Last modified: 02 Oct 2024 10:46
The memory component of this course aims to introduce students to the main theoretical components of memory (working and autobiographical memory). Psychological theories of forgetting and eyewitness memory will also be discussed.
The second component of the course, language, will introduce students to the key issues in psycholinguistics. This will include assessment of sentence processing, analysis of the processes underlying language production and factors that influence communication in different settings.
The assessment of multiple approaches within both research areas will provide all students with a good basis for developing critical thinking skills.
| Study Type | Undergraduate | Level | 3 |
|---|---|---|---|
| Term | Second Term | Credit Points | 15 credits (7.5 ECTS credits) |
| Campus | Aberdeen | Sustained Study | No |
| Co-ordinators |
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The memory component of the course examines the cognitive study of human learning and memory; the modal and working memory models; the application of memory models to everyday cognition. The language component of the course examines cognitive mechanisms underlying sentence processing and production, and higher level processes of language comprehension.
Information on contact teaching time is available from the course guide.
| Assessment Type | Summative | Weighting | 30 | |
|---|---|---|---|---|
| Assessment Weeks | Feedback Weeks | |||
| Feedback |
Automated scores released immediately. |
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| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
| Conceptual | Evaluate | Students will be able to evaluate the evidence supporting different theoretical accounts of human memory and communicate this through coursework and written exams. |
| Conceptual | Understand | Students will be able to describe memory theories and major findings from human memory with respect to acquisition of knowledge, forgetting, self-evaluation of memory, and reconstruction. |
| Conceptual | Understand | Describe cognitive models of three key aspects of language processing (sentence comprehension, language production, and dialogue), and understand the historical context to their development. |
| Procedural | Evaluate | Critically evaluate contrasting accounts of language processing and the empirical evidence that supports them. |
| Assessment Type | Summative | Weighting | 70 | |
|---|---|---|---|---|
| Assessment Weeks | Feedback Weeks | |||
| Feedback |
Feedback on tutorial activities and on written assignments. Example exam questions in lectures. Written feedback on written assignment within 3 weeks after assignment has been handed in. |
Word Count | 1200 | |
| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
| Conceptual | Evaluate | Students will be able to evaluate the evidence supporting different theoretical accounts of human memory and communicate this through coursework and written exams. |
| Conceptual | Understand | Students will be able to describe memory theories and major findings from human memory with respect to acquisition of knowledge, forgetting, self-evaluation of memory, and reconstruction. |
| Conceptual | Understand | Describe cognitive models of three key aspects of language processing (sentence comprehension, language production, and dialogue), and understand the historical context to their development. |
| Procedural | Evaluate | Critically evaluate contrasting accounts of language processing and the empirical evidence that supports them. |
| Assessment Type | Formative | Weighting | ||
|---|---|---|---|---|
| Assessment Weeks | Feedback Weeks | |||
| Feedback | ||||
| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
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| Assessment Type | Summative | Weighting | 100 | |
|---|---|---|---|---|
| Assessment Weeks | Feedback Weeks | |||
| Feedback | ||||
| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
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| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
| Conceptual | Understand | Students will be able to describe memory theories and major findings from human memory with respect to acquisition of knowledge, forgetting, self-evaluation of memory, and reconstruction. |
| Procedural | Evaluate | Critically evaluate contrasting accounts of language processing and the empirical evidence that supports them. |
| Conceptual | Evaluate | Students will be able to evaluate the evidence supporting different theoretical accounts of human memory and communicate this through coursework and written exams. |
| Conceptual | Understand | Describe cognitive models of three key aspects of language processing (sentence comprehension, language production, and dialogue), and understand the historical context to their development. |
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