BSc Educational Psychology

The unit is concerned with understanding human behaviour from a reductionist biological perspective and focuses on introducing how the brain works and why this is important for educators. Throughout the unit, students are encouraged to consider how the knowledge and understanding of brain structure and function can be used to support classroom-based learning in schools. Each of the ten lectures focuses on one topic that builds from a basic understanding of how the nervous system is organised. The unit begins with the fundamentals of basic neurology (e.g. cells, neurotransmitters) and then moves to examining how brain structures and specialisation are currently understood and applied to learning. There will be consideration of: Learning; Memory; Perception; Attention; and, Language. Each area will be considered from a neurobiological perspective and then applied to learners in classrooms. Further consideration is given to what happens when things go wrong and how the brain can respond through neural plasticity. Each lecture session is divided into new content (lecture and discussion) and experimental work (NeuroLab).

The assignment requires application of knowledge and understanding through the production of a guide for teachers. Students can decide on the format for their guide (e.g. blog, animation, training package, leaflet, booklet etc) and they have choice over the area that they want to focus on (e.g. a condition such as ADHD, autism or dyslexia; a specific area of the brain; a process such as behavioural reinforcement).

The unit aims to:

• To provide coverage of the BPS core area of biological psychology and neuropsychology and the role of individual differences to explain learning in the classroom. It is aligned with the QAA discipline benchmark statement for Psychology (2023)

Students will be able to:

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: Learning; Memory; Perception; Attention; and, Language. Each area will be considered from a neurobiological perspective and then applied to learners in classrooms. Further consideration is given to how what happens when things go wrong and how the brain can respond through neural plasticity. The unit finishes with an overview, which is then used to inform the assessment.

Lecture with combined NeuroLab workshop - 10x3 hours

The lecture covers the content and introduction to the required knowledge and understanding. It includes group discussion and class discussion. NeuroLab is a series of experiments that are conducted in small groups to explore aspects of the taught content experientially.

Additionally specific study skills needed to complete the assignment will be provided (e.g. short session on using PsycINFO to find relevant peer reviewed research articles). These will be provided on an ad hoc basis depending on student needs.

Some time is reserved at the end of each teaching session for students to seek advice and support for their learning or for the assignment.

Independent study (guided reading, further NeuroLab experiments, assignment, independent reading) - 170 hours

Supported by additional materials on the VLE and Reading Lists Online. The VLE contains previously recorded versions of the lecture to allow students to go back over the material or to use in the event that they cannot attend the live lecture. It also contains links to other video materials (e.g. YouTube), further reading, optional reading, self-test quizzes and pre-lecture released versions of the PowerPoint  slides being used in the lecture. There is also a link to the 3-D brain that students can use on various platforms to further explore material covered in class. Links to websites containing more experiential materials are also provided (e.g. dichotomous listening; optical illusions; stereograms).

Additionally, the unit will make use of electronic tools to provide further opportunities for student engagement (e.g. Piazza, Padlet – the exact selection of tools will change over time).

The reading list online is reviewed each year. It is broken down by teaching week to make it easier for students to see relevant sources of information. There is also a section of easy reads prior to the module start that provide an overview of neuropsychology in lay-terms. The core text is regularly reviewed.

• Describe the 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

• Discuss and debate chosen topics in neuropsychology and critically evaluate their strengths and limitations of their underpinning research

• Relate workshop exercises to explore aspects of neuropsychology completed in the NeuroLab to school-based learning
• Explain to teachers how neuropsychological theory can be applied in relation to education

• Take charge of their own learning and undertake self-directed study to include material not presented directly in the module content
• Demonstrate the use of IT skills (word processing, accessing electronic databases and library facilities, managing references)

BSc Educational Psychology is externally accredited by the British Psychological Society.

Formative assessment task - Optional on-line quizzes are provided on the VLE. The core textbook includes short tests on each topic.

Assessment task - Students are to produce a ‘users guide’ showing how one element of neuropsychology (chosen in consultation with a tutor) is applied to learning in the classroom (2,500 words, 100%).

Formative assessment task - automated/self-directed.

Assessment task - Online within Faculty guidelines.

Core eTextbook: Principles of behavioral neuroscience

J.C. Horvitz and B.L.Jacobs. Principles of Behavioral Neuroscience. 1st ed. Cambridge University Press; 2023. https://read.kortext.com

Introductory Text (optional pre-reading)

How Your Brain Works : Inside the Most Complicated Object in the Universe. John Murray; 2017.
George A. The Brain : Everything You Need to Know. John Murray; 2022.

Blakemore SJ, Frith U. The Learning Brain: Lessons for Education. (Frith U, ed.). Blackwell; 2005. http://man-fe.hosted.exlibrisgroup.com/MU_VU1:44MAN_ALMA_DS21197693270001631

Thomas MSC, Mareschal D, Dumontheil I, eds. Educational Neuroscience : Development Across the Life Span. Routledge; 2020.

General texts on neurology

Ward J. The Student’s Guide to Cognitive Neuroscience. Third edition. Taylor and Francis; 2015. OVP

Eysenck MW. Cognitive Psychology : a Student’s Handbook. Eighth edition. (Keane MT, ed.). Psychology Press; 2020.

Alfred KL, Kraemer DJM. Verbal and visual cognition: Individual differences in the lab, in the brain, and in the classroom. Developmental Neuropsychology. 2017;42(7-8):507-520. doi:10.1080/87565641.2017.1401075

Paul Howard-Jones. Neuroscience and Education: A Review of Educational Interventions and Approaches Informed by Neuroscience Full Report and Executive Summary. Education Endowment Foundation; 2014. https://educationendowmentfoundation.org.uk/public/files/Presentations/Publications/EEF_Lit_Review_NeuroscienceAndEducation.pdf

Useful resources to support NeuroLab

Ferrero M WG, Vadillo MA. Is crossed laterality associated with academic achievement and intelligence? A systematic review and meta-analysis. PLOS ONE. Published online 2017. doi:10.1371/journal.pone.0183618

Annett M. Laterality and Types of Dyslexia. Neuroscience and biobehavioral reviews. 1996;20(4):631-636. doi:10.1016/0149-7634(95)00076-3

Beaumont JG, McManus I. C. Hemisphericity: A critical review. Cognitive Neuropsychology. 1984;1(2):191-212. doi:10.1080/02643298408252022

Pavio Y. Concreteness, imagery and meaningfulness. https://psycnet.apa.org/record/1968-05551-001

Uyeda, K.M. and Mandler, G. Prototypicality norms for 28 semantic categories. Behavior Research Methods & Instrumentation. 1980;12(6):587-595. https://link.springer.com/content/pdf/10.3758%2FBF03201848.pdf

Duley J., Wilkins J., Hamby S., Hopkins D., Burwell R., Barry N. Explicit scoring criteria of the Rey-Osterrieth and the taylor complex figures. Archives of clinical neuropsychology. 1992;7(4):324-325. doi:10.1093/arclin/7.4.324a

Lucadou WV. Hans in luck: The currency of evidence in parapsychology. The Journal of Parapsychology. 2001;65(1):3-16.
 

Expected Outcomes

The module forms part of the BSc Educational Psychology programme and conforms to the QAA discipline benchmark for Psychology required for accreditation by the relevant PSRB (BPS). There is a focus on teaching the skills needed for post graduate work in the field of applied psychology (e.g. group working skills, applying theory to practice; developing specialist knowledge in the area of neuropsychology). Teaching also serves the function of acculturation into the discipline (e.g. use of APA as a referencing system; the role of experimental psychology in understanding human behaviour; critical evaluation of material; acceptance of alternative viewpoints). 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).