First cycle
degree courses
Second cycle
degree courses
Single cycle
degree courses
School of Psychology
NEUROSCIENCE AND NEUROPSYCHOLOGICAL REHABILITATION
Course unit
COGNITIVE DEVELOPMENT
PSO2044094, A.A. 2017/18

Information concerning the students who enrolled in A.Y. 2016/17

Information on the course unit
Degree course Second cycle degree in
NEUROSCIENZE E RIABILITAZIONE NEUROPSICOLOGICA (Ord. 2015)
PS1091, Degree course structure A.Y. 2015/16, A.Y. 2017/18
N0
bring this page
with you
Number of ECTS credits allocated 6.0
Type of assessment Mark
Course unit English denomination COGNITIVE DEVELOPMENT
Department of reference Department of General Psychology
E-Learning website https://elearning.unipd.it/scuolapsicologia/course/view.php?idnumber=2017-PS1091-000ZZ-2016-PSO2044094-N0
Mandatory attendance No
Language of instruction Italian
Branch PADOVA
Single Course unit The Course unit can be attended under the option Single Course unit attendance
Optional Course unit The Course unit can be chosen as Optional Course unit

Lecturers
Teacher in charge ELOISA VALENZA M-PSI/04

ECTS: details
Type Scientific-Disciplinary Sector Credits allocated
Core courses M-PSI/04 Psychology of Development and Psychology of Education 6.0

Mode of delivery (when and how)
Period First semester
Year 2nd Year
Teaching method frontal

Organisation of didactics
Type of hours Credits Hours of
teaching
Hours of
Individual study
Shifts
Lecture 6.0 42 108.0 No turn

Calendar
Start of activities 09/10/2017
End of activities 12/01/2018

Examination board
Board From To Members of the board
6 2017-1 01/10/2017 30/09/2018 VALENZA ELOISA (Presidente)
FARRONI TERESA (Membro Effettivo)
LEO IRENE (Membro Effettivo)

Syllabus
Prerequisites: A basic knowledge of Developmental Psychology and Developmental Neuropsychology is required.
Target skills and knowledge: The course aims to outline how a developmental perspective is crucial to understand the architecture and the functioning of human mind, focusing on neurocostructivist approach that explains typical and atypical development as the consequence of the interaction among brain maturation, change in mind and behaviour and environment.
Examination methods: The assessment method is written with 4 open questions. The examination will last 1.30 hr. Foreign students will have the opportunity to take the exam in English.
Assessment criteria: Students are requested to know the theoretical central issue of cognitive developmental, some of the more representative experiments and researchs and to show critical skills concerning the topic.
Course unit contents: 1) Developmental Cognitive neuroscience
2) Neurocostructivism approach: implications for developmental disorders
3) Objects, space and numbers
4) Comunication and Language Development
5) Social cognition
6) Implicit learning
Planned learning activities and teaching methods: The theoretical issues will be explained in their general aspects. Students are requested to integrate the lessons with the recommended reading. During the lessons some representative experiments and some videotapes on development will be presented.
Additional notes about suggested reading: Upon request, the bibliography will be available in English.

Students are also requested the following articles:
1) Karmiloff-Smith A. (1998). Developmental itself is the key to understanding developmental disorders, Trends in Cognitive Science, vol. 2, n. 10, pp. 389-398.
2)Karmiloff-Smith A. (2007). Atypical epigenesis, Developmental Science 10:1 (2007), pp 84–88.
3) Karmiloff-Smith A. , D’Souza D., Dekker T. M., Van Herwegen J., Xu F., Rodic M. & Ansari D (2012) Genetic and environmental vulnerabilities in children with neurodevelopmental disorders, PNAS vol. 109 (suppl. 2) 17261–17265.
4) Keehn B., Muller R-A, Townsend J.(2013). Atypical attentional networks and the emergence of autism, Neuroscience and Biobehavioral reviews, 37, 164-183
5) Nickel L.R. , Thatcher A.R., Keller F., Wozniak R.H. & Iverson J.M. (2013) Posture Development in Infants at Heightened versus Low Risk for Autism Spectrum Disorders, Infancy, 18(5), 639–661
6) Dispaldro M., Leonard L. B.,Corradi N, Ruffino M, Bronte T. & Facoetti a. (2013). Visual attentional engagement deficits in children with Specific Language Impairment and their role in real-time language processing, Cortex, 49, 2126-2139.
7) Sansavini A., Guarini A.,1 Casell M.C. (2011). Preterm Birth: Neuropsychological Profiles And Atypical Developmental Pathways, Developmental Disabilities Research Reviews 17:102–113.
Textbooks (and optional supplementary readings)
  • Macchi Cassia V., Valenza E., Simion F., Lo sviluppo della mente umana. Bologna: il Mulino, 2012. Cerca nel catalogo