DEVELOPMENTAL COGNITIVE PSYCHOLOGY

The course develops basic knowledge for students interested in the study of development, language, and cognition in general

Students will have to demonstrate a satisfactory understanding of the proposed topics, the research context in which they were born and their applications. Special attention will be given to the experimental methods by which the research was developed.

A good knowledge of scientific English is required.

The class will cover topics related to psychology of development and cognition.
In addition, the study of typical and atypical psychological functioning and the development of personal, social, and interpersonal skills in the school setting will be addressed.
This course is taught in accordance with the ministerial declarations – (D.M. 616/2017) - related to Scope B, for all competition classes.
Topics will include:
- Historical and philosophical foundations of theories of cognition and development.
- Experimental methods of investigation of major developmental processes.
- Theoretical models of explanation of learning and cognition
- Developmental processes
- Development of language and social skills
- Development of cognitive skills
- Development of understanding of others' thinking
- Psychological functioning, developmental processes, and student adaptation to the school context
- Cognitive, affective, and motivational processes of students during their developmental pathways and in relation to school context.
- Relationship between emotions and learning: cognitive, emotional, and motivational correlates that mediate the relationship between technological innovations, learning, and school adaptation.
- Reasoning and problem solving.
- Self-construction processes.
- Development of social skills.
- Identity and affective ties.
- Typical and atypical psychological developmental processes.
- The school-family relationship and building trust with parents.
- The internal relationships of the teaching staff and school personnel (leadership, team building, assumption of organizational roles, risk and protective factors for the working well-being of the teacher)
It contributes to the following objectives:
- Promote the acquisition of knowledge in relation to the basic elements of psychological functioning, developmental and adaptive processes of students, with attention to psychological processes - cognitive and affective/relational - involved in the school context and in the field of learning, education, participation and school wellness.
- Promote the acquisition of elements useful for the promotion of growth processes through the enhancement of individual paths, in line with school regulations regarding individualized or personalized planning.
- Promote the ability to recognize the nature and quality of interaction processes, in order to both prevent inappropriate behavior in interactions among peers and with the teacher and other adults and to enhance positive interaction processes

A collection of articles (in pdf) will be made available during the class.
Shaffer, D.R. & Kipp, K. (2015) Psicologia dello sviluppo. Infanzia e adolescenza. Padova: Piccin. Capitoli 1, 4, 6, 7, 8, 9, 10, 11, 14, 15

A written exam will test the knowledge of topics discussed during the lessons and of the course texts and materials. The ability to use critical reasoning, and the quality of language used will, also, be tested.
The exam consists of 30 multiple-choice questions and two open-ended questions
Constant participation in the class and class activities is strongly recommended. Special situations will have to be discussed directly with the teacher.

written

Grades from 18 to 22 reflect a basic knowledge of the fundamental theoretical principles of the subject.
Grades from 23 to 26 reflect a solid knowledge of the content, a deep understanding of the topics and a good ability to apply knowledge to concrete examples. The level of information processing is good.
Grades from 27 to 30 reflect a complete mastery of the course content, a strong understanding of the theoretical and methodological principles of the subject. Grades reflect a notable ability to re-elaborate and show critical thinking. The answers are exhaustive, accurate, and demonstrate an excellent ability to make logical connections. An independent capacity for analysis, synthesis, and evaluation of theories is evident
Cum Laude is a sign of absolute excellence and reflects a critical ability to re-elaborate and synthesize the topics covered.

The course consists of lectures and class discussions.
Active student participation is encouraged.

For those students who wish to explore the topic of strategies aimed at promoting the inclusion of students diagnosed with SLD, ADHD, and autism spectrum disorder in schools, we recommend this book
Scagnelli, M. (2025). Strategie per l’inclusione all’università. Studenti con DSA, ADHD e disturbo dello spettro dell’autismo. Roma: Carocci editore