INFORMATION AND SCHEDULE UTVECKLINGSPSYKOLOGI, 7.5 HP
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1 Psykologiska institutionen Psykologi I, 0hp Stockholms universitet Fall 00 Course Leader: Laura Ferrer-Wreder INFORMATION AND SCHEDULE UTVECKLINGSPSYKOLOGI, 7. HP Contents and Course Aims Course Management Assessment Literature Teachers Schedule
2 UTVECKLINGSPSYKOLOGI, 7. HP CONTENTS This course is an examination of fundamental theories, concepts, methods, and current research in developmental psychology. Human development is viewed chronologically and holistically. In other words, development is explained from the start of life into late adulthood. From the holistic vantage point, different aspects of development (e.g., relational, cognitive, emotional, psychosocial, and biological) are presented as interacting and changing across the life course. Human development over time and as a whole cannot be sufficiently explained by a single perspective, but is better understood as rooted in a complex interaction of several perspectives and factors. Developmental psychology is also multi-disciplinary and crosses several sub-fields within psychology. This course is also designed as an introduction to dominant concepts and theories within personality psychology, with particular emphasis on modern trait theory and basic personality dimensions. Finally, the course provides training in the development of psychological methods and scientific writing. COURSE AIMS INTENDED LEARNING OUTCOMES TEACHING AND LEARNING ACTIVITIES ASSESSMENT Content Knowledge Objectives Students will be able to explain key aspects of knowledge in the following areas: Lifespan developmental theories and concepts Physical, cognitive, emotional, relational, and psychosocial development and crossroads between these developmental domains Personality development COMMONLY USED, IN CLASS TEACHING AND LEARNING ACTIVITIES will include: the use of case studies and conceptual maps, participation in break out groups and discussion of intended learning outcomes, and plenary sessions Comprehensive Exam The exam will be on the content knowledge objectives (See grading criteria for additional details). Skills-Based Objectives Students will be able to reason about and critically evaluate scientific methods used in developmental psychology. Conduct a behavioral observation. Methodological Report Students will write a methodological report that describes the method and results of a behavioral observation. Students will develop research skills particularly those used in behavioral observation research studies and scientific writing.
3 COURSE MANAGEMENT Laura Ferrer-Wreder, PhD., Docent, universitetslektor is in charge of the management of this course: Tel: ASSESSMENT Methodological Report The methodological report will be a pass/fail assignment and is regarded as a compulsory course requirement. Attendance at the course seminars are mandatory and attendance at the seminars will be taken. Exam closed book and comprehensive, essay format on content knowledge objectives (see page for a listing of those objectives). Students will earn a letter grade for the final exam. The questions on the exam vary in scope and can also combine different types of knowledge content, to account for the content of literature, reason and evaluate research results and/or to some extent, apply research findings to examples. The final grade is based on results from the exam. The final course grade will be reported to LADOK when the exam is completed with at least a grade of E as well as when the report and attendance at the seminars have been completed. Grading Criteria Course grades will be earned according to the following criteria: A - Excellent by 90-00% The student can make a nuanced, detailed and innovative explanation and application of key concepts, theories and research within the described area or areas. The student can in a relevant and compelling ways problematize and evaluate theory and research a particular area (or areas). The student demonstrates a complete understanding of the scientific attitude and reasoning. The student demonstrates an excellent knowledge of fundamental methodological and statistical concepts in the field of developmental psychology. B - Very good by 80% The student can make a nuanced, detailed explanation and application of key concepts, theories and research within the described area or areas. The student can in a relevant and compelling ways problematize and evaluate theory and research a particular area (or areas). The student demonstrates a complete understanding of the scientific attitude and reasoning. The student demonstrates a very good knowledge of fundamental methodological and statistical concepts in the field of developmental psychology. C - Good from 70% The student can thoroughly explain and apply key concepts, theories and research within the described area or areas. The student can, with some nuance, problematize and evaluate theory and research a particular area (or areas). The student demonstrates a very good understanding of the scientific attitude and reasoning. The student demonstrates a good knowledge of fundamental methodological and statistical concepts in the field of developmental psychology.
4 D - Satisfactory by 0% The student can explain and apply key concepts, theories and research within the described area or areas. The student can evaluate theory and research a particular area (or areas). The student demonstrates a basic understanding of the scientific attitude and reasoning. The student demonstrates a basic knowledge of fundamental methodological and statistical concepts in the field of developmental psychology. E - Sufficient (pass) from 0% The student can explain and apply key concepts, theories and research within the described area or areas. The student demonstrates some understanding of the scientific attitude and reasoning. The student demonstrates some knowledge of fundamental methodological and statistical concepts in the field of developmental psychology. The student had no or very little discussion of problems and evaluation of theory and research in the described area or areas. Fx - insufficient Two of the following shortcomings: The student shows an inaccurate or incomplete understanding of key concepts, theories and research within the described area or areas. There is no application of key developmental ideas or research within the described area or areas. The student had no to very little discussion of problems and evaluation of theory and research in the described area or areas. The student has an inaccurate (or lacks) understanding of the scientific attitude and reasoning. The student shows an inaccurate (or no knowledge) of fundamental methodological and statistical concepts in the field. F Fail Three or more of the following shortcomings: The student shows an inaccurate or incomplete understanding of key concepts, theories and research within the described area or areas. There is no application of key developmental ideas or research within the described area or areas. The student had no to very little discussion of problems and evaluation of theory and research in the described area or areas. The student has an inaccurate (or lacks) understanding of the scientific attitude and reasoning. The student shows an inaccurate (or no knowledge) of fundamental methodological and statistical concepts in the field. Grades are calculated using a seven-point rating scale of A to F. Letter grades for each exam question are transformed into a five point scale (A = points, B =.p, C =.8p, D =.p, E =.p). Scores for each exam question are then weighted equally and averaged to create the final grade, after which this average score is then transformed back into a letter grade. A-Excellent D-Satisfactory F-Fail B Very Good E-Sufficient C-Good Fx-Insufficient
5 LITERATURE Berk, L. E. (00). Development through the Lifespan ( th edition). Boston: Pearson International Edition. *Also th edition will work fine. Passer, M. & Smith, R. (008). Psychology. The Science of Mind and Behavior. New York: McGraw-Hill. *Specifically read Ch. on Personality. Previous editions of Passer and Smith will also work. NOTE: Literature according to teachers' instructions to come. TEACHERS AL = Aiko Lundqvist, doctoral student, aiko.lundequist@ki.se BH = Bo Heffler, PhD, universitetslektor, bhr@psychology.su.se HGH = Hanna Ginner Hau, doctoral student, hginn@psychology.su.se LE = Lilianne Eninger, PhD., Docent, universitetslektor Psyk.inst., SU, lilianne.eninger@psychology.su.se LFW = Laura Ferrer-Wreder, PhD., Docent, universitetslektor Psyk.inst., SU, laura.ferrerwreder@psychology.su.se MJ = Marianne Jakobsson, doctoral student, marianne.jakobsson@psychology.su.se
6 Schedule for Development Psychology Fall 00 Date Teacher Content Literature Day/Time Group Local Week December LFW Introduction to the Course December MJ HGH AL Overview Lifespan Developmental Seminar *Mandatory attendance for seminars December LFW Psychology & Biological and Environmental Foundations Prenatal Development, Birth, and the Newborn Baby Berk Chapter Monday - -7 Tuesday 9- (MJ) U0 0- (HGH) U - (AL) U0 - (MJ) U0-7 (HGH) U -7 (AL) U0 Berk Chapters & Wednesday December MJ HGH AL December 7 MJ HGH AL Seminar *Mandatory attendance for seminars Seminar *Mandatory attendance for seminars Thursday 0- (MJ) U 9- (HGH) U - (AL) U - (MJ) U -7 (HGH) U -7 (AL) U Friday 9- (MJ) U - (HGH) U - (AL) U -7 (MJ) U -7 (HGH) -7 (AL)
7 Date Teacher Content Literature Day/Time Group Local Week December 0 LFW Physical & Cognitive Development in Infancy and Toddlerhood December LFW Emotional and Social Development in Infancy and Toddlerhood Week January LFW LE Physical, Cognitive, Emotional and Social Development in Early Childhood Physical, Cognitive, Emotional and Social Development in Middle Childhood Personality Psychology *Reports turned in via Mondo Drop Box January LFW Physical, Cognitive, Emotional and Social Development in Adolescence and Early Adulthood Berk Chapter & Monday Berk Chapters Berk Chapters 7 & 8 Berk Chapters 9 & 0 Passer & Smith Chapter Tuesday Tuesday 8-0 (LFW) 0- (LE) - (LE) -7 (LFW) Berk Chapters,,, & Wednesday -0 January 7 LFW Physical, Cognitive, Emotional and Social Development in Adolescence and Early Adulthood Berk Chapters,,, & Friday Week January 0 BH Physical, Cognitive, Emotional and Social Development in Middle Adulthood Berk Chapter - Monday January BH Physical, Cognitive, Emotional and Social Development in Late Adulthood & Death and Dying Berk Chapter 7, 8, & 9 Tuesday January EXAM Thursday -0 () -0 (U) -0 Brunnsvikssalen - 7
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