Outline

Overview

This unit examines our understanding of human psychological development, focusing on selected issues and empirical traditions within the discipline of Developmental Psychology. Students are expected to gain an understanding of the theoretical influences that have come to dominate developmental research, and students will also be introduced to a range of theoretical and research approaches in contemporary Developmental Science. These include: sense of identity and self-worth, conceptual development, children's thinking, social cognition, moral reasoning and behaviour, and the role of genetic and environmental influences on development. The course will also consider applications of developmental research and theory in developmental psychopathology and in educational contexts, as well as exploring children's experience of art, literature and drama. Students are expected to gain knowledge of, and develop a critical approach to, the analysis of current research and theoretical issues in these areas. In the advanced unit of study students will collect, score, and analyse the data from children participating in research projects in the School's Developmental Laboratories.

Unit details and rules

Academic unit	Psychology Academic Operations
Credit points	6
Prerequisites ?	A mark of 75 or above in any one PSYC2XXX unit of study
Corequisites ?	None
Prohibitions ?	PSYC3016
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Caroline Moul, caroline.moul@sydney.edu.au
Lecturer(s)	Caroline Moul, caroline.moul@sydney.edu.au
Lecturer(s)	Micah Goldwater, micah.goldwater@sydney.edu.au

Type	Description	Weight	Due	Length
Supervised exam ?	Final Exam Extended-answer questions	40%	Formal exam period	2 hours
Outcomes assessed:
Participation	Research Participation See Canvas	5%	Ongoing	n/a
Outcomes assessed:
Small continuous assessment	Lecture Quizzes See Canvas for details	5%	Ongoing	See Canvas for details
Outcomes assessed:
Small continuous assessment	Tutorial Quiz Small continuous assessment based on tutorial content	20%	Ongoing	20 minutes
Outcomes assessed:
Assignment	Essay See Canvas	30%	Week 12 Due date: 23 Oct 2023 at 23:59 Closing date: 20 Nov 2023	2000 words
Outcomes assessed:
= hurdle task ?

Assessment summary

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

You will receive a penalty of 5% of the maximum value of the assignment for each calendar day it is submitted after your due date. More than 10 calendar days after your due date, a mark of zero is applied. Submissions will not be accepted after the closing date.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
Week 01	What is developmental psychology?	Lecture (1 hr)
Week 01	Nature vs. nurture	Lecture (1 hr)
Week 02	Behaviour genetics 1: the data is in!	Lecture (1 hr)
	Behaviour genetics 2: what does the data mean?	Lecture (1 hr)
	Piaget: cognitive or social development?	Tutorial (2 hr)
Week 03	Social cognition 1: implicit and explicit theory of mind	Lecture (1 hr)
	Social cognition 2: development and dysfunction	Lecture (1 hr)
	Early experience 1: arrested or accelerated development?	Tutorial (2 hr)
Week 04	Social cognition 3: the limits of social understanding	Lecture (1 hr)
	Moral development 1: sentimentalism and conscience	Lecture (1 hr)
	Early experience 2: Child abuse	Tutorial (2 hr)
Week 05	Moral development 2: moral motivation and identity	Lecture (1 hr)
	Affect and conduct	Lecture (1 hr)
	Early experience 3: it’s in the genes! (or is it?)	Tutorial (2 hr)
Week 06	Adolescence	Lecture (1 hr)
	Working with children: research and practice	Lecture (1 hr)
	Research methods	Tutorial (2 hr)
Week 07	Child Development in Aboriginal culture	Lecture (1 hr)
	Theory 1: classical views	Lecture (1 hr)
	ADHD on trial? Is there really a disorder?	Tutorial (2 hr)
Week 08	Theory 2: assumptions and disputes	Lecture (1 hr)
	Infant cognition 1: methods/object knowledge	Lecture (1 hr)
	Cognitive development: conceptual change	Tutorial (2 hr)
Week 09	Infant cognition 2: cause and effect	Lecture (1 hr)
Week 09	Reasoning and concepts 1: emergence	Lecture (1 hr)
Week 10	Reasoning and concepts 2: abstract thought	Lecture (1 hr)
	Reasoning and concepts 3: executive function	Lecture (1 hr)
	Development of gender identity	Tutorial (2 hr)
Week 11	Reasoning and concepts 4: play and exploration	Lecture (1 hr)
	Reasoning and concepts 5: cross-cultural differences	Lecture (1 hr)
	Early experience 4: the early care giving environment	Tutorial (2 hr)
Week 12	Language development 1: introduction	Lecture (1 hr)
	Language development 2: nativist approaches	Lecture (1 hr)
	Development gone wrong: affect and conduct disorders	Tutorial (2 hr)
Week 13	Language development 3: constructivist approaches	Lecture (1 hr)

Attendance and class requirements

Lectures to be attended in-person

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

All readings for this unit can be accessed through the Library eReserve, available on Canvas.

Textbook: Miller, P.H. (2011) Theories of Developmental Psychology (5th Ed.) NY: Worth Publishers.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. demonstrate a deep understanding of the patterns of child development, and the mechanisms that explain these patterns. This will entail a consideration of a broad literature focusing on both how the social environment shapes development, how genetic factors shape development, and how the action of children themselves shape their own environment and then further development. You should be able to explain both the latest theories and findings, and traditional philosophical approaches that founded this discipline early last century
LO2. consider how experimental design and analysis licenses certain conclusions and examine the tight connections between method and interpretation in relation to scientific critical thinking
LO3. explain complex patterns of data clearly and relate them to experimental hypotheses and methods in written assignments. You should be able to effectively communicate of results of ideas and engage in open discussion and debate
LO4. understand how basic research in child development informs applications outside the laboratory, such as in interventions to the family environment, the design of educational curricula and school structure, and to clinical practice, as well as consider the maintenance of ethical research practices.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

An in-lecture consolidation assessment component has been added. This has been included to encourage engagement with lecture material and to provide an opportunity for students to assess their own level of competency. Marks (max. of 5%) are awarded for engagement, not for getting the correct answer.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

PSYC3916: Developmental Psychology (Advanced)

Semester 2, 2023 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect