PSY2014 DEVELOPMENTAL PSYCHOLOGY …mdx.mrooms.net/pluginfile.php/44568/mod_resource/content/2/New... · Developmental Psychology. McGraw‐Hill. ... PSY2014 Developmental Psychology

SCHOOL OF HEALTH AND EDUCATION

DEPARTMENT OF PSYCHOLOGY

PSY2014

DEVELOPMENTAL

PSYCHOLOGY

2013-2014

MODULE HANDBOOK

Module leaders: Dr. Ceri Sims (terms 1 and 2) and Dr. Fabia Franco (term 1)

PSY2014 Developmental Psychology

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PSY2014 DEVELOPMENTAL PSYCHOLOGY

(Autumn 2012 – Spring 2013)

CONTENTS PAGES

The teaching team 2

General - Aims, Sessions, Textbook, Learning Outcomes, Assessment 2-3

Lecture Schedule 4

Rules of behaviour 5

Email and Unihub 5

ASSESSMENT GUIDELINES: questions, worksheets 6-25

LASER 6-13

Observation workshop and report 14-24

Examination questions 25

Assessment Criteria 26

Learning Resources 27-29

Study Recommendations 30


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PSY2014 DEVELOPMENTAL PSYCHOLOGY

Programme leaders:

Dr Ceri Sims room TG65 [email protected]

Dr Fabia Franco room TG38 [email protected]

Research interests of the teaching team: Dr. Ceri Sims: Children's event memory and eyewitness memory; Intervention with clumsy children; Atypical Developments; Language acquisition; Coaching Psychology. Dr. Fabia Franco: Joint attention, communication and language in typically developing infants and young children with disabilities or developmental disorders; the relationship between language and music in infants and adults using experimental paradigms and eye-tracking; musical behaviour in the context of emotion regulation and social cognition in children and adults. Dr. Andrea Oskis: Attachment, parenting, interpersonal bonds generally, early life care, stress and well-being Ms. Jana Martiskova: (Observation Workshop): Triadic interactions in typical and atypical children; Autism; children’s emotion recognition in the voice.

AIMS of the module

The module aims to give students an overview of the current research and core theoretical aspects of developmental psychology. In addition to the main topics, student will have opportunities to learn about extended topics of atypical developments, developments throughout the lifespan and applications to educational issues, as well as contemporary topics in applied developmental psychology. Understanding of these topics is enhanced through a series of interactive seminars.

LEARNING SESSIONS

• LECTURES (2 hours) on MONDAYS. Time TBC (attend weekly, except for reading weeks).

• TUTORIALS – Individual and group tutorials o Fabia Franco – term one only – Monday (time TBC) o Ceri Sims – Tuesdays (10:00-12:00) o Andrea Oskis – Mondays (time TBC)

• OBSERVATION WORKSHOP IN TERM TWO (Sign up for a single session on

MOODLE)


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RECOMMENDED TEXTBOOK

Leman,P,Bremner,A,Parke,RandGauvain,M(2012);DevelopmentalPsychology.McGraw‐Hill.

LEARNING OUTCOMES

On completion of this module students will be able to:

Critically analyse developmental psychology research

Demonstrate a broad and critical understanding of key issues concerning core and extended topics covered in Developmental Psychology

Describe and evaluate topical research areas in developmental psychology and reflect on their own learning of the material

Independently apply and appraise one or more schemes for observing the behaviour of infants and young children

ASSESSMENT

50% coursework; 50% exam

Assessment 1 (term one) – Coursework LASER (25%): Learning Achievement and Self-Evaluation Record on ONE from selected seminar topics (1,500 words) – deadline Friday 17th January, 21:00 hours.

Assessment 2 (term two) - Coursework Observation report (25%) - based on Observation workshop, (approx 1000 words), submitted at the end of the workshop session.

Assessment 3 - Examination (50%): A two-hour part-seen examination involving short-answer questions from core topics (part A) and an essay from extended topics (part B). This is taken during end of year exams. Part-seen means that you are provided with a selection of the topic areas of part A of the exam questions prior to the exam so that you need to revise all the part A topics to anticipate the actual questions that will appear in the paper on the day. The essay questions will be ‘seen’: ie they will be the same selection in the exam as they appear in the handbook, subject to approval of questions by the external examiner (see page 26 for questions and topics.


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LECTURE SCHEDULE: Week/Date Lecture Topic Lecturer 1. Week

7 Oct Introduction to the module CS

2. Week 14 Oct

Models/theories of development and Introduction to the study of human infancy

FF

3. Week 21 Oct

Perception and cognition in Infancy FF

4. Week 28 Oct

Temperament and attachment in infancy FF

5. Week 4 Nov

Early social and communicative developments FF

6. Week 11 Nov

Theories of language acquisition and development CS

7. 18 Nov: READING WEEK

8. Week 25 Nov

Developmental language impairments FF

9. Week 2 Dec

The development of music cognition FF

10. Week 9 Dec

Research methods in developmental psychology & Introduction to the observation workshop

FF

11. 16 Dec: READING WEEK

12. Week 13 Jan

Attachment in childhood

AO

13. Week 20 Jan

Attachment in adolescence and adulthood AO

14. Week 27 Jan

Attachment: Disorders and intervention AO

15. Week 3 Feb

The influence of parenting on development AO

16. Week 10 Feb

Adolescent developments AO

17. 17 Feb; READING WEEK

18. Week 24 Feb

The development of memory CS

19. Week 3 March

The ageing brain and dementia EW

20. Week 10 March

Social cognitive development 1: Theory of Mind CS

21. Week 17 March

Social cognitive development 2:Moral development CS

22. Week 24 March

Social cognitive development 3: Friendships CS

23. Week 31 March

Revision CS

24. 7 April: READING WEEK


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RULES OF BEHAVIOUR FOR LECTURES & WORKSHOP

⇒ Punctuality - Please ensure that you arrive on time. People arriving late distract the lecturer but above all they disturb the other students. In the event of arriving late, please take a seat in one of the last three rows of the lecture theatre or find the nearest seat and explain your reasons for lateness to the tutor after the session. See university policy on late attendance.

⇒ Leaving early - Similar considerations to the above. Please inform the lecturer before she starts and take a seat in one of the last three rows of the lecture theatre or near to the door (if a seminar), so that you don’t disturb anybody when you leave.

⇒ Mobile Phones - Please keep your mobile phone switched off at all times during lectures. If you are in an emergency situation and need to be contactable, please inform the lecturer before she starts and take a seat in one of the last three rows of the lecture theatre or close to the exit.

⇒ Special needs - Please make your tutors aware of any special needs, particularly if you feel that adequate measures should be put in place.

⇒ “You know what happened?” - Chatting in class is the most disruptive and disrespectful thing you can do towards your fellow students sitting around you and your tutors. Students who chat may be asked to move place, to leave the classroom, or to identify themselves. In general, all students are asked to report anybody who is making their work in class difficult.

COMMUNICATION: EMAIL AND MOODLE Please check your university e-mail regularly as important news concerning this module may be circulated in this way (as class email). Make sure that you empty your mailbox regularly. On Moodle in your PSY2014 section, there are a number of folders, which will guide you in your studies, so that you can prepare for lectures, group tutorials and workshop, reflect on your learning and submit assessments. The main ones are listed below. Please make sure that your print outs (pdf files) are in black and white and are double sided:

Handbook – this handbook

Lectures – Contains TWO subfolders: “Slides” (lecture slides) and “Extra materials” (lecture notes on some topics, suggested readings, questions, self-study quizzes and crosswords to help you with study and revision). .

LASER – contains information on arranging and signing up for group tutorials on the chosen topic on your LASER as well as reading lists and any other information regarding your LASER.

Observation workshop – contains all information about how to view videos to prepare work for your workshop, slides, as well as any relevant materials about the workshop and report (please attend lecture in term one for further details about the workshop in term two).

Assignments and Assessments - contains information about all assessments including guidelines for submitting online and feedback of summative assessments at the end of the year (officially after the assessment boards).


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ASSESSMENT GUIDELINES - read carefully

Coursework term one: L.A.S.E.R

Learning Achievement and Self-Evaluation Record (LASER). The LASERs are marked and graded on the university 20-point scale and your grade will make up 25% of your overall grade for this module.

What is a LASER? Learning Achievement Self-Evaluation Records (LASERs for short) are designed to allow you to document and reflect upon material your have studied. The LASER you are expected to submit for your assignment on this module is to be based on your selected topic from the list below. LASERs are designed: ⇒ to make systematic records of your learning experience of your selected topic; ⇒ to build your ability to write essays and take a critical approach to the course

material ⇒ to help you reflect about the connection between your selected topic and your

study of developmental psychology as a whole What do you need to do? You are required to write ONE LASER (1,500 words approx) and to submit it through turnitin via Moodle. The ‘Integrate and Interpret LASER’ that you write will involve answering 2 or 4 specific questions about the topic you have chosen to read and research about. Each LASER topic has a different set of questions (see LASER questions for each topic below). Once you have completed your LASER please save it as an abbreviation of your topic (e.g. CP, EW, AD, AT, PA) followed by your student number leaving out any initial M and zeros. Therefore, if you have chosen the Critical Periods topic and your student number is M0012345, your saved and submitted file will be called CP12345. The ‘Assignments and Assessments’ folder provides advice for submitting your work online via Turnitin. The deadline for submitting this work is Friday 17th January, 21:00 hours . Any LASERS received after this set coursework deadline but before the end of teaching (Psychology final coursework deadline, Monday 28th April 2013) will still be marked but will receive a late penalty of 4 points on the 20 point assessment scale (for example, If your LASER is marked as being a grade of 9 but it was submitted after 17th January, then the actual grade you will receive for the LASER will be a 13…quite a bit of difference! Therefore, our advice is to submit by the set deadline).

The LASER topic you write about must be ONE of the following. The LASER templates that you need to use for this piece of work start on page 9. Abbrev. LASER TOPICS (choose

ONE of the following) Tutor for arranging group tutorials or other contact on this topic

CP Critical periods in psychological development

Dr Fabia Franco

EW Children as Eyewitnesses Dr Ceri Sims AD Attention deficit hyperactivity

disorder Dr Ceri Sims

AT Attachment Dr Andrea Oskis PA Parenting Dr Andrea Oskis


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In your “LASER’ folder on Moodle, you will find references for each of these topics.

Group Tutorials for LASER

You are invited to set up a group tutorial if you want some assistance with your LASER and feedback on your draft before submitting it. Information about signing up for these will be provided on Moodle at the start of term.

If you want a group tutorial then you may want to find other students who have chosen the same LASER topic as you have, because the groups must be 3-4 students who have written a draft LASER (of their own), but on the same topic, which they need to bring along to the group tutorial. If you attend a tutorial without having prepared a draft of your LASER then you will be asked to leave, as you have sufficient information in this handbook and reading suggestions on Moodle for you to make a start on this assignment without attending a tutorial. However, if you have any general queries, please ask at the end of one of the lectures during the early weeks of term. We will not be responding to emails about LASERS unless you have attended a group tutorial and already started working on the assignment. Neither will we be reading and responding to emailed drafts of LASERS. In fact, there should not be any need to email us individually about LASER concerns. If you are uncertain, then read these guidelines, select a topic, do the reading and have a go. And if you need some feedback before submitting it, then set up a group tutorial with the tutor who has set that topic LASER.

Assessment Criteria for LASERs

In marking your LASER the following criteria will be used:

1) Are the central characteristics of the developmental phenomenon being written about, concisely and accurately summarised? (A concise and accurate overview of an area is a good indicator that the topic has been understood.)

2) Have theories been concisely presented and evaluated through evidence-based discussion?

3) A reference list at the end

In order to pass this assessment there must be some evidence that all of the above criteria have been met within your LASER. The consistency and extent of evidence that the criteria have been met determines how high the pass grade is.

Other criteria that may influence the grade (which are implicit in the criteria above) include fluency of writing, grammar, spelling and overall presentation of work. Obviously, the understanding and discussion of concepts is the most important thing, but being able to communicate ideas clearly and effectively is also important.


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LASER Writing Tips

1. Be Concise!

The more economical you can be with words the more information you can include within the word limit. You can be more concise by:

-Not including quotations: they are rarely the most economic way of expressing something. -Avoiding redundant phrases such as 'For my laser I have chosen to talk about…' -Making sure that you do not include any unnecessary information e.g. biographical details of theorists You do not need to include citations in your word count.

2. Credit your Sources

Make sure that every ‘factual’ statement that you make is credited with a source. E.g. “Specific Language Impairment is defined as a delay in language development in the absence of any clear sensory or generalised cognitive disorder (Bloggs, 1999).” Related to this is the next point…

3. Avoid unsupported statements & opinions

It is important to form your own views on a topic but these views must be based on evidence (otherwise you run the risk of imposing your own values on others!). Additionally, the word limit often encourages people to mention things 'in passing'. It is better to leave something out if you are unable to express it clearly & concisely.

4. Reading

It is only possible to form your own view once you have consulted a few sources. If you rely on only one or two sources then you are simply repeating what someone else has said. Remember that the quality of your sources plays an important role in determining the quality of what you write! 5. Stick to the point It seems obvious but it's all too easy to forget what you are being asked to do & wander off the point. Once you have finished a section ask yourself whether you have definitely done what that section asked of you. A related point is that LASERs should be set out under the exact headings given to you.

6. Web References

Make sure that you include the Page Title and where known the Author of web references that you include. In choosing a web page to refer to, it is preferable to stick to sites that have been created by academics: these will most often be found on University web servers. If you are having trouble finding suitable web sites, there are excellent tutorials for gathering information about psychology from the internet at http://www.vts.rdn.ac.uk. The review section of this site gives tips for judging the quality of the information that you find on the internet. Alternatively, search for articles using http://scholar.google.com.


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Integrate and Interpret LASER for ADHD Student-Number: Module-Code: PSY2014 Topic: Attention Deficit Hyperactivity Disorder Define ADHD and its symptoms in the developing child? (approx 250 words) Discuss research on the causes of ADHD? (approx 500 words) Discuss evidence for ADHD as an executive dysfunction and/or cognitive impairments? (approx 400 words) Discuss evidence-based intervention and/or education for children with ADHD (approx 350 words)


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Integrate and Interpret LASER for EYEWITNESSING Student-Number: Module-Code: PSY2014 Topic: Children as Eyewitnesses What are the main concerns regarding young children as eyewitnesses? (approx 250 words) Discuss research on children’s suggestibility? (approx 500 words) Discuss theories of children’s suggestibility and the misinformation effect in children (approx 400 words)

i) Discuss evidence for interviewing methods to enhance the completeness and/or accuracy of children’s eyewitness accounts? (approx 350 words)


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Integrate and Interpret LASER for CRITICAL PERIODS IN PSYCHOLOGICAL DEVELOPMENT Student-Number: Module-Code: PSY2014 Topic: Critical Periods in Psychological Development

Define critical periods in general (approx 250 words) Discuss critical periods specifically in psychological development and provide examples (approx 500 words) Discuss recent evidence for the existence of critical or sensitive periods in some key areas of psychological development (approx 400 words)

Discuss how recent evidence on critical/sensitive periods in psychological development relates to some of the main themes in developmental psychology and why it might be important to know about them (approx 350 words)


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Integrate and Interpret LASER for Attachment Student-Number: Module-Code: PSY2014 Topic: Attachment Define attachment, including reference to key theorists/researchers in this field and the contributions they have made (approx 750 words) Discuss and critically evaluate research on the relevance of attachment to psychological health (approx 750 words)


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Integrate and Interpret LASER for Parenting Student-Number: Module-Code: PSY2014 Topic: Parenting Discuss the key components of parenting, including reference to key theorists/researchers in this field (approx 600 words)) Discuss and evaluate research linking parenting and child outcomes (approx 900 words)


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Assessment Guidelines:

Coursework Observation report – term 2

This report makes up another 25 % of your overall grade. The report is based on the work you do in your Spring term workshop: The Observation Workshop.

1 - Aims • To introduce students to observation in the context of specific methods used in the study of child development;

• to provide students with a practical, direct experience.

2 - Attendance

For this workshop, all students are expected to attend:

(a) An introductory lecture at the end of term 1; (b) A session of individual work with videotaped data (1-2 hr. approximately, self-

organised); (c) One group session (Observation Workshop - spring term).

3 - Structure

(1) Introduction Lecture - Monday 9th December. This is when you will be introduced to concepts and methods that you will apply in your individual work session.

(2) Individual work - viewing and coding from video-recorded material (to be carried out before coming to the chosen group for feedback). This part of the work can be carried out in pairs.

You can work in HG02/HG01 (on the computers), when not used by other modules, or in the psychology cubicles on the 1st floor of Hatchcroft (to be booked via the psychology technicians, email [email protected] or [email protected]). Due to data protection regulation, the materials (video-clips) cannot be taken away from the university premises or put online as they belong to a data set. (3) Observation Workshop - This is a feedback session, during which students’ observations are discussed with a tutor, who will also introduce simple procedures to compare data between observers. Guidelines for writing observation reports will also be provided in this session.

Seven groups are available in order to maximise participation and discussion of the work carried out individually. These groups will run from week 14 in HG02.


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Students who missed their original groups due to documented extenuating circumstances must contact the workshop leader ([email protected]). These students will be able to attend a surgery session in week 24.

4 - Learning outcomes

You will have -

• gained knowledge of a method used widely in developmental psychology: observation;

• studied an application of the observational method to a specific aspect of child development;

• had a direct experience of empirical work: coding from structured videotaped sessions of toddlers;

• become accustomed to working with elementary reliability procedures;

• acquired the ability to write up a simple observation report.

5 - Submission of the Observation Report: online via Moodle at the end of your group. This means that you must submit your report before leaving HG02 on the day of your feedback workshop. Final deadline for submitting this coursework for students with documented extenuating circumstances: Monday 28th April, 2014.

PLEASE NOTICE THAT CHANGE OF WORKSHOP ONCE YOU HAVE CHOSEN A GROUP IS EXTREMELY PROBLEMATIC BECAUSE STUDENTS ARE BOOKED ON THE BASIS OF THE NUMBER OF COMPUTERS AVAILABLE IN HG02. CHANGES WILL BE ACCEPTED ONLY BASED ON DOCUMENTED EXTENUATING CIRCUMSTANCES. PLEASE EMAIL MS. MARTISKOVA TO INFORM HER IF THE SCHOOL HAS DOCUMENTED SUCH CIRCUMSTANCES.

6 - Detailed programme

There will be three parts in your observation work, plus writing the report:

(1) Observation Workshop – Introduction: Coding from videotapes

• Observation in the context of specific methods for the study of early development.

• Different types of observation.

• Identification and analysis of the two main features which define the observational method: (1) using of predefined catalogs of behavioural codes; (2) measuring observers' reliability.

• What to observe: the coding scheme as an instrument.

• Direct observation vs. analysis of video recorded material.


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Our observation exercise:

Topic: the development of the self concept in toddlers;

Measure: self-recognition in the mirror;

Tool: the Rouge Test.

Method: laboratory observation; video analysis;

Tasks: the development of a coding system for micro- (detailed categories for behaviour) and macro-analysis (classification of observed paticipants as 'pass' or 'fail' in the test).

Videotaped data from a sample of 42 toddlers aged 12-26 months will be presented.

(2) Individual work of viewing and coding from tapes

• Coding from videotapes the behaviour of 5 toddlers during the Rouge Test – use the Coding Sheet provided in a file in the Observation Workshop folder (see example in the following pages).

• Preparing for the reliability checks.

(3) Observation Workshop – Feedback groups: Reliability and revision.

• Discussion of the individual work experience.

• Analysis of results.

• Assessing reliability.

• Observation report.

7 – Reading list

All materials listed below are available in the Library under the author’s name). (If you have difficulty locating the materials, seek help from our very helpful librarian Viv: [email protected]).

Fromthislistyoumustread(a)and(b),andyouarestronglyrecommendedtohavealookatacoupleofarticlesfromsection(c)BEFOREYOUATTENDYOURWORKSHOP.

(A) General introduction

Specifically on observation, see Chapter 15 (Bakeman R. & Gottman J.M., Applying observational methods: A systematic view) in J.D. Osofsky (1987 and newer edition), Handbook of infant development. New York: Wiley, excluding the section on sequences, i.e. p. 842-848.

(B) A review on the topic of self-recognition:


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Anderson J.R. (1984). The development of self-recognition: a review. Developmental Psychobiology, 17, 35-49.

(C) Applications:

Amsterdam B. (1972). Mirror self-image reactions before age two. Developmental Psychobiology, 5, 297-305. [Original article that introduced the Rouge Test]

Asendorpf J.B. & Baudonniere P. (1993). Self-awareness and other-awareness: Mirror self-recognition and synchronic imitation among unfamiliar peers. Developmental Psychlogy, 29, 88-95.

Lewis M., Brooks-Gunn J., Jaskir J. (1985). Individual differences in visual self-recognition as a function of mother-infant attachment relationship. Developmental Psychology, 21/6, 1181-1187.

Priel B., & de Schonen S. (1986). Self-recognition: A study of a population without mirrors. Journal of Experimental Chid Psychology, 41, 237-250.

Schneider-Rosen K., & Cicchetti D. (1984). The relationship between affect and cognition in maltreated infants: quality of attachment and the development of visual self-recognition. Child Development, 55, 648-658.

Schneider-Rosen K., & Cicchetti D. (1991). Early self-knowledge and emotional development: visual self-recognition and affective reactions to mirror self-images in maltreated and non-maltreated toddlers. Developmental Psychology, 27, 471-478.

Zahn-Waxler C., Radke-Yarrow M., Wagner E., & Chapman M. (1992). Development of concern for others. Developmental Psychology, 28, 126-136.

8 – Observation Report

Students are expected to summarise their work as an 'observation report' including the following sections: (I) aims and brief introduction (provided. This can be expanded, which of course is easier if you have done some readings); (II) method: use enclosed Method Checklist in the report template; (III) results: fill the Results section in the template provided; (IV) inter-observer reliability – to be worked on during the workshop; (V) comments (approx. 600 words); (VI) references (list provided, from which you can select the articles that you have read and/or add other papers). A template of the OBSERVATION REPORT form is on the next page. A file for the report form will be made available on the psy2014 Moodle for you to download (in the Observation Workshop folder). It is recommended that you have a copy of this file on a memory stick when you come to your Observation Workshop.

It is recommended that you bring a memory stick to your workshop for backing up your work.


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OBSERVATION WORKSHOP: CODING SHEET

USE THIS SHEET TO COLLECT YOUR DATA (ONE PER PARTICIPANT): every time you see a behaviour corresponding to any of the codes below, make a note of the onset time (use the time printed on the video-recording) and tick. Add lines if needed.

PARTICIP N.:

PARTICIP SEX:

PARTICIP AGE (months):

Criterion categories

(critical behaviors to pass the Rouge Test)

Other categories

NOTES

Onset Time

CODE 26

BTHLR

CODE 27

BSR

CODE 28

BTR

CODE 29

BTOC

CODE 30

BTRO

A

BPI

B

SBI

(any comments)

Total (number)

Codelegend:BTHLR baby turns head to look at rouge mark; BSR baby shows rouge mark; BTR baby touches rouge with finger; BTOC baby touches opposite cheek; BTRO baby touches rouge mark with other things (eg a toy); BPI baby points to image in mirror; SBI social behaviour to image.


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OBSERVATION REPORT: TEMPLATE

Observation Workshop attended (date/group)……………………. Your Student Number ………………………………

(I) INTRODUCTION A brief introduction will be provided on the file to be used for the report, summarising the basic findings from the literature and the purpose of this exercise.

(II) METHOD CHECKLIST PARTICIPANTS (describe here the sample you have analysed)

PROCEDURE (tick the correct option/s) The study was based on: Naturalistic observation

Structured observation

Specification (e.g., laboratory vs. field; direct vs. videotape):

_______________________________________________________________________________________________________________

___________________________________________________________________________________________________________


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CODING (tick the correct option/s) Coding scheme based on: Momentary events

Duration events

Physically based codes

Socially based codes

Mutually exclusive codes

Non-mutually exclusive codes

Exhaustive coding

The specific coding scheme used was as follows (definition of each category):

CRITERION CATEGORIES (necessary to pass the Rouge Test)

code 26 - baby turns head to look at Rouge mark in the mirror without touching it

code 27 - baby shows Rouge mark to mother or experimenter

code 28 - baby touches Rouge mark with finger while looking at it in the mirror

code 29 - baby touches other cheek (not cheek with Rouge mark) with fingers while looking at it in the mirror (this simply shows poor knowledge of reflecting properties of mirrors, not of one's image)

code 30 - baby touches Rouge mark with toy, tissue or anything else (not fingers) while looking at it in the mirror

OTHER CATEGORIES

A- baby points to image in mirror

B- social behaviour towards image/mirror (kisses, hugs, etc.)

DATA ANALYSIS (tick as many options as necessary) Our recording strategy involved: Event coding

Interval coding

Continuous recording

Intermittent recording

Data analysis concerning: Frequency of coded behaviours

Duration of coded behaviours

Rate (frequency/min.)

Subject classification (pass/fail)


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(III) RESULTS

The results of the observation are summarised in TABLE 1.

TABLE 1 - Frequency of the observed behaviours.

CODE26

BTHLR

CODE 27

BSR

CODE 28

BTR

CODE 29

BTOC

CODE 30

BTRO

CODE A

BPI

CODE B

SBI

PART. 1

PART. 2

PART. 3

PART. 4

PART. 5

TOTAL

Table 1 shows that the most common code was (insert values based on YOUR data): ……..

and the least common was: ……..

There were N = …….. participants who did not pass the Rouge Test.

Their ages were (fill based on your coding): ………………………………….

The non-criterion categories (Codes A and B) proved: frequent

infrequent

ambiguous

useful


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(IV) RELIABILITY CHECK

Reliability tests were conducted in order to check the level of agreement between observers. This analysis was limited to the criterion categories for the Rouge Test. As all criterion categories were measuring the same ability (children’s self-recognition), a first overall comparison between observers was conducted, based on the total numbers of criterion events detected by each observer for each participant (see Table 2).

TABLE 2 - Comparison between two observers (insert YOUR data as Observer 1*).

PART.1 PART.2 PART.3 PART.4 PART.5 TOT.

Ob.1

Ob.2

FF

Ob.1 Ob.2

FF

Ob.1 Ob.2

FF

Ob.1 Ob.2

FF

Ob.1 Ob.2

FF

CODE 26

BTHLR

0 0 0 0 0

CODE 27

BSR

2 2 1 0 2

CODE 28

BTR

3 3 4 0 6

CODE 29

BTOC

0 0 0 0 0

CODE 30

BTRO

5 0 0 0 0

Tot ob.1

Tot ob.2

AGREEMENTS

DISAGREEMENTS

Overall inter-observer agreement %:

(report your calculation here)

* FF’s coding is provided as second observer but you can use data from another student if you prefer – in this case you need to specify the student N of your colleague and replace FF’s values with her’/his. The comparison between the two observers was based on the behaviour onset time:

Yes No


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A second inter-observer agreement was computed based on two observers’ classification of participants as passing or failing the Rouge Test for each code, based on the more precise reliability measure: Cohen’s kappa, using the current available version of SPSS/PASW.

Agreement corrected for chance: k = (report here your kappa value and, if you wish, import the agreement matrix from SPSS).

(V) DISCUSSION This section will contain some starting questions but you need to write this up completely (approx. 600 words), summarizing your results, comparing them to the literature and discussing the coding system (e.g. is there anything ambiguous? Anything to improve? How?). Reliability issues (e.g. if your inter-observer agreement is low) need to be discussed. You can also produce a brief critical appraisal of the practical exercise and what you have learned.

(VI) REFERENCES


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MarkingGuide‐ScoringsheetObservationReportPSY2014

0 1 2 3 4 5

METHOD1(participants&procedure)

Errors Minorerror Noerror

METHOD2(coding–specificationofcodingschememaybeexpanded)

Errors Minorerror Noerror Neat,detailedandexpanded

METHOD3(dataanalysis)

Errors 1error Noerror

RESULTS

(mayincludeAppendixeswithcodingsheets)

Errors Minorerror Noerror Neatanddetailed

RELIABILITY

Errors 1error Noerror Neatanddetailed

DISCUSSION

Inadequate/errors

Tooshort Notspecificallyadjustedtotheresults

Pass Good Verygood

GENERAL(Introductionexpanded?References?Style?)

Poorstyle/poorreferencing

StyleandreferencingOK

Introductionexpanded


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Assessment Guidelines:

Examination Preparation and questions

Your exam grade contributes 50% of your overall grade. The two-hour part-seen examination involves short-answer questions (section A) and an essay questions (section B).

Section A: short-answers

You will be asked 4 short answer questions requiring you to answer in approximately two paragraphs for each question. The 4 questions asked in the exam could come from a selection of topics taught in the Autumn term. The short-answer questions will be selected from the following topics:

Joint Attention in infancy

Temperament in Infancy

Object permanence

Baby talk register/parentese

Development of ‘self’ in infancy

Atypical language developments

The Strange Situation

(Note: Only 4 of these section A topics will appear in the exam)

Section B: ONE essay

Choose ONE of the following essays to write about. For section B, ALL these questions will be in the exam paper, subject to approval by the external examiner.

How do children develop friendships and how does this influence their social development?

What is a Theory of Mind and how do children develop it?

Is children’s memory very different from adult memory? Discuss research on the development of event memory.

Evaluate some of the tools used to measure the concept of attachment and discuss the strengths and weaknesses of such approaches?

Adolescence is a time of ‘Storm and Stress’. To what extent do you agree with this statement? Support your answer with relevant research.

What is ‘emerging adulthood’ and how does this differ from adolescence? Support your answer with relevant evidence .


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ASSESSMENTCRITERIA:EssaysandReports

GRADE

(on 20 point scale)

Assessment Criteria

1-4

First Class

Knowledge is comprehensive both as to breadth and depth. Student demonstrates an exceptional ability to contextualise, to grasp concepts and their inter-relationship, and/or to relate theory to practice. Outstanding ability to apply, in the right measure, the skills necessary to achieve a desired outcome. Clear evidence of independent thought. The presentation is highly literate, fluent and accurate. The material is presented in a focused way, so as to help sustain the argument. Citation is impeccable.

5-8

Upper Second Class

The knowledge-base is up-to-date and relevant, but may be broad or deep. Work reflects a thorough grasp of concepts and their inter-relationship, and a significant ability to relate theory to practice. The presentation is very good, the material generally well focused, reflecting inter alia a high degree of literacy. Arguments may sometimes be outstanding, even brilliant, and reflective of genuine independent thought, but not always consistently at that level.

9-12

Lower Second Class

Arguments may be generally relevant but not necessarily comprehensive. The student displays awareness of what concepts are, but the ability to conceptualise, and/or to relate theory to practice, is palpably limited. Frequent use of assertion rather than argument. Grammar and spelling sound, but perhaps with occasional lapses.

13-16

Third Class

Knowledge is adequate but limited and/or superficial, with a tendency to inaccuracy. Limited awareness of concepts. Limited ability to contextualise, and to relate theory to practice. Frequently, evidence (which may be accurate) is deployed superficially, with lack of focus. Almost always offer description/assertion rather than argument. Grammar may be poor, or the linkage between paragraphs may be weak.

Below 16

FAIL

Work is lacking in relevance. There is little if any accuracy. Either limited or non-existent grasp of concepts, or awareness of what concepts are. Failure to apply relevant skills. Work is inarticulate and/or incomprehensible. Lacks clarity, Presentation poor. The student may be the epitome of charm, but has no understanding of what is higher about higher education.


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LEARNING RESOURCES Besides the recommended textbook, here you find additional useful resources

Books

It isnotpossibletofindall thematerialnecessarytopreparethismodule inonlyonebook.Inadditiontotherecommendedreadingbook:

Arterberry, M.E. By (author) Martha E. Arterberry, Lamb, M.E. (2014). Development in Infancy: A Contemporary Introduction, Psychology Press (avaliable as an e-book from the library)

Bennett M. (Ed) (1999) Developmental Psychology. Achievements and prospects. Hove: Psychology Press.

Berk, L.E. (1997 or 2000). Child development (Fourth or Fifth ed.). Massachusetts: Allyn and Bacon (another general developmental psychology textbook).

*Bornstein, M.H., Arterberry, M.E., and Lamb, M. (2013). Development in Infancy. A

contemporary introduction. Psychology Press (e-book available in the library

Cole, M. & Cole, S. The development of children (4th or later edition). New York: Worth, 2001 (another general developmental psychology textbook).

*Gauvain, M. and Cole, M. (Eds.) (1997). Readings on the Development of Children. New York: Freeman.

Goswami, U. (1998), Cognition in children. Hove: Psychology Press. Karmiloff-Smith, A. (1992). Beyond Modularity. Cambridge, Mass.: MIT Press.

Harris, M and Butterworth, G (2002). Developmental Psychology: A student Handbook. Hove: Psychology Press (another general developmental psychology textbook)

*Messer, D., & Millar, S. (Eds.), (1999), Exploring developmental psychology. London: Arnold.

Richardson, K. (1998), Models of cognitive development. Hove: Psychology Press.

Richardson, K. (2000), Developmental psychology: how nature and nurture interact. London: Macmillan.

Schaffer, R.H. (2004), Introducing Child Psychology. Oxford: Blackwell.

Siegler, R. (1998), Children’s thinking (3rd edition). Upper Saddle River, NJ: Prentice Hall.

*Slater, A., & Bremner, G. (eds) (2003) An introduction to developmental psychology. Oxford: Blackwell.

*Slater, A., & Muir, D. (1999). The Blackwell Reader on Developmental Psychology. Oxford: Blackwell (new edition).

* these books are collections of chapters written by different authors on specifi topics.


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TIP: Familiarise yourself with all these books from the beginning of the course so that later on you will know which book to go for, depending on the particular topic and type of task you will be dealing with.

FURTHER READINGS ARE SUGGESTED IN EACH CHAPTER OF THIS HANDBOOK, SOME OF WHICH MAY NOT BE AVAILABLE FROM THE LIBRARY.

Journals

Much of your reading should be coming from journals (and also chapters from specialist volumes): This is particularly important for essay-type preparation, that is, whenever you want to achieve depth and precision. The library at Hendon has the following journals that relate specifically to developmental psychology:

British Journal of Developmental Psychology

British Journal of Educational Psychology

Child Development

Developmental Psychology

Developmental Science

Journal of Child Psychology and Psychiatry

Journal of Educational Psychology

Monographs of SRCD

The following journals can be accessed through the internet through Unihub: ‘Library and IT support – ‘Study and research resources’ – ‘Journals and E-Resources’ – ‘E-Journals’

British Journal of Developmental Psychology

Journal of Child Language (you will probably need a password – ask the librarians)

With the assistance of the librarians you may be able to access also:

Developmental Review

Journal of Experimental Child Psychology

In addition you may occasionally find material relating to child development in the following journals that are kept in the library (N.B. This is not an exhaustive list):

American Psychologist; Behavioural and Brain Sciences; British Journal of Psychology; Cognition; Journal of Experimental Psychology (All four versions); Nature; Psychological Bulletin; Psychological Review

INTERNET


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If you are inclined to 'surf the net' you will find a variety of resources which (in varying degrees) relate to the child development course. A word of warning, however: not all information that is on the internet necessarily comes from authoritative or reputable sources! If you wish to search for reputable sources without using the E-resources available, then a good search engine to use is “Google Scholar’

RESOURCES - Key:

Breadth - Child development textbooks, in general, are suitable as a first approach to a new topic or for revising, as far as they have been published or updated in the last ten years.

Depth - Particularly for your essay-type of work (e.g. essay question for the exam; LASER), you will need to read more specialised literature, either in journals or books. Books with a * in section 2 are handy collections of excellent papers on a variety of topics. You will have already read at least 3 journal articles for your LASER assessment and you may use more to prepare your essay-type of answer for the exam/part B.

FURTHER READINGS CAN BE FOUND IN THE LECTURE SLIDES, SOME OF WHICH MAY NOT BE AVAILABLE FROM THE LIBRARY.


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STUDY RECOMMENDATIONS

Study a bit every week – this has some important effects:

(1) it reduces the workload at the end of the semester,

(2) it helps you build a more coherent and solid picture of the subject,

(3) it is useful to make a good choice of topic for your essay; and

(4) it makes it easier to have the flexibility required for making connections and be creative in critical thinking.

Essay preparation - Here are some points to keep in mind when you write your LASER or essays and prepare for the exam:

Breadth-and-depth – When addressing the breadth-and-depth issue, try to avoid being too descriptive (poor on depth) or too limited in scope (poor on breadth). Critical analysis of the material included is particularly important for the achievement of a high mark at level 3

Relevance – Often information that is related to but not specifically relevant for the topic at issue is used make sure you use specifically relevant rather than vaguely related information.

Readings – Poor readings are the one main cause of unsatisfactory performance: Relying entirely on the course Handbook and developmental psychology

textbooks cannot possibly address adequately the breadth-and-depth issue (particularly the 'depth' end).

Old material does not contain up-to-date developments in both theory and empirical work, and you end up telling a story of thirty years ago (i.e., with more recent findings and theories missing, and perhaps holding claims subsequently falsified). Particularly when you report research, concentrate on work published in the last 10 years or so.

Style – Sloppy writing (e.g., listing pieces of information without articulating any connection) is a mark of poor quality. Even if you have studied a lot, poor style is likely to make also the content look poor. When you write your essays, make sure you have a structure that will tell a reader what you are trying to show.

Documents

PSY2014 DEVELOPMENTAL PSYCHOLOGY …mdx.mrooms.net/pluginfile.php/44568/mod_resource/content/2/New... · Developmental Psychology. McGraw‐Hill. ... PSY2014 Developmental Psychology