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PSYCHOLOGY - UCL Powered By Docstoc

                         Intercalated B.Sc. in Psychology
                                    2008 - 2009

                        INTRODUCTION TO THE COURSE
Welcome. The Intercalated course provides an opportunity for medical, dental and veterinary
students to study alongside science undergraduates on one of the country's foremost
psychology degree programmes.


The BSc Psychology programme aims to:

   Educate students in systematic, scientific thinking about human beings and human
   Develop the ability and readiness to critically evaluate claims, theories and evidence in
    the human sciences
   Provide teaching that benefits from the expertise of leading researchers
   Select our students, provide them with guidance, and assess their work, fairly and with
    care, so that they will make the best of their academic potential

The Intercalated course also aims to introduce students to a wide range of areas in
psychological science and give them an understanding of what psychological science can
contribute to the theory and practice of medicine.

Students graduating from the Intercalated Degree should:

   Have followed a coherent programme which combines a broad grounding in psychology
    with the opportunity to achieve depth in areas chosen by the student
   Be familiar with biological, cognitive and social approaches to psychology and their
    achievements, limitations and relationships
   Understand, and have practical experience of, the research methods that develop new
    knowledge and new understanding in psychology
   Possess skills in written and oral presentation, in finding and organising information, and
    in the use of information technology for these purposes

The course is made up of 6 parts, each worth ½ a course unit (CU) plus a research project
which is a full course unit. Two of the ½ unit courses are compulsory and the research
project is compulsory. The student chooses the remaining 4 half course units from a wide
range of Third Year options, which are detailed in this booklet. The compulsory courses
introduce core areas of psychology at First and Second Year level. The research project can
be carried out in one of the department's laboratories or outside - for example in a hospital
ward or clinic. The compulsory courses are taught in 25 lectures and the optional courses
are taught in 15 lectures and therefore require much more independent reading. One hour
each week is spent in seminars with other intercalating students. Much of the remaining time
is spent in libraries following up reading suggested in lectures.


The tutor to the course is Dr Kate Jeffery ( Her office is Room 505, 5th
floor, 26 Bedford Way. Internal telephone extension is 25308. Direct line from outside UCL is
020 7679 5308.

PSYC3901: Research Project (1 CU).
The aim is for the students to conduct and write up an original piece of psychological
research, which will enhance the skills of statistical design, data collection and analysis, and
the reporting of scientific results. You were given information about projects during third year
options day at the end of last session and many of you have already selected a project. If
not, you should consult the handout by Prof. Nigel Harvey, outlining the general procedure
and listing areas of research offered for supervision by different members of staff. Extra
copies are available in the General Office. Please realise that at this late point in time
projects may not be available any more in all areas of your choice.

Once you have decided upon a topic/area you should contact a member of staff with
research/teaching interests in this area and arrange for supervision. Once you have agreed
the topic with a supervisor complete the ‘Project Form', have your supervisor sign it, and
return this to Jo Strange (Undergraduate Teaching Administrator) in the General Office. You
are urged to avoid the inclusion of complex apparatus in experiments so as to avoid possible
delays in construction etc.

All projects need ethics approval. Human research on healthy adults can usually be
approved by the Divisional Ethics committee. Applications need to be submitted on an Ethics
Application Form (hard copy with signatures is required) to Dr Nadia Berthouze. The form is
available from: Ethics web-link and the
forms themselves will give you more details on what can and cannot be approved within the
Division. As a short guidance, anything involving children, psychiatric populations or invasive
procedures (drugs, blood, DNA etc.) will have to go via main UCL or NHS - as appropriate. If
College Ethics Committee permission is required, it may take some time, so make sure your
supervisor submits the form early.

Animal research involving vertebrates requires two levels of ethical approval: an approval for
the overall project (a “project licence”), which will have been obtained previously by your
supervisor, and personal ethical approval which applies to each individual experimenter.
There are two levels of such approval. Handling of normal animals requires an informal
licence, obtained after a short course run by the Biological Services department. Research
involving animals that have been subjected to Home office-regulated procedures (e.g.,
surgical implantation of neural recording devices) requires a Home Office “personal licence”.
This is obtained by attending a three-day course on animal handling/husbandry and surgical
techniques, at the successful completion of which a certificate is awarded. This certificate is
then forwarded to the Home Office together with an application form signed by both student
and supervisor, and if this is approved, a licence will be issued around six weeks later.

Any student involved in collecting data or other research-related activities off-site must
ensure that a Risk Identification and Management Form is completed for the project, together
with the project supervisor. It is the student’s responsibility to ensure that they familiarise
themselves with this and with relevant Divisional health and safety policies. It is crucial that
the student ensures that he/she understands the policies and follows the guidelines in

It is very much in your interest to get on with your project during the first term. The
experimental work for the project should ideally be completed by the end of the first term to
give you sufficient time for analysis and reflection on the implications of your results.

PLEASE NOTE: The third year project represents one course unit, a quarter of your final
year mark, and therefore needs to be given careful and early thought. The course is
assessed by two pieces of work. First, you should submit a 1,000 word project proposal in
which you should discuss background, goals and design of your proposed study. This is due
immediately before Reading Week of the First Term, i.e. Friday 31st October 2008 and is
worth 10% of the total project mark. Second, you submit the project itself, which
approximates to an article in a journal. This is due on the first Friday after Reading Week of
the Second Term, i.e. Friday 27th February 2009, and is worth 90% of the total mark.

Extensions to these deadlines will not normally be given. Ten percentage points will be
deducted for projects submitted up to one week after the advertised deadline (i.e., a piece of
work awarded 70% will receive 60%) unless a formal extension had been granted. Work
submitted up to two weeks after the deadline will receive a maximum mark of 40% (i.e., the
pass mark). The absolute final deadline for submission of your project, unless a formal
extension has been granted, is two weeks after the deadline - work submitted after two
weeks will receive a mark of 0%. If you fail to submit your research project by the absolute
final deadline, the Board of Examiners in Psychology may award you a degree without a field
of study, rather than a degree in psychology, regardless of your performance in other course
units. These regulations also apply to the Project Proposal.

Psychology Homepage contains lots of useful supporting information about
the BSc programme, particularly within the intranet pages. Here there are academic staff
contact details and information about who to contact in case of computer-related problems
(go to the IS Computer Help Page link). There are also standard forms and links to
resources outside the department (e.g. the library). Please note that the intranet pages are
only accessible from inside Bedford Way building, not from home.

Psychology Online System

All information about course units is now to be found on the Psychology Online site. Here
you can access: timetable information, course descriptions, lecture notes, past papers and
news in the department. This is also where you complete your course and seminar
appraisals. The address is:
Portico - Student Information Service

UCL also uses an online Student Information Service known as PORTICO, which is
accessible to all students and staff at UCL. This system allows you to edit your personal
data, complete online course registration, view course information and view your examination
results online. Please refer to the later section in this booklet "PORTICO: The UCL Student
Information Service" for important information on accessing this system and registering your
courses online.

The CPB Departmental Seminar
It is strongly recommended that third year students attend the CPB (Cognitive Perceptual
and Brain Sciences) Departmental Seminars, especially those relevant to their courses. In
these seminars, invited researchers of international standing discuss their programme of
research in the context of current theoretical debates. The seminars are designed to
complement the overviews of contemporary research presented in the third year options, and
many seminars will be relevant to particular options (as announced by the convenor).
Research seminars usually focus in more detail on specific issues than is possible in a
lecture and often present brand new research that has not been published yet. Moreover,
because seminars cover a wide variety of topics in different areas, they can give third year
students a good impression of a broader range of psychological issues than is possible in the
six options chosen.

The CPB Departmental Seminar is held weekly on Tuesday evenings in Room 305, from
4.30 until 6.00pm. There is tea in the Common Room beforehand and wine in the Common
Room after the seminar.

Public lectures arranged by other departments may also be announced from time to time.


You should note that UCL uses a sophisticated detection system (Turn-It-In) to scan work for
evidence of plagiarism and the Division can use this for assessed coursework. This system
gives access to billions of sources worldwide, including websites and journals, as well as
work previously submitted to UCL and other universities.

Student Feedback

The Division takes your feedback on courses and seminars very seriously. The results are
collated and are reviewed by The Undergraduate Teaching Committee at the end of each
academic year.

There is also a Staff / Student Consultative Committee (SSCC). Please choose an
intercalated representative for this committee.

Computing and Library Sessions

As detailed in your Induction timetable, there will be a Library Tour and an Introduction to
Computer Facilities on Wednesday 24th September 2008. It is crucial that you attend these
sessions. At the Computer Facilities Session you will be receiving your username and
password to access the Psychology system.
                        INTERCALATED BSC IN PSYCHOLOGY
                             Course Units for 2008-2009

During your intercalated year you are required to complete 4 Course Units (CU). These are
made up of the following:

Compulsory courses:

PSYC1105: Concepts and Methods in Psychology (½ CU)
Convenor: Dr John Wattam-Bell

This course aims to provide the context in which students can appreciate later first- and
second-year courses in core areas of psychology, as connected elements of the wider
subject. Students will be introduced to key conceptual issues, methodological approaches
and significant findings in scientific psychology, their historical background, and the kinds of
empirical evidence on which these findings are based. Students will be encouraged to think
critically and evaluate their own understanding through quizzes and class discussion. A
scientific approach will be developed through an appreciation of how empirical data can be
used to test competing theories.

The course will have six over-arching themes which reflect the current diversity of the
discipline. The themes are (1) science of mind and behaviour, including conscious and
unconscious mental processes (2) development, including interplay of nature and nurture (3)
cognition, including memory, perception, language (4) the brain, including the effects of
psychoactive drugs and mental illnesses (5) individual differences, including personality,
intelligence and sexuality and (6) social and emotional behaviour, including aggression and

PSYC1203: The Psychology of Individual Differences (½ CU)
Convenor: Prof Paul Burgess

This subject introduces students to individual differences in intelligence and personality as
specialised areas of study in psychology. In this subject, students will examine theories,
research, measurement, and applied and research aspects of individual difference
psychology. Students will be introduced to the different ways in which intelligence and
personality are conceptualised and measured. In particular, students are expected to be able
to critically examine the nature versus nurture controversy in the development of individual

Students will study, compare, and evaluate major theoretical perspectives on personality and
mental ability. The work of the most influential theorists representing the major "schools of
thought" (or paradigms) in personality and ability will be examined. Relevant research
evidence supporting or refuting the theoretical formulations will be reviewed. Students will
learn to appreciate the contributions and limitations of each individual difference paradigm,
and how it has impacted on other areas of specialisation in psychology.

PSYC3901: Research Project (1CU)
As described earlier.

Attendance at weekly seminars and submission of written work as directed by your seminar
leader is also required, although marks are not assigned for this. Your seminar group is
detailed later in this booklet.
Optional Courses

The other 2CU are made up of four optional third year courses (½ CU each). The courses you
can choose from are detailed below:

                     SUMMARY OF THIRD YEAR COURSES

Course code        Course Title                              Course Convenor
3108               Social Psychology                         Dr Guinote
3110               Psychology and Education                  Dr Schlottmann
3111               Topics in Personality & Intelligence      Prof Furnham
3201               Topics in Clinical Psychology             Dr Williams
3203               Organisational Psychology                 Prof Furnham
3205               Topics in Developmental Psychology        Dr Schlottmann
3207               Human Computer Interaction                Dr Rode
3209               Applied Decision Making                   Prof Harvey
3210               Language and Cognition                    Dr Green
3211               Speech                                    Prof Howell
3303               Human Learning and Memory                 Prof Shanks
3306               Cognitive Neuroscience                    Dr Otten
3307               Brain in Action                           Dr Fotopoulou
3108               Attention and Awareness                   Prof Lavie
3110               Topics in Neurobiology                    Dr Jeffery
3111               Mathematical Cognition                    Prof Butterworth
3201               Genes and Behaviour                       Dr Viding
                         THIRD YEAR COURSE DESCRIPTIONS

Convenor:             Dr Ana Guinote

The course focuses on current conceptual debate and methods in social psychology,
building on the 1st year Social Psychology course. It deals with the understanding of how the
social environment affects cognitive processes, judgment and behaviour. The course
considers various levels of analysis, such as the self, interpersonal processes, and
intergroup processes.

- To provide students with an understanding of social determinants of judgment and
behaviour; and the interplay between social processes and individual processes.
- To familiarise students with basic methods used in social psychology.
- To help students critically discuss research in social psychology, and establish connections
between social phenomena and other areas of human functioning, such as basic cognition.

The course addresses contemporary theorizing and research in social psychology with an
emphasis on social cognition and self-regulation. Domains that will be addressed include:
automatic and controlled processes in social cognition; stereotype activation and inhibition;
mood and subjective experiences; socially situated cognition; asymmetric social relations of
status and power; imitation and behaviour complementarity; self-control and goal pursuit.

Convenors:            Dr Anne Schlottmann & Prof Norah Frederickson

To examine ways in which psychological theory and research can inform educational

Students should 1) gain an appreciation of ways in which psychology has been applied to
education, 2) be challenged to think about implications of psychological research for
improving the effectiveness of teaching and learning, 3) develop an awareness of
educational psychology practice in schools and with parents.

Summary of Course:
Topics have been selected to illustrate the typical application of a wide range of
psychological theory and research to educational practice. Aspects of both normal learning
and development and atypical performance and behaviour are sampled and examples are
drawn where possible from the professional practice of educational and child psychologists.
The following areas are included:
Motivation in education. Inclusion of children with special educational needs. Enhancing the
lives of children and young people in public care. Exclusion from school. Resilience and
vulnerable children. School ethos and student identity. Liiteracy development. Numeracy
development. Dyslexia. Bullying.
Convenor:             Prof Adrian Furnham

The study of individual differences has a long and illustrious history dating back to Charles
Darwin and, especially, Sir Francis Galton. Some of the greatest psychologists of all time
have worked or are currently working in research areas that fall, partly or entirely, within the
realm of individual differences. This course will offer an examination of fundamental issues
in personality and intelligence theory from a psychometric perspective (London School
The lectures provide detailed coverage of all the basic issues in individual differences
research, spanning a wide range of methodological and substantive areas, but also include
specialist topics linked to the lecturer’s research programmes. Whilst there will be some
review of earlier theories, most lectures will concentrate on issues and current research in
the two fundamental pillars of differential psychology, namely personality traits and
Summary of Course:
This course will cover around 10 topics in detail attempting to provide a current picture of
research in the area.

Convenor:             Dr Amanda Williams

To provide an introduction to several important areas in clinical psychology; to demonstrate
the application of psychological theory to concerns in mental and physical health.

Students should come to appreciate common models of theory-based assessment and
formulation which underlie evidence-based treatment practices. They will recognise the
complexities of evaluating treatment outcome and how research studies serve to refine
models of psychological problems.

Lectures cover general psychological process, specific problems and their treatment,
particular models of intervention, and research on outcome of treatment. After an
introduction to all lectures and discussion of efficacy of psychological therapies, early
lectures address childhood disorders, followed by adult disorders, and the series closes
with several lectures on processes of therapy and application to chronic health problems.

Convenor:             Prof Adrian Furnham

The aim of this course is to give a critical, up to date overview of the theorising and research
in organisational psychology. This course intends to introduce the student to the theories,
techniques and current questions in the field of Organisational Psychology. The aim is to
familiarise students with the literature on all aspects of behaviour in the work-place.

1. Provide an historical framework to understand what and why current questions are
2. Introduce some of the major theories in the area and evaluate them independently.
3. Evaluate the old and new methodology for studying behaviour in the work place.
4. Consider, in detail, important recent studies and meta-analyses in some of the areas that
   are at the heart of organisational psychology like selection, motivation, leadership etc.
Summary of Course:
This course will cover in some detail theories and research on issues currently topical in
Organisational Psychology from job motivation, leadership and stress to the future of work.

Convenor:             Dr Anne Schlottmann
Email:                a.schlottmann@

To discuss a range of advanced topics in normal and abnormal development, in order to
illuminate the processes underlying children’s development.

Students should learn about diverse cognitive, social and biological determinants of
development and how the contribution of such factors depends on the domain of
development. Students should know about recent theoretical approaches to child cognitive
and social development and should come to appreciate the conceptual link between views
of the adult mind (the end state of development) and theories of how we develop towards
this end state.

Dr Schlottmann’s section considers a number of topics in normal cognitive development.
One major area is the development of “higher” reasoning skills. Topics covered include:
Formal operations and scientific reasoning, the development of logical reasoning,
Analogical reasoning and transfer, Causal reasoning and perception. The other major topic
area is the development of memory. Dr Rice's section will explore a variety of topics in
normal and abnormal socio-emotional development. Topics include: The interface of
nature and nurture in development, Prenatal influences, Deprivation and social
development, The role of the family in emotional development, Growing up with a
depressed parent: developmental implications, Developmental pathways: risk and

Convenor:             Dr Jennifer Rode

By the end of the course, students should:
      be aware of the implications of psychological research for improving the design and
       evaluation of computer systems
       be able to explain the importance of user-centred design

       consider how technologies should be designed to support communication and
        collaboration, and how their design can affect these processes

       consider how technologies can affect user experience and how they can encourage
        changes in behaviour

       be aware of a number of paradigms for interactive systems, including virtual
        environments and the internet, and how these have an impact on people and society

Knowledge and understanding of:

       Major theories in cognitive and social psychology and how these theories can be
        applied to the design of computer systems

Intellectual (thinking skills) – able to:

       Apply theories to practical case studies

       Present arguments relating theory to practice

       Devise a method for evaluation of an interactive system

Practical skills:

       Be able to use a number of design techniques and know their relative advantages
        and disadvantages

       Be able to apply a number of evaluation methods and know the benefits and
        limitations of each

Transferable skills:

       Communicate ideas and research findings by written means

       Group work
The course will consist of two lectures per week. The first (two-hour lecture) will examine
what psychology has to contribute to the field of Human-Computer Interaction, covering
topics such as how technology can support communication and collaboration, how
technologies can be used to influence behaviour, how they might affect mood, and how an
understanding of human error can inform design.

The second (one-hour) lecture will explore the process of designing interactive systems,
from requirements analysis to evaluation, and the importance of inclusive design (i.e.
designing to cater for a range of users, including those with disabilities and
reduced cognitive ability).

Convenor:                Prof Nigel Harvey

To discuss research that throws light on the psychological processes underlying decision
making in a number of different applied domains.
Students should come to appreciate both processes that are common to decision making in
different domains of application and those that are specific to each domain. They should
be aware of recent developments in general theories of decision-making and of the manner
in which these theories have been applied in different specific contexts.

Summary of Course:
The course covers major issues that are relevant to different domains (e.g., expertise;
methods of improving decision making, advice giving and taking). Lectures on specific
applied domains (e.g., medical decision-making, legal decision-making, policy making,
financial decision making, consumer decision making) are also included.

PSYC3203               LANGUAGE & COGNITION
Convenor:              Dr David Green

To discuss current psychological issues and controversies in the area of language and
cognition and to help participants think about these issues creatively and constructively.

Participants should be able to grasp and to apply fundamental representational and control
concepts to questions about how humans make sense of their world and express that sense.
By the end of the course you should be able to:
1. Appraise cognitive theories

2. Consider the relationship between speaking and listening

3. Grasp the concept of a mental model and explore its value in various areas

4. Be able to discuss the nature of informal reasoning and the processes of discovery in
social agents

5. Appreciate and debate the factors giving rise to individual and cultural differences in

6. Assess evidence for the role of psychopathology in creativity

7. Identify and critique the effects of bilingualism on a person’s sense of self

8. Discuss the cognitive and neural basis of recovery patterns in bilingual aphasics

Summary of Course:
The coordination between speaker and hearer in word and gesture is used to illustrate the
nature and dynamics of mental representation and mental control in social agents. Key to
the coordination of action is informal argument as it provides a bridge between the world of
individual thinking and the thinking of groups. We explore it in different contexts: writing an
essay, forming an opinion, reaching a verdict, in scientific groups and in understanding
consumer advertisements. In the second part of the course we examine the nature of
individual and cultural differences in cognition. We examine the effects of social practices on
thinking, the relationship between psychopathology and creativity, and the cognitive and
affective aspects of bilingualism.
PSYC3205              SPEECH
Convenor:             Prof Peter Howell

To understand the processes of speech production and perception as they operate normally
and pathologically.

Students are taught the way the lungs, larynx and vocal tract operate to produce speech.
The physical representation of speech and the way that this is represented in spectrograms
is given. These are used as a basis for investigating models of speech production. The
ways that speech production is affected in pathological cases (stuttering, Down syndrome,
other genetic disorders, etc) is given. It is shown how speech synthesizers mimic the form of
speech seen on spectrograms. The use of synthesis techniques in studying speech
perception in humans and animals are given as well as theories that attempt to explain
speech perception. It is shown how hearing impairment affects the perception of speech.

Terminology from Phonetics. Pulmonary and laryngeal systems. Acoustic characteristics of
phonation signal. Frequency response of vocal tract. Spectrographic representation of
speech. Application to speech production: Levelt’s model of speech control and critique.
The EXPLAN model of speech control Production: Speech timing –cerebellum, Wing-
Kristofferson, STI, Down syndrome, Parkinson’s speech. Coarticulation-phenomena and
theories. Speaker differences. Dialogue interaction Ethics of experimental work on
production. DSM-IV and classification of speech disorders Effects of hearing problems on
speech control (otitis media and cochlear implants). Agrammatic aphasia speech.Stuttering
its diagnosis and treatment. Speech perception; phenomena and theories. Categorical
perception. Perception of accented speech. Auditory scene analysis and applications to
speech perception. Motor theory of speech perception and mirror neurons.

Convenor:             Prof David Shanks

To provide an extensive overview of current understanding of learning and memory from
behavioural, cognitive, and neural perspectives, with a particular emphasis on theoretical
ideas about the ways in which distinct memory processes can be isolated and identified.

Students are introduced to the idea of a processing stream from initial encoding and storage
in short-term memory to subsequent consolidation in long-term memory and retrieval. The
elements of this stream are not independent but are linked via interactions among
component processes occurring at different points in the stream (transfer-appropriate
processing). A key objective of the course is to equip students with the ability to evaluate
evidence for the existence of distinct memory processes in this stream. Detailed
understanding of aspects of the neural basis and neuropsychology of memory are relevant to
this objective, hence the characteristics of amnesia are discussed in depth. Students also
learn about the multiple ways in which influences of memory can manifest themselves in
behaviour. Applied topics such as aging and eyewitness memory are included in the course.
Summary of Course:
Short-term memory and encoding processes. Consolidation. Implicit learning. Reliability of
long-term memory. Memory and the self. Forgetting and retrieval. Aging and dementia.
Transfer-appropriate processing. Memory systems and the neuroscience of memory.

Convenor:              Dr Leun Otten

To introduce the ideas, techniques, and current state of knowledge of the field of cognitive
neuroscience. Through this course, students will become familiar with the brain
mechanisms that underlie our ability to think, feel, and act.

To (i) establish the conceptual framework of cognitive neuroscience, (ii) introduce the
methods that are available to study brain function, (iii) discuss theoretical issues that arise
when trying to relate mental function to brain function, and (iv) provide an overview of the
present understanding of the neural bases of several mental functions.

Experts in the field of cognitive neuroscience present a series of lectures on the neural
underpinnings of mental functions. The first part of the course concentrates on explaining
what cognitive neuroscience is, what it intends to study, and how it goes about studying it.
Conceptual issues about relating mental functions onto physical brain activity will be
discussed, along with different techniques that are currently available to measure brain
function. The second part of the course concentrates on discussing what is currently known
about how particular cognitive functions (e.g. attention, memory, and emotion) are
supported by the brain. In addition to the lectures, the course relies on a number of
assigned readings. These readings are taken from a key textbook (Gazzaniga, M.S.,
"Cognitive Neuroscience: Biology of the Mind") and scientific journals. At the end of the
course, students will be able to critically read and evaluate research in the area of cognitive
neuroscience and be able to appreciate what can, and cannot, be inferred from the
methods available to study brain function.

PSYC3210:              BRAIN IN ACTION
Convenor:              Dr Katerina Fotopoulou
Email:                 TBC – due to start in January 2009

  Introduce key questions and theories in modern sensorimotor neuroscience
  Link these questions to psychological study of the human mind
  Familiarise students with diversity of methods and approaches in modern neuroscience.

  To critically read and evaluate neuroscience research
  To use data describing brain processes to tackle questions about the human mind
  To integrate and compare experimental results obtained by multiple scientific methods.

Summary of Course
1. Introduction and theoretical framework
2. Methods for studying the brain in action
3. Primary motor cortex, final common path, hemiplegia, anosognosia
4. Premotor cortex and action assignment
5. Visuomotor pathways
6. Supplementary motor area: physiology
7. Supplementary motor area: psychology. ‘Free will’
8. Apraxia and parietal lesions
9. Basal ganglia: physiology
10. Basal ganglia and movement disorders:
11. Self and action
12. Cerebellum: prediction, learning
13. Cerebellum: lesions and imaging studies in man
14. Mirror system and social cognition
15. Student-led question and answer session.

Convenor:             Prof Nilli Lavie

This course covers contemporary cognitive neuroscience research on attention and
conscious awareness covering research from the different disciplines of: Behavioural
experiments, Neuropsychology, Functional Imaging, and Transcranial Magnetic Stimulation

Attention and awareness or "consciousness" are separate but strongly related cognitive
functions. In the course the students should obtain understanding of both empirical
research and theoretical perspectives of attention and of awareness as well their

The course starts with a general introduction to the theoretical perspectives on what defines
cognitive processes as conscious or unconscious and how should attention relate to
consciousness. It then proceeds to discuss the classical experimental paradigms used to
dissociate conscious versus unconscious processes, and the effects of attention on
conscious awareness in these paradigms. Attention paradigms that have been used to
study the effects of attention on awareness (such as “inattentional blindness”) within
modality as well as across the different modalities are discussed. The cognitive
neuroscientific research of attention and consciousness will be described with a focus on
the key findings of functional imaging and transcranial magnetic stimulation (TMS) studies
regarding the neural correlates and mechanisms of attention and awareness, including their
development. Research on neuropsychological disorders of attention and awareness will
be described as well. Guest lectures will be given by Vincent Walsh (TMS) and Jan
Atkinson (infant development of attention and visual awareness).

Convenor:             Dr Kate Jeffery

To explore some of the biological bases of behaviour.
Students should be able to describe aspects of selected behaviours using multiple levels of
description, ranging from molecules to behaviour.

Summary of course content:
The course is oriented around learning and memory, mainly using spatial and episodic
memory as a model system with which to explore issues such as how neurons represent
information, and how this representation is modified by experience. The course is divided
into modules of 3-4 lectures each, each module dealing with a different aspect of learning
and memory. We will use multiple levels of description ranging from the genes contained
within the neurons, through the proteins they make, the dynamical functions carried out by
neurons (e.g., synaptic transmission, modification of connections etc.), the interactions of
groups of neurons in circuits to form cognitive representations, and all the way up to the
animal's macroscopic behaviour and how this interacts with the environment. By the end of
the course students should have an understanding of how (relatively!) simple low-level
processes create and interact with high level processes to produce the complex behaviours
(such as navigation) exhibited by animals and humans.

Convenor:               Prof Brian Butterworth

The student should have an understanding of the evolutionary basis, typical and atypical
individual development, and adult abilities in mathematical cognition, and also its neural
and genetic bases.

The student should be able to see how distinct methodological approaches can jointly
contribute to understanding mathematical cognition. Be able to critically read and evaluate
the various approaches and the associated theories.

Summary of Course:
Lectures: This is a course that aims to integrate several diverse methodologies, including
experimental cognitive psychology, developmental psychology, neuropsychology, animal
behaviour and ethology, anthropology, archaeology, neuroimaging, and computational

     1. Cultural context of mathematics.
     2. Animal mathematical capacities.
     3. Infant capacities.
     4. Learning to count.
     5. Learning arithmetic.
     6. Adult skills.
     7. Acalculic breakdown I – independence of number processes.
     8. Acalculic breakdown II – transcoding and calculation.
     9. Numbers in body and space.
     10. Neuroimaging – imaging numerical processes.
     11. Developmental dyscalculia.
     12. Genetics of numerical abilities – identifying the endophenotype.
     13. Maths anxiety – is it real?
     14. Mathematical prodigies – expertise vs innate capacities.
     15. Mathematics education – cultural differences and principles.

Convenor:             Dr Essi Viding

This course will provide an overview of behavioural genetics in psychology.

    Basic understanding of behavioural genetics methods, with the aim of being able to
       read and interpret relevant articles.
    Good overall understanding of the contribution of behavioural genetics research to
       the understanding of psychopathology and cognitive development.
    Good overall understanding of the contribution of genetically sensitive study designs
       to the understanding of environmental risk factors.

Summary of Course:
Lecture outline:
   1) Introduction to history of behavioural genetics
   2) Molecular genetic primer
   3) Quantitative genetic primer: Twin and adoption studies
   4) Twin method (with in depth reading)
          i.   Lecture and practical
         ii.   Problem sheet and reading available over the intranet
   5) Environment – Non-shared
   6) Gene – environment interplay (genetic correlation and interaction)
   7) Behavioural genetic studies of cognitive abilities and disabilities
   8) Behavioural genetic studies of psychopathology
   9) Origins of co-morbidity, development, heterogeneity
   10) Genetics of antisocial behaviour (with in depth reading)
          i.   Short lecture overview followed by class discussion
         ii.   Reading and problem sheet available over the intranet
   11) Environmental contributions to antisocial behaviour (with in depth reading)
          i.   Short lecture overview followed by class discussion
         ii.   Reading and problem sheet available over the intranet
   12) Endophenotype research: Imaging genetics
   13) Epigenetics
   14) Ethical concerns surrounding behavioural genetics research
Student led question and answer session
Seminar Groups

Group 1
Dr Kate Jeffery

Miss          Huda            Al-Hassani
Miss          Helen           Cripps
Mr            James           Geddes
Mr            Mohammed        Haque
Miss          Natasha         Hyder
Miss          Hannah          Lipman

Group 2 (Term 1/2)
Dr Andrea Alenda / Dr Francesca Cacucci

Miss          Neha            Desai
Mr            Nicholas        Ibrahim
Miss          Sahiti          Koneru
Miss          Sonia           Kumari
Miss          Ngozichukwuka   Mowete
Mr            Harry           Reid

Group 3
Dr Hugo Spiers

Miss          Farwah          Medhi
Mr            Kushila         Rupasinghe
Mr            Taavi           Tillmann
Miss          Sara            Tyebally
Miss          Asha            Walia
Miss          Lucy            Waterfield
                  A CHECKLIST

1) Look through the course descriptions and at the
timetable and decide on your course choices.

2) When you have decided on your choices, fill in the
Options Form on the on the back of the Student
Information form.

3) Register your choices online on Portico (see
instructions on the following pages). When you have
confirmed your choices PRINT THEM out (2 copies if you
want to keep your own record).

4) Bring this printout and your Information / Options form
to the General Office (Room 303) and leave in the drop-box

5) You can check on the approval status for each of your
modules by clicking on the ‘View Module Selection status’
option in your Student Academic Details container on

6) Registration should ideally be done in the first week of
term (week beginning 22nd September), but at the latest
must be completed by 3rd October 2008.

7) Any subsequent changes to your course choices need
to be approved and entered onto Portico by the
Intercalated Tutor, by 17th October 2008.
PORTICO: The UCL Student Information Service.

Access to PORTICO is available to everyone across UCL – both staff and students alike –
via the web portal You will need to logon using your UCL userid and
password. These are the same as the ones used for accessing UCL restricted web pages,
UCL email and the Windows Terminal Service (WTS). If you do not know them, you should
contact the IS Helpdesk as soon as possible ( Please remember
that passwords automatically expire after 150 days, unless they have been changed.
Warnings are sent to your UCL email address during a 30 day period, prior to your password
being reset.

- You can read your UCL email on the web at
- You can change your password on the web, at any time, at
- Passwords cannot be issued over the phone unless you are registered for the User
Authentication Service, see We strongly
advise that you register for this service. If you have not registered for the User Authentication
Service you will need to visit the IS Helpdesk in person or ask them to post a new password
to your registered home or term-time address. More information can be found at

As a student you can take ownership of your own personal data by logging on to PORTICO.

In PORTICO you can:
     edit your own personal data e.g. update your home and term addresses, contact
      numbers and other elements of your personal details
     complete online course registration – i.e. select the courses you would like to study,
      in accordance with the rules for your programme of study (subject to formal approval
      & sign off by the relevant teaching department and your parent department)
     view data about courses
     view your own examination results online

As before, if you require official confirmation of your results, please refer to the information
for obtaining an official transcript at
If you have any comments or suggestions for PORTICO then please e-mail:

On-line course registration
This facility enables you to choose your courses in accordance with the rules for your
programme of study. Note that Portico does not include timetabling information, so
you will need to check this on the timetable in this booklet.

You can access the Module Selection screen in Portico via the option ‘Select your
modules/course components’ in the Student Academic Details container. Clicking on this
option opens the following screen:
The top of the screen shows any compulsory modules which you have to take. To complete
the module registration process you should select any optional/elective modules as listed at
the bottom of the screen. Clicking on the ‘Select’ button next to the appropriate rule, which
will open the optional/elective selection screen.

Selection screen – optional modules
If the rule specifies choosing a module from a defined list (an optional module), you will be
presented with a screen as follows:

Click in the ‘Select’ box next to the appropriate module to choose the module you wish to
take. To view further details about the module, click on the module name. The rule in the
header above the list of modules states how many modules/credits you should choose. You
must enter the correct number and then click on the ‘Submit Selections’ button to return to
the main screen. To return to the main screen without submitting any selections, click on the
‘Cancel Selection’ button.

Selection screen – elective modules
If the rule specifies choosing ‘any undergraduate module’ (an elective module, subject to
approval), clicking on the ‘Select’ button next to the appropriate rule on the main screen will
open the following screen:

As with the optional module selection screen, the rule in the header will state how many
modules/credits you should choose. You should input the appropriate module code(s) in
the module box. Alternatively, you can use the ‘Search’ button to find a module. Use the
‘Submit Selections’ button to enter the modules, or the ‘Cancel selections’ button to return to
the main screen without submitting anything.

Validation/Confirmation of selections

Once you have completed all of your selections, ensure that they comply with any
‘Overarching rule’ indicated in the ‘Overarching’ column on the main screen and then click
on the ‘Submit Selections’ button on the main screen.

Once you have submitted your selections, you will be presented with a final screen, where
you can either undo your last change or you can confirm your selections by clicking on the
‘Confirm Selections’ button. Note that once you have clicked on this button you cannot
go back – you will then need to contact the departmental office in your parent
department to make any amendments to your selections. Following your confirmation,
you will be presented with a screen that confirms you have completed the module
registration process, listing the modules you have selected. It is important that you print
this out to bring to the General Office.

All of your selections are subject to approval and you will receive an automatic email to your
UCL email address if any of your selections are rejected and you must ensure that you
respond to this by contacting the Undergraduate Teaching Administrator (Jo Strange), whom
you should also contact if you wish to amend a selection at any time. You can check on the
approval status for each of your modules by clicking on the ‘View Module Selection status’
option in your Student Academic Details container.
                                      UNIVERSITY COLLEGE LONDON
                                   INTERCALATED BSC IN PSYCHOLOGY
                                      STUDENT INFORMATION FORM
                                           SESSION 2008 – 2009

                                                                             Student No:
            ADDRESS (TERM)                                                   SURNAME / FAMILY NAME

                                                                             Title: Mr / Mrs / Miss / Ms (please
                                                                             OTHER NAMES
                                                                             (Please underline the name by which you
          ADDRESS (HOME)                                                     wish to be known)

  Please           Please indicate which telephone no. and/or email address is best for initial
    tick           contact.

                   Tel No. (Term):

                   Mobile Tel. No:

                   Tel No. (Home):

                   Email address (UCL):

                   Email address (Other):

 In case of emergency contact:
 Name:----------------------------------------------------------------------- Tel No: --------------------------------------------------------
 Relationship: (i.e., mother)----------------------------------------------------------------------------------------------------------------


                        COURSE CHOICE FORM
Please choose 4 optional courses from the list below:

        Course code                Course Name                 Please tick
            3102        Social Psychology
            3104        Psychology and Education
            3106        Topics in Personality & Intelligence
            3107        Topics in Clinical Psychology
            3108        Organisational Psychology
            3110        Topics in Developmental Psychology
            3111        Human Computer Interaction
            3201        Applied Decision Making
            3203        Language and Cognition
            3205        Speech
            3207        Human Learning and Memory
            3209        Cognitive Neuroscience
            3210        Brain in Action
            3211        Attention and Awareness
            3303        Topics In Neurobiology
            3306        Mathematical Cognition
            3307        Genes and Behaviour
                                            PSYCHOLOGY INTERCALATED BSC TIMETABLE: 2008 – 2009
                                               FIRST TERM: Monday 22nd September – Friday 12th December 2008
                         (Courses start on Monday 29th September 2008: Reading Week is Monday 3rd November – Friday 7th November 2008)

                    9-10                    10 – 11              11 – 12                   12 – 1                  1-2                    2–3                   3–4                     4-5

             3106          (LG)                              3303          (305)                                                   3303          (305)
                                                                                                            3108           (LG)                          3205            (448)   3205            (448)
             Topics in Personality                               Topics in                                                             Topics in
                                                                                                              Organisational                                    Speech                  Speech
                & Intelligence *                                Neurobiology                                                          Neurobiology
  MON                                                                                                          Psychology *
                                     3111          (305)                                                    3111           (305)   3207           (LG)
                                       Human Computer                                                        Human Computer         Human Learning
                                          Interaction                                                            Interaction          and Memory
                                     1105        ( CICLT)                                                                          3106           (LG)   3106          (LG)
                                                             3108          (LG)     3108          (LG)
                                      Concepts & Methods                                                                                Topics in            Topics in
                                                               Organisational         Organisational
                                         In Psychology                                                                                Personality &        Personality &
                                                                Psychology *           Psychology *
                                                                                                                                      Intelligence *       Intelligence *
   TUE                                                                              1105        ( DLT)      3203           (305)
                                                             3207        (LG)
                                                                                        Concepts &             Language and
                                                              Human Learning
                                                                                        Methods In               Cognition
                                                                and Memory
                                     1105       ( RobG06)
  WED                                 Concepts & Methods
                                         In Psychology
                                                             1105        (AVH)                                                                           3106          (LG)      3106          (LG)
             3108             (LG) 3108               (LG)
                                                                Concepts &          3205            (448)                                                    Topics in               Topics in
                Organisational          Organisational
                                                                Methods In                 Speech                                                           Personality             Personality
                  Psychology *           Psychology *
                                                                 Psychology                                                                               & Intelligence *        & Intelligence *
                                     3203          (305)     3203           (305)
                                        Language &              Language &
                                         Cognition                Cognition

                                                             3303          (305)
                                                                 Topics in

   FRI                               3207           (LG)
                                                             3111           (305)
                                                              Human Computer
                                      Human Learning and          Interaction

N.B. Where a square is divided in two horizontally by a dotted line: the top half applies to the first half of term, the bottom half to the second half of term.
Rooms are in brackets():305 = Seminar Room 305, 3rd floor, Bedford Way Building. LG = Lower Ground Floor Lecture Theatre, Bedford Way Building. 448 =
Seminar Room 448, 4th Floor, Bedford Way Building. CICLT = Christopher Ingold Chemistry Lecture Theatre, Christopher Ingold Building. DLT = Darwin
Lecture Theatre, Darwin Building. RobG06 = Roberts G06 Sir Ambrose Fleming Lecture Theatre, Roberts Building. AVH = A V Hill Lecture Theatre, Medical
Sciences Building. TBC = To Be Confirmed. * These courses only run for the first 4 weeks of term.
                                           PSYCHOLOGY INTERCALATED BSC TIMETABLE: 2008-2009
                                                 SECOND TERM: Monday 12th January – Friday 27th March 2009.
                           (Courses start on Monday 12th January 2009: Reading Week is Monday 16th February – Friday 20th February 2009)

                9 - 10                10 – 11              11 – 12               12 – 1          1-2         2–3                     3–4                        4-5

                                                                                                       3110        (LG)
                                                       3201        (305)                                                    3210            (305)     3211           (305)
                                                                            3210        (305)              Topics in
                                                        Applied Decision                                                                                 Attention and
                                                                             Brain in Action            Developmental
                                                            Making                                                            Brain in Action              Awareness
MON                                                                                                       Psychology
                                 3104        (LG)                                                      1203          (LG)                             3307            (305)
                                                                                                        The Psychology of
                                    Psychology &                                                            Individual
                                                                                                                                                             Genes and
                                     Education                                                             Differences                                       Behaviour
                                                                            3110        (LG)           3110        (LG)
                                 3107     (HMLT)                                                                            3102            (LG)
                                                                                Topics in                  Topics in
                                 Topics in Clinical
                                                                             Developmental              Developmental
                                    Psychology                                                                               Social Psychology
 TUE                                                                           Psychology                 Psychology
                                 1203          (LG)    3104        (LG)     1203          (LG)
                                   The Psychology of                         The Psychology of
                                                         Psychology &            Individual
                                      Differences         Education             Differences

WED       1203          (LG)                           1203          (LG)
            The Psychology of                           The Psychology of
               Individual                                   Individual
               Differences                                 Differences
                                 3211         (305)                         3201        (305)          3201         (305)   3107       (CICLT)        3211           (305)
                                                       3210        (305)
                                   Attention and                             Applied Decision           Applied Decision     Topics in Clinical          Attention and
                                                        Brain in Action
                                     Awareness                                   Making                     Making               Psychology                Awareness
                                 3306         (305)                                                    3307         (305)
                                                                                                                            3209                                      (LG)
                                    Mathematical                                                          Genes and
                                                                                                                                         Cognitive Neuroscience
                                      Cognition                                                           Behaviour
                                                                                                       3107       (G03)
                                                       3102        (LG)                                                     3102          (LG)
                                                                                                       Topics in Clinical
                                                       Social Psychology                                                     Social Psychology
                                 3306         (305)    3104       (LG)      3306        (305)          3209         (LG)    3307            (305)
                                    Mathematical         Psychology &         Mathematical                 Cognitive               Genes and
                                      Cognition           Education             Cognition                Neuroscience              Behaviour

N.B. Where a square is divided in two horizontally by a dotted line: the top half applies to the first half of term, the bottom half to the second half of term.
Rooms are in brackets ():LG = Lower Ground Floor Lecture Theatre, Bedford Way Building. 305 = Seminar Room 305, 3rd floor, Bedford Way Building.
HMLT = Harrie Massey Lecture Theatre, 25 Gordon Street. CICLT = Christopher Ingold Chemistry Lecture Theatre, Christopher Ingold Building. G03 =
Ground Floor Lecture Theatre, Bedford Way Building.

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