First cycle
degree courses
Second cycle
degree courses
Single cycle
degree courses
School of Psychology
PSYCHOLOGICAL SCIENCE
Course unit
SPATIAL COGNITION
PSP5070657, A.A. 2018/19

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

Information on the course unit
Degree course First cycle degree in
PSYCHOLOGICAL SCIENCE
PS2192, Degree course structure A.Y. 2015/16, A.Y. 2018/19
N0
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Number of ECTS credits allocated 6.0
Type of assessment Mark
Course unit English denomination SPATIAL COGNITION
Department of reference Department of General Psychology
Mandatory attendance No
Language of instruction English
Branch PADOVA
Single Course unit The Course unit CANNOT 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 CHIARA MENEGHETTI M-PSI/01

ECTS: details
Type Scientific-Disciplinary Sector Credits allocated
Core courses M-PSI/01 General Psychology 6.0

Mode of delivery (when and how)
Period Second semester
Year 3rd 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 25/02/2019
End of activities 14/06/2019

Syllabus
Prerequisites: Knowledge of introductory aspects of psychology (as perception, language, memory and learning), models of cognitive psychology and individual differences.
Target skills and knowledge: By the end of the course students will know:
- how to make appropriate use of the key terms referring to spatial cognition;
- the main models and research paradigms for acquiring, forming, maintaining and retrieving spatial information.
By the end of the course students will have acquired the following target skills:
- competences in the use of the main research methods, paradigms, stimuli for studying spatial information processing, the formation and retrieval of spatial representations;
- critical thinking and problem-solving on spatial questions and spatial cognition models.
Examination methods: The final exam will be held on the official dates proposed by the School of Psychology.
It will be a written exam.
The assessment of knowledge will cover all the topics taught (based on all course material, i.e. book and slides); it will be based mainly on multiple choice and true/false questions.
The target skills will be ascertained with open questions that test the student’s knowledge and its application to the interpretation of experimental results, spatial individual difference profiles, comparing classifications, models and paradigms of spatial cognition.

The exam will last one hour and includes:
a) 30 multiple-choice and true/false questions
b) 3 open questions

The exam will be the same for students who do or do not attend the lectures.
For students who attend, there will also be facultative additional open questions relating to practical experiences specifically conducted during the lectures (spatial tasks, measurement practice in the field and in the lab, etc.).
Assessment criteria: The assessment criteria will concern:
- terminological appropriateness and use of precise expressions on contents;
- argumentative accuracy on different components and aspects of spatial cognition;
- the ability to translate understanding of spatial cognition into knowledge for use in practice and applications
Course unit contents: The course content includes:
- Space and cognition: key aspects (philosophical approaches; cognitive map definition; developmental models)
- Geographical space (analysis of the territory, cartography)
- Measurements of spatial knowledge (places, distances, directions, distortions)
- Spatial knowledge acquired from maps: map features, frame of reference to organized information in spatial memory
- Spatial knowledge acquired by navigation: locomotion and wayfinding models and modalities for assessing navigation (real exploration and virtual environments); experiences and simulations of different navigation modalities
- Spatial brain: the main neuro-cognitive structures involved in cognitive maps formation, landmark recognition, allocentric and egocentric knowledge and switching between them
- Clinical conditions associated with spatial orientation and knowledge: Topographical disorientation, spatial neglect and agoraphobia
- Weakness in spatial knowledge and representations: individuals with intellectual disabilities, older adults and blind people
- Space and language: spatial terminology (prepositions, linguistic diversity), spatial descriptions (different kinds of descriptions, perspectives and mental models), spatial discourse (route direction, the role of landmarks and models)
- Individual visuo-spatial differences in processing and representing spatial information: visuo-spatial abilities (mental rotation, perspective taking), self-reported attitudes, preferences and strategies*
- The relationship between individual visuo-spatial differences and environment learning using different modalities (maps, navigation and descriptions) *
- Spatial representations in motor activities and sport*
- Computer science models; mobility and navigation assistance


* The topic will be presented mainly in the slides
Planned learning activities and teaching methods: The lessons will include:

- frontal lectures
- video presentation
- small group activities (for critical thinking questions and comments on experimental designs and results obtained)
- weekly self-assessments with quizzes, open questions and interactive games
- working groups on a paper research
- outside field and lab experience
Additional notes about suggested reading: The course material includes PowerPoint presentations with specific contents (not included in the book).
Textbooks (and optional supplementary readings)
  • Denis, M., Space and Spatial Cognition: A Multidisciplinary Perspective.. London and New York: Routledge, 2018. Cerca nel catalogo

Innovative teaching methods: Teaching and learning strategies
  • Interactive lecturing
  • Working in group
  • Questioning
  • Concept maps
  • Active quizzes for Concept Verification Tests and class discussions
  • Use of online videos
  • Loading of files and pages (web pages, Moodle, ...)
  • Learning journal

Innovative teaching methods: Software or applications used
  • Moodle (files, quizzes, workshops, ...)
  • Top Hat (active quiz, quiz)

Sustainable Development Goals (SDGs)
Good Health and Well-Being