Professors: N. Jay Bean, Gwen J. Broude, Carol Christensen (Chair), Randolph Cornelius, Janet Gray, Kenneth Livingston; Associate Professors: Janet K. Andrewsb, Jeffrey Cynx, Kevin Holloway, Jannay Morrow, Carolyn Palmer, Susan Trumbetta, Debra Zeifman; Assistant Professors: Abigail A. Baird, J. Mark Cleaveland, Allan Clifton, Tiffany Lightbournab, Jennifer Mab, Michele Tugade; Lecturer: Julie Riess (Director of the Wimpfheimer Nursery School); Visiting Assistant Professor: Nicholas deLeeuw.
Requirements for Concentration: 11 units in Psychology including Psychology 105 or 106, and 200; one unit from at least four of the basic content areas of the discipline; one research methods course to be taken by the end of the junior year; two units at the 300-level, at least one of which must be a seminar. The content areas of the discipline and their associated courses are: social psychology (Psychology 201, 205), cognitive psychology (Cognitive Science 100), learning and comparative psychology (Psychology 221, 223), developmental psychology (Psychology 231) physiological psychology (Psychology 241, 243), personality and individual differences (Psychology 251, 253).
A minimum of 9 graded units is required for the major. For junior transfer students, at least 6 units must be graded. Neuroscience and Behavior 201 and Cognitive Science 311 may be counted towards the major. Upon departmental approval, 1 unit in appropriate courses in other departments may be applied towards the required 11.
NRO: No course other than Psychology 105 or 106 taken NRO may be counted toward the requirements of the psychology major.
Senior-Year Requirement: Two units at the 300-level taken for a letter grade, at least one of which must be a seminar. One unit of Cognitive Science 311 may be counted toward this requirement. No more than one Advanced Special Studies course may be taken to meet this requirement. Psychology 395 and 399, as ungraded courses, cannot be used to satisfy this requirement.
Recommendation: Students planning to concentrate in psychology are encouraged to consult a department adviser as soon as possible to plan appropriate sequences of courses.
Advisers: The department.
AP credit will not be accepted as a substitute for the introductory level course in Psychology.
105a and b. Introduction to Psychology: A Survey (1)
This course is designed to introduce the student to fundamental psychological processes, their nature and development, and contemporary methods for their study through a survey of the major research areas in the field. Areas covered include the biological and evolutionary bases of thought and behavior, motivation and emotion, learning, memory, thinking, personality, and social psychology. Significant work in the course is devoted to developing skills in quantitative analysis. Students are expected to participate in up to a maximum of three hours of psychological research during the semester. Students may not take both 105 and 106. The department.
Open to all classes. Enrollment limited.
106a. Introduction to Psychology: Special Topics (1)
This course is designed to introduce the student to the science of psychology by exploration in depth of a specific research area. Regardless of the special topic, all sections include exposure to core concepts in the biological and evolutionary foundations of thought and behavior, learning, cognition, and social processes. Significant work in the course is devoted to developing skills in quantitative analysis. Students are expected to participate in up to a maximum of three hours of psychological research during the semester. Students may not take both Psychology 105 and 106. The department.
Open to all classes. Enrollment limited.
110a. The Science and Fiction of Mind (1)
(Same as Cognitive Science 110) Our understanding of what minds are, and of how they work, has exploded dramatically in the last half century. As in other areas of science, the more we know, the harder it becomes to convey the richness and complexity of that knowledge to non-specialists. This Freshman Writing Seminar explores two different styles of writing for explaining new findings about the nature of mind to a general audience. The most direct of these styles is journalistic and explanatory, and is well represented by the work of people like Steven Pinker, Bruce Bower, Stephen J. Gould, and Ray Kurzweil. The second style is fictional. At its best, science fiction not only entertains, it stretches the reader’s mind to a view of implications and possibilities beyond what is currently known. Isaac Asimov, Arthur C. Clarke, Greg Bear, and Richard Powers all provide excellent models of this kind of writing. During the semester we explore two or three areas of new research about how the mind works, and practice the skills of translating that knowledge into both readable description and entertaining narrative. Mr. Livingston.
Open only to freshmen; satisfies college requirement for a Freshman Writing Seminar.
182a. Models of Mental Illness ( 1/2)
This course introduces the major theoretical approaches to understanding mental illness and highlights the principles, research methods, and treatment modalities that are most relevant to each approach. With this purpose in mind, we shall discuss some of the representative psychological disorders and consider their symptoms, causes, and treatments. Two recurrent themes are that disorders may be studied, understood, and treated from a variety of perspectives and inquiry and treatment should be guided by scientific principles and findings. The models covered would be: behavioral, cognitive, evolutionary, neurobiological, & psychodynamic. Six- week course. Ms. Morrow.
Prerequisite for 200-level courses: Psychology 105 or 106. Students with college transfer credit, should consult with the department chair before registering in 200-level courses. Sophomores, juniors, and seniors may use Psychology 105 or 106 as a corequisite by permission of the instructor.
AP credit is not accepted as a substitute for the Statistics and Experimental Design course in Psychology.
200a and b. Statistics and Experimental Design (1)
An overview of principles of statistical analysis and research design applicable to psychology and related fields. Topics include descriptive statistics and inferential statistics, concepts of reliability and validity, and basic concepts of sampling and probability theory. Students learn when and how to apply such statistical procedures as chi-square, z-tests, t-tests, pearson product-moment correlations, regression analysis, and analysis of variance. The goal of the course is to develop a basic understanding of research design, data collection and analysis, interpretation of results, and the appropriate use of statistical software for performing complex analyses. Ms. Andrews, Mr. Clifton, Ms. Ma, Ms. Trumbetta.
201a and b. Principles of Social Psychology (1)
The study of the individual under social influences, including such topics as attitude formation and change, prosocial behavior, aggression, social influence processes, group dynamics, attribution theory, and interpersonal communication processes. Psychology 201 may NOT be taken if Psychology 205 has already been taken. Mr. Cornelius, Ms. Lightbourn, Ms. Ma, Ms. Morrow.
[205b. Topics in Social Psychology] (1)
This course introduces students to the discipline of social psychology via the in-depth exploration of a specific area of research or important theoretical issues in social psychology. Students examine the social psychological perspective on such topics as aggression, emotion, close relationships, law, intergroup conflict, and altruism. Psychology 205 may NOT be taken if Psychology 201 has already been taken.
Prerequisites: Psychology 105 or 106.
Not offered in 2007/08.
209a and b. Research Methods in Social Psychology (1)
A survey of research methods in social psychology. Every stage of the research process is considered including hypothesis generation, operationaIization of variables, data collection and analysis, and communication of results. Observational, questionnaire, and experimental approaches are considered. The focus is on the development of skills necessary for evaluating, designing, and conducting research. Mr. Cornelius, Ms. Lightbourn, Ms. Ma, Ms. Morrow.
Prerequisites: Psychology 200 and Psychology 201 or 205. Regular laboratory work. Enrollment Limited
211a. Perception and Action (1)
(Same as Cognitive Science 211)
Prerequisite: Cognitive Science 100.
213a. Language (1)
(Same as Cognitive Science 213)
Prerequisite: Cognitive Science 100.
215b. Knowledge and Cognition (1)
(Same as Cognitive Science 215)
Prerequisite: Cognitive Science 100.
219b. Research Methods in Cognitive Science (1)
(Same as Cognitive Science 219)
Prerequisite: Psychology 200, and either Cognitive Science 211, 213, or 215. Regular laboratory work. Enrollment limited.
221b. Learning and Behavior (1)
A survey of major principles that determine the acquisition and modification of behavior. Topics include the relation of learning and evolution, habituation and sensitization, classical and operant conditioning, reinforcement and punishment, stimulus control, choice behavior, animal cognition, concept formation, perceptual learning, language, reasoning, and self-control. Mr. Cleaveland, Mr. Cynx, Mr. Holloway.
222a. Psychological Perspectives on the Holocaust (1)
(Same as Jewish Studies 222) The holocaust has spawned several now classic programs of psychological research. This course considers topics such as: anti-Semitism and stereotypes of Jews; the authoritarian and altruistic personalities; conformity, obedience, and dissent; humanistic and existential psychology; and individual differences in stress, coping and resiliency. The broader implications of Holocaust-inspired research is explored in terms of traditional debates within psychology such as those on the role of the individual versus the situation in producing behavior and the essence of human nature. The ethical and logical constraints involved in translating human experiences and historical events into measurable/quantifiable scientific terms are also considered. Ms. Zeifman.
223a. Comparative Psychology (1)
The study of evolutionary theory, with attention to how it informs the developmental, ecological, genetic, and physiological explanations of behavior. Ms. Broude, Mr. Cleaveland, Mr. Cynx, Mr. Holloway.
229a. Research Methods in Learning and Behavior (1)
An introduction to experimental and observational methods in animal learning and behavior. Laboratory experiences have included audio recording and quantitative analysis of animal sounds (bat echolocation and birdsong), operant conditioning, census taking, determining dominance hierarchies, and human visual and auditory psychophysics. Mr. Cleaveland, Mr. Cynx, Mr. Holloway.
Prerequisites: Psychology 200 and Psychology 221 or 223. Regular laboratory work. Enrollment limited.
231a and b. Principles of Development (1)
The study of principles and processes in developmental psychology, surveying changes in physical, cognitive, and social-emotional development during the life span. Major theoretical orientations to the growing person are illustrated by empirical material and supplemented by periodic observations of children in natural settings. Ms. Baird, Ms. Broude, Mr. deLeeuw, Mr. Livingston, Ms. Palmer, Ms. Zeifman.
237b. Early Childhood Education: Theory and Practice (1)
(Same as Education 237) What is the connection between a textbook description of preschool development and what teachers do every day in the preschool classroom? This course examines curriculum development based on contemporary theory and research in early childhood. The emphasis is on implementing developmental and educational research to create optimal learning environments for young children. Major theories of cognitive development are considered and specific attention is given to the literatures on memory development; concepts and categories; cognitive strategies; peer teaching; early reading, math, and scientific literacy; and technology in early childhood classrooms. Ms. Riess.
Prerequisite: Psychology 231 and permission of instructor.
One 2-hour period; 4 hours of laboratory participation.
239a and b. Research Methods in Developmental Psychology (1)
Problems and procedures in developmental research are examined. The course considers issues in the design of developmental research, basic observational and experimental techniques, and reliability and validity of developmental data. Students may work with children of different ages in both laboratory and naturalistic settings. Ms. Baird, Mr. deLeeuw, Mr. Livingston, Ms. Palmer, Ms. Zeifman.
Prerequisites: Psychology 200 and 231. Regular laboratory work. Enrollment limited.
241a and b. Principles of Physiological Psychology (1)
The role of physiological systems, especially the brain, in the regulation of behavior. In addition to basic topics in neuroscience (neuroanatomy, neurophysiology, neurochemistry and pharmacology), topics may include: sensory mechanisms, motivational systems (e.g., sleep, eating, reproductive behaviors), emotion, learning and memory, language, stress and psychopathology. Mr. Bean, Ms. Christensen, Ms. Gray, Mr. Holloway.
Psychology 241 may NOT be taken if Psychology 243 has already been taken.
243b. Neuropsychology (1)
The study of the functions of particular brain structures and their relation to behavior and mental activity. In addition to basic topics in neuroscience the course will focus on such topics as: perception, attention, memory, language, emotion, control of action, and consciousness. Neural alterations related to learning disabilities, neurological and psychiatric disorders may be examined as well. Ms. Christensen.
Psychology 243 may NOT be taken if Psychology 241 has already been taken.
249a and b. Research Methods in Physiological Psychology (1)
The study of experimental methods in physiological psychology. In addition to exploring issues related to the ethics, design, measurement, analysis and reporting of research, laboratory topics may include: neuroanatomy, behavioral responses to pharmacological and/or surgical interventions, electrophysiology, neuropsychology, neurochemistry and histology. Mr. Bean, Mr. Holloway.
Prerequisites: Psychology 200, and 241 or 243. Regular laboratory work. Enrollment limited.
253a and b. Individual Differences in Personality (1)
An introduction to contemporary approaches to understanding personality. The focus of the course is on evaluating recent theories and research that attempt to uncover the underlying dimensions that distinguish one person from another. Emphasis will be placed on understanding behavior in interactions with others; the development of personality over time; and people’s intuitive theories about personality, including their own. Mr. Clifton, Mr. Cornelius, Ms. Ma, Ms. Morrow, Ms. Trumbetta, Ms. Tugade.
Prerequisite: Psychology 200.
255b. The Psychology of Sport (1)
(Same as Physical Education 255) This course assesses the factors that influence behaviors that are related to participation in sports. The relationships of individual differences, attention, arousal, anxiety, and motivation are addressed, as well as the influences of team cohesion and leadership and audience effects on sports performance. Mr. Bean.
Prerequisites: Psychology 105 or 106 and at least one of Psychology 201, 205, 221, 223, 231, 241, 243, 251, 253, Cognitive Science 100.
259b. Research Methods in Personality and Individual Differences (l)
The study of research methods in personality and individual differences. Every stage of research is considered: the generation of hypotheses; the operationalization of variables; the collection, analysis, and evaluation of data; and the communication of results. The focus is on the development of skills necessary for evaluating, designing, and conducting research. Mr. Clifton, Ms. Ma, Ms. Morrow, Ms. Trumbetta, Ms. Tugade.
Prerequisites: Psychology 200 and either 251 or 253. Regular laboratory work. Enrollment limited..
262a and b. Abnormal Psychology (1)
A survey of research and theory concerning the nature, origins, and treatment of major psychological disorders. The course considers behavioral, biological, cognitive and psychodynamic approaches to understanding psychopathology. Topics may include schizophrenia, mood disorders, anxiety disorders, childhood disorders, and personality disorders. Mr. Clifton, Ms. Morrow, Ms. Trumbetta
Prerequisites: by permission only. Majors should have already taken Psychology 200 and either 221, 223, 241, or 243. Non-majors should consult with the instructor.
264 Behavior Genetics (1)
This course explores genetic contributions to complex behavioral phenotypes. Its primary focus is on genetic contributions to human behavior with some attention to comparative and evolutionary genetics. Quantitative methods are emphasized. Ms. Trumbetta
Prerequisites: Psychology 200 and either 241, 243 or 253.
284b. Health Psychology (1)
This course focuses on understanding the psychological factors involved in how people stay healthy, why people become ill, and how they respond when they become ill. This course takes a biopsychosocial approach to health psychology and considers research and theory related to health promotion, illness prevention, and behavior change. Topics may include health enhancing and health damaging behaviors, pain management, stress and coping, emotion regulation, and a variety of specific behavior-related illnesses. Ms. Morrow
Prerequisites: Psychology 105/106
290a and b. Field Work ( 1/2 or 1)
Individuals or group field projects or internships, with prior approval of the adviser and the instructor who supervises the work. May be elected during the college year or during the summer. The department.
298a and b. Independent Work ( 1/2 or 1)
Individual or group studies with prior approval of the adviser and of the instructor who supervises the work. May be elected during the college year or during the summer. The department.
Open to seniors. For majors, satisfactory completion of a research methods course (Psychology 209, 219, 229, 239, 249, 259), and permission of the instructor are prerequisites for these courses. Non-majors and juniors should consult the instructor.
[300a. Advanced Methods of Statistical Analysis] (1)
This course takes the study of statistical methodology beyond what students encounter in the standard basic-level statistics course. Emphasis is placed on concepts and procedures of multivariate analysis, such as those pertaining to analysis of variance, analysis of covariance, multivariate chi-square, log-linear analysis, multiple regression, and factor analysis. Ms. Ma.
Prerequisite: Psychology 200 and one research methods course in Psychology or any other of the natural sciences.
Not offered in 2007/08.
301a and b. Seminar in Social Psychology (1)
An intensive study of selected topics in social psychology. Emphasis is placed on current theories, issues, and research areas. Mr. Cornelius, Ms. Lightbourn, Ms. Ma, Ms. Morrow.
Prerequisites: Psychology 201 or 205.
321b. Seminar in Animal Learning and Behavior (1)
An in depth analysis of selected mechanisms of learning and behavior. Topics can vary from year to year, but may include animal cognition, language and communication, behavioral ecology, and recent advances in the theory and neurophysiology of learning and behavior. Mr. Cleaveland, Mr. Cynx, Mr. Holloway.
Prerequisites: Psychology 221 or 223.
323a. Seminar in Comparative Psychology (1)
Applications of comparative psychology to a specific topic. Topics can vary from year to year, and have in the past included altruism, sex differences, aggression, language, etc. The focus is how theory and data from other species inform questions about human functioning. Ms. Broude, Mr. Cleaveland, Mr. Cynx.
Prerequisites: Psychology 221 or 223 or Biology 340.
331a and b. Seminar in Developmental Psychology (1)
Seminar in current issues, research, and theory in developmental psychology. Topics vary and may include laboratory work. Ms. Baird, Ms. Broude, Mr. deLeeuw, Mr. Livingston, Ms. Palmer, Ms. Zeifman.
Prerequisites: Psychology 231.
336a. Childhood Development: Observation and Research Application (1)
(Same as Education 336) What differentiates the behavior of one young child from that of another? What characteristics do young children have in common? This course provides students with direct experience in applying contemporary theory and research to the understanding of an individual child. Topics include attachment; temperament; parent, sibling and peer relationships; language and humor development; perspective-taking; and the social-emotional connection to learning. Each student selects an individual child in a classroom setting and collects data about the child from multiple sources (direct observation, teacher interviews, parent-teacher conferences, archival records). During class periods, students discuss the primary topic literature, incorporating and comparing observations across children to understand broader developmental trends and individual differences. Synthesis of this information with critical analysis of primary sources in the early childhood and developmental literature culminates in comprehensive written and oral presentations. Ms. Riess.
Prerequisite: Psychology 231 and permission of the instructor.
For Psychology Majors: completion of a research methods course.
4 hours of laboratory observation work.
341a. Seminar in Physiological Psychology (1)
Analysis of selected topics in physiological psychology. Topics vary from year to year but may include learning, memory, human neuropsychology, neuropharmacology, psychopharmacology, sensory processes, emotion, and motivation. Mr. Bean, Ms. Christensen, Ms. Gray, Mr. Holloway.
Prerequisites: Psychology 241 or 243.
[343b. Seminar on States of Consciousness] (1)
A consideration of conditions giving rise to disruptions of awareness and implications for behavioral integration. Topics serving as areas of discussion may include: sleep and dreaming; hypnosis and hypnagogic phenomena; drug behavior and biochemistry; cerebral damage; dissociations of consciousness such as blindsight; psychopathologic states. Mr. Bean, Ms. Christensen.
Prerequisites: Psychology 241 or 243.
Not offered in 2007/08.
351a and b. Seminar in Personality and Individual Differences (1)
Intensive study of selected topics in personality and individual differences. Theory and empirical research form the core of required readings. Topics studied reflect the interests of both the instructor and the students. Mr. Clifton, Ms. Morrow, Ms. Trumbetta, Ms. Tugade.
Prerequisites: 251 or 253
362a and b. Seminar in Psychopathology (1)
An intensive study of research and theory concerning the nature, origins, and treatment of major psychological disorders. Topics vary but may include schizophrenia, mood disorders, anxiety disorders, childhood disorders, and personality disorders. Mr. Clifton, Ms. Morrow, Ms. Trumbetta
Prerequisites: Psychology 262
[381a. The Psychological Experience of Migration] (1)
(Same as Urban Studies 381) The study of immigrants and immigration is a relatively recent interest of the field of psychology. Theory and research from the major paradigms in social psychology will be utilized to understand: 1) why people migrate to new countries, 2) now people adapt to new environments, 3) how rural/urban migration may affect adaptation, 4) how newcomers become integrated into the fabric of new societies on the macro and micro level, and 5) the challenge of renegotiating notions of identity and citizenship. As such, psychological research will be supplemented by relevant research from the fields of urban studies, sociology, cultural studies, economics and social work. Through readings, films, lectures, discussion and critical writing assignments students will attain an appreciation of the phenomenon of migration and its psychological consequences. Weekly short film screenings are required in addition to class attendance. Ms. Lightbourn.
Prerequisite: Permission of the instructor is required for all students, psychology students must have taken one of the department’s laboratory courses. Students outside of the department are required to have completed a 200-level psychology course and should have taken a research methods course in their field.
Not offered in 2007/08.
384a. Naturalizing Moral Systems (1)
An abiding question among academics and laypersons has to do with the origins of ideas about morality. This course explores the hypothesis that human moral systems have a biological/evolutionary grounding and can, therefore, be naturalized. In an effort to examine this thesis, the course surveys arguments and evidence from a variety of frameworks, among them philosophical, evolutionary, primatological, neuroeconomic, developmental, and crosscultural theory and data. We examine classic works as represented by Larry Arnhart, Richard Dawkins, Robert Trivers, R. D. Alexander, Matt Ridley, Frans deWaal as well as new models of morality, for instance, from Paul Churchland’s connectionist model of mind and Chris Boehm’s theory of motives behind the egalitarian ethic based in the hunter-gatherer way of life. Ms. Broude.
Prerequisites: Psych 105 or 106 or Cognitive Science 100 and a Research Methods course.
[388b. Prejudice, Racism and Social Policy] (1)
(Same as Africana Studies 388 and Urban Studies 388)
Not offered in 2007/08.
[390b. Senior Research] (1)
Graded independent research. A student wishing to take this course must first gain the support of a member of the psychology faculty, who supervises the student as they design and carry out an empirical investigation of some psychological phenomenon. In addition to a final paper and regular meetings with their faculty sponsor, students also attend weekly meetings organized by the course instructor. Both the course instructor and the supervising faculty member participate in the planning of the research and in final evaluation. The Department.
Prerequisite: Psychology 298.
Not offered in 2007/08.
395a and/or b. Senior Thesis ( 1/2 or 1)
Open to seniors by invitation of instructor.
Prerequisite: 298, 300, or 399
399a and/or b. Senior Independent Work ( 1/2 or 1)
Individual or group studies with prior approval of the adviser and of the instructor who will supervise the work. May be elected during the college year or during the summer. The department.