PSYU2236/PSYX2236: Biopsychology & Learning Assessment

Key Information

Purpose: This assessment helps you critically explore and engage with a topic integrating core concepts in biopsychology and learning. Your proposal will be used to form groups for Assessment 2 (Group Media Presentation). Further details are provided below.

Assessment 1 Information

This assessment requires you to critically engage with a biopsychology and learning topic of your choice. Your proposal will support the formation of groups for Assessment 2 (Group Media Presentation).

All submissions must integrate biopsychology (the biological bases of behaviour) with relevant learning theories. Your pitch should be clearly aligned with one of the following two areas:

• Behaviour Change Intervention

  • Select and clearly define a specific behaviour to target (e.g., procrastination, excessive social media use, unhealthy dietary habits).

  • Propose an intervention using relevant learning theory concepts (e.g., desensitisation, classical conditioning, operant conditioning).

  • Describe the neural components that underpin the chosen behaviour and proposed intervention.

  • Include peer-reviewed scholarly articles to inform the design of the intervention and substantiate the claims made in the submission. A minimum of five scholarly references should be used.

• Neural Mechanisms of a Neurological or Psychiatric Disorder

  • Identify a specific disorder or condition relevant to learning and behaviour (e.g., ADHD, addiction, depression).

  • Clearly describe the neural components that are involved and outline established methods for treatment or management.

  • Clearly explain the specific behaviours or symptoms associated with the topic, linking these explicitly to relevant learning theories.

  • Include peer-reviewed scholarly articles to substantiate the arguments presented. A minimum of five scholarly references should be used.

Assessment 1 Submission Structure

To assist the teaching team in marking, and to help form groups for Assessment 2, the submission will be in two parts. The same due date applies for both parts.

Submission Part 1

The main submission should be structured in the following way:

• Main Body (include only your student ID number as the header) (1,000 word limit)

  • This is the main text of your submission. Write to your chosen topic, addressing the items listed above (i.e., the bullet points under Behaviour Change Intervention and Neural Mechanisms of a Neurological or Psychiatric Disorder).

  • The last paragraph should consist of a description for how you would approach a 10-minute presentation of your chosen topic. This is included to help assign you to a relevant group.

Submission Part 2

To assist the unit convenors in forming groups for Assessment 2 (Group Media Presentation), please provide a short abstract and keywords related to your submission through a Microsoft Form which will be provided on the unit’s iLearn page. The form will ask for the following details:

• Abstract (750 characters maximum)

  • Provide a summary of your submission.

• Keywords (between 1 to 3 keywords, with each keyword no more than 50 characters)

Assessment Requirements

The assessment is a 1,000-word proposal that must be structured into two parts.

• Part 1: Main Submission

  • This is the core of the assessment, requiring a student to choose one of two topics: Behaviour Change Intervention or Neural Mechanisms of a Neurological or Psychiatric Disorder .

  • Regardless of the chosen topic, the submission must explicitly integrate biopsychology (the biological basis of behavior) with relevant learning theories (e.g., classical conditioning, operant conditioning).

  • For the Behaviour Change topic, students must define a specific behavior (e.g., procrastination) and propose an intervention using learning theory concepts, all while describing the underlying neural components.

  • For the Neurological/Psychiatric Disorder topic, students must identify a disorder (e.g., addiction), describe the neural components, outline treatments, and link the symptoms to learning theories.

  • All submissions must be supported by a minimum of five peer-reviewed scholarly articles .

  • The final paragraph of this section should outline the student's approach to a 10-minute presentation on their topic.

• Part 2: Abstract and Keywords

  • This is a separate, short submission via a Microsoft Form, used to facilitate group formation.

  • It requires an abstract (maximum 750 characters) summarizing the proposal and 1-3 keywords (maximum 50 characters each).

Academic Mentor's Guidance Approach

The Academic Mentor's guidance was a step-by-step process designed to ensure the student met all the assessment requirements while fostering a deep understanding of the subject matter.

1. Topic Selection and Brainstorming 

The mentor first helped the student choose a topic. This involved discussing their interests and identifying a specific behavior or disorder that could be effectively linked to both biopsychology and learning theories. This initial phase was crucial to ensuring the student was genuinely engaged with the topic and could easily find supporting scholarly articles.

2. Research and Literature Review ????

The mentor guided the student on how to conduct a targeted literature search. They emphasized the importance of using academic databases to find high-quality, peer-reviewed articles. The goal was to find a minimum of five relevant sources to substantiate the claims made in the proposal, a key requirement of the assessment.

3. Structuring the Proposal 

The mentor worked with the student to create a logical structure for the main body of the proposal. They broke down the 1,000-word limit into sections, such as:

• Introduction : Briefly introduce the chosen topic.

• Body Paragraphs : Dive into the core concepts, explicitly linking the behavior/symptoms to relevant learning theories and the underlying neural mechanisms. For example, if the topic was addiction, they would discuss how operant conditioning (reward) and classical conditioning (cues) contribute to the behavior, then explain the role of the brain's dopamine reward pathway.

• Conclusion : Summarize the main points and, crucially, describe the plan for the 10-minute presentation.

4. Drafting and Refining the Content 

The mentor provided feedback on early drafts, focusing on clarity, coherence, and accuracy. They helped the student refine their arguments, ensuring the connections between learning theories and biopsychology were explicit and well-supported by their research. They also checked for proper citation and referencing.

5. Crafting the Abstract and Keywords 

Finally, the mentor helped the student distill their entire proposal into the concise abstract and keywords required for Part 2. This was an exercise in summarizing complex information into a very limited character count, a valuable skill in academic communication.

Achieved Outcome and Learning Objectives

The final outcome was a comprehensive and well-researched proposal that fully met all the assessment criteria. By following the mentor's guidance, the student not only completed the assignment but also achieved several key learning objectives:

• Critical Thinking : The student learned to critically analyze a behavior or disorder by integrating knowledge from different academic fields.

• Research Skills : They developed the ability to conduct an effective literature review, identify scholarly sources, and use them to support their arguments.

• Integration of Concepts : The student demonstrated a deep understanding of how biopsychology and learning theories are interconnected and can be applied to real-world phenomena.

• Communication Skills : The process of drafting the proposal, and especially the abstract and keywords, honed the student's ability to communicate complex ideas concisely and effectively. This also prepared them for the subsequent group presentation, which required them to synthesize and present their findings to an audience.

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