Daniel S. Messinger

Professor of Psychology, Pediatrics, Electrical & Computer Engineering, Music Engineering

PSY260 (Fall 2018)

Fall 2018

Advanced Developmental Psychology (PSY 620Q), Fall 2018
Tuesday, Thursday 12:30PM - 1:45PM, FLP 402
Department of Psychology, University of Miami

Daniel Messinger, Ph.D., [email protected]
FLP 308, (305) 284-8443
Office Hours: Thursday 1:45 - 2:45, and by appointment

Course Description: The course is designed to involve you in current research in developmental science. It involves lecture, discussion, a mid-term exam, and a final project. Multiple topics in developmental psychology will be covered through lecture and discussion. They are organized into four sections: 1) developmental theories, methodologies and conceptualizations of the biological and cultural processes that jointly influence development; 2) specific domains of development (perceptual, cognitive, social/emotional); 3) socialization processes with an emphasis on parent, peer, school, and community influences on development; 4) emerging adulthood, parenting, and aging. Emphasis will be placed on mechanisms underlying continuity and change over the lifespan.

Course Objectives. To provide you with a) a critical understanding of current developmental theories, methods, and research; b) an ability to present, critique, and defend developmental research; and c) the capacity to integrate results to address questions in developmental science.

Required Readings: Readings are chosen to provide exposure to the theory, methods, and findings of current developmental research. An article (and occasional chapter) will be assigned for each class. If two articles are listed, the student presenting the article chooses between them. Additional readings on the syllabus are not required but exam questions may ask you to integrate material from these additional readings. Readings are linked to this syllabus. In addition, Bornstein, M. H., & Lamb, M. E. (2011) (Developmental Science: An Advanced Textbook, 6th Edition) will be available through the library and BlackBoard.

Facilitating Discussion:

Presentations. Students will be responsible for presenting an article and facilitating class discussion approximately 2 times during the semester (30 points). Your presentations should cover the article’s unique contribution, integrative themes across the readings (particularly for that day), the pros and cons of different research methods for addressing the topic, and ideas regarding potential future directions/applications of the findings.

Evaluation. Presentations will be evaluated based on a) the clarity of your presentation and slides, b) your understanding of the article (e.g., adequacy of responses to questions), c) the depth of your communicated understanding of the issues raised by the article (e.g., what is the unique message of the article), and d) the quality of the ensuing discussion (e.g., relationship to ongoing class themes). Hallmarks of quality involve identifying strengths of the article, weaknesses, and specific, article-pertinent ideas for addressing those weaknesses. Weaker presentations often focus on common methodologic weaknesses without identifying solutions. Stronger presentations often focus on key strengths and results.

Slides. Your presentations should use Power-Point slides. I prefer large text and figure-based presentations where the title of each slide is communicative and slide titles do not repeat. In some instances, online slides exist with which to present your article. As needed, please edit the slides and/or create new slides. If you create new slides, please consider putting your last name in the footer section of the slide. The new slides—only send the slides you will be presenting—will be due by email 12 hours before class. You should have a balance of presentations with respect to using existing slides and creating new ones.

Feedback. I am available to discuss articles before your presentation. Good topics for discussion are elements of the article that are difficult to understand, and your questions about what is most important to present, and how it should be presented. In other words, if there is something about the article you are planning to present that don't understand, come discuss it with me beforehand. .

Participation, Participation refers to your level of engagement in class. Participation includes submission of 9 substantive questions pertaining to the reading by 12:00 am (midnight) before the class at which we discuss the reading. Participation includes attendance, having clearly done the required reading, asking pertinent questions, offering informed responses to questions, and constructive debate. Use of electronic devices for anything except class work is prohibited. Full credit participation should not be assumed. If you have a question about your level of presentation, I am happy to discuss. Attendance is mandatory.

Exams. Exams will be short essay format and will require students to reflect upon and integrate the readings and class discussions. Each question should be answered with a one page, single-spaced response with spaces between paragraphs (1” margins, 12-point font).

Midterm Exam. All students will complete a midterm exam (distributed Oct 2 and due Oct 10). The midterm will have three required questions (25 points).

Final Exam. Students may elect either a final paper or a final exam (35 points). The final exam will be distributed Dec 4 and due Dec 12. The final will have five to six questions.

Final paper. Students may elect either a final paper or a final exam (35 points). The final paper will concern typical or atypical developmental processes. For the final paper, choose a question relevant to your research that can be addressed from a developmental perspective emphasizing change over time. The paper must constitute new work. It can be grounded in your scientific research or can be an exploration of developmental themes unrelated to your work. In either case it should take one of the following two forms.

1) An empirical study in the form of a journal submission (10-25 double spaced pages). This is an ideal format for completing an ongoing research project.

2) A NIH F31/R03, NSF Graduate Research Fellowship, or comparable proposal to which I agree. The idea here is to tie together your knowledge of an area with a proposal to do research in this area. The final paper should include all substantive areas of the proposal (5 – 6 single-spaced pages). This is an ideal format for exploring ideas in developmental research, which are related or unrelated to your ongoing research.

3) A publication-quality literature review in summary-article format or chapter format (i.e., organized by theme, not by article (10-25 double spaced pages).

An outline of the final project is due Nov 8 and an abstract Nov 15. These are intended to crystallize your thinking and provide an opportunity for feedback. If some feature of the assignment is missing in your outline or abstract, and I do not draw your attention to its absence, this does not constitute license to omit that portion of the assignment. The final paper is due Dec 11.

Honor Code. Exams and final papers are governed by the honor code. They will be submitted through BlackBoard SafeAssign. They are governed by the Honor code. Please review the graduate honor code here

Office Hours. Office hours (listed above) or scheduled after class or by email are an ideal setting for me to assist you with your final paper, exam(s), discussion facilitation, or class participation.

Points
Participation	10
Facilitating Discussion	30
Midterm exam	25
Final paper or exam	35
Total	100

Grading Scale
A+	97-100	C+	77-79
A	94-96	C	74-76%
A-	90-94	C-	70-73%
B+	87-89	D	63-69%
B	84-86	F	62 - 0
B-	80-83

Schedule of Classes, Readings, and Assignments

Aug 21.

Introduction to Class and Developmental Psychology (ppt1)

Additional reading:

Spencer, J. P., Perone, S., & Buss, A. T. (2011). Twenty years and going strong: A dynamic systems revolution in motor and cognitive development. Child Development Perspectives, 5, 260-266.

Bornstein & Lamb: Chapter 1. Lerner, R. M., Lewin-Bizan, S., & Alberts Warren, A. E. (2011). Concepts and theories of Human Development.

Aug 23.

Developmental Design, Measurement, & Analysis (lec5.design.ppt)

Bornstein, M. H., Putnick, D. L., & Esposito, G. (2017). Continuity and Stability in Development. Child Development Perspectives, n/a-n/a. doi: 10.1111/cdep.12221 Daisy1s

Additional reading:

Adolph, K. E., S. R. Robinson, et al. (2008). "What is the shape of developmental change?" Psychological Review 115(3): 527-543.

Aug 28.

The genetic basis of behavior and development (ppt8)

Lester, B. M., Conradt, E., LaGasse, L. L., Tronick, E. Z., Padbury, J. F., & Marsit, C. J. (2018). Epigenetic Programming by Maternal Behavior in the Human Infant. Pediatrics. doi:10.1542/peds.2017-1890 see Movie

Barker, E. D., Walton, E., Cecil, C. A. M., Rowe, R., Jaffee, S. R., Maughan, B., O'Connor, T. G., Stringaris, A., Meehan, A. J., McArdle, W., Relton, C. L., & Gaunt, T. R. A Methylome-Wide Association Study of Trajectories of Oppositional Defiant Behaviors and Biological Overlap with Attention Deficit Hyperactivity Disorder. Child Development, 0(0). doi:doi:10.1111/cdev.12957

Conradt, E., Hawes, K., Guerin, D., Armstrong, D. A., Marsit, C. J., Tronick, E., & Lester, B. M. (2016). The Contributions of Maternal Sensitivity and Maternal Depressive Symptoms to Epigenetic Processes and Neuroendocrine Functioning. Child Development, 87(1), 73-85. doi: 10.1111/cdev.12483 Lara1ns

Additional reading:

Bedrosian, T. A., Quayle, C., Novaresi, N., & Gage, F. H. (2018). Early life experience drives structural variation of neural genomes in mice. Science, 359(6382), 1395-1399. doi:10.1126/science.aah3378 http://science.sciencemag.org/content/359/6382/1395.full.

Naumova, O. Y., Hein, S., Suderman, M., Barbot, B., Lee, M., Raefski, A., Dobrynin, P. V., Brown, P. J., Szyf, M., Luthar, S. S., & Grigorenko, E. L. (2016). Epigenetic Patterns Modulate the Connection Between Developmental Dynamics of Parenting and Offspring Psychosocial Adjustment. Child Dev, 87(1), 98-110. doi: 10.1111/cdev.12485

Remedios, R., Kennedy, A., Zelikowsky, M., Grewe, B. F., Schnitzer, M. J., & Anderson, D. J. (2017). Social behaviour shapes hypothalamic neural ensemble representations of conspecific sex. Nature, 550, 388. doi: 10.1038/nature23885. https://www.nature.com/articles/nature23885#supplementary-information

Simpson, E. A., Nicolini, Y., Shetler, M., Suomi, S. J., Ferrari, P. F., & Paukner, A. (2016). Experience-independent sex differences in newborn macaques: Females are more social than males. 6, 19669. doi: 10.1038/srep19669 https://www.nature.com/articles/srep19669#supplementary-information.

Szyf, M. and J. Bick (2012). "DNA Methylation: A Mechanism for Embedding Early Life Experiences in the Genome." Child Development.

Aug 30

The biological basis of behavior and development (ppt7)

Nomi, J. S., Bolt, T. S., Ezie, C., Uddin, L. Q., & Heller, A. S. (2017). Moment-to-moment BOLD Signal Variability Reflects Regional Changes in Neural Flexibility Across the Lifespan. The Journal of Neuroscience. doi:10.1523/jneurosci.3408-16.2017http://www.jneurosci.org/content/jneuro/early/2017/05/03/JNEUROSCI.3408-16.2017.full.pdf Brittany1ns

Hazlett, H. C., Gu, H., Munsell, B. C., Kim, S. H., Styner, M., Wolff, J. J., Elison, J. T., Swanson, M. R., Zhu, H., Botteron, K. N., Collins, D. L., Constantino, J. N., Dager, S. R., Estes, A. M., Evans, A. C., Fonov, V. S., Gerig, G., Kostopoulos, P., McKinstry, R. C., Pandey, J., Paterson, S., Pruett, J. R., Schultz, R. T., Shaw, D. W., Zwaigenbaum, L., Piven, J., & The, I. N. (2017). Early brain development in infants at high risk for autism spectrum disorder. Nature, 542(7641), 348-351. doi: 10.1038/nature21369

http://www.nature.com/nature/journal/v542/n7641/abs/nature21369.html#supplementary-information

Bernier, A., Calkins, S. D., & Bell, M. A. (2016). Longitudinal Associations Between the Quality of Mother–Infant Interactions and Brain Development Across Infancy. Child Development, 87(4), 1159-1174. doi: 10.1111/cdev.12518

Additional reading:

https://cpb-us-e1.wpmucdn.com/sites.northwestern.edu/dist/0/63/files/2017/09/17-JAMA-Peds-prevention-poverty-brain-volume-2fpw95p.pdf

Bornstein & Lamb: Chapter 4. Johnson, M. H. (2011). Developmental neuroscience, psychophysiology, and genetics.

Burgaleta, M., Johnson, W., Waber, D. P., Colom, R., & Karama, S. (2014). Cognitive ability changes and dynamics of cortical thickness development in healthy children and adolescents. Neuroimage, 84(0), 810-819. doi: http://dx.doi.org/10.1016/j.neuroimage.2013.09.038

Uddin, L. Q., Supekar, K., & Menon, V. (2013). Reconceptualizing functional brain connectivity in autism from a developmental perspective. Frontiers in Human Neuroscience, 7. doi: 10.3389/fnhum.2013.00458

Chen, E., Cohen, S., & Miller, G. E. (2010). How low socioeconomic status affects 2-year hormonal trajectories in children. Psychological Science, 21, 31-37.

https://www.biorxiv.org/content/early/2017/11/24/108878

Sep 4.

Culture in Development (ppt3)

Weber, A., Fernald, A., & Diop, Y. (2017). When Cultural Norms Discourage Talking to Babies: Effectiveness of a Parenting Program in Rural Senegal. Child Development, 88(5), 1513-1526. doi: 10.1111/cdev.12882 Jesi1ns

Additional reading:

Cristia, A., Dupoux, E., Gurven, M., & Stieglitz, J. Child-Directed Speech Is Infrequent in a Forager-Farmer Population: A Time Allocation Study. Child Development, n/a-n/a. doi: 10.1111/cdev.12974 Daisy2s

Otto, H. W. R., Schuitmaker, N., Lamm, B., Abels, M., Serdtse, Y., Yovsi, R., & Tomlinson, M. (2016). Infants’ Social Experiences in Three African Sociocultural Contexts. Child Development, n/a-n/a. doi: 10.1111/cdev.12661

Wang L. & Mesman J. (2015), Child development in the face of rural-to-urban migration in China: A meta-analytic review, Perspectives on Psychological Science 10(6): 813-831.

Bornstein & Lamb: Chapter 2. Cole, M., & Packer, M. (2011). Culture in development.

Sep 6.

Culture in Development (ppt4).

Lansford, J. E., Chang, L., Dodge, K. A., Malone, P. S., Oburu, P., Palmerus, K., Bacchini, D., Pastorelli, C., Bombi, A. S., Zelli, A., Tapanya, S., Chaudhary, N., Deater- Deckard, K., Manke, B., & Quinn, N. (2005). Physical discipline and children’s adjustment: Cultural normativeness as a moderator. Child Development, 76, 1234. Karen1s

Additional reading:

Kochanska, G., Brock, R. L., & Boldt, L. J. (2016). A cascade from disregard for rules of conduct at preschool age to parental power assertion at early school age to antisocial behavior in early preadolescence: Interplay with the child's skin conductance level. Development and Psychopathology, 29(3), 875-885. doi: 10.1017/S0954579416000547

Elizabeth T. Gershoff, Andrew Grogan-Kaylor. Spanking and Child Outcomes: Old Controversies and New Meta-Analyses. Journal of Family Psychology, 2016; DOI: 10.1037/fam0000191

MacKenzie, M. J., Nicklas, E., Waldfogel, J., & Brooks-Gunn, J. (2013). Spanking and Child Development Across the First Decade of Life. Pediatrics. doi: 10.1542/peds.2013-1227

Lansford, JE, Godwin, J, Al-Hassan, SM, Bacchini, D, Bornstein, MH, Chang, L, Chen, BB, Deater-Deckard, K, Giunta, LD, Dodge, KA, Malone, PS, Oburu, P, Pastorelli, C, Skinner, AT, Sorbring, E, Steinberg, L, Tapanya, S, Peña Alampay, L, Uribe Tirado, LM, and Zelli, A. "Longitudinal Associations Between Parenting and Youth Adjustment in Twelve Cultural Groups: Cultural Normativeness of Parenting as a Moderator (Accepted)." Developmental Psychology. Full Text

Chen, X., Chen, H., Li, D., & Wang, L. (2009). Early childhood behavioral inhibition and social and school adjustment in Chinese children: A 5-year longitudinal study. Child Development, 80, 1692-1704.

Sep 11.

Perceptual Development (ppt9)

Clerkin, E.M., Hart, E., Rehg, J.M., Yu, C., & Smith, L.B. (2017). Real-world visual statistics and infants' first-learned object names. Philosophical Transactions on The Royal Society B: Biological Science, 372(1711). Silvia_2s

Additional reading:

Jakobsen, K., Umstead, L., & Simpson, E. (2015). Efficient human face detection in infancy. Developmental Psychobiology, 58(1), 129-136.

Simpson, E. A., Jakobsen, K. V., Damon, F., Suomi, S. J., Ferrari, P. F., & Paukner, A. (2016). Face Detection and the Development of Own-Species Bias in Infant Macaques. Child Development, n/a-n/a. doi: 10.1111/cdev.12565

Additional reading:

Bornstein & Lamb: Chapter 6. Bornstein, M. H., Arterberry, M. E., & Mash, C. (2011). Perceptual development.

Smith, I. T., Townsend, L. B., Huh, R., Zhu, H., & Smith, S. L. (2017). Stream-dependent development of higher visual cortical areas. Nat Neurosci, advance online publication. doi: 10.1038/nn.4469

http://www.nature.com/neuro/journal/vaop/ncurrent/abs/nn.4469.html#supplementary-information

Sep 13

Perceptual/Attention Development (ppt10).

NJ Minar, DJ Lewkowicz Overcoming the other‐race effect in infancy with multisensory redundancy: 10–12‐month‐olds discriminate dynamic other‐race faces producing speech. Developmental science 21 (4), e12604. Jasmyn_ns1

Additional reading:

Constantino, J. N., Kennon-McGill, S., Weichselbaum, C., Marrus, N., Haider, A., Glowinski, A. L., Gillespie, S., Klaiman, C., Klin, A., & Jones, W. (2017). Infant viewing of social scenes is under genetic control and is atypical in autism. Nature, 547(7663), 340-344. doi: 10.1038/nature22999

http://www.nature.com/nature/journal/v547/n7663/abs/nature22999.html#supplementary-information

Vogel, M., Monesson, A., & Scott, L. S. (2012). Building biases in infancy: The influence of race on face and voice emotion matching. Developmental Science, 15, 359-372.

Papageorgiou, K. A., Smith, T. J., Wu, R., Johnson, M. H., Kirkham, N. Z., & Ronald, A. (2014). Individual Differences in Infant Fixation Duration Relate to Attention and Behavioral Control in Childhood. Psychological Science. doi: 10.1177/0956797614531295

Jones, W., & Klin, A. (2013). Attention to eyes is present but in decline in 2-6-month-old infants later diagnosed with autism. Nature, 504(7480), 427-431. doi: 10.1038/nature12715

Yu, C. & Smith, L.B. (2017) Hand-eye coordination predicts joint attention. Child Development.

Hadley, H., Pickron, C. B., & Scott, L. S. (2015). The lasting effects of process‐specific versus stimulus‐specific learning during infancy. Developmental Science, 18(5), 842-852.

Peterson, D. (2016). The Baby Factory: Difficult Research Objects, Disciplinary Standards, and the Production of Statistical Significance. Socius: Sociological Research for a Dynamic World, 2. doi: 10.1177/2378023115625071

Maurer, D., Mondloch, C. J., & Lewis, T. L. (2007). Sleeper effects. Developmental Science, 10, 40-47.

Maurer, D., & Werker, J. Perceptual narrowing during infancy: A comparison of language and faces. Developmental Psychobiology, 2014, 56, 154-178.

Sep 18.

Joint attention

Yu, C., & Smith, L. B. (2016). The Social Origins of Sustained Attention in One-Year-Old Human Infants. Curr Biol, 26(9), 1235-1240. doi: 10.1016/j.cub.2016.03.026 Olivia1s

Additional reading:

Adamson, L. B., Bakeman, R., Suma, K., & Robins, D. L. An Expanded View of Joint Attention: Skill, Engagement, and Language in Typical Development and Autism. Child Development, n/a-n/a. doi: 10.1111/cdev.12973

McGillion, M., Herbert, J. S., Pine, J., Vihman, M., dePaolis, R., Keren-Portnoy, T., & Matthews, D. (2017). What Paves the Way to Conventional Language? The Predictive Value of Babble, Pointing, and Socioeconomic Status. Child Development, 88(1), 156-166. doi: 10.1111/cdev.12671

Gangi, D. N., Messinger, D. S., Martin, E. R., & Cuccaro, M. L. (2016). Dopaminergic variants in siblings at high risk for autism: Associations with initiating joint attention. Autism Research, n/a-n/a. doi: 10.1002/aur.1623

Sep 20. Cognitive Development (ppt11)

Ritchie, S. J., & Tucker-Drob, E. M. (2018). How much does education improve intelligence? A meta-analysis. Psychological Science.Stephanie1ns

Lauer, J. E., & Lourenco, S. F. (2016). Spatial Processing in Infancy Predicts Both Spatial and Mathematical Aptitude in Childhood. Psychological Science. doi: 10.1177/0956797616655977

Simpson, E. A., Murray, L., Paukner, A., & Ferrari, P. F. (2014). The mirror neuron system as revealed through neonatal imitation: Presence from birth, predictive power, and evidence of plasticity. Philosophical Transactions of the Royal Society B, 369(1644), 1-12. Sarah1

Additional reading:

Bahrick, L. E., Todd, J. T., & Soska, K. C. (accepted for publication). The Multisensory Attention Assessment Protocol (MAAP): Characterizing individual differences in multisensory attention skills in infants and children and relations with language and cognition. Developmental Psychology.

Sep 25.

Cognitive Development (ppt12)

Tucker-Drob, E. M., & Bates, T. C. (2015). Large Cross-National Differences in Gene × Socioeconomic Status Interaction on Intelligence. Psychological Science. doi: 10.1177/0956797615612727 Lara_2s

Additional reading:

Byrge, L., Sporns, O. & Smith, L. B. (in press) Developmental process emerges from extended brain-body-behavior networks. Trends in Cognitive Sciences. doi:10.1016/j.tics.2014.04.010 short

Tucker-Drob, E. M., Rhemtulla, M., Harden, K. P., Turkheimer, E., & Fask, D. (2010). Emergence of a Gene Ã— Socioeconomic Status Interaction on Infant Mental Ability Between 10 Months and 2 Years. Psychological Science, 22(1), 125-133.

Sep 27.

Language Development (ppt13)

Goldstein, M. H., & Schwade, J. A. (2008). Social Feedback to Infants' Babbling Facilitates Rapid Phonological Learning. Psychological Science, 19(5), 515-523. doi: 10.1111/j.1467-9280.2008.02117.x Brittany_s2

Warlaumont, A. S., Richards., J. A., Gilkerson, J., & Oller, D. K. (2014). A social feedback loop for speech development and its reduction in autism. Psychological Science, 25(7), 1314–1324. doi: 10.1177/0956797614531023 [supplemental materials, Akhtar et al., commentary on Warlaumont, Warlaumont et al. response to Akhtar]

Additional reading:

Oller DK, Niyogi P, Gray S, Richards JA, Gilkerson J, Xu D, Yapanel U, Warren SF: Automated vocal analysis of naturalistic recordings from children with autism, language delay, and typical development. Proceedings of the National Academy of Sciences 2010, 107:13354-13359.

Bornstein & Lamb: Chapter 8. MacWhinney, B. (2011). Language Development.

Perry, L.K., Perlman, M., & Lupyan, G. (2015) Iconicity in English and Spanish and its relation to lexical category and age of acquisition. PLoS ONE.

Oct 2.

Exam 1 Distributed.

Language Development (ppt14)

Hirsh-Pasek, K., Adamson, L. B., Bakeman, R., Owen, M. T., Golinkoff, R. M., Pace, A., Yust, P. K., & Suma, K. (2015). The Contribution of Early Communication Quality to Low-Income Children's Language Success. Psychol Sci, 26(7), 1071-1083. doi: 10.1177/0956797615581493 Elica1s

Additional reading:

Romeo, R. R., Segaran, J., Leonard, J. A., Robinson, S. T., West, M. R., Mackey, A. P., Yendiki, A., Rowe, M. L., & Gabrieli, J. D. E. (2018). Language Exposure Relates to Structural Neural Connectivity in Childhood. The Journal of Neuroscience. doi:10.1523/jneurosci.0484-18.2018

Romeo, R. R., Leonard, J. A., Robinson, S. T., West, M. R., Mackey, A. P., Rowe, M. L., & Gabrieli, J. D. E. (2018). Beyond the 30-Million-Word Gap: Children's Conversational Exposure Is Associated With Language-Related Brain Function. Psychol Sci, 956797617742725. doi: 10.1177/0956797617742725

Hoff, E. (2013). Interpreting the early language trajectories of children from low SES and language minority homes: Implications for closing achievement gaps. Developmental Psychology, 49, 4-14. DOI: 10.1037/a0027238

Tamis-LeMonda, C. S., Song, L., Kuchirko, Y., & Luo, R. (2014). Children’s

Language Growth in Spanish and English across Early Development and Associations with School Readiness. Developmental Neuropsychology, 39 (2), 69-87.

Hoff, E. (2003). The Specificity of Environmental Influence: Socioeconomic Status Affects Early Vocabulary Development Via Maternal Speech. Child Development, 74(5), 1368–1378.

Werker, J. F., Yeung, H. H., & Yoshida, K. A. (2012).How Do Infants Become Experts at Native-Speech Perception? Current Directions in Psychological Science, 21(4), 221-226.doi: 10.1177/0963721412449459

Oct 4.

Temperament and Emotion (ppt15)

Mattson, W. I., Cohn, J. F., Mahoor, M. H., Gangi, D. N., & Messinger, D. S. (2013). Darwin’s Duchenne: Eye constriction during infant joy and distress. PLOS ONE, 8(11). doi: 10.1371/journal.pone.0080161 Nikki_1s

Additional reading:

Cole, P. M., & Moore, G. A. (2015). About face! Infant facial expression of emotion. 7, 116-120. doi: 10.1177/1754073914554786

Somerville, L.H., Jones, R.M., Ruberry, E.J., Dyke, J.P., Glover, G., & Casey, B.J.(2013). The medial prefrontal cortex and the emergence of self-conscious emotion in adolescence. Psychological Science, 24, 1554-1562.
PDF

Camras, L. A. (2011). Differentiation, Dynamical Integration and Functional Emotional Development. Emotion Review, 3(2), 138-146. doi: 10.1177/1754073910387944

Oct 9. FL registration deadline: https://registertovoteflorida.gov/en/Registration/Index

Exam 1 Due on Oct 10 (extension)

Temperament and Emotion (ppt16)

Heller, A.S., Casey, B.J., (2016). The neurodynamics of emotion: delineating typical and atypical emotional processes during adolescence. Developmental Science, 19, 3-18. Theresa_2

Additional reading:

Casey, B. J., Heller, A. S., Gee, D. G., & Cohen, A. O. Development of the emotional brain. Neuroscience Letters. doi: https://doi.org/10.1016/j.neulet.2017.11.055

Casey, B. J., Somerville, L. H., Gotlib, I. H., Ayduk, O., Franklin, N. T., Askren, M. K., Jonides, J., Berman, M. G., Wilson, N. L., Teslovich, T., Glover, G., Zayas, V., Mischel, W., & Shoda, Y. (2011). Behavioral and neural correlates of delay of gratification 40 years later. Proceedings of the National Academy of Sciences, 108(36), 14998-15003. doi: 10.1073/pnas.1108561108

Degnan, K. A., Hane, A. A., Henderson, H. A., Moas, O. L., Reeb-Sutherland, B. C., & Fox, N. A. (2010) Longitudinal stability of temperamental exuberance and social-emotional outcomes in early childhood. Developmental Psychology.

Moffitt, T. E., Aresneault, L., Belsky, D., Dickson, N., Hancox, R. J., Harrington, H., Houts, R., Poulton, R., Roberts, B. W., Ross, S., Sears, M. R., Thomson, W. M., & Caspi, A. (2011). A gradient of childhood self-control predicts health, wealth, and public safety. PNAS, 108, 2693-2698.

Oct 11.

Socialization Experiences I. Parent-child relationships (ppt17)

Feldman, R., Rosenthal, Z., & Eidelman, A. I. (2014). Maternal-Preterm Skin-to-Skin Contact Enhances Child Physiologic Organization and Cognitive Control Across the First 10 Years of Life. Biological Psychiatry, 75(1), 56-64. doi: http://dx.doi.org/10.1016/j.biopsych.2013.08.012 Sarah2

Additional reading:

Bourvis, N., Singer, M., Saint Georges, C., Bodeau, N., Chetouani, M., Cohen, D., & Feldman, R. (2018). Pre-linguistic infants employ complex communicative loops to engage mothers in social exchanges and repair interaction ruptures. R Soc Open Sci, 5(1), 170274. doi: 10.1098/rsos.170274

Beebe, B., D. Messinger, L. E. Bahrick, A. Margolis, K. A. Buck, & H. Chen (2016). A Systems View of Mother-Infant Face-to-Face Communication. Developmental Psychology, 52(4), 556-571.

Weisman, O., et al. (2012). "Oxytocin administration to parent enhances infant physiological and behavioral readiness for social engagement." Biological Psychiatry 72(12): 982 989.

Atzil, S., Touroutoglou, A., Rudy, T., Salcedo, S., Feldman, R., Hooker, J. M., Dickerson, B. C., Catana, C., & Barrett, L. F. (2017). Dopamine in the medial amygdala network mediates human bonding. Proceedings of the National Academy of Sciences. doi: 10.1073/pnas.1612233114

Mesman, J., M. H. van Ijzendoorn, et al. (2009). "The many faces of the Still-Face Paradigm: A review and meta-analysis." Developmental Review 29(2): 120-162.

Sheridan, M. A., N. A. Fox, et al. (2012). "Variation in neural development as a result of exposure to institutionalization early in childhood." Proceedings of the National Academy of Sciences.

Ruvolo, P., Messinger, D., & Movellan, J. (2015). Infants time their smiles to make their moms smile. PLOS ONE, 10(9), e0136492. doi: 10.1371/journal.pone.0136492.

van IJzendoorn, M. H., Belsky, J., & Bakermans-Kranenburg, M. J. (2012). Serotonin transporter genotype 5HTTLPR as a marker of differential susceptibility? A meta-analysis of child and adolescent gene-by-environment studies. Transl Psychiatry, 2, e147. doi: 10.1038/tp.2012.73

Belsky, J. & Pluess, M. (2009). Beyond diathesis-stress: Differential susceptibility to environmental influences. Psychological Bulletin, 135, 885-908.

Drury, S.S., Theall, K.P., Gleason, M.M., Smyke, A.T., Devivo, I., Wong, J.Y.Y., Fox, N.A., Zeanah, C.H., & Nelson, C.A. (2012). Telomere length and early severe social deprivation: Linking early adversity and cellular aging. Molecular Psychiatry, 17(7), 719-727. PMID: 21577215.

Oct 16

Socialization Experiences I (Cont.). Parent-child relationships (ppt17)

Beebe, B., D. Messinger, L. E. Bahrick, A. Margolis, K. A. Buck, & H. Chen (2016). A Systems View of Mother-Infant Face-to-Face Communication. Developmental Psychology, 52(4), 556-571.

Weisman, O., et al. (2012). "Oxytocin administration to parent enhances infant physiological and behavioral readiness for social engagement." Biological Psychiatry 72(12): 982 989. Theresa_2

Additional reading:

Mesman, J., M. H. van Ijzendoorn, et al. (2009). "The many faces of the Still-Face Paradigm: A review and meta-analysis." Developmental Review 29(2): 120-162.

Sheridan, M. A., N. A. Fox, et al. (2012). "Variation in neural development as a result of exposure to institutionalization early in childhood." Proceedings of the National Academy of Sciences.

Ruvolo, P., Messinger, D., & Movellan, J. (2015). Infants time their smiles to make their moms smile. PLOS ONE, 10(9), e0136492. doi: 10.1371/journal.pone.0136492.

Belsky, J. & Pluess, M. (2009). Beyond diathesis-stress: Differential susceptibility to environmental influences. Psychological Bulletin, 135, 885-908.

Oct 18 Fall Recess

Oct 23.

Socialization Experiences I. Parent-child relationships. (ppt18)

Mock final project title

Groh, A. M., Narayan, A. J., Bakermans-Kranenburg, M. J., Roisman, G. I., Vaughn, B. E., Fearon, R. M. P., & van Ijzendoorn, M. H. (2016). Attachment and Temperament in the Early Life Course: A Meta-Analytic Review. Child Development, n/a-n/a. doi: 10.1111/cdev.12677 Hannah1s

Groh, A. M., Propper, C., Mills-Koonce, R., Moore, G. A., Calkins, S., & Cox, M. Mothers' Physiological and Affective Responding to Infant Distress: Unique Antecedents of Avoidant and Resistant Attachments. Child Development, n/a-n/a. doi: 10.1111/cdev.12912

Additional reading:

Raby, K. L., Cicchetti, D., Carlson, E. A., Cutuli, J. J., Englund, M. M., & Egeland, B. (2012). Genetic and Caregiving-Based Contributions to Infant Attachment. Psychological Science, 23(9), 1016-1023. doi: 10.1177/0956797612438265

Groh, A. M., Fearon, R. M. P., van Ijzendoorn, M. H., Bakermans-Kranenburg, M. J., & Roisman, G. I. (2017). Attachment in the Early Life Course: Meta-Analytic Evidence for Its Role in Socioemotional Development. Child Development Perspectives, 11(1), 70-76. doi: 10.1111/cdep.12213

Raby, K. L., Roisman, G. I., & Booth-LaForce, C. (2015). Genetic moderation of stability in attachment security from early childhood to age 18 years: A replication study. Dev Psychol, 51(11), 1645-1649. doi: 10.1037/dev0000053

Raby, K. L., Roisman, G. I., Fraley, R. C., & Simpson, J. A. (2014). The Enduring Predictive Significance of Early Maternal Sensitivity: Social and Academic Competence through Age 32 Years. Child Development, n/a-n/a. doi: 10.1111/cdev.12325

Beijersbergen, M. D., Juffer, F., Bakermans-Kranenburg, M. J., & van Ijzendoorn, M. H. (2012). Remaining or becoming secure: Parental sensitive support predicts attachment continuity from infancy to adolescence in a longitudinal adoption study. Developmental Psychology, 48(5), 1277-1282. doi: 10.1037/a0027442

Sung, S., Simpson, J. A., Griskevicius, V., Kuo, S. I.-C., Schlomer, G. L., & Belsky, J. (2016). Secure Infant-Mother Attachment Buffers the Effect of Early-Life Stress on Age of Menarche. Psychological Science. doi: 10.1177/0956797616631958

Oct 25.

Socialization Experiences I. Parent-child relationships (ppt19)

Bornstein, M. H., & Manian, N. (2013). Maternal responsiveness and sensitivity reconsidered: Some is more. Dev Psychopathol, 25(4 Pt 1), 957-971. doi:10.1017/s0954579413000308 Stephanie2ns

Additional reading:

Oct 30.

Mock final project paragraph

Beyond Childhood: Socialization Experiences III. School and Community (ppt25)

Gaydosh, L., Schorpp, K. M., Chen, E., Miller, G. E., & Harris, K. M. (2018). College completion predicts lower depression but higher metabolic syndrome among disadvantaged minorities in young adulthood. Proc Natl Acad Sci U S A, 115(1), 109-114. doi: 10.1073/pnas.1714616114 Olivia2s

Evans, G. W., & Kutcher, R. (2011). Loosening the link between childhood poverty and adolescent smoking and obesity: The protective effects of social capital. Psychological Science, 22, 3-7. Jasmyn_2s

Additional reading:

Brody, G. H., Miller, G. E., Yu, T., Beach, S. R. H., & Chen, E. (2016). Supportive Family Environments Ameliorate the Link Between Racial Discrimination and Epigenetic Aging: A Replication Across Two Longitudinal Cohorts. Psychological Science, 27(4), 530-541. doi: doi:10.1177/0956797615626703

Butler-Barnes, S. T., Leath, S., Williams, A., Byrd, C., Carter, R., & Chavous, T. M. Promoting Resilience Among African American Girls: Racial Identity as a Protective Factor. Child Development, n/a-n/a. doi: 10.1111/cdev.12995

Mitchell, C., Hobcraft, J., McLanahan, S. S., Siegel, S. R., Berg, A., Brooks-Gunn, J., Garfinkel, I., & Notterman, D. (2014). Social disadvantage, genetic sensitivity, and children’s telomere length. Proceedings of the National Academy of Sciences, 111(16), 5944-5949. doi: 10.1073/pnas.1404293111

McKown, C. (2013). Social Equity Theory and Racial-Ethnic Achievement Gaps. Child Development, 84(4), 1120-1136. doi: 10.1111/cdev.12033

Brody, G. H., Chen, Y-F., Murry, V. M., Ge, X., Simons, R. L., Gibbons, F. X., Gerrard, M., & Cutrona, C. E. (2006). Perceived discrimination and the adjustment of African American youths: A five-year longitudinal analysis with contextual moderation effects. Child Development, 77, 1170-1189.

Luthar, S. S., Cicchetti, D., & Becker, B. (2000). The Construct of Resilience: A Critical Evaluation and Guidelines for Future Work. Child Development, 71(3), 543-562. doi:10.1111/1467-8624.00164

Nov 1.

Socialization Experiences I. Parent-child relationships (ppt20).

Miller, Benjamin Graham,Kors, Stephanie,Macfie, Jenny. No differences? Meta-analytic comparisons of psychological adjustment in children of gay fathers and heterosexual parents. Psychology of Sexual Orientation and Gender Diversity, Vol 4(1), Mar 2017, 14-22 Hannah_2ns

Golombok, S., Blake, L., Slutsky, J., Raffanello, E., Roman, G. D., & Ehrhardt, A. (2017). Parenting and the Adjustment of Children Born to Gay Fathers through Surrogacy. Child Development, n/a-n/a. doi: 10.1111/cdev.12728

Farr, R. H., & Patterson, C. J. (2013). Coparenting Among Lesbian, Gay, and Heterosexual Couples: Associations With Adopted Children's Outcomes. Child Development, 84(4), 1226-1240. doi: 10.1111/cdev.12046

Additional reading:

Lansford, J. E. (2009). Parental divorce and children’s adjustment. Perspectives on Psychological Science, 4, 140-152.

Golombok, S., L. Mellish, S. Jennings, P. Casey, F. Tasker and M. E. Lamb (2014). "Adoptive Gay Father Families: Parent–Child Relationships and Children's Psychological Adjustment." Child Development 85(2): 456-468.

Wainright, J. L., Russell, S. T., & Patterson, C. J. (2004). Psychosocial adjustment, school outcomes, and romantic relationships of adolescents with same-sex parents. Child Development, 75, 1886.

Nov 6. (ELECTION DAY!)

Mock final project 1 pager (abstract or specific aims)

Socialization Experiences II. Peer relationships (ppt21)

Hartl, A. C., Laursen, B., & Cillessen, A. H. N. (2015). A Survival Analysis of Adolescent Friendships: The Downside of Dissimilarity. Psychological Science. doi: 10.1177/0956797615588751 Karen2s

Additional reading:

Schwartz, D., Lansford, J. E., Dodge, K. A., Pettit, G. S., & Bates, J. E. (2015). Peer Victimization During Middle Childhood as a Lead Indicator of Internalizing Problems and Diagnostic Outcomes in Late Adolescence. Journal of Clinical Child & Adolescent Psychology, 44(3), 393-404. doi: 10.1080/15374416.2014.881293

Rudolph, K. D., Lansford, J. E., Agoston, A. M., Sugimura, N., Schwartz, D., Dodge, K. A., Pettit, G. S., & Bates, J. E. (2014). Peer Victimization and Social Alienation: Predicting Deviant Peer Affiliation in Middle School. Child Development, 85(1), 124-139. doi: 10.1111/cdev.12112

Nov 8.

Final paper draft outline due.

Socialization Experiences II. Peer relationships (ppt22)

Botdorf, M., et al. (2017). "Adolescent risk-taking is predicted by individual differences in cognitive control over emotional, but not non-emotional, response conflict." Cognition and Emotion 31(5): 972-979. Nik2ns

Cohen, A. O., Breiner, K., Steinberg, L., Bonnie, R. J., Scott, E. S., Taylor-Thompson, K., Rudolph, M. D., Chein, J., Richeson, J. A., Heller, A. S., Silverman, M. R., Dellarco, D. V., Fair, D. A., Galván, A., & Casey, B. J. (2016). When Is an Adolescent an Adult? Assessing Cognitive Control in Emotional and Nonemotional Contexts. Psychological Science, 27(4), 549-562. doi:10.1177/0956797615627625 Nikki_2ns

Prescott, A. T., Sargent, J. D., & Hull, J. G. (2018). Metaanalysis of the relationship between violent video game play and physical aggression over time. Proceedings of the National Academy of Sciences, 115(40), 9882.

Twenge, J. M., & Park, H. (2017). The Decline in Adult Activities Among U.S. Adolescents, 1976-2016. Child Dev. doi:10.1111/cdev.12930

Additional reading:

Chein, J., Albert, D., O’Brien, L., Uckert, K., & Steinberg, L. (2011). Peers increase adolescent risk taking by enhancing activity in the brain’s reward circuitry. Developmental Science, 14, F1-F10.

Silva, K., Chein, J., & Steinberg, L. (2016). Adolescents in Peer Groups Make More Prudent Decisions When a Slightly Older Adult Is Present. Psychological Science, 27(3), 322-330. doi: doi:10.1177/0956797615620379

Degnan, K. A., Almas, A. N., Henderson, H. A., Hane, A. A., Walker, O. L., & Fox, N. A. (2014). Longitudinal trajectories of social reticence with unfamiliar peers across early childhood. Developmental Psychology, 50(10), 2311-2323. doi: 10.1037/a0037751

Haun, D. B. M., Rekers, Y., & Tomasello, M. (2014). Children Conform to the Behavior of Peers; Other Great Apes Stick With What They Know. Psychological Science, 25(12), 2160-2167. doi: 10.1177/0956797614553235

Coplan, R. J., Prakash, K., O’Neil, K., & Armer, M. (2004). Do you “want” to play? Distinguishing between conflicted shyness and social disinterest in early childhood. Developmental Psychology, 40, 244-258.

Coplan, R. J., Rose-Krasnor, L., Weeks, M., Kingsbury, A., Kingsbury, M., & Bullock, A. (2013). Alone is a crowd: social motivations, social withdrawal, and socioemotional functioning in later childhood. Dev Psychol, 49(5), 861-875. doi: 10.1037/a0028861

Nov 13

Mock final project 3 pager (abstract or specific aims)

Socialization Experiences III - School and Community (ppt23)

Chen, J., L. M. Justice, A. Rhoad-Drogalis, T.-J. Lin and B. Sawyer (2018). "Social Networks of Children With Developmental Language Disorder in Inclusive Preschool Programs." Child Development 0(0).

https://onlinelibrary.wiley.com/doi/epdf/10.1111/cdev.12032

Chen, J., Lin, T. J., Justice, L., & Sawyer, B. (2017). The Social Networks of Children With and Without Disabilities in Early Childhood Special Education Classrooms. J Autism Dev Disord. doi: 10.1007/s10803-017-3272-4 . Silvia1

Additional reading:

Paluck, E. L., Shepherd, H., & Aronow, P. M. (2016). Changing climates of conflict: A social network experiment in 56 schools. Proceedings of the National Academy of Sciences. doi: 10.1073/pnas.1514483113

Santos, A. J., Daniel, J. R., Fernandes, C. & Vaughn, B. E. Affiliative Subgroups in Preschool Classrooms: Integrating Constructs and Methods from Social Ethology and Sociometric Traditions. PLOS ONE 10, e0130932, doi:10.1371/journal.pone.0130932 (2015).

Nov 15

Final paper draft abstract due.

Socialization Experiences III. School and Community (ppt24)

van Huizen, T., Dumhs, L., & Plantenga, J. The Costs and Benefits of Investing in Universal Preschool: Evidence From a Spanish Reform. Child Development, n/a-n/a. doi: 10.1111/cdev.12993 Elica2s

Additional reading:

Campbell, F., Conti, G., Heckman, J. J., Moon, S. H., Pinto, R., Pungello, E., & Pan, Y. (2014). Early Childhood Investments Substantially Boost Adult Health. Science, 343(6178), 1478-1485. doi: 10.1126/science.1248429

Vandell, D. L., Burchinal, M., & Pierce, K. M. (2016). Early Child Care and Adolescent Functioning at the End of High School: Results From the NICHD Study of Early Child Care and Youth Development.

Vandell, D. L., Belsky, J., Burchinal, M., Steinberg, L., & Vandergrift, N. (2010). Do effects of early child care extend to age 15 years? Results from the NICHD study of early child care and youth development. Child Dev, 81(3), 737-756. doi: 10.1111/j.1467-8624.2010.01431.x

Saarento, S., & Salmivalli, C. (2015). The Role of Classroom Peer Ecology and Bystanders’ Responses in Bullying. Child Development Perspectives, 9(4), 201-205. doi: 10.1111/cdep.12140

Nov 20/22 Thanksgiving

Nov 27

Mock final project draft

Beyond Childhood: Transition to parenthood (ppt26)

Abraham, E., Hendler, T., Shapira-Lichter, I., Kanat-Maymon, Y., Zagoory-Sharon, O., Feldman, R. (2014). Father’s brain is sensitive to childcare experiences. PNAS. Nik1s

Hoekzema, E., E. Barba-Müller, C. Pozzobon, M. Picado, F. Lucco, D. García-García, J. C. Soliva, A. Tobeña, M. Desco, E. A. Crone, A. Ballesteros, S. Carmona and O. Vilarroya (2016). "Pregnancy leads to long-lasting changes in human brain structure." Nature Neuroscience 20: 287. (https://www.nature.com/articles/nn.4458.pdf)

Additional reading.

Rilling, J. K., & Young, L. J. (2014). The biology of mammalian parenting and its effect on offspring social development. Science, 345(6198), 771-776. doi: 10.1126/science.1252723

Doss, B. D., Rhoades, G. K., Stanley, S. M., & Markman, H. J. (2009). The effect of the transition to parenthood on relationship quality: An 8-year prospective study. Journal of Personality and Social Psychology, 96, 601-619.

Nelson, S. K., Kushlev, K., English, T., Dunn, E. W., & Lyubomirsky, S. (2013). In defense of parenthood: Children are associated with more joy than misery. Psychological Science, 24, 3-10.

Lee, D., Brooks-Gunn, J., McLanahan, S. S., Notterman, D., & Garfinkel, I. (2013). The Great Recession, genetic sensitivity, and maternal harsh parenting. Proceedings of the National Academy of Sciences, 110(34), 13780-13784. doi: 10.1073/pnas.1312398110

Grossmann, T., Missana, M., & Krol, K. M. (2018). The neurodevelopmental precursors of altruistic behavior in infancy. PLOS Biology, 16(9), e2005281. doi:10.1371/journal.pbio.2005281

Nov 29. No class.

Dec 4

(Final project/exam preparation as requested)

Final Exam Distributed

Beyond Childhood: Adulthood (ppt27)

Julianne, H.-L., Timothy, B. S., Mark, B., Tyler, H., & David, S. (2015). Loneliness and Social Isolation as Risk Factors for Mortality: A Meta-Analytic Review. Perspectives on Psychological Science, 10(2), 227-237. doi:10.1177/1745691614568352 Jesi2s

Additional reading:

Anthony P. Zanesco, Brandon G. King, Katherine A. MacLean, Clifford D. Saron. Cognitive Aging and Long-Term Maintenance of Attentional Improvements Following Meditation Training. Journal of Cognitive Enhancement, 2018; DOI: 10.1007/s41465-018-0068-1

Strohminger, N., & Nichols, S. (2015). Neurodegeneration and Identity. Psychol Sci, 26(9), 1469-1479. doi: 10.1177/0956797615592381

Ritchie, S. J., Tucker-Drob, E. M., Cox, S. R., Corley, J., Dykiert, D., Redmond, P., Pattie, A., Taylor, A., Sibbett, R., Starr, J. M., & Deary, I. J. (2016). Predictors of ageing-related decline across multiple cognitive functions. Intelligence, 59, 115-126. Link (Open Access).

Hartshorne, J. K., & Germine, L. T. (2015). When does cognitive functioning peak? The asynchronous rise and fall of different cognitive abilities across the life span. Psychol Sci, 26(4), 433-443. doi: 10.1177/0956797614567339

Aichele, S., Rabbitt, P., & Ghisletta, P. (2016). Think Fast, Feel Fine, Live Long: A 29-Year Study of Cognition, Health, and Survival in Middle-Aged and Older Adults. Psychological Science. doi: 10.1177/0956797615626906

Whitbourne, S. K., Sneed, J. R., & Sayer, A. (2009). Psychosocial development from college through midlife: A 34-year sequential study. Developmental Psychology, 45, 1328-1340.

Waldinger, RJ., Vaillant, GE., and Orav, EJ. (2007) “Childhood Sibling Relationships as a Predictor of Major Depression in Adulthood: A 30-Year Prospective Study.” American Journal of Psychiatry, 164:6, 949-954.

Urry, H. L., & Gross, J. J. (2010). Emotion regulation in older age. Current Directions in Psychological Science, 19, 352-257.

Dec 5

No class

(Final project/exam preparation as requested)

ASD. Developmental psychopathology: Autism spectrum disorder.

Odriozola, P., Uddin, L. Q., Lynch, C. J., Kochalka, J., Chen, T., & Menon, V. (2016). Insula response and connectivity during social and non-social attention in children with autism. Social Cognitive and Affective Neuroscience, 11(3), 433-444. doi:10.1093/scan/nsv126

Dec 12, Final Exam and Final Paper Due