Module PPP-1005:
Brain and Mind

Module Facts

Run by School of Human and Behavioural Sciences

10.000 Credits or 5.000 ECTS Credits

Semester 2

Organiser: Dr Richard Binney

Overall aims and purpose

Brain and Mind is an introduction to the functional anatomy of the human brain.This module will be the opportunity for you to approach the way in which the brain implements the human mind.

Course content

We will start Brain and Mind with a General Introduction to the concept of mental representation, i.e., the basic concept behind that of mind.

Chapter 1 (split in two parts over two weeks) will be devoted to the anatomy of the brain, which is a prerequisite for you to understand the biological bases of psychology. When possible, brain structures are described in relation to their function or at least some aspects of their reason to be.

Chapter 2 (in two parts also) will look at the elementary unit of thinking in your brain, the neuron. Then, we will start reviewing particular aspects of normal and abnormal human behaviour and relate behaviour back to specific brain structures.

Chapters 3 & 4 will be guest lectures given by Vice-Chancellor Professor Oliver Turnbull, a renowned expert on emotion and executive function who will address the core topics of emotion in his first lecture and that of consciousness in his second lecture. In Chapter 5, we will look at vision, with a special emphasis of human face perception.

Chapter 6 will turn our attention to sound and remind you of aspects of language production and comprehension covered in the first semester but with a stronger focus on the brain.

In Chapter 7, Prof Turnbull will be back to tell you about animal minds and how they differ from the human mind, or not.

Finally, in Chapter 8, I will introduce some important aspects of functional cerebral asymmetry in relation to the main division of the human brain into hemispheres and propose an idea to conceptualise the human brain not as one, single entity, but rather two, three, four, or more interconnected systems.

Throughout the module, we will avoid very detailed descriptions of the mechanisms underlying human cognitive function and rather introduce general ideas about ways in which we can relate psychological function to brain anatomy. The whole course will serve as a foundation for the wide range of courses in which the brain (as a biological organ) is considered.

It is hoped that the academic year 2021-2022 will see the return of the Hands-on Brain Anatomy Practicals, following a year in which we had to skip the live practicals due tot he pandemic. In a hands-on practical session you will be given a once-in-lifetime opportunity to handle a real human brain in your hands and to be guided through its structure by an expert. Whilst participation in this practical is voluntary, it is highly recommended!

At the beginning of each core lecture, we will go over 10 sample MCQ questions concerning the previous lecture, which will be corrected immediately. The final exam will feature a random selection of 40 of the MCQ questions presented and discussed throughout the course of the module, so if you attend the MCQ corrections you should easily pass that component of the final exam in May.

In addition, like the year before, we hope to hold a series of optional Symposia, together with David Ellis, Doctoral Researcher and Lecturer in Philosophy & Religion. The sessions start with a live discussion around questions posted by you, before we open the session to everyone who wants to participate. These extra symposia are optional and voluntary and they have been very popular in the past.

Let it be known that the amount of information your brain can store is essentially unlimited (or at least that we can’t really tell how much information it can store). The more you read, explore, look at images, watch videos, and discuss ideas with others, the more you will learn, remember, and bloom mentally. In fact, the more you learn, the more you enable your brain to learn!

The ultimate goal for me as module organiser of Brain and Mind: Not only make you realise that you have a beautiful, lively, highly sophisticated organ capable of wonders sitting in your skull, but also that you can expand its abilities beyond your wildest dreams. A motivated brain has the privilege of being able to evolve itself!

Assessment Criteria

threshold

Adequate answer to the question, largely based on lecture material. No real development of arguments.

good

Reasonably comprehensive coverage. Well organised and structured. Good understanding of the material.

excellent

Comprehensive and accurate coverage of the area clarity of argument and expression. Depth of insight into theoretical issues

Learning outcomes

  1. Use a basic neuroscience vocabulary and demonstrate a capacity of orientation in the brain organ. Major subdivisions (such as the temporal lobe) should be known as well as essential subregions (e.g. primary auditory cortex).

  2. Localise the essential landmarks on external anatomy and common sections of the brain, and understand the principles of functiional subdivisions of the human cortex.

  3. Name the different parts of a neuron and show an understanding of the fundamental principles of neural communication.

  4. Demonstrate a basic understanding of structure-function relationships for major anatomical structures in the human brain.

  5. Illustrate the principles of the clinical approach, i.e. the characterization of a link between brain lesions and neuropsychological symptoms.

  6. Understand the importance of obtaining converging evidence from different sources (anatomy, physiology, lesion data, functional imaging and/or electrophysiology) in order to specify structure/function relationships.

Assessment Methods

Type Name Description Weight
EXAM Final Exam

30% MCQ 20% Figure to legend 50% SAQs

 100.00

Teaching and Learning Strategy

Hours
Lecture 60
Practical classes and workshops 15
Private study 25

Transferable skills

  • Literacy - Proficiency in reading and writing through a variety of media
  • Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
  • Exploring - Able to investigate, research and consider alternatives
  • Information retrieval - Able to access different and multiple sources of information
  • Inter-personal - Able to question, actively listen, examine given answers and interact sentistevely with others
  • Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
  • Safety-Consciousness - Having an awareness of your immediate environment, and confidence in adhering to health and safety regulations
  • Mentoring - Able to support, help, guide, inspire and/or coach others
  • Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
  • Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others

Subject specific skills

  • Understand the scientific underpinnings of psychology as a discipline.
  • Apply multiple perspectives to psychological issues and integrate ideas and findings across the multiple perspectives in psychology.
  • Communicate psychological concepts effectively in written form.
  • Retrieve and organise information effectively.
  • Use effectively personal planning and project management skills.
  • Work effectively under pressure (time pressure, limited resources, etc) as independent and pragmatic learners.
  • Problem-solve by clarifying questions, considering alternative solutions, making critical judgements, and evaluating outcomes.
  • Reason scientifically and demonstrate the relationship between theory and evidence.
  • Understand and investigate the role of brain function in all human behaviour and experience.
  • Comprehend and use psychological data effectively, demonstrating a systematic knowledge of the application and limitations of various research paradigms and techniques.
  • Employ evidence-based reasoning and examine practical, theoretical and ethical issues associated with the use of different methodologies, paradigms and methods of analysis in psychology.
  • Be aware of ethical principles and approval procedures.

Resources

Resource implications for students

Students are not expected to pay anything.

Talis Reading list

http://readinglists.bangor.ac.uk/modules/ppp-1005.html

Courses including this module

Compulsory in courses:

Optional in courses: