Syllabus for HD FS 129 Dr. Johnson - Fall, 1995

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Course Syllabus for HD FS 129: Dr. John A. Johnson

Introduction to Human Development Professor of Psychology

and Family Studies 188 Smeal Building, 375-4774

Fall Semester, 1996 Hours T-Th 11-12 & by appt.

Tuesday & Thursday, 9:25-10:40 Email:

141 Smeal Building

Required Textbook:

Sigelman, C. K., & Shaffer, D. R. (1995). Life-Span Human Development, Second Edition. Pacific Grove, CA: Brooks/Cole.

Course Description:

This course uses a systems approach for understanding individual and family development. The systems approach examines how the physical, intellectual, emotional, and social aspects of a person's life influence one another. The enormous number of interactions among these four personal aspects guarantees that people will develop along diverse, unique life pathways. No two persons turn out the same. This course presents ways to construct coherent patterns that allow us to comprehend the diversity of human development.

This course also stresses reciprocal relationships between developing individuals and their families, and between families and larger social, economic, and political systems. Individuals always develop within a family or family-like group, never in a vacuum. Similarly, families affect, and are affected by, the cultures in which they live. This course is especially concerned with variations in family structure in different cultural and subcultural contexts, and how these variations are related to individual development.

Development refers to systematic change within an individual and between an individual and the social environment. The science of human development seeks to describe, explain, and optimize change in our lives. Human developmentalists are particularly concerned with optimizing development for underprivileged groups and groups who have suffered from discrimination. These groups include minorities, immigrants, impoverished and uneducated populations, the elderly, women, non-heterosexuals, and individuals whose values differ from cultural norms.

Although development focuses on change, change can be observed only against a backdrop of consistency and stability. Therefore this course inquires into the sources of both change and stability.

The course is divided into five sections. The first covers general developmental principles. The next four sections consider the development of each of the four major aspects of lifespan development: physical, intellectual, emotional, and social. Although the four aspects appear to be covered at separate portions of the course, we will be constantly considering interrelationships among the physical, intellectual, emotional, and social aspects of life. Because the lecture format is the most efficient way to communicate basic information, this will be the primary format of the course. Nonetheless, class participation and discussion is welcomed and encouraged.


Grades:

Grades will be based on students' performances on five 40-question multiple‑choice tests. Each test will cover only the material since the previous test. All questions will be multiple choice, and you will mark your answers on computer-scored answer sheets. Please bring two number 2 pencils to each exam. Each test is worth 40 points. Grades will be assigned according to the table below.

Point Total Percentage Letter Grade

of 200 points

184‑200 points 92 - 100.0 % A

176‑183 88 - 91.5 A‑

168‑175 84 - 87.5 B+

152‑167 76 - 83.5 B

148‑151 74 - 75.5 B‑

144‑147 72 - 73.5 C+

126‑143 63 - 71.5 C

88‑125 44 - 62.5 D

less than 88 0 - 43.5 F

Course Outline and Reading Assignments:

The outline on the next page shows the approximate time schedule for the different topics we will be covering in the course, reading assignments, and the tests. Any changes to this time schedule will be announced in class.


CLASS

MEETING TOPIC READING ASSIGNMENT

THE SCIENCE OF HUMAN DEVELOPMENT

1 R 8/22 What is Life-Span Development? Ch. 1, pp. 1-11

2 T 8/27 Data Collection and Description Ch. 1, pp. 12-19

3 R 8/29 Explaining Developmental Findings Ch. 1, pp. 19‑25

4 T 9/3 Fundamental Issues and Theories Ch. 2, pp. 27-49

5 R 9/5 Theories and World Views Ch. 2, pp. 49‑54

6 T 9/10 * * * * FIRST TEST * * * *

BIOLOGICAL PROCESSES AND PHYSICAL DEVELOPMENT

7 R 9/12 Evolution and Genetics Ch. 3, pp. 55-66

8 T 9/17 Behavior Genetics Ch. 3, pp. 66-83

9 R 9/19 Prenatal & Perinatal Environmental

Influences Ch. 4, pp. 85-102

10 T 9/24 Postnatal Environmental Influences Ch. 4, pp. 102-114

11 R 9/26 Physical Development and Aging Chapter 5

12 T 10/1 * * * * SECOND TEST * * * *

COGNITIVE PROCESSES AND DEVELOPMENT

13 R 10/3 Sensory and Perceptual Development Chapter 6

14 T 10/8 Piagetian Approach to Cognitive

Development Ch. 7, pp.

173-194

15 R 10/10 Language Development Ch. 7, pp.

194-207

16 T 10/15 Basic Learning Processes Ch. 8, pp.

209-215

17 R 10/17 Information‑Processing Approach

to Cognition Ch. 8, pp.

215-237

18 T 10/22 Psychometric Approach to Cognition Chapter 9

19 R 10/24 * * * * THIRD TEST * * * *


EMOTIONAL-MOTIVATIONAL PROCESSES AND DEVELOPMENT

20 T 10/29 The Self and Early Personality

Development Ch.10, pp.

267-283

21 R 10/31 Adult Personality Development Ch.10, pp.

283-297

22 T 11/5 Gender Identity and Sexual

Development Ch.11, pp.

299-327

23 R 11/7 Development of Morality and

Motivation Chapter 12

24 T 11/12 Relationships and Affective

Development Chapter 13

25 R 11/14 * * * * FOURTH TEST * * * *

SOCIAL PROCESSES AND DEVELOPMENT

26 T 11/19 The Family Chapter 14

27 R 11/21 Lifestyles: Play, School, and Work Chapter 15

28 T 11/26 Psychological Disorders Chapter 16

* * * THANKSGIVING BREAK * * *

29 T 12/3 Overview of the Lifespan Chapter 18

30 R 12/5 * * * * FIFTH TEST * * * *

Statement of Academic Integrity:

Violation of academic integrity includes all of the following:

Cheating on exams

Having unauthorized possession of exams

Plagiarizing

Submitting the work of another person as your own

Tampering with the work of another student.

Students caught cheating on exams will receive a zero on that exam. Students caught cheating a second time and students violating academic integrity in any other way will receive an F for the course. In the case of more serious violation of any of the above points (multiple violations; organized, unauthorized, widespread distribution of exams, etc.), expulsion from the University will be recommended to the Director of Academic Affairs.

Further information, including appeals processes, are described the current Policies and Rules for Students handbook.