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 1-2 pm; Tuesday 1-3 pm
Senior Tutor/Administration
Alexandra Lonergan
Contact via alexandra.lonergan@mq.edu.au
Administrator Student Office
Novello Alday
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Prerequisites |
Prerequisites
(PSYX104 and PSYX105) or (PSYC104 and PSYC105)
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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 PSYX105. 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.open.edu.au/student-admin-and-support/key-dates/
On successful completion of this unit, you will be able to:
Name | Weighting | Hurdle | Due |
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Quiz | 10% | No | Week starting 2/9/19 |
Literature Review | 40% | No | 2.00pm Tuesday 24/9/19 |
Final Examination | 50% | No | Final Examination Period |
Due: Week starting 2/9/19
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. You will receive feedback on your performance.
Due: 2.00pm Tuesday 24/9/19
Weighting: 40%
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: Final Examination Period
Weighting: 50%
This test assesses knowledge, understanding and application of unit content including tutorial content.
The unit is comprised of lectures and tutorials.
Lectures: 1 x 2-hour lecture each week on Tuesday 10-12.00. Lectures are live streamed and recordings are available through echo on iLearn.
Tutorials: 2-hour tutorial activities to be completed each fortnight. There are five tutorial topics.
Tutorial Participation: There are no marks allocated for tutorial participation, but participation is compulsory as the format is interactive and material covered in class discussions is included in quizzes and examinations. In many of the tutorials we will use videotaped stimulus material to discuss theoretical and methodological issues. The emphasis is on active engagement with this material.
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 for readings are at top of page in text book) |
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Week |
MODULE 1 INTRODUCTION AND EARLY DEVELOPMENT |
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1 |
Introduction, Overview of Theory, Approach to writing a literature review: McMahon Textbook 1-37. |
30 July No Tutorial |
2 |
Prenatal Development, Genes, Environment: McMahon Textbook 37-71. |
6 Aug Tutorial 1 |
3 |
Physical and Perceptual Development: McMahon Textbook 74-95; 100-129. |
13 Aug |
MODULE 2 COGNITIVE DEVELOPMENT |
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4
5
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Cognitive Development A: McMahon Textbook 174-209. Cognitive Development B: Warburton Textbook 134-170. |
20 Aug Tutorial 2 27 Aug
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MODULE 3 SOCIAL AND EMOTIONAL DEVELOPMENT A |
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6 |
Temperament and Q&A Session: McMahon Textbook 214-226. Opportunity to ask questions about your Literature Review |
3 Sept Tutorial 3 |
7 |
Social-Emotional Development and Attachment: McMahon Textbook 226-240. |
10 Sept |
MID-SESSION BREAK: Literature Reviews are due Tuesday 24th September at 2.00 pm |
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MODULE 4 SOCIAL AND EMOTIONAL DEVELOPMENT B |
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8 |
Contexts for Development: Families & Parenting: McMahon Textbook 244-255. |
1 Oct
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9
10
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Gender Development: Bussey Textbook 259-270. Moral Development: Bussey Textbook 276-305. |
8 Oct
15 Oct Tutorial 4 |
MODULE 5 ADULT DEVELOPMENT AND AGEING | ||
11
12
13 |
Adolescence/Adult Development: McMahon/Ferguson Extracts from Berk, L.E. Textbook 309-319. Adult Development Continued: Ferguson Extracts from Berk, L.E. Textbook 324-345. Death and Dying: Ferguson Textbook 349-375. |
22 Oct
30 Oct Tutorial 5 5 Nov
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Unless a Special Consideration request has been submitted and approved, (a) a penalty for lateness will apply – two (2) marks out of 100 will be deducted per day for assignments submitted after the due date – and (b) no assignment will be accepted more than seven (7) days (incl. weekends) after the original submission deadline. No late submissions will be accepted for timed assessments – e.g. quizzes, online tests.
The University recognises that students may experience events or conditions that adversely affect their academic performance. If you experience serious and unavoidable difficulties at exam time or when assessment tasks are due, you can consider applying for Special Consideration.
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If you feel that your studies have been impacted submit an application as follows:
Outcome
Once your submission is assessed, an appropriate outcome will be organised.
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Macquarie University policies and procedures are accessible from Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central). Students should be aware of the following policies in particular with regard to Learning and Teaching:
Undergraduate students seeking more policy resources can visit the Student Policy Gateway (https://students.mq.edu.au/support/study/student-policy-gateway). It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.
If you would like to see all the policies relevant to Learning and Teaching visit Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central).
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/study/getting-started/student-conduct
Results published on platform other than eStudent, (eg. iLearn, Coursera etc.) or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au or if you are a Global MBA student contact globalmba.support@mq.edu.au
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
Information about studying via OUA at Macquarie University can be found here: https://www.mq.edu.au/study/other-study-options/open-universities-australia including he OUA Student Guide. This has all the MQ OUA-specific policies (info about studying online, extensions, exams, etc).
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
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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 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:
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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:
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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: