Aims

To develop students’ knowledge and understanding of: the principles of brain evolution, including brain development; the interaction between selective pressures on behaviour and the mechanistic changes that take place in response to these selective pressures.

Outline Of Syllabus

Basic knowledge of comparative neuroanatomy and brain development

Principles of brain evolution

Case studies of ultimate and proximate explanations for the evolution of brain and behaviour

Teaching Rationale And Relationship

The lectures will be used to convey the basic knowledge about how brains are structured, how those structures develop, and how they can change over evolutionary time. Some time will also be spent on linking that information to the evolution of behaviour.

Students will then be asked to apply this knowledge to a behaviour or neurobiological mechanism of their choice, and write a coherent integrative report on how this behaviour or mechanism has evolved. In order to facilitate them doing this, they will be presented with example case studies. This will allow them to see different approaches to this integration and to improve their understanding of the concepts of how brains and behaviour evolve. It will also allow them to practice the critical evaluation of the evidence in this field.

Assessment Rationale And Relationship

The formative assessment requires the student to submit an outline essay with a list of papers to show that there is sufficient literature of the different types on the chosen subject to all a good literature review to be written. This allows the student to evaluate their approach to the literature review and allows the module leader to re-direct the student’s efforts to a better topic should not enough appropriate literature exist or should the topic not fit the subject of the module.

The literature review requires to student to show their understanding of the different components of the evolution of brain and behaviour, and requires them to synthesize the information into a coherent narrative.


FMS Schools offering Semester One modules available as ‘Study Abroad’ will, where required, provide an alternative assessment time for examinations that take place after the Winter vacation. Coursework with submission dates after the Winter vacation will either be submitted at an earlier date or at the same time remotely. The assessment format will not normally vary from the original to ensure learning outcomes are met. Any changes to the original format must meet module learning outcomes and be approved by the school.

The form of assessment will not vary from the original.

If the module is failed, Stage 3 students may only be offered a resit if an honours degree is not awarded on the first occasion. Failed assessments will be the same format during the August resit period.