PSY 230: DEVELOPMENTAL PSYCHOLOGY FALL 2014
SYLLABUS AND COURSE OUTLINE
Tuesday 4:00 to 6:40 LSS 248
Instructor: Dr. Rachel Haine-Schlagel
Email: rhaine@mail.sdsu.edu (please allow 24 hours for a response)
Office Hours: By appointment (any open office hours will be posted on Blackboard). Dr. Haine-Schlagel’s
office is off campus at Rady Children’s Hospital-San Diego in Kearny Mesa, but she may also have limited
opportunities to meet on campus prior to class on Tuesdays.
Course Teaching Assistant: Yushuang Liu
Email: XXX
Office Hours: XXX
Course Learning Objectives: By the end of this course, you will be able to:
1. Identify various theories in developmental psychology and developmental research.
2. Distinguish between the major physical, cognitive, and emotional, language, moral, and social
developmental processes and milestones from conception through adolescence.
3. Explain how the various contexts of development impact processes and milestones (e.g., family,
society, culture).
4. Utilize theories and scientific knowledge of developmental psychology to form opinions and make
decisions in the context of real-life developmental situations.
5. Evaluate the research evidence to support knowledge of and assumptions about processes and
milestones and their links to future development and functioning.
Additional Departmental Level Learning Objectives: In addition to those outlined above, other learning
objectives identified as important across the Psychology Curriculum that overlap with this course are:
1. Explain the nature-nurture controversy, and describe supportive findings from different areas of
psychology for each side. (SLO 1.2)
2. Explain the roles of persons, situations, and person-situation interactions as causes of behavior. (SLO
1.3)
3. Apply psychological concepts, theories, and research findings as these relate to everyday life. (SLO
2.4)
4. Identify how sociocultural and international contexts influence individual differences. (SLO 6.3)
5. Explain how individual differences influence beliefs, values, and interactions with others and vice versa.
(SLO 6.4)
6. Distinguish between scientific findings and opinions. (SLO 7.2)
*Note: This syllabus is subject to change. If revisions are made, an email will be sent to notify you and the most
up-to-date version will be posted on Blackboard.
Textbook (required):
Berger, K.S. (2014). The Developing Person Through the Life Span: 9th Edition. New York: Worth.
Course Requirements:
1. Reading Assignments as specified on course schedule.
2. Examinations as scheduled (4). For each exam, approximately 60% of the questions will come from the
text readings and 40% from the material presented in class, including lectures, films, and class
discussions. Each exam is worth 85 points.
3. Writing assignment as described below (20 points possible).
Course Format: This course will consist of lectures, class discussions, and assigned readings. Videos and inclass discussions will be incorporated into the course whenever possible. You will be responsible for material
presented both in class and in readings. You will get the most out of this course if you take an active role in
your own learning: read the assigned material before class, attend class, and offer questions and comments.
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Blackboard: Course materials, points earned, and important announcements will be posted on Blackboard.
Please check the website regularly: https://blackboard.sdsu.edu.
Attendance: Attendance is expected and will contribute to your success in this course. 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 lecture, he/she will be responsible for getting
copies of notes from classmates. Although PowerPoint outlines of the lectures will be posted on
Blackboard, full PowerPoint lectures are not.
Correspondence: Please check your email regularly as Dr. Haine-Schlagel and the course TA may use it to
contact you about assignments, syllabus changes, etc. Check that the email address you have listed on
Blackboard is the address that you use most often because that is how we will contact you. Please use the
following format to contact Dr. Haine-Schlagel and the course TA via email:
1. Be sure to include “PSY 230” as the start of the subject line.
2. Be sure to include your full name in the message (not just your first name).
Dr. Haine-Schlagel or the course TA will respond to your emails at our earliest convenience. If you have not
heard from us within 48 hours please re-send your message. A prompt response will likely be delayed
when the above email communication format is not used.
Dr. Haine-Schlagel is available to meet with you during schedule appointments or office hours (to be
determined) to discuss your questions about course content, challenges with how to manage course
requirements, or graduate school/careers in psychology. Please direct all questions regarding course
assignments and grades to the course TA.
Americans with Disabilities Act Accommodations: If you have a documented physical, psychological,
medical, or learning disability that may impact your coursework, please contact Students Disability Services
(SDS), Calpulli Center, Suite 3101 (third floor) (619) 594-6473; http://go.sdsu.edu/student_affairs/sds/. SDS
will determine which support services a student is eligible for based on all available documentation and
information on the student’s disability. To avoid any delay in receipt of any appropriate accommodations,
contact SDS as soon as possible. If you already have documentation of services with SDS and require
accommodations, please share the written documentation with me by the third class session. Please note that
accommodations are not retroactive and Dr. Haine-Schlagel cannot provide accommodations based on a
documented disability until she has received an accommodations letter from SDSU. Your cooperation is
appreciated and to your benefit.
Examinations: There will be four examinations (see course outline). The best 3 out of 4 exam scores will
count towards your grade (i.e., the lowest score will be dropped). Types of questions that may be used include
multiple choice, matching, and true/false. No make-up exams will be offered.
Any information from the assigned chapters that will NOT be included in the exam will be communicated to
students via Blackboard at least a week prior to the exam. Students are strongly encouraged to use the
Summary pages at the end of each chapter as a study guide for the exams. Be sure to know the definition of
all key terms and be able to answer the questions under the “What Have You Learned?” section of each
chapter. The text book also provides online study preparation materials. See the summary page at the end of
each chapter for the link to the online materials. The course TA will be available to hold study review sessions
during her office hours and Dr. Haine-Schlagel is also available to answer questions about course content.
Writing Assignment: The goal of this writing assignment is to give you an opportunity to think critically about
developmental psychology research. To this end, you are being asked to summarize an article from the
American Psychological Association Magazine known as the “Monitor.” The due date for this writing
assignment is based on your last name. Late papers will not be accepted (papers are due before the start
of class on the day indicated in the course outline). This assignment is worth 20 points. You will be asked
to upload your assignment to Blackboard. A scoring rubric for how this assignment will be graded will be
posted to Blackboard.
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Go to http://www.apa.org/monitor/ to search for an article that describes an area of child and adolescent
developmental psychology research that is of interest to you using the key word field (be sure to limit the
search to the Monitor not the full website). Sort results by newest to oldest to select an article from between
2010 and 2014 (be sure to provide the link to the article in your write-up). Articles from earlier than 2010
and papers that do not include a link to the article itself will be considered not responsive to the
assignment and will receive zero points. Some recommended keywords include infant, child, children,
childhood, adolescent, and adolescence. Be sure to select an article that describes research (versus an
address by an APA leader, column about an award, etc.). If you have any questions about whether your
article is appropriate, please contact the course TA. Please note, you cannot use any articles that have
been previously presented in class (this source will be at times incorporated into lectures).
In your writing assignment, answer the following questions:
1. What are the main research question(s) addressed in the article?
2. Why did you select this research question(s) to focus on?
3. What research methods are used to address this question(s)?
4. What did the researchers find?
5. What are your thoughts on what the researchers found? What other questions do you have about what
the researchers found? What other questions do you have within this area of research?
Chapter 1 and Appendix B from the textbook provide a nice overview of research methods that may help you in
this assignment, in particular for answering Question #3.
This paper is limited to two pages, double-spaced, with one-inch margins, Times New Roman font size 12.
Papers that do not follow these guidelines will be considered not responsive to the assignment and
will receive zero points.
Extra Credit: There will be 5 points worth of extra credit questions on each of the four exams. These questions
will cover material from the course syllabus, lectures, or previous exams. There are no other ways to receive
extra credit in this course.
Grading Procedures and Policies:
Grading: It is your responsibility to know your grade in the class at all times and to do what is necessary to
earn a passing grade. Please direct all questions about your grades, exam questions, and the writing
assignment to the course TA in writing. If you believe, for example, there is an acceptable alternative
answer to a particular question on an exam, evidence from the text or lecture supporting the alternative must
be provided in your written communication (e.g., citing the paragraph and page number in the text for the
alternative answer). However, recalling from your life experiences is not acceptable. You are being tested on
the material presented in lectures, videos and the textbook, not your life experiences.
Exam Policy: You must take each of the exams at the dates and times specified on the course outline. No
make-up exams will be offered. Thus, please schedule your semester activities and travel plans accordingly.
In recognition of the stressful life circumstances that many students face, exam grades will be based on the
best 3 out of 4. Accordingly, you may miss one exam without penalty.
SCANTRON: RED SCANTRON FORM NO. F-289-PAR- L is required for all exams. No other types of forms
can be used. You must bring your own SCANTRON form.
Final Grades: Final grades will be based on the sum of your three top exam scores (255 possible), the writing
assignment (20 possible), and the extra credit points you earn (15 possible). Grades will be calculated on
275 points. However, with the extra credit points, it is possible to receive a total of 290 points. Grades are
based only on the points earned from the exams, extra credit questions, and the written assignment,
and not on any type of negotiations with the instructor, during or after the end of the semester.
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Components of Course Grade (possible points)
Exam #1 (85 points)
Exam #2 (85 points)
Exam #3 (85 points)
Exam #4 (85 points)
Writing Assignment (20 points)
Total Possible Points
A
AB+
B
BC+
C
CD+
D
DF
Percentage of Final Grade
93%
*Will take best 3 out of 4 exam scores
(255 possible points)
7%
(20 possible points)
100%
(275 possible points)
Note: With extra credit points maximum possible total
points is 290 but grading scale is based on 275.
Estimated Grading Scale
93-100% = 256-275 points
90-92% = 248-255 points
87-89% = 239-247 points
83-86% = 228-238 points
80-82% = 220-227 points
77-79% = 212-219 points
73-76% = 201-211 points
70-72% = 193-200 points
67-69% = 184-192 points
63-66% = 173-183 points
60-62% = 165-172 points
Below 60% < 164 points
Course Conduct:
Cheating: Cheating and plagiarism are taken extremely seriously in this course. Cheating refers to copying
answers from another student’s test or accessing any course materials (other than from your memory) during
exams. Plagiarism is defined as, “the act of incorporating ideas, words, or specific substance of another, when
purchased, borrowed, or otherwise obtained, and submitting to the University as one’s own work to fulfill
academic requirements without giving credit to the appropriate source.” In the event an individual is found to
have cheated on an exam or plagiarized the written assignment, the instructor will:
1. Document the observed cheating/plagiarizing behavior in writing.
2. Assign the student a failing grade for the course.
3. Report the student to the SDSU Office of Judicial Affairs for investigation.
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 and place it in your pocket. If you need to answer a call
(such as in an emergency), please exit the classroom before answering. A no cell-phone policy will be
strongly enforced during exams. Cell phones must be put away during exams. Restroom breaks during
exams are strongly discouraged. If a student must step out to use the restroom, the student will be asked to
leave his/her cell phone with the instructor or TA while he/she steps out of the classroom.
Disruptive Behavior: Instructors are required to report to the Office of Judicial Affairs any disruptive behavior
that interrupts their ability to teach, compromises the safety of the learning environment, or inhibits students’
ability to learn.
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Course Outline:
Date
Topic
Chapter
Assignment
August 26
The Science of Human Development & Theories of Human Development
1+2
September 2
Heredity and Environment
3
September 9
Prenatal Development and Birth
4
September 16
Exam #1
1-4
September 23
The First Two Years: Biosocial Development & Cognitive Development
5+6
September 30
The First Two Years: Psychosocial Development
7
October 7
Early Childhood: Biosocial Development
8
October 14
Exam #2
5-8
October 21
Early Childhood: Psychosocial Development
10
-Oct 21 - Writing Assignment Due Prior to Start of Class – Students with last names A-I
October 28
Early Childhood & Middle Childhood: Cognitive Development
9 + 12
-Oct 28 - Writing Assignment Due Prior to Start of Class – Students with last names P-Z
November 4
Middle Childhood: Biosocial Development
11
-Nov 04 - Writing Assignment Due Prior to Start of Class – Students with last names J-O
November 11
NO CLASS – VETERAN’S DAY
--
November 18
Exam #3
9-12
November 25
Middle Childhood: Psychosocial Development
13
December 2
Adolescence: Biosocial & Cognitive Development
14 + 15
December 9
Adolescence: Psychosocial Development
16
December 16
Exam #4
13-16
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