MEd Psychology of Education / Course details

This unit covers a range of themes in neuroscience and cognitive psychology key areas of the British Psychological society curriculum to be addressed on the MEd programme. 
Students are introduced to application of neuroscience in psychology and education. Students are introduced to brain anatomy and different types of neuroimaging techniques. Students are encouraged to think critically about these approaches and how they can help us understand the function of the brain in cognition and learning, and in terms of typical and/or atypical development, such as autism, dyslexia, ADHD, delayed language development.

The course unit is delivered over 9 sessions and using a variety of methods including lectures, tutorials, and independent research activities. 

Each session focuses on specific topics and aims to:

• Examine recent research in areas of cognitive neuroscience.
• Introduce concepts, definitions and terminology.
• Provide a neuroanatomical model - neuroanatomy / biopsychology (including frontal lobe function).
• Consider the application of topics to applied settings (e.g. schools / classrooms).

The module forms part of the MEd Psychology of Education programme and conforms to the QAA discipline benchmark for Psychology required for accreditation by the British Psychological Society (BPS).

Core knowledge is comparable to other Psychology degrees and therefore underpins further training for careers in the areas of applied psychology (e.g. Educational Psychologist, Clinical Psychologist, Health Psychologist, Occupational Psychologist, Counselling Psychologist etc). The content is specifically related to educational settings and as such immediately applicable to careers outside of the subject discipline (e.g. teaching, teaching assistants; SENCo; support workers).
 

Indicative curriculum content

• Introduction to Neuroscience and Education.
• Brain imaging and anatomy.
• Neuroscience evidence and evaluation.
• The Frontal Lobe.
• Language anatomy and imaging in different populations.
  Perception.
• Applications in Education.
   

The course unit will be delivered in a variety of ways including lectures, and group or individual tutorials. Students will be required to work both independently and in small groups and active student participation will be encouraged at all times.

Independent study is expected and supported by guided reading, independent reading, guided activities, blog posts, and additional materials on Blackboard and Reading Lists Online.

The blog posts contain links to other video materials (e.g., YouTube, lecture talks), further reading, optional reading, self-test quizzes. Lecture PowerPoint slides and additional resources are also available on Blackboard.

Additionally, the unit make uses of electronic tools and digital platforms to provide further opportunities for student engagement.

The reading list online is reviewed each year. A general unit reading list is provided with suitable textbooks recommended. Individual session readings are also provided and broken down by teaching week to make it easier for students to see relevant sources of information, key recommended readings and further readings themed to sessions. 

• To provide coverage of the BPS syllabus core areas of psychobiology and cognitive psychology
• Demonstrate a systematic understanding of key issues and concepts in developmental cognitive neuropsychology (e.g. neural plasticity, double dissociations).
• Critically analyse and evaluate relevant literature in the areas of psychobiology, cognitive psychology and developmental cognitive neuropsychology.
   

• Examine, interpret and apply topics in developmental cognitive neuropsychology (e.g. executive functions) to educational settings and contexts.
• Explain, in neurocognitive terms, aspects of perception, attention, learning and memory, and their significance in developmental and educational contexts.

• Examination and interpretation of current literature and subsequent production of information for a specific audience.
• IT skills (databases, literature searches, word processing).
   

• Word processing, accessing electronic databases and library facilities.
• Critical evaluation of current literature.
• Analysis and synthesis of arguments based on current literature.
• Examination and interpretation of current literature, and subsequent production of information for a specific audience.
• Explore how empathy, tact and diplomacy are essential in dealing with individuals whose behaviour may be challenging.
• Working independently with minimal supervision.

15 working days after submission via Turnitin

Core Texts

Johnson, M.H. & de Haan, M. (2015). Developmental Cognitive Neuroscience. (4th ed.). UK: Wiley-Blackwell. ISBN 978-1-118-93808-9
Offers a comprehensive overview of research, methodologies and key issues. Developmental disorders (e.g., Autism etc.) are touched upon in relevant chapters, however you will need to supplement your reading with other sources to broaden your understanding of these areas.

Mareschal, D., Butterworth, B., & Tolmie, A. (Eds.). (2013). Educational neuroscience. UK: John Wiley & Sons. ISBN  978-1118725894
A useful text that brings together different topics covered in the unit and explores research in these areas.

Further reading
Both Stirling and Frith texts offer accessible introductory material that can be used in combination with the core texts.

Stirling, J. & Elliot, F. (2012). Introducing Neuropsychology (2nded.). Hove: Psychology Press.  ISBN 9781283711210
An excellent, reader-friendly introduction to brain function and the brain-behaviour relationship.  Assumes no prior knowledge – strongly recommended (but please note: this text does not provide coverage of developmental issues).

Frith, U. & Blakemore, S. J. (2005). The Learning Brain: Lessons for Education. London: Blackwell.  ISBN 1405124016.
A very accessible introductory text that explores the potential relevance of brain and cognitive research to education.  It provides useful (albeit brief) coverage of key issues such as how the brain develops, the neural basis of mathematical and literacy skills (and associated difficulties), and developmental disorders such as autism.

Ward, J. (2015). The Student’s Guide to Cognitive Neuroscience (3rd ed.). London: Psychology Press. ISBN 1848722729