First cycle
degree courses
Second cycle
degree courses
Single cycle
degree courses
School of Psychology
Course unit
PSP3049117, A.A. 2017/18

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

Information on the course unit
Degree course Second cycle degree in
PS1978, Degree course structure A.Y. 2017/18, A.Y. 2017/18
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Number of ECTS credits allocated 6.0
Type of assessment Mark
Course unit English denomination COGNITIVE ENRICHMENT PROGRAMS
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 BARBARA CARRETTI M-PSI/01
Other lecturers ERIKA BORELLA M-PSI/01

Course unit code Course unit name Teacher in charge Degree course code

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

Course unit organization
Period First semester
Year 1st Year
Teaching method frontal

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

Start of activities 09/10/2017
End of activities 12/01/2018
Show course schedule 2019/20 Reg.2017 course timetable

Examination board
Board From To Members of the board
8 2018-1 01/10/2018 30/09/2019 CARRETTI BARBARA (Presidente)
BORELLA ERIKA (Membro Effettivo)
DE BENI ROSSANA (Membro Effettivo)
MENEGHETTI CHIARA (Membro Effettivo)
7 2017-1 01/10/2017 30/09/2018 CARRETTI BARBARA (Presidente)
BORELLA ERIKA (Membro Effettivo)
DE BENI ROSSANA (Membro Effettivo)
MENEGHETTI CHIARA (Membro Effettivo)

Prerequisites: Knowledge of basic concepts of psychology and of general psychology
Knowledge of written English
Target skills and knowledge: After the course students will acquire:
-up-to-date knowledge on cognitive training
-the ability to individuate the cognitive processes to be trained
-the ability to plan individual and group cognitive training for participants of different ages (children, young and old adults)
-the ability to assess the efficacy of the training programs on cognitive, emotional and dailylife functioning both in the clinical and experimental context.
Examination methods: Written exam with open ended questions
Assessment criteria: The following criteria will be used to evalute written essays:
- having acquired knowledge about the procedures to improve cognitive and emotional functioning across the lifespan
- being able to plan a cognitive training
- being able to discuss acquired knowledge
Course unit contents: The course will provide theoretical, practical and methodological knowledge of training and learning procedures across the life-span (in children, young adult and older adults).
In the first part of the course, classical training procedures (mainly based on strategy learning) will be presented. Students will be also introduced to the critical methodological aspects to consider during training programs at a clinical and experimental level. Examples of training programs conducted in the field of developmental psychology in children with both typical development as well as with learning disabilities will be discussed.
The second part of the course will focus on training procedure used in the aging domain. Age-related changes in brain and cognitive plasticity will be presented along with new procedures to sustain both cognitive functioning and emotional one (psychological well-being, self-efficacy …). Critical variables in determining training gains will be discussed. Also for this part of the course, the clinical and experimental efficacy of the different training procedures will be presented.
Planned learning activities and teaching methods: Teaching will consist of face-to-face lectures. In addition in-class activities will be proposed, students will be required to 1) develop and present procedures to enhance cognition; 2) assess the efficacy of interventions presented during the lessons. The objectives of these activities will be to make concrete the theoretical knowledge provided.
Additional notes about suggested reading: A list of articles available on moodle (see "testi di riferimento")
Textbooks (and optional supplementary readings)
  • Eysenck M.W., Come migliorare la nostra memoria. --: --, 2011. In A. Baddeley, M. W. Eysenck, e M. C. Anderson, La memoria (Cap XVI). Bologna: Il Mulino. Cerca nel catalogo
  • Agnoli, F., e Furlan S, La differenza che fa la differenza: dalla significatività statistica alla significatività pratica.. --: --, 2008. Psicologia Clinica dello Sviluppo, 12, 211-245
  • Di Nuovo, S., Cosa significa «significativo»? Gli usi della statistica in psicologia clinica.. --: --, 2008. Psicologia Clinica dello Sviluppo, 12, 247-260.
  • Jaeggi, S., Buschkuehl, M., Jonides, J., Priti, S., Short- and long-term benefits of cognitive training.. --: --, 2011. PNAS. Proceedings of the National Academy of Sciences of the United States of America
  • Bjorklund, D.F., Miller, P.H., Coyle, T.R., & Slawinski, J.L, Instructing Children to Use Memory Strategies: Evidence of Utilization Deficiencies in Memory Training Studies.. --: --, 1997. Developmental Review, 17, 411–441
  • Hertzog, C., Kramer, A. F., Wilson, R. S., & Lindenberger, U., Enrichment effects on adult cognitive development.. --: --, 2008. Psychological Science in the Public Interest, 9, 1–65.
  • Noack, H., Lövdén, M., Schmiedek, F., & Lindenberger, U., Cognitive plasticity in adulthood and old age: Gauging the generality of cognitive intervention effects. --: --, --. Restorative Neurology and Neuroscience, 27, 435-453.
  • Roediger, H.L. & Butler, A. C., The critical role of retrieval practice in long-term retention.. --: --, 2011. Trends in Cognitive Sciences, 15, 20-27.
  • Wass, S. V., Scerif, G., & Johnson, M. H., Training attentional control and working memory - Is younger, better?. --: --, 2012. Developmental Review, 32, 360-387.