PROGRAMME SPECIFICATION
Programme title:
MSc in Cognitive Neuroscience
Final award (BSc, MA etc):
(where stopping off points exist they should
be detailed here and defined later in the
document)
UCAS code:
(where applicable)
Intake cohort(s) to which this
programme specification is applicable:
(e.g. from 2001 intake onwards)
MSc in Cognitive Neuroscience
(Exit points at Postgraduate Certificate and Postgraduate
Diploma levels)
Awarding institution/body:
University College London
Teaching institution:
University College London
Faculty:
Brain Sciences
Parent Department:
(the Department responsible for the
administration of the programme)
Web page address:
(if applicable)
Institute of Cognitive Neuroscience, Psychology and Language
Sciences
Method of study:
Full-time only
N/A
From 2014 intake onwards
http://www.ucl.ac.uk/icn-education/MSc_Cog_Neuro
http://www.ucl.ac.uk/pals/study/masters/TMSPSYSCOG09
Full-time/Part-time/Other
Criteria for admission to the
programme:
See
http://www.ucl.ac.uk/prospectivestudents/graduate/taught/degrees/cognitive-neuroscience-msc
and
http://www.ucl.ac.uk/icneducation/MSc_Cog_Neuro/Entry_Requirements
Length of the programme:
One calendar year full-time
(please note any periods spent away from UCL, such
as study abroad or placements in industry)
Level on Framework for Higher
Education Qualifications (FHEQ)
(see Guidance notes)
Relevant subject benchmark statement
(SBS)
M
The programme is consistent with the subject benchmarking
statements for psychology. (QAA 207 12/07)
(see guidance notes on programme specifications)
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Brief outline of the structure of the
programme / its assessment:
(see guidance notes on programme
specifications)
The MSc in Cognitive Neuroscience is worth 180 UCL credits.
The programme consists of eight taught modules (each worth 15
UCL credits) and an empirical research project (worth 60 UCL
credits). Each element is compulsory and each element is
assessed:
1. Research Skills (Statistics): Three one-hour unseen
online exams, the best two of which count
2. Communication Skills in Cognitive Neuroscience: One
1,000-1,500 word popular science article and one 3-4
min film
3. Methods in Cognitive Neuroscience I (Lesions
Approaches): Two 1,000-1,500 word written reports
4. Methods in Cognitive Neuroscience II (Neuroimaging):
Two 1,000-1,500 word written reports
5. Structure and function of the brain: Two-hour unseen
written short answer exam
6. Current Issues in Cognitive Neuroscience I
(Fundamental Processes): 2,000-3,000 word essay
7. Current Issues in Cognitive Neuroscience II (Elaborative
and Adaptive Processes): 2,000-3,000 word essay
8. Current Issues in Cognitive Neuroscience III
(Translational Research): 2,000-3,000 word essay
9. Research project: 10,000-12,000 word written
dissertation
Students have the opportunity to complete one optional formative
assessment (a sample essay).
Board of Examiners:
i) Name of Board of Examiners:
Cognitive Neuroscience Board of Examiners
Professional body accreditation
(if applicable):
N/A
EDUCATIONAL AIMS OF THE PROGRAMME:
The programme aims to teach the foundations, methodology, and state of knowledge in the field of cognitive
neuroscience. The course prepares students for academic research in cognitive neuroscience and related
areas, and provides a basis for the application of this research in applied settings in a range of areas including
marketing, teaching, and consultancy.
PROGRAMME OUTCOMES:
The programme provides opportunities for students to develop and demonstrate knowledge and understanding,
qualities, skills and other attributes in the following areas:
A: Knowledge and understanding
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Knowledge and understanding of:
Core principles and applications of
cognitive neuroscience; history of
cognitive neuroscience; how to study the
neural bases of mental phenomena;
human brain anatomy; methods of
measuring brain function and structure;
experimental design and statistics; ethical
and safety issues in neuroimaging; neural
bases of fundamental, elaborative,
adaptive, and applied functions in healthy
individuals across the life span and in
brain-damaged patients.
Teaching/learning methods and strategies:
Lectures and seminars including student
presentations; discussion of key papers; problem
classes; laboratory classes; public engagement
classes; supervised dissertation.
Assessment:
Exam/Essay/Written Reports/Public Science
Paper/Short Film/Exercises/Report/Dissertation
B: Skills and other attributes
Intellectual (thinking) skills:
Able to evaluate the pros and cons of
different neuroimaging techniques;
understand the logic of experimental
design and analysis; able to design
experiments on the relationship between
the mind and the brain; able to choose the
appropriate measure for an experimental
question; able to specify appropriate
psychological tasks for an experimental
question.
Teaching/learning methods and strategies:
Lectures and seminars including student
presentations; discussion of key papers; problem
classes; laboratory classes; public engagement
classes; supervised dissertation.
Assessment:
Exam/Essay/Written Reports/Public Science
Paper/Short Film/Exercises/Report/Dissertation
C: Skills and other attributes
Practical skills (able to):
Analyze data, including statistical
analysis; program computers; design and
implement experiments in the area of
cognitive neuroscience; search the
worldwide web for information and
references; use a range of software
packages, including word processing,
visual presentations, and spreadsheets;
apply cognitive neuroscience methods.
Teaching/learning methods and strategies:
Lectures and seminars including student
presentations; discussion of key papers; problem
classes; laboratory classes; public engagement
classes; supervised dissertation.
Assessment:
Exam/Essay/Written Reports/Public Science
Paper/Short Film/Exercises/Report/Dissertation
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D: Skills and other attributes
Transferable skills (able to):
Think logically and critically; disseminate
knowledge; communicate effectively in
oral and written form; interact effectively
with individuals and small groups; solve
problems; organize and manage projects;
time management; learn actively and
independently; being creative; assess
oneself; make decisions.
Teaching/learning methods and strategies:
Lectures and seminars including student
presentations; discussion of key papers; problem
classes; laboratory classes; public engagement
classes; supervised dissertation.
Assessment:
Exam/Essay/Written Reports/Public Science
Paper/Short Film/Exercises/Report/Dissertation
The following reference points were used in designing the programme:
 the Framework for Higher Education Qualifications
(http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/quality-code-A1.aspx);
 the relevant Subject Benchmark Statements
(http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/quality-code-A2.aspx);
 the programme specifications for UCL degree programmes in relevant subjects (where applicable);
 UCL teaching and learning policies;
 staff research.
Please note: This specification provides a concise summary of the main features of the programme and the
learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she
takes full advantage of the learning opportunities that are provided. More detailed information on the learning
outcomes, content and teaching, learning and assessment methods of each course unit/module can be found
in the Departmental course handbook. The accuracy of the information contained in this document is reviewed
by the College and may be checked by the Quality Assurance Agency for Higher Education.
Programme Organisers:
Dr Leun Otten
Prof Paul Burgess
Date of production:
23 October 2008
Date of latest review and
revision:
30 October 2014
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SCHEME OF AWARD
MSc/MRes in Cognitive Neuroscience
2014/15
The Cognitive Neuroscience programmes follow the general UCL criteria for the award of a
Masters degree.
Marks
Each programme is worth 180 UCL credits. The MSc in Cognitive Neuroscience consists of
eight taught modules (15 credits each) and a research project of 60 credits. The MRes in
Cognitive Neuroscience consists of four taught modules (15 credits each) and a research
project of 120 credits. Marks for each Masters element are derived by averaging the marks of
the assessments associated with that element. The overall degree mark is computed by
taking the average across all element marks, weighted according to the credit value of each
element. Marks are rounded to the nearest integer.
Degree awards
Students are awarded one of four classifications: Distinction, Merit, Pass or Fail. The normal
pass mark for a Masters element is 50%. Up to 25% of taught elements may be condoned at
40-49% at the discretion of the Exam Board (i.e. up to 2 taught MSc modules and 1 taught
MRes module). The dissertation must always be passed at 50% or above. To achieve a:
Distinction:
1. the overall mark, based on 180 credits, is 70% or greater, and
2. the mark for the dissertation is 70% or greater, and
3. there are no marks below 50%, no condoned marks, no re-sit marks
and all marks are first attempts.
Merit:
1. the overall mark, based on 180 credits, is 60% or greater, and
2. the mark for the dissertation is 60% or greater, and
3. there are no marks below 50%, no condoned marks, no re-sit marks
and all marks are first attempts.
Pass:
1. the overall mark, based on 180 credits, is 50% or greater, and
2. the mark for the dissertation is 50% or greater.
Borderline Criteria
If the overall mark is 69% a candidate is in the borderline zone. An award of a Distinction
must be made when:
1. the mark for the dissertation is 70% or above; and
2. at least half of the taught credits are at or above 70%; and
3. there are no marks below 50%, no condoned marks, no re-sit marks and all the marks
for the modules are first attempts.
If the overall mark is 59% a candidate is in the borderline zone. An award of a Merit must be
made when:
1. the mark for the dissertation is 60% or above; and
2. at least half of the taught credits are at or above 60%; and
3. there are no marks below 50%, no condoned marks, no re-sit marks and all the marks
for the modules are first attempts.
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