Преподавател(и):

доц. Милена Мутафчиева  д-р
гл. ас. Маргарита Павлова  д-р

Описание на курса:

Компетенции:

By the end of this course, students should be able to:

1. Describe major patterns of change in basic cognitive abilities during infancy, childhood, and adolescence,

2. Articulate the major themes and explanations of cognitive development, and use empirical evidence to support them,

3. Apply newly learned concepts in cognitive development to novel and meaningful settings.

4. Identify, locate, and critically evaluate psychological research articles on various issues in cognitive development

5. Draw conclusions based on data presented in tables, graphs, or psychological research reports,

6. Develop clear, effective and scientifically-sound arguments in written forms of expression, for both academic and more general audiences.

Предварителни изисквания:


Форми на провеждане:
Редовен

Учебни форми:
Лекция

Език, на който се води курса:
Английски

Теми, които се разглеждат в курса:

1. Course introduction. Major themes and Questions in Cognitive Development
2. Understanding Research in Cognitive Development: In-class Literature Search Lab
3. Infant Perception and Cognition
4. Attention and Basic Processes. Executive Functions
5. Test on Unit 1: Foundations of Cognitive Development
6. Representation and Symbolic Thought
7. Memory Development
8. Language Development
9. Test on Unit 2: The Development of Basic Thinking Skills: Attention, Representation, Conceptual Development, Memory, and Language
10. Analogical Reasoning Development: What develops?
11. Individual and Cultural Differences in Analogical Reasoning
12. Theory of Mind Development
13. Academic Skills
14. Intelligence
15. Test on Unit 3: The Development of Complex Thinking Skills: Problem-solving, Academic Skills, and Intelligence

Литература по темите:

Baron-Cohen, S., Leslie, A. M., & Frith, U. (1985). Does the autistic child have a “theory of mind”? Cognition, 21(1), 37–46. https://doi.org/10.1016/0010-0277(85)90022-8

Bjorklund, D. F., & Causey, K. B. (2018). Children’s thinking: Cognitive development and individual differences (Sixth Edition). SAGE.

Blair, C. (2016). Developmental Science and Executive Function. Current Directions in Psychological Science, 25(1), 3–7. https://doi.org/10.1177/0963721415622634

Brown, A. L. (1989). Analogical learning and transfer: What develops? In S. Vosniadou & A. Ortony (Eds.), Similarity and analogical reasoning (pp. 369–412). Cambridge University Press.

Chestnut, E. K., & Markman, E. M. (2018). “Girls Are as Good as Boys at Math” Implies That Boys Are Probably Better: A Study of Expressions of Gender Equality. Cognitive Science, 42(7), 2229–2249. https://doi.org/10.1111/cogs.12637

Colombo, J., Brez, C. C., & Curtindale, L. M. (2012). Infant Perception and Cognition. In I. Weiner (Ed.), Handbook of Psychology (2nd ed., p. hop206003). John Wiley & Sons, Inc. https://doi.org/10.1002/9781118133880.hop206003

Correa-Chavez, M., Rogoff, B., & Mejia Arauz, R. (2005). Cultural Patterns in Attending to Two Events at Once. Child Development, 76(3), 664–678. https://doi.org/10.1111/j.1467-8624.2005.00870.x

Gauvain, M. (2022). Cognitive Development in Infancy and Childhood (1st ed.). Cambridge University Press. https://doi.org/10.1017/9781108955676

Goldin-Meadow, S., Cook, S. W., & Mitchell, Z. A. (2009). Gesturing Gives Children New Ideas About Math. Psychological Science, 20(3), 267–272. https://doi.org/10.1111/j.1467-9280.2009.02297.x

Hamlin, J. K., Wynn, K., & Bloom, P. (2007). Social evaluation by preverbal infants. Nature, 450(7169), 557–559. https://doi.org/10.1038/nature06288

Hoyos, C., Shao, R., & Gentner, D. (2016). The paradox of relational development: Could language learning be (temporarily) harmful? In D. Grodner, D. Mirman, A. Papafragou, J. Trueswell, J. Novick, S. Arunachalam, S. Christie, & C. Norris (Eds.), Proceedings of the 38th Annual Conference of the Cognitive Science Society (pp. 2507–2512). Cognitive Science Society.

Kuhl, P. K., Tsao, F.-M., & Liu, H.-M. (2003). Foreign-language experience in infancy: Effects of short-term exposure and social interaction on phonetic learning. Proceedings of the National Academy of Sciences, 100(15), 9096–9101. https://doi.org/10.1073/pnas.1532872100

Pascalis, O., Scott, L. S., Kelly, D. J., Shannon, R. W., Nicholson, E., Coleman, M., & Nelson, C. A. (2005). Plasticity of face processing in infancy. Proceedings of the National Academy of Sciences, 102(14), 5297–5300. https://doi.org/10.1073/pnas.0406627102

Rose, S. A., & Feldman, J. F. (1997). Memory and Speed: Their Role in the Relation of Infant Information Processing to Later IQ. Child Development, 68(4), 630. https://doi.org/10.2307/1132115

Thibaut, J.-P., French, R. M., Missault, A., Gérard, Y., & Glady, Y. (2011). In the Eyes of the Beholder: What Eye-Tracking Reveals About Analogy-Making Strategies in Children and Adults. In L. Carlson, C. Hoelscher, & T. F. Shipley (Eds.), Proceedings of the 31st Annual Conference on Cognitive Science (pp. 453–458).

Uttal, D. H., Gentner, D., Liu, L. L., & Lewis, A. R. (2008). Developmental changes in children’s understanding of the similarity between photographs and their referents. Developmental Science, 11(1), 156–170. https://doi.org/10.1111/j.1467-7687.2007.00660.x

Walker, C. M., Bridgers, S., & Gopnik, A. (2016). The early emergence and puzzling decline of relational reasoning: Effects of knowledge and search on inferring abstract concepts. Cognition, 156, 30–40. https://doi.org/10.1016/j.cognition.2016.07.008

Wellman, H. M., Cross, D., & Watson, J. (2001). Meta-Analysis of Theory-of-Mind Development: The Truth about False Belief. Child Development, 72(3), 655–684. https://doi.org/10.1111/1467-8624.00304

Средства за оценяване:

1. Test 1 - 20%

2. Test 2 - 20%

3. Test 3 - 20%

4. Term Project - 40%