COGM204 Когнитивно развитие


This is a survey course on the mental changes that take place from birth through adolescence. The course covers the development of vision and other perceptual abilities, attention, memory, language, problem solving and reasoning, and social cognition, or thinking about social phenomena.

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Когнитивна наука (на английски език)


ас. Маргарита Павлова  д-р

Описание на курса:


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:

Учебни форми:

Език, на който се води курса:

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.

Baron-Cohen, S., Leslie, A. M., & Frith, U. (1985). Does the autistic child have a “theory of mind”? Cognition, 21(1), 37–46.

Bateson, P. (2017). Robustness and plasticity in development: Robustness and plasticity in development. Wiley Interdisciplinary Reviews: Cognitive Science, 8(1–2).

Blair, C. (2016). Developmental Science and Executive Function. Current Directions in Psychological Science, 25(1), 3–7.

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.

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.

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.

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.

Correa-Chavez, M., Rogoff, B., & Mejia Arauz, R. (2005). Cultural Patterns in Attending to Two Events at Once. Child Development, 76(3), 664–678.

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.

Crone, E. A. (2009). Executive functions in adolescence: Inferences from brain and behavior: Executive functions in adolescence. Developmental Science, 12(6), 825–830.

Diamond, A. (2009). The interplay of biology and the environment broadly defined. Developmental Psychology, 45(1), 1–8.

Diamond, A., & Amso, D. (2008). Contributions of Neuroscience to Our Understanding of Cognitive Development. Current Directions in Psychological Science, 17(2), 136–141.

Flavell, J. H. (1999). COGNITIVE DEVELOPMENT: Children’s Knowledge About the Mind. Annual Review of Psychology, 50(1), 21–45.

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.

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

Gauvain, M. (2022). Cognitive Development in Infancy and Childhood (1st ed.). Cambridge University Press.

Goldin-Meadow, S. (2017). Using our hands to change our minds. Wiley Interdisciplinary Reviews: Cognitive Science, 8(1–2).

Goldin-Meadow, S., Cook, S. W., & Mitchell, Z. A. (2009). Gesturing Gives Children New Ideas About Math. Psychological Science, 20(3), 267–272.

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.

Gopnik, A., & Wellman, H. M. (1992). Why the Child’s Theory of Mind Really Is a Theory. Mind & Language, 7(1–2), 145–171.

Gottlieb, G. (2007). Probabilistic epigenesis. Developmental Science, 10(1), 1–11.

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.

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.

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.

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.

Mareschal, D., & French, R. (2000). Mechanisms of Categorization in Infancy. Infancy, 1(1), 59–76.

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.

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.

Reese, E., Jack, F., & White, N. (2010). Origins of adolescents’ autobiographical memories. Cognitive Development, 25(4), 352–367.

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.

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.

Schneider, W., & Ornstein, P. A. (2015). The Development of Children’s Memory. Child Development Perspectives, 9(3), 190–195.

Scott, L. S., & Monesson, A. (2009). The Origin of Biases in Face Perception. Psychological Science, 20(6), 676–680.

Smith, L. B., & Thelen, E. (2003). Development as a dynamic system. Trends in Cognitive Sciences, 7(8), 343–348.

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.

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.

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.

Tomasello, M., & Carpenter, M. (2007). Shared intentionality. Developmental Science, 10(1), 121–125.

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.

Woodward, A. L. (2009). Infants’ Grasp of Others’ Intentions. Current Directions in Psychological Science, 18(1), 53–57.

Yang, C. D. (2004). Universal Grammar, statistics or both? Trends in Cognitive Sciences, 8(10), 451–456.

Средства за оценяване:

Discussion Leader: 50 %

Final Paper: 50 %