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Course Syllabus
Course Information
Course number: CLDP/PSY 3332.501 www.turnitin.com
Course title: SOCIAL & PERSONALITY DEVELOPMENT Class ID: 2551151
Term: SPRING 2009 Password: attachment
Meeting times: Wednesdays 7-9:45pm, GR 4.428
Course Description
This course examines how people come to be who they are, and how change and continuity work together over time.
Basic concepts of developmental theory will be reviewed. We will study the infant's first social relationships, and
we will try to understand the connection between early temperament and mature personality. Next we examine how
children function within increasingly complex and varied social environments. Topics covered include children’s
interactions with others and how this influences their development in such areas as parent-child and peer
relationships, self-concept and identity, motivation, moral development, and aggression. We will consider the
family and peer systems in which children develop. We will ask how all three systems (self, peer, and family) make
it through the adolescent transition. This course assumes an introductory background in child or life span
development.
IMPORTANT: I want to help you do well in this class! To get the most benefit from your time in this class, read
the material to be discussed before we discuss it in class. You will find classes to be much more interesting and
involving if you come prepared to discuss each day's topic.
Notice that there may be times when you have more than one assignment due on a particular day. You will need to
plan ahead so that you do not fall behind.
WEDNESDAYS 7-9:45pm
JAN 14
Course overview & introduction to developmental psychology
Ch. 1: Introduction to developmental theory
JAN 21
Ch. 1: Developmental research methods (Response paper for Chapter 1 accepted today)
Ch. 2: Classical theories of development
JAN 28
Ch. 2: Classical theories of development (Response paper for Chapter 2 accepted today)
Ch. 3: Modern theories of development (Response paper for Chapter 3 accepted today)
FEB 4
7-8:15pm EXAM 1: Chs. 1-3
8:30-9:45 Ch. 4: Emotional development and temperament
FEB 11
Ch. 4: Emotional development and temperament (Response paper for Chapter 4 accepted today)
Ch. 5: Attachment theory
FEB 18
Ch. 5: Attachment theory (Response paper for Chapter 5 accepted today)
Ch. 6: Development of the self and social cognition (Response paper for Chapter 6 accepted today)
FEB 25
Ch. 6: Development of the self and social cognition
Ch. 7: Achievement (Response paper for Chapter 7 accepted today)
MAR 4
7-8:15pm EXAM 2: Chs. 4-7
8:30-9:45 Ch. 8: Sex differences gender, and sexuality
MAR 18
NO CLASSES—Enjoy your spring break!
MAR 25
Ch. 9: Aggression and antisocial behavior
Ch. 10: Altruism & moral development (Response paper for Chapter 10 accepted today)
Optional: give me your Research Summary by 7pm today for early feedback
APR 1
7-8:15pm EXAM 3: Chs. 8-10
8:30-9:45 Ch. 11: Family influences on development (Response paper for Chapter 11 accepted today)
APR 8
Ch. 11: Family influences on development
Ch. 12: Media and school influences
RESEARCH SUMMARY DUE in class and online—upload to turnitin.com and print originality
report—bring paper and report to class
APR 15
LAST CHANCE: RESEARCH SUMMARY DUE in class with originality report at 7pm
Ch. 12: Media and school (Response paper for Chapter 12 accepted today)
Ch. 13: Peer influences on development
APR 22
Ch. 13: Peer influences on development (Response paper for Chapter 13 accepted today)
Ch. 14: Major themes in social & personality development (Response paper for Chapter 14 accepted today)
APR 29
EXAM 4: Chs. 11-14
I want to help you be successful in this course in every way I can BEFORE the end of the semester.
After April 29, the course is OVER. Do NOT ask for extra credit.
Course grades will be ready May 20.
Midterm grades will be calculated by dividing the total number of points earned by the total possible
points that could have been earned on Exams 1 and 2, and the first 7 Weekly Response papers (i.e., total
points earned/121).
These descriptions and timelines are subject to change at the discretion of the Professor.
Note: Dropping off your paper at the beginning or end of class, but not staying for a full class period, also will
receive zero credit. If you are late on the day that papers are accepted, your paper cannot be accepted for that
day. To receive full credit for this assignment, you need to arrive for class prepared and on time—i.e, seated
when I ask for response papers to be turned in—with no excuses.
4. Response papers cannot be accepted if they are late, early, longer than one page, single-spaced,
handwritten, typed in very large or very small font (use 12-point Times Roman or equivalent font), or in any
way difficult to read.
References
Cauffman, E., Farruggia, S. P., & Goldweber, A. (2008). Bad boys or poor parents: Relations
Marin, K. A., Bohanek, J. G., & Fivush, R. (2008). Positive effects of talking about the
Mayeux, L., & Cillessen, A. H. N. (2008). It’s not just being popular, it’s knowing it, too: The
role of self-perceptions of status in the associations between peer status and aggression.
Warneken, F., & Tomasello, M. (2008). Extrinsic rewards undermine altruistic tendencies in
as compared to children in child-centered programs (Stipek, Feiler, Daniels, & Milburn, 1995).
Stipek, Feiler, Daniels, and Milburn (1995) conducted a correlational study of the
relationship between type of instructional programming (didactic vs. child-centered) and the
In 1995, Stipek, Feiler, Daniels, and Milburn examined the impact of two types of
and kindergarten.
References
Stipek, D., Feiler, R., Daniels, D., & Milburn, S. (1995). Effects of different instructional
209-223.
Use one of the three possible APA style citation formats—don’t name the article or the journal in which it
appears (or the authors’ first names, initials, or affiliation…) in your summary. Also, be sure to paraphrase your
source without using direct quotations. Your organization guidelines will be very handy, here. Do not write a title
on your summary page, and do not use subheadings (you won’t have room).
The purpose of this exercise is to help you learn how to include discussion of others’ research in the papers
you write (and, ultimately, in the decisions you make!). Very briefly and clearly, you should be able to explain
the purpose of the study, how it was conducted, what was found, and what it means. When you are writing a
critical review of research literature, you need to be able to discuss the research in terms of examining the question
Listing references
Create a References page for the article that you are evaluating. At the top of the page, write the word
“References,” but without the quotation marks (or bold type, or italics, or underlining, or fancy font). On the next
line, begin your list of references (in this paper, only one reference will be listed). Use APA style, as indicated in
this syllabus (described in greater detail at http://www.wisc.edu/writing/Handbook/DocAPA.html.).
For the source information for the article you read for this assignment, list the original primary source as
indicated on the first page of the article (don’t worry about the format for electronic sources, for example, even if
you retrieve the article online). Notice that only authors’ last names and initials are needed. The author element
ends with a period. The year of publication is placed in parentheses, and this element also ends with a period.
Capitalize only the first word of the title of the article and end the article title element with a period. Use capital
letters for the title of the journal, followed by a comma, the volume number and issue (if the issue number is
needed), and the pages on which the article appears, and end this element with a period. The title of the journal
and the volume number both should be italicized, but the issue number (the number in parentheses) is not
italicized. Remember, the references should appear in your list in alphabetical order when you have more than one
reference—for this assignment you only have one—but don’t change the original order in which authors appear
on each article.
Note: To earn the 5 points for your plagiarism quiz and originality report, both must be submitted with
your paper, stapled as a complete packet, by the last chance date they are due. If one or both are missing
or not stapled with your paper, you will not earn the 5 points. If one or both are missing when you submit
your paper, you still must submit both by the next class session, or your paper will not be graded.
The penalty for plagiarizing any part of your paper may include but is not limited to earning zero credit
for that assignment. If you have been found to have plagiarized your paper and don't get credit for it, then
the penalty extends to the plagiarism tutorial and the originality report. The logic is that those
assignments were intended to prevent you from turning in a plagiarized paper, but if you didn't benefit
either from what you learned by taking the tutorial or by seeing the high percentage in turnitin, then you
can't earn credit for those either.
To organize your summary of the research, make note of the following (by paraphrasing):
1. ARTICLE TYPE: For example, is this a correlational study, a descriptive study, a review of the literature, a
survey, an experiment? You don’t need to mention this in your summary, but you should be aware of it as
you interpret and evaluate the research.
2. PROBLEM: What was the purpose of this investigation? What issue was addressed? You’ll find this in the
introduction.
3. HOW INVESTIGATED: How did they go about answering their question? You’ll find this in the method
section. (Not how did you locate this article.)
4. RESULTS: What did they find out? Look in the results section.
5. INTERPRETATION: What does it mean? What are the implications for practical application to real-world
problems? You’ll find this in the discussion section.
6. CRITICISM: What are the limitations of this study? What do the authors say should have been done
differently, for example?
7. DIRECTIONS FOR FUTURE RESEARCH: What should be done either to try again to answer the initial
question posed here, or what questions were raised by these findings that should be answered next?
Please notice in particular that the quality of your writing DOES COUNT. Please use correct grammar
and punctuation, and a clear, coherent writing style. More details about grading criteria will be discussed
in class. The rubric on the following page serves as a useful guideline.
How to find articles in the library when you already know what you want:
1. Go to www.utdallas.edu
2. Click on LIBRARY near the top of the page
3. Click on Search Library Catalog (or equivalent)
4. Under FIND THIS type in the name of the journal you are looking for and click on Find
Example: journal of personality and social psychology
5. Select journal you need, if necessary, then scroll down and click the link under ejournal available full text (it
likely will indicate a range of volume numbers)
Example:
Location: eJournal: From off campus use http://libproxy.utdallas.edu
Available Full Text: vol. 55- (July 1988-)
6. Type in key words for the specific article you are looking for
Example: self-handicapping
7. Scroll through the results and select the article you need, or enter more search terms to limit your results
8. Click on PDF Full Text
9. Print your article
I will give you the contact information for the TA in class—please write it down and keep it safe! You also can
email the TA using WebCT.
It is your responsibility to keep track of your grades, so that you know where you stand at all times. Feel free to
verify your grades with the TA or with me, at my office (not in class), any time until the last exam.
Accuracy in assigning and recording grades is of utmost importance. I encourage you to keep
track of your grades and let me know when you would like for me to check over the grading of
any exams or assignments within THREE WEEKS of when the grade was assigned. Do not
wait until the semester is over.