Information about the department's reorganization of courses

The Department of Psychology offers three regular introductory courses which differ in focus: Psychology 111, Psychology 112, and Psychology 113. Psychology Psychology 112 is offered as a natural science and stresses experimental psychology; Psychology 113 is offered as a social science and stresses social psychology and interpersonal behavior. Psychology 111 is approved for social science distribution but treats both perspectives with about equal weight. Students may elect Psychology 112 and 113, but students may not receive credit for Psychology 11 and either Psychology 112 or 113. 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 114. In Psychology 114 the coverage of basic material is rapid, leaving some time for specialized topics.

111(172). Introduction to Psychology. Psych. 111 serves, as do Psych. 112 or 113, as a prerequisite for advanced courses in the department and as a prerequisite to concentration. No credit granted to those who have completed or are enrolled in 112, 113, 114, or 115. Psych. 111 may not be included in a concentration plan in psychology. (4). (SS). Students in Psychology 111 are required to spend five hours outside of class participating as subjects in research projects.

This course is a one-term survey which integrates material from Psychology 112 and 113. 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:3 WL:1 (Peterson)

112(170). Introduction to Psychology as a Natural Science. Credit is granted for both Psych. 112 and 113; no credit granted to those who have completed or are enrolled in 111, 114, or 115. Psych. 112 may not be included in a concentration plan in psychology. (4). (NS). Students in Psychology 112 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, three short papers (two based on class experiments and one 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)

113(171). Introduction to Psychology as a Social Science. Credit is granted for both Psych. 112 and 113; no credit granted to those who have completed or are enrolled in 111, 114 or 115. Psych. 113 may not be included in a concentration plan in psychology. (4). (SS). Students in Psychology 113 are required to spend five hours outside of class participating as subjects in research projects.

This course is designed to explore contemporary psychology as a social science. The lectures will cover a broad area of topics: Part 1 presents a general introduction to Psychology (definition, history, methods). Part 2 is designed to give an overview of four different levels on which psychological issues can be studied. We will discuss shortly the biological perspective on psychological phenomena (heredity, the nervous system, etc.). Following, some basic processes such as perception, memory, information processing, motivation, emotion will be examined. Third, the person will be the center of attention (development, personality, psychopathology). Finally, persons in their social context will be analyzed (social cognition; intra- and intergroup processes, cultural influences). Part 3 of this course is devoted to one specific issue, the adaptation from 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 2 exams and 3 papers. Students are expected to attend the lectures plus one discussion section. The text used is Zimbardo, P.G. (1992)13 Psychology and Life. New York: Harpers Collins Publ. Cost:2 WL:1 (Inglehart)

114(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 111, 112, 113, or 115. May not be included in a concentration plan in psychology. (4). (SS). Students in Psychology 114 are required to spend five hours outside of class participating as subjects in research projects.
Section 001.
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 Undergraduate Psychology supplemented by a book of readings Taking Sides (6th ed.). Each student will also be expected to participate at least three times a week in a computer conference set up for the course (this typically requires 40-60 hours online during the term. Grades are based primarily on three exams and participation in the computer conference. Cost:3 WL:1 (Morris)

Section 002. This course provides 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 questions with important implications for modern life, including the following: (1) What are the limits to perceiving, remembering, and thinking "objectively"? (2) To what extent are intelligence, personality and action influenced by nature and nurture? (3) How are our thinking and behavior influenced by our social nature? A variety of class formats will be used, including lecture, discussion, films, labwork, and class demonstrations. Readings include a textbook, two additional books (The Mismeasure of Man and Lest Innocent Blood Be Shed ) 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 003. 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:2 WL:1 (Weintraub)

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]

211(201). Outreach. Prior or concurrent enrollment in introductory psychology. Credit is granted for a combined total of 15 credits elected through Psych. 211 and Psych. 404-409. May not be included in a concentration plan in psychology. (1-3). (Excl). Offered mandatory credit/no credit. Laboratory fee ($20) required. (EXPERIENTIAL). Psych. 211 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, the people whom you will serve, and to provide a genuine community service. 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 persons, women, physically ill adults and children, persons legally confined to mental health and criminal institutions, social advocacy organizations concerned with combating racism, helping battered women, 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, 1992, will be available at an Information Meeting on Tuesday, March 31, 1992, at 6:30 pm in MLB Auditorium 3. For information, call the Outreach Office at 764-9179 or 764-9279. Psychology concentrators electing two separate sections in Psychology 211 (4 credits) will have the option to waive their second advanced lab requirement. [COST:1, not including $20 lab fee.] [WL:1] (Miller)

303(503). Special Problems in Psychology: Advanced Laboratory. One of the following: Psych. 330, 340, 350, 360, 370, 380, or 390. (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, 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:3 WL:1 (Beale)

330(331). Introduction to Biopsychology. Introductory psychology. (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 330 will be the prerequisite for many upper-level Biopsychology courses. [Cost:2] [WL:1] (Berridge)

331(511). Laboratories in Biopsychology. Psych. 330 or 431. (4). (Excl).

The purpose of this course is three-fold. (1) Provide students with opportunities to gain practical laboratory experience by assisting an individual faculty member in the Biopsychology Program with his/her on-going research. (2) Introduce students to selected general methods used in the field of biopsychology (brain and behavior and animal behavior). (3) Provide practical knowledge about research design, quantification of behavior, scientific writing, the use of animals in research, and miscellaneous techniques used by biopsychologists in laboratory research. Students must register in two sections; a general lecture section (001) and an individual faculty member's section (faculty identification number). To be admitted, students must first get permission from an individual faculty member to work in his/her lab. Specific instructions and an application form (which must be completed) are available in the Psych. Undergraduate Office or the Biopsychology Program Office. Students concentrating in 'Psychology as a Natural Science' will receive priority. Cost:1 WL:3 (Holmes)

340. Introduction to Cognitive Psychology. Introductory psychology. (4). (NS).
Section 001. Memory, Thinking, and Perception. (3 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 a book of readings. The course will include lecture, discussion, demonstrations, in-class experiments, and practice on problem-solving exercises. Cost:2 WL:1 (G.Olson)

341(310). Superlab in Psychology as a Natural Science. Psych. 330 or 340. (4). (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. Particular emphasis is placed upon experimental methods and design. Students will design, conduct and perform appropriate statistical analyses on their own experiments. Student evaluation is based upon participation, exams, and three research reports. The course is also appropriate for students in various other degree programs related to the scientific study of psychology. [Cost:2] [WL:1]

342(521). Laboratory in Judgment and Decision Making. Psych. 340 or 542. (3). (Excl).

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 that discuss decision psychology, e.g., behavioral decision making, memory, learning, thinking. It satisfies one of the advanced laboratory requirements for a concentration in psychology. Cost:2 WL:1 (Yates)

351(517). Advanced Laboratory in Developmental Psychology. Stat. 402 and Psych. 350. (3). (Excl).

This course provides training in the skills necessary to conduct research in developmental psychology: This involves the investigation of the psychomotor, perceptual, cognitive, socio-emotional development of children and adults. 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 on campus concerning the different research projects in Burns Park School and the UM Children's Center. Several different research projects will be conducted (involving different methods and different-aged subjects) off-campus. Evaluation is based primarily on participation in the research projects and written reports of this research. There is one exam covering research methods. Cost:2 WL:1 (Nadelman)

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

Organizational psychology is the subfield of psychology devoted to the study of human thought and action in organization. This course offers a broad-ranking introduction to the field and aims to help students to develop understanding and skills in relation to a variety of subjects, including work attitudes and motivation; work design; group dynamics; leadership; decision-making; processes of organization structure and design; and organizational culture. The course will consist of a combination of lecture, discussion, group work, and tutorials. A wide range of teaching methods will be used to illustrate how materials from lectures and reading can be applied to common problems of organizations. Cost:3 WL:1 (Finholt)

370. Introduction to Psychopathology. Introductory psychology. (4). (SS).
Section 001.
This course will present an introductory overview of abnormal psychology. The course will emphasize case studies as well as integrating research and theory on psychological dysfunction and problems in living. Among the disorders covered will be: anxiety disorders, sexual disorders, depression, personality disorders and schizophrenia. Issues concerning the history and validity of diagnoses and the merits of various approaches to understanding the disorders (e.g., psychodynamic, biological, behavioral, cognitive) will also be covered. This is a lecture-only section of the course. There will be two hours of lecture per week, plus two hours per week devoted to the study of films relevant to the content of the course. Grading will be based on a midterm and final exam and assigned papers. Cost:2 WL:1 (Hansell)

Section 010. This course will provide an overview of abnormal psychology, focusing on the assessment and diagnosis of psychiatric disorders. We will also explore several explanatory systems (psychodynamic, behavioral/cognitive behavioral and biopsychological) that offer accounts of the etiology of these disorders and provide treatment strategies. The readings for this course will include clinical case studies, theoretical essays and empirical research papers. Course requirements include: attendance at lecture, course readings, 2 or 3 in class examinations. A short paper may also be assigned. (Leary)

372(415). Advanced Laboratory in Psychopathology. Psych. 370; and permission of instructor. (3). (Excl).
Section 001: 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 materials 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 class meets twice weekly for an hour and a half. It focuses on one topic per week. Students prepare paragraph-length reactions to the assigned readings and clinical materials of each topic prior to the classes in which they are to be discussed. Several of these are read aloud to introduce the discussion. Attendance at class is required. Course evaluation will be based primarily on two tests, and secondarily on class contributions. (Fast)

Section 002. Primary focus will be issues and methods in research in clinical psychology, with particular reference to childhood psychopathology. Research methods will include both a wide range of problems (epidemiology; etiology; syndrome description; stress variables; efficacy of interventions; prognosis; follow-up; etc.) and a substantial range of methodological approaches. Goals will be to assist students toward acquiring competence in the design of research, substantially increase student sophistication as critical readers of various forms of psychological research, and acquaint students with value issues, procedural and pragmatic considerations relevant to research in psychopathology. Essentials include lecture-discussion sessions, assigned readings, special research exercises, and a supervised small-scale research project designed and conducted by each student. Please note : Section 002 will not include patient contact. Cost:3 WL:1 (Cain)

380(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)

381(516)/Soc. 472. Advanced Laboratory in Social Psychology. Stat. 402 and Psych. 380. (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)

390(452). Introduction to the Psychology of Personality. Introductory psychology and upperclass standing. (4). (SS).

This course provides a broad survey of personality psychology, focusing on three levels of analysis: human nature, sex differences, and individual differences. These levels are examined from several theoretical perspectives, including evolutionary, psychoanalytic, motivational,-cognitive, phenomenological, interactional, and dispositional. Emphasis will be placed on the interaction between internal personality characteristics and the social context within which individuals operate. Lectures and readings include a balance of theory and research. The course includes two lectures and two discussion sections per week. (Buss)

391(519). Advanced Laboratory in Personality. Stat. 402, and prior or concurrent enrollment in Psych. 390. (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)

401. Special Problems in Psychology as a Social Science. One of the following: Psych. 350, 360, 370, 380, or 390. 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: Peer Counseling Skills.
This course, which is open to freshmen through seniors, is designed to explore the basic principles, techniques and developmental issues involved in peer counseling. The class size will be limited to 30 in each of two sections in this three credit course so as to encourage discussion and participation in role play exercises. Appropriate readings and class discussion will address such issues as confidentiality, empathy, listening and communication skills. While there will be no examinations, there will be weekly writing assignments and a longer final paper. These written assignments and in-class exercises will give an opportunity to apply the theory and technique of peer counseling. Some of the readings and discussion will focus on issues of self understanding in adolescence and adulthood, and on research issues in the field. While there are not required prerequisites for this class, it would be helpful for students to be curious about peer counseling and have a capacity for empathy and self understanding. Both sections of this course will meet weekly with guest speakers on campus whose programs offer opportunities to apply peer counseling skills. Some of the class sessions may be videotaped for teaching purposes. Grades will be based on the quality of participation and written assignments. A course pack with readings will be available and additional materials will be distributed by the instructor and teaching assistants during the course. Cost:3 WL:1 (Hatcher)

404(300). Field Practicum. One of the following: Psychology 330, 340, 350, 360, 370, 380, or 390; and permission of instructor. Degree credit is granted for a combined total of 15 credits elected through Psych. 211 and 404-409. A combined total of 6 credits of Psychology 404-409, 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. 404-409.
Undergraduate Peer Advising.
This course offered for 2 or 3 credits is a supervised practicum for psychology concentrates who wish to learn to help the Undergraduate Psychology Office with academic advising/counseling. Students are selected by interview for the training and supervised practicum. Twelve hours of weekend training in peer facilitation and the work of the Undergraduate Office precede the 2-4 hour weekly practicum and supervision sessions. Required also are weekly journals and a final term paper. The purchase of two paperback texts and a course pack are necessary. In addition to experience with individual academic advising, students in this course may elect to help run "focus groups" on subjects of interest to psychology concentrators. The class is limited to about 20 students in order to facilitate discussion, training and supervision of the practicum.

408(308). Field Practicum. One of the following: Psychology 330, 340, 350, 360, 370, 380, or 390; and permission of instructor. Degree credit is granted for a combined total of 15 credits elected through Psych. 211 and 404-409. A combined total of 6 credits of Psychology 404-409, 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. 404-409.

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 eight to twelve 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)

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

See Women's Studies 419. (Hassinger)

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 a multiple-choice quiz, 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. 330. (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)

434(333). Human Neuropsychology. Introductory psychology. No credit granted to those who have completed or are enrolled in Psych. 634. (4). (NS).

This course surveys current knowledge of the human brain and its role in mental processes, such as perception, attention, thought, language and memory, and learned behavior skills. Special topics include left vs. right-brain functions, sex differences in brain function and rehabilitation of cognitively impaired individuals with brain damage. Evaluation based on hour exams and final exam. Lecture and discussion. Cost:2 WL:1 (Butter).

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

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

See Anthropology 368. (Mitani)

439(468)/Anthropology 468/Women's Studies 468. Behavioral Biology of Women. One of the following: Anthro. 161, 361, 368, Psych. 430, Biol. 494. (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 2 hours 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)

442(444). Perception, Science, and Reality. Introductory psychology. No credit granted to those who have completed or are enrolled in Psych. 444. (3). (Excl).

This course was formerly offered as Psychology 444. It carries Concentration credit for Psychology concentrators. Natural Science credit for the LS&A Distribution requirement can be requested. The course focuses on basic perceptual phenomenon and theories. It also examines the general relationship between perception and scientific observation. Topics include: Sensory transduction and psychophysics, 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, since at its most general level, human perception concerns the questions of how and why human beings use sensory information to conceive of, and experience immediate reality the way they do. The instructor assumes no particular psychology background, and non-psychology concentrators are welcome. Grades will be determined on the basis of two short papers (each worth 30% of the grade) and one longer paper (worth 40% of the grade). An optional MTS conference will also be available. Questions concerning this class can be messaged to Robert Pachella using the MTS message system. [Cost:2] [WL:5 Get on waitlist. At beginning of term be sure that telephone number at CRISP is correct: If not call 764-9440 to correct it. As places in the course open up, we will call people IN ORDER from the waitlist.] (Pachella)

444(444). Perception. Psych. 340. No credit granted to those who have completed or are enrolled in Psych. 442. (3). (NS).
Section 002.
We experience the world around us through our senses. This course will examine the neural mechanisms that transduce physical energy into sensations and the mind/brain operations that transform sensations into percepts. The course aims to integrate neuroscientific, psychophysical and cognitive approaches to the problems of perception and will introduce methods employed by each approach. Emphasis will be placed on the visual modality where significant progress has been made in understanding the neuropsychological basis of perception. Topics will include how we see brightness, color, form, depth and motion, visual illusions and constancies, imagery, speech and pitch perception. Evaluation will be based on three exams. (Reuter-Lorenz)

447(443). Psychology of Thinking. Psych. 340. (3). (NS).

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 reasoning, problem solving, decision making, artificial intelligence, critical thinking, and cognitive development. 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. Cost:1 WL:1 (Ahn)

453. Socialization of the Child. Psych. 350. (3). (SS).
Section 001.
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 childrearing 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 three equally weighted examinations (multiple choice and essay). Readings are comprised of journal articles and book chapters. Lecture format. Cost:2 WL:1 (McLoyd)

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

This upper-level undergraduate course provides an examination of children's thinking and intellectual growth, from infancy through adolescence. Topics covered include: concepts, language, problem-solving, memory, spatial skills, individual differences, and more. We will consider different theoretical accounts of how mental abilities develop, devoting particular attention to recent psychological research (both experimental and observational). The course will primarily be a lecture format, with opportunity for in-class discussion. Students will be evaluated by 3 exams and one term paper. Cost:2 (Gelman)

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

This section of Psychology of Aging takes a broad view of aging. It is based on the premises that individual aging is a life long process that cannot be understood as an isolated phenomena but is a function of the physical and social changes that accompany psychological developments as well as of the social and historical context in which an individual ages. The course will draw information from the traditional specialties of the psychology of aging (such as memory; intelligence; personality; social relationships, and psychopathology and treatment) as well as from health and social gerontology (i.e. disease, treatment, and prevention; institutionalization; retirement; social stratification, and housing). Emphasis is on information based on research and evaluation of the methodologies used in generating the findings. The course is organized into lecture and discussion sections; some contact with an older person outside of class is also required. Course requirements are two papers and two exams. A text and supplemental readings will be used. (Herzog)

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

This course focuses on work group behavior in organizations. It is the second class in a series that includes Psychology 360 (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. Students will be required to work in small groups. Cost:2 WL:4 (Davis-Sacks)

471(385). Marriage and the Family. Introductory psychology. (3). (SS).
Section 001.
This lecture and discussion course looks at the family from both a developmental and clinical perspective. Developmental perspectives include dating, marriage and family life cycles. A variety of theoretical frameworks for understanding and evaluating the family are also presented. Primary emphasis will be on family systems, ecological, object relations and intergenerational theories of family functioning. The course paper requires students to evaluate and design a family therapy intervention for one family in a work of modern fiction. The midterm and final have a multiple choice, short answer and a choice of short essay format. Cost:2 WL:3 (Graham-Bermann)

Section 010. 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)

504. Individual Research. Permission of instructor and one of the following: Psychology 330, 340, 350, 360, 370, 380, or 390; A combined total of 6 credits of Psych. 404-409, 504, and 506 may be included in a concentration plan in psychology. (1-6). (Excl). (EXPERIENTIAL). 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 one of the following: Psychology 330, 340, 350, 360, 370, 380, or 390. A combined total of 6 credits of Psych. 404-409, 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]

510(590). Senior Honors Research I. Psych. 312 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, Norman)

531. Advanced Topics in Biopsychology. Psych. 330. (3). (Excl). May be repeated for credit.
Section 001: Hormones and Behavior. (3 credits). Prerequisite: Psych 331 or equivalent.
Do hormones influence behavior? Yes. Hormones can have a profound effect on the brain and this can produce changes in behavior. Hormone-brain-behavior relations in humans, dogs, rats, frogs, moths and other animals will be the topics of discussion. Behaviors to be discussed include sex differences in the brain, as well as hormonal influences on mating behavior, courtship behavior, parental behavior, aggression, thirst, feeding, cognitive functions, and stress responses. Grades will be based on the results of 3 exams. [Cost:2] [WL:1] (Becker)

542(522). Decision Processes. An introductory course in statistics is recommended but not required. (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)

551. Advanced Topics in Developmental Psychology. Psych. 350. (3). (Excl). May be repeated for credit.
Section 001: Cross-Cultural Psychology. (3 credits).
The course deals with comparisons of psychological processes and development of individuals living in diverse cultures. Emphasis is placed on cognitive, personality, and social development; discussions of disturbances in development, maladjustment, and remedies are included. A number of cultures are discussed, but many of the examples are drawn from the cultures of Asia and the United States. A beginning course in psychology provides the necessary background. Student evaluations are made on the basis of two examinations and a term project, which, depending on the size of the class, may be in the form of an individual research project. There is no textbook; a course pack is used. Reliance is placed primarily upon lectures, but discussion sessions are held before examinations and conferences are held concerning the term project. Cost:2 WL:2 (Stevenson)

558. Psychology of Adolescence. Psych. 350. (3). (Excl).

Designed to educate the student about (1) the application of scientific inquiry to the domain of human behavior and development; (2) some principles of developmental and social psychology; and (3) the specific effects on human behavior of ADOLESCENCE, a period of rapid biological, psychological and social change. Intended as a contribution to students' liberal education; to provide them with concepts which may enrich their appreciation of a broad range of scientific and cultural materials; and to help them lead more self-conscious lives. Approach to adolescence is biopsychosocial. Adolescence will be treated as a particular instance of interaction between sociological, psychological and social development, centering about the attainment of adult sexuality, increasing cognitive skills, and preparation for taking adult roles in the individual's society. Students must already have successfully completed at least one course in child or lifespan development or in the socialization of the child. Evaluation will be based on written work; take-home essay examinations and a term paper. Readings will include a textbook, a course pack of theoretical and empirical papers on adolescence, and autobiographies. Cost:2 WL:1 (Gold)

Section 003. 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)

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

This course examines how organizations of various kinds are affected by, and also influence, the social environments in which they operate. The course will focus on major external challenges and threats that organizations are now facing: global competitions and collaboration; demands to improve the quality of products and services; work force diversity; and the need for effective organization design and strategic management. Students will develop knowledge and skills needed to be effective leaders of complex organizations. Classes will include both lectures and discussion; two exams and papers are required. Cost:2 WL:1 (D'Anno)

570(556). The Psychological Study of Lives. Psych. 370 and junior standing. (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)

571. Advanced Topics in Clinical Psychology. Psych. 370. (3). (Excl). May be repeated for credit.
Dreams as Problem Solving Strategies.
Students examine their own and others' dreams to understand how their dramatic narrative structure highlights strategies to attempt resolution of personal conflict. Background theory is presented through required readings and lecture, and evaluation is based on participation in discussion, an exam and paper. (Wolowitz)

572. Development and Structure of the Self. Psych 370 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. 350 or 390, and Psych. 370 (3). (Excl).

This course focuses on children's developmental disturbances. It includes basic points of view, selected syndromes, relevant research data, 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, and ways of approaching issues into their own fields. Student work is evaluated on the basis of a midterm, final examination and term paper. [COST:3] [WL:1] (Cain)

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

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)

575. Perspectives in Advanced Psychopathology. Two courses from among Psych. 350, 370, 390, 443, 444, 451, and 558. (3). (Excl).
Adv Psychopathology.
The evolution of conceptualization of psychopathology as repressed trauma, conflict regarding forbidden desire vs. guilt and anxiety; internalized "bad objects" vs "good objects" and narcissistic abuse or deprivation is the focus of clinical case readings and discussion based on psychotherapy observations and interactions. Evaluation is based on an exam, final and class participation. (Wolowitz)

581. Advanced Topics in Social Psychology. Psych. 380. (3). (Excl). May be repeated for credit.
Section 001. Lives in Social Context.
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. 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)

592(559). Personality Theory. Psych. 390. (3). (Excl).

The first half of the course will be devoted to a brief overview of a number of personality theories. For the remainder of the course, each student will select two theorists and read extensively from his or her original works. Throughout the second portion of the course, students will draw from the writings of their theorists in an effort to shed light on several personality case studies. Finally, each student will prepare a written analysis of a single case study from the perspective of his or her two theorists. The course favors students who are prepared to do a great deal of reading and to immerse themselves in the resources of the library. Course grades will be based on reading logs maintained throughout the course, contributions to classroom discussions and case analyses, and the final written case study. Cost:2 WL:1 (Morris)

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