Course Title: Developmental Psychology

Course Number: PSYCH-UH 2210

Number of credits: 4

Prerequisites, co-requisites, and cross-lists:

Introduction to Psychology (PSYCH-UH 1001)

Instructional Team:
Antje von Suchodoletz
e-mail: avs5@nyu.edu
Office number: A2 1st floor 171
Office hours: by appointment

Class time: MoWed 1:15-2:30PM Abu Dhabi time zone

Location: online
Zoom link: https://nyu.zoom.us/j/97707029863

Course Description:
The course considers current theoretical issues and research in developmental
psychology in an effort to understand how we develop as perceiving, thinking, and
feeling beings. Throughout the semester we will explore theories, methods, and
interdisciplinary findings covering physical/biological foundations of development,
cognitive processes, social and emotional development. During the course we will
explore how various systems and contexts shape an individual’s development with a
focus on risk and resilience (i.e., how individuals cope with events in the environment
across the life span). Attention is given to applying current research findings to trends in
policy and intervention. Moreover, the course will help students link conceptual
frameworks to applied areas in the field of developmental psychology.
Although this class will have a noticeable Western bent (because the most globally
influential scientific research in developmental psychology has been conducted in North
America and Europe) the course considers dynamics of culture, society, and social
change on human development.

Learning Outcomes:
Students who successfully complete this course will be able to:
1. Identify major foci of current research in the field of developmental psychology and
explain current research perspectives and methodologies, as presented in research
reviews, syntheses, and empirical studies.
2. Integrate findings from disparate research sources to summarize the current state of
knowledge about various subtopics within developmental psychology.
3. Analyze the implications of knowledge about human development in general for
understanding what makes each of us unique.
4. Analyze and differentiate among developmental theories in their application to real-
world issues involving children and adolescents.
5. Explain the implications of knowledge about human development for designing
evidence based educational and social policies that maximize the potential in each
human being.

Teaching and Learning Methods:

This is a seminar centered on close reading of the assigned materials and class
discussion. The time will be structured as a combination of lecture, additional materials
provided online (such as TedTalks) and class discussion (both synchronous and

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asynchronous). The first session of the week will be an introduction to the topic; the
second session of the week will focus on the discussion of the assigned reading.
To get the most out of this class you will need to be not just physically but mentally
present. My PowerPoint notes and other resources will be available on the course
website.

This class must be a safe space for anyone to raise questions, voice confusion, and/or
debate difficult or confronting issues. To help me creating this safe space I expect
everyone to be active and respectful listeners – this means paying attention to me, to
any media screened in class, and to anything your colleagues may say.

Course Materials:
Readings will be assigned in each week; readings that are not easily accessible will be
provided as PDFs on NYU Classes.

Assignments and Grades:

Summary of weekly readings:
Due date: Tuesday (before 12 noon)

Midterm exam:
Due date: October 20, 2020 (before midnight)

Final exam:
Due date: December 16, 2020 (before midnight)

Grading:
The final grade will consist of the following:
1) Reading summaries 40
2) Midterm exam 30
3) Final exam 30
Total: 100 points

Summary of weekly reading (40 points): You are expected to submit a short
summary of the week’s reading (see syllabus when reading summaries are due). The
summary will need to cover the following:
- one sentence situating the reading in the literature
Example: Attachment is an extremely important topic when it comes to the
social development of a child.
- one sentence on the overarching goal of the reading
Example: The overall goal of the meta-analysis was to examine the claims of
attachment theory.
- one sentence summarizing what you found most interesting about the
results/objectives of the reading
Example: One of the most surprising conclusions made was that early
attachment security is only weakly associated with temperament, yet more
strongly associated with social competence and externalizing problems.
- Questions for clarification is something was not clear
- critical reflection on the reading, including one question for further discussion
(no word limit)
The summary will need to be posted on NYU Classes Blogs before 12 noon each
Tuesday. Late submissions will not be graded and result in a 2-point reduction of the
reading summary grade per late submission.

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Midterm exam (30 points): Students will complete an exam consisting of short-answer
questions that require students to evaluate and apply their knowledge from the course.
The midterm exam will cover the materials of the first 7 weeks. It will be open book.

Final exam (30 points): Students will complete an exam consisting of short-answer
questions that require students to evaluate and apply their knowledge from the course.
The midterm exam will cover the materials of the second 7 weeks. It will be open book.

Grading: The grade you earn in the class will be determined according to the following
chart:

A = 93.0 - 100% C = 73.0 – 76.9%

A- = 90.0 – 92.9% C- = 70.0 – 72.9%
B+ = 87.0 – 89.9% D+ = 67.0 – 69.9%
B = 83.0 – 86.9% D = 60.0 – 66.9%
B- = 80.0 – 82.9% F = <60%
C+ = 77.0 – 79.9%

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 COURSE CALENDAR

Date Lecture Topic Notes

Sept 7/9 Introduction
Reading:
Super, C. M., & Harkness, S. (1994). The developmental niche. Retrieved from:
http://eyewitness.utep.edu/3331/Lonner&Malpass1994%20Chap%2013.pdf
Sept 14/16 Theoretical perspectives
Reading (submit summary):
Velez-Agosto, N. M., Soto-Crespo, J. G., Vizcarrondo-Oppenheimer, M., Vega-
Molina, S., & Garcia Coll, C. (2017). Bronfenbrenner’s bioecological theory
revision: Moving culture from the macro to the micro. Perspectives on
Psychological Science, 12(5), 900-910.
Sept 21/23 Child development in global context
Reading (submit summary):
Young, M. E. (2017). State of early child development research, practice, and
policy for most vulnerable children: A global perspective. In K. R. Pugh, P.
McCardle, & A. Stutzman (Eds.), Global Approaches to Early Learning
Research and Practice. New Directions for Child and Adolescent
Development. 158, 11–23.
Sept 28/30 Research Methods in developmental science
Reading:
Robinson, K., Schmidt, T., & Teti, D. M. (2004). Issues in the use of
longitudinal and cross-sectional designs. In D. M. Teti (ed.), The handbook of
research methods in developmental science. (Ch. 1, pp. 4-20). Malden, MA:
Blackwell Publishing.
Oct 5/7 Cognitive development
Reading (submit summary):
Klahr, D. (2012). Revisiting Piaget: A perspective from studies of children’s
problem-solving skills. In A. M. Slater & P. C. Quinn (eds.), Developmental
psychology: Revisiting the classic studies. (Ch. 4, pp. 56-70). London, UK:
Sage Publications.
Oct 12/14 Language development
Reading (submit summary):
Rowe, M. L. (2018). Understanding socioeconomic differences in parents’
speech to children. Child Development Perspectives, 12(2), 122-127.
Oct 18 Classes meet on Wednesday schedule: Midterm exam Q&A Legislative
day
Oct 19 Classes meet on Thursday schedule: NO CLASS Legislative
day
Oct 20-22 No classes: Final exams for 7-week courses Exam due
Oct 20
Oct 26/28 Social development
Reading:
Parke, R. D., Simpkins, S. D., McDowell, D. J., Kim, M., Killian, C. et al.
(2002). Relative contributions of families and peers to children’s social
development. Blackwell Handbook of Childhood Social Development (Ch. 9,
pp. 156-177).
Nov 2/4 Development of self-regulation
Reading (submit summary):
Feng, X., Hooper, E. G., & Jia, R. (2017). From compliance to self-regulation:
Development during early childhood. Social Development, 26, 981-995.
Nov 9/11 The developmental psychobiology of stress
Reading (submit summary):
Blair, C. (2010). Stress and the development of self-regulation in context. Child
Development Perspectives, 4, 181-188.
Nov 16/18 Development in the context of adversity: Vulnerability and
resilience
Reading (submit summary):

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 Masten, A. S. (2014). Global perspectives on resilience in children and youth.
Child Development, 85, 6-20.
Nov 23/25 Maladjustment: A developmental psychopathology perspective
Reading:
Karmiloff-Smith, A. (1998). Development itself is the key to understanding
developmental disorders. Trends in Cognitive Sciences, 2(10), 389-398.
Nov 30 The impact of COVID-19 on child development around the world
Find evidence from your country of origin.
Dec 1-3 No classes: National Day Holiday
Dec 7/9 Positive youth development
Reading (submit summary):
Gaylord-Harden, N. K., Barbarin, O., Tolan, P. H., & McBride, V. M. (2018).
Understanding development of African American boys and young men:
Moving from risks to positive youth development. American Psychologist,
73(6), 753-767.
Dec 14 Final exam Q&A Exam due
Dec 16

Plagiarism statement:
NYU Abu Dhabi expects its students to adhere to the highest possible standards of
scholarship and academic conduct. Students should be aware that engaging in
behaviors that violate the standards of academic integrity will be subject to review and
may face the imposition of penalties in accordance with the procedures set out in the
NYUAD policy. Full details at: https://students.nyuad.nyu.edu/campus-life/student-
policies/community-standards-policies/academic-integrity/

Academic Integrity:
At NYU Abu Dhabi, a commitment to excellence, fairness, honesty, and respect within
and outside the classroom is essential to maintaining the integrity of our community. By
accepting membership in this community, students, faculty, and staff take responsibility
for demonstrating these values in their own conduct and for recognizing and supporting
these values in others.
In turn, these values create a campus climate that encourages the free exchange of
ideas, promotes scholarly excellence through active and creative thought, and allows
community members to achieve and be recognized for achieving their highest potential.
All potential violations to this community academic integrity standard will be taken
seriously and reviewed through NYUAD’s Academic Integrity Procedure.

Online Learning Integrity and Expectations:

To uphold NYUAD’s Academic Integrity standards in online classrooms, both faculty
and students agree to create a respectful and protected online learning community for
all.
Online learning includes a commitment NOT to: 1) record video or audio, 2) take
screenshots, or 3) quote texts or chats from an online course without explicit consent
from the instructor and fellow students.
It forbids capturing, reposting, sharing, or distributing in any form other participants'
conversations, opinions, or course materials (including presentations, quizzes, and
exams).
If recordings are required in the event of guest lectures or for other purposes, such as
remote instruction or accessibility, those arrangements will be made as a part of course
planning and made clear to the relevant participants.
An effective online learning community requires participation in various ways. Among
these are attending real-time (synchronous) class meetings as scheduled, with the
same attendance expectations as regular classroom meetings.
These codes of behavior will ensure an online community based on learning that
encourages the free exchange of ideas, promotes scholarly excellence through active
and creative thought, and allows community members to achieve their highest potential.
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