Studying at York
Mind, Brain & Education - EDU00019I
- Department: Education
- Credit value: 30 credits
- Credit level: I
- Academic year of delivery: 2022-23
Module will run
| Occurrence | Teaching period |
|---|---|
| A | Autumn Term 2022-23 to Summer Term 2022-23 |
Module aims
- To build on students understanding of the ways in which biological bases of behaviour and cognitive processes (especially memory, perception, language, thinking, and knowledge representation) are applied to learning
- To develop students understanding of various theoretical perspectives (for example, from evolutionary biology and cognitive neuroscience) on biological and cognitive influences on behaviour and learning
- To enable students to analyse a range of information across disciplines and to critically engage with the overlaps between these disciplines
- To enable students to be able to compare and contrast alternative means of gathering and evaluating data
Module learning outcomes
- Critically examine the ways in which biological processes, including hormones, genetics and neurological process influence learning in childhood and adolescence
- Understand how cognitive processes, such as memory, perception, language, cognition, and consciousness, develop and influence learning and behaviour
- Understand the range of ways in which biological bases of behaviour impact on learners interactions with and within educational environments
- Critically examine the ways in which cognitive processes, such as the development of memory, perception and language impact on learning in childhood and adolescence
- Demonstrate an awareness of the interplay between the development of cognitive processes and learning behaviour
- Understand the interaction between biological processes and cognitive development in shaping learner behaviour
- Understand principal theoretical frameworks (from evolutionary psychology, comparative psychology, and cognitive psychology) that explain biological and cognitive influences on learning and behaviour
Academic and graduate skills
- 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 differing disciplines can inform each other and enhance understanding (in this case, of learning behaviour)
- Use the VLE and Internet effectively
Indicative assessment
| Task | % of module mark |
|---|---|
| Essay/coursework | 40 |
| Essay/coursework | 60 |
Special assessment rules
None
Additional assessment information
Students will be required to complete reassessment of failed tasks if the module overall is failed. Compensation is possible between components. The module itself can be compensated.
Indicative reassessment
| Task | % of module mark |
|---|---|
| Essay/coursework | 40 |
| Essay/coursework | 60 |
Module feedback
Individual feedback reports with follow-up tutor discussion 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
Shettleworth, S. (2010). Cognition, evolution and behaviour. Oxford: Oxford University Press.
Gazzaniga, M, Ivry, R., & Mangun, G.R. (2009). Cognitive neuroscience: the biology of the mind. London: Norton.
Baddeley, A.D., Eysenck, M.W., & Anderson, M. (2009). Memory. Hove: Psychology Press.
Eysenck, M.W. & Keane, M.T. (2015) Cognitive psychology: A student's handbook. Hove: Psychology Press.