PSYC12012 - Physiological Psychology

General Information

Unit Synopsis

In this unit you will learn how the brain provides the foundation for all psychological processes and behaviour. Specifically, you will study the structure and function of the central nervous system, and how structures in the brain contribute to adaptive information processing. You will gain an understanding of the biological basis of a range of human psychological processes and functions, including perception, language, learning and memory. You will also learn how to critically evaluate the empirical literature and key research methods employed in the field in relation to contemporary theories of cognitive function.

Details

Level Undergraduate
Unit Level 2
Credit Points 6
Student Contribution Band SCA Band 4
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites

24 credit points including PSYC11010 or PSYC11008 or PSYC11009.

Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).

Class Timetable View Unit Timetable
Residential School No Residential School

Unit Availabilities from Term 1 - 2025

Term 1 - 2025 Profile
Bundaberg
Cairns
Online
Rockhampton

Attendance Requirements

All on-campus students are expected to attend scheduled classes - in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).

Assessment Overview

Recommended Student Time Commitment

Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.

Assessment Tasks

This information will not be available until 8 weeks before term.
To see assessment details from an earlier availability, please search via a previous term.

This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%).

Consult the University's Grades and Results Policy for more details of interim results and final grades

Past Exams

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Previous Feedback

Term 1 - 2023 : The overall satisfaction for students in the last offering of this course was 54.55% (`Agree` and `Strongly Agree` responses), based on a 25.58% response rate.

Feedback, Recommendations and Responses

Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.

Source: Student feedback
Feedback
Students found the tutorials not structured as much as they would like, and the purpose of the discussion-based format was not clear.
Recommendation
Tutorials will continue to be discussion-based, with questions provided as prompts. It will be clarified that the purpose of these is to enhance students' ability to critically engage with the unit material. Written notes providing a summary of good answers to the posed questions will be provided as appropriate.
Action Taken
Tutorials continued to be discussion-based, with questions provided as prompts. Further supplemental activities were provided, as well as detailed notes for each of the discussion questions raised in class.
Source: Student feedback
Feedback
The unit and textbook was described as content heavy, with students struggling to keep up with the weekly material. Students suggested that more real-world examples and simpler explanations of concepts could help with learning.
Recommendation
The content of physiological psychology is content heavy and technical. Students will be provided with greater clarity during tutorial activities that the aim of learning in this unit is not rote memorisation but rather (a) developing a mental 'roadmap' that provides quick direction towards applicable reference material, and (b) applying this knowledge to new situations. The take-home test is aligned to this aim, and this will be communicated more clearly to students during tutorials.
Action Taken
Tutorial materials designed to provide students with a mental 'roadmap' were provided. Study strategies for approaching the sometimes dense and heavy unit material were provided.
Source: Student feedback
Feedback
Students struggled with the essay assessment, feeling that it was unclear, not well-aligned with unit content, and caused confusion and stress, particularly due to its weighting.
Recommendation
The topic of the essay will be reviewed to ensure it is better aligned with the content covered in the lead-up to the essay being due. To improve clarity in scope and reduce stress associated with additional literature searching and reviewing, the assessment task will be restricted to incorporating material only from the textbook and a limited number of ancillary readings.
Action Taken
The essay topic was significantly revised so as to be more scaffolded by removing the requirement to do an independent literature review. Instead, students were provided with a small set of readings on which to base their essay.
Source: Student Unit Evaluations
Feedback
Students reported experiencing confusion due to what was perceived as vague and unclear assessment instructions.
Recommendation
The assessment instructions will be peer reviewed to identify any opportunities for enhancing their clarity.
Action Taken
In Progress
Source: Student Unit Evaluations
Feedback
Students highlighted issues with poor audio quality and unhelpful lecture slides that hampered their learning experience. The clarity of lectures was an expressed concern, with materials sometimes being considered inadequate for effective understanding.
Recommendation
The 'flipped classroom' recorded lectures and associated lecture materials will be refreshed in 2024 to ensure they are organized, well-structured and of high audio-visual quality.
Action Taken
In Progress
Source: Student Unit Evaluations
Feedback
The feedback received for assessment was sometimes reported to be not constructive, leaving learners uncertain about how to improve or what exactly was expected of them in the assessments.
Recommendation
Work with sessional markers to build their skills to provide effective feedback to students. Students to be encouraged to seek an informal consultation with the unit coordinator if they are unsure about the meaning of any feedback.
Action Taken
In Progress
Source: Student Unit Evaluations
Feedback
Some students reported confusion as to the assessment due dates.
Recommendation
The unit coordinator will ensure that all dates that appear anywhere on the Moodle site, including in assessment resources, are consistent with the unit profile.
Action Taken
In Progress
Unit learning Outcomes
This information will not be available until 8 weeks before term.
To see Learning Outcomes from an earlier availability, please search via a previous term.