Education | Life-span Development
P314 | 5990 | Dr. Anne Stright


Required Readings:

1. Development Through the Lifespan (2nd Edition) (2001) by Laura E.
Berk

2. Articles on electronic reserve

Course Objectives:

1. Develop an understanding of the major theories and research in life
span development

2. Develop written communication skills

Evaluation:

1. 3 exams - Each exam is worth 25% of your grade.
The multiple choice exams will focus on the major themes of the
course. I will make it clear to you as we go through the course what
questions I am likely to ask on the exams. The tests will be multiple
choice and will take about 30-40 minutes to complete.  Some students
may be able to complete a test in less time and others will need the
entire class period of 1 1/4 hours.

My goal is to make sure that you learn the most important concepts.
Consequently, I will highlight what these concepts are during class
and test you on them. I will not test you on minor details. I will
emphasize the practical applications of each concept because I believe
that this information will be the most useful to you in your life and
future career.

2. 6 one-page papers (see instructions on additional handout) Worth
20% of your grade

3. Class Questions In order to provide credit for class attendance and
to help me learn more about what you are thinking, each class I will
write a question on the board at the beginning of class. You write
your response on a piece of paper and turn it in at the end of class.
The questions are worth 5% of your grade.

4. I'll use the following curve to assign final grades. I use the
traditional mathematical procedure for rounding numbers, percentages
at or above .5 are rounded up, below .5 are rounded down. So if your
final percentage was 96.5%, then your rounded percentage would be 97%
or an A+; if your final percentage is 96.4%, then your rounded final
percentage would be a 96% or an A.

Final Percentage / Final Course Letter Grade

100-97 / A+
96-93 / A
92-90 / A-
	
89-87 / B+
86-83 / B
82-80 / B-

79-77 / C+
76-73 / C
72-70 / C-

69-67 / D+
66-63 / D
62-60 / D-		

Make-up Tests.  Because the creation of each test is time consuming,
the tests must be taken on the days that they are scheduled. If you
miss a test, you will earn 0 points. I will make exceptions only for
major illnesses or emergencies. You must notify me before the test,
not after!

Posting Grades. I will post your grades on the Web using the Post'em
Grade Reporting System developed by the Bureau of Evaluative Studies
and Testing (BEST). I also will indicate what your grade average is
for the course at that point in the semester.

Post'em is an automated grade reporting system on the Web that enables
faculty to post students' grades without compromising students'
privacy. Students may access their grades 24 hours a day using
Netscape or Explorer. Grades can be updated by instructors at any
time, and the results can be viewed immediately by students.

How do you see your grades? Use the following procedure.

1.  Go into Netscape or Explorer and type this address in the proper
box.

http://www.best.indiana.edu/cgi-bin/mygrades

2.  Login with your Network ID and password. (This should be your
email ID and password.) If you receive an error message about your
password, then you need to follow the directions given in the error
message to find out what your password is for the network. It may not
be the same as your email password.

3.  Post'em will search for you in all of its class accounts. It will
then show a list of your classes for which Post'em has information.

4.  You select from this list the class for which you would like to
see your grades.

5.  Then select the "See my grades" button.

6.  If you have only 1 class that is using Post'em, then your grades
for that class will be automatically given to you.

Your privacy is protected because the system will only show the grades
for that username and password.

Class Attendance
I strongly recommend that you attend each class.  Each test will be
based on information in the book and information given only in class.
Although you can use others' notes for classes that you miss, you are
gambling that their notes are going to be adequate and that you will
be able to make sense of them.

Notetaking
My past experience is that students who do well are students who take
detailed notes that make sense later when they try to study them.  If
your notes are cryptic or incomplete it will be very difficult for you
to do well on the tests.  Be especially careful to indicate in your
notes whenever I state in class that such and such will be on the next
test.

Class Schedule and Readings

A * indicates that the article is on electronic reserve via the Web at
the following address:  http://129.79.35.24/coursepage.asp?cid=604
The password is: life

Introduction

Sept. 3	Developmental Methods and Theories
Berk - Chapter 1
		
Sept. 5	Biological and Environmental Foundations
Berk - Chapter 2
*Your Baby has a Problem.

Sept. 10 Prenatal Development
Berk - Chapter 3
*Shaped by Life in the Womb.

Infancy and Toddlerhood

Sept. 12  Physical Development
Berk - Chapter 4
Academy Urges Mothers to Nurse for a Full Year.

Sept. 17  Cognitive Development
Berk - Chapter 5

Sept. 19  Emotional and Social Development
Berk - Chapter 6

Sept. 24  Emotional and Social Development
Shyness, Sadness, Curiosity, Joy.
The Loving Ties that Bond.		

Sept. 26  Catch up

Early Childhood

Oct. 1 Test 1, Theories, Methods, Prenatal, and Infancy
		
Oct. 3 Language Development
Berk (pp. 110-111, 136-137, 166-173, 239-241, 304-306)
*Baby Talk.
Turn in 1 page Prenatal and Infancy Paper

Oct. 8 Language Development

Oct. 10	 Early Childhood Cognitive Development
Berk - Chapter 7
*The Secrets of Autism.

Oct. 15	Child Care (Infants, Toddlers, Preschoolers) Berk pp. 196-197,
229-230, 236-239

Oct. 17	Early Childhood, Television, and Computers
Berk (p. 239, 261-263)
*False Promise

Turn in 1 page Teletubbies paper

Middle and Late Childhood
		
Oct. 22	Physical and Cognitive Development
Berk Chapter 9

Oct. 24	Socioemotional  Development
Berk Chapter 10

Oct. 29	Reading and Dyslexia
Berk (pp. 297-298)
*The New Science of Reading.
*Why Andy Couldn't Read.

Oct. 31	Intelligence (Berk pp. 162-164, 299-304, 376-378)
Turn in 1 page Childhood paper

Adolescence

Nov. 5 Adolescence
Berk - Chapter 11
*Why Working Teens Get Into Trouble
*Blame Their Brains When Teens are Pains.

Nov. 7 Adolescence
Berk - Chapter 12
*The A's and B's of Eating Disorders: Eating to Extremes
*Adolescent Suicide: Risk Factors and Countermeasures

Nov. 12	Adolescence and Violent Media
*Media Violence and the American Public: Scientific Facts versus Media
Misinformation
*Effects of Violent Video Games on Aggressive Behavior, Aggressive
Cognition, Aggressive Affect, Physiological Arousal, and Prosocial
Behavior: A Meta-Analytic Review of the Scientific Literature

Nov. 14	Test 2, Early, Middle & Late Childhood and Adolescent
Development

Early, Middle, and Late Adulthood

Nov. 19	Early Adulthood
Berk - Chapter 13
Turn in 1 page Adolescent Paper

Nov. 21	Marriage
Berk - Chapter 14

Nov. 26	No Class - Give NEO Personality Scale and Adult Attachment
Questionnaire to your yourself or your subject and write 1-page Young
Adult paper.

Nov. 28	No Class - Thanksgiving

Dec. 3 Middle Adulthood
Berk - Chapter 15
*Midlife Myths
*Osteoporosis
*Making Time for a Baby
Turn in 1 page Young Adult Paper
	
Dec. 5 Late Adulthood
Berk - Chapter 17
	
Dec. 10	Late Adulthood
Berk - Chapter 18
*How to Live to 100.

Dec. 12	Late Adulthood
*Alzheimer's: Unlocking the Mystery.
Turn in 1 page Middle and Late Adult Paper

Dec. 17	Test 3 Early, Middle, and Late Adulthood
(Tuesday)
at 9:45am