Psychology: The Developing Mind: Unit Information and Learning Guide

PSY393
Psychology: The Developing Mind
Unit Information and Learning Guide
May Trimester, 2021
This information should be read in conjunction with the online learning materials in
MyMurdoch Learning (LMS) and information in the Handbook.
Unit coordinator
Dr Helen Davis
Discipline of Psychology
Contact details
Email: h.davis@murdoch.edu.au
© Published by Murdoch University, Perth, Western Australia, April 2021.
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2 Murdoch University
Contents
Unit information
Information about the unit ...................................................................................................... 4
Contact details ...................................................................................................................... 7
How to study this unit ............................................................................................................ 9
Resources for this unit ......................................................................................................... 11
Study schedule .................................................................................................................... 14
Assessment......................................................................................................................... 16
Learning guide
Introduction 19
Topic 1 Describing development 20
Topic 2 Explaining development – classic theories 23
Topic 3 Explaining development – information-processing theories 25
Topic 4 Cognitive abilities in adulthood 28
Topic 5 Individual differences in cognitive abilities 31
Topic 6 Nature, nurture, and individual differences 34
Topic 7 Putting the pieces together 36
Murdoch University 3
Information about the unit
Welcome to:
PSY393
Psychology: The Developing Mind
Unit description
Between birth and adulthood, dramatic changes take place in an individual's understanding
of the world and in many of his/her cognitive skills and abilities. This unit will examine these
changes and theories offered to explain them. Developmental insights into the functioning
mind will be explored, with specific application to formal and informal learning. The unit will
address patterns of development common to most humans, the extent and nature of
individual differences within age groups and possible reasons for these.
Prerequisites
PSY286 Psychology: Human Development.
Aims of the unit
• To introduce you to historical and recent theories of cognitive development and

individual differences.
• To provide you with a descriptive account of normative cognitive development as well
as inter-individual and intra-individual variations.
• To provide you with experience in critically evaluating developmental theories and
methodologies.
• To provide you with the opportunity to apply relevant research in the area to practical
problems and issues.
Learning outcomes for the unit
On successful completion of the unit you should be able to do the following (aligned with
Australian Psychology Accreditation Council Graduate Competencies, APAC GC):
1. Describe cognitive development from a normative perspective.

(APAC GC 1.1 v, vi, ix)
2. Compare and contrast major theories of cognitive development and of individual
differences.
(APAC GC 1.1 i, ii, v, vi, viii, ix)
3. Critically evaluate the evidence for and against these theories.
(APAC GC 1.1 v, vi, ix, xii; 1.3; 1.6)
4. Apply your understanding of cognitive development and individual differences to
theoretical issues and practical problems.
(APAC GC 1.1 v, vi, ix, xi; 1.2; 1.6)
Australian Psychology Accreditation Council Graduate
Competencies developed in the unit
This unit will contribute to the development of the following Graduate Competencies:
1.1 Comprehend and apply a broad and coherent body of knowledge of psychology, with
depth of understanding of underlying principles, theories and concepts in the discipline,
using a scientific approach, including the following topics:
i. the history and philosophy underpinning the science of psychology and the
social, cultural, historical and professional influences on the practice of
psychology
ii. individual differences in capacity, behaviour and personality
v. learning and memory
vi. cognition, language and perception
viii. neuroscience and the biological bases of behaviour
ix. lifespan developmental psychology
xi. culturally appropriate psychological assessment and measurement
xii. research methods and statistics
1.2 Apply knowledge and skills of psychology in a manner that is reflexive, culturally
appropriate and sensitive to the diversity of individuals.
1.3 Analyse and critique theory and research in the discipline of psychology and
communicate these in written and oral formats.
1.6 Demonstrate self-directed pursuit of scholarly inquiry in psychology.
Graduate attributes developed in the unit
This unit will contribute to the development of the following Graduate Attributes.
Communication
Critical and creative thinking
Social interaction
Independent and lifelong learning
Ethics
Social justice
In-depth knowledge of a field of study
General guidance and requirements
Please refer to Support & Advice via MyMurdoch for all the information you need for your
studies.
This includes:
• Student admin, Exams and Essentials, including Policies (refer to Assessment Policy
and others), Key dates, Complaints and appeals
• Learning and study support, including information about Academic Integrity and
Murdoch Academic Passport
• Health and wellbeing information, including Accessibility services, Medical and
counselling services, Aboriginal and Torres Strait Islander support, and Sexuality, sex
and gender diversity support
This unit was originally written by Helen Davis, 2006

Revised by Helen Davis, 2021
Contact details
Lecturer contact details
You will be notified who your lecturer is at the beginning of the teaching period. S/he will
provide his/her contact details.
Unit Coordinator’s contact details
Name: Dr Helen Davis

Email: H.Davis@murdoch.edu.au
Technical Help
For technical difficulties with LMS, contact

IT services: ITservicedesk@murdoch.edu.au
In case you are unable to contact your unit coordinator, please contact
SHEE.Operations@murdoch.edu.au
For difficulties with other online materials, contact your local instructor.
Academic Advice and Student Support Escalation Flowchart
This flowchart offers guidance on who to see to resolve or discuss any issues relating to your
studies at Murdoch University. For any other issues, seek assistance directly from various
Student Support Services available or MyMurdochAdvice.
Questions about content covered in tutorial sessions or practical sessions. Any assessments marked by
your tutor or affiliate for which you would like clarification. If you have concerns about another student or
your learning needs in your tutorial.
Tutor
Questions about unit content, assessments, attendance or changing tutorial times. If you are having
problems with your Tutor or an issue has not been addressed by your Tutor to your satisfaction.
Any academic issues you do not feel comfortable addressing with your Tutor.
Unit Coordinator
Any academic issues that you believe have not been adequately addressed by the Unit Coordinator.
Any academic issues relating to progression through your degree, withdrawal from unit, or intermission.
Academic Chair
Any academic or other issues that you believe have not been adequately addressed by your Academic
Chair or you do not feel comfortable discussing with your Academic Chair.
Also, any complaints or appeals that relate to your studies and have not been adequately addressed.
For more advice see Complaints and Appeals.
Head of Discipline
To further escalate an appeal or complaint, contact the Dean Learning & Teaching and/or see
Complaints and Appeals for formal appeals procedures.
How to study this unit
PSY393 is an advanced level psychology unit. Previous students have reported that found it
interesting, but also hard work. To do well, you are encouraged to do two things. First, you
should aim to become familiar with the major ideas and empirical findings presented in
lectures so that you recognise an issue or concept when you see it. This will be assessed in
the multiple choice section of the final exam. Second, you are encouraged to apply your
logical and critical thinking skills to develop an advanced level of understanding of some of
the major issues and themes in the unit. This will be assessed through the written
assignments and essay exam. You can choose which topics to focus on for in-depth learning
- you are not expected to become an expert in every topic!
Class sessions
The course will be delivered through seven sessions held in every second teaching
week. Sessions will comprise lecture and tutorial content. The lectures will provide you
with unit content and the tutorials will give you the opportunity to extend some of the
lecture material and to experience some hands-on activities.
Lectures will focus on theories seeking to explain development and individual differences,
and related empirical studies that support or contradict these theories. They are intended
to equip you with a knowledge of ideas and relevant observations that will enable you to
formulate and articulate your own views on a range of issues in the area. The lectures
follow a sequence, so it is best to listen to them in order. All of the lectures will be
represented in the final exam, so it is a good idea to keep up to date with them and
ensure you understand the major points as you go. Previous students indicate that it is
not realistic to learn the entire unit content in the week before the exam.
Tutorial activities are intended to offer opportunities to discuss a range issues raised in
lectures in greater depth, to apply your learning to practical problems and to integrate
ideas from different topics. Use them as an opportunity to refine your skills in critical
thinking and formulating logical argument. To get the most out these activities, make sure
you are up to date with lectures on the topic and complete the essential readings and any
other preparatory activities. Use the discussion questions provided in the Learning Guide
to start formulating your ideas ahead of time, so you can arrive ready to join in.
Online Activities
Some class sessions have associated online activities for you to undertake in your own
time. These include preparation for the written assignments, and additional lecture-
related material not covered in class. Where these are labelled “essential,” this means
that when staff assess your work, they will assume that you have completed these
activities.
Revision Questions
Lectures are organised into Topics (see Learning Guide), and non-compulsory revision
questions are supplied online for each Topic. Previous students have indicated that
these questions are useful for testing your recall and comprehension of the lecture
material as you complete a topic. You can also return to them at the end of semester to
revise for the multiple choice component of the final exam. It is unwise to expect to learn
all the answers in the week prior to the exam.
Exam Questions
The essay questions that will appear in the end of semester exam, and marking criteria
that will be applied, will be available online from the beginning semester. These
questions deal with major issues and themes arising in the unit – and may look quite
daunting to begin with! It is suggested that you use the questions as ‘learning portfolio
organisers’ for your deeper learning through semester: As part of your revision/reflection
after a class or reading, you could return to the exam questions and add in any new
information or ideas that could contribute to answering each question. This will help you
to integrate your learning across different topics and give you plenty of time to develop
high quality, thoughtful responses to the questions.
Time commitment
As this is a 3 credit point unit, we expect you to spend an average of 12.5 hours per week for
the 12 weeks of this teaching period (or 150 hours overall) working on this unit.
Attendance requirements
This trimester, all classes will be conducted online. Participation is not a formal requirement
of this unit, but class activities are assessable content.
Unit changes in response to student feedback
Previous students have expressed a desire for some more guidance on the Critical Analysis
assignment. This assessment has been re-shaped into a format that I hope will make clearer
the intended learning goals and how to demonstrate them.
I have also revised several of the class sessions to lighten the content load and give you
some more opportunities for active learning and discussion.
Your unit coordinator always welcomes your feedback and constructive suggestions for the
course.
Resources for this unit
All readings are listed in My Unit Readings, accessed via the Library website.
To undertake study in this unit, you will need:
Essential reading:
The following are required for tutorial participation, listed in order of appearance. Please
see Study Schedule and Learning Guide for details on which week you will be discussing
them.
Burton, L. J. (2021). An interactive approach to writing essays and research reports in

Psychology (5th ed.). Wiley.
Diamond, A. (1985). Development of the ability to use recall to guide action, as

indicated by infants’ performance on AB′. Child Development, 56, 868-883.
https://doi-org.libproxy.murdoch.edu.au/10.2307/1130099
Ginsburg, H. & Opper, S. (1979). Piaget’s theory of intellectual development (2nd ed.,
pp. 1-25). Prentice-Hall.
Zimmerman, B. (1983). Social learning theory: A contextualist account of cognitive

functioning. In C. J. Brainerd (Ed.), Recent advances in cognitive-developmental
theory, (pp. 1-50). Springer-Verlag.
Flynn, J. R. (2009). IQ gains can kill. What is intelligence? (chapter 6, pp. 111-115,
124-142.) Cambridge University Press.
Hughes, C. & Graham, A. (2002). Measuring executive functions in childhood:

problems and solutions? Child and Adolescent Mental Health, 7, 131-142.
https://doi-org.libproxy.murdoch.edu.au/10.1111/1475-3588.00024
Snyder, A. (2010). Explaining and inducing savant skills: privileged access to lower
level, less-processed information. In F. Happé & U. Frith (Eds.), Autism and
talent (pp. 75-87). Oxford University Press.
Grandin, T. (2010).How does visual thinking work in the mind of a person with
autism? In F. Happé & U. Frith (Eds.), Autism and talent (pp. 141-149). Oxford
University Press.
Plomin, R., DeFries, J. C., Knopik, V. S., & Neiderhiser, J. M. (2013). Behavioral
genetics (6th ed., chapter 12, General cognitive ability, pp.147-172). Worth.
Turkheimer, E., Haley, A., Waldron, M., D’Onofrio, B., & Gottesman, I. (2003).
Socioeconomic status modifies heritability of IQ in young children. Psychological
Science, 14, 623-628. https://www.jstor.org/stable/40063922
Recommended reading:
The following are intended to expand on lecture topics, listed in order of appearance. They
are not formally required but you may find them useful in preparing for your exam, or simply
to learn more about a topic.
Slater, A. (1997). Visual perception and its organization in early infancy. In G.

Bremner, A. Slater, & G. Butterworth (Eds.). Infant development: Recent
advances (pp. 31-53). Psychology Press.
Johnson, M. & de Haan, M. (2015). Developmental cognitive neuroscience: an

introduction, 4th ed. Chapter 4, Building a brain (pp.43-81). Wiley Blackwell
(eBook)
Vygotsky, L. (1978). Mind in society: The development of higher psychological

processes (pp. 24-30, 84-91). Harvard University Press.
Lemaire, P. & Siegler, R. (1995). Four aspects of strategic change: Contributions to

children’s learning of multiplication. Journal of Experimental Psychology:
General, 124, 83-97. https://doi.org/10.1037/0096-3445.124.1.83
Siegler, R. (2005). Children’s learning. American Psychologist, 60, 769-778.

https://doi.org/10.1037/0003-066X.60.8.769
Kail, R. & Park, Y-S. (1994). Processing time, articulation time, and memory span.
Journal of Experimental Child Psychology, 57, 281-291.
https://doi.org/10.1006/jecp.1994.1013
Bjorklund, D., Miller, P., Coyle, T., & Slawinski, J. (1997). Instructing children to use
memory strategies: Evidence of utilization deficiencies in memory training
studies. Developmental Review, 17, 411-441.
Andrews, G. & Halford, G. S. (2011). Recent advances in relational complexity theory

and its application to cognitive development. In P. Barrouillet & V. Gaillard (Eds.),
Cognitive development and working memory: a dialogue between neo-Piagetian
theories and cognitive approach (pp. 47-68). Psychology Press.
Bjorklund, D. & Harnishfeger, K. (1990). The resources construct in cognitive

development: diverse sources of evidence and a theory of inefficient inhibition.
Developmental Review, 10, 48-71. https://doi.org/10.1016/0273-2297(90)90004-
N
Karmiloff-Smith, A. (1992). Beyond modularity. Chapter 1, Taking development

seriously (pp.1-29). MIT Press.
Pfeifer, R. & Bongard, J. (2007). How the body shapes the way we think: a new view
of intelligence (chapter 4). MIT Press.
Deary, I. (2000). Looking down on human intelligence. (chapter 1, Little g and friends,
pp. 1-33). Oxford University Press.
Morton, J. (2004). A causal analysis of dyslexia. Understanding developmental

disorders (pp. 161-207). Blackwell.
Hartshorne, J. & Germine, L. (2015). When does cognitive functioning peak? The
asynchronous rise and fall of different cognitive abilities across the life span.
Psychological Science, 26, 433-443. https://doi-
org.libproxy.murdoch.edu.au/10.1177/0956797614567339
Verhaeghen, P. & Cerella, J. (2008). Everything we know about aging and response
times: A meta-analytic integration. In S. Hofer & D. Alwin (Eds.), Handbook of
cognitive aging: interdisciplinary perspectives, (pp.134-150). Sage.
Miller, D. I. & Halpern, D. F. (2014). The new science of cognitive sex differences.
Trends in Cognitive Sciences, 18, 37-45.
https://doi.org/10.1016/j.tics.2013.10.011
Davis, H. & Anderson, M. (1999). Individual differences and development – one

dimension or two? In M. Anderson (Ed.), The development of intelligence (pp.
161-191). Psychology Press.
Bjorklund, D. (1997). The role of immaturity in human development. Psychological

Bulletin, 122, 153-169. https://doi.org/10.1037/0033-2909.122.2.153
The following will be provided during the teaching period:
lecture slides
lecture recordings
print and electronic library material
Study schedule
Session Lecture Topic Reading Tutorial Topic/ Due

Bold indicates required reading for
Online Activities Dates
tutorial discussion.
1 TOPIC 1 Describing Development
Introduction to unit *Burton (2021) ch 3, 4 Online essay activity 3
Perceptual development Slater (1997)
Cognitive development Diamond (1985) Assessing babies’ cognitive

abilities
2 TOPIC 2 Explaining development – classic theories Critical
The developing brain Johnson (2015) ch 4 Does cognitive development analysis due
Piaget’s theory Ginsburg & Opper (1979) simply amount to learning and Friday 4th
Learning theory Zimmerman (1983) experience? June
Vygotsky’s theory Vygotsky (1978) 5.00pm
3 TOPIC 3 Explaining development – information processing theories
Strategy Siegler (2005) What is “executive function’”?
Lemaire & Siegler (1995)
Speed & Memory Kail & Park (1994)
Bjorklund et al. (1997)
Working memory & inhibition Hughes & Graham (2002)
Andrews & Halford (2011)
Bjorklund & Harnishfeger (1990)
14
4 TOPIC 3 continued…
Modularity Karmiloff-Smith chapter 1 (1992) Who cares about test norms,
Embodiment Pfeifer & Bongard (2007) anyway?
TOPIC 4 Cognitive abilities in adulthood
The structure of intelligence Deary (2000) ch1 Online activity – Intelligence
Flynn (2009) ch 6 tests
Online activity - Factor analysis
Cognitive ageing Hartshorne & Germine (2015)
Online activity – Research
Verhaeghen & Cerella (2008)
designs
5 TOPIC 5 Individual differences in abilities Essay due
Specific savant abilities Snyder (2010) Do you have what it takes to be a Monday 12th
Grandin (2010) savant? July, 5.00pm
Specific cognitive disabilities Morton (2004)
Sex differences Miller & Halpern (2014)
Development & IQ differences Davis & Anderson (1999)
6 TOPIC 6 Nature and nurture
Behaviour genetics Plomin et al. (2013) What do behaviour genetics
Turkheimer et al. (2003) studies tell us (and not tell us)
Environmental factors about the roles of nature and
nurture in individual differences?
7 TOPIC 7 Putting the pieces together
Darwin and development Bjorklund (1997)
Unit revision
*Readings in bold are required for the tutorial discussion.
Assessment
Assessment for this unit is conducted in accordance with the Assessment Policy.
Schedule of assessment items
You will be assessed on the basis of:

Assignment Description Aligned APAC Value Due Date
Learning Graduate
Outcomes Competencies
Critical Critical analysis 3 1.1ix, xii; 20% 5.00 p.m. Friday 4th
analysis of a study 1.3; 1.6 June, 2021
(1000 words)
Essay Essay on a 2,3 1.1ii, vi, viii, ix, 40% 5.00 p.m. Friday 12th
cognitive xii; 1.3; 1.6 July, 2021
developmental
issue.
(2000 words)
Examination Multiple choice 1,2,3,4 1.1i, ii, iv, v, vi, 12% Assessment period
(LMS timed quiz) viii, ix, xi, xii;
1.2; 1.3; 1.6
Essays 28%
(take home exam,
1600 words total)
Assessment details
The detailed criteria by which the following assignments will be assessed will accompany
each assignment. All written assignments should conform to the style and referencing
standards of the Publication manual of the American Psychological Association (7th edition).
Guidelines on using APA style can be obtained from the following sources: Murdoch Library
website: http://libguides.murdoch.edu.au/APA
Critical analysis
You will be given a set journal article describing an empirical study relevant to a
developmental topic. Your task is to evaluate critically the study’s contribution to
the topic.
Maximum word length = 1000
Essay
A selection of essay topics will be provided, from which you are to choose one.
You will be assessed on your ability to present and evaluate both sides of an
argument, to make effective use of relevant literature, and to draw reasoned
conclusions.
Maximum word length = 2000
16
Examination
The final examination will comprise a multiple choice section and an essay
section.
The multiple choice section will consist of 30 items. It will assess your learning of
lecture material. It will be delivered as a quiz in LMS. A 1-hour time limit will
apply.
In the essay section, you will be asked to choose two topics from the list of six
provided in Week 1. It will assess the depth of your understanding of topics and
issues encountered in lectures, tutorials and required readings in PSY393. You
are required to submit your response to your two chosen questions via LMS by
the due date (TBA). A word limit of 1600 words will apply to the entirety of your
submission.
In the 15 working days following the posting of results, you may view your
marked exam script.
Assignment submission
Assignments are to be submitted electronically to LMS by 17:00 on the due date. It is your
responsibility to keep a copy of all work submitted for assessment in this unit. (Cover sheets
are not required for online submission.)
Urkund
Your markers will use software called Urkund when viewing work that you submit. Urkund is
a pattern-matching system designed to compare work submitted by students with other
sources from the internet, journals/periodicals, and previous submissions. Its primary
purpose is to detect any submitted work that is not original and provide a thorough
comparison between the submitted document and the original sources.
You will learn more about academic integrity when completing Murdoch Academic Passport
(MAP100).
Please note that Urkund is just one tool that may detect academic integrity issues.
Penalties for late submission

Consistent with the policy of the Discipline of Psychology, assignments submitted after the
deadline will lose 1% of the available marks for each day that they are late, up to a maximum
of 5%. Assignments more than 5 days late will receive no marks.
• Up to and including the deadline – no penalty
• 0 days, 1 minute - 24 hours, 0 minutes late  1% deduction
• 1 day, 1 minute – 2 days, 0 minutes late  2% deduction
• 2 days, 1 minute – 3 days, 0 minutes late  3% deduction
• 5 days, 1 minute or more late  no marks awarded.
Extension requests
Extensions will usually be granted only for medical reasons or extreme personal difficulties,
and will require you to present a medical certificate or other documentary evidence. If you
believe you have grounds for an extension, you should contact your local instructor and
specify a) the grounds you have for seeking an extension and b) how much extra time you
are seeking.
If, after consultation with your instructor, you decide to proceed with your request, the
‘Application for Extension of Assessment’ form can be downloaded from LMS and, when
completed, forwarded to the Psychology Offshore Course Coordinator, Dr Andrea Steele
(PsyTNE@murdoch.edu.au). Once completed, please send this form, with any
accompanying documentation, to your unit coordinator.
Determination of the final grade
Your final mark will be the sum of your marks on the three components. You are not required
to pass all three components to pass the unit, provided your overall mark exceeds 50%.
Moderation of marks will be undertaken before assignments are returned to students to

ensure equity of marking. All results for assessment components which have not been
moderated by the unit coordinator must be considered interim grades.
Refer to Reporting of Results in the Assessment Policy for information about marks and
grades.
Learning Guide
Introduction
This Learning Guide contains information on how to study each topic, including:
Introductory information
Learning activities/tasks
Resources required for the topic
How the topic contributes to the unit’s learning outcomes
This information is designed to help you move through the unit in a way which will lead to
thorough, critical and reflective learning. Where particular readings need to be done in
preparation for tutorials, these are listed under the ‘Tutorial topic.’
Some recurring themes and issues that arise in this course are listed below. By the end of
the course, you should be able to give reasoned answers to these questions citing theories
and empirical research.
Topic 1: Describing development
Introduction
When human infants enter the world, they have a long journey ahead of them before
reaching their full adult potential in cognition. In this topic, we will consider some approaches
to measuring cognitive abilities at different ages. We will map out the course of cognitive
development from birth to adulthood.
What you need to do

• Complete the set readings and consider your response to the questions provided in
preparation for the tutorial.
• Complete online activity 3 “critical thinking”
• Test your knowledge of the topic with the revision questions online.
• Identify material that could contribute to essay exam answers.
Learning outcomes
This content of this topic relates to Learning Outcome 1: Describe cognitive development
from a normative perspective. The tutorial and online activities begin to develop the skills
you will need for Learning Outcomes 2: Compare and contrast major theories of cognitive
development and of individual differences, and 3: Critically evaluate the evidence for and
against these theories.
By the end of this topic, you should be able to:
• Define ‘sensation’, 'perception' and ‘cognition’.

• Outline possible courses of perceptual and cognitive development.
• Explain the logic underlying the methods commonly used to investigate infant and
child development.
• Describe the early development of perceptual abilities.
• Describe the typical cognitive abilities and limitations, and the general
characteristics of intellectual functioning of individuals from infancy through to
adulthood.
Resources for this topic
To undertake study for this topic, you will need:
Essential reading
Burton, L. J. (2018). An interactive approach to writing essays and research reports in

psychology (ch 3, 4). Wiley.
Diamond, A. (1985). The development of the ability to use recall to guide action, as
indicated by infants’ performance on AB′. Child Development, 56, 868-883.
https://doi-org.libproxy.murdoch.edu.au/10.2307/1130099
Recommended reading
Slater, A. (1997). Visual perception and its organization in early infancy. In G.

Bremner, A. Slater, & G. Butterworth (Eds.), Infant development: recent
advances (pp.31-53). Psychology Press.
Online resources
Revision questions are available through MyUnits.
You are likely to find all these activities helpful to your assignment tasks. Online activity 3 is
essential preparation for tutorial participation.
Online activity 1: Identifying the good and the bad.

Online activity 2: Planning for an excellent essay
Online activity 3: Critical thinking
Online activity 4: Structuring an excellent essay
Session 1 Tutorial Discussion
Assessing babies’ cognitive abilities
(Thinking critically about internal validity)
After reading and understanding other people’s work, critical thinking is the next step that will
take you from the role of passive consumer of the literature and propel you into the role of active
contributor to the literature. This tutorial is intended to offer you some opportunities to practise
strategies for reading and thinking critically as you compose your assignments, and to highlight
some specific issues that often arise in developmental research. In this tutorial we will discuss a
major problem facing developmental psychologists: finding out what is going on in the mind of a
baby. Diamond’s article reports a study investigating the famous ‘A not B’ error. In your reading,
you are invited to consider:
1. What is the ‘A not B’ error?

2. What possible reasons are there for babies making this error? List as many as you
can.
3. Which of these possible contributing factors did Diamond seek to test in her study?
4. Which of these possible contributing factors did Diamond seek to rule out in her
study? How did she do this?
5. What issues arise when testing babies? How did Diamond seek to overcome these
issues? Were there issues she did not address?
6. What would you conclude about why babies make the ‘A not B’ error?
7. What would be your ‘Top 5’ tips for researchers seeking to extract meaningful
information from infant behaviour?
READING:
Diamond (1985)
Burton chapter 3 (and please complete Online activity 3)
Topic 2: Explaining development – classic theories
Introduction
In this topic, we will examine the pioneering work done in the area of cognitive development.
The theories we explore have been highly influential in shaping educational and child rearing
practices. Nevertheless, they have not gone uncontested and, indeed, do not always agree
with each other. The theories we will examine will introduce some different views on the roles
of nature and nurture in cognitive development.
What you need to do

preparation for tutorials.
Learning outcomes
This content of this topic relates to Learning Outcome 2: Compare and contrast major
theories of cognitive development and of individual differences, 3: Critically evaluate the
evidence for and against these theories, and 4: Apply your understanding of cognitive
development and individual differences to theoretical issues and practical problems.

• Identify the basic principles of brain development, Piaget's, Vygotsky’s and learning
theories of intellectual development.
• Demonstrate a critical understanding of these theorists’ methods of investigation.
• Integrate the points of agreement and disagreement among the theories.
• Evaluate the relative strengths and weaknesses of the theories.
Essential reading
Ginsburg, H. & Opper, S. (1979). Piaget’s theory of intellectual development (2nd ed.,
pp.1-25.) Prentice-Hall.
Zimmerman, B. (1983). Social learning theory: A contextualist account of cognitive

functioning. In C. J. Brainerd (Ed.), Recent advances in cognitive-developmental
theory, (pp. 1-50). Springer-Verlag.
Recommended reading
Johnson, M. & de Haan, M. (2015). Developmental cognitive neuroscience: an

introduction, 4th ed. Chapter 4, Building a brain (pp.43-81). Wiley Blackwell
(eBook)
Vygotsky, L. (1978). Mind in society: The development of higher psychological

processes (pp.24-30, 84-91). Harvard University Press.
Online resources

Does cognitive development simply amount to learning and experience?
(Thinking critically about evidence that distinguishes between theories.)
Parsimony is said to be a desirable characteristic in scientific theories. Learning theory

is very parsimonious, but does it explain everything that needs explaining in cognitive
development? To prepare for this tutorial, you are invited to consider the following
questions:
1. What is ‘parsimony’?
2. What are the commonalities between Piaget’s theory of development and
learning theory?
3. What are the differences between Piaget’s theory of development and
learning theory?
4. Does learning theory explain everything that Piaget’s theory explains?
5. Does Piaget’s theory have anything important to add?
6. Think of some examples of possible observations that would be inconsistent
with Piaget’s theory but consistent with learning theory.
with learning theory but consistent with Piaget’s theory.
with both theories.
READING:
Ginsburg & Opper (1979)
Zimmerman (1983)
Topic 3: Explaining development –
Information-processing theories
** Note that this topic will be presented across Sessions 3-4.
Introduction
The emergence of computer technology in the second half of the 20th century gave rise to an
entirely new way of thinking about human cognition. In this topic, we will examine how
computational models have been applied to children’s cognitive development, and how well
they agree with emerging findings from neuroscience. We will also encounter some
contradictory ideas from the world of robotics.
What you need to do

• Complete the set reading and consider your response to the questions provided in
• Bring to your tutorial a dot point summary of the set of questions that you think you will
need to answer for your reader in your essay assignment.
Learning outcomes

• Identify the basic tenets of the information-processing paradigm as applied to
cognitive development and compare and contrast these with earlier paradigms.
• Outline some different cognitive mechanisms proposed to underpin cognitive
development.
• Give examples of situations where different cognitive mechanisms could give rise to
the same observable behaviour
• Evaluate the evidence for and against the role of different information-processing
mechanisms
• Identify research evidence that distinguishes between different information-
processing theories
• Evaluate the strengths and weakness of the information-processing approach to
understanding cognitive development
Essential reading
Hughes, C. & Graham, A. (2002). Measuring executive functions in childhood:

problems and solutions? Child and Adolescent Mental Health, 7, 131-142.
https://doi-org.libproxy.murdoch.edu.au/10.1111/1475-3588.00024
Recommended reading
Lemaire, P. & Siegler, R. (1995). Four aspects of strategic change: Contributions to

children’s learning of multiplication. Journal of Experimental Psychology: General,
124, 83-97. https://doi.org/10.1037/0096-3445.124.1.83
Siegler, R. (2005). Children’s learning. American Psychologist, 60, 769-778.

https://doi.org/10.1037/0003-066X.60.8.769
Kail, R. & Park, Y-S. (1992). Global developmental change in processing time. Merrill-
Palmer Quarterly, 38, 525-541. https://doi.org/10.1006/jecp.1994.1013
Bjorklund, D., Miller, P., Coyle, T., & Slawinski, J. (1997). Instructing children to use
memory strategies: Evidence of utilization deficiencies in memory training studies.
Developmental Review, 17, 411-441.
Andrews, G. & Halford, G. S. (2011). Recent advances in relational complexity theory

and its application to cognitive development. In P. Barrouillet & V. Gaillard (Eds.),
Cognitive development and working memory: a dialogue between neo-Piagetian
theories and cognitive approach (pp. 47-68). Psychology Press.
Bjorklund, D. & Harnishfeger, K. (1990). The resources construct in cognitive

development: diverse sources of evidence and a theory of inefficient inhibition.
Developmental Review, 10, 48-71. https://doi.org/10.1016/0273-2297(90)90004-N
Karmiloff-Smith, A. (1992). Beyond modularity. Chapter 1, Taking development

seriously (pp.1-29). MIT Press.
Pfeifer, R. & Bongard, J. (2007). How the body shapes the way we think: a new view
of intelligence (chapter 4, Intelligent systems: properties and principles, pp. 89-
140). MIT Press.
Online resources
Session 3 Tutorial
What is executive function?
(Thinking critically about construct validity.)
In recent years, the term ‘executive function’ (EF) has pervaded popular psychology,
as well as the scientific literature, promising to explain development, disorders, and a
range of everyday behaviours. Nevertheless, the construct is a slippery one and its
measurement is troublesome. In this tutorial we will critically explore some of the tasks
used to measure EF, in light of Hughes and Graham’s comments. We will also
investigate whether we can borrow some elements of EF to assist in writing a superior-
quality essay. Some questions to consider in your reading:
1. How would you define EF?

2. List some of the cognitive processes that are likely to be “executive” rather than
“non-executive” in nature.
3. What problems arise for measurement from the claim that EF is engaged when a
task is novel rather than familiar?
4. Is EF a unitary ability or a set of multiple abilities? Why do you think so?
5. Is EF simply intelligence? Why?
6. What region of the brain has been associated with EF?
7. What disorders do Hughes and Graham discuss as possible examples of executive
dysfunction? Do you know of any others?
8. Why do Hughes and Graham speculate that it might be easier to measure EF in
children than in adults?
9. What special problems arise in measuring EF in children?
10. On p138, Hughes and Graham refer to the “philosophical problem of the
homunculus.” What is this problem?
READING:
Hughes & Graham (2002)
Please see LMS for additional preparatory activity.
Topic 4: Cognitive abilities in adulthood
Introduction
By now, you will have learned a lot about cognitive abilities in infancy and childhood, and the
myriad of explanations that have been proposed to account for development. We shift our
attention now to cognitive abilities in adulthood and the psychometric tests used to measure
them. We will then discuss how cognitive abilities change in adulthood. In this topic, we will
also start to address the question of whether individual differences are best described in
terms of one single, general ability, or whether multiple abilities need to be considered.
What you need to do

• Complete the online activities: Factor analysis, Intelligence tests, and Developmental
Research Designs.
Learning outcomes
This content of this topic relates to Learning Outcome 1: Describe cognitive development
from a normative perspective, Learning Outcome 2: Compare and contrast major theories of
cognitive development and of individual differences, 3: Critically evaluate the evidence for
and against these theories, and 4: Apply your understanding of cognitive development and
individual differences to theoretical issues and practical problems.

• Define "individual differences"
• Identify the statistical methods used to map the structure of human intelligence, their
limitations, and alternative forms of evidence
• Identify the points of agreement and disagreement between structure theories
• Describe the nature of cognitive changes that occur in adulthood
• Outline a selection of theories explaining cognitive ageing
• Identify the major methodological issues that need to be considered in interpreting
research on cognitive ageing.
• Identify the major issues involved in distinguishing between "normal" ageing and
pathological cognitive decline.
Essential reading
Flynn, J. R. (2009). IQ gains can kill. What is intelligence? (chapter 6, pp. 111-115, 124-
142.) Cambridge: Cambridge University Press.
Recommended reading
Deary, I. (2000). Looking down on human intelligence. (chapter 1, Little g and friends,
pp. 1-33). Oxford: Oxford University Press.
Hartshorne, J. & Germine, L. (2015). When does cognitive functioning peak? The
asynchronous rise and fall of different cognitive abilities across the life span.
Psychological Science, 26, 433-443.
Verhaeghen, P. & Cerella, J. (2008). Everything we know about aging and response
times: A meta-analytic integration. In S. Hofer & D. Alwin (Eds.), Handbook of
cognitive aging: interdisciplinary perspectives, (pp.134-150). Thousand Oaks,
CA: Sage.
Online resources
Session 4 Tutorial
Who cares about test norms anyway?
(Thinking critically about the interpretation of test scores and their practical
uses.)
When we think about IQ testing, our attention is often captured by the colourful test
materials, the tricky questions, and how the test-taker might respond to them.
However, Flynn points out that we should be just as attentive to the seemingly boring
charts of numbers that appear in the test manual: the test’s norms, especially when we
use a test to make real life decisions.
Some questions to consider in your reading:

1. What are “test norms”? What is a “standardisation sample”?
2. Why do intelligence tests need to have norms?
3. What difference does it make to a person’s IQ score if we use old vs recent
norms?
4. List some of the IQ-related claims in the scientific literature and popular press
that Flynn identifies as suspect, due to outdated norms.
5. How do psychologists decide whether a person has an intellectual disability?
6. If norms change over time, what issues arise when diagnosing a person as
having an intellectual disability?
7. In what life contexts does it matter whether or not you receive a diagnosis of a
cognitive disability?
8. What is the “tree stump phenomenon”? Why does it matter?
9. Given the issues and examples raised in this chapter, what ethical issues arise
for psychologists conducting psychometric assessments? What, in your
opinion, would constitute “best practice” for psychologists?
READING:
Flynn (2009)
Online activities
These activities are intended to supplement lecture material by enabling you to explore
some important methodological issues in greater depth. These topics are assessable.
• Factor analysis
• Intelligence tests
• Developmental research design
Topic 5: Individual differences in cognitive abilities
Introduction
So far in the course, our main focus has been on typical, average development of human
cognitive abilities through the lifespan. In this topic, we will investigate some
counterexamples, including savant syndrome, and specific learning disabilities, and we will
consider whether the general theories we have encountered so far are capable of accounting
for these individual cases. In this topic we will also address the question of gender
differences in cognitive abilities: Do they exist? If so, why? If not, what might give rise to the
perception that they do? We will start with the question of whether the intelligence studied by
cognitive developmentalists and the intelligence studied by psychometricians measuring IQ
are, in fact, the same thing.
What you need to do

Learning outcomes

• Describe the characteristics of savant syndrome.
• Evaluate a range of possible explanations for the phenomenon of savantism
• Distinguish between general intellectual disabilities and specific learning disabilities
• Explain the relevance of specific disabilities to the concept of general intelligence
• Evaluate the empirical evidence for and against sex differences in general and
specific cognitive abilities
• Critically evaluate theories offered to explain sex differences in cognition
• Identify the points of similarity and difference between the areas of cognitive
development and individual differences.
Essential reading
Snyder, A. (2010). Explaining and inducing savant skills: privileged access to lower level,
less-processed information. In F. Happé & U. Frith (Eds.), Autism and talent (pp. 75-
87). Oxford: Oxford University Press.
Grandin, T. (2010).How does visual thinking work in the mind of a person with autism? In
F. Happé & U. Frith (Eds.), Autism and talent (pp. 141-149). Oxford: Oxford University
Press.
Recommended reading
Morton, J. (2004). A causal analysis of dyslexia. Understanding developmental

disorders (pp. 161-207). Malden, MA: Blackwell.
Miller, D. I. & Halpern, D. F. (2014). The new science of cognitive sex differences.
Trends in Cognitive Sciences, 18, 37-45.
Davis, H. & Anderson, M. (1999). Individual differences and development- One

dimension or two? In M. Anderson (Ed.), The development of intelligence
(chapter 7, pp. 161-191).
Online resources

Do you have what it takes to be a savant?
(Thinking critically about qualitative versus quantitative differences in cognition.)
People with savant syndrome amaze members of the 'neurotypical' population with
their prodigious ability in a narrow domain against a backdrop of severe limitations in
intelligence, as traditionally measured. In this tutorial we will discuss whether savants
really are in a class of their own or whether their pattern of abilities represents one
extreme of the normal spectrum of abilities.
Some questions to consider in your reading:

1. According to Grandin, what differences exist between her thinking and 'normal'
thinking?
2. To what extent does Grandin believe that her thinking is typical of savants?
3. How does Grandin explain the improvements in her thinking and communication
skills in adulthood? To what extent does this reflect a change towards 'normal'
thinking and communication?
4. How would you describe the differences between Grandin's writing style and
Snyder's?
5. How did Snyder seek to induce savant-like skills in normal people?
6. How effective was the induction?
7. Do you think that you might possess latent savant skills? Why do you think so (or
not think so)?
8. On balance, does it seem more likely that savants are at the extreme end of the
normal spectrum, or that their minds are qualitatively different from non-savants?
READING:
Snyder (2010)
Grandin (2010)
Topic 6: Nature, nurture and individual differences
Introduction
Having identified the extent of individual differences in cognitive abilities, we move on to the
question of what gives rise to those differences – genes or environment – and what methods
we might use to find out. We will also examine some controversies in how nature/nurture
research has been applied to social policy.
What you need to do

Learning outcomes

• Outline the basic principles of genetics as they apply to cognitive abilities
• Identify the major behaviour genetic techniques used to estimate genetic and
environmental influences on behavioural traits, and evaluate their strengths and
weaknesses
• Outline the major findings of behaviour genetic studies in regard to cognitive abilities
and development
• Identify the environmental factors that do and do not contribute to IQ differences in
the population
• Identify the social variables that correlate with IQ
• Discuss the issues in determining causal pathways between cognitive ability and
social/environmental factors
Essential reading
Plomin, R., DeFries, J. C., Knopik, V. S., & Neiderhiser, J. M. (2013). Behavioral
genetics (6th ed., chapter 12, General cognitive ability, pp.147-172). New York: Worth.
Turkheimer, E., Haley, A., Waldron, M., D’Onofrio, B., & Gottesman, I. (2003).
Socioeconomic status modifies heritability of IQ in young children. Psychological
Science, 14, 623-628.
Online resources

What do behaviour genetics studies tell us (and not tell us) about the roles of
nature and nurture in individual differences?
Some questions to consider:

1. How did Francis Galton seek to investigate the role of heredity in 'genius'? What
were the strengths and weaknesses of his approach?
2. What are the main findings to come out of selective breeding programs for 'maze
bright' and 'maze dull' rats? Do rodents show a g factor?
3. To what extent are animal learning studies relevant to understanding the roles of
genetics and environment in individual differences in human intelligence?
4. How do adoption studies attempt to separate out the effects of genes from
environment? How much genetic material do adopted-apart parents and offspring
have in common? How many environmental factors do adopted-apart parents and
offspring have in common?
5. How do twin studies attempt to separate out the effects of genes from
environment? How much genetic material do MZ twins have in common? How
much genetic material do DZ twins have in common? How many environmental
factors do MZ twins and DZ twins have in common?
6. What is 'assortative mating'? How does it affect heritability estimates?
7. What is 'nonadditive genetic variance'? How does it affect heritability estimates?
8. How do the results behaviour genetic studies of children differ from those of adults?
Why might this be?
9. Plomin et al. argue that gathering data on ethnic differences in specific genes
(QTLs) associated with intelligence would be a way to establish whether ethnic
differences in IQ are due to genes or environment. Do you agree with this
proposition? Why or why not?
10. What relationship did Turkheimer et al. find between socioeconomic status and
heritability of IQ? How is it even possible for socioeconomic status to alter
heritability estimates?
11. What are the implications of Turkheimer et al.’s findings for psychologists and
society more broadly?
READING:
Plomin et al. (2013)
Turkheimer et al. (2003)
Topic 7: Putting the pieces together
Introduction
Darwin’s theory of evolution has brought us the idea that species adapt to their typical
environment through individual variation and ‘survival of the fittest’. In this topic, we will
consider whether human mental capacities and their course of development can be seen as
an adaptation to the environment. We will further explore the possibility that natural selection
might occur at a cognitive level as well as a physical level. Could natural selection offer us a
principle that allows us to fit together the range of theories that we have examined in this
unit?
What you need to do

• Complete the set reading.
Learning outcomes
This content of this topic relates to Learning Outcome 3: Critically evaluate the evidence for
and against these theories.

• Explain the basic principles of natural selection and adaptation
• Explain how the structure and function of the human mind could be an adaptation
• Outline ways in which children's apparent cognitive limitations may be adaptive in the
context of children's needs and environments
• Explain how the human mind may have evolved its specific characteristics through
the timing of development
• Identify ways in which the principle of natural selection can be applied to learning,
thinking, and human culture.
Recommended reading
Bjorklund, D. (1997). The role of immaturity in human development. Psychological

Bulletin, 122, 153-169.
Online resources

Psychology: The Developing Mind: Unit Information and Learning Guide

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PSY393

Psychology: The Developing Mind

Unit Information and Learning Guide

May Trimester, 2021

PSY286 Psychology: Human Development.

Aims of the unit

• To introduce you to historical and recent theories of cognitive development and

Learning outcomes for the unit

1. Describe cognitive development from a normative perspective.

Graduate attributes developed in the unit

This unit was originally written by Helen Davis, 2006

Unit Coordinator’s contact details

Name: Dr Helen Davis

For technical difficulties with LMS, contact

Unit changes in response to student feedback

Burton, L. J. (2021). An interactive approach to writing essays and research reports in

Diamond, A. (1985). Development of the ability to use recall to guide action, as

Zimmerman, B. (1983). Social learning theory: A contextualist account of cognitive

Hughes, C. & Graham, A. (2002). Measuring executive functions in childhood:

Slater, A. (1997). Visual perception and its organization in early infancy. In G.

Johnson, M. & de Haan, M. (2015). Developmental cognitive neuroscience: an

Vygotsky, L. (1978). Mind in society: The development of higher psychological

Lemaire, P. & Siegler, R. (1995). Four aspects of strategic change: Contributions to

Siegler, R. (2005). Children’s learning. American Psychologist, 60, 769-778.

Andrews, G. & Halford, G. S. (2011). Recent advances in relational complexity theory

Bjorklund, D. & Harnishfeger, K. (1990). The resources construct in cognitive

Karmiloff-Smith, A. (1992). Beyond modularity. Chapter 1, Taking development

Morton, J. (2004). A causal analysis of dyslexia. Understanding developmental

Davis, H. & Anderson, M. (1999). Individual differences and development – one

Bjorklund, D. (1997). The role of immaturity in human development. Psychological

The following will be provided during the teaching period:

Session Lecture Topic Reading Tutorial Topic/ Due

Cognitive development Diamond (1985) Assessing babies’ cognitive

Schedule of assessment items

You will be assessed on the basis of:

Penalties for late submission

Determination of the final grade

Moderation of marks will be undertaken before assignments are returned to students to

What you need to do

By the end of this topic, you should be able to:

• Define ‘sensation’, 'perception' and ‘cognition’.

To undertake study for this topic, you will need:

Burton, L. J. (2018). An interactive approach to writing essays and research reports in

Slater, A. (1997). Visual perception and its organization in early infancy. In G.

Online activity 1: Identifying the good and the bad.

1. What is the ‘A not B’ error?

What you need to do

By the end of this topic, you should be able to:

Resources for this topic

To undertake study for this topic, you will need:

Zimmerman, B. (1983). Social learning theory: A contextualist account of cognitive

Johnson, M. & de Haan, M. (2015). Developmental cognitive neuroscience: an

Vygotsky, L. (1978). Mind in society: The development of higher psychological

Revision questions are available through MyUnits.

Session 2 Tutorial Discussion

Parsimony is said to be a desirable characteristic in scientific theories. Learning theory

What you need to do

By the end of this topic, you should be able to:

To undertake study for this topic, you will need:

Hughes, C. & Graham, A. (2002). Measuring executive functions in childhood:

Lemaire, P. & Siegler, R. (1995). Four aspects of strategic change: Contributions to

Siegler, R. (2005). Children’s learning. American Psychologist, 60, 769-778.

Andrews, G. & Halford, G. S. (2011). Recent advances in relational complexity theory