|Title||ΕΞΕΛΙΚΤΙΚΗ ΨΥΧΟΛΟΓΙΑ: ΚΟΙΝΩΝΙΚΟΓΝΩΣΤΙΚΗ ΑΝΑΠΤΥΞΗ / DEVELOPMENTAL PSYCHOLOGY: SOCIO-COGNITIVE DEVELOPMENT|
|Cycle / Level||1st / Undergraduate|
Programme of Study: PPS Tmīmatos PSychologías (2017-sīmera)
Registered students: 44
|Academic Year||2019 – 2020|
|Class ID|| |
Type of the Course
- Scientific Area
Knowledge Deepening / Consolidation
Mode of Delivery
- Face to face
Digital Course Content
- e-Study Guide https://qa.auth.gr/en/class/1/600144526
- eLearning (Moodle): https://elearning.auth.gr/course/view.php?id=6110
- OpenCourses (eClass): http://www.opencourses.gr/opencourse.xhtml?id=15797&ln=el
Language of Instruction
- Greek (Instruction, Examination)
Good knowledge of English for the use of international literature. Given that it is an advanced course, it is recommended students to have successfully completed Developmental Psychology I and Developmental Psychology II.
Upon successful completion of the course, students are expected to have achieved the following learning outcomes: (a) deep understanding of the contemporary theoretical perspectives regarding the development of cognitive processes as well as the development of socio-moral thinking, (b) awareness of the current research questions and the perspectives of future research in the above referred domain according to the international literature, (c) competence to associate the different theoretical perspectives to their educational applications.
- Apply knowledge in practice
- Retrieve, analyse and synthesise data and information, with the use of necessary technologies
- Adapt to new situations
- Make decisions
- Work in teams
- Generate new research ideas
- Appreciate diversity and multiculturality
- Respect natural environment
- 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)
The course aims to familiarize students with the current research questions in the field of cognitive development and the development of socio-moral reasoning as well as with the prospectives for future research. It focuses on the major theories of cognitive development and socio-moral reasoning including both older and contemporary ones, on their critical review, the relevant research findings and their potential applications in education. In particular, the following topics are discussed during the semester: (1) Psychology of cognitive development: Introductory issues and research methods. (2) Constructivism: Vygotsky’s and Piaget’s views of cognitive development. (3) Putting Piaget’s and Vygotsky’s theory into perspective. (4) Information processing views of cognitive development. Principles, research and classroom applications. Critical review. (5) Neo-Piagetian theories of cognitive development: J. Pascual-Leone, K. Fischer, R. Case. Principles, research and classroom applications. Critical review. (6) Knowledge restructuring theories: Principles, research and classroom applications. Critical review. (7) Development of moral and prosocial reasoning: Theoretical and methodological issues, constractivistic approaches (Piaget, Kohlberg). (8) Critical review of Kohlberg’s theory: The theory of C. Gilligan. Methodological and ethical issues. Promoting moral development in the classroom.
cognitive development, socio-moral reasoning, methodological issues, critical review.
Educational Material Types
- Slide presentations
- Video lectures
Use of Information and Communication Technologies
Use of ICT
- Use of ICT in Course Teaching
- Use of ICT in Communication with Students
- Use of powerpoint during the classes - Use of Blackboard - Electronic Communication with the students (via e-mail, use of the Department's website) - The course is also available as a Massive Online Open Course (MOOCS) in the following address: http://www.opencourses.gr/opencourse.xhtml?id=15797&ln=el
- Written exams at the end of the semester - Presentation of the exercises on experimentation skills (carrying out clasical experiments measuring cognitive and socio-cognitive development like Piaget's experiments and Kohlberg's moral dilemmas / on a voluntary basis) The above procedure is described in the Course Sullabus.
Student Assessment methods
- Written Exam with Short Answer Questions (Summative)
- Written Exam with Extended Answer Questions (Summative)
- Performance / Staging (Summative)
Course Bibliography (Eudoxus)
1. Salkind, N. J. (2006, translated in Greek). Theories of human development. Athens: Patakis (Editor of the Greek edition: Diomedes Markoulis) 2. Siegler, R. S. (2002, translated in Greek). How children think. Athens: Gutenberg (Editor of the Greek edition: Stella Vosniadou).
Additional bibliography for study
1. Demetriou, A., Spanoudis, G., Mouyi, A. (2011). Educating the developing mind: towards an overarching paradigm. Educational Psychology Review. DOI 10.1007/s10648-011-9178-3 2. Demetriou, A., Makris, N., Tachmatzidis, D., & Spanoudis, G. (2019). Decomposing the influence of mental processes on academic performance. Intelligence, 77. DOI: 10.1016/j.intell.2019.101404 3. Gredler, M. E. (2011). Understanding Vygotsky for the classroom: Is it too late? Educational Psychology Review. DOI 10.1007/s10648-011-9183-6 4. Markoulis, D. (2000). Cognitive, sociomoral and family influences on adolescent’s political ideology. In R. Reichenback and F. Oser (Eds), Zwischen Pathos und Ernuchterung (pp. 184-198). Freiburg: University of Freiburg Press. 5. Μισαηλίδη, Π. (2002). Η κατανόηση του νου στην παιδική ηλικία. Αθήνα: Τυπωθήτω – Δαρδανός. 6. Smith, P. K.., Cowie, H., & Blades, M. (2018, Επιμ. Ε. Γαλανάκη). Κατανοώντας την ανάπτυξη των παιδιών. Θεσσαλονίκη: Εκδ. Τζιόλα.