Human Development is the study of systematic changes and continuities in individuals that occur between conception and death. In other words, it is the study of how people change and remain the same across the lifespan. The major goals of the course are: 1) to familiarize you with the development of individuals from conception to death, 2) to acquaint you with the basic concepts and research methods of developmental psychology, 3) to expose you to the major theories of human development, and 4) to introduce you to some applications of developmental psychology.
This course is divided into three sections. In Section I we begin by talking in general about phases of the lifespan and theories and metatheories of human development. We also examine the methods of developmental psychology, especially observational methods, and see how they are used to study normal as well as abnormal development. We then adopt a mechanistic (e.g., behaviorist/learning theorist) stance to human development, examining in general and specific ways how the environment influences development. We review the principles of respondent learning (classical conditioning) and operant learning (instrumental conditioning), and examine applications of these principles in parenting and education, including a discussion of punishment and discipline. In addition you will read about prenatal development, and physical and perceptual development across the life-span.
In Section II our focus shifts to cognitive and intellectual development across the life span. We first look at a particularly "cognitive" form of learning: observational (social) learning. As an application, we study the effects of television on children's development. We next review in general what is known about genetic influences on development. We then adopt the perspective of an organismic psychologist as we examine Piaget's cognitive-developmental theory and his stages of intellectual development. In addition you will read about language development and educational achievement, information-processing and psychometric approaches to intelligence, creativity, and death and dying.
In Section III we adopt a contextualist perspective on social, affective (emotional), and personality development through the life-span, with particular emphasis on moral and prosocial development. (You will also read about gender roles and sexuality, although information about gender role develpment is woven throughtout the course).
LEARNING OBJECTIVES
As a result of completing this course, each student should be able to: (1) identify important characteristics of human development across the lifespan, (2) understand the fundamental concepts and primary research methods of developmental psychology, (3) contrast the mechanistic, organismic, and contextual perspectives on development, and (4) show how findings from developmental psychology can be used to solve practical problems, especially in parenting and families.
Since this course is part of the Family Studies cluster in University
Studies (UNST), these learning objectives are in the context of the more
general UNST goals: (1) Inquiry and Critical Thinking: you will
understand and critically evaluate different theoretical perspectives on
human development; (2) Communication: you will write short-answer
essays at most class meetings; you will write several longer essays at the
last class meeting; you will use electronically-derived class notes and study
guides; you will take practice quizzes on WebCT (optional); Human Experience:
you will understand and appreciate the universals of development, as
well as how diversity, in persons and contexts, affects development; (4)
Ethical Issues and Social Responsibility: you will learn how to
foster (optimize) or hinder development in individuals and contexts.
The course will be taught using multimedia lecture (video, digitized slides of lecture notes, and digitized video slides), classroom writing-to-learn exercises, and discussion. In order to participate fully, you will need to come to class prepared each day:
2. Second, study the class notes. They can be printed from the web by clicking on the lecture for each day. These lecture notes are not intended to be a complete presentation of the course content. They are designed as an outline only--lecture, media, and text book provide additional information and examples. You are responsible for bringing the lecture notes with you to class; the digitized presentations of the lecture notes move very quickly, and we provide no in-class copies.
EXAMINATIONS
There will be three multiple-choice examinations. The first two exams are worth 70 points and the third exam is worth 100 points, for a total of 240 points. For each exam you will need a SCANTRON FORM 882 E, available at the Bookstore or in SMC at the concession stand on the first floor.
Lectures do not address every topic covered in the textbook, and they cover some topics that are not in the book. For the exams, you are responsible for all assigned readings and for the material covered in class that is not in the book.
Studying for the exams. You can print from the web a study guide that lists every topic (i.e., each concept or aspect of development) covered on each exam. The study guides will help you focus your efforts for each exam. Keep in mind that you will need to do more than just memorize the definition of each topic on the Study Guides. You will need to understand each topic thoroughly, so that you not only know its meaning but can apply it to new examples we haven't used in class (exam items will sometimes ask you to do that). It is your responsibility to monitor your own learning and assess your own comprehension of material--but if you find that you still don't understand something even after reading about it in the text and hearing about it in class, don't hesitate to e-mail us. We are happy to spend extra time with you personally, when you've clearly held up your end of the bargain!
You can also take optional practice quizzes using WebCT that become available a few days before each exam. If you want to take advantage of these practice quizzes but have never used WebCT before, you should attend one of the one-hour orientation sessions listed on a link reached from the main WebCT page (www.webct.pdx.edu ). The session will provide an opportunity for you to login to WebCT and find out about the technical requirements, navigation tips, and how to access the practice quizzes. You MUST have an Odin account prior to attending the session!
Taking the exams. In order for your grade to be calculated fairly by the scantron machine, you must mark your answers thoroughly using a #2 pencil. Moreover, if you decide to change an answer you must erase thoroughly. The machine is very sensitive and will automatically count it wrong if it "thinks" you have marked two answers. There are at least three ways to deal with these circumstances if you are prone to changing your answers: (1) mark your answers on the exam first and transfer them to the Scantron form only after you are certain of them, (2) mark your answers on the Scantron form very lightly at first, and darken them, filling the space completely, only after you are certain of them, or (3) bring an extra Scantron form and transfer your answers to it only after you are certain of them. Unfortunately, once the exams are returned, it is impossible to distinguish between those individuals who ended up with the right answer but failed to use one of the above strategies, and those who are changing their answers dishonestly after the fact. Therefore, please note the following policy from which there are no exceptions: YOUR GRADE WILL NOT BE CHANGED IF YOU HAVE FAILED TO ERASE THOROUGHLY OR FAILED TO DARKEN THE ANSWER SPACE COMPLETELY .
You may miss an exam only in cases of documented emergencies (i.e., you must provide a copy of a doctor's note or the obituary).
Always keep your graded returned test Scantron sheets. They are your insurance policy if your grade is ever recorded incorrectly or not recorded.
PARTICIPATION POINTS AND EXTRA CREDIT
Please bring 3"x5" ruled cards to class.
At most class meetings throughout the quarter you will use these cards to write a short essay in class about a topic we are discussing or about which you have read in the textbook. These ungraded, writing-to-learn exercises give you participation points that are added to the total points you have accumulated on the three exams. This means that those of you who attend class regularly and participate in the writing-to-learn exercises will be rewarded--you can augment your grade with participation points.
Please note: You are responsible for turning in your note cards on time, at the time they are requested. In other words, you must be present in class at the time the writing exercise is assigned, and you must turn in the card when it is requested (and not later, e.g., after the break or the next hour or next day) in order to receive participation points. We do not accept late cards. Cards are not returned, but prototypic answers are provided and feedback about the performance of the class as a whole is given. Self-assessment about the quality of your individual answers is your responsibility.
There may also be opportunities for you to gain participation points by taking part in research studies that are conducted outside of class or attending special lectures by visiting experts. These opportunities will be announced in class as they arise.
ALERT: You can also gain a participation point by taking the Pre-enrollment Self-Assessment Quiz . In order to count this participation point, you must take this quiz on-line sometime during the first two weeks of class.
A maximum of 10 participation points are possible. Any participation points that you accrue above 10 points will be counted as extra credit points.
GRADING
Final grades are based upon total points accumulated out of a possible 250 (240 exam + 10 participation) points. Any incompletes must be negotiated prior to the final exam.
COMMUNICATING WITH DR. SMITH
If you have questions concerning class material or other issues to discuss with me, you are welcome to talk to me AFTER class (prior to class I will be organizing the multimedia presentation). Some of you will even be brave enough to ask or answer questions during class time. You can schedule an appointment with me by emailing me. Your best options for communicating with me readily and immediately are (1) in person, after class, or (2) e-mail. YOU ARE WELCOME TO PHONE ME TO LEAVE A MESSAGE, BUT PLEASE USE E-MAIL IF YOU WANT A RESPONSE BACK FROM ME.
Please note: You must be present for the three examinations in this course. Please enroll only if you can take the exams, including the final exam, at the scheduled times.