20 credits at level HE7
1. To develop advanced knowledge of selected topics within developmental psychology.
2. To encourage students to work at an appropriate level of depth within each of the topics covered on the module, and to promote the development of advanced conceptual and empirical analysis.
1. Investigating developmental psychology
Methods of data collection, and designs for studying development and change.
Cross-sectional longitudinal and cohort designs, their strengths and weaknesses.
The microgenetic approach in the classroom.
Examples of methods in practice.
2. Developmental issues and problems
Autism, ADHD and associated theories and explanations
3. Development in the classroom
Writing, drawing and everyday versus formal knowledge.
4. Analogical Reasoning
Differing perspectives; mapping relations; causal reasoning and its influence on abilities to reason analogically; transitive relational mappings, current issues.
Lectures, seminars, tutorials/small group work.
when you have successfully completed this module you will:
to demonstrate that you have achieved the learning outcome you will:
|1.||Have acquired knowledge of the topics covered on the course, at an appropriate depth and breadth.||Be able to compare and contrast a range of approaches to developmental psychology and draw out the implications of each approach.|
|2.||Have developed an advanced understanding of conceptual and empirical skills.||Be able to select and justify appropriate designs and methodologies to research developmental phenomena.|
Your achievement of the learning outcomes for this module will be tested as follows:
|Description||2,500 word essay||2,500 word essay|
There are no prerequisites for this module.
No restrictions apply.
Donaldson, M. (1978). Children’s Minds. Scotland:Fontana
Goswami, U. ( Ed.) (2004). The Blackwell Handbook of Child Development. London: Blackwell Publishing.
Granott, N. & Parziale, J. (Eds.) (2002). Microdevelopment: Transition Processes in Development and Learning. Cambridge: Cambridge University Press.
Lee, K. (Ed.) (2000). Childhood cognitive development. The essential readings. England: Blackwell.
Corrigan, R., & Denton, P. (1996). Causal understanding as a developmental primitive. Developmental Review, 16, 162-202.
Das Gupta, P., & Bryant, P.E. (1989). Young children’s causal inferences. Child Development, 60, 1138-1146.
Goswami, U. (1992). Analogical reasoning in children.
Hillsdale, USA: Erlbaum.
Goswami, U. (1995). Transitive relational mappings in three- and four-year-olds: The analogy of Goldilocks and the three bears. Child Development, 66, 877-892.
Goswami, U. (1996). Analogical reasoning and cognitive development. Advances in child development and behaviour, 26, 91-138.
Goswami, U. (1998). Cognition in Children. Hove: Psychology Press.
Goswami, U., Leevers, H., Pressley, S., & Wheelwright, S. (1998). Causal reasoning about pairs of relations and analogical reasoning in young children. British Journal of Developmental Psychology, 16(4), 553-569.
Perner, J., & Lang, B. (2002). What causes 3-year-olds’ difficulty on the dimensional change card sorting task? Infant and Child Development, 11, 93-105.
Chen, Z. & Siegler, R. (2000). Across the great divide: Bridging the gap between understanding of toddlers and older children’s thinking. Monographs of the society for research in child development. 65 (2).
Flynn. E., Siegler.R. (2007) Measuring change: current trends and future directions in microgenetic research. Infant and Child Development 16,1, 135
Flynn, E., Pine, K., Lewis. C. (2007) Using the microgenetic method to investigate cognitive development: an introduction. Infant and Child Development 16,1, 1
Kuhn. D. (1995) Microgenetic study of change: What has it told us? Psychological Science. 6(3) Pages 133-139.
Siegler R. S. (1995) How Does Change Occur: A Microgenetic Study of Number Conservation. Cognitive Psychology 28 (3) Pages 225-273.
Siegler, R. (2000) Cognitive variability: a key to understanding cognitive development. In Lee, K. (Ed.) Childhood cognitive development. The essential readings. (2000). England: Blackwell.
Siegler, R.S. (2002) Microgenetic studies of self-explanation. In Granott, N. & Parziale, J.(Eds.) (2002) Microdevelopment: Transition Processes in Development and Learning . Cambridge. Cambridge University Press
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