Recommended Study Sequence

Psychology is a field of scientific inquiry that uses a set of scientific techniques and methods to explain and understand the causes of behaviour. As a profession, psychology applies its knowledge to practical problems in human behaviour. This unit covers a range of topics in psychology at an introductory level includiing: the history of psychology, intelligence, social psychology, developmental psychology, personality, and abnormal psychology.

Psychology is a field of scientific inquiry that uses a set of scientific techniques and methods to explain and understand the causes of behaviour. As a profession, psychology applies its knowledge to practical problems in human behaviour. This unit covers a range of topics in psychology at an introductory level including memory, perception, learning, and the workings of the brain.

This unit is driven by the scientific method with a focus on experimental design and related data analysis. Although some of the methods and techniques are dealt with in passing in earlier units, a more complete approach is adopted here. Research design and methodology issues, statistical concepts and techniques, computer analysis of data, and communicating research findings are all features of this unit.

This unit explores a range of issues and controversies in social and developmental psychology. The focus within social psychology is on the cognitive and social competencies and behaviours of the individual, acquired and expressed in interpersonal settings. Within developmental psychology, the focus is on understanding the processes of change across the lifespan through studying aspects of physical, cognitive, social, moral, emotional and personality development. The unit covers key theoretical developments, research methodologies, and application to current social and developmental issues.

This unit explores a range of theories, issues and controversies in personality, motivation and emotion. In this unit, students will examine key theoretical developments, research methodologies, and applications to current therapeutic and professional workplace practice. We shall discuss the work of both traditional and contemporary personality theorists, their methods, their techniques, and the therapies associated with them. Issues related to motivation and emotion will also be addressed from a number of different theoretical and applied perspectives. Strong link between personality, and motivation and emotion will be established. Contributions from the field of emotions, clinical, social, and experimental psychology, psychiatry and psychoanalysis will be examined. This unit will upraise awareness in students that responding to the psychological needs of individuals within the community requires the application of elements of all three perspectives.

Biological Psychology is a rapidly expanding area of study as knowledge of the brain and its impact on behaviour increases. An understanding of the biological basis of behaviour is crucial in explaining areas of psychology such as abnormal behaviour, learning, memory, sexual behaviour and biological rhythms. This unit provides the foundation necessary for later study of these topics. The control of behaviour in a complex organism involves components that can register information from the environment, integrate that information and produce responses. Information about the body's internal state and features of the environment must be coordinated in order to choose a course of action. Mechanisms underlying these processes are explored in this unit. In particular two communication systems within the body permit these processes to occur. The first of these systems involves nerve cells and the second is a system of chemical messengers called hormones. In the second part of this unit we will study sensory and perceptual processes. By asking "how is it that we come to know the world" we attempt to answer fundamental questions asked by philosophers from Aristotle, to Descartes, and the British Empiricists. The first experimental psychology laboratory was established by Wundt in 1879 to investigate the subjective experience of stimuli; in essence, perceptions. The objects and events of our environment combine to create a wealth of potential information. Much of the information is irrelevant at a particular time but some of it is essential. The human system is equipped with specialised sensory meachinery for capturing the information and translating it into the language of the nervious system. In this way, the information is "digested" by the brain culminating in an awareness of the objects and events of the environment. The awareness then guides people's actions in the world. A fundamental question then in the study of perception is: how are electrical signals processed and interpreted by the nervous system to create perceptions? After examining the biological bases of sensing and perceiving, we will explore the way this relatively raw information is processed into the complex perceptions of colour, depth, size, distance and speech, which constitute the fundamental basis of our experience of the world.

For most living organisms, learning and remembering are integral to the organism's survival. For animals, this means the ability to remember where food is located and learn where predators may be lurking. For humans, it also means the ability to learn to talk, read, write, drive a car, and operate a computer. Even if humans did somehow survive until now without the ability to learn or remember, our lives would be empty movements from one moment to the next without any past or future, and we would be doomed to repeat the same behaviours, whether or not those behaviours were useful. Learning and cognition are critically important and are at the core of our experience of life. This unit is concerned with the experiemental analysis of human behaviour. Definitions, assumptions and basic phenomena associated with the study of learning and cognition are described and evaluated in terms of their ability to account for various aspects of human behaviour and experience. The practical work highlights important concepts introduced in the lecture program.

This unit provides an overview of the origins and historical development of psychology. It examines the major landmarks in the history of psychology, focusing on important individuals, schools of thought, and recurrent ideas and themes. Historical conceptual problems are related to areas of controversy within contemporary psychology, and an insight is provided into the philosophical underpinnings of the various new movements and major theoretical conflicts within psychology today. The unit also provides a critical appraisal of psychology's status as a science, and explores the limits of psychological inquiry.

This unit examines the bases of psychological assessment and the issue of psychological abnormality. It covers the theory of psychological measurement and applications to selected intelligence and personality measures. In addition, students learn about different causal and treatment models of abnormaility and their application to a range of psychological disorders. DSM diagnostic criteria are applied to illustrative cases. The development of integrated models of abnormality, including biological, psychological and social factors, is a significant theme of the unit.

This unit continues the teaching of research methods and statistics began in the prerequisite unit, Experimental Design and Analysis. It introduces students to non-experimental correlational research design, and develops skills in survey research, including questionnaire design and administration, and survey sampling. Accompanying correlational statistical techniques are taught, together with advanced analysis of variance, and instruction in the use of SPSS. The unit also develops skills in conducting and reporting psychological research.

Psychology is a field of scientific inquiry that uses a set of scientific techniques and methods to explain and understand the causes of behaviour. As a profession, psychology applies its knowledge to practical problems in human behaviour. This unit covers a range of topics in psychology at an introductory level including memory, perception, learning, and the workings of the brain.

Psychology is a field of scientific inquiry that uses a set of scientific techniques and methods to explain and understand the causes of behaviour. As a profession, psychology applies its knowledge to practical problems in human behaviour. This unit covers a range of topics in psychology at an introductory level includiing: the history of psychology, intelligence, social psychology, developmental psychology, personality, and abnormal psychology.

This unit explores a range of theories, issues and controversies in personality, motivation and emotion. In this unit, students will examine key theoretical developments, research methodologies, and applications to current therapeutic and professional workplace practice. We shall discuss the work of both traditional and contemporary personality theorists, their methods, their techniques, and the therapies associated with them. Issues related to motivation and emotion will also be addressed from a number of different theoretical and applied perspectives. Strong link between personality, and motivation and emotion will be established. Contributions from the field of emotions, clinical, social, and experimental psychology, psychiatry and psychoanalysis will be examined. This unit will upraise awareness in students that responding to the psychological needs of individuals within the community requires the application of elements of all three perspectives.

Biological Psychology is a rapidly expanding area of study as knowledge of the brain and its impact on behaviour increases. An understanding of the biological basis of behaviour is crucial in explaining areas of psychology such as abnormal behaviour, learning, memory, sexual behaviour and biological rhythms. This unit provides the foundation necessary for later study of these topics. The control of behaviour in a complex organism involves components that can register information from the environment, integrate that information and produce responses. Information about the body's internal state and features of the environment must be coordinated in order to choose a course of action. Mechanisms underlying these processes are explored in this unit. In particular two communication systems within the body permit these processes to occur. The first of these systems involves nerve cells and the second is a system of chemical messengers called hormones. In the second part of this unit we will study sensory and perceptual processes. By asking "how is it that we come to know the world" we attempt to answer fundamental questions asked by philosophers from Aristotle, to Descartes, and the British Empiricists. The first experimental psychology laboratory was established by Wundt in 1879 to investigate the subjective experience of stimuli; in essence, perceptions. The objects and events of our environment combine to create a wealth of potential information. Much of the information is irrelevant at a particular time but some of it is essential. The human system is equipped with specialised sensory meachinery for capturing the information and translating it into the language of the nervious system. In this way, the information is "digested" by the brain culminating in an awareness of the objects and events of the environment. The awareness then guides people's actions in the world. A fundamental question then in the study of perception is: how are electrical signals processed and interpreted by the nervous system to create perceptions? After examining the biological bases of sensing and perceiving, we will explore the way this relatively raw information is processed into the complex perceptions of colour, depth, size, distance and speech, which constitute the fundamental basis of our experience of the world.

This unit is driven by the scientific method with a focus on experimental design and related data analysis. Although some of the methods and techniques are dealt with in passing in earlier units, a more complete approach is adopted here. Research design and methodology issues, statistical concepts and techniques, computer analysis of data, and communicating research findings are all features of this unit.

This unit explores a range of issues and controversies in social and developmental psychology. The focus within social psychology is on the cognitive and social competencies and behaviours of the individual, acquired and expressed in interpersonal settings. Within developmental psychology, the focus is on understanding the processes of change across the lifespan through studying aspects of physical, cognitive, social, moral, emotional and personality development. The unit covers key theoretical developments, research methodologies, and application to current social and developmental issues.

This unit examines the bases of psychological assessment and the issue of psychological abnormality. It covers the theory of psychological measurement and applications to selected intelligence and personality measures. In addition, students learn about different causal and treatment models of abnormaility and their application to a range of psychological disorders. DSM diagnostic criteria are applied to illustrative cases. The development of integrated models of abnormality, including biological, psychological and social factors, is a significant theme of the unit.

This unit continues the teaching of research methods and statistics began in the prerequisite unit, Experimental Design and Analysis. It introduces students to non-experimental correlational research design, and develops skills in survey research, including questionnaire design and administration, and survey sampling. Accompanying correlational statistical techniques are taught, together with advanced analysis of variance, and instruction in the use of SPSS. The unit also develops skills in conducting and reporting psychological research.

For most living organisms, learning and remembering are integral to the organism's survival. For animals, this means the ability to remember where food is located and learn where predators may be lurking. For humans, it also means the ability to learn to talk, read, write, drive a car, and operate a computer. Even if humans did somehow survive until now without the ability to learn or remember, our lives would be empty movements from one moment to the next without any past or future, and we would be doomed to repeat the same behaviours, whether or not those behaviours were useful. Learning and cognition are critically important and are at the core of our experience of life. This unit is concerned with the experiemental analysis of human behaviour. Definitions, assumptions and basic phenomena associated with the study of learning and cognition are described and evaluated in terms of their ability to account for various aspects of human behaviour and experience. The practical work highlights important concepts introduced in the lecture program.

This unit provides an overview of the origins and historical development of psychology. It examines the major landmarks in the history of psychology, focusing on important individuals, schools of thought, and recurrent ideas and themes. Historical conceptual problems are related to areas of controversy within contemporary psychology, and an insight is provided into the philosophical underpinnings of the various new movements and major theoretical conflicts within psychology today. The unit also provides a critical appraisal of psychology's status as a science, and explores the limits of psychological inquiry.

This elective unit builds on concepts and theories introduced in Human Learning and Cognition (100016). Methods, theories and practical approaches are applied to the analysis of behaviour, tasks and the solving of problems in workplace, operational and educational settings. Principles from cognitive psychology and learning are applied to the analysis and improvement of software, product and instructional design. Human attention, memory, and cognitive workload are examined in the context of complex operating environments such as hospitals, power plants, air traffic control, airplane cockpits, and driving. We consider ways to maximise human performance by studying human problem solving and creativity.

Consumer Psychology is the study of how people relate to and involve with products and services that they purchase or use. It attempts to describe, predict, explain, and/or influence consumer responses to products and service-related information and experiences. It contains a broad range of theoretical, conceptual, and methodological perspectives. It is indeed the psychology of how consumers think, feel, reason, and select between different alternatives (e.g., brands, products); how the consumer is influenced by his or her environment (e.g., culture, family, signs, media) and what leads to buying behaviour. By understanding the consumer, we will be able to make informed decisions and apply appropriate marketing and advertising strategies.

This unit is designed to provide an introduction to Depth Psychology, its historical and intellectual context and to show how it relates to contemporary psychology. The unit will focus on the major theories, issues and questions that go to constitute the psychoanalytic traditions. Theoretical issues in psychology have been gradually making a "comeback", partly as a result of the postmodernist focus on identity and ideology, and its questioning of the adequacy of "traditional empiricism". As a result contemporary psychology is currently experiencing a number of "revolutions" (e.g., what is consciousness, do dreams matter, emotional wellbeing, renewed cognitive, meaning).

Structured around an overview of lifespan development including diversity, this unit focuses on the holistic nature of growth and development from birth to early adulthood, 0 - 18 years. Opportunities to observe and interact with individuals in a variety of settings will enable student's to apply observation techniques, become familiar with individual differences and atypical development and apply developmental theories and principles in the interpretation and nurturing of an individual's development. A critical focus of this unit will be on the implications in applied settings for nurturing development and promoting the individual's well being.

Health Psychology is a branch of psychology concerned with the inter-relationship between psychological factors and physical health. It addresses such issues as the possible role of psychological characteristics in health maintenance and promotion, and in the development of illness. Other aspects include reactions to illness, the contribution of psychology to treatment, and explicit means by which health-relevant behaviours might be modified. This unit provides an introduction to Health Psychology and covers theoretical and research issues, the nature and management of stress and pain, issues concerning the receipt of health care and a selection of specific health problems.

This unit builds on the information studied in Biological Psychology and Perceptual Processes (100022.1). It provides information on the neural and hormonal substrates of (a) learning, memory and cognition; (b) motivational and emotional behaviours; (c) states of consciousness; and (d) disorders of the human brain. Many of these topic areas have been studied in other units. Neuroscience extends the information obtained in those units by describing the biological basis in detail.

This unit is designed to provide students with an understanding of the relationship between psychological theory and principles and practices of human behaviour that occur within the workplace environment.

Cross-Cultural Psychology is a particularly challenging area of study, as it addresses issues in most of the major areas of psychology. This unit concentrates on the study of human behaviour and experience as it occurs in different cultures and/or is influenced by cultural factors.

This unit acquaints students with major issues in the psychology of language. It examines different approaches to research and theory on questions such as: the acquisition and development of language; the relationship between language and thought; bilingualism and multilingualism; the neurophysiological underpinnings of language; patterns of language breakdown and communication disorders; social aspects of language; reading and writing; the language of music; non-verbal communication; language in non-human animals; the focus on language in more recent research fields including speech technology.

Motivation and learning will be pivotal themes used to explore the diverse range of learners and learning styles which engage learners actively in developing knowledge and maximising potential. The study of motivation and learning will not only introduce the student to educational psychology but also illustrate how educational psychology underpins and informs pedagogy. Concepts of individual differences and different ways of processing informatin will underpin this unit. Theories of learning and motivation will be analysed in order to develop students' abilities of critical reflection, synthesis, application and evaluation of pedagogical principles derived from these theories to their future work environments.

Religion is an important aspect of cultural diversity within Australia. Since a person's religion or spirituality is shaped by psychological processes, and personal religion/spirituality affects an individual's psychological functioning, it is an important focus of psychological inquiry. The objective of the unit is to allow students to reflect on the complexity of religion and spirituality, to evaluate psychological accounts of religion, understand the impact of religiosity upon physical and mental health, and to explore different approaches to therapy with religious clients.

This unit examines, at an advanced level, the factors that influence psychological functioning in social environments. The unit considers the latest theories, research and applications in areas such as impression formation, attitudes and behaviour, stereotyping and prejudice, social cognition and emotion, attributional processes, and intergroup processes. Emphasis is placed upon the role of contemporary research and theory in increasing our understanding of social phenomena and the relevance of this work to everyday life. The unit offers students an opportunity to develop research skills through the practice of planning and conducting research into the social bases of behaviour.

The unit introduces and defines the concepts of superstition and the paranormal, which remain strong themes in modern society. The development and manifestations of superstitious and paranormal belief are examined with reference to learning, cognitive and personality factors. In addition, putative reasons for the experience of seemingly irrational and bizarre events (e.g., ghost and UFO visitations) are examined with particular reference to neuropsychological variatins within the population.