PSY992: Social and Emotional Development
Spring 2014
Emily Durbin, Ph.D.
Wednesdays, 9:10 – 12:00
Contact information:
110C Psychology
phone: 517-353-7274
email: cdurbin@msu.edu
Office hours:
By appointment.
Course materials:
One book is required for this course. All other readings will be provided to you in pdf or
paper format.
Course goals:
The goals of this course are to achieve greater understanding of key substantive areas in
the literature on socioemotional development, including emotional processes,
temperament/personality traits, and social behavior, covering the period from infancy to
adolescence. We will approach these topics by placing socioemotional development
within the broader framework of development across multiple domains, the context of its
associations with psychological adjustment, and the methodological challenges of this
research domain.
General course calendar:
Date
1/8/14
1/15/14
1/22/14
1/29/14
2/5/14
2/12/14
2/19/14
2/26/14
3/12/14
3/19/14
3/26/14
4/2/14
4/9/14
Topic
Introduction
Development of basic emotions
Development of basic emotions
Emotion regulation
Temperament and personality
development
Temperament and personality
development
Temperament and personality
development
Attachment and parent-child
relationships
Attachment and parent-child
relationships; sibling
relationships
Moral development and prosocial
behavior
Peer relationships
Peer relationships
Sex role development
Reading/assignment
None
See list below
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See list below
Research proposal # 1 due
See list below
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See list below
4/16/14
4/23/14
Play
Wrap up
Research proposal # 2 due
Course readings:
1/15/14: Development of basic emotions
Abe, J.A., & Izard, C.E. (1999). The developmental functions of emotions: An
analysis in terms of differential emotions theory. Cognition and Emotion, 13(5), 523549.
Izard, C.E., Fantauzzo, C.A., Castle, J.M., Haynes, M.O., Rayias, M.F., & Putnam,
P.H. (1995). The ontogeny and significance of infants’ facial expressions in the first 9
months of life. Developmental Psychology, 31(6), 997-1013.
Camras, L.A., Oster, H., Campos, J., Campos, R., Ujie, T., Miyake, K., Wang, L., &
Meng, Z. (1998). Production of emotional facial expressions in European American,
Japanese, and Chinese infants. Developmental Psychology, 34(4), 616-628.
1/22/14: Development of basic emotions
Campos, J.J., Bertenthal, B.I., & Kermoian, R. (1992). Early experience and
emotional development: The emergence of wariness of heights. Psychological Science,
3(1), 61-64.
Widen, S.L., & Russell, J.A. (2003). A closer look at preschoolers’ freely
produced labels for facial expressions. Developmental Psychology, 39(1), 114-128.
emotion recognition paper.
McClure, E.B. (2000). A meta-analytic review of sex differences in facial
expression processing and their development in infants, children, and adolescents.
Psychological Bulletin, 126(3), 424-453.
Durbin, C.E., & Wilson. S. (in press). Convergent Validity of and Bias in Maternal
Reports of Child Emotion. Psychological Assessment.
1/29/14: Emotion regulation
Buss, K.A., & Kidd, E.J. (2004). Comparison of sadness, anger, and fear facial
expressions when toddlers look at their mothers. Child Development, 75, 1761-1773.
Buss, K.A., & Goldsmith, H.H. (1998). Fear and anger regulation in infancy:
Effects on the temporal dynamics of affective expression. Child Development, 69(2),
359-374.
Mangelsdorf, S.C., Shapiro, J.R., & Marzolf, D. (1995). Developmental and
temperament differences in emotion regulation in infancy. Child Development, 66,
181701828.
Larson, R.W., Moneta, G., Richards, M.H., & Wilson, S. (2002). Continuity,
stability, and change in daily emotional experience across adolescence. Child
Development, 73, 1151-1165.
Hongwanishkul, D., Happaney, K.R., Lee, W.S.C., & Zelazo, P.D. (2005).
Assessment of hot and cool executive function in young children: Age-related changes
and individual differences. Developmental Neuropsychology, 28(2), 617-644.
Ponitz, C.C., McClelland, M.M., Matthews, J.S., & Morrison, F.J. (2009). A
structured observation of behavioral self-regulation and its contribution to kindergarten
outcomes. Developmental Psychology, 45(3), 605-619.
Campos, J.J., Frankel, C.B., & Camras, L. (2004). On the nature of emotion
regulation. Child Development, 75(2), 377-394.
Hare, T.A., Tottenham, N., Galvan, A., Voss, H.U., Glover, G.H., & Casey, B.J.
(2008). Biological substrates of emotional reactivity and regulation in adolescence
during an emotional go-nogo task. Biological Psychiatry, 63, 927-934.
2/5/14: Temperament and personality development
Rothbart, M.K., Ahadi, S.A., & Evans, D.E. (2000). Temperament and
personality: Origins and outcomes. Journal of Personality and Social Psychology, 78,
122-135.
Lemery, K.S., Goldsmith, H.H., Klinnert, M.D., & Mrazek, D.A. (1999).
Developmental modesl of infant and childhood temperament. Developmental
Psychology, 35(1), 189-204.
John, O.P., Caspi, A., Robins, R.W., Moffitt, T.E., & Stouthamer-Lober, M.
(1994). The “Little Five: Exploring the nomological network of the five-factor model of
personality in adolescent boys. Child Development, 65, 160-178.
Scarr, S., & McCartney, K. (1983). How people make their own environments: A
theory of genotype-> environment effects. Child Development, 54, 424-435.
2/12/14: Temperament and personality development
Abe, J.A., & Izard, C.E. (1999). A longitudinal study of emotion expression and
personality relations in early development. Journal of Personality and Social
Psychology, 77(3), 566-577.
Block, J., & Block, J.H. (2006). Venturing a 30-year-longitudinal study.
American Psychologist, 61(4), 315-327.
Kremen, A.M., & Block, J. (1998). The roots of ego-control in young adulthood:
Links with parenting in early childhood. Journal of Personality and Social Psychology,
75(4), 1062-1075.
Caspi, A. (2000). The child is the father of the man: Personality continuities
from childhood to adulthood. Journal of Personality and Social Psychology, 78, 158172.
2/19/14: Temperament and personality development
Durbin, C.E., Hayden, E.P., Klein, D.N., & Olino, T.M. (2007). Stability of
laboratory-assessed temperamental emotionality traits from ages 3 to 7. Emotion, 7(2),
388-399.
Caspi, A., Roberts, B.W., & Shiner, R.L. (2005). Personality development:
Stability and change. Annual Review of Psychology, 56, 453-484.
McAdams, D.P., & Olson, B.D. (2010). Personality development: Continuity and
change over the life course. Annual Review of Psychology, 61, 517-542.
2/26/14: Attachment and parent-child relationships
Bowlby, J. (1982). Attachment (2nd edition). Basic Books: New York.
Harlow, H.F. (1958). The nature of love. American Psychologist, 13, 573-685.
3/12/14: Attachment and parent-child relationships; sibling relationships
Nachmias, M., Gunnar, M., Mangelsdorf, S., Parritz, R.H., & Buss, K. (1996).
Behavioral inhibition and stress reactivity: The moderating role of attachment security.
Child Development, 67, 508-522.
Chen, X., Hastings, P.D., Rubin, K.H., Chen, H., Cen, G., & Stewart, S.L. (1998).
Child-rearing attitudes and behavioral inhibition in Chinese and Canadian toddlers: A
cross-cultural study. Developmental Psychology, 34, 677-686.
Kochanska, G., Aksan, N., & Carlson, J.J. (2005). Temperament, relationships,
and young children’s receptive cooperation with their parents. Developmental
Psychology, 41, 648-660.
Kochanksa, G., Aksan, N., Penney, S.J., & Boldt, L.J. (2007). Parental
personality as an inner resource that moderates the impact of ecological adversity on
parenting. Journal of Personality and Social Psychology, 92(1), 136-150.
Maccoby, E.E. (1992). The role of parents in the socialization of children: An
historical overview. American Psychologist, 45(4), 513-520.
Fraley, R.C., & Shaver, P.R. (1998). Airport separations: A naturalistic study of
adult attachment dynamics in separating couples. Journal of Personality and Social
Psychology, 75(5), 1198-1212.
Buhrmester, D., & Furman, W. (1990). Perceptions of sibling relationships
during middle childhood and adolescence. Child Development, 61, 1387-1398.
Dunn, J., Slomkowski, C., & Beardsall, L. (1994). Sibling relationships from the
preschool period through middle childhood and early adolescence. Developmental
Psychology, 30(3), 315-324.
3/19/14: Moral development and prosocial behavior
Kochanska, G. (1997). Multiple pathways to conscience for children with
different temperaments: From toddlerhood to age 5. Developmental Psychology, 33(2),
228-240.
Kochanska, G., Gross, J.N., Lin, M.-H., & Nichols, K.E. (2002). Guilt in young
children: Development, determinants, and relations within a broader system of
standards. Child Development, 73(2), 461-482.
Thompson, R.A. (2007). The development of the person: Social understanding,
relationships, conscience, self. In The Handbook of Child Psychology, Volume 3 (6th
edition). N. Eisenberg, W. Damon, R.M. Lerner (Eds). Wiley & Sons: Hoboken, NJ.
Hamlin, J.K., Wynn, K., & Bloom, P. (2007). Social evaluation by preverbal
infants. Nature, 450 (22), 557-560.
Bloom, P. (in press). Moral nativism and moral psychology.
3/26/14: Peer relationships
Parker, J.G., & Asher, S.R. (1993). Friendship and friendship quality in middle
childhood: Links with peer group acceptance and feelings of loneliness and social
dissatisfaction. Developmental Psychology, 29(4), 611-621.
Benenson, J., Apostoleris, N., & Parnass, J. (1998). The organization of
children’s same-sex peer relationships. New Directions for Child Development, 80, 523.
Parker, J.G., Rubin, K.H., Erath, S.A., Wojslawowicz, J.C., & Buskirk, A.A.
(2006). Peer relationships, child development, and adjustment: A developmental
psychopathology perspective. In Developmental psychopathology, Vol 1: Theory and
method (2nd ed.), D. Cicchetti & D.J. Cohen (Eds). Wiley & Sons: Hoboken, NJ.
Richards, M.H., Crowe, R.A., Larson, R., & Swarr, A. (1998). Developmental
patterns and gender differences in the experience of peer companionship during
adolescence. Child Development, 69, 154-163.
4/2/14: Peer relationships
Harris, J.R. (1995). Where is the child’s environment? A group socialization
theory of development. Psychological Review, 102(3), 458-489.
Rose, A.J., & Rudolph, K.D. (2006). A review of sex differences in peer
relationship processes: Potential trade-offs for the emotional and behavioral
development of girls and boys. Psychological Bulletin, 132(1), 98-131.
Collins, W.A., Welsh, D.P., & Furman, W. (2009). Adolescent romantic
relationships. Annual Review of Psychology, 60, 631-652.
4/9/14: Sex role development
Maccoby, E.E. (1990). Gender and relationships: A developmental account.
American Psychologist, 45(4), 513-520.
Fabes, R.A., Martin, C.L., & Hanish, L. (2004). The next 50 years: Considering
gender as a context for understanding young children’s peer relationships. MerrillPalmer Quarterly, 50(3), 260-273.
Berenbaum, S.A., & Snyder, E. (1995). Early hormonal influences on childhood
sex-typed activity and playmate preferences: Implications for the development of sexual
orientation. Developmental Psychology, 31(1), 31-42.
4/16/14: Play
Scott, E., & Panksepp, J. (2003). Rough-and-tumble play in human children.
Aggressive Behavior, 29, 539-551.
Larson, R.W., & Verma, S. (1999). How children and adolescents spend time
across the world: Work, play, and developmental opportunities. Psychological Bulletin,
125(6), 701-736.
Assignments and evaluations:
Completion of assigned readings. You are expected to complete the material
listed for each course meeting prior to that date so that you are prepared to discuss them.
Discussion. I will use lectures to provide you with context for understanding and
interpreting the assigned readings, but the primary vehicle for learning in this course will
be our classroom discussions. You are expected to take an active part in these
discussions.
Written assignments. You will write 2 brief research proposals; one is due any
time prior to spring break, and the second any time prior to finals week. The proposal
will describe a research study designed to address a question related to socioemotional
development, and will be written in the format of a grant proposal. Proposals are to be
no longer than 7 single-spaced pages. Format guidelines will be provided to you in class.
Evaluations contributing to your final grade:
Attendance and discussion:
Proposal # 1:
Proposal # 2
30%
35%
35%