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Psychology of Development
Psychological Sciences 8410

Spring 2021

Instructor
Dr. David C. Geary, 212B McAlester Hall
Office Hours: by appt
PH:  882-6268
E-mail:  GearyD@Missouri.edu
Web page:  http://faculty.missouri.edu/~gearyd/

Lecture
TTh 11:00 – 12:15, 101 McAlester

Readings
Required:  Miller, P. H. (2016).  Theories of Developmental Psychology (sixth edition).  New York: W. H. Freeman.

Required:  Psychology of Development Readings, at University Book Store.

Requirements
The class will include written summaries of the material for each section, as well as a take home final exam. Beginning with the presentation of Piaget's theory, the reading summaries are due the first day that the topic is covered in lecture and should encompass a 2 to 3-page (single spaced) overview of the assigned readings.  The final exam will cover the readings section of the class (not the text).

Goals
One of the primary goals of this class is to provide an introduction to major developmental theories.  The theories provide a conceptual framework for interpreting and predicting the behavior and development of individuals, as well as different perspectives on the developing person.  The second goal is to provide a contemporary view of major theoretical perspectives and research topics in developmental psychology.  With the associated readings, it is hoped that you will gain a clearer understanding of the complexities of development, as well as a basic understanding of biological and sociocultural influences on development.

Americans with Disabilities Act
If you need accommodations because of a disability, if you have emergency medical information to share with me, or if you need special arrangements in case the building must be evacuated, please inform me immediately. Please see me privately after class, or at my office.

To request academic accommodations (for example, a notetaker), students must also register with the Office of Disability Services, S5 Memorial Union, 882-4696. It is the campus office responsible for reviewing documentation provided by students requesting academic accommodations, and for accommodations planning in cooperation with students and instructors, as needed and consistent with course requirements. For other MU resources for students with disabilities, click on "Disability Resources" on the MU homepage.

Topics
Jan 19 Overview of the class
Jan 21 Intro to Developmental Theories Miller, Chap 1
Jan 26, 28, Feb 2  Piaget's Cognitive Development Theory Miller, Chap 2
Feb 4, 9, 11 Psychoanalytic Theory Miller, Chap 3
Feb 16, 18 Social Learning Theory Miller, Chap 6
Feb 23, 25, Mar 2 Information Processing

Miller, Chap 7,
Gerstorf et al.

Mar 4, 9, 11 Ethology Miller, Chap 5
Mar 16, 18, 23       Biology and Genetics Readings
March 25, April 6, 8 Evolution Readings
April 13, 15, 20 Family, Peers, and Context Readings
April 22, 27, 29, May 4 Attachment, Emotion, and Temperament Readings
May 6

Catch up; exam overview

May 10  Final Due-Readings (Monday, 12:00 PM)

Summaries Due:

Piaget:  Jan 26

Psychoanalysis:  Feb 4

Social Learning:  Feb 16

Information Processing:  Feb 23  

Ethology:  March 4

Biology and Genetics:  March 16

Evolution:  March 25

Family, Peers, and Context:  April 13

Attachment, Emotion, and Temperament:  April 22

Readings

Information Processing Reading

Gerstorf, D., Hülür, G., Drewelies, J., Willis, S. L., Schaie, K. W., & Ram, N. (2020). Adult
development and aging in historical context. American Psychologist75, 525-539.

Biology and Genetics of Development

Turkheimer, E. (2000). Three laws of behavior genetics and what they mean. Current Directions
            in Psychological Science, 9, 160-164.

Scarr, S., & McCartney, K. (1983).  How people make their own environments:  A theory of
            genotype –> environment effects. Child Development, 54, 424-435.

Klahr, A. M., & Burt, S. A. (2014). Elucidating the etiology of individual differences in
parenting: A meta-analysis of behavioral genetic research. Psychological Bulletin140, 544-586.

Zhang, X., & Belsky, J. (2020). Three phases of Gene× Environment interaction research:
Theoretical assumptions underlying gene selection. Development and Psychopathology, Advanced online: https://doi.org/10.1017/S0954579420000966

Evolution and Development

Bjorklund, D. F., & Ellis, B. J. (2014). Children, childhood, and development in evolutionary
perspective. Developmental Review34, 225-264.

Daly, M., & Wilson, M. (1988).  Evolutionary social psychology and family homicide. Science,
            242, 519-524.

Geary, D. C. (2016). Evolution of paternal investment. In D. M. Buss (Ed.), The evolutionary
psychology handbook (second edition, pp. 524-541). Hoboken, NJ: John Wiley & Sons.

Geary, D. C. (2016). Evolution of sex differences in trait- and age-specific vulnerabilities.
Perspectives on Psychological Science, 11, 855-876.

Trivers, R. (1974). Parent-offspring conflict. American Zoologist, 14, 249-264.

Family, Peers, and Context

Davies, P. T., & Coe, J. L. (2019). Family relationship dynamics: A developmental perspective.
In APA handbook of contemporary family psychology: Foundations, methods, and contemporary issues across the lifespan, Vol. 1 (pp. 165-185). Washington, DC: American Psychological Association.

Pinquart, M., & Kauser, R. (2018). Do the associations of parenting styles with behavior
problems and academic achievement vary by culture? Results from a meta-analysis. Cultural Diversity and Ethnic Minority Psychology24, 75-100.

Rose, A. J., & Rudolph, K. D. (2006). A review of sex differences in peer relationship processes:
Potential trade-offs for the emotional and behavioral development of girls and boys. Psychological Bulletin, 132, 98-131.

Nelson, S. C., Syed, M., Tran, A. G., Hu, A. W., & Lee, R. M. (2018). Pathways to ethnic-racial
identity development and psychological adjustment: The differential associations of cultural socialization by parents and peers. Developmental Psychology54, 2166-2180.

Wrzus, C., Hänel, M., Wagner, J., & Neyer, F. J. (2013). Social network changes and life events
across the life span: A meta-analysis. Psychological Bulletin139, 53-80.

Attachment, Emotion, and Temperament

Cooke, J. E., Kochendorfer, L. B., Stuart-Parrigon, K. L., Koehn, A. J., & Kerns, K. A. (2019).
Parent–child attachment and children’s experience and regulation of emotion: A meta-analytic review. Emotion19, 1103-1126.

Lansford, J. E. (2009). Parental divorce and children's adjustment. Perspectives on Psychological
            Science4, 140-152.

Groh, A. M., Narayan, A. J., Bakermans‐Kranenburg, M. J., Roisman, G. I., Vaughn, B. E.,
Fearon, R. P., & van IJzendoorn, M. H. (2017). Attachment and temperament in the early life course: A meta‐analytic review. Child Development88, 770-795.

Denissen, J. J., Aken, M. A., Penke, L., & Wood, D. (2013). Self‐regulation underlies
temperament and personality: An integrative developmental framework. Child Development Perspectives7, 255-260.

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