Week 1, Lecture 1 - Introduction
Week 1, Lecture 1 - Introduction 4220
Popular in Developmental Psychology
Popular in Psychology (PSYC)
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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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