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100% Lifespan Development

Purpose of Course

Developmental psychology concerns itself with the changes (psychological and otherwise) that occur as a result of our physical and mental maturation.  Typically, “development” refers to the systematic changes that take place between our conception and death.  While this definition may seem exceedingly broad, it will serve as a good starting point in our quest to understand the field of developmental psychology.

The first thing we must realize as developmental psychologists is that our change is systematic.  This means that the process by which we grow and mature over time is not defined by random, isolated events but by orderly and relatively long-term patterns.  This also means that while individuals themselves may differ quite a bit, the developmental patterns that they undergo are similar.  These concepts are crucial in that they allow us, as psychologists, to study the way in which people develop and to make predictions about the future based on that development.

Developmental psychologists often study continuities in our development.  Continuities refer to developmental patterns that remain the same throughout our lives.  To use a very basic example, psychologists often correlate a baby’s temperament (i.e. how fussy or calm he or she is during infancy) with the personality traits he or she has when he or she matures.  Clearly, our personalities are defined by more than our temperaments in infancy, but developmental psychologists ask us to recognize those continuities and draw conclusions from them.  To be clear: this example does not mean that development stops at a certain age and that we simply continue unchanged from that point.  While this course will primarily focus on childhood, you will spend a few units learning about what happens as we grow and mature as adults.

You will begin this course by looking at development in the womb, or prenatal development.  You will then move on to developmental theories regarding cognition, personality, and language.  The course will conclude by exploring how development continues past childhood as you study adolescent and adulthood development.

Learning Outcomes  showclose

Upon successful completion of this course, the student will be able to:
  • Discuss the interaction between and the roles of nature and nurture in lifespan development.
  • Describe the basic development of the human nervous system.
  • Explain the developmental processes associated with the five senses.
  • Describe the important developmental milestones and age expectations associated with motor skills, social skills, cognitive ability, sensory awareness, and the use of language.
  • Discuss the important theories of cognitive development, including those of Piaget, Vygotsky, the information–processing approach, and the intelligence perspective.
  • Discuss and contrast the nativist, behavioral–cognitive, functionalist, and learning stage theories of language development.
  • Describe the developmental process of language, from cooing and babbling to mature language.
  • Explain the important theoretical issues in the study of the development of personality.
  • Discuss the most influential theories of personality development, including those of Freud, Erikson, Klein and Mahler, Bowlby, and Ainsworth.
  • Explain Kohlberg's theory of moral development, including the perspectives of its critics.
  • Describe the physical and cognitive changes associated with adolescent development.
  • Explain the significance of the differences in maturation rates between individuals.
  • Discuss the major issues of development in adulthood, including marriage and divorce, parenting, and midlife and later life physical and cognitive changes

Course Requirements  showclose

In order to take this course you must:

√    Have access to a computer.

√    Have continuous broadband Internet access.

√    Have the ability/permission to install plug–ins or software (e.g., Adobe Reader or Flash).

√    Have the ability to download and save files and documents to a computer.

√    Have the ability to open Microsoft files and documents (.doc, .ppt, .xls, etc.).

√    Be competent in the English language.

√    Have completed thefollowing course from “The Core Program” in the Psychology discipline: PSYCH101: Introduction to Psychology.

Course Overview Expand Resources Collapse Resources

Unit Outline show close

  • Unit 1: Prenatal Development  

    This first unit will take a look at the very first stage of human development: prenatal development, which takes place in the womb.  Our understanding of prenatal development has grown a lot in recent years due to medical and technological innovations.  Because much of our development in this stage is the result of physical transformations, these innovations have given us a much greater insight into the physical maturation of a fetus.  However, there are a number of mental changes that the fetus undergoes (mostly due to brain growth).  While this unit will focus primarily on the physical changes, it is important to recognize that these physical changes may play a role in the infant’s psychological development.  Because much of this unit will deal with fetal biology, you may encounter unfamiliar terms.  It may be helpful to review some biology terms if you are stuck.

    Unit 1 Time Advisory   show close
    Unit 1 Learning Outcomes   show close
  • 1.1 Genetic and Environmental Influences  
  • 1.1.1 Genotype vs. Phenotype  
  • 1.1.2 Polygenic Inheritance  
  • 1.1.3 Polygenic Traits  
    • Reading: buzzle.com: Saptakee Sengupta’s "Polygenic Traits"

      Link: buzzle.com: Saptakee Sengupta’s "Polygenic Traits" (HTML)
       
      Instructions: Click on the link above to open the website in your browser, and then please read the entire webpage.  Please note that the reading for sub-subunit 1.1.2 also covers the topic outlined in this sub-subunit.  You should spend approximately 15 minutes reading and taking notes on this resource.
       
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  • 1.1.4 The Effect of Maternal Health and Stress  
    • Reading: MedicineNet: WebMD, Inc.’s "Fetus to Mom: You’re Stressing Me Out!"

      Link: MedicineNet: WebMD, Inc.’s  "Fetus to Mom: You’re Stressing Me Out!" (HTML)
       
      Instructions: Please click on the above link, and then please read all three pages of the article for an overview of how maternal health and stress can affect a fetus.  To access each page of the article, click on ‘next’ or the page number at the end of the text.  Note that there are physical effects on both the mother and fetus due to maternal stress and the suggestions for how this should influence prenatal care.  You should dedicate approximately 45 minutes to reading and taking notes on this resource.
       
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  • 1.2 Risk Factors  
  • 1.2.1 Nature-Nurture Interactions  
    • Reading: The Evolutionary Studies Program at Binghamton University’s version of Jay Belsky and Michael Pluess’ “The Nature (and Nurture?) of Plasticity in Early Human Development”

      Link: The Evolutionary Studies Program at Binghamton University’s version of Jay Belsky and Michael Pluess’ “The Nature (and Nurture?) of Plasticity in Early Human Development” (PDF)
       
      Instructions: In recent years, the nature vs. nurture debate in developmental psychology has given way to a general acknowledgment that neither nature nor nurture can be wholly responsible for development, and that development in fact occurs as a result of some interaction between the two.   Just how these forces interact is still somewhat unknown, however.  After clicking on the link above, scroll down to “Readings,” and click on “Belsky, J. and Pluess, M. (2009). The Nature (and Nurture?) of Plasticity in Early Human Development. Perspectives in Psychological Science, 4, 345-351” to download the PDF.  Read the article in its entirety for a discussion of the nature of plasticity in human development as well as a call for developmental psychology as a field to approach nature-nurture interaction from a positive perspective as well.  This reading should take approximately 1 hour and 30 minutes to complete.
       
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  • 1.2.2 Gene-Based Risk Factors  
  • 1.2.3 Chromosome-Based Risk Factors  
    • Reading: The March of Dimes’ Birth Defects: "Chromosomal Abnormalities"

      Link: The March of Dimes’ Birth Defects: "Chromosomal Abnormalities" (HTML)
       
      Instructions: After clicking on the link above to access the March of Dimes website in your browser, please read the entirety of this webpage for an overview of chromosomal and genetic risk factors.  Please note that this reading covers the topics outlined in sub-subunits 1.2.2 and 1.2.3.  The reading that appears in sub-subunit 1.2.2 also covers this topic.   This reading should take approximately 30 minutes to complete.
       
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  • 1.2.4 Teratogens: Substances Crossing the Placental Barrier  
  • 1.3 Maturation of the CNS and ANS  
  • 1.3.1 Brain Development by Age  
    • Lecture: YouTube: UC San Diego: Joan Stiles’ Lecture "Brain Development"

      Link: YouTube: UC San Diego: Joan Stiles’ Lecture "Brain Development"
       
      Also available in:
       
      Mp3
       
      Instructions: After clicking on the link above to access the video via YouTube, view this lecture in its entirety for an overview of early brain development (run time: 58:44 minutes).  Note the physical changes in the brain before birth, through infancy, and after.  Please note that this lecture applies to sub-subunits 1.3.1 and 1.3.2.
       
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  • 1.3.2 Brain Lateralization: Specialization  

    Note: This subunit is covered by the lecture assigned beneath subunit 1.3.1.

  • 1.3.3 Germinal Stage of Development  
    • Reading: Healthline: Gale Encyclopedia of Children’s Health: Stephanie Dionne Sherk’s “Prenatal Development”

      Link: Healthline:  Gale Encyclopedia of Children’s Health: Stephanie Dionne Sherk’s "Prenatal Development" (HTML)
       
      Instructions: After clicking on the link above, please read the first three pages of the article, through "the fetal stage."  As you read, note the types of physical development that seem to come with each stage.  Please make sure to click on the ‘next’ link at the bottom of each page to continue on to all 6 pages of the article.  You may click on any embedded hyperlinks of interest to read associated content.  Please note that this reading applies to sub-subunits 1.3.3-1.3.5.  You should dedicate approximately 2 hours to reading, taking notes, and exploring any associated content.
       
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  • 1.3.4 Embryonic Stage of Development  

    Note: This topic is covered by the reading assigned beneath sub-subunit 1.3.3.  You should obtain a good general understanding of the structures and process of embryonic development.

  • 1.3.5 Fetal Stage of Development  

    Note: This topic is covered by the reading assigned beneath sub-subunit 1.3.3. You should obtain a good general understanding of the structures and process of the fetal stage of development.

  • 1.3.6 Critical Periods in Prenatal Development  
  • 1.3.7 Abnormalities in the Developing Brain  
  • 1.4 Development of Senses  
  • 1.4.1 Vision  
    • Web Media: Discovery Health: Rita Mullin’s "Senses in the Womb"

      Link: Discovery Health: Rita Mullin’s "Senses in the Womb" (Adobe Flash)
       
      Instructions: After clicking on the link above, please click “continue” on the webpage, and then click on each of the dots associated with the five senses, reading through the information that appears for an overview of how the senses develop and change in utero and in infancy.   Please note that this link applies to sub-subunits 1.4.1-1.4.5.   You should spend approximately 30 minutes studying this resource.
       
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  • 1.4.2 Hearing  

    Note: This topic is covered by the web media assigned beneath sub-subunit 1.4.1.  In particular, on the Discovery Health website, click on the "dot" associated with the ears.  Read the information that appears for an overview of how hearing develops and changes in utero and in infancy.

  • 1.4.3 Taste  

    Note: This topic is covered by the web media assigned beneath sub-subunit 1.4.1.In particular, on the Discovery Health website, click on the "dot" associated with the mouth.  Read the information that appears for an overview of how the sense of taste develops and changes in utero and in infancy.

  • 1.4.4 Smell  

    Note: This topic is covered by the web media assigned beneath sub-subunit 1.4.1.  In particular, on the Discovery Health website, click on the "dot" associated with the nose.  Read the information that appears for an overview of how the sense of smell develops and changes in utero and in infancy.

  • 1.4.5 Touch  

    Note: This topic is covered by the web media assigned beneath sub-subunit 1.4.1.  In particular, on the Discovery Health website, click on the "dot" associated with the hands.  Read the information that appears for an overview of how the sense of touch develops and changes in utero and in infancy.

  • 1.4.6 Temperature Regulation  
  • 1.4.7 Reflexes: Sucking, Rooting, Moro, Galant, Stepping, Grasp  
  • Unit 2: Developmental Milestones and Age Expectations  

    While the development process is unique to every individual, there are certain milestones that individuals reach in the course of normal development.  This unit will identify these milestones and expectations and discuss what it means when these milestones are delayed or expectations are not met.  It is important to note that these are just expectations—not requirements—for normal development.  Though this unit will be relatively short, you will find that it will provide you with substantial insight into the progression of childhood development.  You should keep some of these milestones and expectations in mind as you study issues that individuals encounter in later stages of development. Please note that this unit does not address language development as that will be addressed later in the course.

    Unit 2 Time Advisory   show close
    Unit 2 Learning Outcomes   show close
    • Reading: Centers for Disease Control and Prevention: Developmental Milestones

      Link: Centers for Disease Control and Prevention’s "Developmental Milestones" (HTML)
       
      Instructions: This webpage contains links to important developmental ages and their associated developmental milestones.  After clicking on the link above to open the website in your browser, use the links on the left under "Learn the signs at Home" to review the milestones for the ages of 2 months through 5 years.  While you are doing this, please consider how the stages of development in different areas interact with each other.  For instance, how do the changes in cognitive skills relate to the changes in social and emotional skills?  Unit 4 will cover language development in depth, but this will introduce you to the changes in language development.  Please note that this resource applies to subunits 2.1–2.10.  You should spend approximately 2 hours studying this resource.
       
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    • Lecture: Tufts Open Courseware: Ludwig von Hahn’s “A Look at Motor Development in Children”

      Link: Tufts Open Courseware: Ludwig von Hahn’s “A Look at Motor Development in Children”
       
      Instructions: Click on the link above to access the lecture.  Please read the entire lecture, which will introduce you to early development of motor skills and will help define and distinguish between gross and fine motor skills.  This lecture covers the topics outlined in subunits 2.1 and 2.2.  You should spend approximately 1 hour studying the information in this lecture.
       
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  • 2.1 Two (2) Months  

    Note: This subunit is covered by the reading and lecture assigned beneath the Unit 2 introduction.  The CDC webpage contains links to important developmental ages and their associated developmental milestones.  Use the links on the left under "Learn the signs at Home" to review the milestones at two (2) months of age.  Please pay particular attention to the development of gross motor skills, which are defined and discussed in Ludwig von Hahn’s lecture.

  • 2.2 Four (4) Months  

    Note: This subunit is covered by the reading and lecture assigned beneath the Unit 2 introduction. The CDC webpage contains links to important developmental ages and their associated developmental milestones.  Use the links on the left under "Learn the signs at Home" to review the milestones at four (4) months of age.  Please pay particular attention to the development of fine motor skills, which are defined and discussed in Ludwig von Hahn’s lecture.

  • 2.3 Six (6) Months  

    Note: This subunit is covered by the reading assigned beneath the Unit 2 introduction. This webpage contains links to important developmental ages and their associated developmental milestones.  Use the links on the left under "Learn the signs at Home" to review the milestones at six (6) months of age.  Please pay particular attention to the development of social skills.

  • 2.4 Nine (9) Months  

    Note: This subunit is covered by the reading assigned beneath the Unit 2 introduction. This webpage contains links to important developmental ages and their associated developmental milestones.  Use the links on the left under "Learn the signs at Home" to review the milestones at nine (9) months of age.  

  • 2.5 One (1) Year  

    Note: This subunit is covered by the reading assigned beneath the Unit 2 introduction. This webpage contains links to important developmental ages and their associated developmental milestones.  Use the links on the left under "Learn the signs at Home" to review the milestones through one (1) year of age.

  • 2.6 Eighteen (18) Months  

    Note: This subunit is covered by the reading assigned beneath the Unit 2 introduction. This webpage contains links to important developmental ages and their associated developmental milestones.  Use the links on the left under "Learn the signs at Home" to review the milestones at eighteen (18) months of age. 

  • 2.7 Two (2) Years  

    Note: This subunit is covered by the reading assigned beneath the Unit 2 introduction.  This webpage contains links to important developmental ages and their associated developmental milestones.  Use the links on the left under "Learn the signs at Home" to review the milestones at two (2) years of age.

  • 2.8 Three (3) Years  

    Note: This subunit is covered by the reading assigned beneath the Unit 2 introduction.   This webpage contains links to important developmental ages and their associated developmental milestones.  Use the links on the left under "Learn the signs at Home" to review the milestones at three (3) years of age.

  • 2.9 Four (4) Years  

    Note: This subunit is covered by the reading assigned beneath the Unit 2 introduction.   This webpage contains links to important developmental ages and their associated developmental milestones.  Use the links on the left under "Learn the signs at Home" to review the milestones at four (4) years of age.

  • 2.10 Five (5) Years  

    Note: This subunit is covered by the reading assigned beneath the Unit 2 introduction.   This webpage contains links to important developmental ages and their associated developmental milestones.  Use the links on the left under "Learn the signs at Home" to review the milestones at 5 years of age. 

  • 2.11 Types and Stages of Play  
  • Unit 3: Cognitive Development  

    Cognitive development refers to changes in mental ability that occur over time.  This unit will focus on childhood cognitive development, but there is a growing body of literature on cognitive development in adulthood, some of which will be addressed in the later unit devoted adulthood development.  Cognition is a very general term, and its breadth will be shown here.  Typically, however, cognition refers to our ability to gain knowledge through specific activities.  In childhood, these processes are only beginning to take shape; the way they develop can dramatically affect our cognitive abilities as we further mature.

    In this unit, you will take a look at intelligence, which you typically measure through an IQ (intelligence quotient).  An IQ is reportedly a stable measure, but since we clearly gain more intelligence over our lifespan, how does the IQ remain stable over time?  You will learn in this unit that psychologists believe that, for most individuals, intelligence (along with a number of other aspects of cognitive development) follows a certain universal pattern.  This means that there are expectations for our cognitive development at certain ages.  In this unit, you will review these expectations and discuss how they relate to all areas of cognitive development.

    Unit 3 Time Advisory   show close
    Unit 3 Learning Outcomes   show close
  • 3.1 Piagetian Concepts in Cognitive Development  
  • 3.1.1 Equilibration  
    • Reading: Cengage Brain: David F. Bjorklund’s Children’s Thinking: Cognitive Development and Individual Difference, 4th Edition:"Chapter 4: Piaget and the Neo–Piagetians: "Glossary"

      Link: Cengage Brain: David F. Bjorklund’s Children’s Thinking: Cognitive Development and Individual Difference, 4th Edition: "Chapter 4: Piaget and the Neo–Piagetians:" "Glossary" (HTML)
       
      Instructions: Keep the Piagetian concepts in mind when you are going through the stages of cognitive development for sub-subunits 3.1.1 through 3.1.12; you will find them even clearer when you consider them in context.  When learning about Piagetian theory, you will be introduced to a number of terms, some of which will likely be unfamiliar.  In order to familiarize yourself with the terminology, please open the website in your browser and select Chapter 4 from the dropdown menu.  On the left side of your screen, select "Glossary" and search for the term "equilibration."  You can come back to this glossary when you run into any unfamiliar vocabulary in this unit.  Please note that this resource applies to sub-subunits 3.1.1–3.1.7; you will use this glossary to look up additional terms outlined in each of these sub-subunits.   Looking up the terms for sub-subunits 3.1.1-3.1.7 should take approximately 15 minutes to complete.
       
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  • 3.1.2 Schemes  

    Note: This topic is covered by the reading assigned beneath sub-subunit 3.1.1.Please open the website in your browser and select Chapter 4 from the dropdown menu.  On the left side of your screen, select "Glossary" and search for the term "schemes."

  • 3.1.3 Conservation  

    Note: This topic is covered by the reading assigned beneath sub-subunit 3.1.1.Please open the website in your browser and select Chapter 4 from the dropdown menu.  On the left side of your screen, select "Glossary" and search for the term "conservation."

  • 3.1.4 Reversibility  

    Note: This topic is covered by the reading assigned beneath sub-subunit 3.1.1.Please open the website in your browser and select Chapter 4 from the dropdown menu.  On the left side of your screen, select "Glossary" and search for the term "reversibility."

  • 3.1.5 Object Permanence  

    Note: This topic is covered by the reading assigned beneath sub-subunit 3.1.1.Please open the website in your browser and select Chapter 4 from the dropdown menu.  On the left side of your screen, select "Glossary" and search for the term "object permanence."

  • 3.1.6 Object Constancy  

    Note: This topic is covered by the reading assigned beneath sub-subunit 3.1.1.Please open the website in your browser and select Chapter 4 from the dropdown menu.  On the left side of your screen, select "Glossary" and search for the term "object constancy."

  • 3.1.7 Constructivism  
    • Lecture: iTunes U: UMBC PSYC 200: Dr. David Schultz’s "Piaget Part 1" and "Piaget Part 2"

      Lecture: iTunes U: UMBC PSYC 200: Dr. David Schultz’s "Piaget Part 1" and "Piaget Part 2"
       
      Links: iTunes U: UMBC PSYC 200: Dr. David Schultz’s "Piaget Part 1" and "Piaget Part 2"
       
      Instructions: Scroll down the webpage to lectures 13 and 14, and select “View in iTunes” to launch the lectures. Please view the above lectures (30:35 and 23:40 minutes, respectively) for an explanation of Piaget’s ideas and theories.  These lectures will provide a basic foundation for you to understand more complicated aspects of Piaget’s theories, and the theories of the Neo–Piagetians that followed.  In particular, note the information on constructivism.  These lectures apply to the topics outlined in sub-subunits 3.1.7 through 3.1.12 and sub-subunits 3.2.1 through 3.2.4.  Viewing these lectures should take approximately 1 hour to complete.
       
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  • 3.1.8 Egocentrism  

     
    Note: This topic is covered by the lecture assigned beneath sub-subunit 3.1.7.  In particular, note the information on egocentrism.

  • 3.1.9 Seriation  

    Note: This topic is covered by the lecture assigned beneath sub-subunit 3.1.7.  In particular, note the information on seriation.

  • 3.1.10 Animism  

    Note: This topic is covered by the lecture assigned beneath sub-subunit 3.1.7.  In particular, note the information on animism.

  • 3.1.11 Centration  

     Note: This topic is covered by the lecture assigned beneath sub-subunit 3.1.7.  In particular, note the information on centration.

  • 3.1.12 Adaptation  

    Note: This topic is covered by the lecture assigned beneath subunit 3.1.7.

  • 3.2 Piaget's Stages of Cognitive Development  
  • 3.2.1 Sensorimotor Stage: Birth to Two Years  

    Note: This topic is covered by the lecture assigned beneath sub-subunit 3.1.7.  In particular, note the information on the sensorimotor stage of development.

  • 3.2.2 Preoperational Stage: Two to Seven Years  

    Note: This topic is covered by the lecture assigned beneath sub-subunit 3.1.7.  Pay particular attention to Piaget's ideas on the preoperational stage of development.

  • 3.2.3 Concrete Operational Stage: Seven to Eleven Years  

    Note: This topic is covered by the lecture assigned beneath sub-subunit 3.1.7. Pay particular attention to Piaget's ideas on the concrete operational stage of development.

  • 3.2.4 Formal Operational Stage: Eleven Years and Older  

    Note: This topic is covered by the lecture assigned beneath sub-subunit 3.1.7. Pay particular attention to Piaget's ideas on the formal operational stage of development.

  • 3.3 Neo-Piagetian Theories  
  • 3.3.1 Case's Theory  
  • 3.3.2 Fischer's Theory  

    Note: This topic is covered by the reading assigned beneath subunit 3.3.

    • Reading: Harvard Graduate School of Education: The Dynamic Development Lab: L. Todd Rose and Kurt Fischer's "Dynamic Systems Theories"

      Link: Harvard Graduate School of Education: The Dynamic Development Lab: L. Todd Rose and Kurt Fischer's "Dynamic Systems Theories" (PDF)
       
      Instructions: Click on the link above, and then select the following link to download the PDF file:  Rose, L. Todd, Fischer, Kurt W., (2009) Dynamic Systems Theories. In Shweder, Richard A., (Ed.), The Child: An Encyclopedic Companion. pp 264 - 265. The University Of Chicago Press.  Please read the section titled "Dynamic Systems Theories," which starts on the bottom left side of page 264 and continues until the section called "Psychoanalytic Theories" on the bottom of page 265.  As you are reading, consider the ways in which Neo–Piagetian theories differ from Piaget’s theory.  This reading should take approximately 15 minutes to complete.
       
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  • 3.4 Vygotsky’s Socio-Cultural Theory  
  • 3.4.1 Biology vs. Cultural Factors  
    • Reading: Muskingum College: Department of Psychology's “Lev Semyonovich Vygotsky”

      Link: Muskingum College: Department of Psychology: Christina Gallagher’s "Lev Semyonovich Vygotsky" (HTML)
       
      Instructions:  After clicking on the link above, please read the page in its entirety for a description of Vygotsky and his sociocultural theory.  Pay special attention to the comparison of Vygotsky and Piaget’s theories.  Please note this reading applies to sub-subunits 3.4.1-3.4.4.  This reading should take approximately 30 minutes to complete.
       
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  • 3.4.2 The Zone of Proximal Development  

    Note: This topic is covered by the reading assigned beneath sub-subunit 3.4.1.    Please note Vygotsky's ideas about the concept of the Proximal Zone of Development (PZOD).

  • 3.4.3 What Determines a ZOPD (Zone of Proximal Development)  

    Note: This topic is covered by the reading assigned beneath sub-subunit 3.4.1.    Please note Vygotsky's ideas about how the (PZOD) is identified.

  • 3.4.4 Scaffolding  

    Note: This topic is covered by the reading assigned beneath sub-subunit 3.4.1.    Pay special attention to the important concept of scaffolding.

  • 3.5 Information Processing Approach  
  • 3.5.1 Computers vs. The Brain  
  • 3.5.2 Continuous Processing  

    Note: This topic is covered by the reading assigned beneath sub-subunit 3.5.1.  Pay particular attention to the section titled "Information Processing and Memory," which starts on page 10.

  • 3.5.3 Domain-General Approach vs. Domain-Specific Approach  

    Note: This topic is covered by the reading assigned beneath sub-subunit 3.5.1.  Please see in particular the section called "Encoding" on page 10.

  • 3.6 Intelligence  
  • 3.6.1 What Is Intelligence?  
  • 3.6.2 Measuring Intelligence: How Do We Measure It and What Are We Actually Measuring?  
  • 3.6.3 What Is an Intelligence Quotient (IQ): Stanford and Binet  

    Note: This topic is covered by the lecture assigned beneath sub-subunits 3.6.1 and 3.6.2.These lectures should provide you with a good understanding of what IQ actually means and is intended to measure.

  • 3.6.4 Influencing Intelligence  

    Note: This topic is covered by the lecture assigned beneath subunits 3.6.1 and 3.6.2.

  • 3.6.5 Cultural Differences  

    Note: This topic is covered by the lecture assigned beneath sub-subunits 3.6.1 and 3.6.2.  Focus particularly on the potential cultural influences on how intelligence is defined and measured.

  • 3.6.6 Spearman's G Factor  
  • 3.6.7 Gardner’s Theory of Multiple Intelligence  

    Note: This topic is covered by the lecture assigned beneath sub-subunit 3.6.6.  Focus particularly on the potential cultural influences on how intelligence is defined and measured.

  • 3.6.8 A Case for Emotional Intelligence  

    Note: This topic is covered by the lecture assigned beneath subunit 3.6.6

  • 3.6.9 Wechsler and the WISC Test  
  • 3.6.10 The Kaufmann Assessment Battery for Children  
    • Reading: US Department of Health and Human Services: Child Trends: “Early Childhood Measures Profiles”

      Link: US Department of Health and Human Services: Child Trends:“Early Childhood Measures Profiles” (PDF)
       
      Instructions: After following the above link, please click on the link titled “Full report in PDF format” to download the PDF.  Once you have downloaded the PDF, please read the sections on the Wechsler Preschool and Primary Scale of Intelligence, the Bayley Scales of Infant Development, and the Kaufman Assessment Battery for Children.  As you read the descriptions of the measures, consider what you have learned so far about cognitive development and how these tests account for developmental stages.  Please note that this reading applies to subunits 3.6.10-3.6.11.
       
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  • 3.6.11 Bayley Scales of Infant Development  

    Note: This topic is covered by the reading assigned for sub-subunit 3.6.10.  Focus particularly on the potential cultural influences on how intelligence is defined and measured.

  • 3.7 Factors Influencing Cognitive Development  
  • 3.7.1 Poverty: Malnutrition’s Effect on Cognitive Development  
  • Unit 4: Language Development  

    Language is one of the more complex human phenomena that psychologists study.  When we talk about language in this unit, we do not just mean the audible aspect of it (though that is certainly a part of it)—we also mean the written word, grammar, sentence construction, and, of course, our ability communicate meaning with it.   These behaviors become even more complex when we realize that our ability to use language develops and changes over time.  This unit will explore how we begin to use language and how our language abilities develop to the level of sophistication that we see in adults. 

    Please note that many of the theories and explanations surrounding language development that we will learn in this unit are not fully substantiated.  That is, many of these theories have not yet been fully empirically proven.  You should ask yourself the extent to which these theories accurately explain language development, identifying where they seem to fall short.  You should also consider how certain theories and models might better explain certain aspects of language development than others might.

    Unit 4 Time Advisory   show close
    Unit 4 Learning Outcomes   show close
  • 4.1 Theories of Language Development  
  • 4.1.1 Nativistic Approach  

    Note: This topic is covered by the reading assigned beneath subunit 4.1.  In particular for the topic of this sub-subunit, scroll down to the section titled "NATIVIST,” and read this brief section of an overview of the nativistic approach to language development.  

  • 4.1.2 Behavioral and Cognitive Models  

    Note: This topic is covered by the reading assigned beneath subunit 4.1. In particular, please read the sections titled "Child External" and "Child Internal."

  • 4.1.3 Functionalist Theory  

    Note: This topic is covered by the reading assigned beneath subunit 4.1.  In particular, please read the section titled "EMPIRICIST."

  • 4.2 The Nature of Language  
    • Lecture: Kent State University: Kathy Walker and Linda Pollack’s "Language"

      Link: iTunes U: Kent State University: Kathy Walker and Linda Pallock’s "Language" (iTunes U)
       
      Instructions: Click on the link above to access iTunes U, and then select “View in iTunes” for the lecture titled “Language.”  Please listen to the above lecture on the nature of language in its entirety (20 minutes).  This lecture will also discuss what ages tend to correlate with different stages of language development, which you also read about earlier in this course.  Please note that this lecture applies to sub-subunits 4.2.1 through 4.2.7.  
       
      Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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  • 4.2.1 Language at Birth: Hunger, Anger, Pain, Discomfort  

    Note: This topic is covered by the lecture assigned beneath subunit 4.2.  Focus on the discussion of language at birth.

  • 4.2.2 Cooing vs. Babbling  

    Note: This topic is covered by the lecture assigned beneath subunit 4.2. Try to understand how cooing and babbling help the infant get its needs met.

  • 4.2.3 Echolalia and Expressive Jargon  

    Note: This topic is covered by the lecture assigned beneath subunit 4.2.  This lecture should help explain the statement, "Monkey hear, monkey say."

  • 4.2.4 Holophrastic Speech vs. Telegraphic Speech  

    Note: This topic is covered by the lecture assigned beneath subunit 4.2.   If you have ever been around a child less than two years old, you should have a good practical understanding of these two interesting language concepts.

  • 4.2.5 Morpheme vs. Phoneme  

    Note: This topic is covered by the lecture assigned beneath subunit 4.2.  This lecture provides an introduction to how linguists describe the structure of language.

  • 4.2.6 Stages of Language Development  

    Note: This topic is covered by the lecture assigned beneath subunit 4.2.  This lecture will give you a good idea of how language develops over the first few years of life.

  • 4.2.7 Naming Explosion  

    Note: This topic is covered by the lecture assigned beneath subunit 4.2.  This lecture describes the very fun time in a parent's life when their young children are acquiring words for things – nouns.

  • 4.2.8 Language Acquisition and Sex Differences  
  • 4.2.9 Terms for Reference  
    • Reading: The Wandering Glitch: Andrew Matthews’ “Child Linguistic Development”

      Link: The Wandering Glitch: Andrew Mathews’ “Child Linguistic Development” (PDF)
       
      Instructions: After clicking on the link above, please click on "Child Linguistic Development" to download the PDF of the paper.  A variety of unfamiliar terms may come up when studying language and language development, and it will likely be helpful to familiarize yourself with the terminology used since you may encounter them in the future.  Please read sections 6 through 10 of this paper (pages 17-26) as well as the glossary for a review of language stages and definitions of terms often used in the study of language development.  This reading should take approximately 1 hour and 30 minutes to complete.
       
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  • Unit 5: Personality Development  

    Psychologists find it difficult to accurately and consistently test for personality traits.  While we continue to refine personality tests and theories, we are constantly encountering new findings that require us to further revise and reinvent these metrics.  As a result, little in the subfield of personality development is set in stone.  Personality development research generally begins with the concept of temperament (or the way an infant behaves at an early age).  While temperament does give researchers a basis for research, its relationship to an adult’s personality is tenuous at best.  However, personality development does seem to follow a basic pattern, as becomes evident when psychologists study individuals in close age proximity.  This has allowed psychologists to study the ways in which personality progresses as we mature and develop and learn why certain outcomes lead to different personalities later in life.  This will begin to make more sense as we go through the unit, but it is important to understand not only the stages in personality development, but also the different variables affecting it.

    Unit 5 Time Advisory   show close
    Unit 5 Learning Outcomes   show close
  • 5.1 Temperament  
  • 5.1.1 What Is Temperament?  
  • 5.1.2 Measuring Temperament  
  • 5.1.3 Thomas and Chess’ Types of Temperament: Easy, Difficult and Slow-To-Warm Up  
  • 5.1.4 Temperament vs. Personality  
    • Reading: Behavioral-Development Initiatives’ “Temperament and Personality”

      Link: Behavioral-Development Initiatives’ “Temperament and Personality” (HTML)
       
      Instructions: After clicking on the link above, please read the webpage in its entirety for an overview of the relationship between temperament and personality.  After you read, consider the ways in which temperament differs from personality, and how different personality types might be expressed through different temperaments.  This reading should take approximately 15 minutes to complete.
        
      Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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  • 5.1.5 Temperament and Culture  
    • Reading: Behavioral–Development Initiatives’ "Culture and Temperament”

      Link: Behavioral–Development Initiatives’ "Culture and Temperament”  (HTML)
       
      Instructions: After clicking on the link above, please read the webpage in its entirety to learn about the relationship between temperament and culture.  This reading should take approximately 15 minutes to complete.
       
      Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

      See a broken link? Please let us know!

  • 5.1.6 The Influence of Heredity on Temperament  
  • 5.2 Psychodynamic Theories of Personality: Freud  
  • 5.2.1 The Id, Ego, and Superego  

    Note: This topic is covered by the lecture assigned beneath subunit 5.2.  This overview should give you a good description of Freud's proposed personality structures and how they compete for "control."

  • 5.2.2 Libido  

    Note: This topic is covered by the lecture assigned beneath subunit 5.2.  Freud was all about sex and sexual impulses.  This is a good overview of how Freud viewed the role of the libido in development

  • 5.2.3 Fixation  

    Note: This topic is covered by the lecture assigned beneath subunit 5.2.  Freud was more interested in developmental problems than successes.  In his theory, fixation is one of the primary causes of developmental issues.

  • 5.2.4 Theory of Psychosexual Development  

    Note: This topic is covered by the lecture assigned beneath subunit 5.2.  As previously stated, Freud's developmental ideas were based heavily on the role of innate sexual impulses.  This lecture provides an overview of his stages of development.

  • 5.2.5 Oral Stage  

    Note: This topic is covered by the lecture assigned beneath subunit 5.2.  For Freud, early development was all about innate biological needs.  This lecture discusses the stage characterized by the importance of oral stimulation.

  • 5.2.6 Anal Stage  

    Note: This topic is covered by the lecture assigned beneath subunit 5.2.  In the Freudian view, control over one's biological functions was an important developmental issue.  This lecture covers the anal stage of psychosexual development.

  • 5.2.7 Phallic Stage  

    Note: This topic is covered by the lecture assigned beneath subunit 5.2.  This phase involves becoming aware of one's genitals.

  • 5.2.8 Latency Stage  

    Note: This topic is covered by the lecture assigned beneath subunit 5.2.  This lecture discusses the highest level of Freudian psychosexual development, the latency stage.

  • 5.2.9 Genital Stage  

    Note: This topic is covered by the lecture assigned beneath subunit 5.2.  Late in development, Freud thought that the genitals played an important role in the development of "normal" sexual relationships.

  • 5.3 Psychodynamic Theories of Personality: Erikson  
  • 5.3.1 Lifespan Approach to Development  

    Note: This topic is covered by the reading and the lecture assigned beneath subunit 5.3.  Erikson was the first major theorist to consider childhood development as simply the early part of a developmental process that spanned out entire lifetimes.

  • 5.3.2 Basic Trust vs. Mistrust Stage  

    Note: This topic is covered by the reading and the lecture assigned beneath subunit 5.3.  Infants are 100% dependent on their caregivers.  They must learn very early in life to trust that their needs will be met, or their subsequent psychosocial will be affected negatively.

  • 5.3.3 Autonomy vs. Shame and Doubt Stage  

    Note: This topic is covered by the reading and the lecture assigned beneath subunit 5.3.  This stage is about developing a basic concept of self-control.

  • 5.3.4 Initiative vs. Guilt Stage  

    Note: This topic is covered by the reading and the lecture assigned beneath subunit 5.3.  Children start asserting their power and influence over their external world.

  • 5.3.5 Industry vs. Inferiority Stage  

    Note: This topic is covered by the reading and the lecture assigned beneath subunit 5.3.  This is about developing a sense of one's true self.  Children at this stage are developing their self-esteem.

  • 5.3.6 Identity vs. Role Confusion Stage  

    Note: This topic is covered by the reading and the lecture assigned beneath subunit 5.3.  This includes the teen years, when children are experimenting, exploring, and trying to solidify their sense of self.

  • 5.3.7 Generativity vs. Stagnation Stage  

    Note: This topic is covered by the reading and the lecture assigned beneath subunit 5.3.  This stage is about middle adulthood, and involves trying to "leave one's mark" on the world, often by having children.

  • 5.3.8 Integrity vs. Despair Stage  

    Note: This topic is covered by the reading and the lecture assigned beneath subunit 5.3.  During the last decades of life, adults reflect on their accomplishments or lack thereof.

  • 5.3.9 Psychosocial Crises and Themes  

    Note: This topic is covered by the reading and the lecture assigned beneath subunit 5.3. These resources help to describe how Erikson viewed the challenges of each psychosocial stage.

  • 5.3.10 The Importance of Social Context  

    Note: This topic is covered by the reading and the lecture assigned beneath subunit 5.3.  Erikson believed that development takes place within a social context, and not in a vacuum.

  • 5.4 Object Relations Theory  
  • 5.4.1 Melanie Klein  

    Note: This topic is covered by the reading assigned beneath subunit 5.4.  In particular, review the section about Melanie Klein for an overview of a prominent object relations theorist and the basic ideas in her theory. 

  • 5.4.2 Margaret Mahler  

    Note: This topic is covered by the reading assigned beneath subunit 5.4.  In particular, focus on the section about Margaret Mahler for an overview of a prominent object relations theorist and the basic ideas in her theory. 

  • 5.5 Attachment Theory  
  • 5.5.1 John Bowlby and Mary Ainsworth  
  • 5.5.2 Ainsworth’s “Strange” Situation  
    • Web Media: YouTube: "The Strange Situation – Mary Ainsworth"

      Link: YouTube: "The Strange Situation – Mary Ainsworth"
       
      Instructions: Click on the link above, and watch the video for an overview of the presentation of secure, insecure–resistant, and insecure–avoidant attachment styles in the Strange Situation procedure (3:15 minutes).  Please note that this video applies to sub-subunits 5.5.2–5.5.5.  This topic is also covered by the reading assigned below sub-subunit 5.5.1.

      Terms of Use: Please respect the copyright and terms of use displayed on the webpage .

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  • 5.5.3 Secure Attachment  

    Note: This topic is covered by the reading assigned beneath subunit 5.5.1 and also the web media assigned beneath subunit 5.5.2.  Please pay close attention to what secure attachment "looks like" in this video clip.

  • 5.5.4 Insecure-Resistant Attachment  

    Note: This topic is covered by the reading assigned beneath subunit 5.5.1 and also the web media assigned beneath subunit 5.5.2.  Notice how distressed the child becomes when the parent leaves.

  • 5.5.5 Insecure-Avoidant Attachment  

    Note: This topic is covered by the reading assigned beneath subunit 5.5.1 and also the web media assigned beneath subunit 5.5.2.  In the most extreme attachment situation, children decline attachment to parents or other caregivers.

  • 5.5.6 Disorganized Attachment  
  • 5.5.7 Bowlby’s Social Bonding: Crying and Locomotion  
  • 5.5.8 Soothing and Tactile Stimulation  
  • 5.5.9 Attachment and Separation  
  • 5.5.10 Protest Stage  
  • 5.5.11 Despair Stage  

    Note: The reading for sub-subunit 5.5.10 covers this topic.  Please read this webpage for a description of the despair stage of separation.

  • 5.5.12 Detachment Stage  

    Note: The reading for sub-subunit 5.5.10 also covers this topic.  Please read this webpage for a description of the detachment stage of separation.

  • 5.6 Moral Development  
  • 5.6.1 Kohlberg’s Theory and Stages of Moral Development  

    Note: This topic is covered by the lecture assigned beneath subunit 5.6.  The first part of the lecture provides an overview of Kohlberg's thinking.

  • 5.6.2 Preconventional Stage: Punishment vs. Obedience and Instrumental Hedonism  

    Note: This topic is covered by the lecture assigned beneath subunit 5.6.  These two sub-stages are about first learning "the rules" and then starting to understand how the rules apply to "me."

  • 5.6.3 Conventional Stage: Approve Orientation and Law and Order Orientation  

    Note: This topic is covered by the lecture assigned beneath subunit 5.6.  Pay particular attention to the concept of the "good boy/girl" and the development of a concept of the role of rules in the context of society as a whole.

  • 5.6.4 Post-Conventional Stage: Social Contract Morality and Individual Conscious/Principles  

    Note: This topic is covered by the lecture assigned beneath subunit 5.6.  These are Kohlberg's highest levels of moral development.

  • 5.6.5 Gilligan’s Reaction to Kohlberg  
  • 5.6.6 Ethics of Care  

    Note: This topic is covered by the reading assigned beneath sub-subunit 5.6.5.  Focus particularly on the section called "The care/justice dichotomy."

  • 5.6.7 Do Women’s Moral Judgments Differ from Those of Men?  

    Note: This topic is covered by the reading assigned beneath sub-subunit 5.6.5.  Exploring this question is the underlying issue of the article.  Read the entire webpage for a good understanding of this important issue.

  • Unit 6: Adolescent Development  

    This course has presented development in a relatively constricted manner by focusing on the infancy and childhood of an individual and ignoring his or her developmental progress later in life.  The remaining units are therefore devoted to human development beyond childhood.  Childhood development, or what we have reviewed in the previous chapters, and adolescent development are not necessarily distinct from one another; many of the processes that begin to take place towards later childhood (especially in terms of cognitive and personality development), will continue throughout adolescence.  However, adolescent development is characterized by rapid physical and mental changes.  These changes lead to a wide variety of phenomena that are unique to adolescents and can result in important changes for that individual.

    It is important to note that while adolescent development does involve a number of changes, these changes typically follow a systematic, or orderly, pattern.  We have become increasingly aware of these patterns thanks to the recent discoveries concerning the physical changes that occur during this time (i.e. puberty) and the different psychological changes that these bring about.

    Unit 6 Time Advisory   show close
    Unit 6 Learning Outcomes   show close
  • 6.1 Adolescent Personality Development  
  • 6.1.1 Ego-Centrism: Imaginary Audience and Personal Fable  
  • 6.1.2 Erikson’s Stages  
  • 6.1.3 Identity vs. Role Confusion  

    Note: This topic is covered by the reading assigned beneath subunit 6.1.2.  In particular, see the discussion of identity vs. role confusion.

  • 6.1.4 Identity Diffusion  
  • 6.1.5 Identity Foreclosure  

    Note: This topic is covered by the reading assigned beneath sub-subunit 6.1.4.  Focus particularly on the description of identity foreclosure, which is when a person has committed without exploration.

  • 6.1.6 Identity Moratorium  

    Note: This topic is covered by the reading assigned beneath sub-subunit 6.1.4.  Focus particularly on the description of identity moratorium, which is in exploration but has not committed.

  • 6.1.7 Identity Achievement  

    Note: This topic is covered by the reading assigned beneath subunit 6.1.2.

  • 6.2 Puberty and Physical Changes  
  • 6.2.1 Hormonal Changes: Increased Growth Hormone  
    • Reading: BBC’s Science : Human Body and Mind: “Puberty”

      Link: BBC’s Science : Human Body and Mind:  "Puberty" (HTML and Adobe Flash)
       
      Instructions: After clicking on the link above, you will see a number of options for pages with information about puberty on the right side of your screen.  Read the pages listed under "Facts and Features" on the right side of the page from “Growth” to “Sex.”  Then, click on the "puberty demo" for an interactive demonstration of the changes that take place at puberty.  Please note these pages apply to  the topics outlined in sub-subunits 6.2.1-6.2.4.  You should dedicate approximately 4 hours to studying this resource.
       
      Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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  • 6.2.2 Height Changes and Weight Changes  

    Note: This topic is covered by the reading assigned beneath sub-subunit 6.2.1.  This will provide a good overview of the gross physical changes associated with puberty.

  • 6.2.3 Production of Sex Hormones  

    Note: This topic is covered by the reading assigned beneath sub-subunit 6.2.1.  You should obtain a good overview of the onset of the production of sex hormones during puberty.

  • 6.2.4 Ages of Normal Onset: Females vs. Males  

    Note: This topic is covered by the reading assigned beneath sub-subunit 6.2.1.  Be sure you understand that there are individual differences in the onset of puberty.

  • 6.2.5 Puberty Occurring Earlier than Past Generations?  
  • 6.2.6 Early vs. Late Maturing Females  

    Note: This topic is covered by the readings assigned beneath sub-subunit 6.2.5.  These readings include excellent discussions about what is called precocious puberty.

  • 6.2.7 Early vs. Late Maturing Males  
  • 6.3 Adolescent Developmental Issues  
  • 6.3.1 Sexuality in Adolescence  
  • 6.3.2 Moving From Same Sex Friendships to Opposite Sex Friendships  

    Note: This topic is covered by the reading assigned beneath sub-subunit 6.3.1.  This is a milestone in adolescent development.  Be sure you have a good understanding of the important factors in this transition.

  • 6.3.3 From Friendship to Dating  

    Note: This topic is covered by the reading assigned beneath sub-subunit 6.3.1.  Life becomes more interesting – and challenging – as the stakes of friendship get higher.

  • 6.3.4 Sexual Assault and Dating Violence  
  • 6.3.5 Kinsey’s Sexual Behavior Research  
  • 6.3.6 Parental Conflicts  
  • 6.3.7 Juvenile Delinquency  
  • 6.3.8 Illicit Substances  

    Note: This topic is covered by the reading assigned beneath sub-subunit 6.3.7.  Focus particularly on the potential cultural influences on how intelligence is defined and measured.

  • Unit 7: Development in Adulthood  

    In the previous unit, we talked about how we develop as adolescents.  This unit will look at the development that takes place during true adulthood.  You should note that while various stages of development are aligned with certain ages, these age distinctions are just guidelines; some may suggest that adolescence ends (and adulthood begins) at 18 years, but there is no scientific evidence to substantiate this distinction.  This notion becomes important when taking a look at adulthood development because different developmental patterns can begin at different times for different adults.  As a result, for the purposes of this unit, we will leave age distinctions alone and focus instead on the development patterns themselves.  While adulthood clearly comprises the largest portion of our lives, it may be the least–studied of the developmental stages.  This unit will discuss the reasons for this in some depth.

    You will also note that, as a developmental psychologist, you should identify and observe connections between development in childhood, in adolescence, and in adulthood.  This developmental timeline is never distinct; it is constantly changing and adapting based on earlier development.

    Unit 7 Time Advisory   show close
    Unit 7 Learning Outcomes   show close
  • 7.1 Issues in Adult Development  
  • 7.1.1 Stages of Adult Development: Erikson’s Generativity vs. Stagnation and Integrity vs. Despair  
  • 7.1.2 Levinson’s Lifespan Changes: Middle vs. Late Adulthood stages  
  • 7.1.3 Early Adult Transition  

    Note: This topic is covered by the reading assigned beneath sub-subunit 7.1.2.  Levinson viewed this as the start of the most productive time of life.

  • 7.1.4 Age 30 Transition  

    Note: This topic is covered by the reading assigned beneath sub-subunit 7.1.2.  According to Levinson, this can be either a very difficult or a very smooth transition.  It is important in either case.

  • 7.1.5 Mid-Life Transition  

    Note: This topic is covered by the reading assigned beneath sub-subunit 7.1.2.  According to Levinson, this is the phase in which many people experience their "mid-life crisis."

  • 7.1.6 Effects of Aging on Physical Development  
  • 7.1.7 Effects of Aging on Cognitive Development  
  • 7.2 Personality Development in Adulthood  
  • 7.2.1 Adult Attachment Theory  
  • 7.2.2 Styles of Adult Attachment  

    Note: This topic is covered by the reading assigned beneath sub-subunit 7.2.1.  This reading includes an interesting discussion of the differences and similarities in adult and childhood attachment.

  • 7.3 Marriage and Divorce  
  • 7.3.1 Marriage and Conflict  
  • 7.3.2 Conflict Following Divorce  

    Note: This topic is covered by the reading assigned beneath sub-subunit 7.3.1.  This reading should give you a good understanding of the factors that are most important with respect to post-divorce conflict.

  • 7.3.3 Effects on Parenting  

    Note: This topic is covered by the reading assigned beneath sub-subunit 7.3.1.  Parenting through and after divorce is extremely challenging.  You should achieve a good understanding of what circumstances affect post-divorce parenting.

  • 7.3.4 Effects on Children  

    Note: This topic is covered by the reading assigned beneath sub-subunit 7.3.1.  Although this is just a summary of a huge area of study, this should provide a good overview of how children can be affected by divorce.

  • 7.3.5 Custodial Fathers vs. Custodial Mothers  

    Note: This topic is covered by the reading assigned beneath sub-subunit 7.3.1.  What are the important differences between maternal and paternal child custody, if any?

  • 7.3.6 Trends in Divorce – Past vs. Recent  

    Note: This topic is covered by the reading assigned beneath sub-subunit 7.3.1.    You should try to achieve a good understanding of how divorce has changed and is changing.

  • 7.3.7 Remarriage  

    Note: This topic is covered by the reading assigned beneath subunit 7.3.1.

  • 7.4 Parental Approaches  
  • 7.4.1 Baumrind's Parenting Styles  
  • 7.4.2 Authoritarian  

    Note: This topic is covered by the reading assigned beneath sub-subunit 7.4.1.  It is widely understood that authoritarian parents tend to be very demanding.  Be sure you understand their other important traits.

  • 7.4.3 Permissive  

    Note: This topic is covered by the reading assigned beneath sub-subunit 7.4.1.  Perhaps all children would prefer permissive parents.  What are the "costs" of this parenting style?

  • 7.4.4 Authoritative  

    Note: This topic is covered by the reading assigned beneath sub-subunit 7.4.1. Be sure you understand the differences between authoritarian and authoritative parents.

  • 7.4.5 Uninvolved  

    Note: This topic is covered by the reading assigned beneath sub-subunit 7.4.1.  Is being an uninvolved parent necessarily a "bad" thing?  Is it "abnormal?"

  • 7.4.6 Gay and Lesbian Parents  
  • Final Exam  

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