Studying at York
Brain & Behaviour 1 - PSY00019C
- Department: Psychology
- Credit value: 20 credits
- Credit level: C
- Academic year of delivery: 2024-25
- See module specification for other years: 2023-24
Module will run
| Occurrence | Teaching period |
|---|---|
| A | Semester 1 2024-25 |
Module aims
Everything that goes on in the mind, the way we see, feel, remember and act, is constrained by the way the brain works. The aim of this module is to provide a framework for understanding the link between the brain and behaviour. The module will begin by outlining the principles of neuroscience and their importance in studying cognitive functions in the healthy brain and their deterioration in dementia. The later part of the course aims to introduce students to the neuroscience of developmental disorders and the techniques and methods used in the study of the brain.
Module learning outcomes
- Describe the fundamental principles underlying cognitive processes in the brain.
- To be able to link the cognitive and behavioural problems in dementia to patterns of neurodegeneration, and to describe something of the aetiology, evolution and treatments for Alzheimer's disease.
- Describe the main strengths and weaknesses of the key methods used in cognitive neuroscience
- To explore current theories and neuroscience research for developmental disorders and evaluate them in light of recent shifts in understanding, particularly when considering lived experiences.
Module content
The module will initially provide a historical perspective on the relationship between the mind and brain. It will then explore the ways that the neurons in the brain communicate with each other and how this can sometimes go wrong. The course will also delve into the mysteries of how the brain is organized and what a human brain is actually like. The second part of the module uses dementia to introduce some basic facts about the brain. The lectures will also hopefully convince you that neuroscience (the study of the brain and the nervous system) brings an important perspective to bear on understanding all aspects of the mind and behaviour, from development and language to thinking, memory, emotion and social interaction. The third part of the course will explore four common developmental disorders: Developmental Language Disorder, Developmental Dyslexia, Autistic Spectrum Condition and Attention Deficit and Hyperactivity Disorder. Students will learn what each developmental disorder is, how they are diagnosed, and the main theories for each developmental disorder and then consider some of the potential neurobiological explanations for these disorders. As well as considering each of these developmental disorders separately, we will also look at how these disorders often co-occur. The final part of the module is an overview of the available methods used within Cognitive Neuroscience, characterizing their strengths and weaknesses and their usefulness for answering research questions from different angles. It will focus on two widely used methods in greater depth: electroencephalography (EEG) and functional magnetic resonance imaging (fMRI). Finally, it will further look into the analysis and interpretation of neuroimaging data.
Indicative assessment
| Task | % of module mark |
|---|---|
| Closed/in-person Exam (Centrally scheduled) | 50 |
| Essay/coursework | 50 |
Special assessment rules
None
Indicative reassessment
| Task | % of module mark |
|---|---|
| Closed/in-person Exam (Centrally scheduled) | 50 |
| Essay/coursework | 50 |
Module feedback
The marks on all assessed work will be provided on e-vision.
Indicative reading
The Brain & Behaviour strand uses the same two text books throughout Years 1 and 2.
- Purves, Dale. (2013). Principles of cognitive neuroscience. Sinauer Associates. Second Edition.
- Ward, Jamie (2010). The student's guide to cognitive neuroscience. Hove : Psychology Press