Summer 2022 - PSYC 352 OL01

Culture and Cognition (3)

Class Number: 3285

Delivery Method: Remote


  • Course Times + Location:

    Location: TBA

  • Prerequisites:

    PSYC 201 and PSYC 250.



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.


Culture and child development; Early experience and social-cognitive development; Parenting; Socialization; Social learning.


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.


  • Midterm Exam: 30%
  • Paper: 30%
  • Fina Exam: 40%


Final Exam:  You will write your exam ONLINE during the scheduled exam time – 9am on June 22nd until 9am on June 23rd.  Students will have access to the final exam during this 24 hour period to write the online and timed (90 minutes) exam.  You will receive your grade within 2 weeks via Canvas.



There is no textbook for this course.

Registrar Notes:


SFU’s Academic Integrity web site is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating.  Check out the site for more information and videos that help explain the issues in plain English.

Each student is responsible for his or her conduct as it affects the University community.  Academic dishonesty, in whatever form, is ultimately destructive of the values of the University. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the University.


Teaching at SFU in summer 2022 will involve primarily in-person instruction.  Some courses may be offered through alternative methods (remote, online, blended), and if so, this will be clearly identified in the schedule of classes. 

Enrolling in a course acknowledges that you are able to attend in whatever format is required.  You should not enroll in a course that is in-person if you are not able to return to campus, and should be aware that remote, online, or blended courses 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.

Students with hidden or visible disabilities who may need class or exam accommodations, including in the context of remote learning, are advised to register with the SFU Centre for Accessible Learning ( or 778-782-3112) as early as possible in order to prepare for the summer 2022 term.