PC5052 - Psychobiology (2019/20)
| Module specification | Module approved to run in 2019/20 | ||||||||||||
| Module title | Psychobiology | ||||||||||||
| Module level | Intermediate (05) | ||||||||||||
| Credit rating for module | 15 | ||||||||||||
| School | School of Social Sciences | ||||||||||||
| Total study hours | 150 | ||||||||||||
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| Assessment components |
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| Running in 2019/20(Please note that module timeslots are subject to change) |
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Module summary
1. To evaluate key biological, genetic & evolutionary theories of behaviour
2. To facilitate students’ critical appraisal of these theories in terms of (a) their internal logic and (b) data from controlled and observational research
3. To encourage independent learning through the access of background information using appropriate primary and secondary sources.
The module contributes to the practical application of theoretical positions to real world problems, thereby providing additional transferable skills, e.g. evidence based practice, research and synthesis.
Prior learning requirements
PC4005 Study Skills and Introductory Biopsychology
Syllabus
Topics will be drawn from:
Neurochemistry & neurophysiology of nerve transmission; behavioural genetics; psychoneuroendocrinology; Psychopharmacology; cognitive neuroscience. Biological aspects of learning, memory, motivation, emotion, sleep & arousal, decision making, executive function. Sensory systems and conditions, e.g. pain, synathesia, phantom limbs. Evolutionary explanations of brain and cognition and of behaviours/dispositions such as mating strategies, sexual jealousy, and psychopathologies. LO1,LO2,LO3
Balance of independent study and scheduled teaching activity
Lectures will provide students with the basic framework and knowledge for the topic, but deeper knowledge and understanding will be promoted through directed study of recommended reading material, workshops, and online formative testing.
Learning outcomes
On successful completion of this module students will be able to:
1. Identify biological, genetic and evolutionary explanations of behaviour;
2. Evaluate the explanations in (1) using research evidence;
3. Produce discursive evidence of their understanding related to (1) and (2) under timed exam conditions;
Assessment strategy
Summative assessment – seen exam – questions provided 48 hours before exam date, but no study materials allowed during the exam.
Formative assessment will be provided for self-reflected learning progress.
Additional formative assessment can be gained from a non-contributory web-based test, where answers will be provided to students after completion of the test.
Bibliography
CORE
Chandler, C., (2015) Psychobiology. Chichester, Wiley Blackwell
ADDITIONAL
Breedlove, S.M., N.V. Watson, and R. M.R., Biological Psychology: An Introduction to Behavioral, Cognitive, and Clinical Neuroscience 6th ed. 2010, Sunderland, MA: Sinauer Associates.
Carlson, N. R. (2006). Physiology of Behavior (9th ed.): Allyn & Bacon
Chandler, C. (2010), The Science of ADHD: A Guide for parents and Professionals., Oxford: WileyBlackwell
Pinel, J. P. J. (2005). Biopsychology (6th ed.): Allyn & Bacon.