Ageing: Mind, Brain, and Behaviour
Undergraduate: Level 6
Thursday 08 October 2020
Friday 18 December 2020
27 May 2020
Requisites for this module
BSC C800JS Psychology,
BSC C800NS Psychology
The module covers three major themes in the psychology of ageing: mind, brain, and behaviour. The mind theme introduces cognitive, social, and emotional aspects of ageing. We consider decision making in older age, how older adults interact with their social environment, and how emotional processing changes with age. The brain theme introduces neurological changes that occur with age and how these affect memory and attention and other aspects of cognition and emotion. Dementia and neurodegenerative diseases, including Alzheimer's disease, are also explored. The behaviour theme focuses on the physiology of ageing and introduces students to applied topics.
The module covers three broad themes in the psychology of ageing: mind, brain, and behaviour. These themes will familiarise students with interdisciplinary aspects of psychology within the context of ageing. Students will be encouraged to think critically about how behaviours, attitudes, and emotions are affected by underlying cognitive and physiological changes that occur with age.
The lectures will introduce students to the broad approaches and methods used in the psychology of ageing and some of the key issues and concepts. The specific learning outcomes are as follows:
1/ Reflect on themes and issues from class in relation to an older person for the coursework assignment.
2/ Acquire an understanding of key issues and concepts in the psychology of ageing.
3/ Develop critical thinking skills in evaluating methodological approaches and theoretical accounts of the psychology and ageing, and demonstrate these skills and knowledge during the essay-based exam.
Lectures start on the hour. Please arrive promptly to avoid disrupting the class. There will be a short break halfway through the class. Please ask questions during class if there is anything that is unclear. Lecture comprehension checks are also provided at the end of class as slips of paper to record any questions you have that can be addressed on Moodle or in the next class. You will be expected to participate in classroom activities designed to support your learning.
The module consists of 10 sessions each lasting 2 hours. Each session will integrate seminar-style discussions with a lecture format. Issues and points raised in the lecture will be discussed during the discussion activities and student participation will be encouraged. This may include discussion groups and other methods of student participation tailored to group size. This module will be taught by blended learning. This will combine online material and face to face sessions where appropriate
- Paul W. Foos; M. Cherie Clark. (2008; 2016) Human aging, Boston, MA: Pearson/Allyn and Bacon.
- Yankner, Bruce A.; Lu, Tao; Loerch, Patrick. (2008-02) 'The Aging Brain', in Annual Review of Pathology: Mechanisms of Disease. vol. 3 (1) , pp.41-66
- Loaiza, Vanessa M.; Oberauer, Klaus. (2016) 'Working memory in older age', in Encyclopedia of geropsychology, Berlin: Springer. vol. Springer reference
- Hofer, Scott M.; Alwin, Duane F. (2008) Handbook of cognitive aging: interdisciplinary perspectives, London: SAGE.
- Rolison, Jonathan J; Wood, Stacey; Hanoch, Yaniv. (2017-09) 'Age and Adaptation: Stronger Decision Updating about Real World Risks in Older Age', in Risk Analysis. vol. 37 (9) , pp.1632-1643
- Salthouse, Timothy A. (2006-03) 'Mental Exercise and Mental Aging. Evaluating the Validity of the "Use It or Lose It" Hypothesis', in Perspectives on Psychological Science. vol. 1 (1) , pp.68-87
- Park, Denise C.; Reuter-Lorenz, Patricia. (2009-01) 'The Adaptive Brain: Aging and Neurocognitive Scaffolding', in Annual Review of Psychology. vol. 60 (1) , pp.173-196
- Cavanagh, John; Blanchard-Fields, Fredda. (2019) 'Studying adult development and aging', in Adult development and aging, Boston, MA: Cengage., pp.1-29
- Charles, Susan T.; Carstensen, Laura L. (2010-01) 'Social and Emotional Aging', in Annual Review of Psychology. vol. 61 (1) , pp.383-409
- Hötting, Kirsten; Röder, Brigitte. (2013-11) 'Beneficial effects of physical exercise on neuroplasticity and cognition', in Neuroscience & Biobehavioral Reviews. vol. 37 (9) , pp.2243-2257
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
||120 minutes during January (Main)
Module supervisor and teaching staff
Dr Vanessa Loaiza, email: email@example.com.
Dr Jonathan Rolison, email: firstname.lastname@example.org.
Dr Vanessa Loaiza and Dr Johnathan Rolison
Dr Loaiza: email@example.com
Dr Rolison: firstname.lastname@example.org
No external examiner information available for this module.
Available via Moodle
Of 20 hours, 20 (100%) hours available to students:
0 hours not recorded due to service coverage or fault;
0 hours not recorded due to opt-out by lecturer(s).
* Please note: due to differing publication schedules, items marked with an asterisk (*) base their information upon the previous academic year.
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