Learning objectives
1. Knowledge and understanding. Students should achieve a good knowledge of the latest theories of typical and atypical development in the context of cognition.
2. Applying knowledge and understanding. Students should be able to use the theoretical knowledge acquired.
3. Making judgments. Students will develop critical thinking and reflection on methodological issues and the relationship between the specific theoretical positions and the recent empirical results.
4. Communication skills. Students should acquire the ability to critically discuss the typical and atypical development.
5. Learning ability. Students should be able to learn the most recent theoretical approaches and the main techniques of investigation of the psychology of cognitive development.
Prerequisites
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Course unit content
The course aims at making students a full knowledge of current approaches, with which developmental psychology to explain the causes of typical and atypical cognitive development. Students will master the key concepts arising from empirical research and the most recent studies on the ontogeny of knowledge and its domains.
Full programme
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Bibliography
Valenza E., Turati C. (2019). Promuovere lo sviluppo della mente. Un approccio neurocostruttivista. Bologna: Il Mulino.
Siegel D.J. (2009). Mindfulness e cervello. Milano: Raffaello Cortina ed.
Teaching methods
Lectures will be held on-site in compliance with safety standards, provided that further instructions on the ongoing health emergency are not implemented. Supporting material will be available on the specific, student-reserved platform (Elly) and will include slide presentations, audio-video aids or video-recording of the lectures.
Assessment methods and criteria
In addition to in-course tests, the examination includes:
• a written test with 5 open-ended questions in the textbooks (the final vote / 30 is the sum of the marks obtained in the individual questions)The evaluation of open questions is based on the following criteria:
1) Content skills or how detailed the candidate addresses the topic.
2) Exposing skills, or how precise is the language used by the candidate to expose the concepts.
3) Argumentative skills, that is how consistent and logical is the concatenation of the concepts exposed.
Other information
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