Visiting Assistant Professor of Developmental Cognitive Neuroscience
Her research focuses on the cognitive development of infants and toddlers, with an emphasis on the flexibility and limitations of their working memory capacity, and their early reasoning about physical objects and quantities. Dr. Rosenberg is pleased to announce the opening of the Infant and Child Cognition Lab at Hampshire, and looks forward to working with students and local families.
This course will explore the major phenomena, methods, theories, and findings of developmental psychology, especially as they apply to infancy and early-childhood. Topics covered include biological foundations, prenatal development, perceptual, cognitive, motor, social, and emotional development, language acquisition, intelligence, attachment, parenting, and gender. Issues related to education, family, and social policy will also be discussed. Throughout the course we will practice assessing and critically analyzing developmental theories, research methodology and findings, and applications developed by developmental psychologists and made available through professional and popular media. These skills will ultimately help to provide you with a scientific basis for making decisions you may face as an informed citizen, voter, policy-maker, educator, and/or parent. Prerequisite detail: Minimum one prior Psychology course in the Cognitive Science Department. (Or college-level Introductory Psychological Science or Cognitive Science course at another institution.)
This course is an upper level research seminar designed for students who wish to learn how to perform research with infants and young children, and how to apply those research methods to answer questions in the domain of cognitive psychology. The course will cover all areas of setting up and running an infant study using behavioral measures, including theory, methods, and the practical aspects of running infant research. Students will read and present relevant literature and will learn how to design, run, code, and analyze infant studies. Studies will primarily focus on infants' quantificational abilities, working memory capacity, and reasoning about the physics of solid objects. This course provides useful research experience for any students wishing to pursue divisional projects or graduate work in psychology, cognitive science, or related fields with infants or children. Prerequisite detail: Two prior courses in the CS department in psychology, linguistics, animal behavior, and/or neuroscience, or permission of instructor. Prior experience with infants and small children preferred.
This course offers students a broad introduction to the scientific study of mental processes and behavior. We will explore a sampling of the ways Psychologists study these from different theoretical perspectives and methodological approaches. For example, we will examine the interplay between the biological, psychological, and social aspects of human behavior. Content areas covered will include the brain, sensation and perception, memory, development, language, social psychology, and psychological disorders, among others. In-class exercises and laboratory activities will give you first hand experience with different types of scientific methods used by Psychological Scientists. These activities will provide you with practice in basic data analysis and interpretation, critical reasoning, an introduction to scientific reading and writing, and the application of psychological findings to "real-life." Each
A primary goal of this course is to examine adolescence from multiple perspectives. Adolescence is often thought of as a time of great change and upheaval as children navigate the transition into adulthood. Raging hormones, changing social expectations and relationships, and developing autonomy all contribute to this idea. In addition to exploring the different developmental challenges that face adolescents, we will explore how brain development, social and cognitive development, and culture influence development during adolescence. Students will read and discuss material from psychological and neuroscientific literature, both from a textbook and primary source articles. General methods in Developmental Psychological Science, as well as theoretical and historical perspectives on development, will be discussed. Students will complete learning checks, brief papers, and a final project, and will be responsible for coleading one group discussion day. Prerequisite detail: One prior course in psychological science or cognition (including neuroscience, linguistics, and/or animal behavior) at the college (not AP) level.
In this course we will discuss the processes by which children come to acquire, recall, and use knowledge. This course will focus on development from infancy to middle childhood. We will examine the emergence and refinement of children's ability to form concepts, recall the past, and extend knowledge to new situations. We will consider methodological challenges and approaches to studying children's abilities, including naturalistic observations, and controlled laboratory studies. We will review literature on findings and theories of development in each area and discuss how changes in children's representational understanding contribute to these abilities. Students will read textbook chapters and empirical research articles, complete in-class and out-of-class written activities, facilitate group-led class discussions, and write short papers on class topics. Prerequisite detail: Prerequisites: One prior course in the CS department in psychology, neuroscience, linguistics, or animal behavior.
Where does human knowledge come from, and how does it change over the human lifespan? What aspects of knowledge are unique to our species, and what aspects are shared with other animals? How variable is human knowledge across different cultures? In this course we will explore the origins and development of human knowledge across three different time scales: evolutionary development, ontological development (the development of the individual child), and historical and cultural change. We will focus on several domains of knowledge including the representation of physical objects, numerical reasoning, and understanding others' minds. For each domain we will examine evidence from multiple disciplines including developmental psychology, cognitive neuroscience, linguistics, the history of science, and cultural anthropology. Students will read, analyze, and present primary-source empirical articles, lead regular class discussions in groups, and complete a final research project involving a group-led class presentation and individually written final paper.