Кто читает:: Департамент образовательных программ

Статус:: Курс обязательный

Когда читается:: 1-й курс, 3, 4 модуль

Преподаватель

Фабер Андрей Юрьевич

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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

to reasonably choose suitable neuroimaging methods for studying cognitive development with samples of children and adolescents
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 apply 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 analyze cognitive development from neurobiological perspective and connect it to educational practices
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

Test on behavioral and neuroimaging methods
This is a test given before the exam week of Module 3. This is a multiple-choice exam with about 40 questions. e.g., Compared to EEG MRI has improved (a) temporal resolution (b) spatial resolution (c) participant satisfaction (d) visual resolution
Presentation on developmental cognitive neuroscience
Presenting an empirical article on developmental cognitive neuroscience 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.
Genetic and epigenetic influences on cognition and development
This 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.
Participation
Participation 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.
Critical review
The critical review is a writing task that asks you to summarize and evaluate a text. The critical review can be of a chapter book or a journal article. To be critical does not mean to criticize in a negative manner. Rather it requires you to question the information and opinions in a text and present your evaluation or judgement of the text. To do this well, you should attempt to understand the topic from different perspectives (i.e. read related articles) and in relation to the developmental theories, approaches and frameworks of developmental science.

Interim Assessment

2024/2025 4th module
0.3 * Critical review + 0.2 * Participation + 0.2 * Presentation on developmental cognitive neuroscience + 0.3 * Test on behavioral and neuroimaging methods
2025/2026 1st module
0.7 * Genetic and epigenetic influences on cognition and development + 0.3 * 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
Brain & behavior : an introduction to biological psychology, Garrett, B., 2011
Juan Pascual-leone, & Janice Johnson. (1999). Methods of Task Analysis in Cognitive Development. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsbas&AN=edsbas.2BF05F9
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
Research methods for cognitive neuroscience, Newman, A. J., 2019
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

Brain and behaviour : revisiting the classic studies, , 2017
Cognitive developmental change : theories, models and measurement, , 2010
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
The Oxford handbook of cognitive neuroscience. Vol.2: The cutting edges, , 2016

Presentation

Literature

Authors

SHALOM KSENIYA VLADIMIROVNA
FABER ANDREY YUREVICH

Магистерская программа «Обучение и оценивание как наука»

Developmental Science