Cognition in Action - SP566

Location Term Level Credits (ECTS) Current Convenor 2019-20
(version 2)
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6 15 (7.5) MR M Fysh




Not available as a 'wild' module
Available to Psychology Short term credit students, subject to approval by the School of Psychology.



This module tackles a variety of hot and/or critical topics in cognitive psychology, building upon the theories and research assimilated at Stages 1 and 2. The goal of the tutor or tutors, experts on their topics, is to bring you to a more advanced level, where you can start to evaluate pieces of research in terms of their findings, conceptual underpinnings and/or methodological choices. This year, the focus is on free will and metacognition, looking in particular at the extent to which we control, or feel we control, cognitive processes such as decision-making, attention, and memory. Practical applications and relevance to a general understanding of behaviour are emphasised throughout.


This module appears in:

Contact hours

One two-hour lecture/seminar per week

Method of assessment

This module is assessed by 100% coursework. This is comprised of an 80% extended essay (maximum 3,000 words) and a 20% seminar report (maximum 2,000 words)

Indicative reading

Reading lists will primarily comprise of journal articles. There is no single textbook, but key texts will be available on the online reading list. The module reading list can be found online at the reading list pages here :

See the library reading list for this module (Canterbury)

Learning outcomes

Acquire knowledge and understanding of how core concepts, theories and findings in the study of research in cognition have been applied to the broader context.
Acquire intellectual skill of critical reflection when considering the diversity of perspectives in the study of cognition in its broader context.
Ability to critically evaluate through written analysis and interpretation the application of cognitive theory and empirical findings to its broader context.
Develop an appreciation of the historical and conceptual issues in the study of Cognition.

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