David C. Geary

psychology of development

Winter 2007

Instructor: Dr. David C. Geary, 212B McAlester Hall
Office Hours: 11:00-12:00 TTR, or by appt.
Phone: 882-6268
E-mail: GearyD@Missouri.edu
Web page: http://web.missouri.edu/~gearyd/

Lecture

TR 11:00-12:15 in McAlester 101

Readings

Required: Miller, P. H. (2002). Theories of Developmental Psychology (fourth 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.

Topics

Date	Topic	Reading
Aug 1	Overview of the class
Aug 23	Intro to Developmental Theories	Miller, Intro
Aug 28, 30, Sept 4	Piaget's Cognitive Development Theory	Miller, Chap 1
Sept 6	No Class
Sept 11, 13, 18	Psychoanalytic Theory	Miller, Chap 2
Sept 20, 25	Social Learning Theory	Miller, Chap 3
Sept 27, Oct 2, 4	Information Processing	Miller, Chap 4
Oct 9, 11, 13	Ethology	Miller, Chap 5
Oct. 16, 18, 25	Biology and Genetics	Readings
Oct. 30, Nov 1, 6	Evolution	Readings
Nov 8, 13, 15	Family, Peers, and Context	Readings
Nov 27	No Class
Nov 29, Dec 4, 6	Attachment, Emotion, and Temperament	Readings
Dec 13	Final Due-Readings (Thursday, 12:00 PM)

Summary Due Dates:

Piaget: Aug 28 Psychoanalysis: Sept 11 Social Learning: Sept 20 Information Processing: Sept 27 Ethology: Oct 9 Biology Genetics: Oct 16 Evolution: Oct 30 Family, Peers, and Context: Nov 8 Attachment, Emotion, and Temperament: Nov 28

Readings

Biology and Genetics of Development

Plomin, R., & Crabbe, J. (2000). DNA. Psychological Bulletin, 126, 806-828.

Wilson, R. S. (1978). Synchronies in mental development: An epigenetic perspective. Science, 202, 939-948.

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

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.

MacDonald, K. (1992). Warmth as a developmental construct: An evolutionary analysis. Child Development, 63, 753-773.

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

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

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

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

Maestripieri, D., & Roney, J. R. (2006). Evolutionary developmental psychology: Contributions from comparative research with nonhuman primates. Developmental Review, 26, 120-137.

Gunnar, M., & Quevedo, K. (2007). The neurobiology of stress and development. Annual Review of Psychology, 58, 145-173.

Bakermans-Kranenburg, M. J. et al. (2003). Less is more: Meta-analyses of sensitivity and attachment interventions in early childhood. Psychological Bulletin, 129, 195-215.

Rothbart, M. K., & Bates, J. E. (2006). Temperament. In W. Damon, R. Lerner, & N. Eisenberg (Eds.), Handbook of child psychology, Sixth edition: Social, emotional, and personality development (Vol. 3). 99-166. New York : Wiley.

Saarni, C. et al. (2006). Emotional development: Action, communication, and understanding. In W. Damon, R. Lerner, & N. Eisenberg (Eds.), Handbook of child psychology, Sixth edition: Social, emotional, and personality development (Vol. 3). 226-299. New York : Wiley.

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