Overview
This unit will introduce you to the characteristics and processes of human development across the lifespan within the physical, cognitive and psychosocial developmental domains. The theoretical perspectives and concepts that guide thinking and study in the field of developmental science are introduced. A key emphasis throughout the unit is that developmental changes are the result of the complex interplay between nature (genetic endowment, biological influences and maturation) and nurture (environmental influences, experiences and learning). Both the universalities and diversities in human development are explored across diverse contexts and culture. The unit is designed to facilitate a critical and applied understanding of theory and research in the field of developmental science.
Details
Pre-requisites or Co-requisites
24 credit points which must include PSYC11008 or PSYC11009
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 3 - 2021
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Student feedback
Students enjoyed the interactive workshop style of the unit but requested a workbook to record their responses and use as a study aid.
Continue use of workshops as the class delivery modality, and develop a workbook to accompany the workshops.
Feedback from Student feedback
On-campus students commented that they enjoyed the use of Huddle Spaces over the use of lecture or tutorial rooms.
Request that the unit continues to be timetabled in Huddle Spaces for on-campus delivery.
- Identify and describe key developmental characteristics and changes within each of the major stages of the lifespan
- Apply and demonstrate understanding of the theories, concepts and methods in the field of developmental science
- Critically analyse social, historical and cultural lifespan perspectives that influence developmental changes and concerns across diverse contexts and cultures.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 1 - Online Quiz(zes) - 30% | |||
| 2 - Written Assessment - 40% | |||
| 3 - Take Home Exam - 30% | |||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 1 - Communication | |||
| 2 - Problem Solving | |||
| 3 - Critical Thinking | |||
| 4 - Information Literacy | |||
| 5 - Team Work | |||
| 6 - Information Technology Competence | |||
| 7 - Cross Cultural Competence | |||
| 8 - Ethical practice | |||
| 9 - Social Innovation | |||
| 10 - Aboriginal and Torres Strait Islander Cultures | |||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
| 1 - Online Quiz(zes) - 30% | ||||||||||
| 2 - Written Assessment - 40% | ||||||||||
| 3 - Take Home Exam - 30% | ||||||||||
Textbooks
Life Span Human Development
3rd Australian and New Zealand edition (2019)
Authors: Sigelman, C. K., De George, L., Cunial, K., & Rider, E. A.
Cengage Learning Australia
Melbourne Melbourne , Victoria , Australia
ISBN: 9780170415910
Binding: Paperback
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- PsycInfo
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
c.dittman@cqu.edu.au
n.thampy@cqu.edu.au
Module/Topic
Understanding Life Span Human Development: Definitions, Issues and Theory
Chapter
Chapter 1 (pp. 1-15) and Chapter 2
Events and Submissions/Topic
Module/Topic
The Science of Life Span Human Development
Chapter
Chapter 1 (pp. 15-43)
Events and Submissions/Topic
Module/Topic
The Interplay of Genetics and the Environment
Chapter
Chapter 3 (pp. 97-120)
Events and Submissions/Topic
Quiz 1 opens Friday at 9.00am [AEST]
Module/Topic
Physical Growth and Development
Chapter
Chapter 3 (pp. 120-146) and Chapter 4
Events and Submissions/Topic
Module/Topic
No scheduled classes or activities
Chapter
Events and Submissions/Topic
Module/Topic
Brain and Cognition
Chapter
Chapter 5
Events and Submissions/Topic
Quiz 1 closes Friday 5:00pm [AEST]
Module/Topic
Sensory-Perception, Attention and Memory
Chapter
Chapter 6
Events and Submissions/Topic
Module/Topic
No scheduled classes or activities
Chapter
Events and Submissions/Topic
Module/Topic
Language Development and Education
Chapter
Chapter 8
Events and Submissions/Topic
Quiz 2 opens Friday at 9.00am [AEST]
Module/Topic
Social Cognition and Moral Development
Chapter
Chapter 10
Events and Submissions/Topic
Module/Topic
Personality, Self and Gender
Chapter
Chapter 9
Events and Submissions/Topic
Quiz 2 closes Friday 5:00pm [AEST]
Module/Topic
Relationships Across the Lifespan
Chapter
Chapter 11
Events and Submissions/Topic
Quiz 3 opens Friday 9.00am [AEST]
Written Assessment (40%) Due: Week 10 Monday (24 Jan 2022) 9:00 am AEST
Module/Topic
Developmental Psychopathology
Chapter
Chapter 12
Events and Submissions/Topic
Module/Topic
Death and Dying
Chapter
Chapter 13
Events and Submissions/Topic
Quiz 3 closes Friday 5.00pm [AEST]
Module/Topic
Chapter
Events and Submissions/Topic
1 Online Quiz(zes)
This assessment task comprises three (3) quizzes to be completed and submitted online via the PSYC12010 Moodle site.
Each quiz contains 40 multiple-choice questions (10 questions per topic). You will have 120 minutes (2 hours) to complete each quiz. Only one attempt per quiz is permitted.
Each quiz will be open for 2 weeks. Details of content and opening and closing dates are detailed below:
- Quiz 1 assesses topics 1 to 4. It opens Friday of Week 3 at 9.00am (AEST) and closes Friday of Week 5 at 5.00pm (AEST).
- Quiz 2 assesses topics 5 to 8. It opens Friday of Week 7 at 9.00am (AEST) and closes Friday of Week 9 at 5.00pm (AEST).
- Quiz 3 assesses topics 9 to 12. It opens Friday of Week 10 at 9.00am (AEST) and closes Friday of Week 12 at 5.00pm (AEST).
3
Other
Quiz 1 closes Friday of Week 5 at 5pm (AEST). Quiz 2 closes Friday of Week 9 at 5pm (AEST). Quiz 3 closes Friday of Week 12 at 5pm (AEST).
Quiz total marks will be returned to students immediately after each quiz is submitted. Feedback for each quiz question will be available after each quiz closes.
- For each quiz, one (1) mark will be awarded for each quiz question answered correctly.
- There is no negative marking penalty for incorrect answers.
- Each quiz is marked out of 40 and weighted at 10% of the final unit grade.
- Identify and describe key developmental characteristics and changes within each of the major stages of the lifespan
- Apply and demonstrate understanding of the theories, concepts and methods in the field of developmental science
- Problem Solving
- Information Literacy
2 Written Assessment
This assessment task involves the preparation of a research proposal to investigate a topic within lifespan developmental psychology. The research proposal should be consistent with the three main goals of the study of lifespan developmental science - to describe, explain, and optimise human development across the lifespan.
Students will be required to select a research question on a topic in developmental psychology from two possible research questions. Students then need to design either a cross-sectional or longitudinal study to address the question based on their review of relevant literature and theory. Students should consider the major methods for studying development and select methodology that will provide information or data to answer the research question. Students should also consider the significance of their proposed research project in terms of its practical importance to the community or society as well as its scientific contribution to existing theory and research in the chosen topic area.
The research proposal should comprise the following 5 sections: Background/literature review; Project aims and hypotheses; Methodology; Significance and Ethical considerations.
The research proposal length is 1,350 (minimum) to 1,650 (maximum) words. The word count includes everything in your submission except the Title page and Reference list. Tables and any figures or bullet points that might be used within the proposal will all contribute to the word count.
The research proposal topic choices and further task details will be discussed in class and available from the Assessment Tile on the PSYC12010 Moodle site.
Week 10 Monday (24 Jan 2022) 9:00 am AEST
Exam Week Monday (14 Feb 2022)
Feedback and grades will be made available on Moodle.
The following aspects of the written assessment will be marked using a rubric that provides detailed criteria for performance at each grade level. The marking rubric will be available from the Assessment 2 Information on the PSYC12010 Moodle site.
- Background and literature review (10 marks)
- Aims and hypotheses (5 marks)
- Significance (4 marks)
- Methodology (10 marks)
- Ethical considerations (4 marks)
- Quality of written communication skills, presentation style and adherence to word count (5 marks)
- Adherence to APA (7th ed.) referencing style (2 marks)
The research proposal will receive a total mark out of 40 and also has an overall weighting of 40%.
- Apply and demonstrate understanding of the theories, concepts and methods in the field of developmental science
- Critically analyse social, historical and cultural lifespan perspectives that influence developmental changes and concerns across diverse contexts and cultures.
- Communication
- Critical Thinking
- Cross Cultural Competence
3 Take Home Exam
- The Take-Home Test will comprise 3 questions, each requiring a 'long answer' written response (approx. 500-600 words for each response).
- The instructions and test questions will be released on the PSYC12010 Moodle site on Friday, 11th February at 9.00am (AEST).
- You will have the weekend to complete the test and submit it via Moodle through the designated submission portal.
- The test response is due Monday, 14th February at 9.00am (AEST).
Please organise your schedules now so that you will be available to complete the test between the 11th and 14th February. Early access to the test will not be permissable under any circumstances. If you are unable to complete the test during the allocated time period, you will need to apply for an extension through Moodle ahead of the release date and attach documentary evidence for the need for an extension. A later test period will be negotiated, and you will be given a different but equivalent set of test questions to complete under the same conditions.
Exam Week Monday (14 Feb 2022) 9:00 am AEST
Grades will be released via Moodle approximately 2 weeks after submission.
Each question is worth 10 marks. Marks for each question will be based on the following criteria:
- 9 to 10 marks: a comprehensive and well-written response in which 90-100% of possible answer points are included.
- 7 to 8 marks: a good response in which 70-80% of possible answer points are included.
- 5 to 6 marks: an adequate response in which 50-60% of possible answer points are included.
- 3 to 4 marks: a limited response in which 30-40% of possible answer points are included.
- 1 to 2 marks: a very poor response in which 10-20% of possible answer points are included.
- 0 marks: no response or irrelevant response.
- Identify and describe key developmental characteristics and changes within each of the major stages of the lifespan
- Critically analyse social, historical and cultural lifespan perspectives that influence developmental changes and concerns across diverse contexts and cultures.
- Communication
- Critical Thinking
- Information Literacy
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
