Магистратура
2023/2024
Наука о развитии человека
Статус:
Курс обязательный (Обучение и оценивание как наука)
Направление:
37.04.01. Психология
Кто читает:
Институт образования
Где читается:
Институт образования
Когда читается:
2-й курс, 1 модуль
Формат изучения:
без онлайн-курса
Охват аудитории:
для всех кампусов НИУ ВШЭ
Прогр. обучения:
Обучение и оценивание как наука
Язык:
английский
Кредиты:
3
Контактные часы:
30
Course Syllabus
Abstract
This course covers classic and contemporary approaches in studying development across the lifespan. We will address critical consideration for conducting research with individuals across the lifespan focusing on children and adolescents. We will discuss theoretical frameworks, brain development, and consider evidence from behavioral methods, neuroimaging technologies and molecular biology. Neuroimaging methods will include magnetic resonance imaging (MRI), functional MRI, electroencephalography (EEG), and eye-tracking. Key discussion topic will include commonalities and differences in brain anatomy and function between children, adolescents, and adults.
Learning Objectives
- Students will learn to identify theories suitable for their research by considering theories that offer causal vs descriptive, general vs domain specific, developmental and neuroanatomical models. Students will engage in practical activities in theory selection
- The course will cover fundamentals research methods associated with conducting research with developmental samples that are not limited to young adults. Students will learn steps needed to formulate projects with children, adolescents, adults, and older adults.
- Lectures will cover brain areas and related functional properties, focusing on identify developmental effects. Students will engage in practical activities that will include historical understanding and current findings in specific brain areas.
- Students will learn about advantages and disadvantages of neuroimaging technologies and specific considerations related to Developmental Science.
- The course will cover fundamentals in the biological basis of development highlighting aspects of genetics and epigenetics and their influence on development. Students will engage in practical activities that intergrade knowledge from biology and cognition.
Expected Learning Outcomes
- Students will engage in discussions and participate in presentations and discussions about genetic and epigenetic influences on development.
- Students will learn about advantages and disadvantages of neuroimaging technologies and understand considerations for experimental design for methods such as magnetic resonance imaging (MRI), functional MRI, electroencephalography (EEG), and eye-tracking.
- Students will learn about the brain and its development by actively participating in presentations and discussions about cortical and sub-cortical areas.
- The students will learn about fundamental research methods and good practices in conducting scientific research projects with children, adolescents, adults, and older adults.
- The students will think critically about aspects of theories that are important for research such as domain specific vs domain general theories, descriptive vs causal theories, and developmental vs adult theories.
Course Contents
- Theories
- Research methods
- Brain and cognition
- Genetics and epigenetics
- Neuroimaging methods
Assessment Elements
- ParticipationParticipation involves weekly activities performed in class. These include engaging in constructive discussions on topics related to developmental science, peer review activities (e.g., providing feedback to presentations of classmates), and searching for answers to questions that emerged in class discussion. The grade for each activity is pass if the activity is performed and fail the activity is not performed. The total participate grade is the sum of activities performed divided but the number of activities requested.
- Identify developmental theoriesThis is the first homework assignment for the course. It is Total:10 points It is a summary and documents on a developmental theory. Summary should include, theory author/s, theory topics, theory constructs, theory's predictive power, theory's interpretive power Is the theory general (i.e., applies across domains), causal (i.e., not descriptive), developmental (i.e., it makes pedictions about what changes with age)? Does it have neural representation? : 7 points Include three sources and recreate any core illustrations: 3 points Due date of assignment will be announced in class and in group email.
- Brain and cognitionThis is an in-class oral presentation on a brain area. Total: 10 points Audience engagement = 1 point Visuals = 1 point Brain area Location = 1 point Brain area Function = 2 points Brain area history = 2 points Brain area development = 2 points What we still don’t know = 1 point Date of presentation will be announced in class and in group email.
- Neuroimaging examThis is a test given during the exam week of Module 3. This is a multiple-choice exam with about 30 questions. e.g., Compared to EEG MRI has improved (a) temporal resolution (b) spatial resolution (c) participant satisfaction (d) visual resolution Date of exam will be announced in class and group email.
- Genetic and epigenetic influences on cognition and developmentThis is an oral preseantion related to a topic on genetics/epigenetics. Total: 10 points Audience engagement = 1 point Visuals = 1 point Article background = 2 points Research methods = 2 points Results = 2 points Conclusions = 1 point What we still don’t know = 1 point Date of presentation will be announced in class and in group email.
Interim Assessment
- 2022/2023 4th module0.2 * Brain and cognition + 0.2 * Identify developmental theories + 0.3 * Neuroimaging exam + 0.3 * Participation
- 2023/2024 1st module0.2 * Brain and cognition + 0.2 * Genetic and epigenetic influences on cognition and development + 0.2 * Identify developmental theories + 0.2 * Neuroimaging exam + 0.2 * Participation
Bibliography
Recommended Core Bibliography
- Arsalidou, M. (2013). Working memory capacity: the need for process task-analysis. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsbas&AN=edsbas.638D4825
- Lifespan development and the brain : the perspective of biocultural co-constructivism, , 2010
- Marie Arsalidou, Matthew Pawliw-Levac, Mahsa Sadeghi, & Juan Pascual-Leone. (2018). Brain areas associated with numbers and calculations in children: Meta-analyses of fMRI studies. Developmental Cognitive Neuroscience, (239–250), 239. https://doi.org/10.1016/j.dcn.2017.08.002
- Marie Arsalidou, Matthew Pawliw-Levac, Mahsa Sadeghi, & Juan Pascual-Leone. (2018). Brain areas associated with numbers and calculations in children: Meta-analyses of fMRI studies. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsbas&AN=edsbas.861C408E
- Yaple, Z., & Arsalidou, M. (2018). N-back Working Memory Task: Meta-analysis of Normative fMRI Studies With Children. Child Development, 89(6), 2010–2022. https://doi.org/10.1111/cdev.13080
Recommended Additional Bibliography
- Powell, T. L., Arsalidou, M., Vogan, V. M., & Taylor, M. J. (2014). Letter and Colour Matching Tasks: Parametric Measures of Developmental Working Memory Capacity. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsbas&AN=edsbas.CDC86421