PSY2235 Developmental Psychology 2024 - Introduction Week 1

PSYU2235 / PSYX2235 Developmental Psychology INTRODUCTORY OVERVIEW WEEK 1 DR JOSEPHINE PAPARO [email protected] THIS WEEK… Welcome How the unit will operate Administration/communication Sources of information (including the textbook and supplementary materials) Lectu...

PSYU2235 / PSYX2235 Developmental Psychology INTRODUCTORY OVERVIEW WEEK 1 DR JOSEPHINE PAPARO [email protected] THIS WEEK… Welcome How the unit will operate Administration/communication Sources of information (including the textbook and supplementary materials) Lecture and tutorial schedule Unit aims and learning outcomes Assessment Including, how to approach a Literature Review, your major assessment task for this unit Introduction to Developmental Psychology Introduction to the theoretical content for this unit 2 HOW THE UNIT WILL OPERATE ADMINISTRATION & COMMUNICATION 4 Unit Staff Unit Convenor Guest Lecturers Assistant to the Convenor A/Prof Josephine Prof Wayne Warburton Paparo [email protected] Dr Thaatsha (Tash) [email protected] Sivananthan u.au Prof Kay Bussey Thaatsha.Sivananthan [email protected] @mq.edu.au A/Prof Carly Johnco [email protected] 5 PSYU2235 Tutors *PSYX2235 Tutor is Matt McAlister PSYU2235 - F2F PSYU2235 - ONL 6 Who is in this Unit? Development al Psychology Unit Lectures Internal MQ External OUA students students On-campus Online tutorials (ONL) tutorials Online modules (F2F) 7  SOURCES OF INFORMATION 8 Sources of Information 1) Unit Guide (on iLearn) 2) Lecture Material (on iLearn) 3) Tutorial Material (on iLearn) 4) Textbook (see iLearn) 5) And… iLearn 9 Unit iLearn Pages Where you access everything! Includes announcements for all important messages The tutors and I will be active on the Discussion Board so you can ask questions there. You can also have discussions with other students on the Discussion Board too. Please check iLearn and Unit Outline, Lecture Material, Tutorial Material, and textbook carefully BEFORE asking questions N10  PSY2235 “Who Do I ask?” Decision Tree *All enquiries related to extensions, special consideration go to 11 ask.mq.edu.au Lectures PSYU-F2F: Live on campus Wednesdays 1-3pm or live stream through Echo360 or watch lecture recording released following through Echo360. PSYU-ONL/PSYX-OUA: live stream through Echo360 or watch lecture recording released following through Echo360. You will also find the lecture slides and any additional resources (e.g., media clips, extra readings, etc.) on iLearn in the relevant week’s folder. Lecture notes and pre-recorded lectures will be available the day before the scheduled lecture at the latest (we will aim for two days before!). Recordings will be uploaded following the scheduled lecture. o Skeleton notes – require organisation/active engagement o Complement, but not the same as textbook o Study tip: Rewrite notes and integrate with textbook material 12 Tutorials 2-hours of tutorial work fortnightly o Tutorials complement lecture material - different content o Emphasis on research methodologies and clinical applications o There are tutorial materials provided on iLearn, however you, are strongly encouraged to supplement these with your own notes INTERNAL MACQUARIE UNIVERSITY STUDENTS: Tutorial attendance is strongly recommended. PSYU-F2F students will attend on campus classes, PSYU-ONL students will attend online classes via zoom. You cannot switch attendance mode without formally unenrolling and re-enrolling in that version of the unit. Contact Service Connect for more information You are expected to attend the specific class that you are enrolled in. There will be an announcement on iLearn towards the end of this for how to make alternative arrangements for tutorials if unable to attend your scheduled time on a on-off basis. Tutorials run on a Stream A/ Stream B basis. This means there are six tutorials in total o Stream A will begin week starting 29 July 2024 (Week 2) 13 Tutorials 2-hours of tutorial work fortnightly o Tutorials complement lecture material - different content o Emphasis on research methodologies and clinical applications o There are tutorial materials provided on iLearn, however you, are strongly encouraged to supplement these with your own notes. EXTERNAL OPEN UNIVERSITIES AUSTRALIA (OUA) STUDENTS: Online self-guided materials will be made available for your completion on iLearn week to week. These comprise your tutorial component. You can do this at a time that suits you. Your tutor will respond to your tutorial questions in your private tutorial discussion boards. There will also be a 1-hour online via zoom drop in session each week where you can meet with and ask questions of your tutor, as well as other OUA students attending the session. 14 Customised Textbook PSY2235 Developmental Psychology Custom Edition Textbook (4th Edition) See the Unit Schedule for full details of relevant sections for your readings Students can purchase the print version of the textbook here and the digital version of the textbook here through Pearson. Limited copies of the digital version of the textbook are also available via the Macquarie University Library through this link and Leganto (please note the 3rd edition is also available, however there are some differences with the current 4th edition! Make sure to click on this one!). The textbook has been custom designed for this course and includes material from three source texts published by Pearson: ─ White, F., Hayes, B., & Livesey, D. (2016). Developmental psychology: From infancy to adulthood (4th ed.). ─ Peterson, C. (2014). Looking forward through the lifespan: Developmental psychology (6th ed.). ─ Faigley, L., Carey, M. & Munoz, G. (2018). The little 15 Pearson handbook (4th ed.) Some Optional Additional Resources At the end of each “Module” of this unit (see unit guide and iLearn for module structure) a short knowledge check quiz will be released on iLearn. These are optional non-mandatory study tools for students. American Psychological Association. (2020) Publication Manual of the American Psychological Association, (7th ed.) Washington DC: American Psychological Association. o Here's a helpful link to the MQ library APA 7th Edition Guides o Another helpful link to an APA sponsored website Colman, R. (2011). The briefest English grammar and punctuation guide ever! Sydney: UNSW Press. 16 Some Optional Additional Resources MQ Writing Centre https://students.mq.edu.au/support/study/ writing 17 LECTURE AND TUTORIAL PROGRAM 18  Lecture and Tutorial Program Week Date Module Psychology Lecture Topic Lecturer Tutorial 1 24 July MODULE 1: Introduction to the Unit, Approach to Writing a A/Prof INTRODUCTION Literature Review, and Overview of Theory Josephine AND EARLY Custom Text Topic 1. Includes: Paparo DEVELOPMENT -White, F., Hayes, B., & Livesey, D. (2016). Developmental psychology: From infancy to adulthood (4th ed., Ch 1, pp. 2– 33). Melbourne: Pearson Australia. 2 31 July Prenatal Development, Genes, and Environment A/Prof Tutorial 1: Custom Text Topic 2. Includes: Josephine Research -White, F., Hayes, B., & Livesey, D. (2016). Developmental Paparo with infants psychology: From infancy to adulthood (4th ed., Ch 2, pp. + 3-Minute 34–65). Melbourne: Pearson Australia. Pitch Presentation 3 7 August Early Infant Motor and Perceptual Development A/Prof Custom Text Topic 3. Includes: Josephine -White, F., Hayes, B., & Livesey, D. (2016). Developmental Paparo psychology: From infancy to adulthood (4th ed., Ch 3, pp. 66–100). Melbourne: Pearson Australia. -White, F., Hayes, B., & Livesey, D. (2016). Developmental psychology: From infancy to adulthood (4th ed., Ch 4, pp. 102–137). Melbourne: Pearson Australia. 4 14 MODULE 2: Cognitive Development A A/Prof Tutorial 2: August COGNITIVE Custom Text Topic 4. Includes: Josephine Children’s DEVELOPMENT -White, F., Hayes, B., & Livesey, D. (2016). Developmental Paparo Thinking + psychology: From infancy to adulthood (4th ed., Ch 5, pp. Literature 138–178). Melbourne: Pearson Australia. Review PLEASE NOTE THE 3-MINUTE PITCH PRESENTATION TASK IS DUE AT THE START OF WEEK 5 19  Lecture and Tutorial Program Week Date Module Psychology Lecture Topic Lecturer Tutorial 5 21 August Cognitive Development B Prof Wayne Custom Text Topic 5. Includes: Warburton -White, F., Hayes, B., & Livesey, D. (2016). Developmental psychology: From infancy to adulthood (4th ed., Ch 6, pp. 180–223). Melbourne: Pearson Australia. 6 28 August MODULE 3: Temperament and Emotion Regulation A/Prof Tutorial 3: SOCIAL AND Custom Text Topic 6. Includes: Josephine Assessing the EMOTIONAL - Peterson, C. (2014). Looking forward through the Paparo Parent Child DEVELOPMEN lifespan: Developmental psychology (6th ed., Ch 5, pp. Relationship T IN A FAMILY 133–164). Melbourne: Pearson Australia. CONTEXT 7 4 Attachment and Emotion Regulation A/Prof September No additional readings Josephine Paparo 8 11 Contexts for Development: Parenting, Siblings, A/Prof Tutorial 4: September Families Josephine Family Custom Text Topic 7. Includes: Paparo Contexts for -Peterson, C. (2014). Looking forward through the Development lifespan: Developmental psychology (6th ed., Ch 8, pp. 243–256). Melbourne: Pearson Australia. Mid- 16 Session September PLEASE NOTE THE LITERATURE REVIEW IS DUE AT THE START OF THE FIRSTWEEK OF Break to 27 THE MID SESSION BREAK September 20  Lecture and Tutorial Program Week Date Module Psychology Lecture Topic Lecturer Tutorial 9 4 October MODULE 4: Gender Development Prof Kay Bussey GENDER AND Custom Text Topic 8. Includes: MORAL -Peterson, C. (2014). Looking forward through the DEVELOPMENT lifespan: Developmental psychology (6th ed., Ch 8, pp. 256–269). Melbourne: Pearson Australia. 10 9 October Moral Development Prof Kay Bussey Tutorial 5: Custom Text Topic 9. Includes: Gender and -White, F., Hayes, B., & Livesey, D. Moral (2016). Developmental psychology: From infancy Orientation to adulthood (4th ed., Ch 11, pp. 394–427). + Portfolio Melbourne: Pearson Australia. Reflection Task 11 16 October MODULE 5: Adolescent and Early Adult Development Prof Wayne ADOLESCENT AND Custom Text Topic 10. Includes: Warburton ADULT -Peterson, C. (2014). Looking forward through the DEVELOPMENT lifespan: Developmental psychology (6th ed., Ch 2, pp. 50–53). Melbourne: Pearson Australia. -Peterson, C. (2014). Looking forward through the lifespan: Developmental psychology (6th ed., Ch 10, pp. 318–332). Melbourne: Pearson Australia. -Peterson, C. (2014). Looking forward through the lifespan: Developmental psychology (6th ed., Ch 11, pp. 347–349). Melbourne: Pearson Australia. -Peterson, C. (2014). Looking forward through the lifespan: Developmental psychology (6th ed., Ch 12, pp. 386–397). Melbourne: Pearson Australia. 21  Lecture and Tutorial Program Week Date Module Psychology Lecture Topic Lecturer Tutorial PLEASE NOTE THE COURSE CAPABILITIES PORTFOLIO REFLECTION TASK IS DUE AT THE START OF WEEK 12 12 23 October Adult Development A/Prof Tutorial 6: Custom Text Topic 11. Includes: Carly Adult -Peterson, C. (2014). Looking forward through the lifespan: Johnco Development Developmental psychology (6th ed., Ch 14, pp. 456–458). and Ageing Melbourne: Pearson Australia. -Peterson, C. (2014). Looking forward through the lifespan: Developmental psychology (6th ed., Ch 15, pp. 490–494). Melbourne: Pearson Australia. -Peterson, C. (2014). Looking forward through the lifespan: Developmental psychology (6th ed., Ch 16, pp. 517–530). Melbourne: Pearson Australia. -Peterson, C. (2014). Looking forward through the lifespan: Developmental psychology (6th ed., Ch 17, pp. 571–574). Melbourne: Pearson Australia. 13 30 October Adult Development and Death and Dying A/Prof Custom Text Topic 12. Includes: Carly -Peterson, C. (2014). Looking forward through the lifespan: Johnco Developmental psychology (6th ed., Ch 18, pp. 580–612). Melbourne: Pearson Australia. Final Sometime Exam between 4 - FINAL EXAM Period 22 (MULTIPLE CHOICE QUESTIONS ON ALL LECTURES, READINGS, & TUTORIALS) November 22 UNIT AIMS AND LEARNING OUTCOMES 23  Unit Learning Outcomes On successful completion of this unit, you will be able to: ULO1: Analyse, critique, and discuss topics of and research relating to developmental psychology (Capability 1: Scientist and Scholar). ULO2: Effectively communicate a breadth of understanding of topics in developmental psychology to convey thoughtful, scientifically driven information (Capability 2: Practitioner). ULO3: Demonstrate systems-thinking and apply strategies to operate effectively in a range of settings, including in response to the needs of socially and culturally diverse groups (Capability 3: Citizen). ULO4: Demonstrate effective application of developmental psychology knowledge for positive impact at the foundational level of competency (Capability 2: Practitioner). 24 UNIT ASSESSMENT  Unit Assessment 1. 3-Minute Pitch Presentation (20%) Due Monday 19 August (Week 5) by 11:55pm. You will spend time in Tutorial 1 discussing how to approach this task, however it is strongly recommended that you commence work on this before your tutorial. 2. Literature Review (40%) Due Monday 16 September (first week of mid-session break) by 11:55pm. As this is your major assessment task for this unit, we will discuss further today and you will revisit this in Tutorial 2. 3. Course Capabilities Portfolio Reflection Task (0%) Due Monday 21 October (Week 12) by 11:55pm. If you wish to receive feedback on your reflection it must be submitted by this date. Late submissions will not be accepted. You will be given some time to collect thoughts for this task in Tutorial 5. 4. Final Exam (40%) Held during the examination period 100 Multiple choice questions Closed book 26 Covers all course material (including readings and tutorial content) Literature Review See iLearn: For full guidance document 27 Literature Review Read Guidelines on iLearn (Assessment Section) Read the Literature Review Task Topics and Guidelines document on iLearn carefully before the second tutorial Read Unit Guide Late penalties o All extensions through ask.mq.edu.au Word length penalties (1500 words) Submission Turnitin o Submit by topic Academic Integrity Generative Artificial Intelligence Tools (GAITs) – e.g., ChatGPT Similarity Reports 28 Literature Review Why do a Literature Review? An independent research task – the first step before undertaking research What is known already? How convincing is the evidence? Appropriate sources in context of information overload What are the gaps? Learning to think and write like a psychologist/researcher Core competency for graduates Think developmentally, not short-term, course by course 1st step in Honours or MRes research 29 Literature Review Read the assessment rubric carefully See the assessments section on iLearn page Choose your topic and start research early – “hunting and gathering” phase There is too much information – when you start feeling swamped – organise/limit/integrate - start processing the material Be selective – you only have 1500 words o May need to limit scope – explain scope in intro o Be careful to use reliable academic sources Example Literature Reviews are available on iLearn; and we will go through steps for an example question on the next few slides 30 Literature Review EXAMPLE QUESTION While various models for each may exist, there remains two primary forms of adoption; inter-country and domestic adoption. Is there convincing evidence that developmental outcomes for children after inter- country adoption differ from those for children after domestic adoption? In your review: 1) Outline the theoretical explanations that have been proposed as to why children adopted from other countries may or may not be more at risk for poor developmental outcomes, compared to children adopted via the domestic adoption pathway 2) Critically evaluate the research comparing developmental outcomes for children adopted through inter-country versus domestic adoption, making sure to discuss any relevant conceptual and methodological issues associated with this body of research 31 Literature Review THE PROCESS Identify the keywords in the question Collect your “data” – peer-reviewed academic papers – read carefully Managing your “data” - create “folders” – group/categorise; exclude those that are not relevant - ? Make a table Intellectual work: Read, annotate, think, sort, re-sort (metabolise) Identify your argument o How does this paper fit with the theory part of the question? o How is this study similar to/different from others? o What conclusions can you draw from this study in relation to the specific questions? o Can you use examples to illustrate your points? 32 Check: Have I answered the question??? Literature Review HOW DO I CRITIQUE ESTABLISHED RESEARCHERS? It is important to demonstrate “critical thinking” When you read research, note that the authors will critique other research in their introduction & their own research in their discussion o Hint: look for the word ‘limitations’ in the Discussion; and the word ‘strengths’. Often there is a paragraph on each. 33 Literature Review HOW DO I CRITIQUE ESTABLISHED RESEARCHERS? Be discerning, balanced, respectful, tentative - Avoid negative, nit- picking and sweeping statements But also Be skeptical –don’t take things at face value – ”Research shows that“ o Which research? o How consistent? o How recent? o Evidence to the contrary? Question assumptions and whether conclusions follow logically from evidence Consider methodological issues –samples, generalisability, ecological 34 validity, study design, measures Literature Review ANALYSIS/SYNTHESIS: The cooking Once you have the ingredients, it’s how you put them together….. The importance of integrating and organising the “data” you collect – you need to do more than collect and report to score a high mark e.g., group the studies ? (say) age of children ? longitudinal vs. cross-sectional ? studies that support a particular proposition vs. those that don’t…… ? studies that use a particular approach to 35 Literature Review Dos Don’ts Use paragraphs to structure your Use the first person “I” “My” argument Use segue/link sentences Ignore spelling and grammar between paragraphs checks Use simple language Use jargon, overly long sentences Use active voice Use contractions and acronyms Engage in ”cautious”/”tentative” Use too many adjectives and language – e.g., adverbs e.g., “dramatically” , “suggests” rather than “proves” “urgently” 36  Literature Review READ THE MARKI NG RUBRIC !!! 37  Literature Review TOPICS FOR THIS YEAR THERE ARE SEPARATE TURNITIN LINKS FOR THE DIFFERENT TOPICS. YOU MUST SUBMIT YOUR LITERATURE REVIEW BY TOPIC 1. Infant Sleep and Parenting Practices 2. Internet/Video Gaming Addiction in Adolescents 3. Successful Ageing READ THE QUESTION CAREFULLY Start early…. Think about it before your second tutorial. Think of any questions that you have about the task… and please… 38 Literature Review FEEDBACK ON THE LITERATURE REVIEW Logistics Tutors o training, standards-based assessment, marked by topic, inter-rater checking, double marking Think developmentally about feedback o Learning and skills accrue as you progress through the program o Generic academic skills o Written feedback – late October 39 INTRODUCTION TO DEVELOPMENTAL PSYCHOLOGY  DEFINING DEVELOPMENT Builds on Introductory Psychology II Unit… Systematic changes and continuities in the individual that occur between conception and death (Sigelman & Rider, 2006) 41 “From the cradle to the grave” Disclaimers Warning this course contains material…... 42 Some of the Big Questions How do we become who we are? What do children need? What causes a parent and a child to interact as they do? What can get in the way of providing this? 43 Goals of Developmental Psychology 1. To describe Normal development Individual differences 2. To explain - individual differences 3. To optimise – to make a difference to people’s live trajectories 44 1. To Describe Normative-descriptive approach Careful systematic observations of children (Gesell/Brazelton) Maturational theory – genetic determinants Largely invariant (universal) sequences Cycles “better”/“worse” phases Provides descriptive age-norms 45 Example: Walking Nature Universal Innate Not learned? (Not explicitly taught) No environmental trigger? But environment does play a part E.g., Walking… Shoes? Fitness? Cultural norms? How baby is carried? Walking aids/ childrearing practices? 46  Gesell – rhythmic sequences; 1925; 2010 Source: https://centerforparentingeducation.org/library-of-articles/child-development/developmental-stages-the-roller-coaster-of-equilibrium- 47 and-disequilibrium/ 2. To Explain Positive change - Growth in competence or capacity Negative change - Loss of competence or capacity Change can be… Quantitative – more/less (height, speed, vocabulary, visual acuity) Qualitative – doing things differently (motor, language, thinking) Sitting > Crawling > Walking Thinking – reorganisation of thought and action, e.g., mentally representing objects and words 48 Developmental Change Normative change - universals General changes in behaviour across ages that virtually all children share Developmental milestones: walking, first words Idiosyncratic - Individual differences Variability in when/how universal developmental milestones are achieved rate of development sequence of development (e.g., bottom shufflers) style of responding/learning 49 What causes developmental change? Theory as a Lens Nature: Maturation - the biological unfolding of the individual according to a plan contained in the genes – nature Nuture: Learning - the process through which experience brings about relatively permanent changes in thoughts, feelings, or behaviour – nurture Nature x Nuture: Epigenetics - the process through which experience and environment can influence gene expression Interventions* – make changes to the environment Interplay of nature vs nurture * Optimising development50 What causes developmental change? Theory as a Lens Example: child having problems at school Stance determines approach to children “Nature” – child centred - guided by child readiness – eg., Piaget “Nurture” – directive approach – adult led – eg., Vygotsky Eclectic position – interactions between the two Social/Context focus – how does the culture of the school match the culture of the family? What demands does the culture make? What do people need to know to flourish in a particular culture? 51 3. To Optimise Developmental theory can influence policy oriented action Evidence based theoretically grounded interventions can make a difference Problems that confront our society are intergenerational 52 How do developmental psychologists make a difference? Evidence and Theory Base to influence… Educational practices bullying in schools, early childhood, childcare Children in the legal system how children give evidence in course, age of legal responsibility Social policies children in detention, aged care and positive ageing Social initiatives in underprivileged communities Headstart Interventions for parents, children, older adults Parenting Interventions, “Cool Kids”, ”Ageing Wisely”, ASD 53 Example 54 DEVELOPMENTAL THEORIES Explain development Give meaning/connections to knowledge Provide a framework to help us organise our thinking, make and test predictions Theories need to be sup empirical research or revis 55 Thinking about theories Focus: What does the theory seek to explain? Predictions: What does the theory predict? Clinical Applications? Is the theory useful in the real world? 56 57 58 Baltes: An overarching & integrative theory Development involves age-related change in adaptive capacity Reference: (Optional) Baltes, P. B. (1987). Theoretical propositions of lifespan developmental psychology: On the dynamics between growth and decline. Developmental Psychology, 23(5), 611-626. 59  Seven Assumptions about Development (Baltes, 1987) 1. Lifelong process 2. Multi-dimensional and Multi- directional 3. Involves both gains and losses at every age 60  Seven Assumptions about Development (Baltes, 1987) 4. Lifelong plasticity Change in response to positive and negative experiences 5. Historically embedded (cohort effects) 6. Contextualism as a paradigm (cultural effects) 7. Understanding development requires multiple disciplines 61  Development in Context (Baltes and colleagues) Individuals respond to and act on contexts: Physical environment/context Historical context Social context Cultural context 62  Development in Context (Baltes and colleagues) Normative age-graded influences Biological and environmental influences that are similar for individuals in a particular age group (in a particular context, at a particular time) Puberty Menopause Entry into school Retirement 63  Development in Context (Baltes and colleagues) Normative history- graded influences Common to people of a particular generation because of the historical circumstances they experience Great Depression World War I and II 1960s – “Free love” era Babyboomers 9/11 Millennials COVID-19 Major source of influence during adolescence and early 64  Development in Context (Baltes and colleagues) Non-normative life events Unusual occurrences that affect an individual but do not have a broader influence Major accident Death of a parent Winning the lottery Source of such influences increases across the lifespan Developmental pathways more varied after childhood 65 Age as an Explanatory Variable? ? Lifespan definitions are culturally and historically constrained Different age-grades/norms in different cultures, cohorts Distinguish between conceptualisations of age o Chronological age: Number of years since birth o Physical/Biological age: Age in terms of biological health o Psychological age: An individual’s adaptive capacities compared to others of the same chronological age o Social age: Social roles and expectations related to a person’s age  (C.f. Neugarten “The Social Clock” – Example: Age at first birth) 66 Bronfenbrenner ’s Integrative Ecological Systems Theory Source: https://www.simplypsyc hology.org/Bronfenbren ner.html 67 Bronfenbrenner Continued E.g. Child Behaviour Microsystem e.g. marital conflict and discord parents less positive/more negative interaction with child more negative child behaviour more marital discord Mesosystem e.g. interactions of the microsystems (school/parents) will impact child behaviour 68 Bronfenbrenner Continued E.g. Child Behaviour Exosystem e.g. the parental workplace Lack of job security, poor workplace conditions e.g. extended family and community supports families isolated from formal and informal social support systems more marital discord Macrosystem e.g. stay at home orders, societal attitudes toward domestic violence, disciplinary strategies, parenting Chronosystem e.g. parents getting a divorce, downsizing to a new69 house because of financial insecurity Reminder… Read the Unit Guide and Announcements and all information available on iLearn This includes assessment requirements Start working on your 3-Minute Pitch Presentation! Tutorials begin Week 2 70  THANK YOU  See you next week for… Prenatal Development, Genes, Environment 71