Dr. David C. Geary, 212B McAlester Hall
Office Hours: 10:00-10:30 TTR, or by appt.
Web page: http://faculty.missouri.edu/~gearyd/
TTh 11:00 - 12:15 pm., 101 McAlester Hall
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.
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).
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.
||Overview of the class
||Intro to Developmental Theories
||Miller, Chap 1
|Jan 24, 26, 31
||Piaget's Cognitive Development Theory
||Miller, Chap 2
|Feb 2, 7, 9
||Miller, Chap 3
|Feb 14, 16
||Social Learning Theory
||Miller, Chap 6
|Feb 21, 23, 28
Miller, Chap 7,
|Mar 2, 7, 9
||Miller, Chap 5
|Mar 14, 16, 21
||Biology and Genetics
|Mar 23, April 4, 6
|April 11, 13, 18
||Family, Peers, and Context
|April 20, 25, 27, May 2
||Attachment, Emotion, and Temperament
Catch up; exam overview
||Final Due-Readings (Tuesday, 5:00 PM)
Piaget: Jan 24
Psychoanalysis: Feb 2
Social Learning: Feb 14
Information Processing: Feb 21
Ethology: March 2
Biology and Genetics: March 14
Evolution: March 23
Family, Peers, and Context: April 11
Attachment, Emotion, and Temperament: April 20
Information Processing Reading
Salthouse, T. (2012). Consequences of age-related cognitive declines. Annual review of
Psychology, 63, 201-226.
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.
Bakermans-Kranenburg, M. J., & Van IJzendoorn, M. H. (2015). The hidden efficacy of
interventions: Gene× environment experiments from a differential susceptibility perspective. Annual Review of Psychology, 66, 381-409.
Burt, S. A. (2015). Evidence that the gene–environment interactions underlying youth conduct
problems vary across development. Child Development Perspectives 9, 217–221.
Evolution and Development
Daly, M., & Wilson, M. (1988). Evolutionary social psychology and family homicide. Science,
Del Guidice, M. (2014). Middle childhood: An evolutionary-developmental synthesis. Child
Development Perspectives, 8, 193–200.
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
Parke, R. D. (2004). Development in the family. Annual Review of Psychology, 55, 365-399.
Davies, P. T., & Woitach, M. J. (2008). Children’s emotional security in the interparental
relationship. Current Directions in Psychological Science, 17, 269-274.
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.
Rose, A. J., & Asher, S. R. (2016). The social tasks of friendship: Do boys and girls excel in
different tasks? Child Development Perspectives. On-line ahead of print.
Bronfenbrenner, U. (1986). Ecology of the family as a context for human development. Developmental Psychology, 22, 723-742.
Attachment, Emotion, and Temperament
Waldinger, R. J., & Schulz, M. S. (2016). The long reach of nurturing family environments:
Links with midlife emotion-regulatory styles and late-life security in intimate relationships. Psychological Science. On-line ahead of print.
Lansford, J. E. (2009). Parental divorce and children's adjustment. Perspectives on Psychological
Science, 4, 140-152.
Chaplin, T. M., & Aldao, A. (2013). Gender differences in emotion expression in children: A meta-
analytic review. Psychological Bulletin, 139, 735–765
Denissen, J. J., Aken, M. A., Penke, L., & Wood, D. (2013). Self‐regulation underlies
temperament and personality: An integrative developmental framework. Child Development Perspectives, 7, 255-260.