LPSYC4238 Structure and Function of the Human Brain Course Descriptor

Course Overview

This course provides an insight into the biological underpinnings to behaviour and cognitions and an overview into the way in which the brain mediates psychological processes. It focuses on the study of the human brain from an anatomical and functional perspective. By examining the relationship between the brain and behaviour, major brain areas will be taught following an experiential mode, introducing the biological basis of processes such as learning, memory, language, and thinking, as well as disorders that arise from malfunctions of the nervous system. The course approaches the brain in detail, by outlining brain development, brain areas and mental functioning, historical discoveries in brain functioning and neuroscience with the use of case studies and different imaging methods (e.g. MRI, fMRI, EEG). It will also explore gene-environment interaction in relation to specific behavioural and cognitive outcomes and analyse how experiences shape the brain and expression of genes; a novel area known as epigenetics. Further students will learn how neuroscientific research findings are applied in real life, such as neuromarketing.

Learning Outcomes

On successful completion of the course, students will be able to:

Knowledge and Understanding

Subject Specific Skills

Transferable and Employability Skills

Teaching and Learning

This course has a dedicated Virtual Learning Environment (VLE) page with a syllabus and range of additional resources (e.g. readings, question prompts, tasks, assignment briefs, discussion boards) to orientate and engage students in their studies.

The scheduled teaching and learning activities for this course are:

Lectures/seminars/labs/studios/workshops

40 scheduled hours – typically including induction, consolidation or revision, and assessment activity hours.

• Version 1: all sessions in the same sized group

OR

• Version 2: most of the sessions in larger groups; some of the sessions in smaller groups

Faculty hold regular ‘office hours’, which are opportunities for students to drop in or sign up to explore ideas, raise questions, or seek targeted guidance or feedback, individually or in small groups.

Students are to attend and participate in all the scheduled teaching and learning activities for this course and to manage their directed learning and independent study.

Indicative total learning hours for this course: 150

Assessment

Both formative and summative assessment are used as part of this course, with purely formative opportunities typically embedded within office hours, interactive teaching sessions, and/or the VLE. Summative grades are typically provided through the VLE.

Summative Assessments

The set exercises may include ( in class tests k., presentation, poster, written report). Students will complete at least one of these exercises as part of a team.  

Further information about the assessments can be found in the Course Syllabus.

Feedback

Students will receive formative and summative feedback in a variety of ways, written (e.g. marked up on assignments or through email or the VLE) and oral (e.g. as part of interactive teaching sessions or in office hours).    

Feedback on summative examinations is typically provided through generic internal examiners’ reports which are made available on the VLE. Feedback on all summative assessments is made available to the student through the VLE or another appropriate method. 

Indicative Reading

Note: Comprehensive and current reading lists are produced annually in the Course Syllabus or other documentation provided to students; the indicative reading list provided below is used as part of the approval/modification process only.

• Neuroanatomy, 2019, Crossman & Neary
• Netter’s Concise Neuroanatomy, 2016, Elsevier

Indicative Topics

Note: Comprehensive and current topics for courses are produced annually in the Course Syllabus or other documentation provided to students; the indicative topics provided below are used as part of the approval/modification process only.

• Factors which influence motivation and learning.
• Sensory and perceptual processes.
• Emotions, communication, and social behaviours.