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psyc12 syllabus

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Michael Inzlicht

PSYC21. Advanced Development: Social Development Fall 2012 Prof. Haley PSYC21 Advanced Development: Social Development Tuesday, 5-7 pm Room SW 143 Professor Teaching Assistants Dr. David W. Haley Office: Science Research Building (SY) Carly Prusky 144 Office: SY142 Office hours: Tuesday, 3-4 pm Tel: 416-208-4897 Office phone: (416) 208-4896 E-mail: [email protected] E-mail: [email protected] Kaljani Mahalingam Course Web site Office: SY142 Blackboard, U of T Portal Tel: 416-208-4897 E-mail: [email protected] Course texts Trevor Williams The course textbook is available at the Office: SY142 UTSC bookstore; new and used copies Tel: 416-208-4897 can also be ordered directly from E-mail: [email protected]; or obtain an e-copy from the publisher, which you can download to your computer, iPad and iPhone but not other smart phones at this time. See list of readings below. Course Description How do relationships, biological mechanisms, and their interplay contribute to the capacity to understand, interact with, and be emotionally connected to others across the lifespan? This relationship-biology theme will be examined by studying the development of normal and pathological social behaviors in such areas as perception, temperament, attachment, emotion regulation, theory of mind, parenting, social groups, gender, morality, and aggression. Course Goals After completing this course, students should be knowledgeable about: a) The research designs and measures used to study social behavior across the lifespan b) How to generate hypotheses about social development based on the literature and more recent evidence of the interaction between context and biology c) A relational-biological approach used to understand the development of normal and pathological social behavior in such areas as perception, temperament, attachment, emotion regulation, theory of mind, parenting, social groups, gender, morality, and aggression. 1 PSYC21. Advanced Development: Social Development Fall 2012 Prof. Haley d) The major approaches to the study of social development using multiple perspectives, important contributions to each approach, and findings of landmark studies Meetin Topics Readings Week gs Sept 11 Introduction 1 A relationship-biological approach Sept 18 Methods Chapter 1 & 2 2 Theories, designs, and measures Sept 25 Temperament Chapter 3 3 Biological sensitivity to context Oct 2 Attachment Chapter 4 4 Outcomes and consequences Oct 9 Emotion Regulation and Intersubjectivity Chapters 5 & 6 5 The regulatory function of relationships Oct 16 Midterm Exam 6 Oct 23 Parenting Chapter 7 7 The cost of caring for others Oct 30 Social Groups Chapters 8 and 9 8 Staying emotionally connected to others Nov 6 Gender Chapter 10 9 Sexual identity as a matrix of causes Nov 13 Morality Chapter 11 10 Transgressions to self and others Nov 20 Aggression Chapter 12 11 Evolutionary and developmental origins 2 PSYC21. Advanced Development: Social Development Fall 2012 Prof. Haley Nov 30 Review Chapter 13 & 14 12 3 PSYC21. Advanced Development: Social Development Fall 2012 Prof. Haley Text Social Development (2011) by Ross D. Parke and Alison Clarke-Stewart (John Wiley & Sons, Inc. USA). You can buy a copy of this text at the UTSC bookstore, order a copy of the text from, or obtain an e-copy from the publisher, which you can download to your computer, iPad, and most smart phones. Reading You are responsible for reading the entire textbook. Some but not all of the material in the lectures is also in the text. Also, there is material in the text that is not covered in lectures. You should spread out your reading of the text over the course of the semester, according to the schedule given on the previous page. The exams are based more on the lecture material than the text material, so you are strongly advised to attend class regularly. PowerPoint slides for the lectures will be posted on Blackboard following class. The slides are meant to contain all the important material from the lecture for which you are responsible, and they are made available for your convenience and to enhance your learning of the material. If you try to learn the material only by reading the PowerPoint slides and do not come to lecture, you will miss explanations, illustrations, and elaborations that enhance understanding and retention of the course material. Similarly, if you come to lecture without doing the reading you’ll be less able to follow the lecture. You also miss the important learning activities of active listening and note-taking, which greatly facilitate understanding and retention. A good way to consolidate your knowledge and understanding of the material is to 1) attend all classes and take notes; 2) print out the PowerPoint slides of the lecture after class and compare your notes with them, so that you can see if you are catching all the important information in your note-taking; and 3) look in the textbook for material corresponding to the lecture—keeping in mind that not all material covered in lecture is in the book (and vice versa). The organization of the lectures is independent of the text chapters, although reading assignments are placed next to the lecture for which they are most relevant. It is strongly recommended that you do the reading assigned for a meeting before the meeting. To facilitate your studying of the material in the text, a review session will be held before the final exam. If you are struggling with the course material, you should come to office hours or send me an e-mail message to set up another time to meet. You should also ask your TA for help. The worst things you can do if you are struggling are to fail to ask for help, to stop coming to class, and to give up trying. Evaluation 4 PSYC21. Advanced Development: Social Development Fall 2012 Prof. Haley E VALUATION PERCENT Mini-lab reports (first draft and final draft each wort20% 10%) Mid-term Exam 30% Final Exam 50% Extra Credit 2% Total 102% Assignment: Mini lab report (first draft due Oct 2; final draft due Nov 6) The mini-lab report is a relatively short assignment designed to help you explore and consolidate course material into a meaningful written narrative. It is also designed to give you the experience of conducting scholarly research and proposing new experiments—just like any other scientist or researcher. More specifically, the assignment will be geared towards learning how to write an abstract for a research proposal. Below is a brief description of the individual components of the assignment, which we will discuss in class in greater detail: Long Mini Lab report #1.1 Statement of interest: What is your research topic? In your statement, please write 1–2 sentences stating the topic and related phenomena; 1–2 sentences summarizing what is written in the literature about it and indicating your knowledge of the literature; and 1–2 sentences on what questions remain to be answered about your topic. #1.2 What methods (design and measures) would you use to examine your question? This can be up to 6–9 sentences. #1.3 What specific hypotheses do you plan to test based on your question and methods? This can be up to 1–2 sentences. N.B. The draft of your mini lab report can be a maximum of 500 words and it should have several relevant citations in the statement of interest and methods. A list of references should be provided as well but will not be counted as part of the word limit. Short Mini Lab report Based on feedback from on your first draft, you may write a revised and final draft of your mini lab report, and it must be 250 words or less! This assignment is a challenge beca
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