Undergraduate Course: Developmental Cognitive Neuroscience: Childhood (PSYL10135)
|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
|Summary||The course covers how cognition and the brain change during childhood, focusing on the reciprocal relationship between cognitive and brain development, and how it is influenced by the environment in which a child grows up.
This course covers some specific topics in developmental cognitive neuroscience, focusing on childhood. The goals of the course are to:
(a) Introduce important phenomena and mechanisms supporting neurocognitive development.
(b) Understand the mutual influence among the brain, cognition, and the environment in the dynamic context of development.
(c) Illustrate these mechanisms in various domains (e.g., perception, learning, memory) in the first part of the course, and study in more depth how they contribute to changes in one specific domain (cognitive control) in the second part of the course.
(d) Provide students with an introduction to some of the methods used within developmental cognitive neuroscience including basic experimentation, formal theory development, and neuroscientific methods.
Through this course, students will practice and sharpen the following skills: critical analysis, information integration, structuring and presenting arguments, critical analysis, and writing skills.
Information for Visiting Students
|Pre-requisites||Visiting students who are Psychology majors and in their third or final year at their home university are welcome to take this course.
|High Demand Course?
Course Delivery Information
|Academic year 2018/19, Available to all students (SV1)
|Learning and Teaching activities (Further Info)
Lecture Hours 20,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
|Assessment (Further Info)
|Additional Information (Assessment)
||Mid-course MCQ test (30%), Essay (70%)
||1. In class feedback exercises will be used to check understanding and to develop skills (e.g. quizzes, peer feedback on essay plans/drafts).
2. The mid-course MCQ test is a summative assessment (so the mark will provide numerical feedback as to grade). As the MCQ test is designed to assess foundational knowledge about the course topic, performance on the MCQ test will provide formative feedback as to whether students have a good grasp of the foundations or need to do some more study to consolidate knowledge and provide the necessary basis for more advanced parts of the course to follow.
|No Exam Information
On completion of this course, the student will be able to:
- Demonstrate an understanding of recent scientific advances, debates, and challenges regarding brain and cognitive developments
- Analyze the developmental mechanisms driving cognitive and neural changes during childhood
- Demonstrate an understanding of how cognitive development and brain development are mutually supportive
- Analyze the role of experience and the environment in brain and cognitive developments
|Graduate Attributes and Skills
|Keywords||psychology; cognitive neuroscience; developmental; childhood
|Course organiser||Dr Nicolas Chevalier
|Course secretary||Ms Alexandra MacAndrew
Tel: (0131 6)51 3733