2702 (v.4) Psychology 219 (Developmental)

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Area:	School of Psychology
Credits:	25.0
Contact Hours:	3.0
Lecture:	1 x 2 Hours Weekly
Tutorial:	1 x 1 Hours Weekly
Prerequisite(s):	2499 (v.5) Psychology 211 (Learning & Motivation) or any previous version
Syllabus:	Examination of psychological development throughout the lifespan. There is particular emphasis on the role of experience in the development of intelligence, language and social skills in early childhood. Exploration of personality development and problems of adjustment in adolescence and adulthood.
Unit Outcomes:	On successful completion of this unit students will be able to - Describe the forms of experience that best promote intelligence, language, social, and personal development and self esteem throughout the lifespan. Evaluate existing and proposed psycho-educational interventions for children at risk of slow development, for adolescents and for mature adults. Inform their peers about a selected topic within the domain of developmental psychology and defend their presentation taking into account the comments and questions of their peers. They will also be able to respond to their peers' presentations in a critical and informed fashion. Carry out simple forms of sensory-motor assessment for infants and employ a methodology for facilitating career choice in adolescents and young adults.
Text and references listed above are for your information only and current as of September 30, 2003. Please check with the unit coordinator for up-to-date information.
Unit References:	Adams J.C., (2001), Youth Suicide Prevention Bulletin, Melbourne, Australian Institute of Family Studies. Burchinal M., Campbell F., Bryant D., Wasik B. and Ramey C., (1997), Early Intervention and Mediating Processes in the Cognitive Performance of Children of Low-Income African-American Families. Child Development, 68, 935-954. Covey S., (1997), The Seven Habits of Highly Effective Families, NY, Golden Books. Gibson E.J., (1991), An Odyssey in Learning and Perception, Cambridge, The MIT Press. Gibson E.J., Owley C.J.and Johnston J., (1978), Perception of Invaniants by Five-Month-Old Infants - Differentiation of Two Types of Motion, Developmental Psychology, 14, 407-415. McEachin J.J., Smith T. and Lovaas O.I., (1993), Long-term Outcome for Children with Autism who Received Early Intensive Behavioral Treatment, American Journal of Mental Retardation, 97, 359-372. Hauser-Cram P., Warfield M., Shonkoff J. and Krauss M., (2001), Children with Disabilities - A Longitudinal Study of Child Development and Parent Well-Being, Monographs of the Society for Research in Child Development, 66 (3, Serial No. 206).
Unit Texts:	Peterson C. (1996), Looking Forward Through the Lifespan - Developmental Psychology (4th ed.). Sydney, Prentice-Hall.
Unit Assessment Breakdown:	Examination 40%. Tutorial Presentation 20%. Practical Work 40%. This is by grade/mark assessment.
Year Location Period Internal Area External Central External 2004 Bentley Campus Semester 2 Y