DEVELOPMENTAL PSYCHOLOGY, PSY 230, Fall 2015
SYLLABUS AND COURSE OUTLINE
Professor: Dr. Joseph M. Price
Email: jmprice@mail.sdsu.edu.
Teaching Assistants: Cleo Burce & Christina McKoane
Meetings: Tuesday & Thursday 2:00 to 3:15 p.m.
HT 140
I.
Course Description: The focus of this course will be on: (a) the sequence of human
development from conception through early adulthood; (b) major developmental processes
within various domains of development (e.g., physical, cognitive, emotional, language, moral,
and social); (c) processes related to atypical development, (d) theoretical perspectives
currently being used to guide developmental research; (e) research methodology used in
developmental psychology; (f) the contexts of development (e.g., family, society, and culture);
and (g) applications of developmental theory and research.
II.
Objectives:
A. Course Learning Objectives: The primary goal of this course is to increase student
understanding and demonstrated recognition of (1) the sequence of human development, (2)
the major processes underlying developmental change and stability (e.g., hereditary and
environmental influences), (3) explanations for individual differences in development, (4)
factors influencing typical and atypical development, (5) the theoretical perspectives and
research methods currently being used to examine human development, and (6) how the
research findings in developmental psychology can be applied to teaching, learning, and
clinical contexts involving children, adolescents, and their families.
B. Psychology Department Student Learning Objectives: Mastery of the content of this
course will also contribute to the following specific Psychology Department Student Learning
Objectives.
1.1 Identify notable individuals together with their contributions to developmental psychology.
1.2. Explain the nature-nurture controversy, and describe supportive findings from different areas of psychology
supporting the nature of the interaction between nature and nurture.
1.3. Explain the roles of persons, situations, and person-situation interactions as causes of behavior.
1.4. Identify different parts of the brain and demonstrate knowledge of their function as they relate to the areas
important to physical, emotional, cognitive, and social development and why.
2.1. Use the concepts, language, and major theories of the field to account for psychological phenomena.
2.2. Identify appropriate applications of psychology in solving problems such as the pursuit and effect of healthy
lifestyles, origin and treatment of abnormal behavior, psychological tests and measurements, psychologybased interventions, and the resolution of interpersonal and intercultural conflicts.
2.3. Articulate how psychological principles can be used to explain social issues and inform public policy.
2.4. Apply psychological concepts, theories, and research findings as these relate to everyday life.
3.4. Identify the factors required to make causal inferences about relationships between variables.
4.1. Describe descriptive and experimental research methods.
4.2. Explain the similarities and differences among the research methods used by psychologists.
4.3. Evaluate the appropriateness of conclusions derived from psychological research and the parameters
of particular research methods.
5.1. Recognize the necessity of and identify specific ethical behavior in all aspects of the science and practice of
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psychology.
5.2. Be familiar with the rights of human research participants and therapy clients.
5.4. Describe the concept of informed consent to research and treatment.
5.6. Identify the role that an institutional review board plays in psychological research.
6.2. Identify ways (actions, behaviors) that emphasize the importance of interacting effectively and sensitively
with people of diverse abilities, backgrounds, and cultural perspectives.
6.3. Identify how sociocultural and international contexts influence individual differences and development.
6.4. Explain how individual differences influence beliefs, values, and interactions with others and vice versa.
6.7. Understand that research findings may not generalize to all people.
7.1. Demonstrate understanding of the internal and external validity of the information obtained.
7.2. Distinguish between scientific findings and opinions
9.1. Engage in creative thinking by evaluating new ideas with an open but critical mind.
9.2. Use reasoning to recognize, develop, defend, and criticize arguments and other persuasive appeals.
9.4. Demonstrate effective writing skills and use of APA-style in various formats (i.e., essay – advice to a
parent).
10.1. Identify several different possible career paths in basic and applied developmental psychology.
10.2. Describe how developmental psychology is applied in different jobs.
10.3. Identify and distinguish between different post-baccalaureate (graduate) educational options in
developmental psychology and related fields.
III.
Textbook (Required):
Berger, K.S. (2014). The Developing Person Through the Life Span: 9th Edition. New York:
Worth. Note: The 9th edition is a significant revision from the 8th edition. Thus, the 8th
edition is an unacceptable substitute for the 9th edition.
IV.
Course Requirements:
A. Reading Assignments as specified on course schedule.
B. Examinations as scheduled (4). For each exam, approximately 50% of the questions will
come from the text readings and the 50% of the questions from the material presented in
class, including lectures, films, and class discussions. Each exam is worth 70 points.
C. Writing assignment – Advice to a Parent, as described under Assignments on
Blackboard (15 points possible).
V.
Attendance: Although attendance will not be taken in this course, students are expected to
attend every lecture. It will be impossible to receive a passing grade in this course without
understanding and knowing the material presented both in the text and during the lectures. If
a student misses a class session, he/she will be responsible for getting copies of the class
notes from classmates. Although PowerPoint outlines of the lecture are made available
to students, full PowerPoint lectures are not. If you miss a class you will need to get
the notes from the lecture you missed from a classmate.
VI.
Grading Procedures and Policy
A. Examinations: 4 (70 points each).
1. Types of questions that may be used: multiple choice, matching, and fill-in.
2. Scaling for each exam and the final grade. There is no curving.
A (93.3%)
B - (80.0%)
D+ (66.6%)
A - (90.0%)
C+ (76.6%)
D (63.3%)
B+ (86.6%)
C (73.3%)
D - (60.0%)
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B (83.3%)
C - (70.0%)
F (59.9% or less)
3. Exam Policy: You must take each of the exams at the dates and times specified on the
course outline. Schedule your semester activities and travel plans accordingly.
4. SCANTRON: RED SCANTRON FORM NO. F-289-PAR- L is required for all exams. No
other types of forms can be used.
5. Cheating: In the event an individual is suspected of cheating on an exam, the instructor
will discuss the matter privately with the individual. If the evidence suggests the
individual did cheat on an exam, the individual will receive 0 points for that exam. In
addition, for all subsequent exams the individual will be proctored by the instructor at a
time and place determined by the instructor (e.g., 7:00 a.m. in the instructor’s office).
Furthermore, the individual will be referred to the University Student Affairs Office for
disciplinary action.
6. Questions about an Exam Grade or Question: Questions about an exam grade or an
exam question must be made in writing. If, for example, you believe there is an
acceptable alternative answer to a particular question on an exam, evidence from the
text or lecture supporting the alternative answer must be provided. For example, citing
the paragraph and page number in the text for the alternative answer is acceptable.
B. Extra Credit: There will be 5 extra credit questions on each of the four exams. These
questions will cover material from the previous exam or from the course syllabus (Exam
#1), and will be worth one point each. There are no other ways to receive extra credit in
this course.
C. Final Grades: Final grades will be based on the sum of the four exam scores (280
possible), the writing assignment (15 points), and the extra credit points you earn (20
possible). Grades will be calculated on 295 points. However, with the extra credit points, it
is possible to receive a total of 315 points. Grades are based on the (a) points earned
from the 4 exams, (b) extra credit questions on the 4 exams, and (c) the written
assignment, and all completed during the course of the semester. Grades cannot be
improved by additional work or extra credit assignments either during or after the
completion of the semester.
VII.
Cell Phone Use. Out of courtesy to your instructor and your fellow classmates, please
switch your cell phone to “silent” or “vibrate” mode when class is in session. If you need to
answer a call (such as in an emergency), please exit the classroom before answering. Cell
phones must be “put away” with other personnel items during exams.
VIII.
Professor Office Hours: By appointment and Tuesdays from 3:30 to 4:30 p.m.
My office is located at 6363 Alvarado Ct.,Suite 103, Room 6.
Directions: From College Ave, take Alvarado Rd. east to Alvarado Ct. This is the first street
on the right. The first building on the right is 6363. Enter the front of the building and proceed
to the right to Suite 103. There is a phone outside Suite 103, use it to call me. My office
phone number is: 619-594-5241, and my email address is: jmprice@mail.sdsu.edu.
TA Office Hours: By request.
Contact Cleo Burce or Christina McKoane
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IX.
Students Disability Services: If you are a student with a disability and believe you will need
accommodations for this class, Student Disability Services is available to help you. However,
it is your responsibility to contact Student Disability Services at (619) 594-6473. To avoid any
delay in the receipt of your accommodations, you should contact Student Disability Services
as soon as possible. Please note that accommodations are not retroactive, and that I cannot
provide accommodations based upon disability until I have received an accommodation letter
from Student Disability Services. Your cooperation is appreciated and to your benefit.
X.
Course Outline
Date
Topic
Aug 25 & 27
Study of Human Development:
Assumptions, Issues, & Controversies
Current Theoretical Perspectives
1
Sep. 1 & 3
Research Methodology
Hereditary Influences on Development
1
3
Sep. 8 & 10
Prenatal Development
Prenatal Development
4
4
Sep. 15
Birth & the Newborn
4
Sep. 17
Exam #1
Sep. 22 & 24
Infancy and Early Childhood
5&8
Sep. 29 & Oct.1 Infancy and Early Childhood
6&9
Chapter Assignment
2
Chapters 1 - 4
(Oct 6 - Writing Assignment Due – Students with last names A – I)
Oct. 6 & 8
Infancy and Early Childhood
7 & 10
Oct. 13.
Infancy and Early Childhood
Oct. 15.
Exam #2
Oct. 20 & 22
Childhood
11 & 12
Oct. 27 & 29
Childhood
12 & 13
Chapters 5 - 10
(Nov. 3 - Writing Assignment Due – Students with last names J - O)
Nov. 3 & 5
Adolescence
14 & 15
Nov. 10
Adolescence
15 & 16
Nov. 12
Adolescence
16
4
Nov. 17
Exam #3
Chapters 11 - 16
Nov. 19
Early Adulthood
17 & 20
Nov. 24
Early Adulthood
18 & 21
Dec. 3 & 8
Early Adulthood
19 & 22
(Dec 3 - Writing Assignment Due – Students with last names P – Z)
Dec 10
Early Adulthood
Dec 15
Exam #4 (1:00 – 3:00 p.m.)
19 & 22
Chapters 17 – 22
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