Psychology 220Developmental PsychologySpring 2015Instructor: Dr. Ann MerriwetherMeeting Time: 10:05-11:30 T, Th Office in Psychology: 122 Science 4 Phone: 7-4579Office in Human Development: 427 UDC (downtown)Phone 7-9210E-mail: [email protected] Office Hours122 Science 4: T and Th 9-9:45, Th1:30-2:30, Office Hours UDC T 5-6:30, Meetings may also be scheduled with Dr Merriwether at alternative times by appointment.Graduate Teaching Assistant: Christina ColonOffice: Science 4, 300k E-mail: [email protected] Office hours: M 1:10-2:10PM, W 1:10-3:10PM Required Text: 1) Berk, L. E. (2014). Development Through the Lifespan, Allyn and Bacon, Boston2) Liben, L.S. (2009). A custom reader developed from: Current Directions in Developmental Psychology, 2/EAssociation for Psychological Science (APS) this is available packaged with Berk3) Other assigned readings (links are provided here or articles are on BB) Course Objectives:This course has three goals: Students should achieve an understanding of basic theories and issues in developmental psychology. Students should achieve knowledge of the patterns and milestones of human development from conception through later adulthood. Students should achieve an understanding of howresearch is conducted in developmental psychology. Course Requirements:1. Text and Readings: All assigned readings must be completed on time.2. Thought Exercises: There will be six unannounced "pop" thought exercises. These will be used to take attendance and evaluate student understanding of course material. Students must keep up with classmaterial for success on the thought exercises. Six times during the semester, students will bepresented with a brief critical question to answer during class. If a student is present, they will receive 5 attendance points, for a maximum of 25 (one missed exercise will be allowed, no make exercises will be given for one missed thought exercise). If students miss multiple thought exercises due to prolonged illness or other unforeseen circumstance, oral make-ups may be given at the discretion of the instructor. One thought exercise will be selected at random and graded for an additional 25 participation points. Students who have a documented learning disability and/or need special considerations during the thought exercises should see the instructor as soon as possible.3. Quizzes: There will be six unannounced ("pop") multiple-choice quizzes (each worth 30 points) during the semester. These will be given towards the beginning of lecture via a power point presentation. The five highest scores will be counted, and the lowest quiz score will be dropped. No make-up quizzes are planned, if you miss a quiz that will be the one you drop. If students miss multiple quizzes due to prolonged illness or other unforeseen circumstance, oral make-ups may be given at the instructor's discretion. Students who have a documented learning disability and/or need special considerations during the quizzes should see the instructor as soon as possible. Always bring a couple of number two pencils to class in case there is a quiz. 4. Exams: There will be three multiple-choice 150 point exams: Each exam will include material from the text, reader, readings, films, film clips, lectures and class discussions contained in the previous unit. No make-ups are planned. If there is a well-documented illness or unforeseen circumstances also documented and a make-up must be given it will be an oral and/or essay exam scheduled at the instructor's discretion. Students who have taken all the class exams drop their lowest exam score. If a student misses an exam and no make-up is permitted that will be the one they drop. All exams will consist of 52 multiple-choice questions. Please see attached description of exam hints. Students who have a documented learning disability and/or need special considerations during the exams should see the instructor as soon as possible. Please bring student ID to the exams as we will spot check ID. Workload: This course is a 4-credit course, which means that in addition to the scheduled meeting times,students are expected to do at least 9.5 hours of course-related work outside of class each week during the semester. This includes time spent completing assigned readings, participating in lab sessions, studying for tests and examinations, preparing written assignments, and other course-related tasks.The Final Course grade will be determined as follows: There are a total of 500 points available. This is made up of the top two exam scores, top five quiz scores, participation and attendance scores from the thought exercises. You are responsible for all announcements made in class, whether or not you are present. The breakdown of the grades will be: 93%-100%= A90%- 92% = A-87%-89%= B+83%-86%= B80%-82%= B-77%-79%= C+73%-76%= C70%-72%= C-60%-69%= D<59%= F There will not be a curve. Class Schedule This is an approximate schedule. It is not uncommon for us to get behind. 1. Introduction and Methodology 1/27-1/29 BerkChapter 12. Biological and Environmental Foundations 2/3-2/5 BerkChapter 2Reader: Turkheimer, GottliebReading: Genetic Testinghttp://www.nature.com/scitable/topicpage/Ethics-of-Genetic-Testing-Medical-Insurance-and-6513. Prenatal Development, Birth 2/10-2/12 BerkChapter 3Reader: DiPietro4. Physical Development in Infants and Toddlers 2/17-2/19 BerkChapter 4Reading: Breastfeeding and Childhood Obesityhttp://www.nature.com/ijo/journal/v28/n10/full/0802758a.html5. Cognitive Development in Infants and Toddlers 2/24-2/26 Berk Chapter 5Reader: Howe, Turati, Quinn, Amso & CaseyReview and Catch-up 3/3Exam 1 3/56. Emotional and Social Development in Infants and Toddlers 3/10 BerkChapter 6Reader: Marshall7. Physical and Cognitive Development in Early Childhood 3/12 BerkChapter 7Reader: Deloache8. Emotional and Social Development in Early Childhood 3/17 BerkChapter 8Reader: Martin & Ruble, Bigler & Liben9. Physical and Cognitive Development in Middle Childhood 3/19 BerkChapter 9Reader: Hill & TaylorReading: Childhood overweight and Elementary School Outcomeshttp://www.nature.com/ijo/journal/v30/n9/full/0803311a.html10. Emotional and Social Development in Middle Childhood 3/24-3/26 BerkChapter 10Catch up and Review 3/31Exam 2 4/211. Physical and Cognitive Development in Adolescence 4/14- 4/16 BerkChapter 1112. Emotional and Social Development