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Regular version of the site
Bachelor 2019/2020

Cognitive Development Assessment

Type: Elective course (Psychology)
Area of studies: Psychology
Delivered by: School of Psychology
When: 4 year, 3 module
Mode of studies: Full time
Instructors: Marie Arsalidou
Language: English
ECTS credits: 3

Course Syllabus

Abstract

The present program establishes minimum demands of students’ knowledge and skills, and determines content of the course. The present syllabus is aimed at the department offering the course, teaching assistants, and students of the Bachelor’s of Science program 37.03.01 «Psychology». This syllabus meets the standards required by: Educational standards of National Research University Higher School of Economics; Educational program «Psychology» of Federal Bachelor’s Degree Program 37.03.01 «Psychology»; University curriculum of the Bachelor’s program in psychology 37.03.01 for 2019.
Learning Objectives

Learning Objectives

  • This course provides an introduction to fundamentals in developmental cognitive assessment, theories and methods. It explores historical and modern neurocognitive approaches in evaluating cognitive abilities in children and discusses applications in research, clinical practice and education. The course is essential as a training component in areas of cognitive science and lifespan development.
  • History of Intelligence testing. The course will cover historic figures who contributed to the field of cognitive development and intelligence.
  • Theories of Cognitive Development. The course will introduce some theories of cognitive development that provide mechanisms for accounting for developmental change.
  • Methods of Intelligence testing. Classic methods of cognitive abilities include intelligence quotient measures. Recent research in cognitive development focuses on various methods of measurements such as executive function, working memory and mental attention.
  • Mental attentional capacity. Mental attention is a limited cognitive resource that quantitatively improve with age. Lectures in introduce theoretical and practical aspects of identifying stage-wise increases in mental attention.
  • Brain and Cognitive Development. The course will cover fundamental changes in brain development that coincide with increases in cognitive development.
Expected Learning Outcomes

Expected Learning Outcomes

  • Students will learn how to administer computerized and non-computerized measures of mental-attentional capacity.
  • The students will be able critically analyze research on developmental cognitive assessments.
  • The students will know about basics on history, theories and methods of intelligence testing across development
  • Students will be able to compose and present scientific content related to studies of cognitive development
Course Contents

Course Contents

  • Measures of parametric mental attentional capacity
    The lectures will introduce students to measures of parametric mental attentional capacity. Measures will include paper-and-pencil and computerized measures using software such as presentation from neurobs.com. Lectures will cover ethical standards for working with human participants and for practice the students will be asked to collect a sample of data.
  • History, theories and methods of cognitive development.
    The lectures present fundamentals in the history, theories and methods of cognitive development. These lectures encourage discussion and participation of students on topics such as classic figures that contributed to the field of cognitive development, theories on development and current methods of cognitive development in the literature.
  • Critically analyze research on developmental cognitive assessments
    The lectures will focus on methods of assessing age-related cognitive abilities in individuals. The content will cover participant selection, task selection and interpretation of findings. Students will have the opportunity to present an article of their choice.
Assessment Elements

Assessment Elements

  • non-blocking Assignments
  • non-blocking Presentation
    Students will orally present an article of their choice critically evaluating research methods and research outcomes.
  • non-blocking Final Exam - in class
    The exam will include information covered in class and the readings.
Interim Assessment

Interim Assessment

  • Interim assessment (3 module)
    G1c = 3*0.1*Ga + 0.3*Gp + 0.4* Ge ; Ga = assignments, Gp = presentation, Ge = final exam
Bibliography

Bibliography

Recommended Core Bibliography

  • Boake, C. (2002). From the Binet-Simon to the Wechsler-Bellevue: tracing the history of intelligence testing. Journal Of Clinical And Experimental Neuropsychology, 24(3), 383–405. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=mdc&AN=11992219
  • Case, R., Vuletić, L., & Ferrari, M. (2010). Developmental Relations Among Mind, Brain and Education : Essays in Honor of Robbie Case. Dordrecht [the Netherlands]: Springer. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=374367
  • Duckworth, A. L., Quinn, P. D., Lynam, D. R., Loeber, R., & Stouthamer-Loeber, M. (2011). Role of test motivation in intelligence testing. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsbas&AN=edsbas.CF9B9B60
  • Halford, G. S., Cowan, N., & Andrews, G. (2007). Separating Cognitive Capacity from Knowledge: A New Hypothesis. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsbas&AN=edsbas.2E091B0B
  • 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
  • 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
  • Pascual-Leone, J. (1995). Learning and Development as Dialectical Factors in Cognitive Growth. Human Development (0018716X), 38(6), 338–348. https://doi.org/10.1159/000278340
  • Pascual-Leone, J. (2000). Mental Attention, Consciousness, and the Progressive Emergence of Wisdom. Journal of Adult Development, 7(4), 241–254. https://doi.org/10.1023/A:1009563428260
  • 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
  • Walker, A. J., Batchelor, J., & Shores, A. (2009). Effects of education and cultural background on performance on WAIS-III, WMS-III, WAIS-R and WMS-R measures: Systematic review. Australian Psychologist, 44(4), 216–223. https://doi.org/10.1080/00050060902833469

Recommended Additional 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
  • Halford, G. S., Phillips, S., Andrews, G., & Wilson, W. H. (2014). Categorizing Cognition : Toward Conceptual Coherence in the Foundations of Psychology. Cambridge, Massachusetts: The MIT Press. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=933958