PSYC 482 (sec 001) Office: HH 311
Nature-Nurture Issues Phone: 410-677-5444
Dr. Jason McCartney Email: jsmccartney@salisbury.edu
Spring 2010 Office Hours:
MW 10-Noon, TuTh 11-Noon
TuTh 12:30-1:45 (or by appointment*)
Required Texts
Ceci, Stephen J. & Williams, Wendy M. (eds)
(1999). The Nature-Nurture
Debate: the essential readings.
Moore, David S.
(2001). The Dependent Gene:
The fallacy of "Nature vs. Nurture".
Course Description
The question of how traits and characteristics develop in individual organisms has been an enduring issue in many fields of science (biology, behavioral and molecular genetics, ethology, sociology, psychology, education, history, and philosophy). Are stable features a result of innate, instinctual, or biologically based mechanisms? Are differences between individuals a result of unique experience, environmental insult, or deficient stimulation? This search for explanations and sources of influence has served many investigators well by providing an enduring dilemma to investigate and indispensable media attention.
To judge from newspaper and general media outlets, there are genes in individuals to account for every aspect of our lives, from personal success to existential despair: genes for health or illness, criminality and violence, sexual orientation and intelligence. Genes achieve these behavioral consequences by controlling or directing the structural organization and activity of all our cells, more specifically "our brains". This is a kind of neurogenic determinism. Via classic scientific reductionism, science has identified the essential pieces in our biological inheritance (i.e., genes) that can account for both differences and similarities across individuals.
The purpose of this course is to introduce students to a conceptual framework that does not necessitate biological nor environmental determinism. To accomplish this goal students will read challenging articles and stimulating texts to help expose the weakness of the classic "nature vs. nurture" dichotomy. By the end of this seminar each student should have an enhanced, more integrated appreciation of the "systems" approach to development.
Course Requirements
1. Class attendance
In a seminar class attendance is extremely important. Therefore, students will only be allowed two absences. For every absence above and beyond the two allowed there will be a 5% deduction in the final course grade. Students should notify the instructor ahead of time for planned absences and provide appropriate documentation (e.g., illness or accidents). It is the responsibility of the student to make arrangements for attaining missed material or class assignments.
Please be prompt: Latecomers are very disruptive to class dynamics and often force us to lose valuable class time. Chronic tardiness will count as an unexcused absence from class. Take whatever steps necessary to be in class on time.
2. Class Participation
A seminar is a course where the participants try to gain a deeper understanding of an issue in a specific area. Seminars require that all the members take an active role in the exploration of the topic. It is a good idea to make note of terminology and topics that are presented in the assigned readings. The class discussions will involve different authors, research methods, and conflicting positions.
(*Important Note on Cell Phones: all devices should be off and away during class. Students who text or use their phones will be asked to leave class. If there is an emergency situation requiring cell phone contact, inform the instructor at the start of class.)
a. All students are expected to read and think critically about the assigned material. The reading assignment should be completed before the class period and students should be prepared to participate in all class discussions.
b. "Primary Reviewer-Facilitator": Throughout the semester students will be assigned to the role of primary reviewer. This role includes the following:
1) leading and encouraging class discussion for that period
2) preparing a 1-2 page handout of the major points in that reading for the class 3) preparing thoughtful questions to stimulate class discussion.
*All students are required to visit with the instructor prior to their assigned review or leadership day. This meeting will be for preparation and discussion outside of class with the instructor and will be very helpful for both the presenters and the class overall. The instructor will serve as a resource for students & provide feedback or ideas.
It is the responsibility of the student to schedule an appointment in advance*. The instructor has regular office hours and will be available at other times if necessary. Students must meet with instructor at least 48 hours before their scheduled review day.
c. Discussion Questions. You will be required to prepare and submit 2 questions (with possible answers) regarding the reading material. These questions and answers will be collected at the start of every class (everyone should bring a copy for themselves to refer to during class*). The questions can be general or specific, but they can not simply be statements of opinion or personal reactions (e.g., “I don’t like this concept” or “I disagree with the authors point”).
(Tips: It may be helpful to point out relevant strengths or weaknesses. You can compare previous material with the current reading. You may want to bring up issues that are not addressed by the author(s), discuss confusion related to specific terminology, or question specific issues you found confusing, etc.).
3. Exams
There will be two in-class exams, a midterm and a final. The exams will consist of short answer (definitions, identification) and short essay questions (paragraph length answers). Prior to each exam the instructor will provide students with a directed review of terms and issues that come from class discussions and the assigned readings. This review will take an entire class period and be set aside for student preparation and questions. A big part of this review will involve having each student bring a short list of terms and potential short answer questions.
4. Critique of Psychology Textbooks
Students will identify and select two textbooks from any psychology course (1990-present, and not Nature-Nurture texts*) and critique how topics related to nature-nurture are presented. Most psychology texts have sections set aside specifically related to genetic or biological influences and the role of learning, experience, and culture. For this paper students will evaluate how the N-N debate is “framed” or set up in two psychology textbook. Students should pay particular attention to:
1) terminology (definitions, examples, etc.) and 2) the authors’ underlying assumptions (importance and weight placed on influences, number of paragraphs or length of discussion). All of us have personal beliefs, including textbook authors, professors, students, scientists, and researchers. This paper will give you an opportunity to identify and examine how people in the field of psychology present the N-N debate.
-Students will select an APA-style Reference page with at least FOUR possible texts by March 2nd
-Students will provide an outline for their paper by March 30th
-Final papers will be due on April 20th
*length: 7-8 pages
*Information on APA style will be provided.
5. Book or Article Review
(10%)
Students will select a book or academic article that covers or directly relates to issues of nature-nurture and development. The selected reading must be approved by the instructor. Students will read and review their selected reading. For the final paper: students should start with a 1-2 page summary, then students should spend 2-4 pages commenting on the validity or accuracy of the author(s) main points (using knowledge gained in the N-N class).
-Students will select and get approval for their text/article by Feb 23rd
-Students will provide a one-page outline of their selected reading by March 4th
-Book/Article
Review due on April 6th (suggested paper length: 4-6 pages)
6. Extra Credit (5%)
Students can earn extra points by writing a reflective essay on how the course has impacted their understanding or appreciation of the "nature & nurture" debate. This essay should be a maximum of 3 complete pages and should be introspective and prospective. (How has this course changed you? Do you have any recommendations for future readings/texts & why?) This is an opportunity for you to be explicit on how the course advanced or enhanced your critical thinking skills.
(DUE April 27th)
Additional extra credit requirements:
1. Students are expected to include feedback on readings assigned in the course
2. There will be point deductions for misspelled words and poor mechanics.
(spelling, grammar, syntax)
3. All papers should be in 12 point font and be double spaced.
4. No late extra credit papers will be accepted.
Academic
Dishonesty: Any instance of academic dishonesty (e.g., plagiarism) will be
dealt with in keeping with the policies described in the current
Writing Across the Curriculum: The writing across the curriculum requirements will be met by the weekly discussion papers, short paper assignment, and part of the exams.
At the University Writing Center at Herb’s Place (above the
fireside lounge, rm. 206, phone: 410-543-6332), trained consultants are ready
to help you at any stage of the writing process. It is often helpful for
writers to share their work with an attentive reader, and consultations allow writers to test and refine
their ideas before having to hand papers in or to release documents to the
public. In addition to the important writing instruction that occurs in the
classroom and during office hours, the center offers another site for learning
about writing. All undergraduates are encouraged to make use of this important
student service. For more information about the writing center’s hours
and policies, visit the writing center or its website at www.salisbury.edu/uwc.
There is a very helpful and
informative website on APA writing style, at http://gseacademic.harvard.edu/~instruct/articulate/APA/player.html (
Course Grading
Course Components:
1. Class participation (40%)
-Primary Reviewer (preparedness and a thoughtful, interesting review) 10%
(you will not be expected to know or answer every question brought
up in class discussion)
-Class discussion & written questions 30%
(question quality & insight, ability to express oneself, familiarity with
assigned readings, ability to understand & evaluate peer comments
or questions)
2. Exams (20% for
Midterm & 20% for Final) 40%
-Consisting of short identification & short answer questions
3. Psychology
Textbooks- Critique (10%)
-paper outline 1%
-short
paper (clarity, organization, orderly progression of thought) 9%
4. Book Review-
Critique (10%)
-paper outline 1%
-short paper (clarity,
organization, orderly progression of thought) 9%
100%
*Extra Credit (up to +5%)
Course Outline and Reading
Assignments
Dates Readings
(pages are approximate*) Primary Reviewer
January 26 Course
syllabus, Class Introductions
January 28 Reading:
“The DNA Mystique: the gene as a Instructor
cultural icon” by Nelkin, D.
& Lindee, M. S.
*handed out in class*
February 2, 4 Reading: "The Human
Heritage" Instructor
&
Text: The Nature-Nurture
Debate
. Introduction section (pages 1-9)
February 9 Text: The Nature-Nurture
Debate 1)
Fetal
Influences
Chapters 1-2 (pages 13-32)
February 11 Text: N-N Debate 2)
Twin research and prenatal
development
Chapter 3 (33-49)
& article: “Nature,
Nurture, and Twin Research Strategies”
February 16 Text: N-N Debate 3)
Boy or Girl? Gender Identity
Chapters 4 & 5 (pages 55-79)
February 18 Text: N-N Debate 4)
Social and Personality
Development
Chapter 6 (pages 83-95)
& article “Why home doesn’t matter” by
Harris (2007)
February 23 Article: “Three Laws of
Behavior Genetics 5)
And What they mean”, Turkheimer
(2000)
Deadline to Select Book/Article
for Review (see #5 above)
February 25 Text: N-N Debate 6)
Childhood and IQ
Chapters 8 (pgs. 107-131)
March 2 Text: N-N Debate: Childhood
and IQ 7)
Chapters 9 & 10 (pgs.
131-162)
Submit List of Psych Textbooks (see #4 above)
March 4 Article: “IQ
Studies and Adopted Children” 8)
By Ken Richardson and Sarah H.
Norgate
Outline for
Book/Article Review due*
March 9 Class
review up to this point
Create mid-term review sheet*
March 11 Mid-Term exam
March 15-19 *Spring Break*
(Reminder:
print out readings for 1st class after break)
March 23 article: “DNA is not
Destiny” by Watters (2006) Instructor
Also view weblink in
MyClasses- NOVA-Epgenetics
March 25 article:“Epigenetic
mechanisms and the Transgenerational Instructor
effects of maternal care” Champagne (2008)
Outline due: Psychology
Textbooks critique *
March 30 Text: The Dependent Gene (pp.
3-31) 9)
by David Moore
April 1 Text: The Dependent
Gene (pp. 32-63) 10)
April 6 Text:
The Dependent Gene (pp. 67-89) 11)
Book/Article Review Due*
April 8 Text: The Dependent Gene (pp.
90-128) 12)
April 13 Text:
The Dependent Gene (pp. 129-156) 13)
April 15 Text:
The Dependent Gene (pp. 159-192) 14)
April 20 Text: The Dependent
Gene (pp. 193-215) 15)
Critique of Psychology Textbooks due*
April 22 Text:
The Dependent Gene (pp. 216-244) 16)
April 27 article:
“From Central Dogma to Probabilistic -
Epigenesis”, Gottlieb (1998)
(*Extra credit paper due)
April 29 article: "Experiential Canalization of -
Behavioral Development:
Theory"
By Gottlieb (1991))
May 4, 6 Built
in extra days
(Students will share and present info
about their paper assignments.)
May 11 Class review and preparation for
final exam*
May 14-20 Final Exam: Monday May 17th: 10:45am-1:15pm
*This course schedule will be adjusted by the instructor
due to timing issues or pace of class discussion. If changes occur, updated schedules will be
provided*
Brief Bibliography
Dawkins, R. (1982).
The extended phenotype.
Dawkins, R. (1989). The selfish gene.
Gould, S. J. (1996). The
mismeasure of man.
Harris, J.R. (1998). The
nurture assumption.
Keller, E. F. (2000). The century of the gene.
Nelkin, D. & Lindee,
M.S. (1995). The dna mystique: the gene as a cultural
icon.
Oyama, S. (2000). The ontogeny of information: developmental
systems and evolution.
Oyama, S. (2000). Evolution's eye.
Ridley, M. (1999).
Genome.
Ridley, M. (2003). Nature via nurture.
Rose, S. (1997). Lifelines:
life beyond the gene. New York: Oxford University Press.
Thelen, E., and Smith,
L.B. (1994). A dynamic systems approach in the
development of cognition and
action.
HONOR PLEDGE:
Psychologists are bound by the American Psychological Association’s
Code of Ethics. This code is an integral
part of our professional life whether that life involves research, therapy,
supervision of others, or teaching.
Violation of this code by a psychologist can result in serious
consequences.
As a student, you are also expected to conduct yourself in an honorable
manner. The specific consequences for
violating the academic integrity code are outlined in the student handbook. As part of the requirement for you to remain
enrolled in this course, you are expected to sign the honor pledge. You must sign this code and turn it in to my
by the end of the drop add period. Failure
to do so will result in dismissal from this course. The pledge states that you will complete all
work in this course in an honorable manner.
You will not present work as yours that is not your own nor receive help
on assignments or tests that is not specifically permitted.
FULTON PLEDGE: PSYCHOLOGY 482-001
Spring 2010
I pledge that I will complete all assignments and tests in this course
honorably. I pledge that I will not
present work which is not my own as if it is work that I have done. I also pledge that I will not receive
unauthorized help on assignments and tests.
__________________________ __________
Signature Date