Developmental Psychology Lecture

Developmental Psychology Lecture

BC 1127 and BC 1129

Fall 2001

Instructor: Patricia Lindemann

Phone: x4-4805

Office: Room B200, Uris Hall

Office hours will be by appointment (please feel free to make one!)

e-mail:

Course Description

This course explores the field of developmental psychology beginning with the prenatal period and continuing though adolescence. We will learn about several different aspects of development including physical, cognitive, social and emotional development. We will make connections between psychological research, current applications to issues of social relevance and our own experiences.

Readings

We will be using Cole & Cole, The Development of Children, fourth edition. There is a study guide for this textbook that you may find useful. All other readings will be placed on reserve at the Barnard College library. Books will be available at Labyrinth books on 112th Street.

Required:

Cole & Cole, The Development of Children, fourth edition.

This is our primary source for reading material. The textbook is organized chronologically, beginning with prenatal development and continuing through the lifespan up to adolescence.

Optional:

Study Guide to Accompany Cole & Cole’s, The Development of Children, by Stolarz-Fantino

A study guide designed for the textbook. If you like to have a study guide to assist you in understanding the text and for exam preparation, you will likely find this useful.

Readings on the Development of Children, third edition, edited by Gauvain and Cole

A collection of readings on child development, primarily taken from academic publications. We will read several selections from this book and several more are listed below as optional. Readings from this book will be available on reserve.

Annual editions: Child Growth and Development 01/02, eighth edition, edited by Junn and Boyatzis

A collection of readings on child development, taken from both the popular and academic press. This collection is updated annually to reflect current areas of research and cultural interest. We will read several selections from this book and several more are listed below as optional. Readings from this book will be available on reserve.

Course Schedule

Please read the assigned material before coming to class. This will enable you to better understand the lectures and participate effectively in classroom activities and discussions.

Cole & Cole = textbook

J & B = Annual Editions reading collection (optional text)

G & C = Readings on the Development of Children (optional text)

REQUIRED READINGS THAT ARE NOT FROM THE REQUIRED TEXTBOOK WILL BE ON RESERVE AT THE BARNARD LIBRARY

* indicates readings that are optional (available on reserve and recommended if you find a topic particularly interesting)

Date / Topic / Reading
Sept. 5 / Intro / Cole & Cole, Chapter 1
Sept .10 / Nature vs. Nurture,
Genetics / Cole & Cole, Chapter 2, pp. 49 – 65
de Waal, “The End of Nature vs. Nurture,” pp. 8 – 13 (J &B)
Segal, “Behavioral Aspects of Intergenerational Clones,” pp. 44 – 50 (G & C)
Sept. 12 / Prenatal Development / Cole & Cole, Chapter 3, pp 79 – 104
Sept 17 / Prenatal Development and The Newborn Condition / Cole & Cole, Chapter 3, pp. 109 – 118
Brazelton, et. al., “Neonatal Behavior Among Urban Zambians and Americans,” pp. 56 – 61 (G & C)
* DeCasper & Fifer, “Of Human Bonding: Newborns Prefer Their Mothers’ Voices,” pp. 51 – 55 (G & C)
* Hopson, “Fetal Psychology,” pp. 17 – 21 (J & B)
Sept. 19 / Early Infancy / Cole & Cole, Chapter 4, pp. 127 – 159
Sept. 24 / Early Infancy and
The Achievements of the First Year / Cole & Cole, Chapter 4, pp.159 – 177
Cole & Cole, Chapter 5, pp.179 – 198
FIRST SHORT PAPER DUE
Sept. 26 / The Achievements of the First Year / Cole & Cole, Chapter 5, pp. 198 – 215
Oct. 1 / The End of Infancy / Cole & Cole, Chapter 6, pp. 217 – 234
Rovee-Collier, “The Development of Infant Memory,” pp. 76 – 81 (G & C)
* Kagan, “Temperament and the Reactions to Unfamiliarity,” pp. 63 – 69 (G & C)
* Werker, “Becoming a Native Listener,” pp.82 – 88 (G & C)
Oct. 3 / The End of Infancy / Cole & Cole, Chapter 6, pp. 234 – 255
Oct. 8 / Early Experience and Later Life / Cole & Cole, Chapter 7
Oct. 10 / Language Acquisition / Cole & Cole, Chapter 8, pp. 293 – 312
SECOND SHORT PAPER DUE
Oct. 15 / Language Acquisition / Cole & Cole, Chapter 8, pp. 313 – 331
Oct. 17 / Review
Oct. 22 / Midterm
Oct. 24 / Piaget’s view of Early Childhood / Cole & Cole, Chapter 9, pp. 335 – 349
Oct. 29 / Post-Piagetian view of Early Childhood / Cole & Cole, Chapter 9, pp. 349 – 364
Gelman, “Categories in Young Children’s Thinking,” pp. 33 – 39 (J & B)
* Lillard & Curenton, “Do Young Children Understand What Others Feel, Want, and Know?” pp. 40 – 46 (J & B)
Oct. 31 / Gender Differences / Cole & Cole, Chapter 10, pp. 373 – 391
Maccoby, “Gender and Relationships: A Developmental Account,” pp. 152 – 161 (G & C)
Powlishta, “Gender Segregation Among Children: Understanding the ‘Cootie Phenomenon’,” pp. 92 – 99 (J & B)
Nov. 5 / NO CLASS
Nov. 7 / Social Development and the Impact of childcare / Cole & Cole, Chapter 10, pp. 391 – 417
Geary, “Evolution and Developmental Sex Differences,” pp. 29 – 32 (J & B)
Cole & Cole, Chapter 11, pp. 449 – 458
* Scarr, “American Child Care Today,” pp. 146 – 159 (J & B)
Nov. 12 / Middle Childhood / Cole & Cole, Chapter 12, pp. 467 – 486
THIRD SHORT PAPER DUE
Nov. 14 / Middle Childhood / Cole & Cole, Chapter 12, pp. 486 – 499
Nov. 19 / The Impact of Media / Cole & Cole, Chapter 11, pp. 440 – 449
Centerwall, “Television and Violent Crime”
Siano, “Frankenstein Must Be Destroyed: Chasing the Monster of TV Violence”
Nov. 21 / Schooling / Cole & Cole, Chapter 13, pp. 503 – 525
* Galinsky, “Do Working Parents Make the Grade?” pp. 160 - 163 (J & B)
Nov. 26 / Intelligence / Cole & Cole, Chapter 13, pp. 525 – 548
Neiser et. al., “Intelligence, Knowns and Unknowns,” pp. 221 – 235 (G & C)
Nov. 28 / Moral Development / Cole & Cole, Chapter 14, pp. 553 – 570
Damon, “The Moral Development of Children,” pp. 168 –174 (J & B)
FOURTH SHORT PAPER DUE
Dec. 3 / Peer Relations and Friendship / Cole & Cole, Chapter 14, pp. 571 – 594
* Crick & Ladd, “Children’s Perception of their Peer Experiences: Attributions, Loneliness, Social Anxiety, and Social Avoidance,” pp. 181 – 195 (G & C)
Dec. 5 / Adolescence / Cole & Cole, Chapter 16
Dec. 10 / Review
Dec. 14 / FIFTH SHORT PAPER DUE
TBA / Final Exam

Class Attendance

You are expected to attend class sessions. Guest speakers, guest children, video presentations, in-class discussions and in-class activities will be an important part of the course. In addition, material will be presented in class that is not directly covered in the text. You are responsible for knowing any material that is covered in class. If you miss a class, be sure to get notes from someone.

Grading

25% 5 short (2-3 page) written assignments

35% midterm

40% final

The final will only cover material presented in the second half of the course.

A separate handout describing the writing assignments will be distributed.

Absences from Exams

You are expected to be in attendance for exams. You will not be excused from an exam unless you have a note from your Dean and/or a documented medical problem. Vacation travel plans are not sufficient reason to miss an exam.

Students with Disabilities

Students with disabilities who will be taking this course and may need disability-related classroom accommodations are encouraged to make an appointment to see me as soon as possible. Also, stop by the Office of Disability Services in 105 Hewitt to register for support services, if you have not done so already.

Developmental Psychology LAB SECTION

BC 1127

Fall 2001

Information for students who are enrolled in the lab section of the course

Instructor: Sujatha Subramanian

e-mail:

office: 415O Milbank

phone: x4-8601

times: Tuesdays 1:10 – 4:00 OR Wednesdays 9:00 – 12:00

This lab is ALWAYS overbooked. You must be pre-registered to enroll in the laboratory part of this course. If you are on the wait-list you MAY be admitted as space allows. Attendance on the first day of lab is mandatory. If you are not present on the first day of lab, you will not be permitted to enroll in the course.

Grading:

Grading for the laboratory will be explained by the lab instructor. Your overall grade for the course will be computed as follows:

40% lab grade

60% lecture grade

All grading of the laboratory portion of the course will be done by Dr. Subramanian and the teaching assistants (TA’s). The TA’s for the course will be:

Mamta Dadlani

Katherine Trezza

Further information about the lab and the lab requirements will be given at the first lab meeting.