This course is an introduction to the scientific study of mind and behavior. It includes topics such as the biological basis of behavior, the developmental transitions from infancy through old age, the principles underlying perception, learning and memory, and the ways in which behavior is affected by its physical, social, and cultural context.
The goal of this course is to examine the relations between brain and behavior to better understand how complex behavior is mediated by the brain. Prerequisite: PSYC 1001.
Overview of behavioristic and cognitive science approaches to learning process; includes conditioning and human information processing. Prerequisite: PSYC 1001.
This course explores physical, cognitive, social and emotional development across the lifespan, from the prenatal period through death. Prerequisite: PSYC 1001.
Nature of licit and illicit drugs; their short- and long-term biological and psychological effects. Prerequisite: PSYC 1001.
Phenomenology of depression, as expressed in literature and as experienced ourselves; demographics of sufferers; psychological theories that attempt to explain its etiology and guide its treatment. Prerequisite: PSYC 1001.
Qualified students participate in ongoing research conducted or supervised by departmental faculty. Maximum of 5 quarter hours per quarter not to exceed a total of 10 quarter hours. Prerequisites: PSYC 1001 and instructor's permission.
Social and biological approaches to study of motivation and emotion in humans and lower animals. Prerequisite: PSYC 1001.
Elementary statistical methods in psychology and education. Required for all students, but especially important for students planning graduate work in psychology. Recommended: knowledge of basic algebra. Prerequisite: PSYC 1001.
Nature, causes, treatment and prevention of patterns of abnormal behavior. Prerequisite: PSYC 1001.
Structure and development of human personality, primary emphasis on psychodynamic conceptual formulations. Prerequisite: PSYC 1001.
Eclectic survey of clinical roles, theory and research; function and dilemmas of clinical psychologists. Prerequisite: PSYC 1001.
Child Psychopathology surveys the latest theory and research in the field of developmental psychopathology, which is the study of abnormal behavior from a developmental perspective. Students learn about what the emotional and behavioral disorders of childhood and adolescence are, what causes them, and how they are treated. Additionally, the course covers how we judge what is considered to be abnormal or atypical, how we classify abnormal or atypical behavior, and how we acquire knowledge about developmental psychopathology. Prerequisite: PSYC 1001.
The primary complaints of couples in therapy include: "We can't communication." "We fight too much." "We have grown apart and have no sex." "He/she cheats on me and /or is aggressive." We cover research on these issues, as well as how to help couples select great mates and have a lifetime loving healthy relationship. Throughout the course we cover averarching themes including the influence of popular culture (listening to music, watching movie clips) diversity in relationships (e.g., Same-sex Marriage). Prerequisite: PSYC 1001.
Prerequisite: PSYC 1001.
Prerequisite: PSYC 1001.
Prerequisite: PSYC 1001.
Prerequisite: PSYC 1001.
Prerequisite: PSYC 1001.
This course is designed to provide a stimulating environment in which all students participate actively to analyze critically and discuss research on gender development. The course focuses on empirically supported biological, cognitive and social perspectives on gender development. It is also designed to assist students to develop critical analysis skills, which are necessary for both producing and consuming research.
Concepts, data and principles regarding social influences on human behavior. Prerequisite: PSYC 1001.
First course in a two-year sequence. Research, design and methodology to facilitate a senior research thesis. Prerequisites: PSYC 1001 and acceptance to psychology distinction program.
Second course in a two-year sequence. Research, design and methodology to facilitate a senior research thesis. Prerequisites: PSYC 1001 and acceptance to psychology distinction program.
Development, behavior, special problems, and characteristics of early and late adolescence. Prerequisite: PSYC 2050.
Imaging Cognition is an introductory course to the basic theory and data analysis techniques used in functional magnetic resonance imaging (fMRI). It will cover basic brain anatomy, the basic physics of MRI, experimental design, data processing and the issues associated with data processing, and interpretation of fMRI data. Students in this course will receive hands-on experience in processing a data set from start to finish. They will apply different image preprocessing techniques, statistical design parameters, and statistical models to determine how these factors influence the outcome of the data and how these factors influence the interpretation of that data. In this manner, each student will be exposed individually to the decision issues and interpretation pitfalls involved in fMRI data analysis. In class, students will use the smart-to- the-seat classroom. The course is cross-listed with PSYC 4255. Prerequisites: by permission of instructor only; must have PSYC 2130 or PSYC 2031.
Introduction to basic principles and computational methods in artificial neural network modeling; neural models of cognitive and psychological processes examined and evaluated. Prerequisite: instructor's permission.
This seminar is for students in the cognitive neuroscience program. The goal of the seminar is to provide an opportunity for junior- and senior-level cognitive neuroscience majors to apply the knowledge and skills they have acquired in other courses to current cutting-edge topics in the field. Prerequisite: cognitive neuroscience concentration.
Survey of research methods and research designs in psychology used to study behavior. Required for all students, especially those planning graduate work in psychology. Prerequisites: PSYC 1001 and PSYC 2300.
This course provides an opportunity for students who have already completed 10 hours of participation in psychology research to gain advanced experience in a current research laboratory in the department of psychology. Prerequisites: 10 hours of PSYC 2112, at least 40 credit hours in psychology, and permission of the faculty member overseeing the laboratory.
In conjunction with senior research thesis. Prerequisites: PSYC 2750, 2751 and 2752.
In conjunction with senior research thesis. Prerequisites: PSYC 2750, 2751 and 2752.
In conjunction with senior research thesis. Prerequisites: PSYC 2750, 2751 and 2752.
Affective neuroscience is the study of emotions in the brain. In this course, we explore how new frontiers in emotion research, from brain scans to psychoactive drugs to monkey colonies, have changed the way we think about emotions and moods. We aim to learn how scientists ask these new questions: How and what can we learn about emotion from animal models, patient studies, genetic studies, brain scans, and drugs? We learn and debate different theories about what emotions are: When are emotions helpful and harmful? Why do we have them? How many are there? Can we control how we feel? Finally, we learn how to think about emotions scientifically: What kind of evidence matters? How do emotion scholars talk about their work? What kind of questions can we ask, and what kind can we hope to answer?
This seminar examines how people's sociocultural context shapes their thoughts, feelings, and behaviors. To approach this question, we read and discuss classic as well as recent theoretical and empirical articles from the field of cultural psychology. Topics include defining culture; dimensions of cultural variation; culture-biology interactions; methodological considerations; cultural influences on cognition, emotion, the self, moral judgment, and health; cultural neuroscience; cultural approaches to race and ethnicity; and mechanisms of cultural influence. Throughout, this course emphasizes sociocultural diversity in psychological processes. Students are encouraged to develop empirically tractable ways of asking and answering questions relating to cultural psychology and to apply concepts of cultural psychology to their own research.
Examines what the brain tells us about development and what development tells us about the brain. Topics include subcortical and cortical developments to the acquisition of language and drawing. Prerequisites: PSYC 2050 or PSYC 3031 or BIOL 3640 and 15 quarter hours in psychology, junior or senior standing.
This class is a thorough review of the state of the development, psychological and other social science knowledge of gay, lesbian, bisexual, transgendered, and other sexual minority individuals. The course will employ a developmental approach in examining the lives of GLBT persons, their special needs, concerns, and vulnerabilities. Topics explored will include the psychology of sexual orientation identity, homophobia, heterosexism, and hate crimes, GLBT adolescents, romantic relationships, couples, parenting, and families. Prerequisite: PSYC 1001.
Junior and senior majors obtain first-hand experiences in a community mental health agency or hospital. This is a three-part series of clinical internship and seminar. Students must register for the whole sequence in the same year. Prerequisites: PSYC 1001, plus one of the following: PSYC 2500, PSYC 2520 or PSYC 2530; students must also be 21 years of age by September 1 of the fall quarter this class is taken.
Junior and senior majors obtain first-hand experiences in a community mental health agency or hospital. This is a three-part series of clinical internship and seminar. Students must register for the whole sequence in the same year. Prerequisites: PSYC 1001, plus one of the following: PSYC 2500, PSYC 2520 or PSYC 2530; students must also be 21 years of age by September 1 of the fall quarter this class is taken.
Junior and senior majors obtain first-hand experiences in a community mental health agency or hospital. This is a three-part series of clinical internship and seminar. Students must register for the whole sequence in the same year. Prerequisites: PSYC 1001, plus one of the following: PSYC 2500, PSYC 2520 or PSYC 2530; students must also be 21 years of age by September 1 of the fall quarter this class is taken.
Maximum of 5 hours per quarter not to exceed a total of 10 quarter hours.
This course involves a required assessment of graduating psychology majors' knowledge of the discipline based on coursework taken one quarter prior to graduation. Prerequisites: at least any five of the following courses required for the major: PSYC 1001 or equivalent, PSYC 2300, 3050 or 2751-2752, PSYC 2500 or 2510 or 2520 or 2530, PSYC 2060 or 2040 or 3030, PSYC 2050 or PSYC 2055; PSYC 2031 or 2130, PSYC 2031 or 2150 or at least 163 total credit hours or at least 30 credits of psychology hours.
Theory/research on thinking, problem solving, language, creative thought, other aspects of knowing process.
Social/physiological aspects of emotions, including motivation, physiological processes, basic emotions, cognitive appraisal, cross-cultural issues, empathy, effects of emotions.
Personality structure/dynamics, theory and findings, interrelationships between personality and socio-cultural determinants of behavior.
Major theoretical issues and empirical research in social psychology; topics include cultural, social structure, cognitive consistency, social neuroscience, social cognition, person perception, the self, social influence, attitudes, relationships, emotion, coping.
Problems/theories in developmental psychology including Piagetian theory, language, emotional, perceptual, personality development, learning, biological bases of behavior, genetic influences.
Problems/theories in developmental psychology including Piagetian theory, language, emotional, perceptual, personality development, learning, biological bases of behavior, genetic influences.
This course provides an overview of major biological processes during development and their effects on physical, cognitive, and social development. Specific topics will include: history, concepts, and central themes of developmental psychology; theoretical and biological models of human development (e.g., developmental psychobiological systems view); brain development and plasticity; behavioral genetics; sleep and circadian rhythms; sexual differentiation and hormonal influences on behavior; stress and the HPA axis; effects of nutrition and toxic substances.
Community psychology; major theoretical/conceptual issues, assessment/intervention techniques.
This seminar examines how people's sociocultural context shapes their thoughts, feelings and behaviors. To approach this question, we read and discuss classic as well as recent, theoretical as well as empirical articles form the field of cultural psychology. Topics include: (1) defining culture; (2) dimensions of cultural variation; (3) culture-biology interactions; (4) methodological considerations; (5) cultural influences on cognition, emotion, the self, moral judgment, and health; (6) cultural neuroscience; (7) cultural approaches to race and ethnicity; and (8) mechanisms of cultural influence. Throughout, this course emphasizes sociocultural diversity in psychological processes. Students are encouraged to develop empirically tractable ways of asking and answering questions relating to cultural psychology and to apply concepts of cultural psychology to their own research.
General nature of scientific progress throughout history as relates to evolution of psychology as scientific/academic discipline; history explored by asking whether prevailing Zeitgeist, the appearance of the "Great Mind," or some combination of both factors was responsible for pivotal changes seen throughout psychology's history.
This course will serve as an introduction to the field of psychoneuroimmunology, with a focus on stress and development. The first section of the course will review basic immunology including immune system components and functions, and relations between the immune system and other systems. The later portion of the course will focus on effects of stress for different disease mechanisms (infection, allergy, cancer etc).
Experiential approach to learning techniques for teaching psychology.
Imaging Cognition is an introductory course to the basic theory and data analysis techniques used in functional magnetic resonance imaging (fMRI). It will cover basic brain anatomy, the basic physics of MRI, experimental design, data processing and the issues associated with data processing, and interpretation of fMRI data. Students in this course will receive hands-on experience in processing a data set from start to finish. They will apply different image preprocessing techniques, statistical design parameters, and statistical models to determine how these factors influence the outcome of the data and how these factors influence the interpretation of that data. In this manner, each student will be exposed individually to the decision issues and interpretation pitfalls involved in fMRI data analysis. In class, students will use the smart-to-the -seat classroom. The course is cross-listed with PSYC 3029.
Neural systems underlying human perception, memory, language, pathological syndromes that result from damage to these systems.
This course will serve as an introduction to the field of psychophysiology, with a focus on autonomic psychophysiology (e.g., measures of the electrodermal and the cardiovascular system). Such measures uniquely allow researchers to answer questions about mind-body interactions, emotions, cognition, and health, among others. The first section of the course will review theory of psychophysiology and relevant physiological systems as well as introduce students to the basics of psychophysiological measurement. The second section of the course will be hands-on, allowing students either to write a study proposal involving psychophysiological measurement or to use the psychophysiology lab to design and execute their own study using physiological measures.
Affective neuroscience is the study of emotions in the brain. In this course, we explore how new frontiers in emotion research, from brain scans to psychoactive drugs to monkey colonies, have changed the way we think about emotions and moods.
We aim to learn how scientists ask these new questions: how and what can we learn about emotion from animal models, patient studies, genetic studies, brain scans, and drugs? We learn and debate different theories about what emotions are: when are emotions helpful and harmful? Why do we have them? How many are there? Can we control how we feel? Finally, we learn how to think about emotions scientifically: What kind of evidence matters? How do emotion scholars talk about their work? What kind of questions can we ask, and what kind can we hope to answer?
The way that people look and communicate evoke immediate and sometimes automatic responses from other people. Accordingly, this course includes topics such as facial structure and function, nonverbal communication, social categorization, behavioral mimicry, and thin-slices.
Theory research in cognitive social psychology, including social knowledge structures, categorization of social information, social memory, judgment and inference, cognition-emotion links, effects on social behavior.
Logic/methods of inference, their relation to experimental designs, parametric/non-parametric tests of significance.
Theory/computational methods of major parametric/ nonparametric correlation techniques. Prerequisite: PSYC 4295.
Complex analysis of variance, other quantitative methodologies. Prerequisite: PSYC 4300 or instructor's permission.
This advanced course covers the basics of structural equation modeling and how this flexible approach to statistical analysis can be applied in the social sciences. Specific techniques that will covered will include testing for mediation, path analysis, confirmatory factor analysis, and the analysis of longitudinal data, as well as other related topics. There will be an emphasis on applying these techniques to students' own research through hands-on demonstrations and homework assignments and an emphasis on interpreting and critiquing structural equation models in published research. A course on correlational methods and regression is a pre/co-requisite.
This advanced course covers the basics of multilevel (hierarchical) linear modeling and how this flexible approach to statistical analysis can be applied to theory and data in the psychological sciences. Specific techniques that will be covered include the analysis of nested data, family and dyadic data, and longitudinal data as well as mediation and moderation. There will be an emphasis on applying these techniques to students' own research through hands-on demonstrations and homework assignments. There will also be an emphasis on interpreting and critiquing multilevel modeling analyses in published research. Courses on analysis of variance as well as correlational methods and regression are pre/corequisites.
Theories of behavioral/ppersonality disorders on children; survey of clinical/experimental literature.
This course will survey major historical and contemporary theories from the field of family therapy. Basic family therapy techniques will be covered, and integrated with other modes of therapy (e.g. individual, marital). In the second half of the course, students will work with families and receive group supervision.
Normal brain development, functional neuroanatomy, clinical conditions that can affect brain functioning in children, adults.
This is a graduate-level introduction to cognitive neuroscience. It covers basic theories of cognition and their neurological support.
Varying topics; theory/research in cognitive development including Piagetian work. Prerequisite(s):graduste status or instructor's permission
Theory & research in the field of memory development, with particular emphasis on neurobiological perspectives of memory developement. Considers the role of biology (nature), as well as the socio-cultural context (nurture) in which memory develops. Specific topics in memory development will include: early memory development & infantile amnesia, infant visual recognition memory, procedural memory, episodic memory, autobiographical memory, and trauma & memory development. Since the course covers topics in systems level neuroscience (i.e., a class in behavioral or cognitive neuroscience). Classes that fulfill this prerequisite include PSYC 4255, 4256, 4257, 4525 or 4526 or instructor approval.
Problems/theories relevant to developmental issues associated with traumatic stress with contributions from cognitive, clinical, biopsychological and social psychology research/theory.
Conceptual/empirical foudations of three major systems of child theraphy; behavioral, family systems, psychodynamic approaches.
Conceptual/empirical foundations of interventions for clinical problems, including (but not limited to) parasuicidality, Borderline Personality Disorder, and substance abuse.
Conceptual practice, research issues affecting mental health of ethnic minority groups.
This course will cover the complexities in couples research and intervention that are the focus of current investigations in labs around the world. The major issues revolve around the role that marital problems play in the development, maintenance and treatment of a variety of child and adult problems and vice versa. These will include, adult sexual problems, alcohol and drug use and abuse, anxiety disorders, depression, medical problems, and that marital discord and destructive conflict are generic risk factors for a wide range of child and adult mental health problems and that marital health is a protective factor.
Ethical issues om psychological research. teaching, practice.
On-the-job training in clinical psychology. May be repeated for a maximum of 24 quarter hours. Prerequiste: Admission to doctoral program.
On-the-job training in teaching psychology. May be repeated for a maximum of 24 quarter hours. Prerequisite:Admission to doctoral program.
On-the-job training in research psychology. May be repeated for a maximum of 24 quarter hours. Prerequisite:admission ot doctoral program.
1 Year APA approved Internship in clinical psychology - the course is not graded.