Fall 2020 - PSYC 352 D100
Culture and Cognition (3)
Class Number: 8205
Delivery Method: In Person
Major theories, perspectives, research developments, and methods in cross-cultural developmental psychology. Topics include perception, attachment, social relationships, prosocial development, motor development, theory of mind, teaching and learning, language and communication, and play. Students with credit for PSYC 391, Selected Topics in Psychology: Culture and Cognition, may not take PSYC 352 for further credit.
The course will be taught remotely and asynchronous (with the exception of synchronous office hours). The course will provide you with a general introduction to major theories, perspectives, research developments and methods in the relatively young sub-field of cross-cultural developmental psychology. Specifically we will approach this topic from a social‐cognitive perspective, examining the impact of differences in parenting and the early social ecology of infants worldwide on development. Much of the research we will draw upon will be with infants, toddlers and preschoolers (0-5yrs) allowing us to examine the origins and implications of these early differences. We will cover topics such as emotion, perception, attachment and social relationships, prosocial development, motor development, theory of mind, teaching and learning, language and communication, and play. Within each of these topics, we will discuss the implications of these differences in experience on early social cognition–how we process and make sense of the world. Emphasis will be placed on fostering critical analysis of current theories and methodology, as well as discussing underlying assumptions in the developmental psychological literature. Students should leave the course with new questions regarding assumptions of child development as well as possess knowledge of the empirical details in support of both sides of these debates. These Q&A sessions will be short. Students will read one research article by the author prior to class. In class students will be assigned to teams to devise questions for the presenter.
COURSE-LEVEL EDUCATIONAL GOALS:
1) think critically about theories, methods, and research in developmental psychology,
2) outline the theoretical perspectives and guiding themes in the subfield of cross-cultural developmental psychology,
3) identify key points in an empirical research article and summarize them concisely, and
4) evaluate evidence and situate it within a broad framework.
- Weekly Quizzes: 50%
- Review Paper: 30%
- Cumulative Test: 20%
Office Hours: By appointment
Culture and child development; Early experience and social-cognitive development; Parenting; Socialization; Social learning.
There is no textbook for this course.
ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS
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TEACHING AT SFU IN FALL 2020
Teaching at SFU in fall 2020 will be conducted primarily through remote methods. There will be in-person course components in a few exceptional cases where this is fundamental to the educational goals of the course. Such course components will be clearly identified at registration, as will course components that will be “live” (synchronous) vs. at your own pace (asynchronous). Enrollment acknowledges that remote study may entail different modes of learning, interaction with your instructor, and ways of getting feedback on your work than may be the case for in-person classes. To ensure you can access all course materials, we recommend you have access to a computer with a microphone and camera, and the internet. In some cases your instructor may use Zoom or other means requiring a camera and microphone to invigilate exams. If proctoring software will be used, this will be confirmed in the first week of class.Students with hidden or visible disabilities who believe they may need class or exam accommodations, including in the current context of remote learning, are encouraged to register with the SFU Centre for Accessible Learning (firstname.lastname@example.org or 778-782-3112).