HDCD 5311/HCS 6357 Infancy

Fall 2005

Day: Mon, Wed Instructor: Dr. Melanie Spence

Time: 3:30-4:45 pm Office Hours: Wed 2:30-3:30 or By Appointment
Location: GR 4.204 Office: GR4.818, 883-2206, mspence@utdallas.edu

This core course in HDCD will examine development, data, and theories of infant development in multiple
content domains (e.g., cognitive, social, motor) from the prenatal period through 24 months of age. The goals
of this course are:
To know sequences and major milestones of development in a variety of domains
To acquire knowledge of major developmental theories
To understand relationships across domains and to view the child as a “system”.

Additionally, this course will cover information relevant for the following competencies specified by the state
Texas Interagency Council and that are required for future recognition as an Early Intervention Specialist.
PD1 – The EIS knows basic principles of child development and recognizes typical developmental
milestones in children birth to 36 months of age.
PROF 12 – The EIS understands how adult expectations influence children’s development.

Text: Berk, Laura E. (2005). Infants and Children: Prenatal through Middle Childhood (5th ed). Allyn &
Bacon, Needham Heights, MA. This text will be used for HDCD 5311 & HDCD 6320 (Spring 2006). A study
guide and online access to practice tests and exercises is included with the text. You are strongly encouraged
to work through these exercises. http://wps.ablongman.com/ab_berk_ica_5/
Several readings are from the book, Development in Infancy, (2002) by Lamb, Bornstein, & Teti. This
book is an ebook available online in the UTD library and through the electronic reserve page.
Additional required readings (listed below) will be on electronic rese rve on the UTD library website
(http://www.utdallas.edu/library/services/reservesvc.htm ). Instructions for accessing these reserve materials is
posted on the Blackboard site under “Course Documents”. Readings other than those listed below will be
assigned during the semester. These assignments will be posted on the Blackboard site. YOU ARE
RESPONSIBLE FOR KEEPING UP WITH NEW ASSIGNMENTS POSTED ON THE BLACKBOARD SITE.

Course Requirements:

Course Website:
New assignments, revisions to the syllabus, announcements, and your exam grades will be posted on
the Blackboard site, http://blackboard.utdallas.edu/. See instructions below for setting up an account. You are
then responsible for checking this site frequently (at least twice weekly) to remain aware of new
assignments, announcements, etc. You also should check your UTD email frequently (see info below on UTD
email policy). Email to students enrolled in this class will be sent through this service to your UTD address.

Reading & Class participation: Your class attendance and participation in class discussions are critical for
mastery of the material and successful performance in this course. The assigned readings should be
completed before each class. Classes will consist of lectures and discussions. Attendance and participation in
class discussions/activities will contribute 5% to course grade.

Exams: 3 exams are scheduled; each will contribute 25% to course grade for total of 75%. Exams will consist
of short answer, multiple choice, and short essay questions. Make-up exams will only be allowed for
emergencies or conflicts that are discussed with the professor well before the scheduled exam date. If you
have an emergency or illness on the date of an exam, please phone or email me as soon as possible and
before the exam. Missed exams will earn grades of 0.

Learning Exercises 20%: Several specific assignments will be required throughout the semester. More
information about these assignments will be presented during the first weeks of the semester. The
assignments and due dates will be posted on the Blackboard site.
Other information:
Late Assignment Policy: Assignments are due on the designated date (see course schedule
presented in this syllabus). No late assignments will be accepted unless prior approval is given.
Assignments submitted later than the due date will receive an automatic 5% reduction in grade for every day
that the assignment is late. Assignments will not be accepted after 5 days.
Academic Honesty: Students are expected to maintain the highest standards of honesty; students are
reminded that cheating and plagiarism, i.e., presenting someone else’s work/writing and ideas as your work,
are subject to discipline under university regulations. University Policies on discipline and conduct, as well as
examples of scholastic dishonesty area available at: http://www.utdallas.edu/student/slife/dishonesty.html.
Read this information very closely. Any incidents suspicious of plagiarism or cheating will be referred to the
Judicial Review office for investigation. Students will also be required to attend a session conducted by the
Judicial Affairs office.
Email: All correspondence will be sent ONLY to the student's U.T. Dallas email address. U.T. Dallas
provides each student with a free email account that is to be used in all communication with university
personnel. This allows the university to maintain a high degree of confidence in the identity of all individuals
corresponding and the security of the transmitted information. The Department of Information Resources at
U.T. Dallas provides a method for students to forward email from other accounts to their U.T. Dallas address
and have their U.T. Dallas mail sent on to other accounts. Students may go to the following URL to establish
or maintain their official U.T. Dallas computer account: http://netid.utdallas.edu/.
Students with Disabilities: If you have a documented disability, you can arrange for accommodations
by registering with Disability Services (DS) at 972-883-2098 (voice or TTY). You are required to provide DS
with appropriate documentation and they will provide you with a form to present to the course instructor. You
must register with DS each semester you are enrolled at UTD and wish to use accommodations. Faculty are
not authorized to provide a student with disability related accommodations without prior approval from DS.
Additional information is available on the UTD web site under Disability Services
Course withdrawals: Students are responsible for knowing policies and deadlines for withdrawals.
See http://www.utdallas.edu/student/catalog/undergrad04/policies-dropadd.html

Schedule of Topics & Assignments: Assignments may be rescheduled as warranted by progress during the
semester. Readings will also be added and/or revised.

August 22: Introduction & Assignments

August 24: What is Development?

How do we explain the changes that occur during infancy?
Research Methods and Ethics of Research
--Chapt 1: pp. 3-48 History & Theory

August 29: Biological and Environme ntal Foundations of Development

Roles of Nature and Nurture in Development
--Chapt. 2: Biological and Environmental Foundations, pp. 53-91
--Bjorklund, D. (2005). Models of Gene-Environment Interaction (pp. 33-40). In Bjorklund, D. Children's
thinking: Developmental Function and Individual Differences (4th Ed.). Belmont, CA: Wadsworth

August 31: What happens before birth?: Prenatal Development

--Chapt 3: Prenatal Development pp. 93-127
---Hopson, J. (1998). Fetal Psychology. Psychology Today, 131, issue 5, p. 44-49.
--http://www.ewg.org/reports/bodyburden2/execsumm.php
Read News Release, and Parts 1-4 of Executive Summary, and Statement from Scientists and
MDs: Attend class prepared for class discussion of this information

Sept. 5: Labor Day Holiday

September 7: Prenatal (continued) and The Newborn Period
--Chapt. 4: Birth and the Newborn, pp. 129-163
----Nervous System Development in Infancy. In Lamb, Bornstein, & Teti (2002), Development in
Infancy, LEA, pp. 132-143. Book is online ebook at UTD library.

September 12: Basic Learning Processes: What type of learning processes are
available to infants?
--Chapt. 5: pp. 182-186
--Rovee-Collier, C. & Barr, R. (2001). Infant Learning and Memory (pp. 139-151). In Bremner & Fogel
(Eds.), Blackwell Handbook of Infant Development. Blackwell Publishers: Malden, MA.

September 14: Learning (continued) & Motor Development

--Aslin, Saffran, & Newport (1998). Computation of conditional probability statistics by 8-month-old
infants, 9, 321-324.

September 19: Exam 1

September 21: Motor Development: When do babies crawl, walk, reach?

--Chapt 5. Motor Development: pp. 189-195
--Adolph, K. & Eppler, M. (1998) Development of Visually Guided locomotion. Ecological Psychology,
10, 303-321
--Adolph, K. (2000). Specificity of Learning: Why infants fall over a veritable cliff. Psychological
Science, 11, 290-295.

September 26: How do the brain and body change and develop?
--Chapt 5: Physical & Brain Development: pp. 165 -182
--Nervous System Development in Infancy. In Lamb, Bornstein, & Teti (2002), Development in Infancy,
LEA, pp. 144-160.
--Nelson, C. (1999). Neural plasticity and human development. Current Directions in Psychological
Science, 8, 42-45.

September 28: Brain Development (continued); Perceptual Development

--Chapt. 5: Perceptual Development: pp. 193-205

October 3: What can infants see & hear, and how do these skills develop?
Perceptual Development
--Bjorklund, D. (1995). Perception (pp. 158-178). In Bjorklund, D. Children's thinking: Developmental
Function and Individual Differences (2rd Ed.). Belmont, CA: Wadsworth.
--Nervous System Development in Infancy. In Lamb, Bornstein, & Teti (2002), Development in Infancy,
LEA, pp. 160-166.

October 5: Perceptual Development (continued)

--Maurer, D., Lewis, T., & Mondloch, C. (2005). Missing sights: consequences for visual cognitive
development. Trends in Cognitie Sciences, 9, pp. 144-151.
--Bushnell, I. (1998). The origins of face perception. In F. Simion & G.Butterworth (Eds.), The
development of sensory, Motor, and cognitive Capacities in Early Infancy (pp. 69-86). Psychology
Press, East Sussex, UK.

October 10: Cognitive Development

What kinds of things do babies know? Piaget & object concept
--Chapt 6: Cognitive Development; pp. 207-234
--Bjorklund, D. (2000). Representation (pp. 194-207). In Bjorklund, D. Children's thinking:
Developmental Function and Individual Differences (3rd Ed.). Belmont, CA:
Wadsworth.

October 12: Cognitive Development (cont.):

October 17: Categorization, memory
--Representation in Infancy. In Lamb, Bornstein, & Teti (2002), Development in Infancy, LEA, pp. 246-264.
--Rovee-Collier, C. & Barr, R. (2001). Infant Learning and Memory (pp. 151-168). In Bremner & Fogel
(Eds.), Blackwell Handbook of Infant Development. Blackwell Publishers: Malden, MA

October 19: Memory Development (continued)

--Bauer, P. (2002). Long-term recall memory: Behavioral and neuro-developmental changes in the first
2 years of life. Current Directions in Psychological Science, 11, pp. 137-141.
--Bauer, P.J., Wiebe, S.A., Carver, L.J., Waters, J.M., & Nelson, C.A. (2003). Developments in Long-
Term Explicit Memory late in the First Year of Life: Behavioral and Electrophysiological Indices.
Psychological Science, 14, 629-635.

October 24: Exam

October 26: Play

--Representation in Infancy. In Lamb, Bornstein, & Teti (2002), Development in Infancy, LEA, pp. 264-277.

October 31: Social-Cognitive Development

--Mental Development in its Social Context. In Lamb, Bornstein, & Teti (2002), Development in Infancy,
LEA, pp. 240-244.
Other readings to be assigned

November 2: Emotional Development: Basic Emotional Development &

Regulation: What types of emotions do babies express?
--Chapt 7: Emotional and Social Development pp. 249-260
--Campos, J., Bertenthal, B., & Kermoian, R. (1992). Early experience and emotional development:
The emergence of wariness of heights. Psychological Science, 3, pp. 61-64.

November 7: Parent-Infant Interaction and Temperament:

How do individual differences influence behavior and relationships?
--Tronick, E. (1989). Emotions and emotional communication in infants. American Psychologist, 44, pp.
112-119.
--Chapt 7: Emotional and Social Development pp. 261-264

November 9: Attachment & Sense of Self

--Chapt. 7: Attachment, pp. 264-277; Self-Development pp. 278-282

November 14: Emotional topics continued

November 16: How do babies develop language?

--Chapt 6: Language Development: pp. 238-244
--Origins of Language in Infancy. In Lamb, Bornstein, & Teti (2002), Development in Infancy, LEA, pp.
279-327.
--Jusczyk, Peter W. (2002). How Infants Adapt Speech-Processing Capacities to Native Language
Structure. American Psychological Society,11, 15-18.

November 21: Theories of Language Acquisition

--Fogel, A. (2001). Infancy: Infant, family and society: What are the theories of language acquisition?:
pp. 340-346
--Chapt 6: Language Development: pp. 235-238

November 23: Thanksgiving Holiday

November 28: Overview of Development: What are the changes that occur from birth to 2 years?
Revisit Developmental issues (from Chpt. 1): --Chpt 1, History, Theory & Research Strategies

Dec 2, Friday: 2 pm: Exam # 3

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Instructions for accessing electronic reserves for HDCD5311 (Dev. Child-Infant-Toddlers)

1. Go to library catalog: library.utdallas.edu

2. Click the “Course Reserves” tab.

3. From the pulldown menu next to Course, select HDCD 5311

4. Select desired title from list.

5. Password for this e-reserves course is: hdcd5311

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