Courses in Psychology (Division 455)

The Department of Psychology offers three regular introductory courses which differ in focus: Psychology 170, Psychology 171, and Psychology 172. Psychology 170 is offered as a natural science and stresses experimental psychology; Psychology 171 is offered as a social science and stresses social psychology and interpersonal behavior; Psychology 172 is approved for social science distribution but treats both perspectives with about equal weight. Students may elect Psychology 170 and 171, but students may not receive credit for Psychology 172 and either Psychology 170 or 171. Any one of the three courses meets the prerequisite requirement for concentration and serves as a prerequisite for advanced courses.

Honors students, and others with permission of the instructor, may take Psychology 192 as their introductory course. In Psychology 192 the coverage of basic material is rapid, leaving some time for specialized topics.

100. Learning to Learn. May not be included in a concentration plan in Psychology. (4). (SS).

This course is intended for students who wish to improve their skills and strategies for learning and memory. Students with inadequate preparation for University studies should find this course to be helpful as a background for studying other courses. The topics to be covered will include an introduction to cognitive science; the comprehension of both oral and written language; attention; memory and retrieval; mnemonics; organization, schema and semantic memory; cognitive skills; language generation; problem solving; creativity; learning styles; motivation, anxiety and attributions; learning in groups; and, behavioral control: self-management. The class will include a lecture hour two days a week and a weekly three-hour laboratory. The laboratory session is essential for helping to improve student learning and thinking. Nonetheless, simply carrying out the exercises in laboratory would be meaningless if the students did not have a clear understanding of the conceptual base which would enable them to generalize beyond the specific exercises of the laboratory. Thus the lectures and readings are also an essential part of the course. (McKeachie)

170. Introduction to Psychology as a Natural Science. Credit is granted for both Psych. 170 and 171; no credit granted to those who have completed 172 or 192. Psych. 170 may not be included in a concentration plan in psychology. (4). (NS). Students in Psychology 170 are required to spend three hours outside of class participating as subjects in research projects.

This course presents material about areas of psychology which emphasize a study of the brain and behavior from a scientific perspective. It does not emphasize psychotherapy and mental illness, which are included in Psychology 171. It does cover topics such as perception, memory, animal behavior, and the human brain as a biological system. The course meets four hours per week. Each section is taught individually by a graduate teaching fellow who has complete responsibility for his/her section. Because there are substantial variations among sections in content and teaching style, students are encouraged to sit in on several sections during the first week of classes before making their final choice.

171. Introduction to Psychology as a Social Science. Credit is granted for both Psych. 170 and 171; no credit granted to those who have completed 172, 192, or Univ. Course 189. Psych. 171 may not be included in a concentration plan in psychology. (4). (SS). Students in Psychology 171 are required to spend three hours outside of class participating as subjects in research projects.

This course typically covers such topics as child development, interpersonal relations, social psychology, psychopathology, treatment approaches, learning, memory, motivation, emotion, personality, and others. Enrollments are limited to 30 students per section. Each section differs somewhat in content and instructional arrangements. The FIRST CLASS SESSION IS MANDATORY. During this first session, the instructors will describe their approaches to the course material and their methods of evaluation. Students, then, apply to get into the section they most prefer by making four choices and submitting the proper form to the instructors at the first session. Students should check the Fall 1982 Time Schedule under Psychology 171, sections 001 through 010, for the location of the first class session of the section they registered for. Please read ALL NOTATIONS REGARDING PSYCH 171 IN THE TIME SCHEDULE. Waiting List (section 099) students must attend a special meeting. Time, day and location of this Wait List meeting will be listed in the TIME SCHEDULE. You must be present or have contacted the Psych 171 office prior to the meeting to be placed in an open section.

172. Introduction to Psychology. Psych. 172 is equivalent to either Psych. 170, 171, or Univ. Course 189 as a prerequisite for advanced courses in the department and as a prerequisite to concentration. No credit granted to those who have completed 170, 171, 192, or Univ. Course 189. Psych. 172 may not be included in a concentration plan in psychology. (4). (SS). Students in Psychology 172 are required to spend three hours outside of class participating as subjects in research projects.

This course is a one term survey which is the equivalent of Psychology 170 and 171 combined. The course serves as a basic preparation for almost all advanced level courses in psychology. The major objectives of the course are to increase knowledge concerning causes of behavior and to develop an ability and desire to learn more about behavior, especially human behavior. Both the textbook and the lectures cover such topics as the physiological basis of behavior, learning, language and communication, memory, thinking, creativity, perception, altered states of consciousness, motivation and human sexuality, emotion, personality theory and assessment, deviance and pathology, therapy, interpersonal relations, aggression and violence, and environmental psychology. The discussion sections provide an opportunity to pursue particular topics in greater depth and detail, to share experiences with others, and to learn from this sharing. Most of the discussion sections require some additional work such as reading logs, library research, group projects or film critiques. The final course grade is based on several course-wide examinations as well as quizzes and the additional work assigned in individual discussion sections. (Morris)

192. Honors Introduction to Psychology. Open to Honors students; others by permission of instructor. No credit granted to those who have completed 170, 171, or 172. May not be included in a concentration plan in psychology. (4). (SS). Students in Psychology 192 are required to spend three hours outside of class participating as subjects in research projects.
Section 006.

The focus of this section will be coverage of various topics in psychology that have a history of research using experimental methodology. Some of these topics are: neural mechanisms underlying behavior, the biological basis of motivation, sensory mechanisms, perception, memory, and language functions. There will be only scant coverage of other topics such as psychopathology, development, and social interactions. Course requirements are extensive, and are designed to promote thorough understanding of the material. There will probably be frequent quizzes, two examinations, two research projects, and in-class experiments and demonstrations. Each class session will be devoted to lectures, extensive discussions and projects. (Jonides)

201. Outreach. Prior or concurrent enrollment in introductory psychology. is granted for a combined total of 15 credits elected through Psych. 201 and Psych. 300-309. May not be included in a concentration plan in psychology. (1-3). (Excl). Offered mandatory credit/no credit. Laboratory fee ($15) required. (EXPERIENTIAL). Psych. 201 may be elected for a total of 6 credits.

Project Outreach enables students to do fieldwork in local community settings. Students of all backgrounds are invited to apply. The purpose is to gain an understanding of yourself, the agency in which you will work, and the people whom you will serve. Project Outreach includes approximately 30 different settings in which you can provide direct service to children, adolescents, adults, and the aged: to those who are handicapped, retarded, emotionally disturbed, physically ill, legally confined or normal; or to social advocacy organizations concerned with the rights of consumers, battered women, foreign residents, and others. Two credit projects require 6 hours of work per week including four hours of fieldwork, log writing, one hour lecture and one hour seminar/discussion per week. Three credit projects require 7 hours of fieldwork plus discussion and lecture time. Psychology major selecting two settings of Psych 201 (4 credits) will have the option of waiving their second advanced lab requirement. Students can now PRE-REGISTER for Psych 201. MEETING TIMES, FIELDWORK TIMES, AND LECTURE DAY/TIMES ARE AVAILABLE AT 554 THOMPSON ST. beginning: March 22, 1982 for Fall Term, 1982. INTERESTED STUDENTS SHOULD STOP BY THE OFFICE FOR ALL PRE-REGISTRATION AND COURSE INFORMATION, AND FOR OVERRIDES.

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.

Arrangements may be made for adequately prepared students to undertake individual research under the direction of a member of the staff. Students are provided with the proper section number by the staff member with whom the work has been arranged. Students are responsible for properly registering for this course.

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.

Arrangements may be made for adequately prepared students to undertake individual plans of study under the direction of a member of the staff. Students are provided with the proper section number by the staff member with whom the work has been arranged. Students are responsible for properly registering for this course.

300-309. Field Practicum. Introductory psychology and permission of a departmental Board of Study. Degree credit is granted for a combined total of 15 credits elected through Psych. 201 and 300-309. A combined total of 6 credits of Psychology 300-309, 504, and 506 may be included in a concentration plan in psychology. (1-12). (Excl). (EXPERIENTIAL). Credit is granted for a combined total of 12 credits elected through the series Psych. 300-309.

This general description covers Psychology 300-309. A specific description for Psychology 308, which is offered Fall Term, 1982, appears below.

The field practicum course offers students an opportunity to integrate experiential and academic work within the context of a field setting. Students work in various community agencies and organizations; meet regularly with a faculty sponsor to discuss their experiences; read materials which are relevant to their experiences; and create some form of written product that draws experiences together at the end of the term. This course is coordinated by the Community Psychology area. A maximum of four credit hours can be earned during any one term. Before enrolling in the course, students develop an informal proposal in collaboration with a Department of Psychology faculty sponsor. The proposal is then submitted to the Community Psychology Area or the Undergraduate Psychology Office for further information regarding course descriptions and procedures to follow in registering for the course. Obtain materials as early as possible as it generally takes students some time to meet requirements necessary to register for the course.

Psychology 308. Opportunities are available to work with young children at the Children's Center as an aide, and to learn observational techniques. The Center offers half-day AM or PM pre-school classes which meet two or three times per week. Students will be working as aides in the classroom, interacting with young children (18mos-5yrs) and participating as members of an interdisciplinary child development team. Aides must be able to meet a commitment of two or three sessions per week, MWF or TTH. Additionally, they will meet as a group with Lorraine Nadelman and John Hagen bi-weekly, Thursdays 11:30 to 1:00 to learn and practice various observational techniques, perform observer reliability exercises, and critique selected readings. Contact the Children's Center 763-6784 before you CRISP. (Nadelman)

310. Superlab in Psychology as a Natural Science. Psych. 170. (3). (NS).

This course fulfills one of the advanced laboratory requirements in Psychology and may be counted toward either a B. A. or B. S. degree. It is designed to acquaint psychology concentrators with a wide range of methods and topics applicable to the scientific study of behavior. Topics of study include vision and perception, neural information processing, pattern recognition, memory systems, language, problem solving, and decision making. Particular emphasis is placed upon experimental methods and design, data analysis, and statistical inferences. Student evaluation is based upon laboratory reports and participation, two exams, and one term paper. The course is also appropriate for students in various other degree programs related to the scientific study of psychology. (Meyer)

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

The course covers several topics which have become identified with the new field of community psychology. These topics include the concept of prevention as applied to psychological disturbance; problems and issues in community care of troubled individuals; ecological and sociopolitical conceptions of psychological disorder and alienation; methods of planned social change; empirical analysis of human service organizations; organizational dynamics and problems of alternative institutions; and empirical classification of neighborhoods. In studying these topics, special emphasis is given to salient value issues. Class format includes readings, lectures, guest speakers, and discussions. The final course grade is based on the number of points accumulated during the term in weekly short papers and exercises. The text will be: Heller and Monahan, Psychology and Community Change or Rappaport, Community Psychology.

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

Psychology 382 introduces students to the field of social psychology by covering basic theoretical concepts such as knowledge and social inference; the self and the growth of identity; conformity and the effects of power; justice and helping; collective action and social change; and efficacy, coping, and happiness. In addition, material from each unit is applied to a variety of social and psychological problems, such as marriage and the family, crowding, aging, guilt and jealousy, poverty, masculinity and femininity, creativity, ethnicity, prejudice, shyness and loneliness, and television. The particular topics covered vary from term to term. The course employs a mixture of lectures, films, exercise and demonstrations, and small group discussions. All activities, however, require a high degree of student participation, and the course should be selected only by students who enjoy such participation. Grading is based on a combination of reading logs, a term paper, and a final examination. (P. Gurin)

385. Marriage and the Family. Introductory psychology. (3). (SS).
Section 001.
This course was designed primarily for persons interested in pursuing programs that would involve direct work with families. Its thrust is decidedly "clinical" as opposed to "social survey" or "cross-culturally comparative". These latter topics will be touched on only insofar as they enlighten what is happening (or not happening) to the family in contemporary American society. Thus, the course will deal with the history of socio-clinical concern with the "plight" of the American family in the last 20 years. The conceptual orientations in the course will be distinctively those of "general systems theory" and "symbolic interactionism". The sociology of deviance within the family system will receive major emphasis psychopathologies will be reconstrued within a family systems context. The organization of the course will, in fact, be developmental. That is it will trace the life cycle of families from mate-selection through developmental crises to dissolution, single parenthood, remarriage, family reconstitution, and do so with a continual awareness of social context. Contrasts and parallels with other "clinical" theories and therapies (e.g., psychoanalytic) will serve as constant counterpoint, and be used to highlight implicit and/or explicit assumptions about family dynamics, as well as ethical concerns about how, why and when one intervenes in family systems. Concomitantly, various modes of "researching" families in today's society will be considered on ethical, heuristic, political and presumptive grounds. Dilemmas for the "researcher" and the "researched", the "treated" and the "treater" will be considered. Required texts are Skolnick and Skolnick (eds.) Family Therapy: An Overview, Goldenberg and Goldenberg, Bermann, Scapegoat: The Impact of Death Fear on an American Family and a course pack. Grading in the course is based on class presentation and discussion (15%), a midterm exam (20%), a final exam (30%) and a term paper (35%) (Bermann)

400-409. Special Problems in Psychology. Introductory psychology. (2-4). (Excl).

Psychology 404 and 406 are offered Fall Term, 1982.

Psychology 404: Nonverbal Communication. (3). This course explores the experimental and theoretical work on nonverbal communication. Topics will include paralanguage, kinesics (body movement), proxemics (personal space), territoriality, facial and emotional expressions, cross-cultural and sex differences in nonverbal expression, interracial interactions and deceptive and discrepant communication. Lectures and discussions focus on the social psychological implications of nonverbal behavior. Prerequisites: An introductory course in psychology; a course in elementary statistics is helpful but not required. Students must write weekly one paragraph discussion questions, conduct a project and take a midterm and final exam. Required texts: Knapp, M., Nonverbal Communication in Human Interaction; Weitz, S., Nonverbal Communication - Readings with Commentary; Hall, E. T., The Hidden Dimension and The Silent Language; Goffman, E., Relations in Public or The Presentation of Self in Everyday Life. Recommended: Rosenthal, R., Skills in Nonverbal Communication. Other required readings will come from psychological journals. (L. Coleman)

Psychology 406. See History of Art 510. (Arnheim)

414. Advanced Laboratory in Behavior Modification. Prior enrollment in Psych. 474. (3). (NS).

Students in Psychology 414 will learn more about the techniques of behavior modification and may have the opportunity to apply these techniques in a variety of settings. Current off-campus placements include Ypsilanti Regional Psychiatric Hospital and Milan Federal Correctional Institute. Campus sections will focus on psychophysiological, performance anxiety and general behavioral areas.

415. Advanced Laboratory in Psychopathology. Psych. 575 and permission of instructor. (See LS&A Course Guide for policies in different sections.) (3). (SS).
Section 001.
This course is intended as an advanced laboratory experience focusing on dynamic theories of psychopathology and related psychodiagnostic and psychotherapeutic methods. Emphasis is on the raw data of psychopathological difficulties, the kinds of questions clinicians raise about these difficulties, the tools and methods by which they attempt to understand them, and the modes by which they interpret and apply their understanding therapeutically. Permission to enroll may be obtained from Doris Strite in the Undergraduate Psychology Office (K-106, West Quadrangle). Enrollment is limited to twenty students who are graduating seniors. The goals of the section are (1) to acquaint students with the various modes of clinical inference, action, and research among professionals engaged in the practice of psychotherapeutic intervention; and (2) to provide students with a direct supervised experience which elucidates the dynamic theories of the genesis, meaning, and treatment of psychopathology. These goals are implemented by a practicum experience in which students are expected to spend at least two hours a week in a psychiatric ward of the Neuropsychiatric Institute at University Hospital. An additional hour each week is spent in a meeting with a representative of the regular ward staff. There are weekly two-hour class discussions which concentrate on integrating case material, assigned readings, and ward experiences. There are outside resource speakers, written reports, and a final examination. The course grade is based on the final examination, written reports, and on each student's involvement as reflected in the practicum experience and class discussions. (Heitler)

430. Comparative Animal Behavior. Psych. 170 or equivalent; or Biol. 100, 105, 112, or 114; or Physiol. 101. (3). (NS).

This course presents a broad introduction to animal behavior from the perspective of evolutionary biology (sociobiology). Topics include Darwin's theory of evolution, the relationship between genes and behavior, the evolution of group-living, and social interactions between close genetic relatives (e.g., parent-offspring, siblings), mates, and other conspecifics. Terms such as aggression, territoriality, and mating systems are considered in light of how they have evolved and how they contribute to daily survival and reproductive success. Examples from a wide variety of animal species are used to help emphasize various points. A lecture format is used, and students are encouraged to question and comment during class. Grading is based on two in-class essay exams and a term paper. The class is open to sophomores and is well suited for any student interested in animal behavior, biological psychology, or the relationship between evolution and social behavior. (W. Holmes)

431. Physiological Psychology. Psych. 170 and an introductory course in Biology, Zoology or Physiology. (3). (NS).

Concurrent enrollment in Psychology 511 is required in Fall Term. This lecture course deals with the relations between brain function and behavior. An introduction to brain function is provided by discussions of neuroanatomy, neuropharmacology, neurochemistry, and neurophysiology. This is followed by data dealing with brain mechanisms in sensory processing (e.g., vision, audition) and motor control (movement and posture). Other topics include brain mechanisms involved in recovery of function, sleep-walking, motivated behavior (e.g., feeding, sexual behavior, thermo-regulation) and learning and memory. Most of the material comes from research on non-human animals, although there is some discussion of the neuropharmacology of psychiatric disorders and cerebral lateralization in humans. In the Fall Term the lectures are integrated with the laboratory sessions in Psychology 511. Grading is by multiple-choice and short answer exams. (Robinson)

435. Sensory Functions. Psych. 170 or equivalent in addition to an introductory course in biology, physiology, or physiological psychology. (3). (NS).

All information about the world around us as well as within us is made known through our various senses (vision, hearing, smell, etc.). Our sensory acuity, as revealed by our behavior in the detection and discrimination of different environmental events (visual, auditory, olfactory, etc.), and the manner in which the senses receive and transmit information to the central nervous system and brain form the subject matter for this course. The anatomical, chemical, physical and physiological basis of sensation will be stressed. Sample topics include color vision, depth perception, sound localization, and sensory disabilities such as color blindness and hearing loss brought about by exposure to loud noise. Instruction is by lecture-discussion format. Discussion is encouraged. (Green)

442. Motivation and Behavior. Introductory psychology. (3). (SS).

This course emphasizes scientific study of motivation. It considers principles of motivation in depth. It aims to encourage further development of an understanding of science in the context of studying some intrinsically interesting problems: the methods employed to measure individual differences in personality that influence motivation, and the details of the motivational process that underlies behavior. The analysis of personality-motivation-action focuses mainly but not exclusively on the inevitable conflict between the hope of success and the fear of failure arising in efforts to achieve and what has been learned in extensive studies of motivation to achieve. Much of the lecture/discussion concerns algebraic models of motivation, evaluation of experimental findings, even computer simulation of motivational problems. Generally some background in several psychology courses and statistics is recommended but not required. Students having only introductory psychology are not advised to take this course unless they feel competent and comfortable with algebra and have a strong interest in scientific psychology. Assignments involve a combination of text and reserve or course pack readings. Final grade is based on several hour exams and written work (problems or essays) submitted during the term. (Atkinson)

444. Perception. Psych. 170 or equivalent. (3). (NS).

This is an advanced undergraduate lecture course that focuses on basic perceptual processes and theories. There is a strong natural-science orientation to the course material. Those who elect this course are usually junior or senior psychology concentrators. Class size is relatively large (eighty students or so). Topics covered include: psychophysics with an emphasis on signal-detection theory; color, pattern, size and distance perception; information processing; the nature-nurture controversy that is what is inborn and what is learned. There is minor emphasis on auditory perception. The course emphasizes the human information-processing approach to perception and considers theories in some detail. The course does not emphasize philosophy or esthetics. Facility with high-school algebra is assumed. An effort is made to show useful applications in real-world situations. (Pachella)

448. Learning and Memory. Psych. 170 or equivalent. (3). (NS).

The focus of this course is adult human memory. We shall examine a large body of research that is concerned with investigating the mental processes involved in initially learning material, storing it away in memory, and retrieving it sometime later. Since much of the research is experimental in nature, the course will also stress the principles that underlie experimental research on psychological problems. There will be very little material in the course that concentrates on either children's learning or memory, or on learning processes in animals other than humans. Course requirements will likely include three examinations, and perhaps, a paper. The format of the course is lectures interspersed with demonstrations, experiments, and limited discussion where appropriate. The class typically has a large enrollment, with a majority of students in their junior or senior years. (Jonides)

452. Psychology of Personality. Introductory psychology and upperclass standing. (3). (SS).

Major approaches to the understanding of personality will be reviewed and critically evaluated. Several prominent lines of research, their empirical base, heuristic relevance, and applications will be discussed; and related theorizing about personality dynamics, development, and change throughout the life history will be surveyed. (Barratt)

453. Socialization of the Child. Introductory psychology. Students with credit for Psych. 457 are granted credit for Psych. 453 only by permission of instructor. (3). (SS).

The primary purpose of this section is to expose students to the theories and research findings relating to the processes by which an individual becomes a social being. An attempt is also made to make the course personally meaningful so that students gain some insights into their own social development so that they can develop practical applications of the material. For psychology concentrators, some time is spent critically examining research methods and suggesting problem areas needing further investigation.

454. Analysis of Interpersonal Behavior. Introductory psychology. (3). (SS).

The purpose of this course is for students to gain an understanding of interpersonal relations as they develop in an unstructured group setting. As members of the group, students observe and attempt to understand the processes of their own group. What caused the group to take the turn it did? Why is its mood different today? What norms are emerging? Who are its leaders formal and informal? What myths, fantasies, or assumptions seem to underlie group moods or behaviors? What role does each of us play in the group? These are some of the questions we try to answer. In brief planned sessions students analyze the previous session, and apply concepts and insights from the literature on groups in the effort to understand this group's history and development. In longer unstructured sessions students interact and reflect on the process. Three papers during the term each include: (1) an analysis of a third of the sessions' key events, meanings, myths, mood shifts, norms, leaders, etc.; (2) further analysis of these sessions in terms of theories and concepts from readings; (3) an analysis of one's own part in the group. Psych 454 provides in depth, experiential learning about groups through participation in a self-analytic group limited to twenty people. (J. Mann)

457. Child Psychology. Introductory psychology. Students with credit for Psych. 453 are granted credit for 457 only by permission of instructor. (3). (SS).
Section 001.
The course is a basic undergraduate course in child psychology which covers the period from infancy to (but not including) adolescence. Cognitive development, socialization, and physical growth are examined. Discussion sections will meet but not every week. There are 3 exams and a chance of a term paper or nursery school participation and a brief report of that experience. (L. Hoffman)

459. Psychology of Aging. Introductory psychology. for Psychology 459 is not granted to students who have earned credit for Course Mart 383 (Dimensions of Human Aging), Public Health 595, or both University Course 435 and Education H520. (3). (SS). Laboratory fee assessed to defray costs associated with field trips.

This course covers major behavioral changes in adulthood and old age. Special emphasis is given to such topics as changes in biological functioning including sensation and perception, cautiousness, rigidity, and speed of response and changes in cognitive processes including intelligence, learning, memory, and problem-solving. In addition, psychosocial aspects of adulthood are discussed. These include family roles, work roles, use of leisure time, personality and adjustment, psychopathology and treatment, and dying, death, and grief. The course also considers environmental facilitation of psychological adjustments in old age. Students do assigned readings, projects, class exercises, and take examinations.

474. Introduction to Behavior Modification. Introductory psychology or permission of instructor. (3). (NS).

This lecture course emphasizes the basic principles, techniques, and applications of behavior modification through a general survey of the field. In addition, comparisons will be made with other approaches to human behavior and the strengths and weaknesses of behavior modification on theoretical, practical, and ethical grounds will be discussed. Quizzes will be scheduled every Friday and all 10 must be passed by the last day of lectures. A self-modification project is also required and completion of this self-change project plus the quizzes will issue a grade of C. The optional multiple-choice midterm and final will be based on quiz questions and lectures. (Papsdorf)

475. Deviant Individual. Introductory psychology. Psychology Department prefers that concentrators elect Psych. 575. Not open to students with credit for Psychology 575. (3). (SS).

This course deals with all aspects of deviant behavior and treatment: neuroses, psychoses, and forms of psychotherapy. It is primarily a large lecture course, with some discussion sections. There will be three multiple choice examinations including the final; there will be no papers. It is a large course: three hundred or more students enroll. There is no clinical observation or experience. There will be a required text and a syllabus will be available at the first class meeting. (Lohr)

481. Psychology of International Relations. Introductory psychology, Soc. 100, or Poli. Sci. 460. (3). (SS).

The purpose of this course is to increase understanding of peace and war, world development, and international relations, particularly emphasizing a psychological and social science perspective. The methods for doing this are unique. The course focuses on the world role of the People's Republic of China in order to break into the narrow and biased "American" point of view that we all start with. Group and individual student projects deal with domestic or international topics about China. There are occasional lectures (by the instructor, students, and guests), movies, and other class projects; but the major portion of class time is spent on discussions and reports about projects planning, critiquing, reporting results, etc. Students have options to work on topics of interest to them, and in the choice of type of project - library research, survey, action program, etc. There are no examinations. Evaluation is in terms of the project, class participation, and a "service project" of use to fellow class members. Because of the lack of assigned readings or papers, students need to be capable of working successfully with minimal supervision and without deadlines. Satisfactory completion of all the requirements will result in a "B" grade. Superior work will raise a student's grade, while failure to complete requirements will lower it. (Hefner)

482/Soc. 482. Personal Organization and Social Organization. (3). (SS).

This course focuses on the interaction of social roles and personality. Selected life roles such as marriage, parenthood, and work are studied not so much from the point of view of their sociological significance but of their impact on people's motivations, attitudes, and feelings. The course first examines the general analytic problem of thinking about personalities in interaction with social systems. Then it examines each of the three life roles. Empirical findings rather than theoretical analyses are highlighted and sex difference in these roles are emphasized. A course pack of varied articles and chapters from books plus Worlds of Pain are read and discussed. Course requirements allow a choice of writing integrated essays or a short answer examination. Two such evaluations are required. An empirical research effort is also required as a term project. Students select a life role (e.g., a specific occupation or a husband/wife or mother/father role) and obtain firsthand data on how that role affects the experience of people in that role. Group projects are encouraged but are not mandatory. (Veroff)

486/Soc. 486. Attitudes and Social Behavior. Introductory psychology; or senior standing and permission of instructor. (3). (SS).
Section 001.
An extremely difficult and unusual course. Not suitable for many students. Each student selects a group of people of particular interest. Usually people in a neighborhood that is very different from the sort of neighborhood she grew up in. Sometimes, alternatively, people whose lives have special relevance to her, such as people practicing a profession she plans. The student must then create in-depth prolonged meetings with a small number of these people and write up each week these meetings and her reflections on them. This journal is checked every two weeks. The journal is the sole basis of grading. The journal also will deal with about five books. Last term these were one technical book on attitudes, two sociological books of participant observation, and novels by Lessing and Achebe. Real investment of time: about 10 actual hours/week, every week. NOT for students with a high need for structure from an authority figure. NOT for the lazy. NOT for the un-curious. (Ezekiel)

Section 005. During the first half of the term emphasis will be placed upon the definitional problems in attitude research, measurement issues, theories of formation and various models of attitude organization. During the latter part of the course we will be concerned primarily with attitude change, models of persuasion and the relation between attitudes and various forms of social behavior. It is assumed that students have had no previous work in the area, but do have an interest in social psychology. In addition to lectures, we will divide the class into small groups to discuss topics that relate to the groups' interests in attitude research and theory. Each group will be required to explore its selected topic in detail during the term. Evaluation in the course will be based upon two in-class examinations and a take-home final examination. (Jackson)

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

See Sociology 465. (Modigliani)

503. Special Problems in Psychology: Advanced Laboratory. Introductory psychology. (2-4). (Excl).

This course introduces the student to the basic concepts involved in measurement, scaling, data organization and representation, and interpretation of multivariate relationships in the social sciences. Examples illustrating the various representations of data will be drawn from (but not limited to) such diverse sources as clinical, personality, and social psychology as well as from other fields outside psychology, e.g., political science and archaeology. Students will be encouraged to analyze small data sets, using a number of different models, to serve as a basis for class discussion. Power of logical thinking and an intuitive grasp of geometry suffice as an adequate preparation for this introductory course. Knowledge of the calculus, while desirable, is not essential or required. Course grade will be based upon an objective examination of the basic concepts and a term paper using one or more of the analysis techniques introduced. (Lingoes)

504. Individual Research. Permission of instructor. A combined total of 6 credits of Psych. 300-309, 504, and 506 may be included in a concentration plan in psychology. (1-6). (Excl). (INDEPENDENT). May be elected for a total of 6 credits.

Arrangements may be made for adequately prepared students to undertake individual research under the direction of a member of the staff. The work of the course must include the collection and analysis of data and a written report. Students are provided with the proper section number by the staff member with whom the work has been arranged. Students are responsible for being properly registered for this course, which includes a contract signed by the instructor and student, and approval of the Committee on Undergraduate Studies contracts are available from the Undergraduate Psychology Office K106, 580 Union Drive, and must be returned there for approval. Psychology 504 can now be used to meet the second lab requirement in Psychology. Two credit hours of Psychology 504 taken in conjunction with a regular concentration course and approved by the appropriate professor will be considered as an alternative.

506. Tutorial Reading. Permission of instructor and a prior or concurrent course in an area related to the one in which tutorial reading is to be done. A combined total of 6 credits of Psych. 300-309, 504, and 506 may be included in a concentration plan in psychology. (1-6). (Excl). (INDEPENDENT). May be elected for a total of 6 credits.

Arrangements may be made for adequately prepared students to undertake individual plans of study under the direction of a member of the staff. Students are provided with the proper section number by the staff member with whom the work has been arranged. Students are responsible for properly registering for this course, which includes a contract signed by the instructor and student, and approval of the Committee on Undergraduate Studies contracts are available from the Undergraduate Psychology Office, K106, 580 Union Drive, and must be returned there for approval.

511. Advanced Laboratory in Physiological Psychology. Concurrent enrollment in Psych. 431. (2). (NS).

This laboratory course in Physiological Psychology is intended to provide experience with the basic research paradigms used in the study of brain-behavior relations. The laboratory sessions are integrated with lectures given in Psychology 431. Thus, you must take Psych. 431 and 511 at the same time. You cannot take these two courses separately during the Fall Term, although 431 is offered without a lab during the Winter Term. Laboratory exercises will include sessions on the behavioral effects of manipulating brain neurotransmitters with drugs, the hormonal control of behavior, animal models of psychiatric disorders and movement disorders, neuroanatomy, behaviors elicited by electrical stimulation of various brain regions, electrical recording from brain structures, and methods of analyzing behavior, etc. Grades will be based on written lab reports. (Robinson)

512. Advanced Laboratory in Motivation and Behavior. Stat. 402 or 300, and prior or concurrent enrollment in Psych. 442. (3). (SS).

This advanced lab is designed for students who have already taken Psychology 442. It will emphasize computer simulation of motivation and the role of the computer in planning empirical investigations and in spelling out the behavioral implications of the theory of motivation. Each student will have an opportunity to explore some unresolved problem at the frontier of the science. The work will culminate in a report including the design for an empirical study and plan for statistical analysis of expected results. Background in computer programming is helpful but not required. Students with unusually strong academic records may request permission to take this lab concurrently with Psychology 442. (Atkinson)

513. Advanced Laboratory in Human Traits and Their Assessment. Stat. 402 or 300, and prior or concurrent enrollment in Psych. 523. (2). (NS).

This advanced laboratory is offered concurrently with the lecture course, Psych. 523, Human Traits and Their Assessment, for those who wish a more intensive, hands-on, treatment of issues and problems in the area of trait measurement. Projects will be designed and carried out in the areas of test development and evaluation; and their uses in personnel decisionmaking. Project reports and presentations will be the primary basis for student evaluation. (Norman)

516/Soc. 587. Advanced Laboratory in Social Psychology. Stat. 402 or 300, and prior or concurrent enrollment in Psych. 486. (3). (SS).

Students work in small groups. Find a problem that they truly care about. Construct an original experiment in that area. Invent original ways to measure behavior. Do quantitative measurements. Are graded on their work throughout the semester. Absolutely must attend all class sessions and must work about six hours a week with their group members outside of class. Statistics 402 meets the statistics prerequisite. (Ezekiel)

517. Advanced Laboratory in Developmental Psychology. Stat. 402 or 300, prior or concurrent enrollment in Psych. 457 and/or 459, and permission of instructor. (3). (SS).

This course provides training in the skills necessary to conduct research in developmental psychology: investigation of the psychomotor, perceptual, cognitive, social-emotional development of persons. This is a laboratory course; students are engaged in the design, data collection, analysis, and write-up of developmental psychological research. Tuesday meetings are lectures and discussions covering research issues and methods in developmental psychology. Thursday meetings are workshops concerning the different research projects, in Burns Park School and the UM Children's Center. Three to four different research projects will be conducted (involving different methods and different-aged subjects). Evaluation is based primarily on participation in the research projects and written reports of this research. There is one exam covering research methods. Application blanks are on the bulletin board near 3406A Mason Hall. (Nadelman)

519. Advanced Laboratory in Personality. Stat. 402 or 300, and prior or concurrent enrollment in Psych. 452 or 559. (3). (SS).

This course provides an opportunity to carry out research in personality. There are weekly assignments during the first part of the course leading up to the design and execution of a small group research project. Course requirements include several writing assignments and a final paper which is a formal presentation of the final research project and its results.

523. Human Traits and Their Assessment. Stat. 402 or 300. (2). (SS).

This course considers methods for assessing human traits (abilities, interests, attitudes, personality characteristics, etc.) and the uses of such assessments in practical decisionmaking and scientific theory testing. Tests, inventories, questionnaires, rating scales and other procedures will be evaluated in terms of their reliabilities, validities, and other relevant criteria. Introductory psychology and elementary statistics are the relevant prerequisites and an advanced laboratory (Psych. 513) is offered concurrently for those wishing additional practical work in this area. Student evaluation will be by means of objective (multiple-choice) exams plus a term paper. Methods of instruction will include lectures, demonstrations and discussion. (Norman)

557. The Child and the Institution: Practicum. Prior or concurrent enrollment in Psych. 452, 457, or 475. (3). (SS). Laboratory fee assessed to defray costs of field trips.

Students in this course are assigned to various institutions where they work with a group of children or adolescents for about three to four hours a week. There are also weekly class meetings to provide for the discussion of relevant material and for group supervision opportunities. Assignments include readings about development and the effects of institutionalization, weekly logs, and a final paper. Lab fee. (Hagen)

558. Psychology of Adolescence. Psychology concentration and Psych. 453 or 457; or permission of instructor. (3). (SS).

To educate students about: (1) application of scientific study of human behavior and experience; (2) principles of developmental and social psychology; (3) effects of ADOLESCENCE, a period of rapid biological, psychological and social change. Intended to contribute to students' liberal education by providing concepts which may enrich students' appreciation of scientific and cultural materials and help them lead more self-conscious lives. The approach to adolescence will be BIO-SOCIAL: focusing on development of adult sexual capacity and on socialization into adult social roles. Teaching methods will include lectures, discussions, films, autobiographies, textbook, research articles, field experiences, four short-essay take-home examinations, and a term paper. No regular lectures will be delivered during class hours; lectures will be on tape cassettes on reserve at UGLi. In addition to discussions of assigned readings and lectures, class meetings will be devoted to topics about adolescence in which the class expresses particular interest. Students may also participate for credit in Outreach projects with adolescents or in ongoing research on adolescence. (Gold)

573. Developmental Disturbances of Childhood. Psych. 452, 453, or 457; and Psych. 475 or 575. (3). (SS).

This course focuses on basic knowledge in the field of children's developmental disturbances. It includes basic points of view, selected syndromes (with a discussion of many clinical illustrations), and etiological concepts. It suggests fruitful ways of analyzing and conceptualizing issues and data in the field, also alerting students to gaps in our knowledge. In addition, the instructor hopes to communicate an inner, affective feel for the phenomena of childhood disorders, to interest some students in this field as a possible profession, and to encourage others to incorporate certain knowledge, attitudes, and ways of approaching issues into their own fields. Student work is evaluated on the basis of a midterm and a final examination as well as a term paper. (Fast)

590, 591. Honors III and IV. Psych. 390 and permission of departmental Honors Committee. (3 each). (Excl).

Psychology 591 is offered Fall Term, 1982.

Section 001. The purpose of the course is to guide students (1) in formulating their individual research for the Honors thesis, and (2) in designing procedures for carrying out this research. There will be a seminar for the discussion of common problems plus individual tutorials. The students will be evaluated on the basis of a term paper describing their progress in respect to the above two issues. (Burnstein)

Section 002. Students design and carry out a study under supervision of a faculty member competent in the area of the student's research. Class period is devoted to the formulation of the problems for research, design of the methods, and discussion of analyses of results. Each student discusses his or her own research topic. The finished product is the Honors Thesis which qualifies for the Pillsbury Award given to the best Honors Thesis each year. (Zajonc)


lsa logo

University of Michigan | College of LS&A | Student Academic Affairs | LS&A Bulletin Index

This page maintained by LS&A Academic Information and Publications, 1228 Angell Hall

The Regents of the University of Michigan,
Ann Arbor, MI 48109 USA +1 734 764-1817

Trademarks of the University of Michigan may not be electronically or otherwise altered or separated from this document or used for any non-University purpose.