• 15 credits
• Autumn Teaching, Year 1

This module will introduce you to the aims, methods, theories and empirical findings associated with a scientific approach to studying the human mind. You will learn how psychologists develop models of cognitive function that are tested against data from behavioural studies of healthy individuals, as well as from individuals with brain damage or psychopathology.

After an introductory lecture covering the historical background to cognitive psychology and the main methodological approaches taken, the module will proceed to cover five core topics: perception, attention, thinking, memory, and language.

Each topic will begin with one or two background lectures that introduce key concepts and experimental approaches. The background lectures are then typically followed by a lecture which addresses the topic from a neuropsychological approach, considering how that aspect of cognition is affected by brain injury; covering material such as agnosia, neglect, and amnesia.

Additional lectures will address the topics from a more psychopathological approach, for example examining the role of attentional biases in anxiety. The module concludes with four lectures considering cognition in the broader context of behaviour and behavioural control.

• 15 credits
• Autumn Teaching, Year 1

Introduces students to the central ideas and findings of social psychology. All psychology undergraduates at Sussex take this module. Students will learn about theories, methods, empirical findings and applications of social psychology. The module does not require any prior knowledge of psychology.

• 15 credits
• Autumn Teaching, Year 1

The aim of this module is to introduce students to some of the skills necessary for conducting psychological research. This module focuses on the skills required for analysing the data obtained from non-experimental studies in psychology, such as surveys, questionnaires and observational studies. It is therefore complementary to Research Skills 2, which focuses more on experimental methods in psychology.
(a) Students will learn about the strengths and weaknesses of the methods that psychologists use in order to obtain data on behaviour (eg the advantages and disadvantages of techniques such as experiments, questionnaires and psychometric tests)
(b) Students will be taught how to analyse data quantitatively, using statistical techniques. This will include learning about the logic behind statistical methods (eg sampling theory and hypothesis testing), as well as learning under what circumstances various statistical tests are appropriate. Students will be taught how to use SPSS and Excel to produce descriptive and inferential statistics and graphs. Various statistical tests will be taught, such as Pearsons and Spearmans correlation tests, linear regresssion and Chi-Square
(c) Students will be shown how to produce written reports of their findings and conclusions, using the discipline's presentation conventions, as set out by the American Psychological Association
(d) Students will be taught various research-related IT skills, including how to make web searches, and how to use Excel and SPSS
(e) Students will be given some insight into the ethical issues that surround experimentation on human beings.

By the end of the module, students should be familiar with the techniques that most psychologists use in order to conduct research; be able to perform various statistical tests by hand and by the use of SPSS; be able to produce lab-reports that conform to the conventions for published psychology journal articles; and they should have started to be able to understand and critically evaluate the methodological aspects of published research.

• 15 credits
• Spring Teaching, Year 1

'Psychobiology' is a first year, core module that gives you a first overview of the various topic-areas relevant to understanding human and non-human animal behaviour from a biological and/or evolutionary perspective.

You begin by discussing the basic anatomy of the peripheral- and central nervous systems (brain and spinal cord), as well as the structure and physiological function of nervous cells (neurons), including synaptic neurotransmission, hormonal actions, and intracellular electrical processes.

Additionally, you are given an introduction to systems neuropsychology and the effects of drugs on neuronal functioning are discussed.

Next, you discuss brain-behaviour relations in greater detail focusing on three broad topic areas:

• you consider the biological basis of emotions, from a hormonal- and brain systems perspective
• you consider essential motivated behaviours, by exploring both homeostatic and non-homeostatic peripheral and central mechanisms underlying drinking and eating behaviour
• you discuss the brain mechanisms that allow organisms to acquire, store and retrieve new information and alter their behaviours, focussing on historical and recent experimental findings from studies on human- and non-human learning & memory.

In the final section of this module, you take a more evolutionary perspective, exploring how many components and aspects of human behaviour have been shaped by adaptation and selection, relying on field studies into the foundations of animal behaviour.

• 15 credits
• Spring Teaching, Year 1

This module examines the historical origins, perspectives, theories, methods, and empirical findings of research in the area of developmental psychology, with attention to cognitive, perceptual, language, social, emotional, and atypical development. A core emphasis on major theories and research findings in the field of developmental psychology will be complemented by presentations by various members of the Psychology faculty that address a wide range of psychological processes, from the antenatal period through to young adulthood. The module does not require any prior knowledge of psychology.

• 15 credits
• Spring Teaching, Year 1

The aim of this module is to introduce you to some of the skills necessary for conducting psychological research. This module focuses on the skills required for analysing the data obtained from experimental and quasi-experimental studies in psychology. It is therefore complementary to Research Skills 1, which focuses more on observational methods in psychology.

• You will learn about the strengths and weaknesses of experimental and quasi-experimental methods used by psychologists, and will learn how to design methodologically-sound experimental studies.
• You will be taught how to analyse data quantitatively, using statistical techniques. This will include learning about the logic behind statistical methods (eg probability, sampling distributions, sampling theory and hypothesis testing), as well as learning under what circumstances various statistical tests are appropriate. Various statistical tests will be taught, such as z-score based hypothesis testing; single and two-sample t-tests including independent measures and repeated measures t-tests; independent and repeated measures analysis of variance, ANOVA. You will be taught how to use SPSS and Excel to produce descriptive statistics and graphs, and do inferential statistics.
• You will be shown how to produce a graphic poster and written reports of their findings and conclusions, using the discipline's presentation conventions, as set out by the American Psychological Association.
• You will be taught various research-related IT skills, including how to make web searches, and how to use Excel and SPSS to perform statistical tests and display data.
• You will be given some insight into the ethical issues that surround experimentation on human beings.

By the end of the module, you should be familiar with the techniques that most psychologists use in order to conduct research, be able to perform various statistical tests by hand and by the use of SPSS, be able to produce a poster and lab-reports that conform to the conventions for published psychology journal articles, and you should have started to be able to understand and critically evaluate the methodological aspects of published research.

• 15 credits
• Autumn Teaching, Year 2

On this module you will attend 23 one-hour lectures, a two hour practical, and one hour seminar.

You’ll be introduced to Cognitive Psychology topics, from basic perception to thinking.

This includes:

• sensory systems and visual perception
• sound and speech perception
• language
• attention
• memory
• thinking.

The two-hour practical will be a memory experiment. 

• 15 credits
• Autumn Teaching, Year 2

This module provides you with a basic grounding in developmental psychology from the prenatal period through adolescence.

Topics that are covered include:

• developmental research methods
• theories of child development
• prenatal development; behavioural
• genetics and individual differences
• perceptual development
• early cognitive development
• attachment
• temperament
• categorisation
• language acquisition
• motor development
• children’s understanding of mathematics
• gender development
• adolescent development.

• 15 credits
• Autumn Teaching, Year 2

Discovering statistics has two components: (1) statistical analysis and (2) empirical research. The empirical project enables you to carry out independent research that will develop skills in experimental research. This project helps to prepare you for your final empirical research project. The statistical analysis parts of the module build upon existing knowledge of statistical theory to enable you to analyse more complex data structures through understanding the general linear model (regression, ANOVA etc.). Practical classes compliment the lectures by providing guidance on applying the general linear model using SPSS, advice on designing and executing projects, and conducting experimental research

• 15 credits
• Spring Teaching, Year 2

This module provides an introduction to brain mechanisms and behaviour. Topics covered will normally include:

• Ionic mechanisms underlying the nerve action potential
• Synapses and neurotransmission
• Neuropharmacology of commonly used antidepressant and anxiolytic drugs
• Functional neuroanatomy of the human brain
• Brain development and neurogenetics
• Neural mechanisms in motor behaviour
• Initiation of voluntary actions
• Neural mechanisms underlying plasticity and learning
• Individual differences

The module consists of a series of 22 lectures, two seminars and two practical classes. The weekly schedule is as follows:

• Lecture 1: Introduction
  
  
• Lectures 2 and 3: Neurodevelopment 
  
  
• Lectures 4 and 5: Neurogenetics
  Practical: Neuroanatomy
  
  
• Lectures 6 and 7: Sensory systems 
  
  
• Lectures 8 and 9: Motor systems 
  Seminar: Behavioural genetics
  
  
• Lectures 10 and 11: Neurotransmission 
  
  
• Lectures 12 and 13: Excitation 
  
  
• Lectures 14 and 15: Inhibition 
  Practical: Action potentials
  
  
• Lectures 16 and 17: Neuromodulation
  
  
• Lectures 18 and 19: Emotion
  
  
• Lectures 20 and 21: Cognition and reward 
  Seminar: Exploring human conditions
  
  
• Lecture 22: Summary and revision

Personality and individual difference will be highlighted and focused on at various points in the module through: gene-environment interactions; biomarkers/endophenotypes; and pharmacogenetics – individualised medicine.

• 15 credits
• Spring Teaching, Year 2

This module will provide an overview of major theories, methods, research findings and debates in social psychology. Students will examine classic studies and current findings and evaluate published research reports. The first half of the module focuses on micro-social phenomena and examines key areas of social cognition, including attitudes and attributions, the cognitive construction of self and others as well as identity and self-esteem. The second half of the module will cover basic intergroup and intragroup processes, such as social influence, group membership and identity, prejudice and collective behaviour, and the psychology of culture.

• 15 credits
• Spring Teaching, Year 2

This module complements the term 1 module 'Discovering Statistics'. It has three components:
(a) statistical analysis for questionnaire construction and interpretation;
(b) observational methods;
(c) qualitative data-gathering and analysis.

There are two assessed empirical reports using some of these techniques, which will enable students to develop skills in research design, data-gathering and analysis and which will therefore prepare students for their final-year empirical research project. The statistical analysis parts of the module build upon existing knowledge of statistical theory (in both Year 1 and the term 1 module of year 2). Practical workshops complement the lectures by providing hands-on experience and guidance in using the methods, both with SPSS, and through small group work on relevant tasks. This module builds on knowledge gained in the core psychology modules C8511: Research Skills in Psychology 1 and C8891: Research Skills in Psychology 2. Students who are not enrolled on the BSc Psychology course at Sussex are expected to be familiar with the material covered in these modules.

• 45 credits
• Autumn & Spring Teaching, Year 3

The empirical project taken by students in their final year is an opportunity for you to gain first-hand experience of carrying out a piece of psychological research under the supervision of a member of faculty. The empirical project consolidates and extends the research skills acquired in you in the second year and involves the conducting, analysing and writing up of a piece of empirical research. As part of this, you will experience and solve a range of the practical, methodological, conceptual and ethical problems which are typical within the research process.

• 15 credits
• Autumn Teaching, Year 3

This module offers you an overview of attention research and theory, from an individual differences perceptive. You will learn about a wide range of factors that can influence the ability to focus and maintain attention.

Topics covered may include:

• The relationship betweeen IQ, cognitive control and attention
• Attentional effects of individual differences in perception
• Age-related changes in attention
• Mind wandering
• Attentional biases associated with depression, addiction and anxiety
• Clinical syndromes associated with attention problems (eg Attention Deficit Hyperactivity Disorder).

The module will also cover key measures and methods used, and provide training in the critical analysis of research studies in the field.

• 15 credits
• Autumn Teaching, Year 3

The module examines the biochemical and anatomical bases of selected clinical disorders. It considers drug models (both animal and human) developed to understand the clinical condition and approaches to treatment, and examines the relationship between biochemical effects and behavioural and cognitive changes. Topics covered include anxiety, depression and schizophrenia.

This module builds on knowledge gained in the core psychology modules Psychobiology, and Brain and Behaviour. Students not enrolled on the BSc in Psychology are expected to be familiar with the material covered in these modules.

• 15 credits
• Autumn Teaching, Year 3

This module seeks to foster understanding of humans' concern for the positive welfare of others. Within psychology, such concern is usually called 'altruism'. Key antecedents of altruism include sympathy and morality. Key consequences of altruism include helping and other prosocial behaviours, although altruism can also evoke aggression and violence.

This module investigates the processes mediating altruism and its antecedents and consequences, as well as the conditions that moderate those relationships. All main subdisciplines of psychology are extensively represented in the module, eg biological, cognitive, developmental, personality, and social psychology, as are contributions from other disciplines including anthropology, economics, geography, marketing, and sociology.

The module pays special attention to critically examining how successfully psychological knowledge may be used to promote altruism.

• 15 credits
• Autumn Teaching, Year 3

The module aims to provide you with an understanding of how research in cognitive neuroscience has informed our understanding of cognitive processes in the brain. Sussex has an excellent reputation of research in cognitive neuroscience and the module is taught by an expert in the field. Evidence is drawn from a wide variety of methods.

These include case studies of brain-damaged individuals (similar to those featured in The Man who Mistook his Wife for a Hat), electrical recordings of ‘brainwave’ (EEG), and neuroimaging using fMRI. These methods provide unprecedented clues about the organization of cognition in the living human brain.

Following a discussion of the main methods, the remaining lectures will be organised around a series of different cognitive processes such as:

• recognising objects and faces
• space and action
• memory and amnesia
• brain development
• the musical brain
• executive control of behaviour
• understanding numbers.

• 15 credits
• Autumn Teaching, Year 3

This module provides a thorough grounding in relevant psychological theory in the domain of Health Psychology along with a familiarity with basic and applied research in this domain. The aim of this module is to provide an introduction to Health Psychology and to fundamental theoretical and empirical issues that require attention and consideration by researchers working in this field. Since Health Psychology as a discipline often has an explicit orientation towards the promotion of health, several aspects of health promotion are explored in some detail; particular emphasis is placed on communication issues. Limitations of, and alternatives to, communication-based health promotion strategies are also examined, as are the ethical issues raised by health promotion practices.

Topics covered are likely to include ways of thinking about health, health inequalities, personality and health, gender and health, social support, stress, coping, risk perceptions, levels of intervention, fear appeals, self-affirmation interventions, ethical issues in health promotion, and domain applications (for example in relation to alcohol consumption and exercise).

• 15 credits
• Autumn Teaching, Year 3

• 15 credits
• Autumn Teaching, Year 3

The module will develop your understanding of what it means for an animal or a machine to behave intelligently, and how brain and behavioural systems are adapted to enable an animal to cope effectively within its environment. You will consider diverse aspects of intelligence, including navigation and motor control, numerical, language, memory and social skills. You will explore how these are related to one another and how they are matched to the particular needs of animals and machines.

• 15 credits
• Autumn Teaching, Year 3

• 15 credits
• Autumn Teaching, Year 3

This module is designed to help students reflect on their studies of psychology in three ways. First, they will examine the philosophical underpinnings of psychology, tackling questions about the nature of scientific investigation and other fundamental debates through the history of psychology. Second, the ethics of psychological research will be scrutinised, with attention to issues that arise in the course of various methodologies employed by psychologists. Finally, students will be supported in identifying and critically reflecting on the transferrable employability skills that they have gained from their studies of psychology.

• 15 credits
• Autumn Teaching, Year 3

In this module, you address the role that psychological research can play in understanding and supporting educational processes.

In your lectures, you are introduced to material on broad theoretical perspectives concerning children's learning (e.g. cognitive development, socio-motivational factors) as well as specific aspects of children's academic development (e.g. key curriculum areas such as reading and mathematics; special educational needs).

You have an opportunity to share your evaluations of empirical research with other students in seminars, and submit a portfolio of engaging assignments on a variety of topics.

Throughout the module, you are encouraged to consider the implications of psychological research for designing and implementing practical strategies to support learning and socio-emotional development in the educational context.

• 15 credits
• Autumn Teaching, Year 3

Taking a psychobiological perspective, the module explores issues in our relationship with food. The initial focus will be on appetite control, and constructs of hunger and satiety. Discussion of flavour perception and hedonics then allows evaluation of concepts of food craving and addiction, and food choice and preference. Examination of non-nutritive effects of foods (including nutriceuticals) links food to mood and cognition. Finally, we explore the basis of the rise of obesity and disordered eating from a psychobiological perspective.

• 15 credits
• Autumn Teaching, Year 3

This module is about crowd behaviour - in particular riots, 'disorderly' protests, and other (conflictual) forms of collective action.

In this module, your first aim is to develop an understanding of the context within which psychological theories of crowd behaviour first emerged, and hence to analyse the historical and social determinants of these theories of the crowd.

You then analyse these psychological theories of the crowd and consider the criteria for an adequate crowd psychology.

You also examine the interrelationship between collective (intergroup) dynamics and psychological change in crowd contexts.

In this module, you build on knowledge gained in the core psychology module 'Social Psychology' (C8035). If you are not enrolled on our Psychology BSc, you are expected to be familiar with the material covered in that module.

• 15 credits
• Autumn Teaching, Year 3

The module will cover psychological aspects and consequences of the main familial relationships: marital, mother-child, father-child, and sibling. In particular, individual-, dyadic-, family-, and cultural-level factors influencing the development and functioning of these familial relationships will be covered, along with their consequences. 

In addition, the impact of non-traditional family forms (e.g., single-parent and stepfamilies) on children's development will be addressed. The module will include coverage of theoretical approaches to the study of the family (e.g., family systems theory, life-course approaches, socialisation) but will emphasise recent empirical work.

This module builds on knowledge gained in the core psychology module C8546: Developmental Psychology. If you are not enrolled on the BSc Psychology course at Sussex, you are expected to be familiar with the material covered in that module.

• 15 credits
• Autumn Teaching, Year 3

We need to regulate our thoughts, feelings and behaviour in order to achieve our goals and succeed in life.

In this module, you consider the processes involved in self-regulation, the role of emotions in self-regulation, and the relationship between self-regulation and mental, physical, and social wellbeing.

You also discuss the factors that lead people to fail at self-regulation, and the interventions and techniques people can use to improve their regulation ability and thus achieve their goals.

You learn about controlling emotions, combating procrastination, forming good habits, and overcoming smoking, overeating, and overspending.

From this module, you gain theoretical and practical insights into how people successfully pursue their goals, and you apply these insights to your own life.

• 15 credits
• Autumn Teaching, Year 3

This module considers aspects of development that reflect the social nature of humans. The module covers three broad areas: social cognition (eg normal development of theory of mind and its apparent absence in autism), self-reflection (eg the growth of self-consciousness and shyness) and self-regulation and agency (eg development of emotion regulation, cross-cultural and historical concepts of the person). The underlying theme is the role of cognitive development and social context in children's developing understanding of themselves and others.

The module is structured to enable participants to study a chosen topic in depth, while also viewing it from the theoretical contexts of the other topics addressed. This module builds on knowledge gained in the core psychology module C8546: Developmental Psychology. Students who are not enrolled on the BSc Psychology course at Sussex are expected to have knowledge of developmental theory and of social, cognitive, and language development at Year 2 level. Helpful overviews of these topics can be found in many textbooks on child development.

• 15 credits
• Autumn Teaching, Year 3

• 15 credits
• Spring Teaching, Year 3

This module will give you an insight into aetiology, assessment, treatment, and service provision in clinical psychology in the UK. Selected topics covering adult psychological disorders, child and adolescent problems, the neuropsychology of psychological disorders, and learning disabilities are presented mainly by practising clinical psychologists with expertise in these areas. At the end of the module you should be able to describe theories of the aetiology of a selected range of disorders, and compare treatment used across a range of disorders and client groups.

• 15 credits
• Spring Teaching, Year 3

Conflict and cooperation cuts across the whole of biology and can be studied among genes or among organisms, in societies of micro-organisms, animals and humans, and also in multi-species mutualisms. It is relevant both in the origin of life and in modern-day organisms and societies. The module focuses on factors affecting the balance between conflict and cooperation in human society, vertebrate societies including primates and cooperative breeders, mutualism partners, and genes within organisms. There are eight lectures followed by six two-hour seminars covering research papers in a single area. In the first of these seminars the research papers are presented by the faculty, and in the others by you and your coursemates.

• 15 credits
• Spring Teaching, Year 3

In this module, you explore the existence and nature of conscious and unconscious mental processes in the domains of learning, memory, perception, and volition.

• 15 credits
• Spring Teaching, Year 3

Drugs, Brain and Behaviour offers you an overview to the psychological, pharmacological, neurobiological and neurophysiological bases of drug use, abuse and contemporary understanding of addiction (and some mental conditions), and has a strong natural science (neuroscience) orientation. The acute and long-term effects of selected drugs of abuse on behaviour, mood, cognition and neuronal function are discussed using empirical findings and theoretical developments from both human and non-human subject studies on the neurobiological and psychological basis of drug action and addiction.

The module will discuss the anatomical, neurochemical and cell-molecular mechanisms targeted by psychoactive drugs and their distribution, regulation and integration in the broader central nervous system. The focus is on potentially addictive drugs, and the major classes are discussed, including opiates (heroin and morphine), psychomotor stimulants (amphetamine and cocaine), sedative-hypnotics (alcohol, barbiturates and chloral hydrate), anxiolytics (benzodiazepines), marijuana, hallucinogens (LSD, mescaline) and hallucinogenic-stimulants (MDA, MDMA). Critically, with the knowledge of the basic neurobiological and behavioural pharmacology of these drugs 'in hand', contemporary theories and understanding of mental conditions, substance abuse and addiction are considered, focusing on key concepts related to (drug) experience-dependent neuroplasticity, drug-induced neurotoxicity, associative learning, neuronal ensembles and the synaptic basis of learning and plasticity, habit formation and impulse-control.

This module builds on knowledge gained in the core psychology modules C8003: Psychobiology and C8518: Brain and Behaviour. If you are not enrolled on the BSc Psychology course at Sussex you are expected to be familiar with the material covered in these modules.

• 15 credits
• Spring Teaching, Year 3

Consumer culture has become such a pervasive aspect of everyday life that it has profound psychological effects. This third year option investigates psychological processes underlying specific behaviours in economic and consumer contexts, such as money bargaining, getting into debt, and buying consumer goods (ordinary and 'compulsive'). You also examine the influence of selected mass consumer aspects on individuals' stereotypes and well-being, including wealth, materialistic values, and the impact of advertising on stereotyping and body image.

• 15 credits
• Spring Teaching, Year 3

In this module, you explore the evolution of communication, progressing from the vocal signals that animals produce and the functions they serve, to then consider the differences between animal and human communications - to evaluate theories of language evolution and discover the unique properties of human speech. In the course of this, you also examine ape language studies and gestural theories of language origins.

You are exposed to tools and skills that will allow you to conduct research in this area yourself - through lectures, interactive research workshop sessions and practical demonstrations.

This module should very much appeal to both psychologists and biologists who are interested in how vocal signals provide the basis for animal sexual and social behaviour, the evolution of communication, the question of whether any animal can be said to have a language, and the production and perception of human speech.

• 15 credits
• Spring Teaching, Year 3

This module introduces you to the research of nature and nurture of mental health, a highly interdisciplinary and fast-moving field.

You learn key principles as well as historical aspects of research of nature and nurture of mental health. You also explore more recent developments in this field, focusing on a broad range of mental health phenotypes across the life span.

For example, you have the opportunity to learn about nature and nurture of neurodevelopmental psychopathology (e.g. autism), common mental health problems (e.g. depression, anxiety), and mental ageing (e.g. dementia).

You also discuss ethical issues related to genetically informative human and animal studies of mental health.

• 15 credits
• Spring Teaching, Year 3

The module explores the application of psychology to a wide range of issues relating to work organisations. Theories from mainstream psychology regarding issues such as social identity, group decision-making, stereotyping, leadership and motivation will inform detailed discussion of key topics in organisational psychology. These include: work motivation and work behaviour; group processes, teamwork and leadership; organisational structure and culture; organisational change and development; and gender and cultural diversity in the workplace.

• 15 credits
• Spring Teaching, Year 3

Positive Psychology examines the psychology of strength and virtue, with a focus on positive subjective experience (such as happiness and optimism), positive individual traits (such as the capacity for love) and positive institutions.

The positive psychology movement emerged at the beginning of this century as a deliberate attempt to counterbalance what its protagonists perceived to be a distortion in the field arising from prevailing concerns in psychology with pathology and dysfunction. The goal was to rebalance the field.

In this module we will explore topics within the field of positive psychology, such as happiness, optimism, mindfulness, and love, and do so with a critical eye.

The aim will be to examine the evidence for the claims made in each case. It will not be possible to present a comprehensive coverage of the area, but we will cover positive emotions, positive thinking, the positive self, positive relationships, and positive health.

Our choice of topics will naturally be selective but you should, through your studies on the course, acquire an informed understanding of the principal strengths and weaknesses of this area of research.

• 15 credits
• Spring Teaching, Year 3

This module will examine cognitive processes in older adulthood, and the neuropharmacology and neuroanatomy of normal and abnormal changes that are observed. It will describe the clinical and functional consequences of age-related changes in cognitive performance, and it will describe the risk and protective factors associated with the most common organic dementias. It will examine current treatment options and future treatment possibilities, considering both drug and psychotherapeutic options.

• 15 credits
• Spring Teaching, Year 3

Psychological research has shown that in many ways our thoughts, feelings, motives and actions depend on who we think we are: our self-concepts or identities. This module explores classic and contemporary psychological accounts of self and identity processes. Coverage is broad, encompassing a thorough and critical examination of key theories and debates in social psychology, drawing also on developmental, cross-cultural, social constructionist and philosophical perspectives as well as considering the implications of these theories for real-world issues, such as subjective well-being, health behaviours, personal relationships, prejudice and politics. The module is designed to encourage and reward independent and critical thinking about these issues.

• 15 credits
• Spring Teaching, Year 3

• 15 credits
• Spring Teaching, Year 3

The aim of the module is to reveal the anatomical substrates on which the processing of sensory information and the generation of motor commands depend. Specific attention will be paid to the relationship between structure and function. The module will cover the development of the anatomical features of the nervous system and will give a comparative interpretation of the anatomy of brain regions and their cellular components using a variety of examples including vertebrate and invertebrate models. The module will provide basic knowledge of the main techniques used to study the functional anatomy of the brain at systems, cellular and molecular levels.

• 15 credits
• Spring Teaching, Year 3

In this module, you discuss the psychological consequences of living in an unequal society, and how a person's position within a status hierarchy affects how they think, behave, feel, and interact with others.

You discuss the individual consequences of social class, education, poverty, wealth, and power, before moving on to discuss more collective forms of inequality, such as how people deal with the stigma associated with being a member of a low status group, the various forms and consequences of gender inequality, and how the way inequality is structured in a society alters how people and groups react to it.

You also discuss how psychological theories relate to real-world events, and evaluate several interventions that have been designed to alleviate some of the negative consequences associated with low status.