First cycle
degree courses
Second cycle
degree courses
Single cycle
degree courses
School of Psychology
Course unit
PSO2044206, A.A. 2019/20

Information concerning the students who enrolled in A.Y. 2019/20

Information on the course unit
Degree course Second cycle degree in
PS1932, Degree course structure A.Y. 2017/18, A.Y. 2019/20
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Number of ECTS credits allocated 6.0
Type of assessment Mark
Department of reference Department of General Psychology
E-Learning website
Mandatory attendance No
Language of instruction English
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 COGNITIVE NEUROSCIENCE AND CLINICAL NEUROPSYCHOLOGY

Teacher in charge FRANCESCA SIMION 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 Second 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 02/03/2020
End of activities 12/06/2020
Show course schedule 2019/20 Reg.2017 course timetable

Examination board
Board From To Members of the board
7 2019 01/10/2019 30/09/2020 SIMION FRANCESCA (Presidente)
DI GIORGIO ELISA (Membro Effettivo)
LEO IRENE (Membro Effettivo)
LUNGHI MARCO (Membro Effettivo)
NATALE ELENA (Membro Effettivo)
VALENZA ELOISA (Membro Effettivo)

Prerequisites: The students are required to know Developmental and General Psychology as well as Cognitive Neuroscience.
Target skills and knowledge: The course is mainly devoted at demonstrating how a developmental
neuroscientist approach to cognition is critical for early dygnosis and intervention.
How genetic and environmental factors interact during the course of development to shape the brain, mind and behaviour and the origin of brain specialization will be the main topic of the lessons. By investigating both typical and atypical development the course will review how developmental cognitive neuroscience research can inform a variety of practical applications such as earlier diagnosis and more effective treatment of developmental disorders.
Examination methods: The written examination, administered to the students, will include 4 open questions that are aimed at testing students knowledge about the main topics of the course.

90 minutes will be given to the students to answer the 4 questions.
Assessment criteria: The evaluation will take place on the basis of the following criteria :

1) accuracy in the comprehension of the contents;
2) mastery and ability to link different aspects of the topics presented in the course.
3) clarity, consistency and completeness of the arguments.

The students will be evaluated on their oral presentations of specific papers.

This evaluation will integrate the written exam.
Course unit contents: The first part of the course will be devoted to a theoretical introduction to the main topics of developmental cognitive neuroscience:
1) the concept of probabilistic and predetermined epigenesis;
2) factors affecting the development of the brain and of the neural circuits that subserve cognitive development:
3) the role of genetic endowment and environmental factor in shaping the developing brain.
The second part of the course will be devoted to discuss the " Origin of the social brain" and to review the evidence in favor of an " Interactive Specialization View" of Brain development.

Practical seminars and practical labs ( i.e Eye tracker Lab and Evoked Potential Lab) are planned to be added to the theoretical lessons, if possible.
Planned learning activities and teaching methods: Some practical methodological seminar will integrate the theoretical lessons.
The students are required to attend at practical laboratories during which the main tecniques to collect data will be presented.
Additional notes about suggested reading: Slides and videos will be presented during the lessons.

All the videos and slides will be inserted in the MOODLE platform.

Students will be required to read " target papers" and to give an oral presentation followed by a general discussion that will involve all the other students in the class.

The students' presentation will be rendered available in MOODLE platform.

Students' oral presentations will integrate the final evaluation.
Textbooks (and optional supplementary readings)
  • Johnson, De Haan, Developmental Cognitive Neuroscience. UK: Oxford University Press, 2011. Cerca nel catalogo

Innovative teaching methods: Teaching and learning strategies
  • Lecturing
  • Laboratory
  • Interactive lecturing
  • Working in group
  • Questioning
  • Peer feedback
  • Use of online videos
  • Learning journal

Innovative teaching methods: Software or applications used
  • Moodle (files, quizzes, workshops, ...)
  • Kaltura (desktop video shooting, file loading on MyMedia Unipd)

Sustainable Development Goals (SDGs)
Good Health and Well-Being Quality Education Gender Equality Decent Work and Economic Growth Reduced Inequalities Partnerships for the Goals