Course Syllabus: NPSY 182a:
Developmental Cognitive Neuroscience: Infancy to Adolescence
Spring 2018
Instructor: Dr. Hannah Snyder
Class: Tues/Fri 11-12:20, Goldsmith Math 226
Office Hours: Lemberg Hall 102: Tuesdays 10-11 AM, and by appointment
Email:
Phone: (781) 736-3272 (please use email except for emergencies).
TA: Aly Fassett-Carman
Office Hours: Volen 220: Mondays 12-1 PM
Email:
Course description:
This course will be a broad overview of current research and methods in the field of developmental cognitive neuroscience. Coverage will include fundamental topics in cognitive development (e.g., language, memory, attention, executive functions, social cognition) from the point of view of the developing brain, from infancy through adolescence. Throughout this course, we will discuss both typically and atypically (i.e. Autism, ADHD, etc.) developing populations, with a focus on understanding core principles and debates about cognitive development. The basic format of the class will consist of mini-lectures providing background information on each topic, a set of core readings from the text and journal articles that everyone will do, readings that individual students will complete and present to the class, and in-class discussion of the readings. Success in this four-credit course is based on the expectation that students will spend a minimum of 9 hours of study time per week in preparation for class (readings, papers, etc.).
This is an experiential learning class. This means you will be asked to be an active learner and reflect on connections of the course material to your own experiences and future goals. Every one of you has personally experienced the topic of this class–development from conception through adolescence. Throughout the class, you will be asked to make connections between your own and classmates’ experiences and scientific research findings. This is a discussion-based seminar, so you and your classmates will be the primary driver of learning, with me as a guide. Throughout the semester, each student will present on three scientific journal articles and lead discussion on them. You will also complete reflection and synthesis questions before each class. You will be asked to think critically about evidence, question assumptions, and apply what you are learning. Throughout the semester, we will draw connections between research and broader societal questions (e.g., how does poverty affect children’s development and what might we be able to do about it?). The major assessment for the class is a paper, in which you will do an in-depth literature review and critical analysis that goes beyond simply summarizing the literature and instead attempt to synthesize and critically evaluate what is known, and identify important questions for future research and how they might best be resolved. This will give you experience with the type of scientific thinking and writing done by professional researchers in the field. The goal is that you leave the course not just with a core understanding of developmental cognitive neuroscience, but with a toolbox of concepts, methodological understanding, and ways of thinking critically about evidence that will support your understanding of cognitive development both in future courses and in the real world.
Learning goals:
· Understand and evaluate the major neuroscience-based theories of cognitive development.
· Interpret and critically evaluate developmental cognitive neuroscience research.
· Become familiar with a range of methods for studying cognitive development.
· Gain an overview of typical and atypical cognitive development in core domains.
· Conduct literature searches and synthesize research findings.
Prerequisites: PSYC 10a: Introduction to Psychology OR NPSY11b: Introduction to Behavioral Neuroscience AND either PSYC 33a Developmental Psychology OR NPSY 22b Introduction to Cognitive Neuroscience OR permission of instructor. Graduate students should have equivalent undergraduate coursework.
Textbook:
Mark H. Johnson, Michelle de Haan (2015). Developmental Cognitive Neuroscience: An Introduction (4th Edition), Wiley-Blackwell. ISBN: 978-1-118-93808-9
Note: There is an e-book version available through the library. You can read online with unlimited access and download a certain number of pages as PDFs (but not the whole book). If you want PDF access to the whole book you can purchase the e-book version online, or purchase the paperback version if you want old-school paper.
Evaluation
1. Participation (30% of grade)
This is largely a discussion-based class, and it will only be as good as your active and engaged participation in it. There are required readings each week, which I expect everyone to come to class having read carefully and ready to discuss. To facilitate this process, you will be asked to both submit written thoughts and questions about the readings (TQs) and participate in class discussions.
a. Thoughts and Questions (20% of grade): You will be asked to write and submit short (~1-2 paragraphs) reading responses and questions in advance of each class period. All good faith efforts to thoughtfully engage with the prompts will receive full credit. TQs must be submitted through LATTE no later than 5 PM on the evening before class so that I have time to read them before class. No late submissions will be accepted, but you may miss up to 3 TQs without penalty.
b. In class participation (10% of grade): Everyone is expected to actively contribute to class discussions. You will be evaluated on consistently contributing ideas and questions to class discussion that exhibit evidence of having done and thought carefully about the reading, as well as contributing to a positive class atmosphere by treating one another with respect and helping one another to learn.
2. Paper presentations (15% of grade)
In addition to papers assigned for everyone to read, there are other papers that will be assigned individually based on student interests. You will present a total of 3 individually assigned papers over the course of the semester. Each student will present in class (5-10 minute presentation, followed by discussion) the main points of their assigned reading so that the whole class is familiar with and exposed to the central ideas of these papers. You must prepare 3-5 PowerPoint/Keynote slides, focusing on figures and main take-home points to present to the class, answer class questions, and lead discussion of your paper. You should have several discussion questions prepared to jumpstart the discussion of your paper. Your slides MUST be uploaded to LATTE no later than 5 PM the evening before the class you are presenting in so I can add them to my slides for that class.
3. Quizzes (20% of grade): There will be 4 quizzes covering core concepts in each section of the course. Quizzes will consist of a mix of multiple choice, short answer, and paragraph-length questions. See class schedule for dates. Make up quizzes will only be available for pre-approved reasons for missing class, such as illness, religious observance, official Brandeis athletic competitions (requires letter from Athletic Director), family emergency or academic conference attendance.
4. Paper (35% of grade)
Due via LATTE by the end of the scheduled final exam period. (25% of paper total will be deducted for every 24 hours the paper is late past the due date and time). See also intermediate step due dates on syllabus (consultations + proposal + outline=5%, paper=30%)
Length: Approximately 8-10 pages double-spaced, not including reference list.
Content: Pick any area of developmental cognitive neuroscience to do an in-depth literature review and critical analysis. This should go beyond simply summarizing the literature and instead attempt to synthesize and critically evaluate what is known, and identify important questions for future research and how they might best be resolved. The topic should be sufficiently narrow to enable detailed coverage within the length guidelines, without being so narrow that there is not much to say. You might choose to model this paper after the format in a review journal like Trends in Cognitive Sciences or Perspectives on Psychological Science.
To help keep you on track to complete the paper, you should consult with me as early in the semester as possible to help pick a topic, then submit a 1 paragraph proposal by Feb 16th, followed by a detailed outline and reference list of at least 10 journal articles by March 16th.
I will provide feedback at each stage and meet individually with students to provide further guidance to help develop your papers.
Class policies:
Attendance. This class depends critically on everyone attending and participating, and attendance will be reflected in your in-class participation grade. However, I trust you to take responsibility for your own learning and make good decisions about attendance without a formal attendance requirement. If you have a class you know you will miss please let me know in advance. If you are sick (other than minor colds), please let me know, and stay home, take care of yourself, and don’t share your germs with the rest of us! I will be happy to meet and go over slides with students who miss class because of illness or a documented conflict such as religious observance, travel to an academic conference, official Brandeis athletic competitions or a family emergency. If you take these steps to catch up, you will not be penalized on your participation for missing class due to a conflict or illness.
Communications and class changes: In the event changes are required in the course schedule or requirements, you will be notified by an announcement in class and via email. If class must be canceled in an emergency (e.g., instructor illness, snow day or other campus closure), you will be contacted via email and receive instructions for alternative class formats/activities. In case of a snow day or other campus closing, the class will meet via video conference, so be sure to check your email for instructions.
Academic Honesty. You are expected to be honest in all of your academic work. Please consult Brandeis University Rights and Responsibilities for all policies and procedures related to academic integrity. Students may be required to submit work to TurnItIn.com software to verify originality. Allegations of alleged academic dishonesty will be forwarded to the Director of Academic Integrity. Sanctions for academic dishonesty can include failing grades and/or suspension from the university. Citation and research assistance can be found at LTS - Library guides.
Students with Disabilities. If you are a student with a documented disability on record at Brandeis University and wish to have a reasonable accommodation made for you in this class, please see me immediately.
SCHEDULE OF TOPICS, READINGS, ASSIGNMENTS, QUIZZES
All readings not from the textbook are available for download in LATTE.
All = Everyone should complete this reading and come prepared to discuss
Assigned = If you are signed up for a reading, upload 3-5 slides no later than 5 PM the evening before the class you are presenting in and be prepared to present on it for 5-10 minutes and lead discussion.
DCN = Developmental Cognitive Neuroscience textbook
Jan 12: Intro & What is Developmental Cognitive Neuroscience?
Jan 17: Viewpoints on Development
All:
1. DCN Ch. 1: The Biology of Change
2. Newcombe, N. S. (2013). Cognitive development: changing views of cognitive change. Wiley Interdisciplinary Reviews: Cognitive Science, 4(5), 479–491.
Jan. 19 : Research Design and Behavioral Methods
All:
1. DCN Ch. 2: Methods and Populations
2. Hartmann, D. P., Pelzel, K. E. & Abbott, C. B. (2011). Design, Measurement, and Analysis in Developmental Research. In M. H. Bornstein & M. E. Lamb (Eds.) Cognitive Development: An Advanced Textbook. Psychology Press.
Assigned:
1. Grammer, J. K., Coffman, J. L., Ornstein, P. A., & Morrison, F. J. (2013). Change Over Time: Conducting Longitudinal Studies of Children's Cognitive Development. Journal of Cognition and Development, 14(4), 515–528.
2. Feng, G. (2011). Eye Tracking: A Brief Guide for Developmental Researchers. Journal of Cognition and Development, 12(1), 1–11. http://doi.org/10.1080/15248372.2011.547447
3. Rowley, S. J., & Camacho, T. C. (2014). Increasing Diversity in Cognitive Developmental Research: Issues and Solutions. Journal of Cognition and Development, 16(5), 683–692.
Jan 23: Brain overview
All:
1. Patestas, M. A., Gartner, L. P. (2016). Gross Anatomy of the Brain. In A Textbook of Neuroanatomy (pp. 1–16). Wiley.
2. Watson, C., Kirkcaldie, M., & Paxinos, G. (2010). Nerve cells and synapses. In The Brain: An Introduction to Functional Neuroanatomy (pp. 2–10).
Jan 26: Neuroimaging
All:
1. Voos, A., & Pelphrey, K. (2013). Functional Magnetic Resonance Imaging. Journal of Cognition and Development, 14(1), 1–9.
2. Shimamura, A. P. (2010). Bridging Psychological and Biological Science: The Good, Bad, and Ugly. Perspectives on Psychological Science, 5(6), 772–775.
Assigned:
1. Bell, M. A., & Cuevas, K. (2012). Using EEG to Study Cognitive Development: Issues and Practices. Journal of Cognition and Development, 13(3), 281–294.
2. Feldman, H. M., Yeatman, J. D., Lee, E. S., Barde, L. H. F., & Gaman-Bean, S. (2010). Diffusion Tensor Imaging: A Review for Pediatric Researchers and Clinicians. Journal of Developmental and Behavioral Pediatrics, 31(4), 346–356.
3. Hespos, S. J. (2010). What is Optical Imaging? Journal of Cognition and Development, 11(1), 3–15.
Jan 30: Genetics
All:
1. DCN Ch. 3: From Genes to Brains
2. Tucker-Drob, E. M., Briley, D. A., & Harden, K. P. (2013). Genetic and Environmental Influences on Cognition Across Development and Context. Current Directions in Psychological Science, 22(5), 349–355.
Assigned:
1. Lenroot, R.K., Giedd, J. N. (2011). Annual research review: Developmental considerations of gene by environment interactions. Journal of Child Psychology and Psychiatry, 52(4), 429-441.
2. Plomin, R., Haworth, C. M. A., Meaburn, E. L., Price, T. S., 2, W. T. C. C. C., & Davis, O. S. P. (2013). Common DNA Markers Can Account for More Than Half of the Genetic Influence on Cognitive Abilities. Psychological Science, 24(4), 1-7
3. Plomin, R. (2013). Child Development and Molecular Genetics: 14 Years Later. Child Development, 84(1), 104–120
Feb 2: Epigenetics
All:
1. Kundakovic, M., & Champagne, F. A. (2014). Early-Life Experience, Epigenetics, and the Developing Brain. Neuropsychopharmacology, 40(1), 141–153.
Assigned:
1. Lickliter, R., & Witherington, D. C. (2017). Towards a Truly Developmental Epigenetics. Human Development, 60(2-3), 124–138.
2. Nikolova, Y. S., & Hariri, A. R. (2015). Can we observe epigenetic effects on human brain function? Trends in Cognitive Sciences, 19(7), 366–373.