580 Union Drive (Lloyd House), West Quadrangle
Professor Patricia Y. Gurin, Chair
May be elected as a departmental concentration program
Kenneth Adams, (Clinical) Human neuropsychology, medical psychology, professional education, statistics/ measurement
Joseph B. Adelson, (Clinical) Adult psychopathology, adolescence
Frank M. Andrews, (Organizational/Social) Social indicators of well-being, performance and creativity
Stanley Berent, (Clinical/Biopsychology) Clinical and research neuropsychology
Donald R. Brown, (Personality/Social) Personality theory and student development
Eugene Burnstein, (Social) Group decision and group polarization
David Buss, (Personality) Interpersonal behavior, evolutionary psychology, human mate selection
Charles M. Butter, (Biopsychology/Cognition and Perception) Neural mechanisms of perception, learning in monkeys and humans
Albert C. Cain, (Clinical) Psychopathology of childhood, bereavement
Roger E. Davis, (Biopsychology) Behavioral assay of neurotoxicity
Elizabeth M. Douvan, (Personality/Social) Social organization and personality
Jacquelynne Eccles, (Developmental), Social cognition, achievement, motivation
Phoebe Ellsworth, (Social) Psychology of emotion, psychology and law
Irene Fast, (Clinical) Gender identity development, borderline personality disorders
Susan Gelman, (Cognition and Perception/Developmental) Cognitive development, language acquisition
Martin G. Gold, (Social) Personality and social structure, adolescent behavior
Daniel G. Green, (Biopsychology/Cognition and Perception) Psychophysics, neurophysiology of the eye
Patricia Y. Gurin, (Personality/Social) Intergroup relations, social change
John W. Hagen, (Developmental) Cognitive development, selective attention, memory
Lois W. Hoffman, (Developmental) Parent-child relationship, the family
John Holland, (Cognition and Perception) Cognitive processes using mathematical models and computer simulation
James S. Jackson, (Social, Cognition and Perception) Survey methodology; mental health, cultural influences
John Jonides, (Cognition and Perception) Perception and cognition, memory, selective attention
Neil M. Kalter, (Clinical) Emotional disturbance and children, impact of divorce
Rachel Kaplan, (General) Environmental psychology, participation, research methods
Stephen Kaplan, (General/Cognition and Perception) Environmental preference, cognitive mapping
Donald R. Kinder, (Social; Political Science) American government, methods, public policy and administration
Sylvan Kornblum, (Cognition and Perception) Mental processes underlying human movement
Martin Maehr, (Education/Psychology) Motivation and personal achievement; social psychology of education
Neil Malamuth, (Social, Personality)
Melvin Manis, (Social/Personality) Cognition, experimental study of communication
Hazel J. Markus, (Social/Personality) Social cognition, the self, personality
K. Gerald Marsden, (Clinical) Child development and psychopathology
Martin Mayman, (Clinical) Research instruments for psychoanalytic concepts
Vonnie C. McLoyd, (Developmental) Cultural determinants of children's play
Douglas Medin, (Cognition and Perception) Cognitive psychology; categorization
David E. Meyer, (Cognition and Perception) Human memory, cognition, perception, psycholinguistics
David B. Moody, (Biopsychology/Cognition and Perception) Operant conditioning, psychophysics
Charles G. Morris, (Personality/General) Personality structure, shyness
Richard E. Nisbett, (Social/Cognition and Perception/Personality) Inference, judgement and reasoning
Warren T. Norman, (Mathematical/Personality) Personality trait measurement and assessment
Gary M. Olson, (Cognition and Perception/Developmental) Cognitive psychology, psycholinguistics
Judith Olson, (Cognition and Perception) Human-computer interaction, applied cognition
Robert G. Pachella, (Cognition and Perception/Mathematical) Cognitive psychology, information processing, perception
Scott G. Paris, (Developmental/Education & Psychology) Cognitive development
Marion Perlmutter, (Developmental) Memory, forgetting, social interactions, computer skills in children and the elderly
Christopher Peterson, (Clinical) Depression, physical health and illness, explanatory style, personal control
Irwin Pollack, (Cognition and Perception/Mathematical) Psychophysical methodology
Richard H. Price, (Organizational) Assessment of social environments
Terry E. Robinson, (Biopsychology) Neural correlates of behavior
George C. Rosenwald, (Clinical/Personality) Personality theory, life history
Arnold Sameroff, (Developmental)
Marilyn Shatz, (Developmental/Cognition and Perception) Cognitive, linguistic development
Howard Shevrin, (Clinical) Unconscious processes, diagnostic and psychological tests
Edward E. Smith, (Cognition and Perception) Concepts and categorization, induction and reasoning
J.E. Keith Smith, (Cognition and Perception/Mathematical) Psychological statistics
William C. Stebbins, (Cognition and Perception/Biopsychology) Comparative hearing, communication
Claude Steele, (Social) Self/esteem regulation, self/affirmation processes, role of cognitve factors in alcohol use
Harold W. Stevenson, (Developmental/Cognition and Perception) Learning, cognitive development
Abigail Stewart, (Personality) Women's lives, life transitions, sex roles, self-achievement, women's motivation
Edwin J. Thomas, (Clinical) Alcohol abuse; individual, marital, family treatment
Elliot S. Valenstein, (Biopsychology) Physiology of motivation, reinforcement
Joseph Veroff, (Social/Personality) Personality-role interaction
Karl Weick, (Organizational) Organizational psychology
Daniel J. Weintraub, (Cognition and Perception) Human visual perception, pattern discrimination
Henry M. Wellman, (Developmental) Cognitive development, early memory
David Winter, (Personality) Motivation, power, effects of higher education, political psychology, economic change
Howard M. Wolowitz, (Clinical) Adult psychotherapy experiences
James H. Woods, (Biopsychology) Behavioral pharmacology, drug dependence
J. Frank Yates, (Cognition and Perception/Mathematical) Decision processes; evaluation, decision models
Robert B. Zajonc, (Social) Experimental social psychology, cognitive processes
Thomas DAunno, (Organizational) Organizational change
Eric A. Bermann, (Clinical/Community) Family therapy; child abuse, neglect
Kent Berridge, (Biopsychology) Motivation and sensorimotor integration
Linas Bieliauskas (Clinical) Neuropsychology
Henry Buchtel, (Clinical/Biopsychology) Brain studies and behavior in humans
Jane Dutton, (Organizational) Strategic decision making; organizational response to family issues
Raphael E. Ezekiel, (Community/Social) Personality and social structure
James L. Hilton, (Social) Social interaction process, attribution theory, strategic self presentation
Warren G. Holmes, (Biopsychology) Evolutionary biology, evolution of social behavior
David E. Kieras, (Cognition and Perception) Cognitive psychology, human-computer interaction, artificial intelligence
Robert K. Lindsay, (Cognition and Perception/Mathematical) Cognitive psychology, artificial intelligence
Lorraine Nadelman, (Developmental/Cognition and Perception) Sibling relationships, sex identity
Donna Nagata, (Clinical)
Barbara Smuts, (Biopsychology) Field research on the behavior and ecology of free living primates, especially the evolution and development of female social relationships
Steven Treiweiler, (Clinical)
Jill Becker, (Biopsychology) Brain tissue transplantation, plasticity and development of neural activity
Diana Cordova, (Social)
Thomas Finholt, (Organizational)
Robert Goldman, (Clinical) Neuropsychology, cognitive impairments related to alcoholic conditions
Sandra Graham-Bermann, (Clinical) Developmental psychopathology; gender and clinical theory
Randy Larsen, (Personality) Emotion and personality; physiological bases of personality
Theresa Lee, (Biopsychology) Biological rhythms
Sheryl Olson, (Clinical) Child and family psychopathology
Jeffrey Parker, Clinical/Developmental) Childrens social relationships with peers
Michelle Perry (Developmental) Cognitive development and learning, instruction in its cultural context
Patricia Reuter-Lorenz, (Cognition and Perception) Brain mechanics of visual attention and sparial orienting
Lance Sandelands, (Organizational) Motivation and affect; division of labor in social organizations
Colleen Seifert, (Cognition and Perception) Cognitive modeling; artificial intelligence
Brenda Volling, (Developmental)
Jun Zhang, (Cognition and Perception)
Margery J. Adelson, (Clinical) Adult, adolescent psychopathology, psychotherapy
Woo-Kyoung Ahn, (Cognition and Perception)
Ruby Beale, (Organizational) Effects of organizational culture on diversity and multiculturalism
Margaret Buttenheim, (Clinical) Depression, gender differences
Michael Casher, (Clinical) Depression, suicide
Morton Chethik, (Clinical) Child psychotherapeutic process, impact of divorce
Robert C. Gunn, (Clinical) Causes of smoking behavior, group psychotherapy
James Hansell, (Clinical) Abnormal psychology
Sherry L. Hatcher, (Clinical) Adolescent development, psychology of women
Ned Kirsch, (Clinical) Pesonal and family accomodations to neuropsychological impairment
Laura Klem, (Social) Research and data analysis
Alan S. Krohn, (Clinical) Adult neurotic disorders, psychoanalytic theory
Janet Landman, (Personality) Affect and decision making (regret), psychological inhibition of divorce
Irving Leon, (Clinical) Impact of pre-natal loss
Naomi E. Lohr, (Clinical) Adult psychotherapy, affective disorders
Pamela Ludolph, (Clinical) Psychoanalytic concepts, dissociative phenomena, personality disorders, depressive personalities
Jerry Miller, (Clinical), Childhood psychopathology; community-based treatment; gifted children
Steven Sternberg, (Developmental) Early childhood education
Nancy Thomas, (Developmental) Children and government policy
Jeffrey Urist, (Clinical) Adolescence; thought disorder
Saul Cooper, (Clinical/Community) Community mental health, consultation
S. Thomas Cummings, (Clinical) Parental personality, and chronically ill children
Melvin Guyer, (Clinical) Family law
Josef M. Miller, (Biopsychology) Encoding and central processing of human speech
Patricia Waller, (Cognition and Perception) Highway safety, driver behavior, injury prevention
Adjunct Associate Professors
Toni Antonucci, (Developmental) Developmental psychology, aging and socialization
Oscar A. Barbarin, (Community) Stressful life transitions, coping, minority
Ben Clopton, (Biopsychology) Auditory neurophysiology
Adam Drewnowski, (Biopsychology) Obesity and eating disorders
Regula Herzog, (Gerontology) Productivity in older age
Bryan E. Pfingst, (Biopsychology) Physiology and psychophysics of hearing, animal psychophysics
Adjunct Assistant Professors
Mary Lou Davis/Sacks, (Organizational) Work organizations, working teams, worker participation, burnout
Bruno Giordani, (Clinical) Epilepsy, neuropsychology
Blake Gosnell, (Biopsychology) Food intake
Robert Hatcher, (Clinical) Psychological assessment
Thomas Horner, (Clinical) Infant and early childhood development
Marita Ingelhart, (Social) Reactions to critical life events, socialization, attitude change
Kimberlyn Leary, (Clinical) Abnormal behavior, children
James Plunkett, (Clinical) Infancy and early childhood development, impact of chronic/severe neonatal psychopathology
Jon Schulenberg, (Social) Drinking/drug use in adolescence and young adulthood; achievement/competence during adolescence and young adulthood; impact of part-time work on adolescence and young adulthood; impact of part-time work on adolescents development of competence and life plans
Visiting Associate Professor
Susan Krantz, (Clinical)
Diane Camp, (Biopsychology) Gender differences in brain and behavior; neuro-chemistry and behavior
Professors Emeriti Matthew Alpern, John W. Atkinson, Bettie Arthur, Lenin Baler, Edward Bordin, David C. Bowers, Nathan S. Caplan, Dorwin Cartwright, William L. Cash, Jr., William M. Cruickshank, Stanford C. Ericksen, John R.P. French, Jr., Basil S. Georgopoulos, Alexander Z. Guiora, Ralph W. Heine, Erasmus Hoch, Robert L. Kahn, Daniel Katz, Merle Lawrence, Richard Mann, Wilbert J. McKeachie, John Milholland, William C. Morse, Donald C. Pelz, William C. Rhodes, Stanley E. Seashore, Arnold S. Tannenbaum, William R. Uttal, Edward Walker, Frederick Wyatt, Alvin Zander.
Research Scientist EmeritusErnest Harberg
Undergraduate courses in psychology give students an opportunity to learn what research has shown about how behavior is motivated; how we perceive, learn, and think; how individuals differ from one another; how the personality develops from infancy to maturity and is expressed by behavior; and how interpersonal factors affect human relationships in the home, on the job, and in the community.
The curriculum in Psychology is intended to enhance one's understanding of behavioral science and of oneself and others in terms of concepts developed by study. The undergraduate concentration program is not intended to prepare students for any specific vocational objective; to become a professional psychologist requires from two to four years (or more) of postgraduate study.
Prerequisites to Concentration. Students planning to concentrate in psychology should elect an introductory psychology course (Psychology 111, 112, 113, 114, or 115) by the end of the sophomore year. Students who receive a grade lower than "C" in Psychology 111, 112, 113, 114, or 115 are ineligible for a concentration in psychology. Inteflex students electing a concentration in psychology may use Psychology 255 as their prerequisite.
Concentration Program in Psychology (Bachelor of Arts). 30 credits in post-introductory courses, including:
1. Statistics: One course. Statistics 402 is required. Students interested in a stronger mathematical foundation in Statistics may substitute Statistics 425 and 426.
2. Advanced Lab Requirement: Either two advanced lab courses (from among Psychology 303, 331, 332, 341, 342, 343, 351, 371, 372, 381, 383, 391, 392) or one advanced lab and one of the following options:
a. Statistics 403.
b. 4 credits of Psychology 211 (Project Outreach). (Counts for lab credit but not for concentration.) Two different placements are needed.
c. 3 credits of Psychology 404-409 (Field Practicum).
d. 2 credits of Psychology 504 (Individual Research) in conjunction with another upper-level psychology course and with the approval of the appropriate instructor.
e. Psychology 579 (The Child and the Institution: Practicum).
f. Psychology 510 (Senior Honors Research I).
3. Breadth Requirement: At least one course from four of the following five groups:
Group I. Psychology 340.
Group II. Psychology 330.
Group III. Psychology 350.
Group IV. Psychology 360, 380, or 390
Group V. Psychology 370.
Additional Concentration Courses. The following courses may be used to fulfill additional concentration requirements: Psych. 301, 312, 313, 314, 372, 400-402, 404-409, 410, 430, 431, 432, 433, 436, 439, 441, 442, 443, 444, 445, 446, 447, 448, 451, 453, 455, 456, 459, 463, 464, 467, 468, 471, 474, 475, 482, 486, 488, 490, 491, 498, 500-502, 504, 506, 512, 513, 514, 530, 531, 539, 541, 542, 551, 558, 561, 570, 571, 572, 573, 574, 575, 576, 577, 579, 581, 590, 591, 592.
Courses which may not be used as part of a concentration in psychology are identified in the course listings. Concentrators who are planning to earn graduate degrees in psychology may find a supplementary background in the biological sciences or in the social and behavioral sciences (i.e., anthropology, sociology, etc.) helpful in their later studies. Concentrators are also advised that additional courses in mathematics, communication sciences, and logic are likely to facilitate advanced study in psychology. A student's personal interests should determine the shape of the concentration plan.
Concentration Program in Psychology (Bachelor of Science). The preconcentration and concentration requirements are as stated above for the A.B. in Psychology, except, in addition, the students must have a total of 60 credits in natural science courses, to include those courses taken to satisfy Psychology concentration requirements, as stated above.
Concentration Program in Psychology as a Natural Science (Bachelor of Science). After Introductory Psychology, students must complete:
1. A minimum of thirty four credits in post-introductory courses, including the required Psychology courses and cognate courses listed below.
2. A total of 60 credits of mathematics and natural science (including the Natural Science Psychology courses).
3. Other Required Courses.
a. Statistics: One course. Statistics 402 is recommended, but Statistics 425 and 426 may be substituted by students interested in a stronger mathematical foundation. Other courses, as appropriate, may be substituted with approval of a psychology concentration advisor.
b. Advanced Lab requirement:
1. Option 1: Two courses from the following: Psych. 331, 332, 341, 342, 343, Biol. 308 or 326.
2. Option 2: One regular lab from Option 1 and one three-credit independent research course (504), or Honors 510 may be used towards the lab requirement if a Psychology advisor determines that it provides a natural science research experience.
c. Breadth requirement: Two course from the following three groups:
Group I. Psych. 330.
Group II. Psych. 430.
Group III. Psych. 340.
d. Advanced psychology as a natural science course requirement. Four additional upper-level natural science courses in Psychology selected from the following: Psych. 330, 340, 400, 430, 431, 432, 433, 434, 436, 437, 438, 439, 441, 443, 444, 446, 447, 448, 500, 530, 531, 539, 541, 542. With permission from the concentration advisor, other courses such as special seminars may be substituted.
e. Psychology as a social science requirement. One course selected from the following: Psych. 255, 350, 360, 370, 380, 390. With the approval of the concentration advisor, a social science psychology course that is not on the above list may be substituted.
f. Cognate course requirement. One course selected from the following list (or an approved substitute): Anthro. 568; Biol. 307, 325, 411, 422, 425, 494; Biol. Chem. 415; Cogn. Sci. 322 (University Courses); Comp. Sci. 270, 274; Ling 211, 411, 412, 413, 414, 415.
Students interested in pursuing a Bachelor of Science in Psychology typically develop a course of study involving an emphasis in either Physiological Psychology (Behavioral Neuroscience), Comparative Psychology or Cognitive and Perceptual Psychology. Students should plan their concentration program (including basic science courses in other disciplines) in conjunction with a concentration advisor.
Honors Concentration. Qualified students may apply for selective admission to an Honors concentration program. The department offers Honors work both at the introductory and advanced levels. Underclass Honors students may elect Psychology 114 or 115 as prerequisite to more advanced work. Students interested in an Honors concentration in psychology may obtain information and application material from the LS&A Honors Program Office, 1210 Angell Hall, or the Psychology Undergraduate Office, K-106 West Quad. Applications are usually reviewed only in the winter term of the sophomore year or the fall term of the junior year.
Honors candidates pursuing either the A.B. or the B.S. in Psychology complete the regular statistics and advanced laboratory requirements for concentration, as detailed above. In addition, A.B. candidates must elect one course from each of the five groups (above). Honors candidates pursuing either the A.B. or B.S. also elect the special Honors sequence courses, Psychology 312, 510, and 511, as part of the necessary approved credits. Psychology 312, elected in the winter term of the junior year, emphasizes research methodologies as well as an extensive literature review to insure that students have an adequate basis upon which to initiate a senior Honors project. Enrollment in Psychology 510 and 511, during the senior year, acknowledges a student's intention to complete the senior Honors thesis, which involves the design and execution of an acceptable research project and written report describing and analyzing this research. Satisfactory completion of Psychology 510 may substitute for one of the advanced laboratory requirements, as detailed above in 2f (A.B.) or 3b (B.S.)
Advising and Counseling. Students choosing psychology as a field of concentration develop an approved concentration plan in the form of a Course Program Sheet which is obtained from a concentration advisor. The Course Program Sheet describes the distribution and concentration plans. Students then assume responsibility for completing their program of study or for making revisions which will not jeopardize their graduation. Students are, however, encouraged to consult a concentration advisor at any time. A concentration advisor not only must approve the original concentration plan but any exceptions to the stated concentration requirements. Students should also consult a concentration advisor when planning the final term's elections to ensure that all concentration requirements have been fulfilled and to secure a counselor's approval on a Concentration Release form. Appointments for students are scheduled at 1213 Angell Hall.
Peer Counseling. Counseling by Undergraduate Association students is also available through the LS&A Students' Counseling Office.
Peer Advising. Counseling by Undergraduate Psychology Peer Advising Program students is also available through the Psychology Undergraduate Office, K-106 West Quad, 764-2580.
Prizes. Psychology concentrators with senior standing are eligible for the Walter B. Pillsbury Prize in experimental psychology. This prize is awarded annually in recognition of outstanding research performance. The Tanner Memorial Award is an annual award for project expenses for a particularly innovative, meritorious research project by an undergraduate Psychology concentrator. The Anne Rudo Memorial Award is designated for a student with dual interests in the disciplines of biology and psychology, and superior academic achievement. Nominations for the Tanner and Rudo awards are made by the faculty; deadlines for student submissions of entries for the Pillsbury Prize are announced each Winter Term.
Course Prerequisites. Even where it is not specifically stated, an instructor may waive a course prerequisite and grant qualified students permission to elect a course. When such permission is granted, students should secure a note from the instructor and have it placed in their academic counseling file.
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