Resit arrangements are explained by the following categories ġ = A resit is available for all components of the moduleĢ = No resit is available for 100% continuous assessment moduleģ = No resit is available for the continuous assessment component Introduction to brain and behaviour Genetics, environment, physiological and evolutionary psychology Anatomy, structure and organisation of the nervous System Neural conduction and synaptic transmission Research Methods and Ethics of biopsychology: an introduction Biopsychology of Motivation (e.g., Sleep, dreaming and circadian rhythms Drug addiction and reward) Biopsychology of Psychological/Psychiatric Disorders (e.g., Schizophrenia, Depression, Mania, Anxiety, etc.) Biopsychology of Emotion, Stress and Health For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: Define the biopsychosocial bases for a range of substance abuse, mood and psychiatric disordersĪll module information is indicative and subject to change. Describe how the central, autonomic nervous and endocrine systems are involved in psychological processesħ. Identify and explain ethical issues in using humans and animals in biopsychological researchĦ. Explain the impact of evolutionary theories on biopsychologyĥ. Explain the contribution of genetics to human behaviourĤ. Assess the strengths and limitations of using biological systems to explain human behaviourģ. Explain the major theories and perspectives of biological psychologyĢ. To introduce students to the biological basis of human behaviour and explain theories of biological influences on behaviour.ġ. Understand the structure and function of the nervous system.Archived Version 2016 - 2017 Module Title.Understand the general structure and organisation of the brain, including cortical localisation of function.Identify how neural and hormonal function drives psychological processes.Evaluate specific brain systems and describe their relationship with psychological processes.Evaluate how damage to specific cortical regions, or dysregulation in neurotransmitter levels, can lead to neurological and clinical disorders.Answers matching this criteria would generally encompass the A range of grades. Appropriate critical evaluation of evidence and discussion of material supported all answers. Answers evidenced a depth of insight into the question matter, and it was clear that this was achieved through relevant further and additional reading. excellent -A Essay-based questions: Student provided comprehensive and accurate coverage of question matter, with sound clarity of argument and expression. There was some evidence of appropriate critical evaluation and discussion.Answers matching this criteria would generally encompass the B range of grades. There was clear evidence of a good understanding of the material, and that a deeper understanding of material presented in lectures had been achieved due to relevant further reading and self-study. Material was well-organised and well-structured. good -B - Essay-based questions: Student provided a comprehensive answer to the question(s). Fail grades would be awarded if answers were laden within inaccuracy/misunderstanding/omissions. D grades may be awarded if elements of inaccuracy and/or misunderstanding were evident within the answer, or if answer missed one or two key points or failed to expand on key points. Answers matching this criteria would generally encompass the C range of grades. ![]() Structure and organisation of material was adequate. threshold -D - Essay-based questions: Student provided an adequate answer to the question(s), but answers were largely based on lecture material and essential reading, with no real development of arguments, critical evaluation or evidence of study beyond the basics (basics = lecture material and essential reading). Training and Continuing Professional Development.Student Placements and Internships in Business & Enterprise.Commercialisation and Intellectual Property (IP). ![]()
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