This versatile master's degree combines cognitive and clinical approaches to neuroscience. It seeks to apply neuroscientific techniques to further your understanding of the human mind and explores the underlying mechanisms associated with disease and disorders of the nervous system. You'll be equipped with an understanding of contemporary issues in cognitive and clinical neuroscience and developing your skills and ability to use neuroscientific methods in a research and clinical environment.
This course focuses on the advanced study of neuroscience, with a focus on understanding the brain in both health and disease.
A uniquely interdisciplinary course, you'll be taught by internationally recognised academics from both the Psychology department and in Biomedical Sciences. You'll have access to state-of-the-art neuroscience equipment, such as electroencephalography (EEG) and non-invasive brain stimulation as well as lab facilities to get hands-on experience in neuroimaging and non-invasive neuro-stimulation techniques.
This course is ideal if you wish to extend your research interests to doctoral level or you’re looking to apply neuroscience in clinical and research settings.
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As a uniquely interdisciplinary course, your focus will be on building your skills to engage critically with:
In addition to the in-depth knowledge of the subject matter, you'll gain practical skills in neuroscientific data collection and analysis, experimental design, and clinical and statistical analysis of data.
You'll have the opportunity to utilise these skills in your own original research project, exploring cognitive processes by examining or manipulating brain states.
This module extends your undergraduate knowledge of research methods, design and statistics and prepares you for your dissertation and forthcoming supervised practice. You'll also be prepared to choose appropriate methodologies and analyses for research.
This module will give you the opportunity for an in-depth, advanced study in a specific area of applied psychology. You will apply appropriate principles of empirical research, and present your research study in the form of a written journal article, using appropriate styles and conventions.
This module will introduce the advanced level study of topics in neuropsychology, with a particular focus on cognitive neuropsychology. The foundations of the approach will be outlined, followed by examination of neuropsychological case studies and related research in several areas of cognition, including memory, language processing, and visual and perceptual disorders. You'll also be encouraged to develop a critical awareness of the controversies that exist within this field and how these link to controversies in neuroscience.
The “reproducibility crisis” in Psychology (and in science more generally) has been vigorously debated in recent years in terms of its existence, nature, causes and possible solutions. Many changes to research practice have as a result been introduced and proposed, commonly referred to collectively as “Open Science”. This module will explore these debates so you can navigate your way through these rapidly developing changes.
This module will give you an understanding of the theory that underpins cognitive neuroscience techniques such as EEG, TMS, fMRI, TES. You'll also have the opportunity for hands-on learning in using these techniques.
The module reviews your current understanding of the epidemiology, aetiology, pathology, diagnostic investigations and treatment interventions of a range of neurological conditions that are of great public interest today. You'll develop your ability to interpret clinical and neuropathological data for the purpose of either research or clinical diagnosis.
This module will give you a specialised body of current knowledge in the field of clinical neurophysiology. The emphasis will be on acquiring familiarity with the practical skills involved with specialist technologies and investigations. Investigative procedures include evoked potentials, nerve conduction and EMG, with emphasis on interpreting diagnostic information acquired in surgical and ITU environments.
This module will give you an understanding of the developing relationship between human brain and behaviour. It will draw on evidence from physiological, cognitive and neuroscientific research to examine the development of key cognitive processes including sensory processing, learning and memory, language, action perception and production, and emotion processing at different stages of life
You can find more information about this course in the programme specification. Optional modules are not offered on every course. If we have insufficient numbers of students interested in an optional module, or there are staffing changes which affect the teaching, it may not be offered. If an optional module will not run, we will advise you after the module selection period when numbers are confirmed, or at the earliest time that the programme team make the decision not to run the module, and help you choose an alternative module.
We are regularly reviewing and updating our programmes to ensure you have the best learning experience. We are taking what we've learnt in recent years by enhancing our teaching methods with new and innovative ways of learning.
Practical and hands-on, you'll attend laboratory sessions and workshops alongside your lectures and seminars. You'll take part in class discussions and work on research projects, group assignments and critical analyses.
There is a specific module on research methods and the course also aims to improve your analytical, statistical and IT skills to aid your independent learning.
A major part of your assessment will be your 10,000 to 15,000-word dissertation, which will be accompanied by a 1,500-word research proposal and a 10-minute presentation, on which you will receive feedback from fellow students as well as your tutor.
Other forms of assessment will include tests, projects, statistical assignments, essays, reports, logbooks and case study analyses. You will receive regular feedback on your work, including your assessed coursework and your dissertation.
We have developed new approaches to teaching and learning for the 2021/22 academic year.
We are currently reviewing our approach to teaching and learning for 2022 entry and beyond. We've learned a lot about how to give you a quality education - we aim to combine the best of our in-person teaching and learning with access to online learning and digital resources which put you more in charge of when and how you study. We will keep you updated on this throughout the application process.
Your timetable will be built around on campus sessions using our professional facilities, with online sessions for some activities where we know being virtual will add value. We’ll use technology to enhance all of your learning and give you access to online resources to use in your own time.
The table below gives you an idea of what learning looks like across a typical week. Some weeks are different due to how we schedule classes and arrange on campus sessions.
This information is likely to change slightly for 2022 entry as our plans evolve. You'll receive full information on your teaching before you start your course.
Learning structure: typical hourly breakdown in 2021/22
Live in-person on campus learning
Contact hours per week, per level:
Live online learning
Average hours per week, per level:
Tutor set learning activities
Average hours per week, per level:
Outside of these hours, you’ll be expected to do independent study where you read, listen and reflect on other learning activities. This can include preparation for future classes. In a year, you’ll typically be expected to commit 1200 hours to your course across all styles of learning. If you are taking a placement, you might have some additional hours.
Definitions of terms
You have a strong support network available to you to make sure you develop all the necessary academic skills you need to do well on your course.
Our support services will be delivered online and on campus and you have access to a range of different resources so you can get the help you need, whether you’re studying at home or have the opportunity to come to campus.
You have access to one to one and group sessions for personal learning and academic support from our library and IT teams, and our network of learning experts. Our teams will also be here to offer financial advice, and personal wellbeing, mental health and disability support.
This programme will provide you with the skills and knowledge necessary for careers in UK health services and research centres. It's also is suited to those who want to pursue a career in data analysis, cognitive science, academic research (MPhil/PhD), teaching in higher education, and clinical neurophysiology (e.g. in the NHS).
The range of professional skills that Cognitive and Clinical Neuroscience MSc graduates develop ensures that they're highly valued across the economy. The programme develops a range of broad skills including critical thinking and scientific reasoning. With a greater emphasis on data handling and critical engagement with statistics in today’s workplace these skills are thought to provide better opportunities for graduates to enter positions where data analytics are valued.
Dr Silas' current research interests are related to social cognition and cognitive neuroscience. He also has an interest in the role of mirroring systems in the human brain and the role of embodied processes in understanding others. Dr Silas has experience in using a variety of neuro-scientific methods including EEG, TMS, tDCS and fMRI.
Dr Jones' interests include attention, action, and multisensory integration, and using cognitive neuroscience techniques to investigate how the brain and behaviour relate. Focus has been on exploring how we select and attend to information which is constantly bombarding our senses.
Dr Brunswick’s research focuses on cognitive, behavioural and neuropsychological aspects of children's reading development, of skilled reading, and developmental dyslexia in children and adults. She's also interested in the link between reading and musical expertise (in musicians and dancers), and between reading ability and visuo-spatial/drawing ability (in art/non-art students). She has conducted research using EEG, ERPs, fMRI and PET and has written five books on reading and dyslexia.
We’ll carefully manage any future changes to courses, or the support and other services available to you, if these are necessary because of things like changes to government health and safety advice, or any changes to the law.
Any decisions will be taken in line with both external advice and the University’s Regulations which include information on this.
Our priority will always be to maintain academic standards and quality so that your learning outcomes are not affected by any adjustments that we may have to make.
At all times we’ll aim to keep you well informed of how we may need to respond to changing circumstances, and about support that we’ll provide to you.