SUBJECT

Title

Social Cognition in Infancy and Early Childhood – Typical and Atypical Development

Code

DPSY16-DCC-103

Type of instruction

practice

Level

Doctoral

Faculty

Faculty of Education and Psychology

Part of degree program

Doctoral School of Psychology

Credits

Recommended in

Semester 1-4

Typically offered in

Autumn/Spring semester

Course description

As a reading seminar, the course aims to focus on social cognition in infancy and early childhood. We review the most significant theoretical approaches and empirical results of the last few decades. Additionally, we discuss the most recent and ongoing research with their methodological issues. Beyond the typical development, we also discuss the atypical development of social cognition – depending on the students’ interest (autism, Williams syndrome, deaf children).

Readings

Banaji, M. R. & Gelman, S. A. (Eds.) (2013). Navigating the Social World: What Infants, Chidren, and Other Species Can Teach Us. Oxford University
Marshall, P.J. & Fox, N.A. (Eds.) (2006). The Development Of Social Engagement: Neurobiological Perspectives, New York: Oxford University Press
Tomasello, M. (2009). Why We Cooperate. MIT Press
Wellman, H. M. (2014). Making Minds: How Theory of Mind Develops, Oxford University Press