Gwybodaeth am Coronafirws (Covid-19)

Modiwl PSP-3004:
The Social Brain

Ffeithiau’r Modiwl

Rhedir gan School of Psychology

20 Credyd neu 10 Credyd ECTS

Semester 1

Trefnydd: Prof Paul Downing

Amcanion cyffredinol

Humans spend much of their time in the company of other people, whose behaviour is complex, often unpredictable, and highly relevant to our own daily lives. Making sense of all of this places strong demands on the "social brain". We can think of the social brain as a system that continuously (and often unconsciously) seeks answers to questions: Is anyone there? Who is that? What are they looking at? What are they doing? What are they feeling? What are they thinking? How do I feel about them? Modern social-cognitive neuroscience has uncovered a great deal about the brain systems that ask and answer these questions. The module will cover important concepts and findings in this area. There is a particular emphasis on understanding the “typical” social brain - we do not focus on mental illnesses and psychiatric disorders.

Cynnwys cwrs

We consider the social brain from the point of view of the kinds of "questions" that it must be asking about others around us. What are the brain processes that answer those questions? E.g.

  1. Is someone there? (person detection)
  2. Who is there? (person recognition)
  3. What are you looking at? (gaze perception)
  4. How are you feeling? (emotion perception)
  5. What are you doing? (action perception)
  6. What are you thinking? (mentalising)
  7. How do I feel about you? (trust)
  8. How will you react? (social prediction)

Meini Prawf

trothwy

Adequate answer to the question, largely based on lecture material. Limited elaboration of arguments.

da

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

ardderchog

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

Canlyniad dysgu

  1. Have an understanding of major questions, theoretical perspectives, and debates in human social-cognitive neuroscience.

  2. Understand some of the key evidence on how the brain supports social-cognitive processes in humans.

  3. Be able to think and write critically about current research in human social-cognitive neuroscience.

Dulliau asesu

Math Enw Disgrifiad Pwysau
GWAITH CWRS Discussion Points 1

Students submit 3 "bullet points" that relate to that week's topic:

  1. Briefly describe just one of the key experimental findings or concepts from the topic of the week, using your own words, as if explaining to a layperson.
  2. Briefly describe an “unknown” related to the topic of the week, and suggest a way that it might be possible to explore that experimentally.
  3. Briefly describe a situation or context in which the topic of the week might be relevant in the “real world” – e.g. in personal life, in the workplace, in a clinical setting, in a classroom, etc.

Each of these three points should be from 1 to maximum 3 sentences.

2.5
GWAITH CWRS Discussion Points 3

Students submit 3 "bullet points" that relate to that week's topic:

  1. Briefly describe just one of the key experimental findings or concepts from the topic of the week, using your own words, as if explaining to a layperson.
  2. Briefly describe an “unknown” related to the topic of the week, and suggest a way that it might be possible to explore that experimentally.
  3. Briefly describe a situation or context in which the topic of the week might be relevant in the “real world” – e.g. in personal life, in the workplace, in a clinical setting, in a classroom, etc.

Each of these three points should be from 1 to maximum 3 sentences.

2.5
GWAITH CWRS Discussion Points 6

Students submit 3 "bullet points" that relate to that week's topic:

  1. Briefly describe just one of the key experimental findings or concepts from the topic of the week, using your own words, as if explaining to a layperson.
  2. Briefly describe an “unknown” related to the topic of the week, and suggest a way that it might be possible to explore that experimentally.
  3. Briefly describe a situation or context in which the topic of the week might be relevant in the “real world” – e.g. in personal life, in the workplace, in a clinical setting, in a classroom, etc.

Each of these three points should be from 1 to maximum 3 sentences.

2.5
GWAITH CWRS Discussion Points 4

Students submit 3 "bullet points" that relate to that week's topic:

  1. Briefly describe just one of the key experimental findings or concepts from the topic of the week, using your own words, as if explaining to a layperson.
  2. Briefly describe an “unknown” related to the topic of the week, and suggest a way that it might be possible to explore that experimentally.
  3. Briefly describe a situation or context in which the topic of the week might be relevant in the “real world” – e.g. in personal life, in the workplace, in a clinical setting, in a classroom, etc.

Each of these three points should be from 1 to maximum 3 sentences.

2.5
GWAITH CWRS Discussion Points 7

Students submit 3 "bullet points" that relate to that week's topic:

  1. Briefly describe just one of the key experimental findings or concepts from the topic of the week, using your own words, as if explaining to a layperson.
  2. Briefly describe an “unknown” related to the topic of the week, and suggest a way that it might be possible to explore that experimentally.
  3. Briefly describe a situation or context in which the topic of the week might be relevant in the “real world” – e.g. in personal life, in the workplace, in a clinical setting, in a classroom, etc.

Each of these three points should be from 1 to maximum 3 sentences.

2.5
GWAITH CWRS Discussion Points 8

Students submit 3 "bullet points" that relate to that week's topic:

  1. Briefly describe just one of the key experimental findings or concepts from the topic of the week, using your own words, as if explaining to a layperson.
  2. Briefly describe an “unknown” related to the topic of the week, and suggest a way that it might be possible to explore that experimentally.
  3. Briefly describe a situation or context in which the topic of the week might be relevant in the “real world” – e.g. in personal life, in the workplace, in a clinical setting, in a classroom, etc.

Each of these three points should be from 1 to maximum 3 sentences.

2.5
GWAITH CWRS Discussion Points 2

Students submit 3 "bullet points" that relate to that week's topic:

  1. Briefly describe just one of the key experimental findings or concepts from the topic of the week, using your own words, as if explaining to a layperson.
  2. Briefly describe an “unknown” related to the topic of the week, and suggest a way that it might be possible to explore that experimentally.
  3. Briefly describe a situation or context in which the topic of the week might be relevant in the “real world” – e.g. in personal life, in the workplace, in a clinical setting, in a classroom, etc.

Each of these three points should be from 1 to maximum 3 sentences.

2.5
GWAITH CWRS Discussion Points 5

Students submit 3 "bullet points" that relate to that week's topic:

  1. Briefly describe just one of the key experimental findings or concepts from the topic of the week, using your own words, as if explaining to a layperson.
  2. Briefly describe an “unknown” related to the topic of the week, and suggest a way that it might be possible to explore that experimentally.
  3. Briefly describe a situation or context in which the topic of the week might be relevant in the “real world” – e.g. in personal life, in the workplace, in a clinical setting, in a classroom, etc.

Each of these three points should be from 1 to maximum 3 sentences.

2.5
GWAITH CWRS Review of Journal Article

Students choose one of several brief recent articles in the area of social neuroscience. The assignment is to write a 500 word paper consisting of a short summary followed by a critique of one or two substantive aspects of the paper.

20
ARHOLIAD Final Exam 60

Strategaeth addysgu a dysgu

Oriau
Lecture 24
Private study 176

Sgiliau Trosglwyddadwy

  • Llythrennedd - Medrusrwydd mewn darllen ac ysgrifennu drwy amrywiaeth o gyfryngau
  • Hunanreolaeth - Gallu gweithio mewn ffordd effeithlon, prydlon a threfnus. Gallu edrych ar ganlyniadau tasgau a digwyddiadau, a barnu lefelau o ansawdd a phwysigrwydd
  • Archwilio - Gallu ymchwilio ac ystyried dewisiadau eraill
  • Adalw gwybodaeth - Gallu mynd at wahanol ac amrywiol ffynonellau gwybodaeth
  • Sgiliau Rhyngbersonol - Gallu gofyn cwestiynau, gwrando'n astud ar atebion a'u harchwilio
  • Dadansoddi Beirniadol & Datrys Problem - Gallu dadelfennu a dadansoddi problemau neu sefyllfaoedd cymhleth. Gallu canfod atebion i broblemau drwy ddadansoddiadau ac archwilio posibiliadau
  • Cyflwyniad - Gallu cyflwyno gwybodaeth ac esboniadau yn glir i gynulleidfa. Trwy gyfryngau ysgrifenedig neu ar lafar yn glir a hyderus.
  • Dadl - Gallu cyflwyno, trafod a chyfiawnhau barn neu lwybr gweithredu, naill ai gydag unigolyn neu mewn grwˆp ehangach

Sgiliau pwnc penodol

  • 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.
  • Handle primary source material critically.
  • 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.

Adnoddau

Goblygiadau o ran adnoddau ar gyfer myfyrwyr

Students are encouraged to obtain a copy of "The student's guide to social neuroscience 2nd Ed" by Jamie Ward. It is also available in an e-version from the library.

Rhestrau Darllen Bangor (Talis)

http://readinglists.bangor.ac.uk/modules/psp-3004.html

Rhestr ddarllen

"The student's guide to social neuroscience" by Jamie Ward, Psychology Press. 2nd Edition.

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