Required Readings:

1. Byrnes, J. P. (2001). Minds, brains, and learning: Understanding
the psychological and educational relevance of neuroscientific
research. New York, NY: Guilford.

2. Siegel, D. J. (1999). The developing mind: How relationships and
the brain interact to shape who we are. New York, NY: Guilford.

3. Articles on electronic reserve via the Web at the following
address:

Course Objectives:

1.  Become familiar with the recent research in applied developmental
psychobiology.

2.  Apply this research to your field of study and profession

3.  Develop oral and written communication skills


Evaluation:
	
1. 2 short answer exams - each exam will be worth 30% of your grade
	
The 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. I will not test you on minor points,
instead I will emphasize the major concepts.

2. 5-page paper (see instructions on additional handout) 30% of your
grade

4. 15-minute presentation on your paper 10% of your grade

Class Schedule and Readings

A * indicates that the reading is on electronic reserve at the
following address:

Sept. 2	Introduction
		
Sept. 4	Introduction
Byrnes Preface & Chapter 1 (pp. 1-9)
Siegel Preface & Chapter 1

Sept. 9	Genetics
*Johnston, T. D., & Edwards, L. (2002). Genes, interactions, and the
development of behavior. Psychological Review, 109, 26 - 34.

*Rutter, M. (2002). Nature, nurture, and development: From evangelism
through science toward policy and practice. Child Development, 73, 1 -
21.

Sept. 11 Brain Development
Byrnes Chapter 1 (pp. 9-23) & Chapter 2

*Thompson, R. A., & Nelson, C. A. (2001). Developmental science and
the media: Early brain development. American Psychologist, 56, 5 -
15.

*Kolb, B., Gibb, R., & Robinson, T. E. (2003). Brain plasticity and
behavior. Current Directions in Psychological Science, 12, 1 - 5.

Sept. 16  Brain Development
		
Sept. 18 Memory
Byrnes Chapter 3
Siegel Chapter 2

Sept. 23 Attention
Byrnes Chapter 4

*Barkley, R. A. (1997). Behavioral inhibition, sustained attention,
and executive functions: Constructing a unifying theory of ADHD.
Psychological Bulletin, 121, 65 - 94.

*Barkley, R. A. (1998). Attention-Deficit Hyperactivity Disorder.
Scientific American, 66 - 71.

Sept. 25 Reading
Byrnes Chapter 6

*Pennington, B. F. (1999). Toward an integrated understanding of
dyslexia: Genetic, neurological, and cogntive mechanisms. Development
and Psychopathology, 11, 629 - 654.

Sept. 30 Math Skills
Byrnes Chapter 7
		
*Geary, D. C. (1993). Mathematical disabilities: Cognitive,
neuropsychological, and genetic components. Psychological Bulletin,
114, 345 - 362.

Oct. 2	Summary
Byrnes Chapter 8		

Oct. 7	Test 1

Oct.9	Attachment
Siegel Chapter 3

Oct. 14	Attachment

Oct. 16	Emotion
Siegel Chapter 4
Byrnes Chapter 5

*Nemerfoff, C. B. (1998). The neurobiology of depression. Scientific
American, 42 - 49.
		
Oct. 21 Representations
Siegel Chapter 5

Oct. 23	States of Mind
Siegel Chapter 6

Oct. 28	Self-Regulation
Siegel Chapter 7
		
Oct. 30 Interpersonal Connection
Siegel Chapter 8

Nov. 4 	Integration
Siegel Chapter 9

Nov. 6	Biology & Parenting
*Gallagher, K. C. (2002). Does child temperament moderate the
influence of parenting on adjustment? Developmental Review, 22, 623 -
643.

*Lytton, H. (2000). Toward a model of family-environmental and child-
biological influences on development. Developmental Review, 20, 150 -
179.	

Nov. 11	Child Maltreatment
*Kaufman, J., & Charney, D. (2001). Effects of early stress on brain
structure and function: Implications for understanding the
relationship between child maltreatment and depression. Development
and Psychopathology, 13, 451 - 471.

*Teicher, M. H. (2002). Scars that won’t heal: The neurobiology of
child abuse. Scientific American, 68 - 75.

Nov. 13	Biology & Aggression
*DiLalla, L. F. (2002). Behavior genetics of aggression in children:
Review and future directions. Developmental Review, 22, 593 - 622.

Nov. 18 School Readiness
*Blair, C. (2002). School readiness: Integrating cognition and
emotion in a neurobiological conceptualization of children’s
functioning at school entry. American Psychologist, 57, 111 - 127.

Nov. 20	Test 2
		
Nov. 25	Presentations
	
Nov. 27	THANKSGIVING - NO CLASS

Dec. 2	Presentations

Dec. 4	Presentations

Dec. 9	Presentations

Dec. 11	Presentations
		TURN IN YOUR PAPER