Psy 510/511: Developmental Psychology (1996/1997)

I. Development, Mind, and Environment: An Introduction (September 4/September 11)

Wozniak, R. H. (1985). Notes toward a co-constructive theory of the emotion/cognition relationship. In D. Bearison & H. Zimiles (Eds.), Thought and emotion: Developmental issues (pp. 39-64). Hillsdale, NJ: Lawrence Erlbaum Associates [read pp. 39-55 only].

II. Development and the Growth of Reason: The Developmental Psychology of Jean Piaget (September 18/September 25)

Ginsburg, H. & Opper, S. (1988). Piaget's theory of intellectual development (3rd ed., pp. 1-207). NJ: Prentice-Hall.

III. Development, Information, and the Environment: The Ecological Approach of J. J. Gibson (October 2/October 9)

Gibson, J. J. (1979). The ecological approach to visual perception (pp. 16-32, 47-55, 65-110). Boston: Houghton, Mifflin.

IV. Development, Society, and Culture: L.S. Vygotsky and the Cultural-Historical Method (October 16)

Vygotsky, L. S., & Luria, A. R. (1993). Studies on the history of behavior: Ape, primitive, and child (pp. 40-55. 60-87, 93-121). Hillsdale, NJ: Lawrence Erlbaum Associates.

Vygotsky, L. S. (1978). Mind in society. The development of higher psychological processes (pp. 19-57). Cambridge, MA: Harvard University Press.

Wozniak, R. H. (1996). Qu'est-ce que l'intelligence? Piaget, Vygotsky, and the 1920s crisis in psychology. In A. Tryphon & J. Vonèche (Eds.), Piaget-Vygotsky: The social genesis of thought (pp. 11-24). Hove, East Sussex: Psychology Press.

Mid-term exam distributed (due October 23)

V. Objects and Others I: The Perceptual World of the Human Infant (October 23)

Spelke, E. S. (1990). Principles of object perception. Cognitive Science, 14, 29-56.

Slater, A., & Morison, V. (1985). Shape constancy and slant perception at birth. Perception, 14, 337-344.

Meltzoff, A. N., & Borton, R. W. (1979). Intermodal matching by human neonates. Nature, 282, 403-404.

Bertenthal, B. I. & Bai, D. L. (1989). Infants' sensitivity to optical flow for controlling posture. Developmental Psychology, 25, 936-945.

Baillargeon, R., Spelke, E. S., & Wasserman, S. (1985). Object permanence in five-month-old infants. Cognition, 20, 191-208

Bushnell, I. W. R., Sai, F., & Mullin, J. T. (1989). Neonatal recognition of the mother's face. British Journal of Developmental Psychology, 7, 3-15.

Termine, N. & Izard, C. (1988). Infants' reaction to their mothers' expressions of joy and sadness. Developmental Psychology, 24, 223-229.

Werker, J. F. (1989). Becoming a native listener. American Scientist, 77, 54-59.

Mid-term exam due

VI. Objects and Others II: The Social World of the Human Infant (October 30)

Tronick, E., Als, H., & Brazelton, T. B. (1980). Monadic phases: A structural descriptive analysis of infant-mother face to face interaction. Merrill-Palmer Quarterly, 26, 3-24.

Gianino, A. & Tronick, E. (1988). The mutual regulation model: The infant's self and interactive regulation and coping and defense capacities. In T. Field, P. McCabe, & N. Schneiderman (Eds.), Stress and coping (Vol. 2, pp. 47-68). Hillsdale, NJ: Lawrence Erlbaum Associates.

Tronick, E. Z., & Cohn, J. F. (1989). Infant-mother face-to-face interaction: Age and gender differences in coordination and the occurrence of miscoordination. Child Development, 60, 85-92.

Malatesta, C. (1985). Developmental course of emotion expression in the human infant. In G. Zivin (Ed.), The development of expressive behavior: Biology-environment interactions (pp. 183-219). New York: Academic Press.

Abstract #1 due

VII. The Responsive Caregiver: Interactional Styles and Attachment (November 6)

Ainsworth, M. D. S. (1963). The development of infant-mother interaction among the Ganda. In B. M. Foss (Ed.), Determinants of infant behaviour II (pp. 67-104). New York: John Wiley.

Main, M., Kaplan, N., & Cassidy, J. (1985). Security in infancy, childhood, and adulthood: A move to the level of representation. In I. Bretherton & E. Waters (Eds.), Growing points of attachment theory and research. Monographs of the Society for Research in Child Development, 50 (1-2, Serial No. 209, pp. 66-104).

LeVine, R.A., & Miller, P.M. (1990). Commentary [Cross-cultural validity of attachment theory]. Human Development, 33, 73-80.

Research proposal possible topics due

VIII. Symbol Formation and the Acquisition of Language (November 13)

Bates, E., O'Connell, B., & Shore, C. (1987). Language and communication in infancy. In J. Osofsky (Ed.), Handbook of infant development (pp. 149-203). New York: John Wiley.

Gleitman, L. R., & Wanner, E. Current issues in language learning. In M. H. Bornstein & M. E. Lamb (Eds.), Developmental psychology: An advanced textbook (2nd edition, pp. 297-356). Hillsdale, NJ: Lawrence Erlbaum Associates.

Abstract # 2 due

IX. The Growth of Young Children's Understanding I: Theory of Mind (November 20)

Wimmer, H. & Perner, J. (1983). Beliefs about beliefs: Representation and constraining function of wrong beliefs in young children's understanding of deception. Cognition, 13, 103-128.

Wellman, H. M. (1993). Early understanding of mind: The normal case. In S. Baron-Cohen, H. Tager-Flusberg & D. J. Cohen (Eds.), Understanding other minds: Perspectives from autism (pp. 10-39) Oxford: Oxford University Press.

Bartsch, K., & Wellman, H. M. (1995). Children talk about the mind (Chapter 9, pp. 174-205) New York: Oxford University Press.

Jenkins, J. M. & Astington, J. W. (1996). Cognitive factors and family structure associated with theory of mind development in young children. Developmental Psychology, 32, 70-78.

Lillard, A. (1994). Making sense of pretense. In C. Lewis & P. Mitchell (Eds.), Children's early understanding of mind (pp. 211-234). Hillsdale, NJ: Lawrence Erlbaum Associates.

X. The Growth of Young Children's Understanding II: Knowledge of the World, Number, and Life (December 4)

Hatano, G. & Inagaki, K. (1994). Young children's naive theory of biology. Cognition, 50, 153-170.

Gelman, R. (1991). Epigenetic foundations of knowledge structures: Initial and transcendent constructions. In S. Carey & R. Gelman (Eds.), The epigenesis of mind: Essays on biology and cognition (pp. 293-322). Hillsdale, NJ: Lawrence Erlbaum Associates.

Carey, S. (1991). Knowledge acquisition: Enrichment or conceptual change? In S. Carey & R. Gelman (Eds.), The epigenesis of mind: Essays on biology and cognition (pp. 257-291). Hillsdale, NJ: Lawrence Erlbaum Associates.

Abstract #3 due; Final exam distributed (due December 11)

XI. The Growth of Young Children's Understanding III: Concepts and Categories (January 22)

Markman, E.M. (1989). Categorization and naming in children (Chapters 1-5, pp. 1-111). Cambridge, MA: MIT Press.

Research proposal specific topic & outline due

XII. The Emergent Self: Early Self-Evaluation and Self-Concept (January 29)

Lewis, M. & Brooks-Gunn, J. (1979). Social cognition and the acquisition of self (Chapters 1 & 8, pp. 1-28, 198-221). New York: Plenum Press.

Bretherton, I. (1991). Pouring new wine into old bottles: The social self as an internal working model. In M.R. Gunnar & L.A. Sroufe (Eds.), Self processes and development. The Minnesota symposia on child development (Vol. 23, pp. 1-41). Hillsdale, NJ: Lawrence Erlbaum Associates.

Case, R. (1991). Stages in the development of the young child's first sense of self. Developmental review, 11, 210-230.

Abstract #4 due

XIII. We're Friends Aren't We? Origins and Growth of Social Competence (February 5)

Dunn, J. (1988). The beginnings of social understanding (pp. 45-65, 109-126). Cambridge, MA: Harvard University Press.

Strayer, F. F. (1989). Co-adaptation within the early peer group: A psychological study of social competence. In B. H. Schneider, G. Attili, J. Nadel, & R. P. Weissberg (Eds.), Social competence in developmental perspective (pp. 145-174). Dordrecht: Kluwer Academic.

Howes, C. (1996). The earliest friendships. In W. M. Bukowski, A. F. Newcomb, & W. W. Hartup (Eds.), The company they keep: Friendship in childhood and adolescence (pp. 66-86). New York: Cambridge University Press.

XIV. Of Babies and Blocks: The Social and Biological Origins of Gender (February 12)

Intons-Peterson, M.J. (1988). Children's concepts of gender (Chapter 3, pp. 22-50). Norwood, NJ: Ablex.

Serbin, L.A., Powlishta, K.K., & Gulko, J. (1993). The development of sex typing in middle childhood. Monographs of the Society for Research in Child Development, 58, 3-22, 34-90.

Abstract #5 due

XV. Family, School, and Culture: The Ecology of Middle Childhood (February 19)

Bronfenbrenner, U. (1979). The ecology of human development (pp. 3-15). Cambridge, MA: Harvard University Press.

Bronfenbrenner, U. (1993). The ecology of cognitive development: Research models and fugitive findings. In R.H. Wozniak & K.W. Fischer (Eds.), Development in context: Acting and thinking in specific environments (pp. 3-44). Hillsdale, NJ: Lawrence Erlbaum Associates.

Rogoff, B. (1993). Children's guided participation and participatory appropriation in sociocultural activity. In R.H. Wozniak & K.W. Fischer (Eds.), Development in context: Acting and thinking in specific environments (pp. 121-153). Hillsdale, NJ: Erlbaum.

XVI. Reasons, Rules, and Strategies: The Development of Logic, Memory, and Productive Thinking (February 26/March 5)

Flavell, J.H., Miller, P.H., & Miller, S.A. (1993). Cognitive Development (Chapter 6, pp. 228-272). Englewood Cliffs, NJ: Prentice Hall.

Schauble, L. (1990). Belief revision in children: The role of prior knowledge and strategies for generating evidence. Journal of Experimental Child Psychology, 49, 1-57.

Abstract #6 due (March 5)

XVII. The Hierarchical, Contextual Self: The Growth of Global and Domain Specific Self-Esteem (March 19)

Harter, S. (1996). Historical roots of contemporary issues involving self-concept. In B. A. Bracken (Ed.), Handbook of self-concept. Developmental, social, and clinical considerations (pp. 1-37). New York: John Wiley.

Harter, S. (1993). Causes and consequences of low self-esteem in children and adolescents. In R. F. Baumeister (Ed.), Self-esteem: The puzzle of low self-regard (pp. 87-116). New York: Plenum Press.

Harter, S. (1996). The perceived directionality of the link between approval and self-worth: The liabilities of a looking glass self-orientation among young adolescents. Journal of Research on Adolescence, 6, 285-308.

Research proposal draft due; Mid-term exam distributed (due March 26)

XVIII. Playgrounds and Peers: Friendship, Aggression, and Altruism (March 26)

Hartup, W. W. (1989). Social relationships and their developmental significance. American Psychologist, 44, 120-126.

Aboud, F. E., & Mendelson, M. J. (Eds.), Determinants of friendship selection and quality: Developmental perspectives. In W. M. Bukowski, A. F. Newcomb, & W. W. Hartup (Eds.), The company they keep: Friendship in childhood and adolescence (pp. 87-112). New York: Cambridge University Press.

Newcomb, A. F., & Bagwell, C. L. (1996). The developmental significance of children's friendship relations. In W. M. Bukowski, A. F. Newcomb, & W. W. Hartup (Eds.), The company they keep: Friendship in childhood and adolescence (pp. 289-321). New York: Cambridge University Press.

Feshbach, S., & Feshbach, N. D. (1986). Aggression and altruism: A personality perspective. In C. Zahn-Waxler, E. M. Cummings & R. Iannotti (Eds). Altruism and aggression. Biological and social origins (pp. 189-217). Cambridge: Cambridge University Press.

Mid-term exam due

XIX. Constructing an Identity: Adolescents and the Perception of Self (April 9)

Erikson, E. (1980). Identity, youth, and crisis (Chapter 3, pp. 91-141). New York: Norton.

Marcia, J. E. (1980). Identity in adolescence. In J. Adelson (Ed.), Handbook of adolescent psychology (pp. 159-187). New York: John Wiley.

Kroger, J. (1989). Ego development in adolescence: Loevinger's paradigm. In J. Kroger. Identity in adolescence. The balance between self and other (pp. 109-138). London & New York: Routledge.

XX. Reasons, Rules, and Conventions: The Development of a Moral Self (April 16)

Kohlberg, L. (1969). Stage and sequence: The cognitive-developmental approach to socialization. In D. A. Goslin (Ed). Handbook of socialization theory and research (pp. 347-480). New York: Rand McNally. [read pp. 347-389 only].

Gilligan, C. & Wiggins, G. (1987). The origins of morality in early childhood relationships. In J. Kagan & S. Lamb (Eds.), The emergence of morality in young children (pp. 277-305). Chicago: University of Chicago Press.

Nucci, L., & Lee, J. (1993). Morality and personal autonomy. In G. Noam & T. E. Wren (Eds.), The moral self (pp. 123-148). Cambridge, MA: MIT Press.

XXI. Autonomy and Connectedness: Adolescents, Parents, and Peers (April 23)

Paikoff, R. L. & Brooks-Gunn, J. (1991). Do parent-child relationships change during puberty? Psychological Bulletin, 110, 47-66.

Cooper, C. R., Grotevant, H. D., & Condon, S. M. (1983). Individuality and connectedness in the family as context for adolescent identity formation and role-taking skill. In H. D. Grotevant & C. R. Cooper (Eds.), Adolescent development in the family: New directions for child development (pp. 43-59). San Francisco: Jossey-Bass.

Steinberg, L. D. (1990). Interdependence in the family: Autonomy, conflict and harmony in the parent-adolescent relationship. In S. S. Feldman & G. R. Elliott (Eds.), At the threshold: The developing adolescent. Cambridge, MA: Harvard University Press.

Buhrmester, D. (1996). Need fulfillment, interpersonal competence, and the developmental contexts of early adolescent friendship. In W. M. Bukowski, A. F. Newcomb, & W. W. Hartup (Eds.), The company they keep: Friendship in childhood and adolescence (pp. 158-185). New York: Cambridge University Press.

XXII. Conclusion (April 30)

Final exam distributed (due by May 7); Research proposal due by May 10

Assignments: a) readings; b) abstract assignments.. Assignments should be completed prior to the class period for which they have been assigned.

Readings: The above readings are on reserve. In addition to these readings, you are asked to read: Berk, L. E. (1996). Child Development (4th edition). MA: Allyn & Bacon (available in the book store). There are no specific assignments in Berk. The book provides an overview of the field as a whole. It should be read at leisure over the course of the semester.

Abstracts: The abstract assignments are designed to help you improve your skills as a researcher and research consumer and critic. All six abstract assignments involve reading and abstracting articles from major journals in developmental psychology. In addition, the last four abstract assignments ask you to critique the relevant article. Detailed instructions on abstracting and critique (with examples) will be circulated in advance of the assignment.

Research Proposal: The research proposal consists of: a) an introduction containing a well-developed rationale for a proposed piece of research supported by a review of the literature adequate to justify the research; and b) a detailed description of a method and procedure by which the research can be carried out. In order to help move this project along, a number of subdeadlines must be met. The first is November 6, when a set of possible topics (broadly described) must be submitted. The second is January 22, by which time you must have chosen a specific topic and created an outline for your proposal. The third is March 19 by which time a rough draft of the research proposal must be submitted. Final deadline for the completed project is May 10.

Evaluation: Evaluation will take place each semester. First semester evaluation will be based on: a) participation in class discussions; b) on-time completion of abstract assignments; and c) two take-home, short-answer essay exams (mid-term, final). Second semester evaluation will be based on: a) participation in class discussions; b) on-time completion of abstract assignments; c) a take-home, short-answer essay mid-term exam; d) a self-scheduled, timed (3 hour) final which will be designed as a mock field exam; and e) a completed research proposal

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