PSY3049 : Evolution of Brain and Behaviour
PSY3049 : Evolution of Brain and Behaviour
- Offered for Year: 2024/25
- Module Leader(s): Dr Tom Smulders
- Lecturer: Professor Melissa Bateson
- Owning School: Psychology
- Teaching Location: Newcastle City Campus
Semesters
Your programme is made up of credits, the total differs on programme to programme.
Semester 1 Credit Value: | 20 |
ECTS Credits: | 10.0 |
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 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
Learning Outcomes
Intended Knowledge Outcomes
By the end of the module students should be able to:
• Describe basic components of vertebrate neuroanatomy
• Describe basic principles of brain development
• Describe the principles of brain evolution
• Describe the principles of behaviour evolution
• Explain features of behaviour in terms of their underlying mechanisms as well as their evolution
• Evaluate the plausibility of evolutionary hypotheses about behaviour
• Evaluate the plausibility of evolutionary hypotheses about nervous systems
• Critically examine the evidence relevant to evolutionary hypotheses about brain and behaviour
Intended Skill Outcomes
By the end of the module students should be able to:
• Appraise theories and evidence in related aspects of the biological and social sciences
• Integrate evidence from different subfields of Psychology and Biology to synthesize a coherent narrative
• Apply evolutionary thinking to new problems
• Write a coherent review of the relevant literature
Teaching Methods
Teaching Activities
Category | Activity | Number | Length | Student Hours | Comment |
---|---|---|---|---|---|
Guided Independent Study | Assessment preparation and completion | 1 | 99:00 | 99:00 | Reading and writing for assessment |
Structured Guided Learning | Lecture materials | 8 | 1:00 | 8:00 | Non-synchronous online |
Scheduled Learning And Teaching Activities | Lecture | 22 | 1:00 | 22:00 | Present in person: Interactive lectures |
Guided Independent Study | Directed research and reading | 16 | 1:00 | 16:00 | Academic skills activities |
Structured Guided Learning | Structured research and reading activities | 22 | 2:00 | 44:00 | Preparation for teaching sessions |
Scheduled Learning And Teaching Activities | Workshops | 11 | 1:00 | 11:00 | PIP: preparation for the assessment |
Total | 200:00 |
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.
Reading Lists
Assessment Methods
The format of resits will be determined by the Board of Examiners
Other Assessment
Description | Semester | When Set | Percentage | Comment |
---|---|---|---|---|
Essay | 1 | M | 100 | Integrative literature review: ultimate and proximate explanations of the evolution of a brain-behaviour system (max 2500 words) |
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 | 1 | M | Outline essay with list of papers (500 words) |
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 Christmas vacation. Coursework with submissions dates after the Christmas vacation will either be submitted at an earlier date or at the same time remotely.
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.
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- PSY3049's Timetable
Past Exam Papers
- Exam Papers Online : www.ncl.ac.uk/exam.papers/
- PSY3049's past Exam Papers
General Notes
N/A
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The information contained within the Module Catalogue relates to the 2024 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, and student feedback. Module information for the 2025/26 entry will be published here in early-April 2025. Queries about information in the Module Catalogue should in the first instance be addressed to your School Office.