PS487-6-AU-CO:
Emotion
2024/25
Psychology
Colchester Campus
Autumn
Undergraduate: Level 6
Current
Thursday 03 October 2024
Friday 13 December 2024
15
16 November 2023
Requisites for this module
(none)
(none)
(none)
(none)
(none)
BSC C800JS Psychology,
BSC C800NS Psychology
This module is concerned with the study of emotional behaviour and experience from a scientific point of view. The emphasis throughout the module is on how emotions arise and manifest as patterns of bodily response and mental activity.
Theories of emotion from psychodynamic, introspective, and constructionist positions will not form a major component of the module, although some of the important insights which these approaches have offered will be considered.
No information available.
By the end of this module, students will be expected to be able to:
- Demonstrate an appreciation of how biology and cognition interact in the experience and expression of emotion.
- Demonstrate how emotions can be profitably viewed as adaptive, that they more often help than hinder.
- Adopt a critical approach to the study of emotion.
- Evaluate and understand the different theoretical approaches to emotion.
- Demonstrate an understanding of the processes linked to emotional vocal communication, including an understanding of how emotional vocal expressions are produced and perceived.
- Summarise and condense scientific information using concise wording.
We will examine theories of both normal and abnormal emotion. The former will receive the lion`s share of our attention, but the case studies on particular emotions (e.g. sadness) include discussion of their pathological extensions (depression).
The module will finish with a `special focus` lecture series on how emotions are expressed and perceived through the voice, how emotional vocal expressions are anchored in the brain, and how emotional communication affects our daily-life. The relationship between emotions and the voice has been neglected in the scientific study of emotions for years and hence deserves special attention.
Students are encouraged to use their own experience as input to much of what is covered. As well as involving cognitive and biological factors, emotion also involves subjective experience. It is debatable whether you can experience an emotion unconsciously (although some people suggest you can), and because of this your own emotions are a valuable, if occasionally unreliable source of data.
This module will be delivered via:
- Lecture podcasts.
- Seminars.
This module uses a flipped classroom approach.
-
Fox, E. (2008) Emotion science: cognitive and neuroscientific approaches to understanding human emotions. Basingstoke: Palgrave Macmillan.
-
Kotz, S. and Paulmann, S. (2011) 'Emotion, Language, and the Brain',
Language and Linguistics Compass, 5(3), pp. 108–125. Available at:
https://doi.org/10.1111/j.1749-818X.2010.00267.x.
-
Richard S. Lazarus (1991) 'Cognition and motivation in emotion',
American Psychologist, 46(4), pp. 352–367. Available at:
https://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=1991-23402-001&site=ehost-live.
-
Paul Ekman, Robert W. Levenson and Wallace V. Friesen (1983) 'Autonomic Nervous System Activity Distinguishes among Emotions',
Science, 221(4616), pp. 1208–1210. Available at:
https://www.jstor.org/stable/1691002?seq=1#page_scan_tab_contents.
-
Joseph E. LeDoux (1998) 'The Emotional Brain', in Jennifer M. Jenkins, Keith Oatley, and Nancy L. Stein (eds) Human emotions: a reader. Malden, Mass: Blackwell, pp. 98–111.
-
Paul Ekman (1994) 'Strong evidence for universals in facial expressions: A reply to Russell's mistaken critique',
Psychological Bulletin, 115(2), pp. 268–287. Available at:
https://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=1994-24317-001&site=ehost-live.
The above list is indicative of the essential reading for the course.
The library makes provision for all reading list items, with digital provision where possible, and these resources are shared between students.
Further reading can be obtained from this module's
reading list.
Assessment items, weightings and deadlines
| Coursework / exam |
Description |
Deadline |
Coursework weighting |
| Coursework |
MCQ Class test |
|
100% |
| Exam |
Main exam: Remote, Open Book, 24hr during January
|
| Exam |
Reassessment Main exam: Remote, Open Book, 24hr during September (Reassessment Period)
|
Exam format definitions
- Remote, open book: Your exam will take place remotely via an online learning platform. You may refer to any physical or electronic materials during the exam.
- In-person, open book: Your exam will take place on campus under invigilation. You may refer to any physical materials such as paper study notes or a textbook during the exam. Electronic devices may not be used in the exam.
- In-person, open book (restricted): The exam will take place on campus under invigilation. You may refer only to specific physical materials such as a named textbook during the exam. Permitted materials will be specified by your department. Electronic devices may not be used in the exam.
- In-person, closed book: The exam will take place on campus under invigilation. You may not refer to any physical materials or electronic devices during the exam. There may be times when a paper dictionary,
for example, may be permitted in an otherwise closed book exam. Any exceptions will be specified by your department.
Your department will provide further guidance before your exams.
Overall assessment
Reassessment
Module supervisor and teaching staff
Dr Tracy Robinson, email: tracy@essex.ac.uk.
Dr Tracy Robinson
email: tracy@essex.ac.uk
Yes
No
No
No external examiner information available for this module.
Available via Moodle
Of 17 hours, 16 (94.1%) hours available to students:
0 hours not recorded due to service coverage or fault;
1 hours not recorded due to opt-out by lecturer(s), module, or event type.
Psychology
* Please note: due to differing publication schedules, items marked with an asterisk (*) base their information upon the previous academic year.
Disclaimer: The University makes every effort to ensure that this information on its Module Directory is accurate and up-to-date. Exceptionally it can
be necessary to make changes, for example to programmes, modules, facilities or fees. Examples of such reasons might include a change of law or regulatory requirements,
industrial action, lack of demand, departure of key personnel, change in government policy, or withdrawal/reduction of funding. Changes to modules may for example consist
of variations to the content and method of delivery or assessment of modules and other services, to discontinue modules and other services and to merge or combine modules.
The University will endeavour to keep such changes to a minimum, and will also keep students informed appropriately by updating our programme specifications and module directory.
The full Procedures, Rules and Regulations of the University governing how it operates are set out in the Charter, Statutes and Ordinances and in the University Regulations, Policy and Procedures.