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Mind, Brain, & Education 1 - EDU00011C

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  • Department: Education
  • Credit value: 20 credits
  • Credit level: C
  • Academic year of delivery: 2024-25
    • See module specification for other years: 2023-24

Module summary

The aim of this module is to introduce the ways in which biological bases of behaviour and cognitive processes (especially memory, perception, language, thinking, and knowledge representation) are applied to learning. The module will introduce classic theoretical perspectives on biological and cognitive influences on behaviour and learning.

Module will run

Occurrence Teaching period
A Semester 2 2024-25

Module aims

The aim of this module is to introduce the ways in which biological bases of behaviour and cognitive processes (especially memory, perception, language, thinking, and knowledge representation) are applied to learning. The module will introduce classic theoretical perspectives on biological and cognitive influences on behaviour and learning.

Module learning outcomes

By the end of this module students will be able to:

  • Describe the ways in which biological processes, including hormones, and neurological processes influence learning.

  • Understand how cognitive processes, such as language, cognition, and consciousness, develop and influence learning and behaviour.

  • Describe the structure and neuroanatomy of the brain.

  • Explain the relationship between cognition and emotion in an educational context.

  • Demonstrate an awareness of the interplay between the development of cognitive processes and learning behaviour.

Academic and graduate skills

Students will have learned how to:

  • Formulate academic arguments in written and oral form.

  • Manage a range of sources and critically evaluate the reliability and validity of these in informing and supporting academic argumentation.

  • Analyse the ways in which theories and data from different disciplines can inform each other and enhance understanding of biology and cognition.

  • Use the Virtual Learning Environment (VLE) website, and the Internet effectively.

Module content

The following provides an overview of the indicative content on the module:

  • Language and thought.

  • Thinking and reasoning.

  • Emotion and cognition.

  • Stress.

  • The brain, body, hormones, and neuroanatomy.

  • The social brain in adolescence.

  • Sleep and consolidation.

Indicative assessment

Task % of module mark
Essay/coursework 100

Special assessment rules

None

Indicative reassessment

Task % of module mark
Essay/coursework 100

Module feedback

Individual written feedback reports, with follow-up tutor meeting, if necessary. The feedback is returned to students in line with university policy. Please check the Guide to Assessment, Standards, Marking and Feedback for more information.

Indicative reading

Baddeley, A.D., Eysenck, M.W., & Anderson, M. (2020). Memory (3rd Ed.). Psychology Press.

Blakemore, S. J., & Frith, U. (2005). The learning brain: Lessons for education. Blackwell publishing.

Churches, R., Dommett, E., & Devonshire, I. (2017). Neuroscience for teachers: Applying research evidence from brain science. Crown House Publishing Ltd.

Eysenck, M.W. & Keane, M.T. (2020). Cognitive psychology: A student's handbook (8th Ed.). Psychology Press.


The information on this page is indicative of the module that is currently on offer. The University constantly explores ways to enhance and improve its degree programmes and therefore reserves the right to make variations to the content and method of delivery of modules, and to discontinue modules, if such action is reasonably considered to be necessary. In some instances it may be appropriate for the University to notify and consult with affected students about module changes in accordance with the University's policy on the Approval of Modifications to Existing Taught Programmes of Study.