An introduction to the methods of scientific inquiry, research planning, and techniques of making observations and analyzing and presenting data.
Review of research and theory in early perceptual, cognitive, and social/emotional development, with particular attention to the interaction of biological and environmental factors in early life.
Children's cognition, perception, representation, language, affect, personality, and sexuality. Family structure and school as they influence these aspects of childhood.
Theoretical and empirical studies of personality and social development processes in adolescence. An ecological systems approach is emphasized.
The development of informal and formal mathematical thinking from infancy through childhood with implications for education.
Major theories and contemporary research in creative work, emphasizing case studies of exceptional and historically influential individuals.
Theory and research on the development of cognitive processes across the lifespan.
Survey of research and theory in the development of language, beginning with communication and the origins of language in infancy and emphasizing acquisition of the forms of language in relation to their content and use.
Investigation of the major theoretical and empirical approaches to the study of how morality develops with particular emphasis on the behaviorist, cognitive, psychoanalytic, and sociopolitical approaches.
This course concentrates on the role of spirituality on human development using a multidisciplinary focus. Spiritual traditions are examined using stage theory and parallel theories from other fields.
Theory and research regarding the interaction between naturally developing personality structures and socialization processes throughout life.
Using contemporary research as the basis, the focus is on the interface between classical developmental psychology theories and patterns of development identified in atypical contexts (e.g., poverty) and among atypical populations (e.g., resilient youth). Implications for interventions and policy are also discussed.
Prerequisite: HUDK 4022 or equivalent. Contemporary theory and research on children adaptation to developmental tasks of childhood. Comparison of typical and atypical pathways in social-personality development. Analysis of the logic and method of empirical studies of development.
Survey of psychological studies of development in different cultures, with emphasis on perceptual and cognitive issues and methodological problems specific to cross-cultural research.
Students learn research skills by participating actively in an ongoing faculty research project.
Provides a multi-disciplinary perspective on child and family policy. Also provides a foundation of knowledge concerning the role of child and family perspectives in informing policy.
Permission required. How people become socialized and how psychology deals with the process in terms of developmental concepts.
Permission required. Development of doctoral dissertations and presentation of plans for approval. Registration limited to two terms.
Individual advisement on doctoral dissertation. Fee to equal 3 points at current tuition rate for each term. See the section on Continuous Registration for Ed.D./Ph.D. degrees for details.