PSYC5150 Developmental Psychology

2022-2023, 1st Term

Department of Psychology
The Chinese University of Hong Kong

1. Course Description: What is the course about?

The goal of this course is to introduce students to the field of developmental psychology. We will
explore theories, research methods, and research findings concerning physical, cognitive, and
psychosocial development from infancy to old age. We will pay particular attention to the role of
culture in shaping lifespan development.

2. Learning Approach: How does the course help you learn about developmental psychology?
Through attending class meetings, self-studying various course materials (e.g., lecture notes,
recommended readings, and a recommended textbook), and completing a range of coursework (e.g.,
application exercise, topic introduction, group presentation, and personal portfolio), students are
expected to acquire a knowledge base of developmental psychology, apply developmental
psychology to understand individual and societal issues in everyday life, and appreciate
developmental psychology as a scientific discipline.

3. Prerequisites: What knowledge do you need before taking this course?

Nothing specific but an inquisitive and open mind, and willingness to explore, think, write, and
exchange ideas with others!

4. Contact Information of Teaching Members

Classes time: Thursday, 6:30-9:30PM; venue: ELB LT4

Lecturer Qian WANG
Office SB 337
Telephone 3943 6456
Email qianwang@cuhk.edu.hk
Consultation hours By appointment
Tutor Kathy Wai Yin LI
Office SB 332
Telephone 3943 1060
Email waiyinli@cuhk.edu.hk
Consultation hours By appointment

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5. Course Contents

Class Meeting Topics

1. Overview of the course and introduction to Learning goals and coursework; recurrent
developmental psychology I themes and representative theories in
developmental psychology
2. Introduction to developmental psychology II Typical research methods in developmental
and development during childhood and psychology; Piaget and Piaget revisited
adolescence (and beyond) I
3. Development during childhood and Theory of mind; executive functions; play; the
adolescence (and beyond) II role of technology
4. Development during childhood and Temperament; early emotional development;
adolescence (and beyond) III attachment
5. Development during childhood and Self-development; gender development
adolescence (and beyond) IV
6. Development during childhood and Moral development; achievement motivation
adolescence (and beyond) V
7. Contexts for development The family, peers, school, neighborhood, SES,
and the media
8. Development during adulthood I “Love and work”
9. Development during adulthood II “Distinct or blurred life stages”: Adolescence
versus emerging adulthood; midlife; aging
10. Group presentation I “Our reading of developmental research:
Gains, insights, critiques, and challenges”
11. Group presentation II “Our reading of developmental research:
Gains, insights, critiques, and challenges”
12. Development during adulthood III Dying and grieving; positive psychology

6. Expected Leaning Goals

1. Acquire a knowledge base of developmental psychology.
2. Relate concepts, theories and findings in developmental psychology to issues in everyday life.
3. Evaluate empirical research in developmental psychology.
4. Gain insights into individual development.

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7. Expected Learning Outcomes
Learning Outcomes Matching with Learning Goals (LG)
Upon completion of the course, students will be able to: Each learning outcome matches with
the following learning goals:
Learning Outcome 1: Understand individual and LG 1; LG 2; LG 4
societal issues concerning lifespan human development
based on theories and research findings in
developmental psychology
Learning Outcomes Matching with Learning Goals (LG)
Learning Outcome 2: Appreciate and critique classical LG 1; LG 3
and contemporary developmental psychology

8. Learning Activities

Three types of learning activities will be adopted in this course:

Class Meetings Consultation Hours Self-Directed Study
Time 3 hours per session By appointment Self-planned by
students
Venue ELB LT4 Lecturer’s and Out of class
tutor’s offices or
Zoom
No. of Sessions 13 N/A N/A
Attendance Voluntary Voluntary Voluntary
Teaching Members Lecturer and tutor Lecturer and tutor Self-initiated by
students
Matching with Learning LG 1; LG 2; LG 3; LG 1; LG 2; LG 3; LG 1; LG 2; LG 3;
Goals (LG) LG 4 LG 4 LG 4
Matching with Learning LO 1; LO 2 LO 1; LO 2 LO 1; LO 2
Outcomes (LO)

I. Class Meetings
• Present an overview of key (both classical and contemporary) concepts, theories,
methodologies and research findings in developmental psychology.
• Discuss controversial and applied issues in developmental psychology.

II. Consultation Hours

• Provide out-of-class assistance for students to learn.
• Offer advice for students to complete the coursework.

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III. Self-Directed Study
• Let students take responsibility to plan, organize, monitor, and regulate their own learning
to fulfill the course requirements and achieve the learning goals.

9. Assessment Scheme

Assessment Mode Matching with Learning Goals (LG)

Students will be assessed in the form of: Each assessment mode matches with the
following learning goals:
1. Formative assessment (to assess what students have LG 1; LG 2; LG 3; LG 4
learned at different stages during the course)
2. Summative assessment (to assess what students LG 1; LG 2; LG 3; LG 4
have learned near the end of the course)
3. Authentic Assessment (to assess various abilities LG 1; LG 2; LG 3; LG 4
students have cultivated in themselves in this course)

Matching with
Assessment Description Weight Assessment
Mode (AM)
Application exercise A short writing piece relating developmental 15% AM 1; AM 3
psychology to real-life issues raised in lectures
(see Note 1 below and Appendix 1 for details)
Topic introduction A short writing piece explaining a 15% AM 1; AM 3
concept/theory/phenomenon concerning
developmental psychology of own interest and
not covered in lectures (see Note 2 below and
Appendix 2 for details)
Personal portfolio An essay analyzing the development of a real 40% AM 2; AM 3
person (see Note 3 below and Appendix 3 for
details)
“Understanding A group oral presentation on an assigned 23% + AM 2; AM 3
empirical research”: publication in developmental psychology + 4% +
Group presentation teammate evaluation of contribution + 3%
+ teammate question generation on another’s group’s
evaluation + assigned publication (see Note 4 below and
question generation Appendix 4 for details)

Note 1. Application exercise: The purpose of this coursework is to stimulate students to relate the
topics covered in the lectures to issues in everyday life. For details, see Appendix 1: Guidelines for
Application Exercise.

Note 2. Topic introduction: The purpose of this coursework is to offer students an opportunity to
explore broad topics in developmental psychology that are of their own particular interest but not
covered in the lectures. For details, see Appendix 2: Guidelines for Topic Introduction.

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Note 3. Personal portfolio: The purpose of this coursework is for students to apply the knowledge
obtained in the course to gain insights into the development of a real person. For details, see
Appendix 3: Guidelines for Personal Portfolio.

Note 4. Group presentation: The purpose of this coursework is for students to cultivate skills at
effectively obtaining useful information from and critically evaluating academic publications of
empirical research in developmental psychology, and also to benefit from peer support and peer
tutoring in small groups as well as from viewing different perspectives among their classmates. For
details, see Appendix 4: Guidelines for “Understanding Empirical Research”.

Note 5. Observation of due dates: NO late submission of application exercise, topic introduction,
teammate evaluation or question generation will be accepted, and there will be NO rescheduling of
group oral presentation; late submission of personal portfolio will be subject to mark deduction
(20% deduction of the earned marks within EACH day of being late; no submission late for five or
more days will be accepted). Please pay attention to 15. Coursework Submission Schedule, and
stay tuned to announcements by the tutor on Blackboard as well as via email about when you need
to complete which coursework.

Note 6. “Turn-around time” for coursework: Feedback on application exercise and topic
introduction will be returned to students by the tutor three weeks after the submission due dates;
students may email individual requests to the tutor to receive feedback on group oral presentation
after the last lecture, and to receive feedback on personal portfolio six weeks after the submission
due date.

Note 6. Grade descriptors: The final course grades will be given as follows.
A: Outstanding performance on all learning outcomes.
A-: Generally outstanding performance on all (or almost all) learning outcomes.
B: Substantial performance on all learning outcomes, OR high performance on some learning
outcomes which compensates for less satisfactory performance on others, resulting in overall
substantial performance.
C: Satisfactory performance on the majority of learning outcomes, possibly with a few weaknesses.
D: Barely satisfactory performance on a number of learning outcomes.
F: Unsatisfactory performance on a number of learning outcomes, OR failure to meet specified
assessment requirements.

10. Learning Resources

Textbook: Boyd, D., & Bee, H. (2019). Lifespan Development (8th Ed.). Boston: Pearson. OR
earlier editions such as Boyd, D., & Bee, H. (2015). Lifespan Development (7th Ed., Global Edition).

Recommended readings: To be provided in the notes of each lecture.

11. Course Updates

Announcements, lecture notes, and other course materials will be posted on Blackboard:
https://elearn.cuhk.edu.hk/webapps/login/.

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12. Student Feedback
Students are welcome to give feedback throughout the term by talking to the lecturer and the tutor
in class, via email or by appointment. Formal anonymous course evaluation will be conducted by
the Department near the end of the term.

13. Academic Honesty

Guideline about plagiarism

Any assignment (e.g., essay or project report) that shows evidence of plagiarism will incur penalty
for academic dishonesty. In simple terms, plagiarism is copying long strings of words, sentences,
passages and/or ideas from other sources without referencing those sources. Moreover, when you
report someone else’s ideas/findings, you must put it in your own words and not merely copy full
sentences or parts of sentences from the source article. It is your responsibility as a scholar-in-
training to cite the ideas and work of others correctly. Please visit the following website to learn
how to recognize and avoid plagiarism.

http://www.cuhk.edu.hk/policy/academichonesty/

If you commit plagiarism and it is your first offence, the penalty will include (i) one demerit; (ii) a
mark of zero for that component of the course; and (iii) completion of relevant training in academic
honesty. A second or further offence (and a first offence that is serious as decided by the
disciplinary committee concerned/the Fitness To Practice Committee) will be subject to penalty
including (i) two demerits (of which one will remain in the University’s record permanently and
one is reviewable); and (ii) a failure grade for the course concerned.

Detecting plagiarism

The Senate Committee on Teaching and Learning decided that all student assignments in
undergraduate and postgraduate programmes should be submitted via VeriGuide with effect from
September 2008. This applies to assignments in the form of a computer-generated document that is
principally text-based (i.e., excluding calculations in science, brief laboratory reports, drawings in
fine arts and architecture, etc.). VeriGuide is developed by teachers in the Department of Computer
Science and Engineering, Faculty of Engineering, on behalf of the Senate Committee on Teaching
and Learning. It will archive all papers (in English or Chinese) and provide comparisons with web
resources, previous term papers and term papers submitted in the current assignment, as data
for the teachers to evaluate the originality of the submission. It will also generate alerts for the
teacher and where appropriate the thesis committee.

• Each student must upload a soft copy of the completed assignment to the plagiarism
detection engine VeriGuide, at http://www.cuhk.edu.hk/veriguide.
• The system will issue a receipt, which should be signed and submitted along with the
assignment.
• Assignments without the receipt will not be graded by teachers.

Notes: The following coursework is required to be submitted to VeriGuide: Application exercise,

topic introduction, and personal portfolio. Please submit according to the assignment numbers
and the due dates specified in 15. Coursework Submission Schedule. To avoid false alarms of
plagiarism in VeriGuide, please 1) do NOT make multiple submissions for the same
assignment; 2) EXCLUDE the reference list (if there is one) from the version of the
assignment submitted to VeriGuide (while of course keep it in the version submitted to the

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tutor); and 3) EXCLUDE “standard” formatting (if you would like to use any) such as
“PSYC5150 Developmental Psychology application exercise” “PSYC5150 Developmental
Psychology topic introduction” “PSYC5150 Developmental Psychology personal portfolio”
from the version of the assignment submitted to VeriGuide (while you could keep it in the
version submitted to the tutor as you prefer).

14. Course Schedule

Date Lecture
8/9 1. Overview of the course and introduction to developmental psychology I
15/9 2. Introduction to developmental psychology II and development during childhood and
adolescence (and beyond) I
22/9 3. Development during childhood and adolescence (and beyond) II
Group formation
29/9 4. Development during childhood and adolescence (and beyond) III
Group confirmation
6/10 5. Development during childhood and adolescence (and beyond) IV
13/10 6. Development during childhood and adolescence (and beyond) V
20/10 7. Contexts for development
27/10 8. Development during adulthood I
3/11 9. Development during adulthood II
10/11 10. Group presentation session I
17/11 11. Group presentation session II
24/11 No class – 91st Congregation (classes suspended as required by RES) BUT optional
Zoom consultation session by Lecturer and Tutor
1/12 12. Development during adulthood III

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15. Coursework Submission Schedule (all due on Thursdays unless indicated otherwise)

Due date Coursework (*indicates coursework that needs to be submitted to VeriGuide

with Assignment #)
22/9 *Assignment #1: Application exercise regarding Lecture 2 (lecture date: 15/9)
*Assignment #2: Topic introduction regarding Lecture 2 (lecture date: 15/9)
29/9 *Assignment #3: Application exercise regarding Lecture 3 (lecture date: 22/9)
*Assignment #4: Topic introduction regarding Lecture 3 (lecture date: 22/9)
6/10 *Assignment #5: Application exercise regarding Lecture 4 (lecture date: 29/9)
*Assignment #6: Topic introduction regarding Lecture 4 (lecture date: 29/9)
13/10 *Assignment #7: Application exercise regarding Lecture 5 (lecture date: 6/10)
*Assignment #8: Topic introduction regarding Lecture 5 (lecture date: 6/10)
20/10 *Assignment #9: Application exercise regarding Lecture 6 (lecture date: 13/10)
*Assignment #10: Topic introduction regarding Lecture 6 (lecture date: 13/10)
27/10 *Assignment #11: Application exercise regarding Lecture 7 (lecture date: 20/10)
*Assignment #12: Topic introduction regarding Lecture 7 (lecture date: 20/10)
3/11 *Assignment #13: Application exercise regarding Lecture 8 (lecture date: 27/10)
*Assignment #14: Topic introduction regarding Lecture 8 (lecture date: 27/10)
3/11 Group presentation session I question for another group
10/11 *Assignment #15: Application exercise regarding Lecture 9 (lecture date: 3/11)
*Assignment #16: Topic introduction regarding Lecture 9 (lecture date: 3/11)
10/11 Group presentation session II question for another group
11/11 (Friday) Group presentation session I slides & teammate evaluation
18/11 (Friday) Group presentation session II slides & teammate evaluation
5/12 *Assignment #17: Personal portfolio
Notes. All coursework is to be emailed to the tutor at waiyinli@cuhk.edu.hk by 11:59PM of the
due date. For application exercise, topic introduction, and personal portfolio, please email a Word
file together with a PDF or picture file of the signed VeriGuide receipt; please follow the
examples below to title the email subject and name the file(s). For group presentation slides,
teammate evaluation, and question generation for another group, please see Appendix 4 and
relevant announcements in due time about the submission procedures.
Email subject: Submission of application exercise regarding Lecture X
File names: Student ID_SurnameGivenname_application exercise re. Lecture X
Student ID_SurnameGivenname_application exercise re. Lecture X_VG

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 Appendix 1: Guidelines for Application Exercise

To stimulate students to relate the topics covered in the lectures to issues in everyday life, after
each lecture from Lecture 2 to Lecture 9, students will have the opportunity to write a short piece as
an “application exercise” to discuss a practical issue raised in the lecture. Throughout the whole
term, each student will be assigned randomly to complete ONE application exercise after a certain
lecture. Please check announcements by the tutor on Blackboard about when you need to complete
your application exercise.

Each application exercise should be written in English and NOT exceed 400 words (excluding a
reference list if applicable). Please include a word count at the end; citing references is OPTIONAL
while if you do cite any reference, please follow the APA style and include a reference list.

Grading criteria for application exercise (full points 15):

1) Appropriateness of reasoning (5 points): Applying relevant concepts, theories and research

findings covered in the lecture to analyze the practical issue under discussion with accurate
understanding.

2) Level of analysis (7 points): Critical and creative analysis of relevant concepts, theories and
research findings in relation to the practical issue under discussion (e.g., whether they are
consistent or inconsistent and why; what are the pros and cons or strengths and challenges in
applying the concepts, theories and research findings to the practical issue, and why).

3) Presentation (3 points): Proper logic and clear presentation of ideas, not exceeding the word limit.

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 Appendix 2: Guidelines for Topic Introduction

Given the inherent breath of and at the same time ever increasing specialization in developmental
psychology, the lectures may not be able to cover many topics individual students might peculiarly
be interested in. To offer students a platform to discuss topics of their own special interest, after
each lecture from Lecture 2 to Lecture 9, students will have the opportunity to write a short piece as
a “topic introduction” (like a mini “Wikipedia entry”) to discuss a concept, theory or
phenomenon by their own choice that is not covered in the lecture but falls under the same areas
and age periods of development as what’s discussed in the lecture (more detailed guidelines will be
provided in each lecture). Throughout the whole term, each student will be assigned randomly to
complete ONE topic introduction after a certain lecture. Please check announcements by the tutor
on Blackboard about when you need to complete your topic introduction.

Each topic introduction should be written in English and NOT exceed 300 words (excluding a
reference list). Please include a word count at the end; citing reference(s) is REQUIRED because
you are introducing something beyond the lectures, and we need to know about your source of
information. Please cite reference(s) following the APA style and include a reference list.

Grading criteria for topic introduction (full points 15):

1) Appropriateness of choice (2 points): The concept or theory introduced does fall under the same
areas and age periods of development under discussion in the lecture.

2) Accuracy and significance (10 points): The concept or theory is described and explained clearly
and meaningfully (you may first introduce the concept or theory, and then briefly comment on why
you find this concept or theory important and/or useful; please also be reminded to “put
everything in your own words” to avoid plagiarism – maximally you may use one sentence in
quotation marks for a “standard” definition of the concept, theory or phenomenon with clear
citation and reference).

3) Presentation (3 points): Proper logic and clear presentation of ideas, not exceeding the word limit.

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 Appendix 3: Guidelines for Personal Portfolio

Overview
• In this assignment, you are expected to apply what you have learnt in the course (including
both what is covered in the lectures and what is explored by yourself) to gain insights into
the development of a real person. You may choose to write about your own development or
the development of someone you know well in person (e.g., a family member or a friend).
• Your paper should 1) focus on one or two aspects of development (e.g., physical health,
cognitive functioning, emotional adjustment, self-concept, gender identity, moral reasoning,
achievement motivation, relationships with parents or peers, romantic relationships or career
paths), and 2) analyze more than one period of development throughout the lifespan.
Regarding focusing on no more than two aspects, it is because depth, rather than breadth,
of your application of developmental psychology will be valuable. Think about specific
incidents and experiences in the development of the person you choose to write about and
evaluate the incidents and experiences using what you have learnt in the course. For example,
do you think some incidents that happened to the person were typical or atypical among
people of the same age, and why or why not? Were the experiences of the person consistent or
inconsistent with theories and research findings discussed in the course, and in what ways?
Regarding analyzing more than one period of development, it is to give you an opportunity to
really think from a “developmental” perspective. For example, you may describe and
explain change as well as stability in the specific aspects of development you choose to focus
on as the person navigates throughout her/his life, and analyze the contributing factors to
and/or consequences of the change and stability. Or you may talk about how some incidents
or experiences in the early years of the life of the person might have affected her/his
development later.
• If you are writing about your own development or the development of someone you know
well in person, you may get ideas about incidents/experiences you wish to include in the
portfolio by firstly doing self-reflection or talking to your target person, then talking with the
person’s relatives (e.g., parents, siblings, spouse, or children), friends, former or current
classmates and teachers or colleagues. You may also look at photos from past events or go
through old school assignments, letters, or diaries that the person completed. Moreover, you
may carefully observe the person’s interactions with family members, friends, classmates and
teachers or colleagues to stimulate your memories, feelings, and thoughts about the person’s
development. Last but not the least important, be sure to understand the course materials well
and let them guide your thinking of the development of the person you choose to write about.
For instance, do some specific theories and relevant research findings apply to the
development of the person, and why or why not?
• The portfolio should be written in English and NOT exceed 1500 words as well as follow the
APA style when applicable (e.g., the use of citations and references). The basic format of the
portfolio is an essay having an appropriate title and being organized in meaningful
sections (and subsections if applicable) with appropriate headings (and subheadings).
Supplemental materials (to be excluded from the word count) such as photos, drawings or
charts may be presented to help you better deliver your ideas.

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Grading criteria for personal portfolio (full mark 40 points)

1) Description of development (12 points)

- Clear and relevant description of the one or two aspects chosen to focus on of your own or
your target person’s development, covering more than one period of development in an in-
depth (vs. cursory) manner

2) Application of concepts, theories and research findings to analyze development (22 points)
- Accurate understanding of the concepts, theories and research findings referred to
- Appropriate and to-the-point (vs. vague, “superficial” or “far-fetched”) linking of the
concepts, theories and research findings to the described development
- Critical and well-integrated analysis and evaluation of how the concepts, theories and
research findings may explain the described development (e.g., are the concepts, theories
and research findings adequate in explaining the descried development? If yes, in what
ways? If not, what alternative concepts or theories or future research may be needed?)

3) Organization and writing (3 points)

- Logic flow with clearly and meaningfully constructed title, sections (and subsections if
applicable)
- Easy-to-comprehend writing
- Precise use of terminology and language
- Following the APA style
- Not exceeding the word limit

4) Creativity (3 points)
- Original insights based on (while not limited to) concepts, theories and research findings
covered in the course materials (e.g., making innovative and sensible links between
different concepts, theories and research findings to analyze development); ingenious ways
of expressing ideas (e.g., in writing or using supplemental materials)

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 Appendix 4: Guidelines for “Understanding Empirical Research”
Group Presentation + Teammate Evaluation + Question Generation

It is crucial for students in psychology to be able to effectively obtain useful information from and
critically evaluate published empirical research. To foster their cultivation of such abilities, students
will have the opportunity to read thoroughly a publication from a representative journal in
developmental psychology (to be selected and assigned by the teaching staff) in a self-formed
group (like in a “journal club” where you could support, counsel, and learn from each other). To
also help students sharpen their understanding of developmental research and develop skills at
presenting ideas related to developmental psychology concisely and clearly in an academic setting,
each group will deliver an oral presentation regarding the publication they read. Moreover, to
further facilitate students’ critical thinking and efficient communication, each student will
individually generate a question concerning the publication another group of students read.

Students will form groups on their own and each group will have 7-8 students (if a student
cannot join a group by her/himself, the teaching staff will randomly assign her/him into a group;
there will be a total of no more than 16 groups, and the teaching staff reserve the right to adjust
group memberships when necessary for a suitable total number of groups). The teaching staff will
randomly assign selected publications to the groups and also randomly assign the presentation
order and date.

Each group presentation should be delivered in English and take no more than 15 minutes plus 3
minutes for Q&A. It should include the following contents and use PowerPoint slides:

Contents of group presentation

1) A summary of the research reported in the publication (see details below for the “grading
criteria” also as guidelines for preparing the presentation)

2) Your group’s critiques and reflections (i.e., “gains, insights, critiques, and challenges;” see
details below for the “grading criteria” also as guidelines for preparing the presentation)

3) Responses to two to three questions selected from the questions generated by individual students
from another group

Grading criteria for group presentation (full points 23):

1) Accuracy and clarification of the summary of the research (8 points):

▪ Introduction: Accurate understanding and clear description of aims, research questions and
hypotheses
▪ Methodology: Accurate understanding and clear description of participants, procedures and
measures
▪ Major findings: Accurate understanding and clear description of major findings (it is NOT
necessary to include statistical analyses unless you are particularly interested)

2) Appropriateness and depth of the critiques and reflections (10 points):

▪ Critiques: For instance, do you find the research questions meaningful, well-motivated and
well-supported by the literature, the methodology suitable and rigorous, the results solid

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 and convincing, and the discussion informative and insightful, and why or why not; in
what ways do you think the research may be improved?
▪ Reflections: For instance, what challenges have you encountered when reading this
publication – is there any part such as Introduction, Method, Results or Discussion that is
particularly difficult to understand, and how may you try to overcome the challenges?

3) Significance and effectiveness of responses to selected questions (2 points):

▪ Selection of relatively non-trivial questions
▪ Sensible and thoughtful answers to the selected questions

4) Organization and presentation (3 points):

▪ Logical organization and smooth delivery of the presentation
▪ Proper communication (e.g., eye contact, clear voice)
▪ Other (e.g., not exceeding the presentation time limit, submitting the slides on time)

Teammate evaluation (full points 4; a form as below will be completed by each group member to
rate the teammates excluding oneself, and each group member’s score will be based on averaged
ratings across the teammates)

Member Specific comments on the member’s contribution Overall rating

name (e.g., reading and summarizing a certain part of the (1 = lowest; 4 = highest)
publication, preparing a certain part of the slides, preparing
and delivering a certain part of the presentation,
coordinating group meetings, coordinating division of work
among group members)

A PDF file of the presentation slides and a completed teammate evaluation form (please use the
form to be posted on Blackboard) should be submitted to the tutor via email by 11:59PM on the
next day following the presentation.

Contents and grading criteria for question generation (full points: 3)

Each student will individually generate a question concerning a publication assigned to a group
other than one’s own, to facilitate exchange of ideas between different groups. A significant
question or suggestion on a key theoretical or methodological issue about the research
presented in the publication, rather than any simplistic clarification question, is expected (for
instance, what major theoretical or methodological inadequacy or problem you may have found
with the research, or what major improvement or future direction regarding the research you may
want to suggest). This question evaluation will be evaluated according to 1) the thoughtfulness of
the question/suggestion raised, and 2) the clarity of the expression of the question/suggestion.

A Word file containing the question should be submitted to the tutor via email by 11:59PM one
week before the presentation of the publication.

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 Department of Psychology
The Chinese University of Hong Kong

PSYC5150 Developmental Psychology

Term 1, 2022-23

Academic Honesty

I promise that all my work submitted to this course across the entire term will be original except for
source materials explicitly acknowledged. I also acknowledge that I am aware of the University’s
policies and regulations on honesty in academic work, and of the disciplinary guidelines and procedures
applicable to breaches of such policies and regulations as described at the website
http://www.cuhk.edu.hk/policy/academichonesty/.

________________________________ ______________________________
Signature Date

________________________________ ______________________________
Name Student ID

PSYC5150 Developmental Psychology

Course code Course Title

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