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(A)typical Social (& Emotional) Development (PSY624O) Spring 2013, Tuesdays and Thursdays, 09:30-10:45, Flipse 302 Daniel Messinger, Ph.D. (DMessinger@Miami.edu) (Homepage) 305-284-8443 Office: 5665 Ponce de Leon (Psych. Annex), Room 308 Office Hours: Wednesdays 09:00-11:00 and by appointment. You are responsible for having an up-to-date copy of this syllabus (only available on-line) http://www.psy.miami.edu/faculty/dmessinger/c_c/SD_Grad/grad_sd_syll13.html |
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Objective:
The goal of the course is to review contemporary theory, research, and
methods relevant to understanding social and emotional development,
particularly during childhood. The course focuses on both normative and
atypical development; an understanding of one enriches an
understanding of the other. Individual differences, sociocultural diversity,
and a historical perspective on the study of all these themes, will be
emphasized throughout.
Topics:
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Readings: Empirical and review articles from the literature are available on-line (click the indicated reading; they are in Acrobat which can be downloaded here). If a reading assignment does not specify page numbers, the entire article is assigned. If a reading assignment is marked as "Extra," it is suggested but not required. Almost all lectures will be available from the links below.
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Class Sessions. I will provide overview and basic background material to inform our discussion. Some of this material will be in the form of PowerPoint slides that I will review in class and post on-line (I will also include links to some interesting supplementary web-sites). Illustrative videos and in-class activities will help us get a real-flavor for some of the topics (i.e. coding security of attachment). In addition, there will be some memorization of basic points and there will be testing and pop quizzes related to the readings and key points. Please have access to the readings (hard copy or electronic) during class sessions.
Preparing readings for class discussion. Review the reading as a starting point for leading a class discussion. Summarize the central point and the main points (main points!) of the article; then tell us what the most interesting issues for discussion emerge from the article. Limit your presentations to 5 minutes. End with a couple of questions about the meaning of this article and its message in terms of other readings, larger issues, your own work, etc. Please write-up your notes that summarize the reading and suggest discussion points in 2-3 PowerPoint slides. These should be emailed to the class the evening before class and brought to class with handouts for all. Download the PowerPoint slides that I have prepared for the class and indicate how your material can be integrated. The goal is to encourage class participation and discussion. |
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The final project should concern typical or atypical
social/emotional development. You
should find a project that interests you and will help you professionally
(consult with your advisor). Alternatives for a final project: 1) A publication quality research project such as a draft of a thesis. The idea is to learn about social and emotional development by doing research that will facilitate your career goals. 2) A NIH R03/R01 or NSF grant proposal (6, 12, or 15 single-spaced pages, respectively). The idea here is to tie together your knowledge of an area with a proposal to do research in this area. 3) A publication quality literature reviews in summary-article/chapter format (i.e., organized by theme, not by reading).
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).
Finally, final papers that involve contributing to Wikipedia are a possibility and a possible requirement.
During the last class session(s), you will make a
verbal presentation of their projects.
Dates to remember: For all of these dates be prepared to present and discuss your final project. 1/29: One paragraph single-spaced summary. 2/14: One page single-spaced abstract of intended final project. 3/7: 2 page single-spaced abstract of your final project is due . 4/2: First draft of final paper. Monday 4/15: PowerPoint presentations of final project.
4/26: Final paper due.
Other. Class Attendance: Class attendance is mandatory. Unexcused absences will lower the class presentation portion of your grade.
Make-up exams: There will be no make-up exams. |
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Session Reading & Assignments Due |
Critical Questions to Think About |
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Tuesday |
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Thursday
Eisenberg, N. (2006). Introduction. In N. E. troduction, W. Damon & R. M.
Lerner (Eds.), Handbook of child psychology: Vol. 3, Social, emotional, and
personality development (6th ed.) (pp. 1-23). Hoboken, NJ, US: John Wiley &
Sons Inc. Thompson (2001). Development in the first years of life. The Future of Children, 11(1), 20-33.
Choose a preliminary (non-binding) final project and email to me.
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Overview:
Temperament, emotion, attachment, the self, and the broader context of social
and emotional development. Greenspan & Shanker. Describe Greenspan and Shanker's (G&S) description of the transformation in emotional and intellectual growth. How do they relate to Erikson's (E) levels? Using G&S (or E), identify times in your own development that correspond to their levels? Describe times in the development of someone younger than yourself and someone older than yourself in terms of Greenspan and Shanker's levels. Use the "developmental highlights" video from class to illustrate your discussion. |
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Tuesday 1/22 Reading:
Extra:
Caspi, et al., maltreated genotype 2002 Schmidt, L., Fox, N. et al., (2009). Social Regulation of Human Gene Expression (p
132-137) Spencer et al., (2009) "...Whey we should no longer abide the nativist-empiricist debate" Nelson, C. A. (1999). Neural plasticity and human development. Current Directions in Psychological Science, 8(2), 42-45. [Caspi, C. & Silva, P. (1995b). Temperamental
qualities at age three predict personality traits in young adulthood:
Longitudinal evidence from a birth cohort. Child Development, 66, 486-498. or Http://www.erin.utoronto.ca/~w3bio380/ an embryology course. See also http://www.ornl.gov/TechResources/Human_Genome/project/info.html |
Environmental and genetic interaction What are the advantages (name some forms of genetic transmission) and disadvantages of thinking of genes as blueprints? How do environmental and genetic influences interact during prenatal development (provide examples)? What is the difference between transactional and a behavioral genetics approach to gene * environment interactions? |
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Thursday 1/24
Reading: Henderson, H. A., & Wachs, T. D. (2007). Temperament theory and the study of cognition-emotion interactions across development. Developmental Review, 27(3), 396-427. doi: 10.1016/j.dr.2007.06.004. TC1
Extra: Caspi, A. (2000). The Child Is Father of the Man
Penela, E. C., H. A. Henderson, et al. (2012). "Maternal Caregiving Moderates the Relation Between Temperamental Fear and Social Behavior with Peers." Infancy 17(6): 715-730. Beyond Nature & Nurture? (see me): Eliot 290-303 (neural basis of emotion) 316-321 (temperament). Development 328-344. Lamb et al. Development 371-393 Fox, N. A. (1991). If it's not left, it's right: Electroencephalograph asymmetry and the development of emotion. American Psychologist, 46(8), 863-872. Extra: Kagan, J. (1997). Temperament and the reactions to unfamiliarity. Child Development, 68(1), 139-143. |
Temperament:
What is temperament? Describe your temperament using theoretical constructs
presented. What is goodness-of-fit (give examples)? |
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Tuesday, 1/29.
One paragraph
summary and 5 minute verbal summary of your intended final project. Email to
myself and your mentor.
Oveis, C., Gruber, J., Keltner, D., Stamper, J. L., & Boyce, W. T. (2009). Smile intensity and warm touch as thin slices of child and family affective style. Emotion, 9(4), 544-548. AB1 Extra: depression/mania (joorman) Cohn, Fredrickson, 2009. Emotion.
Izard, C. E. (2002). Translating Emotion Theory and Research Into Preventive Interventions. Psychological Bulletin, 128(5), 796-824. Keltner, D., Moffitt, T. E., & Stouthamer-Loeber, M. (1995). Facial expressions of emotion and psychopathology in adolescent boys . Journal of Abnormal Psychology, 104(4), 644-652. Raver (2002). Emotions matter. . .. School readiness. Social Policy Report.
Izard, Fine
et al. (2001). (More empirical results.)
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Emotion Outcomes: How might positive emotion and its expression affect life outcomes? Describe how expressed emotion relates to: a) Adolescent behavior problems; b) The course of grieving in widows; c) Life outcome in college women. What is a functionalist emotion theory? What is emotion regulation?
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Thursday, 1/31 Reading: Messinger, D.S., Mattson, W.I., Mahoor, M.H., & Cohn, J.F. (2012). The eyes have it: Making positive expressions more positive and negative expressions more negative. Emotion, 12(3), 430-436. PMID22148997. DG2 DG3
Messinger ('Positive and negative')
Segal et al. Messinger, D. & Fogel, A. (2007). The interactive development of social smiling. In Robert Kail (ed.), Advances in Child Development and Behavior, 35, 327-366. Oxford: Elsevier. “Smiling” entry. In Neil J. Salkind (Ed.), (2005), The Encyclopedia of Human Development. Sage Publications. Facial expression site: http://www2.cs.cmu.edu/~face/index2.htm
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Intensification: What evidence suggests that some smiles are more positive than others? What evidence suggests that the same facial actions are associated with more intense of stronger positive and negative emotions? What implications does this have for discrete emotion theory and how we understand the link between facial expression and emotion? Do infant smiles express a single index of positive emotion or different emotional qualities (like arousal)? What do joystick ratings tell us about emotion and interaction?
Extra: What do portraits of facial expressions in time tell us about emotion and what program creates them? What are the biological bases of emotion? Are there feelings before there is a sense of self? What is emotion? Do facial expressions express emotions? Does this change with age? What emotions exist at what ages? How does emotion become regulated with age?
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Tuesday 2/5 Reading: Camras, L. A., & Shutter, J. M. (2010). Emotional facial expressions in infancy. Emotion Review, 2(2), 120-129. doi: 10.1177/1754073909352529
Extra: Segal et al.
Messinger, D. & Fogel, A. (2007). The interactive development of social smiling. In Robert Kail (ed.), Advances in Child Development and Behavior, 35, 327-366. Oxford: Elsevier.
Messinger:
'Positive and negative' & 'Afterword
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Cole et al. (2004) is a more current review and discusses issues with the field, definitions. Feldman 2009 is current with empirical content for discussion. |
Extra: What is emotion? Do facial expressions express emotions? Does this change with age? What emotions exist at what ages? How does emotion become regulated with age? What does facial expression exist among children and adults? Intensification: What evidence suggests that some smiles are more positive than others? What evidence suggests that the same facial actions are associated with more intense of stronger positive and negative emotions? What implications does this have for discrete emotion theory and how we understand the link between facial expression and emotion? What do portraits of facial expressions in time tell us about emotion and what program creates them? What do joystick ratings tell us about emotion and interaction?
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Thursday 2/7 Early Emotional Interaction Reading:
Mesman, J., M. H. van Ijzendoorn, et al. (2009). "The many faces of the Still-Face Paradigm: A review and meta-analysis." Developmental Review 29(2): 120-162.TC2 LU2 AB2
Extra: Messinger, D., Ruvolo, P., Ekas, N., & Fogel, A. (2010). Applying Machine Learning to Infant Interaction: The Development is in the Details. Neural Networks, Special Issue on Social Cognition: From Babies to Robots, 23(10), 1004–1016.NIHMS 234401.
Beebe
Schore, Ch. 6, Visual experiences and socioemotional development. Chimp coos: http://news.bbc.co.uk/2/hi/science/nature/8296464.stm Kaye, K., & Fogel, A. (1980). The temporal structure of face-to-face communication between mothers and infants. Developmental Psychology, 16(5), 454-464. Weinberg, K. M., & Tronick, E. Z. (1996). Infant affective reactions to the resumption of maternal interaction after the Still-Face. Child Development, 67(3), 905-914. |
Early interaction: Process (early_interaction.ppt)
Early
interaction: Process and Prediction Face-to-face interaction and
still-face: What does it mean that interaction is bidirectional? How,
specifically, do baby and parent influence each other? Timing early expressive behaviors: How do infants coordinate expressive actions in time and how does this change with age? What is an event-based approach? Which pairs of infant expressive behaviors are coordinated in time (facial expressions and vocalizations, facial expressions and gazes at a parent’s face, and/or vocalizations and gazes) and what does this suggest for the role of facial expressions? Indicate two patterns in which infant gazes and smiles are coordinated with mother smiles? How do all these patterns change with age? What does this suggest about infant-mother interaction? |
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Tuesday 2/12
Kochanska, Aksan et al. (2006).Children’s Conscience and Self-Regulation.
Beebe, B. Rhythms of dialogue in infancy: Coordinated timing in development. |
What does early interaction predict? How does conscience develop? What factors predict internalization of parental and cultural roles? |
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Thursday 2/14
Due: One page single-spaced abstract of intended final project.
Reading:
Lamb et al. Development 371-393
Extra:
http://pantheon.yale.edu/~kw77/HamlinWynnBloomNature2007.pdf
Erikson, E. (1950). Eight Ages of Man, Childhood
and Society (pp. 247-254): Norton.
Attachment site: http://johnbowlby.com
Follow
links for how to code the Strange Situation:
Overview of attachment classifications
(on p. 11) and coding.
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What are the developmental stages of attachment? Attachment through the life
cycle: What predicts security and what security predicts |
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Tuesday
2/19 Reading: Raby, K. L., Cicchetti, D., Carlson, E. A., Cutuli, J. J., Englund, M. M., & Egeland, B. (2012). Genetic and Caregiving-Based Contributions to Infant Attachment. Psychological Science, 23(9), 1016-1023. doi: 10.1177/0956797612438265. DG4
Extra:
Seifer et al. Belsky & Fearon. attachmentVSsensitivity
Belsky, Jay; Houts, Renate M.; Fearon,
R. M. Pasco.
Infant attachment security and the timing of puberty:
Testing an evolutionary hypothesis.
Psychological Science,
Vol 21(9), Sep 2010, 1195-1201.
NICHD_Early_Child_Care_Research_Network. (2001b). Child-care and family predictors of preschool attachment and stability from infancy. Developmental Psychology, 37(6), 847-862.
Extra:
Chimp
Attachment
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Predicting attachment security: What different roles might infant
temperament have in predicting security of attachment? What is the experimental evidence that caregiver sensitivity factors predicts secure attachment? What is the meta-analytic evidence that caregiver sensitivity factors predicts secure attachment? |
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Thursday 2/21
NICHD_Early_Child_Care_Research_Network (2006). "Infant-mother attachment classification: Risk and protection in relation to changing maternal caregiving quality." Developmental Psychology 42(1): 38-58.
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What does secure attachment predict?
Describe the
stability (or instability) of attachment security as in infancy?
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Tuesday 2/26 Reading:
Extra Credit: See Babies or 56 Up. Make 5 minute presentation to class on 2/28. |
What attachment processes are active in adulthood? How do they impact intimate relationships? |
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Thursday 2/28 Reading: Silva, K. G., Correa-Chávez, M., & Rogoff, B. (2010). Mexican-heritage children's attention and learning from interactions directed to others. Child Development, 81(3), 898-912. UM link. AB4.
NICHD_Early_Child_Care_Research_Network. (2006). Child-Care Effect Sizes for the NICHD Study of Early Child Care and Youth Development. American Psychologist, 61(2), 99-116.
Tronick, E. Z., Morelli, G. A., & Ivey, P. K. (1992). The Efe forager infant and toddler's pattern of social relationships: Multiple and simultaneous. Developmental Psychology, 28(4), 568-577. Bornstein, M. H. and L. R. Cote (2003). "Cultural and parenting
cognitions in acculturating cultures: 2. Patterns of prediction and
structural coherence." Journal of Cross-Cultural Psychology 34(3):
350-373. Messinger, D. & Freedman, D. (1992). Autonomy and interdependence in Japanese and American mother-toddler dyads. Early Development and Parenting, 1(1) 33-38. http://people.ucsc.edu/~brogoff/
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Cultural
Psychology. What is cultural psychology (give examples)? Is the psychology we’ve been studying cultural psychology? How are toddlers’ desires for objects handled differently in Salt Lake City and San Pedro? Do toddlers or siblings end up with object in each community and what do mothers believe about this? What are differences between American and Japanese toddlers in toddler task and do they reflect differences in autonomy and interdependence – have reference to videotapes examples What types of attributions characterize traditional Japanese child-rearing? What is the developmental discontinuity in Japanese development? |
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Tuesday 3/5 Reading: Extra: NICHD_Early_Child_Care_Research_Network. (2006). Child-Care Effect Sizes for the NICHD Study of Early Child Care and Youth Development. American Psychologist, 61(2), 99-116. Fantuzzo, J. W., Bulotsky-Sheare, R., Fusco, R. A., & McWayne, C. (2005). An investigation of preschool classroom behavioral adjustment problems and social-emotional school readiness competencies. Early Childhood Research Quarterly, 20(3), 259-275.
NICHD Early Child Care Research Network. (2001). Child care and children's peer interaction at 24 and 36 months: The NICHD study of early child care. Child Development, 72(5), 1478-1500. NICHD_Early_Child_Care_Research_Network. (2002). Child-care structure-->process-->outcome: Direct and indirect effects of child-care quality on young children's development. Psychological Science, 13(3), 199-206. NICHD_Early_Child_Care_Research_Network (2003). "Does quality of child care affect child outcomes at age 4 1/2?" 39(3): 451-469. NICHD_Early_Child_Care_Research_Network. (2002). Early child care and children's development prior to school entry: Results from the NICHD Study of Early Child Care. American Educational Research Journal, 39(1), 133-164. NICHD_Early_Child_Care_Research_Network. (2001). Nonmaternal care and family factors in early development: An overview of the NICHD Study of Early Child Care. Journal of Applied Developmental Psychology, 22(5), 457-492.
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Childcare Link. How is the quantity and quality of child care associated with peer competence? Specifically, how does experience in child-care settings impact observed skill in peer play? And, what impact does quality of child care have on socioemotional and peer outcomes?
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Thursday 3/7 Reading: Due: 2 page single-spaced abstract of your final project. Also include a one page summary describing the final form and format of your project/proposal as articulated by the funding agency. |
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| 3/9-17 spring recess | |
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Tuesday 3/19
Reading: Ibanez, L., Grantz, C.J., Messinger, D.S. (2012). The development of referential communication and autism symptomatology in high-risk infants. Infancy, 1–21. DG5
Extra: Mundy, P. & Newell, L. (2007). Attention, joint attention and social cognition. Current Directions in Psychological Science, 16, 269-274. (The importance of joint attention to social cognition.)
Parlade, M. V., Messinger, D. S., van Hecke, A., Kaiser, M., Delgado, C., & Mundy, P. (2009). Anticipatory Smiling: Linking Early Affective Communication and Social Outcome. Infant Behavior & Development, 32, 33-43. (The meaning of initiating joint attention with a smile.)
Amanda Woodruff
Bakeman & Adamson, 2006, Extra: Striano, T.; Stahl, D. (2005). Sensitivity to triadic attention in early infancy. Developmental Science, 8, 333-343. 2. Rakoczy, H.; Tomasello, M.;
Striano, T. (2005). On tools and toys: How children learn to act on and
pretend with 'virgin objects'. Developmental Science, 8, 57-73.
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Gesture, Language, Autism, and Theory of Mind:
What are infant initiated joint attention (IJA) and receptive joint attention
(RJA)? How are they measured and what do they predict? How might early
deficits in IJA associated with autism lead to more long-term
deficits? What is theory of mind? How do autistic infants and infants
with Down Syndrome differ? How do Anticipatory Smiles unite dyadic and triadic
communication |
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Thursday 3/21 Reading: Messinger, D., G. Young, S. Ozonoff, L. Zwaigenbaum, K. Dobkins, L. Carter, T. Charman, R. Landa, M. Strauss, J. Constantino, T. Hutman, S. Bryson, J. Iverson, L. Carver, S. Rogers, M. Sigman and W. Stone (in press). Beyond Autism: A Baby Sibling Research Consortium Study of High-Risk Children at Three Years of Age. Journal of the American Academy of Child and Adolescent Psychiatry. LU5
Extra: Ozonoff, S., Young, G., Carter, A.S., Messinger, D. , Yirmiya, N., Zwaigenbaum, L., Bryson, S. E., Carver, L., Constantino, J., Dobkins, K., Hutman, T., Iverson, J., Landa, R., Rogers, S., Sigman, M., Stone, W. (2011). Recurrence Risk for Autism Spectrum Disorders: A baby siblings research consortium study. Pediatrics.
Extra: Development 279-285 & 296-327
Early behavioral intervention, brain plasticity,and the prevention of autism spectrum disorder. GERALDINE DAWSON. What are infant siblings teaching us about autism in infancy? Rogers, S. Baron-Cohen, S.; Belmonte, M. K. (2005). Autism: A Window Onto the Development of the Social and the Analytic Brain. Annual Review of Neuroscience, 28, 109-126.
Carter, A. S., Messinger, D. S., Stone, W. L., Celimli, S., Nahmias, A. S., Yoder, P. (2011). A Randomized Control Trial of Hanen’s “More Than Words” in Toddlers With Early Autism. Journal of Child Psychology and Psychiatry, 52(7), 741-52.
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Autism and the broad autism phenotype[LINK PPT]
What
are the diagnostic criteria for autism and what are key characteristics of
children with autism?
Define
the concept of the broad phenotype and how it relates to the siblings of
children on the autism spectrum (“ASD sibs”).
Describe
recent findings on early attention, emotional communication, and joint
attention in “ASD sibs”
What
are communicative and other “red flag” deficits in the infant siblings
of children with autism spectrum disorder?
Describe
some current theories of autism
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| Tuesday 3/26 | Autism Theory & Early Intervention |
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Thursday 3/28
Reading: Reiss, D. (2005). The Interplay Between Genotypes and Family Relationships. Reframing Concepts of Development and Prevention. Current Directions in Psychological Science, 14(3), 139-143. AB5
Extra: Davies, P. T., Martin, M. J., & Cicchetti, D. (2012). Delineating the sequelae of destructive and constructive interparental conflict for children within an evolutionary framework. Developmental Psychology, 48(4), 939-955. doi: 10.1037/a0025899
Baker, & Crnic (2009). Thinking about feelings: Emotion focus in the parenting of children with early developmental risk. Journal of Intellectual Disability Research, 53(5), 450-462.
Adam, E. K. (2004). Beyond Quality:. Parental and Residential Stability and Children's Adjustment. Current Directions in Psychological Science, 13(5), 210-213.
Crouter, A. C., & Bumpus, M. F. (2001). Linking Parents' Work Stress to Children's and Adolescents' Psychological Adjustment. Current Directions in Psychological Science, 10(5), 156-159. Deutsch, F. M. (2001). Equally Shared Parenting. Current Directions in Psychological Science, 10(1), 25-28.
Serbin, L., & Karp, J. (2003). Intergenerational studies of parenting and the transfer of risk from parent to child. Current Directions in Psychological Science, 12(4), 138-142.
The Role of Mothers’ and Fathers’ Adrenocortical Reactivity in Spillover Between Interparental Conflict and Parenting Practices. Melissa L. Sturge-Apple and Patrick T. Davies |
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Tuesday 4/2
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Thursday 4/4 Reading:
Whitelock, Claire
F., Lamb, Michael E., & Rentfrow, Peter J. (2013). Overcoming Trauma:
Psychological and Demographic Characteristics of Child Sexual Abuse
Survivors in Adulthood. Clinical Psychological Science. doi:
10.1177/2167702613480136
Extra:
Bolger, & Patterson (2001). Pathways from child maltreatment to internalizing problems: Perceptions of control as mediators and moderators. Development and Psychopathology, 13(4), 913-940. Margolin, G., & Gordis, E. B. (2004). Children's Exposure to Violence in the Family and Community. Current Directions in Psychological Science, 13, 152.
Kazdin, A. E., & Benjet, C. (2003). Spanking children: evidence and issues. Current directions in psychological science, 12 (3), 99.
Lansford, J. E.; Chang, L.; Dodge, K. A.; Malone, P. S.; Oburu, P.; Palmérus, K.; Bacchini, D.; Pastorelli, C.; Bombi, A. S.; Zelli, A.; Tapanya, S.; Chaudhary, N.; Deater-Deckard, K.; Manke, B.; Quinn, N. (2005). Physical discipline and children's adjustment: Cultural normativeness as a moderator. Child Development, 76, 1234-1246. |
Child
maltreatment. Define the four types of maltreatment? What are features of families in which maltreatment occurs? What are consequences of maltreatment on emotion recognition? What pathway identify to social consequences of maltreatment? How might a child be “buffered” from adverse effects? Do you believe prenatal substance exposure is child abuse? What are effects of common substances and which would and would not constitute abuse? |
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Tuesday
Due: First draft of your final project.
Weisman, O., et al. (2012). "Oxytocin administration to parent enhances infant physiological and behavioral readiness for social engagement." Biological Psychiatry 72(12): 982-989. McDonald, N., & Messinger, D. (2011). The development of empathy: How, when, and why. In A. Acerbi, J. A. Lombo, & J. J.Sanguineti (Eds), Free will, Emotions, and Moral Actions: Philosophy and Neuroscience in Dialogue. IF-Press.
S.
Hrdy. Comes the Child before Man: How Cooperative Breeding and Prolonged
Postweaning Dependence
de_Waal, F. B. M. (2000). Primates--a natural heritage of conflict resolution. Science, 289(5479), 586-590.
de Waal, F.B.M. (2008). Putting the altruism back into altruism: The evolution of empathy. Annual Review of Psychology, 59, 279–300. A wonderful and user-friendly review of empathy in many animal species.
Darby Proctor, Rebecca A. Williamson, Frans B. M. de Waal, and Sarah F. Brosnan. Chimpanzees play the ultimatum game. PNAS, January 14, 2013 DOI: 10.1073/pnas.1220806110
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Thursday 4/11 Reading: Cillessen, A. H. N., & Rose, A. J. (2005).
Understanding
Popularity in the Peer System. CURRENT DIRECTIONS IN PSYCHOLOGICAL
SCIENCE, 14(2), 102-105. TC6 Extra: NICHD_Early_Child_Care_Research_Network (2004). "Trajectories of Physical Aggression From Toddlerhood to Middle Childhood." Monographs of the Society for Research in Child Development 69(4): vii-129.
Antisociality.Crozier.Dodge2008. Dodge, K. A.; Lansford, J. E.; Burks, V. S.; Bates, J. E.; Pettit, G. S.; Fontaine, R.; Price, J. M. (2003). Peer rejection and social information-processing factors in the development of aggressive behavior problems in children. Child Development, 74, 374-393. Pettit, G. S.; Dodge, K. A. (2003). Violent children: Bridging development, intervention, and public policy. Developmental Psychology, 39, 187-188. Dodge, K. A.; Pettit, G. S. (2003). A biopsychosocial model of the development of chronic conduct problems in adolescence. Developmental Psychology, 39, 349-371. EXTRA: Hoyt, W. T., Fincham, F. D., McCullough, M. E., Maio, G., & Davila, J. (2005). Responses to interpersonal transgressions in families: Forgivingness, forgivability, and relationship-specific effects. Journal of Personality and Social Psychology, 89(3), 375-394. McCullough, M. E., Tsang, J.-A., & Emmons, R. A. (2004). Gratitude in Intermediate Affective Terrain: Links of Grateful Moods to Individual Differences and Daily Emotional Experience. Journal of Personality and Social Psychology, 86(2), 295-309. Coie & Dodge (1998). Handbook. “Aggression” 786-794 (development), 799-840 (determinants) (not necessary to read every word of these sections).
Larson. Jaccard, J.; Blanton, H.; Dodge, T. (2005). Peer Influences on Risk Behavior: An Analysis of the Effects of a Close Friend. Developmental Psychology, 41, 135-147.
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Peers (popularity):
Sibling and Peer Relationships: Pro-social and anti-social influences
through adolescence. In the relational model, what is the function of
aggression and what determines whether there will be reconciliation? Describe
genetic and environmental factors that could influence the stability of
aggressive behaviors Describe similarities in attachment representations of parents, peers, and intimate partners. What is relational victimization?
Are siblings similar and do they share exactly the same environment? Eisenberg or others on peers
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Tuesday 4/16 Due: email PowerPoint presentations of final projects on Monday 4/15 |
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Thursday 4/18 DM at SRCD
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No class |
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Tuesday 4/23 Send Final Paper Drafts Around Tuesday Morning Reading: Lieberman La Greca, A. M.; Harrison, H. M.
(2005). Adolescent
Peer Relations, Friendships, and Romantic Relationships: Do They Predict
Social Anxiety and Depression? Journal of Clinical Child and Adolescent
Psychology, 34, 49-61.
Diamond,
L. M. (2008). Female bisexuality from adolescence to adulthood: Results from
a 10-year longitudinal study. Developmental Psychology, 44, 5-14. Extra: Ruble & Martin (1998), Handbook.
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Gender. Romantic relationships and What factors influence sex differences? Describe biological factors, differential social expectations, face-to-face results. Describe Maccoby’s theory of peer group sex-segregation and socialization. That is, how does children's peer play reflect and create gender differences? What is relational victimization? |
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Thursday 4/25
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Friday, 4/26 Classes end. Final Paper due |
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Tuesday, 8:00-10:30
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Final Exam |
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Extra Material Yamaguchi on infant predictors of theory of mind Haidt.Wainryb, Cecilia, & Pasupathi, Monisha. (2010). Political violence and disruptions in the development of moral agency. Child Development Perspectives, 4(1), 48-54. doi: 10.1111/j.1750-8606.2009.00117.x Neuropsychology of morality. Donnellan, M. B., Trzesniewski, K. H., Robins, R. W., Moffitt, T. E., & Caspi, A. (2005). Low Self-Esteem Is Related to Aggression, Antisocial Behavior, and Delinquency. Psychological Science, 16(4), 328-335. Robins, R. W., & Trzesniewski, K. H. (2005). Self-Esteem Development Across the Lifespan. Current Directions in Psychological Science, 14(3), 158-162.
Wainryb, C.; Shaw, L. A.; Langley, M.; Cottam, K.; Lewis, R. (2004). Children's Thinking About Diversity of Belief in the Early School Years: Judgments of Relativism, Tolerance, and Disagreeing Persons. Child Development, 75, 687-703. Wainryb. SRCD Monograph. Shweder,
Neuropsychology of morality.
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