20208 - PSY624-Q - Social Development (Fall 2020)
Tuesday, Thursday 12:30PM - 1:45PM, Online via Zoom
(Hybrid)
Department of Psychology, University of Miami
Daniel Messinger, Ph.D., dmessinger@miami.edu
FLP 308, (305) 284-8443 (email me for cel #)
Office Hours: Thursday 1:45 - 2:45, and by appointment
Coronavirus
(COVID-19): Everyone—including faculty, staff, and students—is
required to wear face coverings on campus. Students are required to do this at
all times in the classroom and when physical distancing cannot be guaranteed.
Faculty have the right to restrict a student from participating in class if the
student does not follow University COVID-19 policies.
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.
Objective. This course will review
contemporary theory, research, and methods relevant to understanding social and
emotional development, particularly from infancy to adolescence. 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 will be emphasized throughout.
Readings. Each
week, one key 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 background
material to inform our discussion. Most of this material will be PowerPoint
presentations that I will present 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 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, the discussion forum, and submitting assignments.
Facilitating
Discussion:
Presentations. Students will be responsible for presenting
an article and facilitating class discussion approximately 5 times
during the semester (30 points). Your presentations 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.
Evaluation. 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).
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 large text and figure-based presentations
where the title of each slide is communicative and slide titles do not repeat.
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 consider putting your last name in the footer section of the
slide. The new slides—only send the slides you will be presenting—will be due
by email 12 hours before class. You should have a balance of presentations with
respect to using existing slides and creating new ones.
Feedback. I am available to
discuss articles before your presentation. Good topics for discussion are
elements of the article 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 don't understand, come discuss it with me beforehand. .
Participation,
Participation refers to your level of engagement in class. Over the course of
the semester, please submit ten (10) substantive questions or responses
concerning the class reading by 12:00 am (midnight) before the class at which
we discuss the reading.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. The final project should
concern typical or atypical social and/or emotional development. The final project
(including all relevant assignments) will constitute 50% of your grade. Choose
a question relevant to your research that can be addressed from a developmental
perspective emphasizing change over time. The paper must constitute new work.
It can be grounded in your scientific research or can be an exploration of
developmental themes unrelated to your work. You
should find a project that interests you and will help you professionally
(consult with your mentor).
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. A
group class project is also possible (ask and we can discuss possibilities).
Different final project possibilities:
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.
2) A NIH F31/R03, NSF Graduate
Research Fellowship, or comparable proposal to which I agree. The idea here is
to tie together your knowledge of an area with a proposal to do research in
that area. The final paper should include all substantive areas of the proposal
(5 – 6 single-spaced pages). This is an ideal format for exploring ideas in
developmental research, which are related or unrelated to your ongoing
research.
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).
Final
project dates and details. Please email your
mentor, ccing me when submitting each of the products
below. Please also submit on BlackBoard.
For each date belowbe prepared
to discuss your assignment in class. Office hours (listed
above) or scheduled after class or by email are an ideal setting for me to
assist you with your final paper, exam(s), discussion facilitation, or class
participation. 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.
|
Date |
Final Project Assignments and points (50 points total) Due 12:00 pm (noon) except final paper. |
|
8/27 |
Potential topic, title, and format (e.g., empirical paper), along with
a draft of the project (or any related project) in its current status. (5) |
|
9/17 |
One paragraph, single-spaced summary of the project. (5) |
|
10/1 |
One page, single-spaced abstract of 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. (5) |
|
10/20 |
Updated one page abstract and a two-page outline (or 3 page summary)
of the project (5) |
|
11/5 |
1st draft of project containing all its components. (5) |
|
11/17 |
PowerPoint draft and oral presentation of
final project. (10) |
|
12/4 |
Final paper due (11:00 pm). (15) |
Grading
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Classes
and Assigned Readings
8/18. Miami-Dade
State Primary
Introduction to social development and to the class.
Extra:
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.
8/20. Culture in Development
Extra:
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
8/25. Biological bases: Environment * gene interaction, epigenetics
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 Zeng1ns
Extra:
Lester, B. M., Conradt, E., LaGasse, L. L., Tronick, E. Z., Padbury, J. F., & Marsit, C. J. (2018). Epigenetic Programming by Maternal
Behavior in the Human Infant. Pediatrics. doi:10.1542/peds.2017-1890
clear comparison with movie
8/27. Potential project topic & title. Temperament
Watts, T. W., Duncan, G. J., & Quan, H. (2018, January). Revisiting the marshmallow test:
A conceptual replication investigating links between early delay of
gratification and later Outcomes. Tiffany1ns
https://journals.sagepub.com/doi/full/10.1177/0956797618761661.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6050075/pdf/10.1177_0956797618761661.pdf
Extra:
9/1..
Extra:
Mitsven, S.
G., Messinger, D. S., Moffitt, J., & Ahn, Y. A. (in press). Infant Emotional Developments,
pp. 748-782. In Lockman, J. & Tamis-Lemonda, C. (Eds.), Handbook of Infant Development.
Cambridge University Press.
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
Somerville, L.H., Jones, R.M., Ruberry, E.J., Dyke, J.P., Glover, G., & Casey,
B.J.(2013).
The medial prefrontal cortex and the emergence of self-conscious emotion in
adolescence. Psychological Science, 24, 1554-1562.
PDF
9/3. Intensification (email)
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. Regina2s
Extra:
Perlman,
S. B., Luna, B., Hein, T. C., & Huppert, T. J. (2014). fNIRS evidence of prefrontal regulation of
frustration in early childhood. Neuroimage,
85 Pt 1, 326-334. https://doi.org/10.1016/j.neuroimage.2013.04.057
9/8. Emotion Outcomes
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. [Epub ahead of print]:doi: 10.1111/desc.12479. PMID:
27774733. Andjela1
9/10. Predictors of
interactive competence.
Alternate:
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4211944/ Tiffany2s
Extra.
Meltzoff, A. N., & Marshall, P. J.
(2018). Human infant imitation as a social survival circuit. Current Opinion
in Behavioral Sciences, 24, 130–136.
https://doi.org/10.1016/j.cobeha.2018.09.006
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
9/15. Early interaction: Process
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. Andjela2.ns
Extra:
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.
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
9/17. Interaction disrupted: The still-face
Ekas, N. Haltigan, J.D., Messinger,
D.S. (2012). The Dynamic Still-Face Effect: Do
Infants Decrease Bidding Over Time When Parents are
Not Responsive? Developmental Psychology, 49(6),
1027-1035. doi: 10.1037/a0029330.
PMC3568681. Zeng2s
Extra:
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.
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
9/22. One paragraph, single-spaced summary of the project.
What does early interaction predict?
Testing
the Mid-Range Model: Attachment in a High Risk Sample. Emily B. Prince, Daniel
Messinger, Elena J. Tenenbaum, Stephen J. Sheinkopf, Samantha Mitsven, Edward
Tronick, Ronald Seifer, Barry M. Lester. MS provided via email. Jenna2
Extra:
Raby,
K. L., Roisman, G. I., & Booth-LaForce, C. (2015). Genetic moderation of stability in
attachment security from early childhood to age 18 years: A replication study.
Dev Psychol, 51(11), 1645-1649. doi: 10.1037/dev0000053
9/24. Attachment defined and describing secure and
insecure attachment
Extra:
Attachment site: http://johnbowlby.com: Overview
of attachment classifications (on p. 11) and coding.
9/29. Predicting
attachment security
Raby, K. L., Roisman, G. I., &
Booth-LaForce, C. (2015). Genetic moderation of stability in attachment
security from early childhood to age 18 years: A replication study. Dev
Psychol, 51(11), 1645-1649.
https://doi.org/10.1037/dev0000053 Zeng3ns
Extra:
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/PMC4624037/pdf/nihms716035.pdf
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.
10/1. One page, single-spaced abstract of
(proposed) project.
What does secure attachment predict?
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. Jenna3
Extra:
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
10/6. (Attachment processes in) intimate relationships and adulthood
Lantagne, A., & Furman, W. (2017). Romantic relationship
development: The interplay between age and relationship length. Dev Psychol,
53(9), 1738-1749. https://doi.org/10.1037/dev0000363. https://pubmed.ncbi.nlm.nih.gov/28604025/ Tiffany4
Extra:
10/8. Classroom
Social Networks
Fasano, et al. (2020). Language Abilities,
Peer Interactions, and Social Networks: An Objective Perspective on Inclusive Preschool
Classrooms. Regina3ns
Extra:
Altman, R. L., Laursen, B.,
Messinger, D. S., & Perry, L. K. (2020). Validation of continuous
measures of peer social interaction with self- and teacher-reports of
friendship and social engagement. European Journal of Developmental
Psychology, 1-13. doi:10.1080/17405629.2020.1716724
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).
10/13 Social
development in classroom settings.
Extra:
10/15. Peers.
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 Regina4ns
Extra:
10/20. Aggression,
empathy, and evolution.
First draft of one page abstract and a two-page outline (or 3 page summary) of
the project.
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
10/22.
Self-regulation and Risk-taking.
10/27. Updated one page abstract and a two-page outline (or 3 page summary) of the project.
Present these abstract/outlines in class.
10/29. Prosocial development and morality..
Conte,
E., Grazzani, I., & Pepe, A. (2018). Social cognition,
language, and prosocial behaviors: A multitrait
mixed-methods study in early childhood. Early Education and Development,
29(6), 814–830. https://doi.org/10.1080/10409289.2018.1475820 Additional_Link. Jenna5
Extra:
11/3. ELECTION DAY! Maltreatment
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. Andjela3
Extra:
11/5. 1st
draft of project containing all its components.
Extra:
Delgado, M. Y., Nair, R. L., Updegraff, K. A., & Umaña-Taylor, A. J. (2019). Discrimination, Parent–Adolescent Conflict, and Peer Intimacy: Examining Risk and Resilience in Mexican-Origin Youths' Adjustment Trajectories. Child Development, 90(3), 894-910. https://doi.org/10.1111/cdev.12969 https://srcd.onlinelibrary.wiley.com/doi/full/10.1111/cdev.12969?campaign=wolearlyview
11/10. Parenting
Extra:
Belsky, J. (2014). Toward an evo-devo
theory of reproductive strategy, health and longevity. Perspectives in Psychological
Science, 9, 16-18.
11/12. Social
development disrupted: Autism spectrum disorder.
Nyström, P., Gliga, T.,
Jobs, E. N., Gredebäck, G., Charman, T., Johnson, M. H., ... & Falck-Ytter,
T. (2018). Enhanced pupillary light reflex in infancy is associated with autism
diagnosis in toddlerhood. Nature communications, 9(1),
1-5. https://www.nature.com/articles/s41467-018-03985-4#:~:text=The%20results%20of%20this%20study,at%203%20years%20of%20age.
Andjela5
Extra:
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
On the Nature of Monozygotic Twin Concordance
and Discordance
for Autistic Trait Severity: A Quantitative
Analysis https://link.springer.com/content/pdf/10.1007%2Fs10519-019-09987-2.pdf
11/17. Social development disrupted: Interventions and questions
Vivanti, G., Dissanayake,
C., Duncan, E., Feary, J., Capes, K., Upson, S.,
Bent, C. A., Rogers, S. J., & Hudry, K. (2019).
Outcomes of children receiving Group-Early Start Denver Model in an inclusive
versus autism-specific setting: A pilot randomized controlled trial. Autism,
23(5), 1165-1175. https://doi.org/10.1177/1362361318801341 Link Regina5
Extra:
Martin, K. B., Haltigan, J. D., Ekas, N.,
Prince, E. B., & Messinger, D. S. Attachment security differs by later
autism spectrum disorder: A prospective study. Developmental
Science, n/a(n/a), e12953. doi:10.1111/desc.12953
|
Baker, J. K., Fenning, R. M., Erath, S. A.,
Baucom, B. R., Messinger, D. S., Moffitt, J., Kaeppler, A., & Bailey,
A. Respiratory sinus arrhythmia, parenting,
and externalizing behavior in children with autism spectrum disorder. Autism,
0(0), 1362361319848525. doi:10.1177/1362361319848525 |
11/19. Final project PowerPoint presentations
12/4. Final paper due (11:00 pm).