SZ6074 Cognitive Psychology for Teachers

Faculty of Education
Spring 2025
Extent and Intensity
0/0. 3 credit(s). Type of Completion: k (colloquium).
In-person direct teaching
Teacher(s)
Mgr. Jan Krása, Ph.D. (lecturer)
Guaranteed by
Mgr. Jan Krása, Ph.D.
Department of Psychology – Faculty of Education
Supplier department: Department of Psychology – Faculty of Education
Prerequisites
Initiated Masters degree.
Course Enrolment Limitations
The course is also offered to the students of the fields other than those the course is directly associated with.
The capacity limit for the course is 40 student(s).
Current registration and enrolment status: enrolled: 0/40, only registered: 0/40, only registered with preference (fields directly associated with the programme): 0/40
fields of study / plans the course is directly associated with
there are 27 fields of study the course is directly associated with, display
Course objectives
The aim of the course is to acquaint students with the basic concepts and theories of cognitive psychology.
The themes of lectures are chosen so that students can utilize them in their profession and to be able to create their own research in this field.
Curriculum will build on the knowledge from courses: Introduction to Pedagogy and Psychology (learning, thinking, perception, imagination), Developmental Psychology (cognitive development, Piaget's theory of development) and Social Psychology (categorization, socialization). Emphasis is put on information about specific experiments and research.
Students will acquire theoretical knowledge concerning the development of different cognitive processes and their impact on individuals. Students will have the opportunity to reflect different cognitive processes and their function.
Learning outcomes
After the course student will be able:
to understand the basic terms of cognitive psychology and to explain them.
to describe and explain several key theories and models of cognitive psychology.
to understand the usefulness of empirical findings of cognitive psychology in planning and reflection of their own pedagogical practice.
to deepen the ability of self-reflection in the field of cognitive-psychological phenomena.
to reflect the issue of inclusion from the perspective of cognitive psychology.
Syllabus
  • 1. Introductory lecture: cognitive processes and cognitive psychology, individual cognitive processes and their definition; perception: modalities, their scope, specificity, their development
  • 2. Development of speech and communication: from infancy to adulthood, impaired speech, communication systems of other animals
  • 3. Development of concepts and thinking: categorization, inference, preconceptions and misconception, "thinking" of other animals
  • 4. The types of memory: sensory, working, long-term, procedural, declarative, episodic, semantic
  • 5. Development of memory: from infancy to adulthood, memory disorders
  • 6. Piaget periodization of development: sensorimotor stage, preoperational, concrete operations and formal operations
  • 7. Vygotsky's research: Vygotskij's blocks, thinking in complexes pseudoconcepts and concepts, cultural-historical theory of the development of higher mental functions
  • 8. Thinking and imagination of a child in the preschool age: magical thinking and its influence in later life
  • 9. Thought and imagination of a child in school age: the creation of the first abstract concepts, developing the concept of number, role of the mathematics in abstraction
  • 10. Thinking and imagination of a child in an older school age: the development of individual opinions and critical thinking
  • 11. Narrative and its role in cognitive development; Play in childhood: the types of game situations, play and cognitive development
  • 12. Theory of Mind and its evolution, consciousness of a first and second order and their development
  • 13. Evolution of the human psyche: evolutionary psychology; theories about the origin of a speech and thought; Evolution of particular mind modules
Literature
    required literature
  • STERNBERG, Robert J. Kognitivní psychologie. Translated by František Koukolík - Rostislav Benák - Dagmar Brejlová - Jiř. Vydání první. Praha: Portál, 2002, 636 stran. ISBN 8071783765. info
  • EYSENCK, Michael W. and Mark T. KEANE. Kognitivní psychologie. Translated by Miroslav Filip. Vyd. 1. Praha: Academia, 2008, 748 s. ISBN 9788020015594. info
    recommended literature
  • PIAGET, Jean and Bärbel INHELDER. Psychologie dítěte. Vyd. 5., V nakl. Portál 4. Praha: Portál, 2007, 143 s. ISBN 9788073672638. info
  • SEDLÁKOVÁ, Miluše. Vybrané kapitoly z kognitivní psychologie : mentální reprezentace a mentální modely. Vyd. 1. Praha: Grada, 2004, 252 s. ISBN 8024703750. info
  • Psychologie. Edited by Rita L. Atkinsonová. 2. aktualiz. vyd. Praha: Portál, 2003, xxiii, 751. ISBN 80-7178-640-3. info
  • ŠVANCARA, Josef. Úvod do kognitivní psychologie. 1. vyd. Brno: Masarykova univerzita, 1994, 140 s. ISBN 80-210-0994-2. info
Teaching methods
Lectures, group discussions, independent reading of selected texts, creation of a seminar work
Assessment methods
The course is terminated by a credit. For the credit student has to: • continuously study given study texts (give an annotation of the texts, respectively answers questions related to them), • actively involve in a discussion in the course • create presentation or a seminar paper on a selected topic in cognitive psychology (essay, research report, survey, book review). The text will be assessed from the academic point of view: 1. the number of cited sources (at least 3 publications, according to APA), 2. proper citation, 3. citation rate should not exceed 20% of the text.
Language of instruction
Czech
The course is also listed under the following terms Spring 2017, Spring 2018, Autumn 2018, Spring 2019, Autumn 2019, Spring 2020, autumn 2020, Spring 2021, Autumn 2021, Spring 2022, Autumn 2022, Spring 2023, Autumn 2023, Spring 2024, Autumn 2024.
  • Enrolment Statistics (Spring 2025, recent)
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