| Unit name | Animal Communication and Cognition |
|---|---|
| Unit code | BIOL30018 |
| Credit points | 20 |
| Level of study | H/6 |
| Teaching block(s) |
Teaching Block 2 (weeks 13 - 24) |
| Unit director | Professor. King |
| Open unit status | Not open |
| Units you must take before you take this one (pre-requisite units) |
The mandatory units in years 1 and 2 of the Biology, Zoology or Plant Sciences degrees (BSc or MSci), or equivalent (as assessed by the Unit Director). |
| Units you must take alongside this one (co-requisite units) |
None |
| Units you may not take alongside this one |
None |
| School/department | School of Biological Sciences |
| Faculty | Faculty of Life Sciences |
Why is this unit important?
Animals across all taxa have evolved myriad communicative and cognitive mechanisms to overcome a suite of ecological and social dilemmas. These range from obtaining and using environmental information via different sensory modalities, to tracking, assessing, and remembering information obtained from and about others. This unit explores how animal communication and cognition mediate behaviour and guide decision-making, both individually and socially. Throughout, we will emphasise the innovative techniques and experimental designs used to study communication and cognition in both captive and wild animal populations, and we will showcase the importance of this work for animal welfare and understanding the challenges faced by wildlife in a changing world.
How does this unit fit into your programme of study?
In all our biology degrees, the core knowledge and skills are delivered in years 1 and 2. Year 3 lecture units serve progression towards being a subject-specific expert in areas of biology of interest. Bristol is world-leading in the study of animal behaviour and this unit immerses you in cutting-edge research, either with a view to a research career in this area, for progression directly to a specialised job, or to support a broader portfolio of biological interests. Importantly, the unit also serves as the ‘raw material’ for a more general development of critical skills sought-after by employers well beyond biology.
An overview of content
Across the animal kingdom, species have developed sophisticated and varied ways of navigating their world. Drawing on world-leading research, this unit will provide fundamental insights into the evolution of communicative signals and cognitive abilities across a diverse array of taxa. The unit will critically evaluate the role of social and ecological variables in shaping animal communication and cognition. This will include advanced topics such as: i) the similarities and differences between animal communication and human language evolution; ii) how flexible communication systems can facilitate cultural diversity in animal societies; and iii) how diverse cognitive ecologies are supported by adaptations in brain size and composition.
How will students, personally, be different as a result of the unit
At the end of the unit, you will have been taken to the edge of knowledge in a rapidly advancing field, one in which Bristol is a world leader. You will understand the advantages of interdisciplinary research and you will have an in-depth knowledge of the communicative and cognitive world of animals, the range of experimental techniques used to understand animal minds and their communication systems, and an ability to critique conflicting evidence.
Learning outcomes
On completion, students should be able to:
Core knowledge, including explanation of underpinning theory, research approaches, supporting evidence and current controversies, will be largely delivered via lectures, backed up by directed reading. Lectures will be traditional or ‘flipped’ as appropriate to the topic at hand. The application of the scientific method to problem-solving within the field will be developed through structured discussion classes. There is a strong expectation of independent reading, with the emphasis on the quality, not quantity, of material identified by students.
Tasks which help you learn and prepare you for summative tasks (formative):
The assessments for the unit are designed to test programme-level cognitive and presentation skills expected of graduate biologists, but in the context of the specific knowledge, theory and scientific arguments surrounding the topics taught in this unit. As such, it draws on core knowledge and generic skills acquired in years 1 and 2 of the degree programme: the ability to research a scientific topic using traditional and online library resources, the ability to evaluate evidence critically and compare competing hypotheses, the ability to generate hypotheses for observed phenomena and to propose ways to test competing hypotheses, the ability to identify gaps in knowledge and propose ways to fill those gaps, the ability to present evidence-based arguments for one or more propositions, in a reasoned, professional manner. The ability to search and evaluate the scientific literature efficiently will have been enhanced by the units in TB1, particularly the Literature Review (BIOL30002). To help students apply these skills in a subject-specific way, in addition to lectures and directed reading, there are discussion classes focused on the qualities that the summative assessments expect students to possess: hypothesis generation, critical analysis, experimental design (and selection of appropriate research methods more generally), and clear, concise explanation. These discussion classes are interspersed between groups of lectures across the unit, allowing students to build progressively their critical abilities (and confidence in applying them). The discussions will be in-person, but utilise online discussion boards (e.g. Padlets) to provide a permanent record for student reference, and the opportunity for lecturers to correct misunderstandings or expand on explanations.
Tasks which count towards your unit mark (summative):
The unit mark is based on:
When assessment does not go to plan:
Normally, if the structured critical evaluation of a specified scientific paper is missed, the same assessment task will be set with an alternative paper and question, at a time to be determined in consultation with the Senior Tutor’s team. If the exam is missed, an alternative paper will normally be set in the reassessment period.
If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.
If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. BIOL30018).
How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours
of study to complete. Your total learning time is made up of contact time, directed learning tasks,
independent learning and assessment activity.
See the University Workload statement relating to this unit for more information.
Assessment
The assessment methods listed in this unit specification are designed to enable students to demonstrate the named learning outcomes (LOs). Where a disability prevents a student from undertaking a specific method of assessment, schools will make reasonable adjustments to support a student to demonstrate the LO by an alternative method or with additional resources.
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit.
The Board considers each student's outcomes across all the units which contribute to each year's programme of study. For appropriate assessments, if you have self-certificated your absence, you will normally be required to complete it the next time it runs (for assessments at the end of TB1 and TB2 this is usually in the next re-assessment period).
The Board of Examiners will take into account any exceptional circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.
