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Poslední úprava: Mgr. Štěpán Matějka (23.02.2017)
The course is designed both for students in arts and the sciences and will be run as a combination of lectures and seminars. The lectures will be closely tied to the readings but will often go beyond them. The seminars offer an opportunity to discuss the readings in detail and to raise questions arising from both the readings and lectures.<br> <br> U tohoto předmětu je možný opakovaný zápis předmětu podle čl. 9 Pravidel pro organizaci studia na FF UK v Praze, která byla schválena AS FF UK v Praze dne 13. 5. 2010 a AS UK v Praze dne 28. 5. 2010 s účinností od prvního dne akademického roku 2010/2011. |
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Poslední úprava: Mgr. Štěpán Matějka (23.02.2017)
The goal of the course is to learn about and reflect on social behavior intrinsic to human ontogeny. Based both on the assigned readings and personal experience, the students will learn to discuss their views, opinions and interpretations of others' actions and speech. The focus is on the students' development of a critical outlook and critical thinking, based on the concepts introduced within the content of the course. Students will develop skills in reading studies using different research approaches and methodologies and foster their abilities to engage in an academic dialogue.
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Poslední úprava: Mgr. Štěpán Matějka (23.02.2017)
Classroom Procedures The first half of the meetings will consists of a lecture followed by a student presentation(s). The second half of the meeting will be an informal seminar involving a discussion on the topic, a hands-on workshop and/or a movie viewing. Course Requirements active class participation oral presentation 5 reflection papers/questions Student Responsibility and Code of Conduct Students are subject to the general standards and requirements of Charles University in regard to attendance, examinations, and conduct. The student is expected to assume the initiative in completing all requirements at the time specified.
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Poslední úprava: Mgr. Štěpán Matějka (23.02.2017)
The readings are available at the course web in a pdf format.
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Poslední úprava: Mgr. Štěpán Matějka (23.02.2017)
Week 1 Course introduction Week 2 Definition of ToM, origins and concepts Week 3 Infancy and Toddlerhood Week 4 Categorization and social motivation Week 5 Early preschool years Week 6 Emotions, empathy, desires Week 7 Pretend play Week 8 Later preschool years Week 9 Beliefs, false-beliefs, belief-based emotions Week 10 School years Week 11 Social reflection and non-literal language Week 12 Adolescence, moral developement week 13 Course wrap-up
Week 1 – February 23, 2017 Course Introduction
Week 2 – March 2, 2017 Definition of Theory of Mind
Astington, J. W., & Filippova, E. (2005). Language as the route into other minds. In B. F. Malle & S. D. Hodges (Eds.), Other minds: How humans bridge the divide between self and others (pp. 209-222). New York, NY: Guilford Publications, Inc.
Week 3 – March 9, 2017 Infancy and Toddlerhood
Brooks, R., Meltzoff, A. N. (2015). Connecting the dots from infancy to childhood: A longitudinal study connecting gaze following, language, and explicit theory of mind. Journal of Experimental Child Psychology, 130, 67-78.
Week 4 – March 16, 2017 Categorization and social motivation
TBA
Week 5 – March 22, 2016 Early preschool years
TBA
Week 6 – March 30, 2017 Emotions, empathy, desires
Ronald, A., Happé, F., Hughes, C., Plomin, R. (2005). Nice and Nasty Theory of Mind in Preschool Children: Nature and Nurture. Social Development, 14, 664-684.
Week 7 – April 6, 2017 Pretend Play
TBA
Week 8 – April 13, 2017 Later preschool years
TBA
Week 9 – April 20, 2017 Beliefs, false-beliefs, belief-based emotions
Wellman, H. M., Liu, D. (2004). Scaling of Theory-of-Mind Tasks. Child Development, 75, 523–541.
Week 10 – April 27, 2017 School years
Hughes, C., Devine, R.T. (2015). Individual differences in theory of mind from preschool to adolescence: Achievements and directions. Child Development Perspectives 9, 149-153.
Week 11 – May 4, 2017 Social reflection and non-literal language
Filippova, E., & Astington, J. W. (2010). Children's understanding of social-cognitive and social-communicative aspects of discourse irony. Child Development, 81, 915-930.
Week 12 – May 11, 2017 Adolescence, moral development
Dumontheil, I., Apperly, I.A., Blakemore S.J. (2010). Online usage of theory of mind continues to develop in late adolescence. Developmental Science, 13, 331-338.
Week 13 – May 18, 2017 Course Wrap-up
Note: The schedule is subject to change with a prior notice. Any such notice will be made in class well in advance. |