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TheSchoolofPsychologyUniversityofStAndrews

PS3033

DevelopmentalPsychology

StudentModuleBooklet

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PS3033DevelopmentalPsychologyStudentModuleBooklet2017

SchoolofPsychologyUniversityofSt.Andrews

Index

Introduction 2

Instructorinformation 2

Requiredreadings 2

Courseobjectives 3

Scheduleoftopics&timetable 3

ContinuousAssessmentAssignment 4

Guideline&Deadline 4

Formatting 4

LengthLimitations 4

Howtosubmitcoursework 4

Anoteonplagiarism 5

Latesubmissionpolicy 5

Markingscheme 5-6

Resources 7

TeachingPhilosophy&CourseExpectations 7-8

CourseTopics&SelectedReadings 9-13

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PS3033DevelopmentalPsychologyStudentModuleBookletSpring2017

Jan26th-Feb23

rd

9am-11am School3,UnitedCollege(StSalvator’sQuad)

2:30-5pm Afternoonlabpracticum:PsychologySeminarroom

(surnameA-Lattend2:30-4pm,M-Zattend4-5:30pm)

Youareexpectedtoattendboththelectureandtheafternoonlab!

INTRODUCTION

‘Thebaby,assailedbyeye,ear,nose,skinandentrailsatonce,feelsitallasonegreatblooming,buzzingconfusion'---James.1890.I.488

Howdowecometoparsethe‘bloomingbuzzingconfusion’ofourphysicalandsocialenvironmentsintomeaningfulrepresentations?Thiscourseexaminescurrentexperimentalresearchandtheoreticaldebatesregardingthedevelopmentofchildrenfrominfancytopre-adolescence,withaparticularemphasisontheemergenceofsocialcognition.Topicsincludeperception,physicalknowledge,languageacquisition,memory,categorization,moralreasoning,theoryofmind,andtheroleofcultureinhumandevelopment.Acentralfocusofthecourseishowscientifictheorycaninformourunderstandingofthesecapacitiesastheyemergeinthefirstyearsoflife,andhowthisknowledgeenhanceswhatweunderstandaboutpsychologymorebroadly.

InstructorInformation

DrErinRobbins(er70)Room1.21OfficeHours:Wednesday2-4pandbyappointmentRequiredReading

• DevelopmentalPsychology:TheGrowthofMindandBehaviour,FrankKeil.2013,WW

Norton.ISBN978-0-393-97885.

Pleasenote:Itismuch,muchcheapertopurchasetheeBook.Checkout:http://www.ebooks.com/1514070/developmental-psychology/keil-frank/

• AlljournalarticlesavailableonlineandviaourMoodlepage(seeCourseTopics&Readings

atendofbookletfordetails)

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HighlyRecommendedText

ExploringDevelopmentalPsychology:UnderstandingTheoryandMethods,MargaretHarris,2012,SAGE

PublicationsLtd.ISBN:9781412903356.

Thisisanexcellentresourceforanyonewhowantspracticeunderstandingandwritingempiricalresearchreports.Thebookcontainsseveralarticlesonavarietyofdevelopmentaltopics,allaccompaniedbycommentarydesignedtohelpstudentsunderstandthestudyrationale,designstrategy,assessmentmeasuresandkeyvariables,statisticalanalyses,andinterpretationofresults.Avarietyofmethodologiesarerepresented,withadiversesampleofinfant,child,andadolescentstudies.BESTOFALL,ITISAVAILABLEATTHESTANDREWSLIBRARYASANE-BOOK.

CourseObjectives:

Youwilllearnaboutthedevelopmentofhumancognition;howtodesignandanalyseempiricalstudiestoansweroutstandingquestionsindevelopmentalpsychology;andhowtocommunicatematerialsuccinctlyinwrittenandoralform.

Uponcompletionofthismodule,studentsshouldbeabletoachievethefollowingobjectives:• Characterizeanddifferentiatebetweenmajortheoriesofhumancognitivedevelopment• Describetheimpactofcultureandenvironmentoncognitivedevelopment• Explainhowexperimentalmethodscanbeusedtotesttheoreticallydrivenhypotheses

regardingbehaviourinyoungandpre-verbalpopulations• Interpretscientificdatageneratedfromastudy• Evaluateresearchfindings,evaluatetheirrigor,andposethenextsetofresearchquestions• DemonstratecomprehensionofAPAstyle,andapplyitawrittenresearchproposal

ScheduleofTopicsandTimetable

Specificdetailsaboutreadings&assignmentsdetailedatendofbooklet

WEEK

Lectures

9am-11amThursdays,

UCO:School3,NorthStreet

Lab

2:30-4pm(A-L),4-5:30pm(M-Z)

SeminarRm,Psychology&Neuroscience

1

26/01/17

Neurobiologicaldevelopment&TheoriesofDevelopmen

Lab1

Designingexperimentsindevelopmentalpsychology(emphasisonmethodsappropriateforveryyounginfants)

2

02/02/17

CoreKnowledge&ActionPerception Lab2

Actionexperienceandobjectexploration(habituationandreachingparadigms)

3

09/02/17

CognitiveDevelopment Lab3

Faceperception(usingalookingparadigm,wewillassesshowevidencesupportsdifferenttheoreticalaccounts)

4

16/02/17

TheoryofMind Lab4

Self-consciousness(codingbehaviouraldata.Wewilldiscusshowtoextractdatafromrichbutmessybehaviouralinput)

5

23/02/17

ProsocialBehavior&MoralReasoning Lab5

Distributivejustice(howdoesthechild’sroleinastudychangetheoutcome?)

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CONTINUOUSASSESSMENTASSIGNMENT

Thegradeforthisclassisbasedonasinglepieceofcontinuousassessment,aresearchproposal(1500words)inwhichyouexploreatopicappropriatetodevelopmentalpsychology.Theexactresearchquestionisofyourownchoosing.Youmayopttoexploreindepthatopicraisedinlab/lecture,oryoumayelecttoaddressatopicoutsidetheimmediatescopeofthecourse,providedyoucanclearlydemonstratehowitpertainstoinfant/childdevelopment.Ineithercase,theproposalshoulddescribeanovel,criticalapproachtoyourtopic.Aproposalthatboilsdowntoareplicationandmildextensionofanextantstudywillsimplynotcutit.

AssignmentGuideline:Researchproposal(provisionaldeadline,MondayMarch6that5pm).

Detailedguidelineswillbepostedonmoodle,butinbriefyourproposalwillneedtoincludethefollowingelements:

• Background:Thissectionshouldconciselysummarisetheliteratureandmajorfindingsthatinformyourresearchquestion.Itisexpectedthatyouwillincorporateatleastonesourceoutsidethosecoveredinclass/lecture

• Rationaleandhypotheses:Hereyoushouldspecifywhatgaps,unansweredquestions,ortheoreticaltensionsnecessitateyourresearch.Inotherwords,youareexplainingwhatproblemexistsandwhyyouwishtoinvestigateit.Youshouldthenclearlystateyourhypotheses.

• Methodology:Thissectionshoulddetailhowyouwilltackleyourresearchquestion.Whoareyourparticipants,andwhyhaveyouchosenthisgroup?Paradigms,assessments,apparatuses,etc.shouldbeclearlydescribed.Areadershouldbeabletounderstandwhythesemethodsarethebestwaytoaddressyourtopic.Itshouldalsobecleartoareaderhowthesemeasureswillgenerateyourdata,andwhatyourdependent/independentvariablesare.Finally,youshouldofferaplanforhowyouwouldanalyseyourdata—whatstatisticaltest(s)wouldbemostappropriateandwhy?Whatpatternofresultswouldyouexpecttosee,givenyourhypotheses?

• Impactandimplications:Thelastsectionofyourproposalshouldexplaintheimportanceofyourfindings.Wouldyourfindingsbeabletoresolveatheoreticaldebate?Aretheirimplicationsforeducationorhealth?Makeacaseforwhyyourresultswouldbemeaningful.

• Style(IncludingReferencesandClarityofExpression):Don’tforgettocitethingsinAPAstyle,andbesuretowriteconciselyandwithscholarlytone

FeedbackonthisworkwillbeprovidedonorbeforeMonday,April17rd.

AssignmentFormatting:Theproposalshouldbepresentedasfollows:atitlepagestatingthetitleofthework,student’smatriculationnumber,themodulenumber,thewordcount,andthedate.Theremustbeatleasta1"marginallround(top,bottom,rightandleft).TextmustbeinArialorTimesNewRomanfontat12point,1.0linespaced.Thereferencelistdoesnotcounttowardsthewordlimit,nordobrief,appropriatelabelsforoptionalfigures/diagrams.

LengthLimitations(WordCountRestrictions)

Wordlimit:1500words(doesnotincludereferencelist).PerSchoolguidelines,anaccuratewordcountmustbenotedonthefrontsheetforeachpieceofsubmittedwork.WordCountsdonotincludethetitle,tables,figurelegends,referencelists,orappendices(e.g.,diagrams,examplestimuli).Allotherwords,includingsub-headings(e.g.Methods,Resultsetc.)counttowardstheoverallworklength.Markswillbedeductedifthewordcountisanythingabovethewordlimitandwillbepenalizedwith1pointforanyover-lengthupto5%,then1furthermarkforevery5%over-

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length.TheSchoolofPsychology&NeuroscienceusesoptionCforpenalisingover-length(followthislinkfordetails).

Howtosubmitcoursework:CourseworkshouldbesubmittedelectronicallyviaMMSonorbeforetheduedate.IfyouexperiencedifficultieswithcourseworksubmissioncontactmeorsomeoneinthemainPsychologyOfficebeforethedeadline—theinconveniencesofthedigitalage(“computeratemyhomework”)arenotvalidexcusesforlateormissingassignments.

ImportantnoteonplagiarismandTurnitin

PleasenotethatallsubmissionsareautomaticallycheckedforsimilaritytootheressaysorpublishedworksusingthesoftwareTurnitin.Cuttingandpastingoftextfromjournalsorinternetresources(whichTurnitincleverlyandthoroughlypicksoutandhighlights)isnotallowed.Turnitinalsoshowsupanytextduplicatedbetweencandidates’submissions,includingyourownindifferentyears!Giventhepenaltiesforcopying,includingcuttingandpasting,thelessonissimpleandclear:

Alwayswriteinyourownwords!

LateSubmissions:

LatesubmissionsofcourseworkshouldbesubmittedviaMMS. Ifyouhavegoodreasonsyoumayaskforextension inadvanceofthedeadlinebyusingtheNotificationofStudentProblemsform.NoextensionsarepermittedforassessmentswithoutUniversityapproval. Intheeventofanemergencyorotherwiseunforeseencomplication,itisyourresponsibilitytoinitiatethisprocessviatheonlineform,orthroughyourAdvisorofStudies,whocanstartthisprocessonyourbehalf.

Marking and examination procedures follow a tight timetable that is set by the University.AlthoughIamwillingtoaccommodate latecourseworkwhenthestudenthasavalidreason,assessmentformalitiesmustproceedaccordingtoUniversitytimetables,asspecifiedbelow:

• Latesubmissionpriortoreturnofworktootherstudentsincourse:1point(of0-20scale)deducted per day or part thereof. Note that every day will be considered as countingtowarda latepenalty;thisrulewillapplytoholidays(publicandUniversity)and includesweekends,withSundayandSaturdayeachcountingasoneday.

• Worksubmittedsolatethatcorrectedcopiesoftheexercisehavebeenreturnedtootherstudentswillbeawardedamarkofzero

• Allassessedwrittenassignmentsmustbesubmitted,evenafterthereturnofexercisestootherstudents,bytheendofthesemester(4pmonthelastFridayoftheexamperiod)inwhichtheyweredue.Failuretodosomayleadtotheautomaticfailureofthemodule.

Markingscheme

Thedocumentthatfollowsoutlinestheprovisionalmarkingschemesusedforthelabreport–thismayvaryslightlydependinghowthetermprogresses.FurtherguidelinesonthewritingandmarkingoftheproposalwillbeprovidedinWeek2.

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GradecriteriasheetProvisional

Grade…… FAIL 7 8-10 11-13 14-16 17-20

Introd

uctio

n

Backgrou

nd

Novalidpresentationofcontentormaterial

Widespreaddeficienciesinpresentation.

Unsatisfactorydepthofliteraturereview;over-relianceanduncriticalacceptanceofothersources.Noclearorganisation.

Frequentuseofsecondaryorout-of-datematerialwithsomesubstantiveerrors;littleevidenceofcriticalanalysis.Unorganizedstructureorprogressionofideas.

Someuseofsecondarysourcesorout-of-datematerial;someminorerrors;someevidenceofcriticalthought.Mostlyclearandlogicalstructure.

Scholarlydepthofliteraturereviewplusextensivecriticalanalysisofmaterial.Well-structuredandclear,logicalorganisation

Ratio

nale&

Hyp

othe

ses Norationaleor

hypothesesspecified

Oneelementmissing(eitheraimsandrelevanceofresearchtopsychologyomitted,ornohypotheses)

Poorlinkagebetweenresearchandpsychology;nocleardistinctionbetweenrationale&hypotheses

Poorlinkagebetweenproposedresearchandpsychology;poordescriptionofresearchhypothesesorgoals.

Rationalepresentedincontextofpsychologicaltheories;researchhypothesesandgoalsclearlydescribed.

novel,creativethought;addresseshowstudyadvancespsychology;hypothesesstatedclearly&followfromrationale

Metho

dology Pa

radigm

&

measures

Nomethodologydescribed

Descriptioninsufficienttounderstandprotocol,maycontaininaccuracies.Notfeasibleorethical.

Inappropriatemethodologyorpoordescription.Errorsorcontradictions.Poorlyjustified,notclearlylinkedtohypotheses

Majoraspectsofthemethodaremissingorambiguous.Linkbetweenmethodsandhypothesesispresentbutunclear.

Appropriate,methodologyandgenerallyclear,butsomedetailsofmethodmaybemissingorambiguous.

Carefulandclearreasoningforselectionofmethodology.Itisclearhowthesemethodstestthehypothesesspecified.

Participan

ts

Nodescriptionofparticipantsor

samplingmethodprovided

Majorelementsmissing;samplingstrategyis

unethical

Participants&samplingstrategyinappropriatefor

researchquestion

Descriptionofparticipantsandsamplingstrategy

generic;notenoughdetailprovided

Participantsidentified,butsomedetailsaboutsamplingstrategy

unclear

Participantsidentified,withclearjustificationforsampling

strategy

Analysis

Nodescriptionofdataanalysisorstatisticaltests

Dataanalysisinappropriatefor

researchquestion;nostatisticaltestsmentioned

Analysisplantoobroadandgeneric;proposedanalysis

inappropriatebasedondataorresearchquestion

Analysisplancontainsinaccuraciesin

description/choiceofstatisticaltests

Mostlycleardescription&justificationofanalysisstrategy;

somedescriptionofstatisticaltestsmaybeunclear

Clearandpreciseofanalysisstrategy.Appropriatechoiceof

statisticaltests

Impact&Implications

Nocontextualisationof

findingsorrelevanceprovided

Importanceoffindingsdirectlycopiedand

pastedfromintroduction

Descriptionoffindingsinconsistentwithstudyrationale;importancemaybeoverstaed/underjustified

Providesstatementaboutimportanceofresults,but

interpretationseemsinconsistentwith

hypotheses/rationale

Mostlycleardescriptionoftheoretical/practicalimportanceof

findings

Cleardescriptionofhowresultswillrelatetolargerliterature;referencetolargerimpactofwork(e.g.,forotherresearchers,foreducators,etc.)

PrecisionofExpression&Refs(Appendices)

Missingandirrelevantmaterial

Majoromissions;majorproblemsinclarityand

syntax

Someimportantreferencesprovidedbutalsowidespreadomissions;writingunclear

Mostrelevantmaterialsprovided;problemswithprecisionofexpressionor

style

Generallythoroughbutwithsomeweaknessesofpresentation

Thorough,preciseandcorrectuseofstyle.Comprehensivereferencesandappropriate

APAstyleThissheetisforguidanceformarkerstoenhanceconsistencyinevaluations.Itisnotintendedtoindicateanoverallgradebyapplicationofweightedaverages–sectionswillbeweighteddifferentlyinthefinaldeterminationoftheoverallgrade,andfurthermorethisweightingmightvaryaccordingtothenatureofthespecificassignment.*AllinstancesofpossibleplagiarismwillbereferredtotheAcademicMisconductOfficerandmayresultinagradeof0beingawarded.

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RESOURCES

Yourconsistentattendanceinbothlectureandlabisdesignedtoreinforcewhatyouhavelearnedandhelpyoustayuptodatewiththecoursematerialanddeadlines.Althoughtherewillbeopportunitiesforfeedbackalongtheway,itisstronglyadvisedthatyoutocometoclassontime,preparedtoparticipateandreadytoaskquestions.Theresourcesbelowmayalsobeofuse.

• OfficeHours:Wednesday2-4pandbyappointment(Psychology1.21)

• Preliminaryslideswillbepostedinadvanceofthelecture;onoccasion,theseslidesmayberevisedandre-postedtoincludecontentfromin-classexercisesanddiscussion

• Academicskillssupport:Youshouldacknowledgethatpreviousacademicpreparation(e.g.,writingskills)mayaffectyourperformanceinthiscourse.Ifyoufindyourselfstrugglingwiththewrittencomponentofthecourse,IencourageyoutoutilizetheresourcesofCAPOD(www.st-andrews.ac.uk/students/academic/advice/studyskillsandadvice/academicskills/)

• YoucanfamiliariseyourselfwiththebasicsofAPAstyleusingthisguidehttps://owl.english.purdue.edu/owl/resource/560/1/.

• TheInstituteforDigitalResearchandEducationatUCLAhasanexcellentstatstutorialthatincludesawealthofinformationonchoosinganalysesrunningtestsinSPSS:http://www.ats.ucla.edu/stat/spss/

• StatSoftisafreeonlinetextforstatistics—seetheBasicStatssectionifyouneedarefresheronthepurpose&assumptionsofseveraldifferenttests

Don’tsufferinsilence—ifyouarehavingtroublewiththematerial,pleaseexploretheseresources,orutilizemyofficehours!Don’tallowyourselftofallbehind!

MyManifesto(TeachingPhilosophy)

HereiswhatIexpectfromstudents:

Youwilltreateveryoneintheclass—includingyourpeers,thelecturer,andvisitingguests—withtherespectduetoallhumanbeings.Someofthesetopicsmaybesensitive,andyoumaynotagreewithallofthepointsraised,butIexpecteverybodytoactwithmaturitywhenweengageindiscussion.Iexpectyoutoattendeveryclassandgiveyourfullattentiontothematerial.Thismeansnoplayingwithmobiledevicesorcomputersduringlecture/discussion.Ireservetherighttobanelectronicdevicesfromthelecturehalliftheyprovedistracting.

Beanactiveconsumerofknowledge!Thismeansapproachingwhatyoureadandhearwithacriticalmindandaskingquestionsratherthanjustsittinginyourseatsoakingupknowledge.Youwillbeinthebestpositiontolearnandtoaskquestionswhenyoucompletetheassignedreadingsbeforeclassandlab.Wecannotpossiblydiscusseverythingfromthereadingsinexhaustivedetail.Youareresponsibleforfamiliarizingyourselfwiththecontentinourreadings;lectureisintendedtosupplementthisinformationandwillfocusonselectivetopicsfromthereadings.

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Pleasenotethatslideswillbeavailableinadvanceofthelecture;thesematerialsmayberevisedandrepostedtoreflectcontentfromin-classactivitiesanddiscussion.Takinggoodnotesfrombothreadingandlectureisaskillthatyoucandevelopandrefine,andwhichwillserveyouwellduringthetenureofyourtimeatStAndrews.Afewrecommendationsfromsomeonewhohasbeenthere:Avoidcopyingverbatim(eitherfromthelectureorthebook).Trytoactivelydigestthematerialandfindwaystoexplaintheideasandconceptsinyourownwords.Thiswillgreatlyincreasethechancethatyouremembernewcontent,anditwillaidinyourabilitytointegratethisnewknowledgewithwhatyoualreadyknow.

Hereiswhatstudentscanexpectfromme:

Iwilltreatyouwiththerespectdueallhumanbeings.Iwillnotdiscriminateagainstyoubecauseofyouridentityoryourwell-informedviewpoints.Iwillmanagetheclassinaprofessionalmanner;thatmayincludeeducatingyouinappropriateandprofessionalbehaviour.Iwillpreparecarefullyforeveryclass,andIwillbeginandendclassontime.Iwillmakemyselfavailabletoyouforadvising,andIamwillingtoworkwithyouandtheUniversityDisabilityTeamasneeded.PleasenotethatIendeavourtorespondtoemailswithin24hoursduringtheregularweekand48hoursduringtheweekend.Iwillmaintainconfidentialityconcerningyourperformance.Yourmarkwillreflectthequalityofyourworkandnothingelse.Iaminterestedinyourfeedbackabouttheclass,andaboveallIammostinterestedinwhatyoulearned.Likelearning,teachingrequiresatremendousamountoftimeandenergy.Idonotexpecteveryonetobecomearesearchpsychologist,butwhatIdoexpectisforyoutodoyourreading,participateinclassdiscussion,andshowupforclass.Thisclassismeanttomakeyouthinkcriticallyandtochallengehowyouinterpretknowledgethatyougenerateandthatpeoplesharewithyou.Itisalsoanopportunitytoexploreyourownideasandbeliefsabouthumanbehaviourandhowwestudyit.Ultimately,thisclassisnotaboutmemorization—itisanapplicationcourse.

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COURSETOPICS&SELECTEDREADINGSThefollowingscheduledetailsthetopicsandcorrespondingreadingswewillcovereachweek.ReadingsundertheLectureandPracticumheadingsarecompulsory.Itishighlyencouragedthatyoureadthesematerialsinadvanceofthelectureandlab.ThematerialsunderAdditionalResourcesareoptionalbuthighlyrecommended—theysupplementtherequiredcoursereadings,ofteninfurtherdepththanwehavetimeforinclass,andmaybeofparticularinteresttothoseofyouconsideringpsychologyasacareer.Finally,youshouldnotethatthelectureandlabwillintroducematerialnotcoveredinthereadings;bynotattendingclass,youriskmissingthiscontentalongwithinstructions,information,andguidelinesaboutassignments.Yourattendanceinbothsessionsisthereforecrucialtoyoursuccessinthemodule.Thelectureandcorrespondinglabaretimestoreviewcontentbutalsotopracticetheskillsetsincludedinyourassessmentforthecourse.Historically,Ihavefoundthatstudentswhoregularlyattendclassscoreseveralpointshigherthantheirpeerswhodonot.Week1:Introduction&TheoreticalDebatesHowhastheviewoftheinfantchangedoverhistoricaltime?Ishumandevelopmentalegitimatetopicofscientificinquiry?Thisweek,wediscussperennialtheoreticaltensionsinthestudyofinfantandchildresearch.Wealsodiscussthechallengesofempiricallystudyingpre-verbalinfantsandyoungchildren.

Lecture• KeilChapter1(pp.3-31)• KeilChapter3(pp.56-70only)• KeilChapter5(pp.147-166only)•

Lab:

• Bendersky,M.,&Sullivan,M.W.(2007).Basicmethodsininfantresearch.InA.Slater&M.Lewis(Eds.),IntroductiontoInfantDevelopment(pp.16-36).Oxford:OxfordUniversityPress.

Additionalresources:

• Nurrenbern,S.C.(2001).Piaget’stheoryofintellectualdevelopmentrevisited.JournalofChemicalEducation,78(8),1107-1110.

• Spelke,E.S.(1998).Nativism,empiricism,andtheoriginsofknowledge.InfantBehaviorandDevelopment,21(2),181-200.

• Fogel,A.(2010).HistoricalReflectionsonInfancy.TheWiley-BlackwellHandbookofInfantDevelopment,BasicResearch,1,1-31.

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Week2:CoreKnowledge&ActionPerceptionWediscussthepossibilityofacoreknowledgesystemforrepresentingobjectsandactions.Inlabwewilldiscussmotordevelopment,andhowthisrelatestochildren’sburgeoningunderstandingofactionandintention.

Lecture:• KeilChapter3(pp.78-95)• KeilChapter5(pp.166-175only)• Spelke,E.,&Kinzler,K.(2007).Coreknowledge.DevelopmentalScience,10(1),89-96.

Lab:

• KeilChapter4(pp.116-143) AdditionalResources:

• Wynn,K.(1992).Additionandsubtractionbyhumaninfants.Nature,358,749-50• Baillargeon,R.(2004).Infants’reasoningabouthiddenobjects:evidenceforevent-

generalandevent-specificexpectations.Developmentalscience,7(4),391-414.• Hood,B.M.(2004).Islookinggoodenoughordoesitbeggarbelief?Developmental

Science,7(4),415-417.***Note:ThisisaresponsetotheBaillargeon(2004)articleabove.Goodexampleofscientificdialogueinaction!

Week3:CognitivedevelopmentHowdoinfantsparsetheworldintomeaningfulchunks?Howdoinfantsformcategories?Whatistheroleoflanguageinabstractthought? Lecture:

• KeilChapter3(pp.95-56only)• KeilChapter8(pp.260-295)• KeilChapter9(pp.320-337only)• Gordon,P.(2004).Numericalcognitionwithoutwords:Evidencefrom

Amazonia.Science,306(5695),496-499.

Lab:• Kelly,D.J.,Quinn,P.C.,Slater,A.M.,Lee,K.,Ge,L.,&Pascalis,O.(2007).The

other-raceeffectdevelopsduringinfancyevidenceofperceptualnarrowing.PsychologicalScience,18(12),1084-1089.

• Sugita,Y.(2009).Innatefaceprocessing.CurrentOpinioninNeurobiology,19,39-44.

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Week4:Theoryofmind&self-consciousnessWhatdoesitmeantobea“mindreader”?Wediscusswhatkindsofmentalattributionsinfantsandchildrenmakeaboutothers,andrelatethistopictorecenttheoriesofautismspectrumdisorder.Whatdoesitmeantohaveasenseofself,andwhatimplicationsdoesthishaveforsocialcognitivedevelopment?Isself-consciousnessauniquelyhumanphenomenon? Lecture:

• KeilChapter13(pp.482-499ontheoryofmindonly)• KielChapter16(pp.588-592onAutismonly)• Baillargeon,R.,Scott,R.M.,&He,Z.(2010).False-beliefunderstandingininfants.

TrendsinCognitiveSciences,14,110-118.• Bloom,P.,&German,T.P.(2000).Tworeasonstoabandonthefalsebelieftaskasa

theoryofmind.Cognition,77,B25-31.

Lab:• KeilChapter10(pp.344-358onMemoryonly)• Amsterdam,B.(1972).Mirrorself-imagereactionsbeforeagetwo.Developmental

psychobiology,5(4),297-305.

AdditionalResources:• Onishi,K.H.,&Baillargeon,R.(2005).Do15-month-oldinfantsunderstandfalse

beliefs?Science,308(5719),255-258.• Wellman,H.M.,Cross,D.,&Watson,J.(2001).Meta-analysisoftheory-of-mind

development:Thetruthaboutfalsebelief.ChildDevelopment,72,655-684.• Callaghan,T.,Rochat,P.,Lillard,A.,Claux,M.L.,Odden,H.,Itakura,S.,...&

Singh,S.(2005).Synchronyintheonsetofmental-statereasoningevidencefromfivecultures.PsychologicalScience,16(5),378-384.

• Rajendran,G.,&Mitchell,P.(2007).Cognitivetheoriesofautism.DevelopmentalReview,27(2),224-260.

• Baron-Cohen,S.,Leslie,A.M.,&Frith,U.(1985).Doestheautisticchildhavea“theoryofmind”?Cognition,21(1),37-46.

• Suddendorf,T.,&Whiten,A.(2001).Mentalevaluationanddevelopment:Evidenceforsecondaryrepresentationinchildren,greatapes,andotheranimals.PsychologicalBulletin,127(5),629-650.

• Wakefield,A.J.,Murch,S.H.,Anthony,A.,Linnell,J.,Casson,D.M.,Malik,M.,...&Valentine,A.(1998).RETRACTED:Ileal-lymphoid-nodularhyperplasia,non-specificcolitis,andpervasivedevelopmentaldisorderinchildren.TheLancet,351(9103),637-641.

***Note:Ifyou’veeverwantedtoknowwheretheideathatautism&vaccinesarerelated(THEYARENOT),here’stheoriginalstudy,whichhasbeenretracted

• Gerber,J.S.,&Offit,P.A.(2009).Vaccinesandautism:ataleofshiftinghypotheses.ClinicalInfectiousDiseases,48(4),456-461.

***Note:ThisisaresponsetotheWakefieldpaper—goodreview!

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Week4:MoralReasoningHowdochildrendevelopintomoralagentswithbeliefsabouthowthingsoughttobedone?Isthereadifferencebetweenbeinghelpfulandprosocialversusmoral?Thisweekwediscusswhatmightconstitutetheblocksofmoralreasoninginourspecies. Lecture:

• KeilChapter12(pp.427-465only)• Hamlin,J.K.,Wynn,K.,&Bloom,P.(2007).Socialevaluationbypreverbalinfants.

Nature,450,557-560.Lab:

• Fehr,E.,Bernhard,H.,&Rockenbach,B.(2008).Egalitarianisminyoungchildren.Nature,454(7208),1079-1083.

Additionalbackground:

• Blake,P.R.,McAuliffe,K.,Corbit,J.,Callaghan,T.C.,Barry,O.,Bowie,A.,Kleutsch,L.,Kramer,K.L.,Ross,E.,Vongsachang,H.,Wrangham,R.,&Warneken,F.(2015).Theontogenyoffairnessinsevensocieties.Nature,528(7581),258-261.

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