BC 1127 and BC 1129
Fall 2001
Instructor: Patricia Lindemann
Phone: x4-4805
Office: Room B200, Uris Hall
Office hours will be by appointment (please feel free to make one!) e-mail: pgl2@columbia.edu
Course Description
This course explores the field of developmental psychology beginning with the prenatal period and continuing though adolescence. We will learn about several different aspects of development including physical, cognitive, social and emotional development. We will make connections between psychological research, current applications to issues of social relevance and our own experiences.
Readings
We will be using Cole & Cole, The Development of Children, fourth edition. There is a study guide for this textbook that you may find useful. All other readings will be placed on reserve at the Barnard College library. Books will be available at Labyrinth books on
112 th
Street.
Required:
Cole & Cole, The Development of Children, fourth edition.
This is our primary source for reading material. The textbook is organized chronologically, beginning with prenatal development and continuing through the lifespan up to adolescence.
Optional:
Study Guide to Accompany Cole & Cole’s, The Development of Children, by Stolarz-
Fantino
A study guide designed for the textbook. If you like to have a study guide to assist you in understanding the text and for exam preparation, you will likely find this useful.
Readings on the Development of Children, third edition, edited by Gauvain and Cole
A collection of readings on child development, primarily taken from academic publications. We will read several selections from this book and several more are listed below as optional. Readings from this book will be available on reserve.

Annual editions: Child Growth and Development 01/02, eighth edition, edited by Junn and Boyatzis
A collection of readings on child development, taken from both the popular and academic press. This collection is updated annually to reflect current areas of research and cultural interest. We will read several selections from this book and several more are listed below as optional. Readings from this book will be available on reserve.
Course Schedule
Please read the assigned material before coming to class. This will enable you to better understand the lectures and participate effectively in classroom activities and discussions.
Cole & Cole = textbook
J & B = Annual Editions reading collection (optional text)
G & C = Readings on the Development of Children (optional text)
REQUIRED READINGS THAT ARE NOT FROM THE REQUIRED TEXTBOOK
WILL BE ON RESERVE AT THE BARNARD LIBRARY
* indicates readings that are optional (available on reserve and recommended if you find a topic particularly interesting)
Date
Sept. 5
Sept .10
Sept. 12
Sept 17
Sept. 19
Sept. 24
Sept. 26
Topic
Intro
Nature vs. Nurture,
Genetics
Prenatal Development
Prenatal Development and
The Newborn Condition
Early Infancy
Early Infancy and
The Achievements of the
First Year
The Achievements of the
First Year
Reading
Cole & Cole, Chapter 1
Cole & Cole, Chapter 2, pp. 49 – 65 de Waal, “The End of Nature vs. Nurture,” pp. 8 – 13 (J &B)
Segal, “Behavioral Aspects of Intergenerational Clones,” pp. 44 – 50
(G & C)
Cole & Cole, Chapter 3, pp 79 – 104
Cole & Cole, Chapter 3, pp. 109 – 118
Brazelton, et. al., “Neonatal Behavior Among Urban Zambians and
Americans,” pp. 56 – 61 (G & C)
* DeCasper & Fifer, “Of Human Bonding: Newborns Prefer Their Mothers’
Voices,” pp. 51 – 55 (G & C)
* Hopson, “Fetal Psychology,” pp. 17 – 21 (J & B)
Cole & Cole, Chapter 4, pp. 127 – 159
Cole & Cole, Chapter 4, pp.159 – 177
Cole & Cole, Chapter 5, pp.179 – 198
FIRST SHORT PAPER DUE
Cole & Cole, Chapter 5, pp. 198 – 215

Oct. 1
Oct. 3
Oct. 8
Oct. 10
Oct. 15
Oct. 17
Oct. 22
Oct. 24
Oct. 29
Oct. 31
Nov. 5
Nov. 7
Nov. 12
Nov. 14
The End of Infancy
The End of Infancy
Early Experience and Later
Life
Language Acquisition Cole & Cole, Chapter 8, pp. 293 – 312
SECOND SHORT PAPER DUE
Cole & Cole, Chapter 8, pp. 313 – 331 Language Acquisition
Review
Midterm
Piaget’s view of Early
Childhood
Cole & Cole, Chapter 6, pp. 217 – 234
Rovee-Collier, “The Development of Infant Memory,” pp. 76 – 81 (G & C)
* Kagan, “Temperament and the Reactions to Unfamiliarity,” pp. 63 – 69
(G & C)
* Werker, “Becoming a Native Listener,” pp.82 – 88 (G & C)
Cole & Cole, Chapter 6, pp. 234 – 255
Cole & Cole, Chapter 7
Post-Piagetian view of
Early Childhood
Gender Differences
NO CLASS
Social Development and the Impact of childcare
Middle Childhood
Middle Childhood
Cole & Cole, Chapter 9, pp. 335 – 349
Cole & Cole, Chapter 9, pp. 349 – 364
Gelman, “Categories in Young Children’s Thinking,” pp. 33 – 39 (J & B)
* Lillard & Curenton, “Do Young Children Understand What Others Feel,
Want, and Know?” pp. 40 – 46 (J & B)
Cole & Cole, Chapter 10, pp. 373 – 391
Maccoby, “Gender and Relationships: A Developmental Account,” pp. 152 – 161 (G & C)
Powlishta, “Gender Segregation Among Children: Understanding the
‘Cootie Phenomenon’,” pp. 92 – 99 (J & B)
Cole & Cole, Chapter 10, pp. 391 – 417
Geary, “Evolution and Developmental Sex Differences,” pp. 29 – 32
(J & B)
Cole & Cole, Chapter 11, pp. 449 – 458
* Scarr, “American Child Care Today,” pp. 146 – 159 (J & B)
Cole & Cole, Chapter 12, pp. 467 – 486
THIRD SHORT PAPER DUE
Cole & Cole, Chapter 12, pp. 486 – 499

Nov. 19
Nov. 21
Nov. 26
Nov. 28
Dec. 3
Dec. 5
Dec. 10
The Impact of Media
Schooling
Intelligence
Moral Development
Peer Relations and
Friendship
Adolescence
Review
Cole & Cole, Chapter 11, pp. 440 – 449
Centerwall, “Television and Violent Crime”
Siano, “Frankenstein Must Be Destroyed: Chasing the Monster of TV
Violence”
Cole & Cole, Chapter 13, pp. 503 – 525
* Galinsky, “Do Working Parents Make the Grade?” pp. 160 - 163 (J & B)
Cole & Cole, Chapter 13, pp. 525 – 548
Neiser et. al., “Intelligence, Knowns and Unknowns,” pp. 221 – 235
(G & C)
Cole & Cole, Chapter 14, pp. 553 – 570
Damon, “The Moral Development of Children,” pp. 168 –174 (J & B)
FOURTH SHORT PAPER DUE
Cole & Cole, Chapter 14, pp. 571 – 594
* Crick & Ladd, “Children’s Perception of their Peer Experiences:
Attributions, Loneliness, Social Anxiety, and Social Avoidance,” pp. 181 – 195 (G & C)
Cole & Cole, Chapter 16
FIFTH SHORT PAPER DUE Dec. 14
TBA Final Exam
Class Attendance
You are expected to attend class sessions. Guest speakers, guest children, video presentations, in-class discussions and in-class activities will be an important part of the course. In addition, material will be presented in class that is not directly covered in the text. You are responsible for knowing any material that is covered in class. If you miss a class, be sure to get notes from someone.
Grading
25% 5 short (2-3 page) written assignments
35% midterm
40% final
The final will only cover material presented in the second half of the course.
A separate handout describing the writing assignments will be distributed.

Absences from Exams
You are expected to be in attendance for exams. You will not be excused from an exam unless you have a note from your Dean and/or a documented medical problem.
Vacation travel plans are not sufficient reason to miss an exam.
Students with Disabilities
Students with disabilities who will be taking this course and may need disabilityrelated classroom accommodations are encouraged to make an appointment to see me as soon as possible. Also, stop by the Office of Disability Services in 105 Hewitt to register for support services, if you have not done so already.

BC 1127
Fall 2001
Information for students who are enrolled in the lab section of the course
Instructor: Sujatha Subramanian e-mail: ssubrama@barnard.edu
office: phone: times:
415O Milbank x4-8601
Tuesdays 1:10 – 4:00 OR Wednesdays 9:00 – 12:00
This lab is ALWAYS overbooked. You must be pre-registered to enroll in the laboratory part of this course. If you are on the wait-list you MAY be admitted as space allows.
Attendance on the first day of lab is mandatory . If you are not present on the first day of lab, you will not be permitted to enroll in the course.
Grading:
Grading for the laboratory will be explained by the lab instructor. Your overall grade for the course will be computed as follows:
40% lab grade
60% lecture grade
All grading of the laboratory portion of the course will be done by Dr. Subramanian and the teaching assistants (TA’s). The TA’s for the course will be:
Mamta Dadlani
Katherine Trezza
Further information about the lab and the lab requirements will be given at the first lab meeting.