Thinking
and memory as viewed by contemporary cognitive psychology; integrates
experimental finding concerning selective attention, perception, memory
storage and retrieval, imagery, problem-solving, and reasoning into
holistic views of the human being as a processor of complex
information. Class discussions include applications to educational
questions.
15:295:503Cognitive Development (3)Theory and research in the development of intellectual functioning from infancy through later adulthood will be examined. Contrasting approaches to intellectual development over the life course are illustrated through topics in memory development, social cognition, theory of mind, and moral development. Implications for schooling and well-being are considered.
15:295:504Life Span Development (3)Principles of human development with focus on educational
application over the life span, emphasizing adolescent and adult years; topics
include cognition, language, motivation, personality, and vocational behavior.
15:295:510Cooperative and Collaborative Learning (3)Overview and critique of theories of cooperative and collaborative learning. Includes the analysis and critique of research findings on cooperative and collaboration learning and an examination of the cognitive and affective consequences of various forms of peer learning.
15:295:512Introduction to Child Psychology: Infancy through Adolescence (3) Growth and development from prenatal period through adolescence; topics include social-emotional development, language, cognition, learning, and perception.
15:295:518Motivation in the Classroom (3)Examines the development of achievement motivation in educational settings from a psychological perspective. Explores how major theories of achievement motivation--like expectancy-value theory and attribution theory--explain why students work. This course will also examine internal and external factors affecting student motivation.
15:295:519Social Influences in the Classroom (3)The course provides an introduction to social influences in the classroom. In particular, it will focus on social cognition and motivation in the classroom. It will also address how motivational theories attempt to describe and explain how energy is engaged and directed toward a desired outcome in classroom settings. The course will involve small group discussions of various topics. Students will learn how social thinking (e.g., self-concept), social influence (e.g., persuasion), and social relations (e.g., prejudice) influence classroom interactions and how classroom practices can be designed to support motivation and how you can maintain and sustain motivation.
15:295:520Motor, Biological, and Neurological Development and Issues in Infancy and Early Childhood (3) Normal neuromotor and neuropsychological development from the prenatal period throughout the early years. Biological and medical conditions as a primary source of risk for developmental disabilities of various sorts; disruptions in motor development areas; facilitation of development through intervention and support. Effects of disruptions and issues affecting assessment and intervention. Prerequisite: Recently completed graduate course in child development or permission of instructor.
15:295:521Child, Family, and Community: Relationships in Development (3)
Social/emotional development in
infancy and early childhood and strategies for professionals to engage
families. Topics include development of parent-child and teacher-child
relationships; developmental sequences in infancy and early childhood in
relation to life-span development issues; impact of various disabilities upon
attachment and interaction and upon general family adjustment; methods of
promoting optimal psychosocial and family development within the context of
cultural variations.
Prerequisite: Recently completed graduate course in child development or permission of instructor.
15:295:522Cognition and Language from Birth to Eight: Normal Development and Implications for Risk and Disability (3) Reviews recent research evidence concerning sequences of development in cognition and language in the first five years and the relationship between these domains of functioning; consideration of delays and disruptions in cognitive and language development following from various congenital disabilities and risk factors. Prerequisite: Recently completed graduate course in child development or permission of instructor.
15:295:523Interdisciplinary Assessment of Infants and Young Children (3) Methods and issues in the assessment of infants and young children at risk and those with disabilities; formal and informal methods (medical, psychological, neuromotor, speech, and language); issues of prediction and its relationship to interventions. Prerequisites: Recently completed graduate course in child development and at least two of 15:290:520, 521, or 522; or permission of instructor.
15:295:525Practicum in Applied Infant and Early Childhood Development (3) Service experiences based on student's goals; placements are available in a range of settings in which infants and young children, including those with risk or disability, and their families receive services such as assessment, intervention, or day care. A weekly seminar is required. Prerequisite: Permission of instructor.
15:295:550Learning through Problem-Solving (3) Sociocultural and situated cognition approaches to learning and instruction; overview and critique of various contextualized approaches; problem-based learning; anchored instruction; project-based learning; and design-based learning.
15:295:578Developmental Theory of Jean Piaget (3) Piaget's theoretical formulations regarding the origins, nature, and development of thought; characteristics of sensorimotor adaptations, preoperational thought, concrete operations, and formal thought are considered, together with research evidence and implications for education.
15:295:580Psychology of Learning (3) Introduction to psychological theories of human learning, including behavioral, social, and cognitive theories of learning. Principles of learning, mediation, and transfer as deduced from these theories. Applications to a variety of settings considered, including classrooms and information setting.
15:295:590Seminar in Learning, Cognition, and Development (3) Opportunity for intensive study of topics of personal interest within selected areas of psychology. A paper of publishable quality and a report to the seminar are required. Students are encouraged to join with others in requesting the organization of a seminar on a stated, circumscribed area. Prerequisites: Advanced standing and permission of instructor.
15:295:609Research in Learning, Cognition, and Development (3) Provides research experience leading to a paper suitable for publication or presentation to a scholarly audience. Provides training in formulating research questions; implementing a research plan; analyzing data; and writing about research in a clear, communicative, and technical manner appropriate for the professional reporting of research findings. Prerequisite: Permission of adviser. Required of master's students who intend to apply to the doctoral program in learning, cognition, and development. See student handbook for complete description.
15:295:611Memory Systems and Processes (3) Examines recent theories and research on memory viewed as a unified system, with specific subsystems interacting in the processing of information. The operation of sensory stores and short-term and long-term memory, including information representation, retrieval, and loss. Topics include the effects of organization, rehearsal, elaboration, and mnemonics on memory functions, and the shaping of learning and instruction to the type and level of memory desired. Prerequisite: 15:295:502 or 580, or permission of instructor.
15:295:620Problem-Based Learning (3)Introduces students to problem-based learning (PBL)
and related constructivist approaches to learning and teaching. These
approaches emphasize student-centered instruction situated in complex,
meaningful tasks. Students will consider the ways problem-based activities help
students learn, the criteria for a good problem for learning, the role of the
facilitator, and ways to assess learning and understanding in PBL. Students
will examine the relevant literature, review suggested frameworks for PBL unit
design, and look at some examples of problem-based learning. Course
activities will provide the basis for considering the factors that contribute
to the success and failures of these approaches as well as the research issues
inherent in these learning environments. In addition, the course will offer
opportunities for students to design a PBL unit in their own area of
professional practice or personal interest.
15:295:650Seminar in Teaching Educational Psychology (3) The psychology of college teaching applied to educational psychology; numerous ways of organizing an educational psychology course discussed in light of the history of the discipline. Students outline a course, develop a unit within the course, and present it in a microteaching exercise. Prerequisite: Permission of instructor.
Courses 
