Cognitive Neuroscience MSc, PGDip, PGCertpsych.brookes.ac.uk/handbooks/cogneuro_2011.pdf · may...

Cognitive Neuroscience MSc, PGDip, PGCert

Student Handbook

Student Handbook

September 2011

Department of Psychology Faculty of Health and Life Sciences

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INTRODUCTION Welcome to the Master of Science (MSc) in Cognitive Neuroscience at Oxford Brookes University. This handbook provides you with essential information that you need for your studies and explains the structure, organisation, administration and regulations of this programme. Most importantly, this handbook will give you advice about who you can approach if you need help during your time with us. The MSc in Cognitive Neuroscience is an exciting programme in the Department of Psychology, within the School of Health and Life Sciences at Oxford Brookes University. The programme comprises the study of biological substrates underlying cognition, and focuses on the neural substrates of mental processes and their behavioral manifestations. It addresses the questions of how cognitive functions are produced by neural circuitry which feeds into brain structures. Cognitive Neuroscience is a branch of both psychology and neuroscience. It unifies and overlaps with a number of sub-disciplines such as cognitive psychology, psychobiology, neurobiology and neuropsychology. [ The MSc is structured so that students may take it either on a full-time or part-time basis. Within a semester teaching is organised to fall across two days. The programme offers a high quality, postgraduate research qualification relevant to the interests of experimental and clinical psychologists as well as other health-related professionals, in order to develop the essential skills to become a competent cognitive neuropsychologist. It is a suitable programme for students planning to go on to a doctorate, especially the Doctorate in Clinical Psychology (D.Clin.Psych) or for those wishing to pursue a career in research, as well as for professionals who would like to develop their own research in relevant areas. This is achieved by theoretical investigation, with readings in cognitive neuroscience and practice of the relevant research methods. A research-based dissertation will also be undertaken. Should you have any questions or any comments on the handbook, please do not hesitate to contact the Course Director. Important: Please consult the Psychology Department intranet page regularly for updates to teaching timetables for this programme. Dr Michael Pilling Program Director, MSc Cognitive Neuroscience Department of Psychology (Room C238) Oxford Brookes University Gipsy Lane Campus Headington Oxford OX3 0BP E-mail: [email protected] Telephone: +44 1865 483788

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1: SUMMARY DESCRIPTION OF THE PROGRAMME ............................................................................. 4 1.1 Introduction ..................................................................................................................................................... 4 1.2 The Faculty and Departments ......................................................................................................................... 4 1.3 Contributing Staff ............................................................................................................................................ 5 1.4 Awards ............................................................................................................................................................ 5 1.5 Mode of Study ................................................................................................................................................. 6

2: THE PROGRAMME AS A WHOLE ......................................................................................................... 7 2.1 The Modules ................................................................................................................................................... 7 2.2 Programme Diagram ....................................................................................................................................... 8 2.3 Summary of assessments ............................................................................................................................. 10 2.4 Progression and choice................................................................................................................................. 11

3: THE STUDENT EXPERIENCE .............................................................................................................. 12 3.1 The Learning Experience .............................................................................................................................. 12 3.2 Research Training ......................................................................................................................................... 12 3.3 Assessment ................................................................................................................................................... 13 3.4 Evaluation ..................................................................................................................................................... 15

4: SUPPORT SERVICES ........................................................................................................................... 17 4.1 Programme Management and Academic Advisors ...................................................................................... 17 4.2 Psychology Support Staff .............................................................................................................................. 17 4.3 The Faculty of Health and Life Sciences Office ............................................................................................ 17 4.4 Libraries ........................................................................................................................................................ 17 4.5 Computer Services ........................................................................................................................................ 18 4.6 Upgrade Study Advice Service ..................................................................................................................... 18 4.7 Student Services ........................................................................................................................................... 18 4.8 Careers Information ...................................................................................................................................... 18 4.9 Grievances and Appeals Procedure ............................................................................................................. 19 4.10 General Facilities ........................................................................................................................................ 19

5: THE MODULES ..................................................................................................................................... 20 Introduction to Cognitive Neuroscience .............................................................................................................. 20 Research Methods in Cognitive Neuroscience ................................................................................................... 22 Research Design Skills ....................................................................................................................................... 24 Neuroscience ...................................................................................................................................................... 27 Computational Models of Cognitive Processes .................................................................................................. 29 Experimental Method and Statistics for Psychology ........................................................................................... 32 Atypical Development ......................................................................................................................................... 35 Research-Based Dissertation ............................................................................................................................. 38 5.2 Guidelines for production of the dissertation .......................................................................................... 40

APPENDICES ............................................................................................................................................ 47 Appendix 1: Ethical Approval Procedures ........................................................................................................... 47 Appendix 2: Dissertation Title Page .................................................................................................................... 50 Appendix 3: Statement of Originality ................................................................................................................... 51 Appendix 4: Citing References Using APA format .............................................................................................. 52 Appendix 5: Regulations for the Cognitive Neuroscience programmes (MSc, PGDip, PGCert) ........................ 56 Appendix 6: Assessment Criteria ........................................................................................................................ 59 Appendix 7: Programme Specification ................................................................................................................ 64 Appendix 8: Regulations for the Consideration of Mitigating Circumstances from 2011/12 ............................... 71 Appendix 9: Brookes Assessment* Compact ..................................................................................................... 72 Appendix 10: Cheating ........................................................................................................................................ 74 Appendix 11: Working with Children and Vulnerable Individuals ........................................................................ 75

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1: SUMMARY DESCRIPTION OF THE PROGRAMME 1.1 Introduction Cognitive Neuroscience is the study of biological circuitry underlying cognition, and focuses on the neural substrates of mental processes and their behavioral manifestations. It addresses the questions of how cognitive functions are produced by underlying (intact and impaired) neural substrates, which feeds into brain structures. In the study of Cognitive Neuroscience, psychologists endeavour to interpret disorders of cognition in relation to formal information-processing models of normal mind/brain systems. Cognitive Neuroscience is a branch of both psychology and of neuroscience. It unifies, and overlaps with, a number of sub-disciplines such as cognitive psychology, psychobiology and neurobiology. 1.2 The Faculty and Departments The Oxford Brookes Department of Psychology is situated within the Faculty of Health and Life Sciences, which also include the departments of Biological and Medical Sciences, Clinical Health Care, Social Work and Public Health and Sport and Health Sciences. It is a large, research-active faculty providing a stimulating multidisciplinary environment for graduate studies. In addition to a broad range of taught postgraduate programmes, the faculty has a considerable number of research students studying for MPhil and PhD degrees. In addition to its own cohort of MPhil/PhD students, the Psychology Department itself has three Masters programmes: MSc Psychology, MSc Cognitive Neuroscience, and the MRes Developmental Psychology. The MSc in Cognitive Neuroscience shares some modules with the other masters programmes and has some modules which are uniquely designed for the course. The Oxford Brookes Psychology Department has 18 academic staff and is supported by an administrator, two full-time demonstrators and a technician/demonstrator. In the 2008 Research Assessment Exercise (RAE) it was rated on average as a 2* with 25% of its research deemed 'internationally excellent' (3*). One of the modules in the Cognitive Neuroscience programme is an essential part of the research training programmes, approved by the ESRC for 1+3 research training. Research interests of staff are diverse: we have extremely active researchers in cognition, particularly in visual attention, mood disorders, memory, sleep, computational modelling and many other areas of cognitive neuroscience. Furthermore, we have research programmes in child development, within which there are researchers investigating children’s social, cognitive and emotional development and cultural influences. Many members of the Department have international links with colleagues in Portugal, Greece, Spain, the Netherlands and the USA, amongst others, as well as collaborative research links with other Universities in the UK; with the Universities of Oxford, Durham, Hull, Keele, York, Birkbeck College, London and with the Open University and the Institute of Psychiatry, London. Please visit the Department of Psychology’s web pages for information on staff research interests.

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1.3 Contributing Staff The main contributing staff are: Dr Jim BARNES Tel: 01865 48 3768 email: [email protected] Dr Anna BARNETT Tel: 01865 48 3680 email: [email protected] Dr Vince CONNELLY Tel: 01865 48 4257 email: [email protected] Prof. Angus GELLATLY Tel: 01865 48 3779 email: [email protected] Dr Lisa HINKLEY Tel: 01865 48 3777 email: [email protected] Ms. Morag MACLEAN (School Ethics Research Officer) Tel: 01865 48 3775 email: [email protected] Dr Michael PILLING (Programme Director) Tel: 01865 48 3788 email: [email protected] Dr Luci WIGGS Tel: 01865 48 3710 email: [email protected] Dr. Kate WILMUT Tel. 01865 48 3781 email: [email protected]

Other staff who support the programme in other ways are: Technical Support Staff

Wakefield Carter Psychology Demonstrator Room C2.18 Emma McDonald Psychology Demonstrator Room C2.18 Nicola Newhouse Psychology Demonstrator Room C2.18 Laura Pilsel Librarian for Psychology [email protected] Academic Advisors Each student is allocated to an Academic Advisor, who will be a member of lecturing staff in the Department of Psychology. 1.4 Awards The MSc programme has been designed to allow qualification at Certificate level (PGCert - 60 M-level CATS credits). Diploma level (PGDip - 120 M-level CATS credits), and Masters level (MSc - 180 M-level CATS credits). The programme pathways leading to each qualification are listed below:

Taught modules Research Dissertation PGCert Any 3 20 CATS credits modules No PGDip 4 compulsory and 2 optional modules No

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MSc 4 compulsory and 2 optional modules Yes The MSc, Diploma and Certificate levels of the award share most of their aims and objectives. The common aims and objectives, and the smaller number that differentiate between the programmes are outlined in section 2. 1.5 Mode of Study The programme can be taken either on a full-time basis (one year) or part-time basis (two years), with most teaching taking place on Mondays and Wednesdays. For part-time students in particular, who may commute to Oxford from around the region, the organisation of the programme is designed to be, as best as possible, compatible with other commitments. Please note, however, that this is not a distance-learning programme and it is required that students attend all lectures scheduled as part of the programme.

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2: THE PROGRAMME AS A WHOLE

The programme runs for one year full-time (2 semesters and a summer), or 2 years part-time (4 semesters and two summers). Most class contact takes place on Mondays and Wednesdays at the Gipsy Lane Site of Headington Campus. As well as attending formal classes, students should expect to spend at least six hours in self-managed study for every taught hour. Self-managed study includes reading, preparing materials for assessment and undertaking research assignments. It should be noted that the full-time programme is a demanding full-time programme and students are advised not to combine this programme with paid work. Also, we recommend that part-time study is combined with part time (and not full-time) paid work or equivalent. Programme structure for both full-time and part-time student is shown overleaf. 2.1 The Modules The following modules are part of the programme: Module M-level

credits Semester PG Cert PG Dip MSc

P24101 Intro to Cognitive Neuroscience

20 1 20 20 20

P24102 Research methods in Cognitive Neuroscience

20 1 20 20 20

P2105 Neuroscience

20 2 20 20 20

P2106 Computational Models of Cognitive Processes

20 2 - 20 20

P24112 Atypical Development

20 2 - 20 20

P24111 Experimental design and Statistics for Psychology

20 1/2 - 20 20

P24110 Research Design Skills

10 1 / 2 - - 10

P24118 Research-Based Dissertation

50 1 / 2 /3 - - 50

TOTAL 180 60 120 180

Some elements of the programme are specifically designed to provide a platform from which to build your knowledge and skills to tackle the project. The research methods and statistics modules will move from consolidation of basic research methods and statistics learning (as covered as part of the 60 CATS credits needed for eligibility of this programme) to advanced statistics and research methods towards the end of the year.

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2.2 Programme Diagram Full-time mode Semester 1 Semester 2 Summer

Compulsory Module P24101

Intro to Cognitive Neuroscience (20 M Credits)


Neuroscience (20 M credits)

Compulsory Module for MSc

only P24199

Research-Based Dissertation

(50 M credits)


Research Methods in Cognitive Neuroscience (20 M credits)


Computational Models of Cognitive Processes

(20 M credits)


Atypical Development (20 M credits)

Compulsory Module

P24111 Experimental design and Statistics for Psychologyi

(20 M credits)

Compulsory Module for MSc only P24110

Research Design Skills (10 M Credits)

Part-Time mode (Year One) Below we are presenting an example of how students may wish to structure their programme of part-time study, based on a distributed workload over two years. It is possible to deviate from this structure if you wish. Please discuss this with the Course Director. Semester 1 Semester 2 Summer


Introduction to Cognitive Neuroscience (20 M Credits)


Neuroscience (20 M credits)

VACATION


Research Methods in Neuroscience (20 M credits)


Atypical Development (20 M credits)

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Part-Time Mode Year Two Semester 1 Semester 2 Summer



(20 M credits)


P24199 (50 M credits)


Research Design Skills (10 M Credits)

Compulsory Module


(20 M credits)

Full-time: Students take all of the research seminars and workshops described above in their first year. They must also give a seminar presentation (10 M Credits), complete the coursework components for Computational Models of Cognitive Processes and Atypical Development, Experimental design and Statistics for Psychology and Research Methods in Cognitive Neuroscience. They must sit a 2-hour examination (20 M Credits) fo Neuroscience and an exam for Introduction to Cognitive Neuroscience,. They must also produce a critical literature review and submit a research-based dissertation of not more than 10,000 words (50 M Credits). Part-time: In the first semester students take Research Methods in Neuropsychology together with Introduction to Cognitive Neuroscience and the first part of Experimental design and Statistics for Psychology. In the second semester the students take Computational Models of Cognitive Processes. Additionally in semester 2 they must take Project Design and Methodology and give a seminar presentation on their critical literature review (10 M Credits). Part-time students must also submit the research-based dissertation of not more than 10,000 words (50 M Credits) by the end of the summer of year two (or cumulative semester 6). Classification of the awards with Pass, Merit or Distinction will be based upon examination and dissertation marks.

The Research-Based Dissertation The Research-Based Dissertation in Cognitive Neuroscience is developed through three stages. This procedure is designed to ensure that research investigations are satisfactorily grounded in the literature and thoroughly planned. Stage I – Critical Review of Selected Literature. The critical literature review must be satisfactorily completed by the end of Year 1 semester 1 for full-time students or by the end of Year 2 semester 1 for part-time students. The review is intended to:

(i) Ensure that the choice of research topic is made on the basis of adequate background knowledge. (ii) Provide a sufficient basis for the formulation of research hypotheses which are firmly grounded in the research literature. Whilst the Critical Review of Selected Literature may not be replicated in its entirety in the Research-Based Dissertation, selected parts of it may be reproduced or a revision may be included where appropriate.

Stage II – Project Design and Methodology – Presentation. The design for the project (Research-Based Dissertation) must be satisfactorily presented by the end of Year 1 semester 2 for full-time students, or by the end of Year 2 semester 2 for part-time students. In this phase of the research

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investigation students are expected to: (i) State the hypotheses they intend to test. (ii) Identify a methodology capable of testing the hypotheses identified. (iii) Carry out a pilot investigation which demonstrates that the methodology is workable and

indicates how it should be implemented. (iv) Produce the design for the research-based dissertation. The programme title is chosen to indicate to students the importance of ensuring that the hypotheses subjected to preliminary examination in the pilot study are securely grounded in the research literature.

Stage III – Research-Based Dissertation. All students must carry out an approved research investigation and submit a thesis which reports the rationale and outcomes of the research work. 2.3 Summary of assessments Module Number & Title Sem Assessment Submission deadline/Exam date

P24101 Intro to Cognitive Neuroscience

1 In-class assessment TBA

P24102 Research methods in Cognitive Neuroscience

1 Seminar materials & presentation (Pass/Fail) Exam (Essays) (100%)

Sem 2 Week 6 Sem 2 Week 12

P2105 Neuroscience

2 Exam (100%) (Essays)

Sem 1 Week 12


2 1500-word grant proposal (50%) Short answer questions based on different statistical techniques (50%)

Sem 1 Week 11 Sem 2 Week 11

P24112 Atypical development

2 1,500-word critical review (100%)

Sem 1 Week 13


1/2 3000-word essay (100%)

Sem 2 Week 13


1 / 2 Seminar materials & presentation (Pass/Fail) 3,000-word Critical Literature Review (100%)

Sem 2 Week 2-5 Sem 1 Week 12* F1

Sem 2 Week 7* S


1 / 2 /3 10,000-word dissertation (100%)

End September 2012

Hand in day – Friday *F – submission for formative feedback *S – submission for summative feedback Module leaders will normally provide feedback on mid-semester coursework within three weeks. Feedback on coursework due at the end of Semester 1 will normally be available at the start of

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Semester 2. Feedback on coursework due at the end of Semester 2 will normally be available following the exam board. Exceptions to this policy will be declared to students as soon as practically possible by the module leader and will only be for cases where the marking load is very intensive for the members of staff (e.g. lengthy projects/dissertations, double marking required etc) or unavoidable staff absence/illness. All grades are provisional until confirmed at the exam board. Please see the Brookes Assessment Compact in Appendix 7. 2.4 Progression and choice All modules are constructed to be taken within a one-year full-time programme, and all presuppose previous completion of at least 60 CATS credits in Psychology, including training in research methods and statistics. All eight modules are compulsory for the MSc and for GBC. Although there is no particular order in which the modules need to be taken, choice is constrained by the semesters in which modules are offered: Full-time students effectively have a fixed programme as each module is only offered once each academic year. Part-time students have some limited choice over the order in which they take modules. The recommended part-time programme is shown above. As a dissertation proposal will not be approved until the Research Design Skills assessments are complete, the programme regulations force students to make sure these two modules are taken in the correct order. The dissertation is the final summative assessment and indicates the quality of the student’s work at the point of exit from the programme. To qualify for your award, you must have completed all the modules for the award within a maximum of five years of study after the initial registration.

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3: THE STUDENT EXPERIENCE 3.1 The Learning Experience You will be engaged on a programme in which tutors believe that teaching and learning are active processes, within a University that has a firm commitment to the highest standards in the quality of its provision of teaching and learning. The Psychology department has achieved HEFCE quality assessment scores indicating excellence in the teaching it offers. The key to achieving that status has been an approach that is centred upon students as active participant in the learning process. You cannot learn just by passively listening to lectures from someone else. Interactive lectures are used with time for questions and opportunities to debate issues. Seminars, workshops and practical exercises are used to explore topics in depth and to develop skills in analysis and presentation. Assessed coursework may take the form of critical literature reviews (such as might appear in the Introduction section of a journal article) and seminar presentations identical in format to those given at research conferences. Notionally, this programme is planned on the basis of 1800 hours of student effort, including the time you spend in class and in independent study, although this will vary depending on the commitment of individual students. As a rough guide, modules set at 20 M level CATS credits should take about 200 hours of student effort to complete. As a triple module (including the Research Design Skills module), your research-based dissertation should require roughly 600 hours of effort. Increasingly the University is committed to ensuring that the student experience is the highest standard possible. The University has always been committed to the student centred approach and now the commitment is to further enhance the quality. This is implemented through the Strategy for Enhancing the Student Experience (SESE) which focuses on the development of 5 graduate attributes: • Academic literacy, • Research literacy, • Critical self-awareness and personal literacy • Digital and information literacy, • Global citizenship

There will be opportunities to discuss your development of these 5 areas as you progress through your programme. We recognised that students joining the programme come from diverse backgrounds. If you arrive with limited experience of psychology, have been out of education for some time or have never previously studied in the UK, then you will find the basic core readings a useful starting point for each module. You may also find it helpful to access support through the ‘Upgrade Study Advice Service’, outlined in section 4.6 below. As you progress, you will gain the confidence to explore further readings recommended in the module guides. If you arrive at Brookes with a greater knowledge of psychology, relevant experience and/or fresh from studying at a UK institution, then you may find you are ready for more advanced material from the start. Details on where to find this will be available in the module guides. The learning experience for any student studying in Oxford is, of course, enriched by all that the city has to offer. Oxford is a global centre for scholarship and learning and offers opportunities to attend seminars and conferences addressed by world authorities in their field. It contains an almost inexhaustible range of libraries and other research resources, to which you may have access. These are opportunities that few cities can match. 3.2 Research Training The MSc includes elements specifically developed to enhance your research capabilities and skills.

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Lectures provide students with an overview of theoretical and methodological issues. Resources such as PowerPoint and videos are used both for effective communication and as demonstration of the importance of audio-visual support in presentations in today’s world. Seminars are used for the development of critical thinking as well as oral and written communication skills. Workshops involve students in problem solving and the critical analysis of specific questions, leading to the proposal of solutions and their assessment. Workshops aim to develop methodological skills (e.g. given a data-set, analyse and report on the reliability and validity of a questionnaire) and writing skills (e.g. judging abstracts published in journals and conference proceedings and creating guidelines for writing abstracts) that can then be assessed. Practical sessions are offered in computing and information search skills, which require familiarity with data structures and their interrogation in specific ways (e.g. moving from a research protocol to data sets organised quantitatively or qualitatively). Finally, the research-based dissertation offers the opportunity to use concepts and skills developed in the programme, through focusing on a problem over an extended period of time, planning the use of resources, assessing research design and methods, carrying out the research, and presenting it in a coherent and reflective way. The formal programme is complemented by research seminars that expose students to a range of speakers from outside the department. Departmental Research Seminars are scheduled on one of the teaching days for the programme. The structure of the programme recognises students’ need for autonomous work throughout the programme and for concentrated effort at the time of concluding the dissertation. Full-time students are expected to attend classes for the modules, personal and transferable skills sessions, and tutorials on three weekdays, during semesters 1 and 2. The remaining days are available for independent work. 3.3 Assessment Your performance on the programme is assessed within each individual module. Assessments are closely linked to the learning outcomes to be achieved in a particular module. All tutors now expect written assignments to be word-processed: not least because mastery of support facilities such as word-processing packages, reference-management software and IT tools for drawing graphs and figures are basic researcher skills. [Don’t worry - you can get plenty of help and advice from the Department’s technical staff if you should need it!] Your performance in these assignments enables you to be awarded M-level credits towards your degree. You will receive a mark and feedback for all assignments; usually in written form (comments on seminar presentations may sometimes be oral). You will need to provide two hard copies and one electronic copy of each assessment you complete so that work can be effectively double marked and that a copy of all your assessments is available for consideration by the Examination Committee at the end of the year (see below). To ensure anonymity in the marking, please do not write your name on the cover, but your Oxford Brookes student number and course reference number. Also, please make sure that you include word length (penalties for over-long work are listed on the intranet). For the MSc you must submit two appropriately bound copies of your Dissertation, which will be retained by the Department. Dissertation binding is carried out by the University’s Media Centre, for a very modest price. Material submitted for assessment is marked and returned to you as quickly as possible by internal examiners but just in case you are near a borderline grade it must also be available for further consideration when awards are decided at the end of the programme. It may also be seen by the External Examiner who ensures that assessment standards are appropriate, consistently applied and comparable to those in other universities. The pass mark for each module is 50%. Students who fail in their first attempt to satisfy the Examination Committee in the assessment for an individual module may be re-assessed in that assessment once only. If successful in a re-assessment, the student shall be awarded the pass mark of 50%. Students who are awarded less than 30% for a module will not be allowed a re-assessment for that module without re-taking the module.

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The pass mark for the whole award is 50%, calculated by taking the rounded average of the module marks. Modules are weighted by their credit value. For MSc students, an overall mark of 60 – 69% with the dissertation mark also in this band earns an award with Merit, and an overall average mark of 70% or more, with a dissertation mark of 70% or above signifies that an award with distinction is appropriate. Examination Committee meetings take place three times a year. In these meetings marks are considered and confirmed in the presence of the external examiner. Guidelines on Departmental rules and conventions relevant to assessment can be found in various locations. General marking criteria used within the MSc programme are included in the Regulations section of this handbook. More general advice and guidance on preparing for assessment can be found in the Department of Psychology’s Assessment Handbook. This can be accessed via the Resources pages on the Department of Psychology’s intranet. University Regulations on assessment can be found at the following web address: http://www.brookes.ac.uk/asa/exams/Regs.html At the outset, it is important to make clear some of the rules that surround the assessment process. First, it is vital that you take deadlines seriously. Where exceptional and unforeseen circumstances make it impossible for you to meet the date for submission of assessed work, you may apply for mitigating circumstances. Please refer to Appendix 8 or the link below for further details. If you miss an assessment deadline or an exam without approval for valid mitigating circumstances you will receive zero for the assessment. Students who fail to submit any work for assessment within a single semester without formal approval for suspension or valid mitigating circumstances will be required to withdraw by the Examination Committee. http://www.brookes.ac.uk/services/asd/registry/sas/mit%20circs.html We need to draw attention to the need to avoid plagiarism, the term for the use of unacknowledged sources in assessed work. Plagiarism can be treated as a disciplinary offence with penalties ranging from a reduced mark to failing the programme, depending on the seriousness of the plagiarism. It is vital that you acknowledge sources scrupulously, whether quoting or simply referring to someone else’s work. If you want to refer to a text that you have not seen yourself but have read about in another work you should refer to the original text and add the words ‘cited in’ followed by the source where you found the reference which you should include in your reference list. Unfortunately all universities have reported an increase in the number of cases of plagiarism submitted in student assignments. As students you will be as concerned as we are to preserve the quality of the Oxford Brookes award. As a result of this increase, from September 2007 the faculty has been using computer software to assist in the detection of plagiarism, duplication and collusion. All students will be required to submit an electronic copy of their assignment and/or a copy of their draft notes. Consequently you must keep a copy of the preparatory work you have done for assignments (electronic or hard copy) until an Examination Board has formally released the marks for those assignments. Your attention is drawn to the warning about cheating and appendix 4 (Citing References Using the APA System) at the end of this handbook. Finally, we draw attention to the importance of ethical issues, which arise particularly when carrying out research-based projects, most notably your Dissertation. The Tutors involved in the MSc are fully committed to the British Psychological Society’s guidelines on ethical behaviour in Psychological Research and to Oxford Brookes University’s policy on ethical research. Taking ethical issues into account at every stage of research, and maintaining the highest possible ethical standards are important components of research. Research is intended to generate beneficial knowledge and the British Psychological Society’s approach is guided by the belief that good psychology research is only possible if there is mutual respect and confidence between investigators and participants. Ethical guidelines clarify the conditions under which psychological research is acceptable. You should discuss ethical issues in your design with your supervisor at every stage in the research planning. You are responsible for ensuring that your supervisor is aware of the details of your design and your proposed participant recruitment strategy before you engage in the process of seeking formal research ethics approval. The research ethics officer in our department Research Ethics Officer is Morag MacLean. All studies using animal or human participants need to be cleared before any research work takes place. Ethical issues should be discussed with your supervisor initially, and

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Morag if there is any uncertainty about how to resolve them. Morag runs a short research ethics seminar in semester 1 as part of P24110 and you should make sure you attend this. If you need to gain ethical approval from the University Research Ethics Committee or from an Ethics Committee outside the University for a proposed study, Morag will be able to give you advice. You should recognise that: a) Your own judgment that ethical issues do not arise will not be taken as sufficient assurance.

Your supervisor must also vet your research project and recruitment strategy. After the project has been approved by the supervisor, if it meets the criteria for closer scrutiny (i.e. involves children or vulnerable adults or deals with a sensitive issue), the research ethics application will also be seen by two other members of the research ethics subcommittee. Clearance must be obtained before any data is collected from human participants. This usually means that you will need to apply for research ethics clearance before undertaking pilot work.

b) Ethical clearance procedures can take some time, but should be seen as part of the

development of the project, and can often help you to clarify or improve on your research design. The ethical clearance procedure may lead to a request for resubmission of a modified project or even to the judgment that it cannot proceed. Project planning must take account of both these factors.

The forms required to establish that ethical approval has been obtained are available from the Department of Psychology Intranet at http://psych.brookes.ac.uk/resources/res.php?CategoryID=319 3.4 Evaluation Evaluation of student experience and the use of feedback from students to improve the programme is an important part of the procedures for maintaining and improving the quality of the MSc. A number of different types of evaluation and feedback information are used in this programme: a) Module Evaluation: towards the end of each module in the programme you will be asked to

provide an evaluation of that module. This gives you a chance to comment on the positive (and any negative) aspects of the presentation of the module, the performance of the teaching staff, and the content and organisation of the programme.

b) Programme Evaluation: the main process of evaluation is a programme evaluation questionnaire administered at the end when the results of assessment have been announced. Your evaluations of the programme will be discussed at meetings of the MSc Programme Committee which is responsible for this programme.

c) Student Representatives: a student representative is nominated or elected for each mode of study (so there will be one representative for full-time students each year, and another for part-time students). The student representatives help to liaise between staff and students, for example by bringing unanticipated student needs to the attention of programme directors), Student representatives are also members of the MSc Programme Committee and are able to propose items for discussion, ensure that discussion of evaluation data is fair and sufficient, and report back on outcomes to the students they represent.

Full information is provided about the role and constitution of the MSc Programme Committee in the Regulations section of this Handbook. All evaluation materials are also considered as part of the University’s Annual Review process. As part of this process, that covers all programmes at Oxford Brookes, a wide range of data is summarised and presented in an Annual Report, to indicate how the programme is progressing and propose plans for the forthcoming year. Results of evaluations are important here, as are the reports of External Examiners, evidence of student progress and completion rates, and information about the employment of graduates. You may be contacted for your permission in the preparation of material for these evaluations. The Annual Report is scrutinised by an Annual Review panel that includes student representatives and academic and managerial staff from outside the Department.

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Specific Academic Regulations for Postgraduate Taught Programmes can be found at http://www.brookes.ac.uk/regulations/acadregs1.htm

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4: SUPPORT SERVICES We recognise that new students may need various types of academic and personal support to help them settle in and make the most of their time at Brookes. We therefore have a wide range of support services on offer. It is important that you know what these are and how to access them should you need them, so please find an outline below. 4.1 Programme Management and Academic Advisors The Programme Director is Dr. Michael Pilling (room C238, email: mpilling:brookes.ac.uk), who is happy to listen to general programme concerns or issues. If Michael is unavailable, the departmental administrator will provide advice on who can best help. The Programme Administrator is a source of friendly and efficient assistance with any administrative and pastoral issues connected with the programme. Each of you will be allocated to an Academic Advisor when you start at Oxford Brookes. Academic Advisors advise students about resources and facilities within the Department, Faculty and University; monitor their academic progress and warn students of impending problems and advise them where necessary. Academic Advisors also take an interest in the personal well-being and development of their students. They can help ensure that when extra-curricular factors are affecting progress, relevant evidence is taken into account by the assessment process. Academic Advisors can also assist in making decisions about choices of topics for specialised study, and routes into further study or related employment. 4.2 Psychology Support Staff The Department of Psychology is supported by an administrator, two full-time demonstrators and a technician/demonstrator. Of these, the administrator assists the Programme Director for your programme and will be able to deal with any queries regarding coursework or other administration throughout the programme. Wakefield Carter is a Technician/ Demonstrator and supports experimental design and analysis and use of computers in Psychology. He also maintains the Psychology intranet pages, which contain useful information about your programme of study. Our other psychology demonstrators are also on hand to provide individual support in practical classes and at other times by appointment, to give statistical and other advice. 4.3 The Faculty of Health and Life Sciences Office The Faculty Office is located on the ground floor of the Sinclair Building. There is a Postgraduate Study Room in the Department of Psychology which students can use when it is not being used for teaching. 4.4 Libraries You will have full access to the libraries and information specialists of the University. The Headington Library Building occupies three levels, with the main entrance on the first floor. Opening hours may be found here: http://www.brookes.ac.uk/library/ophours.html. It is generally open between 08.30 to 22.00 Mondays to Thursdays, 08.30 to 20.00 Fridays and 10.00 to 23.45 on Saturdays and Sundays. During vacation times, it is open between 09.00 to 21.45 Mondays to Thursdays, 09.00 to 17.00 on Fridays and 10.15 - 18.45 (self service) on Saturdays & Sundays. See http://www.brookes.ac.uk/library/ The University Library has a book stock of around 330,000 volumes and subscribes to around 2400 currently printed periodicals. It also contains an increasing array of electronic sources of information, including CD-ROMs and the Internet. The Subject Librarian is available to assist you with any problems arising over use of the Library. If you encounter any problem with these resources please bring this to the attention of the Subject Librarian (Laura Pilsel, email: [email protected]) or any member of the programme team, including suggestions for new acquisitions. As a student in Oxford, you may also be able to use the Bodleian reference library and, through

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informal agreement, various other libraries owned by Oxford University. The Subject Librarian can supply you with further details. If you live or work some distance from Oxford you may find it convenient to use libraries in other institutions; for example, the London Plus scheme gives borrowing facilities in several London University libraries. Postgraduate students are also able to use the British Library at St Pancras, free of charge. The Subject Librarian will be able to advise you. 4.5 Computer Services Oxford Brookes University has extensive computing facilities and all enrolled students are registered as computer users. This gives you access to on-line library catalogues and a wide range of databases and specialist software packages, as well as electronic mail and Internet facilities. Most computer rooms are open until 21:00 during term time, with some available 24 hours. Training in word-processing is available and you are strongly advised to use this opportunity if you think you need extensive basic instruction. Technical support for specialist queries is available from technical staff within the Department. See http://www.brookes.ac.uk/services/cs/ 4.6 Upgrade Study Advice Service Upgrade is the university’s confidential study advice service for anyone that wants advice on statistics, maths or study skills (planning and writing essays, assignments and dissertations). There are drop in sessions throughout the semester, or you can book a 30-minute tutorial. http://www.brookes.ac.uk/services/upgrade/ 4.7 Student Services Student Services are housed in the Helena Kennedy Student Centre on the Headington Hill Campus and offer a wide range of professional services covering

Accommodation Advisory Service for Students with Disabilities and Special Needs Careers Centre Chaplaincy Counselling International Student Advisory Centre Mature Student Advisory Centre Medical Centre Nursery

Please see http://www.brookes.ac.uk/students for further details. In addition, some specific support services are also available for: International students: http://www.brookes.ac.uk/international/ Mature students: http://www.brookes.ac.uk/studying/life/wellbeing/matureguide/ and Personal support services including Disability and Dyslexia: http://www.brookes.ac.uk/studying/life/wellbeing Help is also available for hardship and finance see http://brookes.ac.uk/studying/finance/aid/index.html 4.8 Careers Information The over-riding consideration in designing the MSc Psychology was to ensure that students are offered a thorough grounding in psychology that meets the requirements for GBC of the British Psychological Society. On successful completion of the programme you may wish to apply for entry onto further postgraduate training to follow a career in applied areas of professional psychology such as counselling, clinical, educational, forensic, health, occupational and sports psychology. Alternatively you may wish to pursue further research in psychology or enter the job market. All members of the programme team will attempt to provide you with appropriate advice and guidance on opportunities as you develop your own plans.

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Oxford Brookes University also has a dedicated careers service, located in the Helena Kennedy Student Centre, first floor (telephone 01865 484670) that can help you in determining your future career on completion of your programme. 4.9 Grievances and Appeals Procedure If you have a grievance, problem or complaint, you should first raise this with the individual concerned. If this is difficult or failing settlement, the difficulty should be referred to the Programme Director or the Head of the Department of Psychology. Failing settlement, you can take things further. See the website below for more details on the grievance procedures. You can also approach the Students Union who will take up matters on your behalf. Regulations for the review of and appeals against decisions of the Examination Committee and the Student Complaint Procedure can be found on the Brookes intranet at: http://www.brookes.ac.uk/uniregulations/current/accregulations 4.10 General Facilities Food is available at a wide variety of outlets spread across the Gipsy Lane campus, from 8:00am–7:30pm from Mon-Fri during semester time. The majority of outlets are in the Main Food Court, which is situated just off the Main Reception foyer. More information can be found here:.http://www.brookes.ac.uk/studying/brookeslife/campus/catering There is a bar and range of other facilities in the Helena Kennedy Student Centre on the Headington Hill Campus five minutes walk from Gipsy Lane. The Sports Centre on Cheney Fields also has a bar and serves food. There are cash points in the Gipsy Lane campus, both in the Main Reception Foyer and in the Gibbs Building, as well as in the Helena Kennedy Student Centre. There is a bookshop and Student Union Shop on the Gipsy Lane site.

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5: THE MODULES Introduction to Cognitive Neuroscience Module Number: P24101 Module Leader: Dr Jim Barnes Module Description: This module introduces the topic of cognitive neuroscience. Within this module

students are taught about the basics of neuroanatomy, and an introduction to the core areas of cognitive neuroscience, including perception/attention, language processing, emotional processing, executive functioning. Current models and theories will be presented along with topical arguments and experimental studies.

M Level Credits: 20

Module Status: Compulsory module required for both the PGDip and MSc in Cognitive Neuroscience, optional module for the PGCert in Cognitive Neuroscience. Prerequisites: None Placing: Semester 1 Restrictions: None Exclusions: None Content: This module offers an overview of the biological foundations of behaviour and cognitive neuroscience. Learning Outcomes: A: Knowledge and Understanding Having completed this module successfully, students will be able to:

Taught Practised Assessed

i. Critically read research papers and access their methods (assessed in coursework)

ii. Understand the relationship between theories and research

iii. Discuss the historical evolution of neuroscience

iv. Summarise key findings from the main areas of research (assessed in coursework)

v. Discuss and evaluate data collection techniques

vi. Discuss and evaluate data collection techniques and design research taking theories and existing research into account (assessed in coursework)

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B. Professional Skills Having completed this module successfully, students will be able to:


i. Relate experimental findings to probable neural underpinnings

ii. Delineate important areas of controversy in cognitive neuroscience

iii. List unanswered questions for further cognitive neuroscience research

iv. Describe the aims of cognitive neuroscience C. Transferable Skills Having completed this module successfully, students will be able to:


i. Use specialised textual sources to develop their own learning

ii. Critically evaluate evidence from a variety of sources

iii. Relate evidence to explanatory framework iv. Formulate, articulate and justify contributions to academic debate

Notional Learning Time: Hours 0 Lectures Hours 24 Seminars/workshops Hours 176 Directed Study Assessment: 100% coursework comprising of an in-class assessment. Indicative Reading: Breedlove, S.M., Rosenzweig, M.R., & Watson, N.V. (2007). Biological Psychology. An introduction to behavioral, cognitive, and clinical neuroscience. 5th Edition. Sinauer Associates, Inc. Sunderland, MA. Carlson, N.R. (2004)The Physiology of Behaviour. 7th Ed. London: Allyn and Bacon Gazzaniga, M. S., Ivry, R.B., & Mangun, G.R. (1998). Cognitive Neuroscience: The Biology of the Mind. New York & London: Norton. Pinel, P.J. (2006). Biopsychology. 6th Ed. London : Pearson Allyn and Bacon. Purves et al. (2010). Principles of Cognitive Neuroscience. Sinauer Ward, J. (2006) The Student's Guide to Cognitive Neuroscience. Psychology Press. Provisional Lecture Schedule Semester 1 Monday 10-12 Room C.221 Week Date Topic Lecturer 1 26.09.11 What is Cognitive Neuroscience? / Basic Neuroanatomy Jim Barnes 2 03.10.11 Memory & Amnesia Angus Gellatly 3 10.10.11 Attention Angus Gellatly 4 17.10.11 Sensation & Perception Michael Pilling 5 24.10.11 Language & language comprehension Rob Davies 6 31.10.11 Language production Rob Davies 7 07.11.11 Planning, reasoning and executive function Michael Pilling 8 14.11.11 Cognition and Emotion Jim Barnes

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Research Methods in Cognitive Neuroscience Module Number: P24102 Module Leader: Dr Michael Pilling Module Description: This module takes the form of a seminar series. It introduces the key

methodologies employed in cognitive neuroscience and presents students with the diverse methodologies and techniques contributing to cognitive neuroscience together with their limitations. The content of this module gives insight into the discovery procedures which generate basic data upon which cognitive neuroscience is built, how these findings are routinely used in clinical practice and how they contribute to a theoretical understanding of brain and cognitive function. It is essential for the practical planning and implementation of an empirical research project.

M Level Credits: 20 Module Status: This is a compulsory module for the MSc and PGDip in Cognitive Neuroscience

as well as for the MRes and DipRes in Psychology. It is also an optional modules for the PGCert in Cognitive Neuroscience.

Prerequisites: None Placing: Semester 1 Restrictions: None Exclusions: None Content: A systematic review of the techniques of human cognitive neuroscience and the

major methodologies upon which it draws: experimental methods, functional imaging and non-invasive electrophysiological measures of brain function; neurological & neuropsychological assessment: single case studies, sleep research & clinical applications.

Learning Outcomes: A. Knowledge and Understanding Having completed this module successfully, students will be able to:


i. Design experimental tasks

ii. Use knowledge of specialised statistical techniques in designing experiments

iii. Critically read research papers and access their methods. (assessed in coursework)

iv. Discuss and evaluate data collection techniques (assessed in coursework)

v. Have knowledge of basic neuroanatomy (assessed in coursework)

vi. Describe major neurological disorders and discuss their psychological relevance and implications (assessed in coursework)

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i. Explain how to test participants using a range of clinical and experimental procedures

ii. Interpret different types of brain image and discuss their limitations

iii. Describe and interpret background clinical neuroscience test results

C. Transferable Skills Having completed this module successfully, students will be able to:


i. Learn to interpret data from new investigative procedures

ii. Match methods to problems iii. Understand how to test human participants under standard conditions

iv. Select and apply statistical techniques Notional Learning Time: Hours 0 Lectures Hours 24 Seminars/workshops Hours 176 Directed Study Assessment: 100% coursework comprising a choice of 1 essay out of 5. Word count 4,000 words (max.) Indicative Reading: Henson, R. (2005). What can functional neuroimaging tell the Experimental Psychologist? The

Quarterly Journal of Experimental Psychology: Section A, 58, 193-233. Bentin, S., & Deouell, Y. (2000). Structural encoding and identification in face-processing: ERP

evidence for separate mechanisms. Cognitive Neuropsychology, 17, 35–54. Rugg & Coles (1996). Electrophysiology of mind: Event-related brain potentials and cognition. OUP. Ancoli-Israel S, Cole R, Alessi C, Chambers M, Moorcroft W and Pollak CP (2003) The Role of

Actigraphy in the Study of Sleep and Circadian Rhythms. Sleep, 26 (3) 342-392. Semester 1 Provisional Lecture Schedule Semester 1 Wednesday 10am-1pm Room C.221 Week Date Topic Lecturer

1 28.09.11 Fundamentals of Cognitive Neuropsychology Angus Gellatly 2 05.10.11 Experimental techniques in Cognition Angus Gellatly 3 12.10.11 EEG/ERP techniques in Neuroscience Michael Pilling 4 19.10.11 Brain imaging techniques Michael Pilling 5 26.10.11 Neuropsychological assessment Anna Barnett 6 2.10.11 Techniques in sleep research Luci Wiggs 7 09.11.11 Techniques in analysis of motor behaviour Kate Wilmut 8 16.11.11 Case studies Jim Barnes

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Research Design Skills Module Number: P24110

Module Leader: Dr Jim Barnes Module Description: The module is intended to provide a structured framework within which

students identify their thesis topic, critically review relevant previous research and develop a workable design for their empirical project.

Relationship to other modules: Pre-requisites: None Co-requisites: None Level and Status: 10 M-level credits Compulsory module required for the MSc Psychology, MRes Developmental Psychology and the MSc Cognitive Neuroscience. Content The module has four components:

1) a brief introduction to project design issues and writing in psychology; 2) submission of a 3000-word critical literature review; 3) an introduction to the seminar presentation and an example seminar; 4) a pass/fail seminar presentation of a dissertation proposal.

This ensures that students carry out the theoretical and methodological groundwork for their research based dissertation. The module provides milestones for project development and an opportunity to gain tutor and peer feedback. The review is intended to ensure that the choice of project research topic is made on the basis of adequate background knowledge and that it provides a sufficient basis for the formulation of research hypotheses that are firmly grounded in the research literature. The seminar, informed by the research review, is intended to allow students to present the ideas and design that will form the basis of their research-based thesis. These seminars will provide an opportunity for students to share knowledge gained from their research design. Pilot study data will be reported where relevant. The seminar will be assessed on a pass/fail basis. Learning Outcomes A. Knowledge and Understanding Having completed this module successfully, students will be able to:


Understand the processes involved in designing a research project in psychology.



Identify critical research relevant to a potential project design;

Produce a coherent research review of an area of psychological literature;

. Design and justify a research proposal; Formulate research hypotheses;

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Design empirical studies; Present a research design seminar on a specific topic; Answer questions on research design in psychology and deal with constructive criticism;

Provide constructive feedback on other students’ presentations;

Identify ethical issues in Psychological research. C. Transferable Skills Having completed this module successfully, students will be able to:


Self Management Set goals Manage time and tasks Learning Skills Learn independently Use library skills Use a range of learning strategies Communication Communicate fluently and effectively in writing; Communicate fluently and effectively in speech; Contribute to informed discussion of topics; Present to an audience using relevant media; Listen effectively; Present a coherent argument. Information Technology Practice information retrieval; Use information technology as a research tool. Problem Solving Analyse theories and evidence; Think conceptually. Teaching and Learning Experiences Students completing this module will have been given the opportunity to: attend lectures designed to introduce and illustrate the processes involved in designing a research project in psychology. Notional Learning Time 10 hours Lectures/workshops 90 hours Directed Study Assessment Coursework 100% Exam 0% Produce a literature review and present a seminar (pass/fail), working with their supervisors, that will provide the basis for their research design and where they can practice and be assessed on their ability to formulate and investigate psychologically informed questions, analyse, assess and report empirical psychological information, conduct psychological research in a preliminary way, and undertake and present scholarly work. Indicative Reading Bell, P. et al (2001) Evaluating, doing and writing research in psychology: a step-by-step guide for students. London : Sage. Cone, J. D. & Foster, S. L. (1993) Dissertations and theses from start to finish: psychology and related fields. Washington, DC : American Psychological Association.

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Salkind, N. J. (2006) Exploring research. 6th ed. Upper Saddle River, N.J.: Pearson Education. Sternberg, R. J. (2003) The psychologist's companion: a guide to scientific writing for students and researchers. 4th ed. Cambridge: Cambridge University Press. Validation History This module was first Validated as a component of the MSc Cognitive Neuropsychology in Term 3 1999 and as a component of the MRes in Psychology in 2002. Revalidated as part of the MSc Child Development and Learning in April 2003. Revalidated for semesters in June 2003. Provisional Lecture Schedule Semesters 1 & 2 Wednesdays 2pm–5pm Room C.221

Week Date Topic 1 Topic 2

Semester 1

1 28.09.2011 Introduction to module & the written assessment.

Carrying out a literature review, library skills, bibliographic skills

2 05.10.2011 Ethical practices and procedures

Working with participants and special populations.

3 12.10.2011 Revision of basic presentation skills

Example Presentation. The presentation assessment

4 19.10.2011

Writing your report; introduction, method, presenting results

Writing your report; the discussion, references and appendices

Semester 2 1 28.01.2012 Student Led Presentations Student Led Presentations 2 08.02.2012 Student Led Presentations Student Led Presentations 3 15.02.2012 Student Led Presentations Student Led Presentations 4 22.02.2012 Student Led Presentations Student Led Presentations 5 29.02.2012 Student Led Presentations Student Led Presentations

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Neuroscience Module Number: P24105 Module Leader: Dr Jim Barnes Module Description: This module gives the student the opportunity to explore some topics in

Neuroscience and of brain-behaviour relationships will be explored at an in-depth level. The neural consequences of normal aging will be explored as will the changes associated with degenerative conditions such as Alzheimer’s disease. The neuroscience of sensory systems will be investigated along with their clinical dimensions. Other lectures will focus on the possibility for rehabilitation of cognitive functioning. Ultimately, this module aims to provide a broad understanding of the organisation of the nervous system and its relationship to behaviour.

M Level Credits: 20 Module Status: This is a compulsory module for the PGDip and MSc in Cognitive Neuroscience,

and an optional module for the PGCert in Cognitive Neuroscience. Prerequisites: None Placing: Semester 2 Restrictions: None Exclusions: None Content: This module covers the essential biological basis of neural function fundamental

to the study of cognitive neuroscience. It provides an understanding of neuroanatomy and brain function essential for explanations of the selective effect of damage to particular brain regions on behavioural functions. This knowledge is also essential for understanding functional brain imaging.



i. Outline the essential structures (anatomy) and functions (physiology) of the human brain (assessed in exam)

ii. Describe the development of brain and behaviour relationships from an embryological and evolutionary perspective (assessed in exam)

iii. Critically evaluate experimental studies, interpret data and discuss findings (assessed in exam)

iv. Outline the essential structures (anatomy) and functions (physiology) of the human brain (assessed in exam)

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i. Summarise the processes by which environmental factors influence early brain development and impact on subsequent competencies

ii Describe the advantages and disadvantages of recent imaging techniques in linking pathology with behavioural manifestations science is relevant to researchers in neuroscience

iii. Critically discuss the nature and limitations of scientific explanations

iv. Discuss data collection techniques in neuroscience



i. Communicate findings from data in a number of different ways

ii. Critically interpret evidence iii. Evaluate theory Notional Learning Time: Hours 0 Lectures Hours 24 Seminars/workshops Hours 176 Directed Study Assessment: 100% Exam (2 questions to be answered from 6). Indicative Reading: Ward, J. (2006) The Student's Guide to Cognitive Neuroscience. Psychology Press. Gazzaniga, M. S., Ivry, R.B., & Mangun, G.R. (1998). Cognitive Neuroscience: The Biology of the

Mind. New York & London: Norton. Kalat, J.W. (1998). Biological Psychology. Pacific Grove, CA: Brooks & Cole. Provisional Lecture Schedule Semester 2 Friday, 2 pm-5 pm Week Date Topic Lecturer 1 01.02.12 Neural aging & Neurodegeneration Jim Barnes

2 7.02.12 Parkinson’s disease Jim Barnes

3 14.02.12 Strokes & tumours / Brain injury Michael Pilling

4 21.02.12 Language disorders Rob Davies

5 29.03.12 Language rehabilitation Rob Davies

6 07.03.12 Schizophrenia Jim Barnes

7 14.03.12 Neurobiology of movement disorders Anna Barnett

8 21.03.12 Neuroscience of sensory systems Michael Pilling

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Computational Models of Cognitive Processes Module Number: P24106 Module Leader: TBA Module Description: This module introduces students to computational modelling in cognitive

psychology and its application to different domains to develop theories of adult cognitive processing, processing after brain damage, and cognitive development. The focus will be on artificial neural network (connectionist) models. There will be a number of lectures with discussion and a practical component in which students gain experience with using computational models.

M-Level Credits: 20 Module Status: This is an optional module for the PGCert, PGDip and MSc in Cognitive

Neuroscience. This module is also available to students on the DipRes and MRes in Psychology.

Prerequisites: None Placing: Semester 2 Restrictions: None Exclusions: None Content: This course offers an opportunity for students to gain insight into the important

part that computer models have played in our understanding of cognitive processes. It also seeks to introduce well-known models in a range of areas, and to form an integrative bridge between content and methods by treating in depth a central methodology which has substantially contributed to the advancement of theory.

Students completing this series of seminars will be expected to:

(a) Prepare for each seminar by reading recommended texts and carrying out

additional library research. (b) Research at least one topic in depth to the point where they can construct a

critical review which demonstrates original thought. (c) Participate actively in the discussion and debate arising in class. (d) Use a simulation package to gain hands-on experience with specific neural

network models Learning Outcomes:

A. Knowledge and Understanding

Having completed this module successfully, students will be able to:


i. Explain the role of computer models in cognitive psychology (assessed in essay)

ii. Describe the main theoretical frameworks which support computational modelling (assessed in essay)

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iii. Critically evaluate experimental studies, interpret data and discuss findings (assessed in exam)

iv. Describe the working principles of different neural network architectures and algorithms. (assessed in essay and practical work)

v. Assess the value and usefulness of specific computational models from a range of areas (assessed in essay)

vi. Show a critical appreciation of computational models in neuroscience (assessed in essay)

vii. Illustrate the reciprocal flow of ideas between

computational models and experimental research

(assessed in essay)

viii. Identify important areas of controversy in the domain of computational modelling. (assessed in essay)

ix. Use simulation packages to run and test neural network models. (assessed in practical work)



i. Discuss mechanistic accounts of cognitive processing

ii Describe the cognitive manifestations of several well-known brain disorders

iii. Critically discuss the nature and limitations of scientific explanations

iv. Discuss the role of experience in brain development and learning and its specific behavioural outcomes



i. Use models as an explanatory tool ii. Use computer programmes to model problems in psychology

iii. Identify research problems Notional Learning Time: Hours 0 Lectures Hours 24 Seminars/workshops. (14 hours of seminars and interactive discussion, 10 hours of practical work). Hours 176 Directed Study Assessment: 100% coursework. The assessment will consist of a 3000-word essay (100%) and classroom based assessments (Pass/Fail). The classroom based assessment will consist in 1) writing a short 800-word essay on a set topic, 2) peer-assessing another student’s short essay on the basis of the official marking criteria, and 3) completing a portfolio relating to practical exercises with a neural network simulation package.

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Indicative Reading: McLeod, P., Plunkett, K. & Rolls, E.T. (1998). Introduction to Connectionist Modelling of Cognitive

Processes. Oxford: Oxford University Press. Elman, J.E., Bates, E.A., Johnson, M.H., Kamirloff-Smith, A., Parisi, D. & Plunkett, K. (1997).

Rethinking Innateness: A Connectionist Perspective on Development. Cambridge, MA: MIT Press. Plunkett, K. and Elman, J.E. (1997). Exercises in Rethinking Innateness.Cambridge, MA: MIT Press.

Provisional lecture schedule Semester 2. Friday, 10am - 1pm Timetable to be announced

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Experimental Method and Statistics for Psychology Module Number: P24111 Module Leader: Dr. Kate Wilmut Module Description: This module will advance students’ knowledge of experimental design and

procedure, statistical concepts and techniques of analysis and provide practical experience for analysing materials.

Relationship to Other Modules:

Pre-requisites: None Co-requisites: None

Level and Status: 20M level credits

Compulsory module required for the PGDip and MSc Psychology, the PGDip and MRes Developmental Psychology and the PGDip and MSc in Cognitive Neuroscience.

Content This is a single module offered over two semesters. The module builds on students’ knowledge of experimental methods and statistics by introducing ideas that form the background of psychological measurement, statistical modelling and experimental design. It has five specific objectives:

• to increase students’ understanding of carrying out their own research with an emphasis on clearly stating how their research fits into the body of knowledge.

• to increase students’ depth of understanding of statistical concepts and measurement in psychology;

• to offer them insight into and practice of quantitative data analysis; • to engage students in designing and running their own cognitive based experiment. • to prepare the students for designing their own research.

Learning Outcomes A. Knowledge and Understanding Having completed this module successfully, students will be able to:


i. Design a cognitive based experiment, including controlling for confounding variables, testing and refining the procedure;

ii. Identify variables from a research question, and design an experiment controlling or measuring these as appropriate;

iii. Identify statistical analyses appropriate to different research questions and different types of data;

iv. Interpret the results of computer analyses in terms of both statistical significance and research questions

B: Professional Skills Having completed this module successfully, students will be able to:


i. Formulate and investigate psychologically informed questions;

ii. Analyse, assess and report empirical psychological information;

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iii. Use a range of research strategies and methods of psychological enquiry;

iv. Use statistical packages to carry out statistical analysis; v. Conduct psychological research in a preliminary way;



i. Learn independently ii. Use library skills iii. Use a range of learning strategies iv. Communicate fluently and effectively in writing; v. Present a coherent argument. vi. Practice information retrieval; vii. Take responsibility for an carry out agreed tasks viii. Take initiative in working with others ix. Negotiate within a framework of respect for others Teaching and Learning Experiences Students completing this module will have been given the opportunity to:

• Design, carry out and analyse their own experiment their own experiment • Practice using statistical packages to carry out a number of different statistical procedures • Choose appropriate statistical methods for a range of research questions • Work with other students to solve issues arising from their work

Notional Learning Time Hours 0 Lectures Hours 30 Seminars/workshops Hours 170 Directed Study Assessment Coursework 100% Exam 0% The coursework will be in two parts (equally weighted) one given at the end of semester 1, the other at the end of semester 2. The first piece of coursework will consist of a grant proposal based on a single experiment. Guidelines on writing this grant proposal will be given. Learning outcomes assessed: A i, A ii,, B i, B ii, B iv and B v. The second piece of coursework will require students to identify and carry out appropriate statistics analyses for a given situation. A ii, A iii, Aiv, B iii, Biv. Indicative Reading Field, A. (2009) Discovering Statistics Using SPSS (third edition). Sage publications: London, UK. Howell, D.C. (2007) Statistical Methods for Psychology (sixth edition). Thomson Wadsworth: Belmont,

USA. Validation History Originally validated in 2000/01 as a module within the MA Child Development and Learning. Minor changes to syllabus and assessment in 2001-02. Revalidated as part of the MSc Child Development and Learning in April 2003. Revalidated for semesters in June 2003.

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Provisional Lecture Schedule Semesters 1& 2 Wednesdays, 2pm–5pm, Room C.224 Week Date Title Lecturer

SEMESTER 1 6 02.11.11 Recap, Effect size and power analysis Kate Wilmut 7 09.11.11 One-way ANOVA, post hoc tests and planned

comparisons Kate Wilmut

8 23.11.11 Factorial ANOVA Kate Wilmut 9 30.11.11 Preparation for grant proposal Kate Wilmut

10 07.12.11 Preparation for grant proposal Kate Wilmut SEMESTER 2

6 07.03.11 Factorial ANOVA (3-way) and ANCOVA Kate Wilmut 7 14.03.11 Data exploration and non-parametric equivalents Anna Barnett 8 21.03.11 Regression Kate Wilmut 9 28.03.11 More regression and Logistic Regression Kate Wilmut

10 04.04.11 Factor analysis and reliability Anna Barnett

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Atypical Development Module Number: P24112 Module Leader: TBC Module Description:This module reviews developmental theories and evidence relating to

developmental disorders Relationship to Other Modules:

Pre-requisites: None Co-requisites: None

Level & Status: Single Compulsory for the PGCert, PGDip and MRes Developmental Psychology and the MSc Cognitive Neuroscience. Content The module has the following specific objectives: to enable students to understand the influences of cognitive development, memory and language on the development of children’s knowledge; to familiarise students with different methods for analysing theories of children’s development relating to language, memory and cognition. to develop their critical analysis of research and theories about language, memory and cognition in childhood; to allow students to develop their own ideas in this domain. The module will cover the following topics: developmental cognitive neuropsychology, motor development and disorder, working memory, language development and disorder, autism and executive function. Learning Outcomes A. Knowledge and Understanding Having completed this module successfully, students will be able to:


Summarise key findings from the main areas of psychological research related to the development of language, memory and cognition in childhood;

Relate language, memory and cognition in childhood research findings to theories and paradigms in child development and learning;

Delineate important areas of controversy relating to language, memory and cognition in childhood and educational aspects of development.



Critically analyse studies about children’s language, memory and cognition in childhood;

Be conscious of ethnocentric biases that may make the studies’ conclusions doubtful outside the culture where the study was carried out;

Provide evidence that they understand and can evaluate basic methods and paradigms in the study of language, memory and cognition in childhood;

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Critically read research papers in this domain and locate the work within one of the main paradigms in developmental and educational psychology.



Self Management i. Set goals; ii. Manage time and tasks. Learning Skills iii. Learn independently; iv. Use library skills; v. Use a range of learning strategies. Communication vi. Communicate fluently and effectively in writing. Teaching and Learning Experiences Students will be given the opportunity to attend a series of lectures which introduce them to the main concepts and theories associated with the subject matter of the module. Notional Learning Time 16 hours Lectures 0 hours Seminars/workshops 184 hours Directed Study

Assessment Coursework 100% Exam 0%

A 2000 word critical essay. Learning outcomes Ai-iii, Bi, iii, iv, C iii, iv, vi. Indicative Reading Owing to the diversity of the module, content specific readings will be provided separately for each lecture. However, below are a few general references to provide an indication of the sort of reading required. Bishop & Snowling (2004) Developmental Dyslexia and Specific Language Impairment: Same or

Different? Psychological Bulletin. 130 (6) 858–886. Hulme, C. & Snowling, M.J. (2009). Developmental disorders of language learning and cognition.

Wiley-Blackwell. Thomas, M. & Karmiloff-Smith, A. (2002) Are developmental disorders like cases of adult brain

damage? Implications from connectionist modelling. Behavioural Brain Sciences. 25 727-788. Validation History This module was first approved in 2000/01 as a module within the MA Child Development and Learning. Revalidated as part of the MSc Child Development and Learning in April 2003. Revalidated for semesters in June 2003.

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Provisional Lecture Schedule Semester 2 Wednesdays 10am - 12pm in Room C2.19 Week Date Topic Lecturer

1 01 Feb 2011 Atypical Development Kate Wilmut

2 08 Feb 2011 Disorders of Language 1 Shiri Einav

3 15 Feb 2011 Disorders of Language 2 Shiri Einav

4 22 Feb 2011 Motor Development – typical and atypical

Anna Barnett

5 29 Feb 2011 Developmental Coordination Disorder Anna Barnett

6 07 Mar 2011 Autism John Lawson

7 14 Mar 2011 Reading problems TBC

8 21 Mar 2011 Sleep Problems Luci Wiggs

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Research-Based Dissertation Module Number: P24199 Module Leader: Dr Michael Pilling Module Description: An extended and supervised piece of work reporting new empirical data. M Level Credits: 50 Module Status: Compulsory module for MSc in Cognitive Neuroscience only Prerequisites: Students should have completed the Research Methods and Project Design and

Methodology modules before they can complete this module Placing: Semester 2 and timetabled through Summer Restrictions: None Exclusions: None Timetable slotting: Individual tutorials with supervisors Content: Part 1: The initial part of this module involves going back to the critical literature

review (CLR) of a topic in Cognitive Neuroscience, which is assessed in the P24110 Research Design Skills module. The CLR may form the basis for a literature chapter of the dissertation if you wish, although this is not compulsory. It may, however, not be reproduced in its entirety for the Dissertation. The module will provide the student with the opportunity to do a piece of work based on a thorough review of the relevant scientific literature which will later become the groundwork for the Research-based Dissertation. The aim of the CLR is to allow students to develop their own ideas in a specific domain of Cognitive Neuroscience and to provide students with experience in identifying and evaluating literature. Without successfully completing the CLR, students will not be allowed to continue onto part two of this module, the actual dissertation. The CLR must be satisfactorily completed by the end of semester 1, year 1 for full-time students, and semester 1, year 2 for part-time students.

Part 2: Theses will always be grounded in a thorough review of the relevant scientific literature and will normally require experimental data collection. The aim of the dissertation is to allow students to develop their own ideas in a specific domain of Cognition and to provide students with experience in research design, data collection, analysis, and interpretation. The content will consist of individual tutorials with project supervisors and individual work.



i. Critically read research papers and access their methods (assessed by dissertation)

ii. Discuss and evaluate data collection techniques (assessed by dissertation)

iv. Summarise key findings from the main areas of research (assessed by dissertation)

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i. Critically analyse the literature in their domain of cognitive neuroscience

ii. Design and carry out and evaluate research on a topic in cognitive neuroscience

iii. Analyse the results of their investigation and interpret them in the context of the literature in cognitive neuroscience



i. There will be occasions to develop skills in self-management, communication and problem solving.

Notional Learning Time: Hours 0 Lectures Hours 0 Seminars/workshops Hours 500 Directed Study Assessment: 100% Coursework. The Critical Literature Review will be a 3000-word piece of work, to be completed at the end of semester 1, year 1 for full-time students, and at the end of semester 1, year 2 for part-time students. The dissertation is a 10,000-word piece of work reporting an original empirical study, to be handed in on Monday, 5th September 2011. Indicative Reading List: Sternberg, R. (1991). The Psychologist’s Companion: A guide to scientific writing for students and

researchers. Cambridge: C.U.P.

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5.2 Guidelines for production of the dissertation The research-based dissertation is the final and most important part of the MSc programme and accounts for 50/180 of the total credits for the degree. It must not exceed 10,000 words in length. The dissertation examiners will be looking for evidence that you have achieved the Learning Outcomes associated with the dissertation (see above). Timetabling the Dissertation You must submit your thesis to the Module Leader of the module by the September deadline (usually the first Monday in September of your final year of study). Extensions may be granted in exceptional circumstances in accordance with the programme regulations included later in this Handbook. Choosing a Topic The research-based dissertation is intended to form the distinctive research component of the MSc programme. Students will be provided with brief descriptions of potential research areas at the beginning of their studies. The criteria for inclusion on this list are relevance to current theoretical debate, feasibility in the context of time and other resource constraints, and appropriateness of the research expertise of available supervisors. The list of recommended research topics is not intended to preclude students from proposing investigations in other areas, if they have specific interests or experience upon which they wish to build. Student-generated research proposals will only be accepted however, when in the view of the supervisor and the Research-based Dissertation Module Leader, proposals form the basis for a viable research investigation and satisfactory arrangements can be made for supervision. The decision of the dissertation co-ordinator in this matter is final. Students are advised to begin exploring the literature associated with the area they plan to investigate as early in the programme as possible. The intended developmental route for MSc theses is as follows: Stage I – Critical Review of selected literature, assessed within the Research-based Dissertation Module. This must be satisfactorily completed by the end of semester 1 year 1 for full-time students and semester 1, year 2 for part-time students. The review may be started at any time after the start of the programme subject to approval of the dissertation topic as outlined above and the appointment of a supervisor. The review is intended to: (i) Ensure that the choice of research topic is made on the basis of adequate background

knowledge. (ii) Provide a sufficient basis for the formulation of research hypotheses that are firmly grounded in

the research literature. N. B. Students are not entitled to proceed with the Dissertation Module until the critical review is written-up, submitted, and has achieved at least a pass mark of 50%. Stage II – Project design. The project design must be satisfactorily completed by the end of Semester 2, Year 1 for full-time students, or by the end of Semester 2, year 2 for part-time students. Students are expected to: (i) State the hypotheses they intend to test. (ii) Identify a methodology capable of testing the hypotheses identified. (iii) Wherever appropriate, carry out a pilot investigation that demonstrates that the methodology is

workable and indicates how it should be implemented. (iv) Produce the design for the research-based dissertation. It is essential that students demonstrate that the hypotheses subjected to preliminary examination in the pilot study are securely grounded in the research literature. The pilot project should not be used as an opportunity to follow wild hunches, or to go off on an ‘open-ended fishing-expedition’. Stage III – Research-based Dissertation. MSc students must carry out an approved research investigation and at the end of the programme, submit a dissertation which reports the rationale for, and outcomes of their research.

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Although most students will develop their research investigation through the three phases described above, it is possible that this scheme will not always proceed according to this plan. For example, it may prove impossible to access a crucial participant sample, or the pilot study may unexpectedly show that for some other reason it is not prudent to proceed with the investigation. In such cases, students must still satisfy programme requirements at each of the three stages, but it is accepted that where there is good reason, the content or design of an investigation at a later stage may depart from that proposed or implemented at an earlier stage. When this occurs due to factors outside the student’s control, the final mark achievable for the Research-based Dissertation will not be affected. It is important to make a positive choice of topic – you will have to live with it for many months. You should be genuinely interested and enthusiastic about the subject; the project development scheme is intended to ensure that relevant information is available and that a satisfactory approach is devisable. Be careful not to be over-ambitious in your choice of topic. It is particularly important to remember this when planning experimental work. Organising access to participants, data collection, analysis and interpretation are very time consuming. Budget your time carefully. After reading the rest of this guide, you should consult the dissertation co-ordinator about your choice of topic and supervisor - it is your responsibility to contact the dissertation co-ordinator and full-time students in particular should make contact as early in Semester 1 as possible. Your preliminary choice should be made in accordance with the guidelines set out above. Remember that anyone who has not been allocated an approved topic for their critical literature review cannot satisfy the conditions for proceeding with the Dissertation Module. Planning your Dissertation Your dissertation should normally report one of the following: • A study based on the collection of data. This means that you collect your own data using

experimental methods, or some alternative such as observation or qualitative methods. A great deal of work is required at the outset, but once your data are collected you know that you are well on your way to completing the project. However, a study based on data collection must be securely grounded in a thorough understanding of existing knowledge in the field.

• A study which develops a theory or model. This kind of study is very challenging for novice

researchers and should only be undertaken after careful consideration and consultation with supervisors. Model development is most likely to be a workable option for students having specific prior skills, such as computer expertise. Theory development is most likely to be worth considering for students with considerable prior knowledge or experience in a relevant area.

• A study based on secondary literature sources. Studies of this kind are not encouraged and will

only be approved under specific conditions. MSc students are expected to demonstrate research skills which include, but go beyond those required for literature review. Studies based on secondary analysis of the literature will normally be approved only when they involve some method or technique additional to critical intelligence (for example content analysis or meta-analysis) or if they are likely to result in an explicit and substantive contribution to the development of a formal theory or model. Studies of this kind involve intensive use of libraries. Your sources will mainly be journal articles. Beware: this type of research may seem an easy option in prospect, but in practice it takes intellectual skills of a high order to produce empirical research based only on the critical analysis of work already published.

Whatever form your investigation takes, you should work through the following stages:

• Decide on the research issue that you are going to investigate. • Carry out a literature search which is both thorough and efficient • Narrow your investigation down to clearly stated research hypotheses that remain “live” in the

context of your scrutiny of the literature.

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• Decide on the data that you need in order to investigate these questions, and on the data

collection and data analysis methods you are going to use.

• Think about the key theories and concepts that will inform your work. Why are you going to use these ideas and not others?

• Have in mind from the outset that you need to consider both your data and your concepts when you come to write your report. A good dissertation will include an evaluation of the adequacy of the data, of the methods used, and of the concepts employed.

• Pay attention to the learning outcomes for the dissertation. Purposes of the Dissertation Before collecting information, remember the main goals of the enterprise. They will be a combination of some or all of the following:

• To assess the value of one or more methods of investigation. • To present information. • To report findings. • To critically assess theoretical approaches to a topic. • To consider applications and practical implications of your work. • To consider possible future developments. • To reflect upon any general epistemological or ideological issues raised by your

investigation.

In seeking to achieve these goals the dissertation should demonstrate:

• Clear, logical and analytically rigorous presentation of information. • Evidence of serious and critical thought based upon, although not limited to, the data you

have collected. The Collection of Materials Time spent at an early stage in drawing up lists of likely sources for information or other relevant material will seldom be wasted. Consultation with supervisors at this stage can be particularly helpful. Although you will make considerable use of books and articles, it is advisable to avoid becoming committed too early on, to any one method of investigation and - more important - becoming ‘sold’ on one particular book or theoretical viewpoint. Consult the Library Guides, especially Guide to Information Sources in the Library. The Library staff and the Departmental Subject Librarian (Laura Pilsel) in particular will also be helpful in locating references. Not only will expert librarians save much time in searching out articles and books, they will often be able to indicate sources that you have not considered. These include Annual Reviews, Review journals, abstracts, citation indexes, PsycInfo, BIDS (databases of articles you can search on-line using keywords), CD-ROMs, the Internet and sources in journals that may be unknown to staff and students. It is particularly important that the dissertation demonstrates your ability to search information sources, including printed and electronic sources of information.

Keep track of acquired information, make legible notes and take full details of the source of information, e.g. name of author(s), title, volume number, date, edition, page numbers, publisher, place of publication. You will need to fully reference sources you cite and you must avoid having to redo a time-consuming search to find a missing date or page number.

Role of the Supervisor Students are expected to assume full responsibility for planning and executing their research investigation, and for producing a scholarly report of the investigation in the form of a dissertation. The role of the supervisor is to provide guidance about the kind of source material that is available in the early stages of deciding upon a topic. She/he will also advise on possible methods of investigation and procedures for analysing data. Interpreting the results of the investigation is your responsibility. Where suitable arrangements are made, supervisors may also agree to comment upon drafts of the

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dissertation and approve the final draft. You should remember, however, that your report will approach completion during late Summer when academic staff may be attending conferences, carrying out research, or on holiday. It is up to you to make sure that you can fit your needs for feedback around your supervisor’s schedule. Clearly the supervisor cannot do the work for the student, but she/he can be an important source of encouragement, support and critical exchange. The supervisor ought, therefore, to be regularly consulted throughout the project. Planning the Dissertation It is essential that, before you start to write, a plan of the dissertation is worked out. This structures the material into an intelligible order and form. The most useful plan is a plan that identifies the proposed functions of each section. There should be one or more sections on each of the following: (i) Introduction - statement of research issue; review of existing knowledge about the topics;

statement of your research hypotheses. (ii) Report of the procedures employed, including any pilot study: methodology, sampling. (iii) Presentation of your results and statistical analysis if appropriate. (iv) Discussion and evaluation of your methods & data. (v) Critical reflection upon, and evaluation of theoretical, methodological, practical and any

epistemological/ideological implications of the work reported. (vi) Conclusions or recommendations for further research stemming from your evaluation. Having completed the plan it should be discussed with your supervisor. Writing the Dissertation This section offers some advice on the writing of the dissertation. It should be read in conjunction with the next section that stipulates the requirements for the presentation of theses. (i) Title: The title must be short and indicate what your dissertation is about, keeping to about five

words, although you may want to add a sub-title. (ii) General Introduction: One of the most important sections. A good introduction will do some or all

of the following:

(a) Define the topic/issue and indicate broadly its extent, nature and significance by reviewing existing knowledge in the field.

(b) State clearly the aims of the dissertation and your research questions. (c) Provide background information that the reader will need (this includes defining technical

terms or words which are to be used in a special sense). (d) Indicate the arrangement of the main sections of the dissertation.

Make the Introduction as interesting as possible — remember that the reader’s response to the

whole dissertation is often disproportionately determined by the Introduction. (iii) Main Sections: Concentrate on writing one section at a time. In each section it may be necessary

to do all or some of the following: (a) State the evidence (indicating sources); (b) Analyse and evaluate the evidence; (c) State any conclusions or recommendations from the analysis.

At the end of each section, summarise it and introduce the next section. Use footnotes sparingly. Use these to include details which are not central to the thread of your argument. These should be numbered and listed either at the end of each chapter, the end of the dissertation, or at the bottom of each page (see below for advice on references). If statistical material is included, ensure that it is presented in the most concise way possible using clear tables and/or charts. Do not confuse the reader with pages of statistics: supplementary data can be included in appendices at the end of the dissertation.

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iv) Abstract: This should be as cogent as possible. It should do all or some of the following:

(a) Describe the hypotheses tested and indicate their theoretical importance. (b) Explain how the hypotheses were tested. (c) Summarise the main features of the results. (d) Summarise the discussion and key implications of the findings. (e) Summarise practical implications etc. based on (b). (f) Highlight any important conceptual development or theoretical insight. (g) Summarise briefly, wider considerations or implications, including strengths and

weaknesses of your data and methods. The Abstract should never introduce new material that is not already reported in the body of the report. Presentation of the Dissertation 1. Two high quality copies are required with word-processed text and reproduction of tables, figures

and photographs to a good standard. These will be retained so if you wish to keep a copy of your dissertation you should make a third copy.

2. The dissertation must be word-processed on one side only of A4 paper (210 mm x 297 mm) with

double spacing throughout. A margin on the left (30 mm) and at the bottom (40 mm) should be employed.

3. Pages should be numbered consecutively through the main text including the tables, figures and

photographs. The pagination of appendices should be continuous within each appendix. The page number should be located centrally 20 mm above the bottom of the page.

4. The appropriate length of the dissertation will vary according to the topic but should not exceed

10,000 words. 5. All theses should contain in order: (i) Oxford Brookes University Master Dissertation Cover (available from the University Media

Centre). (ii) A title page. This must bear in order: the title of the dissertation, the student’s name and the date

of submission (see appendix 2 attached). (iii) A signed statement of originality. (iv) Acknowledgements: data sources specifically made available for you; helpful persons, etc. (v) The word count should be recorded under the acknowledgements. The word count must include

all the text that is essential for an assessor to read in order to understand the document fully. This is considered to include the abstract. It is considered to exclude tables, the references and any appendices and supplementary material.

(vi) An abstract of the work. This should provide a synopsis of the dissertation in no more than 300 words stating the nature, scope and outcomes of the work reported.

(vii) A contents page with page references to chapters, sections, appendices, etc. (viii) List of figures and tables with figures and table numbers and page references. Separate lists for

each. (ix) Main body of dissertation: this should be sub-divided into chapters and chapter sections. (x) Evidence of ethical approval. This should appear as the Appendix 1. Where appropriate,

examples of consent forms should be included. (xi) References: The APA system is recommended (see: Journal of Experimental Psychology:

Learning, Memory and Cognition, Appendix 4). (xii) Appendices: any lengthy tables and other background material obtained during the investigation

should be given in full at the end, labelled ‘Appendix 2’, etc.

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1. Unless prior permission to submit a separate folio has been obtained from your supervisor(s), all photographs, figures, graphs, etc., should be embodied in the text. Photographs should be scanned electronically and embodied in the text. Illustrations should be provided to a good standard using a graphics package. Reductions must be of a clear and permanent nature. So that the second copy of your dissertation will include clear copies of illustrations, the use of colour should be minimal.

2. Charts, graphs, diagrams and photographs should all be referred to as Figures and numbered in

consecutive order. 3. Sources of information used in compiling Figures and Tables should be acknowledged. 4. All illustrations should be numbered, titled and, as far as possible, self-explanatory.

5. References should be clearly set out using the APA format. Double-check that all references in

the text appear in your reference list. 6. Footnotes should be appended either at the bottom of the page, end of each section or at the

end of the dissertation. They should be as brief as possible. 7. Abbreviations should be those in normal use. When necessary a key to abbreviations should be

provided. 8. You should collate all the pages of your dissertation, including the title page and signed

statement, and take it to the Media Centre Room, which is open from 9.00am to 5.00pm weekdays. The Media Centre can make a photocopy for you, will supply the cover and will bind both copies. A modest charge will be made.

9. The cost of producing the dissertation must be borne by the student. Plagiarism Relevant extracts from the Oxford Brookes University Regulations for Students taking Assessments as published on behalf of the Academic Registry of the University are published below and appear in full on the University’s web site at: http://www.brookes.ac.uk/regulations/regs_students_assessment.html!

1. Candidates must ensure that they do not plagiarise (i.e. take and use another person's thoughts, writings, inventions as their own), any part of any work submitted for assessment in fulfilment of programme requirements. Quotations from whatever source must be clearly identified and attributed at the point where they occur in the text of the work by use of one of the standard conventions for referencing. Any student whose work submitted for assessment is plagiarised, in whole or in part, may be subject to disciplinary action in accordance with the University's Student Disciplinary Procedure. 2. Except where written instructions specify that work for assessment may be produced jointly and submitted as the work of more than one student, candidates must not collude with others to produce a piece of work jointly, copy or share another student's work or lend their work to another student in the reasonable knowledge that some or all of it will be copied. Such collusion is cheating and any student who participates in collusion may be subject to disciplinary action in accordance with the University's Student Disciplinary Procedure. 3. Candidates must ensure that work submitted for assessment in fulfilment of programme requirements is not duplicated (the same as, or broadly similar to, work submitted earlier for academic credit, without acknowledgement of the previous submission). Such duplication is cheating and any student whose work submitted for assessment is duplicated, in whole or in part may be subject to disciplinary action in accordance with the University's Student Disciplinary Procedure.

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4. Except where written instructions specify that investigations may be carried out jointly and the results submitted as the work of more than one student, candidates must ensure that all data included in work submitted in fulfilment of programme requirements were obtained through work carried out by them. The invention of data, its alteration, its copying from any other source, or otherwise obtaining it by unfair means is falsification, as is the invention of quotes and/or references. Any student whose work submitted for assessment contains material that is falsified may be subject to disciplinary action in accordance with the University's Student Disciplinary Procedure. Ethical Guidelines Ethical procedures specific to the Psychology Department are outlined on the Psychology intranet. When students plan to test children, care must be taken to ensure that proper ethical procedures are respected, and appropriate permissions are obtained. The general procedures for seeking ethical approval are summarised in Appendix 1 below.

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APPENDICES Oxford Brookes University Faculty of Health and Life Sciences Appendix 1: Ethical Approval Procedures Ethics review procedures for research involving human participants General points

1. All those undertaking research should first read the University’s Code of Practice ethical Standards for Research Involving Human Participants and be familiar with the Statement of Ethical Practice and the guidelines of their own academic or professional association. The University’s Code of Practice is available on the University Web site at: http://www.brookes.ac.uk/res/ethics

2. A full review of the ethical issues raised by your research design must be carried out before starting your research, including any pilot phase. The completion of this review is signified by signing the Ethics Review Checklist (E1/SS&L, see below). After completing this review, you may be required to complete a full application for research ethics approval (E2/SS&L, see below). All students working with children or vulnerable adults must complete an E2 in consultation with their supervisor.

3. Students must discuss the ethical implications of their research design, before it is finalised,

with a permanent member of the appropriate Department. This should be the student’s supervisor or leader of the module with which the proposed investigation is associated.

4. Investigations should normally be designed so as not to expose participants to a greater risk

than they encounter in their normal lives. If participants may encounter a risk of harm which is greater than that to which they are normally exposed, written evidence of informed consent must be obtained and preserved. For consent to be valid, participants must be competent to consent and be fully aware of the nature and purpose of the research project. Students must hand the written evidence of consent in with their work.

5. If there is any reason to suppose that participants are not fully competent to give informed

consent, because for example they are children, assent must be obtained from the agents responsible for their care.

6. The safety and well-being of the investigator, and of any third parties, must be taken into

account in addition to that of the research participants.

7. Please also note that students and staff are covered by the University’s insurance for legal liability for a claim where the University was at fault and there was injury or loss to a third party. Where necessary, an Indemnity Form (Form D) should be completed before starting the research. Staff are also covered for personal accident. Students, however, are not covered by the University. Where appropriate, students may choose to take out their own personal insurance.

Procedures

1. After reading the University’s Code of Practice and any ethics guidelines provided by relevant professional or academic organisations, everyone should start by completing the Ethics Review Checklist, Form E1. Guidelines for writing information sheets and consent forms can be found on the Department of Psychology intranet under Research Ethics Resources

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2. Students should discuss the ethical implications of their research with their supervisor or module leader (see 3 above) and they should together complete the Ethics Review Checklist. The student and supervisor or module leader should then both sign the completed form. The applicant and supervisor should both retain a copy of the form for their records.

3. If the answer to all questions in Section II of the Ethics Review Checklist is ‘no’,

o Undergraduate and Masters students should retain a copy of the form, send a copy to their Department’s representative and submit a copy with their research report or dissertation (bound in at the beginning). Work which is submitted without the appropriate ethics form will be returned unassessed.

o 4. If the answer to any of the questions in Section II is ‘yes’, students should complete the

Application for Ethics Approval for Research involving Human Participants, Form E2. Students and their supervisors should together complete the application form, and each should retain a copy of the form for their records.

Please download form E2 and complete it using Word. When printed as hard copy, the space available under each heading is not adequate to provide a full account of the proposed research. If you print a hard copy of the form, please provide a full account of the proposed research on separate sheets, using the headings provided. Please do not exceed two pages for any one heading, excluding attachments. You should attach copies of: participant information sheets, consent forms, letters to schools or other organisations you hope will help you to recruit participants and copies of questionnaires or materials.

5. Two copies of the completed form, together with a copy of the information sheet and consent

form (or, in the case of self-completion questionnaires, the covering letter), should be forwarded as follows:

o Undergraduate and Masters students should submit a copy of the signed form to the Research Ethics Officer, retaining a copy for themselves.

6. If you answered ‘yes’ to question 12 on Form E1 or to either question in Section III of

Form E2, you will also have to submit an application to the appropriate external health authority ethics committee, after you have received approval from the Research Ethics Officer. For research conducted in Oxfordshire, applications to the Applied and Qualitative Research Ethics Committee must be signed by the Research Ethics Officer before they are submitted. Information on how to obtain this form is also available on the Department of Psychology intranet. For research conducted outside Oxfordshire, the application from should be obtained from and submitted to the appropriate Research Ethics Committee. A copy of the application form and of any correspondence with or decision from an external Research Ethics Committee should be forwarded to the Research Ethics Officer.

7. Applications for research ethics approval submitted on Form E2 will be considered by the

Department’s Research Ethics Sub-Committee, consisting of the Departmental Research Ethics Officer (or his/her representative) and at least one other member of the Research and Consultancy Committee. Decisions will normally be made within 10 days and sent to the applicant, with a copy to their supervisor, on Form E3, Decision on Application for Ethics Approval from the Psychology Department Office in the week following their receipt of email approval. The E3 is the form that must be bound into the dissertation. A copy of this form will also be retained by the Research Ethics Officer.

The following are the potential outcomes of an application for ethics approval made on Form E2:

• The Research Ethics Sub-Committee may: o approve the project o suggest amendments and require a resubmission o refer the project to Research and Consultancy Committee for a decision

• The Research and Consultancy Committee may: o approve the project

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o require amendments and resubmission o reject the project o refer the project to the University Research Ethics Committee for a decision.

Referral to the University Research Ethics Committee will generally only occur when the research raises a significant issue in the opinion of either the supervisor or the Research Ethics Officer.

8. When Ethics approval has been obtained, a copy of Form E3 should be retained for your

records and a copy submitted as follows: o Undergraduate and Masters students should submit a copy of the form with their

research report or dissertation (bound in at the beginning). Work which is submitted without the appropriate ethics form will be returned unassessed.

Research Ethics approval is given for the research that is specified in the application. Any change in the research question or design should be notified to the Research Ethics Officer. Significant changes will require a new application for research ethics approval.

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Appendix 2: Dissertation Title Page

Title

Sub title

Name

September 2012

A dissertation submitted in part fulfilment of the regulations for the degree of

Master of Science in Psychology, Oxford Brookes University

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Appendix 3: Statement of Originality Statement of originality Except for those parts in which it is explicitly stated to the contrary, this thesis is my own work. It has not been submitted for any degree at this or any other academic or professional institution. The copyright of this thesis rests with the author. Information derived from it should be acknowledged. I agree that the thesis may be made available for reading and photocopying at the discretion of the Dean of the Faculty of Health and Life Sciences. Permission for anyone other than the author to reproduce or photocopy any part of the thesis must be obtained from the Dean of Faculty who will give his/her permission for such reproduction only to an extent which he/she considers to be fair and reasonable. …………………………………………………… …………………………………. Signature Date

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Appendix 4: Citing References Using APA format You are strongly advised to learn how to construct and use a bibliographic database (e.g. Endnote). This can then be used when preparing your coursework – allowing you to insert references into your text and your reference list, automatically displaying them in APA format. Citing your references correctly is an essential part of your academic work for three main reasons: • To acknowledge the sources you have used as the basis of your research • To enable other people to identify and trace the sources you have referred to quickly and easily • To support facts and claims you have made in your text. Citing acknowledging within your piece of work the source from which you obtained

information. Reference full details of the source from which you obtained your information. Bibliography a list of the references you have used, usually placed at the end of your text. Citing References in the Body of the Text NB When citing web pages, refer to section below entitled ‘Citing web sites and web pages’. When reference is made in the text to a particular document, the author (or editor, compiler or translator) (individual or organisation) and year of publication are inserted in brackets: e.g. Agriculture still employs half a million people in rural Britain (Shucksmith, 2000). If the author’s name occurs naturally in the sentence, only the year of publication is given: e.g. This concept is discussed by Jones (1998) … When referring to more than one document by an author published in the same year, these are distinguished by adding lower case letters (a,b,c) after the year: e.g. (Watson, 1999a) If there are 2 or 3 authors, the names of both/all should be given: e.g. (Lines and Walker, 1997) Where there are more than 3 authors, cite the first author, followed by ‘et al’: e.g. (Morgan et al., 1998) If the author is unascertainable, cite (a shortened) title: e.g. (Burden of anonymity, 1948) Page numbers should be included when there is a need to be more specific, for example when making a direct quotation: e.g. As Kelvin stated (1968, p100) ‘the value of…’ Arranging References in the Reference List References are arranged alphabetically by author’s name – as cited in the body of the text.

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Book References Include, where possible, the following information in the order listed here: Author(s)/Editor(s)

Surname first, followed by first name(s) or initials (be consistent) For editors, compilers or translators (instead of author), give the abbreviation ed/eds, comp/comps or trans following the name(s):

e.g. Peckham, T., ed. (1990). • Year of publication • Title

Capitalise the first letter of the first word and any proper nouns. Use bold, italics or underline (be consistent)

• Edition

Only include if not the first edition. • Series

Include if relevant. • Place of publication and publisher

Use a colon to separate these elements. • Page numbers

Include if referring to a specific quotation etc. Example of book reference: e.g. Gombrich, E. H. (1977). Art and illusion. 5th ed. London: Phaidon. Section in Book Edited by Another Explanatory notes given above for books are relevant, but additional elements of information are required: • Author(s) of section • Year of publication • Title of section (use roman/’normal’ type) followed by In: • Author/Editor of whole book • Title of whole book (use bold, italics or underlined – as for complete books) • Editor • Place of publication and publisher • Page numbers of section e.g. Smith, Henry (1990). Innovation at large. In: James, S., ed. Science and innovation.

Manchester: Novon, pp 46-50.

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Journal References Explanatory notes given for books are relevant; the elements of information required are: • Author(s) • Year of publication • Title of article (use roman/’normal’ type) • Title of journal (use bold, italics or underlined – as for complete books) • Volume number • Issue number and/or date

• Page numbers e.g. Williams, J. (2000). Tools for achieving sustainable housing strategies in rural Gloucestershire.

Planning Practice & Research 15 (3), 155-174. Newspaper Articles e.g. Hunt, P. (1999). Time is running out. Daily Telegraph, 8 February, p 10. Videos e.g. Open University (2000). Art in 14th century Siena, Florence and Padua. 5: The Spanish

Chapel. 25 min. London: BBC for the Open University. Videocassette. For further information about citing printed sources see: Turabian, K. L. (1996). A manual for writers of term papers, theses and dissertations. 6th ed. Chicago:

University of Chicago Pr. University of Chicago Press (1993). The Chicago manual of style. 14th ed. Chicago, London: University

of Chicago Pr. University of Northumbria at Newcastle (2000). Frequently asked questions about reference and

citation: Harvard method. Retrieved on 16th January 2001 from the World Wide Web: http://www.unn.ac.uk/central/isd/subj/harvard.htm

Citing Web Sites and Web Pages The Internet is subject to copyright in exactly the same way as printed books or journals. To show the extent of your research, and to avoid plagiarism, it is essential that you fully acknowledge the source of all direct quotations, and other people's writing to which you refer in your work, including information from web pages. Citing a Web Page in the Body of the Text Give the author of the page, if known (individual or organisation), and the date, again if known. If the author of the page is not clear, use the first few words of the page title. e.g. It is crucial not to assume that all information found on the Web is of equal value (Grassian,

1999). e.g. The Government's proposals on mental health law reform met with a mixed response (Mind,

2000). e.g. In some cases "people's assemblies" are advocated as more democratic (Abolish Politicians,

no date). Arranging Web Page References in the Bibliography References to web pages should be integrated into your bibliography for printed sources. As far as possible, provide the same information as you would provide for a print reference (author,

55

title, date the document was written, if these are stated). Also provide the exact address from which you retrieved the page and the date on which you retrieved it, as the Web changes constantly. e.g. Abolish Politicians Website (no date). Retrieved on 30th August 2000 from the World Wide Web: http://www.users.globalnet.co.uk/~skoyles/demo.htm e.g. Grassian, Esther (1999). Thinking critically about World Wide Web resources. Retrieved on 18th August 2000 from the World Wide Web: http://www.library.ucla.edu/libraries/college/instruct/web/critical.htm e.g. Mind (2000). Mind's response to the Government consultation paper on reform of the Mental Health Act 1983. Retrieved on 11th August 2000 from the World Wide Web: http://www.mind.org.uk/campaigns/gpresponse.htm

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Appendix 5: Regulations for the Cognitive Neuroscience programmes (MSc, PGDip, PGCert) Please note: The following is a programme specific set of regulations, derived from the appropriate sections of the Oxford Brookes Regulations. A full and regularly updated version of the Oxford Brookes Regulations is available at: http://www.brookes.ac.uk/regulations/ and the Academic Regulations for Postgraduate Taught Programmes are available here: http://www.brookes.ac.uk/brookesnet/graduateoffice/documents/pgtregs.pdf 5.1 University Specific Academic Regulations for Postgraduate Taught Programmes

These regulations should be read in conjunction with the University’s Core Academic Regulations. In the event of a conflict of regulation and unless the Academic Board has specifically approved the variant regulation before its introduction, the University’s Core Academic Regulations take precedence. The Specific Academic Regulations for Postgraduate Taught Programmes can be found at http://www.brookes.ac.uk/brookesnet/graduateoffice/current/taught/regulations The Core Academic Regulations for Postgraduate Taught Programmes can be found at http://www.brookes.ac.uk/regulations/acadregs1.htm! 5.2 Specific Programme Regulations 5.2.1. Conditions for Admission Applicants must normally possess the following qualifications:

(i) A 2:1 honours degree (or equivalent) in Psychology or an acceptable cognate discipline, or

(ii) An academic equivalent to an honours degree in Psychology such as Oxford Brookes University’s Graduate Diploma in Psychology or a similar conversion course and

(iii) English as their first language, or GCSE or O-level English Language or a TOEFL score of at least 600 or an IELTS score of 7.0.

5.2.2 Accreditation of Prior Learning (APL) or Prior (Experiential) Learning (AP(E)L) It is not possible to be awarded exemption for any part of the programme by Accreditation of Prior and Experiential Learning (APEL).

5.2.3 Conditions for Progression

(a) Students will normally be expected to follow the programme in the sequence specified.

(b) In order to progress to the Dissertation, the candidate must have met the requirements for the award of the Postgraduate Diploma.

(c) Students registering for the award of MSc who fail to meet the requirements for the MSc programme but have met those for the Postgraduate Diploma will be awarded the Postgraduate Diploma.

(e) Part-time students must normally undertake a minimum of three modules per year.

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(f) Students who are in receipt of a re-sit grade for one or more modules, will be permitted to continue with their programme subject to b. above.

5.3 University Academic Regulations for Programmes of Study 5.3.1 Consideration of Mitigating Circumstances The consideration of mitigating circumstances shall be conducted in accordance with the University Mitigating Circumstances Regulations. Which can be found at: http://www.brookes.ac.uk/services/asd/registry/sas/mit%20circs.html 5.4 Dispensation Exceptionally, applicants who can show that they have qualifications or experience or both which demonstrate that they have knowledge and capabilities judged by the Course Director to be equivalent to those possessed by holders of the standard qualifications for admission may be admitted with dispensation from those requirements. 5.5 Admission with credit Applicants with prior certificated or experiential learning who make an appropriate case in writing with sufficient supporting evidence may be admitted with credit for up to one-third of their programme (MSc, PGDip or PGCert). Credit is recognised by exempting students from certain modules but not from the Research-based Dissertation. Applications for credit will be considered on a case-by-case basis by the Course Director or a member or members of the Programme Committee nominated by the Course Director. Students admitted with credit will on admission receive a written statement of any modifications to the programme regulations, which apply to their case. 5.6 Conditions for gaining awards 1. To be awarded an MSc in Cognitive Neuroscience students must successfully pass all related

coursework for all compulsory taught modules, 2 optional modules, and the Research Design Skills and the Research-Based Dissertation modules, within three years of first registering on the full-time programme and within five years of first registering on the part-time programme.

2. To be awarded a PGDip in Cognitive Neuroscience students must successfully pass all related

coursework for all compulsory taught modules and 2 optional modules, within three years of first registering on the full-time programme and within five years of first registering on the part-time programme.

3. To be awarded a PGCert in Cognitive Neuroscience students must pass all coursework for any

three modules to the value of 60 M-level CATS credits, excluding the Research Design Skills and the Research-Based Dissertation Module.

5.7 Duration of the programme of study The MSc is designed to be completed in one year in the full-time mode of study and two years in the part-time mode when students have entered without credit. The Postgraduate Diploma is designed to be completed in nine months full-time and eighteen months part-time. The Postgraduate Certificate is designed to be complete within four to eight months depending on the modules taken. To qualify for an award students must satisfy all relevant conditions within the period stated above. 5.8 Intermission Exceptionally, and subject to the approval of the Examination Committee a student may be permitted to suspend registration for an agreed period. Normally this period should not be so long as to require exceptional extension to the latest date(s) for qualifications for the award(s). 5.9 Transfer between awards Students can apply to do a PGDip and change registration to an MSc or vice versa. The change must be made no later than the end of semester 1 (full-time) or semester 2, year 1 (part-time). The latest

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date for qualification for the award will be adjusted pro rata and the student will receive a written statement of the revised date. Once a PGDip has been awarded it cannot be converted into an MSc by completing a research-based dissertation. Students wishing to transfer from PGDip to MSc must re-register and will be provided with a new student number. 5.10 Change of mode Subject to the approval of the Examination Committee, a student may be permitted to change between full-time and part-time modes of attendance at an appropriate point in the programme. The latest date(s) for qualifications for the award(s) will be adjusted pro rata and the student will receive a written statement of the revised date. 5.11 Credit rating of the award and programme elements i) The MSc in Cognitive Neuroscience has a credit rating of 180 M-level credits ii) The Postgraduate Diploma in Cognitive Neuroscience has a credit rating of 120 M-level credits. iii) The Postgraduate Certificate in Cognitive Neuroscience has a credit rating of 60 M-level

credits. iv) The Project Design and Methodology module with seminar presentations has a credit rating of

10 M-level credits. v) Modules assessed by examination or coursework each have a credit rating of 20 M-level

credits. vi) The Research-Based Dissertation has a credit rating of 50 M-level credits.

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Appendix 6: Assessment Criteria 1. Classification of awards The overall percentage mark for the programme is calculated as the average of those assessments which contribute to the award. Special classifications of awards include Merit and Distinction. Merit

Merits shall be awarded, where appropriate, for postgraduate certificates, postgraduate diplomas and masters degrees. A merit shall be equivalent to a mark between 60% and 69%. An examination committee may recommend an award with merit if the following condition is met: normally the student must have passed all modules and achieved an average of between 60% and 69% inclusive over the whole programme and for a masters degree this must include a mark of at least 60% in the dissertation or project. Half, double or triple modules will be weighted accordingly. Distinction

Distinctions shall be awarded for postgraduate certificates, postgraduate diplomas and masters degrees.

A distinction shall be equivalent to 70% or above. An examination committee may recommend an award with distinction if the following condition is met: normally the student must have passed all modules and achieved an average of 70% or more over the whole programme and for a masters degree this must include a mark of at least 70% in the dissertation or project. Half, double or triple modules will be weighted accordingly. The classes of award are:

MSc Psychology i) Overall average of 70-100 % and 70-100% in the research-based dissertation MSc with Distinction ii) Overall average 60-69%

and 60-69% in the research-based dissertation MSc with Merit iii) Overall average more than or equal to 50% but less than

60% and more than 50% but less than 60% in the research-based dissertation MSc

Postgraduate Diploma Psychology i) Overall average of 70-100% PGDip with Distinction ii) Overall average of 60-69% PGDip with Merit iii) Overall average of 50%-59% PGDip Note: Averages do not include a Research-Based Dissertation Postgraduate Certificate Psychology i) Overall average of 70-100% on the 2 required modules PGCert with Distinction ii) Overall average of 60-69% on the 2 required modules PGCert with Merit iii) Overall average of 50%-59 on the 2 required modules PGCert

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2. Assessment Assessments which result in a numerical mark will be marked on a full percentage scale using the following marking criteria: Criteria for Marking Masters’ Coursework

Level Description Mark awarded

Distinction

70% or above

Firm evidence of expert knowledge and skills of a high order in all areas assessed. Demonstrates an excellent grasp of a wide range of sources and utilises them in a scholarly fashion with authority that indicates a high level of understanding of the subject area. Demonstrates excellent understanding of relevant theoretical and methodological issues. Provides a well-argued and referenced answer, with evidence of outstanding ability to analyse ideas critically and to think in a creative and original manner.

90-100%

Outstanding

80-89%

Excellent

70-79%

First class work

Merit

60-69%

Expertise is demonstrated across a broad range of topics with good evaluative analysis. Demonstrates a firm grasp of a good range of sources and utilises them in a scholarly fashion that indicates understanding of current relevant theoretical and methodological issues. Provides a clear, well-organised answer. Good evidence of original thinking.

Pass

50-59%

The level of knowledge is acceptable for pass at postgraduate level. Ideas go beyond the lecture material. Demonstrates use of an adequate range of sources. At least some organisation or structure. Some attempt at critical analysis and evaluation. May have some theoretical and/or methodological weaknesses. Some evidence of original thinking.

FAIL (Resubmit)

30-49%

The level of knowledge and understanding achieved is not acceptable for a pass at postgraduate level. Basic knowledge and skills have been acquired, but the quality of the performance is insufficient for the level of the programme. Limited grasp of sources or utilises sources in limited fashion; not well organised answer; limited understanding of theory and/or methods.

FAIL(Not entitled to re-assessment without retaking the module)

0-29%

Core knowledge and skills have not been acquired and basic understanding has not been achieved. Demonstrates an inadequate grasp of sources or utilises sources in a casual manner; fails to provide a coherent answer; shows inadequate understanding of theory and/or methods.

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Criteria for Marking Masters’ Dissertations

Level Description Mark awarded

Distinction

70% or above

A project of Distinction standard should be a study that has been carefully conducted and analysed. It is not expected that the idea for the project should have been devised by the candidate, but there should be signs of originality, either in developing the project, or in analysing or interpreting it. Demonstrates an excellent grasp of a wide range of sources and utilises them in a scholarly fashion, with authority that indicates a high level of understanding of the subject area. Demonstrates excellent understanding of relevant theoretical issues and/ or shows ingenuity in applying a particular method to investigate the research problem. Presents a well-argued thesis which integrates theory, methods and data and shows insight and/or originality.

90-100%

Outstanding

80-89%

Excellent

70-79%

First class work

Merit 60-69%

A project of Merit standard should have been carefully conducted and analyzed. However, there is less of a requirement for originality. Demonstrates a firm grasp of a good range of sources and utilises them in a scholarly fashion. Demonstrates a good understanding of relevant theoretical issues; applies chosen research method(s) in a sound manner; presents a clear and well-argued thesis which integrates theory, methods and data and demonstrates some insight and good evaluative skills. There should be no major error in the conduct or analysis of the data.

Pass

50-59%

A Pass standard should show good evidence of careful attempts to conduct and analyze the project. Shows an adequate grasp of a range of sources and utilises them in a scholarly but limited manner. Applies chosen research methods in a sound manner; presents a thesis which attempts to integrate theory, methods and data. The project may be inadequate in one of the following areas: an inadequate presentation of the purpose of the study, an inadequate description of the methods, inadequately labelled traces or diagrams, an inappropriate analysis, or a discussion that fails to interpret the results adequately. These problems will be taken as evidence of weakness in basic scientific skills, but they should not be so serious that they call into question the major conclusions of the study.

FAIL (Resubmit)

30-49%

Presents a dissertation which reaches an acceptable standard in relation to most of the other criteria set out under Pass but has serious weaknesses in either the analytical or theoretical aspect; or fails to integrate the two satisfactorily; or lacks clarity and coherence on some aspects of the argument.

FAIL(Not entitled to re-assessment)

0-29%

Presents a dissertation which shows insufficient evidence of competence in conducting a scholarly investigation of a clearly defined problem and does not reach the standards of achievement in several of the aspects defined under criteria for a Pass/ resubmit.

Seminar presentations will be assessed on the basis of criteria made explicit to students in advance of the assessment and made available to the External Examiner.

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3. Programme Committee The Programme Committee is responsible for ensuring the smooth running of the programme, for quality assurance and enhancement, for programme development and for strategic decision making. The programme committee will meet at least once each year and at other times as necessary, and will separately report to the appropriate academic committees of the university. Its constitution is as follows: i) The Oxford Brookes University Programme Tutor ii) Module leaders and teachers contributing to modules iii) The psychology specialist librarian from the university iv) One Representative of full-time students (additional Student Representatives may be invited

when the University offers the programme in other modes e.g. a Representative for part-time students).

4. Assessment process All assessed work will be double-marked, and will be available to the External Examiner for inspection. Final marks of students enrolled on the programme will be received, and student progress will be reviewed by the MSc Examination Committee which will normally meet in Semester 1 of each academic year. The committee is required to consider and respond to the views and advice of the External Examiner. On the basis of agreed marks the committee will recommend appropriate final awards to the Academic Board of Oxford Brookes University. 5. Examination Committee An Examination Committee will be appointed each year according to the MSc regulations as agreed at that time. Its constitution will be as follows: i) The Oxford Brookes University Programme Director (or an alternate nominated by the Dean of

the Faculty of Health and Life Sciences), who will normally take the chair ii) Dean of Health and Life Sciences nominated representative iii) The Internal Examiners for modules contributing to the Awards iv) An External Examiner appointed according to the procedures of Oxford Brookes University v) A representative of the Oxford Brookes University Examinations and Conferment’s Unit The Examination Committee shall be competent to make decisions providing that the Oxford Brookes University Programme Director, at least one Internal Examiner for modules contributing to the MSc and the External Examiner are present. 6. Duties and powers of the Examination Committee The Examination Committee is responsible for ensuring that academic standards are maintained at an appropriate level on the MSc, Postgraduate Diploma, and Postgraduate Certificate and in particular for the following: 1. Publishing a calendar of examinations, deadlines and other appropriate matters at the beginning of

each academic year. 2. Setting and marking such coursework and other assessments as may contribute to the entitlement

to proceed from stage to stage or to qualifying for the awards. 3. Compiling results, publishing them and communicating them to the appropriate agents or bodies

within the universities recognising the MSc, Postgraduate Diploma and Postgraduate Certificate awards. These agents or bodies shall have no power to alter them, save as provided for in regulations for the review of and appeals against decisions of an Examination Committee.

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7. Proceedings of the Examination Committee The Examination Committee shall establish its own standing orders including provision for the taking of decisions between regular meetings and reporting them to the next regular meeting and as required by the Academic Regulations of the university, make suitable arrangements for recording its decisions and the factors taken into account in reaching them. These records shall normally remain confidential. 8. Duties and powers of the External Examiner The duties and powers of the External examiner will be in accordance with their rights and responsibilities as laid down for the time being by the Academic Regulations of the University. The external examiners oversee standards rather than actually mark student work. Annual reports can be read on PIP through the course handbook. The external examiner for this programme is Prof. Taeko Wydell at Brunell University.

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Appendix 7: Programme Specification 1. Awarding body:

Oxford Brookes University

2. Teaching institution: Oxford Brookes University

3. Programme Accredited/approved by: Seeking ESRC recognition

4. Final and intermediate awards:

PGCert, PGDip, MSc 5. Programme title:

Postgraduate Certificate, Postgraduate Diploma and MSc. in Cognitive Neuroscience

6. UCAS code (if appropriate): N/A

7. JACS code: B140

8. Lead School: School of Faculty of Life and Health Sciences and Law

9. Language of study English

10. Date of production of specification: May 2009

11. Programme aims:

The MSc/PGDip/PGCert Programmes in Cognitive Neuroscience aim: • to provide an opportunity for psychology (or other) graduates in the Oxford region and

elsewhere to undertake advanced study via a taught programme • to allow students to develop the knowledge and skills required for research in Cognitive

Neuroscience • to allow health care professionals to develop skills that add to Continuing Professional

Development (CPD) In addition the MSc programme in Cognitive Neuroscience aims: • to help students obtain the necessary practical research skills required to undertake research

in Cognitive Neuroscience • to help students to prepare for clinical training in psychology by acquiring relevant academic

knowledge and skills • to help students to prepare for a PhD in cognitive neuroscience or related field

12. Learning Outcomes

a. Knowledge & Understanding PGCert and PGDip students will:

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• acquire a systematic understanding of Cognitive Neuroscience, and a critical awareness of current theories and/or new advances within the discipline. Modules include: neuroscience; computational models; research methods; project design and methodology; atypical development; and Experimental design and Statistics for Psychology.

• develop a comprehensive understanding of techniques applicable to their own research or advanced scholarship.

• develop a conceptual understanding that enables them to critically evaluate current research and advanced scholarship in Psychology

• be able to critically evaluate methodologies of Psychology MSc students will additionally be able to: • develop a working knowledge and critical awareness of design, implementation and analyses

of a research project in Cognitive Neuroscience • proceed to a doctoral research programme

b. Disciplinary/Professional Skills The programme aims to provide a high quality postgraduate research qualification relevant to the interests of experimental psychologists, clinical psychologists and other health-related professionals.

PGCert and PGDip Students will be able to: • understand the history of, major advances and current trends in cognitive neuroscience • introduce models and theories from cognitive psychology which assist in understanding

cognitive pathology • provide an appropriate framework for understanding cognitive neuroscience • develop knowledge and understanding of the main neurological conditions (such as dementia,

aphasia, amnesia, visuo-spatial neglect) which lead to altered cognition • explore differences between normal and brain-damaged populations using the case-study

approach • understand the value and limitations of functional neuroimaging techniques (e.g. fMRI, PET

EEG) in explaining brain-behaviour relationships and in understanding the human cognitive system

MSc students will additionally be able to:

• design and successfully complete research of value to cognitive neuroscience literature

c. Transferable skills

The MSc, PGDip and PGCert in Cognitive Neuroscience are designed to provide students with opportunities to practice and develop the six key transferable skill sets: self management, learning and communication skills, teamwork, problem-solving and information-technology based skills. The programmes provide opportunities for students to develop skills in: • self-management, through setting personal goals for essays, the dissertation and through time

management • learning skills through the writing of essays, critical literature reviews and the attendance at

lecture seminars and research talks • teamwork, through co-operation in different tasks that require data collection, analysis and

report writing • communication skills, through oral presentations in seminars and the development of writing

skills • problem solving, through the critical analysis of the literature and the design of an empirical

research project for the dissertation • information-technology based skills, through the analyses of data sets and report and essay

writing

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It is assumed that students have acquired at least a basic mastery of these skills as part of their undergraduate experience, and the present programme aims to build upon this foundation.

13. Teaching, Learning and Assessment Methods used to enable outcomes to be achieved and demonstrated

i) Teaching methods: The programme is taught through a combination of lectures, research seminars, workshops, tutorials, case-presentations, supervised seminar presentations, and independent reading and research. A wide diversity of teaching methods are employed throughout the programme in order to aid the quality of learning opportunities for students' knowledge and understanding of cognitive neuroscience. These methods are described in the modular handbooks and their effectiveness is monitored and analysed by students and staff in the module feedback system and the Psychology Annual Review process. ii) Assessment methods: Both summative and formative assessments are incorporated into the programme. Methods of assessment are described in the module descriptions and monitored and evaluated using student feedback procedures and the Psychology Annual Review Process. Summative assessment methods include: • coursework assessments • individual and/or presentation assessments Formative assessment methods include: • formative assessment through coursework feedback processes • informal lecturer discussion • group discussion iii) Students will choose a Student Representative for both full-time and part-time modes, and student representatives will be invited to attend Programme Committee meetings. Student views and proposed action based upon them will feed into the Annual Review process, which will monitor the appropriateness and effectiveness of responses by the programme team. These formal mechanisms for surveying student impressions will be supplemented by regular monitoring of student views through informal contact, opportunities for students to pass on views through lecturers and student representatives, and the collection of feedback by course leaders towards the end of each semester. Linking Teaching with Research As a postgraduate programme, the integration between research and teaching is an essential part of the quality of the programme. All lecturers on the programme teach about topics on which they carry out research. All members of the MSc. Course Team are research active and offer dissertations in the area of their research interests. They use their refereed articles in the teaching process and encourage students to participate in their respective research interests. Within this MSc programme the central theme is the integration of research across the whole Programme. Students are introduced to research methodology early in the programme with the intention to provide them with a reasonably comprehensive introduction to the theoretical and practical aspects of research and enquiry. Students then build upon this foundation in more depth in completion of the research module, Statistical Theory and Methods and by completing a dissertation focusing on a cognitive neuroscientific theme. In addition, students have the opportunity to collaborate in research projects with active and expert researchers in the Department of Psychology. As these approaches and methods are integral to theory generation and knowledge, both the content and mode of assessment for each module is designed in such a way as to provide students with the opportunity to explore methodology in terms of the knowledge it generates and the contribution and impact it has had within the field, and utilise aspects of methodology in their Research Based Dissertation.

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14. Internationalisation of Curriculum Teaching and learning on this programme incorporates a global, international and multicultural orientation and promotes international and cross-cultural understanding and empathy. Psychological research is an international enterprise. The programme emphasises the need for students to situate knowledge within its cultural contexts, apply knowledge to a wide range of circumstances and contribute to knowledge that is globally significant and locally relevant. In working on their dissertations, students have the opportunity to apply their research to their own interests and cultures. Furthermore, many members of staff have international research collaborations, which inform their own research and teaching. Reference Points used to inform programme outcomes including relevant subject benchmarking statement(s) & the QAA Framework for Higher Education Qualifications and PSRB requirements (if applicable): The new programme has been designed by the course tutors to reflect the current state of research in Cognitive Neuroscience. Lecturing staff on the teaching team used relevant literature on each taught topic as a reference point. The programme team met at various intervals: namely programme and curriculum meetings, to discuss learning outcomes. The teaching team comprises research-active staff who have published their own research in this field, therefore teaching remains research-led. Furthermore, the programme structure and content has been informed by the Department of Psychology’s two ESRC-recognised programmes, the MRes in Psychology and the MRes in Developmental Psychology. As such, it is likely that this programme would be eligible for ESRC funding. In line with the ESRC's Postgraduate Training Guideline and ESRC benchmarks, in the course of the programme we offer a threefold balanced combination of training, comprising generic skills (eg. general and transferable skills such as how to give presentations, write research papers, evaluate research, computing skills, ethical issues), research methods skills (eg. principles of research design, such as definition and formulation of a research problem, rationale for selection of research strategies, identifying statistics required in experimental studies, how to use a range of statistical techniques to analyse data, evaluating research findings) and subject-specific skills (eg. learning about neuroscience at a neuronal and also at a more cognitive level, observing how various brain scanning techniques work, learning how to conduct and carry out a research project), with an emphasis on our students being about to demonstrate outcomes of these, rather than input solely. In accordance with the Quality Assurance Agency for Higher Education (QAA) framework for higher education qualifications (FHEQ) guidelines, the study undertaken for this programme at Masters level is at, or informed by, the forefront of an academic or professional discipline. Students will show originality in the application of knowledge, and they will understand how the boundaries of knowledge are advanced through research. They will be able to deal with complex issues both systematically and creatively, and they will show originality in tackling and solving problems. They will have the qualities needed for employment in circumstances requiring sound judgement, personal responsibility and initiative, in complex and unpredictable professional environments. The MSc degree will be awarded after completion of taught courses and the research dissertation. As with most masters courses, the programme will last at least one year (if taken full-time), and will be taken by persons with Honours degrees (or equivalent achievement). We will also offer parts of the programme as advanced short courses (leading to Postgraduate Certificate, PGCert and Postgraduate Diploma, PGDip, in Cognitive Neuroscience) to form parts of Continuing Professional Development programmes. The Department of Psychology has adopted a moderation policy for marking. This means that 5% of coursework and all dissertations are blind double-marked. However, if there are fewer than 10 students in a cohort, all assessed work will be blind double-marked. All work is available to the External Examiner, but typically only work representative of each marking category and all borderline marks and failed work are seen by the External Examiner. Final marks will be received, and student

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progress will be reviewed by the Cognitive Neuroscience Examination Committee (CNEC) which will occur in Semester 1 of each academic year. CNEC is required to consider and respond to the views and advice of the External Examiner. On the basis of agreed marks CNEC will recommend appropriate final awards to the School Board of the School of Faculty of Life and Health Sciences and Law. The external examiner is entirely satisfied with the standard of work demanded by the award and is happy that the programme achieves the breadth and depth of the subject area at this academic level. The external examiner deemed the marking to be appropriate and was satisfied that the standards are consistent with those of other similar degree programmes across the HE sector. Student feedback on modules remains positive. Programme structure and requirements: Please see below Module

M-level Credits

Sem PGCert PGDip MSc

P24101 Introduction to Cognitive Neuroscience

20 1 Optional Compulsory Compulsory

P24102 Research Methods in Cognitive Neuroscience


P24105 Neuroscience



20 2 Optional Optional Optional

P24112 Atypical Development

20 2 Optional Optional Optional


20 1 & 2 Optional Compulsory

Compulsory


10 1 & 2 N/A N/A Compulsory


50 Summer N/A N/A Compulsory

TOTAL 60 120 180 For the PGCert any three modules (except for P24104 Project Design & Methodology and P24199 Research-Based Dissertation) may be taken to the value of 60 M-level CATS credits. Admission criteria: Applicants must normally possess the following qualifications: (i) A good upper second class honours degree in Psychology or an acceptable cognate discipline,

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(ii) An academic equivalent to an honours degree in Psychology such as Oxford Brookes University’s Graduate Diploma in Psychology or a similar conversion course. and (iii) GCSE or O-level English Language or a TOEFL score of at least 600 or an IELTS score of 7.0. Indicators of quality: In the 2008 Research Assessment Exercise (RAE), in which we submitted 85% of our staff, 75% of our research was classed as internationally recognised or excellent. Mechanism at module level: Module Report forms (feedback questionnaires and staff reports) which are circulated and discussed at Team Meetings and available in the Departmental Office for student review. They form part of the Psychology Annual Review. Programme team reflection after completion of each module. Mechanisms at program (subject) level: Psychology Annual Review attended by the a Faculty representative, the Faculty’s’ programme and review manager and representatives of the Undergraduate Modular Program (UMP), the student link co-ordinator and the Subject Librarian. Peer teaching observation External Examiner’s Reports Mechanisms at Faculty level: Annual Faculty Review Annual staff appraisal Mechanisms at University level: Head of Quality Assurance (HQA)/AP&Q Unit Administrator attend the Faculty Review and Planning Meeting issues relating to academic quality and standards are recorded including issues which require attention outside Faculty. QAO reports to Academic Enhancement & Standards Committee (AESC) Mechanisms for student feedback on the quality of teaching and their learning outcomes: Questionnaire evaluation of modules by students Informal feedback by students Student representatives at Programme Team Meetings and AESC Meetings Broader feedback is sought through a student exit questionnaire Feedback through the student-link co-ordinator Committees with responsibility for monitoring and evaluating quality and standards: MSc programme Team Meeting Departmental Meeting Faculty Exam Committee (departmental level) Academic Enhancement & Standards Committee (AESC; Faculty level) Modular Exam Committee (University level) Portfolio Development & Review Advisory Group (PDRAG; University level) Staff development strategies:

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Staff appointments at minimum of Masters level or equivalent qualification Staff individual development is fostered through research activity Staff support for personal development through Personal Workload Planning (PWP) Support for staff research through PWP Staff appraisal scheme New permanent members of staff with less than five years experience in HE undertake the University SEDA approved Certificate in Teaching in Higher Education Mentoring for new staff Psychology Away Days for professional development Assessment Regulations These are in line with the Oxford Brookes University Academic Regulations for Postgraduate Taught Programmes. The modules required for each award are shown in the table in Section (17). A summary of assessments is shown in the table below. Module Number

Module Title Semester Assessment

P24101

Introduction to Cognitive Neuroscience

1 In class assessment (100%)

P24102

Research Methods in Cognitive Neuroscience

1 Coursework (100%)

P24105

Neuroscience 2 Exam (100%) (Short answer questions)

P24106


2

2000-word Lab report (50%) Short answer questions based different statistical techniques (50%)

P24112

Atypical Development 1 One 2,000-word essay (100%)

P24111

Experimental design and Statistics for Psychology

1/2

P24110

Research Design Skills 1 / 2

Seminar materials & presentation (Pass/Fail) 3,000-word Critical Literature Review (Pass/Fail) (100%)

P24199


1 /2 / 3 10,000-word dissertation (100%)

15. Work-based learning elements

Not applicable

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Appendix 8: Regulations for the Consideration of Mitigating Circumstances from 2011/12 The University has approved a way in which circumstances that may have affected your performance in an assessment will be considered – these are called ‘mitigating circumstances’. This short summary describes the way in which the process will operate. What are mitigating circumstances? Mitigating circumstances are circumstances which were beyond your control and which could not be reasonably accommodated by you and which seriously impaired your performance in assessment. All three parts of this definition must be met for the University to agree you were affected by mitigating circumstances. For example, these circumstances could be medical or personal. In all cases you will be required to provide satisfactory documentary evidence to support your claim – if you fail to supply satisfactory documentary evidence your request will be turned down. The only exception is for very short extensions to an assessment deadline (up to one week), where you may be allowed to self-certify your difficulties if there is a valid reason why you cannot provide evidence. When should I submit my evidence of mitigating circumstances? In all cases, you should submit your claim and your evidence as soon as possible and in any case always before an assessment deadline or exam. If you miss a deadline you will not only need to demonstrate that you were affected by mitigating circumstances but you will need to provide evidence that you were unable to submit your claim by the deadline. So don’t delay if you wish to claim mitigating circumstances! How should I submit my claim for mitigating circumstances? There is a specific form you should use, which you can find in PIP. Instructions for using the form are in PIP too. What if I miss a deadline without mitigating circumstances? If you miss an assessment deadline or an exam without approval for valid mitigating circumstances you will receive zero for that assessment. You must not miss deadlines! If mitigating circumstances are approved, what will happen? If your claim for mitigating circumstances is approved then you will be granted an extension to your submission deadline of up to four weeks or allowed to re-sit your examination (or, in certain situations only, an entire module). The University does not increase marks on the basis of mitigating circumstances. This is because the University wants you to demonstrate your full potential in assessments – if it is agreed you were affected by mitigating circumstances then we will give you an extension or a re-sit so you can demonstrate your potential unaffected by such circumstances. Where can I find out more? You can view the entire set of regulations on-line: http://www.brookes.ac.uk\sevices\asd\registry\sas\mit%20circs.html

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Appendix 9: Brookes Assessment* Compact [*assessment encompasses all judgements made about the work of a student and/or their skills, abilities and progress, and the associated provision of feedback] 1. There are five fundamental tenets behind this compact, namely that:

1.1 Effective assessment is central to learning 1.2 To be effective the relational nature of the assessment and feedback process needs to

be emphasised, particularly in terms of the need for active dialogue between students and staff

1.3 To be effective, assessment must be recognised as a joint responsibility between staff and students

1.4 The ability to assess, the work of both self and others, is an essential skill for all graduates

1.5 For the above tenets to be met in full, students and staff need to be ‘assessment literate’ and actively participate in disciplinary communities of assessment practice.

2. The University will therefore ensure that:

2.1 Assessment is central to the curriculum, and there should be no distinct boundary between assessment, teaching and learning. All academic staff will therefore be encouraged to regard assessment as a fundamental and integral part of programme design, and one that is intended to shape and develop learning, as much as to judge and measure it.

2.2 Assessment is designed at programme level, to integrate module assessment and

ensure that assessment shapes learning in a coherent and holistic fashion, consistent with the aims and learning outcomes of the programme so that identified knowledge, skills and qualities can be developed and recognised, and validly assessed, whilst recognising progressive levels of attainment and different modes of study.

2.3 The relationship between learning outcomes and assessment tasks is made explicit. In

addition, clear assessment criteria should be provided whenever possible, and always when the assessment contributes to marks, grades, or decisions about progression. Assessment judgements must focus on the achievement of the learning outcomes against the assessment criteria, and this achievement authenticated as the student’s own.

2.4 Every effort is taken to ensure that there is no bias in the type of assessment task, or

method chosen, or the criteria applied, that would unfairly disadvantage any student. 2.5 Students are given supportive, constructive and timely feedback as an essential part of

their learning. Such feedback will enable students to build on their positive achievements and have a clear sense of what they need to do to improve, with subsequent opportunities provided to act on the feedback and to put the advice given into practice.

2.6 Programmes include activities (e.g. marking exercises, self and peer-assessment, etc.)

specifically designed to involve students in assessment, to encourage dialogue between students and their tutors, and students and their peers, and to develop their abilities to make their own informed judgements (assessment literacy).

2.7 Programmes produce assessment schedules of summative assessment, and make

every effort to avoid the concentration of assessment deadlines. 2.8 Academic staff are provided with staff development in assessment literacy, and

awareness of new ideas and techniques

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2.9 Disciplinary communities of assessment practice are developed through, for example,

regular peer discussion and student involvement. 2.10 Institutional values and policies consistently support this compact, and adequate

resources are provided. 3. Students will be expected to take responsibility for their own learning through:

3.1 Actively engaging with assessment tasks, including carefully reading the guidance provided, spending sufficient time on the task, ensuring their work is authentic and their own (whether individual or groupwork), and by handing work in on time.

3.2 Actively engaging in activities designed to develop assessment literacy, including taking

the initiative when appropriate (e.g. asking for clarification or advice). 3.3 Actively engaging with, and acting on, feedback provided. 3.4 Actively engaging in the development of assessment policy at course and programme

level through the established processes and student representative system.

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Appendix 10: Cheating All assessments are intended to determine the skills, abilities, understanding and knowledge of each of the individual students undertaking the assessment. Cheating is defined as obtaining or attempting to obtain an unfair academic advantage. Cheating or assisting someone else to cheat (including attempting to assist someone else to cheat) may be subject to disciplinary action in accordance with the University's Disciplinary Procedure. The University takes this issue very seriously and students have been expelled or had their degrees withheld for cheating in assessments. If you are having difficulty with your work it is important to seek help from your tutor rather than be tempted to use unfair means to gain marks. Do not risk losing your degree and all the work you have done. The University's regulations define a number of different forms of cheating, although any form of cheating is strictly forbidden. These are: • • Submitting other people's work as your own – either with or without their knowledge. This

includes copying in examinations; using notes or unauthorised materials in examinations; submitting work you have paid for as your own; impersonation – taking an assessment on behalf of or pretending to be another student, or allowing another person to take an assessment on your behalf or pretend to be you.

• • Plagiarism – taking or using another person's thoughts, writings or inventions as your own. To avoid plagiarism you must make sure that quotations from whatever source are clearly identified and attributed at the point where they occur in the text of your work by using one of the standard conventions for referencing. The Library has a leaflet about how to reference your work correctly and your tutor can also help you. It is not enough just to list sources in a bibliography at the end of your essay or dissertation if you do not acknowledge the actual quotations in the text. Neither is it acceptable to change some of the words or the order of sentences if, by failing to acknowledge the source properly, you give the impression that it is your own work.

• • Collusion – except where written instructions specify that work for assessment may be produced jointly and submitted as the work of more than one student, you must not collude with others to produce a piece of work jointly, copy or share another student's work or lend your work to another student in the reasonable knowledge that some or all of it will be copied.

• • Duplication – submitting work for assessment that is the same as, or broadly similar to, work submitted earlier for academic credit, without acknowledgement of the previous submission.

• • Falsification – the invention of data, its alteration, its copying from any other source, or otherwise obtaining it by unfair means, or inventing quotations and/or references.

• • Custom Writing Services – this includes the use of any service which produces custom materials for a fee or other benefit. The University may consider any request placed with any form of custom writing service to be a form of cheating, whatever use is then made of the material produced, and therefore to be an offence under the Student Conduct Regulations. This extends to include any request for any piece of work (either formative or summative assessment or work which is not linked to any form of assessment or credit-bearing element of your programme) including, but not limited to, essays and dissertations (including outlines and guides), reports, exam notes, proposals, posters, presentations, the editing or improvement of existing work, statistical services and computing services including programme and code development.

Matthew Andrews Academic Registrar Approved at AESC 22 June 2011

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Appendix 11: Working with Children and Vulnerable Individuals For international students You should be aware that all individuals who intend to work with vulnerable individuals, for example children or the mentally ill, are subject to criminal record checks in the United Kingdom. In the UK this process is overseen by the Criminal Records Bureau (CRB) which handles all applications for such clearance. Further information on the UK clearance system can be found on the CRB web site: www.crb.gov.uk A similar clearance procedure may or may not be available in your country. We therefore advise that before you leave your country, you approach an appropriate organisation such as the police or courts of law and obtain a Statement of Good Conduct. This statement, or an equivalent, will be required by UK organisations within which you intend to conduct your research. It is your responsibility to provide the statement and to bear the associated costs. For UK students You should be aware that in the course of your studies you might undertake research within an organisation responsible for vulnerable people such as children or the mentally ill. Under these circumstances the organisation within which you conduct your research has a responsibility to ensure that all employees or individuals working in any other capacity within the organisation have criminal record clearance. This process is managed centrally by the Criminal Records Bureau (CRB). The organisation within which you conduct your research will co-ordinate the process but may ask that you either contribute to, or bear the cost in full of applying for clearance. Further information on the CRB can be fund on the following web site: www.crb.gov.uk Stephen Marshall, Academic Registrar July 2003

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