Social Cognition and its Relation to Other Cognitive Functions



Type of instruction




Part of degree program


Recommended in

Semester 1-4

Typically offered in

Autumn/Spring semester

Course description

This course will focus on the current questions of developmental social cognition. The aim is to review and discuss collectively both the dominant theories and empirical results of experimental developmental psychology. This collective discussion will explore the current interpretations of the contemporary developmental research, provide general methodological lessons, and reveal the limitations and unanswered questions that may motivate the research of the filed in the near

This course creates its background on the basis of selected publications by internationally respected research groups. The selection will take into consideration the students’ interesting and research field. Owing to this approach, the participants process publications connected to their own field and they may fit the newly processed literature to their own constructed theoretical background.

  • Allison, C., Auyeung, B., & Baron-Cohen,S. (2012). Toward Brief “Red Flags” for Autism Screening: The Short Autism Spectrum Quotient and the Short Quantitative Checklist in 1,000 Cases and 3,000 Controls. Journal of the American Acad of Child & Adolescent Psychiatry, 299-313
  • Camilleri, J.A., Kuhlmeier, V.A., & Chu, J.Y.Y. (2010). Remembering helpers and hinderers depends on behavioral intentions of the agent and psychopathic characteristics of the observer. Evolutionary Psychology, 8, 303-316.
  • Dunfield, K.A., O'Connell, L., Kuhlmeier, V.A., & Kelley, E.A. (2011). Examining the Diversity of Prosocial Behaviour: Helping, Sharing, and Comforting in Infancy. Infancy, 16(3), 227-247.
  • Hamann, K., Warneken, F. and Tomasello, M. (2012), Children’s developing commitments to joint goals. Child Development, 83(1), 137–145.
  • Warneken, F., Gräfenhain, M., & Tomasello, M. (2012). Collaborative partner or social tool? New evidence for young children’s understanding of joint intentions in collaborative activities. Developmental Science, 15(1), 54-61.