PY3VTA-Vision in typical and atypical development

Module Provider: Psychology
Number of credits: 10 [5 ECTS credits]
Level:6
Terms in which taught: Spring term module
Pre-requisites: PY2RMP Research methods in Psychology or PY2RM Research Methods and Data Analysis
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Current from: 2023/4

Module Convenor: Dr Catherine Manning
Email: c.a.manning@reading.ac.uk

Type of module:

Summary module description:

Individuals with developmental conditions like autism see the world differently from typically developing individuals. Controversially, it has even been suggested that visual processing differences may cause the development of some developmental conditions (e.g., dyslexia). In this module, students will first be given an overview of how the visual system develops from infancy through childhood, focusing on a few key aspects of vision (e.g., motion processing), which will serve as a starting point for understanding how it is affected by atypical development. Students will be introduced to methods used to measure visual development, with demonstrations where possible. We will consider the neural underpinnings and evaluate the evidence that different aspects of visual functioning develop at different rates. We will then consider how visual development might be atypical in different developmental conditions (e.g., autism, dyslexia), critically engaging with a range of theories. Finally, we will draw evidence together from these developmental conditions to assess whether visual processing differences play a causal role in developmental conditions, or whether they are a general marker of an atypically developing brain. These results have implications for our understanding and conceptualisation of developmental conditions more generally.

Aims:

By the end of the module the student will be have a broad understanding of how vision is affected in autism and other developmental conditions. The module aims to:

1. Introduce methods to assess visual development and the results of research investigating visual development in typical and atypical development


2. Provide an understanding of theories of typical and atypical visual development


3. Equip students to evaluate the role of visual processing differences in autism and other developmental conditions

Assessable learning outcomes:

1. Describe and evaluate methods to assess visual development


2. Describe visual processing differences in autism and other developmental conditions


3. Compare, contrast and evaluate major theories related to typical and atypical development


4. Use evidence from a range of different developmental conditions to evaluate whether visual differences are condition-specific


5. Explain and evaluate proposed causal relationships between visual processing differences and developmental conditions


6. Critically analyse research investigating visual development in typically and atypically developing populations

Additional outcomes:

Students will participate in critical discussions, interactive activities and evaluations of research findings in large and small groups. Students will gain experience presenting their ideas and will get experience with techniques used to measure visual perception. Students will also gain understanding of the replication crisis and its application to developmental psychology.Ìý

Outline content:

The module comprises 7 x 2-hour seminarsÌý

The staffing of this module is correct at the time of writing.Ìý

Brief description of teaching and learning methods:

Seminars will include a variety of teaching and learning methods including interactive lectures, group work, discussions and debates, experience of visual experiments and evaluations of research. ‘Core’ reading and multimedia resources will be set throughout to prepare students for the content of the sessions.

Contact hours:

Ìý	Autumn	Spring	Summer
Seminars		14
Guided independent study:	Ìý	Ìý	Ìý
Ìý Ìý Wider reading (independent)		21
Ìý Ìý Wider reading (directed)		21
Ìý Ìý Preparation for seminars		7
Ìý Ìý Revision and preparation		30
Ìý Ìý Essay preparation		7
Ìý	Ìý	Ìý	Ìý
Total hours by term	0	100	0
Ìý	Ìý	Ìý	Ìý
Total hours for module	100

Summative Assessment Methods:

Method	Percentage
Written assignment including essay	100

Summative assessment- Examinations:

The module is assessed by coursework (100%).

Summative assessment- Coursework and in-class tests:

Students will complete a written assignment (100%).

Formative assessment methods:

Students will be given written feedback on a short (300-500 word) essay plan.

Penalties for late submission:

The Support Centres will apply the following penalties for work submitted late:

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of five working days;
• where the piece of work is submitted more than five working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

The University policy statement on penalties for late submission can be found at: /cqsd/-/media/project/functions/cqsd/documents/cqsd-old-site-documents/penaltiesforlatesubmission.pdf
You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Assessment requirements for a pass:

A mark of 40% overall. Ìý

Reassessment arrangements:

Reassessment in August.

Additional Costs (specified where applicable):

1) Required text books: None

2) Specialist equipment or materials: None

3) Specialist clothing, footwear or headgear: None

4) Printing and binding: None

5) Computers and devices with a particular specification: None

6) Travel, accommodation and subsistence: None

Last updated: 6 September 2023