University of
Wisconsin-Madison, Department of Educational Psychology
315-725 Theories and Issues in Human Development (Fall, 2006)
Instructor: Chuck Kalish Room 1067 EdSciences Office Phone: 262-0840
Email: CWKalish@wisc.edu
The objective of this class is to give students a working familiarity with the major theoretical approaches current within developmental psychology. This is not intended as an introduction or a comprehensive survey. Some background (e.g., an introductory class at the undergraduate level) would be helpful, though not required. We will primarily consider theories relating to infancy and childhood. Our focus will be normal as opposed to clinical aspects of development, and normative development as opposed to the changes experienced by special populations or subgroups of children.
The course will consist of a mixture of lectures and discussion. The first part (roughly 2/3) of each class period will be devoted to a review of a particular developmental theory or general approach to development. The second part of class will be an analysis of an empirical or practical application of the theory.
Theories of developmental psychology, 4th Edition, Miller. Available at the University Bookstore
Other readings are available on our Learn@UW site
Participation takes two forms. Most important is participation in class discussions. The goal of this class is to provide you the means to apply and evaluate theories, especially with respect to your own research interests. The best way I have to see how you are doing with this is in discussions. The second form of participation is the web-board on the Learn@UW site. Each student not contributing a discussion paper for the week (see below) will be expected to post 1 question or comment on the web-board by Thursday at 6:00 pm. The question/comment can be a reaction to a specific paper or a general comment about the theoretical perspective of the upcoming class. Responses to previous postings are encouraged.
Take-home final to be handed out last day of class and due one week later.
Each student will contribute and present 2 papers during the
course of the semester. WeÕll assign specific topics during the first meeting
of class.
One paper will be an Outline paper which will present and critically analyze the argument of a principal reading for a week. The purpose of this paper is not to summarize the reading. Rather you should complement the paper by critiquing it, extending it, or discussing connections between the paper and other theories or issues we have discussed in class. For example, you might want to consider whether the theoretical perspective contained in the paper is consistent with other theories we have/will discuss or if it contradicts or excludes other perspectives.
An Implication paper will present and critically analyze the implication or application (issue) associated with a theoretical perspective. The issue for each week is identified in the syllabus. In this paper, you will explain how this issue fits with the theory in two ways. First, in what way does it represent an application of the theory? Second, why is this an important issue within the context of the theory? (does our evaluation of the theory depend on how it addresses this issue? Does the theory address the issue more or less effectively than other theories?).
Discussion papers should be 4-5 pages (double spaced). These papers will be part of the reading for class. These papers will be made available on the Learn@UW website Papers will be posted on the Learn@UW board no later than 6 pm the Wednesday before class. IÕll ask each author to discuss his or her paper, briefly, in class.
In this paper you should critique a piece of research from within one of the theoretical perspectives we have discussed. Find a paper applying the theory to a research question. This should be a piece of empirical work. Explain how this research fits with the theory in two ways. First, in what way does it represent an application of the theory? Second, why is this an important question within the context of the theory? (e.g., why it is important to Piaget to show that children never forget once they conserve?). Do not use an article that was presented in class. In particular I would like you to present any failings of this account. You may wish to approach this paper by arguing for the advantages of an alternative approach. You may critique the article on theoretical or on practical grounds. (e.g., what are the difficulties with a paper applying an ecological [Bronfenbrenner] model to study child abuse?). This paper should be 5-7 pages (double-spaced). Papers will be due during the final class period of the semester. Please turn in a copy of the empirical paper you are critiquing as well.
Contribution of requirements: Participation: 30%, Discussion
Papers: 30 %, Analysis Paper: 20%, Take-home final: 20%
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* Optional readings
Not really optional, but if you have to skip/skim
something, this is it.