APPLIED NEUROSCIENCE OF BEHAVIOUR AND WELLBEING - 2026/7

Module Overview

This module provides a critical examination of how contemporary neuroscience can be applied to understand human behaviour and improve quality of life. Drawing on research from human neuroscience, students will explore issues of societal relevance, such as sleep and cognitive functioning, and consider how neuroscientific insights may inform approaches to promoting healthier lifestyles and wellbeing. A central aim of the module is for students to apply critical thinking in constructive scientific debate and the evaluation of competing perspectives in collaborative contexts. Topics are approached from multiple theoretical and methodological perspectives, encouraging students to consider alternative interpretations, engage in informed debate, and promote fair and effective collaboration.

Module provider

Psychology

Module Leader

FERRANTE Oscar (Psychology)

Number of Credits: 15

ECTS Credits: 7.5

Framework: FHEQ Level 7

Module cap (Maximum number of students): 50

Module Availability

Semester 2

Prerequisites / Co-requisites

Successful completion of at least one undergraduate biological psychology and/or neuroscience module(s) as part of prior studies

Module content

This module is structured around key themes in contemporary human neuroscience that are relevant to human behaviour and wellbeing across the lifespan. It builds on core Biological Psychology and Cognitive Psychology content that students would typically have covered in most BSc Psychology courses. Indicative topics may include:
- Neurophysiological mechanisms of attention and distractibility
- Sleep and its role in cognitive and behavioural functioning
- Decision-making processes and neuropharmacological influences
- The gut-brain axis and its implications for behaviour and mental health
- Neuromodulation approaches and their applications in influencing behaviour

Topics are explored through a combination of lectures and seminars, with opportunities for structured discussion. Across these themes, students engage with multiple theoretical and methodological perspectives, with opportunities for structured discussion, group work, and collaborative analysis of competing scientific claims.

Assessment pattern

Alternative Assessment

Individual adjustments will be made on a case-by-case basis; please contact the module convenor as soon as possible to discuss requirements.

Assessment Strategy

The assessment strategy is designed to enable students to demonstrate their understanding of how neuroscience can be applied to human behaviour and wellbeing, and to develop key skills in critical thinking, and scientific communication and collaboration. Students will engage with competing theoretical and methodological perspectives, and develop the ability to construct, evaluate, and defend arguments in relation to contemporary scientific debates. The summative assessments are designed to assess complementary skills.

The written assessment requires students to critically evaluate a contemporary debate topic in applied neuroscience, demonstrating their ability to engage with academic literature and construct a coherent and well-supported argument. Students will also provide process evidence to demonstrate the development of their assignment and argument.

The group presentation requires students to develop and present a research proposal for an adversarial collaboration. Students will outline how competing perspectives could be tested within a shared study, assessing their ability to apply neuroscientific knowledge, work collaboratively, and communicate ideas effectively. Students will also be required to provide process evidence displaying the ability to critically reflect on their assignment preparation strategy and provide clear, relevant justifications for their research proposal and debate topic.

Thus, the summative assessment for this module consists of: an Individual written assessment and a Group presentation. Together, these assessments enable students to apply neuroscientific knowledge, evaluate evidence, and communicate complex ideas effectively in both written and oral formats, as well as demonstrate the learning and preparation process.

Formative assessment and feedback: Students will have regular opportunities for formative feedback through seminar-based discussions and in-class activities. These sessions are designed to support the application of critical thinking and argumentation skills in preparation for the summative assessments. Students will also receive formative feedback on their work through class discussions and guidance from the lecturer. Feedback from both the lecturer and peers will support the effective application of communication, collaboration, and critical evaluation skills.

Module aims

• To provide an understanding of how contemporary neuroscience can be applied to human behaviour and wellbeing
• To support students' ability to critically evaluate neuroscientific evidence and competing theoretical perspectives
• To explore key debates and controversies in applied neuroscience and their societal relevance
• To provide opportunities for students to develop communication, collaboration, and scientific argumentation skills

Learning outcomes

Methods of Teaching / Learning

The learning and teaching strategy is designed to support students' understanding of applied neuroscience in relation to human behaviour and wellbeing, alongside the development of critical evaluation, scientific argumentation, communication, and collaboration skills.

The module will be delivered through a combination of lectures and seminar-based sessions, largely alongside final year undergraduate students. These will introduce key concepts and provide opportunities for discussion and engagement with scientific evidence and perspectives. Students will engage with the material through a range of activities, including discussion, guided analysis, and independent study. These approaches support the application of critical thinking skills, the evaluation of evidence, and the development of clear and well-reasoned arguments. Independent study, including directed reading and preparation for assessment, will further support students in engaging with academic literature and applying their knowledge to relevant topics.

Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.

Reading list

https://readinglists.surrey.ac.uk
Upon accessing the reading list, please search for the module using the module code: PSYM189

Other information

In line with Surrey's Curriculum Framework, we are committed to developing graduates with strengths in Employability, Digital Capabilities, Global and Cultural Capabilities, Sustainability and Resourcefulness and Resilience. This module contributes to the five pillars in the following ways: Resourcefulness and resilience: Students engage with complex and sometimes conflicting scientific evidence and perspectives, requiring them to evaluate arguments, defend positions, and respond to challenge. Seminar discussions and assessment activities support confidence in navigating uncertainty and constructing well-reasoned arguments. Global and Cultural Capabilities: Students engage with research drawn from diverse populations and contexts, and are encouraged to consider how neuroscientific findings may vary across cultural and societal settings. Discussion-based sessions provide opportunities to consider different perspectives and interpretations. Digital Capabilities: Students develop digital literacy through engagement with academic literature and online research tools, as well as the preparation of written and presentation-based assessments. The use of digital platforms to access materials and support independent study further contributes to these skills. All students have access to AI tools through the My AI Surrey platform to enhance their learning and develop skills in using AI tools effectively and ethically. Employability: The module develops key transferable skills valued by employers, including critical thinking, evaluation of evidence, communication, and collaboration. Presentation and discussion activities support the ability to articulate ideas clearly and work effectively with others.

Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2026/7 academic year.