Module: Cognition across the Lifespan

Module Specifications.

Current Academic Year 2024 - 2025

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Date posted: September 2024

Module Title	Cognition across the Lifespan
Module Code	PSYC301 (ITS) / PSY1036 (Banner)
Faculty	Science & Health	School	Psychology
Module Co-ordinator	Marianna Pagkratidou
Module Teachers	Lorraine Boran
NFQ level	8	Credit Rating	5
Pre-requisite	Not Available
Co-requisite	Not Available
Compatibles	Not Available
Incompatibles	Not Available

Coursework Only

Description

This module provides an advanced overview of cognitive function across the lifespan, with a focus on perception and mental imagery, attention and awareness, cognitive control and working memory, as well as memory systems and spatial memory. Theoretical issues regarding the development of cognitive functions, along with practical issues related to how these functions have been measured and studied, will also be critically considered.

Learning Outcomes

1. Analyse and assess the credibility of ideas, arguments and information
2. Ask appropriate questions in relation to a given topic (e.g. key theories of cognitive functions covered in the module)
3. Critically consider key studies covered in the module
4. Critically consider developmental and lifespan aspects of cognitive functions covered in the module
5. Critically consider the causes, development and remediation of disordered cognitive functions covered in the module
6. Gather relevant information relating to a topic
7. Draw informed and logical conclusions from information
8. Present ideas, arguments and information in a coherent and clear manner

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Lecture	22	Based on indicative content and learning outcomes; Asynchronous active listening and engagement with lecture material; including synchronous contact.
Tutorial	3	Moderator and student-led tutorials; Synchronous formats
Independent Study	100	Self directed learning; Loop Active Discussion and Events 4); Seminar and Assessment preparation (86); Directed article readings (10)
Total Workload: 125

All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml

Indicative Content and Learning Activities

Perception and Mental Imagery

Attention and Awareness

Cognitive Control and Working Memory

Memory Systems and Spatial Memory

Cognitive Functions Across the Lifespan

Assessment Breakdown
Continuous Assessment	100%	Examination Weight	0%

Type	Description	% of total	Assessment Date
Course Work Breakdown
Presentation	CA1 Flip Classroom (worth 50%): Team up with a partner, choose an age group (toddlers or children, adolescents, adults, or the elderly), and select a topic (perception, mental imagery, attention, awareness, cognitive control, working memory, memory systems, spatial memory). In the first week, the professor will introduce two topics. In the second week, these topics will be examined across the lifespan through the Flip Classroom. In groups of four, representing different age groups, students (in pairs per age group) will present a recent paper on their chosen cognitive function. All teams will then engage in a panel discussion on how the chosen cognitive function evolves across the lifespan.	50%	n/a
Assignment	CA2 Opinion Piece in Frontiers in Psychology (worth 50%): You and your partner from the Flip Classroom CA1 will collaborate with the remaining three groups (each consisting of two people) from your panel discussion team, each specializing in a different age group. Together, you will write an opinion piece examining how cognitive function "X" evolves across the lifespan. Cognitive function "X" could relate to perception, mental imagery, attention, awareness, cognitive control, working memory, memory systems, or spatial memory. Each team will consist of four groups of two people: one group responsible for toddlers or children, one for adolescents, one for adults, and one for the elderly.	50%	n/a

Reassessment Requirement Type
Resit arrangements are explained by the following categories: Resit category 1: A resit is available for both* components of the module. Resit category 2: No resit is available for a 100% continuous assessment module. Resit category 3: No resit is available for the continuous assessment component where there is a continuous assessment and examination element.
* ‘Both’ is used in the context of the module having a Continuous Assessment/Examination split; where the module is 100% continuous assessment, there will also be a resit of the assessment
This module is category 1

Indicative Reading List

Chun, M., M., & Most, S., B.: 2020, Cognition, Oxford University Press,
Eysenck, M. W., & Keane, M. T.: 2020, Cognitive psychology: A student's handbook. Routledge: Psychology press., 7th, Psychology Press,
David Groome: 2021, An Introduction to Cognitive Psychology, Processes and Disorders, 4th edition, Routledge: Psychology press.,
Fergus Craik, Ellen Bialystok: 2006, Lifespan Cognition: Mechanisms of Change, Oxford University Press UK,
Fergus Craik, Timothy Salthouse: 2015, The Handbook of Aging and Cognition, 3rd Ed, Psychology Press UK,
Eysenck, M. W., & Brysbaert, M.: 2024, Fundamentals of Cognition, Routledge: Psychology press.,
Eysenck, M. W., & Groome, G.: 2023, Cognitive Psychology **Revisiting** the Classic Studies, 2nd edition, SAGE publications,
Kuther, T. L.: 2018, Lifespan development: Lives in context, SAGE publications,
Kail, R. V., & Cavanaugh, J. C.: 2007, Human development: A life-span view., SAGE publications,
Field, A.: 2002, How to design and report experiments, SAGE publications,
Radvansky, G. A.: 2021, Human memory, Routledge,
Mallot, H. A.: 2024, From geometry to behavior: An introduction to spatial cognition., MIT Press,
Denis, M.: 2018, Space and spatial cognition: A multidisciplinary perspective, Routledge,
Cohen, G., & Conway, M. A.: 2007, Memory in the real world, Psychology press,

Other Resources

None