Psychology S3280Q, 3 pts.
Summer 2005 - Columbia University

Representative Course Syllabus

Seminar in Infant Development

608 Schermerhorn Hall
Tu Th 9:00 AM- 12:10 PM
July 5 - August 12, 2005

Prof. Maria A. Crisafi

e-mail: mariacrisafi@msn.com
Office hours: By appointment

The information that follows is from a previous summer

Course Description

Required texts:
Development in Infancy: An Introduction (2002), Fourth Edition by M.E. Lamb, M. H. Bornstein, and D. M. Teti. Lawrence Erlbaum Assoc. Inc.

Blackwell Handbook of Infant Development (2001; paperback, 2004), Edited by Gavin Bremner & Alan Fogel, Blackwell Publishing Ltd.

(Texts available at Labyrinth Books, 536 W112th St., and will be on reserve in the Psychology Dept. Library, along with supplemental journal articles)

Prerequisite: A course in developmental psychology or the instructor's permission.

Bulletin Description: Analysis of human development during the first year of life, with an emphasis on infant perceptual and cognitive development.

Full Description: Knowledge of development in infancy has increased dramatically in the last few decades because of advances in techniques that make it possible to better understand infants' abilities. This course will provide an overview of infant development based on current research, with the primary focus on perception and cognition. Theoretical issues, such as assessment of competence, continuity in development, and the relative contributions of heredity and environment, will be discussed.

Columbia Degree Requirements met by this course:

  • For the Psychology major, minor, or concentration, it will meet the Group I (perception and cognition) requirement.

  • For the Neuroscience & Behavior joint major, it will fulfill the 5th Psychology requirement (one advanced Psychology seminar from a list approved by the department).

  • For the science requirements of the College and General Studies, it will meet the 2nd term of the requirement, provided the student obtains instructor permission and has completed the necessary prerequisite.

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Course requirements and grading

Requirements for the course include:

  • Class presentation and paper based on one of the topics in the course outline (40% of grade),

  • Final exam based on information presented in class and in the readings (50% of grade),

    and

  • Class attendance and participation (10% of grade).

Presentation Paper: Presentation paper topics will be discussed and assigned during the first class meeting. For presentations, students will discuss the topic of the day by briefly reviewing what is in the reading and then supplement this by including material from other sources that would form the basis of their paper. Papers should be based on research articles from journals, such as Infant Behavior and Development, Developmental Psychology, and Child Development, and contributions from advanced texts. Resources for background material include: Handbook of Infant Development by Joy D. Osofsky; Progress in Infancy Research by Jeffrey Hagen and Harlene Hayne (Eds.); and Handbook of Child Psychology (5th edition) by William Damon and Nancy Eisenberg (Eds.).

Papers should not exceed 10 pages and include at least 5 journal articles as references. Students will need to consult with me before their day of presentation.

Deadline: The deadline will be July 22 for all papers, including presentations on topics that take place from July 27 to August 10.

Tentative Course Outline of Topics and Chapters in the Texts

Date

Topic

Lamb, Bornstein, & Teti

Bremner & Fogel

July 6

Why study infants?
History and theoretical background
Methods and Social Policy

1

3

Introduction; 26; 23

July 8

Prenatal development

4

18

July 13

Birth; reflexes
Motor development

4
4

3

July 15

Newborn states
Perceptual development

5
6

1

July 20

Cognitive development:
Learning and Information processing

7

5

July 22

Cognitive development: Piaget
Tests of infant development
Deadline for all papers on presentation topics

7

4; 21 p. 605

July 27

Problem solving, categorization, symbolic play

8

July 29

Language development

9

14; 15

August 3

Emotional development and temperament

10

16; 17

August 5

Social development and attachment; child care

11

12; 11; 24

August 10

Effects of social class and culture

2

10 p. 284-287
13 p. 366-368

August 12

Review

Final Exam

  

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