LIFE-SPAN PSYCHOLOGY: FROM INFANCY TO OLD AGE
INSTRUCTOR: Elena Reigadas, Ph. D.
EMAIL: reigade@lahc.edu
OFFICE: GC 205 EXT 4581
OFFICE HOURS: W 4:00 � 6:30; TH 1:00 � 3:30 (M -T by appointment)
REQUIRED TEXT: Vander Zanden, J.W.; Crandell, T. L.; Crandell, C. H (2007). Human Development, (8th ed.). New York: McGraw Hill.
Note: Although the syllabus will be followed as much as possible, it is intended as a guideline and circumstances may require a change in both the syllabus and the lecture/examination schedule. Students are responsible for any changes announced in class.
COURSE GOALS/OBJECTIVES:
Psychology 041 surveys the major areas of lifespan developmental psychology- the science of individual human development. The course emphasizes an understanding of the important methods, concepts, theories and findings in the field of lifespan psychology. In addition to the presentation of child and adolescent development, this course allows students to get a glimpse of what the future holds for them. That is, the material in this class will touch students\' future and the future of an aging society. The main objectives of this course are to familiarize students with theories, concepts, and research in the area of human development. It is also hoped that this course will help students dispel negative attitudes and stereotypes and the repetitive \"it declines\" phenomena for every aspect of development and aging. Finally, it is hoped that students will be able to make connections between the research discussed in the text and their everyday experiences with others. These objectives will be covered by discussing as a class the general topics presented in the textbook and relating these to students� personal experiences.
LEARNING OUTCOMES:
� Students who complete this course will be able to name, describe, and apply theories, concepts, and research in the area of human development to their lives. Theories include, but are not limited to, the following:
o Biological Theories
o Information Processing Theory
o Piagetian Theory
o Person-Environment Theory
o Psycho-social Theory (Erikson)
Students will demonstrate knowledge and an understanding that physical, cognitive, and social changes in humans are processes influenced by the genetic make-up of the individual and his/her environment. Topics include, but are not limited to the following:
o The Brain
o The Reproductive System
o Memory
o Intelligence
o Relationships
COURSE EVALUATION:
1. Class Participation: Students are expected to participate in class discussion by contributing information gleaned from their readings as well as from their personal experience. Since the course is designed to be an interactive exchange between the instructor and the students (and between students themselves) it is each student�s responsibility to complete the readings before class and come prepared to ask questions and discuss the assigned material. Please note that an actual percentage value has been assigned to this category.
2. Exams: There will be four examinations, each covering approximately one-fourth of the course. Exams will be based on lectures presented in class and will cover all reading assignments whether or not particular topics were covered in class. These exams include true-false and multiple choice questions. Please note that your best three (3) tests will count toward credit.
3. Chapter Review Questions: For each assigned chapter students are expected to answer a set of general questions that will stimulate class discussion and help students� understanding of the material. The answers to the chapter questions are due the day we begin covering the chapter (see pg. 3 class schedule).
4. In-class Activities/Attendance: Students will work during class time individually or in groups in a variety of class activities. These activities entail the application of concepts presented in each of the chapters we will cover throughout the term. This work should be turned in at the end of the class period in which the activity took place. Although students may be working in groups, points will be assigned individually. Students who are absent during the activity WILL NOT get credit. For each activity details and instructions will be provided in class.
5. Independent Projects: Each student will complete four short independent projects that require the application of critical thinking and writing. Guidelines to complete these assignments are provided in the last pages of this syllabus.
TEACHING POLICY:
1. Make-up exams: Make-up exams will not be given so plan to take the exams on the scheduled dates. In case of extreme circumstances such as illness, accident or family death, you�ll be given the opportunity to take the fourth exam. If a student misses two exams then a make-up will not be possible.
In other words, it is in your best interest to take the exam at the scheduled time, unless you are compelled by extreme circumstances to miss it!
2. Late Papers: Please note that assignments (independent projects and chapter review questions) not turned in on time WILL BE MARKED OFF FIVE POINTS per day late. This five point penalty includes the weekend.
3. Plagiarism/Cheating: In line with Harbor College policy on academic dishonesty anyone caught cheating during an exam or turning in someone else\'s work and claiming it as his/her own will receive an automatic F for the class and may be subjected to disciplinary action.
GRADING
10% Class Participation 90% - 100% = A
40% Exams (Best 3 out of 4) 80% - 89% = B
10% Chapter Review Questions 70% - 79% = C
15% Class Activities 60% - 69% = D
25% Independent Projects BELOW 59% = F
------------------------------
100%
There are no extra credit assignments.
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CLASS SCHEDULE
Date Topics Readings
_________________________________________________________________
2/5-7 Introduction/Studying Human Development CH 1
2/14 Theories of Development CH 2
2/21-26 Reproduction, Heredity, & Prenatal Development CH 3
2/26 Independent Project # 1 due
2/28-3/5 Birth and Physical Development: CH 4
The First Two Years
3/7 EXAM # 1 (Chapters 1-4)
3/12-14 Infancy: Cognitive & Language Development CH 5
3/19-21 Infancy: The Development of Emotional & Social Bonds CH 6
3/26-28 Early Childhood: Physical & Cognitive Development CH 7
3/28 Independent Project # 2 due
4/2-4 SPRING BREAK
4/9-11 Early Childhood: Emotional & Social Development CH 8
4/16 EXAM # 2 (Chapters 5-8)
4/18 Middle Childhood: Physical & Cognitive Development CH 9
4/23 Middle Childhood: Emotional & Social Development CH 10
4/25 Adolescence: Physical & Cognitive Development CH 11
4/30 Independent Project # 3 due
4/30 Adolescence: Emotional & Social Development CH 12
5/2 EXAM # 3 (Chapters 9-12)
5/7 Early Adulthood: Physical & Cognitive Development CH 13
5/9 Early Adulthood: Emotional & Social Development CH 14
5/14-16 Middle Adulthood CH 15/16
- Physical & Cognitive Development
- Emotional & Social Development
5/21-23 Late Adulthood CH 17/18
- Physical & Cognitive Development
- Emotional & Social Development
5/23 Independent Project # 4 due
5/30 ****** EXAM # 4 (CHAPTERS 13-18 )*********
Handout 1. Guideline for Independent Project # 1 (Due 2/26 )
Handout 2. Guideline for Independent Project #2 (Due 4/11/07)
Handout 4. Guidleine for Independent Project #4
Review Questions for Chapter 2.
Which theory do you find most useful and why? Why do we need theories�can\'t we just study the facts about human development?
The following criteria apply to this project:
1. It must be typed on a word processor,
2. It must be no more than 2 pages in length, using 12 point font, 1-inch margins all around, and double spaced. No single-spaced or micro-print (smaller than 12-point) will be accepted.
3. This project is due 02-14-07. Late work will result in pts. deduction.
4. No electronic submission will be accepted.