Neuroscience of Cognition and Behaviour

Module title	Neuroscience of Cognition and Behaviour
Module code	PSY3461
Academic year	2024/5
Credits	15
Module staff	Dr Gavin Price (Convenor)

Duration: Term	1	2	3
Duration: Weeks	11

Number students taking module (anticipated)	35

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
33	117	0

Details of learning activities and teaching methods

Category	Hours of study time	Description
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
Engagement in seminars	11 Seminars	1-6	Oral
Quizzes on module content	2 given	1-6	Written

Summative assessment (% of credit)

Coursework	Written exams	Practical exams
40	60	0

Details of summative assessment

Form of assessment	% of credit	Size of the assessment (eg length / duration)	ILOs assessed	Feedback method
Examination	60	3 hours	1, 2, 3, 6	Exam mark
Video Presentation (Pre-recorded)	40	10-minute video presentation	1, 2, 3, 4, & 6	Written

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
Examination	Examination	1, 2, 3, 6	August Ref/Def
Video Presentation (Pre-recorded)	10-minute video presentation	1, 2, 3, 4, 6	August Ref/Def

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

Key words search

Psychology, brain imaging, cognition, fMRI, cognitive neuroscience, neuroplasticity, neuropsychology

Credit value	15
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	26/02/2024