Social (and Emotional) Development (PSY 624-Q, 10801)
Fall 2017, Tuesdays and Thursdays, 12:30-1:45, Flipse 302

Instructor:
Daniel Messinger, Ph.D. (Homepage)
Office Hours:
Tuesday 1:45pm-3:00pm, or by appointment
Office: FLP 308
E-mail: [email protected]
Phone: (305) 284-8443

Objective. This course will review contemporary theory, research, and methods relevant to understanding social and emotional development, particularly during childhood. The course focuses on both normative and atypical development as an understanding of one enriches an understanding of the other. Individual differences, sociocultural diversity—and a historical perspective on the study of all these themes—will be emphasized throughout.

Readings. Each week, one key (and other supplementary) readings will be assigned (if there are two, you get to choose). These papers will be available linked to this syllabus (click the indicated reading; they are in Acrobat which can be downloaded here). If a reading assignment is marked as "Extra," it is suggested but not required. 

Honor code. All assignments are governed by the Honor code: “On my honor, I have neither given nor received any aid on this exam/paper, etc.” Please review the graduate honor code here.

Class Sessions. I will provide overview and basic background material to inform our discussion. Most of this material will be PowerPoint presentations that I will review in class and post on-line (I will also include links to some interesting supplementary web-sites). Illustrative videos and in-class activities will help us get a real-flavor for some of the topics (i.e. coding security of attachment). Please have access to the readings (hard copy or electronic) during class sessions.  BlackBoard will be used mostly for email and assignments.

Participation. 10% of your final grade will be based on your level of engagement, preparedness for class, and participation in class discussions.

Attendance is mandatory.

Facilitating Discussion. Each class session, a student will be responsible for presenting an article and facilitating class discussion. To do so, please familiarize yourself with the online slides as you will use them to present your article. As needed, please edit the slides and create new slides. If you create a new slide, please consider putting your last name in the footer section of the slide. The new slides—only send the slides you will be presenting please—will be due by email 12 hours before class. Your presentations should summarize the main point or two of the article; then lead us in most interesting issues for discussion emerging from the article. Limit your presentations to ~10 minutes. The presentation/discussions are 25% of your final grade and will be based on the clarity of your presentation and understanding of the article, and the thoughtfulness of your presentation and the ensuing discussion.

Final project. The final project should concern typical or atypical social/emotional development. Collaborative proposals and presentations are allowed. They must include a significant component of individual work for each collaborator and must result in a proportionately higher quality final project (e.g., 2 people could collaborate on a RO1 proposal). In that case, each team member will independently substitute their assignments. The final project (including both the oral presentation and the final paper) will constitute 65% of your grade. 

You should find a project or projects that interests you and will help you professionally (consult with your mentor). Alternatives for a final project:

1) A publication quality research project such as a draft of a thesis. The idea is to learn about social and emotional development by doing research that will facilitate your career goals.

2) A NIH F31/R03 or NSF Graduate Research Fellowship proposal including all components. The idea here is to tie together your knowledge of an area with a proposal to do research in this area.

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

Final project dates. Please email your mentor, ccing me when submitting each of the products below. Please also submit on BlackBoard. For each date below, bring a hard copy and be prepared to discuss. Class-time will be devoted to helping you develop your final projects.

8/31. Potential topic (a title).

Introduction to social development and to the class.

Extra:

Overview: Temperament, emotion, attachment, the self, and the broader context of social and emotional development.

Thompson, R. A., Winer, A. C., & Goodvin, R. (2011). The individual child: Temperament, emotion, self, and personality. In M. H. Bornstein & M. E. Lamb (Ed.), Developmental science: An advanced textbook (6th ed.) (pp. 427-468). New York, NY, US: Psychology Press.

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 Sarah1

Extra:

Environment * gene interaction, epigenetics 

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 Brooke1

Extra:

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 

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

 

8/31 Potential project topic (a title).

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  Elica1

9/5.

Davila-Ross, M., Jesus, G., Osborne, J., & Bard, K. A. (2015). Chimpanzees (Pan troglodytes) Produce the Same Types of 'Laugh Faces' when They Emit Laughter and when They Are Silent. PLoS ONE, 10(6), e0127337. doi: 10.1371/journal.pone.0127337 Stevie1

Extra.

Cole, P. M., & Moore, G. A. (2015). About face! Infant facial expression of emotion. 7, 116-120. doi: 10.1177/1754073914554786 Thompson, R. A. (2015). Doing It with Feeling: The Emotion in Early Socioemotional Development. Emotion Review, 7(2), 121-125. doi: 10.1177/1754073914554777

Camras, L. A., & Shutter, J. M. (2010). Emotional facial expressions in infancy. Emotion Review, 2(2), 120-129. doi: 10.1177/1754073909352529

9/7 IRMA

9/12 IRMA

9/14 IRMA

9/19 IRMA

9/21 – No class. Rosh Hashana

9/26 Intensification (email) and Emotion Outcomes:

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. Amy1

9/28 One paragraph single-spaced summary of (proposed) project.

Kaburu, S., Paukner, A., Simpson, E., Suomi, S., & Ferrari, P. (2016). Neonatal imitation predicts infant rhesus macaque (Macaca mulatta) social and anxiety-related behaviours at one year. Scientific Reports, 6, 34997. Sarah2

Extra.

Reeb-Sutherland, B.C., Levitt, P., & Fox, N.A. (2012). The predictive nature of individual differences in early associative learning and emerging social behavior. PLoS ONE; 7: e30511. PDF

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. Jhonelle.5

Extra:

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

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.

Kaye, K., & Fogel, A. (1980). The temporal structure of face-to-face communication between mothers and infants. Developmental Psychology, 16(5), 454-464.  

Bigelow, A. E., & Power, M. (2014). Effects of Maternal Responsiveness on Infant Responsiveness and Behavior in the Still-Face Task. Infancy, 19(6), 558-584. doi: 10.1111/infa.12059

10/5. Emily Prince.

Hane, A. A., & Fox, N. A. (2006). Ordinary variations in maternal caregiving of human infants influence stress reactivity. Psychological Science, 17, 550-556. Silvia1

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 

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 

10/10 One page single-spaced abstract of (proposed) project.

Peltola, M. J., Forssman, L., Puura, K., van Ijzendoorn, M. H., & Leppänen, J. M. (2015). Attention to Faces Expressing Negative Emotion at 7 Months Predicts Attachment Security at 14 Months. Child Development, n/a-n/a. doi: 10.1111/cdev.12380. Sam1

Extra:
Johnson, S. C., Dweck, C. S., & Chen, F. S. (2007). Evidence for Infants' Internal Working Models of Attachment. Psychological Science, 18(6), 501-502. doi: 10.1111/j.1467-9280.2007.01929.x

Attachment site: http://johnbowlby.com: Overview of attachment classifications (on p. 11) and coding.

Social evaluation by preverbal infants. http://pantheon.yale.edu/~kw77/HamlinWynnBloomNature2007.pdf

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. Amy2

Extra:

Belsky, Jay; Houts, Renate M.; Fearon, R. M. Pasco. Infant attachment security and the timing of puberty: Testing an evolutionary hypothesis. Psychological Science, Vol 21(9), Sep 2010, 1195-1201.

What does secure attachment predict?

Extra:

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 Silvia2

Lucassen, N., Tharner, A., Van Ijzendoorn, M. H., Bakermans-Kranenburg, M. J., Volling, B. L., Verhulst, F. C., Lambregtse-Van den Berg, M. P., & Tiemeier, H. (2011). The association between paternal sensitivity and infant-father attachment security: a meta-analysis of three decades of research. J Fam Psychol, 25(6), 986-992. doi: 10.1037/a0025855

NICHD_Early_Child_Care_Research_Network (2006). "Infant-mother attachment classification: Risk and protection in relation to changing maternal caregiving quality." Developmental Psychology 42(1): 38-58

Brooke2

Extra:

Sex/Gender Differences.

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. Stevie2

Extra:

Messinger, D. S., Young, G. S., Webb, S. J., Ozonoff, S., Bryson, S. E., Carter, A., Carver, L., Charman, T., Chawarska, K., Curtin, S., Dobkins, K., Hertz-Picciotto, I., Hutman, T., Iverson, J. M., Landa, R., Nelson, C. A., Stone, W. L., Tager-Flusberg, H., & Zwaigenbaum, L. (2015). Early sex differences are not autism-specific: A Baby Siblings Research Consortium (BSRC) study. Mol Autism, 6, 32. doi: 10.1186/s13229-015-0027-y

10/31. DM

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. Sarah3

Extra:

Kim, S., Kochanska, G., Boldt, L. J., Koenig Nordling, J., & O’Bleness, J. J. (2014). Developmental trajectory from early responses to transgressions to future antisocial behavior: Evidence for the role of the parent-child relationship from two longitudinal studies. Development and Psychopathology, 26, 93-109.

Dickson, D. J., Richmond, A. D., Brendgen, M., Vitaro, F., Laursen, B., Dionne, G., & Boivin, M. (2015). Aggression can be contagious: Longitudinal associations between proactive aggression and reactive aggression among young twins. Aggressive Behavior, 41(5), 455-466. doi: 10.1002/ab.21582

Brosnan, S. F., & de Waal, F. B. (2014). Evolution of responses to (un) fairness. Science, 346(6207), 1251776. Click here to download the PDF and usfre the password "fransdewaal" (all in lowercase) to open.

11/2 Updated one page abstract and a two-page outline of the project. 

 Prosocial development and morality. Abuse.

Cowell, J., & Decety, J. (2015). Precursors to morality in development as a complex interplay between neural, socio-environmental, and behavioral facets. PNAS, 112 (41), 12657-12662. Amy3

Extra:

11/7. DM

Extra:

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).

Lynn Martin, C., Fabes, R. A., Hanish, L. D., & Hollenstein, T. (2005). Social dynamics in the preschool. Developmental Review, 25(3–4), 299-327. doi: http://dx.doi.org/10.1016/j.dr.2005.10.001.

Belsky, J., & Pluess, M. (2012). Differential susceptibility to long-term effects of quality of child care on externalizing behavior in adolescence? International Journal of Behavioral Development, 36(1), 2-10. doi: 10.1177/0165025411406855 Elica2

Bierman, K. L., Welsh, J. A., Heinrichs, B. S., Nix, R. L., & Mathis, E. T. (2015). Helping Head Start Parents Promote Their Children's Kindergarten Adjustment: The Research-Based Developmentally Informed Parent Program. Child Dev, 86(6), 1877-1891. doi: 10.1111/cdev.12448

11/16. 1st draft of project containing all its components (e.g., results)

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. Psychological Science, 27(4), 530-541. doi: doi:10.1177/0956797615626703 (Brooke3)

Peers.

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 Jhonelle1.5

11/30.

Risk-taking.

Berry, D., McCartney, K., Petrill, S., Deater‐Deckard, K., & Blair, C. (2014). Gene–environment interaction between DRD4 7‐repeat VNTR and early child‐care experiences predicts self‐regulation abilities in prekindergarten. Developmental Psychobiology, 56(3), 373-391. doi: 10.1002/dev.21105 Elica3

Extra:

12/5. Submit PowerPoint presentations

Social development disrupted: Autism spectrum disorder.

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 Stevie3

Extra:

Thomas, M. S. C., Davis, R., Karmiloff-Smith, A., Knowland, V. C. P., & Charman, T. (2015). The over-pruning hypothesis of autism. Developmental Science, n/a-n/a. doi: 10.1111/desc.12303.

Nomi, J. S., & Uddin, L. Q. (2015). Developmental changes in large-scale network connectivity in autism. NeuroImage: Clinical, 7, 732-741.

12/7. Presentations. Stevie, Silvia/Elica, Sarah, Jhonelle,

12/12. Presentations. Amy, Sam, Brooke,

12/14. Reading day. Final paper due. Class time will be devoted to providing feedback on your final papers and additional 3rd paper presentations.

12/19. Parenting

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. Jhonelle 2.5

Extra:

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.

Belsky, J. & Shalev, I. (in press). Contextual Adversity, Telomere Erosion, Pubertal Development and Health: Two Models of Accelerated Aging—or One? Development and Psychopathology.

Belsky, J. (2014). Toward an evo-devo theory of reproductive strategy, health and longevity. Perspectives in Psychological Science, 9, 16-18.