To familiarise students with current methodological and theoretical issues in cognitive psychology.
To equip students with an understanding of the principles of cognitive processes.
To familiarise students with methodological issues in the study of cognition.
Be familiar with the main theories and debates in cognitive psychology.
Be aware of the methods used in research in cognition.
Be able to utilise concepts and research findings in discussion of cognitive processes.
Understands the scientific underpinnings of psychology as a discipline, its historical origins, development and limitations. (T/F A)
Recognises the inherent variability and diversity of psychological functioning and its significance. (T/F)
Can demonstrate systematic knowledge and critical understanding of a range of influences on psychological functioning, how they are conceptualised across the core areas, and how they interrelate. The core knowledge domains within psychology include (i) research methods, (ii) biological psychology, (iii) cognitive psychology, (iv) individual differences, (v) developmental psychology and (vi) social psychology. In addition to these core areas it is expected that students will gain knowledge of conceptual and historical perspectives in psychology. (T/F A)
Has detailed knowledge of several specialised areas and/or applications, some of which are at the cutting edge of research in the discipline. (T/F/ A)
Can demonstrate a systematic knowledge of a range of research paradigms, research methods and measurement techniques, including statistical analysis, and be aware of their limitations. (T/F)
Can reason statistically and use a range of statistical methods with confidence. (T/F)
Is computer literate and is confident in using word processing, database and statistical software. (T/F)
Is able to take charge of their own learning, and can reflect and evaluate personal strengths and weaknesses for the purposes of future learning. (T/F)
Information processing, problem-solving, reasoning, perception and the representation of knowledge. Consciousness, monitoring and attention. How we use tools and their relationship to thinking. Models of mind-brain relations. Problem solving. Experts and novices.