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PSY-20076 - Module Specification
School of Psychology
Faculty of Natural Sciences

For academic year: 2026/27 Last Updated: 17 March 2026

PSY-20076 - Understanding People in Depth
Coordinator: David Walker Tel: +44 1782 7 34265
Lecture Time: See Timetable...
Level: Level 5
Credits: 30
Study Hours: 300
School Office: 01782 733736

Programme/Approved Electives for 2026/27

None

Available as a Free Standing Elective

No

Co-requisites

None

Prerequisites

none

Barred Combinations

none

Description for 2026/27

This module will build on the first year module (Understanding People) and allow students to study theory and findings associated with developmental, social, cognitive, and biological psychology and individual differences.
Topics within the remit of developmental psychology may include parenting, emotional development, peer relationships, and language development. Topics within social psychology may include attitudes, social identity, and group & intergroup behaviour. Typical cognitive topics could include perception, attention and inhibitory control, human learning and memory, mental imagery. Biological topics are related to the central nervous system in normal and pathological conditions, highlighting the brain substrates underpinning mental processes and behaviour. Some sessions will also explore historical developments of the discussed issues, individual and cultural differences, and integrate other perspectives, to show how these sub-disciplinary areas can be synthesised to give a more holistic understanding of human psychology.
The teaching on this module will include interactive classroom taught sessions, which will introduce you to the central theoretical concepts and research evidence and equip you with the study skills you need to succeed within the module and throughout the rest of your studies at Keele. You will also engage with weekly structured activities provided to support your learning independently (asynchronous learning activities).

Aims
By building on the first year content, this module will enable students to develop an advanced knowledge of biological psychology, cognitive psychology, developmental psychology and social psychology to understand current issues in their study and to critically evaluate theories and research in these areas. Moreover, this module will aim to help students develop, where possible, an appreciation of cultural and individual differences in psychology.

Intended Learning Outcomes

Independently locate, study and synthesise knowledge from relevant literature within the fields of developmental, social, biological and cognitive psychology: 1,2,3
Describe, explain, and critically evaluate theory and research in developmental, social, cognitive, and biological psychology and individual differences: 2,3
reflect on the ways in which different perspectives in psychology can be integrated to give a holistic view of human thought and behaviour: 2,3
write concisely and communicate complex psychological theory and ideas effectively: 1,2,3

Study hours

Taught class time - seminar/workshop sessions 23 x 2 hours (46 hours)
Asynchronous structured activities to prepare for and extend upon learning in classes - (69 hours)
Independent study, comprising:
- wider reading related to the taught classes (48 hours)
- preparation for the production of the MCQs (25 hours)
- preparation for the blog (56 hours)
- preparation for the individual presentation (56 hours)

School Rules

None

Description of Module Assessment

1: Assignment weighted 20%
Production of MCQ's
Students will produce 2 MCQ questions for each core teaching area (developmental/social/cognitive/biological psychology). The questions must not all cover a single taught session but a range of topics. Students will produce a total of 8 MCQ questions each with 4 answers, choosing three incorrect answers that may be confused, conceptually, with the correct response. Students will have to indicate the correct response and also the reasons why they chose the 3 foils (i.e., what the conceptual confound may be), in 150 words maximum (in total, 1200 words). A sample of passed questions could also be anonymously shared with the other students, to promote peer supported learning. Students will also have the opportunity in seminars to peer evaluate each others questions against the marking instructions and rubric. Students will submit the questions at two different dates (4 questions at end of semester 1 and 4 questions end of semester 2) to obtain feedback mid-way.

2: Assignment weighted 40%
Blogs
For this assessment, students will have to write an academic blog entry that will focus on cognitive or biological topics taught in the module (core teaching sessions and/or workshops). The blog will be 1000 words (with 10% leeway). Students will have to choose one out of four titles/topics proposed by the teaching staff. Each topic will cover both biological and cognitive aspects; students will need to write about both across the breadth of their assessment submission. In the blog, they will be asked to reflect on the theoretical and methodological aspects of the chosen topic, providing critical evaluation. Students should write in an accessible style, being engaging, but also clear and rigorous on a scientific point of view (i.e., evidence-based statements, citing appropriate sources). Images should be included to enhance clarity and engagement. When appropriate to the topic, students should also provide their own voice (e.g., own perspective on the topic, supported by evidence; if appropriate, some short insight on experience with aspects of the topic) and some creative insight into the topic.

3: Presentation weighted 40%
Individual presentation
Students will be asked to present on a topic from developmental/social/individual differences covered in the latter half of the module. Presentations should be around 10 minutes in length. Students will present to tutors and a small group of their peers, this develops their presentation and communication skills from level 4 where they develop and deliver a presentation in a group setting. If an alternative is required for a reasonable adjustment, students should be asked to complete a 1000 word essay in a similar topic. This will be due end of semester 2.

The University undertakes a continuous review of its teaching and research provision to ensure programmes are of a high quality and changes may be made to modules where it is necessary and reasonable to do so. Please be aware that minor changes to modules, such as a change to an individual assessment, can occur up until enrolment, although we endeavour to give you as much notice as possible of any changes. Details about the circumstance in which changes are made to programmes can be found in the Student Agreement, available at: https://www.keele.ac.uk/legalgovernancecompliance/governance/actcharterstatutesordinancesandregulations/studenttermsconditions/

Last Updated: 17 March 2026