Important Note
All Semester II bachelor and master psychology courses and examinations (2020-2021) will be offered in an on-line format.
If it is safe and possible to do so, supplementary course meetings may be planned on-campus. However, attendance at these meetings will not be required to successfully complete Semester II courses.
All obligatory work groups and examinations will be offered on-line during Central European Time, which is local time in the Netherlands.
Information on the mode of instruction and the assessment method per course will be offered in Brightspace, considering the possibilities that are available at that moment. The information in Brightspace is leading during the Corona crisis, even if this does not match the information in the Prospectus.
Entry Requirements
This course is only available for Master’s students in Psychology with specialisation School Psychology
Description
Cognitive developmental neuroscience is the study of how changes in the developing brain lead to changes in specific cognitive functions. In the context of school psychology, this relates to functions like attention, memory and cognitive flexibility as well as responsivity to stress or social exclusion. Knowing how the brain changes can provide a critical backbone to understanding the developmental changes one can observe in cognition and behavior especially in- and outside the classroom. With an increasing awareness of neuroscience in society, it is important to provide school psychologists with the tools to help teachers, parents and students use this evidence to their best advantage. This entails debunking myths and common misperceptions as well as utilizing cutting edge neuroscience to tailor diagnoses and intervention programmes to individual needs.
The module consists of two parts. The theoretical part divided into lectures on: 1) basic principles of neuroscience; 2) how cognitive functions directly critical for learning such as learning and plasticity, attention and memory are instantiated in the brain, and; 3) factors that support healthy development in a school context, such as sleep, social and work-load related stress and quality of peer relationships and bullying.
The practical part will: 1) impart students the skills of how to apply their knowledge in a school setting; 2) provide insight into neuroscientifically derived training programmes of cognitive functions important in the classroom; 3) teach the tools of neuropsychological testing and diagnosis.
Course Objectives
Upon completing this course a student:
can critically evaluate (neuro)scientific evidence;
can critically evaluate training programs aimed at improving cognitive functions in classroom settings;
is able to effectively communicate gained theoretical knowledge to various parties in school setting (i.e. children, teachers, parents).
has obtained advanced knowledge of basic principles of cognitive neuroscience, brain development and the tools used to study the brain;
has obtained advanced knowledge of behavioral and neural mechanisms underlying learning, memory, attention, and how this contributes to models and theories of executive functions;
has obtained advanced knowledge of behavioural and neural mechanisms and developmental change in sleep patterns and circadian rythms and the effects of and reactions to stress
has knowledge of neuropsychological assessments;
Timetable
For the timetables of your lectures, work groups and exams, please select your study programme in: Psychology timetables
Registration
Course
Students need to enroll for lectures and work group sessions. Master’s course registration
Examination
Students are not automatically enrolled for the examination. They can register via uSis from 100 to 10 calendar dates before the date. Students who are not registered will not be permitted to take the examination. Registering for exams
Mode of instruction
7 2-hour lectures introducing basic principles and theories of cognitive neuroscience, brain development and cognitive and social functions subserved by the brain
7 2-hour work group sessions focusing on acquisition of skills of how to use neuroscientific evidence in an applied fashion
All Semester I bachelor and master psychology courses and examinations (2020-2021) will be offered in an on-line format.
If it is safe and possible to do so, supplementary course meetings may be planned on-campus. However, attendance at these meetings will not be required to successfully complete Semester I courses.
All obligatory work groups and examinations will be offered on-line during Central European Time, which is local time in the Netherlands.
Information on the mode of instruction and the assessment method per course will be offered in Brightspace, considering the possibilities that are available at that moment. The information in Brightspace is leading during the Corona crisis, even if this does not match the information in the Prospectus.
At this time it is not possible to provide information about Semester II (2020-2021).
Assessment method
2 written papers (each 50% of final mark)
The Institute of Psychology follows the policy of the Faculty of Social and Behavioural Sciences to systematically check student papers for plagiarism with the help of software. Disciplinary measures will be taken when fraud is detected. Students are expected to be familiar with and understand the implications of this fraud policy.
All Semester I bachelor and master psychology courses and examinations (2020-2021) will be offered in an on-line format.
If it is safe and possible to do so, supplementary course meetings may be planned on-campus. However, attendance at these meetings will not be required to successfully complete Semester I courses.
All obligatory work groups and examinations will be offered on-line during Central European Time, which is local time in the Netherlands.
Information on the mode of instruction and the assessment method per course will be offered in Brightspace, considering the possibilities that are available at that moment. The information in Brightspace is leading during the Corona crisis, even if this does not match the information in the Prospectus.
At this time it is not possible to provide information about Semester II (2020-2021).
Reading list
General articles
- Thomas, M. S., Ansari, D., & Knowland, V. C. (2018). Annual Research Review: Educational neuroscience: progress and prospects. Journal of Child Psychology and Psychiatry.
Additional online-readings will be provided via Blackboard
Contact information
Dr. Esther van den Bos bosejvanden@fsw.leidenuniv.nl