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Mind, Brain & Education - EDU00019I

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  • Department: Education
  • Module co-ordinator: Dr. Elpis Pavlidou
  • Credit value: 30 credits
  • Credit level: I
  • Academic year of delivery: 2022-23
    • See module specification for other years: 2021-22

Module will run

Occurrence Teaching period
A Autumn Term 2022-23 to Summer Term 2022-23

Module aims

  • To build on students understanding of the ways in which biological bases of behaviour and cognitive processes (especially memory, perception, language, thinking, and knowledge representation) are applied to learning
  • To develop students understanding of various theoretical perspectives (for example, from evolutionary biology and cognitive neuroscience) on biological and cognitive influences on behaviour and learning
  • To enable students to analyse a range of information across disciplines and to critically engage with the overlaps between these disciplines
  • To enable students to be able to compare and contrast alternative means of gathering and evaluating data

Module learning outcomes

  • Critically examine the ways in which biological processes, including hormones, genetics and neurological process influence learning in childhood and adolescence
  • Understand how cognitive processes, such as memory, perception, language, cognition, and consciousness, develop and influence learning and behaviour
  • Understand the range of ways in which biological bases of behaviour impact on learners interactions with and within educational environments
  • Critically examine the ways in which cognitive processes, such as the development of memory, perception and language impact on learning in childhood and adolescence
  • Demonstrate an awareness of the interplay between the development of cognitive processes and learning behaviour
  • Understand the interaction between biological processes and cognitive development in shaping learner behaviour
  • Understand principal theoretical frameworks (from evolutionary psychology, comparative psychology, and cognitive psychology) that explain biological and cognitive influences on learning and behaviour

Academic and graduate skills

  • Formulate academic arguments in written and oral form
  • Manage a range of sources and critically evaluate the reliability and validity of these in informing and supporting academic argumentation
  • Analyse the ways in which theories and data from differing disciplines can inform each other and enhance understanding (in this case, of learning behaviour)
  • Use the VLE and Internet effectively


Task Length % of module mark
2000 word critical review
N/A 40
3000 word research report
N/A 60

Special assessment rules


Additional assessment information

Students will be required to complete reassessment of failed tasks if the module overall is failed. Compensation is possible between components. The module itself can be compensated.


Task Length % of module mark
2000 word critical review
N/A 40
3000 word research report
N/A 60

Module feedback

Individual feedback reports with follow-up tutor discussion if necessary. The feedback is returned to students in line with university policy. Please check the Guide to Assessment, Standards, Marking and Feedback for more information.

Indicative reading

Shettleworth, S. (2010). Cognition, evolution and behaviour. Oxford: Oxford University Press.
Gazzaniga, M, Ivry, R., & Mangun, G.R. (2009). Cognitive neuroscience: the biology of the mind. London: Norton.
Baddeley, A.D., Eysenck, M.W., & Anderson, M. (2009). Memory. Hove: Psychology Press.
Eysenck, M.W. & Keane, M.T. (2015) Cognitive psychology: A student's handbook. Hove: Psychology Press.

The information on this page is indicative of the module that is currently on offer. The University is constantly exploring ways to enhance and improve its degree programmes and therefore reserves the right to make variations to the content and method of delivery of modules, and to discontinue modules, if such action is reasonably considered to be necessary by the University. Where appropriate, the University will notify and consult with affected students in advance about any changes that are required in line with the University's policy on the Approval of Modifications to Existing Taught Programmes of Study.