PS406-5-FY-KS:
Developmental Psychology
2020/21
Psychology
Kaplan Singapore
Full Year
Undergraduate: Level 5
Current
Thursday 08 October 2020
Friday 02 July 2021
15
03 June 2020
Requisites for this module
(none)
(none)
(none)
(none)
(none)
BSC C800JS Psychology,
BSC C800NS Psychology
The module provides an introduction to the main theories of developmental psychology with a specific focus on Piaget's theory of development, followed by a topical approach that combines theories and research on prenatal development, early sensorimotor development, cognitive and social development, as well as patterns of behaviour in typical and atypical development. Classical and contemporary theoretical views of child development are contrasted, highlighting key issues and current controversies for each topic. The module also examines methods of research in developmental psychology, and provides an overview of the key ethical issues that surround research with vulnerable populations.
The module provides an overview of psychology across the lifespan, with a focus on classical and contemporary theoretical views of child development, whilst highlighting the importance of appropriate research methods and designs. This approach will familiarise students with classic and up-to-date research, and encourage them to carry out independent research of scientific papers and apply the knowledge gained in class to written work (e.g. lab report).
As part of the module’s assessment, students will analyse research data on children’s drawing using tools and methods learned about in class. In addition, they will be evaluated on a multiple-choice questions (MCQ) exam that will test their understanding of the key topics learned throughout the module. The specific learning outcomes are as follows:
1. Apply research methods learned about in class to analyse and report developmental data.
2. Acquire an understanding of key theoretical issues and concepts in developmental psychology.
3. Develop critical thinking skills in evaluating the relative strengths of methodological approaches and theoretical accounts of developmental psychology.
4. Communicate ideas effectively by producing written empirical reports.
Learning outcome 1, 2, 3, and 4 will be assessed by the lab report coursework and learning outcomes 2 and 3 will be assessed by the exam.
Lectures start on the hour. Please arrive promptly to avoid disrupting the class. There will be a short break halfway through the class. Please ask questions during class if there is anything that is unclear. You will be expected to participate in classroom activities designed to support your learning.
The module consists of 10 sessions each lasting 2 hours. At the end of each lecture, we will post a series of practice MCQ questions on Moodle to test your understanding of the topics covered during class. Students are strongly encouraged to complete these practice questions after each lecture. This module will be taught by blended learning. This will combine online material and face-to-face sessions where appropriate.
- D'Souza, Hana; Karmiloff-Smith, Annette. (2017-01) 'Neurodevelopmental disorders', in Wiley Interdisciplinary Reviews: Cognitive Science. vol. 8 (1-2) , pp.e1398-
- Smith, Linda B.; Thelen, Esther. (2003-8) 'Development as a dynamic system', in Trends in Cognitive Sciences. vol. 7 (8) , pp.343-348
- Freeman, N. H.; Janikoun, R. (1972-09) 'Intellectual Realism in Children's Drawings of a Familiar Object with Distinctive Features', in Child Development. vol. 43 (3) , pp.1116-
- Umberto Castiello et al. (2010) 'Wired to Be Social: The Ontogeny of Human Interaction', in PLoS ONE. vol. 5 (10)
- Hanna Kokko; Michael D. Jennions. (2008) 'Parental investment, sexual selection and sex ratios', in Journal of Evolutionary Biology. vol. 21 (4) , pp.919-948
- Holland, Amanda K.; Mather, Emily; Simpson, Andrew; Riggs, Kevin J. (2016-07-19) 'Get Your Facts Right: Preschoolers Systematically Extend Both Object Names and Category-Relevant Facts', in Frontiers in Psychology. vol. 7
- Karmiloff-Smith, Annette. (1998) 'Development itself is the key to understanding developmental disorders', in Trends in Cognitive Sciences. vol. 2 (10) , pp.389-398
- Andrew N. Meltzoff. (1995) 'Understanding the intentions of others: Re-enactment of intended acts by 18-month-old children.', in Developmental Psychology. vol. 31 (5) , pp.838-850
- Holland, Amanda; Simpson, Andrew; Riggs, Kevin J. (2015-06) 'Young children retain fast mapped object labels better than shape, color, and texture words', in Journal of Experimental Child Psychology. vol. 134, pp.1-11
- Baillargeon, Renée; Scott, Rose M.; He, Zijing. (2010-3) 'False-belief understanding in infants', in Trends in Cognitive Sciences. vol. 14 (3) , pp.110-118
- Leman, Patrick; Bremner, Andy; Parke, Ross; Gauvain, Mary. (2019) Developmental psychology, London: McGraw-Hill.
- Karmiloff-Smith, Annette. (2015) 'An Alternative to Domain-general or Domain-specific Frameworks for Theorizing about Human Evolution and Ontogenesis', in AIMS Neuroscience. vol. 2 (2) , pp.91-104
- Siegler, Robert S.; DeLoache, Judy S.; Eisenberg, Nancy; Gershoff, Elizabeth T.; Saffran, Jenny; Leaper, Campbell. (2017) How children develop, New York, NY: Worth Publishers, Macmillan Learning.
- Smith, Peter K.; Cowie, Helen; Blades, Mark. (2015) Understanding children's development, Hoboken: John Wiley & Sons, Inc.
- Simpson, Andrew; Al Ruwaili, Reshaa; Jolley, Richard; Leonard, Hayley; Geeraert, Nicolas; Riggs, Kevin J. (2017-09-13) 'Fine Motor Control Underlies the Association Between Response Inhibition and Drawing Skill in Early Development', in Child Development.
- Repacholi, Betty M.; Meltzoff, Andrew N.; Rowe, Hillary; Toub, Tamara Spiewak. (2014-10) 'Infant, control thyself: Infants’ integration of multiple social cues to regulate their imitative behavior', in Cognitive Development. vol. 32, pp.46-57
- Lloyd-Fox, S.; Blasi, A.; Elwell, C.E. (2010-2) 'Illuminating the developing brain: The past, present and future of functional near infrared spectroscopy', in Neuroscience & Biobehavioral Reviews. vol. 34 (3) , pp.269-284
- Reid, Vincent M.; Dunn, Kirsty; Young, Robert J.; Amu, Johnson; Donovan, Tim; Reissland, Nadja. (2017-06) 'The Human Fetus Preferentially Engages with Face-like Visual Stimuli', in Current Biology. vol. 27 (12) , pp.1825-1828.e3
The above list is indicative of the essential reading for the course. The library makes provision for all reading list items, with digital provision where possible, and these resources are shared between students. Further reading can be obtained from this module's reading list.
Assessment items, weightings and deadlines
| Coursework / exam |
Description |
Deadline |
Coursework weighting |
| Exam |
MCQ exam: 120 minutes during January
|
| Exam |
Main exam: 120 minutes during Summer (Main Period)
|
Exam format definitions
- Remote, open book: Your exam will take place remotely via an online learning platform. You may refer to any physical or electronic materials during the exam.
- In-person, open book: Your exam will take place on campus under invigilation. You may refer to any physical materials such as paper study notes or a textbook during the exam. Electronic devices may not be used in the exam.
- In-person, open book (restricted): The exam will take place on campus under invigilation. You may refer only to specific physical materials such as a named textbook during the exam. Permitted materials will be specified by your department. Electronic devices may not be used in the exam.
- In-person, closed book: The exam will take place on campus under invigilation. You may not refer to any physical materials or electronic devices during the exam. There may be times when a paper dictionary,
for example, may be permitted in an otherwise closed book exam. Any exceptions will be specified by your department.
Your department will provide further guidance before your exams.
Overall assessment
Reassessment
Module supervisor and teaching staff
Dr Carina De Klerk
email: c.deklerk@essex.ac.uk
No
No
No
No external examiner information available for this module.
Available via Moodle
No lecture recording information available for this module.
Psychology
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