Overview

Cognitive Development (PSYC 40413) introduces students to the subdiscipline of cognitive development through the words and ideas of two major theorists, Kieran Egan and Howard Gardner. Egan and Gardner work at the boundaries between philosophy, psychology, development, and education, and as a result this course has a distinctly applied flavor. Nevertheless, in this course students will grapple with some of the major issues of cognitive development, including the possibilities of stages of development and a multiplicity of intelligences. Students will receive grades in four areas:

• First Exam over the material—lecture, discussion, readings—from Part I of the course (50 points).
• Second Exam over the material—lecture, discussion, readings—from Part II of the course (50 points).
• Learning in Depth Project: students in this course will have the opportunity to work with children at TCU's Starpoint School while implementing Learning in Depth; grades will be based upon a student portfolio (50 points).
• Participation in various class activities; may include experimental participation and other "extra credit" opportunities (50 points).

There are 200 total points possible: 180 points are required for an A, 160 for a B, 140 for a C, and 120 for a D. Cognitive Development satisfies Psychology Major Area C and Child Development Area C requirements. The required texts for the course are:

• Egan, K. (1997). The Educated Mind: How Cognitive Tools Shape Our Understanding. University of Chicago Press.
• Gardner, H. (1993). Frames of Mind: The Theory of Multiple Intelligences (10th Ed.). Basic Books.

Part I: The Educated Mind

The first part of the course focuses on the "development of mind," emphasizing Kieran Egan's perspective on this issue, which is obviously a core issue for the subdiscipline of cognitive development. As we explore this issue, we will become acquainted not only with Kieran Egan's ideas, but also with those of such giants as Jean Piaget and Lev Vygotsky. The readings for Part I of the course include:

• The Educated Mind (the whole thing).
• Merlin Donald's "Précis of Origins of the Modern Mind" (available on Merlin's website).

Part II: Frames of Mind

The second part of the course focuses on the "nature of intelligence," emphasizing Howard Gardner's perspective on this issue, which is also a core issue for developmental psychology. As we explore this issue, we will become acquainted with not only with Howard Gardner's perspective, but also those of others who may disagree with the Harvard psychologist on the nature of intelligence. The readings for Part II of the course include:

• Frames of Mind (the whole thing).
• Ulric Neisser's "Intelligence: Knowns and Unknowns" (published in the American Psychologist, available through the TCU library).

Class Photos

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