|Semester 2 Credit Value:||10|
To provide an understanding of the fundamental concepts of instinct, learning and motivation.
Behaviour is a product of influences from the individual’s genotype and from its environment; nature and nurture. These two influences interact in complex ways to influence behaviour throughout the individual’s lifetime. The causal path from gene to behaviour is complex but we are beginning to unravel some of this complexity. Simple learning occurs by classical and instrumental conditioning, but birds and mammals are also capable of learning that may require more complex cognitive capabilities. General laws of learning are constrained by evolutionary influences on the learning process. Motivation is concerned with the immediate causes of behaviour, both internal to the organism and from the environment.
The concept of instinct.
How genes influence behaviour.
The nature/nurture issue: problems and answers.
How does behaviour develop? Some general principles.
Classical Conditioning - description and explanation; Pavlovian and cognitive views.
Instrumental Conditioning - description and explanation; behaviourist and cognitive views.
Film: 'The Autobiography of a Non-Person': An interview with B F Skinner on his life and work; behaviourism and its applications.
Predispositions and constraints on learning.
Applications of learning principles in psychological treatments.
Principles of motivation and approaches to motivation: causal factors; drive; control theory; homeostasis.
Some motivational systems: drinking; aggression (including homicide); romantic love.
At the end of this module the student will have a basic knowledge and understanding of concepts and findings in the study of:
• instinct and behavioural development
Gathering of information from a variety of sources
Understanding and applying theoretical concepts
The ability to use library sources effectively
The ability to work independently
The ability to take responsibility for one’s own learning and intellectual development
Time-management skills and the ability to schedule work-loads effectively
|Graduate Skills Framework Applicable:||Yes|
|Scheduled Learning And Teaching Activities||Lecture||24||1:00||24:00||1 lecture includes a film|
|Guided Independent Study||Assessment preparation and completion||1||3:00||3:00||N/A|
|Guided Independent Study||Independent study||1||73:00||73:00||N/A|
The lectures are used as the principle and most effective mode of imparting the core knowledge of the module.
Some lecture time will be interactive, providing an opportunity for discussion of lecture content, testing of knowledge and problem-solving.
The private study is essential for in-depth review of knowledge imparted through lectures, and requires students to use library and other information sources effectively; to work independently; to take responsibility for their own learning and intellectual development; and to practice time-management skills and effective scheduling of work-loads.
The format of resits will be determined by the Board of Examiners
|PC Examination||90||2||A||80||Unseen, multiple choice|
|Computer assessment||2||M||20||Computer simulation assignment of learning phenomenon|
Alternative resit available for computer assessment, on same topic, not requiring access to common desktop.
Special requirements -
Computer marked MCQ sheets
Rationale and Relationship of assessment methods to learning outcomes -
The examination is used to assess knowledge, independent learning and understanding of material relevant to the module.
The assignment provides students with knowledge and understanding of the nature of learning processes, and of the formulation and testing of hypotheses. It also provides the opportunity to practice the following skills: problem solving; computer literacy; understanding and applying theoretical concepts; working independently; and time-management and the ability to schedule work-loads effectively. The assignment assesses the above aspects of knowledge and understanding, as well as the skills of problem solving and of understanding and applying theoretical concepts.
Disclaimer: The information contained within the Module Catalogue relates to the 2016/17 academic year. In accordance with University Terms and Conditions, the University makes all reasonable efforts to deliver the modules as described. Modules may be amended on an annual basis to take account of changing staff expertise, developments in the discipline, the requirements of external bodies and partners, and student feedback. Module information for the 2017/18 entry will be published here in early-April 2017. Queries about information in the Module Catalogue should in the first instance be addressed to your School Office.