Studying at York
Mind, Brain and Education 2 - EDU00055I
- Department: Education
- Credit value: 20 credits
- Credit level: I
- Academic year of delivery: 2024-25
- See module specification for other years: 2023-24
Module summary
This module will build upon students’ understanding of the ways in which biological bases of behaviour and cognitive processes (especially memory, perception, thinking, and knowledge representation) are applied to learning. Students will engage with contemporary research in psychobiology, neuroscience and cognitive psychology. The module will provide students with practical experience of using some of the research methods commonly used in these subject areas.
Module will run
| Occurrence | Teaching period |
|---|---|
| A | Semester 1 2024-25 |
Module aims
This module will build upon students’ understanding of the ways in which biological bases of behaviour and cognitive processes (especially memory, perception, thinking, and knowledge representation) are applied to learning. Students will engage with contemporary research in psychobiology, neuroscience and cognitive psychology. The module will provide students with practical experience of using some of the research methods commonly used in these subject areas.
Module learning outcomes
Subject content
By the end of this module students will be able to:
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Discuss the ways in which biological processes, including hormones, genetics and neurological processes influence learning in childhood and adolescence.
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Explain how cognitive processes, such as memory, perception, cognition, and consciousness, develop and influence learning and behaviour.
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Understand the ways in which biological bases of behaviour impact on learners' interactions with and within educational environments.
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Examine the ways in which cognitive processes, such as the development of memory and perception impact on learning in childhood and adolescence.
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Evaluate the different methodological approaches appropriate for the study of biological and cognitive psychology.
Academic and graduate skills
Students will have learned how to:
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Formulate academic arguments in written and oral form.
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Manage a range of sources and critically evaluate the reliability and validity of these in informing and supporting academic argumentation.
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Analyse the ways in which theories and data from differing disciplines can inform each other and enhance understanding (in this case, of learning behaviour).
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Use the Virtual Learning Environment (VLE) website, and the Internet effectively
Module content
The following is indicative of the different topics that will be covered:
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Memory, long term memory, consolidation and forgetting.
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Perception and attention.
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Drugs and cognition.
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Neuropsychology, methods and imaging techniques.
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Genetics, evolution and behaviour.
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.
Howard-Jones, P. (2018). Evolution of the Learning Brain: Or How You Got To Be So Smart... Routledge.