DEVELOPMENTAL MODELS OF SOCIAL AND CULTURAL COGNITION

Course objectives

General aims This course will provide an overview of theories, methods, and research findings in the area of social cognition, the process by which individuals develop the ability to monitor, control, and predict the be-havior of others, with emphasis on both cognitive and social development. . The ‘social’ in social cogni-tion will lead us to focus on cognition as it relates to the self as a social entity, other individuals, and so-cial groups, in particular, children’s representations of other people, their motives, goals, and intentions in a cross-cultural perspective. We will review research in this area of development, including re-search on theory of mind, empathy, imitation, emotion and altruism, with an effort to include studies conducted with children in different parts of the world and belonging to non-WEIRD (Western, Edu-cated, Industrialized, Rich, and Democratic) societies, as they represent the majority of the world popu-lation. The course combines in class lectures with debate/discussions preparation and presentations by stu-dents, with the aim of creating a dynamic class context for active learning. Specific aims Knowledge and understanding At the end of the course students should be able to: a) Summarize the major theoretical approaches in socio-cognitive development, and critically evaluate their points of strengths and limitations; b) Summarize the most important research findings on the development of social cognition, especially in terms of how children’s acting and thinking change across development; c) Explain the advantages of various research methodologies in the field. Applying knowledge and understanding At the end of the course students should be able to: a) Critically evaluate strengths and limitations of any single theory, and to recognize that different theories pro-vide different explanations for the same phenomena; b) Observe and interpret relevant child behaviours in order to assess whether a given child in a given context has acquired the developmental age-appropriate milestones expected in the socio-cognitive domain; c) Evaluate, critique and compare the methodological tools that might be most applicable to addressing ques-tions about specific aspects of children’s socio-cognitive development from a cross-cultural perspective. Making judgments We expect that by the end of the course students will demonstrate skills needed to a) relate theories, research findings, and methods in the field of social-cognition to everyday problems and real world concerns that are relevant to social policy and educational practice, and b) interpret relevant data in order to inform judgements that include reflections on relevant social, scientific and ethical issues related to development. These abilities will be acquired through theoretical lessons and practical methodological seminars in which students will present and discuss empirical research in small groups. Communication skills We expect that by the end of the course students will be able to present and communicate in a scientifically appropriate manner with their peers and with the wider community regarding their area of expertise. Learning skills At the end of the course the student should demonstrate an understanding of how to find, access, and use electronic documents and resources, in order to constantly update and deepen professional knowledge and skills. Prerequisites A basic knowledge of Developmental Psychology at the level of a bachelor’s degree is required.

Channel 1
FRANCESCA BELLAGAMBA Lecturers' profile

Program - Frequency - Exams

Course program
Using theoretical and research models and methods from developmental psychology, the course will emphasize evolutionary processes and individual differences in various domains of socio-cognitive development, including communication, language, intentionality, human cooperation, and theory of mind. Special attention will be paid to the cultural context in which children develop. The course will also explore some topics of social and educational relevance, including: the sustainability of food choices in early childhood, and parental beliefs regarding childcare (complementary feeding patterns, sleep self-regulation patterns, attachment, media exposure in childhood, and digital well-being). The theoretical lessons of the course will be structured as follows: 1) An Introduction to social cognition development 2) The ontogeny of uniquely human social cognition 3) Intentionality 4) Communication and language 5) Cultural learning 6) Cooperative thinking 7) Altruism 8) Theory of mind and deception
Prerequisites
A basic knowledge of Developmental Psychology at the level of a bachelor’s degree is required.
Books
For those who cannot attend the course, the exam consists of a written examination with open questions on the topics covered in the Textbook and in the following 4 research articles: Textbook: Michael Tomasello (2008). Origins of human communication. Massachusetts Institute of Technology Research articles: 1. Liszkowski, U., Carpenter, M., Striano, T., & Tomasello, M. (2006). 12-and 18-month-olds point to provide information for others. Journal of cognition and development, 7(2), 173-187. 2. Warneken, F., & Tomasello, M. (2009). Varieties of altruism in children and chimpanzees. Trends in Cognitive Sciences, 13, 397-402. doi:10.1016/j.tics.2009.06.008 3. Morrell, E. (2017). First food justice: Infant feeding disparities and the first food sys-tem. Breastfeeding Medicine, 12(8), 489-492. 4. Pecora et al. (2025). Self-feeding and communicative development from 12 to 24 months of age: An observational study. Child Development. Attending students are requested to study a list of research articles that will be communicated at the beginning of classes and that will be posted on the course Moodle website.
Frequency
Attending the course is highly recommended.
Exam mode
The final evaluation will verify the acquisition of knowledge. The exam consists of a written examination with open questions on the topics covered in the Textbooks (for non-attending students) or the research articles assigned (attending students). The following will be assessed: 1. Knowledge and understanding of the texts covered in the course, 2. The students' ability to express themselves and master scientific vocabulary, 3. The capacity to critically elaborate on the issues addressed. For attending students, the evaluation will also consider the active participation in the lessons, the ability to reason and to study autonomously, and the ability to work in groups. An article will be assigned every week for discussion. Copies will be posted on the course Moodle website. All participants are expected to have read the papers. For those who attend classes, the evaluation methods consist of: a) the evaluation of participation in the activities carried out in the classroom (short presentations, coding videos, individual and group activities); b) a written examination with open questions on the topics covered in the research articles discussed in class. For non-attending students, the evaluation consists of a written examination with open questions on the topics covered in the Textbooks, lasting 2 hr. For attending students, the evaluation consists of a final written examination on the research articles assigned and discussed in class. Students are required to register in INFOSTUD to be admitted to the exam. Final evaluation For attending students, the participation in the activities carried out in the classroom (short presentations, coding videos, individual exercises, and group activities) will be weighted 40% of the final grade, while the final written exam will be weighted 60% of the final grade. The research article presentation will be evaluated for clarity of presentation, ability to use scientific lexicon, and the ability to compare the authors' hypotheses and the obtained results. Written examinations will be evaluated regarding accuracy, ability to summarize, and use of the appropriate scientific lexicon.
Lesson mode
Classes will include in-class lectures, videotaped infant observations, in-class discussions of readings, and debates. • During the lessons, theoretical issues will be explained, and some representative experiments and videotapes will be presented. Students will actively engage in coding behaviors from videotaped interactions illustrative of the concepts and issues addressed. Through pre-recorded videos, students will exercise their ability to observe children of different ages, in various social and cultural contexts, and will learn about inter-observer reliability. • Students are expected to read all course material and come to class prepared to discuss and critically evaluate the target empirical article. Students should be able to discuss the following points for each article: (1) What is the main take-home message(s) or main arguments? (2) What questions were addressed? (3) What methods were used? (4) What theoretical position does this paper build upon? (5) What are some weaknesses with the argument/study? (6) What counterpoints might other theorists raise in response to this piece? • For classes containing “debates”, students will be assigned to a given side and asked to present evidence supporting their arguments.
  • Lesson code10611904
  • Academic year2025/2026
  • CourseApplied Dynamic and Clinical Psychology
  • CurriculumDevelopmental psychopathology
  • Year1st year
  • Semester2nd semester
  • SSDM-PSI/04
  • CFU6