PY 232 - Developmental Psychology

2. Identify cognitive changes that occur from prenatal development through late adulthood.

3. Identify social and/or emotional changes that occur from prenatal development through late adulthood.

4. Write effectively within the discipline of developmental psychology.

5. Demonstrate an understanding of the relevance of principles of development to everyday life.

6. Read and critically respond to articles, film clips, and/or books in the field of developmental psychology.

7. Identify the major theories in developmental psychology.

8. Critically evaluate major theories and research findings in the field of developmental psychology.

9. Create a written summary of the main ideas extracted from information gathered. 

10. Clearly and completely state and describe a problem/issue. 

II. Research methods in developmental psychology

III. Main issues of developmental psychology (nature vs. nurture, continuity v. discontinuity)

IV. Behavioral genetics

V. Physical, cognitive, and social development in infancy: includes attachment, temperament, sensorimotor development, information processing research among infants, breastfeeding, reflexes, motor skill development, importance of early stimulation for brain development (and effects of institutionalization)

VI. Physical, cognitive and social development in childhood: includes parenting styles, discipline, cultural differences in parenting, intelligence (nature of intelligence, IQ tests), Head Start, poverty, quality of school characteristics, child maltreatment, growth patterns, autism, learning disabilities, ADHD, theory of mind, egocentrism, friendships, self-esteem, emotional development, nutrition, childhood obesity, play, gender, social cognition, Vygotsky (scaffolding, zone of proximal development), gifted children, language acquisition (theories, sequence, critical period), effects of divorce

VII. Physical, cognitive, and social development in adolescence: includes puberty (sequence, changes, timing, adjustment), working during high school, formal operational thought, personal fable, invincibility fable, imaginary audience, sexuality, the “teen brain”, identity (Erikson), eating disorders, Kohberg’s moral reasoning, peers, bullying, parent-adolescent relationships, cross-cultural comparisons of academic achievement

VIII. Physical, cognitive, and social development in emerging adulthood through midlife: includes career exploration, benefits of college, “flow”, intimacy vs. isolation, keys to successful marriages, being single, Schaie’s study of adult intelligence, ways to combat the effects of aging on the brain, effects of divorce on adults, Erikson’s generativity vs. stagnation

IX. Physical, cognitive, and social development in late adulthood: includes ageism, life expectancy, emotional states (normal, depression), normal age related changes vs. chronic disease, role of socioeconomic status in longevity and health, driving, osteoporosis, adjustment to retirement, widowhood, memory changes, types of memory, dementia (vascular or Alzheimer’s), caring for older adults (assisted living, home care), changes in senses and reaction time, engagement with community, the Nun Study, Erikson’s integrity vs. despair

Facilitated discussion: 0-25%

Mediated instruction: 0-100%

Group work: 0-15%