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Comparative Approaches in the Study of Brain and Behaviour

Module description

Comparative approaches are important for understanding how brains work and why brains differ in size and structure. The human brain is a highly complex organ, but it has evolved from brains of varying complexity along the ancestral path. Many functions have been conserved across animal groups or are very similar resulting in effective responses for the same behavioural tasks. Other functions are highly specialised and can demonstrate how brains and behaviour change and adapt in different environments and in different types of bodies. We will study concepts and methods of comparative research in behavioural neuroscience and neuroethology, in humans, infrahumans and other animals. Some of these model systems may be better suited to investigate particular questions than others because they have smaller brains, specialised sensory and cognitive capabilities or adaptive behavioural responses in certain environments. In this seminar module we will focus on processing of sensory information, perception, control of behaviour, learning and memory. Case studies and examples will cover a variety of animal species, such as rats, birds, toads, bees, fruit flies and molluscs, where causal relationships between neural morphology, function and behaviour can be tested more directly. We will discuss why comparative research is important for advancing our knowledge about human behaviour, senses and cognition, how comparative approaches are conceived and how research in both animals and humans benefits from evidence and theory about the neural mechanisms that regulate and generate behaviour in different species. A good understanding of the basic neurobiological concepts (e.g. acquired in relevant modules such as Biological Psychology I and II) is required.

Module aims - intentions of the module

The aim of this module is to deepen your knowledge, understanding of concepts and research methods as well as your ability to critically assess research evidence with a focus on the neural basis of perception, learning and behaviour. Diverse examples from behavioural and neurophysiological research will elucidate the advantages and limitations of different methods, concepts and study species. Lectures will provide an overview and introduce key study cases and examples, but the major focus of the seminar will be on preparatory reading and active contributions through group work, presentations and discussions. Through these various teaching activities you will learn with each other and from each other, put your skills to practice and improve your knowledge and understanding of the subject topic.

By completing various teaching activities, the formative and summative assessments  in this module you will develop f your academic and professional skills further, such as your ability to evaluate research evidence and scientific ideas, critical thinking, discussion and presentation skills. This will help you to grow confidence and experience in how to develop and present own views and ideas in writing or orally, with help of modern media, how to apply the scientific method, how to ask questions, analyse, defend or challenge research evidence and conclusions, how to interact with  varied audiences. You will practice how to master unfamiliar topics and respond to novel problems, how to manage structure by identifying the key information and components of a study or project, follow set goals and manage your time and workload and working effectively on your own and in a team on various topics and tasks. 

Intended Learning Outcomes (ILOs)

ILO: Module-specific skills

On successfully completing the module you will be able to...

• 1. Describe critically using acquired specialised knowledge topics in neuroethology
• 2. Demonstrate skills of evidence, methods and models, with examples from humans, vertebrate and invertebrate species, and in the critical assessment of ideas and experimental approaches in multidisciplinary fields of neuroethology and behavioural neuroscience.

ILO: Discipline-specific skills

On successfully completing the module you will be able to...

• 3. Acquire detailed, systematic and comprehensive knowledge within the discipline, with in-depth specialisation at the forefront of the discipline in certain areas, and demonstrate advanced critical understanding of this knowledge and of the limits and provisional nature of this knowledge
• 4. Review and critically evaluate published work at an advanced level and identify the strengths and weaknesses of this work, and at an advanced level structure this literature to present logical, coherent and sustained arguments to support conclusions at an advanced level
• 5. Address systematically complex problems at an advanced level which may be framed within unpredictable contexts, think critically, creatively and independently, and fully appreciate the complexities of the issues
• 6. Understand and apply essential principles in designing novel research, and critically evaluate and analyse empirical evidence, and assess the reliability of empirical evidence using a range of defined techniques at an advanced level

ILO: Personal and key skills

On successfully completing the module you will be able to...

• 7. Interact effectively and supportively within a learning group
• 8. Manage your own learning using the full range of resources of the discipline and with minimum guidance
• 9. Describe your own criteria of self-evaluation and challenge received opinion and reflect on your actions, and seek and make use of feedback
• 10. Select and manage information, and to undertake competently study tasks with minimum guidance
• 11. Take responsibility for your own work and criticise it
• 12. Engage effectively in debate in a professional manner and produce detailed and coherent written work; identify complex problems and apply appropriate knowledge and methods for their solution with confidence and flexibility
• 13. Act autonomously with minimal supervision or direction, within agreed guidelines
• 14. Manage time effectively to meet deadlines

Syllabus plan

Sessions will cover diverse topics, such as for example: structure and functions of neuronal circuits underlying sensory perception and complex behaviour at different levels (receptors, sensory maps, brain areas), mechanisms of learning and memory. This knowledge will be developed through examples drawn from both vertebrate and invertebrate animal models. In addition to advanced textbook chapters, original papers and reviews will be used as learning materials.

Learning activities and teaching methods (given in hours of study time)

Details of learning activities and teaching methods

Formative assessment

Summative assessment (% of credit)

Details of summative assessment

Details of re-assessment (where required by referral or deferral)

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.

Indicative learning resources - Basic reading

Reading lists include original research articles and reviews, and recommendations for optional complementary readings (specialised or background material). 

Basic reading:

• Simmons and Young (2010) Nerve cells and animal behaviour. 3rd edition. Cambridge University Press
• Snowdon, Thompson, Troscianko (2012) Basic Vision - an introduction to visual perception. 2^nd edition, Oxford University Press

Wider reading recommendations include:

• Cronin T.W, et al. (2014) Visual ecology. Princeton University Press
• Pearce, J.M. (2009). Animal learning and cognition: an introduction (3^rd Ed.). Psychology Press.
• Commins, S (2018) Behavioural neuroscience. Cambridge University Press
• Jeffery, K.J. (2003) The neurobiology of spatial behaviour. Oxford University Press
• Healy S., ten Kate (2017) Avian cognition. Cambridge University Press

Indicative learning resources - Web based and electronic resources

• ELE page: https://vle.exeter.ac.uk/course/view.php?id=9384

Key words search

Animal behaviour, neuroethology, neuroscience, biopsychology, biological psychology, perception, learning, action