First cycle
degree courses
Second cycle
degree courses
Single cycle
degree courses
School of Psychology
Course unit
PSP6074601, 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
PS2292, Degree course structure A.Y. 2016/17, A.Y. 2019/20
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Number of ECTS credits allocated 6.0
Type of assessment Mark
Course unit English denomination EARLY MARKERS OF ATYPICAL DEVELOPMENT
Department of reference Department of Developmental Psychology and Socialisation
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 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 07/10/2019
End of activities 18/01/2020
Show course schedule 2019/20 Reg.2016 course timetable

Examination board
Board From To Members of the board
4 2019 01/10/2019 30/09/2020 VALENZA ELOISA (Presidente)
FARRONI TERESA (Membro Effettivo)
LEO IRENE (Membro Effettivo)

Prerequisites: A basic knowledge of Developmental Psychology 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. More precisely, early atipicalities on attention, communicative and motor abilities and their consequences on atypical development will be discussed.
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) Neurocostructivism approach: probabilistic epigenesis
2) Neurocostructivism approach: implications for developmental disorders
3) early attentional marker
4) early motor marker
5) early communicative and language marker
6) implicit learning in typical and atypical development
7) risks and protective factors
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.
Students can attend a laboratory activity stricly linked to the course
Additional notes about suggested reading: Upon request, the bibliography will be available in English.

Students are also requested the following articles:
1) Cantiani C. et al (2016). Auditory discrimination predicts linguistic outcome in Italian infantswith and without familial risk for language learning impairment, Developmental Cognitive Neuroscience 20, 23–34.
2) 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.
3) Esposito G. & Venuti P. (2010). Understanding early communication signals in autism: a study of the perception of infants’ cry, Journal of Intellectual Disability Research, volume 54 part 3 pp 216–223.
4) Nickel L.R. , Thatcher A.R., Keller F., Wozniak R.H. & Iverson J.M. (2013) Posture Development in Infants at Heightened versus Low Risk for Autism Spectrum Disorders, Infancy, 18(5), 639–661
5) Sansavini A., Guarini A.,1 Casell M.C. (2011). Preterm Birth: Neuropsychological Profiles And Atypical Developmental Pathways, Developmental Disabilities Research Reviews 17:102–113.
Textbooks (and optional supplementary readings)
  • Eloisa Valenza e Chiara Turati, Promuovere lo sviluppo della mente. Un approccio neurocostruttivista. Bologna: Mulino, 2019. Cerca nel catalogo

Innovative teaching methods: Teaching and learning strategies
  • Laboratory
  • 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 Quality Education