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Psychology of Childhood and Adolescence (C8813) Module Handbook

Spring 2014

Module convenor: Dr Bonamy Oliver

Prof Robin Banerjee Office: Pevensey I, 1C8 Tel: 01273 877052 (Internal 7052) Email: bonamy.oliver@sussex.ac.uk

by Caroline Banerjee, aged 2

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Module Objectives and Learning Outcomes This module examines the historical origins, perspectives, theories, methods, and empirical research findings of developmental psychology, with attention to cognitive, perceptual, language, social, emotional, and atypical development. A core emphasis on major theories and research findings in the field of developmental psychology will be complemented by presentations by various members of the Psychology faculty that address a range of psychological processes from infancy to adolescence. The module does not require any prior knowledge of psychology. By the end of the module, a successful student should be able to:

Demonstrate an understanding of major theories and scientific underpinnings of developmental psychology

Demonstrate knowledge of a number of specialised areas and/or applications of research on psychology in childhood and adolescence

Reason scientifically and demonstrate the relationship between psychological theory and evidence

Critically evaluate primary and secondary psychological literature. Contact Time and Teaching Methods 20 lectures x 1 hour 12 seminars x 1 hour Formal Assessment

Coursework credit (See Sussex Direct for deadlines) Weighted 40% o 1,500-word coursework essay (30%) o Quizzes on core content (best 2 of 3 marks; 10%)

Unseen multiple-choice examination (end-of-year assessment period) Weighted 60%

The examination will cover all 20 lectures and reading marked as essential Coursework Essay Submission Two copies of the 1,500-word essay must be submitted to the Psychology School Office (Pevensey I, 2A13) by the deadline listed on Sussex Direct. Students must attach a School of Psychology cover sheet. Late submission: If your essay is submitted up to 24 hours late, there will be a penalty of 5%. If submitted more than 24 hours and up to one week late there will be a penalty of 10%. Information on late submissions can be found on the Student Life Centre website: http://www.sussex.ac.uk/studentlifecentre/mitigation

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Module components The module will include a series of twenty lectures which will focus on key theories and research findings in the area of developmental psychology. These lectures, and the accompanying essential reading, will be the primary focus of the module. The module will also include a series of twelve seminars, which will provide an opportunity for students to discuss the material they have been reading and hearing about in lectures. Students will be encouraged and expected to participate fully in seminar discussion and other group activities, and will gain experience in orally communicating information to each other within an informal and supportive context. The seminar discussions and activities will be led by a team of tutors working on this module, who will also provide guidance on the coursework essay assignment, quizzes, and on preparation for the unseen multiple-choice examination. In weeks 4, 8 and 12, students will complete an online ‘quiz’, from which your two best marks of the three will be averaged as your final Quiz assessment mark. The quizzes will not be identical for all students but rather will be randomly generated questions from a question pool, weighted by difficulty to ensure all students receive an equal balance of question difficulty. As well as assessment tools, these are formative tasks designed to improve your absorption of the information you are taught. Before end of year assessment you will be provided with the entire question pool for revision purposes. Essential Reading For each lecture topic, students should complete the essential reading for each topic prior to the relevant seminar. With the exception of lecture topics for which the essential reading will be available online (noted in lecture descriptions as appropriate), all essential reading will be taken from the following textbook, which you are strongly encouraged to purchase: Siegler, R., Deloache, J., & Eisenberg, N. (2010). How children develop (3rd edition). London:

Worth. It is often useful to consult other textbooks to gain different perspectives, and you should certainly aim to go beyond the essential reading when writing your coursework essay. For some of the lecture-related seminars, there is also some essential reading. These are included under appropriate lecture topics, and materials will be available online. Some recommended texts on developmental psychology are:

Bee, H., & Boyd, D. (2006). The developing child. Boston: Allyn & Bacon. Berk, L. (2006). Child development. Boston: Allyn & Bacon.

Leman, P., Bremner, A., Parke, R. D., & Gauvain, M. (2012). Developmental psychology. London: McGraw-Hill.

Mitchell, P. & Ziegler, F. (2007) Fundamentals of development: The psychology of childhood. Psychology Press.

Schaffer, H. R. (2003). Introducing child psychology. Oxford: Blackwell. Smith, P. K., Cowie, H., & Blades, M. (2011). Understanding children’s development (5th ed.).

Oxford: Blackwell.

There are many more specific sources you could consult for further reading, and examples are provided for each lecture in this handbook.

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Coursework Essay Title The coursework essay should be on one of the following:

Critically evaluate Piaget’s theory of cognitive development.

Why is research on infant sensation, perception, learning and cognition important? Illustrate your argument with empirical evidence.

What is the educational relevance of Vygotsky’s theory?

‘Language development involves an interaction between nature and nurture.’ Discuss.

‘A secure mother-child attachment during infancy is essential for healthy emotional development.’ Discuss.

Essay Writing A very helpful guide to essay writing, Write That Essay, is provided on the Study Direct site for this module. Please consult this guide. Other use full information is available on s3 You will receive a mark on a scale from 0 to 95 for your essay. Possible marks and the corresponding classifications are as follows:

Classification Possible Marks

First-class 72, 75, 78, 82, 88, 95

Upper-second class 62, 65, 68

Lower second-class 52, 55, 58

Third-class 42, 45, 48

Fail marks 0, 10, 20, 30, 35, 38

The School of Psychology website has a standard set of assessment criteria for coursework essays (see http://www.sussex.ac.uk/psychology/internal/students/examinationsandassessment). For this essay, the key issues on which you will be marked are:

Structure: You should have an introduction that clarifies the focus of your essay and presents your main line of argument. The main body of the essay should consist of a sequence of your major points. These points need to be explained and justified with reference to evidence, examples, or other supporting material. They should be organised in a logical manner so that the overall sense and direction of your work are clear to the reader. Your essay should end with a conclusion that summarises your response to the essay question, draws out some implications, and identifies unresolved questions that deserve further attention. You should have a full list of references at the end of your essay (see Write That Essay, pp. 8-14 for guidance, and s3).

Content: You should select material (both theoretical points and research findings) that is appropriate for answering the essay question, going beyond the essential reading in order to obtain more information and gain different perspectives. You should demonstrate a good understanding of this material, defining and clearly expressing key concepts and linking your points together in a way that makes sense. Finally, you should provide some critical analysis of the material, evaluating the theories, methods, or interpretations of researchers whose work you have encountered.

Writing style: You should demonstrate a good standard of written English, and should write in a

formal rather than casual style. Ensure that you have acknowledged all sources appropriately:

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a) all ideas taken from another source should be accompanied by the relevant citation; b) word-for-word reproductions of phrases or sentences should be enclosed in quotation marks and the source and page number should be cited.

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Module Outline

WEEK LECTURE LECTURER

1 1 The concept of development: What develops? Robin Banerjee

2 The concept of development: How does development occur? Robin Banerjee

2 3 Piaget’s approach to cognitive development Robin Banerjee

3 4 Cognitive development: Beyond Piaget Robin Banerjee

4 5 Vyogtsky’s sociocultural approach Robin Banerjee

5 6 Children telling jokes: The role of adults and peers in children's

cognitive development Nicola Yuill

7 Introduction to infant perception, learning and memory Anna Franklin

6 8 Infants’ understanding of the physical world Anna Franklin

9 Language development Robin Banerjee

7 10 The evolution of vocal communication David Reby

11 Emotional development and attachment Bonamy Oliver

8 12 Beyond attachment: parents in context Gordon Harold

13 Socialisation: Parenting and moral reasoning Bonamy Oliver

9 14 Assessing parenting: Whom should we trust? Bonamy Oliver

15 Nature and nurture Darya Gaysina

10 16 Introduction to behavioural genetics Darya Gaysina

17 Developmental psychopathology: development and diagnosis Bonamy Oliver

11 18 Developmental psychopathology: prevention and intervention Bonamy Oliver

19 Peer relations Robin Banerjee

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Sexual behaviour in young people Richard de Visser

All lecture notes will be available on Study Direct. You are strongly advised to print these out in advance and bring them with you to annotate during the lectures.

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Lecturers

Prof Robin Banerjee Research interests: Social and emotional development at school; peer relationships; self-presentation and social anxiety Other undergraduate teaching: Psychology in Education (final year option); final year project supervision

Dr Anna Franklin Research interests: Perceptual and cognitive development; infant vision; colour perception and cognition Other undergraduate teaching: Cognitive Psychology (second year); Developmental Psychology (second year); final-year project supervision

Dr Darya Gaysina Research interests: Behavioural genetics; developmental psychopathology; the role of genetic and environmental factors and their interplay in normal and abnormal psychological development Other undergraduate teaching: Developmental Psychology (second year); final-year project supervision

Prof Gordon Harold Research interests: Developmental psychopathology; Family influences on child development; Prevention science

Dr Bonamy Oliver Research interests: Conduct problems - development, correlates, prevention and intervention; developmental psychopathology; behavioural genetics; parenting and family environments Other undergraduate teaching: First year tutor; final-year project supervision

Dr David Reby Research interests: Vocal communication in mammals, including deer, elephants, dogs, and humans Other undergraduate teaching: Human Vocal Communication (final-year option); Animal Vocal Communication (final-year option); final-year project supervision

Dr Richard de Visser Research interests: Young people’s health behaviour; sexual health Other undergraduate teaching: Medical School teaching; Applied Psychology (first year); Perspectives on Psychology (final year); final-year project supervision

Dr Nicola Yuill Research interests: The development of social cognition in children with typical and atypical development (e.g., autism, ADHD); language and text comprehension; use of new technology to support development through collaborative discussion Other undergraduate teaching: Social-Cognitive Development (final-year option); final-year project supervision

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Lecture Topics

1. The concept of development: What develops? 2. The concept of development: How does development occur? The first two lectures of this term introduce different theoretical approaches to development. The first lecture considers exactly what we are talking about when we speak of child development. In doing this, we will: a) consider whether/how development can be divided into different domains or aspects (e.g., cognitive development, social development); and b) take a first look at some basic questions about exactly what changes as a child develops. The second lecture turns to the different explanations (both contemporary and historical) that have been used to explain and account for observed developmental changes. This lecture introduces different perspectives on the kinds of processes and mechanisms that may drive developmental change. An awareness of these perspectives will also help us evaluate different methods for studying development. Essential Reading These lectures are introductory by nature. Please read this Module Information booklet carefully and look over the topics to be covered in this module. Then turn to: Siegler, R., Deloache, J., & Eisenberg, N. (2010). How children develop (3rd edition). London: Worth. Chapter 1, An introduction to child development. Learning Objectives You should be able to describe and critically evaluate each of the following:

what is meant by child development

major themes in explanations of development

different perspectives on the nature of change

various theoretical approaches to child development

a range of methods used in developmental research

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Lecture 3. Piaget’s approach to cognitive development This lecture examines the work of the most influential theorist in developmental psychology of the last century. The lecture provides an overview of Piaget’s theory of cognitive development, and highlights the key changes in children’s thought observed by Piaget. Essential Reading Siegler, R., Deloache, J., & Eisenberg, N. (2010). How children develop (3rd edition). London: Worth. Chapter 4, Theories of cognitive development, pp. 128-140. Learning Objectives You should be able to describe and critically evaluate each of the following:

basic features of Piaget’s theory of cognitive development

key mechanisms and processes in cognitive development

Piaget’s stages of cognitive development

implications of Piaget’s theory for other fields of work Further Reading Donaldson, M. (1978). Children’s minds. London: Fontana. - especially the Appendix: Piaget’s theory of intellectual development (pp. 129-146) Piaget, J. (1970/1990). Extracts from Piaget's theory. Reprinted in K. Richardson & S. Sheldon

(Eds.), Cognitive development to adolescence (pp. 3-18). Hove, East Sussex: Erlbaum/Open University.

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Lecture 4. Cognitive development: Beyond Piaget This lecture considers critical reactions to Piaget’s work, with regard to his methods, his claims about the mechanisms of cognitive development, and his overall theoretical orientation. More recent research is used to re-assess Piaget’s contribution to developmental psychology. Finally, we will consider how information-processing approaches have been used to explain children’s cognitive development Essential Reading Siegler, R., Deloache, J., & Eisenberg, N. (2010). How children develop (3rd edition). London: Worth. Chapter 4, Theories of cognitive development, pp. 140-154. Learning Objectives You should be able to describe and critically evaluate each of the following:

the contribution of Piaget’s work to developmental psychology

criticisms of Piaget’s methods and theory

the main features of information-processing approaches

children’s use and understanding of mental strategies

developmental issues in the study of memory

Further Reading Donaldson, M. (1978). Children’s minds. London: Fontana. Schneider, W., Gruber, H., Gold, A., & Opwis, K. (1993). Chess expertise and memory for chess

positions in children and adults. Journal of Experimental Child Psychology, 56, 328-349. Siegler, R.S., & Crowley, K. (1991). The microgenetic method: A direct means for studying

cognitive development. American Psychologist, 46, 606-620. Siegler, R., Deloache, J., & Eisenberg, N. (2010). How children develop (3rd edition). London: Worth. - pp. 266-272 on theory of mind ***Essential Reading for Seminar (available online)*** Piaget, J. (1954). The construction of reality in the child. New York: Basic Books.

See pp. 30-32 (Observation 24) Baillargeon, R., & DeVos, J. (1991). Object permanence in young infants: Further evidence. Child

Development, 62, 1227-1246.

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Lecture 5. Vygotsky’s sociocultural approach This lecture explores Vygotsky’s ‘sociocultural’ theory of cognitive development, the importance of which is becoming increasingly recognised in developmental psychology. In particular, we look at the role of social interaction in development and the role of language in cognitive growth. We contrast the theory with that of Piaget and consider its important educational implications. Essential Reading Siegler, R., Deloache, J., & Eisenberg, N. (2010). How children develop (3rd edition). London: Worth. Chapter 4, Theories of cognitive development, pp. 158-164. Learning Objectives You should be able to describe and critically evaluate each of the following:

The role of social interaction and culture in cognitive development

The move from interpsychological to intrapsychological control of functioning

The zone of proximal development and cooperative learning

The role of language in thinking

The strengths and weaknesses of Vygotsky’s theory Further Reading Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and

comprehension-monitoring activities. Cognition and Instruction, 1, 117-175. Wood, D. (1998). How children think and learn: The social contexts of cognitive development (2nd

ed.). Oxford: Blackwell.

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Lecture 6. Children telling jokes: The role of adults and peers in children's cognitive development This lecture describes some recent research into improving poor comprehension in children using jokes and riddles. Along the way, we will look at the role of peer discussion, social motivation and collaborative problem-solving between children in fostering the development of insight within the individual. Learning Objectives You should be able to describe and critically evaluate each of the following:

How Vygotskyan theory relates to research on collaborative learning

How different theories about the role of language explain effects of collaboration

The educational implications of work on collaborative learning Further Reading Mercer, N., & Littleton, K. (2007). Dialogue and the development of children’s thinking: A

sociocultural approach. London: Routledge.

***Essential Reading for Seminar (available online)*** Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of

Child Psychology and Psychiatry, 17, 89-100. Mercer, N., & Howe, K. (2012). Explaining the dialogic processes of teaching and learning: The

value and potential of sociocultural theory. Learning, Culture, and Social Interaction, 1, 12-21.

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Lecture 7. Introduction to infant perception, learning and memory This lecture examines what infants are able to sense and perceive, how they learn and how good their memory is. In particular, we will discuss infant vision, will consider the methods used to investigate this and will explore the implications for Empiricist and Nativist accounts of development. We will also look at the multiple ways in which infants can learn, and consider evidence for the role of observation and imitation. Finally, we will discuss how memory changes throughout infancy. Essential Reading Siegler, R., Deloache, J., & Eisenberg, N. (2010). How children develop (3rd edition). London: Worth. pp. 177-179,pp. 187-189 and p.199-205 Slater, A. & Lewis, M. (2007). Introduction to Infant Development. Oxford: Oxford University

Press. Chapter by Slater, Field, & Hernandez-Reif (pp. 81-86 and p. 88) Note. This chapter will be available on Study Direct. Learning Objectives You should be able to:

Communicate why it is important that we understand how infants perceive, learn and remember

Understand the broad theoretical framework for this research

Outline and evaluate evidence for infant perception across various domains, in particular for vision

Outline the methods used to investigate perception, learning and memory in infancy Further Reading Rosensetin, D. & Oster, H. (1988). Differential facial responses to four basic tastes in newborns.

Child Development, 59, 1555-1568. Streri, A. & Gentaz, E, (2004). Cross-modal recognition of shape from hand to eyes and

handedness in human newborns. Neuropsychologia, 42, 1365-1369.

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Lecture 8. Infants’ understanding of the physical world This lecture considers what infants understand about the world around them. The lecture will outline the broad theoretical debate on the issue, and present a series of studies that have investigated how infants perceive, think of and interact with objects. We will critically evaluate these studies and consider alternative explanations for the findings. Finally, the lecture will discuss how an understanding of the physical world changes throughout development. Essential Reading Siegler, R., Deloache, J., & Eisenberg, N. (2010). How children develop (3rd edition). London: Worth. pp. 182-185; 273-275; 285-288. Learning Objectives You should be able to:

Communicate why it is important that we identify how an understanding of the physical world develops

Understand the theoretical debate surrounding research on this issue

Outline and evaluate studies on the development of object perception and cognition Further Reading Johnson, S. P., Amso, D. & Slemmer, J. A. (2003). Development of object concepts in infancy:

Evidence for early learning in an eye-tracking paradigm. Proceedings of the National Academy of Sciences, 100, 10568-10573.

Shuwairi, S. M., Albert, M. K. & Johnson, S. P. (2007). Discrimination of possible and impossible objects in infancy. Psychological Science, 18, 303-307.

***Essential Reading for Seminar (available online)*** Fantz, R. L. (1963). Pattern vision in newborn infants. Science, 140(3564), 296-297. Streri, A., & Gentaz, E. (2004). Cross-modal recognition of shape from hand to eyes and

handedness in human newborns. Neuropsychologia, 42(10), 1365-1369.

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Lecture 9. Language development This lecture addresses the emergence and development of language in childhood. We look first at behaviourist, nativist and interactionist theories. Then, we look at some examples of what develops in five areas: before speech, in phonology (speech sounds), semantics, syntax (grammar), and pragmatics. Essential Reading Siegler, R., Deloache, J., & Eisenberg, N. (2010). How children develop (3rd edition). London: Worth. Chapter 6, Development of language and symbol use, pp. 216-251. Learning Objectives You should be able to describe and critically evaluate each of the following:

Key theoretical approaches to language development

Different aspects of language: phonology, syntax, semantics and pragmatics

The course of early language development Further Reading Markman, E. M., & Wachtel, G. F. (1988). Children's use of mutual exclusivity to constrain the

meanings of words. Cognitive Development, 20, 121-157. Siegal, M. (2004). Signposts to the essence of language. Science, 305, 1720-1721. Tomasello, M. (1995). Language is not an instinct. Cognitive Development, 10, 131-156.

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Lecture 10. The evolution of vocal communication This lecture will look at vocal communication in mammals, contrasting two key contexts during which animals use vocal signals to communicate: mother-young relationships and reproduction. We will then see how studies of mammal vocal communication inform us about the nature and evolution of human speech. Learning Objectives You should be able to describe and critically evaluate each of the following:

Animal vocal communication in the context of mother – young relationships

Animal vocal communication and reproduction in mammals

Relevance of studies of animal communication to understanding the evolution of human language.

Further Reading McComb, K., & Reby, D. (2009). Communication in terrestrial animals. In L. R. Squire (Ed.), New

Encyclopedia of Neuroscience. Elsevier. Note. A pdf of this article is available on Study Direct. ***Essential Reading for Seminar (available online)*** Fernald, A. (1985). Four-month-old infants prefer to listen to motherese. Infant Behavior and

Development, 8, 181-195. Schachner, A., & Hannon, E. E. (2011). Infant-directed speech drives social preferences in 5-

month-old infants. Developmental Psychology, 47, 19-25.

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Lecture 11. Emotional development and attachment This lecture considers the development of the infant as an emotional and social being. It examines the early development of emotional relationships, and infant-caregiver attachment in particular. Theoretical models of the attachment relationship, as well as claims regarding the significance of early attachments, are critically assessed. Essential Reading Siegler, R., Deloache, J., & Eisenberg, N. (2010). How children develop (3rd edition). London: Worth. Chapter 10, Emotional development, pp. 382-392, 396-407, 413-419. Chapter 11, Attachment to others and development of self, pp. 424-436 Learning Objectives You should be able to describe and critically evaluate each of the following:

Research on emotional behaviour and emotion recognition in infancy

Issues regarding the role of temperament in emotional interactions

Theories of infant-caregiver attachment

Approaches to the measurement of attachment ‘security’

Evidence on the consequences of attachment Further Reading Schaffer, H. R. (1996). Social development. Oxford: Blackwell. Harris, P. L. (1989). Children and emotion. Oxford: Blackwell. Cole, P. (1986). Children’s spontaneous control of facial expression. Child Development, 57, 1309-1321.

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Lecture 12. Beyond attachment: parents in context This lecture will provide an overview of theory and research relating to inter-parental and other family influences on child emotional and behavioural development. Learning Objectives You should be able to:

Compare and contrast theories of parenting versus wider family influences on children’s emotional and behavioural development

Understand process orientated approaches to examining family relationship influences on children’s psychological development

Essential Reading

Harold, G. T., & Leve, L. D. (2012). Parents as partners: How the parental relationship affects children’s psychological development. In M. Morgan, A. Balfour, & C. Clulow (Eds.), How couple relationships shape our world: Clinical practice, research and policy perspectives. Tavistock Centre for Couple Relationships, UK. Note. This chapter will be available on Study Direct. Further Reading Grych, J. H., Harold, G. T., & Miles, C. J. (2003). A prospective investigation of appraisals as mediators of the link between interparental conflict and child adjustment. Child Development, 74(4), 1176-1193.

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Lecture 13. Socialisation: Parenting and moral reasoning This lecture addresses the role of parents in socialising their children, and evaluates evidence regarding the importance of distinctions between different ‘parenting styles’. Also, theoretical approaches to the acquisition of morality are evaluated with reference to empirical evidence regarding the development of moral reasoning. Essential Reading Siegler, R., Deloache, J., & Eisenberg, N. (2010). How children develop (3rd edition). London: Worth. Chapter 12, The family, pp. 464-476. Chapter 14, Moral development, pp. 544-556 Learning Objectives You should be able to describe and critically evaluate each of the following:

Ways of classifying ‘parenting style’

Antecedents and consequences of different types of parenting practices.

Theories of moral development

Research findings on the development of moral reasoning Further Reading Belsky, J. (1984). The determinants of parenting: A process model. Child Development, 55, 83-

96. Dunn, J., Brown, J., Slomkowski, C., Tesla, C., & Youngblade, L. (1991). Young children’s understanding of other people’s feelings and beliefs: Individual differences and their antecedents.

Child Development, 62, 1352-1366. Miller, J. G., & Bersoff, D. M. (1992). Culture and moral judgment: How are conflicts between

justice and interpersonal responsibilities resolved? Journal of Personality and Social Psychology, 62, 541-554.

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Lecture 14. Assessing parenting: Whom should we trust? This lecture describes the many different methods used to assess parenting styles in childhood. The strengths and weaknesses of each approach are compared. Methods and findings are used to illustrate the diversity of assessment techniques used in contemporary research. Learning Objectives You should be able to describe and critically evaluate each of the following:

Approaches to assessing parenting in childhood

Parent-child agreement

Correlates of children’s views of parenting

Children’s views of parenting and subsequent adjustment Further Reading Pike, A., Coldwell, J., & Dunn, J. (2006). Family relationships in middle childhood. York, UK: York

Publishing Services/Joseph Rowntree Foundation. Note. A pdf of this book is available on Study Direct. The most relevant chapters are 1, 2, 3, & 6.

***Essential Reading for Seminar (available on line)*** Baumrind, D. (1973). The development of instrument competence through socialization. In A. D.

Pick (Ed.), Minnesota Symposia on Child Psychology (Vol. 7, pp. 3-46). Minneapolis: University of Minnesota Press.

Valcke, M., Bonte, S., De Wever, B., & Rots, I. (2010). Internet parenting styles and the impact on Internet use of primary school children. Computers & Education, 55(2), 454-464.

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Lecture 15. Nature and nurture This lecture focuses on the role of nature and nurture in child development. Development is a joint function of genetic and environmental factors. By this time, you have already learnt about some of the ways that the environment is important for child development. The lecture will introduce you to the main concepts of genetics in relation to development. We will discuss how genes and environments work together in shaping development and in contributing to individual differences in psychological traits. Learning Objectives You should be able to describe and critically evaluate each of the following:

Human heredity: genome, gene and genotype

The role of DNA in human diversity and individuality

How genes work: from genotypes to phenotypes

The role of gene-environment interplay in child development

Essential Reading: Siegler, R., Deloache, J., & Eisenberg, N. (2010). How children develop (3rd edition). London: Worth. Chapter 3, Biology and Behavior, pp.85-95.

Further Reading Plomin, R., DeFries, J.C., Knopik, V.S., & Neiderhiser, J.M. (2013). Behavioral Genetics (6th

edition). New York: Worth Publishers. Chapter 2, Mendel’s Laws of Heredity, pp.6-20; and Chapter 4, DNA: The Basis of Heredity, pp.39-49.

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Lecture 16. Introduction to behavioural genetics This lecture continues introducing you to the field of behavioural genetics. During the first part of the lecture, the two main research designs used to study the role of genes and environments in child development – twin and adoption designs – will be introduced. We will discuss how these methods have been used to study psychological traits. The second part of the lecture will focus on what heritability is, how it can be estimated using behavioural genetic data, and what is known about heritability of different psychological traits. Learning Objectives You should be able to describe and critically evaluate each of the following:

Adoption design: strengths and limitations

Twin design: strengths and limitations

The role of nature and nurture in development of intelligence and other psychological traits

Heritability of psychological traits

Essential Reading: Siegler, R., Deloache, J., & Eisenberg, N. (2010). How children develop (3rd edition). London:

Worth. Chapter 3, Biology and Behavior, pp.85-101. Further Reading Plomin, R., DeFries, J.C., Knopik, V.S., & Neiderhiser, J.M. (2013). Behavioral Genetics (6th

edition). New York: Worth Publishers. Chapter 6, Nature, Nurture, and Human Behavior, pp.73-85; and Chapter 7, Estimating Genetic and Environmental Influences, pp.86-95.

***Essential Reading for Seminar (available on line)*** Plomin, R, David, W. Fulker, D.W., Corley, R., & DeFries J.C. (1997). Nature, Nurture, and Cognitive

Development from 1 to 16 Years: A Parent-Offspring Adoption Study. Psychological Science, 8 (6), 442-447

Haworth CM, Wright MJ, Luciano M, Martin NG, de Geus EJ, et al. (2010). The heritability of general

cognitive ability increases linearly from childhood to young adulthood. Molecular Psychiatry, 15(11), 1112-1120.

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Lecture 17. Developmental psychopathology: diagnosis and development This lecture considers the origins and development of childhood disorders. A number of examples in the areas of behavioural difficulties, emotional disorders, and learning difficulties will be discussed. Special attention will be paid to critical issues surrounding definition and diagnosis, and theories regarding the causes of diverse childhood disorders. Essential Reading Leman, P., Bremner, A., Parke, R. D., & Gauvain, M. (2012). Developmental psychology. London:

McGraw-Hill. Chapter 15, Developmental psychopathology, pp. 445-476. Note that this chapter will be available electronically via Study Direct.

Learning Objectives You should be able to describe and critically evaluate each of the following:

Difficulties inherent in the concept of ‘abnormal’ or ‘atypical’ development

Central issues in research on developmental psychopathology (including diagnosis and assessment)

Research on prevalence of psychopathological conditions

Examples of atypical development (including pervasive developmental disorders, externalising disorders, internalising disorders, and attention and learning difficulties)

Further Reading Frick, P. J., & Viding, E. (2009). Antisocial behaviour from a developmental psychpathology

perspective. Development and Psychopathology, 21, 1111-1131. Sroufe, L. A. (1997). Psychopathology as an outcome of development. Development and

psychopathology, 9, 251-268.

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Lecture 18. Developmental psychopathology: prevention and intervention This lecture considers the approaches to the treatment of childhood disorders, with specific focus on the most common of these, the conduct disorders. Discussion will include theoretical bases for treatment approaches, what works and for whom, as well as challenges to treatment effectiveness. Essential Reading Leman, P., Bremner, A., Parke, R. D., & Gauvain, M. (2012). Developmental psychology. London:

McGraw-Hill. Chapter 15, Developmental psychopathology, pp. 445-476. Sainsbury Centre for Mental Health (2009). The Chance of a Lifetime: Preventing Early Conduct

Problems and Reducing Crime. London: Sainsbury Centre for Mental Health. Note that these chapters will be available electronically via Study Direct.

Learning Objectives You should be able to:

Describe risk, development and definition of conduct problems

Describe links between family systems and parenting and conduct problems

Critically evaluate approaches to treatment Further reading: Maughan, B., Rowe, R., Messer, J., Goodman, R., & Meltzer, H. (2004). Conduct disorder and

oppositional defiant disorder in a national sample: developmental epidemiology. Journal of Child Psychology and Psychiatry, 45(3), 609-621.

Sandler, I., Schoenfelder, E., Wolchik, S., & MacKinnon, D. (2011). Long-term impact of prevention programs to promote effective parenting: lasting effects but uncertain processes. Annual Review of Psychology, 62, 299-329.

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Lecture 19. Peer relations This lecture addresses the development of peer relations during childhood and adolescence. The early emergence of peer relations is examined, and later changes in the nature of peer group interaction are discussed. Evidence regarding the origins and consequences of differences in peer status (e.g., popular vs. rejected) is assessed. Essential Reading Siegler, R., Deloache, J., & Eisenberg, N. (2010). How children develop (3rd edition). London: Worth. Chapter 13, Peer relationships, pp. 504-533. Learning Objectives You should be able to describe and critically evaluate each of the following:

Research on the early emergence of peer interactions

Evidence regarding the nature and importance of children’s play

The significance of – and roles played by – friends

Antecedents and consequences of peer status

Different approaches to social competence Further Reading Gifford-Smith, M. E., & Brownell, C. A. (2003). Childhood peer relationships: Social acceptance,

friendships, and peer networks. Journal of School Psychology, 41, 235-284. Banerjee, R., Watling, D., & Caputi, M. (2011). Peer relations and the understanding of faux pas:

Longitudinal evidence for bidirectional associations. Child Development, 82, 1887-1905.

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Lecture 20. Sexual behaviour in young people This lecture will give an overview of young people’s sexual behaviour. The first part will compare the sexual behaviour of young people today with that of older generations. The bulk of the lecture will address the findings of research into individual and social factors that influence young people’s sexual behaviour. The third part of the lecture will address the health and social consequences of young people’s sexual behaviour. Learning Objectives You should be able to describe and critically evaluate each of the following:

How young people’s sexual behaviour compares with that of older people and previous generations

The key factors that influence young people’s sexual activity

The consequences of young people’s sexual activity, and responses to these Further Reading Wells, B., & Twenge, J. (2005). Changes in young people’s sexual behaviour and attitudes, 1943-

1999. Review of General Psychology, 9, 249-261. ***Essential Reading for Seminar (available online)*** Coie, J. D., Dodge, K. A., & Coppotelli, H. (1982). Dimensions and types of social status: a cross-

age perspective. Developmental Psychology, 18, 557-570. Prinstein, M. J., & La Greca, A. M. (2004). Childhood peer rejection and aggression as predictors

of adolescent girls’ externalizing and health risk behaviors: A 6-year longitudinal study. Journal of Consulting and Clinical Psychology, 72, 103-112.