University Homepage
DRPS Homepage
DRPS Search
DRPS Contact
DRPS : Course Catalogue : School of Philosophy, Psychology and Language Sciences : Psychology

Postgraduate Course: Seminar in Developmental Cognitive Science (PSYL11093)

Course Outline
SchoolSchool of Philosophy, Psychology and Language Sciences CollegeCollege of Humanities and Social Science
Credit level (Normal year taken)SCQF Level 11 (Postgraduate) AvailabilityNot available to visiting students
SCQF Credits10 ECTS Credits5
SummaryIn this course, we will explore advanced theoretical and methodological issues in developmental cognitive science by reading and discussing classic and contemporary journal papers. Entry to this course is restricted to students enrolled on the MSc Developmental Cognitive Science. It aims to build on and integrate the knowledge and skills students have acquired in core Semester 1 courses - Introduction to Developmental Cognitive Science, Research Methods for Developmental Cognitive Science and Current Topics in Developmental Cognitive Science.
Course description Each week, students will read some journal papers (usually between one and three) on a particular topic. The selected papers will illustrate key theoretical and / or methodological issues in developmental cognitive science, as well as covering a variety of aspects of development. A specific student (or group of students) will be tasked with leading the discussion on that topic for the week. That student (or group) will give a short (10 minute) presentation on the paper(s), and facilitate discussion on the topic. Discussion may include specific questions on the paper(s), but should focus on critiquing the work, examining the topic in more detail, and placing the work and the topic in the broader field of developmental science.

Students will be responsible for presenting, either individually or as part of a group at least once during the course. In addition, students will be expected to carefully read and understand the papers, and to contribute actively to group discussions.
Entry Requirements (not applicable to Visiting Students)
Pre-requisites Co-requisites
Prohibited Combinations Other requirements None
Course Delivery Information
Academic year 2018/19, Not available to visiting students (SS1) Quota:  None
Course Start Semester 2
Timetable Timetable
Learning and Teaching activities (Further Info) Total Hours: 100 ( Lecture Hours 10, Programme Level Learning and Teaching Hours 2, Directed Learning and Independent Learning Hours 88 )
Assessment (Further Info) Written Exam 0 %, Coursework 40 %, Practical Exam 60 %
Additional Information (Assessment) Seminar presentation 40% Written critiques 40% Participation 20%

Students will give a brief oral presentation and lead a discussion on the assigned reading for a particular seminar. They will also be assessed on two short written critiques of papers from other seminars and on their participation in seminar discussions.
Feedback Due to the seminar-style nature of this course, formative feedback will be integral to all sessions.
No Exam Information
Learning Outcomes
On completion of this course, the student will be able to:
  1. explain some key theoretical and methodological issues within developmental cognitive science.
  2. give examples from the research literature of different attempts to address these issues, and critically evaluate these attempts.
  3. communicate clearly in speech and writing about theoretical and practical implications of developmental science research.
  4. contribute effectively to academic discussions, as a speaker, as a listener and as a chairperson.
  5. provide constructive feedback to peers and engage appropriately with feedback on their own academic performance.
Reading List
Indicative papers:

Abbott-Smith, K., Nurmsoo, E., Croll, R., Ferguson, H., & Forrester, M. (2016). How children aged 2;6 tailor verbal expressions to interlocutor informational needs. Journal of Child Language, 43, 1277-1291.

Cushman, F., Sheketoff, R. Wharton, S. and Carey, S. (2013). The development of intent-based moral judgment. Cognition, 127, 6-21.

Sala, G. and Gobet, F. (2017). Working memory training in typically developing children: a meta-analysis of the available evidence. Developmental Psychology, 53, 671:685

Spelke, E.S. (2017). Core Knowledge, Language, and Number. Language Learning and Development, 13, 147-170.

Thomas, M. and Karmiloff-Smith, A. (2002). Are developmental disorders like cases of adult brain damage? Implications from connectionist modelling. Behavioral and Brain Sciences, 25, 727-750.
Additional Information
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; understanding of interplay between theoretical and methodological approaches
Personal and intellectual autonomy e.g. independent thinking; developing higher-order thinking and sound reasoning; self-awareness and reflection
Personal effectiveness e.g. acquiring skills for leading a group discussion; giving and receiving feedback in a way that maintains and builds relationships within a team
Communication skills e.g. engaging effectively in discussions; oral and written presentation skills, including the ability to convey the key points concisely
Additional Class Delivery Information Entry to this course is restricted to students enrolled on the MSc Developmental Cognitive Science.
Keywordsdevelopmental cognitive science; cognitive development; typical development; atypical development
Course organiserDr Bonnie Auyeung
Course secretaryMiss Toni Noble
Tel: (0131 6)51 3188
Help & Information
Search DPTs and Courses
Degree Programmes
Browse DPTs
Humanities and Social Science
Science and Engineering
Medicine and Veterinary Medicine
Other Information
Combined Course Timetable
Important Information