Professional Documents
Culture Documents
Course Syllabus
Course Information
Course number: CLDP/PSY 3332.501
Course title: Social & Personality Development
Term: Fall 2006
Meeting times: Mondays 7-9:45pm, GR 4.301
Course Description
This course examines how people come to be who they are, and how change and continuity work together over time.
Basic concepts of developmental theory will be reviewed. We will study the infant's first social relationships, and
we will try to understand the connection between early temperament and mature personality. Next we examine how
children function within increasingly complex and varied social environments. Topics covered include children’s
interactions with others and how this influences their development in such areas as parent-child and peer
relationships, self-concept and identity, motivation, moral development, and aggression. We will consider the
family and peer systems in which children develop. We will ask how all three systems (self, peer, and family) make
it through the adolescent transition. This course assumes an introductory background in child or life span
development.
To get the most benefit from your time in this class, read the material to be discussed before we discuss it
in class. You will find classes to be much more interesting and involving if you come prepared to discuss
each day's topic.
28
Developmental research methods: Journal entry for Chapter 1 accepted today
Classical theories of development: Journal entry for Chapter 2 accepted today
Note: journal entries will be accepted separately, so please do not staple them together.
4—September
NO CLASSES
Create your user profile at www.turnitin.com.
Class ID: 1560007
Password: ATTACHMENT
11
Plagiarism Quiz DUE (5 POINTS if submitted 100% correct at 7pm in class today, 35 points OFF if not
submitted by Oct. 30)
18
Emotional development and temperament: Journal entry for Chapter 4 accepted today
Video: Life’s First Feelings
25
7-8:15pm EXAM 1 (Chs. 1-4)
2—October
Attachment theory, continued
Development of the self and social cognition: Journal entry for Chapter 6 accepted today
9
Social cognition, continued: Journal entry for Supplemental Reading #1 accepted today
Achievement: Journal entry for Chapter 7 accepted today
Sex differences, gender, and sexuality: Journal entry for Chapter 8 accepted today
23
Aggression and antisocial behavior: Journal entry for Chapter 9 accepted today
Influences on socialization, continued: Journal entry for Supplemental Reading #2 accepted today
30
LAST CHANCE Plagiarism Quiz DUE today (0 points, but 35 points OFF—i.e., your Research Summary cannot
be accepted—unless your 100% CORRECT quiz is submitted by October 30, 2006)
Altruism and moral development: Journal entry for Chapter 10 accepted today
6
7-8:15pm EXAM 3 (Chs. 8-10, Supplemental Readings #2)
RESEARCH SUMMARY DUE in class and online—upload to www.turnitin.com and print originality
report—bring paper and report to class
13—November
LAST CHANCE: RESEARCH SUMMARY DUE in class with originality report at 7p.m.
Media and school influences: Journal entry for Chapter 12 accepted today
Outside influences, continued: Journal entry for Supplemental Reading #3 accepted today
20
Peer influences on development: Journal entry for Chapter 13 accepted today
Major themes in social and personality development (read chapter 14 for today also)
27
7-8:15pm EXAM 4 (Chs. 11-14, Supplemental Readings #3)
The University of Texas at Dallas administers student discipline within the procedures of recognized and established due process. Procedures are
defined and described in the Rules and Regulations, Board of Regents, The University of Texas System, Part 1, Chapter VI, Section 3, and in Title
V, Rules on Student Services and Activities of the university’s Handbook of Operating Procedures. Copies of these rules and regulations are
available to students in the Office of the Dean of Students, where staff members are available to assist students in interpreting the rules and
regulations (SU 1.602, 972/883-6391).
A student at the university neither loses the rights nor escapes the responsibilities of citizenship. He or she is expected to obey federal, state, and
local laws as well as the Regents’ Rules, university regulations, and administrative rules. Students are subject to discipline for violating the
standards of conduct whether such conduct takes place on or off campus, or whether civil or criminal penalties are also imposed for such conduct.
Academic Integrity
The faculty expects from its students a high level of responsibility and academic honesty. Because the value of an academic degree depends upon
the absolute integrity of the work done by the student for that degree, it is imperative that a student demonstrate a high standard of individual
honor in his or her scholastic work.
Scholastic dishonesty includes, but is not limited to, statements, acts or omissions related to applications for enrollment or the award of a degree,
and/or the submission as one’s own work or material that is not one’s own. As a general rule, scholastic dishonesty involves one of the following
acts: cheating, plagiarism, collusion, and/or falsifying academic records. Students suspected of academic dishonesty are subject to disciplinary
proceedings.
Plagiarism, especially from the web, from portions of papers for other classes, and from any other source (including your own work for other past
or current classes) is unacceptable and will be dealt with under the university’s policy on plagiarism (see general catalog for details). This course
will use the resources (among others) of turnitin.com, which searches the web for possible plagiarism and is over 90% effective.
Email Use
The University of Texas at Dallas recognizes the value and efficiency of communication between faculty/staff and students through electronic
mail. At the same time, email raises some issues concerning security and the identity of each individual in an email exchange. The university
encourages all official student email correspondence be sent only to a student’s U.T. Dallas email address and that faculty and staff consider
email from students official only if it originates from a UTD student account. This allows the university to maintain a high degree of confidence
in the identity of all individuals corresponding and the security of the transmitted information. UTD furnishes each student with a free email
account that is to be used in all communication with university personnel. The Department of Information Resources at U.T. Dallas provides a
method for students to have their U.T. Dallas mail forwarded to other accounts.
In attempting to resolve any student grievance regarding grades, evaluations, or other fulfillments of academic responsibility, it is the obligation
of the student first to make a serious effort to resolve the matter with the instructor, supervisor, administrator, or committee with whom the
grievance originates (hereafter called “the respondent”). Individual faculty members retain primary responsibility for assigning grades and
evaluations. If the matter cannot be resolved at that level, the grievance must be submitted in writing to the respondent with a copy to the
respondent’s School Dean. If the matter is not resolved by the written response provided by the respondent, the student may submit a written
appeal to the School Dean. If the grievance is not resolved by the School Dean’s decision, the student may make a written appeal to the Dean of
Graduate or Undergraduate Education, and the dean will appoint and convene an Academic Appeals Panel. The decision of the Academic
Appeals Panel is final. The results of the academic appeals process will be distributed to all involved parties.
Copies of these rules and regulations are available to students in the Office of the Dean of Students, where staff members are available to assist
students in interpreting the rules and regulations.
Disability Services
The goal of Disability Services is to provide students with disabilities educational opportunities equal to those of their non-disabled peers.
Disability Services is located in room 1.610 in the Student Union. Office hours are Monday and Thursday, 8:30 a.m. to 6:30 p.m.; Tuesday and
Wednesday, 8:30 a.m. to 7:30 p.m.; and Friday, 8:30 a.m. to 5:30 p.m.
Essentially, the law requires that colleges and universities make those reasonable adjustments necessary to eliminate discrimination on the basis
of disability. For example, it may be necessary to remove classroom prohibitions against tape recorders or animals (in the case of dog guides) for
students who are blind. Occasionally an assignment requirement may be substituted (for example, a research paper versus an oral presentation
for a student who is hearing impaired). Classes of enrolled students with mobility impairments may have to be rescheduled in accessible
facilities. The college or university may need to provide special services such as registration, note-taking, or mobility assistance.
It is the student’s responsibility to notify his or her professors of the need for such an accommodation. Disability Services provides students with
letters to present to faculty members to verify that the student has a disability and needs accommodations. Individuals requiring special
accommodation should contact the professor after class or during office hours.
These descriptions and timelines are subject to change at the discretion of the Professor.
Research Summary
1. In place of a traditional term paper, you will evaluate an original report of educational research by writing a
one-page critical review of research literature. Additional details appear below and will be discussed further
in class.
2. The References page and citation format for this summary will follow the format approved by the American
Psychological Association as described in the APA Publication Manual. Use of the website
http://www.wisc.edu/writing/Handbook/DocAPA.html is REQUIRED. I suggest that you acquaint
yourself with the information to be found here early in the semester—waiting until you have finished writing
your paper is likely to be too late.
This writing assignment is intended to help you to refine your ability to summarize and critically evaluate reports of
original social psychology research. You also will learn how to cite your sources and list your references using
References
Jackson, L. A., von Eye, A., Biocca, F. A., Barbatsis, G., Zhao, Y., & Fitzgerald, H. E. (2006).
Does home internet use influence the academic performance of low- income children?
Landry, S. H., Smith, K. E., & Swank, P. R. (2006). Responsive parenting : Establishing early
strategies for the development of self-regulation. Infant Mental Health Journal, 27(4),
344-370.
Luthar, S. S., Shoum, K. A., & Brown, P. J. (2006). Extracurricular involvement among
as compared to children in child-centered programs (Stipek, Feiler, Daniels, & Milburn, 1995).
Stipek, Feiler, Daniels, and Milburn (1995) conducted a correlational study of the
relationship between type of instructional programming (didactic vs. child-centered) and the
In 1995, Stipek, Feiler, Daniels, and Milburn examined the impact of two types of
and kindergarten.
References
Stipek, D., Feiler, R., Daniels, D., & Milburn, S. (1995). Effects of different instructional
209-223.
Use one of the three possible APA style citation formats—don’t name the article or the journal in which it
appears (or the authors’ first names, initials, or affiliation…) in your summary. Also, be sure to paraphrase your
source without using direct quotations. Your organization guidelines will be very handy, here. Do not write a title
on your summary page, and do not use subheadings (you won’t have room).
The purpose of this exercise is to help you learn how to include discussion of others’ research in the papers
you write (and, ultimately, in the decisions you make!). Very briefly and clearly, you should be able to explain
the purpose of the study, how it was conducted, what was found, and what it means. When you are writing a
critical review of research literature, you need to be able to discuss the research in terms of examining the question
Listing references
Create a References page for the article that you are evaluating. At the top of the page, write the word
“References,” but without the quotation marks (or bold type, or italics, or underlining, or fancy font). On the next
line, begin your list of references (in this case, only one reference will be listed). Use APA style, as indicated on
page 9 (this is described in detail at http://www.wisc.edu/writing/Handbook/DocAPA.html.).
For the source information for the article you read for this assignment, list the original primary source as
indicated on the first page of the article (don’t worry about the format for electronic sources, for example, even if
you retrieve the article online). Notice that only authors’ last names and initials are needed. The author element
ends with a period. The year of publication is placed in parentheses, and this element also ends with a period.
Capitalize only the first word of the title of the article and end the article title element with a period. Use capital
letters for the title of the journal, followed by a comma, the volume number and issue (if the issue number is
needed), and the pages on which the article appears, and end this element with a period. The title of the journal
and the volume number both should be italicized, but the issue number (the number in parentheses) is not
italicized. Remember, the references should appear in your list in alphabetical order when you have more than one
reference—for this assignment you only have one—but don’t change the original order in which authors appear
on each article.
To organize your summary of the research, make note of the following (by paraphrasing):
1. ARTICLE TYPE: For example, is this a correlational study, a descriptive study, a review of the literature, a
survey, an experiment? You don’t need to mention this in your summary, but you should be aware of it as
you interpret and evaluate the research.
2. PROBLEM: What was the purpose of this investigation? What issue was addressed? You’ll find this in the
introduction.
3. HOW INVESTIGATED: How did they go about answering their question? You’ll find this in the method
section. (Not how did you locate this article.)
4. RESULTS: What did they find out? Look in the results section.
5. INTERPRETATION: What does it mean? What are the implications for practical application to real-world
problems? You’ll find this in the discussion section.
6. CRITICISM: What are the limitations of this study? What do the authors say should have been done
differently, for example? Are the authors’ conclusions warranted?
7. DIRECTIONS FOR FUTURE RESEARCH: What should be done either to try again to answer the initial
question posed here, or what questions were raised by these findings that should be answered next?
For your References page, be sure to make a note of the following information:
1. AUTHOR(S): Who wrote this article that you are reviewing? Be sure to list the authors in the original order
in which they appear.
2. YEAR: In what year was this article published?
3. ARTICLE TITLE: What is the complete title of the article?
4. JOURNAL TITLE: In which journal did you find this article?
5. VOLUME: In which volume of the journal did this article appear?
6. ISSUE: Is a particular issue within that volume indicated? Or is it possible to use page numbers alone to
locate that article?
Please notice in particular that the quality of your writing DOES COUNT. Please use correct grammar
and punctuation, and a clear, coherent writing style. More details about grading criteria will be discussed
in class. The following rubric serves as a useful guideline:
How to find articles in the library when you already know what you want:
1. Go to www.utdallas.edu
2. Click on LIBRARY near the top of the page (the 3rd choice under the green bar)
3. Click on Do we own it? under Catalog.
4. Type in the name of the journal you are looking for and click on Search
Example: journal of personality and social psychology
5. Select journal you need, if necessary, then scroll down and click the link under ejournal available full text (it
likely will indicate a range of volume numbers)
Example:
Location: eJournal: From off campus use http://libproxy.utdallas.edu
Available Full Text: vol. 55- (July 1988-)
6. Type in key words for the specific article you are looking for
Example: self-handicapping
7. Scroll through the results and select the article you need, or enter more search terms to limit your results
8. Click on PDF Full Text
9. Print your article
The Graduate TA for this class will administer and score all exams, including makeup exams. If you, tragically, will
need to take a makeup exam, you will first get approval from me and then contact the graduate TA to arrange a
makeup exam at her convenience. Exams must be made up BEFORE THE CLASS MEETS AGAIN, so be sure to
make these arrangements right away.
Email: ________________________________________________________________________
The undergraduate TA for this class will grade journal entries, keep records of attendance, lead group study or
tutoring sessions, and in general facilitate your learning success in this class.
Email: ________________________________________________________________________
I will give you the contact information for the TAs in class—please write it down and keep it safe!
It is your responsibility to keep track of your grades, so that you know where you stand at all times. Feel free to
verify your grades with me, at my office, any time until the last class.
Journal grades:
Ch. 1 ____ Suppl. 1 ____ Ch. 11 ____
Ch. 2 ____ Ch. 7 ____ Ch. 12 ____
Ch. 3 ____ Ch. 8 ____ Suppl. 3 ____
Ch. 4 ____ Ch. 9 ____ Ch. 13 ____
Ch. 5 ____ Suppl. 2 ____
Ch. 6 ____ Ch. 10 ____