PSYC 2314: Human Growth and
Development: Lifespan
Psychology 2314 is a survey of the basic principles underlying age-related change from
conception to death. The course emphasizes major theories and research findings in the
field of human development. Although we all develop informal theories of human nature
as we interact with others, upon completion of this course, you will have a more
comprehensive and scientific understanding of others' and your own development. PSYC
2301 (Introduction to Psychology) is a prerequisite for this course.
Spring, 2011
Instructor: Carlos A. Smith, Psy.D., LSSP
Email: carlos.smith@hccs.edu
Telephone: 281 408-0043
HOW TO CONTACT THE INSTRUCTOR
Email is the preferred method for contacting me.
GOALS
Psychology 2314 is a survey of the basic principles underlying age-related change from
conception to death. The course emphasizes major theories and research findings in the
field of human development. Although we all develop informal theories of human nature
as we interact with others, upon completion of this course, you will have a more
comprehensive and scientific understanding of others' and your own development. PSYC
2301 (Introduction to Psychology) is a prerequisite for this course.
Learning objectives
OBJECTIVES FOR SLO #1: Define and identify key concepts in multiple (5) areas of
lifespan psychology including concepts, facts and theoretical perspectives.
1.1. CORE DOMAIN 1: THE SCIENCE OF LIFESPAN PSYCHOLOGY
Define
1.1.1. Developmental psychology
1.1.2. Life-span perspective
1.1.3. Cohort effects
1.2. CORE DOMAIN 2: THE SYSTEMS APPROACH
Define
1.2.1. The ecological-systems approach to the study of human development
1.2.2. Epigenetic system’s theory
1.3. CORE DOMAIN 3: BIOSOCIAL DEVELOPMENT
Define
1.3.1 Genes and chromosomes
1.3.2. Dominant and recessive genes
1.3.3. Behavioral genetics
1.3.3. Stages of prenatal development
1.3.4. Teratogens
1.3.5. Prenatal Abnormalities
1.3.6. Preterm and low birth weight
1.3.7. Gerontology
1.3.8. Menopause
1.3.9. Changes in the sense organs during adulthood
1.3.10. Ageism
1.3.11. Gerontology
1.3.12. Stages of dying
1.3.13. Grief and bereavement
1.4. CORE DOMAIN 4: COGNITIVE DEVELOPMENT
Define
1.4.1 Learning theory
1.4.2 Piaget’s theory of cognitive development
1.4.3 Vygotsky’s theory of cognitive development
1.4.4 Characteristics of good schools
1.5 CORE DOMAIN 5: PSYCHOSOCIAL DEVELOPMENT
Define
1.5.1. Freud’s Psychosexual theory
1.5.2. Erikson’s Psychosexual theory
1.5.3. Kinkeeper
1.5.4. Activities of daily life
1.5.5. Respite care
1.5.6. Hospice
1.5.7. Palliative care
1.5.8. Living will
OBJECTIVES FOR SLO#2: Define and identify the basic research and evaluation
methods used in lifespan psychology, including the strengths and weaknesses of each
method.
2.1 CORE DOMAIN 1: THE SCIENCE OF LIFESPAN PSYCHOLOGY
Define and identify
2.1.1. Cross-sectional research method
2.1.2. Longitudinal research method
2.1.3. The basic steps of the scientific method
2.1.4. Surveys and case studies, noting at least one advantage (or strength) and one
disadvantage (or weakness) of each
2.1.5. Scientific observation as a research strategy, noting at least one advantage (or
strength) and one disadvantage (or weakness).
2.1.6. The components of an experiment, and discuss the main advantage of this research
method
2.1.7. Some of the ethical issues involved in conducting research with humans
OBJECTIVE FOR SLO#3: Demonstrate knowledge of and explain concepts related to
lifespan development.
3.1. CORE DOMAIN 1: THE SCIENCE OF LIFESPAN PSYCHOLOGY
Explain
3.1.1. Differences among the major theoretical perspectives in lifespan psychology.
3.2. CORE DOMAIN 2: THE ECOLOGICAL-SYSTEMS APPROACH
Describe
3.2.1. The ecological-systems approach to the study of human development, and explain
how this approach leads to an understanding of the overlapping contexts in which people
develop.
3.3. CORE DOMAIN 3: BIOSOCIAL DEVELOPMENT
Explain
3.3.1. Nature / nurture controversy
3.3.2. Process of reproduction
3.3.3. Multiple births
3.3.4. Genetics research
3.3.5. Genetic counseling
3.3.6. Brain development
3.3.7. SIDS
3.3.8. Role of nutrition, including breastfeeding
3.3.9. Role of exercise and it’s effects on preventing obesity
3.3.10. Eating disorders
3.3.11. Role of hormones in development during adolescence
3.3.12. Puberty
3.3.13. Changes in body image during adolescence
3.3.14. Sexual behavior including STD’s and decisions
3.3.15. Teen pregnancy
3.3.16. Factors that contribute to drug use and addiction
3.3.17. Primary and secondary aging
3.3.18. Osteoporosis
3.3.19. Hormone replacement therapy (HRT)
3.3.20. Variables affecting life expectancy
3.3.21. Theories of aging
3.3.22. Euthanasia and assisted suicide
3.4. CORE DOMAIN 4: COGNITIVE DEVELOPMENT
Explain
3.4.1. Sensorimotor intelligence, including object permanence
3.4.2. Preoperation thought
3.4.3 Concrete operations
3.4.4 Formal operational thinking
3.4.5. Vygotsky’s theory
3.4.6. Theories of language development
3.4.7. Bilingualism and second language learners
3.4.8. School related testing
3.4.9. Mental retardation
3.4.10. Learning disabilities and ADHD
3.4.11. Metacognition and selective attention
3.4.12. Information Processing theory
3.4.13. Moral development
3.4.14. Characteristics of good schools
3.4.15. Working outside of school and it’s effects
3.4.16. Senescence
3.4.17. Psychological impact of attending college
3.4.18. Postformal thought
3.4.19. Fluid and crystallized intelligence and how each is affected by age
3.4.20. Gardner’s view of multiple intelligences
3.4.21. Dementia and Alzheimer’s disease
3.4.22. Wisdom
3.5 CORE DOMAIN 5: PSYCHOSOCIAL DEVELOPMENT
Explain
3.5.1. Temperament
3.5.2. Attachment, including secure and insecure and the strange situation
3.5.3. Prosocial and antisocial behavior
3.5.3. Child care concerns
3.5.4 Parenting styles
3.5.5 Cross-cultural parenting
3.5.6 Disciplining children
3.5.7 effects of media
3.5.8 Gender development theories
3.5.9 Identity vs. role confusion
3.5.10 Depression and suicide
3.5.11 Challenges of adolescence
3.5.12 Role of work in adult development
3.5.13 Intimacy vs. isolation
3.5.14 Generativity vs. stagnation
3.5.15 Integrity vs. despair
3.5.16 Social clock
3.5.17. Marital success
3.5.18. Divorce
3.5.19. Work and family issues in dual-income families, including role overload and role
buffering
3.5.20. Role of work in adult development
3.5.21. Midlife crisis
3.5.22. Sandwich generation
3.5.23. partner abuse
3.5.24. violent behavior of males
3.5.25. Activity theory vs. disengagement theory
OBJECTIVES FOR SLO#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.
CORE DOMAIN 1: THE SCIENCE OF LIFESPAN PSYCHOLOGY
Students will interpret
4.1.1. Psychological research on the basis of ethical standards.
4.2. CORE DOMAIN 2: BIOSOCIAL DEVELOPMENT
Students will apply
4.2.1. Principles of Lifespan Psychology to relate to problems of biosocial development,
such as, factors that contribute to drug use and addiction
4.3. CORE DOMAIN 3: COGNITIVE DEVELOPMENT
Students will apply
4.3.1. Postformal thought to address the problem of a moral dilemma, such as, cheating in
schools
4.4. CORE DOMAIN 4: PSYCHOSOCIAL DEVELOPMENT
Students will apply
4.4.1. Principles of Lifespan Psychology to interpreting social problems (including
rejection, peer pressure & bullying)
HCCS MISSION STATEMENT
The Houston Community College System is an open-admission, public institution of
higher education offering associate degrees, certificates, academic preparation, workforce
training, and lifelong learning opportunities that prepare individuals in our diverse
communities for life and work in an increasingly international and technological society.
REQUIRED TEXT
Bee, H. & Boyd, D. (2009). Lifespan Development (5th Edition). Boston, MA: Pearson
Allyn & Bacon.
The text is available at the HCC-Central and HCC-Southeast bookstores. It is also
available from most online bookstores. An ebook is available at coursemsart.com.
NOTICES
Prerequisite Courses and Skills: This course has a prerequisite/co-requisite: PSYC
2301. If you have enrolled in this course without having completed PSYC 2301, you
may find that you lack the background knowledge needed to succeed in this course. In
addition, both PSYC 2301 and PSYC 2314 require college-level reading and writing
skills. Research indicates that you are most likely to succeed if you have already taken
and passed ENGL 1301. The minimum requirements for enrollment in PSYC 2301 and
PSYC 2314 include placement in college-level reading (or take GUST 0342 as a corequisite) and placement in college-level writing (or take ENGL 0310/0349 as a corequisite). If you have enrolled in this course without having satisfied these prerequisites,
you are at higher risk of failure or withdrawal than students who have done so, and you
should carefully read and consider the repeater policy notice that follows.
Repeater Notice: Students who repeat a course three or more times are subject to
additional course fees at HCC and other Texas public colleges and universities. 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.
Students with Disabilities: Any student with a documented disability (e.g. physical,
learning, psychiatric, vision, hearing, etc) who needs to arrange reasonable
accommodations must contact the appropriate HCC Disability Support Service (DSS)
Counselor at the beginning of each semester. Faculty are authorized to provide only the
accommodations requested by the Disability Support Services Office. Students who are
requesting special testing accommodations must first contact the appropriate DSS
counselor for assistance.
International Students: Receiving a W in a course may affect the status of your student
visa. Once a W is given for the course, it will not be changed to an F for the purpose of
maintaining an international student’s visa. Please contact the International Student
Office at 713-718-8520 if you have any questions about your visa status and other
transfer issues.
INSTRUCTOR POLICIES & STUDENT RESPONSIBILITIES
1. Email is the primary means of communication between the instructor and students.
2. Students with disabilities who require modifications must notify the instructor of the
specific need as soon as possible after enrollment. To be eligible for modifications,
students must clients of the HCCS office serving students with disabilities or of a
comparable department at their home institution.
3. Instructions for submission of all assignments must be followed. If an assignment
specifies electronic submission of materials, no other format is acceptable.
4. Students are expected to read the syllabus, read the textbook as assigned, adhere to
specified deadlines and policies, and to keep up with assignments.
5. Students who are dropped from the class for administrative reasons (e.g. transcripts,
test score, failure to pay) may not submit assignments or take exams until documentation
of correction of the problem is provided to the instructor.
6. A grade of "I" (incomplete) will be considered only for those students who have
completed at least 80% of quizzes, exams, and assignments. Only students who are
unable to complete the class because of illness or other extraordinary circumstance may
receive an I. In addition, only students who discuss their situation with the instructor prior
to the end of the semester may receive an I. In all cases, regardless of circumstances, the
instructor reserves the right to refuse to award an I.
7. The instructor reserves the right to change the syllabus at any time during the course.
8. NO LATE WORK WILL BE ACCEPTED!
UNITS OF INSTRUCTION
This course will consist of five units. Each unit will include (1) reading assignments, (2)
in-class lectures, (3) an online video, and (4) an online assignment. Students are expected
to complete the reading assignments and take-home exams outside of class. In-class
lectures will focus on major concepts and theories. The online videos and assignments
will provide students with enrichment experiences and information about practical
aspects of development that go beyond the textbook and in-class lectures.
UNIT I: INTRODUCTION TO THE STUDY OF DEVELOPMENT
Readings: Chapters 1-3
Lecture Topics: (1) Research Methods; (2) Freud's and Erikson's Theories of
Development; (3) Bronfenbrenner's Bioecological Theory
Online Video I: Watch ALL PARTS of Life's Greatest Miracle
http://www.pbs.org/wgbh/nova/miracle/program.html
Online Assignment I: How Much Do You Know about Contraception?
Take the quiz at the website below. Print out your results and bring them to class on the
due date.
http://quiz.ivillage.com/health/tests/whcontraception.htm
UNIT II: INFANCY AND EARLY CHILDHOOD
Readings: Chapters 4-8
Lecture Topics: (1) Piaget's stages in infancy and early childhood; (2) Language
Development; (3) Attachment; (4) Temperament; (5) Gender Role Development; (6)
Parenting Styles; (7) Aggression/prosocial behavior
Online Video II: Watch ALL PARTS of The Medicated Child
http://www.pbs.org/wgbh/pages/frontline/medicatedchild/view/
Online Assignment II: Are You Ready to Parent a Newborn?
Take the quiz at the website below (select the "expert" level to answer all twenty
questions). Print out your results and bring them to class on the due date.
http://pediatrics.about.com/library/quiz/bl_new_baby_quiz.htm
UNIT III: MIDDLE CHILDHOOD/ADOLESCENCE
Readings: Chapters 9-12
Lecture Topics: (1) Piaget's stages in childhood and adolescence; (2) Aggression; (3)
Marcia's Theory of Identity Development; (4) Ethnic Identity Development; (5)
Kohlberg's Theory of Moral Development
Online Video III: Watch ALL PARTS of A Class Divided
http://www.pbs.org/wgbh/pages/frontline/shows/divided/etc/view.html
OR
Online Video III: Watch ALL PARTS of Growing Up Online
http://www.pbs.org/wgbh/pages/frontline/kidsonline/view/
Online Assignment III: How Do You Rate on the Big Five Personality Traits?
Take the "Personality Patterns" test at the website below. Print out your results and bring
them to class on the due date.
http://psychcentral.com/personality-patterns/
UNIT IV: ADULTHOOD
Readings: Chapters 13-16
Lecture Topics: (1) Sternberg's Theory of Love; (2) Intimate Relationships; (3) Theories
of Career Development
Online Video IV: Watch ALL PARTS of Margaret Mead: Tales from the Jungle
http://www.youtube.com/watch?v=cOa3ftAKnzo
Online Assignment IV: Have You Ever Been Bullied at Work?
Take the quiz at the website below. Print out your results and bring them to class on the
due date.
http://psychcentral.com/quizzes/workplace.htm
UNIT V: THE END OF LIFE
Readings: Chapters 17-19
Lecture Topics: (1) Successful Aging; (2) Dementia; (3) Kubler-Ross's Stage of Dying;
(4) Grieving
Online Video V: Watch ALL PARTS of The Undertaking
http://www.pbs.org/wgbh/pages/frontline/undertaking/view/
Online Assignment V: Will You Live to Be 100?
Use the lifespan calculator at the website below to determine your probability of living to
be 100 years of age. Print out your results and bring them to class on the due date.
http://www.livingto100.com/
EVALUATION
Take-Home Exams: There will be five, 100-question multiple choice exams, one for
each unit of instruction. Questions on the exams will address all aspects of development,
both the detailed information in the reading assignments and the major concepts and
theories in the lectures. In other words, the exams cover all of the required reading even
though the in-class lectures do not. No makeup exams will be allowed, but each student's
lowest exam grade will be dropped prior to calculating course grades. See the schedule
below for exam dates. Each of the four best exams will count 150 points (total 600
points).
Unit Exams
Chapters
I: Introduction to Human Development 1-3 (100 questions)
II: Infancy/Early Childhood
4-8 (100 questions)
III: Middle Childhood/Adolescence
9-12 (100 questions)
IV: Adulthood
13-16 (100 questions)
V: The End of Life
17-19 (100 questions)
I will hand out the exams two weeks before they are due. On the due date, students will
record their answers on scantrons at the beginning of the class period. In other words, you
should come to class with your exam finished and be ready to put your answers on the
scantron. Students may email questions about the exam to me prior to the due date, but I
will not answer questions about the exam on the due date itself. Recording of answers on
scantrons should take no more than ten to fifteen minutes of class time.
Video Summaries: As noted above, each unit includes an online video. Students are
required to summarize each video. The summaries should include all of the major points
in the videos (i.e., theories, research findings, practical implications, case studies, etc.). In
order for students to get full credit for a video summary, I must be able to tell from their
summaries that they have watched the entire video and grasped everything presented in it.
In some cases, it may be necessary to watch a video more than once to be sure that you
have included all the necessary information in your summary. If you need to watch the
videos on campus, you must bring your own headphones to the lab or library. Summaries
may be turned in by email or in class. Each of the five summaries will count 20 points
(total 100 points). (See links to videos under "Units of Instruction" above. See due dates
in "Course Schedule" below.)
Online Assignments: As indicate earlier, each unit includes an online assignment. Each
assignment will count 20 points (total 100 points). (See assignments under "Units of
Instruction" above. See due dates in "Course Schedule" below.)
Final Exam: There will be a comprehensive final exam over all chapters in the textbook.
It will consist of 100 multiple-choice questions and will count 200 points.
Course grades: The instructor will calculate final grades (90-100 = A, 80-89 = B, 7079=C, 60-69=D) using the following formula:
Grade Points Required
A
900-1,000 (90%+)
B
800-899 points (80-89%)
C
700-799 points (70-79%)
D
600-699 points (60-69%)
F
<600 points (<60%)
COURSE SCHEDULE
Date
1/19;
1/24
1/26
Topic//What's Due
Introduction to Course
Reading
Lecture: Philosophical views of development (pp. 3-4); the lifespan
perspective (pp. 4-5); research methods (pp. 11-18)
Ch. 1-3
Lecture: Freud's and Erikson's theories of development (pp. 27-31);
Bronfenbrenner's bioecological theory (pp. 43-44)
Unit I Exam handed out
DUE AT BEGINNING OF CLASS
2/2
Unit I Take-Home Exam answers
Online Video I Summary
Ch. 4-8
Online Assignment I
2/9
Lecture: Attachment (pp. 150-157); Piaget's infancy/early childhood
stages (pp. 122-124; pp. 183-185); language development (pp. 130139; pp. 191-193)
Lecture: Temperament (pp. 157-160); parenting styles (pp. 219-225);
gender role development (pp. 214-219); aggression/prosocial behavior
(pp. 232-235)
Ch. 4-8
Unit II Exam handed out
DUE AT BEGINNING OF CLASS
Unit II Take-Home Exam answers
2/16
Online Video II Summary
Ch. 912
Online Assignment II
2/23
Lecture: Piaget's middle childhood/adolescence stages (pp. 251-254;
pp. 324-327); aggression (pp. 290-292; 355-357)
Lecture: Marcia's theory of identity development (pp. 342-343); ethnic
identity development (pp. 347-349); Kohlberg's theory of moral
Ch. 9development (pp. 349-354)
12
Unit III Exam handed out
DUE AT BEGINNING OF CLASS
Unit III Take-Home Exam answers
3/2
Online Video III Summary
Online Assignment III
Lecture: Intimate relationships (pp. 407-416)
Ch. 1316
Lecture: Career development (pp. 420-426; pp. 471-475)
3/9
Unit IV Exam handed out
DUE AT BEGINNING OF CLASS
Ch. 1316
Unit IV Take-Home Exam answers
Online Video IV Summary due
3/23
Online Assignment IV due
Lecture: Theories of aging (pp. 492-494); dementia (pp. 496-498);
successful aging (pp. 516-520); Kubler-Ross's stages of dying (pp.
551-554); grieving (pp. 556-566
Online work day
3/30
Unit V Exam handed out
DUE AT BEGINNING OF CLASS
Unit V Take-Home Exam answers
4/06
Online Video V Summary due
4/13
4/20
4/27
5/4
Online Assignment V due
Extra Credit Paper Due/Begin Extra credit presentations
Presentations Continue
Final Review
Hand out Final
Final Exam Due on the Date of Final Exam (Please check your
schedule)
Ch. 1719