Course Descriptions

HDE 200A. Early Development (4) - Jay Belsky - Fall 2017

Lecture—3 hours; discussion—1 hour. Prerequisite: graduate standing; basic biology or physiology; one upper division course in psychology or a related field; one upper division or graduate course in developmental psychology (may be taken concurrently). Theory and research on the biological, social, cognitive, and cultural aspects of development from conception to the age of five years.

HDE 200B. Middle Childhood and Adolescence (4) - Amanda Guyer - Winter 2018

Lecture—3 hours; discussion—1 hour. Prerequisite: graduate standing; basic biology or physiology, and at least two upper division or graduate-level courses in psychology or related fields. Theory and research on biological, cognitive, social, and cultural influences on behavioral development from age five years until late adolescence.

HDE 200C. Development in Adulthood (4) - Lisa Miller - Spring 2018

Lecture/discussion—4 hours. Prerequisite: courses 200A and 200B. Theory and research focusing on social, personality, cognitive, and biological development from early to late adulthood. Emphasis is on theory development and continuity and change.

HDE 203. Adolescent Behavioral and Emotional Development (4)

Lecture—3 hours; discussion—1 hour. Prerequisite: course 200B. Analysis of recent theories, research methods, and major findings on adolescent behavioral and emotional development, including contextual and genetic influences on adolescence, pubertal transitions, and social/family contexts and processes. Emphasis on multi-level mechanisms underlying adolescent behavioral and emotional development. Offered in alternate years.

HDE 207. Topics in Applied Cognitive Aging (4)

Lecture—3 hours; discussion—1 hour. Prerequisite: Graduate standing in Human Development Graduate Group, Psychology, Education, or a related social science, or consent of the instructor. Apply principles from cognitive aging to real-world concerns in areas such as education, technology, job performance, and health. Examine how physical and social changes occurring in later life impact functioning. Offered in alternate years.

HDE 210. Theories of Behavioral Development (3)

Lecture—2 hours; discussion—1 hour. Prerequisite: graduate standing in behavioral sciences. Consideration of enduring issues in theories of behavioral development; analysis of adequacy of major theoretical schools (e.g., social learning, Piagetian) as scientific theories. Offered in alternate years.

HDE 211. Physiological Correlates of Behavioral Development (4)

Seminar—3 hours. Prerequisite: consent of instructor. An overview of mechanisms of organismic development and the implications of developmental biology for the analysis of behavioral ontogeny; consideration of parallels between processes of organismic development and behavioral development in children and infra-human mammals.

HDE 217. Development of Cortical and Perceptual Laterality (3)

Seminar—3 hours. Prerequisite: graduate standing in child or human development or consent of instructor. Current theory and research regarding the development of human cortical and perceptual laterality— emphasizing the relationship of this development to thinking and behavior. Offered in alternate years.

HDE 220. Research Methods in Human Growth and Development (4) - Roberson - Winter 2018

Lecture—4 hours. Prerequisite: Statistics 13 or the equivalent and at least two upper division courses in human biology or developmental psychology. Theory and research methods in biological growth, and cognitive and social/emotional development from prenatal period to death.

HDE 231. Issues in Cognitive and Linguistic Development (3)

Seminar—3 hours. Prerequisite: consent of instructor. Study and evaluation of key issues in the theoretical and empirical literature on cognitive and linguistic development.

HDE 232. Cognition and Aging (3)

Lecture—2 hours; discussion—1 hour. Prerequisite: course 200C. The manner in which cognitive processes are affected by aging as well as an understanding of the changes in the central nervous system occurring with aging. Offered in alternate years.

HDE 234. Children's Learning and Thinking (3) - Zhe Chen - Spring 2018

Seminar—3 hours. Prerequisite: course 200A or Psychology 212 recommended. Analysis of theories, research methods, and major findings of children's higher order cognition, including origins of knowledge, development of problem solving skills, reasoning strategies, and scientific concepts, with an emphasis on the underlying mechanism involved in children's thinking and learning processes. Offered in alternate years.

HDE 238. The Context of Individual Development (3)

Prerequisite: graduate standing in Human Development, Child Development, Education, Psychology, Anthropology, Sociology, or consent of instructor. Analysis of human development within the context of daily life. Contextualizing theories and methods of developmental psychology will be distinguished from contextual theories and methods. Developmental psychology models will be distinguished from child psychology models. Offered in alternate years.

HDE 239. Developmental Psychopathology (4) - Daniel Choe - Winter 2018

This course covers foundational principles and current issues in developmental psychopathology, such as risk and resilience, continuity and discontinuity, comorbidity, and appropriate methods for studying mental illnesses in children and adolescents. 

HDE 240. Peer Relationships During Adolescence (4) - Adrienne Nishina - Fall 2017

Lecture—3 hours; discussion—1 hour. Prerequisite: graduate standing in Human Development, Psychology, Education, or consent of instructor. Course examines the role of peer relationships in adolescent development including forms and functions at the individual, dyadic and group levels. Ethnicity and cross cultural research will be discussed. Emphasis on methodology, including surveys, peer nominations/sociometrics, experimental, and observational designs.

HDE 250. Current Research on Family Relationships (4)

Lecture/discussion—6 hours; term paper. Prerequisite: graduate standing in Human Development Graduat Group, Psychology, Sociology, a related social science, or permission of the instructor. Discussion of theories, methods, and current research on the nature and development of sibling, romantic, and parent-child relationships across the lifespan. Emphasis on interpersonal and family processes examined in ethnic/cultural contexts. Implications for individual development will be addressed.

HDE 252. Family Research, Programs and Policy (4)

Seminar—3 hours; term paper. Prerequisite: graduate standing in Human Development, Psychology, Sociology, related social sciences, or consent of instructor. Course examines the competing interests of research, policy, and service on current issues of family functioning and individual well being. The course considers communication barriers between researchers, practitioners, and policy makers. Offered in alternate years.

HDE 290. Seminar (3)

Seminar—3 hours. Discussion and evaluation of theories, research, and issues in human development. Different topics each quarter.

HDE 290C. Research Conference (1)

Discussion—1 hour. Prerequisite: graduate standing and consent of instructor. Supervising instructors lead research discussions with their graduate students. Research papers are reviewed and project proposals are presented and evaluated. May be repeated for credit. (S/U grading only.)

HDE 291. Research Issues in Human Development (4) - Jen Falbe - Fall 2017

Lecture—3 hours. Prerequisite: graduate standing in the behavioral sciences. In-depth presentations of research issues in particular areas of behavioral development.

HDE 292. Graduate Internship (1-12)

Internship—3-36 hours. Prerequisite: consent of instructor and satisfactory completion of placement relevant courses (for example, Education 213, 216, course 222, 241, 242, Law 272, 273). Individually designed supervised internship, off campus, in community or institutional setting. Developed with advice of faculty mentor. (S/U grading only.)

HDE 298. Group Study (1-15)

Childhood Experience, Reproductive Strategy, Health and Longevity: Human Development in Evolutionary Perspective

This course will introduce human development and other graduate students to life-history theory, an evolutionary perspective central to the field of behavioral ecology, while illuminating the role of childhood experiences (e.g., poverty, harsh parenting) in shaping sexual maturation (i.e., pubertal timing) and behavior (e.g., age of first sex), reproduction (e.g., teen parenthood), as well as health and longevity (e.g., cardiovascular risk, allostatic load, inflammation, telomeres). The fundamental goal of the course is to cast childhood and adolescence in evolutionary perspective, especially with regard to how developmental experiences and contexts shape—when and if they do—individual differences in the development of reproduction and health.

Longitudinal Analysis in Developmental Research

This course is an introduction to statistical models for the analysis of longitudinal data commonly seen in developmental research. The goal is to help students gain quantitative skills that shall be useful in their study of developmental or other change-based processes. In particular, students should gain abilities related to longitudinal data manipulation, organization, description and modeling, interpretation of results, and presentation and critique of empirical research. Topics include classical approaches such as repeated-measures ANOVA and covariance pattern models, and contemporary approaches such as growth curve models. Students are expected to have knowledge of descriptive statistics, correlation, and regression before taking this course.​

HDE 299. Research (1-12)

(S/U grading only.)

HDE 396. Teaching Assistant Training Practicum (1-4)

Prerequisite: graduate standing. May be repeated for credit. (S/U grading only.)


EDU 270. Research on Teacher Education and Development:

The seminar features research on preparation of teachers in university credential programs but also examines work related to mentoring of new teachers and ongoing professional development of practicing teachers. Special attention is paid to research on preparation of teachers for work in classrooms of culturally and linguistically diverse youth.