Psychology Department PSYC 102, Child Psychology, Sec 2, Fall, 2014 Robert Cooper

1. Psychology DepartmentPSYC 102, Child Psychology, Sec 2, Fall, 2014Robert Cooper Issues for those wishing to add. Importance of attending one of the first two classes for those registered.

2. Outline for each Lecture • 10 PM the day before a lecture the outline will be available on my web site: www.sjsu.edu/people/robert.cooper • Psyc 102.02, Lecture Outline, August 22, 2014 • Introduction to course (readings, assignments, tests, grading scheme, etc.) • Intro to Professor – Focus on characteristics that are relevant to Developmental Psychology (e.g., SES, family structure, ethnicity, etc.) • Conception of human development and the nature/nurture issue • Preformationism, Empiricism, Predeterminism, etc. • In-class writing assignment: self-concept at 2 years, 5 years, 10 years, 15 years • Developmental Psychology as a Science

3. Faculty Web Page and MYSJSU Messaging • Course materials such as syllabus, handouts, notes, assignment instructions, etc. can be found on my faculty web page at http://www.sjsu.edu/people/robert.cooper. You are responsible for regularly checking with the messaging system through MySJSU to learn any updates.

4. Course Description • SJSU Course Catalog Description: “Psychological development of children from conception to adolescence, including perceptual, cognitive, personality and social development. Outside activities may be required. Prerequisite: PSYC 001 (General Psychology).”

5. Course Goals and Learning Objectives • Upon successful completion of this course, students will be able to: • CLO1: Recognize normative (i.e., “average” or “typical”) and individual aspects of development • CLO2: Identify and describe psychological theories and concepts of cognitive, social, and emotional development • CLO3: Have an appreciation of the variety of factors that may influence the process of development, including the potential impact of such factors as genetics, ethnicity, culture, gender, and socioeconomic status

6. Textbook • DeHart, G. B., Sroufe, L. A., & Cooper, R. G. (2004). Child development: Its nature and course (5th Ed,). McGraw Hill. ISBN: 0-07-249141-8. • Donate proceeds from books bought for this class to ALS Association • Ice bucket challenge after class on Thursday

7. The course requirements and their weighting in the grading system are as follows: • Two “mid-term” tests (20% of the grade each) 40% • In-class writing 10% • Paper 20% • Analysis of popular article (5%) • Evaluation of popular article with at least • two research studies (15%) • Final 30%

8. Course Schedule

9. Conception of Human Development • Preformationism: dark ages, roots of nativism • Empiricism: John Locke (1632-1704), roots of learning approaches • Preformationism: Jean-Jacque Reusseau (1712-1778), roots of interactionist approaches • Evolution: Charles Darwin(1809 – 1882) • Behaviorism: John Watson (1878 – 1958) • Constructivism: Jean Piaget (1896 – 1980)

10. Intro to Robert Cooper • Ethnic background includes Scottish, English Moroccan Jewish, and Native American. • Parents were school teachers and I am the second of five children. • Began college as a physics major, but changed to psychology in my junior year. • Areas of specialization in cognitive/developmental psychology: development of math and science concepts, ethnicity and SES effects on school success.

11. Computers & Power Points • Computers in class • Effects of taking notes on computers • Effects of multitasking Power Points Controversy about providing slides I will post them after the lecture

12. Self Concept—In-class writing • Retrospective report: Describe your concept of yourself at different points in your life. • 1. At age 2 • 2. At age 5 • 3. At age 10 • 4. At age 15 • One or two sentences for each age. Put your name and date at the top of the page.

13. Developmental Psychology as a Science • Diary Studies • Normative/descriptive studies • Correlational studies • Experimental Studies