Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Convenor
Cathy McMahon
Contact via cathy.mcmahon@mq.edu.au
C3A Room 715
Monday 4-5pm, Thursday2-4pm
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Credit points |
Credit points
3
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Prerequisites |
Prerequisites
[(PSY104(P) and PSY105(P)) and (STAT122(P) or STAT170(P) or STAT171(P) or PSY122(P))] or [admission to GDipPsych] or [((PSY104(P) and PSY122(P)) or PSYC104(P))) and (admission to BA-PsychLLB or GradCertSpComm or GradDipSpComm)] or [(PSYC104(P) and PSYC105(P)] or [PSY104(P) and PSYC105(P) and STAT170(P)] or [PSYC104(P) and PSY105(P) and STAT170(P)]
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Corequisites |
Corequisites
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Co-badged status |
Co-badged status
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Unit description |
Unit description
This unit involves the study of how humans grow and change across the life span from conception until death. The unit consolidates and extends topics introduced in the developmental section of PSYC105. We explore developmental continuities and changes that are normative and common to most people, but also ways in which people differ from one another. In particular we focus on theories that seek to explain development and the extent to which development is influenced by genes, the physical environment, social relationships, and the context in which the individual lives. We survey major theories, research findings, and contemporary issues in physical, cognitive, social-emotional, and personality development across the life span. The tutorial sessions complement the lectures and focus on developmental research methodologies and practical applications of developmental theory.
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Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
Name | Weighting | Due |
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Quiz | 10% | Week 37 starting 8/9/14 |
Literature Review | 35% | Week 38 18/9/14 |
Mid-Session Examination | 25% | Week 41 9/10/14 |
Final Examination | 30% | Final Examination Period |
Due: Week 37 starting 8/9/14
Weighting: 10%
This quiz is "open book" and is a low-risk introductory assessment task to ensure you engage with lecture and tutorial material during the early weeks.
Due: Week 38 18/9/14
Weighting: 35%
This assessment task assesses research, integration, critical analysis and academic writing skills. You will receive a detailed handout regarding this assessment task and guidance in lectures and tutorials about how to approach it.
Due: Week 41 9/10/14
Weighting: 25%
This short answer examination tests knowledge and understanding of content from modules 1-3 with a particular emphasis on tutorial content.
Due: Final Examination Period
Weighting: 30%
This test assesses knowledge, understanding and application of unit content.
The unit is comprised of lectures and tutorials.
Lectures: 1 x 2-hour lecture each week on Thursday 16 -18 (Lotus Theatre).
Tutorials: 1 x 2-hour tutorial each fortnight.
Students enrolled in the iLecture attendance mode can access the ilecture recording of the lecture through iLearn, but must attend the compulsory tutorials once per fortnight. Students are divided into A and B Streams. The A Stream (enrolled in odd weeks on the timetable) will begin tutorials in the second week of semester (week 33), and the B Stream (enrolled in even weeks on the timetable) will begin in the third week (week 34). There are no tutorials in the first two weeks of October after the break (weeks 41 and 42).
The timetable for classes can be found on the University web site at: http://www.timetables.mq.edu.au/
Tutorial Attendance: There are no marks allocated for tutorial attendance, but attendance is strongly encouraged as the format is interactive, material covered in class discussions is examinable, and the classes and content are not recorded. At many of the tutorials we will use videotaped stimulus material to discuss theoretical and methodological issues.
Managing Classes: Changes to all units can be done on-line via eStudent. After week 2, no further changes will be entertained unless supporting documentation about the reason for changing is provided and there is space in the tutorial at time you wish to change into. All requests for change after the last day should be directed to the tutors concerned.
Prescribed text: The textbook has been custom designed by Associate Professor Catherine McMahon for this course and includes material from two Australian textbooks as well as excerpts from a chapter in a North American textbook. All three source texts are published by Pearson Custom Publishing.
PSY 235 Developmental Psychology 3rd Edition: A Macquarie Custom Book is available in the bookshop. See the Unit Schedule for full details of relevant sections.
Authors of content in the custom book
White, F., Hayes, B., Livesey, D. (2013). Developmental Psychology from Infancy to Adulthood. (3rd edition). Sydney: Pearson Australia.
Peterson, C. (2010). Looking Forward through the Lifespan (5th ed.). Sydney: Pearson Australia.
(Note: Page numbers at top of page in text book) |
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MODULE 1 INTRODUCTION AND EARLY DEVELOPMENT
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Introduction, Overview of Theory, Approach to writing a literature review: McMahon Introduction to developmental psychology. 1-37.
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7/8/14 (32) No Tutorial |
Prenatal Development, Genes, Environment: McMahon Foundations of development: Genetics and prenatal development. 37-71. |
14/8/14 (33) Tutorial 1A |
Physical and Perceptual Development: McMahon Motor development. 74-95. Perceptual development. 100-129. |
21/8/14 (34) Tutorial 1B |
MODULE 2 COGNITIVE DEVELOPMENT
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Cognitive Development I: McMahon Stages of cognitive development I: Piaget and beyond. 134-170. |
28/8/14(35) Tutorial 2A |
Cognitive Development II: McMahon Cognitive development II: Information-processing, core-knowledge and sociocultural approaches. 174-209. |
4/9/14(36) Tutorial 2B |
MODULE 3 GENDER AND MORAL DEVELOPMENT
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Gender Development: Bussey Gender Development. 259-270. |
11/9/14(37) Tutorial 3A |
Moral Development: Bussey Moral Development. 276-305. Literature Reviews Due Thursday 18th September
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18/9/14 (38) Tutorial 3B |
MID-SESSION BREAK |
(39,40) 22/9/14 7/10/14 |
MODULE 4 SOCIAL AND EMOTIONAL DEVELOPMENT IN FAMILY CONTEXT
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MID-SESSION IN CLASS EXAMINATION Note: No tutorials this week.
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9/10/14 (41) No tutorial |
Social and Personality Development: McMahon Infancy: Social, emotional and personality development. 214-240.
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16/10/14 (42) No tutorial |
Contexts: Parenting, Siblings, Families: McMahon Middle Childhood: Social, personality and sex-role development. 244-255. |
23/10/14 (43) Tutorial 4A |
MODULE 5 ADULT DEVELOPMENT AND AGEING
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Adolescence/Adult Development: Warburton/Ferguson Extracts from Berk, L. E. Development through the lifespan. 309-319
Adult Development Continued: Ferguson Extracts from Berk, L. E. Development through the lifespan. 324- 345 Death and Dying/Course Review and Feedback Ferguson/McMahon The End of the Lifespan. Death Dying and Bereavement. 349-375. |
30/10/14 (44) Tutorial 4B
6/11/14(45) Tutorial 5A 13/11/14 (46) Tutorial 5B |
Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:
Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html
Assessment Policy http://mq.edu.au/policy/docs/assessment/policy.html
Grading Policy http://mq.edu.au/policy/docs/grading/policy.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Grievance Management Policy http://mq.edu.au/policy/docs/grievance_management/policy.html
Disruption to Studies Policy http://www.mq.edu.au/policy/docs/disruption_studies/policy.html The Disruption to Studies Policy is effective from March 3 2014 and replaces the Special Consideration Policy.
In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
Academic Honesty:
Students are responsible for ensuring academic integrity practices are followed at all times. Your first step is to read the University's Academic Honesty Policy, and make sure you know what constitutes good practice and what plagiarism is, see link above.
Plagiarism is an example of dishonest academic behaviour and is defined by the Policy on Academic honesty as: “Using the work or ideas of another person and presenting this as your own without clear acknowledgement of the source of the work or ideas”. There are two main issues. The first is presenting text from a publication or material retrieved from a website as though it were your own. When doing a literature review that involves presenting an analysis of the work of a number of theorists and researchers you need to make sure you know how to reference and cite correctly.
The other practice is the potential for collusion with other students. Informal study groups are encouraged as a good way to assist your learning, but please remember that all your independently assessed assignments must be totally independently completed. Unless you are doing a group project where each member contributes to producing one piece of work, for which you get the one mark, using part or all of someone else's work constitutes collusion and breaches the University's Academic Honesty policy.
Do not collude with any other student by selling, giving, lending, explaining or showing all or parts of your independently assessed work/answers/past or current assignments, and do not ask to buy, borrow, see and use all or parts of the work of another student. Plagiarism is a serious breach of the University's rules and carries significant penalties. The Schedule of Penalties can be found at: http://www.mq.edu.au/policy/docs/academic_honesty/schedule_penalties.html
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
For all student enquiries, visit Student Connect at ask.mq.edu.au
For help with University computer systems and technology, visit http://informatics.mq.edu.au/help/.
When using the University's IT, you must adhere to the Acceptable Use Policy. The policy applies to all who connect to the MQ network including students.
We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments.
This graduate capability is supported by:
Our graduates will have enquiring minds and a literate curiosity which will lead them to pursue knowledge for its own sake. They will continue to pursue learning in their careers and as they participate in the world. They will be capable of reflecting on their experiences and relationships with others and the environment, learning from them, and growing - personally, professionally and socially.
This graduate capability is supported by:
Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.
This graduate capability is supported by:
We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.
This graduate capability is supported by:
Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations.
This graduate capability is supported by:
Our graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking.
This graduate capability is supported by:
We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.
This graduate capability is supported by:
As local citizens our graduates will be aware of indigenous perspectives and of the nation's historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society.
This graduate capability is supported by:
Date | Description |
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16/01/2014 | The Prerequisites was updated. |