Psy 377: Special Topics in Child Psychology   CRN#30400
Spring, 2014 - Dr. Karen Hartlep,

12:45 - 2:00 PM, M-W  in  DDH/F100

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                             Office: DDH/D115                                        Office Hours: 2:00-3:30 PM, MWF
Phone: 654-2371                                         e-mail:


Required Readings:

Bower, T.G.R. (1982).  Development in Infancy.  San Francisco, CA; W.H.Freeman.  (pp.15-34)

Crain, W. (1980).  Theories of Development.  Englewood Cliffs; Prentice Hall.  (pp. 90-107)

Gardner, H. (2002).  A Multiplicity of Intelligences.  In B. Slife (Ed.) Taking Sides. (pp. 152-158).  Guilford, CT; McGraw-Hill/Dushkin.

Gibbs, N. (1995).  The EQ Factor.  Time, 60-66, 68.

Gibson, E. & Walk, R. (1960).  The "Visual Cliff".   Scientific American, 202, 80-92.

Gibson, J. (1966).  The Senses Considered as Perceptual Systems.  Boston, MA; Houghton Mifflin.  (pp. 1-6; 47-58)

Ginsburg, H. & Opper, S. (1979)  Piaget's Theory of Intellectual Development.  Englewood Cliffs; Prentice Hall.  (pp.198-205.)

Gottfredson, L.S. (2002).  The General Intelligence Factor.  In B. Slife (Ed.) Taking Sides. (pp. 159-169).  Guilford, CT; McGraw-Hill/Dushkin.

Lambert, C. (1998 Sept/Oct).  The Emotional Path to Success.  Harvard Magazine, 60-95.

McGhee, P. (1979).  Humor: Its Origin and Development San Francisco; W.H. Freeman.  (pp.125-149.)

Miele, F. (2002).   Intelligence, Race, and Genetics.  Cambridge, MA; Westview Press.  (pp. 43-66)

Rose, S.A. & Blank, M. (1974).  The potency of context in children's cognition: An illustration through conservation.  Child Development, 45, 499-502.

Rovee, C. & Rovee, D. (1969).  Conjugate Reinforcement of Infant Exploratory Behavior.  Journal of          Experimental Child Psychology, 8, 33-39.

Siegler, R. (1998).  Children's Thinking.  Englewood Cliffs; Prentice Hall.  (pp. 253-261)

Sternberg, R. (1988a).  IQ Tests: Measuring IQ, Not Intelligence.  In R. Sternberg,  The Triarchic Mind. (pp. 18-36).  New York, N.Y.; Viking. 

Sternberg, R. (1988b).  Understanding Mental Self-Management: The Triarchic Theory of Human Intelligence.  In R. Sternberg, The Triarchic Mind.  (pp. 55-77).  New York, N.Y.; Viking.  

Purpose of the course:

l. This course is to be taken in conjunction with Psy 310L Child Psychology Lab.  It provides the broader context for the labs in a lecture/discussion format.
2. We will cover the topics of infant perception, the nature of intelligence including IQ testing and its alternatives, and Piaget's theory of cognitive development as it relates to conservation, humor, logic, and problem solving.

Schedule of Critical Dates:

April 21       Last day to withdraw from classes without a "W" being recorded on the transcript.
            Withdrawals after this date will be permitted only for a "serious and compelling
            reason".  (Please see the CSUB Catalog for a definition of terms.)

April 23    Quiz #1    Over Bower (1982);  Gibson & Walk (1960);  Gibson (1966);   and Rovee & Rovee (1969).


May 14    Quiz #2     Over Crain (1980);  Ginsburg & Opper (1979);  Gottfredson (2002); McGhee (1979);  Miele (2002);   and Rose & Blank    (1974). 

May 19    Last day to withdraw from classes for "a serious and compelling reason".

May 26    Memorial Day Holiday -- No class

June 9    Quiz #3    Over Gardner (2002); Gibbs (1995);  Lambert (1998);  Sternberg (1988a);  Sternberg (1988b);  and Siegler (1998).

Course Requirements:

1.  Three Quizzes.  They will be primarily multiple choice and short answer questions from the listed readings and from class lectures.  Each will be worth 33.3% of your final grade.

2. Attendance. If you miss more than three classes, a percentage point will be taken off your final grade in the course for each additional class that is missed.

The final letter grade will be assigned according to the following scale:

A = 93-100% C = 73- 77%
A- = 90- 92% C- = 70- 72%
B+ = 88- 89% D+ = 68- 69%
B = 83- 87% D = 63- 67%
B- = 80- 82%  D- = 60- 62%
C+ = 78- 79% F = 59% and below


Policy on "Incompletes": Only in rare and unusual circumstances will incompletes be given in this course. Since this course is linked to Psy 310L, you would probably need to take an incomplete in that class as well.  The labs are group efforts, they can not be completed by an individual after the course is over.  However, the written work may be considered, if some family emergency prevents its timely completion. I will need to see some documentation of your emergency, i.e. a note from a doctor, a summons to court, a death notice, etc. You must request the incomplete by obtaining the forms from the records office, prior to the end of the quarter, filling them out as completely as possible, and bringing them to my office for permission and signature.

Policy on Academic Dishonesty: Any student caught in an act of academic dishonesty, including plagiarism, will receive an "F" for the course, and their action will be reported in a letter to the Dean of Arts and Sciences. Please refer to the CSUB Catalog for the full details and definitions of what actions qualify under this policy.
Policy on Quizzes:  1) Be on time.  Once the first person has finished and left the room you will not be allowed to start.  2) Do not leave the room during the exam.  You may leave once you have finished and passed in your exam.  3) Clear your desktop.  4) No peaked caps.  4) No cell phones, etc.