Cognitive and Language Development

Listed material: Assessments Week 1 Tues.

Listed material: Fri. Piaget Chapter 2 Entrance Survey Week 2 Tues.

Listed material: Focus: Object Permanence in Infants

Listed material: Fri. Information Processing Chapter 3

Listed material: Week 3 Tues.

Listed material: Sociocultural Theories

Listed material: Fri. Focus: Parent-Child Interaction and Electronic Media Article 2

Listed material: Week 4 Tues.

Listed material: Perceptual Development

Listed material: Fri. Focus: Perception-Action Dissociation Article 3

Listed material: Week 5 Tues.

Listed material: Memory Development

Listed material: Fri. Focus: Children as Eyewitnesses Article 4

Listed material: Week 6 Tues.

Required: There are two kinds of required readings for this course: an e-textbook and assigned articles. In general, we will read one textbook chapter and one general article per week, though some exceptions may apply (e.g., in Week 1 we will read two textbook chapters). Assessments will cover both the textbook and the supplementary readings, so I encourage you to complete both sets of readings.

Required: Course e-Textbook Siegler, R. & Alibali, M. (2020). Children’s Thinking (5th Ed.). Pearson Education.

Required: There are two types of material that you will need to read independently for this class: textbook chapters and journal articles. The assigned chapters are quite a bit longer than the articles, but (as you’ll see in the Weekly Schedule, below) the chapters are usually only assigned to Tuesday classes (with the exception of Week 1, where you will be reading part of one textbook chapter for the Thursday class as well). For example, to prepare for Week 2, you could read one third of Chapter 2 on the Friday, Monday, and Tuesday leading up to the lecture that afternoon, and then read the Gabrielli (2009) article on Wednesday. Whatever schedule works best for you, I highly recommend reading the material associated with each lecture before class – that way, you will be better prepared to engage with our discussions and activities, and you will be more likely to encode the information I present because you’ll have that background to build from! It would also be a good idea to bring the readings to class, so that you’ll have them on hand for reference during activities. Textbook Bjorklund, D. F., & Causey, K. B. (2018). Children’s Thinking: Cognitive development and individual differences (6th edition). SAGE. ISBN: 9781506334356

Listed material: What conclusions can be drawn from their finding(s) Lectures

Listed material: 1 Tu: Sept. 7 Th: Sept. 9 What is Cognitive Development? Spotlight on Piaget Chapter 1 Chapter 5 (pp. 154-180) 2 Tu: Sept. 14 Th: Sept. 16 Fr: Sept. 17 Biological Factors The Biological Bases of Dyslexia Science Report topic picks due Chapter 2 Gabrielli, 2009

Listed material: 3 Mo: Sept. 20 Tu: Sept. 21 Th: Sept. 23 End of no-penalty drop period Socio-cultural Factors Reading Digitally vs. Print

Listed material: Chapter 3 Munzer et al., 2019 4 Tu: Sept. 28 Th: Sept. 30 Infant Perception & Cognition Statistical Learning Chapter 4 Lew-Williams & Saffran, 2012 5 Tu: Oct. 5 Th: Oct. 7 Fr: Oct. 8 Symbolic Understanding Scale Errors Writing Plan due Chapter 5 (rest) DeLoache et al., 2004

Required: Textbook: Bjorklund, D. F., & Causey, K. B. (2018). Children’s Thinking: Cognitive development and individual differences. SAGE.

Required: Although not required, the book website may be helpful. https://bit.ly/2CUCnnd

Listed material: 1 Mon, 1/6 What is Cognitive Development Ch. 1 Thu, 1/9 Piaget: The legend Ch. 5: 154-180 2 Mon, 1/13 Biological Factors Ch. 2 Thu, 1/16 Focus: Biological bases of dyslexia

Supplemental: 1. Gabrielli, J. D. E. (2009). Dyslexia: A new synergy between cognitive neuroscience and education. Science, 325, 280–283.

Supplemental: 2. Munzer, T. G., Miller, A. M., Weeks, H. M. Kaciroti, N. & Radesky, J. (2019). Parent-toddler social reciprocity during reading from electronic tablets vs print books. JAMA Pediatrics, 173, 1076–1083.

Supplemental: 3. Saffran, J. R. & Kirkham, N. Z. (2018). Infant statistical learning. Annual Reviews in Psychology, 69, 2.1–2.23.

Supplemental: 4. DeLoache, J. S., Uttal, D. H., & Rosengren, K. S. (2004). Scale errors offer evidence of an perception-action dissociation early in life. Science, 304, 1027–1029.

Supplemental: 5. Legare, C. H. (2014). The contributions of explanation and exploration to children’s scientific reasoning. Child Development Perspectives, 8, 101–106

Supplemental: 6. Sodian, B. (2011). Theory of mind in infancy. Child Development Perspectives, 5, 39–43.

Supplemental: 7. Kidd, C., Palmeri, H., & Aslin, R. N. (2013). Rational snacking: Young children’s decision-making on the marshmallow task is moderated by beliefs about environmental reliability. Cognition, 126, 109–114.

Supplemental: 8. Otgaar, H., Howe, M. L., Merckelbach, H., & Muris, P. (2018). Who is the better eyewitness? Sometimes adults but at other times children. Current Directions in Psychological Science, 27, 378–385.

Supplemental: 9. Svirsky, M. A., Teoh, Su-Wooi, & Neuburger, H. (2004). Development of language and speech perception in congenitally, profoundly deaf children as a function of age at cochlear implantation. Audiology & Neuro-Otology, 9, 224–233.

Supplemental: 10. Akhtar, N. (2005). The robustness of learning through overhearing. Developmental Science, 8, 199-209.

Supplemental: 11. Morton, J. B. & Carlson, S. M. (2017). The bilingual advantage: Evidence and alternative views. In M. J. Hoskyn et al. (Eds.) Executive functions in children’s everyday lives: A handbook for professionals in applied psychology (pp. xxx–xxx). 7

Supplemental: 12. Gülgöz, S., et al. (2019). Similarity in transgender and cisgender children’s gender development. Proceedings of the National Academy of Sciences (USA), 116, 24480–24485.