Undergraduate Course: Cognitive and Social Development in Children (PSYL10121)
Course Outline
| School | School of Philosophy, Psychology and Language Sciences |
College | College of Humanities and Social Science |
| Credit level (Normal year taken) | SCQF Level 10 (Year 3 Undergraduate) |
Availability | Available to all students |
| SCQF Credits | 10 |
ECTS Credits | 5 |
| Summary | This course covers some specific topics from current work in the development of higher cognitive abilities and in the development of socio-cultural thinking. The goals of the course are to:
(a) Introduce various aspects of cognitive development, such as attention, learning, decision-making, cognitive control and working memory.
(b) Give an overview of various aspects of social-cognition such as imitation, joint-attention, theory of mind, social attention, face-processing, as well as examples of atypical development.
(c) Provide students with an introduction to some of the methods used within developmental psychology including basic experimentation, formal theory development, and neuroscientific methods.
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| Course description |
Not entered
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
Students MUST have passed:
Psychology 2 (PSYL08002)
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Information for Visiting Students
| Pre-requisites | Visiting students should have at least 3 Psychology courses at grade B or above (or be predicted to obtain this). We will only consider university/college level courses. |
Course Delivery Information
| Not being delivered |
Learning Outcomes
| After taking this course students should understand (a) how children's thinking develops during childhood, (b) the developmental mechanisms driving cognitive changes, (c) how psychological development is intertwined with brain maturation, (d) understand how the child's position in a social context influences and is influenced by her changing cognitive state.
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Reading List
Indicative Bibliography
Diamond, A. (2012). Activities and programs that improve children¿s executive functions. Current Directions in Psychological Sciences, 21(5), 335-341.
Johnson, M.H., & de Haan, M. (2010). Developmental cognitive neuroscience. Wiley-Blackwell.
Munakata, Y., Snyder, H. R., & Chatham, C. H. (2012). Developing cognitive control: Three key transitions. Current Directions in Psychological Science, 21(2), 71-77.
Olson, K.R., & Dweck, C.S. (2008). A blueprint for social cognitive development. Perspectives on Psychological Science, 3, 193-202.
Senju, A., & Johnson, M.H. (2009). The eye contact effect: Mechanisms and development. Trends in cognitive sciences, 13, 127-134.
Southgate, V. (2013). Early manifestations of mind reading. In S. Baron-Cohen, M. V. Lombardo & H. Tager-Flusberg (Eds.), Understanding other minds: Perspectives from developmental social neuroscience.
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Additional Information
| Graduate Attributes and Skills |
Not entered |
| Keywords | Not entered |
Contacts
| Course organiser | Dr Nicolas Chevalier
Tel:
Email: nchevali@exseed.ed.ac.uk |
Course secretary | Ms Stephanie Fong
Tel: (0131 6)50 3961
Email: S.Fong@ed.ac.uk |
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