Neuroscience of Cognition and Behaviour
Module title | Neuroscience of Cognition and Behaviour |
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Module code | PSY3461 |
Academic year | 2023/4 |
Credits | 15 |
Module staff | Dr Gavin Price (Convenor) |
Duration: Term | 1 | 2 | 3 |
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Duration: Weeks | 11 | 0 | 0 |
Number students taking module (anticipated) | 35 |
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Module description
The human brain is the most complex biological system that we know of. It is around 1.5kg on average and the size of about 2 clenched fists, yet it contains trillions of connections, and it gives rise to all behaviour, and all experiences contained in your lifetime. Every memory, every emotion, and every sensation are all a product of brain function. At the same time, the experiences we have change the brain itself. Through a combination of lectures, discussions, and student presentations we will examine the structure of the human brain, and how that structure gives rise to function, and how that function enables all our lived experiences. We will cover how the experiences we have change brain structure and function.
Module aims - intentions of the module
The aim of this module is to introduce you to cognitive and behavioural neuroscience. Through this course you will become more informed consumers of neuroscience research, and develop an understanding of brain function, as well as the maturational and environmental factors that influence brain development. Over the course of the module, we will examine:
• How the brain is organised and how it functions
• How we measure brain function using neuroimaging methods
• How the brain changes (i.e., neuroplasticity), and its associated limits and potential
• How the brain enables basic cognitive and behavioural processes
• The role of environment (both social and physical) in typical and atypical brain development.
You will develop the following skills, many of which are transferable to future employment:
- Problem solving (linking theory to practice, developing your own ideas with confidence, being able to respond to novel and unfamiliar problems)
- Managing structure (identifying key demands of the task, setting clearly defined goals, responding flexibly to changing priorities)
- Time management (managing time effectively individually and within a group)
- Collaboration (respecting the views and values of others, taking initiative and leading others, supporting others in their work, maintaining group cohesiveness and purpose), and
- Audience awareness (presenting ideas effectively in multiple formats, persuading others of the importance and relevance of your views, responding positively and effectively to questions).
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Provide an overview of brain organisation and function
- 2. Provide an overview of the neural substrates of several areas of behaviour
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 3. Review and analyse scientific articles at an advanced level, synthesising this literature to present logical, coherent and sustained arguments
- 4. Engage in scientific debates, forming arguments from evidence in the literature
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 5. Collaborate in groups to encourage peer participation and creativity
- 6. Communicate complex scientific concepts in a concise and accessible way
Syllabus plan
Indicative topics that will be covered include:
- Neuroanatomy
- Neuroplasticity
- Face processing
- Learning & Memory
- Reading
- Socioeconomic Status & Brain Development
Learning activities and teaching methods (given in hours of study time)
Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
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33 | 117 | 0 |
Details of learning activities and teaching methods
Category | Hours of study time | Description |
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Scheduled Learning and Teaching | 33 | Seminars and Q&A session (11 x 3 hours) |
Guided Independent Study | 80 | Preparation for seminars |
Guided Independent Study | 37 | Writing of coursework essay and revision for exam |
Formative assessment
Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
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Engagement in seminars | 11 Seminars | 1-6 | Oral |
Quizzes on module content | 2 given | 1-6 | Written |
Seminar presentations | 15 minutes | 1-6 | Oral |
Summative assessment (% of credit)
Coursework | Written exams | Practical exams |
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40 | 60 | 0 |
Details of summative assessment
Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
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Examination | 60 | 2 hours | 1, 2, 3, 6 | Exam mark |
Essay | 40 | 2000 words | 1, 2, 3, 6 | Written |
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0 |
Details of re-assessment (where required by referral or deferral)
Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
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Examination | Examination | 1, 2, 3, 6 | Exam mark |
Essay | Essay | 1, 2, 3, 6 | Written |
Re-assessment notes
Two assessments are required for this module. Where you have been referred/deferred in the examination you will have the opportunity to take a second examination in the August/September re-assessment period. Where you have been referred/deferred in the essay you will be required to resubmit the essay. If you are successful on referral, your overall module mark will be capped at 40%; deferred marks are not capped.
Please also refer to the TQA section on Referral/Deferral: https://as.exeter.ac.uk/academic-policy-standards/tqa-manual/aph/consequenceoffailure/
Indicative learning resources - Basic reading
Basic reading will include a selection of scientific articles to prepare for each seminar, for example:
- Maguire, E. A., Gadian, D. G., Johnsrude, I. S., Good, C. D., Ashburner, J., Frackowiak, R. S., & Frith, C. D. (2000). Navigation-related structural change in the hippocampi of taxi drivers. Proceedings of the National Academy of Sciences of the United States of America, 97(8), 4398–4403.
- Thaler, L., Arnott, S. R., & Goodale, M. A. (2011). Neural correlates of natural human echolocation in early and late blind echolocation experts. PLoS ONE, 6(5). https://doi.org/10.1371/journal.pone.0020162
- Poldrack, R. A. (2010). Mapping mental function to brain Structure: How can cognitive Neuroimaging Succeed? Perspectives on Psychological Science, 5(6), 753–761. https://doi.org/10.1177/1745691610388777
- Mather, M., Cacioppo, J. T., & Kanwisher, N. (2013). How fMRI Can Inform Cognitive Theories. Perspectives on Psychological Science, 8(1), 108–113. https://doi.org/10.1177/1745691612469037
- Lambert, H. K., Sheridan, M. A., Sambrook, K. A., Rosen, M. L., Askren, M. K., & McLaughlin, K. A. (2017). Hippocampal Contribution to Context Encoding across Development Is Disrupted following Early-Life Adversity. The Journal of Neuroscience, 37(7), 1925–1934. https://doi.org/10.1523/jneurosci.2618-16.2017
- Prabhakar, J., Johnson, E. G., Nordahl, C. W., & Ghetti., S. (2018). Memory-related hippocampal activation in the sleeping toddler. Proceedings of the National Academy of Sciences. 115 (25) 6500-6505; https://DOI: 10.1073/pnas.1805572115
- Pierce, K. & Redcay, E. (2008). Fusiform Function in Children with an Autism Spectrum Disorder Is a Matter of “Who”, Biological Psychiatry, 64 (7), 552-560. https://doi.org/10.1016/j.biopsych.2008.05.013
- Park, D., Polk., T. A., Park, R., Minear, M., Savage, A., & Smith, M. (2004). Aging reduces neural specialization in ventral visual cortex. Proceedings of the National Academy of Sciences Aug 2004, 101 (35) 13091-13095; DOI: 10.1073/pnas.0405148101
Indicative learning resources - Web based and electronic resources
- Module has an active ELE page
- ELE – Faculty to provide hyperlink to appropriate pages
Indicative learning resources - Other resources
Nil
Credit value | 15 |
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Module ECTS | 7.5 |
Module pre-requisites | None |
Module co-requisites | None |
NQF level (module) | 6 |
Available as distance learning? | No |
Origin date | 01/02/2023 |
Last revision date | 28/02/2023 |