Преподавател(и):

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. Factors that drive cognitive development
3. Infant Perception and Cognition
4. Attention and Basic Processes
5. Individual Differences in Executive Functions
6. Representation and Symbolic Thought
7. Categorization and Conceptual Development
8. Memory Development
9. Language Development
10. Reasoning, Problem-solving and Decision-Making
11. Social Cognition & Theory of mind Development
12. TOM and Autism
13. Academic Skills
14. Intelligence
15. Student Conference

Литература по темите:

Albert, D., Chein, J., & Steinberg, L. (2013). The Teenage Brain: Peer Influences on Adolescent Decision Making. Current Directions in Psychological Science, 22(2), 114–120. https://doi.org/10.1177/0963721412471347

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

Bateson, P. (2017). Robustness and plasticity in development: Robustness and plasticity in development. Wiley Interdisciplinary Reviews: Cognitive Science, 8(1–2). https://doi.org/10.1002/wcs.1386

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

Carlson, S. M., Davis, A. C., & Leach, J. G. (2005). Less Is More: Executive Function and Symbolic Representation in Preschool Children. Psychological Science, 16(8), 609–616. https://doi.org/10.1111/j.1467-9280.2005.01583.x

Cepeda, N. J., & Munakata, Y. (2007). Why do children perseverate when they seem to know better: Graded working memory, or directed inhibition? Psychonomic Bulletin & Review, 14(6), 1058–1065. https://doi.org/10.3758/BF03193091

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.

Cimpian, A. (2016). The Privileged Status of Category Representations in Early Development. Child Development Perspectives, 10(2), 99–104. https://doi.org/10.1111/cdep.12166

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

Courage, M. L., Bakhtiar, A., Fitzpatrick, C., Kenny, S., & Brandeau, K. (2015). Growing up multitasking: The costs and benefits for cognitive development. Developmental Review, 35, 5–41. https://doi.org/10.1016/j.dr.2014.12.002

Crone, E. A. (2009). Executive functions in adolescence: Inferences from brain and behavior: Executive functions in adolescence. Developmental Science, 12(6), 825–830. https://doi.org/10.1111/j.1467-7687.2009.00918.x

Diamond, A. (2009). The interplay of biology and the environment broadly defined. Developmental Psychology, 45(1), 1–8. https://doi.org/10.1037/a0014601

Diamond, A., & Amso, D. (2008). Contributions of Neuroscience to Our Understanding of Cognitive Development. Current Directions in Psychological Science, 17(2), 136–141. https://doi.org/10.1111/j.1467-8721.2008.00563.x

Flavell, J. H. (1999). COGNITIVE DEVELOPMENT: Children’s Knowledge About the Mind. Annual Review of Psychology, 50(1), 21–45. https://doi.org/10.1146/annurev.psych.50.1.21

Furlan, S., Agnoli, F., & Reyna, V. F. (2013). Children’s competence or adults’ incompetence: Different developmental trajectories in different tasks. Developmental Psychology, 49(8), 1466–1480. https://doi.org/10.1037/a0030509

Galván, A., & McGlennen, K. M. (2012). Daily stress increases risky decision-making in adolescents: A preliminary study. Developmental Psychobiology, 54(4), 433–440. https://doi.org/10.1002/dev.20602

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

Goldin-Meadow, S. (2017). Using our hands to change our minds. Wiley Interdisciplinary Reviews: Cognitive Science, 8(1–2). https://doi.org/10.1002/wcs.1368

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

Gopnik, A. (2003). The Theory Theory as an Alternative to the Innateness Hypothesis. In L. M. Antony & N. Hornstein (Eds.), Chomsky and His Critics (pp. 238–254). Blackwell Publishing Ltd. https://doi.org/10.1002/9780470690024.ch10

Gopnik, A., & Wellman, H. M. (1992). Why the Child’s Theory of Mind Really Is a Theory. Mind & Language, 7(1–2), 145–171. https://doi.org/10.1111/j.1468-0017.1992.tb00202.x

Gottlieb, G. (2007). Probabilistic epigenesis. Developmental Science, 10(1), 1–11. https://doi.org/10.1111/j.1467-7687.2007.00556.x

Grand, R. L., Mondloch, C. J., Maurer, D., & Brent, H. P. (2004). Impairment in Holistic Face Processing Following Early Visual Deprivation. Psychological Science, 15(11), 762–768. https://doi.org/10.1111/j.0956-7976.2004.00753.x

Jayaraman, S., Fausey, C. M., & Smith, L. B. (2017). Why are faces denser in the visual experiences of younger than older infants? Developmental Psychology, 53(1), 38–49. https://doi.org/10.1037/dev0000230

Kucker, S. C., McMurray, B., & Samuelson, L. K. (2015). Slowing Down Fast Mapping: Redefining the Dynamics of Word Learning. Child Development Perspectives, 9(2), 74–78. https://doi.org/10.1111/cdep.12110

Leech, K., Wei, R., Harring, J. R., & Rowe, M. L. (2018). A brief parent-focused intervention to improve preschoolers’ conversational skills and school readiness. Developmental Psychology, 54(1), 15–28. https://doi.org/10.1037/dev0000411

Mareschal, D., & French, R. (2000). Mechanisms of Categorization in Infancy. Infancy, 1(1), 59–76. https://doi.org/10.1207/S15327078IN0101_06

Munakata, Y. (2000). Challenges to the Violation-of-Expectation Paradigm: Throwing the Conceptual Baby Out With the Perceptual Processing Bathwater? Infancy, 1(4), 471–477. https://doi.org/10.1207/S15327078IN0104_7

Quinn, P. C., & Eimas, P. D. (2000). The Emergence of Category Representations During Infancy: Are Separate Perceptual and Conceptual Processes Required? Journal of Cognition and Development, 1(1), 55–61. https://doi.org/10.1207/S15327647JCD0101N_6

Reese, E., Jack, F., & White, N. (2010). Origins of adolescents’ autobiographical memories. Cognitive Development, 25(4), 352–367. https://doi.org/10.1016/j.cogdev.2010.08.006

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

Rose, S. A., Feldman, J. F., & Jankowski, J. J. (2012). Implications of Infant Cognition for Executive Functions at Age 11. Psychological Science, 23(11), 1345–1355. https://doi.org/10.1177/0956797612444902

Schneider, W., & Ornstein, P. A. (2015). The Development of Children’s Memory. Child Development Perspectives, 9(3), 190–195. https://doi.org/10.1111/cdep.12129

Scott, L. S., & Monesson, A. (2009). The Origin of Biases in Face Perception. Psychological Science, 20(6), 676–680. https://doi.org/10.1111/j.1467-9280.2009.02348.x

Smith, L. B., & Thelen, E. (2003). Development as a dynamic system. Trends in Cognitive Sciences, 7(8), 343–348. https://doi.org/10.1016/S1364-6613(03)00156-6

Spelke, E. (2003). What makes us smart? Core knowledge and natural language. In D. Gentner & S. Goldin-Meadow (Eds.), Language in mind: Advances in the study of language and thought (pp. 277–311). The MIT Press.

Steinbeis, N., & Crone, E. A. (2016). The link between cognitive control and decision-making across child and adolescent development. Current Opinion in Behavioral Sciences, 10, 28–32. https://doi.org/10.1016/j.cobeha.2016.04.009

Surian, L., & Leslie, A. M. (1999). Competence and performance in false belief understanding: A comparison of autistic and normal 3-year-old children. British Journal of Developmental Psychology, 17(1), 141–155. https://doi.org/10.1348/026151099165203

Swingler, M. M., Perry, N. B., Calkins, S. D., & Bell, M. A. (2017). Maternal behavior predicts infant neurophysiological and behavioral attention processes in the first year. Developmental Psychology, 53(1), 13–27. https://doi.org/10.1037/dev0000187

Tomasello, M., & Carpenter, M. (2007). Shared intentionality. Developmental Science, 10(1), 121–125. https://doi.org/10.1111/j.1467-7687.2007.00573.x

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

Woodward, A. L. (2009). Infants’ Grasp of Others’ Intentions. Current Directions in Psychological Science, 18(1), 53–57. https://doi.org/10.1111/j.1467-8721.2009.01605.x

Yang, C. D. (2004). Universal Grammar, statistics or both? Trends in Cognitive Sciences, 8(10), 451–456. https://doi.org/10.1016/j.tics.2004.08.006

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Discussion Leader: 50 %

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