Introductory description

This module will introduce the biological and methodological basis of current approaches to sensing, responding, emotion, language, learning, memory, and psychological disorders

Module web page

Module aims

Outline syllabus

This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.

Section 1: Biological basis of behaviour

1. Why psychobiology? / Nervous System I: Overall Structure
2. Nervous System II: The Forebrain / Neuron: Structure & Intracellular Signal Transmission
3. Chemical Synapse: Signal Transmission Between Neurons / Neurotransmitter Pathways and Neuro-Plasticity
4. Brain Development / Learning & Memory
5. Injury & Rehabilitation / Feedback & outlook

Section 2. Perception, action & learning

1. Sensing and Responding 1: Stimulus-elicited behaviour
2. Sensing and Responding 2: Complexity of reflex action
3. Behaviour change & learning 1: Habituation and sensitization
4. Behaviour change & learning 2: Pavlovian learning and conditioning
5. Behaviour change & learning 3: Process and mechanism in Pavlovian learning

Section 3. Neuropsychology of learning, memory, language & emotion

1. Memory, Memory Loss and Unlearning
2. Learning from Consequences and Acquiring Skills
3. The Frontal Lobes: Voluntary Behaviour and Emotion
4. Fear, Emotion & the Brain
5. Hemispheric Specialization & Language

Section 4. Psychopathology

1. Historical overview and theoretical perspectives on psychological dysfunction
2. Mood disorders
3. Anxiety disorders
4. Schizophrenia
5. Borderline and antisocial personality disorder

Revision

1. Revision Section 1
2. Revision Section 2
3. Revision Section 3
4. Revision Section 4

Learning outcomes

By the end of the module, students should be able to:

• to understand the parts played by cognitive and biological psychology in psychology as a whole
• to have a critical understanding of research and theory dealing with basic processes of perception, action, attention, emotion, language, learning, memory, and psychological disorders
• to have a critical appreciation of psychology as a science
• to have a basic understanding of the structure and function of the main components of the nervous system;

Indicative reading list

Bear, M. F., Connors, B. W., and Paradiso, M. A. (2016). Neuroscience: Exploring the Brain. Lippincott Williams and Wilkins

Tresilian, J. (2012). Sensorimotor control and learning: an introduction to the behavioral neuroscience of action. Palgrave Macmillan

Kring, A. M., Johnson, S. L., Davison, J. C., & Neale, J. M. (2017). Abnormal psychology: the science and treatment of psychological disorders. John Wiley

View reading list on Talis Aspire

Subject specific skills

Describe in general terms the anatomical and functional organisation of the nervous system.
Describe in general terms how neurochemical processes provide the basis of nervous system function.
Understand in general terms the brain as a continually adapting system at the macro- (developmental) and the micro-level (learning, memory, rehabilitation).
Understand in general terms how learning, memory, language, emotion, and goal-directed action are rooted in the structure and function of the brain.
Understand how memory can be lost and learning can be undone.
Understand how organisms detect and respond to stimulation, how their responses are changed by experience, and the neural processes and circuits that underly these capacities.
Understand in general terms the links between reflexiv, conditioned, habitual, and voluntary (goal-directed) behaviour.
Describe the classical theories of emotion and of the emotional brain.
Understand Pavlovian threat conditioning and what it tells us about the neural basis of emotion.
Describe the cortical areas associated with language and how these relate to language disorders such as aphasia.
Understand contemporary psychological and biological approaches to mental illness and place these in a historical context.
Understand the types of symptoms seen in anxiety, depressive and psychotic conditions, the biological dysfunction underlying these conditions, and the main treatment approaches.

Transferable skills

Apply a biologically informed perspective to theory and research in psychology.
Apply a biologically informed perspective to study skills.
Apply a biologically informed perspective to mental health and well-being.