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Course Syllabus

Master 2022/2023

Cognitive Development

Category 'Best Course for Broadening Horizons and Diversity of Knowledge and Skills'
Category 'Best Course for New Knowledge and Skills'
Type: Elective 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
Instructors: Alexey A. Kotov
Master’s programme: Science of Learning and Assessment
Language: English
ECTS credits: 3
Contact hours: 30

Course Syllabus

Full Syllabus

Abstract

Cognitive development is one of the most elaborated and intensively evolving areas of cognitive psychology. The course will consider the specifics of the development of cognitive functions in children from birth to 10 years of age, the relationship of the development of cognitive functions with the development of the brain. Much attention will be paid to innovative behavioral and neurophysiological methods for studying cognitive functions in children at different ages. Course topics include characteristics of the development of basic cognitive functions: perception and attention, language and categorization, memory, and thinking. The course will also address the development of children's social cognition and learning abilities (joint attention, theory of mind), cognitive control and metacognition. Within the framework of the course mechanisms of cognitive development will be considered from different theoretical perspectives - associative approach, cultural-historical approach, neuroconstructivism.
Learning Objectives

Learning Objectives

  • The purpose of the course "Cognitive Development" is to acquaint students with the modern theories, research and methods of cognitive development psychology. Cognitive development is one of the most developed and intensively developing areas of cognitive psychology. The course will deal with the characteristics of the formation of cognitive functions in children from birth to 12 years of age, and the connection between the development of cognitive functions and the development of the brain. Much attention will be paid to innovative methods of research, the peculiarities of the study of cognitive abilities in children at different ages. The value of the discipline for the student will be the integration of facts about the cognitive functions of children into theoretical models of general and cognitive development.
Expected Learning Outcomes

Expected Learning Outcomes

  • Is able to distinguish between the main theories and is aware of the limitations of methods for studying cognitive development
  • The student can critically evaluate basic methods of studying cognitive function in infancy. The student can design research on the basic effects of cognitive development of attention, memory, and learning functions in children under two years of age.
  • The student can plan research on the basic effects of cognitive development: social learning and perception in children under the age of two
  • The student can plan research on the basic effects of cognitive development: different types of representations in children under the age of seven
  • The student can plan research on the basic effects of cognitive development: types of categories and characteristics of learning new concepts at different ages
  • The student can plan research on the basic effects of language learning
  • The student can plan research on the basic effects of causal learning in children under 12 years of age
  • The student can plan research on the basic effects of working, semantic, and implicit memory in children of different ages
Course Contents

Course Contents

  • Introduction: the psychology of cognitive development
  • Infancy: learning and perception
  • Infancy: social cognition
  • Theory of mind and mental representation
  • Conceptual development
  • Language development
  • Causal reasoning and active learning
  • Memory development
Assessment Elements

Assessment Elements

  • non-blocking Intermediate test
  • non-blocking Class activity
  • non-blocking Final test
    Exam test: about 30 questions about all course topics
Interim Assessment

Interim Assessment

  • 2022/2023 1st module
    0.5 * Intermediate test + 0.2 * Class activity + 0.3 * Final test
Bibliography

Bibliography

Recommended Core Bibliography

  • Mareschal D. et al. (ed.). The making of human concepts. – Oxford University Press, USA, 2010.
  • Murphy, G. L. (2002). The Big Book of Concepts. Cambridge, Mass: A Bradford Book. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=78121
  • Origins of the social mind : evolutionary and developmental views, , 2008
  • Tomasello, M. (2014). A Natural History of Human Thinking. Cambridge, Massachusetts: Harvard University Press. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=660118
  • Принципы психологии развития, Баттерворт, Дж., 2000

Recommended Additional Bibliography

  • Carpenter, M., Nagell, K., & Tomasello, M. (1998). Social cognition, joint attention, and communicative competence from 9 to 15 months of age. Monographs Of The Society For Research In Child Development, 63(4), i. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=mdc&AN=9835078
  • Handbook of categorization in cognitive science, , 2005

Authors

  • KOTOV ALEKSEY ALEKSANDROVICH