PYMTMB: Theories and Models about the Brain

Module code: PYMTMB

Module provider: Psychology; School of Psych and Clin Lang Sci

Credits: 20

Level: Postgraduate Masters

When you'll be taught: Semester 2

Module convenor: Professor Carien Van Reekum, email: C.VanReekum@reading.ac.uk

Pre-requisite module(s):

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: NA

Academic year: 2024/5

Available to visiting students: Yes

Talis reading list: Yes

Last updated: 23 May 2024

Overview

Module aims and purpose

Within the neurosciences, cognitive neuroscience is a relatively young discipline, characterised by rapidly changing theories and models about the human brain, given new findings in animal and human neuroscience and a growing array of methods. The module extends theoretical content students have seen in undergraduate programmes, and focuses on current issues and debates, as well as empirical evidence on foundational topics within cognitive neuroscience, reflective of our School’s unique research expertise. Seminars cover topics that include perception, neurocognitive and emotional disorders as well as lifespan development, with a view to providing students with the theoretical grounding needed to assert their own research point of view.

Module learning outcomes

By the end of the module, it is expected that students will be able to:

1. Explain and compare foundational notions and current models in cognitive neuroscience;
2. Interpret and appraise findings in both animal and human neuroscience;
3. Find, select, describe and evaluate recent experimental work within subfields of cognitive neuroscience, and independently articulate the relationship of this knowledge to theories and models about the brain.

Module content

The module explores the neural and physiological underpinnings of human experience, which bridge perception and cognition, mood and emotional states, higher-order cognition, planning, and reasoning, in healthy and neurological and mental health conditions. We review influential experimental and theoretical work in the field, and explore issues such as the relationship between physiology and lived experience, the biological nature of human-level cognition and its relationship to other animal and artificial intelligence. The module also covers methods in modern cognitive neuroscience where relevant, that support refining theory and experimental predictions.

Structure

Teaching and learning methods

Teaching and learning methods include a mixture of plenary lectures and group discussions, aided by audio-visual materials available online or recorded by staff members as part of their research where appropriate. Students should be aware that the standards expected of them, in oral and written contributions, are higher than those expected in undergraduate work, and include a significant amount of reading and independent study, evaluated in both formative and summative assessments.

Study hours

At least 40 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve an overall module mark of 50% to pass this module.

Summative assessment

Penalties for late submission of summative assessment

The Support Centres will apply the following penalties for work submitted late:

Assessments with numerical marks

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: https://www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmission.pdf

You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

Formative assessment activities are incorporated by each topic lead during the seminars. These may include in-group topic or article discussions, informal presentations, critiquing or debates, depending on what the topic lead will decide on. The topic lead steers, and provides feedback on each activity.

Reassessment

Additional costs