PSY2020 : Introduction to Comparative Cognition and Behaviour
PSY2020 : Introduction to Comparative Cognition and Behaviour
- Offered for Year: 2025/26
- Module Leader(s): Dr Sophia Daoudi-Simison
- Lecturer: Dr Francesca De Petrillo, Dr Vivek Nityananda, Dr Caroline Allen
- Other Staff: Dr Tom Smulders
- Owning School: Psychology
- Teaching Location: Newcastle City Campus
Semesters
Your programme is made up of credits, the total differs on programme to programme.
| Semester 2 Credit Value: | 10 |
| ECTS Credits: | 5.0 |
| European Credit Transfer System | |
Pre-requisite
Modules you must have done previously to study this module
Pre Requisite Comment
N/A
Co-Requisite
Modules you need to take at the same time
Co Requisite Comment
N/A
Aims
To develop students’ knowledge and understanding of the principles underlying the evolution of behaviour and cognition using a comparative approach. There will be a focus on methodology for investigating these topics in different beings, including human and non-human animals, but also extinct species and machines. Tinbergen’s 4 questions will be used as a framework throughout.
Outline Of Syllabus
The content of this module builds on that taught in PSY1015, with the ultimate goal of understanding the evolution of behaviour and cognition.
Main topics covered include:
Principles of behavioural ecology
Social behaviour and dynamics
Inter and intra specific interactions & coevolution
Sex, reproduction, and inclusive fitness
Comparative cognition and what makes humans unique
Cognitive evolution
Communication and human language
Future minds: artificial intelligence
Throughout the course controversies and common misunderstandings of key theoretical concepts will also be explored.
Learning Outcomes
Intended Knowledge Outcomes
At the end of the module students will be able to:
1. Describe and discuss the broad role of evolutionary theory in understanding human and non- human animal behaviour and cognition.
2. Describe and evaluate various research methods used to assess the role of evolutionary theory in our understanding of human and non-human animal behaviour and cognition.
3. Apply Tinbergen’s 4 questions to the study of behaviour and cognition.
4. Apply a comparative approach to the study of human cognition and behaviour.
Intended Skill Outcomes
By the end of the module students should be able to:
1. Evaluate the plausibility of evolutionary hypotheses about behaviour and cognition
2. Apply evolutionary thinking to new problems in behavioural and cognitive evolution
3. Critically examine the evidence relevant to evolutionary hypotheses about behaviour and cognition
4. Read and interpret primary research/literature on the topics of behaviour and cognition
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Guided Independent Study | Assessment preparation and completion | 1 | 46:00 | 46:00 | Reading for assessment preparation, formative essay outline etc. |
| Scheduled Learning And Teaching Activities | Lecture | 11 | 2:00 | 22:00 | Lectures |
| Structured Guided Learning | Structured research and reading activities | 1 | 24:00 | 24:00 | Preparation for lectures and workshops |
| Scheduled Learning And Teaching Activities | Workshops | 4 | 2:00 | 8:00 | Focus on developing critical thinking and evaluation, and to complete the essay |
| Total | 100:00 |
Teaching Rationale And Relationship
Intended knowledge outcomes will be met primarily through lecture content and associated set reading. The workshops and the associated reading will be focused on preparing the students for the requirements of the formative and summative assessments.
Reading Lists
Assessment Methods
The format of resits will be determined by the Board of Examiners
Exams
| Description | Length | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|---|
| Digital Examination | 120 | 2 | A | 100 | Inspera Exam - MCQs (45) and x1 anaytical cube (max 1000 words) answering 6 questions based on one of five core (seen) papers from the lecture topics. |
Formative Assessments
Formative Assessment is an assessment which develops your skills in being assessed, allows for you to receive feedback, and prepares you for being assessed. However, it does not count to your final mark.
| Description | Semester | When Set | Comment |
|---|---|---|---|
| Written exercise | 2 | M | Peer review analytical cube in workshop |
| Written exercise | 2 | M | Practice analytical cube |
Assessment Rationale And Relationship
The Digital exam will involve students answering a series of multiple choice questions and one analytical cube (alternative essay). The MCQs will test students on their breadth of knowledge, while the analytical cube will asses the depth of their knowledge, and as it could be based on one of five known papers students will have time to prepare ahead of the exam. The principles and skills learned on this module also provide the foundation for their learning in other areas of psychology. The exam has therefore been designed to assess students for their breadth and depth of understanding of the course material. The formative and peer feedback in the workshops gives students the opportunity to practice the skills necessary for the assessment.
If the module is failed or deferred students will resit failed or deferred assessments in the same format during the August resit period.
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- PSY2020's Timetable
Past Exam Papers
- Exam Papers Online : www.ncl.ac.uk/exam.papers/
- PSY2020's past Exam Papers
General Notes
N/A
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The information contained within the Module Catalogue relates to the 2025 academic year.
In accordance with University Terms and Conditions, the University makes all reasonable efforts to deliver the modules as described.
Modules may be amended on an annual basis to take account of changing staff expertise, developments in the discipline, the requirements of external bodies and partners, staffing changes, and student feedback. Module information for the 2026/27 entry will be published here in early-April 2026. Queries about information in the Module Catalogue should in the first instance be addressed to your School Office.