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Georgia Southern University
Department of Psychology
PSYC 3333
Lifespan Developmental Psychology
Fall, 2005
Janice H. Kennedy, Ph.D.
Carroll Building Room 2262
9:30 - 10:45 TT
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OFFICE: Carroll Building,
Room 1060A
OFFICE HOURS: 3:30 – 4:30 MW
11:00 – 12:00 TT
PHONE NO.: 681-5504 (office); 681-0869 (lab)
E-MAIL: JKENNEDY@GeorgiaSouthern.edu
WEBSITE: www.GeorgiaSouthern.edu/~jkennedy
TEXT: Berger, K.
S. (2005). The developing person
through the life span. (6th ed.) New
York: Worth.
COURSE DESCRIPTION: This course provides a comprehensive
overview of normal human development from conception through old age.
Similarities among people in their development are examined, as well as
differences due to various individual experiences which alter the rate and
direction of growth. The roles that genetics and experience play in development
are emphasized, as well as how psychologists think about development and how
they go about finding answers to various questions concerned with cognitive, emotional
and social growth.
Development in childhood is seen more readily because rapid
changes are taking place in physical size, knowledge, and social interactions.
Heightened public awareness of the problems of aging in our contemporary
society has led to new information on the processes of growth and change taking
place in the elderly as well. Research findings on adults are more sparse.
However, we will work this semester within a framework of womb-to-tomb whenever
possible. We will become familiar with the major theories of human development
and the languages those theorists use; and we will pay special attention to the
research that supports or rejects the theories, to help you evaluate each view.
PSYC 1101 is a prerequisite for this course.
LEARNING OUTCOMES:
- To
be able to describe the developing person at different periods in the
lifespan.
- To
understand the possible causes or sources of developmental change and
reasons for disturbances in the developmental process.
- To
be able to describe how different theoretical perspectives influence the
research and applications that arise from them.
- To
be able to describe objective techniques and skills for observing human
behavior.
- To
be able to apply developmental principles to one’s own life and the lives
of others.
- To
be able to appreciate people of all ages, cultures, and backgrounds, and
to gain insight into their similarities and differences.
CLASSROOM ACTIVITY: The methods utilized in the class will
be varied. For example, we will use lectures for clarification of text
material or introducing new material. We will use large- and small-group
discussion and demonstrations for practice in identifying and
applying principles or theories. Occasionally, we will have guest speakers
who have a unique perspective on some developmental milestone. You are expected
to complete your assigned readings before coming to class.
TESTS: Four tests will be given (see attached schedule for
dates) over the course of the semester. Each test will be worth 100 points.
Tests will consist primarily of multiple-choice, short-answer and essay-type
questions. All exams may cover any assigned material in the course up to that
point. Tests may include assigned materials not explicitly covered in class, as
well as lecture material not covered in the text.
No one will be admitted to a test session after the first
student to complete the test has left the room. I will keep a running account
of your grade in the course, if you like, on my door, by a code name, so you
will always know where you stand in the course.
Makeup exams are given
only for the direst of circumstances and are administered on the last day of
classes (see schedule for date and time). To make up an exam, you must contact
me either before the exam is given as why you cannot take the exam as
scheduled, or within 48 hours after the exam as to why you were unable to take
the exam. Be prepared to document your emergency.
GRADES: All four tests are weighted equally in determining
your grade, each accounting for 20%
of your grade in the course.
PROJECT: In order to apply what you are learning about
developmental psychology, you will have an independent project in the course.
You will have two choices: The first involves an extensive interview (perhaps several
sessions over the course of the semester) with an older member of your family
(at least 70 years of age) with regard to the individual's biosocial,
cognitive, and psychosocial development. You will be provided questions to
address in the interview, but you are encouraged to individualize your
interview with your own questions as well. The second option involves writing a
thoughtful paper in which you apply the developmental concepts learned in this
course to your own life. This project is worth 20% of your grade. Due
dates are included on the attached schedule. Late papers are accepted, but a
penalty of one letter grade per day is incurred. Additional information about
the projects will be provided during the first week of class.
CLASS ATTENDANCE AND PARTICIPATION: You are expected to be
present and on time for each class meeting. Of course, you are responsible for
material covered and announcements made during your absence from class. Your
thoughtful participation in class discussions will make the course more
meaningful to you and make it a more interesting course for you and your peers.
Reading newspapers or materials for other classes, sleeping, copying missed
notes, and other behaviors that are not on task during class sessions are
distracting to me and to those around you and will not be allowed. When you are
present in class, I expect you to have read the assignment and be ready to
participate in class activities. Just as you expect me to be prepared for
class, I expect you to do your part in preparing for the learning session.
IN SUMMARY: Activities in the class are weighted as follows:
Activity Percentage of
Grade Your
Grade
Test 1 20 _________
Test 2 20 _________
Test 3 20 _________
Test 4 20 _________
Project 20 _________
GRADES: The final
course grade will be determined as follows:
Grade Average points
A 90-100
B
80-89
C
70-79
D
60-69
F
Below 60
ACADEMIC HONESTY HONOR CODE: Students are expected to uphold
the Academic Honesty Honor Code as published in section 3 of the Georgia Southern University Student Conduct
Code. Cases of academic dishonesty are dealt with according to policies
outlined in the Student Handbook. You should note that the minimum penalty
requires a grade of zero for the assigned task and academic probation for one
semester for a first offense. Academic dishonesty involves representing any
work turned in (whether tests, papers, etc.) completed in any part by others as
your own.
ACADEMIC ACCOMMODATIONS:
This class complies with the Americans with Disabilities Act (ADA).
Students with disabilities needing academic accommodation must: (1) register
with and provide documentation to the Student Disability Resource Center
(SDRC); and (2) provide a letter to me from the SDRC indicating what your need
may be for academic accommodation. This should be done within the first week of
class. (SDRC, Knight Drive,
Hampton Hall, building #5, 912-871-1566,
TDD phone: 912-681-0666)
ADMINISTRIVIA: I am very interested in your learning a lot
from this course and hope that you enjoy it as well. I will be happy to discuss
questions related to the course during my office hours. If you are not free
during my office hours, we can schedule a meeting at a mutually convenient
time. Generally, when my office door is open, I am happy to see you. However,
when my door is closed, it is a signal that I prefer not to be disturbed or am
not in. I would especially appreciate not being interrupted during the
half-hour before a class when I am reviewing my notes and getting ready for
class.
Class Activities and Reading
Assignments
Date Assignment
8/16 Introduction
to Course Ch. 1
8/18 Introduction
(continued) Ch.
1
8/23 Theories of
Development Ch.
2
8/25 Theories of
Development Ch.
2
8/30 Heredity and
Environment Ch.
3
9/6 Heredity and
Environment Ch.
3
9/8 Prenatal
Development and Birth Ch.
4
9/13 Prenatal
Development and Birth Ch.
4
9/15 Test 1
9/20 The First Two
Years: Cognitive Development Ch. 6
9/22 The First Two
Years: Cognitive Development Ch. 6
9/27 The First Two
Years: Psychosocial Development Ch.
7
9/29 The First Two
Years: Psychosocial Development Ch.
7
Project Selected
10/4 The First Two
Years: Psychosocial Development Ch.
7
10/6 The Play
Years: Cognitive Development Ch.
9
10/10 (Monday) Last Day to Withdraw without
Penalty
10/11 The Play Years:
Cognitive Development Ch.
9
10/13 The Play Years:
Psychosocial Development Ch.
10
10/18 The Play
Years: Psychosocial Development Ch.
10
10/20 Test 2
10/25 The School
Years: Cognitive Development Ch.
12
Part A of Paper
Due (Interview or Outline)
10/27 The School
Years: Psychosocial Development Ch. 13
11/1 The School
Years: Psychosocial Development Ch. 13
11/3 Adolescence:
Cognitive Development Ch. 15
11/8 Adolescence:
Psychosocial Development Ch.
16
11/10 Adolescence:
Psychosocial Development Ch.
16
11/15 Test 3
11/17 Early
Adulthood: Cognitive and Psychosocial Development Chs. 18-19
11/22 Middle
Adulthood Ch.
21
11/24 Thanksgiving
Holiday
11/29 Final Paper
Due
Late
Adulthood Ch. 24
12/1 Last Day of
Classes
Makeup
exam day (2:00 p.m.)
12/6 Final Exam (Test
4) (10:00 – 12:00)
The above schedule and procedures are subject to change in
the event of extenuating circumstances.
Tips on how to do well in this course:
1. Be on time for class. Important
announcements are generally made at the beginning of class. Moreover, it is
often difficult to know what if going on if you miss the first few minutes of class.
Coming in late is disruptive to me and to your classmates.
2. Read each chapter (at least skim it) before
relevant lectures. This will make the lectures more meaningful and will allow
you to know whether the topic is addressed in the text. I assume when I lecture that you have read
the assigned readings.
3. In lectures, try to get actively involved. Don't
simply copy down what I write on the board; try to put the information into
your own words.
4. The same day as the lecture, go over your notes.
Either rewrite them, type them, or simply
read them again. This will allow you to make sure that they are legible
and make sense while the information is still fresh.
5. Before a scheduled exam, start reading the chapters in
detail at least several days before
the test. Reading the chapters in the text once will not be
sufficient The tests are very specific. You will cover a lot of
information, and I obviously cannot ask you to tell me everything you have
learned. So I will ask you very specific questions about certain sections that
you have studied.
6. The tests generally are made up of about 50% information
from lectures and 50% from your text.
Therefore it is imperative that you study both text and notes.
7. Since tests depend heavily upon notes, you must come
to class every day if you expect to do well on tests.
8. Get actively
involved in class discussions. Developmental psychologists certainly don't have
all the answers to questions about development, so input from parents and
others who deal with children (as well as former children) help to make the
class more interesting, especially if you have read relevant sections of the
text, and will make the learning more valuable to you.
9. Allow enough
time for you to produce a thoughtful, literate paper. One draft will
not do it. Allow enough time to write a draft, let it sit
for a day or two, and then revise the paper as needed. Many "A" paper become "B"
papers because of misspelled words, awkward sentence construction, or careless
mistakes. Correct these simple problems to make it an "outstanding"
paper.
