Lec1Intro_2121

Lec1Intro_2121 - Welcome to Developmental Welcome to...

Info iconThis preview shows page 1. Sign up to view the full content.

View Full Document Right Arrow Icon
This is the end of the preview. Sign up to access the rest of the document.

Unformatted text preview: Welcome to Developmental Welcome to Developmental Psychology Psychology 0310 Psychology 0310 Professor: Jennifer Ganger – 3405 Sennott Square – [email protected] ([email protected]) – 412­624­3064 – Of.Hr. Mon 10:30­12:30 & by appt Teaching Assistant Teaching Assistant Kathryn Hauschild [email protected] TA Office Hours & Location: – Tue 11­12 & Fri 2:30­3:30 – 3313 SENSQ Outline for Today Outline for Today Syllabus. Course info Lecture 1: Introduction to Developmental Psychology – Definition of child development – Reasons for studying it – The ’enduring issues’ Administrative information… Administrative information… The REQUIRED textbook for this course is: Siegler, DeLoache & Eisenberg, How Children Develop, 3rd Edition Use older editions at your own risk Course website Course website http://courseweb.pitt.edu – Use your Pitt username and password – Look for Psychology 0310 – Forward your mail if necessary See TA if you have trouble Course Website Course Website On CourseWeb you will find: – – – – – – – – – Announcements Syllabus (updated before exams) Homework assignments Faculty contact info Instructions for turning in assignments Lecture slides (usually 12 h in advance but no guarantees) NOT a substitute for coming to class, or taking notes Review Sheets Discussions before exams Grades Exams Exams Three in­class exams (30, 40, 40 pts) and cumulative final (50 pts) First exam: Sept 22 – Multiple choice – Make­ups with documentation only Essay exams Homework Assignments Homework Assignments Five assignments (8 pts each) 5­10 questions. Short answer. One question is graded. See syllabus for dates – First HW due Sept 15 How letter grades are How letter grades are determined Scale 90­100% A (15­20% of class) 80­89% B (25­30% of class) 70­79% C (30­40% of class) 60­69% D < 60% F How to do well in this class How to do well in this class Come to class – exam questions drawn from each class Do the homework assignments Master the material Take advantage of… – Office hours – Review sessions – On­line discussions Read exam questions carefully The study of child development The study of child development Child development The study of all aspects of growth and change from conception through adolescence Developmental psychology next . . .prenatal period… . . .prenatal period… . . . infancy & . . . infancy & toddlerhood. . . . . .early . . .early childhood. . . . . . middle . . . middle childhood. . . …adolescence Why Study Child Development? Why Study Child Development? Raising children – Parenting, peers, genes Choosing social policies – Eyewitness testimony – Head Start Understanding human nature – How much do babies know when they are born? – How do they learn more? The Enduring Themes The Enduring Themes Nature and Nurture The Active Child Continuity / Discontinuity Mechanisms of Change The Sociocultural Context Individual Differences Research and Children’s Welfare Enduring Themes Enduring Themes 1. Nature and Nurture What are they? Why are we all the same? (ex: language, number) – ‘Nature & Nurture’ is also used to refer to Individual Differences Can we ask which is more influential? How do they together shape development? – Example: Critical periods in language development Brain expects certain stimuli during certain time windows Origin of cognitive architecture Enduring Themes Enduring Themes 2. The Active Child How do children shape their own development? – In toddlerhood… Temperament and parenting style – Difficult temperament elicits harsh parenting, which in turn changes the child’s own environment – In adolescence… Peer selection and peer influence – Adolescents tend to take on habits of their friends, but they themselves choose their friends Enduring Themes 3 Continuity / Enduring Themes 3 Continuity / Discontinuity Observation: Children seem qualitatively different at different ages A matter of perspective Enduring Themes Enduring Themes 4. Mechanisms of Change – – – Beyond nature and nurture… How does cognitive development happen? Speed of processing improves via maturation Strategies learned from experience Content knowledge from experience Arithmetic strategies Enduring Themes Enduring Themes 5. The Sociocultural Context Culture: The broader context How does culture influence development? Example: Stranger anxiety Enduring Themes Enduring Themes 6. Individual Differences =nature/nurture issue part 2 What causes them? – Genetic differences – Environmental differences – Environmental differences can be CAUSED by genetic differences (also known as gene­ environment correlation) – Different results of same experience (gene­ environment interaction) Enduring Themes Enduring Themes 7. Research and Children’s Welfare Applying research – e.g., Critical periods in language development Public policy – Education/curriculum Recap: The Enduring Themes Recap: The Enduring Themes Nature and Nurture The Active Child Continuity / Discontinuity Mechanisms of Change The Sociocultural Context Individual Differences Research and Children’s Welfare ...
View Full Document

This note was uploaded on 01/05/2012 for the course PSY 0310 taught by Professor Strauss during the Spring '08 term at Pittsburgh.

Ask a homework question - tutors are online