|| ED30220 |
|| THE PSYCHOLOGY OF LEARNING AND THINKING |
|| 2007/2008 |
|| Mrs Rosemary O Cann |
|| Semester 1 |
|| Mrs Ffion M Hoare, Mrs Rosemary O Cann |
|| Students are recommended to take Module ED11220 in the first year |
| Course delivery
|| Seminars / Tutorials || 10 Hours. Tutorial. |
|| Lecture || 10 Hours. |
|Assessment Type||Assessment Length/Details||Proportion|
|Semester Exam||3 Hours ||50%|
|Semester Assessment|| Course Work: one assignment of 2,500 words ||50%|
|Supplementary Assessment|| All failed or missing elements of assessment to be re-taken or made good.|| |
Learning outcomesOn successful completion of this module students should be able to:
Understand the complex nature of thinking processes, particularly as underpinned and implied by the concept of IQ;
Analyze and understand the basic principles of Piaget's theory of intellectual development;
Understand and appraise Vygotsky's theory of conceptual development and learning;
Appraise Bruner's principles of learning and teaching;
Evaluate the possible effect of bilingualism on cognitive processes;
Understand the importance of Skinner's theory of learning;
Evaluate the effect of self-concept on learning and scholastic achievement.
Appreciate the aesthetics of their own reasoning and thinking;
Value the importance of motivation on their own thinking and reasoning;
Develop strategies to deal with their own exam and test-taking anxiety.
This module introduces and examines the theories of Piaget, Vygotsky, Bruner and Skinner. In addition, students will be given the opportunity to carry out experimental work in small groups in order to further their understanding of both the concepts underpinning the major theories and their application.
This module will allow students to:
extend their knowledge and critical understanding of the major theories of thinking and learning.
reflect upon their learning styles and to relate these to the key concepts in the field.
The module is based on the following topics:
Self-concept: definition, importance and measurement; some discussion on its genesis;
Self-concept and Achievement: how to improve the self-image of school children;
Adolescence: identity crisis and other issues;
Intellectual development: intelligence and its measurement;
Piaget' theory of intellectual development;
Vygotsky's model of thinking and learning;
Bruner's model of development and learning and teaching;
Skinner's theory of operant conditioning and its application to learning and teaching;
Stages of development: social and psychological factors known to accelerate intellectual development;
Bilingualism and cognitive development.
** General Text
(c2003.) Atkinson & Hilgard's introduction to psychology /Edward E. Smith ... [et al.].
Wadworth/Thomson Learning 0155050699
Bee, Helen L. (2004.) The developing child /Helen Bee, Denise Boyd.
Allyn and Bacon 0205357970
** Recommended Text
COOK, J L & COOK, G (2005) Child Development
Pearson Education Inc.
Hayes, Nicky. (2000) Foundations of psychology /Nicky Hayes.
Thomson Learning 1861525893
SMITH, P K et al (2003) Understanding Children's Development (4th edition)
Child, Dennis. (2003.) Psychology and the teacher /Dennis Child.
Cohen, David (2001.) How the child's mind develops /David Cohen.
Davenport, G. C. (1994.) An introduction to child development /G.C. Davenport.
Collins Educational 0003223558
Donaldson, Margaret. (1987, c1978.) Children's minds /Margaret Donaldson.
Fontana, David. (1995.) Psychology for teachers /David Fontana.
Macmillan Press 0333640667
Meadows, Sara. (2005.) The child as thinker :the development and acquisition of cognition in childhood /Sara Meadows.
(1983.) Early childhood development and education :readings in psychology /edited by Margaret Donaldson, Robert Grieve and Chris Pratt.
This module is at CQFW Level 6