Psykologi: Fortsättningskurs

The course is delivered as a freestanding course.

The course can be part of the following programme: 1) Program in Political Science (S1STV)

For admission to the course students must meet general entry requirements and have completed at least 20 credits in PX1100 Psychology: Basic course (30 credits) or equivalent.

This course is generally focused on key subject areas in psychology and is created as a continuation of PX1100 Psychology Basic Course (30 credits). It has both a broadening and an in-depth study of the subject of psychology and is organized in six sub-courses:

Sub-courses 

1. Method (Metod), 5 credits

Grading scale: Pass with Distinction (VG), Pass (G) and Fail (U)

The sub-course presents research methodology and statistics like descriptive and hypothesis-testing parametric, non-parametric statistics as well as qualitative methods and analyses.

2. Cognitive psychology (Kognitiv psykologi), 5 credits

Grading scale: Pass with Distinction (VG), Pass (G) and Fail (U)

This sub-course is a continuation of PX1100 Psychology by providing more advanced knowledge in Cognitive Psychology. The main focus is on thinking in the broadest sense that includes problem solving, creativity, decision-making, assessments and drawing conclusions. Furthermore, we discuss different memory systems that must be intact in order to create conditions for goal-directed thinking. For example, working memory is one of the systems that are discussed. Additional components are conscious and nonconscious thinking, emotional and motivational psychological aspects of cognitive processes and different perspectives on intelligence. We also focus on language and human communication. The sub-course also consists of practical exercises with focus on various cognitive functions.

3. Developmental psychology (Utvecklingspsykologi), 5 credits

Grading scale: Pass with Distinction (VG), Pass (G) and Fail (U)

The sub-course provides in-depth knowledge in Developmental Psychology, with emphasis on human development from a life cycle perspective and on how different aspects of human development relate to each other. Furthermore, we present and discuss the role of contextual factors for human development such as gender, social and cultural factors.

4. Biological psychology (Biologisk psykologi), 5 credits

Grading scale: Pass with Distinction (VG), Pass (G) and Fail (U)

The sub-course provides in-depth knowledge about the biological development and function of the brain and nervous system. The course begins by highlighting various aspects of brain development from both an ontogenetic and genetic perspective. It goes on to address the relationship between anatomical structures, psychological phenomena and cognitive impairments. The course also covers sleep, wakefulness and consciousness. Furthermore, we discuss psychiatric diagnoses with the aim of demonstrating the clinical applications of the basic biological knowledge.

5. Social psychology (Socialpsykologi), 5 credits

Grading scale: Pass with Distinction (VG), Pass (G) and Fail (U)

This sub-course contains an introduction in central aspects of Social Psychology as well as an in-depth study of some of the areas dealt with in PX1100 Psychology. The course also provides a detailed explanation of the psychological processes behind persuasion as well as of central theories in social cognition.

6. Personality psychology (Personlighetspsykologi ), 5 credits

Grading scale: Pass with Distinction (VG), Pass (G) and Fail (U)

This sub-course provides advanced knowledge in Personality Psychology with a focus on some of its most significant and central theories. The course presents the application of personality theories to describe the relationship between personality and different outcomes such as health/illness. Furthermore, it deepens the knowledge of how different personalities can be understood in relation to social and contextual factors. Theories and current research are highlighted and are problematised in discussions, group work and in seminars.

On successful completion of the course the student will be able to:

Sub-course 1, Method

Knowledge and understanding 

• describe and understand when different types of statistical tests should be used
• understand and explain differences between parametric and non-parametric methods
• describe and understand when qualitative methods are applicable
• describe and understand ethical standards in qualitative approaches

Competence and skills

• present descriptive statistics in text, analysis and figures
• apply basic statistical analysis
• apply basic qualitative analysis

Judgement and approach

• based on a given research question understand which hypothesis is tested as well as what method should be applied, and how these choices affect the conclusions in both quantitative and qualitative research
• critically select the right statistical tool based on the collected data 
• use a critical approach to qualitative analysis

Sub-course 2, Cognitive Psychology

Knowledge and understanding

• present central theories, methods and research results in cognitive psychology
• describe and explain the cognitive processes involved in working memory, executive functions, long-term memory, language and communication and how these are expressed in assessments, decision-making, problem solving and creativity
• describe how cognitive processes are related to one another and to processes of emotional and motivational nature

Competence and skills

• both orally and in writing present and discuss central theories and research findings in cognitive psychology

Judgement and approach

• discuss a problem in cognitive psychology based on a scientific approach

Sub-course 3, Developmental Psychology

Knowledge and understanding

• present fundamental differences between theories in developmental psychology and contrast these theories against each other

• present key aspects of human development at different ages, as well as from a life cycle perspective

• present different aspects of development (for example cognitive, emotional and social) and how these are related to one other

• Competence and skills *

• specify and answer a question relevant to developmental psychology with the help of current research

Judgement and approach

• be able to problematize and apply knowledge of developmental psychology with the use of a scientific approach

Sub-course 4, Biological Psychology

Knowledge and understanding

• explain the functional anatomy and development of the brain
• have knowledge of basic genetic processes and concepts
• explain the biological basis behind central cognitive impairments
• summarise theories and facts about sleep, wakefulness and consciousness
• describe some psychiatric diagnoses and their biological background

Competence and skills

• orally and in writing present and discuss biopsychological knowledge

Judgement and approach

• by the use of a scientific approach discuss problems, ethical aspects and current scientific issues in biological psychology

Sub-course 5, Social psychology

Knowledge and understanding

• give a detailed explanation of the psychological processes and principles behind persuasion
• describe socio-psychological theories related to mass communication
• explain and discuss key theories in the field of social cognition
• explain theories in the field of social psychology a) aggression and b) group processes 

Competence and skills

• understand and communicate the content of a scientific article/chapter on social psychology, both orally as well as in writing

Judgement and approach

• critically read and review a scientific work or completed study with regard to issues, method and results as well as ethical aspects 

Sub-course 6, Personality Psychology

Knowledge and understanding

• describe and discuss current research in the personality psychology and its applications

Competence and skills

• demonstrate in-depth understanding by explaining and comparing the central theories and concepts of personality psychology
• use and discuss current research to understand phenomena in personality psychology and its applications
• apply personality theories to describe the relationship between personality factors and different outcomes (e.g.: well-being, mental illness, etc.) 

Judgement and approach

• reflect on how understanding of human actions can be affected by different theories, perspectives and contexts, and evaluate when certain theories are more relevant than others.
• independently and in communication with others apply theories to case descriptions

The teaching throughout the modules consists of a combination of lectures and laboratory work, seminars or project work. The main idea is that various teaching methods should complement each other and that the teaching needs both theoretical and practical elements.

Language of instruction: Swedish

Sub-course 1, Method

Assessment consists of laboratory assignments and a compulsory group work where the students' methodological knowledge should go hand in hand with the theoretical knowledge acquired during the previous parts of the course. This sub-course is also assessed through an independent written work.

Sub-course 2, Cognitive Psychology

Assessment consists of an individual written examination and active participation in laboratory sessions, seminars and exercises.

Sub-course 3, Developmental Psychology

Assessment consists of an individual written assignment.

Sub-course 4, Biological Psychology

Assessment consists of a written examination and active participation in group work. Students are expected to self study and participate actively in all compulsory components.

Sub-course 5, Social Psychology

Assessment consists of individually written examination and compulsory group assignment presented in an adequate way both in speech and writing. Attendance in oral presentation of the group work is compulsory.

Sub-course 6, Personality Psychology

Assessment consists of individually written exams, individually written assignments and through active participation in group exercises and seminars.

For all sub-courses applies the following:

All teaching and reading list can form the basis for examination. Compensation for absence is made according to the course coordinator´s instructions.

Absence from compulsory sessions can be compensated by supplementary assignments according to the course leader's instructions. Students are expected to take active responsibility for their own studies.

If a student who has failed the same examined component twice, wants to change examiner, they should submit a written request to the department responsible for the course. The request shall be granted unless there are special reasons to the contrary (Chapter 6, Section 22 of Higher Education Ordinance).

A student with a recommendation for special educational support from the University of Gothenburg may receive an adapted examination or alternative examination form provided that the examiner decides it is compatible with the course objectives and unreasonable resources are not required.

In the event where a course has been discontinued or has undergone major changes, the student shall normally be guaranteed at least three examinations (including the ordinary examination) during a period of at least one year up to two years after the course has been discontinued/changed. The same applies for internships and on-the-job trainings, but with a restriction to only one additional examination session.

The grading scale comprises: Pass with Distinction (VG), Pass (G) and Fail (U).

In order to receive the final course grade Pass (G) a passing grade on all six modules is required. In order to receive the final course grade Pass with Distinction (VG) the grade Pass with Distinction (VG) is required for 4 course modules as well as a passing grade on the remaining course modules.

In order to pass a module, students must:

• get a passing grade on individual written examination
• actively participate in laboratory sessions, group work and seminars

In order to receive the grade Pass with Distinction on a module, students must:

• get the grade Pass with Distinction on individual written examination
• actively participate in laboratory sessions, group work and seminars

The course coordinator is responsible for ensuring that students are given the opportunity to provide an anonymous, written course feedback at the end of the course. On completion of the course, the course coordinator writes a course report, which includes a summary of students' feedback. The course report is discussed in a relevant course evaluation group and will be communicated to the students, who completed the course evaluation, as well as to the students who will start the course. The reports will be made available for students.

If the course requires access to a computer, internet or any other digital resources, it is the student's responsibility to ensure they have access to such tools and resources.