Note: This is an archived Handbook entry from 2012.
|Dates & Locations:|| |
This subject has the following teaching availabilities in 2012:Semester 2, Parkville - Taught on campus.
Timetable can be viewed here. For information about these dates, click here.
|Time Commitment:||Contact Hours: Thirty-six hours of lectures and/or seminars. |
Total Time Commitment:
Estimated total time commitment: 120 hours per semester.
There are no prerequisites for this subject
There are no corequisites for this subject
|Recommended Background Knowledge:|| |
A psychology accredited major sequence
|Non Allowed Subjects:|| |
There are no non allowed subjects
|Core Participation Requirements:||
For the purposes of considering request for Reasonable Adjustments under the Disability Standards of Education (Cwth 2005), and Students Experiencing Academic Disadvantage Policy, academic requirements for this subject are articulated in the Subject Description, Subject Objectives, Generic Skills and Assessment Requirements of this entry.
The University is dedicated to provide support to those with special requirements. Further details on the disability support scheme can be found at the Disability Liaison Unit Website: http://www.services.unimelb.edu.au/disability/
CoordinatorAssoc Prof Robert Reeve
12th floor Redmond Barry Building (Building 115 Map)
Telephone: + 61 3 8344 6377
The general aim is to review advances in developmental research by analysing recent perspectives on the question of how best to conceptualise the impact of genetic, biological, neurological, cognitive, affective, interpersonal, social and cultural factors on the developing individual. The unifying aim is to analyse the theoretical, measurement and policy implications of contemporary claims about the nature of development. The nature of the correspondences between models of developmental processes and the analytical models used to explore those processes receive particular attention. A number of topics are examined in depth to highlight salient developmental issues. Recent research on the origins of young children's social and cognitive competencies is analysed to assess claims about the domain specific and domain general nature of development. Hypotheses about genetic influences on development are also critically analysed. Claims about the impact of social factors (peers, parents, social environments, cultures) are reviewed to 1) explore the ways in which external influences are thought to affect development; 2) examine the contribution of the person to his or her own development; and 3) assess the limitations of analytic methods used to test claims about influences and contributions. Other issues covered include interactions between biological predispositions and environment conditions; the role of culture in the development of the individual; ways of theorising and measuring development change; specific versus general competencies; and, the implications of research for social policy and practice.
The subject aims to:
Students will complete four 850 word essays, worth 100% of the subject assessment and engage in class discussions.
Attendance at 80% or more of classes is a hurdle requirement. In case of failure to meet the hurdle requirement, additional work will be required before a passing grade can be awarded.
|Prescribed Texts:|| |
There are no prescribed texts
|Recommended Texts:|| |
There are no recommended texts
|Breadth Options:|| |
This subject is not available as a breadth subject.
|Fees Information:||Subject EFTSL, Level, Discipline & Census Date|
Students in this subject will be given appropriate opportunity and educational support to develop the following skills:
Bachelor of Arts (Honours) in Psychology |
Postgraduate Diploma in Psychology
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