PSY190 (2020)
Spring 2020
PSY 190-42 (8375), Spring 2020
Faculty Overview of Research and Undergraduate Mentoring (FORUM)
Wednesday 10:30AM - 11:20AM, Flipse (FHF) 402
(as of 3/25, the class will meet virtually)
Faculty Overview of Research and Undergraduate Mentoring (FORUM)
Wednesday 10:30AM - 11:20AM, Flipse (FHF) 402
(as of 3/25, the class will meet virtually)
Daniel Messinger, Ph.D. Email: [email protected]
Phone: 305-284-8443. Office: Flipse, Room 308 and virtually
Office Hours: Wednesdays 101:30 - 12:30, and by appointment.
PAL: Sophia Gerard
Phone: 305-284-8443. Office: Flipse, Room 308 and virtually
Office Hours: Wednesdays 101:30 - 12:30, and by appointment.
PAL: Sophia Gerard
Course Description: This course will provide an orientation to research in psychology and opportunities for research in the Department with an emphasis on social, emotional, neural, and genetic features of typical and atypical development. Career opportunities in the field of psychology will also be discussed. Students, faculty, and support staff will discuss original journal articles selected from the psychological literature. This course is the second part of a two semester sequence (FACT FORUM) designed to provide orientation, advising, and mentoring to psychology and neuroscience majors in order to facilitate their integration into the community of scholars at the University of Miami.
Course Requirements: Credit: Upon completion of this course, students will earn 1 credit hour applicable to the total number of credits to graduate from UM. This credit will not apply to the Psychology major or minor. Attendance: Attendance is mandatory. Students missing more than 3 classes will not pass. Exceptions will be made for documented medical or legal reasons or University sponsored events (ex. participation on a sports team or musical performance). This is a participation class. Grades will be assigned according to the student’s knowledge of the material as demonstrated in weekly papers and contributions in class.
Readings: Weekly readings are listed below. Please come to class prepared to participate in discussion of the weekly readings.
Papers: In addition to a final assignment, 11 short papers will be required. These papers will require approximately 2 paragraphs – one consisting of a summary of the reading for the day, and another giving your comments and on the topic. At the end of each paper, you should also include a question about the reading. In addition, please give a rating to each article we read from 1 (Terrible) to 5 (Excellent). The papers must be one page maximum, single spaced with spaces between paragraphs response (1” margins, 12 point font). There are 14 opportunities to write papers, so you have three papers you can miss. Only papers turned in on time will be graded. Papers must also be submitted on Blackboard SafeAssign as an originality check. Please to come to class with the reading and your paper done ready to discuss and participate.
Quizzes: Extra credit pop quizzes may be given from time to time to assess student preparation for the class.
Honor Code: You will be required to abide by the University of Miami honor code pledge on each assignment. This pledge states: “On my honor, I have neither given nor received any aid on this exam/paper/etc.” Cheating and/or plagiarism will be considered sufficient reason to assign a failing grade for the course. Please review the undergraduate honor code.
| Wednesday. | Reading (paper due) or Activity |
|---|---|
| 1. 1/15 | Introductions |
| 2. 1/22 | Chabris, C. F., Lee, J. J., Cesarini, D., Benjamin, D. J., & Laibson, D. I. (2015). The Fourth Law of Behavior Genetics. Current Directions in Psychological Science, 24(4), 304-312. doi:10.1177/0963721415580430 |
| 3. 1/29 | Simpson, E. A., Sclafani, V., Paukner, A., Kaburu, S. S. K., Suomi, S. J., & Ferrari, P. F. (2019). Handling newborn monkeys alters later exploratory, cognitive, and social behaviors. Dev Cogn Neurosci, 35, 12-19. doi:10.1016/j.dcn.2017.07.010 |
| 4. 2/5 | 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), e80161. |
| 5. 2/12 | 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 |
| 6. 2/19 | Ainsworth, M. S. (1979). Infant-mother attachment. American Psychologist, 34(10), 932-937. Cummings, E. M., & Miller-Graff, L. E. (2015). Emotional Security Theory: An Emerging Theoretical Model for Youths’ Psychological and Physiological Responses Across Multiple Developmental Contexts. Current Directions in Psychological Science, 24(3), 208-213. doi:10.1177/0963721414561510 |
| 7. 2/26 | Golinkoff, R. M., Can, D. D., Soderstrom, M., & Hirsh-Pasek, K. (2015). (Baby)Talk to Me: The Social Context of Infant-Directed Speech and Its Effects on Early Language Acquisition. Current Directions in Psychological Science, 24(5), 339-344. doi: 10.1177/0963721415595345 Tamis-LeMonda, C. S., Kuchirko, Y., & Song, L. (2014). Why Is Infant Language Learning Facilitated by Parental Responsiveness? Current Directions in Psychological Science, 23(2), 121-126. doi:10.1177/0963721414522813 |
| 8. 3/4 | Perry, L. K., Perlman, M., Winter, B., Massaro, D. W., & Lupyan, G. (2018). Iconicity in the speech of children and adults. Developmental Science, 21(3), e12572. doi:10.1111/desc.12572 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 |
| 9. 3/11 – SPRING BREAK – NO CLASS | |
| 10. 3/18 | Extended SPRING BREAK – NO CLASS |
| 11. 3/25. First Zoom Meeting. |
link Miller, G. E., & Chen, E. (2013). The Biological Residue of Childhood Poverty. Child Development Perspectives, 7(2), 67-73. doi: 10.1111/cdep.12021 Fagundes, C. P., & Way, B. (2014). Early-Life Stress and Adult Inflammation. Current Directions in Psychological Science, 23(4), 277-283. doi:10.1177/0963721414535603 |
| 12. 4/1 | Messinger, D. S., & Lester, B. M. (2007). Prenatal substance exposure and human development. In A. Fogel & S. Shanker (Eds.), Human Development in the 21st Century: Visionary Policy Ideas from Systems Scientists (pp. 225-232). Bethesda, MD: Council on Human Development. |
| 13. 4/8 | Perry, L. K., Prince, E. B., Valtierra, A. M., Rivero-Fernandez, C., Ullery, M. A., Katz, L. F., Laursen, B., Messinger, D. S. (2018). A year in words: The dynamics and consequences of language experiences in an intervention classroom. PLoS ONE, 13(7), e0199893. doi:10.1371/journal.pone.0199893 |
| 14. 4/15 | Dawson, G., & Sapiro, G. (2019). Potential for Digital Behavioral Measurement Tools to Transform the Detection and Diagnosis of Autism Spectrum Disorder. doi:10.1001/jamapediatrics.2018.5269 |
| 15. 4/22 | Martin, K. B., Haltigan, J. D., Ekas, N., Prince, E. B., & Messinger, D. S. Attachment security differs by later autism spectrum disorder: A prospective study. Developmental Science, n/a(n/a), e12953. doi:10.1111/desc.12953 |
| 16. 4/29 | Hoch, J. E., Rachwani, J., & Adolph, K. E. (in press). Where infants go: Real-time dynamics of locomotor exploration in crawling and walking infants. Child Development. |
| 15.5/6 | Final Assignment: Using https://childdev.psy.miami.edu/index.html and https://child-clinical.psy.miami.edu/index.html write one paragraph about a Developmental or Child Clinical Psychology Department faculty member including what they research, what courses they teach, and something else you found interesting about them. Also write a pretend email as if I were the professor, and ask whether you can get involved in their research. Combine the paragraph and the email into one document and submit as usual. |
