First cycle
degree courses
Second cycle
degree courses
Single cycle
degree courses
School of Psychology
Course unit
PSO2044094, A.A. 2016/17

Information concerning the students who enrolled in A.Y. 2015/16

Information on the course unit
Degree course Second cycle degree in
PS1091, Degree course structure A.Y. 2015/16, A.Y. 2016/17
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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
Mandatory attendance No
Language of instruction Italian
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

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

Course unit organization
Period First semester
Year 2nd Year
Teaching method frontal

Type of hours Credits Teaching
Hours of
Individual study
Lecture 6.0 42 108.0 No turn

Start of activities 10/10/2016
End of activities 13/01/2017
Show course schedule 2019/20 Reg.2017 course timetable

Examination board
Board From To Members of the board
8 2019 01/10/2019 30/09/2020 VALENZA ELOISA (Presidente)
FARRONI TERESA (Membro Effettivo)
LEO IRENE (Membro Effettivo)
7 2018-1 01/10/2018 30/09/2019 VALENZA ELOISA (Presidente)
FARRONI TERESA (Membro Effettivo)
LEO IRENE (Membro Effettivo)
6 2017-1 01/10/2017 30/09/2018 VALENZA ELOISA (Presidente)
FARRONI TERESA (Membro Effettivo)
LEO IRENE (Membro Effettivo)
5 2017 01/10/2016 30/09/2017 VALENZA ELOISA (Presidente)
DI GANGI VALENTINA (Membro Effettivo)
FARRONI TERESA (Membro Effettivo)
FRANCHIN LAURA (Membro Effettivo)
LEO IRENE (Membro Effettivo)

Prerequisites: A basic knowledge of Developmental Psychology and Developmental Neuropsycholy 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 and motion
4) Space and numbers
5) Language Development
6) Social cognition
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)Ansari D. & Karmiloff-Smith A. (2002). Atypical trajectories of number development: a neuroconstructivist perspective, Trends in Cognitive Sciences, vol. 6, n. 12, pp. 511-516.
3)Karmiloff-Smith A. (2007). Atypical epigenesis, Developmental Science 10:1 (2007), pp 84–88.
4)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.
5)Keehn B., Muller R-A, Townsend J.(2013). Atypical attentional networks and the emergence of autism, Neuroscience and Biobehavioral reviews, 37, 164-183.
6)Goswami U (2015). Sensory theories of developmental dyslexia: three challenges for research, NATURE REVIEWS/NEUROSCIENCE, 16, 43-54.
Textbooks (and optional supplementary readings)
  • Taylor L., Lo sviluppo cognitivo. Bologna: il Mulino, 2007. testo di riferimento per gli studenti che durante la laurea triennale HANNO sostenuto l'esame di Psicologia dello Sviluppo Cognitivo Cerca nel catalogo
  • Macchi Cassia V., Valenza E., Simion F., Lo sviluppo della mente umana. Bologna: il Mulino, 2012. testo di riferimento per gli studenti che durante la laurea triennale NON hanno sostenuto l'esame di Psicologia dello Sviluppo Cognitivo Cerca nel catalogo