ANAT SC 2110 - The Neuroscience of Human Behaviour and Cognition

North Terrace Campus - Semester 2 - 2021

The Neuroscience of Human Behaviour and Cognition will provide an introduction into the neurological mechanisms that produce human behaviour and how behaviour in turn modifies the structures and action of the brain. Students will explore constructs of behaviour from the social expression of behaviour to the dynamics of neural systems and circuits to the role of molecular cascades within individual neurons in driving behavioural processes. Behaviours covered within the course will range from basic drives such as hunger and sleep to complex concepts of cognitive function and consciousness. Lectures are supplemented with tutorials sessions. Tutorials include critical evaluations/round table discussions of research articles drawn from the primary literature, as well as interactive small group activities, designed to reinforce key course concepts and enhance student engagement. There will also be examination of the study of human brain prosections to identify the neuroanatomical regions that underlie key behaviours and cognitive functions within the tutorial. Students will also undertake a group research project in order to enhance their development of scientific research skills: forming collaborations, presenting research findings and responding to critical questions.

  • General Course Information
    Course Details
    Course Code ANAT SC 2110
    Course The Neuroscience of Human Behaviour and Cognition
    Coordinating Unit Medical Sciences
    Term Semester 2
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact 4.5 hours per week
    Available for Study Abroad and Exchange Y
    Assumed Knowledge HLTH SC 1001; ANAT SC 2006
    Assessment Assessment for this course is composed of quizzes, module exams, a ?Neuroscience Fact or Fiction? group project and an end of semester exam
    Course Staff

    Course Coordinator: Dr Frances Corrigan

    Course Co-ordinators
    Dr Frances Corrigan:
    A/Prof Lyndsey Collins-Praino:
    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes
    1. Describe the development of behaviour and its biological characteristics over the life span
    2. Understand the biological mechanisms that underlie cognition, learning and memory
    3. Describe the principles guiding sensory processing of vision, hearing, taste, touch and smell
    4. Apply knowledge of human anatomy to identify the brain regions involved in the regulation of behaviour and cognition
    5. Describe emotions, the brain mechanisms related to emotional states and the effects of dysregulation of these systems
    6 Understand the applications of behavioural neuroscience for understanding human health and disease
    7. Display insight into current research issues and an ability to critically evaluate primary literature in the field of neuroscience
    8. Develop skills necessary for a professional in the sciences including: working collaboratively, identifying research questions, conducting literature searches, writing research proposals, presenting research findings in oral form
    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University Graduate Attribute Course Learning Outcome(s)
    Deep discipline knowledge
    • informed and infused by cutting edge research, scaffolded throughout their program of studies
    • acquired from personal interaction with research active educators, from year 1
    • accredited or validated against national or international standards (for relevant programs)
    Critical thinking and problem solving
    • steeped in research methods and rigor
    • based on empirical evidence and the scientific approach to knowledge development
    • demonstrated through appropriate and relevant assessment
    Teamwork and communication skills
    • developed from, with, and via the SGDE
    • honed through assessment and practice throughout the program of studies
    • encouraged and valued in all aspects of learning
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    Self-awareness and emotional intelligence
    • a capacity for self-reflection and a willingness to engage in self-appraisal
    • open to objective and constructive feedback from supervisors and peers
    • able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
  • Learning Resources
    Required Resources
    Breedlove and Watson. Behavioural Neuroscience 8th edition, Sinauer Associates, Inc, 2017
  • Learning & Teaching Activities
    Learning & Teaching Modes
    3 x online lectures per week and 1 x in-person tutorial per week

    No information currently available.

    Learning Activities Summary

    No information currently available.

  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary

    Assessment Task

    Assessment Type

    (Formative or Summative)

    Percentage of total assessment weighting

    Hurdle Requirement

    (Yes or No)

    Learning Outcomes being assessed

    Quizzes (2)





    Module exams


    30% (2 x 15%)



    Group project





    Tutorial Participation





    End of semester exam





    Assessment Detail
    Quizzes (0%): 10 MCQs to test content from weeks 1-3, and 6-8 only. This assessment is formative and is designed to introduce students to the format of assessment used in this course, as well as provided an opportunity to revise prior to the module exams.

    Module Exams (2 x 15%) (Weighting 30%): Two module exams will be held examining materials from weeks 1-5 and 6-10 respectively. Each module exam will be comprised of a series of MCQ and short answer questions.

    Group project (Weighting: 20%, Incorporating 15% oral presentation and 5% peer mark): This assignment will examine students’ ability to work together with a group to identify the neurobiological mechanisms underpinning a certain behaviour. Students will examine the literature to provide evidence to describe the proposed neuroscience. All members of the group will receive the same mark for the oral presentation, with 5% allocated to a peer mark

    Tutorial participation (Weighting: 10%): Students will be required to completed pre-tutorial questions and actively engage in tutorial sessions throughout the semester

    End of semester exam (Weighting: 40%): A two hour exam composed of 60 MCQs and 40 short answer questions will be held at the end of semester and cover all content from Weeks 1-11.

    No information currently available.

    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    Further details of the grades/results can be obtained from Examinations.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

    Final results for this course will be made available through Access Adelaide.

  • Student Feedback

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy ( course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

  • Student Support
  • Policies & Guidelines
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