PSY 2114

Lifespan Psychology

University of Ottawa

Developmental psychology from birth to old age.

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Wendy Lee

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PSY 2114 Lecture Notes - Fall 2018, Lecture 4 - Mary Ainsworth, John Bowlby, 18 Months

PSY2114B-AP-Lecture 4-Infancy to Preschool: Socioemotional Developm...

PSY 2114
Wendy Lee
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PSY 2114
Wendy Lee

PSY 2114 Syllabus for Wendy Lee — Fall 2018

Lifespan Psychology
PSY 2114 A
Fall 2018
Instructor: Dr. Joshua L. Rutt
Office hours: Mondays 4:30 pm - 6:30 pm or by appointment, VNR 2016
Email: [email protected]
Teaching Assistant: Bronwyn O’Brien
Office hours: By appointment only
Class schedule: Wednesdays 7:00pm to 9:50pm
MHN 033
Required Text:
Berger, K. S. (2016). Invitation to the Life Span (3rd edition). New York: Worth.
NOTE: This textbook is available in two formats; you may choose between:
1. A loose-leaf version with Launchpad (available at uOttawa Bookstore or Agora Bookstore);
2. An eBook with Launchpad.
Additional Textbook Resources:
A copy of the textbook is available on reserve at the Morisset library.
Launchpad (included with the textbook) a general online platform. For our purposes, it is the website
where you complete the weekly LearningCurve assessments that are graded. This is explained
below, briefly, but we will review it further in class.
The Launchpad access code for the eBook will be sent to the class, by email, on September 5.
The Launchpad access code for the loose-leaf textbook can be found on the inside cover.
For both the loose-leaf textbook and the eBook:
Instructions on how to access Launchpad are provided on Virtual Campus. In addition, we will go
through these instructions on the first day of class (September 5).
Course Website:
The course website, available through Virtual Campus (i.e., Brightspace), will be used to
communicate important documents and information throughout the semester. This includes: the
Unité scolaire | School of Psychology
Faculté des sciences sociales | Faculty of Social Sciences
PSY 2114 A - Lifespan Psychology: Fall 2018
syllabus (i.e., course outline), important announcements during the semester, the question-and-
answer forum, review activities, lecture slides, your grades, and other course information. It is
essential that you check the Virtual Campus website frequently, because important announcements
for the entire class will generally be posted here (rather than emailed). This may include, for
example, changes to the course schedule.
NOTE: Virtual Campus (i.e., Brightspace) is entirely separate from Launchpad. You will use
Launchpad as the main platform to complete your LearningCurve assessments each week. In
contrast, you will use Virtual Campus to obtain important information and announcements during the
semester. So you will use these two websites often, but you will use each for a different purpose.
Course Questions and Email Policy:
Whenever possible, please use the question forum on Virtual Campus to post your questions, which
allows me to answer such that other students also see the answers, thereby benefiting the class as
a whole. In addition, you may find that your question has recently been asked and answered on
Virtual Campus. Otherwise, if you have a particular question that you believe would be better
directed to me rather than the class, please contact me by email using the following guidelines:
Type “PSY2114” at the beginning of the subject line, followed by a brief reason for the email. For
PSY2114 Wilson Office hours question
Use professional language throughout
Include your full name at the end
In addition, email can be used to make an appointment with me for office hours if you anticipate
needed a longer time for your questions (i.e., about 20 minutes). As a general rule, concise emails
are always appreciated (when possible).
Any questions sent by email should receive a response within two business days or during the
following class if taken place within the 48 hours following receipt of the email. Please follow the
above guidelines to ensure your email is answered in a timely manner. NOTE that the instructor and
the TA reserve the right not to answer an email if the level of language used is inadequate.
During Class:
There will be considerable overlap between topics covered in lecture and topics covered in the
textbook. However, you are still responsible for all material from the lectures as well as all assigned
textbook readings. There will be some questions from lecture that were not in the textbook; and
some questions from the textbook that were not in lectures. Also, simply reading the lecture slides is
not sufficient. They are a study tool that can supplement (but definitely cannot replace) coming to
class. If you miss a class, you are responsible for obtaining notes from a classmate. And again,
important announcements will be posted on Virtual Campus please check regularly for updates.
Students must set their phones to silent non-vibrating mode during class. Students may use
computers and tablets in class, but only for the purposes of taking notes.
Students are encouraged to ask clarifying questions during lecture. Most class sessions will be
formatted such that the first half is primarily lecture, and the second half is more “active learning.”
This “active learning” will involve a variety of different activities; for example, you may work with
other students, I may pose questions to the entire class, we may have guest speakers, and so on.
So while this is primarily a lecture-based course, we will incorporate at least some variety in learning
methods to the extent possible.
PSY 2114 A - Lifespan Psychology: Fall 2018
Developmental psychology from birth to old age.
The course will cover the development and change in human behavior and abilities over the
lifespan. This will include ages at which these developmental changes typically occur, from pre-birth
to older adulthood. These issues will be presented in the context of multiple psychological domains
including cognitive, biological, and social. The course will also incorporate research on factors that
may hinder normal development. Special emphasis will be placed on practical implications that are
relevant to health-related professions.
To gain an understanding of healthy development across the entire lifespan; to be able to describe
typical physical, cognitive, and social development in humans of various ages; to interpret current
research regarding abnormal development and possible contributing factors; and to understand how
this knowledge may apply to health-related professions.
1. Weekly LearningCurve Assignments in Launchpad:
To succeed in this course, you must do the assigned textbook readings and then, within Launchpad,
complete the corresponding LearningCurve assessments online. These Learning Curve
assessments provide an interesting way to test your knowledge of the material in the textbook. They
are due each week on Wednesday by 5:59pm. The topics from each week’s LearningCurve
assessments will match closely with the topics we will then discuss in lecture, and this way you will
already have some familiarity with the material. Within Launchpad, you can view which
LearningCurves are due next and when they are due. You can also view this below. The syllabus
“Course Schedule” (below) lists each week of the semester, as a separate row, and each row
includes the corresponding LearningCurve assessments due that week. THEY ARE DUE ON THAT
DATE (NOT THE FOLLOWING WEEK) by 5:59 pm. LearningCurve Assessments will only receive
credit if they are completed in full by the 5:59 pm deadline. If any aspect of the LearningCurves or
their due dates are not entirely clear to you, please ask me for clarification promptly. Learning Curve
assignments count toward 10% of the final grade.
NOTE: You are expected to complete Learning Curve assessments on your own. They are not to be
done in collaboration with other students.
2. Midterm 1:
Multiple-choice questions, and approximately three short-answer questions, will comprise Midterm 1.
It will cover material from Weeks 1 through 4, with fewer questions from Week 1 given that no
readings were assigned.
3. Midterm 2:
Similar to Midterm1, multiple-choice and short-answer questions will be the primary format.
4. Final Exam:
The final exam will be cumulative, but the emphasis will be on the material covered since Midterm 2;
specifically, Weeks 11, 12, and 13. It will also include material from Weeks 1 through 9 but will focus
less on detail and more on conceptual understanding of the major topics from the course.
PSY 2114 A - Lifespan Psychology: Fall 2018
Components of Final Grade:
Evaluation format
LearningCurve Tests
10 %
Midterm 1
20 %
Midterm 2
25 %
Final Exam
45 %
Policy on Attendance
Class attendance is necessary to successfully complete this course.
No essays or papers are required for this course. However, the exams will include short
answer questions. While these short answer questions are not graded for writing quality,
they must be answered in a manner that is understandable. Students may prefer to
answer in bullet-point format, but this is only acceptable if the answer is understandable
and makes sense. Please try to avoid major errors; for example, spelling, syntax,
punctuation, and inappropriate use of terms. Answers that cannot be understood, due to
extensive errors, may be penalized.
Late submissions are not tolerated. Exceptions are made only for illness or other serious
situations deemed as such by the professor. There will be a penalty for late submissions.
University regulations require all absences from exams and all late submissions due to
illness to be supported by a medical certificate.
Absence for any other serious reason must be justified in writing, to the academic
assistants of the Faculty, within five business days following the date of the exam or
submission of an assignment. The Faculty reserves the right to accept or refuse the
reason. Reasons such as travel, jobs, or any misreading of the examination
timetable are not acceptable.
PSY 2114 A - Lifespan Psychology: Fall 2018
NOTE: This schedule is subject to changesstudents will be informed accordingly.
Week 1
September 5
Understanding How and Why
The Life Span Perspective
Using the Scientific Method
(NO LearningCurves due for Week 1)
1: pages 2-23;
pages 34-45
Week 2
September 12
Life Begins
From Zygote to Newborn
Problems and Solutions; Nature and Nurture
Week 3
September 19
Growth in Infancy
Surviving in Good Health; Infant Cognition;
Week 4
September 26
Emotional Development
The Development of Social Bonds
4: pages 128-150
Week 5
October 3
Midterm 1
All material
covered through
end of Week 4
Week 6
October 10
Body Changes; Thinking During Early Childhood
Emotional Development
5: pages 162-181
6: pages 201-210
Week 7
October 17
A Healthy Time; Cognition
The Peer Group; Children's Moral Values
7: pages 238-254
8: pages 300-311
Week 8
October 24
NO CLASSES (Reading week)
Week 9
October 31
Thinking, Fast and Slow; Teaching and Learning
Sadness and Anger; Drug Use and Abuse
Body Development; Cognitive Development
9: pages 326-349
10: pages 369-386
11: pages 388-412
Week 10
November 7
Midterm 2
Week 11
November 14
Prejudice and Predictions; Selective Optimization
The Aging Brain; Brain Diseases; Older and Wiser?
Week 12
November 21
Friends and Relatives; The Frail Elderly
Week 13
November 28
Death and Hope; Choices in Dying
Affirmation of Life
Week 14
December 5
No class tonight: Follow your Monday course
December 7-20
(Data, time, and
location TBA)
Final Exam
All material from
emphasis on
Weeks 11, 12, 13.
! !
PSY 2114 A - Lifespan Psychology: Fall 2018
Berger, K. S. (2016). Invitation to the Life Span (3rd edition). New York: Worth.
Resources for You
The goal of the Mentoring Centre is to help students with their academic and social well-being
during their time at the University of Ottawa. Regardless of where a student stands
academically, or how far along they are in completing their degree, the Mentoring Centre is
there to help students continue on their path to success.
A student may choose to visit the Mentoring Centre for very different reasons. Younger
students may wish to talk to their older peers to gain insight into programs and services offered
by the University, while older student may simply want to brush up on study and time
management skills or learn about programs and services for students nearing the end of their
In all, the Mentoring Centre offers a place for students to talk about concerns and problems
that they might have in any facet of their lives. While students are able to voice their concerns
and problems without fear of judgment, mentors can garner further insight in issues unique to
students and find a more practical solution to better improve the services that the Faculty of
Social Sciences offers, as well as the services offered by the University of Ottawa.
At the AWHC you will learn how to identify, correct and ultimately avoid errors in your writing
and become an autonomous writer. In working with our Writing Advisors, you will be able to
acquire the abilities, strategies and writing tools that will enable you to:
Master the written language of your choice
Expand your critical thinking abilities
Develop your argumentation skills
Learn what the expectations are for academic writing
There are many reasons to take advantage of the Counselling Service. We offer:
Personal counselling
Career counselling
Study skills counselling
To provide leadership in the creation, implementation and evaluation of policies, procedures
and practices on diversity, inclusion, equity, accessibility and the prevention of harassment and
Contact information:
1 Stewart St. (Main Floor Room 121) - Tel.: 613-562-5222 / Email: [email protected]
PSY 2114 A - Lifespan Psychology: Fall 2018
The University has always strived to meet the needs of individuals with learning disabilities or
with other temporary or permanent functional disabilities (hearing/visual impairments,
sustained health issues, mental health problems), and the campus community works
collaboratively so that you can develop and maintain your autonomy, as well as reach your full
potential throughout your studies. You can call on a wide range of services and resources, all
provided with expertise, professionalism and confidentiality.
If barriers are preventing you from integrating into university life and you need adaptive
measures to progress (physical setting, arrangements for exams, learning strategies, etc.),
contact the Access Service right away:
in person at the University Centre, Room 339
by phone at 613-562-5976
Deadlines for submitting requests for adaptive measures during exams
midterms, tests, deferred exams: seven business days before the exam, test or
other written evaluation (excluding the day of the exam itself
final exams:
o November 15 for the fall session
o March 15 for the winter session
o Seven business days before the date of the exam for the spring/summer
session (excluding the day of the exam itself).
Career Development Centre offers various services and resources in career development to
enable you to recognize and enhance the employability skills you need in today's world of
The Student Resources Centres aim to fulfill all sorts of student needs.
The University of Ottawa does not tolerate any form of sexual violence. Sexual violence
refers to any act of a sexual nature committed without consent, such as rape, sexual
harassment or online harassment. The University, as well as student and employee
associations, offers a full range of resources and services allowing members of our
community to receive information and confidential assistance and providing for a
procedure to report an incident or make a complaint. For more information, visit
PSY 2114 A - Lifespan Psychology: Fall 2018
Beware of Academic Fraud!
Academic fraud is an act committed by a student to distort the marking of assignments,
tests, examinations, and other forms of academic evaluation. Academic fraud is neither
accepted nor tolerated by the University. Anyone found guilty of academic fraud is liable to
severe academic sanctions.
Here are a few examples of academic fraud:
engaging in any form of plagiarism or cheating;
presenting falsified research data;
handing in an assignment that was not authored, in whole or in part, by the student;
submitting the same assignment in more than one course, without the written consent
of the professors concerned.
In recent years, the development of the Internet has made it much easier to identify
academic plagiarism. The tools available to your professors allow them to trace the exact
origin of a text on the Web, using just a few words.
In cases where students are unsure whether they are at fault, it is their responsibility to
consult the “Writing and Style Guide for University Papers and Assignments.” It can be
found at:
Persons who have committed or attempted to commit (or have been accomplices to)
academic fraud will be penalized. Here are some examples of the academic sanctions,
which can be imposed:
a grade of “F” for the assignment or course in question;
an additional program requirement of between 3 and 30 credits;
suspension or expulsion from the Faculty.
For more information, refer to the Student’s Guide to Academic Integrity:
and Academic Integrity Website (Office of the Vice-President Academic and Provost)

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