PY1LAL-Learning about Learning

Module Provider: Psychology
Number of credits: 20 [10 ECTS credits]
Level:4
Terms in which taught: Autumn / Summer term module
Pre-requisites:
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Current from: 2021/2

Module Convenor: Prof Philip Beaman
Email: c.p.beaman@reading.ac.uk

Type of module:

Summary module description:

This module provides an introduction to human and animal learning.  The module will cover developmental, biological, and cognitive processes which support learning and memory, enabling students to reflect on the processes we use to plan, monitor, and evaluate our understanding and performance. It will cover early, influential studies and theories on human and animal learning (for example, studies conducted by Bandura on social learning, Pavlov on animal learning) as well as current research. The relevance of animal learning studies to human learning and cognition will also be discussed in classes on comparative cognition. This module is delivered at the University of Reading and the University of Reading Malaysia.

Aims:

The aims of this module are for students to develop an understanding of learning and memory and be able to use this knowledge to reflect on their own learning. This will include fundamental findings about the nature of learning (e.g., classical and operant conditioning)  the theoretical models that underpin these processes from a variety of different perspectives including developmental, biological, and cognitive approaches and concerns (e.g., childhood amnesia, critical learning periods, effects of different study types such as levels of processing, distributed vs. massed practice). Students will also learn to: i) reflect on and ii) apply this knowledge in the context of their own learning

Assessable learning outcomes:

By the end of the module, students will be able to:

• Describe different types of learning and memory systems and the underlying biology of learning


• Describe how learning develops within an individual across the lifespan


• Describe and evaluate influential and current studies and theories of learning and memory covering different perspectives, including developmental, biological and cognitive.


• Reflect on and apply th eir knowledge in the context of their own learning

Additional outcomes:

By the end of the module, students will be able to:

• Read effectively, retrieve information effectively


• Practice good self-management


• Communicate effectively both in written work and orally during seminars


• Problem-solve, particularly during the group work in seminars


• Work in groups to achieve a goal

Outline content:

This module provides an introduction to learning. Developmental, biological and cognitive perspectives will be covered in topics such as: the theories of learning, animal models of learning, imitation and social learning, motivation, educational psychology, intelligence, memory systems, meta-cognition, and applying empirical evidence on learning to study techniques.

Global context:

This module will consider the global context of the research and its approaches, with an aim to improve students’ understanding of how learning can be context-bound.  Internationally-relevant examples will be used to illustrate the similarities and differences of research on learning internationally.

Brief description of teaching and learning methods:

This module is taught via 10 one-hour lectures, 10 two-hour seminars, and supported by recommended reading.

Teaching methods include the following:

• Lectures on learning.


• Seminars to support the lectures, containing group work and problem-solving.


• Recommended reading. 

Contact Hours:

NB The contact hours in the table below are indicativ e of the contact hours for students studying this module in the UK, and may vary for students taking this module at branch campuses.

Contact hours:

	Autumn	Spring	Summer
Lectures	20		2
Seminars	10		2
Guided independent study:
Wider reading (independent)	40
Wider reading (directed)	50
Exam revision/preparation			36
Preparation for seminars	20
Group study tasks	20
Total hours by term		0
Total hours for module	200

Summative Assessment Methods:

Method	Percentage
Written exam	50
Written assignment including essay	50

Summative assessment- Examinations:

There will be one written summer exam for this module where students will be required to answer four short answer questions. It will contribute 50% to the overall mark for the module. 

Summative assessment- Coursework and in-class tests:

There will be one written coursework assignment, contributing 50% to the overall mark for the module. This assignment will require students to reflect on their own learning. 

Formative assessment methods:

Group tasks will be formatively assessed in order to provide feedback to students.

Penalties for late submission:

The Support Centres will apply the following penalties for work submitted late:

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of five working days;
• where the piece of work is submitted more than five working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

The University policy statement on penalties for late submission can be found at: http://www.reading.ac.uk/web/FILES/qualitysupport/penaltiesforlatesubmission.pdf
You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Assessment requirements for a pass:

A mark of 40% overall.

Reassessment arrangements:

Reassessment is by re-examination in the August resit period

Additional Costs (specified where applicable):

Last updated: 21 May 2021