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Academic Skills for Psychologists

University of Warwick

Department of Psychology 2020/21

Module Code:


Module Name:

Academic skills for Psychologists

Module Credits (CATS):


Module Convener

Jagjeet Jutley-Neilson

Module Teachers

James Tresilian; tba; library team; careers team

Module Aims

To provide students with basic academic skills needed to succeed in a Psychology degree course. Topics will range from the practical (how to navigate an academic environment) to the theoretical (an in-depth look at the concept of 'evidence' in science) and will cover core course-related academic skills (how to efficiently and critically dissect original research papers, how best to communicate scientific content). Throughout the module, the emphasis will be on developing a coherent skill set based on critical thinking and a deeper understanding of empirical psychological science.

Learning Outcomes

By the end of the module, students should be able to:

  • Understand the difference between learning, teaching, and assessment methods in schools versus higher education
  • Understand the importance of academic integrity and demonstrate appropriate referencing techniques in psychology
  • Understand the basics of scientific thinking, and how they apply to Psychology as a scientific discipline
  • Critically evaluate empirical and theoretical scientific texts and communicate the outcome effectively
  • Understand the basic logic of empirical and qualitative research.

Assessed by:

2 online tests, research training videos and critical review

Module Work Load

Module Length

20 weeks


1 x 1-hour lectures per week


1 x 1-hour seminar/workshop per week


All lectures and seminars are compulsory

Module Assessment

Assessed work: online test 1


Critical review


Online test 2


Research Training Videos


Module Reading List

Talis link here

  • Ogden, J. (2019). Thinking Critically About Research Abingdon : Routledge
  • Karpicke, J.D. (2012). Retrieval-Based Learning: Active Retrieval Promotes Meaningful Learning. Current Directions in Psychological Science, 21, 157–163.
  • Credé, M., & Kuncel, N. R. (2008). Study habits, skills, and attitudes: The third pillar supporting collegiate academic performance. Perspectives on psychological science, 3(6), 425-453.
  • Mehrabian, A., & Wiener, M. (1967). Decoding of inconsistent communications. Journal of Personality and Social Psychology, 6, 109-114
  • Mehrabian, A., & Ferris, S.R. (1967). Inference of attitudes from nonverbal communication in two channels. Journal of Consulting Psychology, 31, 248-252.
  • Alexander, G. M., Wilcox, T., & Woods, R. (2009). Sex differences in infants’ visual interest in toys. Archives of Sexual Behavior, 38, 427-433.

  • Hood, B., & Willatts, P. (1986). Reaching in the dark to an object's remembered position: Evidence for object permanence in 5‐month‐old infants. British Journal of Developmental Psychology, 4, 57-65.

Reading will be given in the lectures and be made available on the module webpage