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 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. In Psychology 192 the coverage of basic material is rapid, leaving some time for specialized topics.
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 or are enrolled in 172, 190 or 192. Psych. 170 may not be included in a concentration plan in psychology. (4). (NS). Students in Psychology 170 are required to spend five hours outside of class participating as subjects in research projects.
The course emphasizes the biological, experimental and comparative approaches to psychology. Three main themes will be covered with several topics within each theme. 1) Scientific method and logical thinking (experimental design, statistics, thinking and memory). 2) Nervous system control of behavior (how neurons work, sensory perception, life-time and evolutionary level of development, theories of learning). 3) Relating psychology as a natural science to human behaviors and controversies (intelligence, gender, drugs/addiction, mental illness/treatment). Students are evaluated with three exams, four very short papers (two based on class experiments and two on critique of reading assignments), and discussion participation. The course meets four hours per week, two hours in lecture and two hours in discussion sections taught by graduate teaching assistants. Cost:2-3 WL:1 (Lee)
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 or are enrolled in 172 or 192. Psych. 171 may not be included in a concentration plan in psychology. (4). (SS). Students in Psychology 171 are required to spend five hours outside of class participating as subjects in research projects.
Students must register for the Lecture (section 001) as well as one of the Discussion sections (sections 002-013). This course typically covers such topics as child development, interpersonal relations, social psychology, psychopathology, treatment approaches, learning, memory, personality, and others. The course meets four hours a week, two hours in discussion sections taught by graduate teaching assistants. If a student is unable to attend the first lecture or discussion class for which they are registered, they must notify the Introductory Psychology office IN WRITING prior to beginning of classes to reserve their space in the course. [COST:2] [WL:1] (Holden)
172. Introduction to Psychology. Psych. 172 is equivalent to either Psych. 170 or 171 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 170, 171, 190 or 192. Psych. 172 may not be included in a concentration plan in psychology. (4). (SS). Students in Psychology 172 are required to spend five hours outside of class participating as subjects in research projects.
This course is a one-term survey which integrates material from Psychology 170 and 171. It is a broad introduction to the whole of psychology. The course serves as a basic preparation for most advanced level courses in psychology. Discussion sections offer students the opportunity to discuss and critically examine what they are learning. Cost:2 WL:1 (Peterson)
192. 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 170, 171, 172, or 190. May not be included in a concentration plan in psychology. (4). (SS). Students in Psychology 192 are required to spend five hours outside of class participating as subjects in research projects.
SECTION 001. This course is intended to provide an in-depth survey of psychology, with an emphasis on the links between psychology and other disciplines, including philosophy, biology, medicine, law, and literature. Through exposure to the thought and writing of scientists and non-scientists who have applied their minds and sensibilities to the same subjects, we will consider some questions that have important implications for modern life, including the following: (1) How accurately do we perceive, remember, and think? (2) To what extent are intelligence, personality and action influenced by nature versus nurture? (3) What is the proper relationship between reason and emotion? (4) How are the thought and behavior of individuals affected by group membership? A variety of class formats will be used, including lecture, discussion, films, labwork, and class demonstrations. Readings include a textbook, two additional books (THE INSANITY DEFENSE AND JOHN W. HINCKLEY, and BORN RED: A CHRONICLE OF THE CULTURAL REVOLUTION) and a course pack consisting of diverse readings (essays, short stories, autobiographical accounts, etc.) that correspond to the topics presented in the textbook. The final grade is based on your performance on frequent quizzes, frequent papers, and a comprehensive final examination. Cost:4 WL:1 (Landman)
Section 002. This course is designed to explore contemporary psychology. It will cover a broad area of topics: Part 1 presents a general introduction to Psychology (definitions, history, methods). Part 2 is designed to give an overview of four different levels on which psychological phenomena can be studied. First, the biological perspective will be discussed (evolution, genetics, nervous system). Second, some basic processes, namely perception, learning, information processing, motivation and emotion are studied. Third, the individual is in the center of attention (development, personality, clinical approaches). Finally, individuals in their social context will be considered (social cognition; intra-and intergroup processes). Part 3 of this course is devoted to the application of psychological knowledge to one specific problem, the adaptation to the transition from high school to college. This problem will be analyzed on the four different levels that were presented in part 2 of this course. Grades are based on two papers (one empirical group project, one literature review), five quizzes (spaced approximately biweekly) and one final exam. The text used is Gleitman, PSYCHOLOGY, 3rd edition, plus readings in a course pack. The format of the class is lecture and discussion. Cost:2 WL:1 (Inglehart)
Section 003. This course provides a broad introduction to the field of psychology. We will cover such topics as physiology and behavior, sensory and perceptual processes, states of consciousness, learning and memory, thinking, intelligence, development across the life-span, motivation and emotion, personality, stress and adjustment, abnormal behavior and therapy, and social psychology. The text is Morris PSYCHOLOGY: AN INTRODUCTION (7th edition) supplemented by a book of readings PSYCHOLOGY 90/91. Each student will also be expected to participate at least three times a week in a computer conference set up for the course. Grades are based primarily on three exams and participation in the computer conference. [Cost:2] [WL:1] (Morris)
Section 004. Both natural-science and social-science aspects of psychology are studied. Course topics are: personality, biopsychology (nervous system and behavior), child development, statistical reasoning, social psychology (group behavior), learning, memory, thinking, psychopathology, perceiving the world. Examinations are primarily short-answer, short-essay questions, as is the final examination. At most, one paper (not requiring library research) will be required. Lecture-discussion is the class format, with discussion encouraged. Underlying course themes: the mind-brain distinction, nature versus nurture (inborn versus learned behavior), constructs and construct validity (measuring and making sense of what cannot be observed directly). Cost:3 WL:1 (Weintraub)
201. Outreach. Prior or concurrent enrollment in introductory psychology. Credit 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 field work in local community settings. The purpose is to gain an understanding of yourself, the agency in which you will work, and the people whom you will serve. Outreach includes approximately 55 agencies in which you can provide direct service to children in day care settings, adolescents in after-school programs, handicapped children and adults, retarded and emotionally impaired, agencies dealing with women's issues, physically ill adults and children, persons legally confined to institutions including mental health and criminal; social advocacy organizations concerned with rights of consumers, battered women, foreign students, and others. All sections are two (2) credits requiring six hours of work per week including four (4) of fieldwork, log writing, readings, papers, one hour lecture and one hour discussion. Students need to check the Final Edition of the Time Schedule lecture/discussion times and meeting places per section. Information regarding registration, field work and course information for the Fall Term, 1991, will be available at an Information Meeting on Tuesday, April 2, 1991, at 6 pm in Auditorium A Angell Hall. For information, call the Outreach Office at 764-9179 or 764-9279. Psychology majors electing two separate sections in Psychology 201 (4 credits) will have the option to waive their second advanced lab requirement. [COST:1, not including $15 lab fee.] [WL:1] (Miller)
Section 001 – PRESCHOOL PROGRAMS provides practicum experience in a variety experiences in a variety of child care settings for children who are determined to be at-risk for developing intellectual, emotional, and behavioral problems.
SECTION 002 – EXPLORING CAREERS. Discover the career that best meets your needs and abilities, improve your strategies and techniques for making a career decision, learn to evaluate your own skills and talents.
SECTION 003 – EDUCATION AND ENRICHMENT. Establish a meaningful relationship with a child in an after-school program, help tutor and plan activities and serve as a role model.
SECTION 004 – JUVENILE JUSTICE: Interact and assist people whose behavior is in conflict with the laws and rules of our society, learn about criminal behavior, justice and the law. Institutionalization and rehabilitation.
SECTION 005 – SPECIAL NEEDS. Providing supervised occupational, physical, educational and recreational therapy, providing social, emotional, and academic support for children with a variety of special needs, serving as teacher aides and models for socialization.
SECTION 006 – WORKING WITH WOMEN. Provides an opportunity to deal with women and various issues they encounter during the life-span; includes rape counseling, discussion groups, eating disorders, etc.
SECTION 007 – MENTAL ILLNESS. Work with psychiatric patients
living in institutional settings and those who have been "deinstitutionalized"
and assisting patients to practice social skills, examining issues
such as attitudes and prejudices about "mental health."
SECTION 008 – SOCIAL CHANGE. Work with local agencies involved in and learn about Racism, Sexism, Homophobia, Homelessness, Domestic Violence, Environmental Destruction, Teen-aged Runaways, The AIDS Crisis, Rape, etc.
SECTION 009 – ONE TO ONE. A chance to develop a meaningful relationship with a child on a one to one basis, to share in activities, and to enjoy being together.
SECTION 010 – MEDICAL PSYCHOLOGY. Serve as a non-medical liaison between staff, family and patients, offering empathy and emotional support in waiting rooms, and other settings, observing interactions between staff and patients and how people cope with stress.
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. [WL:5, P.I. only]
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. [WL:5, P.I. only]
300. Field Practicum. Introductory psychology and permission of instructor. 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. The field practicum course offers 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. Obtain materials as early as possible as it generally takes students some time to meet requirements necessary to register for the course. N.B. This course is an Experiential course and no more than 30 credits may be counted toward the 120 hours required for graduation. [WL:5, P.I. only]
305. Field Practicum. Introductory psychology and permission of instructor. 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.
MICHIGAN PROGRAM IN CHILD DEVELOPMENT AND SOCIAL POLICY is a training program for predoctoral fellows and undergraduate interns. Students participate in a weekly, interdisciplinary seminar and small work groups that focus on the interaction of child development research with the making of social policy. Undergraduates must apply to the program, and admission is based on the student's credentials, interests and an interview. For further information on how to apply, contact Nancy Thomas at 763-3717. Applications will be due in early April. (Thomas)
308. 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.
SECTION 001 – WORKING WITH CHILDREN. Directed experience with children aged eighteen months to five years at the University of Michigan's Children Center and Children's Center for Working Families for approximately six to ten hours per week on a regular basis. Seminar relating theoretical issues to applied practice is held every two weeks. No prerequisites required. Course is intended to introduce students to children in a child care setting. [Cost:1] [WL:5, Permission of instructor required for all students] (Sternberg)
310. Superlab in Psychology as a Natural Science. Introductory Psychology or a strong background in the natural sciences. (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, exams, and one term paper. The course is also appropriate for students in various other degree programs related to the scientific study of psychology. [Cost:2] [WL:1]
331. An Introduction to Physiological and Comparative Psychology. Introductory Psychology or permission of instructor. (4; 3 in the half-term). (NS).
This course surveys the field of Biopsychology and introduces the kinds of questions addressed by physiological and comparative psychologists. Biopsychology is an area of study concerned with physiological and evolutionary explanations of perception, cognition and behavior. Among topics to be discussed are the following: animal behavior from an evolutionary perspective; psychological and neural mechanisms involved in sensory processes, motor control (movement and posture), regulatory behaviors (feeding, drinking), learning, memory, and cognition in humans and other species. Students must register for the lecture and one discussion/practicum session. NOTE: This course is intended for second term Freshmen and Sophomores. Psych 331 will be the prerequisite for many upper-level Biopsychology courses. [Cost:2] [WL:1] (Becker)
362. Teaching or Supervising Laboratory or Fieldwork in Psychology. Permission of instructor. (1-3). (Excl). (EXPERIENTIAL). May not be elected for credit more than once.
Open to departmental undergraduate Teaching Assistants. Provides an opportunity to take part in the instructional process in areas in which the student has demonstrated prerequisite knowledge and skills. Under staff supervision, students teach and supervise other students in discussions, labs and field work. Students are provided with the proper section number by the staff member with whom the work has been arranged. MAY NOT BE ELECTED FOR CREDIT MORE THAN ONCE. [WL:5, P.I. only]
363. Individual Behavior in Organizations. Introductory psychology or permission of instructor. (3). (SS).
This course provides an overview of organizational psychology, emphasizing individual behavior in organizational settings – particularly work settings. It is designed to be the first course in the organizational psychology sequence which also includes 464 (group behavior in organizations) and 565 (organizational systems). Major topics include work-related attitudes; motivation; leadership; decision-making; group-behavior; organizational design; organizational change; quality of working life; and work and society. Each week there will be a general lecture and one group discussion section. The discussion section will review the materials of the readings and lectures and will illustrate through cases and other means the application of some of the concepts introduced in the readings and lectures.
368/Anthropology 368. Primate Social Behavior I. (4). (NS).
See Anthropology 368. (Mitani)
370/Rel. 369. Psychology and Religion. Introductory psychology or senior standing. (4). (Excl).
This course explores various forms of experiencing and expressing the sense of the sacred. Emphasizing the common themes, techniques, and insights of apparently divergent religious traditions, the course aims primarily at appreciation of the creative process of spiritual growth. Some of the issues which will be central are the nature of meditation and contemplation, the integrity and the synthesis of various paths of spirituality, the meaning of visionary experience, implications of spiritual development for appropriate social action, and ways to tap personally significant levels of creativity and self-expression. To provide some focus for all this there will be a required reading list which emphasizes transpersonal psychology, writings on mysticism and spiritual practice, poetry and fiction. Authors include Hesse, Lessing, Eliot and Feild. There will be short papers assigned weekly. The class time will be arranged as a series of lectures and small discussion groups. [Cost:4] [WL:1] (Wright)
382. Introduction to Social Psychology. Introductory psychology. (4). (SS).
SECTION 001. This course introduces students to the field of social psychology by covering such basic theoretical concepts as social beliefs and social inference; conformity and power; altruism; aggression; interpersonal attraction; and persuasion. Material from each unit is applied to a variety of contemporary social and psychological concerns. Students are evaluated by means of exams and classroom contributions. Instructional methods include assigned readings, lectures, films, demonstrations, and weekly discussion sections. [Cost:2] [WL:1] (Hilton)
385. Marriage and the Family. Introductory psychology. (3). (SS).
SECTION 001. An intensive introduction to the clinical and research literatures on the family in contemporary American society. Designed especially for students interested in clinical work with families, the course will examine family process, assessment, and intervention from the conceptual vantage point of general systems theory. Students will be expected to attend weekly lectures and discussion. (S.Olson)
Section 010. This course will examine the clinical and research literature concerning the contemporary family. We will begin with the perspective that marriage is a cultural institution and trace the development of the modern family. The course will also focus on alternatives to marriage and the nontraditional family (e.g., divorce, single parent families, remarriage families, families headed by gay partners, etc.). The course will also examine pathologies of the modern family and explore interventions which aim to assist families. Students will be expected to attend weekly lectures and will be evaluated on the basis of examinations and assignments. [Cost:2] [WL:1] (Leary)
400. Special Problems in Psychology as a Natural Science. Introductory psychology; intended for freshmen and sophomores. 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.
SECTION 001 – DRUGS, BRAIN, AND BEHAVIOR. (3 credits). Psychology 331 (Introduction to Physiological and Comparative Psychology) is a prerequisite, and Intro. Biology and Chemistry are recommended. This course provides an introduction to the neuropsychopharmacology of drug abuse and addiction. The acute and long-term effects of selected drugs of abuse on behavior, mood, cognition, and neuronal function are explored. Material from studies with humans is integrated with preclinical studies on the biopsychology of drug action and drug abuse – including an introduction to pharmacological principles, behavioral pharmacology and detailed coverage of synaptic transmission and the distribution, regulation, and integration of brain neurotransmitter systems. The focus is on drugs of abuse, including opiates (heroin, morphine, opium), sedative – hypnotics (barbituates), anxiolytics (benzodiazepines), psychomotor stimulants (amphetamine, cocaine), hallucinogens (LSD, mescaline), hallucinogenic-stimulants (MDA, MDMA), dissociative anaesthetics (PCP) and alcohol. The course has a natural science orientation and is intended for students concentrating in psychology as a natural science, biology, or the bio-behavioral sciences (e.g., pre-med). A lecture format is used, with required reading from a text and a course pack, including articles from the research literature. Grades are based on objective-type exams. [Cost:2] [WL:1] (Robinson)
Section 002. INTORDUCTION TO COGNITIVE PSYCHOLOGY: MEMORY, THINKING, AND PERCEPTION. A Collegiate Fellows section: see the front section of this Course Guide for a complete list of Collegiate Fellows courses. (4 credits). It will provide an introduction to cognitive psychology. The topics to be covered include various aspects of the psychology of human memory, thinking (including problem-solving and reasoning), and perception. The course will emphasize not only the content material represented by these topics, but also the process by which researchers develop theories and collect evidence about relevant issues. Students are required to have taken an introductory psychology course that included material on psychological experimentation. Performance will be evaluated via three objective examinations that will stress knowledge of the material and understanding of the relationship between theory and data. Readings will be drawn from a text and several primary sources that will be collected into a course pack. The course will include lecture, discussion, demonstrations, in-class experiments, and practice on problem-solving exercises. [Cost:2] [WL:1] (Jonides)
401. Special Problems in Psychology as a Social Science. Introductory psychology; intended for freshmen and sophomores. 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. (1-4). (Excl). May be repeated for credit.
SECTION 001 – PSYCHOLOGY AND LAW. The psychology of the criminal justice process from arrest to parole. Relations between psychological research and the law in such areas as eyewitness testimony, jury decision making, child custody, mental illness, homosexuality, discrimination, and capital punishment. (Ellsworth)
415. Advanced Laboratory in Psychopathology. Psych. 475 or 575; and permission of instructor. (See LS&A Course Guide for policies in different sections.) (3). (Excl).
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. Students who have taken Psychology 475 or 575 and are graduating seniors may pick up an override at the Undergraduate Psychology Office (K-106, West Quadrangle) beginning on the first day of early registration. Enrollment is limited to eighteen students who are graduating seniors. Non-graduating seniors may place their names on the waitlist which will be used to fill any remaining spaces after graduating seniors have been accommodated. The goals of the section are (1) to acquaint students with 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 treatment setting. An additional hour each week is spent in a meeting with the TA or 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 written reports, and a final examination. The course grade is based on the final examinations, written reports, and on each student's involvement as reflected in the practicum experience and class discussions. [COST:1] [WL:1] (Heitler)
Section 004 – CLINICAL APPROACHES TO CHILDHOOD DISORDER. The central focus of this course is the process of clinical inference in exploring the nature of children's difficulties, planning patterns of intervention, and engaging in the intervention process. Students will work with such clinical material as case histories, interview materials, and children's responses to frequently used instruments for clinical assessment. Assigned readings will be used to place these clinical data in a broader perspective. The course includes an experimental component in which students will observe children for at least two hours weekly. The course format will include a two hour class meeting and a one hour meeting with a TA focused on the student observations. Course evaluation will be based on midterm and final examinations and term paper focused on the experimental component of the course. (Fast)
430. Comparative Animal Behavior. Introductory psychology or introductory biology or equivalent. (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. [Cost:2] [WL:1] (W. Holmes)
431. Biopsychology of Animal and Human Behavior. Psych. 331 or permission of instructor. (3). (Excl).
Selected topics in the biopsychology of animal and human behavior will be discussed at a level appropriate for students who have a serious interest in the field of brain and behavior or the behavioral neuroscience. Among topics discussed are hormones, development, and behavior; neuropsychology; emotion, stress and motivation; physical and psychic pain; mental disorders. Two (1 1/2 hr.) lectures and, in some years, one discussion period(See Time Schedule). Midterm and final examination. [Cost:3] [WL:2] (Valenstein)
432. Reproductive Behavior in Mammals. Psych. 331, 368 or 430 or equivalent. (3). (Excl).
This course emphasizes a biological and ecological approach to mammalian reproductive behavior in a cross-species, comparative framework. The course is appropriate for students who have a basic background and interest in biological approaches to behavior (e.g., Psych 331,430, Anthro 368 or Intro Biol), and both undergraduate and graduate students can take the course for credit. Humans are considered in the course, but only as one of many species that are studied. Course format involves a combination of lectures and student discussions of research articles from a course pack. The proximate basis of reproductive behavior is stressed in an ecological approach to various topics: genetic determination of sex, sexual development and puberty, hormonal influences on sex behavior, seasonal breeding and timing of reproduction, and the effects of various social and environmental factors on reproduction. Grades are assigned based on three or four take-home essay exams, a short paper and class participation. [Cost:1] [WL:1] (Holmes)
443. Psychology of Thinking. Introductory psychology. (3). (NS).
Sections 001 and 002. This course reviews our psychological knowledge about thinking, reasoning, and problem solving. We draw upon a number of sources: laboratory research, field studies, cross-cultural research, biographical material, cognitive theory, computer simulations of thought, and other interdisciplinary findings. There will be a special focus on thinking, reasoning, and problem solving in the context of everyday activities. This includes an analysis of how artifacts and other people play a role in cognition. We will cover this material through lectures, demonstrations, discussion, and active class participation, with a stress on the practical effects of the psychological knowledge we examine. There will be 3 one-hour exams, plus a number of short written projects. [Cost:3] [WL:1] (G. Olson)
Section 003. This course is intended for undergraduate psychology majors and others interested in complex mental processes. It fulfills the Group I requirements for a Psychology bachelor's degree. Among the topics covered in the course are human memory, representation of knowledge, reasoning, problem solving, decision making, and intelligence. The course's approach is a scientific one, emphasizing the evaluation of theoretical models through experimental data and through computer simulation techniques. Practical applications to improving thinking abilities and real-world settings are also discussed. Mandatory class meetings consist of lectures and discussions. Grades are based on performance in three exams, a set of take-home exercises, and class participation. The total workload has been rated as "moderate" by past students. (Seifert)
444. Perception. Psych. 170, 172, 192 or 310. (3). (NS).
SECTION 001 – This is an advanced undergraduate course that focuses on basic perceptual phenomena and theories. At its most general level, human perception concerns the questions of how and why human beings conceive of, and experience immediate reality on the basis of sensory information. Topics covered include: Psychophysics, sensory transduction, Gestalt organization, constancy and contrast effects, expectation, selective attention, perceptual learning and symbolic representation. While the course is oriented toward the natural sciences, it also considers social, philosophical and esthetic perspectives. The instructor assumes some sophistication on the part of the students, however, no particular background is necessary. Thus, students with little specific knowledge of psychology are welcome. Grades will be determined on the basis of three short papers (each worth 20% of the grade) and one longer paper (worth 40% of the grade). The instructor also anticipates the development of a conference for the course on the MTS system. Questions concerning this class can be messaged to Robert Pachella using the MTS-UB message system. [Cost:1] [WL:5 Get on waitlist. At beginning of term be sure telephone number at CRISP is correct: If not call 764-1590 to give correct telephone number. As places in the course open up, we will call people IN ORDER from the waitlist.] (Pachella)
448. Learning and Memory. Psych. 170, 172, 192, or 310. (3). (NS).
The focus of this course is adult human memory. The course examines a body of research that is concerned with investigating the mental processes involved in initially learning materials, storing 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 that concentrates on either children's learning or memory, or on learning processes in animals other the humans.
452. Psychology of Personality. Introductory psychology and upperclass standing. (3). (SS).
This course will survey the principal theories and current research on personality. It will focus especially on (1) motives and defenses, (2) cognitive style, beliefs, and the sense of self, (3) traits and temperament and (4) social learning as the major components of personality. Case studies of historical persons will be used to illustrate and integrate these components. [Cost:2] [WL:1] (Winter)
453. Socialization of the Child. Introductory psychology. (3). (SS).
SECTION 001 – The purpose of this course is to familiarize students with major psychological research and theory on the processes by which the child becomes a social being. Attention is given to the influence of the family, and particularly the parents, and also to the influence of the school, peers, and the community. Topics include the development of attachment, peer interaction, moral development, sex roles, and the stability of personality. The role of social change and its impact on development will be considered. There will be three exams and one paper. [Cost:2] [WL:1] (Mangelsdorf)
Section 002. This course will focus on the role of various agents in the socialization and social development of children. A major assumption underlying this course is that the socialization process is limited neither to innate factors that emerge in the course of biological maturation nor to those people who raise the child from infancy. A third factor, society, intrudes itself into the socialization process. Indirectly, its effects are felt by its shaping of the broad environment within which socialization agents and children function. Thus, in this course, attention will be given to childbearing practices used by parents but this perspective will be balanced by analyses of the role of societal or macro-structural factors, including poverty, unemployment, economic inequality, and schools. Additional current issues that will be explored include the effects of day care, maternal employment, father absence, and divorce on children. Special attention will be given to the following domains of social behavior: (1) attachment, (2) sex-role development, (3) peer and sibling relations, and (4) achievement and competence. Grade will be based on performance on midterm and final examinations and term paper. (McLoyd)
455. Cognitive Development. Introductory psychology. (3). (SS).
This course addresses questions related to children's intellectual accomplishments and changes, such as: What are the processes that influence what we remember and how do these processes change over time? What is the value of "learning in context" and does this sort of process differ from other sorts of learning? How does language begin and is it dependent on certain cognitive achievements? We will examine both the theoretical and the empirical research to deal with these and other questions. Most of the course will focus on early development (i.e., birth through adolescence), but issues in life-span development will also be examined. The course is organized in a lecture-plus-discussion format (approximately 2/3 of each class is lecture and 1/3 is discussion). Grades are based on examinations, a paper, and class participation. Students are expected to have a familiarity with psychology research, prior coursework in psychology (at least two courses), and a curiosity to learn about thinking. (Perry)
456. Human Infancy. Introductory psychology. (3). (Excl).
This course covers phenomena of human development and maturation from conception to the third year of life. Topics include physical growth, elements of early attachment and relatedness, cognitive development, emotional expression and communication, the growth of personal and interpersonal competence, and the role and status of infancy in the family and society. The course also presents material related to pre-term birth and its outcomes. Sessions include lectures, audio-visual presentations and discussions. Exams: Midterm and a final. [Cost:2] [WL:1] (Horner)
457. Child Psychology. Introductory psychology. No credit granted to those who have completed or are enrolled in 255. (3). (SS).
SECTION 001. This course is a survey course in child development from birth to adolescence. Physical growth, cognitive development, language development and social and personality development are examined. Students are expected to read approximately 100 pages per week and to attend lectures. Grades are based on a midterm exam, a final exam, and term project. [Cost:2] [WL:1] (Hoffman)
SECTION 010. This course is a survey course in child development from birth to adolescence. Physical growth, cognitive development, language development and social and personality development are examined. Students are expected to read approximately 100 pages per week and to attend lectures and weekly discussion groups. Grades are based on three exams and three short papers. [Cost:2] [WL:1] (Rosengren)
459. Psychology of Aging. Introductory psychology. (3). (SS).
This course is an overview of current social gerontological issues. Topics covered include a review of general theories of aging, the demography of aging, a discussion of how sociodemographic variables influence the aging experience, and a consideration of what is currently known about aging changes in cognition and intelligence. A major portion of this course focuses on what is known about how physical and mental health influences the experience of aging. Also studied is the social characteristics of middle aged and elderly people, in particular the nature of their family and friendship relationships. The course also examines the questions of death and dying, and of ethical and policy issues as they relate to the elderly. This is an upper level course that assumes a knowledge base in psychology. It is taught within a life-span development framework. Grade is based on exams, activities, and a paper. Cost:2 WL:1 (Antonucci)
464. Group Behavior in Organizations. Psych. 363 or equivalent or permission of instructor. (3). (Excl).
This course focuses on work group behavior in organizations. It is the second class in a series that includes Psychology 363 (Individual Behavior in Organizations) and Psychology 565 (Organization Systems). The first part of the course emphasizes psychological theories in group behavior. Topics in this section include such things as the formation and development of groups, their decision-making and problem-solving processes, the influence of groups on individuals, group process, and intergroup relations. The second part of the class focuses on the design of groups and organizations along with methods of diagnosis and intervention. Both experiential and didactic teaching methods will be used and the course material will include research literature, case studies, examples from contemporary organizations and the instructor's own research experience.
468/Anthropology 468/Women's Studies 468. Behavioral Biology of Women. Introductory psychology or anthropology. (4). (Excl).
What does it mean to be a woman? This course approaches this question by beginning with an even more fundamental question: What does it mean to be FEMALE? Evolutionary theory will provide a framework for comparing human females with females in other animals, especially primates. These comparisons illuminate the evolutionary origins of universal features of human female behavioral biology, including, for example, menstrual cycles, pregnancy, lactation, and menopause. To understand how such universal biological features affect individual women, the course will examine the relationship between mind and body (psychology) and the ways particular cultures influence a woman's experiences and sense of self (anthropology). The course will introduce students to recent and innovative research on women in the fields of biology, psychology, and anthropology. Students will consider the relevance of this information for their own lives and for current social and political issues, such as fertility, birth control, eating disorders and body imagery, women's friendships, competition between women, and male violence toward women. The course will include two one and one-half hour lectures each week plus an hour of discussion section. A substantial amount of reading will be assigned. Grades will be based on one in-class midterm, one take-home final, an essay describing an interview conducted with an older woman about her life, and participation in a computer conference discussing issues raised by the course. Prerequisites include at least one of the following courses: Psychology 430; Biological Anthropology 161, 368, or 361; or Biology 494. (Smuts)
474. Introduction to Behavior Modification. Introductory psychology or permission of instructor. (3). (Excl).
The course will review the major theoretical models, assessment strategies and treatment modalities of behavior therapy. The syllabus will initially introduce behavior modification within the context of traditional psychology and review its underlying assumptions. Basic principles of classical and operant conditioning and social learning theory will be described, and the respective paradigms will be extended to explain the mechanisms and remediation of childhood and adult psychopathology including marital and family dysfunction. Recent trends in behavior therapy including the growth of cognitive schools of behavior change and the application of learning principles in the investigation and treatment of a wide variety of medical disorders will follow. Finally, a critical evaluation of behavior therapy and relevant ethical concerns will be discussed. Student evaluation will be based on three examinations and a behavior modification project. (Roth)
475. Abnormal Psychology. Introductory psychology. (3). (SS).
SECTION 001. This course will review classifications of psychopathology and consider various theories of the causes and treatments of psychological disorders. The emphasis will be on case studies and psychological explanations and treatments. We will examine a wide range of disorders including schizophrenia, depression, personality disorders, phobias, and sexual dysfunctions. [Cost:2] [WL:4] (Hansell)
482/Soc. 482. Personal Organization and Social Organization. (3). (Excl).
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 (culture, social organization and interpersonal). Then it examines each of the three life roles. Empirical findings rather than theoretical analyses are highlighted and sex, class, and ethnic difference in these roles are emphasized. A course pack of varied articles and chapters from books selections from Bellah et al INDIVIDUALISM AND COMMITMENT IN AMERICAN are read and discussed. Course requirements include writing two integrated essays and leading class discussion. 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/Douvan)
486/Soc. 486. Attitudes and Social Behavior. Introductory psychology; or senior standing and permission of instructor. (3). (Excl).
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 course also will deal with about five books. Last term these were one technical book on attitudes, three sociological books of participant observation, and one novel by Lessing and Achebe. Real investment of time: about ten actual hours/week, EVERY week. NOT for students with a high need for structure from an authority figure. NOT for the uncurious. [Cost:2] [WL:1] (Ezekiel)
488/Soc. 465. Sociological Analysis of Deviant Behavior. (3). (Excl).
See Sociology 465. (Modigliani)
502. Special Problems in Psychology. Introductory psychology and junior standing, or permission of instructor. Only 6 credits of Psych. 400, 401, 402, 500, 501, and 502 may be counted toward a concentration plan in psychology, and a maximum of 12 credits may be counted toward graduation. (1-4). (Excl). May be repeated for credit.
SECTION 001 – PSYCHOLOGY, CREATIVITY, AND THE ARTS. (3 credits). The course will deal with three topics: the origins and hazards of creativity in the arts (literature, the visual arts, music); the psychological impact or "meaning" of the work of art; the relation between life history and the work. We will give much of our attention to the depressive-alcoholic pattern which has been so commonplace among the artistically gifted, especially this century's American writers and painters, and also to the less frequent but equally revealing examples of paranoid personalities and episodes. Grades will be based on a term paper and on contributions to class discussion. [Cost:1] [WL:1] (Adelson)
SECTION 002 – COMPUTER SIMULATION OF PSYCHOLOGICAL PROCESSES. (3 credits). This course is intended for upperclass psychology concentrators with very little experience in computer programming who would like to explore the ways in which computers can be used to simulate basic psychological processes. Students will develop a simple animated display and then give the characters in the display the ability to see and identify other objects, to remember what they have seen, to make decisions, and to solve problems. Toward the end of the course students will give various characters distinctive personalities. Some prior exposure to the fundamentals of Pascal programming and to Macintosh computers is required, though the first few weeks of the term will provide a review of Pascal as well as an introduction to Macintosh programming. Software is provided at no charge. The required text is J.H. Reynolds, COMPUTING IN PSYCHOLOGY: AN INTRODUCTION TO PROGRAMMING METHODS AND CONCEPTS. (Morris)
503. Special Problems in Psychology: Advanced Laboratory. Introductory psychology. (2-4). (Excl).
SECTION 001 – ADVANCED LABORATORY IN ORGANIZATIONAL PSYCHOLOGY. (3 credits). (Prerequisite courses are 363 or 464 or 382 and junior or senior standing). This advanced laboratory will cover several approaches to enhancing individual, group, and organizational effectiveness. We will focus on role analysis and negotiation, competencies of an effective consultant, impression management, group planning and decision making, diversity, goal setting processes, types of organizations, and work redesign. The instructor will introduce each topic to the class members by giving a brief overview of the framework, lecture or workshop to provide some firsthand experience with the concepts and phenomena we are studying. Subsequently, the class will reflect on the presentation and discuss relevant readings, processes and assignments. Finally, students (individually and in groups) will conduct field research projects, deliver class presentations and complete written reports which will then be delineated in class. [Cost:2] [WL:1] (Beale)
Section 002 – ADVANCED LABORATORY IN JUDGMENT AND DECISIONS. A Collegiate Fellows section: see the front section of this Course Guide for a complete list of Collegiate Fellows courses. This course initiates the student to the process of creating new knowledge about judgment and decision making in the behavioral sciences in general. Essentially, class members are co-investigators on research projects that address two original problems of current interest in the field. The problems examined differ from one term to the next. An illustrative problem is understanding the foundations of people's typical overconfidence in their answers to factual questions, e.g., "Which is farther north, New York or London?" Each student participates fully in all phases of the research process, from the conceptual analysis of the given problem and review of the pertinent literature through the collection and analysis of data, and the interpretation and reporting of results. Classes consist mainly of intensive discussions of relevant articles and of design and interpretation issues. Grades are based on students' reviews of articles, their contributions to the execution of various aspects of the class projects, their written reports, and their participation in discussions. The prerequisite is a previous upper-level course related to cognitive psychology, e.g., behavioral decision making, memory, learning, cognitive development. It satisfies one of the advanced laboratory requirements for a concentration in psychology. [Cost:2] [WL:1] (Yates)
SECTION 003 – LAB IN APPLIED COMMUNITY RESEARCH METHODS. (3 credits). (Prior enrollment in either Psych 474 OR Community Psych/Child and Institution AND Permission of Instructor.) Students will address the information needs of community intervention programs for clinical and at-risk populations and will learn basic steps in organizing a study that impacts on services. The range of settings may include: preschool and child care settings; emergency shelters; homeless outreach project for mentally ill adults; community mental health; and psychiatric inpatient units. Students will be exposed to archival, observational, key informant, and self-report data sources in order to help design and/or evaluate interventions. Coursework entails two months of weekly on- site contact and several staged, written assignments that lead to a final paper in journal article format. (Cohen)
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 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. [WL:5 P.I. Only]
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. [WL:5 P.I. only]
516/Soc. 587. Advanced Laboratory in Social Psychology. Stat. 402; and Psych. 382 or prior or concurrent enrollment in Psych. 486. (3). (Excl).
SECTION 001 – "Do the life stories of leaders of highly-active political groups sound like the life stories of leaders of highly-active religious groups?" "When members of extremist groups discuss their family lives, do we hear dimensions that also arise when they discuss national events?" Questions of this order - questions that try to link social and political events to currents within the lives of individuals – are the subject for our inquiry Each student will look at a particular movement or organization that works toward social or political change. The student will employ field observations and semi-structured interviews, usually off-campus. The central questions are (1) what theories of change, of influence, of personality lie behind the group's work, so far as these usually unarticulated theories can be inferred? (2) what life courses lead leaders and members to activity? The student will work with an issue that has serious meaning to her. This is not a casual trip; she should look in areas that mean enough to her that unexpected answers can shake one seriously. The ideal student is one hungry to explore because she has a rather deep need to understand social and political developments – they are not casual interests. She also is ready to work in a friendly but independent fashion with other students and the instructor. Each student will work out a research question of her own and will pursue it for the term. She should arrive at class with a good start toward identifying those aspects of the environment that raise deep needs for understanding on her part. We will need attendance at all class meetings and some nine additional hours of work each week. A rewarding course for independent souls with active minds and social passions. [Cost:1] [WL:1. Must attend the first two meetings] (Ezekiel)
Section 003. Students will design and implement a survey and laboratory experiment on a standard social psychological topic. Instruction will be carried out by means of discussion and demonstration. Grades will be based primarily on papers in which students analyze and write-up the results of their research projects. Credit will also be given for contributions to class discussion. [Cost:2] [WL:1] (Burnstein)
517. Advanced Laboratory in Developmental Psychology. Stat. 402, prior or concurrent enrollment in Psych. 457 and/or 459. (3). (Excl).
This course provides training in the skills necessary to critique and conduct research on children's perceptual, cognitive, social, and emotional development. This is a laboratory course: students engage in the design, data collection, analysis, and write-up of developmental psychological research. In addition, there are lectures and discussions covering theories, research issues, methods, and actual studies in developmental psychology. Evaluation is based primarily on participation in research projects and written reports. [Cost:2] [WL:1] (Parker)
519. Advanced Laboratory in Personality. Stat. 402, and prior or concurrent enrollment in Psych. 452 or 559. (3). (Excl).
Personality research methods will be explored in detail in this course. Techniques involved in assessing personality will be introduced, including attention to social and ethical issues. These will include scale construction, content analysis, interviewing and observation. Issues of experimental design will be discussed, and students will gain experience administering, coding and evaluating personality measures. In addition, individually and in groups, students will plan and execute analyses of data drawn from one or more of ten different samples (of students, midlife adults, Presidents of the U.S., survivors of an earthquake, musicians, etc.) contained in the Personality Data Archive at the University of Michigan. [Cost:2] [WL:1] (Stewart)
522. Decision Processes. An introductory course in statistics. (3). (NS).
This course is about how people make decisions and the judgments on which those decisions are based. It examines such questions as these: What do we take into account and ignore when we form opinions about what will happen in the future? How do we reconcile conflicting considerations in a decision problem? How and to what extent are our choices shaped by how the alternatives are presented to us? There have been many indications that human decision making is flawed to the extent that we expose ourselves to the risk of serious errors. The course considers when those errors should and should not occur. It also discusses ways of preventing such mistakes. Thus, the course should be of considerable relevance to students interested in such fields as medical or psychological clinical judgment and managerial decision making. Classes consist of lectures, discussions, and demonstrations in which students participate actively. A prior or concurrent introductory statistics course is recommended, but not essential. [Cost:2] [WL:1] (Yates)
523. Human Traits and Their Assessment. Stat. 402 or 300. (3). (Excl).
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. Student evaluation will be by means of objective (multiple-choice) exams and a term paper. Methods of instruction will include lectures, demonstrations and discussion. [Cost:2] [WL:1] (Norman)
556. The Psychological Study of Lives. Introductory psychology and junior standing, or permission of instructor. (3). (Excl).
This course addresses the shaping of lives from two directions - the psychodynamic and the cultural. On the one hand, a life story manifests a continuity of tendencies and themes that have the stamp of individuality. On the other hand, the progress of life is determined by the person's social and cultural situation (family, social class, subculture, gender-role, economics). Students will learn to interpret biographical and autobiographical materials in cultural and psychological terms. Class discussion of theory, research, and case materials will be the medium of instruction. Students will be evaluated on the basis of one midterm and one final project, each involving the interpretation of a case history. (Rosenwald)
557. The Child and the Institution: Practicum. Prior or concurrent enrollment in Psych. 452, 457, or 475. (3). (Excl). There will be a transportation charge for field trips.
This course provides an opportunity for students to work with children or adolescents who reside in an institutional setting. Weekly discussion sections are included as well. The placements include settings in which the child residents have been diagnosed as having one or more of the following: mental retardation, emotional impairment, physical illness or juvenile delinquency. The emphasis is on the interaction of the child with his/her environment, especially the role of the treatment or intervention available in the particular setting. Assignments include: weekly logs, a term paper and a final exam designed to integrate information from the various portions of the course. Cost:2 WL:1 (Marsden)
558. Psychology of Adolescence. Psych. 453 or 457; or permission of instructor. (3; IIIa and IIIb, 2-3). (Excl).
SECTION 001. The primary goal of this course is to provide an overview of development during adolescence. The focus will be on normal adolescent development, rather than on behavior problems. However, we will examine those problems which are often considered to be characteristic of the adolescent period, such as eating disorders, delinquency, and teenage pregnancy. There will be a midterm exam, a final exam, and a term paper. [Cost:3] [WL:1] (Rosengren)
Section 002. This course examines the adolescent period, largely from the points of view offered in personality, clinical, and social psychology. Although the course emphasizes the normal processes of adolescent development, for example, the achievement of ego identity, and the growth of mature modes of thinking and reasoning, it will also give close attention to such characteristically adolescent phenomena as delinquency and eating disorders, especially anorexia and bulimia. We will also try to understand the extraordinary increase in severe pathology among adolescents during the last two decades. There is a two-hour seminar discussion once each week; and the class members will also meet in groups of five or six once every two weeks. There is a term paper and a final essay examination. [Cost:2] [WL:1] (Adelson)
572. Development and Structure of the Self. Introductory psychology and junior standing. (3). (Excl).
This course examines major psychological conceptions of the self. It is organized around such topics as the self as meaning-maker, identity achievement in young adulthood, the emerging self of infancy, the integration of self, the gendered self, the moral self, the self and social institutions. It is designed for a group of 20-25 students who have a general background in psychology. It will emphasize the critical examination of a relatively small number of texts. The class format will be centered in discussions of assigned readings, and will regularly require brief prepared reactions to them to open class discussion. Student evaluation will be based on class participation, a paper, a midterm, and a final examination. (Fast)
573. Developmental Disturbances of Childhood. Psych. 452, 453, or 457; and Psych. 475 or 575. (3). (Excl).
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 2 short papers, a midterm, final examination and term paper. [COST:2] [WL:1] (Miller)
574. Clinical Psychology. Psych. 475 or Psych. 575 and psychology concentration; or permission of instructor. (3). (Excl).
SECTION 001. Psychology 574 is a small seminar (limit of 20) for junior and senior psychology majors who think they might be interested in a career in clinical psychology or a related field. The student is expected to have a general psychology background, including psychopathology. The purpose of the seminar (which includes reading, class discussion, and papers) is threefold: (1) allow the student to consolidate his knowledge of psychology and apply it to real clinical materials; (2) to develop the student's capacity for making disciplined clinical inferences; and (3) to introduce the student to the realities of training and work in the profession. [Cost:1] [WL:1] (Lohr)
Section 002. Psychology 574 is a small seminar (limit of 25) for junior and senior psychology majors who think they might be interested in a career in clinical psychology or a related field. The student is expected to have a general psychology background, including psychopathology. The purpose of the seminar (which includes reading, class discussion, papers, clinical diagnostic interviewing, and a final) is threefold: (1) allow the student to consolidate his/her knowledge of psychology and apply it to real clinical materials; (2)to develop the student's capacity for making disciplined clinical inferences; and (3) to introduce the student to the realities of training and work in the profession. In order to facilitate in-depth discussion of the clinical materials, the class size will be limited to approximately twenty-five students. Evaluation of students will be based on a combination of several brief analytical papers, a midterm and a final exam. Cost:3 WL:1 (Hatcher)
590. Senior Honors Research I. Psych. 391 and permission of the Psychology Honors concentration advisor. (3). (Excl).
The main event in Senior Honors is thesis production. (Get thee to your tutor, get your thesis underway, make normal progress.) The goal is a thesis that makes one justifiably proud. Early on, each student will present thesis background and design to the class. Class discussion topics: school/job decisions and application strategies; a review of the basics of statistical reasoning and statistical tests that students intend to use (including quizzes). Drafts of segments that can later be incorporated into the thesis are to be submitted periodically. However, the main order of business, and classwork will not interfere, is, get thee to your tutor.... [Cost:1] [WL:1] (Weintraub, Marsden)
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