For review by University Studies Sub-Committee January 28, 2009
Developmental Psychology
Psychology 250 11:00-MWF
Fall 2008
Instructor: Dr. Janette Williams
Phelps 231-C, 457-5452 or 457-5435
e-mail:
Hours: MWF 1:00-2:30, Tu 11:00-1:00 and by appointment
Text: Berger, K. S. (2008). The developing person through the life span (7th ed.) New York: Worth.
There is a Study Guide for this text in the bookstore. Purchase of the Study Guide is optional.
Web Support: www.worthpublishers.com/berger
This is a University Studies Program Social Science course in the Arts and Sciences Core. As a Social Science course, it is designed to enable students to achieve the following outcomes:
a. understand humans as individuals and parts of larger social systems
b. understand the historical context of the social sciences
c. identify problems and frame research questions relating to humans and their experience
d. become familiar with the process of theory building and theoretical frameworks used by
the social sciences
e. understand the research methods used in the social sciences
f. describe discipline specific knowledge and its applications
g. understand differences among and commonalties across humans and their
experience, as tied to such variables as gender, race, socioeconomic status, etc.
Course Objectives for Developmental Psychology
To be aware of the goals and methods of study in developmental psychology
To understand the basic principles governing human development from conception to death
To be familiar with the major changes in behavior that are linked to age
To develop a critical understanding of the theories and research designed to provide explanations for developmental changes
To understand the implications of developmental theory and research for child-rearing, education, work, and other such areas of practical and social interest
Course Schedule
Social Science
Date Topic Reading Outcomes
Aug 25-27 Introduction and Methods Ch 1, 2 b, d, e
*brief history, developmental theories,
research methods
Aug 29-Sept 5 Heredity and Environment Ch 3 f
*principles of inheritance, behavioral genetics,
heredity-environment interaction
Sept 8-10 Prenatal Development & the Newborn Ch 4, 5 c, e, f, g
*factors affecting prenatal development,
perceptual functioning of newborn
Sept 12 Test I
Sept 15-17 Psychosocial Development in Infancy Ch 7 a, b, d, f, g
*temperament, attachment, daycare
Sept 19-26 Cognition in Infancy & Early Childhood Ch 6, 8, 9 c, d, e, f
*sensorimotor and preoperational stages,
recent cognitive research, language acquisition
Sept 29 Test II
Oct 1-8 Psychosocial Development in Childhood Ch 10, 13 a, c, d, f, g
*parenting styles, gender roles, aggression,
prosocial behavior
Oct 13 Cognition in Middle Childhood Ch 11, 12 f, g
*concrete operations, information processing, schooling
Oct 15 Test III
Oct 17-29 Adolescence Ch 14, 15, 16,18 a, b, d, f, g
*identity, body image, formal operations and
and egocentrism, moral reasoning, peer relationships
Oct 31 Test IV
Nov 3-Nov 14 Psychosocial Development Ch 17, 19, 20, 22 a, b, c, e, f, g
in Early and Middle Adulthood
*work, mate selection, marriage and parenthood,
extended family relationships, friends
Nov 17 Test V
Nov 19-Dec 5 Late Adulthood Ch 21, 23, b, c, d, e, f, g
*ageism, physical changes, cognitive functioning, 24, 25
personality, retirement, confronting death Epilogue
Dec 11 Test VI 8:00-10:00
Each exam will be multiple-choice and will be worth 60 points. Each exam covers the material presented in lecture and in the textbook reading for that unit. In addition to the points earned on exams, points will be given for short, in-class writing assignments. Each of these is worth 4 points. There will be at least 9 of these writing exercises and the best 6 will be counted in the calculation of the final grade.
Grades will be determined by the scores on the six exams and the in-class assignments. The total points earned by the top-scoring 5% of the students in the class will be averaged and the grading scale will be as follows:
A = 92-100% of the average of the top 5%
B = 82- 91% of the average of the top 5%
C = 72- 81% of the average of the top 5%
D = 62- 71% of the average of the top 5%
Students are responsible for providing their own Scantron answer sheets for the tests. (Form 22000)
Tests may not be taken earlier or later than the scheduled date and time without penalty unless there is a legitimate reason, such as serious illness.