Psychology

580 Union Drive (Lloyd House), West Quadrangle

764-2580

Professor Patricia Y. Gurin, Chair

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 D’Aunno, (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) Children’s 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

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

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 adolescent’s development of competence and life plans

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 Emeritus Ernest 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.

Copyright © 1992-3
The Regents of the University of Michigan, Ann Arbor, MI 48109 USA
1.734.764.1817 (University Operator)