Note: This is an archived Handbook entry from 2015.
|Dates & Locations:|| |
This subject has the following teaching availabilities in 2015:Semester 1, Parkville - Taught on campus.
Timetable can be viewed here. For information about these dates, click here.
|Time Commitment:||Contact Hours: 24 hours of Lectures and 12 hours of Practical/Tutorial |
Total Time Commitment:
36 contact hours with an estimated 170 hours time commitment
No prerequisistes are required for this subject.
No corequisistes are required for this subject
|Recommended Background Knowledge:||
Prior coursework in the two Level 1 psychology subjects, Mind Brain and Behaviour 1 and Mind Brain and Behaviour 2 is recommended.
|Non Allowed Subjects:|| |
512221 Developmental Psychology 2
512227 Developmental Psychology
|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/
CoordinatorDr Katherine Johnson
Melbourne School of Psychological Sciences
12th floor Redmond Barry building (Building 115 Map)
Telephone: = 61 3 8344 6377
Developmental science attempts to answer questions about the ways in which: (1) nature and nurture together shape development; (2) development is continuous and/or discontinuous; (3) cognitive and sociocultural factors affect the developing person; and (4) the reasons for individual differences in psychological functioning.
This subject examines the ways in which biological, genetic, neuropsychological, cognitive, social, emotional, personality and cultural factors affect developmental functioning from conception and infancy, through childhood and adolescence. Contemporary theories of development are reviewed to determine how well they account for the nature of changes in infancy, childhood and adolescence.
A quantitative methods component will be integrated into the lecture, practical class, and assessment structure of this subject. The aim is to provide an understanding of, and practical experience with, the appropriate experimental design and statistical analysis techniques used to evaluate research in Developmental Psychology.
Upon completion of this subject, students should be able to:
Laboratory report(s) of not more than 2000 words (40%) to be submitted during semester.
An examination of no more than two hours (60%) to be completed at the end of semester during the specified university examination period.
Each piece of assessment must be completed (hurdle requirements). Attendance at 80% or more of the laboratory classes and a class presentation are hurdle requirements. In case of failure to meet either hurdle requirement, additional work will be required before a passing grade can be awarded.
|Prescribed Texts:|| |
Siegler, DeLoache, Eisenberg, Saffran. How Children Develop. (4th ed.) Worth Publishers 2014
|Recommended Texts:|| |
PDFs of research articles available via the Library's portal.
|Breadth Options:|| |
This subject potentially can be taken as a breadth subject component for the following courses:
You should visit learn more about breadth subjects and read the breadth requirements for your degree, and should discuss your choice with your student adviser, before deciding on your subjects.
|Fees Information:||Subject EFTSL, Level, Discipline & Census Date|
Students will be given appropriate opportunity and educational support to develop skills to:
Graduate Diploma in Psychology |
Science-credited subjects - new generation B-SCI and B-ENG.
|Related Breadth Track(s):||
The Developing Mind |
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