PSYC30019 Sub Notes Lab Man 2021 21Jul2021 PDF

Preview

Summary

Subject Notes and Lab Manual
Melbourne School of Psychological Sciences
lab manual of development of thinking child PSYC30019 class...

Description

PSYC30019 LAB MANUAL

1

WARNING This material has been reproduced and communicated to you by or on behalf of the University of Melbourne in accordance with section 113P of the Copyright Act 1968 (Act). The material in this communication may be subject to copyright under the Act. Any further reproduction or communication of this material by you may be the subject of copyright protection under the Act. Do not remove this notice

PSYC30019 LAB MANUAL

Development of the Thinking Child (PSYC30019) Subject Notes and Lab Manual Melbourne School of Psychological Sciences The University of Melbourne Last Updated: 21st July 2021

2

PSYC30019 LAB MANUAL

Important: This manual is specific to PSYC30019 and is not designed to replicate or contradict the undergraduate or graduate diploma student manuals that can be found at the following links: Undergraduate https://psychologicalsciences.unimelb.edu.au/study/years-1-3 Graduate Diploma https://psychologicalsciences.unimelb.edu.au/study/graduate-diploma

3

PSYC30019 LAB MANUAL

4

Table of Contents Key Dates for PSYC30019 Semester 2 2021 ........................................................................ 5 Subject Outline.................................................................................................................... 6 Psychology Student Manuals .......................................................................................... 7 Student forms ................................................................................................................. 7 Subject information ............................................................................................................ 8 Questions – Where to check first: ................................................................................. 10 Lecture Program .................................................................................................................11 Lab Program ...................................................................................................................... 13 Assignment One – Letter to a parent ................................................................................ 17 Marking criteria for Assignment One............................................................................ 17 Assignment Two – Lab Report........................................................................................... 21 Marking criteria for Assignment Two ............................................................................ 37 Guide points about Writing the Discussion section for this Laboratory Report ........... 42 Some common lab report FAQs: ................................................................................... 43 Assignment Three – Neuropsychology report .................................................................. 44 Notes made during the neuropsychological assessment ............................................. 45 Jack’s test results: .......................................................................................................... 46 Normative data – all measures ..................................................................................... 48 Model Neuropsychology Report ................................................................................... 50 Marking criteria for Assignment Three ......................................................................... 53

PSYC30019 LAB MANUAL

5

Key Dates for PSYC30019 Semester 2 2021

Assessment

Due before

Word limit

Letter to a parent

8:00am – day of your lab class in Week 5

1,500

Assessment Weight 34%

Lab report – Discussion section

8:00am – day of your lab class in Week 9

1,000

33%

Neuropsychological report

8:00am – day of your lab class in Week 12

1,500

33%

PSYC30019 LAB MANUAL

6 Subject Outline

The subject will provide students with an opportunity to evaluate the relations between typical and atypical cognitive and neuropsychological development in pre-adolescent children. Contemporary theory and research methods for investigating cognitive and neuropsychological development will be reviewed. The focus will be on the adequacy of research methods for answering questions about typical and atypical cognitive and neuropsychological development. Subject themes include:  Characterizing the development of thinking and reasoning abilities.  Characterizing neuropsychological development in pre-adolescent children.  Understanding conceptual links between research questions, research methods, and data analyses.  Recognizing the importance of variability in the cognitive and neuropsychological functioning of pre-adolescent children.  Formulating research questions that investigate typical and atypical development.  Writing research reports that reflect an awareness of differences in typical and atypical developing pre-adolescent children. The overall aim of the subject is to help students acquire an understanding of the issues associated with identifying typical and atypical cognitive and neuropsychological development in pre-adolescent children. Upon completion of the subject students will be able to demonstrate the following learning outcomes: Knowledge of Differences in the methods and analytic techniques used to study cognitive and neurocognitive development.  The difficulties associated with identifying different patterns of cognitive and neuropsychological changes in pre-adolescent children. 

Skills to Evaluate the adequacy of research methods used to study cognitive and neuropsychological development.  Interpret cognitive and neuropsychological development research data  Understand analytic issues associated with studying variability in development  Describe typical and atypical developmental patterns and change trajectories 

Application of knowledge and skills to 

Design hypotheses to answer research questions about children’s cognitive and neuropsychological development.

PSYC30019 LAB MANUAL

7

Design research projects that investigate cognitive and neuropsychological issues in typical and atypically developing children.  Integrate and differentiate research perspectives to develop an understanding of contemporary issues in developing children 

Journal articles An important part of the learning experience in this subject will be reading research and review papers from journals. There are several search tools that you can use to find journal articles, including PubMed and Google Scholar. You can access the journal articles you want to read through the library website. Here are some important links: UniMelb library journal searching: http://cat.lib.unimelb.edu.au/search/y PubMed: https://pubmed.ncbi.nlm.nih.gov/ Google Scholar: https://scholar.google.com.au/ Psychology Student Manuals The student manuals for students studying Psychology are available at these links: https://psychologicalsciences.unimelb.edu.au/study/years-1-3 https://psychologicalsciences.unimelb.edu.au/study/graduate-diploma These manuals contain very important information about studying Psychology at the University of Melbourne, including policies on assessment, examinations, late work penalties, how to ask for an extension, referencing and citing, and lab class allocations. Student forms The School of Psychological Sciences website also provides student forms that you can download if you need, available at this link: https://psychologicalsciences.unimelb.edu.au/study/years-1-3 These forms include an extension request form (online form) and the temporary lab transfer form.

PSYC30019 LAB MANUAL

8 Subject information

Subject co-ordinator: Dr Cindy Chew Lecturers: Associate Professor Katherine Johnson Dr Cindy Chew Professor Vicki Anderson

[email protected] [email protected] [email protected]

Senior tutor: Elle Ketterer

[email protected]

Subject tutors: Denis Hamilton Jacob Kuek Janice Tjondro Katharine Xu Ruby Ye

[email protected] [email protected] [email protected] [email protected] [email protected]

Lectures: Wednesdays 11am - 1pm online via LMS due to COVID-191. The lectures will be prerecorded and uploaded by Monday 11am for the Wednesday 11am lecture slot. You have the option of watching the pre-recorded lecture beforehand or during the timetabled lecture slot. The lecturer will be available on Wednesdays 12.30 to 1pm for a question and answer session about that lecture (and other questions you may have) on Zoom. The Zoom link will be made available on LMS ahead of time. Lab Classes: Lab classes will run in two streams throughout the semester: face-to-face, or online via Zoom and the content in the two streams is identical. Each lab class is 1.5 hours long and supported by a 30-minute lab video about the content of the lab classes 1, 3, 4, and 5. They will be made available on the Friday ahead of the next week’s lab classes. For lab class 2, there is no lab video. Please note that classes are not held every week of semester - please see the Lab Program section for the weeks in which classes are held. For face-to-face stream, you will watch the lab video before attending your allocated lab class on-campus in Redmond Barry Building, Room 1123. Please note that lab class 3 will be held in Computer room 515. For online stream, you will watch the lab video beforehand attending your allocated online lab class. The Zoom link will be made available on LMS ahead of time.

1

The current advice for MSPS in Semester 2 is that subjects with more than 100 students in lectures should continue delivering lecture content online.

PSYC30019 LAB MANUAL

9

The tutors will be looking forward to both seeing and hearing you during the Zoom tutorials, so please make sure your video and audio are switched on. (Please let your tutor know if you are experiencing any difficulties with your internet, video, audio etc. We are all in this tricky situation together). Attendance will be marked for each class. The labs will not be recorded. Subject material: Subject material can be obtained through the LMS (https://lms.unimelb.edu.au). Announcements: Announcements will be made through the LMS. It is expected that students check the LMS for announcements regularly. Assessment schedule: Three written reports are to be submitted during semester. Each piece of assessment must be completed to the satisfaction of the subject co-ordinator and her delegates. Hurdle requirements: Completion of the three assessments and attendance of at least 80% (4) of the laboratory classes are the hurdle requirements. In case of failure to meet the hurdle requirements, additional work will be required before a passing grade can be awarded. Lab transfers: Students are permitted one lab transfer without a medical certificate during the semester. To complete a lab transfer, choose which class you would like to attend by looking at the Lab Class Timetable in the Lab Classes Module on Canvas. Email this tutor to ask if you can attend their class. Please note that students cannot switch between streams. A student who is allocated to an oncampus lab class will attend on-campus lab classes throughout the semester including temporary lab transfers. Likewise, a student who is allocated to an online lab class will attend online lab classes through the semesters including temporary lab transfers. Tutor contact information is available in the Staff Information on Canvas and above under Subject Information. If there is space for you, your lab transfer tutor will email you to confirm either the on-campus lab transfer or the Zoom registration link for their online class. Please email both your regular tutor and the lab transfer tutor together. It is your responsibility to send this email, which will prompt your regular tutor to mark your attendance. Administrative information: Information regarding assignment submission, late penalties, absences, extensions, special considerations, and other administration issues can be found in the Undergraduate Psychology Student Manual, found on the Melbourne School of Psychological Sciences Website.

PSYC30019 LAB MANUAL

10

Questions – Where to check first:

In the past we have found that most student questions are already answered by information provided in the Undergraduate Student Manual, the Psychological Sciences website and this Subject Notes and Laboratory Guide. The discussion board is designed for students to ask (and answer) questions regarding subject content and assignments; this will be monitored by the senior tutor who will answer any open questions. Questions specific to your personal situation and your tutorial can be e-mailed directly to your tutor. Please make an appointment to see Dr Cindy Chew if, after searching these fora, your question has not yet been answered.

PSYC30019 LAB MANUAL

11 Lecture Program

Lecture 1: KJ – Attention Deficit Hyperactivity Disorder (ADHD) 1 Introduction to the subject. What is ADHD? What is the history of ADHD as a developmental disorder? What is the status of current research into anatomical, physiological, genetic, and environmental elements of ADHD? Lecture 2: KJ – ADHD 2 What is the status of current research into the cognitive psychology of ADHD? How is ADHD assessed? What are some of the interventions used to treat the symptoms of ADHD? Lecture 3: KJ – Measuring Attention Control in Children with and without ADHD What are the main theories of attention? What tools do psychologists/neuroscientists use to assess attention deficits? How do children with and without ADHD perform on tasks of attention control? What are the trajectories of change in attention control across the primary school years? What are some important factors to consider in experimental design when testing primary school children? Lecture 4: CC – Conceptual Development The first part of the lecture comprises revision of earlier developmental psychology content. We consider what is meant by the term ‘development’ and how it occurs. Conceptual development questions are considered: How do we characterize development? What are the roots of conceptual development? How do we assess developmental pathways? How should we study change/stability? What are the origins of reasoning? Theoretical approaches to thinking about cognitive developmental change are revised. The remainder of the lecture focuses on the development of symbol knowledge and understanding in infants and young children including some well-known errors children produce during symbol knowledge acquisition. Development of children’s executive functions is briefly considered. Lecture 5: CC – Development of Number Abilities Is number knowledge innate? The development of number knowledge is introduced from newborn abilities, the number abilities of other species to the acquisition of arithmetic processing in elementary school children. Piaget’s theory of cognitive development is revisited in the context of his approach to conservation of number and conceptual change. The acquisition of transcoding abilities (reading and writing numbers) in young children and errors in more advanced arithmetic computations are discussed. The lecture concludes with a discussion of the significance of individual differences in number development. Lecture 6: CC - Assessing Quantitative Reasoning Development How have researchers studied the development of numerical cognition? What are counting principles? What typical neurological and behavioral changes occur across the preadolescent developmental period in the acquisition of numerical cognition? What are the bases of individual differences (dyscalculia specifically) in the acquisition of numerical cognition?

PSYC30019 LAB MANUAL

12

Lecture 7: CC - The Basis of Dyscalculia What is the basis of atypical quantitative reasoning (dyscalculia)? What is the relationship between atypical numeracy and literacy development? What is the prevalence of dyslexia and dyscalculia? What are the neurological bases of dyslexia and dyscalculia? What is the relationship between executive functions and dyscalculia? Why it is important to distinguish between developmental delay, deficits, and differences. What do we mean by the term “dyscalculia”? How early can we detect dyscalculia? Can dyscalculia be ameliorated via training? Lecture 8: VA - Normal and Abnormal Brain Development What is the difference between normal and abnormal brain development? What is the difference between, and the causes (aetiologies of), developmental and acquired disorders? How does the central nervous system (CNS) develop? Lecture 9: VA - Cognitive and Social Development and their Brain Correlates What are the parallels between cognitive development and CNS maturation? What are the normal patterns for sensory, language, cognitive and social development? What methods are used to assess executive function, attention, and social cognition? Lecture 10: VA - Core Themes of Child Neuropsychology What is the “natural history” of brain insult? What is meant by brain plasticity and early vulnerability? What are the theoretical perspectives on plasticity and early vulnerability? What is the impact of interactions among biological, cognitive and psychosocial factors in children’s neuropsychological development? Lecture 11: KJ – Autism Spectrum Disorder 1 What is ASD? What is the history of autism as a developmental disorder? What is the status of current research into anatomical, physiological, genetic, and environmental elements of autism? Lecture 12: KJ – ASD 2 What is the status of current research into the cognitive psychology of ASD? How is ASD assessed? What are some of the interventions used to treat the symptoms of ASD?

PSYC30019 LAB MANUAL

13 Lab Program

Week Lab class number 1 2 3 4 5 6 7 8 9 10 11 12

Topic

Lecturer Due dates responsible for content

1 2

Research on interventions for children with ADHD KJ Group presentations on the interventions KJ

3 4

Assessing numerical development Patterns of numerical understanding

CC CC

5

Mid semester break Neuropsychological testing of children

CC/VA

Assignment 1

Assignment 2

Assignment 3

PSYC30019 LAB MANUAL

14

Lab classes 1 & 2 (on Weeks 2 & 3) Pharmaceutical treatments work very well with approximately 70% of children with ADHD (Green, 1995), however some parents are not keen to use pharmaceutical therapies with their children for long periods of time and there are some side-effects from taking these drugs (NICE, 2009). A range of alternative therapies and interventions for ADHD have been designed. In this lab you will break into groups and research the scientific evidence for and against one particular intervention for ADHD. These interventions, with indicative review articles, include:  Homework (Clarke et al., 2014; Merrill et al., 2017)  Methylphenidate (Maia et al., 2017)  Diet (Pelsser, Frankene, Toorman, & Pereira, 2017)  Executive function training (Dovis, Van der Oord, Wiers, & Prins, 2015)  Social skills training (Storebø et al., 2019)  Animal therapy (Schuck, Emmerson, Fine, & Lakes, 2015) In Lab Class 1, in a pre-recorded lab video we will examine the concept of an intervention and how to evaluate the quality of a study on an intervention (30 minutes) (Thiese, 2014). Then, in groups, you will focus on an intervention and your task is to research the scientific evidence for and against this intervention (~60 minutes). Prepare a 10-minute presentation evaluating this ...