MODULE HANDBOOK 2014/15
UNIVERSITY OF SUSSEX
SCHOOL OF PSYCHOLOGY
Brain and Behaviour
MSc Experimental Psychology
922C8
Autumn Term 2014
Module Convenor: Dr Sarah King
NOTE: Most of the questions you need answers to about this module are in this document.
Please read it fully and carefully before your first lecture.
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MODULE HANDBOOK 2014/15
NOTE: This document concerns the structure and content of the module. If you have
questions about procedures, please consult the School of Psychology Administration Office
in Pev1 2A13 or via [email protected].
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MODULE HANDBOOK 2014/15
MODULE INFORMATION & REQUIREMENTS
Module structure, aims and objectives
The module shows how knowledge of the structure and function of the nervous system can
give us insights to the understanding of human behaviour. The topics build across the term,
starting with the basic properties of neurones and how they carry and communicate
information throughout the body. You will then start to explore how very subtle differences in
neuronal communication can lead to emotional disorders such as anxiety and depression. In
these lectures you will discover, not only the brain mechanisms that underlie these
disorders, but also the development of treatment strategies that have been used in the past,
and those which may be used in the future.
Module learning outcomes.
The broad aim of this module is to demonstrate how a knowledge of brain structure and
function helps us to understand the production of behaviour, and its modification through
learning. After completing the module you should have attained the following objectives:
1. Demonstrate an understanding of the relevance of underlying biological phenomena to
the explanation of behaviour. e.g. they should understand how the nervous system codes
incoming sensory information and produces integrated sequences of motor action.
2. Describe the ways in which commonly used anxiolytic and psychotropic drugs affect brain
function and should appreciate how the nervous system contributes to adaptive behaviour.
3. Demonstrate an understanding of the structure and the functioning of fundamental units of
the brain.
4. Describe and evaluate the role of individual differences in at least one area of biological
psychology.
Pre-requisites
Brain and Behaviour is a compulsory module taken by MSc students in Experimental
Psychology. The module material has been designed to be accessible for students who
have not studied science beyond the equivalent of GCSE standard.
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MODULE HANDBOOK 2014/15
Module contact information
The key contact for this module is the module convenor, Dr. Sarah King.
Name:
Role:
Email (and web profile):
Phone:
Dr Sarah
King
Module
convenor
Dr Eisuke
Koya
Lecturer
Dr Michael
Morgan
Lecturer
[email protected]
http://www.sussex.ac.uk/profiles/9946
[email protected]
http://www.sussex.ac.uk/profiles/29530
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[email protected]
http://www.sussex.ac.uk/profiles/12657
5
Office:
01273
873190
JMS 5D15
01273
877776
JMS 5D4
01273
877202
Pev 2 1C6
Office Hours
The module convenor and lecturers hold office hours each week. The times of these can be
found on their web profiles (see table above). You are welcome to come discuss ANYTHING
module related. You may also email to make an appointment for a specific time.
Teaching and learning
Please see the Brain and Behaviour Study Direct site for module information,
including the module plan, lecture timetable, key concepts, seminar guide and
reading lists. Please check the site regularly as information will appear across
the term as the module progresses.
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MODULE HANDBOOK 2014/15
Provisional Timetable
(May be subject to change – please see Sussex Direct)
W1
W2
W3
W4
W5
W6
W7
W8
W9
W10
W11
W12
Lectures
Faculty-led Seminars
L1:
Introduction (SLK)
Introduction (SLK)
L2:
Neurodevelopment 1 (MJM)
L3:
Neurodevelopment 2 (MJM)
L4:
Neurogenetics 1 (SLK)
L5:
Neurogenetics 2 (SLK)
L6:
Neurotransmission 1(EK)
L7:
Neurotransmission 2(EK)
L8:
Chemical signalling 1 (SLK)
L9:
Chemical signalling 2 (SLK)
L10:
Learning and memory 1 (SLK)
L11:
Learning and memory 2 (SLK)
L12:
Fear and anxiety 1 (SLK)
L13:
Fear and anxiety 2 (SLK)
L14:
Neuromodulation 1 (SLK)
L15:
Neuromodulation 2 (SLK)
L16:
Cognition & reward 1 (MJM)
L17:
Cognition & reward 2 (MJM)
L18:
Cognition & reward 3 (MJM)
L19:
Cognition & reward 4 (MJM)
L20:
Sensory systems (EK)
L21:
Motor systems 1(EK)
L22:
Motor systems 2(EK)
L23:
Summary & Revision (SLK)
Practicals (Prac) /
Student-led Tutorials
(SLT)
Neuroanatomy
(Prac)
Neuroanatomy –feedback
(SLK)
Neurogenetics
(SLT)
Neurogenetics
(SLK)
Action Potentials
(Prac)
Action Potentials –
feedback (SLK)
Synapses (SLT)
Synapses (SLK)
Molecules to behaviour
(SLT)
Molecules to behaviour
(SLK)
Cognition & reward
(SLT)
Cognition and reward
(MJM)
Sensory & motor (SLT)
Sensory & motor (EK)
Conclusion (SLK)
SLK-Sarah King, EK – Eisuke Koya, MJM- Mike Morgan
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MODULE HANDBOOK 2014/15
Lectures
There will be 23 lectures in the module.
To avoid disruption to the majority, please try to arrive at least 5 minutes before the start
time of the lecture (see lecture attendance etiquette in Psychology programme handbook).
It is CRUCIAL for you to understand that formal examination on this module will be
based on material covered in the lectures, seminars and your “essential reading” for
each week. It is also important for you to understand that lectures will NOT attempt to
‘cover’ all such material (and nor will seminars). That is, lectures and seminars are not
intended to provide an alternative to you learning the material in your essential reading.
Any attempt to rely solely on learning material presented in lectures and seminars will
severely restrict your ability to do well during formal assessment of this module. Lectures
(and seminars) are intended to fulfil functions other than repeating or précising material
covered in the essential readings.
Lectures on this module are intended to perform several functions. First, they will provide
another ‘channel’ of communication, allowing you to hear as well as read about (selected)
material relevant to the module.
A second function of the lectures is to allow you to review material you have learned so far.
If you have already done the essential reading associated with the lecture, ask yourself how
well the lecturer has covered that material.
A third function of the lectures is to illustrate the nature of a critical approach to students.
The lecturer will sometimes simply explain material. At other times, however, the lecturer will
criticise the material in some way. University education is about learning how to
constructively criticise as well as simply absorb information. Evaluate your lecturer’s
criticisms. Are they simply personal prejudices (e.g., “I don’t like this”) and, if so, are they
presented as such? Or are reasons given for criticisms made (e.g., “I don’t like this
because…)?
You should note that all the study skills advice in existence suggests that straightforward
‘absorption’ of material (i.e., reading, listening, rote-learning and memorising) should take up
about 20% of learning time. The other 80% should come from ‘interrogating’ that information
(e.g., looking for links, attempting to summarise and synthesise, looking for strengths and
weaknesses and possible improvements, applying to different areas, etc.).
Seminars
Seminars for this module will last for one ‘teaching hour’ and will occur eight times in the
term. The seminars will be led by the teaching faculty and will be an opportunity to discuss
module material, gain feedback on the practical exercises or present material prepared in
the student-led tutorials. Please see your timetable in Sussex Direct for details of when and
where your seminars will be held.
Seminars on this module are intended to perform several functions. First, they allow
students to review material covered in prior lectures and associated essential reading. All
students must do at least the essential reading before the seminar. In addition, there will
usually some additional readings that will be assigned to some of you each week by your
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MODULE HANDBOOK 2014/15
seminar leader. These are designed to supplement the essential reading and to provoke
lively discussion in the seminar.
A second function of seminars is ‘interrogate’ at least some of the material covered in prior
lectures and associated essential reading. This will be done by use of particular exercises
you will learn about on a week-by-week basis. Again, students must have done the essential
reading and seminar quality will improve to the extent that each student has gone beyond
this in areas of particular interest to them.
Third, seminars will be used to provide students with the means of developing oral and
listening skills that will unarguably be of tremendous benefit to them throughout their
university career and beyond. Through the exchange of ideas and perspectives, you will
develop a deeper understanding of the issues covered in the module. This crucial function of
seminars also provides a uniquely active way of learning which is not possible in lectures or
by private study
Student-led tutorials
These sessions are timetabled to provide the students with the opportunity for peersupported learning. Exercises or papers will be provided by faculty and the students should
work together to discuss the material and prepare for the next faculty-led seminar.
These sessions allow students a chance to get to know each other and to discuss material
of mutual interest and relevance in a supportive social setting. Learning at university is not
and should not be a competitive exercise. Your learning will benefit to the extent that you
share your insights and problems with others and support and encourage them to do the
same with you. This will often lead to collaborative learning opportunities outside formal
teaching contexts.
Independent study
The difference between studying at university and study you may have done previously is
that at university the emphasis is on you finding out things for yourself. Just as fitness clubs
attempt to foster and facilitate (but cannot impose) fitness, universities attempt to foster and
facilitate (but cannot impose) academic excellence. Results will (and can only) come as a
direct result of you making appropriate use of the facilities at your disposal. Lectures,
seminars and the like are there to support and guide your independent learning – they are
not there to “pass information from tutors’ heads to students’ notebooks without passing
through the brains of either.” Not everything you will need or want to know will be covered in
the lectures, seminars or essential readings. You need to become familiar with the material
you are guided towards, but you also need to learn to ‘manipulate’ that material: apply it to
new domains, compare and contrast across topics, synthesise it, evaluate it, consider its
relevance to issues of interest to you, supplement it, etc. This can only be done by being
interested and working hard because you want to. As we shall learn below, an exclusive
focus on passing exams will undermine that motivation and will make you perform less well
as a result. Thus, study because you want to learn and stop when you have answers to your
own satisfaction for the questions you care about. Finally, note that independent study is
study you engage in outside of formal contact hours with faculty – it does not have to be
solitary (see under ‘seminars’ above).
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MODULE HANDBOOK 2014/15
Study Direct
You are encouraged to access module materials and use the module forum in Study Direct.
This is the best way to share ideas amongst your fellow students and ask questions about
the module. Module convenors and tutors would prefer to receive queries via the Study
Direct module forum than by email.
Books and reading
The module is modelled on the following text and it is strongly recommended that you buy a
copy as soon as possible
Title: An Introduction to Brain and Behavior
Authors: Kolb, Bryan & Whishaw, Ian Q.
ISBN: 146411899X, 9781464118999
Distributor: Palgrave
Additional essential reading will appear on Study Direct during the module. You should use
the above text and essential reading as a starting point to orient yourself to particular fields
of interest, and then pursue other material that appears to you to be relevant.
Additional text books are available in the library that supports particular aspects of the
module content.
You will be expected to also read primary source material and to be able to search for
additional supportive primary source material which you should integrate into your studies.
Assessment
Formal assessment for Brain and Behaviour comprises:
1. 15% of the module credits are awarded to coursework during the teaching term.
Coursework consists of 1 essay, which should be typed, no longer than 2000 words
and should normally be chosen from the specific titles shown on Study Direct. Note that
the essays are not exclusively based on the lecture or seminar material, so you should
expect to use additional references from textbooks and primary source material in order
to produce a satisfactory answer. You must hand 2 copies of the essay into the
Psychology office. See Sussex Direct for deadline.
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MODULE HANDBOOK 2014/15
2. 85% of the module credits are awarded to a 2 hour unseen examination taken at the end
of the academic year (see Sussex Direct for details). Details of the exam structure will be
given at the end of the module and a specimen paper will be available online. Additional
support in the form of self-assessment quizzes will be provided on-line.
Assessment criteria are given at
http://www.sussex.ac.uk/psychology/internal/students/examinationsandassessment
Assessment deadlines can be found on Sussex Direct: https://direct.sussex.ac.uk
Late Submissions and Mitigating Evidence
What happens if I miss an assessment deadline?
Where applicable you may still submit the assessment within 7 days of the published
deadline. This will incur a penalty, as follows:

Work submitted up to 24 hours late shall incur a penalty deduction of 5 percentage
points (not 5% of the actual mark).

Work submitted after 24 hours and up to 7 days late shall incur a penalty deduction of
10 percentage points ( not 10% of the actual mark)

No work shall be accepted after the 7 day penalty period has elapsed
Please consult your assessment deadlines timetable on Sussex Direct;

https://direct.sussex.ac.uk
For any piece of work where the student wishes to claim mitigating circumstances or
impairment a MEC claim needs to be completed and submitted to the Student Life Centre.
Please access the links for further information.

http://www.sussex.ac.uk/studentlifecentre/mitigation
http://www.sussex.ac.uk/academicoffice/documentsandpolicies/examinationandassessment
handbooks
Very Important Note: Appropriately completing and submitting formally assessed work is
your responsibility. Definitive guidelines on this are provided in the 'Handbook for
Candidates' available on the web or via School offices. If you are in any doubt about the
rules concerning submissions check with the School Office.
Examination
Examination details and timetables are displayed on the exam notice board on the Pev1
upper mezzanine and on the Student Progress and Assessment Office web pages. The
School Office will not give out details of individual exam times.
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MODULE HANDBOOK 2014/15
Plagiarism and Collusion
Plagiarism is the use, without acknowledgement, of the intellectual work of other people and
the act of representing the ideas or discoveries of another as one’s own written work
submitted for assessment.
Collusion is the preparation or production of work for assessment jointly with another person
or persons unless explicitly permitted by the examiners. An act of collusion is understood to
encompass those who actively assist others as well as those who derive benefit from others.
Information on how to avoid plagiarism and collusion can be found here;
http://www.sussex.ac.uk/s3/?id=33
http://www.sussex.ac.uk/academicoffice/documentsandpolicies/examinationandassessment
handbooks
Feedback
In line with University regulations, every effort will be made to ensure that one marked copy
of each piece of coursework is returned with feedback within 15 working days of the relevant
submission deadline. You will be informed by the School Office when work is ready to
collect.
Office hours, seminars and practicals provide contact hours for informal discussion and
feedback by tutors.
The forum allows peer feedback but is also monitored by the module faculty (will check at
least once a week) and can provide further feedback opportunities.
Additional support in the form of self-assessment quizzes will be provided on-line.
Student Evaluation
All modules at Sussex are fully audited. You will be asked to complete an anonymous
student evaluation form near the end of each term, allowing you to comment on and criticise
all aspects of the module. You may also comment on the module at any time, either to
convenors or tutors, and you may do this directly or via some intermediary (e.g. a student
representative). Feedback received in this way will be collated and shown to all tutors and
module convenors for the module. It will also be reported to the psychology teaching and
learning committee. Module Evaluation summaries from the previous year are available on
the School web pages. Reactions and responses to such student feedback will be reported
back to students via student representatives (who attend School meetings). In addition,
module convenors meet regularly with seminar tutors to discuss how the module is
progressing and whether and when improvements might be made. We want the module be
as good as it possibly can be so all and any feedback is gratefully received.
Changes introduced as a result of previous module evaluation/feedback?
We have consolidated our teaching this year to provide continuity across the module, with
the three lecturers teaching topics across the module. We have added an additional lecture
and adjusted the content to give more time to topics perceived as more complex.
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