At the end of this course, the students; 1) Distinguish similarities and differences about how cognitive processes develop in infancy, childhood and adolescence. 2) Will be able to categorize cognitive development theories and basic cognitive processes. 3) Exemplifies age-appropriate cognitive features in infancy, childhood and adolescence. 4) They can monitor a child's development-change process by using their knowledge and awareness of their cognitive processes. 5) Critique not only nature and nurture, but also how the two interact.
MODE OF DELIVERY
Face to face
PRE-REQUISITES OF THE COURSE
No
RECOMMENDED OPTIONAL PROGRAMME COMPONENT
None
COURSE DEFINITION
The aims of this course are students will be able to explain how the cognitive processes develop in infants, children and adolescents, and how they become more efficient in their understanding of the world and in their mental processes. This course covers theories of cognitive development, perception, reasoning, problem solving, moral understanding, acquiring language, memory as main cognitive process and also suggestibility, eye-witness memory, theory of mind, infantile amnesia, and development of deception as contemporary issues.
COURSE CONTENTS
WEEK
TOPICS
1st Week
Introduction to Cognitive Development, Biological and Sociocultural Bases of Cognitive Development
2nd Week
The Theories of Cognitive Development
3rd Week
Perception and Attention in Infancy
4th Week
Memorial and Conceptual Development in Infancy
5th Week
Language Development
6th Week
Perception and Attention in Early Childhood
7th Week
Memory and Conceptual Development in Early Childhood
8th Week
Mid-Term Exam
9th Week
Higher-Order and Social Cognition in Early Childhood
10th Week
Basic Cognitive Processes in Middle Childhood
11th Week
Long-Term Memory and the Knowledge Base in Middle Childhood
12th Week
Higher-Order and Complex Cognitive Skills in Middle Childhood
13th Week
Cognitive Development in Adolescence
14th Week
General Evaluation
RECOMENDED OR REQUIRED READING
Bjorklund, D. F. & Causey, K. B. (2018). Children?s Thinking: Cognitive Development and Individual Differences (6thed.). Los Angeles, CA: SAGE Publications.
PLANNED LEARNING ACTIVITIES AND TEACHING METHODS
Lecture,Questions/Answers,Practice,Project,Other
ASSESSMENT METHODS AND CRITERIA
Quantity
Percentage(%)
Mid-term
2
40
Quiz
5
10
Practice
1
20
Total(%)
70
Contribution of In-term Studies to Overall Grade(%)
70
Contribution of Final Examination to Overall Grade(%)
30
Total(%)
100
ECTS WORKLOAD
Activities
Number
Hours
Workload
Midterm exam
2
1
2
Preparation for Quiz
Individual or group work
14
2
28
Preparation for Final exam
1
20
20
Course hours
14
3
42
Preparation for Midterm exam
1
10
10
Laboratory (including preparation)
Final exam
1
1
1
Homework
5
15
75
Total Workload
178
Total Workload / 30
5,93
ECTS Credits of the Course
6
LANGUAGE OF INSTRUCTION
English
WORK PLACEMENT(S)
No
KEY LEARNING OUTCOMES (KLO) / MATRIX OF LEARNING OUTCOMES (LO)
