This document provides information about a developmental psychology course (PSY335) including prerequisites, credit hours, objectives, routines, evaluation criteria, communication policies, and topics from previous student projects. The 6-credit course introduces basic developmental psychology research findings and techniques. It has both classroom and laboratory components where students design and conduct group research projects, observing children and collecting data. The course aims to develop critical thinking and technical skills for conducting ethical research and effective communication.

1. “Research is what I'm doing when I don't know what I'm doing”
Werner von Braun

2. PSY335 COURSE DESCRIPTION
• PREREQUISITES: STATS + DEVELOPMENTAL PSY
• 4 CLASS HOURS, 4 LABORATORY HOURS; 6 CREDITS
• INTRODUCES BASIC FINDINGS AND TECHNIQUES IN THE STUDY OF DEVELOPMENTAL PSYCHOLOGY
• PROVIDES HANDS-ON ACTIVITIES TO UNDERSTAND AND APPLY DEVELOPMENTAL RESEARCH METHODS
• REVIEWS ALL PHASES OF RESEARCH, INCLUDING RESEARCH DESIGN, ETHICS, DATA COLLECTION, ANALYSIS, AND
PRESENTATION, WITH A SPECIFIC FOCUS ON CURRENT METHODS USED TO STUDY THE PSYCHOLOGICAL
DEVELOPMENT OF CHILDREN
• LABORATORY, STUDENTS DESIGN AND COMPLETE GROUP RESEARCH PROJECTS ILLUSTRATIVE OF THE MAJOR TOPICS
COVERED, CULMINATING IN APA-STYLE RESEARCH PAPERS AND POSTERS
• LABORATORY, STUDENTS WATCH CLIPS AND COMPLETE INDIVIDUAL ASSIGNMENTS
• FIELD WORK, STUDENTS OBSERVE CHILDREN IN NATURALISTIC SETTINGS AND COLLECT SURVEY DATA

3. PSY335 OBJECTIVES
• DEVELOP AND STRENGTHEN YOUR CRITICAL THINKING AND WRITING SKILLS
• LEARN TO STRIVE IN A PROFESSIONAL AND INCLUSIVE LEARNING AND TEACHING ENVIRONMENT
• APPLY DEVELOPMENTAL THEORY AND METHODS TO INDIVIDUAL AND GROUP WORK
• BUILD ON PREVIOUS RESEARCH KNOWLEDGE TO DESIGN GROUP PROJECTS
• BECOME A GREAT GROUP LEADER AND COMMITTED TEAM MEMBER
• LEARN TO OBSERVE, CODE, AND ANALYZE HUMAN BEHAVIOR
• LEARN TO USE TRACK CHANGES, EXCEL, POWERPOINT, IBM SPSS, AND OTHER SOFTWARE
• MASTER APA FOR REPORTING, PRESENTING, AND EVALUATING COLLECTED DATA
• ACQUIRE TECHNICAL AND PRACTICAL SKILLS BEYOND THE CLASS ROOM EXPERIENCE
• LEARN TO MEET DEADLINES AND CONDUCT ETHICAL RESEARCH

4. HOW TO BE SUCCESSFUL IN PSY335
TEAM WORK DO YOUR RESEARCH FOLLOW APA
STAY FOCUSED ACTIVE PARTICIPATION CRITICAL THINKING
do work on time ~ no extra credits ~ individual work cannot be made-up at a later time ~ communicate with us

5. COURSE ROUTINES
BEFORE CLASS
• CHECK BLACKBOARD FOR ANNOUNCEMENTS
• PREPARE FOR CLASS ASSIGNMENTS
• PREPARE FOR LAB REPORTS
• MAKE SURE DROP BOX HAS LATEST VERSION
• MAKE SURE YOU HAVE MET DEADLINES
BE PUNCTUAL TO CLASS
• KEEP CELL PHONES OFF
• HAVE HEADPHONES + MEMORY STICK
• ENTER ROOM WITH A SMILE
• CIRCLE TIME FOR CLASS ACTIVITIES
• BRING IN YOUR READING NOTES +
RESEARCH ARTICLES
DELEGATE GROUP WORK
• SET UP PLAN FOR RESEARCH PROJECT
• ASSIGN TASKS FOR MEMBERS
• READ LITERATURE, DISCUSS, RAISE QUESTIONS
• WRITE, PROOFREAD, WRITE, EDIT, WRITE, GET
FEEDBACK
• COME SEE ME TO GET/GO OVER MY FEEDBACK
NOTE: Individual work has to be completed by only YOU. Do not share your answers otherwise work receives 0 points!

6. USE PROVIDED RESOURCES
SLIDES
• MY LECTURE SLIDES ARE
UPLOADED BEFORE CLASS
• FEEL FREE TO PRINT AND
BRING TO CLASS
RUBRIC
I WILL USE RUBRICS TO GRADE
YOU ON YOUR:
• GROUP PAPER + POSTER
• GROUP LEADERSHIP
• CLASS PARTICIPATION
• LITERATURE REVIEW
• ANNOTATED REF LIST
TEMPLATES
• YOU CAN USE TEMPLATES TO
WORK ON YOUR APA PAPER,
INCL. COVER SHEET,
REPORTING RESULTS, TABLES,
ETC.
• POSTER FORMATS WILL HELP
YOU TO DESIGN YOUR GROUP
POSTER
RECOMMENDATION
• EXPLORE THE HYPERLINKS TO
LEARN MORE

7. COURSE EVALUATION
INDIVIDUAL WORK POINTS
• CLASS PARTICIPATION 3
• ANNOTATED REF LIST 5
(2 REF PER PERSON)
• LITERATURE REVIEW 10
• 4 QUIZZES (5 POINTS EACH) 20
• 4 LAB REPORTS (5 POINTS EACH) 20
TOTAL 58
GROUP WORK POINTS
• GROUP LEADERSHIP 4
• APA SECTIONS (ABSTRACT, INTRO, METHOD,
RESULTS, DISCUSSION, REF) (3 POINTS EACH) 18
• FINAL MANUSCRIPT 10
(6 PAGES, EXCL. COVER, ABSTRACT, REF, TABLES, APPENDIX)
• POSTER 10
TOTAL 42

8. FLOW OF COMMUNICATION
USE OFFICE HOURS
• ROOM: 4S-103
• HOURS BY APPOINTMENT ONLY
• I WILL PROVIDE CONSTRUCTIVE
FEEDBACK ON ALL YOUR WORK
• USE OFFICE HOURS TO GET HELP ON
CONCEPTS YOU DO NOT UNDERSTAND, TO
CLARIFY INSTRUCTIONS, GRADING, OR TO
DICUSS ANY PROBLEMSRELATED TO PSY
335
EMAIL
• PERI.YUKSELSOKMEN@CSI.CUNY.EDU
• USE YOUR CUNY EMAIL WRITE IN SUBJECT
FIELD: PSY 335 AND YOUR NAME
• I CHECK EMAILS MO-FRI AND WILL RESPOND
WITHIN 24 HOURS
• YOU WILL NOT RECEIVE RESPONDS FROM ME
FOR INFORMATION THAT IS ALREADY IN
SYLLABUS, APA MANUAL, OR CSI HANDBOOK
• IF YOU MISS CLASS CONTACT PEERS
• IF YOU ARE ENCOUNTERING
MISCOMMUNICATION WITH GROUP
MEMBERS CC ME IN ALL YOUR EMAILS
DROP BOX
• USE DESIGNATED FOLDER FOR GROUP WORK
• PUT ALL WORK IN PROGRESS IN “WORK” FOLDER
• SAFE FILES WITH CURRENT DATE AND DELETE OLD
VERSIONS
• ONCE MANUSCRIPT IS UPDATED TAKE OUT FROM
WORK FOLDER AND USE FORMAT:
MANUSCRIPT_GROUPNAME.MMDDYY
E.G., MANSUCRIPT_MOTOR.08.28.2015
• USE TACK CHANGES WITHIN DOWNLOADED
DOCUMENTS AND DO NOT DELETE MY COMMENTS IN
TRACK CHANGES
• BACK UP WORK INTO YOUR MEMORY CARD/EMAIL

9. CSI-CUNY POLICY
ATTENDANCE POLICIES
• STUDENTS ARE EXPECTED TO ATTEND ALL
SESSIONS. A STUDENT WHO IS ABSENT IN
EXCESS OF 15 PERCENT OF THE CLASS
HOURS IN ONE SEMESTER IS ASSIGNED A
GRADE OF WU (WITHDREW
UNOFFICIALLY), SUBJECT TO THE
DISCRETION OF THE INSTRUCTOR.
• IF YOU DECIDE TO DROP CLASS, PLEASE
ALSO NOTIFY YOUR GROUP MEMBERS AND
ME OF YOUR DECISION.
PLAGIARISM & CHEATING
• INTEGRITY IS FUNDAMENTAL TO THE ACADEMIC ENTERPRISE.
IT IS VIOLATED BY SUCH ACTS AS BORROWING OR
PURCHASING ASSIGNMENTS (INCLUDING, BUT NOT LIMITED
TO TERM PAPERS, ESSAYS, AND REPORTS) AND OTHER
WRITTEN ASSIGNMENTS, USING CONCEALED NOTES OR CRIB
SHEETS DURING EXAMINATIONS, COPYING THE WORK OF
OTHERS AND SUBMITTING IT AS ONE’S OWN, AND
MISAPPROPRIATING THE KNOWLEDGE OF OTHERS. THE
SOURCES FROM WHICH ONE DERIVES ONE’S IDEAS,
STATEMENTS, TERMS, AND DATA, INCLUDING INTERNET
SOURCES, MUST BE FULLY AND SPECIFICALLY ACKNOWLEDGED
IN THE APPROPRIATE FORM; FAILURE TO DO SO,
INTENTIONALLY OR UNINTENTIONALLY, CONSTITUTES
PLAGIARISM.
• VIOLATIONS OF ACADEMIC INTEGRITY MAY RESULT IN A
LOWER GRADE OR FAILURE IN A COURSE AND IN DISCIPLINARY
ACTIONS WITH PENALTIES SUCH AS SUSPENSION OR
DISMISSAL FROM THE COLLEGE. MORE INFORMATION ON THE
CUNY POLICY ON ACADEMIC INTEGRITY CAN BE FOUND IN
APPENDIX II.
ACCOMODATION
• QUALIFIED STUDENTS WITH DISABILITIESWILL
BE PROVIDED REASONABLE ACADEMIC
ACCOMMODATIONS IF DETERMINED ELIGIBLE BY
THE OFFICE FOR DISABILITY SERVICES. PRIOR TO
GRANTING DISABILITY ACCOMMODATIONS IN
THIS COURSE,
• THE INSTRUCTOR MUST RECEIVE WRITTEN
VERIFICATION OF STUDENT’S ELIGIBILITY FROM
THE OFFICE OF DISABILITY SERVICES, WHICH IS
LOCATED IN 1P-101. IT IS THE STUDENT’S
RESPONSIBILITY TO INITIATE CONTACT WITH
THE OFFICE FOR DISABILITY SERVICES STAFF
AND TO FOLLOW THE ESTABLISHED PROCEDURES
FOR HAVING THE ACCOMMODATION NOTICE
SENT TO THE INSTRUCTOR.
Source: http://www.csi.cuny.edu

10. 2015 topic read group work due individual work due
28-Aug Intro: Review of Theory & Research Design: Big Dev Questions Quiz 1
4-Sep Methods to Study Children: Questions Drive Method Chapter on method Quiz 2
11-Sep Settings & Bias: Building on Previous Knowledge Bronfenbrenner 1986 Lab 1
18-Sep General Principles & Data: Hypothesis Testing Child Maltreatment, Coohey 1996 Reading List Quiz 3
25-Sep CUNY follows Tuesday schedule Annotated Ref List
2-Oct Validity& Reliability: Research Limitations Research Fundamentals Proposal Presentation Lab 2
9-Oct APA: Structured Thoughts and Visual Flow of Paper Intro to APA Method & Appendix Present Literature
16-Oct IBM SPSS: Looking for Patterns Explore Childstats.gov Lab 3
23-Oct Data Visualization: Analysis Plan & Reporting Results Berger & Adolph, 2003 APA Tables Lab 4: Motor Dev
30-Oct Writing Process: Backing up your Research Goals with Evidence Results Quiz 4
6-Nov Revision Process: Selling your Story in light of Previous Research Abstract + Intro
13-Nov Revision Process: Connecting your Story to Previous Research
Discussion &
References Peer Review
20-Nov Presentation Process: Using Visual Tools 2rst Draft of Paper
27-Nov Happy Thanksgiving
4-Dec Presentation Process: Organizing your Story Final Paper
11-Dec Presentation Process: What is the Main Message? 1rst Draft of Poster

11. PREVIOUS STUDENT PROJECT TITLES
• GENDER DIFFERENCES IN PLAY AND AGGRESSION IN PRESCHOOLERS
• LEADERSHIP DIFFERENCES AMONG PRESCHOOLERS AT DAYCARE
• OBSERVING SUPERVISED PEER-INTERACTION AT A DAYCARE CENTER
• HIDDEN CURRICULUMIN AN URBAN DAYCARE CENTER
• GROUP DYNAMIC AND GENDER DIFFERENCES IN PRESCHOOLERS
• IMITATION BETWEEN MOTHER-INFANT DYADS DURING FREE PLAY
• POINTING, SHOW, AND SPEECH IMITATION IN MOTHER-INFANT PLAY
DYADS
• MATERNAL RESPONSIVENESS TO THEIR INFANTS’ PLAY
• PRENATAL EXPOSURE TO DRUGS AFFECTS MOTOR MILESTONES
• RELATIONSHIP BETWEEN INFANT MOVEMENT AND VERBALIZATION
• MEDIA INFLUENCE & BODY DISSATISFACTION IN PRE-TEEN GIRLS
• MOTHERS’ SELF-REPORT ON EARLY DEVELOPMENTAL MILESTONES
• MOTHERS’ SELF-REPORT ON OWN AND INFANTS’ FOOD PREFERENCES
• AUTOBIOGRAPHICAL MEMORY IN CSI COLLEGE STUDENTS
• CONTEXT SHAPES AUTOBIOGRAPHICAL MEMORIES IN MONOLINGUAL
AND BILINGUAL SPEAKERS
• YOUNG ADULTS’ ADJUSTMENT IN ACADEMIC, PROFESSIONAL, AND
SOCIAL SETTINGS
• HOW DOES EARLY EXPOSURE TO MEDIA EFFECT LANGUAGE
DEVELOPMENT IN FIRST GRADERS?
• READY TO RUMBLE: PLAY THERAPY TO MEDIATE AGGRESSION IN
CHILDREN
day care center observation video observation mixed-design survey lit review