First cycle
degree courses
Second cycle
degree courses
Single cycle
degree courses
School of Psychology
Course unit
PSP8082797, A.A. 2019/20

Information concerning the students who enrolled in A.Y. 2018/19

Information on the course unit
Degree course Second cycle degree in
PS1978, Degree course structure A.Y. 2017/18, A.Y. 2019/20
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Number of ECTS credits allocated 3.0
Type of assessment Evaluation
Department of reference Department of General Psychology
E-Learning website
Mandatory attendance No
Language of instruction Italian
Single Course unit The Course unit CANNOT be attended under the option Single Course unit attendance
Optional Course unit The Course unit is available ONLY for students enrolled in APPLIED COGNITIVE PSYCHOLOGY

Teacher in charge ERIKA BORELLA M-PSI/01

ECTS: details
Type Scientific-Disciplinary Sector Credits allocated
Other -- -- 3.0

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

Type of hours Credits Teaching
Hours of
Individual study
Laboratory 3.0 21 54.0 No turn

Start of activities 07/10/2019
End of activities 18/01/2020
Show course schedule 2019/20 Reg.2017 course timetable

Examination board
Board From To Members of the board
1 2019 01/10/2019 30/09/2020 BORELLA ERIKA (Presidente)
CARRETTI BARBARA (Membro Effettivo)
MENEGHETTI CHIARA (Membro Effettivo)

Prerequisites: Prerequisites:
-knowledge of basic concepts of cognitive and general psychology
-good English proficiency
Target skills and knowledge: The laboratory is related to main topics from COGNITIVE ENRICHMENT PROGRAMS course and is aimed to provide an in-depth and specialist knowledge in the field of cognitive training programs. In particular, different types of cognitive interventions provided in the educational context, as well as for the promotion of active aging in older adults’ population, will be examined.
During the laboratory, students will acquire the competences necessary for the identification, implementation and programming of the most suitable cognitive interventions according to the context considered (educational, active aging promotion), as well as skills necessary for the assessment of their efficacy. Students will also develop competences needed for the promotion of such cognitive interventions to the target populations.
To summarize, students will acquire both theoretical and practical professionalizing skills and competences regarding the selection, programming, evaluation of efficacy and promotion of cognitive interventions, with an applicative fashion.
Examination methods: The laboratory entails a final written exam regarding the contents discussed during the lessons, with the aim to verify the knowledge and skills related to cognitive interventions and their crucial features that students have acquired.
Assessment criteria: The final exam will thus evaluate students’ ability to apply the knowledge and competences acquired during the laboratory attendance, taking into account the following criteria:
-the ability to identify the cognitive domains (e.g., memory, attention) or psychological aspects (e.g., self-efficacy, well-being, quality of life) to be strengthened
-the ability to plan and implement a cognitive intervention
-the ability to assess the efficacy of a cognitive intervention
- appropriateness of the language [i.e., using appropriate terms for research context as well as disseminative language for the target populations (e.g., in the school context, with associations of the territory as target for the promotion of active aging for the elderly population)].
Course unit contents: During the laboratory, the general theoretical and methodological knowledge of training and learning procedures across the life-span (in children, young adult and older adults) will be deepened.
In particular, students will be guided through the steps that, starting from an evaluation of the needs of a target population or context, lead to identify the most appropriate cognitive intervention for either children or older adults. For this reason, the features and peculiarities of different training programs will be presented and discussed, and, through practical role playing activities and the viewing of videos, students will be given the opportunity to put the acquired knowledge into practice.

Finally, effective ways for designing interventions aimed to enhance cognitive skills in the educational context as well as for older adults will be proposed and discussed together with proper ways to promote participation of the target populations in cognitive enhancement programs. The different practical activities proposed during the laboratory will include working in small groups.
Planned learning activities and teaching methods: The active participation of the laboratory is highly recommended and favored thanks to practical activities involving case analyses, simulations of cognitive training sessions, viewing of videos, group works and projects on the design of cognitive interventions, as well as their promotion. In particular, the learning will be prompted from numerous practical exercises and from the observation of real clinical cases and situations. Working in the classroom with the teacher and in small groups is part of the laboratory’s teaching modalities and is one of the teaching and learning strategies adopted. Moreover, students will be required to participate in practical simulations in the classroom. The laboratory is indeed meant to promote the learning and acquisition of the theoretical content and professional skills conveyed by the laboratory from an experiential basis.
Additional notes about suggested reading: The following materials will be considered as a part of the final exam:
- the slides used during the lessons in order to help identifying the key points of the topics discussed (in Italian), which will be made available online in the Moodle platform;
- scientific articles illustrating cognitive enhancement interventions that will be uploaded in the Moodle platform.
Textbooks (and optional supplementary readings)

Innovative teaching methods: Teaching and learning strategies
  • Lecturing
  • Case study
  • Working in group
  • Questioning
  • Peer feedback
  • Use of online videos

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

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Good Health and Well-Being Quality Education Gender Equality Reduced Inequalities