Lifespan Developmental Psychology _Psy 3110-02_ by runout



                   Kean University

             PSY 3110-01
          Mondays & Wednesdays, 11:00am – 12:20pm

                     Spring 2008

Instructor: Verneda P. Hamm Baugh, Ph.D.
Office: J-330D            908-737- 4008

 Course Syllabus
 Selected Class Assignments
 Selected Reviews

Name _______________________

    Lifespan Developmental Psychology (Psy 3110-01) – Monday & Wednesday 11:00am – 12:20pm
                                  Course Syllabus – Spring 2008

Instructor: Dr. Verneda P. Hamm Baugh Office: Hutchinson Hall, J-330D
Phone: 908-737-4008 (direct line); 908-737-4000 (secretary)
Office Hours: Monday & Wednesday 9:30am – 11:00am; Friday 9:30am – 12:00pm; also by appointment
Required Text: Newman, B. M., & Newman P. R. (2006). Development Through Life: A Psychosocial
Approach. 9th Edition. California: Wadsworth Publishing

Course Objectives
      The objective of this course is to introduce students to the study of human development from conception
through old age. The course will highlight a psychosocial framework that emphasizes the role of genetic,
maturational, societal, and self-directed factors in development.

Course Requirements
       Students must read the required assignments and participate in discussions of the readings. Assignments
related to topics under discussion are given throughout the course. The completion of these assignments will
constitute 20% of the final grade. There will be 4 exams worth 20% each. The course outline contains exam
dates but the outline may change at any time; therefore, class attendance is crucial. Make-up exams will be
given only in the case of excused absences and with prior approval. Make-up exams must be taken within one
week of the original exam date.

       Class attendance is required of all students. Consistent and active student participation is necessary for
the success of this course. Excused absences include doctor’s notes, official university business or other
documented letters/forms including the name and phone number of the person providing the excuse. Regular
attendance will be taken at the beginning of every class. More than 3 unexcused absences will result in a
5- point deduction from the final computed average. More than 5 unexcused absences will result in a 10 point
deduction from the final computed average. The Kean University policy on class attendance, effective Fall
2007 is as follows:

 “Attendance is expected in all courses. Attendance will be a component of the grade of any course if so
stated in the syllabus. Students are responsible for informing the instructor in advance or in a timely
manner of the reasons for their absence. Instructors in consultation with their department chairs are
expected to respect university practices and policies regarding what counts as an excused absence.
Typically excused absences include illness, bereavement, or religious observances. Serious tardiness may
be dealt with at the discretion of the instructor.” Documentation of excused absence must be provided.

Academic Dishonesty – No form of academic dishonesty (cheating, plagiarism, etc.) will be tolerated. Kean
University has established guidelines for all academic dishonesty. Suspected academic dishonesty will be dealt
with according to those guidelines. Visit to read Kean University’s

1. The last day to withdraw from this class with a grade of W is March 26, 2008.
2. Please turn pagers and cellular phones to the off, silent or vibrate position during the class period.
   Phone and other electronic interruptions during class will result in a 5-point reduction of grade after the
   first warning.
3. No electronic devices of any type should be visible during class or during exams.
4. No caps, hoods, or earpieces may be worn during exams.
5. Attendance will be taken at each class meeting.
6. Assignments will not be accepted via email.
5. Foul language (cursing) is not acceptable.

      Grades will be assigned according to the following scale:

A (96-100%)           A- (90-95%)            B+ (87-89%)             B (84-86%)             B- (80-83%)
C+ (76-79%)           C (70-75%)             D (60-69%)              F (below 60%)

                                                   Course Outline

           Following is a tentative schedule for the chapters to be covered, assignments and exam dates.

Week 1                Jan 5           Introduction and Overview of Class
                                      Chapter 1 (Development Through Life Perspective)
                                      Personal Timeline

Week 2                Feb 1           Chapter 2 – (The Research Process)
                                      Chapter 3 – (Psychosocial Theory)
                                      Take-home assignment 1 (assigned)

Week 3                Feb 8           Chapter 4 – (Major Theories)
                                      Continue Chapter 4
                                      Take-home assignment 1 - due
                                      Chapter 5 (Pregnancy and Prenatal Dev.)

Week 4                Feb 15          Continue Chapter 5
                                      In-class assignment 1
                                      Review; Catch up
                                      In-class assignment 1 (if necessary)

Week 5                Feb 22          Exam 1 – Chpts. 1-5
                                      Chapter 6 (Infancy)

Week 6                Feb 29          Chapter 6 (Infancy)
                                      Chapter 7 (Toddlerhood)
                                      In class assignment 2
                                      Take-home assignment 2 (assigned)

Week 7    Mar 7        Continue Chpt. 7
                       Take-home assignment 2 - due
                       Chapter 8 (Early School Age)

Week 8    Mar 14       Group meetings
                       Exam 2 – Chpts. 6-8

Week 9    Mar 17, 19   Spring Break 
                       Go to: - Search 2006-08- copy/read article
                       Go to: - copy/read story
                       Last day to Withdraw from class with a “W” grade is March 26, 2008

Week 10   Mar 28       Chapter 9 (Middle Childhood)
                       Take-home assignment 3 (assigned)
                       Chapter 10 (Early Adolescence)

Week 11   Apr 4        Continue chpt. 10
                       Discuss ChildTrends article
                       Group meetings
                       Chapter 11 (Later Adolescence)
                       Take-home Assignment 3 – due

Week 12   Apr 11       Continue chpt. 11
                       Group meetings
                       Review chpts. 9-11

Week 13   Apr 18       Exam 3 – Chpts. 9-11
                       Chapter 12 (Early Adulthood)

Week 14   Apr 25       Continue chpt. 12
                       Group meetings
                       Chapter 13 (Middle Adulthood)
                       Take-home assignment 4 (assigned)

Week 15   May 2        Chapter 14 (Later Adulthood)
                       Chapter 15 (Very Old Age)
                       Group meetings

Week 16   May 9        Review/Catch up
                       Take-home assignment 4 due
                       Exam 4 – Chpts. 12-15

                                       Lifespan Developmental Psychology
                                                Psychology 3110

                                               Personal Time Lines

This task to is help you begin to think from a lifespan developmental perspective. Your task is to create a personal
time line. Draw a line across the paper. Label one end birth, the other end death. Write major life events along the
time line (e.g., high school graduation).

1. What are some age-graded expectations that are common? How do the events on the time line demonstrate the
interaction of biological, psychological, and societal systems?
search: 2006-08

                                          Lifespan Developmental Psychology
                                                   Psychology 3110

                          Trends and Recent Estimates: Sexual Activity Among U.S. Teens

Read article and take note of:

a.   Trends in teen sexual activity
b.   Differences based on gender and race
c.   Trends in heterosexual sexual intercourse compared to other forms of sexual activity
d.   Relationship between age of dating partner and likelihood of sexual activity

Be prepared to discuss this article in class.
 Identity Formation: Four Cases

Below are brief case studies that illustrate the four possible resolutions of the identity crisis. For each of the
cases below, suggest the most appropriate identity status.

1. Eleanor: Eleanor’s parents are both physicians. In college she majored in French, spending a semester in
   France studying French art and culture. Upon graduation she surprised her parents by announcing that she
   had applied to medical school. A close relationship with a friend in nursing and a summer job as a hospital
   volunteer had helped her arrive at the decision. Eleanor’s identity status would probably be described as

2. Kevin: Kevin has changed his college major several times; it will be about 6 years before he graduates.
   Since his parents have pointedly objected to this extra expense, Kevin has cheerfully taken a variety of jobs
   ranging from short order cook to forest firefighter. He likes work that allows him time to think and be
   alone; his few friends are very much the same. Kevin’s grades are generally high, though his record is
   marred by a number of “incompletes”. He has had one very satisfying relationship with a young woman
   and is searching rather anxiously for another. Kevin’s identity status would probably be described as

3. Wendy: Wendy’s mother is a psychologist who is heavily involved in women’s groups and women’s
   issues. Wendy admires her mother very much, having seen her strength tested in a very bitter divorce when
   Wendy was just 8 years old. Wendy believes that she, too, will be a strong and assertive woman. She
   avoids people (especially men) who either don’t see her in that light or try to bring out her “other sides”.
   She certainly steers clear of her stepmother, who (although pleasant) is a very disorganized and an “arty”
   person. Wendy’s college grades are very high, and her course selections reflect an unvarying interest in
   psychology, politics, and women’s studies. Wendy’s identity status would probably be described as

4. Ronald: Ronald is a freshman at a college near his old high school. He comes home nearly every weekend
   but does not enjoy himself once he is there. He avoids talking to his parents or old high-school friends,
   preferring to play computer games in his room. Periodically he engages in impulsive shopping; after these
   sprees he comes home and talks excitedly about the latest electronic gadget he has acquired. He gets angry
   if his parents ask what he considers to be foolish questions, and angrier still if they patronize him. Ronald is
   enrolled in courses he has been told are easy, and he does not have strong feelings about his studies or his
   grades. Ronald’s identity status would probably be described as _______________________.
Lifespan Developmental Psychology
Review - Exam I

Following are a few questions that you can use to help prepare for the exam. These questions are not exhaustive of
all of the material we covered. This is intended to serve as a study aid only. Please refer to your notes and the
relevant areas in the text as you prepare for the exam.

1. Which of the following is an assumption of the text? (Be sure to review the Newman and Newman
   assumptions in the text)
       a. psychological growth occurs only up to age 25.
       b. individual lives show continuity and change over the lifespan.
       c. it is best to study each element of human behavior separately
          rather than trying to look at interrelationships between systems.
       d. the environment is more important than heredity in determining

2. According to the psychosocial theory, what are the major systems that interact to produce human experience?
      a. somatic (biological), ego (psychological), and societal systems
      b. democratic, capitalist, and egalitarian systems
      c. fantasy, reasoning, and communication systems
      d. (somatic) biological, physiological, and metabolic systems

3. Which of the following is a component of the societal system?
      a. reasoning             b. cultural myths
      c. reality testing       d. motor skills

4. In the case of Rose, a change in social relationships leads to which of the following?
        a. being rejected by her children               b. physical symptoms
        c. self-insight                                 d. self-acceptance

5. Which of the following best defines a longitudinal design?
      a. a study that compares people of different ages at one time.
      b. a study that follows a group of people over a number of years.
      c. a study that follows a group of people of different ages over a period of time.
      d. a study that looks back in time to an earlier period of a person's life.

6. Which of the following is a special focus of psychosocial theory?
      a. it addresses stability across the life span rather than change.
      b. it focuses on the individual, not on society.
      c. it addresses new changes from infancy through old age.
      d. it attributes development primarily to unconscious forces.

7. Which of the following is not a central concept of psychosocial theory?
      a. stages of development                b. functional autonomy of motives
      c. coping                               d. psychosocial crisis
8. Which of the following terms refers to the tension between the person's competencies and societal demands at
   each stage of life?
      a. core pathology                       b. developmental task
      c. psychosocial crisis                  d. critical period

9. What is one assumption of Freud's psychoanalytic theory?
      a. all behavior is a product of chance.
      b. all behavior is motivated
      c. all behavior is a product of reinforcement
      d. all behavior is a product of personal aspirations

10. Bob has recently lost his job. After a few days of feeling discouraged and angry about it, Bob decides to visit a
career counselor. He goes to the library and borrows some books on emerging career
    opportunities. He talks to some people who also lost their jobs and finds out how they got started in a
     new field. Which term best summarizes Bob's efforts?
        a. coping behavior             b. stagnation
        c. identity formation          d. radius of significant others

11. Which is the psychosexual stage in which the conflict focuses on the subordination of the child’s will to the
    demands of the culture for appropriate toilet habits?
       a. genital             b. phallic
       c. anal                d. oral

12. One of the basic assumptions of Piaget's theory of cognitive development is that organisms strive to achieve
      a. concrete operational thought         b. metacognition
      c. psychosocial tasks                   d. equilibrium

13. During which stage do the Oedipal and Electra conflicts occur?
      a. genital                            b. latency
      c. phallic                            d. anal

14. In cognitive developmental theory, adaptation is viewed as a product of two complimentary processes. They
        a. fixation and denial       b. stimulus and response
        c. reward and punishment     d. assimilation and accommodation

15. How does a father's presence during labor and delivery affect childbirth?
      a. labor and delivery take longer
      b. mothers are more self-conscious
      c. mothers have shorter labor when fathers are present
      d. fathers' presence has not systematic impact on the length of labor

16. Which of the following is an example of a cultural attitude of shame toward pregnancy?
      a. giving help to a pregnant woman
      b. viewing a pregnant woman as sexually desirable
      c. keeping pregnancy a secret as long as possible
      d. eating special foods during pregnancy

17. Which of the following describes the embryo during the early weeks of gestation (3-4 weeks)?
      a. insensitive to disruptive influences of teratogens
      b. almost ten inches long
      c. particularly sensitive to disruptive influences of teratogens
      d. responsive to light.

Questions to consider.

1.     What can happen in a person's development if a psychosocial crisis is resolved toward the negative

2.     Considering Rose, Mary, Susan, and Karen, how do the three systems (ego, somatic, and societal)

Lifespan Development
Review - Exam 2

For each stage of development be able to identify the psychosocial crisis, central process, prime adaptive ego
quality, and the core pathology.

Chpt. 6. Infancy
1. Which of the following sensory/motor systems is LEAST well developed in newborns?
       a. vision             b. hearing
       c. taste              d. voluntary motor activity

2. Jean Piaget described the period from birth to 2 as the stage of ______________.
    a. sensorimotor intelligence                        b. Oedipal conflict
    c. initiative versus guilt                 d. preoperational thought

3. As infants approach an unfamiliar person, they look to their mother and use her facial expressions as a
   source of information about the situation. Under these conditions, the mother serves as a(n)

4. What are the characteristics of the mother and child for the three types of attachment?
5. By what age do children show object permanance?

Chpt. 7. Toddlerhood

1. Children begin toddlerhood with uncoordinated hesitant movement skills and
       a. remain this way until the next stage of development
       b. make amazing accomplishments in acquiring coordination and complex
               locomotor skills by the end of the stage.
       c. their locomotor skills are already developed by this stage
       d. none of the above

2. Which of the following is not a characteristic of representational skills?
      a. frees children from real events
      b. allows children to express relationships they have known in the past
      c. allows children to portray events and relationships they wish would
      d. increases children's reliance on sensorimotor schemes

3. Mischel found that children who can delay gratification tend to be
      a. less intelligent            b. little achievement goals
      c. more intelligent     d. none of the above

4. Which of the following is not an important factor in a toddler's ability to control impulses
      a. increased ability to withstand delays in gratification
      b. increased verbal abilities
      c. development of symbolic imagery
      d. increased understanding of the concept of distance
True or False
1. During toddlerhood children learn to recognize symbols and signs.
2. In the first few months of life, infants produce the full range of sound of all human language in their
 cooing and babbling.

Chpt. 8. - Early School Age

1. What are sex-role standards?
     a. cultural expectations about appropriate behavior for males & females
     b. knowing that gender is stable
     c. wanting to do the things that members of your sex are expected to do
     d. wanting to grow up to be like your same-sex parent

2. According to behavioral learning theory, internalization is a result of
      a. empathy                      b. identification
      c. cognitive judgments                  d. rewards and punishments

3. When a person decides whether something is morally right or wrong based on how individuals in positions of
   authority view it, the person is said to be at which level of moral reasoning?
      a. preconventional               b. conventional
      c. postconventional              d. unconventional

4. A person's evaluation about his or her own worthiness is called
       a. self-esteem b. egocentrism c. self theory           d. dissonance

5. What is the psychosocial crisis of early school age
      a. trust versus mistrust                 b. initiative versus guilt
      c. industry versus inferiority d. autonomy versus shame and doubt

True or false
1. One's level of self-esteem is associated with the willingness to take risks and one's expectations about
       success or failure.

Questions to consider.
1. What are two characteristics of children who have well-developed pretending skills?
2. What are three ways toddlers can use language to help them manage their impulses?
3. What are the four elements of understanding gender as a concept?
Lifespan Developmental Psychology
Review - Exam 3

Following is a list of review questions that may help you prepare for the exam.

1. What factors influence a middle school age child's self-evaluation?

2. Compare/contrast physical maturation between girls and boys and the effects of early and late maturation.

3. What are characteristics of formal operational thought and what factors contribute to its development?

4. What are characteristics of adolescent emotional development?

5. What factors influence sexual activity in males and females?

6. What are the possible identity developments?

7. What is psychosocial moratorium?

8. What factors contribute to autonomy from parents?

9. What factors influence sex-role identity and how does it contribute to career choice?

10. What role do discipline styles have in a middle school aged child's ability to form friendships?

11. Be familiar with the psychosocial crisis, central process, adaptive ego quality, and core pathology for each

12. What are 5 ways which parents influence a child's reading achievement?
Lifespan Developmental Psychology
Review Exam 4

Following are a few questions that you can use to help prepare for the exam. These questions are not exhaustive
of all of the material we covered. Please refer to your notes and the relevant areas in the text as you prepare for
the exam.

1.     What are the ego qualities that have led to the ability to resolve the crisis in middle adulthood in
       favor of generativity?
2.     Compare and contrast the psychosocial stages of middle and later adulthood. What skills (tasks)
       are important in both period for successful development, and what skills are relatively unique to
       each stage for successful development? What characteristics of behavior in the former must
       change in order to develop successfully in the latter?
3.     Suppose a large proportion of older adults in a society fail to achieve a sense of integrity, and
       instead close their lives in a state of despair. What would be the implications of this outcome for
       individuals in earlier life stages?
4.     What is the relationship between health and intellectual ability?
5.     Describe an ideal environment that would prevent the deterioration of cognitive abilities and would
       optimize cognitive functioning in later adulthood.
6.     What is the relationship between perception of age and life satisfaction?
7.     Explain how one's point of view about death is likely to change from toddlerhood through later
8.     What is social support and how does it contribute to the health and well being of very old adults?
9.     What factors predict physical functioning in the very old?
10.    Your successful, well-rounded, satisfied 94-year-old grandfather heard that you were taking a
       course on lifespan development. He calls you on the phone and wants you to tell him about
       development; specifically all those factors which have led him to where he is today. How would
       you explain development from a psychosocial perspective making sure to include a discussion of
       how each stage is dependent on the resolution of the previous psychosocial crisis? Take a few
       minutes and describe development according to Newman and Newman.

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