Psychology 352:
Adolescent Psychology
2:00 – 3:15 TuTh; Old Main 308
Rita M. Curl-Langager, Ph.D.
Professor of Psychology
Minot State University
Minot, North Dakota 58707
Office hours TuTh
230H Memorial Hall
rita.curl-langager@minotstateu.edu
701-858-3585
Text
Santrock, J. W. (2010). Adolescence (13th ed.). Boston: McGraw-Hill.
Online Learning Center at www.mhhe.com/santrocka13e
Course Goal
Goal 1: To prepare students to use a scientific foundation to understanding the growth
and development of early and late adolescence
Goal 2: To train students to use good written communication skills in critical thinking
Goal 3: To train students to use good oral communication skills in critical thinking
Objectives
Students understand maturation and behavior reflected in the biopsychosocial
development of early and late adolescents
Students understand maturation and behavior reflected in the cognitive development of
early and late adolescents
Students understand maturation and behavior reflected in the psychosocial development
of early and late adolescents
Reflective Decision Maker Model
The course design adheres to the Action, Reflection, and Knowledge (ARK) Model as
part of the NCATE accredited Education Program. It informs students about early and late
adolescent development as part of the curriculum required of undergraduate students in
education, implementing the ARK Model through the following activities:
Action
Complete critical thinking exercises and discuss in small and large groups
Participate in in-class discussions
Reflection
Discuss critical issues in adolescent development and potential explanations for behavior
Discuss normative adolescent development and deviations in special populations
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Psychology 352
Spring 2010
Knowledge
Demonstrate detailed knowledge of child development by successfully completing four
written exams over Adolescence: An Introduction (12th ed.)
Tests
Four tests will be given throughout the semester.
@ 100—150 points
Critical Thinking Exercises
One set of critical thinking exercises accompanies each chapter. Write an explanation for
each alternative provided after the final statement or question in each exercise. You will
participate in small groups to discuss the questions and your answers before we discuss each one
as a class. You must submit your written explanations to me by 5:00 p.m. the day we complete
our discussion of the chapter. The 13 chapter exercises are valued at 10 points each.
130 total points
Timeline
1/12 Introductions and Overview of Course
14 Chapter 1-Introduction
1/19
"
21 Chapter 2-Puberty, Health, and Biological Foundations
1/26
"
28 Chapter 3-The Brain and Cognitive Development
2/ 2
"
4
"
2/ 9 Test 1-Chapters 1 - 3
11 Chapter 4-The Self, Identity, Emotions, and Personality
2/16
"
18 Chapter 5-Gender
2/23
"
25 Chapter 6-Sexuality
3/ 2
"
4 Chapter 7-Moral Development, Values, and Religion
3/ 9
"
11 Test 2-Chapters 4 - 7
3/15-19
Spring Break
3/23 Chapter 8-Families
25
"
3/30 Chapter 9-Peers, Romantic Relationships, and Lifestyles
4/ 1
"
4/ 6 Chapter 10-Schools
8
"
4/13 Test 3-Chapters 8 - 10
15 Chapter 11-Achievement, Work, and Careers
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Psychology 352
4/20
22
4/27
29
5/ 4
6
5/11
Spring 2010
Achievement, Work, and Careers, cont.
Chapter 12-Culture
"
Chapter 13-Problems in Adolescence and Emerging Adulthood
"
Review
Test 4-Comprehensive--Chapters 1 - 13
Tuesday, May 11 from 2:00 to 3:50
Grading
Tests 450 points
Critical Thinking Exercises - 10 X 13 = 130 points
Class Discussion 40 points
Final Grade
A 90% and above (based on top scores)
B 80% - 89.9%
C 70% - 79.9%
D 60% - 69.9%
F 59.9% and below
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Psychology 352
Spring 2010
Assumptions, Inferences, and Observations
Class Exercises for
Psychology 352: Adolescent Development
An assumption is “something taken for granted, a supposition” (Random House
Dictionary, 1987). Assumptions are guiding beliefs, values, or convictions that motivate or
structure a presentation in the book. They are points the author implicitly or explicitly takes for
granted and attempts neither to document nor to defend with reasons. A theoretical assumption
has practical consequences requiring researchers to create instruments to measure theoretical
constructs. Assumptions usually appear (or are implied) early in an argument and, therefore,
appear early in the relevant passage. Key thought: Authors often place assumptions early in the
passage or paragraph.
An inference as it relates to logic is “(a) a process of deriving the strict logical
consequences of assumed premises; (b) the process of arriving at some conclusion that, though it
is not logically derivable from the assumed premises, possesses some degree of probability
related to the premises” (Random House Dictionary, 1987). Inferences are reasoned guesses,
predictions, explanations, or conclusions. They typically are interpretations or extrapolations
from assumptions or observations. Authors provide a clue that a statement is an inference by
using words such as “may,” “might,” or “because,” especially when they present hypotheses or
explanations. Key thought: Inferences are associated with beliefs or hypotheses.
An observation is “an act or instance of viewing or noting a fact or occurrence for some
scientific or other special purpose” (Random House Dictionary, 1987). Observations are research
findings stated in terms of the specific information researchers gather. They typically describe
conditions, associations in data, or respondents’ performances. Observations are statements
about “the way things are” in terms of information that researchers have gathered about them.
Key thought: Authors present observations along with data and referenced research.
Your reasoning to support each decision is a very important part of each exercise.
Random House Dictionary of the English Language (2nd ed.) Unabridged. New York: Random
House, Inc.
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