Postgraduate Course: Introduction to Developmental Cognitive Science (PSYL11085)
|School||School of Philosophy, Psychology and Language Sciences
||College||College of Humanities and Social Science
|Credit level (Normal year taken)||SCQF Level 11 (Postgraduate)
||Availability||Not available to visiting students
|Summary||This course provides an overview of theoretical perspectives in the interdisciplinary field of developmental cognitive science. It aims to set the specific topics studied in other courses in the Developmental Cognitive Science programme within a broader theoretical and historical context.
We will explore how contemporary approaches to explaining cognitive development have evolved from earlier approaches, as well as how theoretical and methodological approaches inter-relate. We will also consider the ways in which interdisciplinary collaboration contributes to research on typical and atypical development. Finally, we will discuss how research in developmental cognitive science can both inform and be informed by practice in real-world settings (e.g. education and health care).
Entry Requirements (not applicable to Visiting Students)
||Other requirements|| None
Course Delivery Information
|Academic year 2018/19, Not available to visiting students (SS1)
|Learning and Teaching activities (Further Info)
Lecture Hours 10,
Programme Level Learning and Teaching Hours 2,
Directed Learning and Independent Learning Hours
|Assessment (Further Info)
|Additional Information (Assessment)
||Coursework Essay 80%, Participation 20%
Students will write an essay involving critical evaluation of theoretical perspectives. They will also be assessed on their preparation for and participation in seminar discussions.
||Discussion sessions will be included in each class and will incorporate formative feedback. Students will submit an essay plan (approximately week 7) and will receive formative feedback on this via individual meetings with the course organiser (approximately week 8).
|No Exam Information
On completion of this course, the student will be able to:
- describe and evaluate different theoretical perspectives within developmental cognitive science
- give examples of how interdisciplinary collaboration has contributed to research in cognitive development.
- explain how classic theories of development have contributed to developmental cognitive science.
|Butterworth, B., Mareschal, D. and Tolmie, A. (2013). Educational neuroscience. Chichester, West Sussex: Wiley.|
Farran, E.K. and Karmiloff-Smith, A. (2012). Neurodevelopmental disorders across the lifespan: a neuroconstructivist approach. Oxford : Oxford University Press.
Goswami, U. (ed.) (2014). The Wiley-Blackwell handbook of childhood cognitive development. Oxford: Wiley-Blackwell.
Karmiloff-Smith, A. (1992). Beyond modularity: a developmental perspective on cognitive science. Cambridge, Mass.: MIT Press
|Graduate Attributes and Skills
||Research and enquiry skills e.g. analytical and critical thinking; knowledge integration across academic disciplines; understanding of interplay between research and real-world settings
Personal and intellectual autonomy e.g. independent thinking; developing higher-order thinking and sound reasoning
Communication skills e.g. engaging effectively in discussions; written communication skills, including articulating complex ideas and arguments
|Keywords||developmental cognitive science; cognitive development; typical development; atypical development;
|Course organiser||Dr Morag Donaldson
Tel: (0131 6)50 3437
|Course secretary||Miss Toni Noble
Tel: (0131 6)51 3188