Aims

This course gives an accessible introduction to evolution and genetics, and how these ultimately impact upon behaviour. It is designed for students going on to study psychology and other human sciences. It reviews the key principles of evolution and explains the mechanisms of genetics, using examples from humans and other animals. We consider this information alongside our understanding of the development of behaviour, with a specific focus on theories of learning. The emphasis throughout is on the relevance of evolution to the behaviour and cognition of contemporary humans.

Outline Of Syllabus

•       Why study evolution and genetics?
•       Common misconceptions in evolution and genetics
•       Genetic variation and its effect on the phenotype
•       Understanding phylogenetics
•       Natural Selection, Sexual selection, and Kin selection
•       Principles of behavioural development
•       Learning (non-associative, classical conditioning, instrumental conditioning)
•       Predispositions and constraints on learning
•       Evolutionary Psychology as a discipline

Teaching Rationale And Relationship

The lectures are used as the principle mode of imparting the core knowledge of the module.

Some lecture materials will be interactive, providing an opportunity for testing of knowledge and problem-solving. For example, practice exam questions (with model answers) will be given alongside lecture materials as a form of formative practice. This will provide students with the opportunity to test their own knowledge as the course progresses. This will be in addition to a mock exam which students will be given at the end of the course for their own revision purposes (again with model answers).

The private study is essential for in-depth review of knowledge imparted through lectures, and requires students to use library and other information sources effectively; to work independently; to take responsibility for their own learning and intellectual development; and to practice time-management skills and effective scheduling of work- loads.

Assessment Rationale And Relationship

Rationale and relationship of assessment methods to learning outcomes -
The examination is used to assess the knowledge and skills outcomes listed above.

Experimental simulation formative assessment - Comment:
Students design and interpret data from a conditioning experiment as a group. Based on this they then submit their experimental design and data and answer some MCQs.

The formative assignment provides students with knowledge and understanding of the nature of learning processes, and of the formulation and testing of hypotheses – it provides an additional opportunity to actively develop skills outcomes 1 and 2. The MCQ component provides them with practice for the final exam. It also provides the opportunity to practise the following skills: problem solving; understanding and applying theoretical concepts; and time-management and the ability to schedule workloads effectively. The assignment assesses the above aspects of knowledge and understanding, as well as the skills of problem solving and of understanding and applying theoretical concepts.

If the module is failed or deferred students will resit failed or deferred assessments in the same format during the August resit period.