Extra Credit  updated 12/12/04

Why extra credit?  Some students are capable of showing what they have learned using the in-class exam format.  Other students have a more difficult time with the exams or may be more accustomed to classes that require substantial and graded homework assignments.  Extra credit options provide an opportunity for students whose exam grades underestimate their mastery to present what they have learned in a homework-type format.  

• Students may complete up to five assignments for between 0-2 points for each of one.  Field placements are alternatives...

• All extra credit must be typed and double spaced.  Please note that I will not accept electronic versions of your extra credit.  

• It may not be returned to you until the end of the semester.

• Please note that since our final is scheduled so late in exam period I will need you to hand in all extra credit in advance of that date.  Hand in extra credit assignments by the last class (12/13/04).  The exception to this date is the last extra credit option (#8 Critique the online quizzes).  Because this last option is such a good way to review for the final, I will accept your typed critiques up until the final exam.  You may bring them to the exam and hand them in before the exam is distributed.

Note that Field Placements must be set by October 15 with applications in and approved before that, so you need to act quickly on that option.

A.  Two point assignments.

1.  Attend Psychology Department Colloquia* either in person or online.  You may either use the form distributed at colloquia and add a paragraph linking the presentation to class material, or write your own two page summary of the presentation with relevance to class material.  Choose from the following online presentations:  Dr. McCabe, Dr. Arcus, Drs. Mandell and Siegel, Dr. Coppens, Dr. Dinh.

2.  Read research articles.  Read one of the papers below. Summarize the important points and the method used in your own words and add a paragraph on what you see as the implications for children.  

Arcus, D. (2002).  School shooting fatalities and school corporal punishment:  A look at the states.  Aggressive Behavior, 28, 173-183.  PDF

Dodge, K. A. Pettit, G. S. & Bates, J. E. (1994). Socialization mediators of the relation between socioeconomic status and child conduct problems. Child Development, 65, 649-665.  PDF file  

Huston, A. C., Duncan, G. J., Granger, R., Bos, J., McLoyd, V., Mistry, R., Crosby, D., Gibson, C., Magnuson, K., Romich, J., & Ventura, A. (2001). Work-based antipoverty programs for parents can enhance the school performance and social behavior of children. Child Development, 72, 318-336. PDF  

Muthen, B.O. & Muthen, L.K. (2000).  The development of heavy drinking and alcohol-related problems from ages 18 to 37 in a U. S. national sample Journal of Studies on Alcohol, 61(2), 290-300.  PDF file  

Osofsky, J. D. (1995). The effects of exposure to violence to children. American Psychologist, 50, 782-788. PDF  

You may also choose any substantive, empirical  article from Child Development (CD) or Developmental Psychology (DP; the journals are available at O'Leary Library). If you choose this option, include a xerox copy of the abstract and the complete citation in APA style.

3.  Observe children.  Go to a park or other public place.  Observe children in one spot for 30 minutes, taking notes on their behavior without any identifying information.  Do not infer intentionality in your notes; rather describe what they are doing.  Summarize your observations and then clearly link them to a specific aspect of cognitive or social development (e.g., parenting style, Piagetian stages, and so forth).  If anyone asks you what you are doing, be clear that it is a class assignment and that you are not recording anything personal about any child in any way so that the child can be identified from your report.

4.  Write up the debate that you are observing from the audience.  See debate paper guidelines.

5.  Developmental Psychology at the Movies.

• October Sky.  Watch the movie (available from most video rental stores).  Write a brief summary of the plot and relate development in the social context  to Erikson's views on Identity development in adolescence.

• Stand by Me.  Watch the movie and explain the important forces in Chris Chambers' development using Bronfenbrenner's ecological framework.

• The Kid.  Watch the movie and discuss whether the main character is happy and fulfilled or not (hint: he's not until "the kid" helps him solve his problems) from an Eriksonian perspective.  How was he eventually able to enter into mature intimacy.  Note that this is not reality, but the fantasy presented here gives an idea of how therapy would help someone resolve conflicts from earlier stages by facing them anew.

• Star Wars.  Apply the material from the class on the role of fairy tales to an episode from the first trilogy.

• Harry Potter.  Apply the material from the class on the role of fairy tales to any one of these films.

• Mean Girls.  Discuss the parallels in Cady's evolution in the cliques of her new high school and the quasi-experiment that Jane Elliot conducted with her third graders, manipulating eye color as an in-group, out-group marker?

• Boyz N the Hood. This is a complex depiction of sociological and psychological phenomena.  Discuss Furious Styles's influence on his son Tre from the perspective of parenting styles (Baumrind, Steinberg, etc.) in adolescence and in contrast to Ricky and Doughboy's parental experiences.

• Hoop Dreams.  Another complex film (what is more complex than real life?).  Write about the role of socio-economic class (resources) and resolution of the identity crisis (Erikson) during adolescence with specific reference to William and Arthur.  How would the role that "hoop dreams" played in their adolescence be different had they been two wealthy youth from the suburbs?

6.  Policy and Child Development

• Presidential Debate.  Watch the third debate live or on rebroadcast or read the transcripts of the debate.  Find a discussion of domestic policy that is relevant to child or adolescent development (e.g., NCLB).  State what the policy is, what each candidate said about it, and how their statements reflect the facts.  What about that policy is relevant to development?

7.  Separate is Still Not Equal:  Students with disabilities continue the struggle.  Attend this workshop in Wannalancit Mills from 10-12 on Wednesday December 8.  Write up what you heard and relate it to class--specifically the section on how schools accommodate to students with special needs (Chapt. 9) and provide a critique of how your text deals with this topic based on what you learned at the workshop. Note that our class does not meet that day.

8.  Critique the online quizzes.  Go through each quiz and outline any problems with the questions--unclear wording and outright errors. Suggest alternative choices when wording is the issue.  For errors, indicate the passages in the book (page number) that show what the correct answer should be.   Review of chapters 1-6 will count as one possible 2 point extra credit assignment, and review of 7-14 will count as another. This option can be handed in until the final exam.  

B.  Field Placement.  

Note that this option has not worked out for this semester (Fall 04)

This activity allows students in the class to gain valuable “real world” experience working with preschool children at the Lowell CTI Head Start Program ( or, of we are able to procure funding) with the psychology department mentoring program for at risk adolescents, MUMMY:  Matching UMass Mentors to Youth.  Because these activities require such a substantial outside class commitment, they offered as an extra credit opportunity.  The benefit to those students who do not choose to pursue this opportunity lies in exposure and the knowledge that class material has direct applications.  By working with a child at Head Start or with an adolescent in the Mentoring program, students are exposed to:

¨     Examples of maturation and socialization in the physical, social, and cognitive profiles of the children

¨     Demonstrations of multiple contexts and systems of development

¨     Probable experience at taking different approaches to solving a problem and evaluating the strengths and weaknesses of each approach

¨     Live feedback (from children, teens, supervisors) as to the success with which they are able to apply classroom knowledge to direct practice.

Students working at Head Start will work with one child or teacher as agreed to by mutual consent with the Head Start Educational Coordinator and as specified in a formal Memorandum of Understanding.  Responsibilities of the student and of the Head Start supervisor will be specified in writing during the first week of the placement.  A commitment of two hours per week for the semester is anticipated.  Students must keep a reflection journal that will be handed it to Dr. Arcus at the end of the semester. They should also make contributions to class when something we are discussing relates to their experiences in the field.  Remember not to reveal any identifying information about individuals with whom you are working.

Note that Lowell CTI Head Start is located at 126 Phoneix Ave. in Lowell, MA (Just off Rt. 495 on the Lowell/Tewksbury line). Map;  Directions from Mahoney Hall

Anyone interested should think about it and talk to Dr. Arcus as soon as possible.  All field placements need to be set by the middle of October 15.

Reflection journals will receive feedback, and students will meet monthly with on site supervisors (in addition to informal weekly exchange as appropriate).  Final credit equal to a whole letter grade will be awarded for the final reflection journal, student self-assessment, and the report of the on-site supervisor when those methods of assessment indicate that the student has met his or her responsibilities dependably and creatively (i.e., tried another approach when difficulties were encountered).  Because the well being of other people depend on the student meeting his or her responsibilities, there will be a grade reduction of one letter grade if a student fails to meet those commitments. 

Students whose classwork earns an “A,” leaving no room for extra credit from outside placements, are encouraged to think of these experiences as “money in the bank.”  In other words, if your classroom performance is stellar and you have successfully completed an outside placement, then you can be assured of having earned a glowing letter of recommendation when you are in need of one.

Please note that the MUMMY program has been temporarily suspended until we are able to procure funding. [Students working in the Mentoring program will be assigned to a teen enrolled in the CHINS program (Children in Need of Service) through the Department of Social Services.   MUMMY program directors, Dr. Arcus and Ms. Hatch of the DSS, will review applications to the program and match students to youth based on interests and background.  Students will commit to meeting with their mentee once weekly for 1-3 hours, as well as to attending a monthly meeting of mentors and DSS social workers at which an outside speaker addresses a topic pertinent to these youth.  Students will keep a reflection journal that will be reviewed monthly by the instructor.  Finally, they will make informal classroom presentations during the weeks devoted to adolescent development.  Note:  The MUMMY placement requires a commitment of one year.]