edge hill university psychology department

Department of Psychology

edgehill.ac.uk/psychology

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ContentsWelcome p3

Study Psychology p4

Support for our students p6

Psychology Field Trip p7

Career opportunities p8

Research Groups p9

Our Research p10

Psychology news p13

Edge Hill: a great place to study p14

Contact us p16

Edge Hill University I Department of Psychology

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Rated 4.20 out of 5 byour Psychology students (National Student Survey, 2011)

Top in the North West,and top ten in England, foroverall student satisfaction (National Student Survey, 2011)

In the North West’s top two universities for overall satisfaction for the fifth consecutive year(National Student Survey, 2011)

Edge Hill ranks in the top two in England for personaldevelopment, with OxfordUniversity, and is in the topthree in the country for assessment and feedback(National Student Survey, 2011)

Ranked in the top 10 of all UKhigher education providersfor the quality of its coursesand lecturers(WhatUni? Student Choice Awards, 2011)

Shortlisted for UKUniversity of the Year in theTimes Higher EducationAwards 2011, 2010 and 2007

Welcome to Psychology at Edge Hill UniversityThe Department of Psychology offers a high standard of BritishPsychological Society (BPS)-accredited degrees, currently taught to nearly400 undergraduate students. Our team are highly qualified, experienced,enthusiastic and supportive academics, and pride themselves on deliveringexcellent teaching while producing nationally and internationally-recognised research.

Growing popularityPsychology has become the third most popular degree subject choice byundergraduate students (UCAS, 2006), and is the largest scientificdiscipline. A BPS degree provides eligibility for GBC (Graduate Basis forChartered) Membership, essential for students who wish to becomeprofessional psychologists. For those who do not wish to follow this route,skills learnt studying psychology are highly transferable, and providestudents with opportunities to pursue careers in a variety of other fields,such as human resources, marketing, management, and teaching. At EdgeHill we focus not only on providing an academically rigorous educationalbackground through a BPS-accredited degree, but also the skills andexperience necessary to secure employment in a highly competitive jobmarket.

Student satisfactionThe Department continues to be recognised in the National StudentSurvey as a provider of excellent learning experiences. Of the 11 NorthWest institutions offering a degree in psychology, the Department wasranked first in the region for Overall Satisfaction. In addition, psychologywas ranked by the students in the top two in the North West for qualityof teaching, assessment and feedback, academic support, personaldevelopment and learning resources.

Campus lifeLocated in the Social and Psychological Sciences building, on the Ormskirkcampus, our purpose-built surroundings offer high quality teaching andresearch facilities. Specialised laboratory facilities support our cognitive,social, health, and sport and exercise research, while a dedicated IT suiteprovides psychology-specific software essential for experimental work.


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Study Psychology

Edge Hill University offers a variety of outstanding opportunities to studypsychology at undergraduate and postgraduate level.

• BSc (Hons) Psychology• BSc (Hons) Educational Psychology• BSc (Hons) Sport and Exercise Psychology• University Certificate in Psychology• MSc/PG Dip in Psychology (conversion)

We offer three very popular BPS-accredited undergraduate degreeprogrammes, as well as a University Certificate and MSc/PostgraduateDiploma in Psychology . The University Certificate in Psychology providesyou with 60 HE credits if you do not have a degree in psychology.Completion of the University Certificate will allow you to apply for theDiploma in Psychology. The Diploma aims to provide graduates in disciplinesother than psychology with the opportunity to obtain Graduate Basis forChartered (GBC) Membership with the British Psychological Society. Onsuccessful completion of the Diploma, you have the option to progress onto the MSc in Psychology.

To meet BPS requirements all our undergraduate degree courses cover thecore psychology topics. In Year 1, you are introduced to theapproaches and concepts that are central to the study of psychology. Twointroductory theoretical modules cover social, developmental, cognitive,and biological psychology. An investigative psychology module providesbackground and training in the skills necessary to plan, conduct, analyseand report psychological research. This is an essential skill in psychologyand will provide the building blocks for the more advanced research methodsencountered later in the course.

Year 2 builds on the core areas from Year 1. You will study five major,interrelated areas of psychology. More advanced research methods will beintroduced, allowing you to conduct qualitative and quantitativeresearch. For our psychology degree programme, Year 2 also offers theopportunity to study professional issues in areas such as occupational,educational, health and forensic psychology.

Using the methods mastered in Year 2, the individually supervised Year 3dissertation allows you to conduct your own research into an area ofpsychology that interests you. In Year 3, you will also have theopportunity to study options in specialised areas of psychology. Thesereflect the research specialisms of our team, and include areas such asclinical psychology, the psychology of substance misuse, developmentalpsychology, work psychology, and educational psychology.

“I’ve developed a real passion for psychology,and each perspective has offered its ownfascination, enabling me to develop abroad understanding of the complexitiesof humanity and the human experience.

“Having just completed my degree inpsychology, the most important thing thatI would say to prospective students is toread around the subject area. In my firstyear I was gaining very average marks.By the end I had a 1st class honours degreebecause I read a range of psychologicalliterature, gaining a more comprehensiveunderstanding of the different perspectivesof psychology. This helped me to reallythink critically and allowed me to be moresuccessful.

“I’m hoping to study for a PhD as I’ve beenable to achieve good grades whilst at EdgeHill, helped because I enjoy the subjectmatter. Study is no longer laborious, it’sfull of fascination and wonder.

“This course has given me a broaderperspective and understanding of theworld, and those within it. The abilitiesI’ve developed at Edge Hill will allow meto progress and hopefully succeed in anyplans I make for the future.”

Mark Clarke BSc (Hons) Psychology


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Educational PsychologyIf you would like to develop a career in teaching, educational psychology,educational research, or work in an educational context, then we offer adedicated pathway.

In addition to studying the core areas of psychology, you will also considerthe psychology of teaching, learning and instruction, and other specificareas of educational psychology. You will benefit from a work placement atthe end of Year 2, providing an excellent opportunity to gain experienceand enhance your career prospects.

Sport and Exercise PsychologyThis pathway will appeal if you have a strong interest in sport, exercise andphysical activity and would like to advance your understanding of behavioursin these settings.

In addition to studying the core areas of psychology, as a sports and exercisepsychology student you will explore psychological theory and researchaddressing sport and exercise behaviours. Specifically, you will look atissues such as elite sport performance, motivation, exercise adherence,and the influence of exercise on psychological wellbeing.

University Certificate PsychologyThe Certificate allows you to obtain up to 60 HE credits to enableprogression onto the MSc/PG Dip in Psychology.

MSc/PGDip in Psychology (conversion)We also offer an MSc/Postgraduate Diploma in Psychology. The Diplomaprovides graduates in disciplines other than psychology with the opportunityto obtain Graduate Basis for Chartered Membership (GBC) with the BritishPsychological Society.

“Throughout my A level studies I wasfascinated by psychology, the study of thehuman mind and behaviour, yet I alwayshad a desire to work with children, so whenI found a degree that combined the two Icouldn’t believe my luck.

“The course has proved to be more than Iexpected, delving into key areas that I had akeen interest in, as well as awakening apassion for others that I didn’t even knowabout. You know you’re definitely on the rightcourse when, at the end of the lecture, you’releft wanting to know more!

“I’ve made some amazing friends during mytime at Edge Hill, young and mature, local,national and international, and each personbrings a new dimension to your experience.I’m really looking forward to starting mycareer and putting into practice everythingI’ve learned. After a stint in work I’d like toget back into education and work towards aMaster’s in educational psychology.

“They say that 50 per cent of your universitylife is having fun and 50 per cent is learning.I’d say that when learning becomes fun, youknow you’re onto a winner!”

Jawad Shah BSc (Hons) Educational Psychology


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Student Support

We recognise the importance of a structured and supportive environmentover the course of the degree. This is not only to support academic needsbut also to help guide you through your career choices, and develop theskills necessary to achieve your career goals.

You are provided with a personal tutor to monitor and support yourprogress throughout your time here. In addition, the first year of thedegree includes a programme of academic development, providingguidance on academic reading and writing, and critical thinking skills. Wealso value the importance of helping you develop key transferable andemployability skills, dedicating time to this in the final year.

How is Psychology taught?Our teaching methods vary from formal lectures to tutorials, seminars andworkshops. Our purpose-built psychology facilities include an observationsuite, with two-way mirrors and video recording equipment, teaching labs,audio-visual and observational suites, soundproof cubicles, and a grouptesting lab.

“I liked the fact that within the degree youexplored a range of areas in psychology andgained knowledge in each field so that youcould begin to see what area appealed to you.You could then use your preferences andspecialise in certain modules to help youpursue your desired career.”

Rebecca KearslayBSc (Hons) Psychology


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Every year, our final year students have the opportunity to visit the ScienceMuseum and The Freud Museum in London. Organised by Dr Craig Thorley,the trip introduces students to the history of psychology in the UK, inpreparation for a subsequent course module.

Day one: Science MuseumAs part of an ongoing commitment to promoting public engagementwith psychology and its history, the British Psychological Society (BPS)currently sponsors a five-year curatorship at the Science Museum inLondon. During the visit, the BPS curator, Dr Philip Loring, gives a privatelecture to students about the history of the widely used, highly controversialRorschach inkblot test, and explains how it is used as a tool to assesspersonality and emotional functioning. Students then have the opportunityto investigate other personality measures not on display to the general public.

Students explore the museum’s two main psychology collections,discovering, amongst other exhibits, a slice of human brain used formemory tests, an original Skinner Box used in the study of operantconditioning, and a copy of the Stanford-Binet Intelligence Test.

Day two: The Freud MuseumSigmund Freud, founder of psychoanalysis, moved to London in 1938 toescape Nazi persecution. The Freud Museum is the house he lived in,maintained as it was during his time there, and containing the famouscouch patients reclined on during early therapy sessions. As part of aprivate viewing, students explore the house, before a presentation fromthe museum’s resident experts, and a discussion of Freud’s life and work.

“I chose psychology as it fascinated me and Ifelt it sat well with the type of enquiring mindand practical people skills I had alreadydeveloped during my working career.

“The trip was a great chance to enjoy qualitytime with fellow students. We visited theScience Museum, where we viewed some ofthe museum’s unseen psychological artefacts.There was an excellent exhibit on HenryGustav Molaison, the world’s most famousmemory patient. He had part of his brainremoved to cure his epilepsy but in doing sodeveloped a specific type of amnesia. It's oneof the most famous case studies in cognitivepsychology because it helped develop the linkbetween brain function and memory.

“We also visited Freud’s house which wasreally useful for the ‘Mind, Body andConsciousness’ module as I find it easier tounderstand a subject when I’m able to drawon some visual memory/connection with thetopic. The ‘home video’ was particularlyinteresting.”

Jayne Rushton-WoodsBSc (Hons) Psychology

Psychology Field Trip to London


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Career Opportunities

We aim to deliver a psychology degree that will teach you the skillsnecessary to give you a competitive edge on your preferred career path.This is why our degrees are accredited by the British Psychological Society,essential for anyone wishing to enter professional postgraduate trainingprogrammes in areas such as clinical psychology, forensic psychology, andeducational psychology.

For those who go on to pursue careers in a variety of fields not specific topsychology, you will have the skills needed for careers and further trainingin many areas, such as:

• research and development• health and social care• marketing and public relations• management, administration and human resources• education• the public sector

With further study, many career fields are open to graduates of anydiscipline, such as research, management, media, teaching, finance, law,marketing and management consultancy. For these job sectors,interpersonal and transferable skills are the most significant factors, ratherthan the specific degree subject. There are also a number of graduatetraining schemes available, where a degree in psychology is a considerableadvantage.

Whatever your interest, we offer the support and advice needed to set youon the right path.

“I secured full-time employment twomonths after graduating, and have beenworking with young, vulnerable people inLondon who are homeless or leaving care.I assess their support needs anddetermine what they need in order to liveindependently within the community.

“I’m working with people who have manyyears of experience in this sector. Mydegree allowed me to develop the skillsneeded to do the job with much less actualwork experience.”

Stacy SmithBSc (Hons) Psychology

“This psychology course is definitely onethat helps you succeed with your futureplans and further academic study. I’venow progressed onto the Post-compulsoryEducation and Training PGCE at theUniversity.”

Natalie BestBSc (Hons) Psychology

Stanley Milgram (1933-1984)• Milgram’s Obedience to Authority

experiment measured participants’ willingness to obey an authority figure instructing them to commit acts that conflicted with their conscience.

• In part, the experiment was an attempt to understand the morality behind the Holocaust, although critics raised ethicalquestions over his “electric shock” method.

• His “small world experiment” pioneered the controversial assertion that we are all, on average, within five acquaintancesof one another – ie within modern societies there are only six degrees of separation.


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The Department of Psychology is committed to producing theoretical andapplied research of the highest quality. We have two dedicated researchgroups, investigating cognitive, health, sports and exercise, and educationalpsychology.

The Educational Psychology Research Group (EPRG)The research group seeks to explore how psychology can be applied toeducation at all levels, from pre-school to university. We have interests inhow psychology can be used to explain education phenomena, and alsohow educational interventions can be based on psychological theory. Staffexpertise draws on developmental frameworks, socio-cognitive modelsand special educational needs.

Recent research focuses on the impact of attentional salience in wordlearning within autism, contrasting the use of social-pragmatic skills andthe alternative mechanisms of attending to novelty and perceptual salienceas explanations of word learning.

EPRG research also focuses on:• creative teaching in secondary schools and its impact on pupil creativity

and motivation;• the role of attentional bias in test anxiety and the use of attentional bias

training to reduce test anxiety;• how Chinese and English secondary students differ in their motivations

and fears around high-stakes exams.

A number of our academics are also interested in factors that influenceachievement in higher education, including the role of emotional intelligenceand inattention on academic progression. The Educational PsychologyResearch Group hosts a monthly seminar series, inviting speakers fromacross the UK to discuss the most recent research in the field ofeducational psychology.

The Cognitive Science Research Group (CSRG)The Cognitive Science Research Group encompasses a wide spectrum of bothapplied and theoretical research, reflecting the many interests of our team.

Some examples of our research:• the effects of drug misuse on different aspects of working memory

(ie memory which helps us cope with the immediate world around us);• aspects of memory, including the development and production of false

memories, collaborative remembering, memory conformity, and theeffects of mood on prospective memory;

• performance psychology, particularly areas concerning coping, confidence and mental toughness in the domain of sport and exercise.

The CSRG hosts a monthly seminar series where academics from acrossthe UK discuss the latest research in cognitive psychology.

Research Groups


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Our Research

Investigating factors thataffect the production offalse memories

Dr Lauren Knott from EdgeHill University, with colleaguesDr Stephen Dewhurst (Universityof Hull) and Prof Mark Howe(Lancaster University), haspublished on factors thataffect the production of falsememories in the Deese–Roediger& McDermott (DRM) paradigm.

Dr Knott says:

“In the DRM paradigm participants are presented withsemantically related word lists (eg thread, pin, eye, andsewing), all of which are related to a non-presentedcritical lure (eg needle). The false memory occurs whenthe participant later incorrectly recalls or recognises thecritical lure at test. Findings suggest that the majorpredictors of false recall and recognition are a strongassociation between the critical lure and thelist item, and weak association between the list itemsthemselves. The paper investigates the role of thesetwo important factors in the production of falsememory illusions.

“The body of evidence that is accumulating in thisarea is of significance for issues relating to memoryorganisation and accuracy in many different disciplines,including education and forensic psychology.”

Drug misuse and memoryimpairment

Professor Philip Murphy andcolleagues investigated drugmisuse and cognitive deficit,studying the relationshipbetween the consumption ofecstasy and cannabis, andmemory performance.

“Three participant groups weretested on long-term memory (LTM) and workingmemory tasks. Users of both ecstasy and cannabisshowed impairments on a long-term memory task.There were no significant effects related to workingmemory tasks.

“A regression model comprising intelligence measuresand estimates of ecstasy and cannabis consumptionpredicted redundancy scores (long-term memorymeasure), but only cannabis consumption contributedsignificantly to this prediction. Impaired access tosemantic LTM may be related to cannabis consumption,although the involvement of ecstasy and other stimulantdrugs cannot be excluded here. Executive inhibitoryfunctioning (related to working memory), as measuredby the random letter generation task, is unrelated toecstasy and cannabis consumption.”

Professor Murphy argues that matters of drug-relatedcognitive impairment have potentially importantconsequences for the lives of the many people who usethese drugs, and research in this area should beregarded as a priority for the wellbeing of people in society.

Hermann Ebbinghaus (1850-1909)• Pioneered the experimental study of

memory, and is known for his discovery of the forgetting curve, the learning curve and the spacing effect.

• The forgetting curve describes the exponential loss of information that one has learned.

• The spacing effect suggests we find it easier to learn items in a list when they are studied a few times over a long time period.

• In 1885, he published his defining work, Memory: A Contribution to Experimental Psychology.


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Pre-competitive confidence,coping strategies, andsubjective performancein sport

Senior Lecturer Dr AndyLevy’s research specialises inthe psychological factors thatinfluence performance in sport.

A recent publication investigatedthe complicated relationshipbetween confidence and subjective performance insport, and how coping, which is considered as theability to manage external and internal demandsencountered in a stressful situation, mediated thisrelationship.

Dr Levy explains:

“Athletes who employed mental imagery, a methodused to actively alter the source of stress, generallycoped more effectively than those using resignation, amethod used to try and disengage oneself fromthe task.

“This is the first study to explore coping as a potentialmechanism to account for the confidence–performancerelationship. The findings suggest that improving anathlete’s confidence through effective coping strategiescould lead to better performance. To achieve this,sport psychologists may need to ensure that athletesappropriately use mental imagery.”

Mary Ainsworth (1913-1999)• A developmental psychologist most

famously known for her contributions to Attachment Theory, the study of how humans develop long term relationships.

• Developed the ‘strange situation’ procedure to observe attachment relationships between a caregiverand child.

• Investigated the effects of maternal separation on child development and how disrupted mother-child bonds can lead to "adverse development”.


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Memory conformity andsuggestibility

In the Journal of Psychology,Crime, and Law, Dr CraigThorley examined whether thedegree to which participantsengage in memory conformity,which occurs when a personalters their memory report of anevent to be consistent withanother person, can bepredicted by their levels of interrogative suggestibility(IS) — the degree to which people are susceptible toaltering their memory reports during questioning.

In a laboratory-based study, memory conformity wasintroduced by having participant and confederate pairsstudy words and then complete a social recognitiontest where they took turns to make judgements on thesame items.

“From a psycho-legal perspective, this research isimportant as eyewitnesses often discuss incidentsamongst themselves before providing a formal policetestimony or giving evidence in court. There have beenseveral reported real-world instances of misinformationbeing inadvertently introduced into such discussionsand subsequently tainting eyewitness testimonies.

“The study provided an insight into why some eyewitnesseswho have engaged in pre-interview or pre-trial discussionsmay be more susceptible to having their testimoniescontaminated than others.”

Fear of failure: effects ontest anxiety and test grade

In his study Dr Dave Putwaininvestigated factors that influencelearning and achievement,particularly the fear of failure,motivation, competence beliefsand classroom environment.

Dr Putwain investigated whetherfear appeals (in this case,reminders of a test but placing no importance on thistest) used prior to a test increased self-reported testanxiety and had a detrimental effect on test scores.

School pupils were instructed for one week under a lowthreat condition under which no fear appeals weremade, and another week under a high threat conditionin which fear appeals were made salient (the teacherused the following statements: the tests were important,that hard work was required to avoid failure, and thattest results would be seen by parents and theheadteacher). An end-of-week test was given in bothconditions. Pupils reported an increase in test anxietyrelated with worrisome thoughts and autonomic reactionsunder the high threat condition, but not in off-taskbehaviours. Test scores were lower under the high threatcondition, but were not attributable to the increases intest anxiety-related thoughts and autonomic reactions.

This study adds weight to the argument that fear appealsare a damaging classroom strategy, but the mechanism bywhich fear appeals are reducing test scores is not yet clear.

Erik Erikson (1902-1994)• Trained in psychoanalysis at the Vienna

Psychoanalytic Institute, Erikson also studied the Montessori method of education, which focused on child development.

• Childhood and Society, his most famous book, was published in 1950.

• His major innovation, on psychosocial development, argued that human beings go through nine stages from birth to death, and was a development of Freud’s five psychosexual stages of life.

• Coined the phrase identity crisis.


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News

Get By—with a Little Help From Your Friends

Psychology tutors at Edge Hill University are using theirresearch to help their students bond in order to improveacademic progress.

Dr Debbie Pope has been looking at emotional intelligenceand the effects on learning in both children and adults.

The influence of emotional intelligence on academicprogress and achievement in UK university studentsinvestigates the emotional intelligence levels ofindividuals and why some students perform betterthan others.

Dr Pope explains: "The research indicates that overallmeasures of emotional intelligence do not predictacademic performance. However, the measurement ofindividual key competencies is a better predictor ofprogression. In particular, students who have good socialawareness skills are more able to access social supportand integrate socially, and therefore experience lessstress and are less likely to withdraw from their studies.”

As a result of the findings, Edge Hill University'sPsychology Department has revamped the Freshers'Week experience for first year students. They organisesocial trips out, hold smaller group sessions to allowstudents to develop friendships more easily, and makethe initial meetings with staff more personal to allowthem to build better relationships with students.

Dr Pope is editor of the Psychology of EducationReview (PER), a committee member of the BritishPsychological Society Education Section, and hasachieved Chartered Psychology Status in Teachingand Learning.

The Psychology of Learning

Researchers looking at how psychology can be appliedto education have a unique opportunity to explore thisfurther during Edge Hill University’s seminar series.

Thought-provoking topics on the agenda includeknowledge exhibited through children's drawings, whatteachers need to know about loneliness, and social andemotional aspects of learning.

Senior Lecturer Dr Dave Putwain, EducationalPsychology Research Group Coordinator, explained: “The emotional side of learning is very important andone which practitioners need to understand whenworking in this type of environment to ensure that theycan understand and motivate individuals.”

The seminar series gives Edge Hill staff and studentsopportunities to draw on contemporary expertise,formulate new ideas, and embark on new projects andresearch partnerships.

Jean Piaget (1896-1980)• His work influenced our understanding of

children's intellectual development, supporting the idea that children think differently than adults.

• Piaget's observations on children'sintellectual growth and thought processes were "so simple that only a genius could have thought of [them]”, according to Albert Einstein.

• In 1955 Piaget created the International Centre for Genetic Epistemology.

• Key research in: developmental psychology,cognitive psychology, genetic epistemology, and education reform.


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A Great Place to Study

Set in 160 acres of beautifully landscaped grounds, the Ormskirk Campusis an inspirational place to study. Industry standard resources and cuttingedge technology combine to make an interactive and highly advancedteaching and learning environment. Everything you could want is on onesite with 25 acres of sport and leisure facilities, more than 1,400 rooms inhalls of residence and fantastic modern spaces in which you can studyand socialise.

The Hub is a new £13.5m state-of-the-art facility, a communal space forstudents and staff to meet, eat, relax, and collaborate, and forms thecentre of the campus.

The Students’ Union gives you a voice, promoting positive change toensure you have the best possible experience while at university. Thisincludes access to a variety of student clubs and societies, from puppetryto pilates, and the opportunity to dust down a soapbox and enter the worldof student politics.

Those looking for a creative outlet can sign up for a shift on the online mag,or subject peers to their eclectic music collections as a broadcaster onL39, the Uni’s radio station.

Our 25 acre sports site provides high quality indoor and outdoor facilities,and a range of sports clubs which compete with other educational institutionslocally and nationally through the British Universities and College Sport(BUCS) leagues.

The University Library gives you access to thousands of books, journals,online resources and extensive PC and media provision. You'll get all thesupport you need to succeed, reflected in Edge Hill University’s position inthe top two in England for students' personal development, and the topthree in the country for assessment and feedback, in the 2011 NationalStudent Survey. The University is also in the top four in England forgraduate employment (HESA, 2011).

“I think Edge Hill University has a greatlocation. It’s close to Liverpool andManchester for whenever you want to visit,and the campus has a very friendly, homelyvibe — something I noticed on my veryfirst visit.”

Charlotte CorkishBSc (Hons) Psychology


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1853 J.D. Morrell’s (1816-1891) Elements of Psychology is the first British publication to use the term ‘psychology’.

1882 The Society for Psychical Research is founded to research telepathy, hypnotism, hauntingsand hallucinations.

1892 James Ward’s The Human Mind is published, one of the most influential British psychologytextbooks.

1901 The Psychological Society is formed at University College, London. ‘British’ is added to the title in 1908. The first paper is on ‘The Evolution of Laughter’, presented by James Sully in 1902.

1915 Charles Myers, editor of the British Journal of Psychology, coins the term ‘shell-shock’ in The Lancet, after spending time with soldiers injured during WWI. Up to 80,000 cases of ‘shell-shock’ had been identified by the end of the war.

1920 A psychological test is introduced in the civil service. Forty thousand candidates are tested over the first four years.

1938 Sigmund Freud settles in London, after escaping the Nazi occupation of Austria. He dies a year later.

1946 Oxford University establish a Chair of Psychology.

1955 The Underwood Report (Report of the Committee on Maladjusted Children) focuses on educational psychology, and its incorporation into school psychological services by local education authorities.

1958 HJ Eysenck causes controversy when he introduces behaviour therapy to British psychiatry, in a lecture before the Royal Medico-Psychological Association.

1960 The University of Sheffield opens a psychology department, and in 1966 installs an Elliott 903C computer for the first UK online psychological experimentation.

1968 The British Society of Sports Psychology meet for the first time.

1972 A Level Psychology is launched by the Associated Examining Board – 275 candidates sit the exam.

1982 Metropolitan Police Training School introduce ‘policing skills’ training, focusing oninterpersonal skills, and developing ‘an awareness of self, of others and of the community’.

1983 Research reveals that Heads of Psychology Departments in the UK regard BF Skinner as the most important living psychologist, followed by HJ Eysenck and DE Broadbent. Freud, Piaget, Pavlov, Skinner and James are considered the five most important psychologists of all time.

1997 Supercomputer Deep Blue beats the world's best chess player, Gary Kasparov, a milestonein the development of artificial intelligence.

2003 Simon Baron-Cohen's 'The Essential Difference: Men, Women and the Extreme Male Brain' proposes that autism may be an "extreme form of maleness".

A Short History of Psychology in the UK

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M57

M62

M6

M6

M61

M53

M56

M62M66

M65

M67

M60

M60

M5

M4

M1

M1

M6

M25

M6

M62

Donegal

Derry

Belfast

Sligo

Knock

GalwayDublin

Athlone

Wexford

Waterford

Shannon

Limerick

CorkKerry

Aberdeen

Dundee

EdinburghGlasgow

CarlisleNewcastle

Preston

Manchester

Leeds

Sheffield

Nottingham

Birmingham

Cambridge

London

Norwich

Portsmouth

Bristol

Exeter

Cardiff

Isle of Man

Liverpool

PrestonBlackburn

Bolton

MANCHESTER

Wigan

WarringtonLIVERPOOL

Chester

Southport

Ormskirk

Course Information, Advice and GuidanceSt Helens RoadOrmskirkL39 4QP, UK

Tel: 01695 657000Email: [email protected]

If you require any part of this guidein other formats such as large print,braille or audio then please contact:[email protected] with yourrequest, quoting CS-944

Information correct at the time of going to print. PrintedApril 2012.edgehill.ac.uk/psychology

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