during childhood and adolescence. Some are passed down by our parents/carers, some learned from our peers, and many are impacted by the environment we grow up in. In this unit, we will map out the typical pattern of development from conception to adolescence, and relate this to child behaviours and adult outcomes. We will also explore instances of atypical development, both in terms of traditional diagnostic criteria for DSM-classifications like “autism spectrum disorder” and “attention deficit hyperactivity disorder”, and with a transdiagnostic view of individual competencies and challenges. Furthermore, we will address the unique challenges associated with measuring behaviour and cognitive functions across development. Finally, we will explore how environmental influences such as socioeconomic status impact individual development.
This unit will cover psychological development from conception to late adolescence. We will initial follow a more general pathway through development by covering foetal development in utero, experimental approaches to studying babies, the emergence of language, childhood development and environmental influences, and socioemotional development in adolescence. We will then explore typical and atypical development using examples from children with language deprivation, developmental language disorder, Williams syndrome, and autism. Finally, we will discuss the transdiagnostic revolution in child development, which is increasingly shifting the field towards data-driven (machine learning) statistics, and a focus on individual competencies and challenges rather than general labels.
Learning outcomes
Upon the successful completion of this unit, students will be able to:
Regular live sessions supported by self-directed learning activities. The live sessions come in two flavours: lectures and seminars. Our seminars are all highly interactive and will take a variety of different forms. Examples include problem-based and experiential learning activities, as well as workshop-based classes.
Tasks which help you learn and prepare you for summative tasks (formative)
You will write a research proposal (1600 words) on the basis of a body of existing literature. Feedback will be provided on this, which should be used to revise your proposal for summative assessment.
Tasks which count towards your unit mark (summative)
1 x 1600-word research proposal (50%) and 1 x timed assessment (50%).
A reasonable attempt of all assessment must be made for the award of credit.
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. PSYC30025).
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.
