ANT 478/578: Anthropology of Human Development
Tuesdays & Thursdays, 9:30 – 10:45pm, 253 ten Hoor
Dr. Jason DeCaro
Office: 14 ten Hoor
Phone: 348-9061
E-mail: jdecaro@bama.ua.edu
Office hours: Tuesdays and Thursdays 8:30-9:30am
Prerequisites:
ANT 478: ANT 100 or 270 or permission of instructor
ANT 578: graduate student in anthropology or permission of instructor
Course Description
Health problems, culturally-competent & socialized adults, and mature physical
forms do not emerge from vacuum. They are the outcome of a developmental
process with biological, psychological, social and cultural components. This
developmental process unfolds throughout the lifecourse, from conception to
death. The developmental process is essential to survival and shaped by
evolution. This course will survey human development from an anthropological
perspective. What are evolved human universals, and what varies by culture or
context? Genes contain a roadmap for creating and changing a human – but
how do humans collect information from the environment that determines what
they actually become? How do we break down barriers between biological,
behavioral, and sociocultural understandings of human development?
Objectives
Course Objectives and Student Learning Outcomes:
At the end of this course students should be able to:
1. Find reliable developmental data, and use them to illustrate individual and group
differences in human development.
2. Apply evolutionary theory, within a biocultural framework, to questions in
comparative human development not previously encountered.
3. Outline how multiple factors (biological, sociocultural, etc.) converge throughout
the lifecourse to generate differential health and well-being.
4. Explain through reference to cross-cultural examples how cultural models and
motives shape child development.
5. Generate new knowledge through effective collaboration with colleagues.
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Outline of Topics Covered During the Semester
Part I. Theoretical foundations of human development across the lifespan
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8/25 Basic concepts in evolutionary theory
Read: Optional review readings can be accessed on eLearning
2
8/30 Basic concepts in evolutionary theory, continued
Read: Optional review readings can be accessed on eLearning
3
9/1
Life history theory
Read: Hill & Hurtado 1996 – Ch 1, “Life History and Demography”
4
9/6
Evolution of human childhood
Read: Bogin 2002
5
9/8
Parental care 1: social competition & coalition formation
Read: Geary & Flinn 2001
PROJECT I DUE
6
9/13 Parental care 2: embodied capital
Read: Kaplan 2002
7
9/15 Theorizing senescence 1: aging and disease
Read: Crews 2003 – Ch 3, “Evolutionary and Biological Theories ...”
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9/20 Theorizing senescence 2: menopause
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9/22 Epigenesis and evolution
Read: Jablonka 2007
10
9/27 Epigenesis and evolution con’t.
PROJECT II DUE
11
9/29 Bioecological theory
Read: Bronfenbrenner and Ceci 1994
Part II. Variation and adaptation in biological development
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10/4 Human patterns of physical growth by age and sex – general trends
Read: Cameron 2002
13
10/6 Human patterns of physical growth – saltation and stasis
Read: Lampl 2002
14
10/11 Fetal programming and phenotypic inertia
Read: Kuzawa 2005
15
10/13 Puberty and its timing
Read: Ellis 2004
16
10/18 Political economic determinants of environmental quality and growth
Read: Crooks 1998
17
10/20 Allostatic load
Read: McEwen & Wingfield 2003
18
10/25 Psychosocial stress/psychobiology I
Read: McDade 2002
PROJECT III DUE
19
11/1 Psychosocial stress/psychobiology II
Read: DeCaro and Worthman 2008
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20
11/3
Psychosocial stress/psychobiology III
Read: Flinn and England 1997
Part III. Comparative cross-cultural social and psychological perspectives
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11/8 The Whitings and their successors
Read: Worthman 2010
22
11/10 Ethnopediatrics
Read: Small 1998 – Ch 2, “The Anthropology of Parenting”
23
11/15 What’s normal about child care?
Read: DeLoache & Gottlieb 2000
24
11/17 Language socialization
Read: Ochs and Schieffelin 1984
25
11/22 Case studies: sleep management
Read: Wolf et al. 1996
26
11/29 Case studies: love and death
Read: Scheper-Hughes 1990
PROJECT IV DUE
27
12/1 Case studies: multiple caretaking
Read: Tronick et al. 1987
GROUP PROJECT DUE, PRESENTATIONS COMPLETE
Part IV. Group project presentations
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12/6 Group project presentations
29
12/8 Group project presentations
Attendance Policy
Class Attendance and Participation: This is a discussion-oriented class and
attendance is required. Unexcused absences will lower your final grade.
Classroom participation is an important requirement of the course and it will
figure in the final grade.
Number & Timing of Major Assignments
1. Reading Commentaries. For each class where a reading or readings are
due, post on eLearning a one-page typed commentary on the reading no later
than 8:30 AM on the day of the class. The commentary should include a
summary of the author’s major points, notes on what you found interesting,
reflections on how the reading relates to others we have discussed, and at
least two discussion questions that you’d like the class to address. These will
be readable on eLearning by everyone enrolled in the class, so that you can
see other students’ perspectives on the readings.
2. Class Discussion. This is a seminar rather than a lecture, and all students
are expected to actively participate in classroom discussion. You’re
encouraged to raise the discussion questions from your reading
commentaries during class. You also may be called on to do so.
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3. Individual Projects. There are four individual written projects, due on 9/8,
9/27, 10/25, and 11/29. Brief summaries of these projects are found below –
you will receive additional details at least three weeks before the project is
due (except Project I, for which you’ll receive details on the second day of
class). Each project should be submitted electronically by email no later than
11:59pm on the due date.
4. Group Project and Presentation. You will be assigned to small groups with
other students, and as a group you will be responsible for one major written
project due 12/1. Then, as a group you will present your project to the class.
The presentations are on 12/6 and 12/8, although all preparation for these
presentations should be completed by 12/1. A brief summary of the group
projects is found below, with details & assignments available by 9/13. Written
group projects will be posted publicly on eLearning. Your presentation grade
includes your own group’s project presentation AND commenting seriously
(but respectfully) on other groups’ projects.
5. Additional Expectations for Graduate Students. There are two requirements
that apply only to the students registered for this class as ANT 578:

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For every class, ANT 578 students should locate and read any one recent
empirical research article directly related to the day’s topic and that fits the
theoretical paradigm we’re discussing. No articles older than year 2000
without prior approval, please. No review articles, book chapters, book
reviews, unrefereed articles, or internet sources should be used. Some
suggested journals to search, depending on the topic, are: American
Journal of Physical Anthropology, American Journal of Human Biology,
Current Anthropology, Ethos, Human Nature, American Anthropologist,
Child Development, Human Development, Parenting: Science and
Practice, International Journal of Behavioral Development, Social Science
and Medicine, Development & Psychopathology, and Developmental
Psychobiology. Other journals might also be appropriate for certain topics
(e.g., nutrition journals during the physical growth segment). Where
possible, read authors not already found elsewhere on the syllabus.
ANT 578 students’ reading commentaries should be two pages rather than
one, and include both a summary of the research article and the common
reading that everyone is completing for that day. ANT 578 students also
should come to class prepared to verbally summarize their chosen
research article for the other students.
Depending on the number of ANT 578 students enrolled, graduate
students may be called upon to do individual final projects rather than
group projects.
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Grading Policy
Reading commentaries
20%
Class Discussion
10%
Project I
5%
Project II
15%
Project III
10%
Project IV
15%
Written group project
15%
Group project presentation 10%
Brief Project Descriptions
These are only brief descriptions of each project – more detailed guidance will be
available before you need to start working on them.
1. Project I: Finding Authoritative Information. Pick some question of
interest in child or adolescent development (e.g., breastfeeding,
attachment, growth rates, puberty, etc.) and use Google and PubMed to
find 8 different online sources of information about it. SIX should be
excellent, credible sources of the type you could use in a term paper.
TWO should be poor sources of doubtful credibility. You will then provide
in a one-page write-up: (1) reference information that will allow me to
easily find each source (including exact URLs); (2) a description of each
source; (3) a description of how you found each source; and, (4) an
explanation of why each source is good or poor.
2. Project II: Breastfeeding & Life History. Breastfeeding is a critical
mammalian adaptation that human infants depended upon virtually without
exception until the recent introduction of mass-produced infant formulas.
You’ll receive an article called “The Weanling’s Dilemma Reconsidered”
that takes a biocultural, developmental approach to understanding
weaning. Read this article, and then research & write a 4-5 page report.
In the first page, describe two different populations in terms of their rates
of breastfeeding initiation, average age at supplementation (introduction of
foods other than breastmilk), and average age at termination of
breastfeeding. In pages 2-5, briefly discuss how mothers and infants in
each population are dealing differently with “the weanling’s dilemma,” and
what these differences can tell us about life history strategies.
3. Project III: Population Differences in Growth. Find charts in the library or
from good electronic sources showing child growth patterns for 3 different
populations (U.S. reference standards, and two others). In 3-4 pages,
describe how they differ from each other, and why they differ (you will
need to research some specific factors in each population that lead to the
growth patterns we see).
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4. Project IV: Child Rearing from Another Cultural Perspective. Pick one
area of child care and rearing (for instance, the regulation and
socialization of infant sleep and arousal; parent-child attachment and
emotional development; motor development; classroom practices and
child behavior at school; etc.) Also pick one specific culture other than
your own. Based on a careful literature search, write a well-researched 45 page paper describing the advice a child development expert from this
other culture might be expected to give an expectant parent, aspiring
schoolteacher, or other figure involved in child care.
5. Group project. Your group will be assigned a major health problem of
complex etiology (cause). As a group, you will research and then outline
what is known about how genetics, biological development, social &
cultural development and environmental risk factors interact across the
lifespan, leading to disease (or wellness). You will need to think about
human development from conception through adulthood, not just at a
single life stage. Your written project will include at least one diagram
showing how these factors relate to each other and to the disease, as well
as a narrative (5-10 pages) that explains the diagram and provides
additional detail. This is a large amount information to bring together,
which is why you’ll do it as a group project rather than individually. It will
be important to coordinate well with group members, and split the work on
research, writing, and presentation preparation fairly.
Policy for Making-Up Missed Course Work
Extensions policy:
1. Reading commentaries posted after 8:30 am but before midnight on class
day will be accepted for half credit. After that, no reading commentaries
will be taken for any reason. However, three missed commentaries will be
dropped from your grade (or, if none are missed, the three lowest grades).
Save these “free misses” to take care of emergencies that might arise.
2. Written projects must be submitted electronically by midnight on the day
they are due for full credit. After that, except by prior arrangement and
with a very good reason, projects will lose 10% credit for each day (or part
of a day) they are late. Many assignments being due at the same time is
never a good reason, and extensions will never be authorized on that
basis, so please don’t ask. No extensions will be authorized during the 3
days prior to the due date except in the case of a serious emergency.
Required Course Material
There is no textbook. All required readings will be made available in advance. Reading
assignments listed in the outline are detailed in the bibliography at the end of the
syllabus.
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Academic Dishonesty Policy
All acts of dishonesty in any work constitute academic misconduct. This includes, but is
not limited to, cheating, plagiarism, fabrication of information, misrepresentations, and
abetting of any of the above. The Academic Misconduct Disciplinary Policy will be
followed in the event that academic misconduct occurs. Students should refer to the
Student Affairs Handbook, which can be obtained in the Office of Student Life and
Services in the Ferguson Center
Disability Policy
If you are registered with the Office of Disability Services, please make an appointment
with me as soon as possible to discuss any course accommodations that may be
necessary. If you have a disability but have not contacted the Office of Disability
Services, please call 354-5175 or visit Osband Hall to register for services.
Bibliography of Required Readings
Bogin B (2002) The evolution of human growth. In: N Cameron, ed., Human Growth and
Development. San Diego: Academic Press, pp. 295-320.
Bronfenbrenner U & Ceci SJ (1994) Nature-nurture reconceptualized in developmental
perspective: a bioecological model. Psychological Review 101: 568-586.
Cameron N (2002) Human growth curve, canalization, and catch-up growth. In: N
Cameron, ed., Human Growth and Development. San Diego: Academic Press, pp.
1-20.
Crews DE (2003) Human Senescence: Evolutionary and Biocultural Perspectives.
Cambridge, UK: Cambridge University Press.
Crooks DL (1998) Poverty and nutrition in eastern Kentucky: the political economy of
childhood growth. In: AH Goodman & TL Leatherman, eds., Building a New
Biocultural Synthesis: Political-Economic Perspectives on Human Biology. Ann
Arbor: University of Michigan Press, pp. 339-355.
DeCaro JA & Worthman CM (2008) Culture and the socialization of child cardiovascular
regulation at school entry in the US. American Journal of Human Biology 20(5):572583.
DeLoache JS & Gottlieb A (2000) If Dr. Spock were born in Bali: raising a world of
babies. In: J DeLoache & A Gottlieb, eds., A World of Babies: Imagined Childcare
Guides for Seven Societies. Cambridge, UK: Cambridge University Press, pp. 1-27.
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Ellis BJ (2004) Timing of pubertal maturation in girls: an integrated life history approach.
Psychological Bulletin 130: 920-958.
Flinn MV & BG England (1997) Social economics of childhood glucocorticoid stress
response and health. American Journal of Physical Anthropology 102(1): 33-53.
Geary DC & Flinn MV (2001) The evolution of human parental behavior and the human
family. Parenting: Science and Practice 1: 5-61.
Hill K & Hurtado AM (1996) Ache Life History. New York: Aldine de Gruyter.
Jablonka E (2007) The developmental construction of heredity. Developmental
Psychobiology 49: 808-817.
Kaplan H, Lancaster JB, Tucker WT, & Anderson KG (2002) Evolutionary approach to
below replacement fertility. American Journal of Human Biology 14: 233-256.
Kuzawa CW (2005) Fetal origins of developmental plasticity: are fetal cues reliable
predictors of future nutritional environments? American Journal of Human Biology
17: 5-21.
Lampl L (2002) Saltation and stasis. In: N Cameron, ed., Human Growth and
Development. San Diego: Academic Press, pp. 253-270.
McDade TW (2002) Status incongruity in Samoan youth: a biocultural analysis of culture
change, stress, and immune function. Medical Anthropology Quarterly 16: 123-150.
McEwen BS, Wingfield JC (2003) The concept of allostasis in biology and biomedicine.
Hormones and Behavior 43: 2-15.
Ochs E & Schieffelin BB (1984) Language acquisition and socialization: three
developmental stories and their implications. In: R Shweder & R LeVine, eds.,
Culture Theory: Essays on Mind, Self, and Emotion. Cambridge, UK: Cambridge
University Press, pp. 276-320.
Scheper-Hughes N (1990) Mother love and child death in Northern Brazil. In: JW
Stigler, RA Shweder, & G. Herdt, eds., Cultural Psychology: Essays on Comparative
Human Development. Cambridge, UK: Cambridge University Press, pp. 542-565.
Small MF (1998) Our Babies, Ourselves: How Biology and Culture Shape the Way We
Parent. New York: Anchor Books.
Tronick E, Morelli G, & Winn S (1987) Multiple caretaking of Efe (Pygmy) infants.
American Anthropologist 89: 96-106.
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Wolf AW, Lozoff B, Latz S, & Paludetto R (1996) Parental theories in the management
of young children’s sleep in Japan, Italy, and the United States. In: S Harkness &
CM Super, eds., Parents’ Cultural Belief Systems: Their Origins, Expressions, and
Consequences. New York: Guilford Press, pp. 364-384.
Worthman CM (2010) The ecology of human development: evolving models for cultural
psychology. Journal of Cross-Cultural Psychology 41: 546-552.
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