First cycle
degree courses
Second cycle
degree courses
Single cycle
degree courses
School of Psychology
Course unit
PSO2044094, A.A. 2018/19

Information concerning the students who enrolled in A.Y. 2017/18

Information on the course unit
Degree course Second cycle degree in
PS1091, Degree course structure A.Y. 2017/18, A.Y. 2018/19
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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 01/10/2018
End of activities 18/01/2019
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)

Prerequisites: A basic knowledge of Developmental Psychology and Developmental Neuropsychology is required.
Target skills and knowledge: The aim is to offer students the following knowledge
1) To Know the relevance of a developmental perspective to understand the architecture and the functioning of human mind.
2) To Know deeply the neurocostructivist approach.
3) To Know the multiple factors that affect typical, at-risk and atypical development.
Examination methods: The assessment method is written with 4 open questions. The examination will last 1.30 hr. The final grade is expressed as the average of the scores obtained in each question. Foreign students will have the opportunity to take the exam in English.
Assessment criteria: Students are requested:
1) to know the theoretical central issue of cognitive developmental.
2) to know some of the more representative experiments and researchs.
3)to use the terminology of the cognitive developmental psychology appropriately
4)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. Additional articles will be agreed with the student.
Textbooks (and optional supplementary readings)
  • Cantiani C., Riva V., Piazza C., Bettoni R., Molten M., Choudhury N., Marino C. & Benasich A., Auditory discrimination predicts linguistic outcome in Italian infants with and without familial risk for language learning impairment. --: Developmental Cognitive Neuroscience 20, 23–34., 2016.
  • Dispaldro M., Leonard L. B., Corradi N, Ruffino M, Bronte T. & Facoetti A., Visual attentional engagement deficits in children with Specific Language Impairment and their role in real-time language processing. --: Cortex, 49, 2126-2139, 2013.
  • Nickel L.R. , Thatcher A.R., Keller F., Wozniak R.H. & Iverson J.M., Posture Development in Infants at Heightened versus Low Risk for Autism Spectrum Disorders. --: Infancy, 18(5), 639–661, 2013.
  • Sansavini A., Guarini A.,1 Casell M.C., Preterm Birth: Neuropsychological Profiles And Atypical Developmental Pathway. --: Developmental Disabilities Research Reviews 17:102, 2011.
  • Wass S., Porayska-Pomsta K & Johnson M. H., Training Attentional Control in Infancy. --: Current Biology 21, 1543–1547, 2011.

Innovative teaching methods: Teaching and learning strategies
  • Lecturing
  • Use of online videos
  • Loading of files and pages (web pages, Moodle, ...)

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

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