Simon Fraser University
Engaging the World

Course Outlines

Spring 2025 - PSYC 352 D100

Culture and Cognition (3)

Class Number: 7053

Delivery Method: In Person

Overview

  • Course Times + Location:

    Jan 6 – Apr 9, 2025: Mon, 2:30–5:20 p.m.
    Burnaby

  • Exam Times + Location:

    Apr 24, 2025
    Thu, 3:30–5:30 p.m.
    Burnaby

  • Prerequisites:

    PSYC 201 and PSYC 250.

Description

CALENDAR DESCRIPTION:

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.

COURSE DETAILS:

This course will provide students 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 on development. The research we will draw upon will focus on infancy and early childhood, allowing us to examine the origins and implications of any early differences and similarities. We will cover topics such as attachment, social relationships, emotion, self, motor development, theory of mind, teaching and learning, language and communication, and play. Within each of the topics, we will discuss the implications of any observed differences in experience on early social cognitive development – how we process and make sense of the world. Students are encouraged to think about the material for each topic and how it relates to other topics throughout the course. Emphasis will be placed on fostering critical analysis of current theories and methodology, as well as discussing underlying assumptions in the developmental psychological literature. Several of the topics will be introduced as a debate in the field. 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.

COURSE-LEVEL EDUCATIONAL GOALS:

Upon successful completion of this course, it is my aim that students are able to:
* Think critically about theories, methods, and research in developmental psychology.
* Outline the theoretical perspectives and guiding themes in the sub-filed of cross-cultural developmental psychology.
* Identify key points in an empirical research article and summarize them concisely.
* Evaluate evidence and situate it within a broad framework.

Topics:
Developmental theories and methods, developmental contexts and cultural pathways, parental responsiveness, language, emotion, attachment, play, theory of mind, motor development, indigenous parenting

Grading

  • Writing Assignments: 15%
  • Term Paper/ Project: 25%
  • Mid-Term Exam: 30%
  • Final Exam: 30%

REQUIREMENTS:

Lectures will be delivered in-person for this course on Tuesdays, from 8:30am to 11:20am, per the course schedule supplied in this syllabus.

Materials

REQUIRED READING:

There is no textbook for this class.

REQUIRED READING NOTES:

Your personalized Course Material list, including digital and physical textbooks, are available through the SFU Bookstore website by simply entering your Computing ID at: shop.sfu.ca/course-materials/my-personalized-course-materials.

Registrar Notes:

ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS

SFU’s Academic Integrity website http://www.sfu.ca/students/academicintegrity.html 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. http://www.sfu.ca/policies/gazette/student/s10-01.html

RELIGIOUS ACCOMMODATION

Students with a faith background who may need accommodations during the term are encouraged to assess their needs as soon as possible and review the Multifaith religious accommodations website. The page outlines ways they begin working toward an accommodation and ensure solutions can be reached in a timely fashion.