Duration
30h Th
Number of credits
Bachelor in psychology and education : speech and language therapy | 3 crédits | |||
Bachelor in psychology and education : general | 3 crédits |
Lecturer
Coordinator
Language(s) of instruction
French language
Organisation and examination
Teaching in the second semester
Schedule
Units courses prerequisite and corequisite
Prerequisite or corequisite units are presented within each program
Learning unit contents
This sequence of lessons aims at giving students a solid knowledge of the development of cognitive skills.
The course will review the main theories that have influenced the field of cognitive developmental psychology. The methods currently used in research to observe the competencies in pre-verbal infants.
Topics covered in this course are the development of praxis and psycho-motor abilities, attention, executive functions, memory, the development of metacognition, face recognition and social information processing.
Learning outcomes of the learning unit
At the end of this teaching sequence, the student will have a general knowledge of typical cognitive development in the areas of psycho-motor acquisitions, visual and social cognition, memory, attention, executive functions, and metacognition.
It will be able to use his knowledge to identify the cognitive processes involved in the daily activities of children at play or learning and estimate the age of the children based on the situations presented (case observation)
Prerequisite knowledge and skills
Prerequisite :
- PSYC0027-1 : Psychologie de l'enfant : Développement moteur, affectif, cognitif et social
- PSYC5868-1 : Psychologie de la cognition et du langage Partim 1
- PSYC5870-1 : Psychologie de la cognition et du langage - partim 2
Planned learning activities and teaching methods
This course is based primarily on formal lectures presented in modular form, and illustrated by example, discussions, and films.
The slides will be posted on the dedicated course area on e-campus
Mode of delivery (face to face, distance learning, hybrid learning)
Blended learning
Further information:
Most of the courses will be given face-to-face, with only one or two sessions organized via podcast.
Course materials and recommended or required readings
Platform(s) used for course materials:
- eCampus
Further information:
Blaye, A., & Lemaire, P. (2007). Psychologie du développement cognitif. Bruxelles : De Boeck.
Jouen, F., & Molina, M. (2007). Naissance et Connaissance. Wavre : Mardaga.
Nader-Grobois, N. (2011). La théorie de l'esprit. Bruxelles : De Boeck.
Bonthoux, F., Berger, C. & Blaye, A. (2004). Naissance et développement des concepts chez l'enfant : Catégoriser pour comprendre. Paris : DUNOD.
Houdé, O., & Borst, G. (Eds.). (2022). The Cambridge Handbook of Cognitive Development. Cambridge: Cambridge University Press.
Exam(s) in session
Any session
- In-person
written exam ( multiple-choice questionnaire, open-ended questions )
- Remote
written exam ( multiple-choice questionnaire )
Further information:
The final assessment is a written exam consisting of a first section with close-ended questions (generalized true-false) and a second section with open-ended questions. The first part evaluates the knowledge of the course content while the second part evaluates the understanding of the contents and the ability to apply and analyze the content of the course. The final score will be the pondered mean of the scores obtained for two sections of the exam. In case of failure, both sections will have to be presented again.
Work placement(s)
Organisational remarks and main changes to the course
Not accessible to ERASMUS student
Contacts
Main corresponding teacher:
Marie Geurten, PhD : mgeurten@uliege.be
Other corresponding teacher:
Prof. L. Rousselle : laurence.rousselle@uliege.be