Department of Psychology disenrollment policy for Psychology 111, 112, 330, 340, 350, 360, 370, 380, and 390. Students must attend discussion section by September 10 or contact the section TA, or they will be disenrolled from the course.
111. Introduction to Psychology. Psych. 111 serves, as do Psych.
112 or 113, as a prerequisite for advanced courses in the department and
as a prerequisite to concentration. No credit granted to those who have
completed or are enrolled in 112, 113, 114, or 115. Psych. 111 may not be
included in a concentration plan in psychology. (4). (SS). Students in Psychology
111 are required to spend five hours outside of class participating as subjects
in research projects.
This course is a one-term survey which integrates material from Psychology
112 and 113. It is a broad introduction to the whole of psychology. The
course serves as a basic preparation for most advanced level courses in
psychology. Discussion sections offer students the opportunity to discuss
and critically examine what they are learning. Cost:3 WL:1 (Peterson)
112. Introduction to Psychology as a Natural Science. Credit is
granted for both Psych. 112 and 113; no credit granted to those who have
completed or are enrolled in 111, 114, or 115. Psych. 112 may not be included
in a concentration plan in psychology. (4). (NS). (BS). Students in Psychology
112 are required to spend five hours outside of class participating as subjects
in research projects.
This course provides an overview of the field of psychology from a natural
science perspective. Current knowledge and major research activities in
different areas of psychology, including biological, cognitive, developmental,
personality, clinical and social areas, will be introduced. Specific topics
to be covered are human nervous system, sensation and perception, sleep
and dreams, drugs, learning and memory, language and thought, motivation
and emotion, sex and sexual orientation, human development, personality,
mental disorders, and social behaviors, with an emphasis on underlying brain
mechanisms. It is hoped that students will become more understanding of
the thoughts and behaviors of himself/herself as an individual and the society
as a whole. Attendance of two hours in lecture plus two hours in discussion
sessions is mandatory. Students are evaluated based on three one-hour exams,
grades on six small (10-minute) quizzes administered during discussion sessions,
and the degree of active course participation. There will be NO FINAL. Discussion
sections will not meet prior to first lecture. Cost:2 WL:1 (Zhang)
114. Honors Introduction to Psychology. Open to Honors students;
others by permission of instructor. No credit granted to those who have
completed or are enrolled in 111, 112, 113, or 115. May not be included
in a concentration plan in psychology. (4). (SS). Students in Psychology
114 are required to spend five hours outside of class participating as subjects
in research projects.
Section 002. Welcome to Honors Intro Psych! This course will help you
(1) gain a broad overview of psychology (2) apply psychological concepts
to yourselves and others, and (3) think critically and creatively about
the material covered. Lively student participation invited!! Course will
be taught with videos, debates of current controversial topics, lectures,
and other demonstrations. We will "dissect" a psychotherapy case
throughout the semester from various theoretical perspectives (like first
year medical students "dissect" a cadaver). There will be 2 texts
and a coursepack. Assignments include 2 written assignments and 2 quizzes.
(Nagel)
120. First-Year Seminar in Psychology as a Social Science. Open
only to first-year students. May not be included in a concentration plan
in psychology. (3). (SS). May be repeated for a total of six credits.
Section 001 - The Psychology of Culture, Power, and Human Relations.
We will look at what cultural diversity is and the impact it has on human
relations in different environmental contexts. We will review the old adage
of American Culture as a "Melting Pot" of a plethora of European
cultures and the ensuing criteria for membership. Subsequently, we will
examine the new order thinking also known as a paradigm shift (though still
not a behavioral shift) encouraging the American culture to become more
global, embracing pluralism and forming the "Salad Bowl" approach
of multiculturalism. This shift/change has presented opportunities, challenges
and conflicts within for American Society that warrants some investigation.
We will brainstorm, identify and develop approaches that can empower individuals,
groups and organizations in the change process to act with agency and progress
towards a multicultural society. (Beale)
Section 002 - I, Too, Sing America: Psychology and Cultural Differences. Taking its title from the Langston Hughes poem, this seminar will explore psychological aspects of race, ethnicity, and other cultural differences in the United States. What are some of the opportunities and obstacles to our joining with Hughes in affirming, "They'll see how beautiful I am . . I, too, sing America?" Topics will include stereotyping, communication, cooperation, conflict, justice and discrimination. For example: What are psychological theories about how individuals and groups might most benefit from life in pluralistic societies? What are some psychological dynamics of stereotyping? What are possible connections between various forms of discrimination (for example, racism, sexism, homophobia and anti-Semitism)? WL:1 (Behling)
Section 003 - Intergroup Relations, Conflict and Community. This introductory course will explore frameworks for understanding intergroup relations and conflict management across racial and ethnic groups, although it will also consider other group categories. As they explore case studies and theory, students will also examine their own communication styles in conflict, and their own experience as group members in conflict and in managing conflict with other groups. Students will reflect on the meaning of social justice and the different definitions of multiculturalism. The course format will include lecture and small group discussion sessions, including a considerable degree of interaction and participation. Participation in a "dialogue" group is required of all students. (Gurin)
Section 004 - The Appreciation of Religious Diversity. This course explores and celebrates the diversity of religious or spiritual traditions, experience, and belief. Through reading, self-reflection, interviewing family members, and engaging in a respectful, frank dialogue with one another, we will move toward an appreciation of the differences as well as the similarities that make up the pattern of diversity in our society. Readings will be drawn from autobiographical texts, fiction, psychology, and commentary. (Mann)
Section 005 - The Psychological Person and the Law. This seminar will examine a number of case studies involving psychology and the law that have been covered by the popular press (e.g., the Bobbit and Menendez trials). (Pachella)
Section 006 - Hidden Meanings of Myth. We will examine the folklore of different ethnic and national groups, to draw from these writings core themes which may have figured significantly in the historical development of these peoples. The folklore will range from Oesop's and Grimms' fables to more complex legends and myths, some current in Chaucer's time, some from King Arthur's time, up to myths being born in our time. Themes studied will deal with the relationship between the sexes; the attitude toward life and death; the concepts of moral and immoral behavior. As a special chapter in the history of myths, the humor of different ethnic groups will be compared (e.g., Black humor, compared with Jewish humor). We will see also whether we can't speak of familial myths and even personal myths, and how these play a part in the way one lives his or her life. (Mayman)
Section 007 - Leadership: Theory and Practice. This is a multidisciplinary seminar for first-year students that explores the questions: What is leadership? What are some styles of leadership and traits of effective leaders? How does one lead? We will examine both classical and contemporary views of leadership as well as what contemporary theory and research in the behavioral sciences tells us about leadership. This is not a "how to do it" course in leadership, though students will learn a great deal about how to be an effective leader. Core readings consist of Gardner On Leadership, Mcfarland et al. 21st Century Leadership, and Rosenbach and Taylor Contemporary Issues In Leadership. Small groups of students will also prepare an oral and written report on one outstanding leader of their choice. Course grades will be based on attendance at and participation in class discussions, a reading log or journal, several brief position papers, an end-of-class essay, and the oral and written reports. Cost:3 WL:1 (Morris)
Section 008 - Attitudes and Stereotypes. This seminar will focus on social attitudes and social stereotypes, and on things we have learned about them through the work of social scientists. We will read a variety of material (some new, some old) in examining the ways in which these concepts have developed. We will also discuss the relevance and potential usefulness of the seminar readings for a proper understanding of contemporary society. (Manis)
Section 009 - Freud's Revolution and How it Changed the World (for Better and for Worse). This course will study how Freud invented psychoanalysis, how his theory has changed in his lifetime and even more over time, and how it has affected out understanding of the mind. The goal of this seminar is to help students grasp the extent to which contemporary common sense notions of mind and behavior have been profoundly influenced by psychoanalytic thought. (Adelson)
Section 010 - Divorce, Remarriage, and Child Development. The focus of this seminar will be the effects of parental divorce and remarriage on the life trajectories of children. (Kalter)
Section 011 - Dreams. The purpose of the course is to review historical developments in the conceptualization of the meaning of nocturnal dreams from the late l9th century to the present. The major emphasis will be on the use of dreams to explicate personal problem solving hence clinical data will be made the focus - the aim of developing students' ability to read, interpret, and understand the meaning of dreams (their own and others) the main practical skill developed. In the course of the term, issues from psychopathology, personality, psychotherapy, creativity, literature and development will be discussed in respect to dream material which presumes the student has some degree of familiarity with these fields and topics. The classes will involve discussions of readings in which students will be expected to take active roles. The course readings will consist of Freud's "Interpretation of Dreams" and a course pack. The particular discussion of readings will be announced in class each week as on a course reading list. Course evaluations will be determined by quality of participation in the class, one or two exams (announced in class) and by (largely) a course paper on dreams (outline to be discussed) which will focus on a series of dreams of one's own or someone else in regard to cognitive structure, psychodynamic content and adaptive problem solving strategy. (Wolowitz)
Section 012 - Thinking about Self and Identity. This seminar is organized around weekly topics focused on group discussion of assigned reading. Readings concern self organization, origins in early development, developmental disturbances. Brief weekly reactions to the reading topics are required and will be used in class to begin discussions. Attendance is required. Course evaluation will be based on two short papers, two essay tests, and, to a limited extent on class preparation and participation. (Fast)
Section 014 - Late Life Potential. Although late life is often viewed as a time of inevitable loss of competence, there is also evidence of great late life potential. This seminar will explore such potential. We will become familiar with relevant theory and research, read biographical material on late life greatness, study examples of late life accomplishments, and talk with vital old people. By the end of the seminar students should understand the nature of late life potential, as well as some of the conditions that facilitate it. From this understanding we will consider appropriate roles for the elders of our society. (Perlmutter)
Section 015 - Leadership: Theory and Practice. See Psychology 120.007. (Morris)
Section 016 - Transition to Womanhood: The Development of Adolescent Girls. This seminar will focus on the transition from girl to woman. Adolescent female development follows many paths, and this course will negotiate those potential avenues. Specifically, discussion will include body image, puberty, sexuality, career choice, and interpersonal relationships. (Merriwether)
121. First-Year Seminar in Psychology as a Natural Science. Open
only to first-year students. May not be included in a concentration plan
in psychology. (3). (NS). May be repeated for a total of six credits.
Section 001 - Mind and Brain. Developments in the study of the brain
in humans and other animals in recent years have illuminated a number of
issues in human cognition, including perception, learning, memory, consciousness,
emotion, some aspects of thinking, and some of the effects of aging. In
this course, we shall first familiarize ourselves with the structure of
the nervous system and then look into some of these issues of cognition
to see how developments in brain science have informed us about them. (Jonides)
Section 002 - Cognition and Consciousness. This interdisciplinary seminar will explore the nature of conscious and unconscious mental processes in various types of human cognition and action, including perception, memory, thinking, and behavior broadly construed. We will take an eclectic approach in our exploration, encompassing points of view found in disciplines such as psychology, neurophysiology, artificial intelligence, philosophy, and medical practice. Both normal and altered states of consciousness (e.g., sleep, dreaming, meditation, hypnosis, and hallucination) will be considered from these perspectives. (Meyer)
211. Outreach. Prior or concurrent enrollment in introductory
psychology. May not be included in a concentration plan in psychology. (1-3).
(Excl). Offered mandatory credit/no credit. Laboratory fee ($15) required.
(EXPERIENTIAL). May be repeated for a total of 6 credits.
Project Outreach enables students to do field work in local community
settings. The purpose is to gain an understanding of yourself, the agency
in which you will work, the people whom you will serve, and to provide a
genuine community service. Outreach includes approximately 45 agencies in
which you can provide direct service to children in day care settings, adolescents
in after-school programs, handicapped children and adults, retarded and
emotionally impaired persons, women, physically ill adults and children,
persons legally confined to mental health and criminal institutions, social
advocacy organizations concerned with combating racism, helping battered
women, and others. All sections are two (2) credits requiring six hours
of work per week including four (4) of fieldwork, log writing, readings,
papers, one hour lecture and one hour discussion. Students need to check
the Final Edition of the Time Schedule lecture/discussion
times and meeting places per section. Information regarding registration,
field work and course information for the Fall Term, 1996, will be available
at an Information Meeting on Thursday, April 4, 1996, at 6:00 pm in 1324
East Hall. For information, call the Outreach Office at 764-9179. Two separate
sections of Outreach count as an experiential lab for the Psychology concentration;
they do not count as a lab for the Psychology as a Natural Science
concentration. Cost:1, not including $15 lab fee. WL:1 (Miller)
Section 002 - Big Sibs - Community & Opportunity. (2 credits). Be a Big Sib; develop a meaningful individual relationship with a child in need of the companionship of a consistent caring adult; share in activities and enjoy being with a young person in the community. Some students might also have the opportunity to be a Big Sib to a physically or mentally handicapped child.
Section 003 - Juvenile Justice and Education. (2 credits). Establish a meaningful friendship with a child in an after-school program; help tutor, plan activities and serve as a positive role model for a local student; interact with and assist teenagers and preteens whose behavior is in conflict with the laws and rules of our society, or join with community groups working to increase educational opportunity and juvenile justice. Learn about juvenile criminal behavior, the criminal justice system and the law, institutionalization and rehabilitation.
Section 004 - Social Justice. (2 credits). Learn about racism, homophobia, sexism, rape, incest, domestic violence, eating disorders, substance abuse, the AIDS crisis, and teen pregnancy. Develop supportive and helping relationships with people as they encounter special challenges throughout the lifespan from teens through elderly, or join with local agencies working to bring about change in the lives of people of color, women, gay men, and lesbians.
Section 006 - Health, Illness, and Society. (2 credits). Serve as
a non-medical liaison between staff, family, and patients, offering empathy
and emotional support in waiting rooms, at bedside, in community health
clinics and in other settings; learn how people cope with stress; provide
supervised occupational, physical, rehabilitative, educational, and recreational
therapy, and support for people with special physical or health needs: senior
citizens, children who are physically impaired, or people who are HIV positive,
or work with groups trying to prevent particular health problems, promote
health education or those that are advocating for improved health services.