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Courses in Human Development (HDE)

Lower Division Courses

12. Human Sexuality (3)

Lecture—3 hours. Vocabulary, structure and function of reproductive system; sexual response; pre-natal development; pregnancy and childbirth; development of sexuality; rape and sexual assault; birth control; sexually transmitted diseases; homosexuality; establishing and maintaining intimacy; sexual dysfunctions; communication; enhancing sexual interaction; cultural differences in attitudes towards sexuality. GE credit: Div.—I, II, III. (I, II.)

92. Internship (1-12)

Internship—3-36 hours. Prerequisite: field work experience or at least one course (e.g., course 100A, 100B, 140 or 140L) related to fieldwork assignment; consent of instructor. Supervised internship, off campus and on campus, in community and institutional setting. May be repeated for credit for a total of 12 units or if involves progressively greater (supervised) participation in program delivery or assessment. (P/NP grading only.)—I, II, III. (I, II, III.)

98. Directed Group Study for Undergraduates (1-5)

Prerequisite: consent of instructor. (P/NP grading only.)

99. Special Study for Undergraduates (1-5)

(P/NP grading only.)

Upper Division Courses

100A. Infancy and Early Childhood (4)

Lecture—4 hours. Prerequisite: Psychology 1 or 15, Biological Sciences 1A or 10. Analysis of the biological, social, and cultural influences in the psychological growth and development of children, prenatal through age six.—I, II, IV. (I, II.) Chen, Harper, Kraft

100B. Middle Childhood and Adolescence (4)

Lecture—4 hours; three brief observations of school-age children. Prerequisite: course 100A or the equivalent; introductory biology. Analysis of the interplay of biological and social-cultural factors in the emotional, cognitive and social development from middle childhood through adolescence.—II, III. (II, III.) Harper, Nishina

100C. Adulthood and Aging (4)

Lecture—4 hours. Prerequisite: Psychology 1 or 15. Development during early, middle, and late adulthood; biological, cognitive, and psycho-social aspects of adult development. Emphasis on normative patterns of development which characterize “successful aging.”—I, III. Miller, Ober

101. Cognitive Development (4)

Lecture—3 hours; term paper. Prerequisite: course 100A or 100B or Psychology 140. Pass 1 restricted to Human Development or Psychology majors. Theories, methods, evidence, and debates in the field of cognitive development, such as nature/nurture, constraints on learning, and the role of plasticity. Topics include attention, memory, concepts about the physical and social world, and language. (Same course as Psychology 141.) GE credit: Wrt.—I, II, III. (I, II, III.) Chen, Gibbs, Goodman, Graf Ester, Lagattuta, Rivera

102. Social and Personality Development (4)

Lecture—3 hours; term paper. Prerequisite: course 100A or 100B or Psychology 140. Pass 1 open to Human Development or Psychology majors. Social and personality development of children, infancy through adolescence. Topics include the development of personality, achievement motivation, self-understanding, sex-role identity, and antisocial behavior. Emphasis on the interface between biological and social factors. (Same course as Psychology 142.) GE credit: SocSci, Wrt.—I, II, III. (I, II, III.) Conger, Gibbs, Lagattuta, Rivera, Robins

103. Cross-Cultural Study of Children (4)

Lecture—4 hours. Prerequisite: course 100A or consent of instructor. Cross-cultural studies of children in developing countries and among minority groups in the U.S. GE credit: Div.—III.

110. Contemporary American Family (4)

Lecture—4 hours. Prerequisite: introductory psychology. Factors currently influencing American families including changing economic conditions, changing sex roles, divorce, and parenthood; theories and research on family interaction.—II, III. K. Conger

117. Longevity (4)

Lecture—3 hours; term paper. Prerequisite: upper division standing or consent of instructor. Nature, origin, determinants, and limits of longevity with particular reference to humans; emphasis on implications of findings from non-human model systems including natural history, ecology and evolution of the life span; description of basic demographic techniques including life table methods. (Same course as Entomology 117.) GE credit: SciEng, Wrt.—I. Carey

120. Research Methods in Human Development (4)

Lecture—3 hours; laboratory—3 hours. Prerequisite: course 100A or 100B, and Statistics 13 or Education 114 or Psychology 41 or Sociology 46A and 46B. Topics include scientific view of human development; origins of scientific inquiry; research strategies; preparation for conducting research; descriptive statistics and statistical inference (hypothesis testing); statistical analysis and understanding results. Major emphasis on experimentation, collecting data and analyzing results.—I, III. Masyn, Nishina

121. Psychological Assessment (4)

Lecture—4 hours. Prerequisite: courses 100A-100B; elementary statistics. Current issues and methodology related to the process of psychological assessment with children.—I. Nishina

130. Emotionally Disturbed Children (4)

Lecture—3 hours; discussion—1 hour. Prerequisite: courses 100A and 100B or consent of instructor. Discussion of psychosis, neurosis, behavior disorders, and learning difficulties in children.—II, III. Bryant, Mastergeorge

132. Individual Differences in Cognition (4)

Lecture—4 hours. Individual differences in cognition, including learning disabilities and giftedness. Education implications and neurodevelopmental substrates of individual differences in cognition.—II, III. (II, III.) Kraft

140. Communication and Interaction with Young Children (2)

Lecture—2 hours. Prerequisite: courses 30, 100A, and 140L (concurrent enrollment recommended). Theory and practice in the area of effective interaction with young children. Humanistic, child-centered approaches; awareness of goals, beliefs, and values as these affect interactions. To enroll, students must sign up for laboratory time at the Child and Family Studies Center.—I, II, III. (I, II, III.)

140L. Laboratory in Early Childhood (3-6)

Discussion—3 hours; laboratory—6-15 hours. Prerequisite: course 140 (may be taken concurrently). Application of theories of learning and development to interaction with children six months to five years at Early Childhood Laboratory. Applied skills in communication, discipline and curriculum. May be repeated for credit for a total of 12 units. (P/NP grading only.)—I, II, III. (I, II, III.)

141. Field Study With Children and Adolescents (4-6)

Lecture—2 hours, fieldwork—6-12 hours. Prerequisite: course 100A or 100B; consent of instructor. Study of children's affective, cognitive and social development within the context of family/school environments, hospitals and foster group homes. May be repeated for credit for a total of 12 units.
—I, III. (I, II, III.) Kraft, Ponzio

142. Field Study with Emotionally Distressed Children and Adolescents (4-6)

Discussion—1.5 hours; fieldwork—6-12 hours. Prerequisite: course 130 (may be taken concurrently); consent of instructor. Field study with children who are identified as emotionally distressed, including those with internalizing and externalizing behavioral problems. May be repeated for credit for a total of 12 units following consultation with and consent of instructor.—II. (II.) Bryant

143. Field Studies of the Elderly (4-6)

Discussion—2 hours; field work—6-12 hours. Prerequisite: course 100C or 160 may be taken concurrently. To apply theory and research on adult development and aging, to work with older adults in a variety of settings, and to develop skills relevant to that application. Students will also develop a small research project.—II. (I.) Miller, Ober

160. Social Aspects of Aging (4)

Lecture—4 hours. Prerequisite: course 100C or Psychology 115. How the social context affects adult development and aging. Emphasis on demography, social policy, culture, and adaptation. Oral histories as class projects. Offered in alternate years. GE credit: Div.—II.

162. Issues in Aging (3)

Lecture—2 hours; lecture/discussion—1 hour. Prerequisite: course 100C or 160. Research and policy issues concerning the elderly and aging in contemporary society. Offered in alternate years.

163. Cognitive Neuropsychology in Adulthood and Aging (4)

Lecture/discussion—4 hours. Prerequisite: Psychology 1; course 100C recommended. Theories, methods, and findings concerning the relationship between cognitive processes and brain functioning. Readings, lectures, and in-class discussions cover research on normal younger and older adults, neuropsychological case studies, and selected patient groups (e.g., amnesia, schizophrenia, Alzheimer’s disease).—I. Ober

190C. Introductory Research Conference (1)

Discussion—1 hour. Prerequisite: involvement in ongoing research. Instructors lead discussions with undergraduate students who involve themselves in a research project. Research papers are reviewed and aspects of project proposals developed out of class are presented and evaluated. May be repeated for credit. (P/NP grading only.)—I, II, III. (I, II, III.)

192. Internship (1-12)

Internship—3-36 hours. Prerequisite: upper division standing and consent of instructor. Supervised internship off and on campus, in community, and institutional settings. (P/NP grading only.)

198. Directed Group Study (1-5)

(P/NP grading only.)

199. Special Study for Advanced Undergraduates (1-5)

(P/NP grading only.)

Graduate Courses

200A. Early Development (4)

Lecture—3 hours; discussion—1 hour. Prerequisite: graduate standing; basic biology or physiology; one upper division course in psychology or a related field; one upper division or graduate course in developmental psychology (may be taken concurrently). Theory and research on the biological, social, cognitive, and cultural aspects of development from conception to the age of five years.—I. Chen, Harper

200B. Middle Childhood and Adolescence (4)

Lecture—3 hours; discussion—1 hour. Prerequisite: graduate standing; basic biology or physiology, and at least two upper division or graduate-level courses in psychology or related fields. Theory and research on biological, cognitive, social, and cultural influences on behavioral development from age five years until late adolescence.—II. Bryant, Nishina

200C. Development in Adulthood (4)

Lecture/discussion—4 hours. Prerequisite: courses 200A and 200B. Theory and research focusing on social, personality, cognitive, and biological development from early to late adulthood. Emphasis is on theory development and continuity and change.—III. Ober, Miller

203. Adolescent Behavioral and Emotional Development (4)

Lecture/discussion—4 hours. Prerequisite: course 200B. Analysis of recent theories, research methods, and major findings on adolescent behavioral and emotional development, including contextual and genetic influences on adolescence, pubertal transitions, and social/family contexts and processes. Emphasis on multi-level mechanisms underlying adolescent behavioral and emotional development. Offered in alternate years. Ge

210. Theories of Behavioral Development (3)

Lecture—2 hours; discussion—1 hour. Prerequisite: graduate standing in behavioral sciences. Consideration of enduring issues in theories of behavioral development; analysis of adequacy of major theoretical schools (e.g., social learning, Piagetian) as scientific theories. Offered in alternate years. Harper

211. Physiological Correlates of Behavioral Development (3)

Seminar—3 hours. Prerequisite: consent of instructor. An overview of mechanisms of organismic development and the implications of developmental biology for the analysis of behavioral ontogeny; consideration of parallels between processes of organismic development and behavioral development in children and infra-human mammals.—III. Harper

217. Development of Cortical and Perceptual Laterality (3)

Seminar—3 hours. Prerequisite: graduate standing in child or human development or consent of instructor. Current theory and research regarding the development of human cortical and perceptual laterality—emphasizing the relationship of this development to thinking and behavior. Offered in alternate years. Kraft

220. Research Methods in Human Growth and Development (4)

Lecture—4 hours. Prerequisite: Statistics 13 or the equivalent and at least two upper division courses in Human Biology or Developmental Psychology. Overview of qualitative and quantitative approaches to empirical inquiry in the social sciences, with a focus on theory and research methods in biological growth and cognitive and social/emotional development from prenatal period to death.—III. (II.)

231. Issues in Cognitive and Linguistic Development (3)

Seminar—3 hours. Prerequisite: consent of instructor. Study and evaluation of key issues in the theoretical and empirical literature on cognitive and linguistic development.—(III.) Kraft

232. Cognition and Aging (3)

Lecture/discussion—3 hours. Prerequisite: course 200C. The manner in which cognitive processes are affected by aging as well as an understanding of the changes in the central nervous system occurring with aging. Offered in alternate years. Ober

234. Children’s Learning and Thinking (3)

Seminar—3 hours. Prerequisite: course 200A or Psychology 212 recommended. Analysis of theories, research methods, and major findings of children’s higher order cognition, including origins of knowledge, development of problem solving skills, reasoning strategies, and scientific concepts, with an emphasis on the underlying mechanism involved in children’s thinking and learning processes. Offered in alternate years.—II. Chen

238. The Context of Individual Development (3)

Lecture/discussion—3 hours. Prerequisite: graduate standing in Human Development, Child Development, Education, Psychology, Anthropology, Sociology, or consent of instructor. Analysis of human development within the context of daily life. Contextualizing theories and methods of developmental psychology will be distinguished from contextual theories and methods. Developmental psychology models will be distinguished from child psychology models. Offered in alternate years. Bryant

240. Peer Relationships During Adolescence (4)

Lecture/discussion—4 hours. Prerequisite: graduate standing in Human Development, Psychology, Education, or consent of instructor. Course examines the role of peer relationships in adolescent development including forms and functions at the individual, dyadic and group levels. Ethnicity and cross cultural research will be discussed. Emphasis on methodology, including surveys, peer nominations/sociometrics, experimental, and observational designs. Nishina

250. Current Research on Family Relationships (4)

Lecture/discussion—6 hours; term paper. Prerequisite: graduate standing in Human Development Graduate Group, Psychology, Sociology, a related social science, or permission of the instructor. Discussion of theories, methods, and current research on the nature and development of sibling, romantic, and parent-child relationships across the lifespan. Emphasis on interpersonal and family processes examined in ethnic/cultural contexts. Implications for individual development will be addressed.—III. Conger

252. Family Research, Programs and Policy (4)

Seminar—3 hours; term paper. Prerequisite: graduate standing in Human Development, Psychology, Sociology, related social sciences, or consent of instructor. Course examines the competing interests of research, policy, and service on current issues of family functioning and individual well being. The course considers communication barriers between researchers, practitioners, and policy makers. Offered in alternate years.—(III.) Conger

290. Seminar (3)

Seminar—3 hours. Discussion and evaluation of theories, research, and issues in human development. Different topics each quarter.—I, II, III. (I, II, III.)

290C. Research Conference (1)

Discussion—1 hour. Prerequisite: graduate standing and consent of instructor. Supervising instructors lead research discussions with their graduate students. Research papers are reviewed and project proposals are presented and evaluated. May be repeated for credit. (S/U grading only.)—I, II, III. (I, II, III.)

291. Research Issues in Human Development (4)

Seminar—4 hours. Prerequisite: graduate standing in the Behavioral Sciences. In-depth presentations of research issues in particular areas of behavioral development.—I, II. (I. II.) R. Conger, Kraft

292. Graduate Internship (1-12)

Internship—3-36 hours. Prerequisite: consent of faculty (internship sponsor) and satisfactory completion of placement-relevant course work, for example: Education 213, 216; course 222, 242; Law 272, 273. Individually designed supervised internship, off campus, in community or institutional setting. Developed with advice of faculty mentor. May be repeated for credit up to 12 units if justified skill acquisition and promise of informing evaluation research. (S/U grading only.)—I, II, III. (I, II, III.)

298. Group Study (1-5)

299. Research (1-12)

(S/U grading only.)

Professional Course

396. Teaching Assistant Training Practicum (1-4)

Prerequisite: graduate standing. May be repeated for credit. (S/U grading only.)—I, II, III. (I, II, III.)