3490G-001

Psychology 3490G-001

Special Topics in Developmental Psychology - "Evolutionary Developmental Psychology"

If there is a discrepancy between the outline posted below and the outline posted on the OWL course website, the latter shall prevail.

1.0    CALENDAR DESCRIPTION

This course considers human development from an evolutionary perspective. It emphasizes the application of evolutionary theory, particularly natural selection, to explain the function of development and to discover the mechanisms that underlie it.

 

 

Prerequisites: Psychology 2820E or both Psychology 2800E and 2810 3 seminar hours, 0.5 course

 

Unless you have either the prerequisites for this course or written special permission from your Dean to enrol in it, you may be removed from this course and it will be deleted from your record. This decision may not be appealed. You will receive no adjustment to your fees in the event that you are dropped from a course for failing to have the necessary prerequisites.


2.0    COURSE INFORMATION

Instructor: Adam S. Cohen

Office and Phone Number: WH 323 East, ext. 84596

Office Hours: Thursday 12:30 – 1:30 PM (please email ahead) Email: acohen42 AT uwo DOT ca

 

Teaching Assistant: Clara Stafford Office: NSC 120K

Office Hours: Wednesday 1:00 – 2:00 PM (please email ahead) Email: cstaffo2 AT uwo DOT ca

 

Time and Location of Classes: Thursday 9:30 AM-12:30 PM, WH 20E


If you or someone you know is experiencing distress, there are several resources here at Western to assist you.  Please visit:  http://www.uwo.ca/uwocom/mentalhealth/ for more information on these resources and on mental health.

Please contact the course instructor if you require material in an alternate format or if you require any other arrangements to make this course more accessible to you. You may also wish to contact Services for Students with Disabilities (SSD) at 519-661-2111 ext 82147 for any specific question regarding an accommodation.

3.0  TEXTBOOK

We will undertake a close reading of three books that explore the relationship between evolution and development, with a focus on the human brain.

Carroll, S. B. (2005). Endless forms most beautiful: The new science of evo devo and the making of the animal kingdom. WW Norton & Company.

Marcus, G. (2004). The birth of the mind: How a tiny number of genes creates the complexities of human thought. New York: Basic Books.

Barrett, H. C. (2015). The shape of thought: How mental adaptations evolve. New York: Oxford

University Press.

 

In addition, I will provide links to supplementary videos that complement the readings. Links to the videos will be posted on OWL.

 

Advice: The readings present new ideas that will challenge you. To really understand the material and do well in this course, it is critical that you read the material at least twice.

4.0    COURSE OBJECTIVES

This course considers human development from an evolutionary perspective. It emphasizes the application of evolutionary theory, particularly natural selection, to explain the function of development and to discover the mechanisms that underlie it.

 

Special focus and scrutiny will be given to the nature–nurture controversy. Are nature, biology, genes, and innate the opposite of nurture, culture, environment, and learned? Or are these false dichotomies? In this course, we will discuss the scientific and logical problems with “nature vs. nurture” and with related conciliatory proposals that suggest traits are partly genetic, partly environmental. Then we will move beyond “nature vs. nurture” by considering the modern framework of evolutionary developmental psychology, which emphasizes nature-nurture causal interactions, organized by natural selection, to explain development.


   4.1    STUDENT LEARNING OUTCOMES

The purpose of this course is to help students

  1. Apply an evolutionary developmental approach to psychological questions
  2. Describe and explain theories and methods for studying the developing mind and brain
  3. Describe, explain, & critique data from evo devo psychology
  4. Identify and explain common misconceptions about nature-nurture
  5. Articulate a (bio)logically serious understanding of nature–nurture
  6. Improve critical and original thinking skills; as well as presentation and writing skills

5.0     EVALUATION

Weekly Assignment (25%)

Part A) Summary Section: Each week, students will write a 1 page summary on the reading. The summary includes a) a review of the main points of the reading (2-3 sentences), b) two things that you liked about the reading, c) two things that you didn’t like and wish the authors had explained or argued differently, d) one quiz question that you might pose to your classmates, and e) one research question to pursue in the future.

 

Part B) Question Section: Students will submit questions based on the readings. These include “clarification” questions (e.g., “What does the author mean by X?’”) and “discussion” questions (e.g., “Could the results be explained by the alternative hypothesis that X?”). Students should submit at least 3 clarification and at least 3 discussion questions.

 

A pre-formatted template will be posted to OWL. A separate file, also posted to OWL, will include the full instructions for the assignment as well as some useful advice. Assignments should be uploaded to OWL and are due no later than 24 hours before class (9:30 AM on Wednesdays).


 

Leading discussion (15%)

Each week, two students will lead class discussion. Leaders will guide an initial discussion revolving around their own and their classmate’s “clarification questions” to resolve any points of difficulty or confusion. Then leaders will shift to “discussion questions,” which should focus the conversation on substantive issues from the reading, including strengths and limitations of the arguments (conceptual, experimental, statistical, etc.), connections to other research or previous readings (synthesis), and future directions (e.g., tests of new predictions/alternative explanations that would extend/challenge an argument), among other topics. Leaders are encouraged to keep the class interactive by sprinkling in at least two activities that quickly and effectively illustrate major concepts from the reading.

 

The leaders should discuss their plans for class with each other beforehand so they are prepared to facilitate discussion. A successful class depends on  the leaders getting other students to   participate and carry a significant portion of the conversation. Since Powerpoint often promotes a “lecture” mode and hinders effective discussion, it is not permitted for leading discussions unless given permission ahead of time. Discussion leaders should email me a list of their clarification and discussion questions by Wednesday 930AM. I will then email the questions to the class so that students have time to ruminate over them and start to develop ideas and responses.

 

Class participation (20%)

Everyone in the class will be expected to have done all the readings and participate in weekly discussions. Good contributions are those that:

  • Show you have carefully considered the important issues in the readings and previous

discussions in class.

  • Provide a new insight that is also relevant to the topic at hand (i.e., long off-track comments are

not always the most constructive).

  • Build on contributions from others in the class in order to move the discussion forward.
  • Offer honest but respectful questions and criticisms of the readings.

 

Attendance Policy

Attendance is necessary for class participation. Failure to provide proper documentation for an absence (or lateness) will result in a full (or partial) deduction from that week’s class participation grade. See the course FAQ for more information on attendance and excused absences.

 

Op-ed assignment (15%)

Students will be assigned an article from a major news outlet (NY Times, Washington Post, LA Times, The Globe and Mail, etc.) that commits the “nature vs nurture” error and will write a 750 word (+/- 50 words) “Op-Ed” style paper that a) describes the error in the article, b) explains why it is an example of the “nature vs nurture” error, and c) provides an alternate way to think about the issue that is consistent with current scientific thinking about nature-nurture interaction. Students are encouraged to cite peer- reviewed articles, from the readings or elsewhere, to support claims made in their Op-Ed.

 

Take home exam (25%)

Students will write short essay responses to a series of questions based on the readings. The total word count should be 2500 words (+/- 50 words), not including the questions. Papers outside the word limit will not be accepted. The assignment will be posted on April 9th by 12:00PM and due on April 11th at 12:00PM.


Although the Psychology Department does not require instructors to adjust their course grades to conform to specific targets, the expectation is that course marks will be distributed around the following averages:


70%     1000-level and 2000-level courses
72%     2190-2990 level courses
75%     3000-level courses
80%     4000-level courses
   
The Psychology Department follows the University of Western Ontario grading guidelines, which are as follows (see http://www.uwo.ca/univsec/pdf/academic_policies/general/grades_undergrad.pdf ):

A+  90-100      One could scarcely expect better from a student at this level
A    80-89        Superior work that is clearly above average
B    70-79        Good work, meeting all requirements, and eminently satisfactory
C    60-69        Competent work, meeting requirements
D    50-59        Fair work, minimally acceptable
F    below 50    Fail



6.0  TEST AND EXAMINATION SCHEDULE

There are no exams in this course.


7.0   CLASS SCHEDULE

Week 1: 01/05 - Introduction to evolutionary developmental psychology

No reading

 

 

Part 1: ENDLESS FORMS MOST BEAUTIFUL (week 2 to week 5)

 

Week 2: 01/12 – Genes regulate development                                                              Reading: p.1 – 51

Week 3: 01/19 – Genetic switches as instructions for building organisms Reading: p.52 – 107

Week 4: 01/26 – The “dark matter” of the genome                                                     Reading: p.108 – 131; 244-247

Week 5: 02/02 – Evolution of human development                                                    Reading: p 248 – 305

 

Bonus Video: “What Darwin Never Knew” – NOVA PBS

(Although we won’t directly discuss p.132 – 243, you’re encouraged to read it at your leisure.)

 

 

Part 2: THE BIRTH OF THE MIND (week 6 to week 9)

 

Week 6: 02/09 – Brain development as pre-wiring and re-wiring                              Reading: p.1 – 46 Week 7: 02/16 – Genes help build every body part, including the brain                                                              Reading: p.47 - 88 Reading Week: 02/23 - No class

Week 8: 03/02 – The evolution of mental genes                                                          Reading: p.89 – 131

Week 9: 03/09 – Without genes, learning would not exist                                          Reading: p.131 – 177 Bonus Video: Sydney Brenner

Op-Ed assignment due on 03/13 at 11:59PM

 

 

Part 3: THE SHAPE OF THOUGHT (week 10 to week 13)

 

Week 10: 03/16 – Evolution I                                                                                          Reading: p.1 - 49

Week 11: 03/23 – Evolution II & Information I                                                         Reading: p.50 -  103

Week 12: 03/30 – Information II & III                                                                         Reading:  p.104  -  154

Week 13: 04/06 – Development I and II                                                                       Reading: p.155 - 205 Bonus Video: Clark Barrett

 

7.1   FAQ AND ADVICE

 

Have a question? Before spending all that time writing a long email to the instructor or TAs, check out the FAQ and Advice link on OWL.

 

7.2   LAPTOP POLICY

 

It is strongly recommended that you not bring a laptop to class. The reasons for this will be discussed during the first class.


8.0     STATEMENT ON ACADEMIC OFFENCES

Students are responsible for understanding the nature and avoiding the occurrence of plagiarism and other scholastic offenses. Plagiarism and cheating are considered very serious offenses because they undermine the integrity of research and education. Actions constituting a scholastic offense are described at the following link:  http://www.uwo.ca/univsec/pdf/academic_policies/appeals/scholastic_discipline_undergrad.pdf

As of Sept. 1, 2009, the Department of Psychology will take the following steps to detect scholastic offenses. All multiple-choice tests and exams will be checked for similarities in the pattern of responses using reliable software, and records will be made of student seating locations in all tests and exams. All written assignments will be submitted to TurnItIn, a service designed to detect and deter plagiarism by comparing written material to over 5 billion pages of content located on the Internet or in TurnItIn’s databases. All papers submitted for such checking will be included as source documents in the reference database for the purpose of detecting plagiarism of papers subsequently submitted to the system. Use of the service is subject to the licensing agreement, currently between Western and Turnitin.com http://www.turnitin.com

Possible penalties for a scholastic offense include failure of the assignment, failure of the course, suspension from the University, and expulsion from the University.



9.0    POLICY ON ACCOMMODATION FOR MEDICAL ILLNESS

Western’s policy on Accommodation for Medical Illness can be found at:
http://www.westerncalendar.uwo.ca/2016/pg117.html

Students must see the Academic Counsellor and submit all required documentation in order to be approved for certain accommodation:
http://counselling.ssc.uwo.ca/procedures/medical_accommodation.html


10.0        OTHER INFORMATION

Office of the Registrar web site:  http://registrar.uwo.ca

Student Development Services web site: http://www.sdc.uwo.ca

Please see the Psychology Undergraduate web site for information on the following:

    http://psychology.uwo.ca/undergraduate/student_responsibilities/index.html

- Policy on Cheating and Academic Misconduct
- Procedures for Appealing Academic Evaluations
- Policy on Attendance
- Policy Regarding Makeup Exams and Extensions of Deadlines
- Policy for Assignments
- Short Absences
- Extended Absences
- Documentation
- Academic Concerns
- 2016 Calendar References

No electronic devices, including cell phones, will be allowed during exams.