Brandeis University Department of Psychology

Psychology 130b

Lifespan Developmental Psychology: Early and Middle Adulthood

DRAFT: August 27, 2017

Wednesdays: 2 to 4:50 p.m.

Room: Brown 115

Professor Margie E. Lachman Fall 2017

Office: Lemberg Hall 107 Phone #: 781-736-3255

Office Hours: Thursdays 2 to 3 p.m. and by appointment

E-mail: Lachman@Brandeis.edu

DATE TOPIC ASSIGNMENT

Wed. Aug 30 Introduction and Overview of The Adult Years; A Lifespan Developmental Approach

Baltes et al., 2006- pages 569-595; Lachman 2004 (optional)

Wed. Sept 6 Generational Myths, Misconceptions and Stereotypes: Historical and Contemporary Views of Adulthood and Aging; Portrayals in the Media

Washington Post: 5 myths about millennials 5 myths about baby boomers Boston Globe: 8 myths and 5 truths about millennials Pew Research on Generations, Millennials, and BabyBoomers

Wed. Sept 13 Early Adulthood and the Millennials

Arnett, 2007; Arnett, 2011, Ch 1 Settersten et al., 2015 Trzesniewski & Donnellan, 2014 Zhong & Arnett, 2014 Clark Polls

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Wed. Sept 20 Middle Age and the Baby Boomers- Case & Deaton, 2015 Cohen,2012 Lachman et al, 2014 Lachman, 2015 –optional Malone et al., 2016 Clark Parents Poll

Wed. Sept 27 The Crisis at Quarter Life and Midlife

Atwood & Scholtz, 2008 Freund & Ritter, 2009; Robbins & Wilner, 2001 Wethington, 2000

Wed. Oct 4 The Midlife In the United States (MIDUS) Study of Pathways to Health and Well-Being

MIDUS materials-Documentation and Data Brim, Ryff, Kessler, 2004 Radler & Ryff, 2010 Radler, 2014 Radler, 2015

Wed. Oct 11 No Class Brandeis Thursday

Wed. Oct 18

Happiness and Well-Being

Blanchflower & Oswald, 2017 Curhan et al., 2014 Ryff, 2017 Stone et al., 2010

Wed. Oct 25 Personality and The Sense of Control

Israel et al., 2014 Lachman, 2006 Turiano et al, 2013 Turiano et al., 2015 Submit Topic Choices for Final Project

Wed. Nov 1 Cognitive Changes in Adulthood and Interventions

Glymour & Manly, 2008; Rebok et al., 2014 Singh-Manoux et al., 2012 Salthouse, 2008 Brain Training Letter-Stanford Center on Longevity, 2014 CognitiveTraining Data Response Letter, 2014 Simons et al., 2016-optional

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Wed. Nov 8

Adversity and Adult Health

Adler & Stewart, 2010 Belsky et al., 2015 Miller et al., 2011 Ong et al., 2017 Ryff et al, 2012

Wed. Nov 15 Stress and Health Charles et al., 2013 Jackson et al., 2010 Kitayama et al., 2015 Shalev et al., 2013

No Classes- Wed. Nov. 22-Fri. Nov. 24-Thanksgiving Break

Wed. Nov 29

Social Relationships Antonucci et al., 2013 Birditt et al., 2011 Brooks et al., 2014; Fingerman et al., 2012 Fu & Markus, 2013 Levine et al., 2016 Umberson & Montez, 2010

Wed. Dec 6 Research on Early and Middle Adulthood: Advancing Knowledge and Optimizing Development

Papers and Presentations Due

Note: All assigned readings are available on LATTE.

Course Objectives and Outcomes:

This course covers the latest theory and research on adult development. The early and

middle years of adulthood will be considered within a lifespan developmental context.

Variations in development as a function of gender, cohort (e.g., GenX, GenY/Millennials,

Babyboomers), culture, ethnicity, race, and social class will be explored. An interdisciplinary,

integrative perspective will be presented by considering the interplay of physical,

psychological, and social aspects of adult development. In addition to reading and

synthesizing the scholarly literature, students will explore the cultural images and

experiences of young and middle-aged adult lives. Class discussions and projects support an

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experiential approach to learning. This includes: (a) a critique and reformulation of cultural

images, generational views, misconceptions and myths as manifested in the media, (b) state

of the art review and integration of research findings, (c) active debate about controversial

issues and research findings, and (d) recommendations for important next steps for research

and application to practice and policies to improve the health and well being of those in early

and middle adulthood, including disadvantaged populations. For those who are interested, a

large national data set on early and middle adulthood will be available for a first-hand

experience with empirical research including problem formulation, hypothesis-testing, data

analysis and interpretation. This course will be taught as an interactive advanced seminar.

Course prerequisites are: Psych 1, Psych 51, Psych 52, and either Psych 31, 33, 36

or 37. This course meets the advanced seminar requirement and the advanced

research intensive requirement for the Psychology major.

In this course, students will acquire knowledge about lifespan developmental theory

and the biopsychosocial aspects of adult development. This information will be obtained

through course readings, discussion, and assigned projects. Students will learn to critically

evaluate research reports and to develop ideas and apply methods for generation of new

knowledge. The course also will emphasize the application of knowledge to promoting

optimal development during the adult years. Special attention will be devoted to

understanding the diversity and disparities in development, including a focus on

disadvantaged populations and the plight of those in less than optimal conditions. Thus,

students may acquire a sensitivity and awareness about the range of possible pathways of

adult development, with an eye towards creating solutions and strategies for positive change.

Specific Learning Objectives and Outcomes

By the end of this course, students should be able to:

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1. Demonstrate knowledge about lifespan developmental theory and its application to the

biopsychosocial aspects of adult development.

2. Show understanding of the key findings from the research literature on early and

middle adulthood.

3. Critically evaluate research findings about adulthood as portrayed in the scientific

literature and the popular media, and derive questions and ideas for generation of new

knowledge.

4. Consider the applied implications of research results for improving human

development and creating solutions and strategies for positive change.

5. Acknowledge the diversity and social disparities in adult development.

6. Review the research literature on a specific topic and design an empirical study. The

opportunity to analyze a national data set to address a research question will be

available.

7. Write research reports in a clear and succinct manner using APA publication style.

8. Present research findings orally to communicate main ideas and to stimulate

discussion.

9. Develop and use collaborative and cooperative skills when working in teams.

Assigned Readings (available on LATTE):

Adler, N. E., & Stewart, J. (2010). Health disparities across the lifespan: Meaning, methods

and mechanisms. Annals of the New York Academy of Sciences, 1186, 5-23. Doi: 10.1111/j.1749-6632.2009.05337.x

Agarwal, S., Driscoll, J., Gabaiz, X., & Laibson, D. (2007). The age of reason: Financial

decisions over the lifecyle. MIT, Department of Economics, Working Paper Series;

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07-11.

Antonucci, T. , Ajrouch, K., & Birditt, K. ( 2013). The Convoy Model: Explaining Social

Relations From a Multidisciplinary Perspective. The Gerontologist, 54, 82–92.

Arnett, J.J. (2014). Emerging adulthood: The winding road from the late teens through the twenties (2nd Edition) NY: Oxford University Press. Preface and Ch 1. Arnett, J. J. (2007). Suffering, selfish, slackers: Myth and reality about emerging adults. Journal of Youth and Adolescence, 36, 23-29. DOI 10.1007/s10964-006-9157-z Atwood, J. D. & Scholtz, C. (2008). The quarter-life time period: An age of indulgence, crisis or both? Contemporary Family Therapy, 30, 233-250.

doi 10.1007/s10591-008-9006-2

Baltes, P. B., Lindenberger, U., & Staudinger, U. M. (2006). Life span theory in developmental psychology. In W. Damon, & R. M. Lerner (Eds.), Handbook of child psychology: Vol. 1. Theoretical models of human development (6th ed., pp. 569-664).

New York: Wiley.

Belsky, D. W. et al., (2015). Quantification of biological aging in young adults. PNAS,

Published online before print July 6, 2015, doi: 10.1073/pnas.1506264112 PNAS July

28, 2015, vol. 112 no. 30 E4104-E4110

http://www.pnas.org/content/suppl/2015/07/01/1506264112.DCSupplemental

Birditt, K. S., Cichy, K. E., & Almeida, D. (2011). Age differences in exposure and reactivity to

interpersonal tensions among Black and White individuals across adulthood. Race and

Social Problems, 3, 225-239.

Blanchflower, D. G., & Oswald, A. J. (2017). Do modern humans suffer a psychological low in

midlife? Two approaches (with and without controls) in seven data sets. Unpublished

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manuscript.

Boston Globe: 8 myths and 5 truths about millennials.

https://www.bostonglobe.com/magazine/2017/05/24/myths-and-truths-about-

millennials/lfGryVDq7Vpu1OfFGf77jL/story.html

Brim, O.G., Ryff, C. D., & Kessler, R. (2004). The MIDUS national survey: An overview. In O.

G. Brim, C. D. Ryff, & R. Kessler (Eds.), How Healthy Are We? A National Study of

Well-Being at Midlife (pp. 1-36). Chicago: University of Chicago Press.

Brooks, K. P., Gruenewald, T. L., Karlamangla, A., Hu, P., Koretz, B., & Seeman, T. E. (2014).

Social relationships and allostatic load in the MIDUS Study. Health Psychology, 33,

1373-1381.

Case, A., & Deaton, A. (2015). Rising morbidity and mortality in midlife among white non-

Hispanic Americans in the 21st century. Proceedings of the National Academy of

Sciences, 112, www.pnas.org/cgi/doi/10.1073/pnas.1518393112

Charles, S. Piazza, J., Mogle, J., Sliwinski, M., & Almeida, D. (2013). The wear and tear of daily stressors on mental health. Psychological Science 24, 733-741 Cognitive Training Data (2014). “An Open Letter,” Cognitive Training Data, accessed August

22, 2016, http://www.cognitivetrainingdata.org/wp-content/uploads/2014/open-

letter.pdf

Cohen, P. (2012). In our prime: The invention of middle age. NY: Scribner. Ch 1, 15.

Curhan, K. B., Sims, T., Markus, H. R., Kitayama, S., Karasawa, M., Kawakami, N., Love, G. D., Coe, C. L., Miyamoto, Y., & Ryff, C. D. (2014). Just how bad negative affect is for your health depends on culture. Psychological Science, 25, 2277-2280. Fingerman, K., Pillemer, K., Silverstein, M., & Suitor, J. (2012). The baby boomer’s intergenerational relationships. The Gerontologist, 52, 199–209

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Freund, A. M., & Ritter, J. O. (2009). Midlife crisis: A debate. Gerontology, 55, 582-591. doi:

10.1159/000227322

Fu, A., & Markus, H. (2014). My Mother and Me: Why Tiger Mothers Motivate Asian Americans But Not European Americans. Personality and Social Psychology Bulletin, 40, 739–749. Glymour, M. M., & Many, J. J. (2008). Lifecourse social conditions and racial and ethnic

patterns of cognitive aging. Neuropsychological Review, 18, 223-254.

Israel, S., Moffitt, T., Belsky, D., Hancox, R., Poulton, R., Roberts, B., Thomson, W. Caspi, A.

(2014). Translating Personality Psychology to Help Personalize Preventive

Medicine for Young Adult Patients. Journal of Personality and Social Psychology, 106, 484–498.

Jackson, J. S., Knight, K. M., & Rafferty, J. A. (2010). Race and unhealthy behaviors: Chronic stress, the HPA axis, and physical and mental health disparities over the life course. American Journal of Public Health, 100, 933-939.

Kitayama, S., et al., (2015). Expression of anger and ill health in two cultures: An examination

of inflammation and cardiovascular risk. Psychological Science, 26, 211-220.

Lachman, M. E. (2006). Perceived control over aging-related declines: Adaptive beliefs and

behaviors. Current Directions in Psychological Science, 15, 282-286.

Lachman, M.E., Teshale, S., & Agrigoroaei, S. (2014). Midlife as a pivotal period in the life course: Balancing growth and decline at the crossroads of youth and old age. International Journal of Behavioral Development, Advance online publication. doi: 10.1177/0165025414533223 Lachman, M. E. (2015). Mind the gap in the middle: A call to study midlife. Research in

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Human Development, 12, 327-334. doi: 10.1080/15427609.2015.1068048

Levine, C. S. et al., (2016). Culture and healthy eating: The role of independence and interdependence in the United States and Japan. Personality and Social Psychology Bulletin, 42, 1335-1348. Malone, J. C., Liu, S. R., Vaillant, G. E., Rentz, D. M., & Waldinger, R. J. (2016). Midlife Eriksonian psychosocial development: Setting the stage for late-life cognitive and emotional health. Developmental Psychology, 52(3), 496-508.

http://dx.doi.org/10.1037/a0039875

Marmot, M. (2004). The status syndrome. How social standing affects our health and

longevity. NY: Holt and Company. Chapter 1

Miller, G. E. , Lachman, M. E. , Chen, E., Gruenewald, T. L. , Karlamangla, A.S., & Seeman, T.

E. (2011). Pathways to resilience: Maternal nurturance as a buffer against the effects of

childhood poverty on metabolic syndrome at midlife. Psychological Science, 22, 1591-

1599. doi: 10.1177/0956797611419170

Ong, A. D., Williams, D. R. , Nwizu, U., & Gruenewald, T. L. (2017). Everyday unfair treatment and multisystem biological dysregulation in African American adults. Cultural Diversity and Ethnic Minority Psychology, 23, 27-35. Radler, B. (2014) The Midlife in the United States (MIDUS) series: A national longitudinal study of health and well-being. Open Health Data, 2(1), e3. Radler, B. (2015). Making the most of data. International Innovation, 184, 28-30. Radler, B., & Ryff, C. (2010). Who participates? Accounting for longitudinal retention in the MIDUS National Study of Health and Well-Being. Journal of Aging and Health, 22, 307-331. Rebok, G. W. et al., (2014) Ten-year effects of the advanced cognitive training for

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independent and vital elderly cognitive training trial on cognition and everyday functioning in older adults. JAGS, 62, 16-24. DOI: 10.1111/jgs.12607 Robbins, A., & Wilner, A. (2001). Quarterlife crisis: The unique challenges of life in your

twenties. New York: Tarcher.

Ryff, C. D. (2017). Eudaimonic well-being, inequality, and health: Recent findings and future

directions. International Review of Economics, 64(2), 159-178.

Ryff, C.D., Friedman, E., Fuller-Rowell, T., Love, G., Miyamoto, Y., Morozink, J., Radler, B., &

Tsenkova, V. (2012). Varieties of resilience in MIDUS. Social and Personality

Psychology Compass, 6, 792-806.

Salthouse, T. When does age-related cognitive decline begin? (2009) Neurobiology of Aging 30,507–514. Settersten, R. A., Ottusch, T. M., & Schneider, B. (2015). Becoming adult: Meanings of

markers to adulthood. In In R. Scott & S. Kosslyn (Eds.), Emerging trends in the

social and behavioral sciences. An interdisciplinary, searchable, and linkable

resource. Hoboken, NJ: John Wiley and Sons.

doi: 10.1002/9781118900772.etrds0021

Shalev, I., Entringer, S., Wadhwa, P., Wolkowitz, O., Puterman, E., Lin, J., & Epel, E. (2013).

Stress and telomere biology: A lifespan perspective. Psychoneuroendocrinology, 38, 1835-1842.

Simons, D. J., Boot, W. R., Charness, N., Gathercole, S. E., Chabris, C. F., Hambrick, D. Z., & Stine-Morrow, E. A. L. (2016). Do “Brain Training” programs work? Psychological Sciences in the Public Interest, 17, 103-186.

Singh-Manoux, A. Kivimaki, M., Glymour, M. M., Elbaz, A. , Berr, C., Ebmeier, K. P., Ferrie,

J. E., & Dugravot, A. (2012). Timing and onset of cognitive decline: Results from

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Whitehall II prospective cohort study. British Medical Journal,344: d7622.

Stanford Center on Longevity (2014). “A Consensus on the Brain Training Industry from the

Scientific Community,” Max Planck Institute for Human Development and Stanford

Center on Longevity, accessed August 22, 2016,

http://longevity3.stanford.edu/blog/2014/10/15/the- consensus-on-the-brain-

training-industry-from-the-scientific-community/

Stone, A. A., Schwartz, J. E., Broderick, J. E., & Deaton, A. (2010). A snapshot of the age

distribution of psychological well-being in the United States. Proceedings of the

National Academy of Sciences, 107(22), 9985-9990. doi:

10.1073/pnas.1073/pnas.1003744107

Turiano, N. A., Mroczek, D. K., Moynihan, J., & Chapman, B. P. (2013). Big 5 personality

traits and interleukin-6: Evidence for 'healthy neuroticism' in a US population sample.

Brain, Behavior, and Immunity, 28, 83-89. doi:10.1016/j.bbi.2012.10.020, PMCID:

PMC3545072

Turiano, N. A., Chapman, B. P., Gruenewald, T. L., & Mroczek, D. K. (2015). Personality and

the leading behavioral contributors of mortality. Health Psychology, 34(1), 51-60.

doi:10.1037/hea0000038, PMCID: PMC4103968

Trzesniewski, K., & Donnellan, B. (2014). ‘‘Young People These Days . . . ’’:Evidence for Negative Perceptions of Emerging Adults. Emerging Adulthood 2, 211-226. Ulloa, B.F.L., Møller, V., & Sousa-Poza, A. (2013). How does subjective well-being evolve with

age? A literature review. Journal of Population Aging, 6, 227-246. doi:

10.1007/s12062-013-9085-0.

Umberson, D., & Montez, J. K. (2010). Social relationships and health: A flashpoint for health

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policy. Journal of Health and Social Behavior, 51(1, Suppl), S54-S66.

doi:10.1177/0022146510383501, PMCID: PMC3150158

Washington Post. Five Myths about Millennials. https://www.washingtonpost.com/opinions/five-myths-about-millennials/2013/08/30/a6d9a854-ff6c-11e2-9711-3708310f6f4d_story.html?utm_term=.237c4d429774

Washington Post. Five Myths about Baby Boomers

https://www.washingtonpost.com/opinions/five-myths-about-baby-boomers/2015/11/06/44ca943c-83fb-11e5-8ba6-cec48b74b2a7_story.html?utm_term=.aacd3736f4ce

Wethington, E. (2000). Expecting stress: Americans and the Midlife Crisis. Motivation and

Emotion, 24, 85-102.

Zhong, J. & Arnett, J. J. (2014). Conceptions of adulthood among migrant women workers in China. International Journal of Behavioral Development. Published online before print. DOI: 10.1177/0165025413515133

Course Requirements:

Grades in this advanced seminar will be based on attendance and active class participation

with written discussion points; leading a seminar session along with an extra reading and

summary paper; and completion of a final project. The grades for each component will be

weighted and averaged, and the final grade will be based on the class distribution out of 100

points. All submitted papers must be typed and double-spaced. All work must be turned

in on time, or grades will be lowered for each day overdue. Please inform me in advance of

any extenuating circumstances so we can agree on an alternative arrangement. Class

attendance is required (please notify me in advance, by email or phone message, if you must

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miss a class). Up to one absence will be excused without penalty. All cell phones, mobile

and handheld devices, and computers should be turned off and put away during

class. Use of personal computers or the internet is not permitted during class time, unless it

is approved by the instructor for classroom presentations, assignments, or other mutually

agreed upon uses. I would like to meet with all students outside of class at least once during

the semester. Please schedule an appointment or attend one of my office hours.

1. Required readings, discussion points, and active participation in seminar

discussions (25% of grade) Class sessions will be interactive with informed

discussion and critical evaluation of ideas based on the assigned readings and

supplementary materials. All students are expected to have read the assigned reading

materials in advance of class and to contribute to the discussion. Bring a printed copy

of one or more thought-provoking and stimulating points, reactions, insights, or

questions of interest to you, for each of the assigned readings for every class session,

except during your presentation day. These can be brief bullet points, meant to

facilitate your contribution to the class discussion. Indicate from which reading each

of the comments or questions is derived, and give a brief context or summary based on

points from the article. These will be collected at the end of each class and logged in for

credit.

2. Discussion Leader Presentation, Supplemental Reading, and Summary

Paper (30% of grade). Each week one or two students will be asked to lead the

discussion for the second half of class (about one hour). This should include a brief

summary of the highlights from each reading. In addition to the assigned class

readings, each presenter should read and present one additional study that bears on

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the topical issue. The session leaders should also find creative ways to engage other

students in the discussion. Be sure to present alternative perspectives on the topic. If

your session involves two presenters, you should meet in advance to plan and

coordinate their presentation. A 3-page double-spaced report (written individually)

will be due on the day of the presentation, summarizing the key findings from assigned

readings and the extra reading, highlighting different perspectives, and conclusions

about the issues. Post the additional reading on the latte website and include the

reference citation in the report. Students should sign up to lead one class session

during the first class meeting.

3. Research Report on Early and Middle Adulthood: Advancing Knowledge

and Optimizing Development (45% of grade). Undergraduate may choose any one

of the following three options. Graduate students are expected to do Option C.

Option A: Develop and Evaluate an App or an Intervention program to

address an issue facing young and/or middle-aged adults, and design a research study

to evaluate it. Describe the product or program in detail. Provide a rationale for why

the product is needed based on the research literature and course materials. Write a

proposal describing an experimental research design for the evaluation study. This

study can test the efficacy or usefulness of the product/program and/or investigate the

outcomes of using the product/program. State your research question clearly. Review

the literature on this topic and develop a rationale and set of hypotheses. State what is

known, what is not known, and any controversies. Indicate what further work should

be done to advance the field. Propose a study to take the field to the next step. Indicate

your hypotheses and the methods you would use to test them, including participants,

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measures, design, procedures, and analysis plan. Provide specific information about

the app/intervention. This should be written in APA style with the following sections:

Abstract, Introduction (including review of literature, rationale, and hypotheses),

Proposed Methods (including a detailed description of the app or intervention) and

Planned Data Analysis, Summary of the Expected Results and Implications, and

References.

Option B: Research proposal using MIDUS. Review the literature on a topic, and

propose how you would use MIDUS data to address your question. Students can check

the University of Wisconsin MIDUS website (www.midus.wisc.edu) to review the

literature and to identify other studies already done using the data, and to develop a

rationale for the study. Develop a proposal to address an unanswered research

question derived from reading the research literature on a topic of your choice related

to the course. State your research question clearly. Review the literature on this topic

and develop a rationale and set of hypotheses. State what is known, what is not known,

and any controversies. Indicate what further work should be done to advance the field.

Propose a study to take the field to the next step. Indicate your hypotheses and the

methods you would use to test them, including information about the MIDUS

participants, measures, design, procedures, and analysis plan. Information about the

study is provided on the class Latte website and will be reviewed in class. The proposal

should be written in APA style with the following sections: Abstract, Introduction

(including review of literature, rationale, and hypotheses), Proposed Methods and

Data Analysis, Figure showing your expected findings, Summary, and References.

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Option C: Research study using MIDUS data. For undergraduate students who

are interested in doing an empirical research project using actual data and all

graduate students.

Use the Midlife in the United States (MIDUS) dataset available at the University of

Michigan ICPSR, midus.colectica, and on Latte to explore a research question.

Students can check the University of Wisconsin MIDUS website (www.midus.wisc.edu)

to review the literature and to identify other studies already done using the data, and to

develop a rationale for the study. The goal is to extend previous findings by asking a

new question on the same topic or on a related issue, or examining change using the

longitudinal data for studies previously done with a cross-sectional design. Data,

questionnaires, documentation about measures and the sample, and links to ICPSR

and MIDUS websites may be found on the class LATTE site. You should use SPSS or

the ICPSR website analysis program using the Data Documentation Initiative (DDI/

XML) to analyze your data. Provide a review and summary of the previous literature

and your rationale for the study. The writeup should be written in APA style with the

following sections: Abstract, Introduction (including literature review, rationale, and

hypotheses), Methods (Participants, Measures, Design and Procedures), Data Analysis,

Results, Discussion, References, and at least one Table and one Figure.

For both options:

Two or more alternative research questions and a brief description of the

planned focus for the project should be submitted no later than October 25

for feedback and approval by the instructor.

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The report should be written in APA format. The complete paper including abstract

should be no more than 10 typewritten pages, double-spaced (pages for Abstract,

References, Tables, Figures, and Appendices are not included in the page count). Read

a minimum of 5 journal articles or chapters for this project. Cite 5 or more articles

in the text and include them in the reference list. The paper is due on December 6

and brief group presentations will be made in class on that day. Each project

will be presented orally (5 minutes per project for Option A and B and 8 minutes for

Option C projects). Undergraduate students have the option to work alone

or in pairs for this project. Graduate students must work alone. A separate

paper, individually written, should be turned in by each student. Although some

students may choose to work together on the presentation, the paper should reflect

each student’s own perspective and views on the topic.

Disabilities

If you are a student with a documented disability on record at

Brandeis University and wish to have a reasonable accommodation

made for you in this class, please see me immediately.

Academic Integrity

Academic integrity is central to the mission and values of

educational excellence at Brandeis University. Students are expected to

be honest in all academic work and to do their own work. In some cases,

portions of the assignments call for collaborative effort. For these

situations, please pay careful attention to instructions about which parts

involve group work and which aspects require independent work. Also

be sure to document carefully all sources used (including materials

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gathered from the web)with appropriate reference citations for all

presented and written work. You are expected to be familiar with and to

follow the University’s policies on academic integrity (see section 4 of the

Rights and Responsibilities handbook distributed annually and posted

on the Student Life website). Instances of alleged dishonesty will be

forwarded to the Office of Campus Life for possible referral to the Student

Judicial System. Potential sanctions include failure in the course and/or

the assignment, and could result in suspension from the University. If

you have any questions about my expectations, please ask me for

clarification.

Note: Success in this 4 credit hour course is based on the expectation that students will

spend a minimum of 9 hours of study time per week in preparation for class (readings,

assignments, papers, and discussions).

Resources: Bibliography of Books, Monographs, and Articles on Early and Middle Adulthood

Allemand, M., Gomez, V., & Jackson, J. J. (2010). Personality trait development in midlife:

Exploring the impact of psychological turning points. European Journal of Aging, 7, 147-155. doi: 10.1007/s10433-010-0158-0

Arnett, J. J. (2004). Emerging adulthood: The winding road from the late teens through the

twenties. Oxford: Oxford University Press. Arnett, J. J. (2007). Suffering, selfish, slackers Myth and reality about emerging adults. Journal of Youth and Adolescence, 36, 23-29. DOI 10.1007/s10964-006-9157-z Barrow, L., and Rouse, C. E. (2005).Does college still pay? The Economists’ Voice

Volume 2, Issue 4,Article 3 , http://www.transad.pop.upenn.edu/publications/publication%20index.htm

Baruch, G., & Barnett, R. C. (Eds.) (1984). Women in midlife. New York: Plenum Press.

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Berkman, L. F., Glass, T., Brissette, I., & Seeman, T. E. (2000). From social integration to

health: Durkheim in the new millenium. Social Science and Medicine, 51, 843-857. Berardo, F. M. (Ed.) (1982). The annals of the American academy of political and social

science. Middle and late life transitions. Beverly Hills, CA: Sage Publications. Blanchflower, D. G., & Oswald, A. J. (2008). Is well-being U-shaped over the life cycle? Social

Science & Medicine, 66, 1733-1749. doi: 10.1016/j.socscimed.2008.01.030 Blanchflower, D. G., & Oswald, A. J. (2009). The U-shape without controls: A response to

Glenn. Social Science & Medicine, 69, 486-488. doi: 10.1016/j.socscimed.2009.05.022 Brim, G. (1992). Ambition: how we manage success and failure throughout our lives. New

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Additional resources, links, and papers are available on the LATTE class site.