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Social and emotional development, Santrock, John W. Divide the class into two groups to debate the issue of heritability of intelligence and its effect on public policy.

One group should provide evidence consistent with a strong genetic position on intelligence. The other group should argue a strong environmental position on intelligence. Students should think about how this issue would be further complicated by information about whether heritability of intelligence is high or low. Each side of the debate should generate evidence from the text that supports their side.

The groups should select a couple of spokespersons. Logistics: Group size: Divide class in half, and then full class for a debate. Understanding the origins of attention deficit hyperactivity disorder ADHD has implications for treatment and educational practices for such children. However, the scientific community is somewhat divided about the origins of this disorder. This activity involves students in an informed debate about the origins of ADHD.

Demonstration: Students will be divided into two groups to debate the origins of ADHD after considering recently published articles about the disorder. Time: Fifteen minutes of one class period and approximately 30 minutes of another class period. Materials: All students will be assigned to go to the library and read the following two articles about the origins of ADHD placed on reserve by the instructor: Joseph, J.

Not in their genes: A critical view of the genetics of attention deficit hyperactivity disorder, Developmental Review, 20 4 , — Farone, S. Nature, nurture and attention deficit hyperactivity disorder, Developmental Review, 20 4 , — Procedures: 1.

Two weeks preceding this activity, announce to the students that during the next week they are assigned to go to the library and read the two articles on ADHD. Explain that one article refutes genetic origins of the disorder in favor of psychosocial explanations, while the other article Farone and Biederman rejects the arguments of the first article in favor of a more interactive view of genetics and environment in explaining ADHD.

After a week, divide the class into two groups. This activity can accommodate larger classes by asking about five students to volunteer for each of the two groups. Assign each of the groups one of the articles to support in a class debate. At the end of the second week, hold the informal brief debate in class, and have each group present the main points of their article. Then ask the students to try to convince one another that either a genetic explanation for ADHD makes the most sense or that an interaction of genetics and environment is more critical to understanding ADHD.

What conclusions can be drawn from this activity regarding the nature—nurture debate? What about the connections between mind and body? How might developmental psychologists differ in their positions on these issues from physicians or philosophers? In March of , a child custody judge in Utica, New York, ruled that a mother must quit smoking or lose visitation rights for her child. The judge said the mother could not smoke in her home or car whether the child was present or not. The ruling revolved around medical reports about the harm of passive or residual smoke to health.

The ruling was intended to guarantee a smoke-free environment for the child. However, there is controversy over the ruling as it raises a civil liberties issue about the rights of the mother in her private home.

This activity asks students to consider the pros and cons of the ruling and provides a real application of course material to the developing child. Discussion should extend to the role of passive smoke in the homes of pregnant women including the effects of teratogens and in restaurants and public buildings.

Demonstration: The instructor should introduce the topic of teratogens and present the basic case, as given above, to the class. Then, ask students to discuss pros and cons for each side of this argument.

The class should discuss their reasoning for their opinions and integrate course material on teratogens into the discussion. Procedures: Material on teratogens and biological hazards to developing infants and children should be covered before conducting this activity. It should be emphasized that cigarette smoking during pregnancy can result in low birth weight babies. Cigarette smoking has been associated with infertility, miscarriages, tubal pregnancies, infant mortality, and childhood morbidity.

Additionally, cigarette smoking may cause long-term learning disabilities. Secondary smoke may also harm a mother and her developing baby. It is best, while pregnant and after the baby is born, to avoid people who are smoking, according to leading scientists at the National Center on Birth Defects and Developmental Disabilities.

Instructors should present the basic case against passive smoke as stated above. Then the class should discuss their reasoning for their opinions. Integrate course material on teratogens into the discussion. Logistics: Materials: Paper and pencil. Approximate time: 10 to 20 minutes. In August , year-old Jennifer Johnson was found guilty of delivering a controlled substance to a minor; the minor was her baby who was born a cocaine addict.

She could have received a year sentence, but she was sentenced to a year of house arrest in a drug rehabilitation center and 14 years of probation. In your discussion, inform students of typical effects of cocaine on offspring babies whose mothers used cocaine during pregnancy had significantly lower cardiac output, lower stroke volume, and higher mean arterial blood pressure with a higher heart rate.

Divide students into groups, and have them discuss the questions listed in Handout 5. Group size: Small groups. Approximate time: Small groups 30 minutes. Sources: Roeleveld, N, Vingerhoets, E. Mental retardation associated with parental smoking and alcohol consumption before, during, and after pregnancy. Preventive Medicine, 21, — Van Bel, F.

Decreased cardiac output in infants of mothers who abused cocaine. Pediatrics, 85, 30— Van Pelt, D. Insight, Sperm abnormalities among cocaine users.

After they have discussed the questions and indicated the answers they believe to be correct, discuss the correct answers as a class. Group size: Small-group discussion and full-class discussion. Approximate time: Small groups 10 minutes and full class 10 to 15 minutes. Sources: Kellerman, T. Fetal Alcohol Syndrome Quiz. Learning Objective 4: Explain some of the ways heredity and environment interact to produce individual differences in development.

A genetic diagnostic test has been developed for the , Americans with a history of Huntington disease in their families. The test identifies which individuals have inherited the defective gene. These individuals will usually begin to show symptoms between the ages of 35 and These individuals also exhibit uncontrolled movements.

Students should discuss the disadvantages and advantages of conducting these simple blood tests, and if they would have the test and why.

Disadvantages: Some people may be unable to cope with the knowledge that they will inevitably suffer from an incurable disease. Some individuals diagnosed with symptoms of the disease attempt suicide. Some families may break up, and some people may not be able to concentrate on their jobs.

Some people who are informed that they will get the disease may prefer the knowledge and plan their lives accordingly, just as many cancer patients would rather know their fates. The 50 percent of family members who will not get the disease can have children without wondering whether they are passing on a serious genetic condition.

The rest can be more certain about their decisions not to have children. This genetic screening test represents a first step in prevention and successful treatment of Huntington disease. Somewhere down the line, potential victims may be treated with medicines or genetic surgery. Logistics: Group size: Full-class discussion. Approximate time: 15 minutes. Classroom Activity 8: Postpartum Depression Learning Objective 7: Explain the changes that take place in the postpartum period.

Have students get into groups of two or three to discuss the well-known case of Andrea Yates as reported on the CNN website and discussion in the article written by attorney and psychology professor Elaine Cassel see link below.

After they have discussed the case, lead a full-class discussion providing information on postpartum depression, including symptoms and how to help a person suffering from this disorder. Logistics: Group size: Small-group discussion and full-class discussion. Approximate time: Small groups 10 minutes and full-class 10 to 15 minutes. Sources: Cassel, E. Postpartum psychosis: A difficult defense. Learning Objective 1: Discuss the evolutionary perspective on development.

Ethical concerns in the conduct of research are handled in the scientific community in a variety of ways.

This activity has students examine various written codes of ethics from psychology, medicine, and sociology to compare ethical considerations in science. While this activity could fit into any chapter, the area of biology in human development engenders more ethical dilemmas and considerations than any other area of life-span development. Demonstration: Instructors will supply students working in small groups with codes of ethics from psychology, medicine, and sociology.

Students will be asked to compare the various codes across the related disciplines of study for similarities and differences and for completeness in dealing with aspects of life-span study. Time: Approximately 30 minutes.

Materials: All students will share copies of the written ethical codes for psychology, medicine, and sociology. Before conducting this activity, the instructor will explain the importance of ethical guidelines in the conducting of any research with humans and nonhuman animals. For this activity, the class can be divided into three groups if the class size is around 30, or six or even nine groups if the class is as large as 60 or 90 or more.

Students should compare and contrast the various ethical codes for similarities and differences. Each group should elect a leader to guide discussion within the group and to report back to the class as a whole. Students should consider the following questions in evaluating the codes of ethics: How comprehensive are the various ethical codes?

Are there discipline-specific differences between the codes, and, if so, what are they? If not, what are the differences between the codes, and why do students think such differences are there if they are not specific to that discipline? Does each code contain information on resolving ethical dilemmas? If so, describe. What similarities exist across the various ethical codes? What general conclusions can be drawn about ethics from evaluating ethical guidelines from several different, but related, disciplines of study?

After approximately 20 minutes, each group should report on what they thought about the codes in terms of the questions above. Instructors should underscore the importance of ethics in research and help students appreciate the considerations scientists take into account in working with minors and vulnerable populations in life-span development. Discuss the answers to the critical-thinking multiple-choice questions presented in Handout 1. For question 1, be sure the class understands the evolutionary process.

The question will provide a concrete example of natural selection. The purpose of question 2 is to apply the material presented in chapter 1. The goal is to become aware of these developmental issues, because they define the nature of developmental psychology. Question 3 encourages students to review gene X environment interactions, and helps them. Question 4 continues the theme of applying the issues from chapter 1.

Review these as necessary; again, you may want to work with a few examples from topics in chapter 2. Question 5 stresses the limitations of research involving teratogens. Some of the issues presented were not addressed in the textbook; however, these are important issues to consider.

This question requires students to think about how the research is conducted and the conclusions that can be drawn from the various methodologies employed. Question 6 continues to provide practice in identifying inferences, assumptions, and observations.

A good discussion prior to this exercise would involve asking students whether they are beginning to develop their own criteria or procedures for discriminating these different sorts of propositions.

They may find the material for this question difficult, because it is largely descriptive; in fact, three of the alternatives in this question are observations. You may want to alert your students to the fact that the pattern of two inferences, two observations, and one assumption established in previous exercises has changed in this exercise. The answers to these critical-thinking multiple-choice questions are presented in Handout 2.

Group size: Small groups 5 to discuss the questions, then a full-class discussion. Approximate time: Small groups 15 to 20 minutes , full-class discussion of any questions 15 minutes. The purpose of this activity is threefold. Second, these types of essay questions afford the students an opportunity to apply the concepts to their own lives, which will, in turn, facilitate their retention of the material.

Third, the essay format will also give students practice expressing themselves in written form. Ideas to help students answer the critical-thinking essay questions are provided in Handout 4.

Group size: Individual, then full class. Personal Applications Personal Application 1: All in the Family Learning Objective 2: Describe what genes are and how they influence human development. The purpose of this exercise is for students to recognize the varied influence of heredity and environment within a family. The power of genetics is phenomenal, and though each cell only contains 23 pairs of chromosomes, the possible manifestations of this hereditary material are nearly limitless.

To what extent does the environment contribute to our similarities with our siblings? Or does it? The challenge of identifying the relative influences of nature and nurture is tremendous.

Instructions for Students: Describe the major traits you share with each of your siblings. What major traits are very different for you and your siblings? Which ones do you believe are biologically based, and which ones do you think are the result of your environment? How do you explain the differences, given you have the same parents and grew up in the same family? If you are an only child, compare and contrast your traits with those of each of your parents.

Use in the Classroom: Have students contribute examples of both similar and dissimilar traits shared with siblings. Challenge students to provide evidence, counterarguments, reasoning, or research methods that might serve to determine the answer.

The way in which we are raised not only impacts us because of the experience itself, but because those very experiences are the result of the combination of genetic and environmental influences on our parents. Furthermore, it is our own genetic make-up that influences both the environmental influences that come to us and those that we particularly seek out. The combination of these three processes of confounded influence creates the person we become.

Passive: What kind of environmental experiences did your parents provide for you because of who they were? Evocative: What environmental experiences did you have due to your genetic make-up? Active: What environmental experiences did you seek out due to aspects of your genetic make-up? Use in the Classroom: Plan to help your students get in the frame of mind for thinking through these concepts. Provide examples from your own life—including specifics about parents and their characteristics, and particular inherited traits that obviously served to influence life experiences.

This may be difficult to grasp, so you may have to have students work through it in class. If certain students feel they have good examples, have them share in order to provide as many concrete examples as possible, and then have students proceed to write their full responses.

Source: Scarr, S. Biological and cultural diversity: The legacy of Darwin for development. Child Development, 64, — We automatically assume that because we live in the same house and have the same parents, we share the same environment with our siblings.

But very few siblings would admit that they share similar life experiences. The older siblings will swear that the younger ones always get their way, and that their parents are not nearly as hard on their younger brother or sister as they were on them. The younger ones believe the older siblings get to do everything, and they are treated like babies with all their restrictions. Then there are the middle children! Instructions for Students: Consider how your environment growing up was different from those of your siblings, given you were raised in the same household.

Use in the Classroom: This can be a fun way to get students talking and sharing childhood and even current stories. Feel free to share some of your own, and encourage students to compare their experiences with those of their siblings.

How many felt they had an overall easier time than their siblings? A harder time? Conclude by emphasizing the varying circumstantial influences experienced by people functioning in very close proximity, and how this contributes to differences in behavior. The purpose of this exercise is to demonstrate the significance of pregnancy from a cultural standpoint.

Each culture takes its own particular view of the major stages of life: birth, childhood, puberty, parenthood, work, old age, and death. It is interesting and important to be aware of the different cross-cultural perspectives, especially in our multicultural society. Instructions for Students: Describe your cultural views of pregnancy.

How are pregnant women viewed and treated by society? What beliefs are held about the biological processes occurring with regard to her body?

What is the perception of the developing fetus? What preparations are made for the upcoming labor, delivery, and birth? How is impending parenthood anticipated? Use in the Classroom: If you are fortunate and have an ethnically diverse group of students, make a grid on the board comparing and contrasting beliefs for each of the above categories. If you have a homogeneous class, put students in groups and assign them particular cultures to research with regard to the various aspects of pregnancy and childbirth.

Each group will then present their findings to the class. The purpose of this exercise is to prompt students to think about all that is involved in preparing to become parents. It is not just becoming a parent that is demanding and has numerous implications; planning, conceiving, and sustaining a healthy pregnancy also require a great deal of preparation as well—from both the mother and the father!

Instructions for Students: If you are not yet a parent, think and write about the following: Women: Your physical condition prior to becoming pregnant—how will you take care of and prepare your body for conception? Address nutrition, physical shape, drugs, alcohol, smoking, and other environmental stressors. What might be your health-care plans physician, midwife, etc.

What kind of labor and delivery experience do you want hospital versus home delivery? Who will you want with you during this time? What postpartum situation do you anticipate? How might you prepare yourself to be an exceptional mother? Men: Your physical condition prior to conception—address nutrition, physical shape, drugs, alcohol, smoking, and other environmental stressors. How do you plan to support the mother during pregnancy?

Labor and delivery? Were you surprised to read of the important role fathers play in this extensive process? How might you prepare yourself to be an exceptional father? Use in the Classroom: Put together several different profiles of couples, or single women, who want to conceive or are already experiencing pregnancy. Present the profiles to students to read, then have a class discussion on the implications of the various circumstances surrounding each pregnancy and impending birth.

Emphasize the dangers of poor choices, the risks of particular behaviors, and the benefits of planning, preparation, and healthy living. The purpose of this exercise is for students to recognize the various ways the human body carries out and experiences the same biological processes. It involves a series of physiological stages that all members of the same species are programmed to go through. However, rarely are they experienced in the same way.

As we have been studying the influences of both biology and environmental factors on human behavior, it is important to recognize the varying contributions of both to such a fundamental life process. Instructions for Students: Ask your mother if she can recall her experience giving birth to you and your siblings. What is different about each situation? What is similar? What might account for the differences? What factors might contribute to the variety of birthing experiences women have?

Use in the Classroom: Comparing labor and delivery stories can be very interesting and informative. If you feel comfortable, share your own stories of the birth of your children, and bring in contrasting stories from friends and family.

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