FSHD 447 Syllabus
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FSHD 447 -ADVANCED HUMAN DEVELOPMENT
Spring 2008
TTh 11:00am-12:15pm, Harvill 302
PROFFESOR:
OFFICE HOURS:
TEACHING
ASSISTANT:
OFFICE HOURS:
Bruce J. Ellis, Ph.D.
Office: FCS 210c
Phone: (520) 626-5703
Email: bjellis@email.arizona.edu
Tuesdays 1:15-3 (and by appointment).
Elizabeth Tilley
Office: FCS 210G
Email: etilley@email.arizona.edu
Monday 1-3 (and by appointment).
COURSE DESCRIPTION
This course provides an in-depth examination of special topics in human development with an
emphasis on biosocial processes. The biosocial perspective involves the application of the basic
principles of Darwinian evolution, particularly natural selection, to explain contemporary human
development. It involves the study of genetic and environmental influences on development, and
attempts to explain how genes and environments interact to make us what we are. It involves
comparisons between humans and other animals, as well as cross-cultural comparisons. And it
involves studying neurons and hormones and other biological processes that underlie human
development. The approach taken to each of these topics will be guided (and united) by the
assumption that human developmental processes were designed by evolution, over millions of
years, to solve the various challenges that faced our ancestors in their struggles to survive and
reproduce. That is, this course takes a functional approach to human development, asking what it is
for.
COURSE OBJECTIVES
1. To gain knowledge and understanding of contemporary biosocial perspectives and issues in the
study of human development.
2. To gain knowledge of major research findings and issues related to biosocial development, with
a particular focus on the role of evolution in shaping development.
3. To think critically about theory, research, and issues in human development and express this
thinking effectively in writing.
REQUIRED READINGS
A set of readings, consisting of recent book chapters and journal articles (see attached reading list),
is available through the main library’s Electronic Reserve System (ERes) at
http://eres.library.arizona.edu/eres/coursepass.aspx?cid=7109. To access the ERes coursepage and
reserve readings, type in the password ‘biosocial’ (all lowercase), then click on the “Accept”
button. Other course materials, including lecture handouts, homework assignments, and the course
syllabus, will also be posted on Eres.
FSHD 447 Syllabus
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POWERPOINT SLIDES
Lecture handouts based on my powerpoint slides will be available for you to download from the
Eres coursepage by 10:00p.m. the day before class. It is strongly recommended that you bring a
print-out of these handouts with you to class.
COURSE REQUIREMENTS
The course will follow a lecture/discussion format. Students are expected to attend class regularly
(the exams are designed to fail students who miss class), keep up with required readings, and
participate fully in class discussions and activities.
I do not provide students with actual copies of my lecture notes. It is important to note that my
lecture handouts are only a general sketch of the lecture and, in and of themselves, do not provide
adequate information for answering test questions. Students should take detailed notes to augment
the information provided in the handouts.
Homeworks. There will be 10, equally-weighted homeworks worth 60 points each (constituting
60% of your grade for the course). For each homework, you will answer a series of short-answer
questions about the preceding lectures and readings. Answers to the questions need to be written
out by hand in the space provided. Due dates for the homework assignments are listed in the class
schedule. Homework assignments will be posted in ERes at least 4 days before they are due.
Only a random subset of the short-answer questions will be graded, and your grade for a given
homework assignment will be based only on those questions. Unless otherwise notified,
homeworks are due in class on the days noted below in the class schedule. Homeworks that are not
turned in during class (either early or late) will receive a 10 point deduction. If you turn in someone
else’s homework for them, then you will both receive a 10 point deduction. Late homeworks will
only be accepted up until the next class meeting after they are due.
Exceptions to this policy will be made only in the case of serious illness, medical emergency, or
some other serious or unusual circumstances. Students should inform the instructor of such
circumstances at least three days prior to the assignment due date to the extent possible; written
verification of the circumstances may be required.
Examinations. There will be a final exam worth 400 points (40% of your grade). The exam
questions will be based on the homework assignments. That is, if you are able to answer the
homework questions, then you will be able to answer the exam questions. However, the exam will
not be open note. The final exam questions may involve integrating information form different
homework questions. The final exam date is indicated on the attached class schedule. (Also see the
section on Course Policies below for information on make-up exams.)
GRADING
10 homeworks (60 points each):
Final exam
Total points possible:
600 points
400
1,000 points
Final letter grades will be assigned using the point distribution indicated below. A more lenient
distribution may be applied, if circumstances warrant.
FSHD 447 Syllabus
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A = 900-1000 (90-100%)
B = 800-899 (80-89%)
C = 700-799 (70-79%)
D = 600-699 (60-69%)
E = 599 and below (<60%)
Additionally, the following are the definitions of each of these grades.
A = Achievement that is outstanding relative to the level necessary to meet course requirements.
B = Achievement that is significantly above the level necessary to meet course requirements.
C = Achievement that meets the course requirements in every respect.
D = Achievement that is worthy of credit even though it fails to fully meet course requirements.
E = Represents failure (no credit) and signifies that the work was not worthy of credit or was not
completed.
COURSE POLICIES
This course operates under the University of Arizona’s policy on workload and credit requirements.
To view the credit definitions and requirements for credit go to http://catalog.arizona.edu/200708/policies/enrpol.htm on the web.
Exam Policy. Make-up opportunities for the final exam will be given only on rare occasions for
students with justifiable, extenuating circumstances. If such a circumstance should occur, the
student must contact the professor at least one hour prior to the scheduled time of the exam or as
soon as that student is aware of the problem. Failure to contact the professor means that you
forfeit the opportunity to make-up the exam. Whether or not a make-up exam will be permitted is
subject to written documentation (e.g. doctor’s note) of the reason for missing the exam and
instructor’s approval. Students without proper written documentation will not be allowed to
make-up an exam. Under no circumstances will a student be allowed to make-up the final exam
for non-academic/medical reasons (e.g. family vacation). Make-up exams need to be completed
prior to the deadline for submitting grades. If this is not possible, then a student may be able to take
an I (incomplete) for the course.
The final exam schedule for this and all University courses is currently available online at
http://www.registrar.arizona.edu/schedules/finals.htm. Consistent with U of A policy all students
must take the final exam at the scheduled time unless they have made other arrangements with the
DRC. PLAN AHEAD! If you are unable to make it at the scheduled time it is recommended that
you drop this class and take it at another time.
Exam Grades. If a student would like to appeal a grade from any exam or assignment, that student
should do so in writing within seven days from the date it is returned. Any appeal that does not
come in writing or within seven days will not be considered.
**All written documentation pertaining to absences, exams, or course grades should be
submitted to the professor of the class, not the TA.
FSHD 447 Syllabus
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Incomplete Grades and Withdrawals. Students wishing to withdraw from this course must notify
the instructor prior to non-attendance in classes and execute the proper drop or withdrawal
procedures in accordance with the University of Arizona General Catalog. An incomplete grade
will be considered only under limited circumstances and in accordance with the University of
Arizona’s incomplete policy http://grad.admin.arizona.edu/current/incomplete.php. If an
incomplete grade is awarded, a written contract between the student and the instructor that specifies
the work to be completed and an exact timeline for completion must be verified prior to the final
exam.
Attendance. Students should make all efforts to arrive on time and stay until class is finished. If
you must leave early, you must let the instructor know prior to the beginning of class and do so
with minimal disruption. If a student does miss a class, it is their responsibility to get the materials
that they missed. Under no circumstances will the TA(s) for this class supply students with their
notes.
Classroom Courtesy. This course should be treated with professionalism. This includes
conventions of courtesy during class lectures and discussions. Cellular telephone use will not be
permitted at any time. All cellular phones should be turned completely off (not on vibrate) and
stored in purses or backpacks. Reading newspapers, side conversations, and other disruptive
behaviors will not be tolerated. All disruptive behavior will be handled with the University’s
policy, which can be viewed online http://info-center.ccit.arizona.edu/~policy/disrupt.shtml.
Academic Integrity. Students are encouraged to share intellectual views and freely discuss the
principles and application of course materials. However, all graded requirements (exams and
homeworks) must be executed independently unless otherwise specified by the instructor. This
course operates under the University of Arizona academic code as described in the General
Academic Manual. Students are highly encouraged to read the code of academic integrity as it
appears at http://info-center.ccit.arizona.edu/~studpubs/policies/cacaint.htm.
Special needs. Students needing special accommodations or special services should contact the
SALT (Strategic Alternatives Learning Techniques) Center for Learning Disabilities (SALT Center,
117 Old Main, 621-1242, http://www.salt.arizona.edu/) and/or the Disability Resources Center
(DRC, 1540 E. 2nd Street, 621-3268, http://drc.arizona.edu/). The needs for specialized services
must be documented and verified by these UA units. If you qualify for services through DRC,
present your letter of accommodations to the instructor before the end of the second week of class.
We will do everything we can to enhance your learning experience.
Instructor's Note: In order to allow you to plan ahead for your semester activities, we will make
every effort to stay on schedule. However, the following class schedule as well as the course
requirements and procedures are subject to change in the case of unforeseen events.
FSHD 447 Syllabus
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CLASS SCHEDULE
Date
Jan 17
READINGS*
TOPIC
Syllabus
Introductions and Syllabus
HOMEWORK
Jan 22
Bjorklund, 2007 (ER 1).
Konner (2005) (ER 2)
The ecology of human
development and the family
Jan 24
Bjorklund, 2007 (ER 1).
Konner, 2005 (ER 2)
The ecology of human
development and the family
Hmwk. 1 Posted
Jan 29
Bjorklund & Pellegrini, 2002, (ER 3)
Evolution and Development
Hmwk. 1 due
Jan 31
Bjorklund & Pellegrini, 2002, (ER 3)
Evolution and Development
Feb 5
Bjorklund, Ellis, 2007 (ER 4)
Evolved cognitive mechanisms
Feb 7
No Class – SPSP Conference
--------------------------
Feb 12
Belsky, 2007 (ER 5)
Hill, J.O. (2006). (ER 6)
Development of reproductive
strategies
Feb 14
Belsky, 2007 (ER 5)
Hill, J.O. (2006). (ER 6)
Development of reproductive
strategies
Feb. 19
Bereczkei (2007). (ER 7).
Feb 21
Bjorklund, & Pellegrini, 2002 (ER 8)
Gaulin & McBurney (2001), (ER 9)
Development of Reproductive
strategies
Discriminative parental
solicitude
Feb 26
Bjorklund, & Pellegrini, 2002 (ER 8)
Gaulin & McBurney (2001), (ER 9)
Feb 28
Harris (2005). (ER 10).
Hmwk. 3 Posted
Hmwk. 3 due
Siblings and birth order
Hmwk. 4 Posted
Geary, 1998 (ER 11)
Pellegrini & Archer, 2005 (ER 12)
Campbell, 2002 (ER 13)
Male and female competitive
styles
Mar 6
Geary, 1998 (ER 11)
Pellegrini & Archer, 2005 (ER 12)
Campbell, 2002 (ER 13)
Boys’ and girls’ competitive
behavior
Mar 11
Geary, 1998 (ER 11)
Pellegrini & Archer, 2005 (ER 12)
Campbell, 2002 (ER 13)
Boys’ and girls’ competitive
behavior
Mar 13
Please review: Harris, 2005 (ER 10).
Peer relations and status
Weisfeld, G., 1999 (ER 14).
Spring Break
Hmwk. 2 due
Siblings and birth order
Mar 4
Mar 18-
Hmwk. 2 Posted
--------------
Hmwk. 4 due
Hmwk. 5 Posted
FSHD 447 Syllabus
Mar 20
Mar 25
6
Dahl, 2004. (ER 15)
Weinberger et al., 2005 (ER16)
Adolescent brain
Hmwk. 5 due
Mar 27
Dahl, 2004. (ER 15)
Weinberger et al., 2005 (ER16)
Adolescent brain
Hmwk. 6 Posted
Apr 1
Archibald et al., 2003 (ER 17)
Apr 3
Hmwk. 6 due
Amato & Sobolewski, 2004 (ER 18)
Geary, 2005 (ER 19)
Pubertal hormones and
development
Father involvement and
investment
Apr 8
Amato & Sobolewski, 2004 (ER 18)
Geary, 2005 (ER 19)
Father involvement and
investment
Hmwk. 7 Posted
Apr 10
Bailey & Zucker (1995) (ER 20)
Sexual roles and orientation
Bailey, 2003 (ER 21)
Apr 15
Bailey & Zucker (1995) (ER 20)
Sexual roles and orientation
Bailey, 2003 (ER 21)
Hmwk. 7 due
Hmwk. 8 Posted
Apr 17
Larsen & Buss, 2008 (ER 22)
Nature-nurture
Apr 22
Dodge, 2004 (ER 23).
Ellis & Tither, under review (ER 24).
Nature-nurture
Hmwk. 8 due
Apr 24
The Conduct Problems Prevention
Research Group, 2002 (ER 25)
Nature-nurture
Hmwk. 9 Posted
Foster et al., 2006. (ER 26)
Apr 29
Larsen & Buss, 2008 (ER 27)
Behavioral activation system
Hmwk. 9 due
May 1
May 6
Larsen & Buss, 2008 (ER 27)
Behavioral Inhibition system
Hmwk. 10 Posted
May 13
---------------------------------------------
----------------------------------------------
Catch-up and review
Hmwk. 10 due
Final Exam
11:00 a.m. to 1:00 p.m.
* ER = Electronic Reserve readings; numbers correspond to the list of readings below (pp. 7-9).
FSHD 447 Syllabus
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ELECTRONC RESERVE READING LIST
1. Chapter 3 (pp. 55-85) of: Bjorklund, D.F. (2007). Why youth is not wasted on the young:
Immaturity in human development. Malden, MA: Blackwell.
2. Konner, M. (2005). Hunter-gatherer infancy and childhood: The !Kung and others (pp. 19-64). In
B.S. Hewlett & M.E. Lamb (Eds.), Hunter-gatherer childhoods. New Brunswick: Aldine
Transaction.
3. Chapter 2 (pp. 11-44) of: Bjorklund, D.F., & Pellegrini, A.D. (2002). The Origins of Human
Nature: Evolutionary Developmental Psychology. Washington, D.C.: APA.
4. Bjorklund, D.F., Ellis, B.J., & Rosenberg, J.S. (2007). Evolved probabilistic cognitive
mechanisms: An evolutionary approach to gene x environment x development interactions.
Advances in Child Development and Behavior, 35, 1-36.
5. Belsky, J. (2007). Childhood experience and reproductive strategies (pp. 237-253). In R.I.M.
Dunbar & L. Barrett (Eds.), Oxford Handbook of Evolutionary Psychology. Oxford, UK: Oxford
University Press.
6. Hill, J.O. (2006). Understanding and addressing the epidemic of obesity: An energy balance
perspective. Endocrine Review, 27, 750-761.
7. Bereczkei, T. (2007). Parental impacts on development: How proximate factors mediate adaptive
plans (pp. 255-271). In R.I.M. Dunbar & L. Barrett (Eds.), Oxford Handbook of Evolutionary
Psychology. Oxford, UK: Oxford University Press.
8. Chapter 8 (pp. 219-260) of: Bjorklund, D.F., & Pellegrini, A.D. (2002). The Origins of Human
Nature: Evolutionary Developmental Psychology. Washington, D.C.: APA.
9. Chapter 11 (pp. 231-256) of: Gaulain, S.J.C., & McBurney (2001), Psychology: An Evolutionary
Approach. Upper Saddle River, NJ: Prentice Hall
10. Harris, J.R. (2005). Social behavior and personality development: The role of experiences with
siblings and peers. In B.J. Ellis & D.F. Bjorklund (Eds.), Origins of the social mind:
Evolutionary psychology and child development. (pp. 245-270). New York: Guilford
Press.
11. Pp. 240-251 of: Geary, D. C. (1998). Male, female: The evolution of human sex differences.
Washington, D.C.: American Psychological Association.
12. Pellegrini, A.D., & Archer, J. (2005). Sex differences in competitive and aggressive behavior. In
B.J. Ellis & D.F. Bjorklund (Eds.), Origins of the social mind: Evolutionary psychology
and child development. (pp. 219-244). New York: Guilford Press.
13. Chapter 4 (pp. 101-136) of: Campbell, A. (2002). A mind of her own: The evolutionary
psychology of women. Oxford, UK: Oxford University Press.
14. Pp. 209-244 of: Weisfeld, G. (1999). Evolutionary principles of human adolescence.
New York: Basic Books.
15. Dahl, R.E. (2004). Adolescent brain development: A period of vulnerabilities and
opportunities. Annals of the New York Academy of Sciences, 1021, 1-22.
16. Weinberger, D.R., Elvevag, B., & Giedd, N.J. (2005). The adolescent brain: A work in progress.
Washington, DC: The National Campaign to Prevent Teen Pregnancy.
17. Archibald, A.B., Graber, J.A., & Brooks-Gunn, J. (2003). Pubertal processes and physiological
growth in adolescence (pp. 24-47). In G.R. Adams & M.D. Berzonsky (Eds.), Blackwell
Handbook of Adolescence. Malden, MA: Blackwell.
FSHD 447 Syllabus
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18. Amato, P. R. & Sobolewski, J. M. (2004). The effects of divorce on fathers and children:
Nonresidential fathers and stepfathers (pp. 341-67). In M.E. Lamb (Ed.), The Role of the Father
in Child Development (4th ed.). Hoboken, NJ: John Wiley & Sons, Inc.
19. Geary, D.C. (2005). Evolution of paternal investment. In D.M Buss (Ed.), Handbook of
Evolutionary Psychology (pp. 483-505). Hoboken, NJ: Wiley.
20. Bailey, J. M., & Zucker, K. J. (1995). Childhood sex-typed behavior and sexual orientation: A
conceptual analysis and quantitative review. Developmental Psychology, 31, 43-55.
21. The preface (pp ix-xiii) and pp. 1-54 of: Bailey, J.M. (2003). The man who would be queen.
Washington, D.C.: Joseph Henry Press.
22. Chapter 6 (Genetics and personality; pp.172-203) of: Larsen, R.J., & Buss, D.M. (2008).
Personality Psychology: Domains of Knowledge about Human Nature (3rd edition). Boston, MA:
McGraw-Hill.
23. Dodge, K.A. (2004). The nature-nurture debate and public policy. Merrill-Palmer Quarterly, 50,
418-427.
24. Tither, J.M., & Ellis, B.J. (under review). Impact of fathers on daughters’ age at menarche: A
genetically- and environmentally-controlled sibling study. Revision submitted to Developmental
Psychology.
25. The Conduct Problems Prevention Research Group (2002). The implementation of the Fast Track
program: An example of a large-scale prevention science efficacy trial. Journal of Abnormal
Child Psychology, 30, 1–17.
26. Foster, E.M., Jones, D., & Conduct Problems Prevention Research Group (2006). Can a costly
intervention be cost-effective. Archives of General Psychiatry, 63, 1284-1291.
27. Chapter 7 (Physiological approaches to personality; pp. 204-241) of: Larsen, R.J., & Buss, D.M.
(2008). Personality Psychology: Domains of Knowledge about Human Nature (3rd edition).
Boston, MA: McGraw-Hill.
FSHD 447 Syllabus
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FAMILY STUDIES AND HUMAN DEVELOPMENT 447
Advanced Human Development
Spring 2008
Please remove this last page, read and sign below, and return to the Instructor/TA by Jan. 22,
2008.
Statement of Student Awareness and Responsibility
Your signature below indicates that you:
1) have read this syllabus in its entirety,
2) are aware of course requirements, policies, and
3) agree to follow the policies outlined.
Printed name:
_____________________________________
ID number:
_____________________________________
Signature:
_____________________________________
Date:
_____________________________________
University guidelines prohibit posting grades through the use of the student’s Social Security
Number, or Cat Card Number. Please pick a four-digit number that is meaningful to you and
that you can remember so that your grades can be posted. Failure to pick a posting number
indicates that you do not want your grades for this course posted.
Grade posting number:
____ ____ ____ ____
And just to help us identify and remember you, tell us two words that you would use to
describe yourself!
_______________________________
_____________________________