Course Information
Cycle / Level1st / Undergraduate
Teaching PeriodSpring
Course ID600013529

Programme of Study: PPS Tmīmatos PSychologías (2017-sīmera)

Registered students: 1
OrientationAttendance TypeSemesterYearECTS
KORMOSElective Courses635

Class Information
Academic Year2018 – 2019
Class PeriodSpring
Faculty Instructors
Weekly Hours3
Class ID
Course Type 2011-2015
Knowledge Deepening / Consolidation
Mode of Delivery
  • Face to face
Digital Course Content
Language of Instruction
  • Greek (Instruction, Examination)
General Prerequisites
There are no prerequisites for this unit. It is suggested that students have succesfully completed their obligations for relevant obligatory, as well as optional units.
Learning Outcomes
By the end of the unit, students will be able to: • discuss the complexity of developmental processes and their crucial role for daily functioning in different developmental periods • use theoretical and empirical tools and conduct small scale studies to describe and explain developmental change • reflect on research methods In relation to specific research questions regarding development • efficiently review the literature and organize, analyze and combine theoretical suggestions and research findings • indicate future research directions, and discuss application of knowledge regarding human development
General Competences
  • Apply knowledge in practice
  • Retrieve, analyse and synthesise data and information, with the use of necessary technologies
  • Work autonomously
  • Work in teams
  • Generate new research ideas
  • Appreciate diversity and multiculturality
  • Demonstrate social, professional and ethical commitment and sensitivity to gender issues
  • Be critical and self-critical
  • Advance free, creative and causative thinking
Course Content (Syllabus)
It is an advanced course which aims to provide opportunities to reflect on and critically approach research and real-world applications in the field of developmental psychology. Discussion will focus on evidence regarding cognitive, emotional, social and personality development, in relation to current theoretical frameworks and with emphasis placed on the childhood, adolescence and emerging adulthood periods. The advantages and disadvantages of key research designs and data collection methods will be presented and analyzed, so as to enable discussion of their relative contribution to the study of developmental mechanisms, trajectories and achievements in specific fields. Students are expected to review and study relevant literature throughout the semester and participate actively in discussions held in the class regarding theoretical and methodological approaches to the study of human development, as well as ethics and integrity in research. They are also expected to participate in workshops and seminars that will aim at supporting small-scale research studies, conducted in groups, as well as individual coursework.
Cognitive development, language development, emotional development, social development, personality development, applications, methodological approaches, research ethics
Educational Material Types
  • Notes
  • Slide presentations
  • Multimedia
  • Book
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
  • Use of ICT in Communication with Students
  • Use of ICT in Student Assessment
- Use of powerpoint during the classes - Use of e-learning (moodle) for providing material to students, as well as submitting and marking assignments - Students are expected to use new technologies for their assignments and relevant data analyses - Electronic Communication with the students (via e-mail/ Department's website)
Course Organization
Reading Assigment261
Written assigments261
Student Assessment
1. Written assignment (50% of the final grade): Review of the recent literature and selection of developmental studies with different designs. Discussion of their relative contribution to the study of the topic (advantages, disadvantages of each design). Discussion of relevant future research directions and applications. 2. Research assignment - Report (Group work - 50% of the final grade): Conduction of a small scale research study. Description of aims, research questions, and methods. Analyses of the data and presentation (report) of the main findings. Discussion of developmental patterns.
Student Assessment methods
  • Written Assignment (Formative, Summative)
  • Labortatory Assignment (Formative, Summative)
Course Bibliography (Eudoxus)
BIBΛΙΟΓΡΑΦΙΑ - ΕΥΔΟΞΟΣ Berk, L. (2015). Η Ανάπτυξη των Βρεφών, των Παιδιών και των Εφήβων. Εκδοτικός Όμιλος ΙΩΝ. Feldman, R. S. (2011). Εξελικτική Ψυχολογία: Δια βίου ανάπτυξη – Ενιαίο. Εκδόσεις Γ. Δαρδανός - Κ. Δαρδανός Ο.Ε. Lehalle, H. & Mellier, D. (2009). Ψυχολογία της ανάπτυξης. Εκδόσεις Πεδίο Α.Ε.
Additional bibliography for study
Adesope, O. O., Lavin, T., Thompson, T., & Ungerleider, C. (2010). A systematic review and meta-analysis of the cognitive correlates of bilingualism. Review of Educational Research, 80(2), 207-245. Arnett, J. J. (2000). Emerging adulthood: A theory of development from the late teens through the twenties. American Psychologist, 55(5), 469. Arnett, J. J. (2007). Emerging adulthood: What is it, and what is it good for?. Child Development Perspectives, 1(2), 68-73. Assor, A. (2012). Allowing choice and nurturing an inner compass: Educational practices supporting students’ need for autonomy. In S. L., Christenson, A. L., Reschly, & C. Wylie (Eds.). Handbook of research on student engagement (pp. 421-439). Springer, Boston, MA. Assor, A. (2012). Autonomous moral motivation: Consequences, socializing antecedents and the unique role of integrated moral principles. In Mikulincer, Mario Ed, and Phillip R. Shaver (Eds.). The social psychology of morality: Exploring the causes of good and evil (pp. 239-255). American Psychological Association. Assor, A. (2018). The striving to develop an authentic inner compass as a key component of adolescents’ need for autonomy: Parental antecedents and effects on identity, well-being, and resilience. In B. Soenens, M. Vansteenkiste, & S. Van Petegem (Eds), Autonomy in adolescencent development – Towards Conceptual Clarity (pp 135 - 160). N.Y.: Routeledge Psychology Press in conjunction with European Association for Research on Adolescence (EARA). Barac, R., Bialystok, E., Castro, D. C., & Sanchez, M. (2014). The cognitive development of young dual language learners: A critical review. Early Childhood Research Quarterly, 29(4), 699-714. Bialystok, E. (2009). Bilingualism: The good, the bad, and the indifferent. Bilingualism: Language and Cognition, 12(1), 3-11. De Bruin, A., Treccani, B., & Della Sala, S. (2015). Cognitive advantage in bilingualism: An example of publication bias?. Psychological Science, 26(1), 99-107. Demetriou, A., Makris, N., Spanoudis, G., Kazi, S., Shayer, M., & Kazali, E. (2018). Mapping the dimensions of general intelligence: An integrated differential-developmental theory. Human Development, 61(1), 4-42. Demetriou, A., Spanoudis, G., Kazi, S., Mouyi, A., Žebec, M. S., Kazali, E., ... & Shayer, M. (2017). Developmental differentiation and binding of mental processes with g through the life-span. Journal of Intelligence, 5(2), 23. Demetriou, A., Spanoudis, G., Žebec, M., Andreou, M., Golino, H., & Kazi, S. (2018). Mind-personality relations from childhood to early adulthood. Journal of Intelligence, 6(4), 51. Duñabeitia, J. A., Hernández, J. A., Antón, E., Macizo, P., Estévez, A., Fuentes, L. J., & Carreiras, M. (2014). The inhibitory advantage in bilingual children revisited. Experimental psychology, 61(3), 234–251. Duñabeitia, J. A., Ivaz, L., & Casaponsa, A. (2016). Developmental changes associated with cross-language similarity in bilingual children. Journal of Cognitive Psychology, 28(1), 16-31. Gathercole, V. C. M., & Thomas, E. M. (2009). Bilingual first-language development: Dominant language takeover, threatened minority language take-up. Bilingualism: Language and Cognition, 12(2), 213-237. Lightfoot, C., Cole, M., & Cole, S. (2014, Επιμ. Ζ. Μπαμπλέκου). Η ανάπτυξη των παιδιών. Εκδ. Γ. Δαρδανός – Κ. Δαρδανός Ο.Ε. Reifman, A., Arnett, J. J., & Colwell, M. J. (2007). Emerging adulthood: Theory, assessment and application. Journal of Youth Development, 2(1), 37-48. Schacter, D. L., Gilbert D. T., & Wegner, D. M. (2012, Επιμ. Σ. Βοσνιάδου). Ψυχολογία. Εκδ. Gutenberg. Slater, A. & Bremner, G. (2019, Επιμ. Β. Τσούρτου). Εισαγωγή στην Αναπτυξιακή Ψυχολογία. Θεσσαλονίκη: Εκδ. Τζιόλα. Smith, P. K.., Cowie, H., & Blades, M. (2018, Επιμ. Ε. Γαλανάκη). Κατανοώντας την ανάπτυξη των παιδιών. Θεσσαλονίκη: Εκδ. Τζιόλα. Ο κατάλογος της επιπρόσθετης βιβλιογραφίας θα ενημερώνεται κατά τη διάρκεια του εξαμήνου.  
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