1 Kean University LIFESPAN DEVELOPMENTAL PSYCHOLOGY 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 _______________________ 2 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) Email: firstname.lastname@example.org 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. Attendance 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 http://www.kean.edu/academicintegrity.html to read Kean University’s policy. 3 Notes 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. Grading 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) 4 Week 7 Mar 7 Continue Chpt. 7 Take-home assignment 2 - due Chapter 8 (Early School Age) Review Week 8 Mar 14 Group meetings Exam 2 – Chpts. 6-8 Week 9 Mar 17, 19 Spring Break Go to: www.childtrends.org - Search 2006-08- copy/read article Go to: www.infinityplus.co.uk/stories/donysidro.htm - 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 5 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? 6 www.childtrends.org 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. 7 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 _______________________. 8 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 development. 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 9 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 are 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 10 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 pole? 2. Considering Rose, Mary, Susan, and Karen, how do the three systems (ego, somatic, and societal) interact? 11 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 occur 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 12 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? 13 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 stage. 12. What are 5 ways which parents influence a child's reading achievement? 14 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 life. 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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