University of California, Santa Barbara
Department of Counseling, Clinical, and School Psychology
Human Development:
Developmental Bases of Behavior
Seminar, Tuesday 1:00-3:50
“While increasing sophistication in scientific circles has permitted a reduction of the naturenurture question from an either-or to an interaction model, this interaction model is still
lacking by its failure to consider the transactions between organism and environment which
result in their mutual alteration throughout development.”
- Sameroff, 1975, p. 65-66
Instructor: Shane R. Jimerson
1332 Phelps Hall
Jimerson@education.ucsb.edu
Office Phone: 893.3366
Office Hours: Arranged by Appointment
Human Development: Developmental Bases of Behavior – Spring 2008 - page 1
Human Development: Developmental Bases of Behavior
Course Overview
This course is devoted to understanding the social bases of behavior. There are
two central intertwined themes: theory and research regarding processes and
dimensions of developmental bases of behavior (e.g., the self, aggression, gender
roles). Special attention will be given to considering theories of human development
and their significance for scholarship and professional activities in applied psychology.
Developmental psychology is the scientific study of progressive psychological changes
that occur in human beings as they age. Developmental psychology informs our
understanding of how people come to perceive, understand, and act within the world
and how these processes change as they age. Broadly, this course is designed to help
students think critically and creatively about developmental bases of behavior. The
organization and course requirements outlined below provide the scaffolding to
accomplish the above goals.
Organization of the course
This course will be organized to focus on topics within human development.
Each graduate student in the course will select a week (theorist) to focus on during
quarter. The graduate student will present on that theorist during the specified session
AND be responsible for representing that theorist’s perspective throughout the course in
all class discussions (if the number of seminar participants requires it, then pairs of
students will complete the activities delineated below).
Each week, the primary readings will include one paper/chapter representing a
major theorist in that topic area of development AND papers/chapters which represent
seminal and/or recent research related to the area of development and hopefully an
extension of the theorist being discussed.
Course Requirements
I. Class Presentation
Each student will select a theorist during week one (be certain to sign up for a
theorist during week one). The class presentation must include:
A.
B.
C.
D.
a review of the historical influences on the individual (the zeitgeist),
an overview of the individual’s ideas/theory,
how the individual has influenced the field and scholarship,
identify recent research reflecting the influence of this individual (describe 3
recent studies that are exemplars),
E. delineate implications for scholarship and practice of applied psychology, and
F. outline key points to remember about that individual’s ideas regarding
development.
Human Development: Developmental Bases of Behavior – Spring 2008 - page 2
Experience has demonstrated that obtaining a copy of a vita for those who are
alive is very helpful in providing perspective on the individual’s career. The presentation
must include an outline distributed to each course participant and should be
approximately 60 minutes in duration. Please be certain to e-mail your powerpoint
presentation to the professor in advance, and also bring a jump drive with the file on it
to be certain that there is a functional copy of your powerpoint presentation for the
session. Also, prepare a handout (no more than 2 pages) that provides a brief summary
of key information that is included in your presentation (and bring a copy for each
seminar participant). The class presentation will be made on the date scheduled in the
syllabus for discussion of the chosen theorist. For each presentation feedback will be
provided by both peers and the seminar professor, using the review form in this
syllabus.
II. Class Participation
Each student will identify a theorist to focus on during week one. Throughout the
course, each student is responsible for representing the ideas of the chosen theorist.
During course discussions each student will share thoughts regarding the topic of the
week, considering the ideas of the chosen theorist. Each week it is essential that each
student prepare several comments and thoughts on each of the readings, this will
contribute greatly to the discussion.
III. Term Paper
A term paper (10 pages total, double spaced) will be required of all students. As
specified above each student will select a theorist important in the field of social
development. This term paper will include the information prepared for the class
presentation. The paper must also include a special emphasis on current research
regarding social development which incorporates the ideas of the chosen theorist. All
papers must be in APA format, double spaced, 1 inch margins, 12 pt times font and one
printed copy will be due at the tenth class meeting.
IV. Article Recommendation
The article recommendation is to focus on the topic of your class presentation
and suggest which articles you would keep in the Required Readings and which you
would delete-- with a brief (no more than 1 page total) rationale for or against each
current reading. In addition, each student MUST identify, and submit a clean and
complete single-sided copy of, one recent article/chapter they would recommend as an
addition or supplement to the current Required Readings. Each student is required to
provide a brief explanation as to why they would recommend the particular reading and
how/why it replaces or supplements each of the current readings. It is essential that
you include the full APA style citation written on the article/chapter that you submit.
This written project will be due at the tenth class meeting.
Human Development: Developmental Bases of Behavior – Spring 2008 - page 3
Review and Feedback Form for
In-Class Presentation Assignment
Topic____________________ Date_______
1 = poor
3 = average
5 = excellent
1. The presentation addressed each of the assigned areas (a-f):
1
2
3
4
5
Feedback:
2. The organization of the presentation (including duration):
1
2
3
4
5
Feedback:
3. The quality of the summary of 3 recent relevant studies:
1
2
3
4
5
Feedback:
4. The quality of the handout for the presentation:
1
2
3
4
5
Feedback:
5. The effectiveness of the presentation in facilitating learning:
1
2
3
4
5
Feedback:
6. The overall quality of the presentation:
1
2
3
4
Feedback:
5
Overall Score ___________ (out of 30)
Other Suggestions, Questions, Comments, Praise…
Human Development: Developmental Bases of Behavior – Spring 2008 - page 4
Grading Procedures
Students must complete all of the above requirements. The class presentation,
class participation, and term paper are each worth 30 points. The article
recommendation is worth 10 points. Thus, there are 100 points.
(A range >=90% of total points
> B range >=80% of total points
we’ll talk <=79% of total points)
Important Policies
•
Late assignments will not be accepted and in-class activities cannot be made
up at a later date. If you must miss a session, make arrangements prior to
your absence to fulfill the assignment.
•
Any form of Scholastic Dishonesty will result in an F and an official notification to
the CLA Scholastic Conduct Committee and the Dean of Academic Affairs.
Scholastic Dishonesty includes (but is not limited to); cheating on assignments
or exams; plagiarizing (misrepresenting as one's own anything done by another);
depriving another student of necessary course materials; or sabotaging another's
work.
•
Students with documented disabilities are invited to contact me to discuss
special arrangements that may be needed to facilitate successful
completion of the course. I will arrange appropriate accommodations.
Required Readings
Packet of selected Journal Articles and Book Chapters available from The
Alternative Copy Shop, 6556 Pardall Road, Isla Vista, (968.1055).
Human Development: Developmental Bases of Behavior – Spring 2008 - page 5
Social and Developmental Bases of Behavior
Weekly Topics
Week
Topic
Readings
1.
Introduction / Overview
Sameroff (1975)
Waters & Sroufe (1983)
2.
Cognitive Facets and Impression Formation
Piaget & Inhelder (1969)
Crick & Dodge (1994)
3.
Early Relationships
Bowlby (1982)
Bretherton (1992)
Sroufe (1983)
4.
Family, Ecological, and Contextual
Bronfenbrenner (1986)
Darling & Steinberg (1993)
Maccoby (1992)
5.
Friendships and Peers
Dishion, Patterson, & Griesler (1994)
Hartup (1998)
Krappman (1996)
6.
Self, Identity, and Autonomy
Erickson (1968)
Harter (1990)
Roberts et al. (1999)
7.
Romantic and Close Relationships
Collins & Sroufe (1999)
Fitness, Fletcher, & Overall (2005)
Furman & Wehner (1997)
8.
Aggression
Anderson & Huesmann (2005)
Bandura (2001)
Bandura, Ross, & Ross (1961)
9.
Gender Roles
Bem (1981)
Maccoby (1990)
Concluding Comments
Felner & Felner (1989)
Sameroff & Fiese (2000)
Sameroff, et al., (1998)
10.
Human Development: Developmental Bases of Behavior – Spring 2008 - page 6
References
week 1
 Sameroff, A. (1975). Transactional models in early social relations. Human Development, 18, 6579.
 Waters, E. & Sroufe, L. A. (1983). Social competence as a developmental Construct.
Developmental Review, 3, 79-97.
week 2
 Piaget, J. & Inhelder, B. (1969). The psychology of the child. NY: Basic Books, Incorporated.
 Crick, N. & Dodge, K. (1994). A review and reformulation of social-information-processing
mechanisms in children’s social adjustment. Psychological Bulletin, 115, 74-101.
week 3
 Bowlby, J. (1982). Attachment: Attachment and Loss (Volume 1). NY: Basic Books Incorporated.
 Bretherton, I. (1992). The origins of attachment theory: John Bowlby and Mary Ainsworth.
Developmental Psychology, 28, 759-775.
 Sroufe, L. A. (1983). Infant-caregiver attachment and patterns of adaptation in preschool: The
roots of maladaptation and competence. In M. Perlmutter (Ed.), Development and Policy Concerning
Children with Special Needs, The Minnesota Symposia on Child Psychology, 16 (pp. 41-79). Hillsdale,
NJ: Lawrence Erlbaum Associates.
week 4
 Bronfenbrenner, U. (1986). Ecology of the family as a context for human development: Research
Perspectives. Developmental Psychology, 22 (6), 723-742.
 Darling, N., & Steinberg, L. (1993). Parenting style as context: An integrative model. Psychological
Bulletin, 113 (3), 487-496.
 Maccoby, E. (1992). The role of parents in the socialization of children: An historical overview.
Developmental Psychology, 28 (6), 106-117.
week 5
 Hartup, W. (1992). Friendships and their developmental significance. In H. McGurk (Ed.),
Childhood Social Development: Contemporary Perspectives. London: Routledge.
 Dishion, T., Patterson, G., & Griesler, P. (1994). Peer adaptations in the development of antisocial
behavior: A confluence model. In L. R. Huesmann, Aggressive Behavior: Current Perspectives. NY:
Plenum Press.
 Krappmann, L. (1996). Amicita, drujba, shin-yu, philia, freundschaft, friendship: On the cultural
diversity of a human relationship (pp. 19-40) . In W. M. Bukowski, A. F. Newcomb, & W. W. Hartup,
Human Development: Developmental Bases of Behavior – Spring 2008 - page 7
(Eds.), In the company they keep: Friendship in childhood and adolescence (pp. 19-40). NY:
Cambridge University Press.
week 6
 Erikson, E. (1968). Identity: Youth in crisis. NY: W. W. Norton.
 Roberts, R., Phinney, J., Masse, L., Chen, Y., Roberts, C., & Romero, A. (1999). The structure of
ethnic identity of young adolescents from diverse ethnocultural groups. Journal of Early Adolescence,
19, 301-322.
 Marcia, J. (1993). Ego identity: A handbook for psychosocial research. NY: Springer-Verlag
week 7
 Collins, W. A. & Sroufe, L. A. (1999). Capacity for intimate relationships: A developmental
construction. In W. Furman, B. B. Brown, & C. Feiring (Eds.), Contemporary perspectives in
adolescent romantic relationships. New York: Cambridge University Press.
 Fitness, J., Fletcher, G., & Overall, N. (2005). Interpersonal attraction and intimate relationships. In
Hogg, M. A., & Cooper, J. (Eds). The SAGE Handbook of Social Psychology. Thousand Oaks, CA:
SAGE Publications.
 Furman, W. & Wehner, E. A. (1997). Adolescent romantic relationships: A
developmental perspective. In S. Shulman & W. A. Collins (Eds.), New directions
for child development: Adolescent romantic relationships. (p. 21-36) San
Francisco: Jossey-Bass.
week 8
 Anderson, C. A., & Huesmann, L. R. (2005). Human aggression: A social-cognitive view. In Hogg,
M. A., & Cooper, J. (Eds). The SAGE Handbook of Social Psychology. Thousand Oaks, CA: SAGE
Publications.
 Bandura, A., Ross, D., & Ross, A. (1961). Transmission of aggression through imitation of
aggressive models. Journal of Abnormal and Social Psychology, 63, 575-582.
 Bandura, A. (2001). Social cognitive theory of mass communication. Englewood Cliffs, NJ:
Prentice Hall.
week 9
 Maccoby, E. (1990). Gender and relationships. American Psychologist, 45 (4), 513-520.
 Bem, S. (1981). Gender schema theory: A cognitive account of sex typing. Psychological Review,
88, 354-364.
week 10
Human Development: Developmental Bases of Behavior – Spring 2008 - page 8
 Felner, R. & Felner, T. (1989). Primary prevention programs in the educational context: A
transactional-ecological framework and analysis. In L. A. Bond & B.E. Compas (Eds.). Primary
Prevention and Promotion in the Schools (pp. 13-49). Newbury Park, CA: Sage Publications.
 Sameroff, A. J.. & Fiese, B. H. (2000). Transactional regulation: The developmental ecology of
early intervention. In J. P. Shonkoff & S. J. Meisels (Eds.), Early Intervention: A Handbook of Theory,
Practice, and Analysis (2nd Ed.)(pp. 135-159). New York: Cambridge University Press.
 Sameroff, A. J., Bartko, W. T., Baldwin, A., Baldwin, C., & Safer, R. (1998). Family and social
influences on the development of child competence. In M. Lewis & C. Feiring (Eds.), Families, risk,
and competence. (pp. 161-185). Mahwah, NJ: Lawrence Erlbaum Associates.
Other readings to consider for further Human Development knowledge...
*Ainsworth, M. D. S. (1989). Attachments beyond infancy. American
Psychologist, 44, 709-716.
*Brooks-Gunn, J. & Furstenberg, F. (1989). Adolescent sexual behavior.
American Psychologist, 44, 249-257.
*Carrère, S., & Gottman, J. M. (1999). Predicting the future of marriages. In
E. M. Hetherington (Ed.) Coping with Divorce, Single Parenting, and Remarriage:
A risk and resiliency perspective. (pp. 3-22). Mahwah, New Jersey: Lawrence
Erlbaul Associates
Collins, W. A., Hennighausen K. H., Schmit, D. T., & Sroufe, L. A. (1997).
Developmental precursors of romantic relationships: A longitudinal analysis.
In S. Shulman & W. A. Collins (Eds.), New directions for child development:
Adolescent romantic relationships. (p. 69-84). San Francisco: Jossey-Bass.
*Collins, W. A. & Sroufe, L. A. (in press). Capacity for intimate
relationships: A developmental construction. To appear in W. Furman, B. B.
Brown, & C. Feiring (Eds.), Contemporary perspectives in adolescent romantic
relationships. New York: Cambridge University Press
Costa, F. M., Jessor, R., Donovan, J. E., & Fortenberry, J. D., (1995). Early
initiation of sexual intercourse: The influence of psychosocial
unconventionality. Journal of Research on Adolescence, 5, 93-121.
Dodge, K. (1986). A social information processing model of social competence in children. In M.
Perlmutter, Cognitive Perspectives on Children’s Social and Behavioral Development: The
Minnesota Symposia on Child Psychology, (77-125). Hillsdale, NJ: Lawrence Erlbaum Associates,
Incorporated.
Dunphy, D. C. (1963). The social structure of urban adolescent peer groups.
Sociometry, 26, 230-246.
Feiring, C. (1996). Concepts of romance in 15-year-old adolescents. Journal of
Research on Adolescence, 6, 181-200.
Human Development: Developmental Bases of Behavior – Spring 2008 - page 9
Furman, W. (1999). Friends and lovers: The role of peer relationships in
adolescent romantic relationships. In W. A. Collins & B. Laursen (Eds.),
Relationships as developmental contexts: The 29th Minnesota Symposium on Child
Development. (pp. 133-154) Mahwah: Lawrence Earlbaum.
Furman, W. & Buhrmester, D. (1992). Age and sex differences in perceptions of
networks of personal relationships. Child Development, 63, 103-115.
Furman, W. & Simon, V. A. (in press). Cognitive representations of adolescent
romantic relationships. To appear in: W. Furman, B. B. Brown, & C. Feiring
(Eds.) Contemporary perspective on adolescent romantic relationships. New York:
Cambridge University Press.
*Furman, W. & Wehner, E. A. (1997). Adolescent romantic relationships: A
developmental perspective. In S. Shulman & W. A. Collins (Eds.), New directions
for child development: Adolescent romantic relationships. (p. 21-36) San
Francisco: Jossey-Bass.
Furman, W., & Wehner, E. (1994). Romantic views: Toward a theory of adolescent
romantic relationships. In R. Montemayor, G. R. Adams, & T. P. Gullotta (Eds),
Advances in adolescent development: Volume 6. Personal relationships during
adolescence. (pp. 168-195). Thousand Oaks: Sage.
Gottman, J. M., Coan, J., Carrere, S. & Swanson, C. (1998). Predicting marital
happiness and stability from newlywed interactions. Journal of Marriage and the
Family, 60, 5-22.
*Katchadourian, H. (1994). Sexuality. In S. S. Feldman & G. R. Elliott (Eds.),
At the threshold: The developing adolescent. Cambridge: Harvard University
Press.
*Larson, R. W., Clore, G. L., & Wood, G. A. (in press). The emotions of
romantic relationships: Do they wreak havoc on adolescents? To appear in W.
Furman, B. B. Brown, & C. Feiring (Eds.), Contemporary perspectives in
adolescent romantic relationships: New York: Cambridge University Press
Levesque, R. J. R. (1993). The romantic experiences of adolescents in
satisfying love relationships. Journal of Youth and Adolescence, 22, 219-251.
Markman, H., Renick, M. J., Floyd, F., Stanley, S., & Clements, M. (1993).
Preventing marital distress through communication and conflict management
training: A 4- and 5-year follow-up. Journal of Consulting and Clinical
Psychology, 61, 70-77.
*Neemann, J., Hubbard, J., Masten, A. S. (1995). The changing importance of
romantic relationship involvement to competence from late childhood to late
adolescence. Development and Psychopathology, 7, 727-750.
*Reis, H. T., & Shaver, P. (1988). Intimacy as an interpersonal process. In S.
W. Duck (Ed.), Handbook of personal relationships (pp. 367-389). New York:
John Wiley.
Human Development: Developmental Bases of Behavior – Spring 2008 - page 10
*Shaver, P. R., Hazan, C. & Bradshaw, D. (1988). Love as attachment: The
integration of three behavioral systems. In R. Sternberg & M. Barnes (Eds.),
The psychology of love (pp. 68-99). New Haven: Yale University PRess
Sternberg, R. J., (1988). Triangulating love. In R. J. Sternberg & M. L.
Barnes (Eds.), The Psychology of Love. (p. 232-263). New Haven: Yale
University PRess.
Thorne, B., & Luria, Z. (1986). Sexuality and gender in children’s daily
worlds. Social Problems, 33, 176-190.
*Zani, B. (1983). Dating and interpersonal relationships in adolescence. In S.
Jackson & H. Rodriguez-Tomé (Eds.) Adolescence and its social worlds (p.
95-119). Hove: Lawrence Erlbaum Associates.
Human Development: Developmental Bases of Behavior – Spring 2008 - page 11
This course content addresses APA standards for Developmental Bases of Behavior as well as
the following school psychology training standards;
Primary:
Standard 17
Psychological Foundations
The program provides candidates with a strong foundation in the knowledge base
for the discipline of psychology in order to facilitate the individual development
of all pupils. This knowledge base includes biological foundations of behavior,
human learning, social and cultural bases of behavior, child and adolescent
development, and the diversity of individual differences in development and
learning.
Rationale
School psychologists serve as representatives of the discipline of psychology and
learning in the school. School psychologists need to apply theories of learning and
development in order to facilitate and improve the instructional process. They
should know (a) empirically demonstrated components of effective instruction, (b)
alternative instructional methodologies, and (c) how to use communication and
interpersonal skills in order to work with others to improve instruction. School
psychologists bring a perspective that combines a focus on individual learners (their
heredity, experiences, perspectives, backgrounds, talents, interests, capacities and
needs) with a focus on learning (the best available knowledge about how learning
occurs and about teaching practices that are most effective in promoting the highest
levels of motivation, learning and achievement for all learners).
Secondary:
Standard 11
Learning Theory and Educational Psychology
The program provides candidates with opportunities and experiences to display
an understanding of learning theories and factors influencing learning and
teaching such as cognition, memory, attention skills, perceptual-sensory
processes, emotional state, motivation, organizational skills, gender, cultural
differences, and linguistic differences. Candidates know how to evaluate the
congruence between instructional strategies and pupil learning assets and
deficits.
Rationale
The socio-cultural diversity in today’s schools contributes to a greater need to
understand those factors that influence learning. It is necessary for pupil service
providers to possess a knowledge and understanding of theories of learning, and
cognitive and psycho-social development and to apply this knowledge to assist in
the development of effective instructional strategies that promote pupil learning,
self-esteem, and positive interpersonal relationships with age-group peers.
Human Development: Developmental Bases of Behavior – Spring 2008 - page 12