Наука о развитии человека

Магистратура 2025/2026

Статус: Курс обязательный (Обучение и оценивание как наука)

Кто читает: Департамент образовательных программ

Где читается: Институт образования

Когда читается: 1-й курс, 3, 4 модуль

Охват аудитории: для своего кампуса

Преподаватели: Фабер Андрей Юрьевич

Язык: английский

Кредиты: 6

Контактные часы: 60

Full Syllabus Ask Question

Abstract

This course provides an integrated exploration of human development from infancy through adolescence, bridging classic psychological theories with modern cognitive neuroscience. Students will critically evaluate foundational developmental frameworks and build upon them to examine the neurobiological mechanisms of cognitive growth, including synaptic pruning, myelination, and functional brain network maturation. The curriculum emphasizes the practical application of developmental science. Students will learn to design and critically assess research using key behavioral and neuroimaging methods tailored for pediatric populations. A core focus will be on translating empirical findings from large-scale studies to understand real-world issues in education, and policy, preparing students to contribute to the next generation of developmental research and its applications.

Learning Objectives

to critically evaluate core developmental theories (e.g., Piaget, Vygotsky) and their key debates, forming a foundation for modern research questions.
to select and apply age-appropriate behavioral and neuroimaging methods for designing robust, ethical studies with children and adolescents.
to analyze cognitive development through neurobiological mechanisms (e.g., pruning, myelination) and connect these to behavioral milestones.
to translate neuroscientific evidence from large-scale studies into practical applications for education and research.

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

Course Contents

Foundational Developmental Theories
Research Methods for Developmental Populations
Neurobiological Foundations of Cognitive Development
Applied Developmental Cognitive Neuroscience

Assessment Elements

Participation
Integrative Developmental Study Design Assignment
Critical Presentation of a Developmental Neuroscience Paper
Assessment on Methods and Interpretation in Applied Developmental Neuroscience

Interim Assessment

2025/2026 4th module
0.3 * Assessment on Methods and Interpretation in Applied Developmental Neuroscience + 0.2 * Critical Presentation of a Developmental Neuroscience Paper + 0.3 * Integrative Developmental Study Design Assignment + 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
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. 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
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
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

Authors

FABER ANDREY YUREVICH

Course Syllabus