Social
(and Emotional) Development (PSY 624-Q, 10801)
Fall 2017,
Tuesdays and Thursdays, 12:30-1:45, Flipse 302
Daniel Messinger, Ph.D. (Homepage)
Office
Hours:
Tuesday 1:45pm-3:00pm, or by appointment
Office:
FLP
308
E-mail:
dmessinger@miami.edu
Phone:
(305)
284-8443
Objective. This
course will 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
as 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.
Readings. Each week, one key (and other
supplementary) readings will be assigned (if there are two, you get to
choose).
These papers will be available linked to this syllabus (click the indicated
reading; they are in Acrobat which can be downloaded here). If a reading assignment is marked as
"Extra," it is suggested but not required.
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 here.
Class
Sessions. I will
provide overview and basic background material to inform our discussion. Most
of this material will be PowerPoint presentations 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). Please
have access to the readings (hard copy or electronic) during class sessions. BlackBoard will be used
mostly for email and assignments.
Participation. 10% of your final grade will be based on your level of
engagement, preparedness for class, and participation in class discussions.
, and your thought questions. 15% will be based on the mid-term.
Participation may include your written responses to in-class queries. These
will be brief and typically cover a single key concept found in the readings
that we have discussed in class. Attendance
is mandatory.
Facilitating Discussion. Each
class session, a student will be responsible for presenting an article and
facilitating class discussion. To do so, please familiarize yourself with the
online slides as you will use them to present your article. As needed, please
edit the slides and create new slides. If you create a new slide, please
consider putting your last name in the footer section of the slide. The new
slides—only send the slides you will be presenting please—will be due by email
12 hours before class. Your presentations should summarize the main point or two of the article; then lead us in most
interesting issues for discussion emerging from the article. cover 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. Limit your presentations to ~10 minutes. The
presentation/discussions are 25% of your final grade and will be based on the
clarity of your presentation and understanding of the article, and the
thoughtfulness of your presentation and the ensuing discussion.
Final
project. The final project should concern typical or atypical
social/emotional development. and there will be
assignments during the semester (i.e. During the last class session(s), you
will present your project using PowerPoint. written topic
selection, overview) to make the projects an integral part of our class. 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 substitute their assignments. The final project (including both the oral presentation and
the final paper) will constitute 65% of your grade.
You should find a project or projects that interests you and will
help you professionally (consult with your mentor). 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 F31/R03 or NSF Graduate
Research Fellowship proposal including all components. 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
review in summary-article format or chapter format (i.e., organized by theme,
not by article).
4) Possibility of contributing or writing a Wikipedia article or articles on a
topic related to social development. See the related initiative of the
Association for Psychological Science http://www.psychologicalscience.org/?s=wikipedia+initiative
Final project dates. Please
email your mentor, ccing me when submitting each of the products below. Please also submit on BlackBoard. For each date below, bring a
hard copy and be prepared to discuss. Class-time will be devoted to helping you
develop your final projects.
8/31. Potential topic (a title).
9/28. One paragraph single-spaced
summary of (proposed) project.
10/10. One page single-spaced abstract of
(proposed) project. , and a timetable
of all necessary steps to complete the project which should be updated with
your progress and resubmitted for all subsequent final project topics.
11/2. Updated one page abstract and a two-page
outline of the project.
11/16.
1st draft of paper containing all its components (e.g., results).
12/5. PowerPoint presentations of final project.
12/14. Final paper due (midnight).
Other
important dates.
No class meeting 10/8 (break) 10/29,
11/5, 11/24-26 (thanksgiving)
Classes and
Assigned Readings
8/22
Introduction to social development and to the
class.
Extra:
Overview:
Temperament, emotion, attachment, the self, and the broader context of social
and emotional development.
Erikson,
E. (1950). Eight Ages of Man, Childhood and Society (pp. 247-274):
Norton.
Thompson, R. A., Winer, A. C., & Goodvin, R. (2011). The individual child:
Temperament, emotion, self, and personality. In M. H. Bornstein
& M. E. Lamb (Ed.), Developmental science: An advanced textbook (6th
ed.) (pp. 427-468). New York, NY, US: Psychology Press.
8/24
Culture in
Development
Otto, H. W. R., Schuitmaker, N., Lamm, B., Abels, M.,
Serdtse, Y., Yovsi, R., & Tomlinson, M. (2016). Infants’ Social Experiences
in Three African Sociocultural Contexts. Child Development, n/a-n/a. doi:
10.1111/cdev.12661 Sarah1
Extra:
Bornstein, M.
H., Putnick, D. L., Lansford, J. E., Al-Hassan, S. M., Bacchini, D., Bombi, A.
S., Chang, L., Deater-Deckard, K., Di Giunta, L., Dodge, K. A., Malone, P. S.,
Oburu, P., Pastorelli, C., Skinner, A. T., Sorbring, E., Steinberg, L., Tapanya,
S., Tirado, L. M. U., Zelli, A., & Alampay, L. P. (2017). ‘Mixed
blessings’: parental religiousness, parenting, and child adjustment in global
perspective. Journal of Child Psychology and Psychiatry, 58(8), 880-892. doi:
10.1111/jcpp.12705
Wörmann,
V., Holodynski, M., Kärtner, J., & Keller, H. (2014). The emergence of
social smiling: The interplay of maternal and infant imitation during the first
three months in cross-cultural comparison. Journal of Cross-Cultural
Psychology, 45(3), 339-361. doi: 10.1177/0022022113509134
8/29
Environment * gene interaction, epigenetics (ppt8)
Conradt, E.,
Hawes, K., Guerin, D., Armstrong, D. A., Marsit, C. J., Tronick, E., &
Lester, B. M. (2016). The Contributions of Maternal Sensitivity and Maternal
Depressive Symptoms to Epigenetic Processes and Neuroendocrine Functioning.
Child Development, 87(1), 73-85. doi: 10.1111/cdev.12483 Brooke1
Extra:
Naumova,
O. Y., Hein, S., Suderman, M., Barbot, B., Lee, M., Raefski, A., Dobrynin, P.
V., Brown, P. J., Szyf, M., Luthar, S. S., & Grigorenko, E. L. (2016).
Epigenetic Patterns Modulate the Connection Between Developmental Dynamics of
Parenting and Offspring Psychosocial Adjustment. Child Dev, 87(1), 98-110. doi:
10.1111/cdev.12485
Szyf, M. and J. Bick (2012). "DNA
Methylation: A Mechanism for Embedding Early Life Experiences in the Genome." Child
Development.
8/31 Potential project topic (a title).
Temperament
Casey,
B. J., Somerville, L. H., Gotlib, I. H., Ayduk, O., Franklin, N. T., Askren, M.
K., Jonides, J., Berman, M. G., Wilson, N. L., Teslovich, T., Glover, G.,
Zayas, V., Mischel, W., & Shoda, Y. (2011). Behavioral and neural
correlates of delay of gratification 40 years later. Proceedings of the
National Academy of Sciences, 108(36), 14998-15003. doi:
10.1073/pnas.1108561108 Elica1
Extra:
Penela, E.
C., Walker, O. L., Degnan, K. A., Fox, N. A., & Henderson, H. A. (2015).
Early behavioral inhibition and emotion regulation: Pathways toward social
competence in middle childhood. Child Development, 86(4), 1227-1240.
doi: 10.1111/cdev.12384
Degnan, K. A., Hane, A. A., Henderson, H.
A., Moas, O. L., Reeb-Sutherland, B. C., & Fox, N. A. (2010)
Longitudinal stability of temperamental exuberance and social-emotional
outcomes in early childhood. Developmental Psychology.
9/5.
Discrete
emotions.
Davila-Ross,
M., Jesus, G., Osborne, J., & Bard, K. A. (2015). Chimpanzees (Pan
troglodytes) Produce the Same Types of 'Laugh Faces' when They Emit Laughter
and when They Are Silent. PLoS ONE, 10(6), e0127337. doi:
10.1371/journal.pone.0127337 Stevie1
Extra.
Cole, P. M.,
& Moore, G. A. (2015). About face! Infant facial expression of emotion. 7,
116-120. doi: 10.1177/1754073914554786 Thompson, R. A. (2015). Doing It
with Feeling: The Emotion in Early Socioemotional Development. Emotion Review,
7(2), 121-125. doi: 10.1177/1754073914554777
Camras, L.
A., & Shutter, J. M. (2010). Emotional
facial expressions in infancy. Emotion Review, 2(2), 120-129. doi:
10.1177/1754073909352529
Shechner,
T., Hong, M., Britton, J. C., Pine, D. S., & Fox, N. A. (2014). Fear
conditioning and extinction across development: evidence from human studies and
animal models. Biol Psychol, 100, 1-12. doi: 10.1016/j.biopsycho.2014.04.001
9/7 IRMA
9/12 IRMA
9/14 IRMA
9/19 IRMA
9/21 – No class. Rosh Hashana
9/26 Intensification (email) and Emotion
Outcomes:
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.
Amy1
9/28 One
paragraph single-spaced summary of (proposed) project.
Predictors of
interactive competence.
Kaburu, S., Paukner,
A., Simpson, E., Suomi, S., & Ferrari, P. (2016). Neonatal imitation
predicts infant rhesus macaque (Macaca mulatta) social and anxiety-related
behaviours at one year. Scientific Reports, 6, 34997. Sarah2
Extra.
Reeb-Sutherland, B.C., Levitt, P., & Fox,
N.A. (2012). The predictive nature of individual differences in early
associative learning and emerging social behavior. PLoS ONE; 7:
e30511. PDF
Paukner,
A., Simpson, E., Ferari, P., Mrozek, T., & Suomi, S. (2014). Neonatal
imitation predicts how infants engage with faces. Developmental Science, 17(6),
833–840.
10/3
Early
interaction: Process
Beebe, B., D. Messinger, L. E. Bahrick, A.
Margolis, K. A. Buck, & H. Chen (2016). A
Systems View of Mother-Infant Face-to-Face Communication. Developmental
Psychology, 52(4), 556-571. Jhonelle.5
Extra:
Ruvolo, P., Messinger, D., &
Movellan, J. (2015). Infants Time Their Smiles to Make
Their Moms Smile. PLoS ONE, 10(9),
e0136492. doi: 10.1371/journal.pone.0136492
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.
Kaye, K., & Fogel, A. (1980). The temporal structure of
face-to-face communication between mothers and infants. Developmental
Psychology, 16(5), 454-464.
Bigelow, A. E., & Power, M. (2014). Effects
of Maternal Responsiveness on Infant Responsiveness and Behavior in the
Still-Face Task. Infancy, 19(6), 558-584. doi: 10.1111/infa.12059
10/5. Emily
Prince.
What does early
interaction predict?
Hane, A. A., & Fox, N. A. (2006). Ordinary variations
in maternal caregiving of human infants influence stress reactivity.
Psychological Science, 17, 550-556. Silvia1
Bernier, A., Calkins, S. D., & Bell, M. A. (2016).
Longitudinal Associations Between the Quality of Mother–Infant Interactions and
Brain Development Across Infancy. Child Development, 87(4),
1159-1174. doi: 10.1111/cdev.12518
Raby, K. L., Roisman, G. I., Fraley, R. C., & Simpson, J. A.
(2014). The Enduring Predictive Significance of Early Maternal Sensitivity:
Social and Academic Competence through Age 32 Years. Child
Development, n/a-n/a. doi: 10.1111/cdev.12325
10/10 One page single-spaced abstract of (proposed)
project.
10/12.
Attachment
defined and describing secure and insecure attachment
Peltola, M. J., Forssman, L., Puura,
K., van Ijzendoorn, M. H., & Leppänen, J. M. (2015). Attention to Faces
Expressing Negative Emotion at 7 Months Predicts Attachment Security at
14 Months. Child Development, n/a-n/a. doi: 10.1111/cdev.12380. Sam1
Groh, A. M., Propper, C.,
Mills-Koonce, R., Moore, G. A., Calkins, S., & Cox, M. Mothers'
Physiological and Affective Responding to Infant Distress: Unique Antecedents
of Avoidant and Resistant Attachments. Child Development, n/a-n/a. doi:
10.1111/cdev.12912
Extra:
Johnson, S. C., Dweck, C. S., & Chen, F. S. (2007). Evidence for Infants'
Internal Working Models of Attachment. Psychological Science, 18(6),
501-502. doi: 10.1111/j.1467-9280.2007.01929.x
Attachment site: http://johnbowlby.com: Overview of attachment
classifications (on p. 11) and coding.
Ainsworth, M. S., Blehar, M. C.,
Waters, E., & Wall, S. (1978). An interpretation of individual differences.
Patterns of attachment: A psychological study of the strange situation (pp.
310-326). Hillsdale, NJ: Lawrence Erlbaum.
Social
evaluation by preverbal infants. http://pantheon.yale.edu/~kw77/HamlinWynnBloomNature2007.pdf
10/17.
Predicting attachment security
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. Amy2
Extra:
Barry,
R. A., Kochanska, G., & Philibert, R. A. (2008). G x E interaction in the
organization of attachment: mothers' responsiveness as a moderator of children's
genotypes. J Child Psychol Psychiatry, 49(12), 1313-1320
Evidence for Infants’ Internal
Working Models of Attachment
Susan C. Johnson, Carol S. Dweck, and Frances S. Chennson
http://pantheon.yale.edu/~kw77/HamlinWynnBloomNature2007.pdf
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.
van IJzendoorn, M. H., Rutgers, A.
H., Bakermans-Kranenburg, M. J., van Daalen, E., Dietz, C., Buitelaar, J. K.,
et al. (2007). Parental sensitivity and attachment in children with autism
spectrum disorder: Comparison with children with mental retardation, with
language delays, and with typical development. Child Development, 78, 597-608.
De
Wolff, M., & van Ijzendoorn, M. H. (1997). Sensitivity and attachment: A
meta-analysis on parental antecedents of infant attachment. Child Development,
68(4),
van
Ijzendoorn, M. H., Schuengel, C., & Bakermans Kranenburg, M. J. (1999).
Disorganized attachment in early childhood: Meta-analysis of precursors,
concomitants, and sequelae. Development and Psychopathology, 11(2), 225-249.
10/19.
What
does secure attachment predict?
Groh, A. M., Narayan, A. J., Bakermans-Kranenburg, M. J.,
Roisman, G. I., Vaughn, B. E., Fearon, R. M. P., & van Ijzendoorn, M. H.
(2016). Attachment and Temperament in the Early Life Course: A Meta-Analytic
Review. Child Development, n/a-n/a. doi: 10.1111/cdev.12677
Extra:
Beijersbergen, M. D., Juffer, F.,
Bakermans-Kranenburg, M. J., & van Ijzendoorn, M. H. (2012). Remaining or
becoming secure: Parental sensitive support predicts attachment continuity from
infancy to adolescence in a longitudinal adoption study. Developmental
Psychology, 48(5), 1277-1282. doi: 10.1037/a0027442 Silvia2
Lucassen, N., Tharner, A., Van Ijzendoorn, M. H.,
Bakermans-Kranenburg, M. J., Volling, B. L., Verhulst, F. C., Lambregtse-Van
den Berg, M. P., & Tiemeier, H. (2011). The association between paternal
sensitivity and infant-father attachment security: a meta-analysis of three
decades of research. J Fam Psychol, 25(6), 986-992. doi: 10.1037/a0025855
van
IJzendoorn, M. (1995). Adult attachment representations, parental
responsiveness, and infant attachment: A meta-analysis on the predictive
validity of the Adult Attachment Interview. Psychological Bulletin, 117(3),
387-403.
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
Furman,
W., Simon, V. A., Shaffer, L., & Bouchey, H. A. (2002). Adolescents'
working models and styles for relationships with parents, friends, and romantic
partners. Child Development, 73(1), 241-255.
10/24. DM (returning from TX)
What
attachment processes are active in adulthood? How do they impact intimate
relationships?
Fraley,
R. C., Roisman, G. I., Booth-LaForce, C., Owen, M. T., & Holland, A. S.
(2013). Interpersonal and Genetic Origins of Adult Attachment Styles: A
Longitudinal Study From Infancy to Early Adulthood. Journal of Personality
and Social Psychology, No Pagination Specified. doi: 10.1037/a0031435
Brooke2
Extra:
Collibee,
C., & Furman, W. (2015). Quality Counts: Developmental Shifts in
Associations Between Romantic Relationship Qualities and Psychosocial
Adjustment. Child Development, 86(5), 1639-1652. doi: 10.1111/cdev.12403
10/26.
Sex/Gender
Differences.
Simpson,
E. A., Nicolini, Y., Shetler, M., Suomi, S. J., Ferrari, P. F., & Paukner,
A. (2016). Experience-independent sex differences in newborn macaques: Females
are more social than males. 6, 19669. doi: 10.1038/srep19669 https://www.nature.com/articles/srep19669#supplementary-information. Stevie2
Extra:
Messinger,
D. S., Young, G. S., Webb, S. J., Ozonoff, S., Bryson, S. E., Carter, A.,
Carver, L., Charman, T., Chawarska, K., Curtin, S., Dobkins, K.,
Hertz-Picciotto, I., Hutman, T., Iverson, J. M., Landa, R., Nelson, C. A.,
Stone, W. L., Tager-Flusberg, H., & Zwaigenbaum, L. (2015). Early sex differences are not autism-specific: A Baby
Siblings Research Consortium (BSRC) study. Mol Autism, 6, 32.
doi: 10.1186/s13229-015-0027-y
Del Giudice, M., & Angeleri, R. (2016). Digit ratio (2D:
4D) and attachment styles in middle childhood: Indirect evidence for an
organizational effect of sex hormones. Adaptive Human Behavior and Physiology,
2(1), 1-10.
Del Giudice, M., Gangestad, S. W., & Kaplan, H. S. (in
press). Life history theory and evolutionary
psychology. In D. M. Buss (Ed.), The handbook of evolutionary
psychology (2nd ed.).
New York: Wiley.
10/31. DM
Aggression, empathy,
and evolution
Kochanska, G., Brock, R. L., &
Boldt, L. J. (2016). A cascade from disregard for rules of conduct at preschool
age to parental power assertion at early school age to antisocial behavior in
early preadolescence: Interplay with the child's skin conductance level.
Development and Psychopathology, 29(3), 875-885. doi: 10.1017/S0954579416000547. Sarah3
Extra:
Kim, S., Kochanska, G., Boldt, L.
J., Koenig Nordling, J., & O’Bleness, J. J. (2014). Developmental
trajectory from early responses to transgressions to future antisocial
behavior: Evidence for the role of the parent-child relationship from two
longitudinal studies. Development and
Psychopathology, 26, 93-109.
Dickson, D. J., Richmond, A. D., Brendgen, M., Vitaro, F.,
Laursen, B., Dionne, G., & Boivin, M. (2015). Aggression can be contagious:
Longitudinal associations between proactive aggression and reactive aggression
among young twins. Aggressive Behavior, 41(5), 455-466. doi: 10.1002/ab.21582
Brosnan, S. F., & de Waal, F. B. (2014). Evolution of
responses to (un) fairness. Science, 346(6207), 1251776. Click here to download the PDF and usfre
the password "fransdewaal" (all in lowercase) to open.
11/2 Updated one
page abstract and a two-page outline of the project.
Prosocial
development and morality. Abuse.
Cowell,
J., & Decety, J. (2015). Precursors to morality in development as a complex
interplay between neural, socio-environmental, and behavioral facets. PNAS, 112
(41), 12657-12662. Amy3
Extra:
Decety,
J., & Michalska, K. J. (2010). Neurodevelopmental changes in the circuits
underlying empathy and sympathy from childhood to adulthood. Dev Sci, 13(6),
886-899. doi: 10.1111/j.1467-7687.2009.00940.x
11/7. DM
Classroom Social Networks
Chen,
J., Lin, T. J., Justice, L., & Sawyer, B. (2017). The Social Networks of
Children With and Without Disabilities in Early Childhood Special Education
Classrooms. J Autism Dev Disord. doi: 10.1007/s10803-017-3272-4 Sam2
Extra:
Schaefer, D. R., Light, J. M., Fabes, R. A., Hanish, L. D.,
& Martin, C. L.. Fundamental principles of network formation among
preschool children. Social Networks (2010).
Santos, A. J., Daniel, J. R.,
Fernandes, C. & Vaughn, B. E. Affiliative Subgroups in Preschool
Classrooms: Integrating Constructs and Methods from Social Ethology and
Sociometric Traditions. PLOS ONE 10, e0130932, doi:10.1371/journal.pone.0130932
(2015).
Paluck,
E. L., Shepherd, H., & Aronow, P. M. (2016). Changing climates of conflict:
A social network experiment in 56 schools. Proceedings of the National Academy
of Sciences. doi: 10.1073/pnas.1514483113
Lynn Martin, C., Fabes, R. A.,
Hanish, L. D., & Hollenstein, T. (2005). Social
dynamics in the preschool. Developmental Review, 25(3–4), 299-327. doi: http://dx.doi.org/10.1016/j.dr.2005.10.001.
11/9
Social development in
classroom settings.
Belsky,
J., & Pluess, M. (2012). Differential susceptibility to long-term effects
of quality of child care on externalizing behavior in adolescence?
International Journal of Behavioral Development, 36(1), 2-10. doi:
10.1177/0165025411406855 Elica2
Belsky,
J., & Pluess, M. (2013). Genetic Moderation of Early Child-Care Effects on
Social Functioning Across Childhood: A Developmental Analysis. Child
Development, 84(4), 1209-1225. doi: 10.1111/cdev.12058
Rotheram-Fuller,
E., Kasari, C., Chamberlain, B., & Locke, J. (2010). Social Involvement of
Children with Autism Spectrum Disorders in Elementary School Classrooms.
Journal of child psychology and psychiatry, and allied disciplines, 51(11),
1227-1234. doi: 10.1111/j.1469-7610.2010.02289.x
Bierman, K. L., Welsh, J. A., Heinrichs, B. S., Nix, R. L., &
Mathis, E. T. (2015). Helping Head Start Parents Promote Their Children's
Kindergarten Adjustment: The Research-Based Developmentally Informed Parent
Program. Child Dev, 86(6), 1877-1891. doi: 10.1111/cdev.12448
11/14 No Daniel
11/16. 1st draft of project containing all its
components (e.g., results)
Resiliency
Brody, G. H., Miller,
G. E., Yu, T., Beach, S. R. H., & Chen, E. (2016). Supportive Family
Environments Ameliorate the Link Between Racial Discrimination and
Epigenetic Aging. Psychological Science, 27(4), 530-541. doi:
doi:10.1177/0956797615626703 (Brooke3)
Extra:
Mitchell, C., Hobcraft,
J., McLanahan, S. S., Siegel, S. R., Berg, A., Brooks-Gunn, J., Garfinkel, I.,
& Notterman, D. (2014). Social disadvantage, genetic sensitivity, and
children’s telomere length. Proceedings of the National Academy of Sciences,
111(16), 5944-5949. doi: 10.1073/pnas.1404293111
11/28.
Peers.
Hartl,
A. C., Laursen, B., & Cillessen, A. H. N. (2015). A Survival Analysis of
Adolescent Friendships: The Downside of Dissimilarity. Psychological Science.
doi: 10.1177/0956797615588751 Jhonelle1.5
11/30.
Risk-taking.
Berry,
D., McCartney, K., Petrill, S., Deater‐Deckard,
K., & Blair, C. (2014). Gene–environment interaction between DRD4 7‐repeat
VNTR and early child‐care experiences
predicts self‐regulation abilities in
prekindergarten. Developmental Psychobiology, 56(3), 373-391. doi:
10.1002/dev.21105 Elica3
Chein,
J., Albert, D., O’Brien, L., Uckert, K., & Steinberg, L. (2011). Peers
increase adolescent risk taking by enhancing activity in the brain’s reward
circuitry. Developmental Science, 14, F1-F10.
Extra:
Ellis,
B. J., Del Giudice, M., Dishion, T. J., Figueredo, A. J., Gray, P., Griskevicius,
V., Hawley, P. H., Jacobs, W. J., James, J., Volk, A. A., & Wilson, D. S.
(2012). The evolutionary basis of risky adolescent behavior: implications for
science, policy, and practice. Dev Psychol, 48(3), 598-623. doi:
10.1037/a0026220
12/5. Submit PowerPoint presentations
Social development
disrupted: Autism spectrum disorder.
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 Stevie3
http://www.nature.com/nature/journal/v547/n7663/abs/nature22999.html#supplementary-information
Extra:
Thomas,
M. S. C., Davis, R., Karmiloff-Smith, A., Knowland, V. C. P., & Charman, T.
(2015). The over-pruning hypothesis of autism. Developmental Science, n/a-n/a.
doi: 10.1111/desc.12303.
Nomi, J. S., & Uddin, L. Q. (2015). Developmental
changes in large-scale network connectivity in autism. NeuroImage: Clinical, 7,
732-741.
12/7. Presentations. Stevie, Silvia/Elica, Sarah,
Jhonelle,
12/12. Presentations. Amy, Sam,
Brooke,
12/14. Reading day. Final paper
due. Class time will be devoted to providing feedback on your final papers and
additional 3rd paper presentations.
12/19. Parenting
Abraham, E., Hendler, T., Shapira-Lichter, I.,
Kanat-Maymon, Y., Zagoory-Sharon, O., Feldman, R. (2014). Father’s brain is
sensitive to childcare experiences. PNAS. Jhonelle
2.5
Extra:
Rilling, J. K., & Young, L. J. (2014). The biology
of mammalian parenting and its effect on offspring social development. Science,
345(6198), 771-776. doi: 10.1126/science.1252723.
Lansford, J. E., Chang, L., Dodge, K. A., Malone, P.
S., Oburu, P., Palmerus, 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.
Weisman, O., et al. (2012). "Oxytocin
administration to parent enhances infant physiological and behavioral readiness
for social engagement." Biological Psychiatry 72(12): 982
989.
Belsky, J. & Shalev, I. (in press). Contextual Adversity,
Telomere Erosion, Pubertal Development and Health: Two Models of Accelerated
Aging—or One? Development and Psychopathology.
Belsky, J. (2014). Toward an evo-devo theory of reproductive
strategy, health and longevity. Perspectives in Psychological Science, 9,
16-18.