Master
2023/2024
Developmental Science
Type:
Compulsory course (Science of Learning and Assessment)
Area of studies:
Psychology
Delivered by:
Institute of Education
Where:
Institute of Education
When:
2 year, 1 module
Mode of studies:
offline
Open to:
students of all HSE University campuses
Master’s programme:
Science of Learning and Assessment
Language:
English
ECTS credits:
3
Contact hours:
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
- to enable students to identify and critically evaluate theories suitable for their research, considering causal vs. descriptive, general vs. domain-specific, developmental, and neuroanatomical models.
- to provide knowledge about fundamental research methods for conducting studies with developmental samples across the lifespan, including children, adolescents, adults, and older adults.
- to provide a comprehensive understanding of brain areas and their related functional properties, with a focus on developmental effects
- to equip students with the ability to evaluate the advantages and disadvantages of neuroimaging technologies, with a specific emphasis on considerations related to Developmental Science.
- to provide foundational knowledge of the biological basis of development, highlighting the role of behavioral genetics and epigenetics in shaping developmental processes.
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.
- to reasonably choose suitable neuroimaging methods for studying cognitive development with samples of children and adolescents
- to provide students with essential research methods and best practices for designing and conducting studies across diverse age groups, enabling students to develop robust, age-appropriate research designs for diverse populations
- to enable students to think critically about key theoretical aspects relevant to research, including domain-specific vs. domain-general frameworks, descriptive vs. causal models, and developmental vs. adult-focused theories.
- to enable students to analyze brain development and connect it to educational practices
- to make students being able to identify genetic and epigenetic influences on cognitive development and academic performance.
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