����ֱ��

The master's program normally extends over two calendar years. For students with an honours degree in psychology the requirements for the master's program are:

PSYC801*, PSYC802* and PSYC899 (thesis to be completed by the end of the second year in the program), plus the following program-specific requirements:

For MSc students starting before Fall 2024: Students normally take two courses from PSYC841*, PSYC851*, and PSYC852*, one Developmental Theory course (PSYC842* or PSYC843*), one Cognitive Development course (PSYC853*, PSYC854*, or PSYC855*), and one Social/Atypical Development course (PSYC856*, PSYC857, or PSYC859), selected in consultation with the student's supervisor and program chair.

For MSc students starting from Fall 2024: Students normally take PSYC 841* twice, one Developmental Theory course (PSYC842* or PSYC843*), one Cognitive Development course (PSYC853*, PSYC854*, or PSYC855*), and one Social/Atypical Development course (PSYC856*, PSYC857, or PSYC859), selected in consultation with the student's supervisor and program chair.

Note: PSYC 841 is a full-year 3-credit course that consists of PSYC 841A (Fall) and PSYC 841B (Winter). Students need to enroll in PSYC 841A and PSYC 841B in both MSc1 and MSc2.

The requirements for the program are: PSYC999, the Comprehensive Examination required by the specific program, and:

For PhD students starting before Fall 2024: Students normally take one course from PSYC841*, PSYC851*, and PSYC852*, and two courses from PSYC842*, PSYC843*, PSYC853*, PSYC854*, PSYC855*, PSYC856*, PSYC857*, and PSYC859*, selected in consultation with the student's supervisor and Program Chair.

For PhD students starting from Fall 2024: Students normally take PSYC841*, and two courses from PSYC842*, PSYC843*, PSYC853*, PSYC854*, PSYC855*, PSYC856*, PSYC857*, and PSYC859*, selected in consultation with the student's supervisor and Program Chair.

Note: PSYC 841 is a full-year 3-credits course that consists of PSYC 841A (Fall) and PSYC 841B (Winter). Students need to enroll in PSYC 841A and PSYC 841B to receive 3 credits for PSYC 841.

The student will be required to develop a deep, systematic understanding of a topic and demonstrate the ability to articulate and defend a thesis position on that topic that fits the guidelines and format of a published paper. The student will be expected to approach the review from multi-theoretic and multi-disciplinary perspectives. One can think of the ultimate goal of this option as publishing a critical review of a specific field in an appropriate journal.

Specifically, the review paper should present a novel idea.  For example, students may choose to reinterpret findings with new theories and ideas, propose novel syntheses of existing literature that develop new theories and ideas, or provide a broad systematic critique of a methodology, theory, discipline, or field.  The goal of the review paper is to develop a coherent argument for thinking about a particular research area in a novel manner.  The intended audience should match the journal’s readership, aiming to be accessible to a broad range of developmental scientists while also targeting expertise in the content area. In rare instances, the student may propose to target a different journal, but this has to be approved by the committee.

Tips for Students

Review papers are not book reports. The goal is not simply to tell people about papers that you have read, but to make an argument by providing additional structure, value, and coherence, pertinent to the goal of your review.

Work very hard to define the focus. Often substantial reading and thought in an area is necessary before one has a focus. Have a thesis statement that takes no more than one or two sentences. 

Read published review papers and take notes not just about content but about form. What is their argument? How do they present their evidence? 

Timeline

Proposal (June 30 PH.D. 1)  

A proposal is submitted to the student’s Comprehensive Exam committee. The proposal is a short (approx. 4-6 pg.) description of the comprehensive exam plan, including (though not necessarily in this order):

1. Why this topic, format, and comps option was chosen, including how the option might fit future career goals.  Additionally, students will provide information regarding a peer-reviewed journal to which the paper may ultimately be submitted and why this journal was chosen. is recommended.

2. The crux of the intended argument.

3. An explanation of how this exam will satisfy the general requirement of “breadth” inherent to a comprehensive exam (e.g., What is the broader importance of this topic? How does this topic relate to the theoretical questions of importance in developmental psychology? What has research in this area uncovered and what remains to be investigated? What are some of the major disagreements in the field and why do they occur?
   Additionally, a list of readings should be provided.  The organized list will typically contain about 100 references, including books and/or articles, in whatever ratio is appropriate for the area. 

Proposal meeting (within 45 days of proposal meeting Ph.D. 1)  

An in-person meeting with the student and three committee members is held.   Students may be asked to provide a brief summary of their proposal.  Committee members will provide feedback on the proposal, which may include additions or deletions to the reading list.  If substantial changes to the proposal are recommended, the committee can request a revised proposal be sent to them. If the committee deems appropriate, an optional second proposal meeting may be scheduled within 45 days.

Review paper submitted to committee (June 1 PH.D. 2)

The paper will be submitted to the committee allowing 2 weeks or more for committee member to read.  The committee will appoint an Action Editor (not the supervisor) who will add to and compile written reviews from the two other committee members.  The Action Editor will provide a review of the paper to the student within 30 days of receiving all of the reviews. Committee may exercise discretion for the date of submitting reviews back to student if there is a need to accommodate vacation, travel, or leave absences, with an absolute limit of August 31.

Revision Policies

It is quite common for revisions to be required.  The Action Editor will return the reviews plus an overview assessment of the strengths and weaknesses of the paper. The Action Editor will provide specific requests for revisions stated clearly enough that the revision can be evaluated as to whether they satisfy every one of the requested changes. Meeting to discuss revisions is optional.

Within 90 days after receiving reviews, students will submit the revised review paper, accompanied by a cover letter.  The cover letter should be similar to the letters that one provides to journal editors when a revised manuscript is submitted and will address how the student has incorporated each of the requested revisions to the manuscript suggested by the committee.

The second review process will be the same process as the first round but within a tighter time frame. Each committee member will provide a pass/no-pass rating and further review, if necessary, to the Action Editor. The Action Editor will again summarize feedback and provide the result to student. If the revision is not deemed a “pass” by the committee by December 15th of Ph.D. 3, the comprehensive exam is considered to be failed, and the student will not be able to continue in the Ph.D. program. Please see the Graduate Calendar for the Queen’s School of Graduate Studies for more information.

Students will have the opportunity to revise their original exam two times. If a second revision is not deemed a “pass” by the committee by December 15th of PhD3, the comprehensive exam is considered to be failed, and the student will not be able to continue in the PhD program. Please see the Graduate Calendar for the Queen’s School of Graduate Studies for more information.

Students are exposed to current theory (and historical antecedents) within the field of cognitive developmental psychology. Topics will vary based on the expertise of the faculty instructor and thus may cover theory within evolutionary and comparative frameworks of cognitive development, epigenetic and systems approaches to cognitive development, developmental cognitive neuroscience methods, and developmental psychopathology. Seminar (2 hrs)

Students are exposed to current theory (and historical antecedents) within the field of social developmental psychology. Topics will vary based on the expertise of the faculty instructor and thus may cover theory within evolutionary and comparative frameworks of social development, epigenetic and systems approaches to social development, social-cognitive neuroscience methods, and developmental psychopathology. Seminar (2 hrs).

An overview of the major theoretical and methodological issues and a review of current research in the area of infant studies. Topics cover perceptual, cognitive and social development of both typical and atypical infant populations. Seminar (2 hrs)

Current theoretical and methodological issues in cognitive development research, covering the development of perception, memory, thinking as well as social cognition. Seminar (2 hrs)

Provides an overview of current theoretical and methodological approaches to early language development. Specific topics include the rate and content of early language development and the mechanisms underlying word learning, syntactic development, language comprehension, and language production. Seminar (2 hrs)

Building on theories of socialization and the development of emotional reactivity and regulation, this course will proceed chronologically from birth through adolescence. Readings of empirical and theoretical papers will cover various topics including family and peer relationships, specific emotions, developmental psychopathology, and cultural contexts. Seminar (2 hrs)

An in-depth investigation of the linguistic, cognitive and social development of children with various neurodevelopmental disorders, including autism spectrum disorders, specific language impairment, Down syndrome, and Williams syndrome, among others. Seminar (2 hrs)

Development occurs in the context of relationships. This course will review the current understanding of key interpersonal relationships across the lifespan. Specific topics include: parent-child relationships, friendships, peer groups, romantic relationships, and the role of relationships in specific contexts such as family, school and neighbourhood. Seminar (2 hrs)

Attended by both faculty and students who present research in their specialty areas and with the focus being on research design issues. The content will vary to some extent depending on the research areas represented by members of the class. Marked pass/fail based on attendance. Seminar (2 hrs bi-weekly)