PSYC 254 Spring Term, 2014 Lifespan Human Development
PSYC 254 ~ Spring Term, 2014 ~ Lifespan Human Development
Professor: Michael C. Anziano, Ph.D.
Office: 276 Education /Business Hall Phone & Voicemail: 247-7646
Office Hrs: Mon & Wed:11-12; Tues: 10-12 and 1:30-3:30(Other times by appointment).
Textbook: Belsky, J. (2013). Experiencing the lifespan3rd Ed. NewYork: Worth Publishers.
Course Purpose and Content
This course examines the major theories and current research in developmental psychology and applies psychological principles to human perspectives on development. Topics include cognitive, social, emotional and physical development of children, adolescents and adults, as well as material on perceptual development, personality, genetics and families. A main theme of the course is the interaction of genetics and environment in a biological - psychological - social model.
* Course Prerequisite: Psyc 157 (or equivalent).
Course Requirements and Grading
All students will be responsible for their own original work on the following:
[1]Exams and Quizzes. Two exams plus a Final Exam will cover material from the assigned readings, lectures, films and class discussions. Format will include some short answer, short essay and multiple choice questions. Several small group collaboration activities will be carried out throughout the term. A "practice test" will be given early in the term to help students prepare for the graded exams.
[2]Short Response Papers.Students are required to write two Response Papers during the term. The first paper involves your response to the Newyorker Magazine article “The social animal.” The secondpaper is focused on issues pertinent to adolescence and emerging adulthood. Guidelines for each paper will be distributed and discussed in class. The use of Library resources (e.g. Psychology journals or Internet sites) is required in order to respond to each topic. • See me during office hours for advice on the papers •
[3]Homework Assignments. There are homework assignments for 13 chapters in the Belsky Textbook. Students are responsible for turning in 8 assignments – two from chapters 1-3; two from chapters 4-6; two from 7-9, and two from 10-13. Assignments are listed in a Handout attached to the syllabus. Please type your responses, double spaced. Assignments are due in class on the day indicated on the Handout. Please do not send them via email.
[4]Class Participation. A variety of in-class activities and small group discussion work counts toward your grade in class participation. These activities occur throughout the term on many class days. Obviously, you must be present in class to receive participation credit.
Assignments, Due dates and Grade weights are as follows:
Exam 1Feb 14100 points
Exam 2March 19100 points
Response PapersAs Scheduled 80 points
Final ExamMon, April 28100 points
Class Participation ongoing 50 points
HomeworkAs scheduled 80 points
Total: 530
Class Participation
Your contribution to this class is important and it is expected. Students are expected to listen to others with respect, and to comment, question and contribute their ideas to our class discussions. Many of our class meetings will include small group work for problem solving, critical thinking and discussion on contemporary issues. Your participation will help make this a better class, and it will be considered in figuring borderline grades. Arriving late consistently, or disturbing the class by talking to others, text-messaging or other distractionswillalsobe noted in figuring your grade. My teaching philosophy encourages all students to be active learners and reflective, critical thinkers. I expect you to attend every class unless you are too ill to be in school. I also anticipate our laughter & enjoyment during the course!
Psychology Department Classroom Behavior Policy
The Psychology Department classroom behavior policy is available on our department website. My philosophy on this is based on mutual respect and simple common sense. Please be considerate of others. Do not talk while the professor is talking or when another student has the floor. Respect others’ ideas even if you disagree. Psychology courses often require students to examine ideas that may be very different from their own. Every student is responsible for contributing to discussions that remain scholarly and respectful. Behavior that disrupts the learning environment, offensive, sexist, racist or otherwise inappropriate language will not be tolerated in this class. If your behavior is not in compliance, you will be required to meet with me to discuss what needs to change. Continued problems will result in your disenrollment from the class. Silence cell phones before class, and please do not send or receive text messages during class time! Use common sense and courtesy regarding eating foods in class. Food that is noisy or has a strong odor may be unpleasant to all of us. Simple courtesy and mutual respect allows all of us to learn in a psychologically safe environment, which should still allow for fun and laughter.
PSYC 254 - Dr. Anziano Winter Term 2014CRN 30178
Course SequenceReading
Jan13Course introduction and overview...... None
15The field of developmental psychology ...... Ch 1
17Research methods in developmental psychology ...... Ch 1
20Theories: Piaget’s cognitive developmental theory ...... Ch 1; Handout
22Psychoanalytic theory: Stages of life - E. Erikson ...... Ch 1; Handout
24Psychoanalytic theory; Freud’s contribution . . .Ch 1
27Review of theories Film (Paper # 1 due*) ...... Handout
29Film and discussion of characters
31Genes and environment ...... Ch 2; 40-45; 62-70
3Prenatal and infant development ...... Ch 2, ““
Feb5Nature & Nurture, genetics, twin studies (video) . . . . . Ch 2““
7Early cognitive development ...... Ch 3, 77-84; 92-107
10Infant intelligence and sensorimotor development (Piaget) . .Ch 3, ““
12Early language development & “practice test” ...... “““
14** Exam 1 **Ch 1,2,3
17 Foundations of emotional development – human attachment . Ch 4
19Experiments in emotional development (Film) ...... Ch 4
21Child Development Center observation assignmentCh 4
24Emotional and personality development ...... Ch 4
26Early childhood – cognitive development ...... Ch 5, 148-170
28School age children’s cognitive development ...... Ch 5, “
Mar3Language development / “theory of mind” Ch 5, “ 5 Childhood memory and “eyewitness testimony” . . . . Ch 5, “
7Childhood social development and aggression . . . . . Ch 6
10The self-system and social competence ...... Ch 6; Social Animal 8
12Gender differences and family socialization practices . . . . . Ch 6
14Parenting styles and children’s resilience ...... Ch 7, 205-213
17Catch up and ReviewCh 4,5,6,7
19Exam 2
21No class – Psychology students advising
~~~~~~~~~ Spring Break ~~~~~~~~~~
31Adolescence – “sexual geography” of an American High School Ch 8,
Apr2Cognitive changes in adolescents ...... Ch 9, 265-289; Soc.An 6
4Personality development and change ...... Ch 9, “
7The teenage brain – eating disorders, sleep patterns, violenceCh 9, “
9Emerging adulthood and family systems ...... Ch 10, 304-308; 316-326
11Family relationships continued (Paper # 2 due***) . . . .Ch 10, “
14Early adulthood – Intimacy and relationships ...... Ch 10, “
16Love and communication patterns ...... Ch 11, 336-341; 344-350
18Personality development in adults ...... Ch12, 363-381
21Middle adulthood and mid-life issues ...... Ch 12, “
23Adulthood and aging ...... Ch 13, 395-405
25Lifespan conclusion ...... Ch 15, 458-461; 472-474
Final Exam Date: According to Spring, 2014 schedule: Monday, April 28 9:45-11:45
Please Note:
(a)Many of our classes include small group work for problem solving and discussion. Brief group presentations or “Panel Discussions” may also be included. These activities require your attendance for participation, and participation is counted in figuring your final grade.
(b)Make-up exams are rarely offered. I will consider a make-up, or an alternative assignment in certain extreme situations or emergencies, but: you must contact me before the exam date to arrange this.
©Office hours are set aside especially for students. I encourage you to come in and visit during these times, even if you merely want to talk informally and you don’t need any particular help with course material. Students who do well on exams and written papers tend to be those students who come in to discuss their work and ideas.