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Week 1, Lecture 1 - Introduction

by: Leslea Motley

Week 1, Lecture 1 - Introduction 4220

Marketplace > University of Georgia > Psychology (PSYC) > 4220 > Week 1 Lecture 1 Introduction
Leslea Motley
GPA 3.56

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About this Document

Notes cover an introduction to the course and detailed review of syllabus
Developmental Psychology
Class Notes
developmental psychology
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Popular in Developmental Psychology

Popular in Psychology (PSYC)

This 3 page Class Notes was uploaded by Leslea Motley on Thursday August 18, 2016. The Class Notes belongs to 4220 at University of Georgia taught by Vratanina-Smoot in Fall 2016. Since its upload, it has received 7 views. For similar materials see Developmental Psychology in Psychology (PSYC) at University of Georgia.


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Date Created: 08/18/16
INTRO- PSYC 4220: Developmental Psyc 08/11/2016  Syllabus on ELC (no handout)  Communicate through email initially (give 24 hrs. to respond), esp. for meeting because prof. usually not on campus – if it is about an assignment, do not wait until the night before to email prof.  periodically checks email on the weekends, less freq. than during school week  TEXT: Siegler – “How children Develop” – need by next week, reading quizzes begin next week  RAISING OWN VndTUAL CHILD: through Pearson, get access code sooner than later (2 edition) – separate hand out about this will be given and class time will be dedicated  GOALS: flipped classroom – doing required readings and quizzes – due at specific time periods (listed on course schedule) – essentially 10 multiple choice questions that you answer on ELC – recommend that you stick with the schedule on ELC, but it is whatever works best for you – it can get overwhelming because it is a lot of material  Class time dedicated to assignments/activities and answering questions  ¼ of grade is group-based team work, group activities in class, grou project presentation – this is an aspect of this as well, because when continuing into psych., you should be able to work well with other people.  GRADING:  RAMs – must be completed by class time on the schedule, just over the reading that is listed  In-Class activities – some individual, some team-based, points depend on actual assignment itself  Journals – each worth 25 points, we will discuss these more later  Individual Project – mid-semester  Team Project Presentation – end of the semester  In-Class Activities:  Reading circles – you will have supplemental readings for this, within your team, each persn is assigned a different role to take a different perspective on the reading, then come together and discuss in class – we will discuss this further closer to activity  GRADING SCALE:  does not weight different grades, just straight point values so you know how much wiggle room you have – does NOT round grades or provide extra credit for individuals, but may provide class-wide extra-credit  Talk to prof. as soon as you feel you need additional help, do not wait until end of semester  ASSIGNMENTS  Must turn in form of WORD DOC or PDF DOC – if it can’t be opened, it is considered late  Won’t accept assignments over email, so if you need to be absent then you must send with team member, etc.  Cannot make up team activities, team credit, if absent  Make sure you get documentation if it is excused if there is something important that you could miss that day  Uses ELC heavily – most doc’s and course info can be found here  COURSE SCHEDULE:  changes will be posted on ELC  About once per week – reading chapter and following quiz  Reading circles are marked on schedule, hand outs on ELC for roles and for supplemental readings (title for specific circle listed on schedule) – If you are not present, you will not get credit – one freebie  Some days we do not meet in class because those are days for you to work on your projects – “work days”  Take note of various deadlines – FIRST RAM DUE BEFORE NEXT TUESDAY CLASS**  ▯ ▯ ▯ Choose 8 of 15 factors that you believe would be correlated with children’s test scores:  Child’s family is intact – positive correlation – less stress in home life = more focus on school work/success  Child’s parents have high socioeconomic status – positive correlation – less stress in home life = more focus on school work  Child frequently watched television – negative correlation – more tv = less books = less vocab = lower test scores  Child’s mother did not work between birth and kindergarten – positive correlation – more time spent with mother, usually means stronger relationship, more time spent reading, etc.  Child’s parents read to him nearly everyday – positive correlation  Child has many books in his home – positive correlation  Child has highly educated parents – positive correlation  Child’s parents recently moved to a better neighborhood – positive correlation  OTHER o Child’s mother was 30 or older at the time of her first child’s birth o Child attended Head Start o Child’s parents speak English in the home o Child’s parents regularly take him to museums o Child is adopted o Child is regularly spanked o Child’s parents are involved in PTA  One important aspect of developmental PSYC is the idea that some things are (common sense & true) and which are (common sense & false)  Nature vs. Nurture debate – how much is development a result of genetics/biological make-up and how much is it a result of everyday life? What we discover is that they interact with one another to varying degrees – a core issue in developmental psyc that we will revisit throughout the semester  So what matters? – a video called “Successful Parenting” – showing results from this study, remember correlation does not equal causation* - freakenomics was the book published to discuss this, the video is a short interview of the authors of freakenomics and discussing why some factors matter and why some do not – listed on ELC  We notice that it is who that parents are that matters more than other factors.  Basically, the lesson is “sensible true” and “sensible false” – just because something sounds true, does not mean that it is supported by evidence. ▯


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