PSYC 254 ~ Spring Term, 2014 ~ Lifespan Human Development
Professor: Michael C. Anziano, Ph.D.
Office:
276 Education / Business Hall
Office Hrs: Mon & Wed:11-12; Tues: 10-12 and 1:30-3:30
Textbook:
anziano_m@fortlewis.edu
Phone & Voicemail: 247-7646
(Other times by appointment).
Belsky, J. (2013). Experiencing the lifespan 3rd Ed. NewYork: Worth Publishers.
Course Purpose and Content
This course examines the major theories and current research in developmental psychology and applies
psychological principles to human perspectives on development. Topics include cognitive, social, emotional and
physical development of children, adolescents and adults, as well as material on perceptual development,
personality, genetics and families. A main theme of the course is the interaction of genetics and environment in a
biological - psychological - social model.
* Course Prerequisite: Psyc 157 (or equivalent).
Course Requirements and Grading
All students will be responsible for their own original work on the following:
[1] Exams and Quizzes. Two exams plus a Final Exam will cover material from the assigned readings, lectures,
films and class discussions. Format will include some short answer, short essay and multiple choice questions.
Several small group collaboration activities will be carried out throughout the term. A "practice test" will be given
early in the term to help students prepare for the graded exams.
[2] Short Response Papers.
Students are required to write two Response Papers during the term. The first
paper involves your response to the Newyorker Magazine article “The social animal.” The second paper is
focused on issues pertinent to adolescence and emerging adulthood. Guidelines for each paper will be distributed
and discussed in class. The use of Library resources (e.g. Psychology journals or Internet sites) is required in
order to respond to each topic. • See me during office hours for advice on the papers •
[3] Homework Assignments. There are homework assignments for 13 chapters in the Belsky Textbook.
Students are responsible for turning in 8 assignments – two from chapters 1-3; two from chapters 4-6; two from
7-9, and two from 10-13. Assignments are listed in a Handout attached to the syllabus. Please type your
responses, double spaced. Assignments are due in class on the day indicated on the Handout. Please do not
send them via email.
[4] Class Participation. A variety of in-class activities and small group discussion work counts toward your
grade in class participation. These activities occur throughout the term on many class days. Obviously, you must
be present in class to receive participation credit.
Assignments, Due dates and Grade weights are as follows:
Exam 1
Exam 2
Response Papers
Final Exam
Class Participation
Homework
Feb 14
March 19
As Scheduled
Mon, April 28
ongoing
As scheduled
100 points
100 points
80 points
100 points
50 points
80 points
Total: 530
Class Participation
Your contribution to this class is important and it is expected. Students are expected to listen to others with
respect, and to comment, question and contribute their ideas to our class discussions. Many of our class meetings
will include small group work for problem solving, critical thinking and discussion on contemporary issues. Your
participation will help make this a better class, and it will be considered in figuring borderline grades. Arriving
late consistently, or disturbing the class by talking to others, text-messaging or other distractions will also be
noted in figuring your grade. My teaching philosophy encourages all students to be active learners and
reflective, critical thinkers. I expect you to attend every class unless you are too ill to be in school. I also
anticipate our laughter & enjoyment during the course!
Psychology Department Classroom Behavior Policy
The Psychology Department classroom behavior policy is available on our department website. My
philosophy on this is based on mutual respect and simple common sense. Please be considerate of others. Do not
talk while the professor is talking or when another student has the floor. Respect others’ ideas even if you
disagree. Psychology courses often require students to examine ideas that may be very different from their own.
Every student is responsible for contributing to discussions that remain scholarly and respectful. Behavior that
disrupts the learning environment, offensive, sexist, racist or otherwise inappropriate language will not be
tolerated in this class. If your behavior is not in compliance, you will be required to meet with me to discuss what
needs to change. Continued problems will result in your disenrollment from the class. Silence cell phones
before class, and please do not send or receive text messages during class time! Use common sense and
courtesy regarding eating foods in class. Food that is noisy or has a strong odor may be unpleasant to all of us.
Simple courtesy and mutual respect allows all of us to learn in a psychologically safe environment, which should
still allow for fun and laughter.
PSYC 254 - Dr. Anziano Winter Term 2014
CRN 30178
Course Sequence
Jan
Feb
Mar
Reading
13
Course introduction and overview. . . . . . . . . . . . . .
None
15
The field of developmental psychology . . . . . . . .
Ch 1
17
Research methods in developmental psychology . . . . . . .
Ch 1
20
Theories: Piaget’s cognitive developmental theory . . . . . . .
Ch 1; Handout
22
Psychoanalytic theory: Stages of life - E. Erikson . . . . . . . . Ch 1; Handout
24
Psychoanalytic theory; Freud’s contribution
27
Review of theories & Film (Paper # 1 due*) . . . . . .
29
Film and discussion of characters
31
Genes and environment . . . . . . . . . . . . . . . . Ch 2; 40-45; 62-70
3
Prenatal and infant development . . . . . . . . . . . . . . . .
Ch 2, “
“
5
Nature & Nurture, genetics, twin studies (video) . . . . .
Ch 2
“
7
Early cognitive development
Ch 3, 77-84; 92-107
10
Infant intelligence and sensorimotor development (Piaget) . .
Ch 3,
“
“
12
Early language development & “practice test” . . . . . .
“
“
“
14
** Exam 1 **
Ch 1,2,3
17
Foundations of emotional development – human attachment .
Ch 4
19
Experiments in emotional development (Film) . . . . . . .
Ch 4
21
Child Development Center observation assignment
Ch 4
24
Emotional and personality development . . . . . .
Ch 4
26
Early childhood – cognitive development . . . . . . . .
Ch 5, 148-170
28
School age children’s cognitive development . . . . . .
Ch 5,
“
3
Language development / “theory of mind”
Ch 5,
“
5
Childhood memory and “eyewitness testimony” . . . .
Ch 5,
“
. . .
. . . . . . . . . . . . .
Ch 1
Handout
“
7
Childhood social development and aggression . . . . .
Ch 6
10
The self-system and social competence . . . . . . . .
Ch 6; Social Animal 8
12
Gender differences and family socialization practices . . . . .
Ch 6
14
Parenting styles and children’s resilience . . . . . . . .
Ch 7, 205-213
17
Catch up and Review
Ch 4,5,6,7
19
Exam 2
21
No class – Psychology students advising
~~~~~~~~~
Apr
Spring Break ~~~~~~~~~~
31
Adolescence – “sexual geography” of an American High School Ch 8,
2
Cognitive changes in adolescents . . . . . . . . . . . . . . . . . Ch 9, 265-289; Soc. An 6
4
Personality development and change
7
. . . . . . . . .
Ch 9,
“
The teenage brain – eating disorders, sleep patterns, violence
Ch 9,
“
9
Emerging adulthood and family systems . . . . . . . .
Ch 10, 304-308; 316-326
11
Family relationships continued (Paper # 2 due***) . . . .
Ch 10,
“
14
Early adulthood – Intimacy and relationships . . . . . . . .
Ch 10,
“
16
Love and communication patterns . . . . . . . . . .
Ch 11, 336-341; 344-350
18
Personality development in adults . . . . . . . . . . . . . .
Ch 12, 363-381
21
Middle adulthood and mid-life issues . . . . . . . . .
Ch 12, “
23
Adulthood and aging . . . . . . . . . . . . . . . . . . . . . . . Ch 13, 395-405
25
Lifespan conclusion . . . . . . . . . . . . . . . . . . .
Ch 15, 458-461; 472-474
Final Exam Date: According to Spring, 2014 schedule: Monday, April 28 9:45-11:45
Please Note:
(a) Many of our classes include small group work for problem solving and discussion. Brief group presentations
or “Panel Discussions” may also be included. These activities require your attendance for participation, and
participation is counted in figuring your final grade.
(b) Make-up exams are rarely offered. I will consider a make-up, or an alternative assignment in certain extreme
situations or emergencies, but: you must contact me before the exam date to arrange this.
© Office hours are set aside especially for students. I encourage you to come in and visit during these times,
even if you merely want to talk informally and you don’t need any particular help with course material. Students
who do well on exams and written papers tend to be those students who come in to discuss their work and ideas.