200093 VU Developmental Psychology (2022W)
Continuous assessment of course work
Labels
NUR FÜR MASTERSTUDIERENDE PSYCHOLOGIE
ACHTUNG: Bei Verwendung der VU für Modul A4 Freie Fächer ist max. eine VU erlaubt!
ACHTUNG: Bei Verwendung der VU für Modul A4 Freie Fächer ist max. eine VU erlaubt!
Registration/Deregistration
Note: The time of your registration within the registration period has no effect on the allocation of places (no first come, first served).
- Registration is open from Th 01.09.2022 10:00 to Mo 26.09.2022 10:00
- Deregistration possible until Mo 03.10.2022 10:00
Details
max. 40 participants
Language: English
Lecturers
Classes (iCal) - next class is marked with N
Monday
03.10.
16:45 - 18:15
Hörsaal B Psychologie, NIG 6.Stock A0610
Monday
10.10.
16:45 - 18:15
Hörsaal B Psychologie, NIG 6.Stock A0610
Monday
17.10.
16:45 - 18:15
Hörsaal B Psychologie, NIG 6.Stock A0610
Monday
24.10.
16:45 - 18:15
Hörsaal B Psychologie, NIG 6.Stock A0610
Monday
31.10.
16:45 - 18:15
Hörsaal B Psychologie, NIG 6.Stock A0610
Monday
07.11.
16:45 - 18:15
Hörsaal B Psychologie, NIG 6.Stock A0610
Monday
14.11.
16:45 - 18:15
Hörsaal B Psychologie, NIG 6.Stock A0610
Monday
21.11.
16:45 - 18:15
Hörsaal B Psychologie, NIG 6.Stock A0610
Monday
28.11.
16:45 - 18:15
Hörsaal B Psychologie, NIG 6.Stock A0610
Monday
05.12.
16:45 - 18:15
Hörsaal B Psychologie, NIG 6.Stock A0610
Monday
12.12.
16:45 - 18:15
Hörsaal B Psychologie, NIG 6.Stock A0610
Monday
09.01.
16:45 - 18:15
Hörsaal B Psychologie, NIG 6.Stock A0610
Monday
16.01.
16:45 - 18:15
Hörsaal B Psychologie, NIG 6.Stock A0610
Monday
23.01.
16:45 - 18:15
Hörsaal B Psychologie, NIG 6.Stock A0610
Monday
30.01.
16:45 - 18:15
Hörsaal B Psychologie, NIG 6.Stock A0610
Information
Aims, contents and method of the course
This course will cover selected topics relating to learning in early development, including principles of learning, exploratory behavior, social attention and imitation, neurobehavioral synchrony, touch and numeral cognition. The course will consist of lecture sessions and exercise sessions, the latter featuring student presentations and discussions.Participants will expand their knowledge on developmental psychology, with a particular focus on mechanisms of early learning. They will be encouraged to engage in critical analysis of the presented research, and will be given opportunities to practice their science dissemination skills.
Assessment and permitted materials
Participants will be required to prepare a 15-minute flash talk (in pairs) about a paper selected from a list provided at the beginning of the course. In the flash talk, they will be expected to contrast or build up on the selected paper based on another paper, freely chosen by them (from a scientific journal). They will also be required to prepare 2-3 questions for discussion.In addition to the flash talk, participants will have to write two short essays/articles (~1 page each) choosing two out of the four possible topics:1) Which finding about learning in early development surprised you most and why? Contrast your previous beliefs with what you’ve learned about learning in early development in class.
2) Write a popular science article (think: blog for parents, popular magazine etc.) about one of the topics we’ve covered. Use any forms of visualization you want (video clips/gifs/memes encouraged).
3) Pick a method used in early development research (e.g. eye tracking/EEG/behavioural coding etc.) and describe what kind of insights into early learning it allowed for, and what its limitations are, using examples from the topics we’ve covered.
4) Imagine you are in charge of creating an exhibition on learning in early development at a science museum (with unlimited resources!). Describe one or two interactive exhibits you would include in the exhibition, and how they would illustrate selected phenomena covered in class to a lay person.Only two out of the four topics have to be selected (in any order).Deadlines for submission on Moodle:
Part I: Essay/article based on Lecture 1 – Exercise 3: December 5
Part II: Essay/article based on Lecture 4 – Exercise 6: February 24In addition to the essays/articles, one 15-minute flash talk on a research article has to be prepared and presented in pairs.The grade will be based on the two essays/articles (2 x 25%, 50% in total), the flash talk (30%) and engagement in discussions and activities in the sessions 20%.
2) Write a popular science article (think: blog for parents, popular magazine etc.) about one of the topics we’ve covered. Use any forms of visualization you want (video clips/gifs/memes encouraged).
3) Pick a method used in early development research (e.g. eye tracking/EEG/behavioural coding etc.) and describe what kind of insights into early learning it allowed for, and what its limitations are, using examples from the topics we’ve covered.
4) Imagine you are in charge of creating an exhibition on learning in early development at a science museum (with unlimited resources!). Describe one or two interactive exhibits you would include in the exhibition, and how they would illustrate selected phenomena covered in class to a lay person.Only two out of the four topics have to be selected (in any order).Deadlines for submission on Moodle:
Part I: Essay/article based on Lecture 1 – Exercise 3: December 5
Part II: Essay/article based on Lecture 4 – Exercise 6: February 24In addition to the essays/articles, one 15-minute flash talk on a research article has to be prepared and presented in pairs.The grade will be based on the two essays/articles (2 x 25%, 50% in total), the flash talk (30%) and engagement in discussions and activities in the sessions 20%.
Minimum requirements and assessment criteria
Minimum presence at 80% of the course sessions is required. A minimum weighted-average grade of 4 from the four components of evaluation is needed to pass.
Examination topics
There will be no written examination.
Reading list
The literature will be provided on the Moodle platform of the course.
Association in the course directory
Last modified: Mo 26.09.2022 17:29