BSc Educational Psychology

The unit begins with the fundamentals of basic neurology (e.g. cells, neurotransmitters) and an introduction into experience and learning. It then moves to examining how brain structures and specialisation are currently understood and applied to learning.

There will be consideration of: Attention; Perception; Learning; Memory; Language

Each area will be considered from a neurobiological perspective and then applied to learners in classrooms. The unit finishes with an overview, which is then used to inform the assessment.

 To provide coverage of the BPS qualifying syllabus core area of biological Psychology

Face to face and virtual lectures (e.g. including whole class discussion and debate, experiential learning, and other approaches to learning and teaching)

Workshop activities to explore aspects memory relevant to school-based learning

• Demonstrate a systematic understanding of key issues and concepts in developmental neuropsychology (e.g. neural plasticity, double dissociations).
• Critically analyse and evaluate relevant literature in the areas of psychobiology and developmental neuropsychology.
• Examine, interpret and apply topics in developmental neuropsychology to educational settings and contexts.
• Explain, in neuropsychological terms, aspects of perception, attention, learning and memory, and their significance in developmental and educational contexts.

• Discuss and debate chosen topics in neuropsychology and critically evaluate their strengths and limitations of their underpinning research.
• Apply and critically evaluate neuropsychological theory in relation to education

• Design and carry out workshop exercises to explore aspects neuropsychology and relate this to school-based learning.
   

• Take charge of their own learning and undertake self-directed study to produce a credit-bearing assignment (see below)
• Written communication
• Working with others (group work or with family members)
• IT skills (word processing, accessing electronic databases and library facilities, managing references)
   

 Written feedback (utilising Turn-it-in), within University guidelines.

General texts (indicative texts – these will be reviewed through reading lists associated with the module using Reading Lists Online

Ward, J. (2015) The Student's Guide to Cognitive Neuroscience (3rd Ed) London: Psychology Press

Johnson, M., & De Hann, M. (2015).  Developmental Cognitive Neuroscience: an Introduction (4^th Ed). West Sussex: Wiley.

Child Neuropsychology: Assessment and Interventions for Neurodevelopmental Disorders, 2nd Edition - Phyllis Anne Teeter Ellison, Margaret Semrud-Clikeman 2009

The learning brain: lessons for education - Blakemore, Sarah-Jayne, Frith, Uta 2005

Casey, B. J., Tottenham, N., Liston, C., & Durston, S. (2005). Imaging the developing brain: what have we learned about cognitive development? Trends in cognitive sciences, 9 (3), 104-110.

Raichle, M. E. (2009). A brief history of human brain mapping. Trends in Neurosciences, 32,

118-126.

Society for Neuroscience (2012). Brain facts: a primer on the brain and nervous system. Washington, DC: SfN.

Stiles, J. & Jernigan, T.L. (2010). The basics of brain development. Neuropsychology Review, 20, 327-348.

Temple, C. M. (1997). Cognitive neuropsychology and its application to children. Journal of Child Psychology and Psychiatry, 38, 27-52