Current Topics in Developmental Psych. (PSYC40001)
HonoursPoints: 12.5On Campus (Parkville)
About this subject
Contact information
July
Principal Coordinator:
Prof Katherine Johnson
kajo@unimelb.edu.au
Overview
| Availability | July |
|---|---|
| Fees | Look up fees |
The subject aims to provide students with the ability to critically review advances in developmental psychological research by analysing answers to questions about how best to conceptualise the impact of genetic, environmental, neurological, cognitive, behavioural, and cultural factors on the developing child.
Four themes/questions reoccur in the subject:
- What is the correspondence between developmental models and the research methods used to evaluate those models?
- What are typical and/or atypical developmental trajectories?
- What are the most appropriate developmental assessment measures and procedures?
- What are the sources of variation in a child’s life that set the trajectories of their development?
Intended learning outcomes
Knowledge
On completion of the subject students will demonstrate knowledge of:
- developmental models and developmental research methods
- typical and atypical developmental trajectories
- ways to measure child performance
- the relationships between genetic, environmental, neurological, cognitive, behavioural, and cultural aspects of development
Skills
On completion of the subject students will have developed skills to:
- interpret data based on typical and atypical developmental trajectories from a clinical assessment perspective
- review contemporary research claims
- identify meaningful outcomes and limitations of developmental tests
- make an argument, based on current empirical research
Application of knowledge and skills
On completion of this subject students will be able to apply their knowledge and skills to:
- critically evaluate perspectives on genetic, environmental, neurological, cognitive, behavioural, and cultural aspects of development
- evaluate the adequacy of the correspondence between developmental models and research methods uses to evaluate those models
- Demonstrate an understanding of the relationships between different factors important to the development of children.
- write a clinical report based on child developmental data
Generic skills
On completion of this subject students will have had the opportunity to develop skills in:
- comparing different approaches
- presenting, developing, and supporting an argument for a position and anticipating criticism
- interacting with peers to facilitate respectful development of communication and listening skills
- writing analytical and argumentative essays and a clinical report
Last updated: 4 March 2025
Eligibility and requirements
Prerequisites
None
Corequisites
None
Non-allowed subjects
None
Recommended background knowledge
A psychology accredited major sequence
Inherent requirements (core participation requirements)
The University of Melbourne is committed to providing students with reasonable adjustments to assessment and participation under the Disability Standards for Education (2005), and the Assessment and Results Policy (MPF1326). Students are expected to meet the core participation requirements for their course. These can be viewed under Entry and Participation Requirements for the course outlines in the Handbook.
Further details on how to seek academic adjustments can be found on the Student Equity and Disability Support website: http://services.unimelb.edu.au/student-equity/home
Last updated: 4 March 2025
Assessment
| Description | Timing | Percentage |
|---|---|---|
Exam Assessment 1: Written Exam
| Early in the teaching period | 25% |
Exam Assessment 2: Written Exam
| Mid teaching period | 25% |
Assignment 3: Multiple Choice Question Exam
| Mid teaching period | 25% |
Assignment 4: A Clinical Report
| During the assessment period | 25% |
Attendance at 80% or more of seminars Hurdle requirement: Attendance at 80% or more of classes is a hurdle requirement. In case of failure to meet the hurdle requirement, additional work will be required before a passing grade can be awarded. | N/A |
Last updated: 4 March 2025
Dates & times
- July
Principal coordinator Katherine Johnson Mode of delivery On Campus (Parkville) Contact hours Thirty-six hours of lectures and/or seminars over approximately 8 weeks. Total time commitment 170 hours Teaching period 28 July 2025 to 15 September 2025 Last self-enrol date 7 August 2025 Census date 15 August 2025 Last date to withdraw without fail 12 September 2025 Assessment period ends 10 October 2025 July contact information
Principal Coordinator:
Prof Katherine Johnson
kajo@unimelb.edu.au
Time commitment details
Outside of the classes, students are expected to read relevant materials, prepare for the assessments, and think about the content.
What do these dates mean
Visit this webpage to find out about these key dates, including how they impact on:
- Your tuition fees, academic transcript and statements.
- And for Commonwealth Supported students, your:
- Student Learning Entitlement. This applies to all students enrolled in a Commonwealth Supported Place (CSP).
Subjects withdrawn after the census date (including up to the ‘last day to withdraw without fail’) count toward the Student Learning Entitlement.
Last updated: 4 March 2025
Further information
- Texts
- Related Handbook entries
This subject contributes to the following:
Type Name Course Graduate Diploma in Psychology (Advanced) Informal specialisation Psychology
Last updated: 4 March 2025