Psychology

1044 East Hall
764-2580
Web site: http://www.umich.edu/~psycdept/

Professor Patricia Y. Gurin, Chair

May be elected as a departmental concentration program in Biopsychology and Cognitive Sciences or Psychology


Professors

Kenneth Adams, (Clinical) Human neuropsychology, medical psychology, professional education, statistics/ measurement
Joseph B. Adelson, (Clinical) Adult psychopathology, adolescence
Toni Antonucci, (Developmental) Developmental psychology, aging and socialization
Oscar A. Barbarin, (Clinical) Emotional development of African-American children
Jill Becker, (Biopsychology) Brain tissue transplantation, plasticity and development of neural activity
Stanley Berent, (Clinical/Biopsychology) Clinical and research neuropsychology
Kent Berridge, (Biopsychology) Motivation and sensorimotor integration
Eugene Burnstein, (Social) Group decision and group polarization
Charles M. Butter, (Biopsychology/ Cognition and Perception) Neural mechanisms of perception, learning in monkeys and humans
Albert C. Cain, (Clinical) Psychopathology of childhood, bereavement
Jennifer Crocker, (Social) Social stigma, self-esteem and self-concept, stereotyping and prejudice
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
David Featherman, (Social)
Susan Gelman, (Cognition and Perception/Developmental) Cognitive development, language acquisition
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
Rowell Huesmann, (Social) Aggressive Behavior, Media effects on behavior, Formal models of social behavior, Computer simulation and psychometrics
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) American government, methods, public policy and administration
Sylvan Kornblum, (Cognition and Perception) Mental processes underlying human movement
Randy Larsen, (Personality) Emotion and personality; physiological bases of personality
Martin Maehr, (Education/Psychology) Motivation and personal achievement; social psychology of education
Melvin Manis, (Social/Personality) Cognition, experimental study of communication
Martin Mayman, (Clinical) Research instruments for psychoanalytic concepts
Vonnie C. McLoyd, (Developmental) Cultural determinants of children's play
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, judgment and reasoning
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) Cognitive psychology, information processing, perception
Denise Park, (Cognition and 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
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) Developmental psychopathology, family processes and the intergenerational transmission of psychopathology
Norbert Schwarz, (Social) Social Cognition, in particular the interplay of affect and cognition in social judgment and conversational aspects of cognitive processes, Applications of cognitive psychology on methodological issues of survey research
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
Barbara Smuts, (Biopsychology) Field research on the behavior and ecology of free living primates, especially the evolution and development of female social relationships
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
Joseph Veroff, (Social/Personality) Personality-role interaction
Karl Weick, (Organizational) Organizational psychology
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) Decision processes; evaluation, decision models
Robert Zucker, (Clinical) Developmental psychopathology, with a special interest in substance abuse; biopsychosocial models of life span development; primary prevention; behavior change


Associate Professors

Eric A. Bermann, (Clinical) Family therapy; child abuse, neglect
Linas Bieliauskas, (Clinical) Neuropsychology
Henry A. (Gus) Buchtel, (Clinical/Biopsychology) Brain studies and behavior in humans
Jane Dutton, (Organizational) Strategic decision making; organizational response to family issues
Bruno Giordani, (Clinical) Epilepsy, neuropsychology
Sandra Graham-Bermann, (Clinical) Developmental psychopathology; gender and clinical theory
Lorraine Gutierrez, (General) Community mental health; diversity/multiculturalism; gender identity/roles; minority issues; poverty; health
James L. Hilton (Arthur Thurneau Professor), (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
Theresa Lee, (Biopsychology) Biological rhythms
Robert K. Lindsay, (Cognition and Perception) Cognitive psychology, artificial intelligence
Carol Mowbray, (Clinical) Mental Health Services research, psychiatric rehabilitation, program evaluation, homelessness and women's mental health
Donna Nagata, (Clinical) Ethnic and cultural issues in mental health; Japanese-Americans and the psychosocial consequences of the WWII internment
Susan Nolen-Hoeksema, (Personality) Depression, emotion regulation, gender differences in psychopathology, social development and mental health
Sheryl Olson, (Clinical) Child and family psychopathology
Patricia Reuter-Lorenz, (Cognition and Perception) Brain mechanics of visual attention and spatial orienting
Lance Sandelands, (Organizational) Motivation and affect; division of labor in social organizations
Colleen Seifert, (Cognition and Perception) Cognitive modeling; artificial intelligence
Steven Trieweiler, (Clinical) Interpersonal event perception and memory, particularly as realized in psychotherapeutic narrative


Assistant Professors

Rosario Ceballo, (Clinical) Effects of poverty and community violence on family relationships and children's psychological well-being, with a particular focus on African American and Latino families; social networks and support systems; resiliency to stressful life experiences
Thomas Finholt, (Organizational) Information technology and organizational behavior, organizational communication
Barbara Fredrickson, (Social) Emotions; gender and age difference in emotion experiences; memory for emotions
William Gehring, (Cognition & Perception) Cognitive neuroscience; human brain electrophysiology; executive control of thought and action; frontal lobe function; mental chronometry; error detection; inhibitory processes; motor control; studies of brain-injured and psychiatric populations
Andrea Hunter, (Personality) Exploring linkages between families, social structure, and culture, and their impact on the life course with specific focus on African-Americans
Cheryl King, (Clinical) Youth depression, alcohol/substance abuse, suicide risk; Developmental psychopathology
Fiona Lee, (Organizational) Interpersonal communication, attributions and social accounts, group dynamics
Stephen Maren, (Biopsychology) Neural mechanisms of learning and memory; biochemical, electrophysiological, and behavioral correlates of synaptic plasticity in the hippocampus and amygdala; glutamatergic systems in learning and synaptic plasticity; sex difference in brain and behavior; neurobehavioral systems mediating fear and emotional learning
Jacqueline Mattis, (Clinical) Stress, coping and spirituality in the lives of African American women; cultural and gender issues in psychology
Jeffrey Parker, (Clinical/Developmental) Children's social relationships with peers
Thad Polk, (Cognition and Perception) Cognitive neuroscience; functional neuroimaging, computational modeling, and behavioral studies of higher cognition
Richard Saavedra, (Organizational) Social influence in work groups; the role of emotion in effectiveness; the design of work teams
Brenda Volling, (Developmental) Socioemotional development; infant-parent attachment; family relationships in infancy, especially fathering
L. Monique Ward, (Developmental) sexual socialization, gender role development, impact of the media on understanding male-female relations
Oscar Ybarra, (Social) Social cognition, culture and cognition, intergroup perception/relations
Jun Zhang, (Cognition and Perception) Visual perception and psychophysics; computational vision


Lecturers

Ruby Beale, (Organizational) Effects of organizational culture on diversity and multiculturalism
Cleopatra Caldwell, (General) mental health consequences of adolescent childbearing within an intergenerational family context; influence of self-efficacy and exercise on the sexual behaviors of African American adolescent females; family support functions of Black churches
Susan Contratto, (Feminist Practice) clinical issues in the repressed memory debate; long term consequences of sexual assault
Gail Farley, (Clinical)
Sharon Gold-Steinberg, (Clinical) Women's health issues including abortion; incest and child abuse; teaching coping skills to children
Jane Hassinger, (Feminist Practice) women's psychological development, women's career and family planning strategies
Christina Jose, (General)
Laura Klem, (Social) Research and data analysis
Roger Lauer, (Clinical)
Marcy Plunkett, (Feminist Practice) Women's identity development, particularly in career roles, maternal roles, work/family issues, college-aged development for women.
Mildred Tirado, (Clinical) Multi-cultural issues related to clinical practice; gender and group process


Clinical Instructors

Margaret Buttenheim, (Clinical) Depression, gender differences
Michael Casher, (Clinical) Depression, suicide
Suzanne Fechner-Bates, (Clinical) Etiological factors in eating disorders, eating disorders in "special" populations (men, athletes, etc.), comorbidity of psychological disorders, diagnosis and assessment of psychopathology
Laura Gold, (Clinical) Gender/Identity Roles, incest survivors, trauma
Robert C. Gunn, (Clinical) Causes of smoking behavior, group psychotherapy
Deborah Kraus, (Clinical) Treatment outcome - alcohol and other drug problems; assessment of alcohol and other drug problems
Irving Leon, (Clinical) Impact of pre-natal loss
Pamela Ludolph, (Clinical) Psychoanalytic concepts, dissociative phenomena, personality disorders, depressive personalities
Jeffrey Urist, (Clinical) Adolescence; thought disorder
James Whiteside, (Clinical)
Jean Wixom, (Clinical) Borderline Personality Disorder; sexual abuse and the psychological trauma


Adjunct Professors

Charles Behling, (General) Prejudice and discrimination; intergroup relations; the teaching of psychology
Adam Drewnowski, (Biopsychology) Obesity and eating disorders
Len Eron, (Social) Development of aggression and violence in children; longitudinal studies of personality; effects of media on behavior
Luis O. Gómez, (General) Psychology and religion, history of the interaction between psychology and religion; obsessionality, compulsivity; obsessive-compulsive disorder and related disorders; affect and cognition; culture and affect
Melvin Guyer, (Clinical) Family law
Regula Herzog, (Social) Productivity in older age
Josef M. Miller, (Biopsychology) Encoding and central processing of human speech
Patricia Waller, (Cognition and Perception) Highway safety, driver behavior, injury prevention


Adjunct Associate Professor

J. Wayne Aldridge, (Biopsychology) Neuronal mechanisms of behavior
William (Nick) Collins, (General) Cognition, college student academic achievement, Medical Education, Thanatology
Kristine Freeark, (Clinical) Adoption, parenting, emotional development of preschoolers, childhood illness
Robert Hatcher, (Clinical) Psychological assessment
Sherry L. Hatcher, (Clinical) Adolescent development including prevention/peer counseling; psychology of women; psychotherapy research
Marita Ingelhart, (Social) Reactions to critical life events, socialization, attitude change
Susan Krantz, (Clinical) Adult-onset chronic disabilities
Jerry Miller, (Clinical) Childhood psychopathology; community-based treatment; gifted children
Bryan E. Pfingst, (Biopsychology) Physiology and psychophysics of hearing, animal psychophysics


Adjunct Assistant Professors

Robert Belli, (Social) Eyewitness memory and report, autobiographical memory, memory in applied contexts, cognitive and memory processes associated with survey report
Geoffrey Gerstner, (Biopsychology) Oral behavior, perception, cognition, animal and human neuropathology
James Hansell, (Clinical) Abnormal psychology
Carol Holden, (Clinical)
Ned Kirsch, (Clinical) Personal and family accommodations to neuropsychological impairment
Kimberlyn Leary, (Clinical) Abnormal behavior, children
Naomi E. Lohr, (Clinical) Adult psychotherapy, affective disorders
James Plunkett, (Clinical) Infancy and early childhood development, impact of chronic/severe neonatal psychopathology
Ellen Quart, (Developmental) Neuropsychology of learning disorders; sequela of head injury; mentoring
John Schulenberg, (Social) Adolescence and young adulthood


Adjunct Lecturers

Jeff Evans, human neurocognitive functioning, especially high level cognitive control and spatial perception
Dwight Fontenot, (Cognition and Perception) Music perception and memory; Memory structure and function
Randy Roth, (Clinical) Psychological factors and treatment outcome of chronic pain; musculoskeletal pain; health psychology
Steven Sternberg, (Developmental) Early childhood education


Visitor

Margery J. Adelson, (Clinical) Adult, adolescent psychopathology, psychotherapy


Research Scientists

Aldo Badiani, (Biopsychology)
Dianne Camp, (Biopsychology) Gender differences in brain and behavior; neuro-chemistry and behavior


Professors Emeriti

John W. Atkinson, Bettie Arthur, Lenin Baler, David C. Bowers, Donald R. Brown, Nathan S. Caplan, Dorwin Cartwright, William L. Cash, Jr., S. Thomas Cummings, Elizabeth M. Douvan, Stanford C. Ericksen, Raphael E. Ezekiel, John R.P. French, Jr., Basil S. Georgopoulos, Martin G. Gold, Alexander Z. Guiora, Ralph W. Heine, Erasmus Hoch, Robert L. Kahn, Daniel Katz, Merle Lawrence, Richard Mann, K. Gerald Marsden, Wilbert J. McKeachie, John Milholland, William C. Morse, Lorraine Nadelman, Warren T. Norman, Donald C. Pelz, William C. Rhodes, Stanley E. Seashore, J.E. Keith Smith, William C. Stebbins, Arnold S. Tannenbaum, William R. Uttal, Elliot S. Valenstein, Edward Walker, Daniel J. Weintraub, Frederick Wyatt, Robert B. Zajonc, 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 graduate study.

Advising. Students choosing psychology as a field of concentration develop an approved concentration plan with a concentration advisor. 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 met and to secure an advisor's approval on a Concentration Release form. Appointments for students are scheduled at 1044 East Hall, 764-2580.

Peer Advising. Counseling by Undergraduate Psychology Academic Peer Advising Program students is available at 1346 East Hall, 647-3711.

Prizes. Psychology concentrators with senior standing are eligible for the Walter B. Pillsbury Prize in psychological empirical research. 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. Information concerning all awards is available in the undergraduate office, 1044 East Hall.

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 advising file.

Prerequisites to Concentration. Students planning to concentrate in psychology should elect an introductory psychology course (Psychology 111, 112, or 114) by the end of the sophomore year. Students who receive a grade lower than "C" in Psychology 111, 112, or 114 are ineligible for a concentration in psychology. Inteflex students electing a concentration in psychology may use Psychology 255 as their prerequisite.


Biopsychology and Cognitive Sciences

May be elected as a departmental concentration program

After Introductory Psychology, students must complete a minimum of 34 credits in post-introductory courses, including the required Psychology courses and cognate courses listed below.

  1. 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.

  2. Advanced Lab requirement:

    1. Option 1: Two courses from the following: Psych. 302, 331, 332, 341, 342, 343, Biol. 308 or 326 or 419 or 429.

      Note: One only biology laboratory may be used toward the Biopsychology and Cognitive Science concentration. Advisor approval is required to use Psychology 302 for the lab requirement.

    2. Option 2: One regular lab from Option 1 and one three-credit independent research course (408 or 505), or Honors 510 and 511 if a Psychology advisor determines that it provides a natural science research experience.

  3. Core course requirement: Two courses, one from each group:

    Biopsychology: Psych. 330 or 335. 

    Cognitive Psychology: Psych. 340 or 345. 

  4. Advanced courses in biopsychology and cognitive psychology requirement:Four additional upper-level natural science courses in Psychology selected from the following: Psych. 330, 335, 340, 345, 400, 431, 432, 433, 436, 437, 439, 443, 444, 447, 448, 500, 530, 531, 541, 542.  With permission from the concentration advisor, other courses such as special seminars may be substituted.

    Psych. 330, 335, 340, or 345 may be used only if they are not also used toward the Core Course requirement above; i.e., a total of six courses are required to satisfy both the Core Course and Advanced Course requirements.

  5. Psychology as a social science requirement. One course selected from the following: Psych. 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.

  6. Cognate course requirement. One course selected from the following list (or an approved substitute): Anat. 570; Anthro. 330, 372, 470, 568; Biol. 222, 305, 307, 310 (or 311 or 412), 320, 325, 390, 422, 425, 494, 523, 534, 415; Biol. Chem. 415; EECS 380, 492, 595; Ling 211, 315, 414, 455; Philosophy 345, 450, 482; Stat. 403, 406, 407; Univ. 322. Other courses can be used as a cognate if they are approved by a concentration advisor.


Psychology

May be elected as a departmental concentration program

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. Lab Requirement: Each psychology concentrator must complete two lab courses. A students may either complete two labs from the list of research-based lab courses, or the student may take one lab from the list of research based lab courses and one lab from the list of experiential lab courses.

    Research-Based Courses: Psychology 302, 303, 331, 332, 341, 342, 343, 351, 361, 371, 372, 381, 383, 391, 510.

    Experiential Lab Courses: Psychology 304, 305, 306, 307, 308, 310, 579.

    4 credits of Psychology 211, Project Outreach, completed in two different sections. Psychology 211 is graded credit/no credit. The credits do not count toward the 30 credits required for the concentration.

    3 credits of Psychology 404 or 405 (Field Practicum), or 408 (Field Practicum in Research Techniques/ Natural Science) or 409 (Field Practicum in Research Techniques). Psychology 404, 405, and 409 are graded credit/no credit. The credits do not count toward the 30 credits required for the concentration.

  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 satisfy additional concentration requirements: Psych. 301, 310, 311, 312, 313, 314, 315, 316, 372, 400-402, 410, 411, 412, 430, 431, 432, 433, 434, 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, 505, 507, 512, 513, 514, 530, 531, 539, 541, 542, 551, 558, 561, 565, 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.

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, 1228 Angell Hall, or the Psychology Undergraduate Office, 1044 East Hall. 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 Psychology or the Biopsychology and Cognitive Science concentration complete the regular statistics and advanced laboratory requirements for concentration, as differentially detailed above. In addition, Psychology concentrators must elect one course from each of the five groups, while Biopsychology and Cognitive Science Honors candidates must meet their group course requirements plus cognates from the categories listed in 3, 4, 5, and 6. However, courses in these groups differ from those above for both A.B. and B.S. candidates. Contact the Honors advisor or Psychology Undergraduate Office for details. Honors candidates pursuing either concentration 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 2 (Psychology) or 2 (Biopsychology and Cognitive Science), but one regular lab must be elected.


Courses in Psychology (Division 455)

110. Learning to Learn. (4). (SS).

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.

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, 115, or 116. 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.

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.

115. Honors Introduction to Psychology as a Natural Science. 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 114. Psych. 115 may not be included in a concentration plan in psychology. (4). (NS). (BS). Students in Psychology 115 are required to spend five hours outside of class participating as subjects in research projects.

116. Introduction to Mind and Brain. May not be used as a prerequisite for or in a concentration plan in Psychology. No credit for those who have completed Psych. 112. (4). (NS).

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.

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.

122/Soc. 122. Intergroup Dialogues. Permission of Instructor. Intended primarily for first and second year students. (2). (Excl). May not be included in a concentration in Psychology or Sociology. May be repeated for a total of four credits.

125. Drugs, Culture, and Human Behavior. May not be used as a prerequisite for the psychology concentration. May not be included in a concentration plan in psychology. (3). (SS).

204. Individual Research. Introductory psychology and permission of instructor. May not be included in a concentration plan in psychology. (1-6). (Excl). (INDEPENDENT). May be elected for a total of 6 credits.

206. Tutorial Reading. Introductory psychology and permission of instructor. May not be included in a concentration plan in psychology. (1-6). (Excl). (INDEPENDENT). May be elected for a total of 6 credits.

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.

255. Patterns of Development. Enrollment in the Inteflex Program. Inteflex students electing a concentration in psychology may use Psych. 255 as the introductory prerequisite. No credit granted to those who have completed or are enrolled in 350. (4). (Excl).

301. Teaching or Supervising Laboratory or Fieldwork in Psychology. Permission of instructor. (1-3). (Excl). (TUTORIAL). May not be elected for credit more than once.

302. Special Problems Lab in Psychology/ Natural Science. Psychology 330 or 340. (3-4). (Excl). May be used as a lab in the Biopsychology and Cognitive Science concentration with advisor approval.

303. Special Problems in Psychology: Advanced Laboratory. One of the following: Psych. 330, 340, 350, 360, 370, 380, or 390. (2-4). (Excl). (BS).

304. Practicum in Teaching and Leading Groups. Introductory psychology. A total of 6 credits of Psychology letter-graded experiential courses may be counted for the Psychology concentration. (2-4). (Excl). (EXPERIENTIAL). May be repeated for a total of 6 credits.

305. Practicum in Psychology. Introductory psychology. A total of 6 credits of Psychology letter-graded experiential courses may be counted for the Psychology concentration. (1-4). (Excl). (EXPERIENTIAL). May be repeated for a total of 6 credits.

306. Project Outreach Group Leading. Introductory psychology, Psychology 211, and permission of instructor. A total of 6 credits of Psychology letter-graded experiential courses may be counted for the Psychology concentration. (3). (Excl). (EXPERIENTIAL). May be repeated for a total of 6 credits.

307. Directed Experiences with Children. Introductory psychology and permission of instructor. A total of 6 credits of Psychology letter-graded experiential courses may be counted for the Psychology concentration. (3-4). (Excl). (EXPERIENTIAL). May be repeated for a total of 7 credits.

308. Peer Advising Practicum in Psychology. Introductory psychology and permission of instructor. A total of 6 credits of Psychology letter-graded experiential courses may be counted for the Psychology concentration. (2-3). (Excl). (EXPERIENTIAL). May be repeated for a total of 6 credits.

310/Soc. 320. Training in Processes of Intergroup Dialogues. Permission of Instructor. Open to Juniors and Seniors. (3). (Excl). May be used as an experiential lab in the Psychology concentration. A total of six credits of Psychology letter-graded experiential courses may be counted for the Psychology concentration. (EXPERIENTIAL).

311/Soc. 321. Practicum in Facilitating Intergroup Dialogues. Psychology 310 and permission of instructor. (3). (Excl). A total of six credits of Psychology letter-graded experiential courses may be counted for the Psychology concentration. (EXPERIENTIAL).

312. Junior Honors: Research Methods in Psychology. Honors concentrators in Psychology. (3). (Excl).

313/Rel. 369. Psychology and Religion. Introductory psychology or senior standing. (4). (Excl).

314/Inteflex 201. Nature of Illness I. Inteflex-Med. 210. (4). (Excl).

315/CAAS 327. Psychological Aspects of the Black Experience. One course in psychology or Afroamerican and African Studies. (3). (SS).

316/CAAS 331. The World of the Black Child. One course in psychology or Afroamerican and African Studies. (3). (Excl).

330. Introduction to Biopsychology. Introductory psychology. (4). (NS). (BS).

331. Laboratories in Biopsychology. Psych. 330. (4). (Excl). (BS). Satisfies a Psychology research-based laboratory requirement.

335(430). Introduction to Animal Behavior. Introductory psychology or introductory biology. (4). (NS). (BS).

340. Introduction to Cognitive Psychology. Introductory psychology. (4). (NS). (BS).

341. Superlab in Psychology as a Natural Science. Psych. 330 or 340. (4). (NS). (BS). Satisfies a Psychology research-based laboratory requirement.

342. Laboratory in Judgment and Decision Making. Psych. 340 or 542. (3). (Excl). Satisfies a Psychology research-based laboratory requirement.

345(434). Introduction to Human Neuropsychology. Introductory psychology. No credit granted to those who have completed or are enrolled in Psych. 634. (4). (NS). (BS).

350. Introduction to Developmental Psychology. Introductory psychology. No credit granted to those who have completed or are enrolled in 255. (4). (SS).

351. Advanced Laboratory in Developmental Psychology. Stat. 402 and Psych. 350. (3). (Excl). Satisfies a Psychology research-based laboratory requirement.

360. Introduction to Organizational Psychology. Introductory psychology. (4). (SS).

361. Advanced Laboratory in Organizational Psychology. Psych. 360. (4). (Excl). Satisfies a Psychology research-based laboratory requirement.

370. Introduction to Psychopathology. Introductory psychology. (4). (SS).

372. Advanced Laboratory in Psychopathology. Psych. 370. (3). (Excl). Satisfies a Psychology research-based laboratory requirement.

380. Introduction to Social Psychology. Introductory psychology. (4). (SS).

381/Soc. 472. Advanced Laboratory in Social Psychology. Stat. 402 and Psych. 380. (3). (Excl). Satisfies a Psychology research-based laboratory requirement.

390. Introduction to the Psychology of Personality. Introductory psychology. (4). (SS).

391. Advanced Laboratory in Personality. Stat. 402, and prior or concurrent enrollment in Psych. 390. (3). (Excl). Satisfies a Psychology research-based laboratory requirement.

400. Special Problems in Psychology as a Natural Science. Introductory psychology. Only 6 credits of Psych. 400, 401, 402 and 500, 501, 502 combined may be counted toward a concentration plan in psychology, and a maximum of 12 credits may be counted toward graduation. (2-4). (Excl). (BS). May be repeated for credit.

401. Special Problems in Psychology as a Social Science. Introductory psychology. Only 6 credits of Psych. 400, 401, 402, 500, 501, and 502 combined may be counted toward a concentration plan in psychology. (1-4). (Excl). May be repeated for a total of 12 credits.

402. Special Problems in Psychology. Introductory Psychology. Only 6 credits of Psych. 400, 401, 402 and 500, 501, 502 combined may be counted toward a concentration plan in psychology, and a maximum of 12 credits may be counted toward graduation. (2-4). (Excl). May be repeated for credit.

404. Field Practicum. One of the following: Psychology 330, 340, 350, 360, 370, 380, or 390; and permission of instructor. Credits may not be used toward either psychology concentration. (1-12). (Excl). Offered mandatory credit/no credit. May be used as an experiential lab in psychology. (EXPERIENTIAL). May be repeated for a total of 12 credits.

405. Field Practicum. One of the following: Psychology 330, 340, 350, 360, 370, 380, or 390; and permission of instructor. Credits may not be used toward either psychology concentration. (1-12). (Excl). Offered mandatory credit/no credit. May be used as an experiential lab in psychology. (EXPERIENTIAL). May be repeated for a total of 12 credits.

408. Field Practicum in Research Techniques/ Natural Science. Psychology 330 or 340 or 350 or 360 or 370 or 380 or 390. Credits may not be used toward either psychology concentration. (1-4). (Excl). Offered mandatory credit/no credit. This course may be used as an experiential lab in psychology. (EXPERIENTIAL). Credit is granted for a combined total of 12 credits of Psychology 404, 405, 408 and 409, and for a maximum of 15 credits for Psychology 211, 404, 405, 408 and 409. This course may be taken for a maximum of two terms and/or four credits with the same instructor.

409. Field Practicum in Research Techniques. One of the following: Psychology 330, 340, 350, 360, 370, 380, or 390; and permission of instructor. Credits may not be used toward the psychology or psychology as a natural science concentration. (1-4). (Excl). Offered mandatory credit/no credit. This course may be used as an experiential lab in psychology. (EXPERIENTIAL). May be repeated for a total of 12 credits. Credit is granted for a combined total of 12 credits of Psychology 404, 405, 408 and 409, and for a maximum of 15 credits of Psychology 211, 404, 405, 408, and 409. May be elected for a maximum of two terms and/or four credits with the same instructor.

411/WS 419. Gender and Group Process in a Multicultural Context. One course in women's studies or psychology. (3). (SS).

412. Peer Counseling. Introductory psychology. (3). (Excl).

417. Mind and Brain: Historical and Cultural Issues. Introductory Psychology or Introductory Biology or Junior Standing. (3). (Excl).

418/Religion 448. Psychology and Spiritual Development. (3). (Excl).

431. Biopsychology of Animal and Human Behavior. Psych. 330. (3). (Excl). (BS).

432. Reproductive Behavior in Mammals. Psych. 330, 335, or 437. (3). (Excl). (BS).

433. Biopsychology of Motivation. Psych. 330. (3). (NS). (BS).

436. Drugs of Abuse, Brain and Behavior. Psych. 330. (3). (Excl). (BS).

437/Anthro. 368. Primate Social Behavior I. (4). (NS). (BS).

439/Anthro. 468/WS 468. Behavioral Biology of Women. One of the following: Anthro. 161, 361, 368, Psych. 335, Biol. 494. (4). (Excl). (BS).

442. Perception, Science, and Reality. Introductory psychology. (3). (NS). (BS).

443. Learning and Memory. Psych. 340. (3). (NS). (BS).

444. Perception. Psych. 340. (3). (NS). (BS).

445/Ling. 447. Psychology of Language. Psych. 340. (3). (Excl).

446. Human Factors Psychology. Psych. 340. (3). (Excl). (BS).

447. Psychology of Thinking. Psych. 340. (3). (NS). (BS).

448. Mathematical Psychology. One year of college mathematics and Psych. 340. (3). (Excl). (BS).

451/Ling. 451. Development of Language and Thought. Psych. 350. (3). (SS).

453. Socialization of the Child. Psych. 350. (3). (SS).

455. Cognitive Development. Psych. 350. (3). (SS).

456. Human Infancy. Psych. 350. (3). (Excl).

459. Psychology of Aging. Psych. 350. (3). (SS).

464. Group Behavior in Organizations. Psych. 360. (3). (Excl).

470. Introduction to Community Psychology. Introductory psychology. (3). (SS).

471. Marriage and the Family. Introductory psychology. (3). (SS).

474. Introduction to Behavior Therapy. Psych. 370. (3). (Excl).

476. Clinical Study of the Family. Psych. 370. (3). (Excl).

488/Soc. 465. Sociological Analysis of Deviant Behavior. (3). (SS).

490. Political Psychology. Introductory psychology. (3). (SS).

498. Gender and the Individual. Introductory Psych. (3). (Excl).

500. Special Problems in Psychology as a Natural Science. Introductory Psychology. Only 6 credits of Psych. 400, 401, 402, 500, 501, and 502 may be counted toward a concentration plan in psychology. (2-4). (Excl). (BS). May be repeated for a total of 12 credits.

501. Special Problems in Psychology as a Social Science. Introductory Psychology. Only 6 credits of Psych. 400, 401, 402, 500, 501, and 502 may be counted toward a concentration plan in psychology. (1-4). (Excl). May be repeated for a total of 12 credits.

502. Special Problems in Psychology. Introductory Psychology. Only 6 credits of Psych. 400, 401, 402, 500, 501, and 502 may be counted toward a concentration plan in psychology. (1-4). (Excl). May be repeated for a total of 12 credits.

505(504). Faculty Directed Advanced Research. Permission of instructor and one of the following: Psychology 330, 340, 350, 360, 370, 380, or 390. A combined total of 6 credits of Psych. 505 and 507 may be included in a concentration plan in psychology. (1-6). (Excl). May be used as an experiential lab by faculty petition to the Committee on Undergraduate Studies. (INDEPENDENT). May be elected for a total of 6 credits.

507(506). Faculty Directed Advanced Tutorial Reading. Permission of instructor and approval of the Department of Psychology Committee on Undergraduate Studies; and one of the following: Psychology 330, 340, 350, 360, 370, 380, or 390. A combined total of 6 credits of Psych. 505 and 507 may be included in a concentration plan in psychology. (1-6). (Excl). (INDEPENDENT). May be elected for a total of 6 credits.

510. Senior Honors Research, I. Psych. 312 and permission of the Psychology Honors concentration advisor. (3). (Excl).

511. Senior Honors Research, II. Psych. 312 and permission of the Psychology Honors concentration advisor. (3). (Excl).

530. Advanced Comparative Animal Behavior. Psych. 335, 437, or 438. (3). (Excl). (BS).

531. Advanced Topics in Biopsychology. Psych. 330. (3). (Excl). (BS). May be repeated for credit.

541. Advanced Topics in Cognition and Perception. Psych. 340. (3). (Excl). (BS). May be repeated for credit.

542. Decision Processes. An introductory course in statistics is recommended but not required. (3). (NS). (BS).

551. Advanced Topics in Developmental Psychology. Psych. 350. (3). (Excl). May be repeated for credit.

558. Psychology of Adolescence. Psych. 350. (3; 2-3 in the half-term). (Excl).

561. Advanced Topics in Organizational Psychology. Psych. 360. (3). (Excl). May be repeated for credit.

565. Organizational Systems. Psych. 360. (3). (Excl).

570. The Psychological Study of Lives. Psych. 370 or 390, and junior standing. (3). (Excl).

571. Advanced Topics in Clinical Psychology. Psych. 370. (3). (Excl). May be repeated for credit.

572. Development and Structure of the Self. Psych 370 and junior standing. (3). (Excl).

573. Developmental Disturbances of Childhood. Psych. 350 or 390, and Psych. 370. (3). (Excl).

574. Clinical Psychology. Psych. 370 and psychology concentration. (3). (Excl).

575. Perspectives in Advanced Psychopathology. Two courses from among Psych. 350, 370, 390, 443, 444, 451, and 558. (3). (Excl).

581. Advanced Topics in Social Psychology. Psych. 380. (3). (Excl). May be repeated for credit.

591. Advanced Topics in Personality Psychology. Psych. 380. (3). (Excl). May be repeated for credit.

592. Personality Theory. Psych. 390. (3). (Excl).


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