PY3NCMH: Nutrition, Cognition and Mental Health

Module code: PY3NCMH

Module provider: Psychology; School of Psych and Clin Lang Sci

Credits: 20

Level: Level 3 (Honours)

When you'll be taught: Semester 2

Module convenor: Dr Katie Barfoot, email: katie.barfoot@reading.ac.uk

Module co-convenor: Dr Daniel Lamport, email: daniel.lamport@reading.ac.uk

Pre-requisite module(s): BEFORE TAKING THIS MODULE YOU MUST TAKE PY2RMP (Compulsory)

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: NA

Academic year: 2024/5

Available to visiting students: Yes

Talis reading list: Yes

Last updated: 23 May 2024

Overview

Module aims and purpose

Explore and evaluate the effects of nutritional compounds and metabolic processes on cognitive function and mood. Topics will include glucose regulation, polyphenol consumption, the gut-brain axis and the role of exercise in cognitive and mental health. You will perform critical evaluations of the existing literature across a number of populations including adults, children and  Alzheimer’s Disease and Dementia, and will explore the neuroscientific and physiological underpinnings of nutritional and metabolic effects on the brain. You will develop skills around team-based learning, critical analysis and communication of scientific literature, whilst learning about the current research being undertaken in this field in PCLS. 

Module learning outcomes

By the end of the module, it is expected that students will be able to: 

1. Describe and critically analyse the evidence for nutritional and metabolic influences on cognition and mental health 
2. Critically evaluate methodological approaches to exploring the effects of nutritional and metabolic influences on cognition and mental health 
3. Discuss and appraise the theoretical and mechanistic underpinnings of nutritional and metabolic influences on the brain. 
4. Design a research proposal in the area of nutrition, cognition and mental health, and communicate this to an academic audience.   

Module content

Long-term dietary habits and overall nutrition can have a significant impact on lifetime cognitive performance. Research has confirmed that dietary intake of fruit and vegetables, and foods rich in plant-derived phytochemicals (known as polyphenols are important for healthy cognitive function and mental health and can aid in the the prevention of age-related cognitive decline. Research also shows that metabolic processes such as glucose regulation and activities which can impact physiological and metabolic processes such as exercise, can also influence cognition and mental health.  Through interactive lectures and seminars, this module introduces students to the complex interplay between nutritional and metabolic factors and their impact on our cognitive and mental across the lifespan.   

Initially we will consider key methodological approaches underpinning nutritional and metabolic effects on the brain. We will then consider and evaluate the evidence for a variety of different micronutrients, macronutrients, and holistic diets before exploring mechanistic explanations for these effects. We will also explore how metabolic disturbances such as type 2 diabetes can affect the brain and evaluate theories which explain these effects. The impact of metabolic activities such as exercise, and their potential effects on the brain and behaviour, will also be explored and evaluated. The course will enable students to critically evaluate evidence collected using a range of different populations (e.g., animals, children and older adults), techniques (e.g., behavioural, cellular and neuroimaging) and study designs (e.g., randomised controlled trials, epidemiological studies). 

Finally, the course will look at the dissemination of nutritional and metabolic research within the wider public sphere and will explore ways to improve science communication across psychology, nutrition and related scientific fields.  

The module will cover the BPS core areas of Cognitive Psychology, Biological Psychology and Research Methods. 

Structure

Teaching and learning methods

The module comprises ten 2-hour lectures and four 1-hour seminars.  

Digitally enabled approaches, combined with in-person and non-digital approaches will be adopted. For example, self-scheduled activities will involve engaging with learning materials before the lectures and seminars, such as reading research papers and watching screencasts. Scheduled learning activities will take place in the lectures and seminars and will involve digital approaches such as quizzes and polling, and in person team-based learning (TBL) with peers.  TBL enables students to work in teams to explore and evaluate the material that has been taught, facilitated by the teaching team.  The online discussion board will allow students to post questions and comments outside of the scheduled live sessions.  

Study hours

At least 25 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve an overall module mark of 40% to pass this module.

Summative assessment

Penalties for late submission of summative assessment

The Support Centres will apply the following penalties for work submitted late:

Assessments with numerical marks

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: /cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmission.pdf

You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

Formative activities will prepare students well for summative assessment. 

Reassessment

Additional costs