PY3NDD: Neurodevelopmental Differences

Module code: PY3NDD

Module provider: Psychology; School of Psych and Clin Lang Sci

Credits: 20

Level: Level 3 (Honours)

When you'll be taught: Semester 2

Module convenor: Dr Teresa Tavassoli, email: t.tavassoli@reading.ac.uk

Module co-convenor: Dr Fang Liu, email: f.liu@reading.ac.uk

Pre-requisite module(s): BEFORE TAKING THIS MODULE YOU MUST TAKE PY2RMP (Compulsory)

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: NA

Academic year: 2024/5

Available to visiting students: Yes

Talis reading list: Yes

Last updated: 29 August 2024

Overview

Module aims and purpose

We are all different which makes the world a more interesting place. This is also true for those with neurodevelopmental differences. In this module, we will explore the everyday experiences of neurodivergent individuals and theoretical and practical implications of these differences. Topics may range from sensory processing to speech, language, music, and emotion processing across different neurodevelopmental conditions such as autism, dyslexia, amusia and ADHD. 

Module learning outcomes

By the end of the module, it is expected that students will be able to: 

1. Describe and evaluate theories of neurodevelopmental differences.  
2. Critically evaluate research methods used to measure different aspects of neurodevelopment. 
3. Synthesise and communicate literature on neurodevelopmental conditions for different (lay and scientific) audiences. 

Module content

Through interactive lectures and seminars, this module will explore the everyday experiences and theoretical and practical implications of neurodevelopmental differences. Topics may range from sensory processing to speech, language, music, and emotion processing across different neurodevelopmental conditions such as autism, dyslexia, ADHD and amusia. Content will span BPS core areas of Biopsychology, Developmental Psychology, Individual Differences and Research Methods. By the end of the module you will have an in-depth understanding of aspects of neurodevelopmental differences, which may include differences in sensory processing, speech, language, music, and emotion processing.  

The module will introduce methods used to measure different aspects of neurodevelopment, provide an understanding of theories of neurodevelopmental differences, equip you to synthesise and communicate the literature on neurodevelopmental conditions for different audiences and allow you to compare and contrast across different neurodevelopmental conditions. 

Structure

Teaching and learning methods

Lectures and seminars will include a variety of teaching and learning methods; interactive lectures, group work, digital enabled learning activities such as Padlet and Menti quizzes during sessions, discussions and debates, training in experimental methods and evaluations of research. In addition, ‘core’ reading will be set throughout to prepare students for the content of the sessions. 

This module is taught via 10, 2-hour lectures. 

4 of these lectures will be supplemented by a one-hour seminar with the goal of expanding upon the taught content. 

Material will be supported by recommended reading. 

Study hours

At least 24 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve an overall module mark of 40% to pass this module.

Summative assessment

Penalties for late submission of summative assessment

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

Assessments with numerical marks

• 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 three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: https://www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/qap/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.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

Students will receive formative feedback that will help them for their summative assessment.  

Reassessment

Additional costs