At the end of the semester, additional scaling of the final course grade of up to a full letter grade (10pts) will take into account improvement over the semester and compensate for one particularly bad grade. Scaling most benefits those who 'bomb' exam 1 and then show dramatic improvement. In previous semesters, many students who failed exam 1 have seen the TA and me for help. They learned more about where they went wrong, how to study for conceptual questions, and how to answer essay questions. On exam 2 many have scored 20 points higher and a little higher still on exam 3. With the scaling, many who began the semester with D's and F's have earned A's and B's for their overall class grade!
Our programs of research examine human development from infancy through young adulthood using a variety of laboratory-based (including behavioral and biological) and naturalistic techniques. The goal of the program is to produce independent scholars, and incoming students are expected to become research-active quickly upon beginning the program. Support for student research is excellent. Students have access to the most advanced methods (including MRI, EEG/ERP, genetic, physiological, eye-tracking, school-based research, and cross-cultural field work in several countries) and resources for research in affective and cognitive neuroscience, perceptual and cognitive development, language acquisition, family processes, peer influence and relationships, the study of culture and development, and developmental disorders.
As in other stages, bio-psycho-social forces are at work. No matter how one has been raised, one's personal ideologies are now chosen for oneself. Often, this leads to conflict with adults over religious and political orientations. Another area where teenagers are deciding for themselves is their career choice, and often parents want to have a decisive say in that role. If society is too insistent, the teenager will acquiesce to external wishes, effectively forcing him or her to ‘foreclose' on experimentation and, therefore, true self-discovery. Once someone settles on a worldview and vocation, will he or she be able to integrate this aspect of self-definition into a diverse society? According to Erikson, when an adolescent has balanced both perspectives of "What have I got?" and "What am I going to do with it?" he or she has established their identity: