OVERVIEW

The course provides an indispensable theoretical framework for understanding development, both in terms of individual differences and in terms of atypical trajectories.

AIMS AND CONTENT

LEARNING OUTCOMES

The course aims to deepen the current developmental theoretical models useful to explain the functioning in neurodevelopmental disorders.

AIMS AND LEARNING OUTCOMES

The course aims to acquire knowledge and skills that are useful for explaining typical and atypical development. Mechanisms and processes of change that, from a neuroconstructivist perspective, play a fundamental role in influencing developmental trajectories will be presented. Particular attention will be devoted to the processes which in recent years have been hypothesized to constitute transdiagnostic indicators of many manifestations of atypical development.

Learning outcomes

At the end of the course, actively participating in the planned teaching activities, the students will be able to:

• describe and understand the mechanisms that explain developmental changes and the processes involved in atypical developmental trajectories;
• apply the acquired knowledge and understand the mechanisms underlying certain developmental outcomes, recognizing the role of risk and protective factors; they will also be able to elaborate and/or apply original ideas, also in a research context;
• use the knowledge acquired autonomously, with the ability to evaluate and skillfully, on a conceptual and operational level;
• use the technical language typical of the discipline to communicate clearly and unambiguously with specialist and nonspecialist interlocutors;
• build an argumentative sequence using various sources of information, communicate it effectively, adapting the communication to the context;
• manage a complex task autonomously through one's own ability to concentrate and reflect;
• manage social interaction, collaborating and communicating constructively, respecting different points of view;
• develop adequate learning skills that will allow them to continue to explore the main issues of the discipline independently and critically, especially in the working contexts in which they will operate.

PREREQUISITES

The course assumes that the student has acquired the basic knowledge of psychological development through a basic course.

TEACHING METHODS

The course will take place through lectures, individual or group exercises to be carried out in the classroom and using the Aulaweb portal. The teaching technique of the "debate" will be used, and the activity will contribute to the final evaluation.

SYLLABUS/CONTENT

The main mechanisms that explain development from a neuroconstructivist perspective will be illustrated. The role of executive functions in typical and atypical development will also be explored. In particular, the following topics will be addressed:

• Constraints for development
• A. Karmiloff-Smith theory on representational redescription
• Implications of neuroconstructivist epigenesis for atypical development
• Application of the neuroconstructivist approach to different conditions of development and learning
• Executive functions: theoretical constructs and developmental implications
• Executive functions and atypical development: a possible transdiagnostic indicator.

This course contributes to the achievement of the following Sustainable Development Goals of the UN 2030 Agenda:

• Goal 3. Ensure healthy lives and promote well-being for all at all ages;
• Goal 4. Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.

RECOMMENDED READING/BIBLIOGRAPHY

The main sources that students can use are:

• slides made available on Aulaweb
• E. Valenza e C. Turati, Promuovere lo sviluppo della mente. Un approccio neurocostruttivista. Bologna, Il Mulino, 2019.
• G.M. Marzocchi, C. Pecini, M.C. Usai, P. Viterbori, Le funzioni esecutive nei disturbi del neurosviluppo. Dalla valutazione all’intervento. Firenze, Hogrefe, 2022.

Other materials may be provided during the lessons and made available on Aulaweb.

TEACHERS AND EXAM BOARD

Exam Board

MARIA CARMEN USAI (President)

PAOLA VITERBORI

LESSONS

LESSONS START

Second semester

EXAMS

EXAM DESCRIPTION

Written test, with multiple choice tests and open questions, plus oral exam.

ASSESSMENT METHODS

The exam includes a written test and an oral exam. The written test consists of open and multiple choice questions on the topics covered in the class and aims to evaluate the understanding of the topics covered in the class and the knowledge acquired. The oral exam aims to evaluate the ability to use the content of the written test to understand the changes in the typical and atypical development processes.

Exam schedule

FURTHER INFORMATION

Foreign students may contact the teacher to substitute the suggested bibliography in Italian with books or articles in English. In addition, they can take the exam in English.

For students with disabilities or specific learning disorders (SLD)

Students with disabilities or SLD are reminded that to request accommodations for exams, they must first upload their certification on the university's website at servizionline.unige.it in the "Students" section. The documentation will be verified by the University’s Services for Inclusion of Students with Disabilities and SLD (https://rubrica.unige.it/strutture/struttura/100111).

Subsequently, well in advance (at least 10 days) before the exam date, it is necessary to send an email to the instructor with whom the exam will be taken, copying both the School Inclusion Coordinator for students with disabilities and SLD (laura.traverso@unige.it) and the aforementioned Services using one of the following addresses (disabili@unige.it; dsa@unige.it). In the email, you must specify:

• the name of the course
• the exam date
• the student's surname, first name, and registration number
• the compensatory tools and dispensatory measures deemed functional and requested.

The coordinator (Professor Laura Traverso) will confirm to the instructor that the requester is entitled to request exam accommodations and that these accommodations should be arranged with the instructor. The instructor will respond, indicating whether it is possible to use the requested accommodations.

Requests must be sent at least 10 days before the exam date to allow the instructor to evaluate the content. Specifically, if you intend to use concept maps for the exam (which must be much more concise than those used for studying), if the submission does not meet the deadlines, there will not be enough time to make any modifications that the instructor might request.

For further information regarding the request for services and accommodations, please refer to the document: Guidelines for requesting services, compensatory tools, and/or dispensatory measures and specific aids.