The module is co-ordinated by Prof Debi Roberson, to whom queries should be addressed.
This module aims to:
Provide a broad theoretical background to areas of interest in the cognitive development of typically developing infants and young children.
Provide a significant body of detailed evidence about the normal development of a specific range of abilities between birth and puberty.
Provide a detailed comparison of the advantages and disadvantages of different methodologies used in the investigation of abilities in infancy and early childhood.
Discuss theoretical and practical issues concerned with the comparison of child development in Western societies and in traditional cultures.
Compare infant performance on non-verbal preferential looking paradigms with the development of later verbal responding to similar tasks.
At the end of the module students should be able to
Describe the progression and refinement of experimental techniques in the study of in infant and child behaviour over the last thirty years.
Demonstrate an understanding of methodological challenges encountered in designing research to investigate infant and early childhood behaviour across cultures and suggest some solutions.
Discuss whether there is a¬s clear-cut distinction between perceptual and conceptual abilities in the early years of child development.
Discuss and evaluate theories of the normal development of autobiographical memory and whether young children can be reliable as eye-witnesses.
This module aims to:
Provide a broad theoretical background to areas of interest in the cognitive development of typically developing infants and young children.
Provide a significant body of detailed evidence about the normal development of a specific range of abilities between birth and puberty.
Provide a detailed comparison of the advantages and disadvantages of different methodologies used in the investigation of abilities in infancy and early childhood.
Discuss theoretical and practical issues concerned with the comparison of child development in Western societies and in traditional cultures.
Compare infant performance on non-verbal preferential looking paradigms with the development of later verbal responding to similar tasks.
At the end of the module students should be able to
Describe the progression and refinement of experimental techniques in the study of in infant and child behaviour over the last thirty years.
Demonstrate an understanding of methodological challenges encountered in designing research to investigate infant and early childhood behaviour across cultures and suggest some solutions.
Discuss whether there is a¬s clear-cut distinction between perceptual and conceptual abilities in the early years of child development.
Discuss and evaluate theories of the normal development of autobiographical memory and whether young children can be reliable as eye-witnesses.