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Psychology 2314
s. greenstone spring 2011
SYLLABUS
Human Growth and Development Spring 2011 HCCS West Loop
CRN: 75832 Room: 132B 11:00 – 12:30 M/W
Instructor: Sandra S. Greenstone, MA Psychology, MA Liberal Arts, B.S.Education
Office Hours: You are welcome to call me at home. Except in an emergency, please do not call after 10
p.m.
Home: 713. 963-9102 E-mail address: sandra.greenstone@hccs.edu
Internet site: http://learning.hccs.edu/faculty/sandra.greenstone
COURSE DESCRIPTION
A developmental psychology course designed to provide an understanding of human behavior and
characteristics from conception through death. This course includes information on physical, cognitive, and
psychosocial changes throughout the lifespan. Theory, research, and applications are covered.
PREREQUISITE: PSYC 2301 or Department Approval; Must be placed into college-level reading (or
take GUST 0342 as a co-requisite) and be placed into college-level writing (or take ENGL 0310/0349 as
a co-requisite
COURSE GOALS
1. Define and identify key concepts in multiple (5)
areas of lifespan psychology including concepts, facts and theoretical perspectives.
2. Define and identify the basic research and evaluation methods used in lifespan psychology, including
the strengths and weaknesses of each method.
3. Demonstrate knowledge of and explain concepts
related to lifespan development.
4. Apply lifespan psychological concepts to the solutions of current issues and problems, such as, ethics,
parenting, discipline, divorce, midlife crisis, dual-income families, aging and /or evaluation of
presentations.
REQUIRED TEXT Required Text: Berger, K.S. (2008). The Developing Person Through the
Life Span. Seventh Edition. New York: Worth Publishing Company.
COMPANION WEBSITE: http://bcs.worthpublishers.com/bergerls7e
COURSE REPEATER POLICY
Students who repeat a course for a third or more times will face significant tuition/fee increases at
HCC and other Texas public colleges and universities. Please ask your instructor and/or counselor about
opportunities for tutoring/other assistance prior to considering course withdrawal or if you are not
receiving passing grades.
CLASSROOM ACTIVITY
There will be a variety of learning activities scheduled for the classroom. Although the topic for each day
will reflect material included in the assigned reading, the format may differ from session to session. The
focus will always be on learning. Among the possible classroom activities are: lectures, discussions, small
group work, videos, pop quizzes (for extra credit only), tests, written assignments, and demonstrations.
You are encouraged to participate in-class discussions, ask questions, and share ideas. Sometimes I will
lecture on particularly complex topics, but at other times you may be asked to master sections of the
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text on your own. Use the PAGE LIST (at the end of this syllabus), as your guide to determine which
material, in the text, is most important. I will provide class time for asking and answering questions about
material that will be covered in this course.
INSTRUCTOR RESPONSIBILITIES
Prepare class activities, assignments, and exams Review and evaluate results. Assign grades.
STUDENT RESPONSIBILITIES
Attending class and participating in discussion Reading and comprehending the text
Completing required assignments and quizzes Asking for help when there is a question or problem
Keeping copies of all paperwork, including: the syllabus, handouts, and all returned exams and
assignments Taking notes when appropriate and obtaining notes from classmates for days when
absent
All students are required to have frequent access to a computer and a working e-mail address.
DISABILITY POLICY
HCCS is committed to compliance with the Americans with Disabilities Act (ADA) and the Rehabilitation
Act of 1973 (Section 504). Any student with a documented disability (e.g. physical, learning,
psychiatric, vision, hearing, etc.) who needs to arrange reasonable accommodations must contact the
Disability Services Office at the respective college at the beginning of each semester. Your instructor
is authorized to provide only the accommodations requested by the Disability Support Services Office.
Contact: Southwest College: 713-718-7910
ACADEMIC HONESTY: Cheating, collusion, or plagiarism in any form will result in a grade of "0" on the
test or project in question. A second violation will result in a grade of “F” for the course (You are
expected to be familiar with the college’s “Policy on Academic Honesty,” found in the catalog. What
that means is: If you are charged with an offense, pleading ignorance of the rules will not help you.
Students are responsible for conducting themselves with honor and integrity in fulfilling course
requirements. Penalties and/or disciplinary proceedings may be initiated by College System officials
against a student accused of scholastic dishonesty. “Scholastic dishonesty”: includes, but is not limited
to, cheating on a test, plagiarism, and collusion.
Cheating on a test includes:
 Copying from another students’ test paper;
 Using materials not authorized by the person giving the test;
 Collaborating with another student during a test without authorization;
 Knowingly using, buying, selling, stealing, transporting, or soliciting in whole or part the contents
of a test that has not been administered;
 Bribing another person to obtain a test that is to be administered.
Plagiarism means the appropriation of another’s work and the unacknowledged incorporation of that
work in one’s own written work offered for credit.
Collusion mean the unauthorized collaboration with another person in preparing written work offered
for credit. Possible punishments for academic dishonesty may include a grade of 0 or F in the particular
assignment, failure in the course, and/or recommendation for probation or dismissal from the College
System. (See the Student Handbook)
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ATTENDANCE
Students must sign in daily as a record of attendance. It is important that you come to class. It has
been my experience that poor attendance records tend to strongly correlate with poor grades.
Attendance in class is important and it is college policy that students must attend class and that
faculty will require attendance with penalties for non-compliance. Absences are recorded from the
first day of class. Please see the catalog currently in use for the college’s policy on classroom absences
caused in the course of student representation of the college, such as athletics and chorale activities.
Apart from the absences caused when students represent the college, students might need to miss
class and/or lab sessions from time to time due to illness or other reasons. Instructors will permit
students to be absent from a maximum of three class meetings that are scheduled in this syllabus.
Upon the fourth absence, it is this instructor’s policy to subtract 5 points for each absence beyond
the permitted 3 class session absences. Exception: a letter from a doctor or employer that explains
the necessity of the absence/s. This must be written on a company/doctor letterhead.
TARDINESS
As a courtesy to your classmates and to your instructor, it is important that you be seated in your
classroom at the time class is scheduled to begin. If you are late, the instructor will not repeat any
lecture material or other information presented prior to a late arrival. It is the responsibility of late
students to ask their fellow students, after class, for information that they have missed. Please inform
your instructor if you know you will not arrive on time. If you arrive late and have not given the
instructor prior notice, explain the situation after class has ended.
HCCS DROP/WITHDRAWAL POLICY
If you feel that you cannot complete this course, you will need to withdraw from the course prior to
the final date of withdrawal. Before, you withdraw from your course; please take the time to meet
with the instructor to discuss why you feel it is necessary to do so. The instructor may be able to
provide you with suggestions that would enable you to complete the course. Your success is very
important. Beginning in fall 2007, the Texas Legislature passed a law limiting first time entering
freshmen to no more than six total course withdrawals throughout their educational career in obtaining
a certificate and/or degree.
To help students avoid having to drop/withdraw from any class, HCC has instituted an Early Alert
process by which your professor may “alert” you and HCC counselors that you might fail a class because
of excessive absences and/or poor academic performance. It is your responsibility to visit with your
professor or a counselor to learn about what, if any, HCC interventions might be available to assist you –
online tutoring, child care, financial aid, job placement, etc. – to stay in class and improve your academic
performance.
If you plan on withdrawing from your class, you must complete the process prior to the ***withdrawal
deadline to receive a “W” on your transcript. You can drop a course by returning to the same online
enrollment page that you used to originally register for classes. From the drop-down menu, select
enrollment – drop instead of enrollment – add. ***Final withdrawal deadlines vary each semester
and/or depending on class length, please visit the online registration calendars, HCC schedule of classes
and catalog, any HCC Registration Office, or any HCC counselor to determine class withdrawal
deadlines. If you do not withdraw before the deadline, you will receive the grade that you are making
at the end of semester as your final grade.
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Official Date of Record: January 31, 2011
***Last Day for Administrative Withdrawal: April 21, 2011 4:30 pm
Last day of lectures: May 4, 2011
Final Exam: May 9, 2010
REPEAT COURSE FEE
The State of Texas encourages students to complete college without having to repeat failed classes.
To increase student success, students who repeat the same course more than twice, are required to pay
extra tuition. The purpose of this extra tuition fee is to encourage students to pass their courses and
to graduate. Effective Fall 2006, HCC will charge a higher tuition rate to students registering the
third or subsequent time for a course. If you are considering course withdrawal because you are not
earning passing grades, confer with your instructor/counselor as early as possible about your study
habits, reading and writing homework, test taking skills, attendance, course participation, and
opportunities for tutoring or other assistance that might be available.
USE OF CAMERA AND/OR RECORDING DEVICES
As a student active in the learning community of this course, it is your responsibility to be respectful
of the learning atmosphere in your classroom. To show respect of your fellow students and instructor,
you will turn off your phone and other electronic devices, and will not use these devices in the
classroom unless you receive permission from the instructor.
Use of recording devices, including camera phones and tape recorders, is prohibited in classrooms,
laboratories, faculty offices, and other locations where instruction, tutoring, or testing occurs.
Students with disabilities who need to use a recording device as a reasonable accommodation should
contact the Office for Students with Disabilities for information regarding reasonable
accommodations.
PROGRAM REQUIREMENTS
The psychology discipline committee has approved the following requirements for all sections of PSYC
2314:
 All instructors must require at least one written assignment.
 All instructors must include assignments, exams, or activities in their syllabi that address the
HCCS core curriculum standards.
GRADING AND EVALUATION
Tests - There will be 4 tests consisting of multiple-choice and T/F questions. Your lowest test
grade will be dropped; however, because your lowest test grade will be dropped, you may drop the grade
of “zero” if you have missed a test.
Make-Up Tests: No make-up test will be given.
Make-Up late work: Late work will not be accepted.
Computer e-mail Quizzes: Students are required to complete all assigned e-mail quizzes. These
quizzes should be sent to the instructor on or before the announced due date. Each e-mail quiz assigned
has a point value of two, unless noted. If more than two answers are incorrect, unless noted, no credit
will be given for the e-mail quiz. Do not depend on the internet to be up and operational at the last
minute. Late submissions will not be accepted.
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Written Assignments – On each test day you will have a written component separate from the
test. On the test day you will be required to write essays on 2 questions from each group of chapter
essay topics that your instructor will provide at the beginning of the semester. All of the possible
questions will be sent to you by e-mail. It is from this list that the essay topics for the second part of
your test will be selected. The instructor, at her discretion, will select, on the day of the test,
the essay topics. The lowest grade of the 4 groups of essays will be dropped.
Class Participation: Each student is to contribute to all class activities.
Extra Credit: Pop quizzes will each count for 1 extra credit. Pop quizzes will be given and
corrected within the first 10 minutes of class. You must get all answers correct to receive credit.
A POINT SYSTEM WILL BE USED TO COMPUTE YOUR GRADES.
The maximum number of points possible for the semester is 400.
Each Test has a value of 100 points (3 x 100 = 300 points).
Each written assignment (additional part of quiz) has a value of 20 points (3 x 20 = 60 points).
Each computer assignment (e-mail quiz) has a value of 2 points (2 x 20 = 40).
Your final score will be converted into a letter grade according to the following scale:
A: 400-360 points
B: 359-320 points
C: 319-280 points
D: 279-240 points
F: Any score under 240 points.
INCOMPLETE POLICY: The grade "I" may be given at the discretion of the instructor if for some
agreed upon reason the student has missed an assignment. The student is responsible for contacting
the instructor and arranging to complete the work the following semester. An “I” will turn to an “F”
automatically after one regular semester.
THIS SYLLABUS IS SUBJECT TO CHANGE
THE COURSE SCHEDULE and PAGE LIST
CAN BE FOUND ON THE FOLLOWING PAGES
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ASSIGNED CHAPTER IS TO BE READ BEFORE CLASS LECTURE
COURSE SCHEDULE
WEEKS
DATES
ASSIGNMENTS/QUIZZES
1
January 19
Chapter 1
2
2
January 24
January 26
Chapter 2
Chapter 3
3
3
January 31
February 2
Chapter 4
Chapter 5
4
4
February 7
February 9
Chapter 6
Chapter 7
5
February 14
5
February 16
Test 1 and Essays 1
Chapters 1 thru Chapter 7
Chapter 8
6
6
February 21
February 23
NO class
Chapter 9
7
7
February 28
March 2
Chapter 10
Chapter 11
8
8
March 7
March 9
Chapter 12
Chapter 13
SPRING BREAK: NO CLASS MARCH 14 AND 16
9
9
March 21
March 23
Chapter 14
Test 2 and Essays 2
Chapters 8 thru 14
10
10
March 28
March 30
Chapter 15
Chapter 16
11
11
April 4
April 6
Chapter 17
Chapter 18
12
12
April 11
April 13
Chapter 19
Chapter 20
13
13
14
April 18
April 20
April 25
14
April 27
Chapter 21
Chapter 22
Test 3 and Essays 3
Chapters 15 thru 22
Chapter 23 & 24
15
15
16
May 2
May 4
May 9
Chapters 25 & Epilogue
Essays 4
Test 4
Chapters 23 thru Epilogue
Your instructor will cover additional material and will add concepts to this list.
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PAGE LIST
Berger, K. S., The Developing Person Through the Lifespan, (7th ed.)
PART I: THE BEGINNINGS
Chapter 1: Introduction
Developmental psychology
3 thru 6
Characteristics of Development
7 thru 13
Plasticity
15 top of page
Replication
17 top of page
Cross-sectional, longitudinal research & cross-sequential
21 thru 24
Correlation and causation
25 and 26
Code of Ethics
27 and 28 (top half of page)
Chapter 2: Theories of Development
Psychoanalytic Theory
35 thru 37
Behaviorism
38 thru 43 (skip “thinking like”)
Cognitive theory
43 thru 45
Sociocultural theory
46 thru middle of 49
Epigenetic systems theory
49 thru middle of 55
Nature/nurture controversy
55 thru 57
Chapter 3: Heredity and Environment
Genetic code
61 thru 64 (fig. 3.2, p.65)
From One Cell to Many
66 thru middle of 70
Assisted Reproduction
71 thru top of 72
Genotype/Phenotype
73 thru 78
Down Syndrome
79 thru 80
Various topics
81 thru 84
Genetic counseling
84 thru 87
Chapter 4: Prenatal Development and Birth
From Zygote to Newborn
91 thru 96
Risk reduction
97 thru top of 106
Low birth weight
113 thru115
Postpartum Depression
118 thru 119
Part II: THE FIRST TWO YEARS: INFANTS AND TODDLERS
Chapter 5: The First Two Years: Biosocial Development
Norm/percentile
Brain development)
126
129 thru 135
Senses and motor skills
136 thru 142
Immunization
144 thru 146
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SIDS
146 thru 148
Nutrition
148 thru 151
Chapter 6: The First Two Years: Cognitive Development
Sensorimotor intelligence
155 thru 161
Theories of language learning
171 thru 175
Chapter 7: The First Two years: Psychosocial Development
Psychoanalytic theory
Cognitive theory
183 thru middle of 184
Bottom of 184 thru middle
of 185
Epigenetic theory
185 thru middle of 188.
Attachment
192 thru middle of 197
Infant Day Care
197 thru 199
PART III: THE PLAY YEARS
Chapter 8: The Play Years: Biosocial Development
Nutritional deficiencies
208 thru top of 209
Brain development
210 thru top of 218
223 thru ”consequences”
225
Post –traumatic stress disorder (PTSD)
Chapter 9: The Play Years: Cognitive Development
Piaget: Preoperational thought
231-234
Vygotsky's theory
234 thru top of 236
Theory of Mind
238 thru 239
Learning Two Languages
243 thru 245
Early Childhood Education
245 thru 251
Chapter 10: The play Years: Psychosocial
Initiative vs. Guilt
255 thru 257 (Guilt & Shame)
Leading to Behavior/Aggression
260 thru 263
Baumrind’s Three Patterns of Parenting
264 thru 265
Cultural Variations
265 thru middle of 266
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Discipline and Punishment
266 thru middle of 268
The Challenge of the Media
268 thru middle of 271
Becoming Boys and Girls
271 thru 277
PART IV: THE SCHOOL YEARS
281-359
Chapter 11: The School Years: Biosocial Development
A Healthy Time
283 thru middle of 287
Brain Development
290 thru 295.
Children with Special Needs
295 thru 303.
Chapter 12: the School Years: Cognitive Development
Building on theory
307 thru 309
Information Processing Theory
310-313
Second Language Learners/bilingualism
315 middle of 317
Teaching and Learning
317 thru middle of 323
Chapter 13: the School Years: Psychosocial Development
Children’s Moral Codes
335 thru 337
Social Acceptance
337 thru middle of 342
PART V: ADOLESCENCE
Chapter 14: Adolescence Biosocial Development
Puberty Begins
364-369
Nutrition
370 thru middle of 371
Brain development
375 thru 379
Possible Problems
380 thru 388
Chapter 15: Adolescence: Cognitive Development
Adolescent thinking
391 thru 393
Formal Operational Thought
395 through 397
Teaching and learning
401 thru 412 skip Issues 407-08
Chapter 16: Adolescence: Psychosocial Development
Identity vs. Diffusion
415 thru 419
Sexuality
427- 433
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Sadness and Anger
433 thru top of 437
More Destructiveness
437 thru middle of 439
PART VI: EMERGING ADULTHOOD
Chapter 17: Emerging Adulthood: Biosocial Development
Bodies in Balance
450 thru top 451
Habits and Risks
Begin 457 thru 464
Chapter 18: Emerging Adulthood: Cognitive Development
Postformal Thought
472 thru top of 483
Chapter 19: Emerging Adulthood: Psychosocial Development
Vocational Identity
502 thru bottom of 503
Intimacy versus isolation
503 thru middle of 504
What Makes Relationships Work
511 thru bottom 513
Mood Disorders
519 thru 521
PART VII: ADULTHOOD
Chapter 20: Adulthood: Biosocial Development
The Aging Process
Begin 528 thru middle
of 532
Menopause
534 thru 536
Alcohol
538 thru top of 539
Lack of Exercise
539 thru bottom of 542
Variations in Aging
548 thru 552
Chapter 21: Adulthood: Cognitive Development
What is Intelligence?
Top of 556
Flynn Effect
557 to the top of 558
Two Clusters: Fluid and Crystallized
Three Forms of Intelligence: Sternberg
561 thru 562
Bottom 562 thru bottom
of 563
Eight Intelligences: Gardner
Top of 564 thru 566
Chapter 22: Adulthood: Psychosocial Development
Ages and Stages
578 thru top of 581
Divorce
593 thru 595
Generativity
596 thru 607
PART VIII: LATE ADULTHOOD
Chapter 23: Late Adulthood: Biosocial Development
Ageism
615 and 660 thru 662
Gerontology
616
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Aging and Disease
620 to top of 621
Exercise
625 thru 626
Compression of Morbidity
633 thru 635
Theories of aging
635 thru 641
The Centenarians
643 thru 645
Chapter 24: Late Adulthood: Cognitive Development
Staying Healthy and Alert
659
The Impaired: Dementia
661 (bottom) thru 670
Wisdom
673 thru top of 675
Chapter 25: Late Adulthood: Psychosocial Development
Integrity vs. Despair
680 to the top of 681
Stratification Theories
684 thru top 686
Aging in Place, Volunteerism, Continued Education, Religion, Political Activity
692 thru 696
Activities of Daily life
706 thru middle of 708
Respite Care
709
Epilogue: DEATH AND DYING
Honest Conversation
Ep. 10 thru bottom of 11
Hospice
Ep. 12 thru middle of 13
Choices and Controversies
Ep. 13 thru top of 16
Advance Directives
Ep. 16 thru bottom of 17
Diversity of Reactions
Ep. 22 thru 24
YOU MUST E-MAIL ME TO REQUEST THE
“POSSIBLE ESSAY QUESTIONS” ATTACHMENT.
UPON MY RECEIPT OF YOUR REQUEST, I WILL SEND
THE QUESTIONS TO YOU BY E-MAIL.
DO THIS BEFORE THE NEXT CLASS SESSION.
sandra.greenstone@hccs.edu
.
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