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Cognitive
Development Spring 2002 Dr. Weissman
Syllabus
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Course
Description: This course provides an overview
of theory and research on cognitive development from conception through
early adolescence with consideration of both biological and
environmental influences. Specific topics covered include major theories
and models of development, biological bases of cognitive development,
changes over time in perception, representation, language and literacy,
memory, mathematical and scientific reasoning, problem solving, and
individual differences in cognitive skills. This course includes
application of the information presented, through collaborative
projects, as well as practical experience of evaluating the
developmental status of individuals varying in age from early childhood
to adolescence. The prerequisite for this course is CHDV 133. Course
Objectives: Students
who successfully complete this course shall be able to: 1)
compare theories of cognitive development 2)
evaluate strengths and weaknesses of the theories/explanations for
cognitive change 3)
understand cognitive processes (reasoning, problem solving, memory,
etc.) 4)
apply theoretical concepts and research methods of cognitive development
in a project with children 5)
write and present a professional style research project based on data
collected and analyzed
Required
Texts: Siegler, R. (1998). Children’s
Thinking (3rd edition). Prentice Hall: Upper Saddle River, NJ. Several supplementary readings
are required (see course outline). These are on reserve at the Library. Assigned readings should be
completed before the scheduled class! Remember:
this is a 5-unit course, therefore the time required to complete course
readings and assignments is considerably greater than most courses. Plan
ahead and do not procrastinate!
Class Participation: (50 points
total) Students are expected to attend
class (on-time) and to ask questions and participate in class
discussions. In addition, we will break into small groups for
discussion. Groups will discuss course topics, generally with regard to
application of the material. The purpose of these meetings is to get you
to discuss your ideas and reactions with your fellow students. These
meetings will be guided by a set of questions provided by the
instructor. Depending upon the assignment, each individual or group will
be expected to hand in their response to the questions. I will not be
looking for a single correct response; rather, I would like to see that
you have considered the issues raised by the questions. And, any
diversity of opinions expressed by the group members should be reflected
in the group response. At the end of the individual work time or group
meeting time, the class will come together to briefly discuss responses.
At this time, students should be prepared to share their responses with
the class. One obvious note: class participation requires that you
physically attend class! Students who do not attend class, do not
complete assigned readings, and/or do not contribute to small group and
whole class discussions will not be eligible to receive full points for
this course requirement. There will be no make-up options for missed in
class assignments.
Exams: (100 points each) Three exams. Each will cover 1/3
of the course content (non-cumulative), and will contain questions drawn
from readings, lectures, and discussions. Exams may consist of a variety
of question types including multiple choice, short answer, and short
essay questions. No make-up exams will be administered. Anyone
who misses the first or second exam (with an instructor approved excuse)
will need to take a cumulative final exam during the scheduled third
exam date. (Valid excuses for missing an exam include illness, family
emergency, and official University business. All of these require
documentation to be valid).
Three research and application
projects, and written reports based on these, are required. Detailed
descriptions of these projects will be provided on separate handouts,
and will be the basis of the research lab meetings. Below is an overview
of the assignments:
Project 1:
Observation (25 points) - For the first project you will observe a child
in a daycare or preschool setting. You will be required to record
everything the child does in a set time period, as well as your comments
about the situation. You will turn in a copy of your observation record
as well as a short written report. You will complete this project
individually.
Project 2: Piagetian Study (50 points) - For the second project
you will conduct a study modeled after those conducted by Piaget. This
project should be completed in pairs or small groups. Each group will:
1) write an APA-style report summarizing their research methods and
findings, and 2) briefly present their finding to the class.
Project 3:
Empirical Study (75 points) - For the third project students will
research, design, and conduct an empirical study based on their own
interest in cognition. This will require library research to find
background information, study design, data collection, and data analysis
and interpretation. This project will result in two final products 1) an
APA style research paper, and 2) a conference-style presentation of the
project to the entire class. This project will be conducted in pairs or
small groups.
Grading
Overview:
Final
grades will be based on the total number of points earned on each of the
assignments. Grades will be assigned based on the standard grading
scale:
No Late Assignments:
As a general rule, I do not accept late assignments; however,
arrangements may be made under special circumstances -- these must be
discussed with the instructor in advance of the scheduled due date, and
there will be a penalty for each day that the assignment is late (2% of
total points). Incompletes: The instructor will avoid assigning incomplete grades in this course, as far as possible. Students who suspect that they may not be able to complete the course requirements should discuss the matter with the instructor as soon as possible.
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* * Please note:
I wish to fully include persons with disabilities in this course. Please
let me know if you need any special accommodations in the curriculum,
instruction, or assessments of this course to enable you to fully
participate. I will try to maintain the confidentiality of the information
you share with me. Send problems, comments or suggestions about this site to: weissmanmd@csus.edu |
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