|
Developmental
Research
in developmental psychology is concerned with the systematic
description and explanation of changes that organisms undergo
as they grow older. As such, it embraces all of the traditional
areas of psychology (e.g., perception, cognition, social psychology,
neuropsychology) but superimposes special perspectives and
methodologies to highlight developmental or age-related changes.
It is not surprising, then, that developmental psychologists
at U of T investigate a diversity of psychological processes
and that they focus on different phases of the life cycle.
Infancy
There is considerable interest and activity in the development
of auditory processes. For example, Bruce Schneider and Sandra
Trehub investigate basic auditory skills and mechanisms from
the earliest months of life and throughout childhood. Sandra
Trehub also studies infants' perception of complex auditory
patterns such as music and speech. Glenn Schellenberg examines
how perceptual and cognitive predispositions constrain musical
structures, and, conversely, how exposure to music affects
perception and cognition. In the visual domain, Mark
Schmuckler studies the effects of visual input on locomotion
and balance. Another important research focus is on parenting
and parent-infant interaction. Susan Goldberg and Carl Corter
are interested in parent-infant relations involving healthy
infants as well as those who are born prematurely or who are
at risk for later difficulties. Joanne Rovet studies the effects
of intrauterine drug exposure on infant cognitive development.
Alison Fleming and Carl Corter examine the role of hormonal changes
in maternal behavior.
Childhood 
The interest in family interaction and
socialization continues through the preschool and primary
school years. Joan Grusec studies altruism as well as
parental socialization practices and cognitions. Kenneth
Zucker studies children with gender identity disorders.
Rona Abramovitch and Carl Corter have conducted longitudinal
investigations on family and sibling interaction in
natural contexts. Abramovitch is also concerned with
children's understanding of their participation in research.
Jenny Jenkins studies the effects of marital conflict
on children. Beyond the infant period, language occupies
an increasingly prominent role in the child's development.
Ron Smyth is concerned with the role of cognitive factors
in language acquisition. Meredyth Daneman focuses on
the acquisition of reading skill. Charles Helwig is
interested in that aspect of cognitive development that
has to do with thinking about the social world. Joanne
Rovet studies cognitive outcome in children with sex
chromosome anomalies, thyroid hormone abnormalities,
and diabetes. Both Phil Zelazo and Janet Astington study
young children's developing theory of mind. Phil Zelazo
also studies the development of intentional action.
Gary Walters' research deals with the assessment of
parenting capacity. Leslie Atkinson studies attachment.
Present projects address attachment in the contexts
of information processing and atypical development.
Faculty members are also involved
in research with "exceptional" children including those
who are hearing impaired (Trehub), mentally retarded
and chronically ill (Goldberg), victims of abuse (Grusec
and Walters), or those who have experienced focal brain
damage (Moscovitch). These studies focus on a variety
of issues including communication, problem solving,
memory, family interaction patterns, and coping strategies.
Adulthood and Aging
Developmental processes are of
interest in the adult years as they are in childhood.
Karen Dion is interested in adaptation to changing social
circumstances such as first-time parenthood. . Aging
is another important concern: Alison Chasteen investigates
social cognitive changes; Gus Craik, Lynn Hasher and
Nicole Anderson memory changes; Morris Moscovitch and
Gordon Winocur, neuropsychological changes; and
Giampaolo Moraglia, Bruce Schneider, and Allison
Sekuler, perceptual changes. Lynn Hasher is also interested
in inhibitory requisition of cognition as well as in
age changes in circadian arousal patterns. David Goldstein's
current research is focused on age differences in judgment
and decision-making skills, with a particular emphasis
on how these changing skills effect the well-being of
the elderly.
Conducting research with such
special populations requires contacts well beyond the
psychology department. Over the years, faculty members
have cultivated productive relationships with researchers
in hospitals, rehabilitation institutes, schools, and
community agencies. As well, there are opportunities
for cooperative interchange, the Collaborative
Program in Aging and The Life Course for example,
and supplementary study with faculty members from other
departments. The program offers a clinical extension
for selected participants who are interested in applied
developmental issues.
Developmental Science Collaborative Program
This is a joint program involving developmental faculty in the Department of Psychology
and in the Department of Human Development and Applied Psychology at the
Ontario Institute for Studies in Education. It is intended to prepare students
for research careers in basic and applied developmental science. For complete
information see Collaborative Program in Developmental Science.
Program in Applied Developmental
Psychology
(with clinical extension)
Students in the Developmental or Developmental Science program may wish to
apply to this program. Its purpose is to supplement the standard
research degree by providing additional experience in clinical
research and assessment. Students completing this program
will follow the regular applied development curriculum, including
the two research seminars in developmental psychology. In
addition, they will have the opportunity to take courses in
psychological testing, including child assessment, and to
take one or more research practica in applied settings. The
goal of the program is to provide skills that will be particularly
helpful in doing developmental research in clinical settings.
The staff for the program include full-time and cross-appointed
faculty in developmental psychology. Research practica can
be arranged at local hospitals and mental health centers (e.g.,
Hospital for Sick Children, Clarke Institute) with participating
researchers.
|
