Psychology of typical and atypical development

The course aims to provide knowledge on the key points of research methodology, research designs, and measurement-related issues, to deepen understanding of the use and interpretation of basic statistics indices, and additionally, to provide knowledge on the use, setup, and interpretation of major multivariate analysis techniques. These objectives will be achieved through lectures and practical laboratory activities, structured as follows. In the first part of the course, thematic cores related to research methodology will be discussed (types of research, research validity; research designs for validity; reliability and validity of measurements, research designs on groups and single cases). In the second part of the course, concepts of descriptive statistics and techniques for univariate and bivariate data analysis will be revisited (variables and levels of measurement, measures of central tendency and variability, use of z-scores and percentiles, percentage calculation, contingency tables, correlation and simple regression), with examples of their use in clinical practice and research. The third part of the course will address non-parametric tests and the main multivariate statistical techniques (univariate analysis of variance, statistical interaction tests, multiple regression). Each described topic includes a practical exercise to be carried out in the classroom during laboratory hours, using material provided by the teacher, presenting statistical or methodological problems and asking students to perform one or more of the following activities: define the variables involved and specify their characteristics, define the experimental design, identify any confounding variables and explain how to control them, calculate statistical indices, test hypotheses, and comment on the results. Each exercise is followed by the teacher's presentation of the correct procedures for solving the proposed problems and a discussion of the errors made by the students. 1.Knowledge and understanding. Passing the exam would imply being capable of understanding and using the most widely used methodological tools for data analyses in basic and applied research in psychology and psychopathology; passing the ex-am would also imply the ability to elaborate autonomously on research issues. 2.Applying knowledge and understanding. Passing the exam would imply mastering the research techniques generally applied in the research contexts tapped by the Degree Course, to which this specific course belongs. Students would also master how to apply the technical tools acquired to various contexts, as other psychology domains, social science contexts, and health-related research contexts. 3.Making judgements. Passing the exam would imply mastering the ability to make informed judgments and evaluations on research projects, research designs, and methodological issues in data analyses; such abilities would allow to detect pitfalls, limitations, and potential improvements and developments in the research endeavors pertaining to psychological, social and health-related processes. These abilities would be attained through discussions on complex research issues, and complex analytical results. Discussions would be held in the traditional lessons as well as during the laboratory sessions. 4.Communication skills. Passing the exam would attest that students master the communication abilities and tools needed for an efficacious scientific communication. These abilities would be attained during the traditional lessons and the laboratory sessions by emphasizing and instantiating the use of scientific terminology and technically-oriented rhetoric. 5.Learning skills. Passing the exam would attest the acquisition of skills conducive to further learning on the general topic of scientific methodology; such abilities would allow students to tackle new complex issues during their academic and professional lives, in the domains of research designing, and data analyzing. During the traditional les-sons such abilities would be transmitted by emphasizing different perspective on data analysis and research planning, and showing – during the laboratory session – alternative and complementary approaches to research questions, which can be applicable to new and different contexts and domains.