Advanced Developmental Psychology (PSY
620-O), Spring 2024
Tuesday, Thursday 9:30AM - 10:45AM, FLP
302 and remotely
Department of Psychology, University of
Miami
Daniel Messinger, Ph.D.,
dmessinger@miami.edu
FLP 308, (305) 284-8443
Office Hours: Tuesday 10:45 - 11:45, and
by appointment
Course Objectives. To provide you with a) a critical
understanding of current developmental theories, methods, and research; b) an
ability to present, critique, and defend developmental research; and c) the
capacity to address questions in developmental science by integrating research
results.
Format. I will
introduce key concepts, issues, and lines of research. You are expected to take
an active role in discussing and developing topics. Illustrative videos and
in-class activities will help us get a flavor for some of the topics (i.e.
coding security of attachment). I may assign videos to watch before a given
class session. Please have access to the readings (hard copy or electronic)
during class sessions. BlackBoard
will be used mostly for email and submitting assignments. Everyone is expected
to complete all assigned readings and actively contribute to discussion.
Required
Readings: Readings are
chosen to provide exposure to the theory, methods, and findings of current
developmental research. One to two articles will be assigned for each class. Of
the articles listed, the presenting student will choose between them (there may
be relevant articles listed on previous or subsequent days). You are not
responsible for additional readings on the syllabus. Readings are linked to this
syllabus.
Facilitating
Discussion:
Leading a class session (20 points). Students will lead an entire class session once during the semester. Leading the class will involve presenting the article read by the class for that day. Students may then choose two interrelated strategies. First, they may present a second article for class discussion. Alternately or in addition, they may use slides that I have created to present the day’s material. Often, there are two class sessions of a particular topic (e.g., cognitive development). I will introduce the topic on the first session, which may make the second session particularly conducive to a student leading that session. Overall, I will support students in leading class discussions at every stage, from selection of a topic/day to editing of slides, to presentations. I will participate in—but not lead—these discussions.
Presentations
(15 points). In
addition to leading a class session, students will be responsible for
presenting an article and facilitating class discussion once during the
semester. Your presentation should cover the article’s unique contribution,
integrative themes across the readings (particularly for that day), the pros
and cons of different research methods for addressing the topic, and ideas
regarding potential future directions/applications of the findings. You should be
familiar with the entire PowerPoint presentation for that day and be prepared
to field questions and lead discussion integrating the article you are
presenting with other content. The presentation and discussion should be about
20 minutes.
Evaluation. Leading a class session and
presentations will be evaluated based on a) the clarity of your presentation
and slides, b) your understanding of the article (e.g., adequacy of responses
to questions), c) the depth of your communicated understanding of the issues
raised by the article (e.g., what is the unique message of the article), and d)
the quality of the ensuing discussion (e.g., relationship to ongoing class
themes), which includes a leadership role in that day’s discussion. Hallmarks
of quality involve identifying strengths of the article, weaknesses, and
specific, article-pertinent ideas for addressing those weaknesses. Weaker presentations often focus on common
methodologic weaknesses without identifying solutions. Stronger presentations
often focus on key strengths and results.
Slides. Your presentations should use Power-Point slides. I prefer figure-based presentations where the title of each slide is communicative (e.g., not “Results”) and slide titles do not repeat. I prefer large text (> 24 font). In some instances, online slides exist with which to present your article. As needed, please edit the slides and/or create new slides. If you create new slides, please put your last name in the footer section of the slide (it’s your work). For an article presentation—only send the slides you will be presenting. When leading a class discussion, please send all slides. Slides are due by email the evening before class. Please email the slides not only to me but to all members of the class.
Feedback. I am available to discuss articles and
slides before your presentation. We can discuss elements of the article and
slides that are difficult to understand, and your questions about what is most
important to present, and how it should be presented. In other words, if there
is something about the article you are planning to present that you don't
understand, come discuss it with me beforehand.
Note.
If you have previously
presented an article in one of my classes, you may not present that
article again unless you are leading the class session in which we are
discussing that article.
Participation, Participation
refers to your level of engagement in class. Over the course of the semester,
please submit three (3) substantive questions or responses concerning the class
reading 12 hours before the class at which we discuss the reading. Email your
questions to me and all members of the class. All three of these
questions/responses should concern articles scheduled for discussion when one
of your peers (a student) is leading the class.
In
addition to these questions, participation includes attendance, having clearly
done the required reading, asking pertinent questions, offering informed
responses to questions, and constructive debate. Use of electronic
devices for anything except class work is prohibited. Full credit
participation should not be assumed. If you have a question about your level of
presentation, I am happy to discuss. Attendance
is mandatory.
Final project. For the final project,
choose a question which can be addressed from
a developmental perspective emphasizing change over time. It can be
grounded in your research or can be an exploration of developmental themes
unrelated to your work. The paper must constitute new work. Any relation with
ongoing work (for another class or one’s own research) must be stated in all
final project assignments. I’m available
to discuss all aspects of the final project, and
suggest final project ideas. If no
final project can be found, I can furnish a midterm and final in its stead.
Collaborative proposals and
presentations are allowed. They must include a significant component of
individual work for each collaborator and must result in a proportionately
higher quality final project (e.g., 2 people could collaborate on a RO1 proposal).
In that case, each team member will independently submit their assignments.
The project should take one of the following forms.
1)
An empirical study in the form of a journal submission (10-25
double spaced pages). This is an ideal format for completing an ongoing
research project.
a.
One option here is an empirical study of infant facial expressions
of emotion using social media as data.
2) A NIH
F31/R03, NSF Graduate Research Fellowship, or comparable proposal to which I
agree. This is an ideal format for exploring ideas by proposing developmental
research. The final paper should include all substantive areas of the proposal
(5 – 6 single-spaced pages).
3) A publication-quality
literature review in summary-article format or chapter format (i.e., organized
by theme, not by article (10-25 double spaced pages).
a. One option here is contribution to an invited chapter
on “Communication.”
Final project assignments. For each date below, be prepared to discuss your
assignment in class. If some
feature of the assignment is missing in one of these assignments, and I do not
draw your attention to its absence, this does not constitute license to omit
that portion of the assignment.
|
Final
Project Assignments (50 points total)
|
|
|
1/25 |
Potential
topic, title, and format (e.g., empirical paper). If there is a related
project, please submit a draft of the project in its current
status. (5) |
|
2/15 |
One
paragraph, single-spaced summary of the project. (5) |
|
2/29 |
One-page,
single-spaced abstract of project. (5) |
|
3/19 |
Two-page
abstract of project containing all its components (5). For a F31, submit the
summary, abstract, and specific aims page. |
|
4/16 |
Three-page
abstract of project containing all its components. (5). For a F31, include
the analysis plan. |
|
Day before
presentation (4/22 or 4/24) |
PowerPoint and oral presentation of project (10).
Submit your PowerPoint on the BlackBoard Assignment
portal by the evening before your presentation. Extra credit for also emailing a version to the
Discussion Board to enhance feedback from your classmates. |
|
5/8 |
Final
paper due (11:00 pm). (15) |
Honor code. All assignments are governed by the Honor code: “On my honor, I have
neither given nor received any aid on this exam/paper, etc.” Please review the
graduate honor code https://www.grad.miami.edu/_assets/pdf/graduate_student_honor_code.pdf.
Office Hours. Office
hours (listed above) or a meeting scheduled after class by email are an ideal
setting for me to assist you with your final paper, exam(s), discussion
facilitation, or class participation.
Evaluation
|
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Schedule
of Classes, Readings, and Assignments
Jan 16.
Introduction to Class and Developmental
Psychology (ppt1)
Additional reading:
Gómez-Robles
A, Nicolaou C, Smaers JB, Sherwood CC (2024) The
evolution of human altriciality and brain development
in comparative context. Nature Ecology & Evolution 8:133-146.10.1038/s41559-023-02253-z.
Jan 18.
Developmental Design, Measurement, &
Analysis (lec5.design.ppt) Lauren
Additional reading:
Davis-Kean, P. E., &
Ellis, A. (2019). An overview of issues in infant and developmental research
for the creation of robust and replicable science. Infant Behavior and
Development, 57, 101339. doi:
10.1016/j.infbeh.2019.101339 https://pubmed.ncbi.nlm.nih.gov/31351250/
Frank, M. C. (2019). Towards
a more robust and replicable science of infant development. Infant Behavior and
Development, 57, 101349. doi:
10.1016/j.infbeh.2019.101349 https://www.sciencedirect.com/science/article/pii/S0163638319301833?via%3Dihub
Jan 23.
The genetic basis of behavior and
development (ppt8)
Additional reading:
Conradt, E., Beauchaine, T., Abar, B.,
Lagasse, L., Shankaran, S., Bada, H., … Lester, B. (2016). Early caregiving
stress exposure moderates the relation between respiratory sinus arrhythmia
reactivity at 1 month and biobehavioral outcomes at age 3. Psychophysiology,
53(1), 83–96. https://doi.org/10.1111/psyp.12569 https://onlinelibrary.wiley.com/doi/epdf/10.1111/psyp.12569
Jan 25.
The biological basis of behavior and development, neural development (ppt7)
Valadez EA, Tottenham N, Korom M, Tabachnick AR, Pine DS,
Dozier M (2023) A Randomized Controlled Trial of a Parenting Intervention During
Infancy Alters Amygdala-Prefrontal Circuitry in Middle Childhood. Journal of
the American Academy of Child & Adolescent Psychiatry. https://doi.org/10.1016/j.jaac.2023.06.015 .
Additional reading:
Wijeakumar,
S., Forbes, S.H., Magnotta, V.A. et al. Stunting in infancy is
associated with atypical activation of working memory and attention networks. Nat
Hum Behav 7, 2199–2211 (2023). https://doi.org/10.1038/s41562-023-01725-3
Brody, G. H.,
Gray, J. C., Yu, T., Barton, A. W., Beach, S. R., Galván, A., MacKillop, J.,
Windle, M., Chen, E., Miller, G. E., & Sweet, L. H. (2017). Protective
Prevention Effects on the Association of Poverty With
Brain Development. JAMA Pediatr, 171(1), 46-52. https://doi.org/10.1001/jamapediatrics.2016.2988
Nomi,
J. S., Bolt, T. S., Ezie, C., Uddin, L. Q., &
Heller, A. S. (2017). Moment-to-moment BOLD Signal Variability Reflects
Regional Changes in Neural Flexibility Across the Lifespan. The Journal of
Neuroscience. doi:10.1523/jneurosci.3408-16.2017http://www.jneurosci.org/content/jneuro/early/2017/05/03/JNEUROSCI.3408-16.2017.full.pdf
Mina Elhamiasl,
Jessica Sanches Braga Figueira, Ryan Barry-Anwar, Zoe Pestana, Andreas Keil,
Lisa S Scott, The emergence of the EEG dominant rhythm across the first year of
life, Cerebral Cortex,
2023;, bhad425, https://doi.org/10.1093/cercor/bhad425
Jan 30.
Culture in Development (ppt3). Michael
Everyday
language input and production in 1,001 children from six continents
E Bergelson, M Soderstrom, IC
Schwarz, CF Rowland, ...
Proceedings of the National
Academy of Sciences 120 (52), e2300671120
Additional reading:
Hilton,
C. B., Moser, C. J., Bertolo, M., Lee-Rubin, H., Amir, D., Bainbridge, C. M.,
Simson, J., Knox, D., Glowacki, L., Alemu, E., Galbarczyk, A., Jasienska, G.,
Ross, C. T., Neff, M. B., Martin, A., Cirelli, L. K., Trehub, S. E., Song, J.,
Kim, M., Schachner, A., Vardy, T. A., Atkinson, Q. D., Salenius, A., Andelin,
J., Antfolk, J., Madhivanan, P., Siddaiah, A., Placek, C. D., Salali, G. D.,
Keestra, S., Singh, M., Collins, S. A., Patton, J. Q., Scaff, C., Stieglitz,
J., Cutipa, S. C., Moya, C., Sagar, R. R., Anyawire, M., Mabulla, A., Wood, B.
M., Krasnow, M. M., & Mehr, S. A. (2022). Acoustic regularities in
infant-directed speech and song across cultures. Nature Human Behaviour.
Bornstein, M. H., Putnick, D. L., Rigo, P.,
Esposito, G., Swain, J. E., Suwalsky, J. T. D., Su,
X., Du, X., Zhang, K., Cote, L. R., De Pisapia, N., & Venuti, P. (2017).
Neurobiology of culturally common maternal responses to infant cry. Proceedings
of the National Academy of Sciences of the United States of America, 114(45),
E9465-E9473. https://doi.org/10.1073/pnas.1712022114
Feb 1.
Culture in Development (ppt4). Amanda
Lansford, JE, Godwin, J, Al-Hassan, SM, Bacchini, D, Bornstein, MH, Chang, L, Chen, BB, Deater-Deckard, K, Giunta, LD, Dodge, KA, Malone, PS, Oburu, P, Pastorelli, C, Skinner, AT, Sorbring, E, Steinberg, L, Tapanya, S, Peña Alampay, L, Uribe Tirado, LM, and Zelli, A. "Longitudinal Associations Between Parenting and Youth Adjustment in Twelve Cultural Groups: Cultural Normativeness of Parenting as a Moderator (Accepted)." Developmental Psychology. Full Text https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5788720/pdf/nihms906277.pdf
Additional reading:
Causadias, J. M., Vitriol, J. A., & Atkin, A. L. (2018). The
cultural (mis) attribution bias in developmental psychology in the United
States. Journal of Applied Developmental Psychology, 59, 65-74. doi:
10.1016/j.appdev.2018.01.003
Feb 6.
CLASS ON
ZOOM
Perceptual Development (ppt9)
Additional reading:
Edgar EV, Todd JT, Bahrick LE (2023)
Intersensory processing of faces and voices at 6 months predicts language
outcomes at 18, 24, and 36 months of age. Infancy 28:569-596. https://doi.org/10.1111/infa.12533
Smith,
I. T., Townsend, L. B., Huh, R., Zhu, H., & Smith, S. L. (2017).
Stream-dependent development of higher visual cortical areas. Nat Neurosci, advance online publication. doi:
10.1038/nn.4469
http://www.nature.com/neuro/journal/vaop/ncurrent/abs/nn.4469.html#supplementary-information
Feb 8. Perceptual/Attention Development (ppt10).
CLASS ON
ZOOM
NJ Minar, DJ Lewkowicz
Overcoming
the other‐race effect in infancy
with multisensory redundancy: 10–12‐month‐olds discriminate dynamic other‐race faces producing speech.
Developmental
science 21 (4), e12604.
Michael
Additional
reading:
Constantino, J. N., Kennon-McGill, S.,
Weichselbaum, C., Marrus, N., Haider, A., Glowinski, A. L., Gillespie, S.,
Klaiman, C., Klin, A., & Jones, W. (2017). Infant viewing of social scenes
is under genetic control and is atypical in autism. Nature, 547(7663), 340-344.
doi: 10.1038/nature22999 http://www.nature.com/nature/journal/v547/n7663/abs/nature22999.html#supplementary-information
Feb 13. Cognitive Development (ppt11) Shuo
Yu, C., Suanda, S. H. & Smith, L. B. (2018) Infant
sustained attention but not joint attention to objects at 9 months predicts
vocabulary at 12 and 15 months. Developmental
Science. PMID: 30255968
Additional reading:
Poli F,
Ghilardi T, Beijers R, de Weerth C, Hinne M, Mars RB, Hunnius S (2023)
Individual differences in processing speed and curiosity explain infant
habituation and dishabituation performance. Developmental Science n/a:e13460. https://doi.org/10.1111/desc.13460
Boyer, T. W., Harding, S. M., & Bertenthal, B. I. (2020). The temporal dynamics of infants'
joint attention: Effects of others' gaze cues and manual actions. Cognition, 197, 104151. doi:
10.1016/j.cognition.2019.104151
Feb 15.
Cognitive Development (ppt12) Shannon
Additional reading:
The impact of a
poverty reduction intervention on infant brain activity. https://www.pnas.org/doi/epdf/10.1073/pnas.2115649119
Feb 20.
Language Development (ppt13) Kenyon
Mitsven, S. G., Perry, L. K., Tao, Y., Elbaum, B. E., Johnson, N. F., & Messinger, D. S. (2021). Objectively measured teacher and preschooler vocalizations: Phonemic diversity is associated with language abilities. Developmental Science, n/a(n/a), https://doi.org/https://doi.org/10.1111/desc.13177
Additional reading:
Warlaumont, A. S.,
Richards., J. A., Gilkerson, J., & Oller, D. K. (2014). A social feedback loop for speech
development and its reduction in autism. Psychological Science, 25(7), 1314–1324. doi: 10.1177/0956797614531023 [supplemental materials, Akhtar
et al., commentary on Warlaumont,
Warlaumont
et al. response to Akhtar]
Perry, L.K., Perlman, M., Winter, B.,
Massaro, D.W., & Lupyan, G. (2018). Iconicity in
children and adults’ speech. Developmental Science, 21(3), e12572. doi: 10.1111/desc.12572. https://onlinelibrary.wiley.com/doi/full/10.1111/desc.12572
Feb 22.
Language Development (ppt14) Elizabeth
Additional reading:
Feb 27.
Temperament and Emotion (ppt15)
Ahn YA, Önal Ertuğrul I, Chow S-M,
Cohn JF, Messinger DS (2023). Automated
measurement of infant and mother Duchenne facial expressions in the
Face-to-Face/Still-Face.
Infancy n/a. https://doi.org/10.1111/infa.12556.
Additional reading:
Mattson, W. I., Cohn, J. F., Mahoor, M.
H., Gangi, D. N., & Messinger, D. S. (2013). Darwin’s Duchenne: Eye constriction during infant joy and
distress. PLOS
ONE, 8(11). doi:
10.1371/journal.pone.0080161
Feb
29.
Temperament and Emotion (ppt16) Amelia
Watts, T. W., Duncan, G. J., & Quan, H.
(2018). Revisiting the marshmallow test: A conceptual replication investigating
links between early delay of gratification and later Outcomes. https://journals.sagepub.com/doi/full/10.1177/0956797618761661. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6050075/pdf/10.1177_0956797618761661.pdf
Additional reading:
Coffey, J. (2019). Cascades of infant happiness:
Infant positive affect predicts childhood IQ and adult educational attainment.
Emotion, 20. https://doi.org/10.1037/emo0000640 https://www.researchgate.net/publication/334153887_Cascades_of_infant_happiness_Infant_positive_affect_predicts_childhood_IQ_and_adult_educational_attainment/link/5d278e1a299bf1547cad2e2b/download
Additional reading:
Casey,
B. J., Heller, A. S., Gee, D. G., & Cohen, A. O. (2019). Development of the
emotional brain. Neuroscience Letters. doi:
https://doi.org/10.1016/j.neulet.2017.11.055
Zeng, G., Maylott, S. E., Leung, T. S.,
Messinger, D. S., Wang, J., & Simpson, E. A. (2022). Infant temperamental
fear, pupil dilation, and gaze aversion from smiling
strangers. Developmental Psychobiology, 64(7), e22324. https://doi.org/10.1002/dev.22324
Mar 5.
Socialization Experiences I.
Parent-child relationships (ppt17)
Additional reading:
Abney
DH, daSilva EB, Bertenthal BI (2021) Associations between infant–mother
physiological synchrony and 4- and 6-month-old infants’ emotion regulation.
Developmental Psychobiology 63:e22161. https://doi.org/10.1002/dev.22161.
Ilyka, D., Johnson, M. H., & Lloyd-Fox,
S. (2021). Infant social interactions and brain development: A systematic
review. Neuroscience & Biobehavioral Reviews, 130, 448-469. doi:https://doi.org/10.1016/j.neubiorev.2021.09.001
Leong, V., Byrne, E., Clackson, K.,
Georgieva, S., Lam, S., & Wass, S. (2017). Speaker gaze increases
information coupling between infant and adult brains. Proceedings of the
National Academy of Sciences, 114(50), 13290-13295. https://doi.org/10.1073/pnas.1702493114
Simpson, E. A., Sclafani, V., Paukner, A., Kaburu, S. S. K., Suomi, S. J.,
& Ferrari, P. F. (2019). Handling newborn monkeys alters later
exploratory, cognitive, and social behaviors. Dev Cogn Neurosci, 35, 12-19. doi:10.1016/j.dcn.2017.07.010
Murray,
L., De Pascalis, L., Bozicevic, L., Hawkins, L., Sclafani, V., & Ferrari,
P. F. (2016). The functional architecture of mother-infant communication, and
the development of infant social expressiveness in the first two months.
Scientific Reports, 6(1), 39019. https://doi.org/10.1038/srep39019.
Mar 7.
Socialization Experiences I (Cont.).
Parent-child relationships (ppt17)
Bella
Mitsven, S. G., Prince, E. B.,
Messinger, D. S., Tenenbaum, E. J., Sheinkopf, S. J., Tronick, E. Z., Seifer,
R., & Lester, B. M. (2021). Testing
the mid-range model: Attachment in a high-risk sample. Developmental Science, e13185. https://doi.org/10.1111/desc.13185
Additional
reading:
Sheinkopf SJ, Tenenbaum EJ,
Messinger DS, Miller-Loncar CL, Tronick EZ, LaGasse LL, Shankaran S, Bada H,
Bauer CR, Whitaker TM, Hammond JA, & Lester BM. (2016). Maternal
and infant affect at 4 months predicts performance and verbal IQ at 4 and 7
years in a diverse population.
Developmental Science. doi: 10.1111/desc.12479. PMID:
27774733
Feldman,
R., Rosenthal, Z., & Eidelman, A. I. (2014). Maternal-Preterm Skin-to-Skin
Contact Enhances Child Physiologic Organization and Cognitive Control Across
the First 10 Years of Life. Biological Psychiatry, 75(1), 56-64. doi: http://dx.doi.org/10.1016/j.biopsych.2013.08.012
Sheridan, M. A., N. A. Fox, et al. (2012). "Variation in neural development as a result of exposure to
institutionalization early in childhood." Proceedings of the National Academy of Sciences.
Mar 12 & 14. Spring Break
Mar
19.
Socialization
Experiences I. Parent-child relationships. (ppt18)
Groh,
A. M., Fearon, R. M. P., van IJzendoorn, M. H., Bakermans-Kranenburg,
M. J., & Roisman, G. I. (2017). Attachment in the
Early Life Course: Meta-Analytic Evidence for Its Role in Socioemotional
Development. Child Development Perspectives, 11(1), 70-76. doi:
10.1111/cdep.12213. Genesis
Additional
reading:
Mar
21.
Socialization
Experiences I. Parent-child relationships (ppt19)
Bornstein, M. H., & Manian, N. (2013). Maternal responsiveness and sensitivity reconsidered: Some is more. Dev Psychopathol, 25(4 Pt 1), 957-971. doi:10.1017/s0954579413000308 Shuo
Additional
reading:
Mar
26.
Socialization
Experiences II - School and Community (ppt23)
Jiye
Fasano, R. M., Perry, L. K., Zhang, Y., Vitale, L., Wang,
J., Song, C., & Messinger, D. S. (2021). A granular perspective on inclusion: Objectively measured
interactions of preschoolers with and without autism. Autism Research.
Additional
reading:
Fasano, R. M., Mitsven, S. G., Custode, S. A., Sarker, D., Bulotsky-Shearer, R. J., Messinger, D. S., & Perry, L. K. (2023). Automated measures of vocal interactions and engagement in inclusive preschool classrooms. Autism Research, 1– 14. https://doi.org/10.1002/aur.2980
Mitsven,
S. G., Perry, L. K., Tao, Y., Elbaum, B. E., Johnson, N. F., & Messinger,
D. S. (2021). Objectively measured
teacher and preschooler vocalizations: Phonemic diversity is associated with
language abilities. Developmental Science, n/a(n/a), https://doi.org/https://doi.org/10.1111/desc.13177
Chen,
J., Justice, L. M., Rhoad-Drogalis, A., Lin, T.-J.,
& Sawyer, B. (2020). Social Networks of Children With
Developmental Language Disorder in Inclusive Preschool Programs. Child
Development, 91(2), 471-487. https://srcd.onlinelibrary.wiley.com/doi/epdf/10.1111/cdev.13183
Gonzalez Villasanti,
H., Justice, L. M., Chaparro-Moreno, L. J., Lin, T. J., & Purtell, K.
(2020). Automatized analysis of children's exposure to child-directed speech in
preschool settings: Validation and application. PloS one,
15(11), e0242511. https://doi.org/10.1371/journal.pone.0242511 https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0242511
Mar 28.
Socialization
Experiences III. School and Community (ppt24)
Card, D., & Giuliano, L. (2016). Universal
screening increases the representation of low-income and minority students in
gifted education. Proceedings of the National Academy of Sciences, 113(48),
13678-13683. https://doi.org/10.1073/pnas.1605043113 https://www.pnas.org/content/pnas/113/48/13678.full.pdf Eliazbeth
Additional
reading:
Apr 2.
Adversity,
challenge, resilience: Socialization Experiences III. Community (ppt25)
Genesis
Danese, A., & Widom, C. S. (2020). Objective and subjective experiences of child maltreatment and their relationships with psychopathology. Nature Human Behaviour, 4(8), 811-818. https://doi.org/10.1038/s41562-020-0880-3.
Additional
reading:
Cuartas, J., Weissman, D. G., Sheridan, M. A., Lengua, L., & McLaughlin, K. A. (2021). Corporal Punishment and Elevated Neural Response to Threat in Children. Child Development, 92(3), 821-832. https://doi.org/https://doi.org/10.1111/cdev.13565
Chetty,
R., Hendren, N., Jones, M. R., & Porter, S. R. (2020). Race and Economic
Opportunity in the United States: an Intergenerational Perspective*. The
Quarterly Journal of Economics, 135(2), 711-783. doi:10.1093/qje/qjz042. https://www.nytimes.com/interactive/2018/03/27/upshot/make-your-own-mobility-animation.html?action=click&module=RelatedLinks&pgtype=Article
Apr
4.
Socialization Experiences I.
Peer
relationships (ppt21)
Additional
reading:
Laursen, B. (2017). Making and Keeping Friends: The Importance of Being Similar. Child Development Perspectives, 11(4), 282-289. https://doi.org/10.1111/cdep.12246
Apr
9.
Socialization
Experiences II. Peer relationships (ppt22)
Additional
reading:
Apr
11.
Beyond
Childhood: Transition to parenthood (ppt26)
Paternina-Die, M., Martínez-García, M., Martín de Blas, D. et al. Women’s neuroplasticity during gestation, childbirth and postpartum. Nat Neurosci (2024). https://doi.org/10.1038/s41593-023-01513-2
Hoekzema, E., E. Barba-Müller, C. Pozzobon, M. Picado, F. Lucco, D. García-García, J. C. Soliva, A. Tobeña, M. Desco, E. A. Crone, A. Ballesteros, S. Carmona and O. Vilarroya (2016). "Pregnancy leads to long-lasting changes in human brain structure." Nature Neuroscience 20: 287. (https://www.nature.com/articles/nn.4458.pdf)
Diaz-Rojas F, Matsunaga M, Tanaka Y, Kikusui T, Mogi K, Nagasawa M, Asano K, Abe N, Myowa M (2021) Development of the paternal brain in expectant fathers during early pregnancy. NeuroImage 225:117527.https://doi.org/10.1016/j.neuroimage.2020.117527.
Additional
reading.
Apr
16: Parent-child relationships (ppt20).
Additional
reading.
Apr 18
Beyond
Childhood: Adulthood (ppt27)
Fraley RC, Roisman GI,
Booth-LaForce C, Owen MT, Holland AS. Interpersonal and genetic origins of
adult attachment styles: a longitudinal study from infancy to early
adulthood. J Pers Soc Psychol.
2013;104(5):817-838. doi:10.1037/a0031435. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3885143/ Amanda
Hittner,
E. F., Stephens, J. E., Turiano, N. A., Gerstorf, D.,
Lachman, M. E., & Haase, C. M. (2020). Positive Affect Is Associated with
Less Memory Decline: Evidence From a 9-Year Longitudinal Study. Psychological
Science, 31(11), 1386-1395.
https://doi.org/10.1177/0956797620953883
Additional
reading:
Anthony P. Zanesco, Brandon G. King, Katherine A. MacLean,
Clifford D. Saron. Cognitive Aging and Long-Term Maintenance of
Attentional Improvements Following Meditation Training. Journal of Cognitive
Enhancement, 2018; DOI: 10.1007/s41465-018-0068-1
Ritchie,
S. J., Tucker-Drob, E. M., Cox, S. R., Corley, J., Dykiert,
D., Redmond, P., Pattie, A., Taylor, A., Sibbett, R., Starr, J. M., &
Deary, I. J. (2016). Predictors of ageing-related decline across multiple
cognitive functions. Intelligence, 59, 115-126. Link (Open Access).
Apr 23. Final project blitz presentation on ZOOM. Please
present from your own screen. 7 minutes per presentation with 3 minutes of
questions/comments. I will have the next presenter begin precisely 10 minutes
after the previous presenter. ZOOM. Kenyon Lauren Jiye
Elizabeth Amelia.
Apr 25. Final project blitz presentation.
Please present from your own screen. 7 minutes per presentation with 3 minutes
of questions/comments. I will have the next presenter begin precisely 10
minutes after the previous presenter. 302. Michael, Shannon, Genesis, Bella, Shuo, Amanda.
April 30. Final
project workshop. Bring your final project draft to class so we can work on
improving them!
May
8. Final Paper Due
Campus
Closure: In the event that the UM’s campus closes unexpectedly for an
extended period of time due to a hurricane, pandemic, or other emergency
situation that prevents this course from meeting in person, students should be
prepared to continue their learning through other means as determined by the
instructor. In the most likely scenario, instruction would be delivered
remotely through BlackBoard and other
platforms. Students are expected, to the extent feasible, to check their UM
email and course BlackBoard
regularly for communications from their instructors. If instructed by the
faculty, students are expected, to the extent feasible, to continue their
participation in their courses from their off-campus location.
Class
Recordings Policy: Students
are expressly prohibited from recording any part of this course. Meetings of
this course might be recorded by the University. Any recordings will be
available to students registered for this class as they are intended to
supplement the classroom experience. Students are expected to follow
appropriate University policies and maintain the security of passwords used to
access recorded lectures. Recordings may not be reproduced, shared with those
not in the class, or uploaded to other online environments. If the instructor
of a University of Miami office plans any other uses for the recordings, beyond
this class, students identifiable in the recordings will be notified to request
consent prior to such use. See the separate FERPA consent.