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Viewing: PSY 376 : Developmental Psychology

Last approved: Wed, 01 Jun 2016 08:18:14 GMT

Last edit: Wed, 01 Jun 2016 08:18:14 GMT

Catalog Pages referencing this course
Change Type
Major
PSY (Psychology)
376
018551
Dual-Level Course
Cross-listed Course
No
Developmental Psychology
Developmental Psy
College of Humanities and Social Sciences
Psychology (16PSY)
Term Offering
Fall, Spring and Summer
Offered Every Year
Spring 2016
Previously taught as Special Topics?
No
 
Course Delivery
Face-to-Face (On Campus)

Grading Method
Graded with S/U option
3
16
Contact Hours
(Per Week)
Component TypeContact Hours
Laboratory0.0
Lecture3.0
Course Attribute(s)
GEP (Gen Ed)

If your course includes any of the following competencies, check all that apply.
University Competencies

Course Is Repeatable for Credit
No
 
 
Dr. Daniel Gruehn
Associate Professor

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip
Enrollment ComponentPer SemesterPer SectionMultiple Sections?Comments
Lecture26055-205YesLarge section usually enrolls 205. Smaller section enrolls approximately 55.
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote
Prerequisite: PSY 200 or EDP 304
Is the course required or an elective for a Curriculum?
Yes
SIS Program CodeProgram TitleRequired or Elective?
16PSYCHBAGeneral PsychologyRequired
Behavioral development during the life span, including study of current theories and project work with persons at various stages of the life cycle.

Prerequisite change


No

Is this a GEP Course?
Yes
GEP Categories
Social Sciences
Humanities Open when gep_category = HUM
Each course in the Humanities category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Mathematical Sciences Open when gep_category = MATH
Each course in the Mathematial Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Natural Sciences Open when gep_category = NATSCI
Each course in the Natural Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Social Sciences Open when gep_category = SOCSCI
Each course in the Social Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 
Demonstrate knowledge of various topics within the field of human development and lifespan psychology so that they can gain insight into the role development and aging have on human behavior and mental processes.
 
 
Students will take several examinations, including a comprehensive final exam, that tests their knowledge of course content.

Example test item:
• Describe the concepts of range of reaction and canalization. Explain how each of these concepts provides a way of understanding how heredity and the environment interact. [Short Answer]

• If a mother reads aloud The Cat in the Hat for the last 6 weeks of pregnancy, after birth the infant will most likely
(A) prefer the familiar rhyme over other rhymes even when the story was read by a stranger.
(B) prefer hearing the mother read rhyming stories over non-rhyming stories.
(C) prefer hearing their mother read a novel rhyming story over the familiar poem.
(D) prefer hearing the mother read the familiar poem over other rhyming stories.

• Compared with couples in the 1950s, couples today tend to
(A) have children earlier, in the teens and early twenties.
(B) have just as many children, but later.
(C) have fewer children and have them earlier in life.
(D) have fewer children and have them later in life.

• Americans spend more time disabled and die earlier than elders in most other developed countries. These negative statistics are unaffected by which of the following factors?
(A) inadequate policies for aging Americans
(B) negative public perceptions of senior citizens
(C) a high-fat diet
(D) lack of favorable health care
 
 
Demonstrate knowledge of empirical evaluation as applied within the field of developmental psychology so that they can critically evaluate psychological phenomena associated with human development and aging.
 
 
Students complete a 1000-word critical thinking paper where they demonstrate their understanding of a developmental phenomenon and how its application might be empirically evaluated.

Example prompt:
The goal of this activity is to reflect on children’s toys. For this assignment you pick a children’s toy of your choice. There is only one restriction: The toy should be a child’s toy, that is, it should be marked for any age up until the age of 14 years. If you like you may visit the toy section in a local department store or a toy store in your area. Select a toy and discuss its features with respect to developmental aspects. For example, what features of a toy make it developmentally appropriate or inappropriate for the intended age group? Try to explain the rationale for this toy. Is there scientific evidence (or at least a good hunch) that this toy can foster certain skills? Based on your knowledge of developmental psychology, is this toy reasonable? Is the toy or the package of the toy gender-neutral or is there evidence for encouraging gender-typing? Upon completing this project, you will have made the first step in evaluating toys for children of different ages. This kind of product evaluation and marketing research is one area of psychology.
 
 
Examine how psychological concepts from the field of developmental psychology (e.g. stages of development, learning, and the psychology of aging) apply to themselves, others and the intricacies of human relationships.
 
 
Student’s ability to apply course concepts to real-world application is assessed through both exam items and a 1 page critical self-reflection paper. The self-reflection assignment asks students to apply the material in a chapter to their own life/development.

Example of application test items:
• Perry is Caucasian American, Terrell is African American, and Len is Native American. Based on information in your text, what can you predict?
(A) Len has a longer life expectancy than either Perry or Terrell.
(B) Perry has a longer life expectancy than either Terrell of Len.
(C) Perry and Terrell have longer life expectancies than Len.
(D) All three men have similar life expectancies.

• When the first child is born into a family, what effect does this typically have on the parents' gender roles?
(A) It makes their gender roles more traditional.
(B) It makes them both become less feminine.
(C) It makes them both become more feminine.
(D) It makes their gender roles less traditional.

Example prompt for the weekly self-reflection paper:
The goal of the self-reflection papers is three-fold: (a) building of self-reflection abilities by applying concepts and ideas from developmental psychology to the student's life (broadly defined); (b) integrating knowledge by transforming topics in developmental psychology to relevant ongoing news events; and (c) fostering reflective thinking by direct discussions about topics in developmental psychology with the professor. For every week of the semester (starting week 3), the student writes an essay or log entry, in which the student relates the content of the textbook (every week is assigned to one specific chapter) or of the lecture to aspects in the student's life (broadly defined) or to aspects in the daily news.
Interdisciplinary Perspectives Open when gep_category = INTERDISC
Each course in the Interdisciplinary Perspectives category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Visual & Performing Arts Open when gep_category = VPA
Each course in the Visual and Performing Arts category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Health and Exercise Studies Open when gep_category = HES
Each course in the Health and Exercise Studies category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
&
 

 
 

 
 

 
 

Global Knowledge Open when gep_category = GLOBAL
Each course in the Global Knowledge category of the General Education Program will provide instruction and guidance that help students to achieve objective #1 plus at least one of objectives 2, 3, and 4:
 
 

 
 

 
Please complete at least 1 of the following student objectives.
 

 
 

 
 

 
 

 
 

 
 

US Diversity Open when gep_category = USDIV
Each course in the US Diversity category of the General Education Program will provide instruction and guidance that help students to achieve at least 2 of the following objectives:
Please complete at least 2 of the following student objectives.
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Requisites and Scheduling
100
 
a. If seats are restricted, describe the restrictions being applied.
 
na
 
b. Is this restriction listed in the course catalog description for the course?
 
na
 
List all course pre-requisites, co-requisites, and restrictive statements (ex: Jr standing; Chemistry majors only). If none, state none.
 
PSY 200
 
List any discipline specific background or skills that a student is expected to have prior to taking this course. If none, state none. (ex: ability to analyze historical text; prepare a lesson plan)
 
none
Additional Information
Complete the following 3 questions or attach a syllabus that includes this information. If a 400-level or dual level course, a syllabus is required.
 
Title and author of any required text or publications.
 
Papalia, D., & Feldman, R. (2011). Experience Human Development (12th Edition). McGraw-Hill Higher Education.
 
Major topics to be covered and required readings including laboratory and studio topics.
 

 
List any required field trips, out of class activities, and/or guest speakers.
 
none
NA

Student Learning Outcomes

Students will be able to:

1. explain major ideas/theories in lifespan developmental psychology;

2. give examples of how biology, behavior, and culture interact in shaping development;

3. describe typical research methods used in lifespan developmental psychology;

4. describe major milestones in physical, cognitive, and socio-emotional development in human development.


Evaluation MethodWeighting/Points for EachDetails
Quizzes20%Thirteen online quizzes administered through Moodle over the course of the semester.
Multiple exams10% (X 2)Two multiple choice, true/false, completion items based on the material in the text and class meetings, and/or short essay questions.
Final Exam20%Multiple choice, true/false, completion items, short essay questions addressing the material in the text and class meetings.
Participation20%Student responses to questions posed during class are tracked using TurningPoint audience response system.
Essay20%Students apply the themes of developmental psychology to their own life. These weekly reflections are short one-page essays.
TopicTime Devoted to Each TopicActivity
The study of Human Development1 wk.• Lecture & Clicker participation questions
• Papalia, D., & Feldman, R. (2011). Experience Human Development (12th Edition). McGraw-Hill Higher Education. Chapter 1
Theory and Research.75 wk.• Lecture & Clicker participation questions
• Papalia, D., & Feldman, R. (2011). Experience Human Development (12th Edition). McGraw-Hill Higher Education. Chapter 2
Forming a New Life.75 wk.• Lecture & Clicker participation questions
• Papalia, D., & Feldman, R. (2011). Experience Human Development (12th Edition). McGraw-Hill Higher Education. Chapter 3
Birth and Physical Development during the First Three Years1 wk.• Lecture & Clicker participation questions
• Papalia, D., & Feldman, R. (2011). Experience Human Development (12th Edition). McGraw-Hill Higher Education. Chapter 4
Cognitive Development during the First Three Years.75 wk.• Lecture & Clicker participation questions
• Papalia, D., & Feldman, R. (2011). Experience Human Development (12th Edition). McGraw-Hill Higher Education. Chapter 5
Psychosocial Development during the First Three Years.75 wk.• Lecture & Clicker participation questions
• Papalia, D., & Feldman, R. (2011). Experience Human Development (12th Edition). McGraw-Hill Higher Education. Chapter 6
Exam 1.5 wk.• Exam
Physical and Cognitive Development in Early Childhood1 wk.• Lecture & Clicker participation questions
• Papalia, D., & Feldman, R. (2011). Experience Human Development (12th Edition). McGraw-Hill Higher Education. Chapter 7
Psychosocial Development in Early Childhood.75 wk.• Lecture & Clicker participation questions
• Papalia, D., & Feldman, R. (2011). Experience Human Development (12th Edition). McGraw-Hill Higher Education. Chapter 8
Physical & Cognitive Development in Middle Childhood.75 wk.• Lecture & Clicker participation questions
• Papalia, D., & Feldman, R. (2011). Experience Human Development (12th Edition). McGraw-Hill Higher Education. Chapter 9
Psychosocial Development in Middle Childhood.75 wk.• Lecture & Clicker participation questions
• Papalia, D., & Feldman, R. (2011). Experience Human Development (12th Edition). McGraw-Hill Higher Education. Chapter 10
Physical and Cognitive Development in Adolescence.75 wk.• Lecture & Clicker participation questions
• Papalia, D., & Feldman, R. (2011). Experience Human Development (12th Edition). McGraw-Hill Higher Education. Chapter 11
Psychosocial Development in Adolescence.75 wk.• Lecture & Clicker participation questions
• Papalia, D., & Feldman, R. (2011). Experience Human Development (12th Edition). McGraw-Hill Higher Education. Chapter 12
Exam 2.5 wk• Exam
Physical, Cognitive & Psychosocial Development in Emerging & Young Adulthood1.5 wk.• Lecture & Clicker participation questions
• Papalia, D., & Feldman, R. (2011). Experience Human Development (12th Edition). McGraw-Hill Higher Education. Chapters 13 & 14
Physical, Cognitive & Psychosocial Development in Middle Adulthood.75 wk.• Lecture & Clicker participation questions
• Papalia, D., & Feldman, R. (2011). Experience Human Development (12th Edition). McGraw-Hill Higher Education. Chapter 15
Psychosocial Development in Middle Adulthood & Old Age Today.75 wk.• Lecture & Clicker participation questions
• Papalia, D., & Feldman, R. (2011). Experience Human Development (12th Edition). McGraw-Hill Higher Education. Chapter 16
Physical and Cognitive Development in Late Adulthood.75 wk.• Lecture & Clicker participation questions
• Papalia, D., & Feldman, R. (2011). Experience Human Development (12th Edition). McGraw-Hill Higher Education. Chapter 17
Psychosocial Development in Late Adulthood.75 wk.• Lecture & Clicker participation questions
• Papalia, D., & Feldman, R. (2011). Experience Human Development (12th Edition). McGraw-Hill Higher Education. Chapter 18
Meaning of Dying and Dealing with Death and Bereavement.75 wk.• Lecture & Clicker participation questions
• Papalia, D., & Feldman, R. (2011). Experience Human Development (12th Edition). McGraw-Hill Higher Education. Chapter 19

Key: 4658