11V1O1N IiffAL1t U1N1VLff11Y
MEMORANDUM ?
2 ?
17
SENATE ?
From.. ?
ON
LTh1DERGPADUIE STUDIES
....Cifriáuli.iiüth'ges.(burs
idangés
Subject...
and New Course Proposals, Department ?
Date
10th
Decerrber,
1.9.7.6
?
áhology
?
I
Action taken by the Senate Cc g rrnittee on Undergraduate Studies
at its ireeting of Deceither 7th, 1976 gives rise to the following notion:
rtric
That Senate approve and recommend approval by the Board of
Governors the Departnnt of Psychology course and program changes, as set
forth in
5.76-17 4
/
?
,
specifically including:
?
i) ?
Description and prerequisite change - PSYC 180-3
Brain and Behaviour (To delete requirement of a high
school or university Biology since instructors do not
require it.)
S ?
ii) Change in title - PSYC 201-3 from "General Experimental
Psychology" to "Research Methods in Psychology".
(To itore accurately reflect the calendar description and
the way the course is taught.)
iii)
Prerequisite change - PSYC 321-3 Intelligence and
Creativity from "Prerequisite: PSYC 101-3. Recommended:
One of PSYC 201, 210, MATH 101, E1 332, BISC 202."
to "Prerequisite: PSYC 101-3. Recommended: PSYC 201 or
207.
iv)
Prerequisite change - PSYC 340-3 Psychopathology ('It
delete "Recommended: PSYC 304-3" leaving "Prerequisite:
PSYC 101-3")
?
V)
?
Description and prerequisite change - PSYC 365-3
Psycholinguistics. English 111-3 (no longer offered) and
212-3 will not be prerequisite: the latter will be
recommended along with LING 220-3. The description has
been modified to reflect the emphasis of faculty rrembers
in the Department.
vi) Prerequisite change - PSYC 406-3 Validation Techniques from
"PSYC 201, 210 and either PSYC 306 or 305." to "Prerequisite:
PSYC 201, 210 (or a course in statistics). Recommended:
PSYC 306-3"
/...
2
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Or
;
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.
-2-
10th Deceirber, 1976
vii)
Prerequisite change - PSYC 407-3 Evaluation Techniques
from "PSYC 406. PSYC 411 and 310 and CMPT 360 are
recximended" to "prerequisite: PSYC 201, 210 (or a course
in statistics). Pemnded: PSYC 306-311.
viii)
Change in prerequisites for upper division seminars to
require (in addition to statedcourses), 90 hours of
credit or pqmission of the Deparnt for PSYC 415-50,
420-5, 425-
?
430-5, 435-5, 440-5, 444-5, 450-5, 451-5,
460-5, 470-5, 480-5, 485-5
ix)
New course - PSYC
452-5
Social and Moral Developient
X)
New course - PSYC
.
456-5
Psychology of Adulthood and Aging
xi)
New course - PSYC
491-3
Selected Topics in Psychology
xii)
New course - PSYC
492-5
Selected Topics in Psychology
xiii)
Change in regulations, Directed Studies
<
?
&
Daniel R. Birch
WRE
SiMON FRASER UNIVERSITY C
c
-i
..c X- rr
.?
MEMORANDUM
Mr. H. Evans
Secretary, SCUS
Curriculum Changes, Course
Subject ......
C.hange.. ....
and .... Rev ... .C.o.ur.se. ... r.op.o.s.
Psychology
From........
.
.
Sheila
?
Roberts .......................................................
Secretary Faculty of Arts
Curriculum Committee
Date ..........
Deoemb..
1.,
?
.J.97.6
?
....................................
The Faculty of Arts Curriculum Committee at recent meetings
approved the attached changes of regulations and courses1and
New Course Proposals, for the Department of Psychology. Would
you please put these on the next agenda of SCUS.
_
'
2
k "
Z
4
^
)4
"
^ .
SR: ET
Atts.
S
0
S
FACULTY
?
OF ?
ARTS
0
CALENDAR ?
SUBMISSION
1977-1978
DEPARTMENT OF
?
PSYCHOLOGY
CoE.i
?
f
ftd
4^
041i
?
CVE.(
p. ?
200 ?
PSYC
?
180-3
Change
?
of
?
Description; ?
(Pre-requisites):
From:
?
"A ?
general ?
introduction ?
to
?
the
?
role
?
of ?
the
central
?
nervous ?
system
?
in
?
understanding ?
some
of
?
the most
?
important ?
phenomena ?
of ?
behavior
and
?
experience. ?
Considers ?
such ?
questions
?
as
the
?
physiological ?
basis ?
of
?
memory ?
storage;
the ?
neurophysiological ?
basis ?
of ?
hunger,
?
thirst,
sex
?
driv
es
,
?
sleep, ?
dreaming
?
and ?
emotional
reactions.
?
As ?
a ?
minimal ?
backgrounthe ?
student
should ?
have ?
had ?
at ?
least
?
one ?
high ?
school
?
or
university
?
course ?
in ?
biology.
to: ?
"A ?
general ?
introduction ?
to ?
the ?
role
?
of
the ?
central ?
nervous
?
system ?
in ?
understanding
some of
?
the most ?
important
?
phenomena ?
of
behavior
?
and ?
experience. ?
Considers ?
such
questions
?
as ?
the ?
physiological ?
basis ?
of
?
memory
storage;
?
the ?
neurophysiological ?
basis ?
of
hunger,
?
thirst, ?
sex ?
drives,
?
sleep, ?
dreaming
and ?
emotional
?
reactions.
Rationale: ?
Instructors ?
of ?
this ?
course ?
do
not ?
require
?
students ?
to ?
have
?
a ?
biology ?
back-
ground. ?
Therefore ?
the ?
description/prerequisite
has ?
been ?
removed ?
to ?
bring ?
the
?
Calendar ?
into
line ?
with
?
current ?
practice.
SEE ?
APPENDIX ?
A
p.
200 ?
PSYC 201-3
?
Title Change: ?
From: "General Experimental
?
Psychology"
to:"Research Method5in Psychology"
Rationale: General experimental psychology
is often taken to refer to a limited area
of Psychology defined by content rather than
method.
The research methods discussed in PSYC
201
are
not limited to the strictly experimental
variety.
• ?
The title would be brought into correspondence
with the complementary course PSYC 210:
?
Data
Analysis in Psychology.
1.
The proposed change would substitute a title that
more accurately reflects the calendar description
which would be unchanged and the substance of
2
S
p.
201
the course as it is now taught
PJyai
t- ?
4
?
SEE APPENDIX B
PSYC 321-3
?
Change in Prerequisites: From: "Prerequsite:
PSYC 101-3.
Recommended: One of PSYC 201 ,2l0, MATH 101
ECON 332, BISC 202."
to: "Prerequisite:
PSYC
101-3.
Recommended: PSYC 201 or 207."
Rationale: Experience teaching this course
indicates that the former
?
recommended courses
were less apppropriate than the two Psychology
courses.
P. 202
.
P. 203
SEE APPENDIX C
PSYC 3
1
0
.
3 ?
Change in Recommend
Pr erequisite:
.
From:
"Prerequisite: PSYC 101-3.
Recommended: PSYC 30+-3."
to: "
P
rerequisite: PSYC 101-3."
Rationale: The way the course is currently
taught, Instructors of this course have found
that PSYC 304 is not a useful prerequisite.
SEE APPENDIX D
PSYC
365-3
?
Change in Description:
?
"From: "Treats language
?
behavior from a linguistic point of view to
provide an integrated study in terms of both
structural and functional aspects.
?
Included
among the topics covered are first language
acquisition, second language learningand
bilingualism, linguistic relativism, speech
disorder, and social determinants of speech."
to: "Treats language behavior form a linguistic
point of view to provide an integrated study
in terms of both structural and functional
aspects.
?
Treats language from a psychological
point of view.
?
Acquisition of the mother
language in the first yearof life is the main'
focus of the course.
?
Other topics may include:
?
second language acquisition, and bil inqual ism,
linguistic relativism, and social determinants
of speech."
Change in Prerequisites: From: "Prerequisites:
PSYC 101-3 and ENGL 111-3 or 212-3.
RECOMMENDED: LING 220-2"
to: "Prequisite: PSYC 101-3
Recommended: ENGL 212-3 or LING 220-3."
?
3
S
Rationale: This course is now being taught
by Dr. W. Turnbull and Dr. V. Modiql iani , who
have changed the direction of the course
slightly.
?
The prerequisite change also
reflects the change in approach.
?
English Ill
is no longer offered.
?
English
212
does not
necessarily provide useful background.
SEE APPENDIX E
.
1
rse ?
l-e-v-e
1I,at I
?
19- "nrcss ry te take
?
th ?
tripl ?
aught
--
-3-- ?
i build
uen-
at tugh ?
in-3--1-.
.Lly—ct-4-s-yH1dve
I
p
u,,J
LI.t it i
?
., I uie3p
UT
011 tL
1-e-9uici-t
gg
V9cr
a
enerj ?
he eur5e
-rsvies eri
?
in ene
ef
?
hsm .:+Eh th
.tly prc"i
de s
1 ?
IU---e---p-repdj
dL!on
p.
204
PSYC 406
?
Change in Prerequisites: From: "PSYC 211, 210,
?
and either PSYC
306
(or
305)
to: "Prerequisites: PSYC 201, 210, (or a
course in statistics).
Recommended: PSYC
306-3."
S
PSYC 407
?
Change in Prerequisites: From: "PSYC 406.
PSYc 411 and
310
and CMPT
360
are recommended."
to: "
P
rerequsites: PSYC 201, 210, (or a
course in statistics).
Recommended: PSYC
306-3."
1
.1
p. 204
.
p . 2 0 5
Rationale: ?
These courses are not necessarily
sequen
t ial. ?
The previous prerequisites
excludes
many
students from these courses
who 'co
A
Od have benefited from them, and are
not es.ential background for these courses.
• ?
SEE APPENDICES H & I
Upper Division
Seminars
ii
?
PSYC
1
415-5
?
Changer in Prerequsites: From:
"PSYC 310-5.'
hour^ of
to:
"PYC
310-5,
and 90/tor permission
of the department."
?
PSYC 420-5
?
Change in Prerequisite: From: "PSYC 302-3 (or
220-3.)"
to: "PSYC 302-3 (or 220-3), and 90 hours of
credits or permission of the department."
?
PSYC 42573
?
Change in Prerequisite: From: "PSYC 320-3."
to: "PSYC 320-3, and 90 hours of credits or
permission of the department."
?
PSYC 430-5
?
Change in Prerequisite: From:"PSYC 303-3 (or
220-3.)"
to: "PSYC 303-3 (Or 220-3) , and 90 hours of
credits or permission of the department."
?
PSYC 435-5
?
Change in Prerequisite: From: "PSYC 335-3.'
to: "PSYC 335-3, and 90 hours of credits or
permission of the department."
?
PSYC 440-5
?
Change
in
Prerequisite: From: "PSYC 304-3 (or
2 4
—
0-
-
3 T
•"
to: "PSYC 304-3 (or 240-3) , and 90 hours of
credits or permission of the department."
?
PSYC 444-5
?
Change in Prerequisite: From: "PSYC 340-3."
to: "PSYC 340-3, and 90 hours of credits or
permission-of the department."
?
PSYC 450-5
?
Change in Prerequisite: From: "PSYC 351-3 (or
350-3) or 355-3."
to: "PSYC 351-3 (or 350-3) or 355-3, and 90
hours of credits or permission of the departr.'
S
P. ?
205
?
PSYC ?
451-5
Change
350-3)."
?
in ?
Prerequisite:
?
From: ?
"PSYC
?
351-3
?
(or
to:"PSYC ?
351-3
?
(or
?
350-3), ?
and ?
90
?
hours ?
of
creditsor
?
permission ?
of ?
the
?
department."
PSYC ?
460-5
Change ?
in ?
Prerequisite: ?
From:"PSYC ?
360-3."
to:
?
PSYC ?
360-3,
?
and
?
90 ?
hours ?
of ?
credits ?
or
permission ?
of ?
the
?
deparment."
PSYC ?
470-5
Change. in
?
Prerequisite:
?
From: ?
"PSYC ?
370-3.'
to:
?
"PSYC ?
370-3, ?
and ?
90 ?
hours ?
of ?
credits ?
or
permission ?
of
?
the ?
department."
PSYC ?
480-5
Change ?
in ?
Prerequisite: ?
From: ?
"PSYC ?
380-3."
to:
?
"PSYC ?
380-3,
?
and
?
90
?
hours
?
of ?
credits
?
or
permission
?
of ?
the
?
department."
PSYC ?
485-5
Change ?
in ?
Prerequisite: ?
From: ?
"PSYC ?
385-3."
to: ?
PSYC ?
385-3, ?
and 90
?
hours
?
of ?
credits ?
or
permission ?
of ?
the ?
department."
Rationale:
?
The ?
present ?
practice ?
has
?
been ?
for
S
Instructors
?
to ?
approve ?
each ?
student ?
admitted
into
?
Upper
?
Division ?
Seminars. ?
By ?
increasing
the
?
requirement ?
for ?
these ?
Seminars ?
to ?
90
hours
?
of
?
credit ?
the ?
administration
?
of ?
these
courses
?
will ?
be ?
simplified. ?
Only
?
those ?
students
with ?
fewer ?
than ?
90 ?
hours ?
will
?
require ?
permission
of
?
the ?
department.
PSYC ?
452-5
New ?
Course ?
Proposal ?
SEE ?
APPENDIX ?
J
PSYC ?
456-5
New
?
Course
?
Proposal ?
SEE ?
APPENDIX ?
K
PSYC
?
491-3
New ?
Course
?
Proposal
?
SEE ?
APPENDIX
?
L
PSYC ?
492-5
New ?
Course
?
Proposal
?
SEE ?
APPENDIX
?
M
p. ?
205
?
Directed ?
Studies
Change ?
in ?
Regulations:
?
From:"Students ?
taking
the ?
Major ?
or ?
Honors
?
in ?
Psychology ?
may ?
count
no ?
more ?
than ?
eight ?
credit ?
hours ?
of ?
Directed
Studies ?
toward
?
the
?
required ?
number ?
of ?
upper
division ?
Psychology ?
credits."
S
to: ?
"These ?
courses
?
make ?
it ?
possible ?
for ?
a
?
single
student ?
or ?
a ?
small ?
group
?
of
?
students ?
to
?
work ?
with
a ?
faculty ?
member
?
on
?
a
?
reading ?
or ?
a ?
research
project ?
of ?
mutual
?
interest. ?
The ?
most ?
common
6
reasons for a student taking such a course are:
a)
The continuation of a reading or research
project begun in a 400 level seminar;
b)
Covering material not covered in the regular
course offerings;
c)
The completion of a research or reading
project which does not fall within the terms
of reference of other courses.
Directed studies courses may not duplicate
material covered in other Psychology courses.
An Honors project may not be initiated in a
directed studies course. -+--f
rsr eu
?
ef
?
u8h ?
89ur. ?
...,-
j,,ti ?
r ' 4-..4
ctIid
.
c .
,
umr
?
PVI
I,i9c—,
thi
fret
?
f ?
h.e h8r.,
.
The minimum entry requirements are a B average
and at least 60 accumulated credits.
?
In addition
permission of the department is required.
Students wishing to do a directed studies
course must complete art application form in
conjuction with the intended instructor.
?
It
may be obtained from the Department office.
Students tak'ing the Major or Honors in PsychQl.o,qy
may count no more than eight credit hours of Directed
Studies toward the required number of upper division
Psychology credits.
Rationale: The Department wishes to define in the
Calendar their philosophy behind directed.
studies courses.
?
It has been found in the
past that students who are not eligible for
these courses have registered in them.
.
'.
5. Approval?
Date:
71-7
SENAT&
COURSE PROPOSAL
b%k&TE
FORM
?
equi sites ?
F
P P
.dendar Information ?
Department: ?
Psychology
Abbreviation Code:
Psyc ?
Cótrse Number: ?
180 ?
Credit Hours: 3 Vector: 2-1-0 -
•FftI of Course:
?
Brain and Behaviour
Calendar Description of Course:
?
A general introduction to the role of
central nervous system in understanding some of the most important
phenomena of behaviour and experience. Considers such questions as the
physiological basis of memory storage, the physiological basis of hunger,
drives, sleep, dreaming and emotional reactions.
Nature of Course Lecture/Tutorial
Prerequisites (or special instructions):?
lVoh/L
What course (courses), if any, is being dropped from the calendar if this course is
approved: NONE
2.
Sch
edulin
g
now frequently will the course be offered? No change
Semester in which the course will first be offered?
?
No change
Which of your present faculty would be available to mak.e'the proposed offering
possible?
3.
ObjectivesoftheCourse
To serve as a general introduction into the relationship between brain
function and behaviour for individuals who have not had any previous
background.
4.
fludgetary and Space Requirements (for information only)
What additional resources will be required in the following areas:
Faculty
Staff
Library
Audi" Visual
Space
Equipment
• W
6.
000
Dean
?
Chairman
SCIJS
73-34b:- (When completing this form, for instructions see Memorandum SCUS 73-34a.
Aiach course outline).
73
Rppeylo
SENATE (M1MITTEE ON UNDERGRADUATE STUDIES
CHANGE OF COURSE TITLE
(.:Ler1dar information ??
..
Department:
?
PSYCHOLOGY
AbLrevlation Code:PSYC . Cdrse Number: 20
. 1
?
Credit Hours:3
?
Vector: 2-0-2 -
lit
Ic of Course: RESEARCH METHODS IN PSYCHOLOGY
Calendar Description of Course: (No change). Considers problems of research and experi-
mentation with illustrations from the major areas of psychology. Topics include:
formulation of testable questions; control or elimination of extraneous influences;
measurement of effects; evaluation of results; choice of variables which most appropriately
represent the concepts under study; instrumentation. Provides a background for senior
psychology courses since, it offers a basis for conduct and critical evaluation of research.
Nature of Course
L4usj..N
Prerequisites (or
special
instructions):
PSYC 101-3
"I ?
/..
p,y 2'/
i*#. ..
o..
le
e .
?
) C..'
'4 ?
fr%'1
1 L t
A
,_
?
.-.
40r.4;
/
What course (courses), if
any, is being dropped from
the calendar if this course is
approved:
None
2. Scheduling,
Row frequently will the course be offered? . Every semester
Semester in which the course
will first
be offered?
Which of your
present faculty would be
available
to make the proposed
offering
40
possible? Drs. Blackman,
Modigliani
Beyerstein, Davis, Weinberg..
objectives of the Course: Psychology 201 is a research methodology course rather than a
content course. It
is.designed to give an appreciation
of the various strategies and
tactics used
in scientific research in general and
psychological research in particular.
The lectures and readings describe research methods and the rationale underlying them,
while the lab periods will. provide an opportunity to put them into practice. It is
hoped that by the end of the course students will have sufficient competence (a) to
design and carry out their own research and
(b)
to critically assess the research of others.
4.
Rudetary and Space Requirements (for
information only)
What
additional
resources will be required in the following areas:
Faculty
Staff
Library
Audi"
Visual
Space
Equipment
5.Approval
?
i
Dat e
:flOU ?
7J
41
De
p
a
Me
.
. ?
Dean ?
-
Chairman, SCUS
cs
73-34b:-
(When
completing
this form, for instructions see Memorandum
SCUS
73-34a.
AL!.ach course outline).
?
.
? .
1 7 3
Change
SENATE COMMITTEE
in Recommended
ON UNDERGRADUATE
Prerequisite
STUDIES
Ov'j
?
Pt-PP irJ 0) >c
-
flL -
?
C
[1
.:iiendar Information
?
Department: Psychology -
Abbreviation Code:Ps
y
c Cotrse Num1er:
?
321 ?
Credit Hours: 3
?
Vector: 2-02
Lttle of
Course: ?
INTELLIGENCE AND CREATIVITY
Calendar Description of Course:
Suveyrecent empirical and theoretical
research on the nature and development of intelligence and creativity.
Topics will include: themeasurement of intellingence and creativity;
the role of heredity and environment in their development; the relation
between intellingence, learning and thinking; the relation between
ict ?
creativity and achievement.
Lectu re/Labo,-a tory
Prerequisites (or special instructions):
Prerequisite : Psyc 101-3
Recommended : Psyc 201 or 207
What
approved:
course
?
(course.),
NONE
if any, is being dropped from the calendar if this
course is
2.
Scheduling
IIow frequently will the course be offered?
?
NO CHANGE
Semester in which the course will first be offered? N.A.
Which of your present faculty would be available to make the proposed offering
'
possible?
Objectives of the Course
No change. Experience in teaching this course has indicated that the
recommended prerequisites are not needed.
4.
?
Budgetary
and
Space Requirements
(for information
only)
What
additional resources will be
required in the following
areas:
Faculty
N/A
Staff
N/A
Library
N/A
Audi', Visual.
N/A
Space
N/A
Equipment
N/A
5. Approval
Date:
?7
7/7
Departm
n
(J ?
Dean
Chairman, SCIJS
Si;S
73-34b:-
(When completing th
'
t
form, for instructions see Memorandum SCUS 7)-34a.
Ai'ach course
outline).
?
0
SENATE COMMITTEE ON UNDERGRADUATE STUDIES
?
A ?
N& I
CHANGE IN RECOMMENDED
?
.
_ ?
PREREQUISITES?
?
iendir information
?
Department:_______
Abbreviation Code:
PSYC
?
Cótirse
Number ?
34o
?
Credit Hours: 3
?
Vector:_-
lit Ic of
Course:
Psychopathology
Calendar
Description ofCourse:
Centers on the elaboration and evaluation of
theoretical and research models.
?
Deals with: problems of definition and
classification of pathological behavior; identification and measurement of
relevant variables;'problems of research design; factors involved in the
development of specific symptoms; considerations of outcomes of therapy.
Natute of
Course
Lecture/Laboratory
Prerequisites (or special instructions):
?
PSYC 101-3.
What
course
(courses), if any, is being dropped from the calendar if this
course
is
approved: ?
I
2.
Schedu l
in
g
ILow
frequently will thecourss be offered?
Semester in which the course will first be offered?
Which of
your present faculty would be available to
make the proposed offering
possible?
.,.
Objectives of the Course
4. Budgetary and
Space Requirements (for information only)
What
additional resources will be required in the following areas:
Faculty
Staff
Library
Audio
Visual
Space
Equipment
5. Approval
Date: ?
r..J
V11
?
-
:
.T
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7/7
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73-34b:-
(When completing this form, for instructions see Memorandum
SCUS
73-34a.
Aiach
course outline). ?
.
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SENATE
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1
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(.Llendar Information ?
Department: ?
Psychology
Abbreviation Code:Psyc
H
CótLrse Number: 365-3 Credit Hours:
?
Vector: 2
-0-2
litle of
Course: ?
Psycholinguistics
Calendar Description of Course: Treats langue from a psychological point of view.
Acquisition of the mother language in the first years of life is the main
focus of the course. Other topics may induce: second language acquisition1
and bilingualism, linguistic relativism, and social determinants of speech.
Nature of Course Lecture/Laboratory
Prerequisites (or special instructions):
Prerequisite : Psyc 101-3
Recommended : ENGL 212-3 or LING 220-3
What course (courses), if any, is being dropped from the calendar if this course is
approved: ?
NONE
2. Sch ed
ulin
g
now
frequently will the course be offered? As is presently given.
Semester in which the course will first be offered?
?
NO CHANGE
Which of your present faculty would be available to make the proposed offering
possible? V. MODIGLIANI and W. TURNBULL
Objectives of the Course
No change. The description of the course has been slightly changed
and the prerequisites altered.
4.
Budgetary and Space Requirements (for information only)
What
additional •resources will be required in the following areas:
Faculty
Staff
Library
Audi" Visual
Space
Equipment
5. Approval
Date:
?
'fl01)
14 ')
7/74.
S
?
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Dean ?
Chairman, SCUS
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-
SLS
73-34b:-
(When completing
?
form, for instructions see Memorandum SCUS
73-34a.
Attach
course outline).
5.
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SENATE (XMINITTEE ON UNDERGRADUATE STUDIES
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CHANGE IN PREREOUI'SITES
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•.:IendIr Information
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Department: ?
PSYCH.QL.0f
Abbreviation Code:
P SYC
:Cdtirse Number:
406
?
Credit Hours:Vector:_ 0 _ 2 -
11tie of
Course: ?
Validation Techniques
Calendar Description of Course:
Theory presented with extensive practice in
application of techniques that
,
psychologists employ to determine
effectiveness of varibus methods of assessing personality, aptitudes,
•
?
etc. ?
This course, in conjuction with PSYC 407, is important for those
who plan to work in community settings.
Nature of Course
Lecture/Laboratory
Prerequisites (or specialinstructLoua): ?
Prerequisites: PSYC 201-3 and a course
in statistics
Recommended: ?
PSYC 306-3
What
course (courses), if any, is being dropped from the calendar if this course is
approved:
2.
Scheduling
}Lov frequently will the course be offered?
Semester in which the course will first be offered?
Which of your present faculty would be available to make the proposed offering
possible?
ObjectivesoftheCourse
4. Budgetary and
Space Reg uirements (for information only)
What
additional resources will be required in the following areas:
Faculty
?
H
Staff
Library
Audio
Visual
Space
Equipment
SLuS
73-34b-
(When
'
completing this form, for instructions see Memorandum SCUS 73-34a.
Ai'ach course
outline).
?
'
?
• ?
•
SENATE (XM1NITTE ON UNDERGRADUATE STUDIES ?
)1
- ?
CHANGE IN PREREQUISITES
Information ??
. ?
.
?
.. Department: ?
PSYCHO
L O G Y
__
Abbreviation Code:PSYC
Course Muaber:4p7 ?
Credit Hours:
?
Vector:_p_2 -
ritle
of
Course: ?
EvalUation Techniques
Calendar
Description of Course:
Theory presented with extensive practice in
techniques of program evaluation.
?
Dealswith criterion development,
estimation and evaluation of outcomes, and models for decision-making
in classification., selection and
. -placement.
?
Relevant for research and
professional service concerned with results of therapy and other interventions
Natute
•
at indivjdual,
o i..ourse
group and institutional levels.
Prerequisites (or
s
?
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Prerequisites: PSYC 201-3 and a course in statistics
Recommended:
?
PSYC: 306-3
What course
(courses), if any, is being dropped from the calendar if this
course is
approved: ?
... ?
..
?
.
2. Scheduling
How frequently will the. course be offered?
Semester in which the course will first be offered?
Which of your
present faculty would be available
to makethe proposed
offering
.
possible?
Objectives of
the Course .
4. Budgetary and Space Requirements (for information only)
What additional resources
will be required in the following areas:
Faculty
Staff
Library
Audio Visual
Space
Equipment
5. Approval
Date:
N(N
partment Chairman
:9?t
Dean
.
Chairman,, SCUS
S5
73-34b:-
(When completing this form, for instructions see Memorandum
SCUS
73-34a.
\itach course outline). ?
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5. Approval?
Date:
.
SENATE COMMITTEE ON UNDERGRADUATE STUDIES
P
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NEW COURSE PROPOSAL FORM
(.:jlenthir Information
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Department: ?
PSYCHOLOGY -
,Tht)revtation Code:
PSYCH ?
CötLrse Number: ?
Credit Hours:
5
?
Vector:O-..O
Uric of Course: ?
Social and Moral Development
Calendar Description of Course:
((/ot to kt.
w.t
1
.Itl s'
Reviews psychological theories and research on social and/or moral development.
Contemporary literature is emphasized but it is embedded in historical context.
Natute of Course
?
(
Prerequisites (or special instructions):
PSYCH 351 or PSYCH 355
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What
course (courses), if any, is being dropped from the calendar if this course is
approved:
NONE
2.
Sch
ed ulin
g
Row frequently will the course be offered?
?
Once a year
Semester in which the course will first be offered?
Fall., 1978
Which of your present faculty would be available to make the proposed offering
0
possible?
Dr. E. Ames; Dr. J. Marcia; Dr. A. Paranjpe; Dr. D. Krebs
Objectives of the Course
To familiarize students with existing ideas about the nature of social and moral
development and to encourage them to consider ways of testing them.
4. Budgetary
and Space Requirements (for information only)
What additional resources will be required in the following areas:
Faculty ?
None
Staff ?
None
Library ?
None
Audi' Visual
?
None
S
p ace
None
Equipment
None
SLUS 73-34b:- (When completing this form, for instructions see Memorandum SCUS 73-34a.
ALaCII
course outline).
)T..'73
The attached course outline has been used for several semesters
in PSYCH 450, Developmental Psychology, by Dr. Krebs. The present
arrangement is not satisfactory because PSYCH 450 deals with entirely
different subject matter when given by other instructors. The
present proposal is designed to create an additional course, which is
more directly descriptive of the areas in developmental psychology
that Dr. Krebs has taught under the 450 number, and which other
instructors in the Psychology Department would like to teach.
For the sake of breadth, the title of the course describes a
larger area than that covered by the attached course outline on moral
development. In particular, the course would be expected occasionally
to contain foci on ego development and identity formation (areas of
expertise of Dr. Marcia and Dr. Paranjpe), and the development of sex
identity (an area of expertise of Dr. E. Ames). Research on moral
development, ego-development, and sex-typing overlap in psychology
because they are all explained by behavioristic psychoanalytic or
cognitive-developmental models.
The attached list of sample readings demonstrates that the areas
contained under the concept social and moral development are well-
established in contemporary psychology.
.
?
?
It is, perhaps, worth mentioning that the seminar on moral
development outlined on the attached reading list was full to capacity
every time it was offered.
S
S
PSYCHOLOGY
Fall 1975
Dennis Krebs
Moral Development and Moral Behavior
Week 1: Sept. 10 - 17th
IMPLICIT CONCEPTIONS OF MORALITY
Whenever anyone undertakes to learn a new field he is both more naive
and more "pure" than he will be again. Although learning entails a decrease
in naivety, there is an important sense in which learning can contaminate
original ideas. Psychologists frequently study unimportant issues because
the issues lend themselves to investigation.; and they neglect the problems
most people would like to solve. The purpose of the first week's assignment
is to encourage you to explicate your implicit Ideas about moral development
and moral behavior--which is not an easy task. Please answer the following
questions as thoroughly as you can:
1. What is moral behavior?; give examples.
2.
What is a moral person?; Give examples of moral people (from your own
S ?
experience, from literature, history etc.). Attempt to identify the
basis upon which you think they are moral.
3.
In what ways do you think people change in their moral orientation from
childhood to adulthood.
4.
Why do people behave morally or fail to behave morally?
Some of you are probably familiarwith theory and research on morality.
If so, try to dismiss it -- the purpose of this exercise is to discover
the sense of morality you have acquired from your personal experience.
Reading: None
Assignment 1. (1) Do Piagetian tests
(2)
Do Kohlberg's tests
(3) Paper - due Sept. 16th at the latest; Room CC 5245
(I like to try to read them before the seminar)
S
It.
Psych. 460
?
Page 2
Week 2: Sept. 17th - Sept. 24th
PIAGET' S THEORY OF MORAL DEVELOPMENT
The purpose of this session will be to understand what Piaget was
attempting to do, why he chose the methods he did; and what he found. We
should adopt an attitude of respect (if not admiration) for Piaget and
attempt to understand him from his point of view, noting areas where
we disagree. Contemporary research is replete with misconceptions of
Piaget's theory. Before we can say whether Piaget was correct or incorrect,
we must learn what he said. We will evaluate his theory critically in
a later session.
Reading: Piaget, J. The moral judgment of the child, London: Routledge
and Regan Paul, 1932.
Concentrate on Part 1: Chapters: 1, 2, 5, 6, 8 and 9.
Assignment 2: Find children in the age range 5-16 and give them the same
Piagetian tests that you took. Record their responses.
If you need help transcribing them or dittoing them for
seminar discussion, please see me. Be sure to have a copy
for each member of the seminar by Sept. 24th.
Week 3:
PIAGET'S THEORY - Cont'd.
Reading: Piaget, J. The moral judgment of the child. (1932) Trans.
Marjorie Gabain. Free Press, New York, 1965.
Part Ii: Chapters 1, 2, 5, 6.
Part III: Chapters 1, 3, 5, 7.
No Assignment.
Week 4: Sept. 24th - Oct. 1st
AN EVALUATION OF PIAGET'S THEORY OF MORAL DEVELOPMENT
Some of the research on Piaget's theory supplies a fair test of his
ideas, and some does not. You should be constructively critical of all
research. Read each study through, then go back to the results section.
Ask yourself what the researchers found, and what it means. Examine the
method section and ask yourself what the researchers could have found,
given the design of the study. Finally-supply your own interpretation of
the results.
a
.
/7%
'sych. 460 ?
Page 3
• ?
teadings: Bandura, A., and McDonald, F.J. (1963), The influence of social
reinforcement and the behavior of models in shaping children's
moral judgment, Journal of Abnormal and Social Psychology,
vol. 67,
pp.
274-81.
Cowan, P .A., Langer, J., Heavenrich, J., and Nathanson, M.
(1969), Social learning and Piaget's cognitive theory of
moral development, Journal of Personality and Social
Psychology, vol. II,
pp.
261-74.
Bandura, A. (1969b), Social learning of moral judgments,
Journal of Personality and Social Psychology, vol. II,
pp. 275-9.
(optional) Medinnus, G.R. (1962), Objective responsibility in children:
a
1
comparison with Piaget's data, Journal of Genetic
Psychology, vol. 101,
pp.
127-33.
Kugelmass, S., and Breznitz, S. (1967), The development of
Intentionality in
moral judgment in city and kibbutz
adolescents, Journal of Genetic Psychology, vol. III,
pp. 103-11.
Assignment 3: A
,
3-5 page critical evaluation of Bandura's teat of Piaget's
theory - due: Sept. 30th CC 5245
Week 5: Oct. 1st - Oct. 8th
A REVIEW OF PIAGET' S THEORY, AND RELATED RESEARCH
What can we
,
conclude about Piaget's contribution to the understanding
of moral development?
Readings: Kay, W. Moral development: a psychological study of moral growth
from childhood to adolescence. George Allen and Unwin Ltd.,
London, 1968, Ch. 6.
Graham, D. Moral learning and development: theories and research
Wiley - Interscience, Great Britain, 1972. Chapters 11 and 12.
Hoffman, N. Moral development, In P. Mussen (Ed.). Charmichael's
nanua1 of Child Psychology, Vol. 2, 1970.
pp.
264-276
(top 2 sentences).
Assignment 4: A 3-5 page paper summarizing your appraisal of Piaget's
contribution. Due: Oct. 7th CC 5245
/f.
b
Psych. 460
?
Page 4.
S
Week 6: Oct 8th - Oct. 15th
A CRITIQUE AND EVALUATION OF PIAGET'S
RESEARCH
ON MORAL DEVELOPMENT
No reading.
Assignment 5: Give Kohlberg's test to as many children aged 5-16
as you can. Record and transcribe responses; make
a copy for everyone. Due at class, Oct. 15th.
Week 7: Oct. 15th - Oct. 22nd
KOHLBERG' S THEORY OF MORAL DEVELOPMENT; EARLY WORK
Kohlberg's theory grows out of the early research by Piaget.
Kohlberg employs essentially the same method as Piaget, but makes
finer
distinctions.
Readings: Kohlberg, L. The child as moral philosopher. Psychology
Today, Sept. 1968.
Kohlberg, L. The development of children's orientations toward
a moral order: I. Sequence In the development of moral
thought. Vita Humane, 1963, 6, 11-33.
S
Kohlberg, L. Development of moral character and moral ideology,
In (Eds.) Hoffman and Hoffman, Review of Child Development
Research, Vol. 1, N.Y. Russel Sage, 1964.
No assignment.
Week 8: Oct. 22nd - Oct. 29th
CASE STUDIES; ANALYSING RESPONSES TO KOflLBERG'S TEST OF MORAL JUDGMENT
The most basic assumption of Kohlberg's theory Is that the things
that people say about moral issues are derived from one of 6 basic
structures of moral reasoning. One way of testing this assumption is to
examine sets of responses and
see
whether they hang together in the way
that Kohlberg predicts..
?
• ?
Assignment 6: Employing the relevant sections of Kohlberg's scoring
manual, attempt to score the responses of three subjects
to three dilemmas (scrambled so you don't know which
subject responded to which dilemma, to be handed out In
class). Do the responses appear to stem from the structures
of reasoning that Kohlberg has defined? Which responses
?
S ?
seem most moral? Order the responses to each of the three
dilemmas in three groups. Rank order the responses to each
dilemma (1-6) in terms of how moral they seem. Due: Oct. 28th
CC 5245.
iq.
b
Pych. 460
?
Page 5
Wek 9: Oct. 29th - Nov. 5th
RESEARCH ON KOHLBERG'S THEORY
Reading: Turiel, 'E. An experimental test of the sequentiality of developmental
stages In the child's moral judgment. Journal of Personality
and Social Psychology, 1966, 3, 611-61C
—
Blatt, M.M. and L. Kohlberg. The Effect of Classroom Moral
Discussion Upon Children's Level of Moral Judgment, In
Kohlberg and Turiel (Eds.) Recent Research In Moral
Development. Holt, Rinehart and Winston, 1973.
Rest, James, Turiel, E. and Kohlberg, L. Level of Moral
Development as a Determinant of preference and Comprehension
of Ifoial Judgments Made by Others. Journal of Personality.
Vo1J 36, No. 1, June, 1969.
(optional)
Kohlberg L, and Kramer, Continuities and Discontinuities in
childhood and adult moral development revisited, In Battes
and Schale (Eds.) Life-span developmental psychology:
Research and Theory. New York: Academic Press, 1974.
Selected portions of Kohlberg's chapter in Goslin's Handbook of
Theory and Research.
Assignment 7: 3-5 page paper.
Most of the research on Kohlberg's theory has been done by his
colleagues and students. Examine It carefully and evaluate it critically
(esp. the Tune], study). Due Nov. 4th CC 5245.
Week 10: Nov. 5th - Nov. 12th
OVERVIEW OF KOHLBERG'S POSITION
Reading: Graham, D. Moral learning and development: theories and research.
Wiley - Interselence, Great Britain, 1972.
Chapter 13.
Hoffman, M.L. Moral Development. In P.H. Mussen (Ed.)
Carmichael's Manual of Child Psychology, Vol. 2,
pp.
276 -
top:of
p.
282.
Kohlberg, in Goslin (Ed.), Handbook of Socialization Theory and
Research 1969.
Chapterl,
pp.
347-360 ?
Chapter III,
pp.
369-389.
0 ?
1
No Assignment.
20.
*
?
b
I sych. 460
Page 6
.
?
ek
11: Nov. 12th - Nov. 19th
CRITIQUE OF K0IUBERG
Reading: Kurtines, W. and Greif, E.B. The development of moral thought:
B
review
ulletin,
and
81,
evaluation
1974.
of Kohlberg'a approach.
Psychological
Assignment 8: Write
of Kohlberg'c
a
3-5
page
theory.
critique
Due:
of
Nov.
the
18th
Kurtine8
CC 5245
and
Greif critique?
.
.2/.
I
The Psychology
Books, 1971.
of Moral Behavior.
?
D. Wright. Penguin
Moral Learning And Developments
?
Theory and Research.
D. Graham. ?
Wiley - InterScience, 1971.
The Development of Role-Taking and Communication Skills
in Children. ?
J. Flavell. ?
Wiley,
1968.
Moral Development,
?
W. Kay. ?
George Allen.
?
Unwiri, 1968.
Handbook of Socialization Theory and Research.
?
D. Goslin.
Rand McNally, 1969.
Values educationl
?
Meyer, J., Burnham, B., Cholvat, J.
?
Wilfrid
Laurier Univ. Press.
?
1975.
Life-span ?
developmental psychology.
?
N. Datan and L.H. Ginsberg.
Academic Press 1975.
Moral development and moral behavior.
?
T. Lickona (Ed.).
?
Holt,
Rinehart, Winston, 1976.
.
Ego development. ?
Jan Loevinger, Josey-Bass,
1976.
Altruism and helping behavior.
?
J. Macaulay and L. Berkowitz (Eds.)
Academic Press,
1970.
Conduct and Conscience.
?
J. Aronf reed, Academic Press,
1970.
Standard edition of the complete psychological works of S. Freud.
London, Hogarth Press,
1961.
The psychology of sex differences. Maccoby, E.A., and Jacklin, C.N.
Stanford Univ. Press,
1974.
22.
(HY
Anchor, K. N., & Cross, H. 3.. MaiadaiDtive a(reSsi.0fl, rorai
) crrpective,, and
the socializa
tion
process. Jourfla of Peo.itV mid_ocJ.n P;'Tc;O1or'
•
197;, 30, 163-168.
J3eyer, B. K. Cor.duCtifl mora
d15CU55iO
?
in the classroom.
V
?
ipriil976,
pp.
1.9_202.
mon chi
Of
classroo
3 ?
3
Blatt, ii. M.
men.
ptibij$hCc1 doctoral dissertation
s
Univcri;itY of Chicufo,
11att, IT., & Iohiberg, L. Classroom discussion of morality (aprcodn.i
Jonj
1975, 5(2),
pages not ):rlown.
Brickifl, P., & Pryan, J. ii.
?
ora.l judçrtieflt of theft, clarity
and
third party
transfers that increase or decrease equality..
Jonai o
I rsoiL'JitY and
Soci31X°°1°5
1975,
31, 16-161.
Brown, R., & Ilcrrnsteifl,
R.
P2flPiL• Boston: Little Br-rn,
1975.
B' Auge] ii, J. 1)'. ,
& Cross, H. J. reiationSh1P of sex guilt. and moral
V.'13,9011.1
...
to premar 1--al. sex in col1ee womon and in coupics. .Tou.r;u of (.ri;ü.tIflfl
?
1975, ?
10_47.
iclward:5, C. P. Soci eta).. cornolexity and moral developrnoflt
?
a
KcnyOfl
study
Etno
s
,,
1975, 3, 505-527..
icidman, K. , 3chmrtZ, S.. , Brown, 11. , & Heingal ten, A. Sor
?
rsoflnl.-Y ?
correiate of conduct in two istuatioflS of morel conflict. Jourfl"
Of
PersOfllJ.L
J.969, 37
1
11_57.
1i
shkiri,
J. ,
KeistOfl, K. & MacKinnon, C. Moral rcasOflifl(. and politi
i .aJ.
?
idotO ?
397, ?
(, C°
Gorsuch, IL B., & Danes M.L. Stages of ethical reasOfliflL mid moral norm'
of Carib youths. Journal_fc
l
1_ ?
!2.°i' 1973,
4,
2 ---.(ii.
Haan, N. Hyuothetical and actual moral reasoning in a ituatiOfl of c 'i 1
disoheenCe.
JdurT)fli
of persOfl.iitV and Social.
°PSV(:1:C)1O'T, 3915, 32.
255-210.
---
I Elan,
N. COI ?
and
New York: Academic Press, in press.
?
, ?
.,
?
11. B. Mora]. reasoning of young adults; nolitica
llaan, N. Block, 3
?
& Smith,
?
l-
social b&iaviOr, fnilybaCkgr0tmnd, and personality correlates
.
Jou2
Personality
4Pl
Psv2l2
1
, 1968,
10, i81_201.
Haan,
?
& Stroud, J. Moral and ego stages in relationship to ego processes:
a study of "hippies". Journal of ?ersb
?
1973,
41,
596-612.
Child
Haan, N., Langer,
J., & Kohlberg, L. Family
moral reasoning.
in press. ?
.
?
,••.' ?
• ?
S
• ?
• ?
:j ?
••, ?
- ?
• ?
•
?
2.
a
:
Hansen H. A. l'rsoal and positional nfl.uenccc
in
'riiJ ?
: pronoiti.oi:;
and theory for recar(th on family vuJ.ncrabiiitieu to
?
Social Forc?
1965, Wi , 202-210.
flansen , D. A, & Johnson, V. A. Rethinki
nr faii1.y s L r es
.
n
.
thc
o : r
:
tIe dc:rinitional
?
nspect; . ?
In W. Burr, H. 115 ?
, 1 ,
. r:±
?
&
I. Nye (T';d; . ) ,
C(oorar,
r
t':eorLy:;
about; ?
!Jew
York: Free Press, in press.
Hoffrnnrt , M. L. Deve] omenta1
s
ynthesis of affect and eo!ition vnd Its
:i.j',1iT)"j.i-
Cations for
altruistic
motivation. Pevc1owiiIa1sto1r
?
, 1975,
1),
(C7-i
Kc'ase:r, C. 13. Irnplicators of
conitivo deve1.oirnt for moral renoriinIç.
A
In
B. PcPaJja & J . Foley (i:ds . )
Con
?
5 ;V-'
in io ral dev .oy'nnt ?
1hh1; aale,
1
4 1
.
J. : 1.mirence irlhaum Asscc:iates , 19
r5.
Koh1her,
(Ed.
) ,
?
L. A approach
C.)gfliti'1
deVeJoDr'nta1
to soia15.z;tion.
New York: Rand 1"al 1
In
r,
D. Goslin
oh1herv:, L. Continuities in childhood,
and. adult moral deveJ.orrnt rev:i siteâ
In
?
itos &
?
hai.e (Eds. ),
then'. ?
York: Academic
Press, 1913.
197"'
Kohlberg, L.
Pioral stte
and mcmli zation :
the
cogni ti\
?
IvJ.o]mntn1 anpmnnch
In T Licl<oria ( u ) ,1
1
11oralcei
r
ont and
rjliv10
?
IT(.
?
iot ?
iuJ
?
and Winston,
1976.
Yc'lber, L. ,
?
Freund.lich , D. Delinquency and
mural staeu ( rn:,roxiitat.e tel. .
•
?
In L.
oh11or, ( Hd . ) , Hecent research in crJ
ccve.crre t.
?
;!e:
Yor) : lt.c1
U
Hinohar and Winston, in prwaraLion.
• R. L. Gore relations between noral,1 iidrmen L ettonLi ::n , ri:1. 2ce
to t'tth'.5
rn .
UnnubLished coe Loral
cii;m;crt
.;ion , Un! 'o r :i
?
of C;i:.
Ii
! ,
.n,
D.,
T..ein ?
r
J.
'
iohlbcrg, L., &
Hann,
.N . ?
'
I'I:e devclop
....
nt
of
C ?
L
?
•'n'-.
aLionn in )
n
G 1C1
and noral ,1dcment .
?
ii
1 'iger,
, J. PS scquiiibr5.u;i as a source of devc1o.ient. In F. Husren , 3
& ii. Coving ton (Eds.), Issues nnd trends in
?
ve1oonta1
Ncr Yo:'k: ?
jolt, Rinehart & Tinstcn , 1969.
Intyre, A. What moral ty is riot. P iloso
?
,
1957
?
2, 25-335.
1. Id, II. II. ?
I? r
,
o identity status and Ulorality :
?
the
rc1.a1.ion hii 11i in
dcv(-!3.o,.-)rien1 al con.
?
u
?
Pc'
?
Joi ent'i 1 '
?
c olcr , ] 'I -
?
,
?
n (
?
i
An,K. II . , & Sehnei
cler ,
F.
\? .
?
'lhc ?
elationsi; ) 'LiC tneen
. r ?
Ll,] 1'''.:''
ef'
.
00(;fltrisT and a1Ltu ti c: LehTvi. :.
?
(Thi 1. i H vu!.oicnt
?
9'3 ?
) ?
..
pon , E . L. Moral de1opmcnt res arch . I un n fleve1o.e it , 12 , . , V1 •-i.
i
6
G Lrnan, B. Ti e relation f role taki
?
to the d velo
p
rient c moral jud nent
in chl'Lthex ?
Child De
r e1onrnt, 1 111,
1 2(I)
9-92
2#
V
36
•
• ?
:'
?
I)
6 ?
T
. ?
i
•.
?
•
I ? •
Lkirg ii
?
WA Le chi Wood. ?
C11 W ?
'...1970, ),
teiri, ?
11.,
?
).nond, ?
R. ?
A, ?
&Belem!
'
?
H.
?
.L
''mi ?
'tnd
?
co:;i:•
behavior. ?
i)c
y e]
own La
i P ry jP11 1L,
?
.
?
:.e: (.-
:.I
\1::
fl ,
?
C.
?
E.
?
e routiri.
?
atioti of lain: Atrocturc
Rnd proce
.
?
in
?
rr3c.i
1::. t:Loris .
?
i. ?
S. ?
.1ausnc
r
?
(Fd ?
) ?
11j,
fc.r
?
eli'-.cn Li']
41M ?
)(,JY
Press,
?
l.
?
5.
Sww: n, C
?
). ?
1 ?
niIy structure
VAN.
and the
rri.ctit'c intallirow
of
?
c;i.
Turis
L •
E.
?
!n c; 'c riren 1;al test of the
rucnt1:L ?
. ?
of ?
ev:-.1.r.' !.P(j
I
J the child's ?
'[0)
ti judgnents. ?
Journnl of ?
D
PA.
P
-
?
C)
3
?
, ?
oil-
.
?
1o.
Tu.r3.r , E. , & Rot imun, C. P. The influence of retsc
' rting on Lou .v o ri.i cc..e:
at th'fei€i1
?
c of ra] developmunt. Child u'cio- c
?
UP.
Y,
141056.
Turtel, E. Conflict and transition in adolescent rora1 cicveiop.:ont. ChiLi
Dcvio'nient, 1974, ).5
,
lIi-29.
Wa3orrnan. E. 11. Impieinentin. Kohlberg' "Just Community Concept" In an
a1'.;ernat
y e High school. Social. Education, April 1976, pp. 203-207.
?
•
ir
o
t1
- ..._
, S.
?
4
P.
..1 ?
11oral
2±'
.-.t. ?
judgment,
1 ......'
?
(
. '7t)
sex,
?
,2.
?("'
and parental identification in adults.
Thitc' , . C. R. Moral dcve.1.orii'ient in Bahamian school children: a cro:-cu] t .'t;l
e;.jluflatiofl of Kohil)erg's stages of moral reasoning. i)cvcic.'.ei
?
J. P:. coL,
1975, 11, 535-536.
.
4_
I
71,
V
_
Dean ?
Chairman.
SENATE COMMITTEE ON UNDERGRADUATE STUDIES
?
IV
iJJ
NEW
COURSE
PROPOSAL FORM
*Calendar
Information ?
Department:
Psycho logy
Abbreviation C ode:
Ps y
c ?
Cdt&rse Nuaer:J5
?
Credit Hours:
5
Vector;
0-
,
5-0 -
lUte of
Course:
Psychology of Adulthood and Aging
Calendar Description of Course:
(Considers human
d4ve.iopznent
from the start of adulthood to death.)
sJ ?
+0
?
low- -
?
ktI
?
p'_
Nature of
Course Seminar
Prerequisites (or special instructions):
Psychology
351-3
or
355-3.
What
course (courses), if any, is being dropped from the calendar if this course is
approved:
None
2.Scedulln
now
frequently will the course be offered?
?
Once a year
Semester in which the course will first be offered? Fail
1977
Which of your present faculty would be available to make the proposed offering
possible? ?
Elinor W. Ames
bjectives of the Course
The objectivos of the course are to help the student
gain a comprehensive knowledge of human development during adulthood
and old age, and at .the same time to
gain a
greater appreciation of the
developmental process itself.
6. Budgetary
and Space Requirements (for information only)
What
additional resources will be required in the following areas:
Faculty None
Staff None
Library None
Audio Visual None
Space ?
None
Equipment
None
5. Approval ?
Date:
•
DePar(ES
cs 73-34b:- (When completing this form, for instructions see Memorandum SCUS 73-34a.
ALtaCh
course outline),
'•.
Course Outline
0
Psy
ch
o
logy of Adulthood and Aging
I.
The life-span point of view.
Continuity or discontinuity?.
Methodology and Iesearch design.
Theories of adult life - Buhier, Neugarten, Erikson
II.
Early adulthood and middle age
Physical development, sensory and psychomotor performance
Cognitive development
Intelligence
Differential abilities
Creativity and productivity
Development in the Job World
Kinds of job development
The career ladder
Working women
Retraining and second careers
Adult development within the family
Development of the couple relationship
The generation in the middle
Relationship to Children.
Relationship to paren.t&.
Personality development
Personality stability and change
The mid-life crisis?.
Mental illness in early and middle age
III. Late adulthood
Attitudes. toward aging and the elderly
Physical development, sensory and psychomotor performance
Cognitive development
Intelligence
Differential abilities
Work and retirement. ?
.
Planning for retirement
Effects of retirement
Social
The older
ties
person's
and their
family
loss
?
. .
Widowhood and Widowerhood
Friends and Neighbors
Physical and social environments for the aged
Housing
Transportation
Personality development
he meaning of aging to the individual
The changing self-concept
Integrity. life fulfilled
?
.
? ..
Death and dying
?
..
.
* ?
27
11
?
0
Barrett, J.H. Gerontological Psychology. C.C. Thomas,
1972.
Becker, E. The denial of death. N.Y.
?
Free Press,
1973.
Bengston, V. L. The social psychology of aging. Indianapolis: Bobbs-
Merrill,
1973.
Birren, J. E. (Ed.) Contemporary gerontology: issues and concepts.
Los Angeles: University of Southern California,
1970.
Botwinick, J. Aging and behavior. N.Y.: Springer,
1973.
Britton, J. H. & Britton, J. 0. Personality changes in aging. N.Y..:
Springer,
1972
Bromley, D. B. Th6 psychology of human ageing. Penguin Books,
1974.
Busse, E. W. & Pfeiffer, E. (Eds.) Behavior and adaptation in late life.
Boston: Little, Brown & Co.,
1969.
Charles, D. C. & Looft, W. P. Readings in psychological development
•
through life. Hôlt, Rinehart & Winston, 1972.
Cumming, E. and Henry, W. H. Growing old. New York. Basic Books,
1961.
Eisdorfer, C. and Lawton, M. P. (Eds.) The psychology of adult development
and aging. Washington, D. C.: American Psychological As8ociation,
1973.
Goulet, L. R. & Baltes, P. B. (Eds.) Life-span developmental psychology:.
research and theory. ?
N. Y.: Academic Press,
1970.
Jarvik, L. F., Eisdorfer, C. & Blum, J. E. (Eds.) Intellectual functioning
in adults. New York: Springer,
1973.
Kalish, R. A. Late adulthood. California: Brooks/Cole,
1975.
Kimmel, D. Adulthbod and aging. New York: Wiley,
1
974
.
?
-
Kubler-Ross, E. On death and dying. New York: Macmillan,
1969.
Maas, H. S. & Kuypers, J. A. From thirty to seventy. San Francisco:
Jossey-Bass,
1974.
Nesselroade, J. R. & Reese, H. W. (Eds.) Life-span developmental
psychology: methodological Issues. New York: Academic Press,
1972.
Neugarten, B. L. (Ed.) Middle age and aging. Chicago: Univ. Chicago Press,
1972.
2.
q
S
Nugarten, B. & Associates (Ede.) Personality in middle and late life.
N. Y.:
Atherton,
1964-
Parkes, C. M. Bereavement: studies of grief in adult life.
International 'Universities Press,
19/2.
Reichard, 5., Livson, F. & Petersen, P. G. Aging and personality:
a study of 87 older men. New York: Wiley,
1962.
Sofer, C. Men in raid-career. Cambridge, Mass: The University Press, 1970.
Soddy, K. & Kidson, M. C. Men in middle life. Lippincott,
1972.
Timiras, P. S. (Ed.) Developmental physiology and aging. N.Y.:
Macmillan,
1972-
Troll, L. E. Early and taiddle adulthood. California: Brooks/Cole, 1975.
.
Major Journals
gnOand Human Development
Developmental Psychology
Genetic Psychology Monographs
The Gerontologist
Human Development
Journal of Genetic Psychology
Journal of Gerontology
Journal of Marriage and the Family
0
SENATE COMMITTEE ON UNDERGRADUATE STUDIES
ft
pp a IV
C)
I
Y
NEW COURSE PROPOSAL FORM
S
t *
ie.ndar information ?
Department:__Psychogy_
Abbreviation Code: ?
Psyc: Cdtrse Nuer: 491 - Credit Hours: 3
?
Vector:-;)L-
itIeofCourse:
SQ1e_E
?
lørscs '-i..
Pi-to)c,y
Calendar Description of Course:
Nature of Course
Le ?
4-
Prerequisites (or special instructions):
Prerequisite : Permission of the
That
course (courses), if any, is being dropped
from
the calendar if this course is
approved:
NONE
2. Schedulin&
Row frequently will the course be offered? As frequently as the need and funds permit
Semester in which the course will first be offered? 1977-3
Which of your present faculty would be available to make the proposed offering
'
possible? All of them and/or visiting faculty
ObjectivesoftheCourse
To make possible the occasional offering of a course on a subject which
is not part of the normal course offerings.
4. BudgetaryandSpaceRequirements (for information only)
What
additional resources will be required in the following areas:
Faculty ?
NONE
Staff ?
NONE
Library ?
NONE
Audio Visual ?
NONE
Space ?
NONE
Equipment ?
NONE
5. Approval
'IwoHR
t . ?
77%
0
S ?
Depar
ha
7/7
Chairman, SCtJS
cus 73-34b:-
(When completing this form, for instructions see Memorandum SCUS
73-34a.
AL!ach course outline).
I-.
SENATE 0OMMITTEE ON UNDERGRADUATE STUDIES
NEW COURSE PROPOSAL FORE ?
____
(.:.dfldr Information
?
Department:
?
PSChQ]gy.
Abbreviation
Code:
Code:
Psyc
?
Cdrse Number:
492 - Credit Hours:5 Vector: 0-5-0 -
Iltie of Course:
Se. C*.'% la T
s ops
-'. ?
y to /
Calendar Description of Course:
Nature of
Course
Prerequisites (or special instructions):
Prerequisite: Permission of the
What
course (courses), if any, is being dropped from the calendar if this course is
approved:
?
NONE
2. Scheduling
How frequently will the course be offered? As frequently as the need and funds permit
Semester in which the course will first be offered? 1977-3
Which of your present faculty would be available to make the proposed offering
0
possible? All of them andlor visiting faculty.
s r
Objectives of
the Course
To make possible the occasional offering of a course on a subject
which is not part of.the normal course offerings.
4. Budgetary
and Space Requirements (for information only)
What
additional resources will be required in the following areas:
Faculty ?
NONE
Staff ?
NONE
Library
?
NONE
Audio
Visual ?
NONE
Space ?
NONE
Equipment ?
NONE
5. Approval
Date:
?
fltiü
i
0
) ?
Dep i
'
7,t
-6'S
73-34b:-
(When completing th
ALach
course
outline).
1
7 3
1176
?
7/7
V
Dean ?
Chairman,
is form, for instructions see Memorandum SCUS
73-34a.
