DEVELOPMENTAL COGNITIVE PSYCHOLOGY

This course belongs to the characterizing teachings B of the master's degree course in "Language Sciences" which allow the student to acquire the knowledge and understanding of the basic principles, processes and development of cognitive functions.
Objectives of the course are: a) develop a capacity for reflection on the basic processes and development of cognitive functions, such as: perception, attention, memory e language; b) provide the basis for understanding language disorders; c) become familiar with research methods that allow to scientifically investigate psychological phenomena. The achievement of these objectives allows the student to broaden the bases to the study of language through an interdisciplinary approach to language learning that takes place through a continuous exchange and exchange with other disciplines.

KNOWLEDGE AND UNDERSTANDING
demonstrate adequate knowledge regarding the processes and development of basic cognitive functions and understanding of the complex relationships and connections among them. Demonstrate familiarity with and understanding of research methods that enable scientific investigation of psychological phenomena.
APPLYING KNOWLEDGE AND UNDERSTANDING
demonstrate ability to apply relevant knowledge of cognitive processes in the study of everyday life, for example in education and language studies.
MAKING JUDGEMENTS
demonstrate ability to process complex and/or piecemeal information through scientific approaches to the discipline; know how to discuss and reflect on the value of empirical evidence and the methods used to investigate it; be able to gather information from scientific repositories; know how to reflect on and discuss divergent theoretical perspectives when interpreting the same phenomenon.
COMMUNICATION SKILLS
demonstrate proficiency in the typical specialized vocabulary of the discipline, in order to communicate clearly and unambiguously with specialists and non-specialists.
LEARNING CAPACITY
demonstrate acquired skills and learning strategies that allow one to continue to deepen ones understanding and/or investigate independently the main themes of the discipline, and in order to operate in a qualified manner in the workplace.

For this course there are no prerequisites.

Approaches to human cognition.
Research methods in psychology.
The biological basis of cognitive psychology and cognitive development.
The processes and development of basic cognitive functions, including:
Attention.
Perception.
Memory.
Language.
Introduction to language disorders.

For attending students:
15 lessons in online presence, to be accompanied by materials provided by the teacher.

Main references
- Revlin R. (2014). Psicologia Cognitiva. Bologna: Zanichelli (capitoli: 1, 2, 3, 4, 5, 6, 9, 10)
- Camaioni L, Di Blasio P. (2002). Psicologia dello sviluppo. Bologna: Il Mulino (capitoli: 1, 3, 5)

Further reading
Wolf M. (2009). Proust e il calamaro. Storia e scienza del cervello che legge. Milano: Vita e Pensiero.
Rizzolatti, G.,Sinigaglia, C.(2006). So quel che fai. Il cervello che agisce e i neuroni specchio. Milano: Cortina.
Elliott, J. G., & Grigorenko, E. L. (2014). The dyslexia debate (No. 14). Cambridge University Press.
Vinson, B. P. (2011). Language disorders across the lifespan. Cengage Learning.
Zeki, S. (2010). Splendori e miserie del cervello. Torino: Codice.
Dehaene, S. (2009). I neuroni della lettura. E. Boncinelli (Ed.). Cortina.
Stablum, F. (2002). L'attenzione. Carocci.
Cornoldi, C., & De Beni, R. (2010). Vizi e virtù della memoria. Giunti Editore.
Kahneman, D. (2012). Pensieri lenti e veloci. Edizioni Mondadori.

For non-attending students, the following program of study is scheduled:
a) Mandatory handbook:
- Revlin R. (2014). Psicologia Cognitiva. Bologna: Zanichelli
(Study the chapters: 1, 2, 3, 4, 5, 6, 9, 10)
- Camaioni L, Di Blasio P. (2002). Psicologia dello sviluppo. Bologna: Il Mulino
(Study the chapters: 1, 3, 5)

b) A volume of your choice:
Wolf M. (2009). Proust e il calamaro. Storia e scienza del cervello che legge. Milano: Vita e Pensiero
Rizzolatti, G.,Sinigaglia, C.(2006). So quel che fai. Il cervello che agisce e i neuroni specchio. Milano: Cortina.
Elliott, J. G., & Grigorenko, E. L. (2014). The dyslexia debate (No. 14). Cambridge University Press.
Vinson, B. P. (2011). Language disorders across the lifespan. Cengage Learning.
Zeki, S. (2010). Splendori e miserie del cervello. Codice, Torino. Trend: Le guide in un mondo che cambia.
Dehaene, S. (2009). I neuroni della lettura. E. Boncinelli (Ed.). Cortina.
Stablum, F. (2002). L'attenzione. Carocci.
Cornoldi, C., & De Beni, R. (2010). Vizi e virtù della memoria. Giunti Editore.
Kahneman, D. (2012). Pensieri lenti e veloci. Edizioni Mondadori.

For attending students: written exam of one and a half hours (consisting of 21 short-answer questions and multiple choice).
For non-attending students: written exam of one and a half hours (consisting 21 of short-answer questions and multiple choice) and oral test, designed to verify critical and reflective thinking skills and knowledge of the subject matter.

Assessment methods
Learning assessment will take place through a written exam consisting of multiple-choice questions and questions with short open answers. These questions cover both theoretical knowledge and practical reasoning acquired during the course, and the application of these skills to case studies.
The evaluation criteria of the short-answer questions on theory and reasoning are: (a) the accuracy of the theoretical information reported; (b) the appropriate use of the discipline's own language; (c) the validity of argumentation; (d) the ability to communicate and explain effectively.
Students regularly attending classes are offered the opportunity to take a test before the end of the course.

The lectures will be integrated with collaborative learning activities, supported with video/web materials. In order to prepare students for the final exam, the course offers the opportunity to participate in educational activities through physcial presence and online (Moodle) to self-evaluate learning, with the assistance of the teacher and the tutor.

Italian

Students not attending class are asked to contact the teacher one month before the exam.

written

This subject deals with topics related to the macro-area "Human capital, health, education" and contributes to the achievement of one or more goals of U. N. Agenda for Sustainable Development