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COURSE MODULES
| PS151 | PS158 | PS214 | PS219 |  |
| PS220 | PS260 | PS317 | PS320 | |
| PS321 | PS322 | PS323 | PS325 | |
| PS327 | PS332 | PS334 | PS340 | |
| PS403 | PS405 | PS407 | PS408 | |
| PS409 | PS410 | PS412 | PS413 | |
| PS414 | PS415 | PS416 | PS417 | |
| PS418 | PS419 | PS420 | PS421 |
PS151 Health Psychology (3 ECTS)
Co-ordinator: Dr. Molly Byrne
Lecturer: Dr. Molly Byrne
Description: Health Psychology is the branch of psychology which focuses particularly on the relationship between psychology and health: it involves the study of the promotion and maintenance of good health, the causes and experience of ill health, and the health care system. The aim of this course is to introduce students to health psychology, including its theoretical models, evidence base and applications.
Module objectives
- To teach the major theoretical models used within health psychology
- To teach practical application of principles of health psychology
- To teach good practitioner – client communication skills
- To examine and evaluate research methods commonly employed in health psychology
Basic Reading
- Ogden, J. (2004). Health psychology: a textbook (3rd edition). Buckingham (England): OUP.
- Taylor, S. E. (2003). Health psychology (5th edition). McGraw Hill.
Evaluation
- Continuous assessment: 2,000 word essay (30% of total marks)
- Examination: 1.5 hour written exam
PS158 Research in Health (6 ECTS)
Co-ordinator: Dr. Molly Byrne
Lecturer: Dr. Molly Byrne
Description: The aim of the module is to develop the student’s knowledge of research to enable them to design their own health-related research project and to critically appraise the value of published research for clinical practice. The module introduces students to research methods as a set of multiple systematic strategies derived from both the quantitative and qualitative paradigms.
Module objectives
- To highlight the purpose and nature of health-related research
- To train students in both quantitative and qualitative research methods
- To impart skills relevant to writing up a manuscript for publication in a peer reviewed journal
Basic Reading
- DePoy, E. & Gitlin, L.N. (1998) Introduction to Research: Understanding and Applying Multiple Research Strategies (2nd Ed). Mosby, USA.
- Pring, T. (2005). Research Methods in Communication Disorders. London, England: Whurr Publishers.
Evaluation
- Continuous assessment
PS214 Developmental Psychology 1 (5 ECTS)
Lecturers: Dr. Michael Hogan and Dr. Caroline Heary
Description: The history of developmental psychology is reviewed and the main theoretical perspectives and special methodologies employed in the area are examined. The content also includes the psychology of infant development, with particular reference to cognitive development; social and emotional development; moral development and gender development.
Module objectives
- To highlight the importance of a life-span perspective on development
- To encourage awareness of change and growth as ongoing processes
- To acquire familiarity with the ecology of development
- To understand and explain the interaction of biological and environmental influences on development
- To understand factors that contribute to developmental change
- To appreciate and appraise competing perspectives on cognitive and psychosocial development
Basic Reading
- Shaffer, D. & Kipp, K. (2007). Developmental Psychology, Childhood and Adolescence. Wadsworth.
Additional, topic-related reading lists are provided during the course.
Evaluation
One two-hour examination at the end of Semester 2.
PS219 Research Methods in Psychology (5 ECTS)
Coordinator: Dr. Jane Walsh
Lecturer: Dr. Jane Walsh & Dr. Denis O'Hora
Description: This course focuses on an introduction to research methods including; methods of data collection; reliability and validity of measures; sampling and data measurement. The course also examines some of the different designs employed in psychological research, such as within and between-subject designs. A variety of statistical methods (both parametric and nonparametric) are also covered including Mann-Whitney, t-tests, One-way ANOVA and correlation.
Module objectives
- To provide a good overview of the core statistical methods used in psychological research
- To outline the key research methods used in psychological research
- To clarify the link between the various research techniques and the appropriate statistical methods used to analyse data
- To familiarise students with the APA (American Psychological Association) style of reporting the results of research
Basic Reading
- Howitt, D., & Cramer, D. (2005). An introduction to statistics in psychology. 3rd edition. London: Prentice-Hall.
Evaluation
One two-hour examination at the end of Semester 1.
PS220 Psychology of Learning (5 ECTS)
Lecturer: Dr. Ian Stewart
Description: This course examines theoretical developments in the psychology of learning from a behaviour analytic perspective. It provides definitions of the basic behavioural terminology and an overview of the emergence of the experimental analysis of behaviour. By focusing on theoretically important experiments, it traces the evolution of behaviour analytic research, starting with animal-based work utilising simple classical and operant conditioning paradigms and finishing with an examination of modern behaviour analytic investigations into language and higher cognition in humans. The strong scientific tradition of behaviour analysis is emphasised, as evidenced by rigorous measurement of behaviour, precise specification of methods, and careful interpretation of outcomes.
Module objectives
- To provide students with an understanding of the philosophy underlying the behaviour analytic approach to psychology
- To acquaint students with behaviour analytic theory and research
- To introduce and explore a modern behaviour analytic approach to language and cognition
Basic Reading
- Leslie, J. (2002). Essential behaviour analysis. London: Arnold.
Additional, topic-related reading lists are provided during the course.
Evaluation
One two-hour examination at the end of Semester 1 (85%); Web-based tutorial to be completed at any time during the semester and before the examination (15%).
PS428 Social Psychology (5 ECTS)
Lecturer: Dr. Kiran Sarma
Description: PS428 is a survey course that reviews major areas of inquiry in social psychology. Topics that will be examined include: stereotyping, prejudice, discrimination, aggression, conformity, obedience, and interpersonal attraction.
Module objectives
- To expand students’ understanding of the ways in which social psychologists conceptualise and examine important social phenomena
- To encourage students to explore social phenomena from an inter-disciplinary perspective
- To improve students’ ability to critically evaluate psychological research
Basic Reading
- Prescribed during course.
Evaluation
Continuous assessment, based on performance on quizzes and assignments.
PS317 History of Psychology & Current Issues (5 ECTS)
Coordinator: Dr. Ian Stewart
Lecturers: Dr. Ian Stewart, Dr. Todd Morrison, Dr. CAroline Heary, Dr. Geraldine Leader, Dr. Padraig MacNeela, Dr. Kiran Sarma
Description: In the first half of the semester, in which different psychologists will make presentations on selected topics, students are encouraged to consider contemporary issues concerning the science and profession of psychology featured in journals such as The Irish Psychologist, The Psychologist, Monitor on Psychology, and the American Psychologist. Students will be allocated one of these topics, on which they will be required to draft and submit an essay. The remainder of the course traces some of the main developments in the history of psychology. Psychology’s origins in philosophy and physiology are discussed and attention is paid to the emergence of the autonomous, experimentally-based discipline of psychology in the late nineteenth century and the rise of schools of psychology in the early twentieth century.
Module objectives
- To nurture students’ reflection on the implications of psychology
- To encourage students’ reflection on the wider context within which psychology is located
- To enhance students’ awareness of the controversial nature of psychology
- To familiarise students with the multi-faceted origins of psychology
- To highlight evolving perspectives on human nature over historical time
Basic Reading
Suggestions for reading will be given throughout the course.
Evaluation
One essay, and one 1-hour examination at the end of Semester 1.
PS320 Memory & Cognition (5 ECTS)
Lecturer: Dr. AnnMarie Groarke
Description: The aim of this course is to provide students with a good understanding of the basic cognitive processes of memory. It examines the nature, duration and capacity of human memory systems, memory distortions and the organisation of knowledge in memory. Other themes may include the psychology of problem solving and categorisation.
Module objectives
- To explain our current understanding of the architecture of human memory
- To understand the core processes of human memory and problem solving
- To appreciate how the experimental methodology of cognitive psychology contributes to our understanding of memory and thinking
- To describe and analyse the various theoretical approaches to the study of memory and thinking
Basic Reading
Prescribed during course.
Evaluation
One two-hour examination at the end of Semester 2.
PS321 Developmental Psychology 2 (5 ECTS)
Coordinator:Dr. Caroline Heary
Lecturers: Dr. Caroline Heary and Dr. Michael Hogan
Description: This course is designed to enhance students’ knowledge of key developmental changes and the factors that may underpin such changes. Students are introduced to developmental theories and conceptual frameworks, as well as specific empirical studies that address developmental research questions. Topics to be covered will include examination of the role of parents and peers as socialization agents in children’s development. The development of language and communication skills and the development of a theory of mind will also be addressed. Adolescence as a specific development stage will also be reviewed, as will the psychology of aging.
Module objectives
- To facilitate understanding of developmental trends in key areas of human development
- To help students identify the factors that underpin developmental changes
- To provide insight into the ecology of human development
- To encourage critical analysis of developmental theories and empirical research
- To encourage students to reflect on current issues and controversies in developmental psychology
Basic Reading
- Shaffer, D.R. & Kipp, K. (2007). Developmental psychology: Childhood and adolescence. 7th Ed. Belmont, CA: Wadsworth.
Evaluation
One two-hour examination at the end of Semester 1.
PS322 Health Psychology (5 ECTS)
Lecturer: Ms Anne Marie Keane
Description: This course draws on a variety of subfields in psychology to impart an understanding of how psychological factors contribute to and are affected by health, illness, and health care. The course is organised into the following sections: health biopsychology and health; pain and its management; cognition and health; stress, coping, social support and health; and current issues in applied health psychology.
Module objectives
- To highlight the importance of biological, psychological and social factors acting together on health
- To inculcate an understanding of how health beliefs and habits impact on risky behaviour in young people
- To gain an appreciation of the impact of stress and emotions on coping generally
- To understand fundamental contributions to the field from diverse subfields within psychology while focusing on recent research in specific applied areas
Basic Reading
- Prescribed during course
Additional, topic-related reading lists are provided during the course.
Evaluation
One two-hour examination at the end of Semester 2.
PS323 Critical Essay (5 ECTS)
Lecturer: Dr. Todd G. Morrison
Description: Third year students are required to prepare an extended essay on an approved topic.
Module objectives
- The purposes of this module are to
- Enhance students’ ability to critically evaluate psychological research
- Improve students’ skills in writing scientific documents
Basic Reading
Perrin, R. (2006). Pocket guide to APA style. Boston, MA: Houghton Mifflin.
Evaluation
One editing assignment and the final essay.
PS325 Research Project 1 (5 ECTS)
Co-ordinator: Dr. Anne Marie Groarke
Lecturers: Dr. Anne Marie Groarke, Dr. Todd G. Morrison & Dr. Denis O'Hora
Description: Final Year students are required to conduct and report on an original research project that addresses a significant social scientific question. Under supervision, students are required to: conduct a critical review of the literature relevant to the area of study; derive a feasible aim or hypothesis for testing; devise an appropriate test of the aim or hypothesis; conduct the planned study; select and run an appropriate analysis of the data; and report on the results.
Module objectives
Evaluation
Continuous assessment.
PS327 Research Project 2 (10 ECTS)
Co-ordinator: Dr. Anne Marie Groarke
Lecturers: Dr. Anne Marie Groarke, Dr. Todd G. Morrison & Dr. Denis O'Hora
Description: Final Year students are required to conduct and report on an original research project that addresses a significant social scientific question. Under supervision, students are required to: conduct a critical review of the literature relevant to the area of study; derive a feasible aim or hypothesis for testing; devise an appropriate test of the aim or hypothesis; conduct the planned study; select and run an appropriate analysis of the data; and report on the results.
Module objectives
- To enhance students’ understanding of the stages involved in conducting empirical research
- To augment students’ design and statistical skills
- To improve students’ writing ability, as it pertains to preparing a research paper in the format adopted by most psychology journals
Evaluation
Continuous assessment.
PS332 Cognitive Neuropsychology (6 ECTS)
Co-ordinator: Dr. Molly Byrne
Lecturers: Prof. Agnes Sheil, Dr. Mark Elliott, Ms. Anne Marie Keane, Dr. Brian McGuire & Ms. Ruth McMenamin
Description: Cognitive neuropsychology is an approach for investigating and theorizing about cognitive processes by examining patterns of impairment following brain injury. This module reviews the ways in which neuropsychological data have been used in models and ideas about the nature of brain processes and systems involved in core cognitive (and related) processes including: perception, memory, language and attention. The purpose of this module is to introduce students to cognitive neuropsychology and build on their knowledge from previous modules in cognitive psychology and physiology.
Module objectives
On completion of the module, students should be able to:
- Describe and understand the processes involved in memory, attention, perception and language in human beings
- Describe and understand the consequences for the individual of a neurological or neurosurgical condition
- Describe and understand the processes and relevant issues involved in the rehabilitation of an individual who has experienced a neurological or neurosurgical condition
- Describe, select and administer standardised assessments for neurological or neurosurgical conditions
Basic Reading
- Stirling, J. (2002). Introducing Neuropsychology. Routledge.
Evaluation
- End of semester examination.
PS334 Applied Behaviour Analysis (5 ECTS)
Co-ordinator: Dr. Geraldine Leader
Lecturers: Dr. Geraldine Leader
Description: Applied Behaviour Analysis is the process of systematically applying interventions based upon the principles of learning theory to improve socially significant behaviours. The effectiveness of Applied Behaviour Analysis has been shown in a wide range of areas, including education, special education, organizational management, parent training, occupational safety, sports psychology and clinical psychology. This module provides an introduction to the field of applied behaviour analysis. It will deal with the historical development of the field, its theoretical underpinnings and with several selected areas of application.
Module objectives
- To explore the theoretical underpinnings of applied behavioural analysis
- To examine the principles and procedures of applied behavioural analysis
- To examine the use of applied behavioural analysis in selected areas of application
- To examine recent recearch finding in applied behaviour analysis
Basic Reading
- Miltenberger, R., G. (2004). Behaviour Modification: Principles and procedures, 3rd ed. Belmont, CA: London.
Evaluation
Information forthcoming
PS340 Neuropsychology (6 ECTS)
Co-ordinator: Dr. Molly Byrne
Lecturers: Prof. Agnes Sheil, Dr. Mark Elliott, Ms. Anne Marie Keane, Dr. Brian McGuire & Ms. Ruth McMenamin
Description: Cognitive neuropsychology is an approach for investigating and theorizing about cognitive processes by examining patterns of impairment following brain injury. This module reviews the ways in which neuropsychological data have been used in models and ideas about the nature of brain processes and systems involved in core cognitive (and related) processes including: perception, memory, language and attention. The purpose of this module is to introduce students to cognitive neuropsychology and build on their knowledge from previous modules in cognitive psychology and physiology.
Module objectives
On completion of the module, students should be able to:
- Describe and understand the processes involved in memory, attention, perception and language in human beings
- Describe and understand the consequences for the individual of a neurological or neurosurgical condition
- Describe and understand the processes and relevant issues involved in the rehabilitation of an individual who has experienced a neurological or neurosurgical condition
- Describe, select and administer standardised assessments for neurological or neurosurgical conditions
Basic Reading
- Stirling, J. (2002). Introducing Neuropsychology. Routledge.
Evaluation
- Examination (50%)
- Continuous assessment (50%)
PS403 Biological Psychology (5 ECTS)
Lecturers: Ms. Anne Marie Keane
Description: The aim of this course is to provide students with a good understanding of the biological bases of behaviour from a brain systems perspective. The structure, modes of communication and functions of the nervous system will be reviewed with reference to the following: the biological basis of schizophrenia, the biological rhythms of waking, sleeping and dreaming, and the neural mechanisms of higher level cognitive functions such as language, learning and memory.
Module objectives
- To introduce the relation between brain and cognition and to thus encourage a physiological perspective on psychological function
- To introduce the concept of localized or modular brain function and to then develop the contrasting but nonetheless key concept of distributed brain function with reference to complex disorders of the brain such as Parkinson's disease and schizophrenia
- To impart to students the distinct roles and contributions of the various brain systems that collectively mediate higher level cognitive functions (e.g., language, learning and memory) and also waking, sleeping and dreaming.
- To encourage students to think in a critically evaluative way about empirical research in the biological psychology field.
Basic Reading
Carlson, Neil R. (2007). Foundations of Physiological Psychology, 7th Edition. Boston: Pearson / Allyn & Bacon.
Additional topic-related reading lists are provided during the course.
Evaluation
One two-hour examination at the end of Semester 2.
PS405 Advanced Research Methods in Psychology (5 ECTS)
Coordinator: Dr. Jane Walsh
Lecturers: Dr. Jane Walsh, Dr. Denis O'Hora, Dr. Caroline Heary & Ms. Siobhan Howard
Description: This course focuses on methodological issues that arise in psychological research, such as demand characteristics, ethical considerations and experimental control. The application of a number of advanced statistical methods to research designs is also covered (e.g. factorial analysis of variance and multiple regression). The course will also provide an advanced course in SPSS, examined by continuous assessment and worth 25% of the overall mark.
Module objectives
- To provide students with a clear understanding of advanced statistical methods used in psychological research.
- To clarify the link between research methods used in psychological research and the appropriate statistical methods used to analyse data.
- To familiarise students with the APA (American Psychological Association) style of reporting the results of research.
- To provide students with the skills needed to set up a database and analyse the data using SPSS.
Basic Reading
- Howitt, D., & Cramer, D. (2005). An introduction to statistics in psychology (3rd edition). London: Prentice-Hall.
- Howitt, D & Cramer D. (2005). Introduction to SPSS in psychology: For SPSS 10, 11, 12 and 13 (3rd edition). London: Prentice Hall.
Evaluation
One two-hour examination at the end of Semester 1. Completion of two SPSS, two-hour class examinations, one in Semester 1 (Weeks 9/10) and one in Semester 2 (Week 9) (25% of overall mark).
PS427 Forensic, Abnormal & Clinical (5 ECTS)
Coordinator: Dr. John Bogue
Lecturers: Dr. John Bogue, Dr. Kiran Sarma & Dr. Ian Stewart
Description: The purpose of this course is to introduce students to three specific areas of psychology: Forensic, Abnormal and Clinical Psychology. First, the Forensic Psychology component will provide an understanding of contemporary professional practice and important issues and within British and Irish criminal justice and police contexts. Second, Abnormal Psychology will afford students the opportunity to examine in greater depth a selection of psychological disorders introduced in first year psychology (PS100, Psychological Disorders). Psychological disorders will be discussed in terms of the following: diagnostic features, aetiology, incidence and prevalence, and historical and contemporary treatments. Third, an introduction to Clinical Psychology will be provided, with a special emphasis on utilising evidence-based approaches with psychological problems commonly encountered in clinical practice.
Module objectives
- To familiarise students with the various issues, roles and practices which define contemporary professional forensic psychology
- To provide students with a systematic framework through which selected major psychological disorders are examined in detail
- To explore contemporary clinical psychology practice with specific reference to evidence based approaches for treating psychological disorders commonly encountered in clinical practice
Basic Reading
- Prescribed during course
Evaluation
Two-hour examination at the end of Semester 2
PS408 Human Sexuality (5 ECTS)
Lecturer: Dr. Todd G. Morrison
Description: PS408 examines topics that fall under the rubric of human sexuality (e.g., sexual variance, prostitution, and pornography). Through a series of films and interdisciplinary readings, this course details how sociocultural forces may shape individuals’ experiences as sexual beings and their interpretations of various sexual practices.
Module objectives
- To enhance students’ understanding of the discourses surrounding diverse aspects of human sexual experience.
- To increase students’ familiarity with, and ability to examine critically, historical and contemporary sexological research.
- To expand students’ awareness of the study of human sexuality as an interdisciplinary and multi-media endeavour.
Basic Reading
- Articles will be assigned throughout the course.
Evaluation
Continuous assessment, based on performance on "thought question" assignments and quizzes.
PS409 Psychology, Science & Pseudoscience (5 ECTS)
Lecturer: Dr. Brian Hughes
Description: Pseudoscience refers to a practice or body of knowledge that purports to be scientific but which diverges from the quality-standards conventionally applied to science and scientists. Examples include supposedly scientific claims surrounding telepathy, clairvoyance, psychokinesis, the abduction of humans by aliens, the treatment of diseases using crystals, communication with the dead, neurolinguistic programming, Primal Scream Therapy, reincarnation, and perpetual motion machines. This module seeks to consider: (a) the distinctions (and occasional overlaps) that exist between psychology and pseudoscientific treatments of psychological subject matter; and (b) the psychological nature and appeal of pseudoscience. After considering the nature of scientific inquiry, the module seeks to describe the history of pseudoscience as well as unsubtle (e.g., ESP) and subtle (e.g., assumptions about "normality") examples of psychology-related pseudoscience. The module then looks at the appeal of pseudoscience, the psychology of evidentiary reasoning (e.g., the unreliability of anecdotal testimony, the counter-intuitive nature of randomness, and the nature of heuristics) and methodological issues to be considered when researching extraordinary claims (e.g., blinding, placebo controls, and meta-analysis).
Module objectives
- To explore the nature and scope of pseudoscience and its demarcation from mainstream science
- To highlight areas of pseudoscience that are frequently but erroneously conflated with mainstream psychology
- To explore the psychological appeal of pseudoscience
- To examine the psychology of evidentiary reasoning
- To consider the requirements for conducting rigorously sceptical research and for evaluating extraordinary claims
Basic Reading
- Compulsory reading: http://en.wikipedia.org/wiki/Pseudoscience (and linked entries).
- Schick, T., & Vaughn, L. (2008). How to think about weird things: Critical thinking for a new age, 5th edition. Boston: McGraw-Hill.
- Targeted reading lists will be provided over the course of the module.
Evaluation
Continuous assessments as listed on Blackboard. Note: there is no end-of-term written examination.
PS410 Thinking, Modelling & Writing in Psychology (5 ECTS)
Lecturer: Dr. Michael Hogan
Description: A series of in-class and homework exercises are used to develop critical thinking skills, creativity, and writing skills. Students are asked to think about thinking, the nature of critical and creative thinking; they characterize their own thinking styles; they translate text-based arguments into graphic representations of the argument structure, working to master argument mapping skills; they critically review empirical papers and learn about the limitations of different research designs; they engage in stimulating dialogue with peers and with their instructor; they learn indispensable rules in the art of writing. The module follows Jean Piaget’s teaching principles -- every exercise, every action builds upon the previous in an orderly, cumulative, and directional manner. The module follows Lev Vygotsky’s teaching principles -- students are guided into their “zone of proximal development” as they work to build a new set of critical and creative thinking skills.
Module objectives
- To develop critical and creative thinking skills
- To develop skill in the art of dialogue
- To critically analyze empirical papers
- To develop argument mapping skills
- To develop writing skills
Basic Reading
- Will be assigned throughout.
Evaluation
Continuous assessment (30%); 2000 word end-of-semester essay(70%)
PS412 Experimental Psychology Workshop 1 (5 ECTS)
Lecturers: Dr. Ian Stewart & Dr. Geraldine Leader
Description: This course introduces students to the practice of empirical research as it is employed in psychology by providing them with the opportunity of taking part in and reporting on practical research exercises. These include the introduction of students to relevant computer programming languages, laboratory equipment, intensive research protocols (including single-subject methods), and the conducting of experiments. It is hoped to familiarise students with some of the means and methods used in the collection and analysis of data in experimental psychology; and to develop their research skills and report-writing techniques.
Module objectives
- To acquaint students with the rudimentary principles of scientific experimentation as applied to psychology
- To acquaint students with relevant computer programming languages
- To acquaint students with intensive research protocols such as those used in single-subject research
Basic Reading
- Reading lists relating to the various class exercises will be provided over the course of the module.
Evaluation
Continuous Assessment, based on in-class exercises and other set assignments.
PS413 Qualitative Research Methods (5 ECTS)
Coordinators: Dr. Pádraig Mac Neela & Dr. Caroline Heary
Lecturers: Dr. Pádraig Mac Neela, Dr. Caroline Heary & Ms. Anne Marie Keane
Description: This module introduces qualitative research methods used in psychology. Students will have the opportunity to further develop their understanding of qualitative approaches and methodological issues. They will also work with focus group and interview methods to develop an appreciation of how particular methods can be used to address research questions relevant to psychology.
Module objectives
- To introduce approaches taken to qualitative research in psychology
- For students to gain familiarity with particular qualitative research methods used in psychology
- For students to develop a critical appreciation of the place of qualitative methods in psychological research
Basic Reading
- Specialised reading lists will be provided.
Evaluation
- Critical essay (max 2,000 words) to be submitted at the beginning of week 9.
- A coding report focusing on thematic analysis.
PS414 Experimental Psychology Workshop 2 (5 ECTS)
Coordinator: Dr Geraldine Leader (2006/2007)
Lecturers: Dr. Geraldine Leader & other contributors
Description: This course continues students’ exposure to the practice of empirical research in psychology by again providing them with the opportunity of participating in, and reporting on, practical research work. Students participate in research exercises, collate the necessary data, and report outcomes appropriately.
Module objectives
- To enhance students’ appreciation of the importance of objectivity and rigour in attempting to scientifically study human behaviour
- To further acquaint students with the principles of practical scientific research in psychology
- To give students a knowledge base that will assist students in designing their own research studies, and to give experience of the skills necessary to achieve this
- To provide students with a practical experience of principles and concepts introduced elsewhere in the psychology curriculum
- To enable students to critically evaluate published research and appreciate the basis upon which all psychological knowledge is founded
Basic Reading
- Reading lists relating to the various class exercises will be provided over the course of the module.
Evaluation
Continuous assessment, based on in-class exercises and other set assignments.
PS415 Perception, Attention & Performance (5 ECTS)
Lecturer: Dr. Mark A. Elliot
Description: The course aims to provide an introduction to sensory and perceptual processes, blending classical and contemporary approaches to basic information processing. The course will outline key theoretical issues and methodological contributions in perception and cognition generally. In addition, it will demonstrate the scope for the application of knowledge of sensory and perceptual processes to other areas of cognitive psychology and neuroscience. The course aims to cover the following topics: basic sensory processes and psychophysics; pattern recognition and visual search; object recognition; colour perception; visual and auditory attention; subliminal perception; multiple task performance; perceptual mechanisms and dynamics; models of information processing; applications of cognitive psychology.
Module objectives
- Students should be able to specify the main theories, models, concepts or methods concerning the psychology of perception and human performance
- Critically evaluate each of the theories in relation to any rival theories citing research evidence to support or refute each idea
- Provide examples of experimental and modeling techniques used in perception and attention research
- Review the contributions of perception research to general psychology
- Discuss the applicability of research (data, theories, methods, concepts) on perception, attention and action to real-world problems
Basic Reading
- Styles, E.A. (1997). The Psychology of Attention. Hove, UK: The Psychology Press.
- Goldstein, E.B. (2001). Sensation and Perception. (6th Edition). New York: Brooks/Cole.
Evaluation
Written Exam.
PS416 Applied Organisational Psychology (5 ECTS)
Coordinators: Ms. Anne Marie Keane & Dr. Pádraig Mac Neela
Lecturers: Ms. Anne Marie Keane, Dr. Pádraig Mac Neela & Dr. Todd Morrison
Description: Work is one of the primary means by which we interact and collaborate with other people. This module introduces related but separable themes to help students examine the psychology of organisational life. The first theme is applied to health services in particular, and deals with the design of work and important outcomes tied to work design such as job satisfaction, human error and decision making practices. The second theme is focused on the work performance, health and well being of employees, emphasising the impact of job design and organisational conflict. The final theme presents applied examples of how organisational factors influence workers' effectiveness and perceptions of work.
Module objectives
- To understand how organisational psychology can be used in an applied context.
- For students to examine organisational perspectives on health service provision.
- To understand how organisations can contribute to work performance and well being by using psychological interventions.
- To examine how issues such as minority status influence the experience of work.
Basic Reading
- Specialised reading lists are provided.
One two hour examination at the end of Semester 2.
PS417 Psychology of Aesthetics & The Arts (5 ECTS)
Lecturers: Dr. Mark Elliott & Dr. Todd Morrison
Description: This course offers an introduction to the psychological analysis of visual arts, music, and literature. Six broad topics will be explored: creativity; perceptual primitives and complex forms; aesthetic form and function; experimental aesthetics; audience response; and art as an instrument of social stabilization/de-stabilization. Within these topics, various questions will be discussed including: Is creativity teachable? Does artistic production constitute a basic human need? Are some people incapable of appreciating art? Are certain art forms (e.g., music) more intrinsically powerful than other art forms (e.g., sculpture)? What constitutes “good” versus “bad” art? Does aesthetics lend itself to scientific scrutiny? What are the features of an artistic “product” that serve to make it more or less appealing to the viewer? Is scientific creativity qualitatively different from artistic creativity?
Module objectives
- To enhance students’ understanding of the various psychological processes involved in producing and appreciating art
- To broaden students’ view on aesthetics as a legitimate venue for social scientific inquiry
- To expose students to scholarship outside the parameters of psychology (e.g., film studies, sociology, cultural anthropology, history, etc.)
Basic Reading
- Various articles will be assigned throughout the course drawing from leading journals in this area such as Empirical Studies of the Arts; Imagination, Cognition, and Personality; Critical Quarterly; Journal of Popular Culture; and Film Quarterly.
Evaluation
Continuous assessment and a 2-hour written examination paper.
PS418 Issues in Cognitive Neuroscience (5 ECTS)
Lecturer: Dr. Mark A. Elliot
Description: Teams of students are assigned seminar topics which they will present to the group. Seminars will be lead by academics from NUIG, other Irish and international universities and research institutes. Students will be encouraged to engage in critical debate of foundational concepts in the cognitive neurosciences based around the seminar presentations. The presentations will be based on up-to-date literature sources. The topics that aim to be addressed include neuroimaging, specifically EEG and MRI technologies, functional neuroanatomy, the clinical neuroscience of schizophrenia, cognitive aspects of pain, psychopharmacology and cognitive neuroscience, the cognitive neuroscience or memory and the cognitive neuroscience of language, the clinical neuroscience of the Autism spectrum disorder. The course thus aims to expose students to specific research issues in addition to the broader cognitive neuroscience research agenda.
Module objectives
- The course aims to introduce topical issues in the study of brain and cognition
- Students should be able to critically evaluate the research techniques in the cognitive neurosciences
- The course aims to develop presentation skills and to encourage debate on current issues
Basic Reading
- Ward. J. (2006). The Students Guide to Cognitive Neuroscience. Hove. Psychology Press.
- Journal article based reading will also be required.
Evaluation
- Attendance
- Seminar Participation
- Written Exam
PS419 Relational Frame Theory, Language & Cognition (5 ECTS)
Lecturer: Dr. Ian Stewart
Description: The aim of this course is to provide students with a thorough understanding of the modern functional analytic approach to language and cognition known as Relational Frame Theory (RFT; Hayes, Barnes-Holmes & Roche, 2001). RFT is a comprehensive basic experimental research program into human language and cognition. It has become one of the most actively researched basic behavior analytic theories of human behavior, with by now over 70 empirical studies focused on its tenets. This course will first familiarize students with the philosophical and theoretical underpinning of RFT and explain the core behavioural processes implicated by this approach. It will then comprehensively examine up to date RFT-based research into diverse areas of human language and cognition including logic, analogical reasoning, problem-solving, rule-governed behavior and perspective taking.
Module objectives
- To facilitate students’ ability to think about language and cognition in a functional analytic way
- To familiarize students with the philosophical and theoretical approach to language and cognition represented by Relational Frame Theory
- To provide students with an up-to-date knowledge of Relational Frame Theory based research into diverse areas of complex human behaviour
- To introduce students to new RFT-based methodologies for the analysis of language and cognition and to encourage them to think about the further development of such methodologies
Basic Reading
- Hayes, S. C., Barnes-Holmes, D., & Roche, B. (2001). Relational frame theory: A post-Skinnerian account of human language and cognition. New York: Plenum.
- Pepper, S.C. (1942). World Hypotheses: A Study in Evidence. University of California Press, Berkeley.
Evaluation
- One two hour examination at the end of Semester 2 (70%)
- Essay (30%)
PS420 Psychological Measurement: Theory & Practice (5 ECTS)
Co-ordinator: Dr AnnMarie Groarke
Lecturers: Dr. AnnMarie Groarke and Dr. Todd G. Morrison
Description: This module will be presented in two sections, each of which is six weeks in duration. In Section 1, topics pertinent to scale construction and psychometric assessment are examined. These topics include: item development, modification, and deletion; types of reliability (e.g., test-retest, alternate form, split half, and alpha); types of validity (e.g., face, content, criterion-related, and construct); principal components analysis (PCA); and exploratory factor analysis (EFA). Section 2 provides basic skills in psychological testing. It introduces students to the practicalities of test administration and familiarizes them with the scoring and interpretation of test data.
Module objectives
- To provide students with the skills needed to develop psychological measures and assess their psychometric robustness
- To enhance students’ ability to gauge the merits of scales created by social scientists
- To provide basic skills in the administration of psychometric instruments and the interpretation of their scores.
Basic Reading
- Readings will be assigned throughout the course.
Evaluation
- Section 1: in-class examination (50%)
- Section 2: continuous assessment (50%)
PS421 Ergonomics & Interface Design (5 ECTS)
Lecturers: Information Forthcoming
Description: Information Forthcoming
Module objectives
- Information Forthcoming
Basic Reading
- Information Forthcoming
Evaluation
Information Forthcoming
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This page was last updated Monday, September 07, 2009