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Sex, drugs, rhythms & blues: teaching principles of biological psychology Tom V. Smulders School of Psychology & Institute of Neuroscience Newcastle University
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Psychology at Newcastle Entrance criteria: AAB or ABB if one science A-level Annual intake: ~100 Single Honours Psychology students 33% has biology A-level (most recent intake) 120 credits per academic year, typically in 10-credit modules (=2 contact hours per week)
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Biological Psychology module Lectures only; 10 Credits Approximately 165 students Stage 2, Semester 2 Stage 1 includes modules that address basics of neurobiology Main text book: Carlson’s Foundations of Physiological Psychology
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Aim of Bio. Psych. module To get students to understand and be able to apply some basic principles of biopsychology: Action of neurotransmitters at the synapse Action of hormones at receptors Basics of pharmacokinetics and drug effects All psychology has a physiological basis
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Covers selected topics only Sex Sexual differentiation Underlying causes of sex differences Drugs Reward and addiction Commonly used psycho-active drugs Rhythms Function and mechanisms of sleep Circadian and circannual rhythms Blues Stress Depression
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“Information transfer” Classic large-class lectures using PowerPoint slide presentations Supported by the BlackBoard VLE: Lecture slides Handouts (outlines, figures, new terminology) Previous exams (with solutions) Study questions
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Aligned practice (Biggs 1999) “Assess what you want them to study” Examination (100% of assesment): 50% MCQ (50 questions) 50% Short-answer questions (3): Integrative across lectures Application of principles Answer all questions!
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Example of a short-answer question You work a constant nightshift. What are the things you could do to minimize the effects on your system? Explain your reasoning.
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Example of a short-answer question Jenny is a very skinny girl, while her friend April is more than slightly overweight. On a night out on the town, they each smoke two joints (marijuana). Whereas April gets only a slight buzz, Jenny gets very stoned. a) What could account for this difference in effect? b) 3 weeks later, the friends are required to take a drugs test for a job they are applying for. Which of the two is most likely to be found out and why?
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Example of a short-answer question If a doctor gives a patient a sugar pill instead of a pain killer, the pain is nevertheless likely to subside at least partially. How does this work? Describe the evidence to support this.
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Disadvantages of short-answer questions Does not test the traditional criterion of “reading beyond the lecture material” Does not test the students on extensive knowledge of key studies
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Advantages of short-answer questions Students have to get to the point (no waffling) Easy to mark consistently across many students Quick to mark (1-2min per question) Very good at separating out the students
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Distribution of marks
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Preparation for assessment Previous years’ short-answer questions are available on VLE, including model answers and marking criteria. Study questions are available on the VLE, with immediate feedback (mix of MCQ and short-answer) 2 revision sessions in class (Q&A)
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Effectiveness of Study Questions Year: F(1,233)=45.5, p<0.0005 Ability: F(1,233)=165.3, p<0.0005 StudyQ: F(1,233)=9.2, p=0.003
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Effectiveness of Study Questions Year: F(1,233)=45.5, p<0.0005 Ability: F(1,233)=165.3, p<0.0005 StudyQ: F(1,233)=9.2, p=0.003
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Effectiveness of Study Questions Year: F(1,233)=45.5, p<0.0005 Ability: F(1,233)=165.3, p<0.0005 StudyQ: F(1,233)=9.2, p=0.003
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Conclusion I attempt to instil understanding of principles, rather than just knowledge of facts The assessment and study aids are geared towards this goal Have I succeeded? Who knows…
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