Spring 2011

Instructor
Dr. David C. Geary, 212B McAlester Hall
Office Hours: 11:00-11:30 TTR, or by appt.
PH: 882-6268
E-mail: GearyD@Missouri.edu
Web page: http://web.missouri.edu/~gearyd/

Lecture
TR 9:30-10:45, McAlester 101

Readings
Required: Miller, P. H. (2009). Theories of Developmental Psychology (fifth edition). New York: W. H. Freeman.

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

Requirements
The class will include an equally weighted midterm, final, and reading summaries. 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. There will be no midterm but there will be a take-home final that covers the readings section of the class.

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.

Summaries Due:
Piaget: Jan 27

Psychoanalysis: Feb 5

Social Learning: Feb 17

Information Processing: Feb 24

Ethology: March 5

Biology and Genetics: March 17

Evolution: April 2

Family, Peers, and Context: April 14

Attachment, Emotion, and Temperament: April 23

Readings
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.

Zhang, T.-Y., & Meaney, M. J. (2010). Epigenetics and the environmental regulation of the Genome and its function. Annual Review of Psychology, 61, 439-466.

Evolution and Development

Geary, D. C., & Bjorklund, D. F. (2000). Evolutionary developmental psychology. Child Development, 71, 57-65.

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

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

Geary, D. C. (2005). Evolution of paternal investment. In D. M. Buss (Ed.), The evolutionary psychology handbook (pp. 483-505). Hoboken, NJ: John Wiley & Sons.

Family, Peers, and Context

Parke, R. D. (2004). Development in the family. Annual Review of Psychology, 55, 365-399.

Davies, P. T., & Cummings, E. M. (1994). Marital conflict and child adjustment: An emotional security hypothesis. Psychological Bulletin, 116, 387-411.

Davies, P. T., & Woitach, M. J. (2008). Children's emotional security in the interparental relationship. Current Directions in Psychological Science, 17, 269-274.

McHale, S. M., Kim, J., & Whiteman, S. D. (2006). Sibling Relationships in Childhood and Adolescence. In Noller, P. & Feeney, J. A. (Eds), Close relationships: Functions, forms and processes (pp. 127-149). Hove, England: Psychology Press/Taylor & Francis.

Hartup, W. W., & Stevens, N. (1997). Friendships and adaptation in the life course. Psychological Bulletin, 121, 355-370.

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.

Bronfenbrenner, U. (1986). Ecology of the family as a context for human development. Developmental Psychology, 22, 723-742.

Attachment, Emotion, and Temperament

Moss, E., Cyr, C., Bureau, J., Tarabulsy, G. M., & Dubois-Comtois, K. (2005). Stability of attachment during the preschool period. Developmental Psychology, 41, 773-783.

Allen, J. P., Porter, M., McFarland, C., McElhaney, K. B., & Marsh, P. (2007). The relationship of attachment security to adolescents' paternal and peer relationships, depression, and externalizing behavior. Child Development, 78, 1222-1239.

Propper, K. & Moore, G. I. (2006). The influence of parenting on infant emotionality: A multi-level psychobiological perspective. Developmental Review, 26, 427-460.

Rothbart, M. K. (2007). Temperament, development, and personality. Current Directions in Psychological Science, 16, 207-212.

Caspi, A., Harrington, H., Milne, B., Amell, J. W., Theodore, R. F., & Moffitt, T. E. (2003). Children's behavioral styles at age 3 are linked to their adult personality traits at age 26. Journal of Personality, 71, 495-513.

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