Syllabus
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 content of the seminar, goals, expectations, requirements will be discussed
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.
Annotation
The course introduces an overview of the development of a universal human ability to interpret others' behaviour. The aim is to sketch, in simple terms and in a pace suitable to students, the milestones achieved by individuals developing their understanding of others’ minds in a typical way, as well of those, whose development progresses in an atypical fashion (e.g., deaf, autistic individuals). This human ability to reflect on others' states of mind will be contrasted to the aspects of social cognition identified in other species.
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.
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.