The Department of Psychology offers two regular introductory courses: Psychology 111 and Psychology 112. Psychology 112 is offered as a natural science and stresses experimental psychology; Psychology 111 is approved for social science distribution but treats both perspectives with about equal weight. Students may not receive credit for Psychology 111 and Psychology 112. Either of the two 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 or 115. Psychology 115 is offered as a natural science course and stresses experimental psychology. In Psychology 114 the coverage of basic material is rapid, leaving some time for specialized topics.
Department of Psychology Override and Disenrollment Policy for Psychology 111, 112, 330, 340, 350, 360, 370, 380, and 390.
For each of the gateway and intro courses, we will establish a single waitlist for that course. If all the sections you want are filled, than you need to get on the course waitlist. We will use that waitlist to establish priority for getting into the course.
Wait list on the appropriate waitlist section for each course.
All overrides for Psychology 111 and 112 will be issued by staff in L-218 West Quad. All overrides for Psychology 330, 340, 350, 360, 370, 380 and 390 will be issued by staff in K- 106 West Quad.
No overrides will be issued until early registration ends. When it's over, the office will contact students on the waitlist, in order, and offer them space in the class as it becomes available.
Beginning the first day of classes, overrides will be given on a first-come, first-serve basis to people on the CRISP wait list if space is available.
Section switching will be done on a space available basis beginning the first day of class. This must be done in the appropriate office.
Overrides will be available to anyone on a space available basis beginning September 21 in the appropriate office.
Department of Psychology disenrollment policy for Psychology
Ill and 112.
Students must attend discussion section during the week of September 12 or contact the introductory psychology office, L218 West Quad, or they will be disenrolled from the course.
Department of Psychology disenrollment policy for Psychology
330, 340, 350, 360, 370,380, and 390.
Students must attend discussion section during the week of September 12 or contact the undergraduate psychology office, K-106 West Quad, or they will be disenrolled from the course.
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 provides a broad introduction to the field of psychology. During the term we will cover such topics as perception, development, physiology and behavior, personality, and social psychology. In addition, we will look at some of the metaphors and principles that have guided research and theory within psychology (e.g., the mind as computer; the role of the unconscious; the person as pleasure seeking; the role of nature and nurture). Grades are based on three exams and assignments in discussion sections. Cost:2 WL:5, See Department waitlist procedures above. (Hilton)
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.
This course provides a broad introduction to the field of psychology with an emphasis on natural science perspectives. The topics include human behavior including neural and biological mechanisms, sensation and perception, consciousness, learning and memory, reasoning and intelligence, life-span development, motivation and emotion, personality and individual differences, social influences, and abnormal behavior. The text is Atkinson, Atkinson, Smith, and Bem (11th Ed.) Harcourt-Brace-Jovanovich, supplemented by three popular press books. Each student is expected to participate actively in discussion and laboratory sessions. Grading is based on performance on three exams and completion of three short writing assignments. WL:5 (See Psychology Wailist procedures above). (Seifert)
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. 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. Announced 10-minute quizzes, multiple choice and fill-in the blank questions from the study guide, are interspersed between exams. 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)
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 Ordinary Men ) 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)
115(190). Honors Introduction to Psychology as a Natural Science. Open to Honors students; others by permission of instructor. No credit granted to those who have completed or are enrolled in 111, 112, 113 or 114. Psych. 115 may not be included in a concentration plan in psychology. (4). (NS). Students in Psychology 115 are required to spend five hours outside of class participating as subjects in research projects.
The course will provide an overview of the field of psychology from a natural science perspective. Topics to be covered include nervous system, sensation and perception, learning and memory, language, cognition, motivation and emotion, sex, human development, biological rhythm and dream, drug action, and mental disorder, with an emphasis on underlying brain mechanisms. Although there is no prerequisite, students are expected to have basic knowledge and good background in chemistry and biology. It is hoped that, through the course, a student will become more understanding of the mind and behaviors of himself/herself as an individual and the society as a whole. Attendance to lecture/discussion is mandatory. Students are evaluated based on exams, quizzes, reaction papers, and session participation. Cost:3 WL:1 (Zhang)
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). May be repeated 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 45 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, 1994, will be available at an Information Meeting on Tuesday, March 22, 1994, at 6:00 pm in Angell Hall Aud A. 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)
Section 001 – Preschool Children at Risk. Provide experience for a variety of children in preschool who are at-risk for developing intellectual, emotional, and behavior problems, or work with agencies trying to reduce the number of children facing these situations. Risk factors include poverty, teenage parents, single parenthood and developmental difficulties.
Section 002 – Big Sibs – Community & Opportunity. Be a Big Sib; develop a meaningful individual relationship with a child in need of the companionship of a consistent caring adult; share in activities and enjoy being with a young person in the community. Some students might also have the opportunity to be a Big Sib to a physically or mentally handicapped child.
Section 003 – Juvenile Justice and Education. Establish a meaningful friendship with a child in an after-school program; help tutor, plan activities and serve as a positive role model for a local student; interact with and assist teenagers and preteens whose behavior is in conflict with the laws and rules of our society, or join with community groups working to increase educational opportunity and juvenile justice. Learn about juvenile criminal behavior, the criminal justice system and the law, institutionalization and rehabilitation.
Section 004 – Social Justice. Learn about racism, homophobia, sexism, rape, incest, domestic violence, eating disorders, substance abuse, the AIDS crisis, and teen pregnancy. Develop supportive and helping relationships with people as they encounter special challenges throughout the lifespan from teens through elderly, or join with local agencies working to bring about change in the lives of people of color, women, gay men, and lesbians.
Section 005 – Interventions for Mental Health. Work with children and adults with mental illness or developmental disabilities living in institutional settings or in the community; assist these people in practicing social skills and increasing their integration into society, or work with groups advocating for better conditions, services, and community awareness for persons with mental health problem & examine issues such as attitudes and prejudices about mental health, mental illness and mental retardation.
Section 006 – Health, Illness, & Society. (formerly Medical Psych.) Serve as a non-medical liaison between staff, family, and patients, offering empathy and emotional support in waiting rooms, at bedside, in community health clinics and in other settings; learn how people cope with stress; provide supervised occupational, physical, rehabilitative, educational, and recreational therapy, and support for people with special physical or health needs: senior citizens, children who are physically impaired, or people who are HIV positive, or work with groups trying to prevent particular health problems, promote health education or those that are advocating for improved health services.
Section 007 – Exploring Careers. Investigate majors and careers that best fit your needs and abilities; explore graduate school options; write a resume and cover letter; improve your job search strategies; talk with professionals in various fields; increase your awareness of social issues that affect people's career decisions and work lives. This section requires application and override from L218 WQ.
Section 008 – Lifespan Development. Work with infants, children and teenagers in a variety of day care and school settings. Learn about the course of human development and the many forces that influence this. This section is primarily intended for students who are simultaneously enrolled in Psych 350.
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 – Research Methods and Techniques in Biopsychology (Prereq. Psych. 330 and Permission of Instructor). (3 credits). This course is intended to acquaint students with the research process, emphasizing research in physiological psychology. The objectives of the course are: (1) to introduce students to the methods used in conducting empirical research; (2) to expose students to selected methods and techniques used in the study of brain-behavior relations; (3) to provide students with the research skills involved in gathering and evaluating empirical data concerning the biological basis of behavior; and (4) to develop skills necessary for writing and critically evaluating scientific papers in the field of biopsychology. Students will first learn the basic components involved in the successful conduct of empirical research, and be provided with a broad overview of research design issues relevant to research in biopsychology. These methods will then be used to perform experiments addressing a variety of research topics in biopsychology. Videotaped experiments will provide the basis for the laboratories, including all data collection. Meets one of two lab course requirements. Cost:1 WL:3 (Camp)
306. Project Outreach Group Leading. Introductory psychology, Psychology 211, and permission of instructor. A total of 6 credits of Psych. 304, 305, 306, 307 and 308 may be counted toward a concentration in Psychology. A total of 12 credits of Psychology 304, 305, 306, 307 and 308 may be taken for degree credit. (3). (Excl). (EXPERIENTIAL). May be repeated for a total of 6 credits.
This course provides the students with knowledge and practice in teaching undergraduate students involved in community service learning experiences. In addition to completing a personal service learning placement in a community setting, students will learn to supervise and evaluate the placement activities of others, and gain essential skills in facilitating small group discussions which integrate field experiences with theoretical concepts. Students will be evaluated on the basis of two projects, a number of other regular written assignments, and the quality of the small group discussions which they facilitate. Cost:2 (Miller)
307. Directed Experiences with Children. Introductory psychology and permission of instructor. A total of 6 credits of Psych. 304, 305, 306, 307 and 308 may be counted toward a concentration in Psychology. A total of 12 credits of Psychology 304, 305, 306, 307 and 308 may be taken for degree credit. (3-4). (Excl). (EXPERIENTIAL). May be repeated for a total of 7 credits.
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)
308. Peer Advising Practicum in Psychology. Introductory psychology and permission of instructor. A total of 6 credits of Psych. 304, 305, 306, 307 and 308 may be counted toward a concentration in Psychology. A total of 12 credits of Psychology 304, 305, 306, 307 and 308 may be taken for degree credit. (2-3). (Excl). (EXPERIENTIAL). May be repeated for a total of 6 credits.
This course offered for 2 or 3 credits is a supervised practicum for psychology concentrates who wish to learn to help other psychology students through academic advising/counseling. Students are selected by interview for the training and supervised practicum. Twelve hours of weekend training in peer facilitation psychology concentration requirements precede the weekly practicum and supervision sessions. A 2 hour faculty-supervised weekly class and an additional 1/2 hour meeting with undergraduate office staff is required. Required also are weekly journals and a final research 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. For further information please call Dr. Hatcher at 747-3920. (Hatcher)
330(331). Introduction to Biopsychology. Introductory psychology. (4). (NS).
This course will examine the physiological basis of behavior in humans and non-human animals. We will learn about the cellular components of the brain that process information. We will see how the brain integrates sensory information from the environment and internal sources to regulate physiological processes and produce behavior. By comparing the behavior of various species, we will begin to get an idea of how genetics can also play a role in the evolution and expression of behavior. By learning about the anatomy of the brain and the basic processes through which the neurons in the brain communicate, we will also be learning why brain injuries result in certain deficits and how drugs produce their effects. The brain is an amazing organ, and we are just beginning to learn how complex processes such as language, learning and memory, or cognition are produced in the brain. 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 most upper-level Biopsychology courses. Cost:2 WL:5 (See Psychology Wailist procedures above). (Bazzett)
331(511). Laboratories in Biopsychology. Psych. 330 or 431. (4). (Excl). Satisfies a Psychology research-based laboratory requirement.
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:1 (Butter)
340. Introduction to Cognitive Psychology. Introductory
psychology. (4). (NS).
Section 001 – Memory, Thinking, Perception. 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 objective examinations that will stress knowledge of the material and understanding of the relationship between theory and data, as well as performance on two research projects and discussion section activities. Readings will be drawn from a text and several primary sources. The course will include lecture, discussion, demonstrations, in-class experiments, and practice on problem-solving exercises. Cost:2 WL:5 (See Psychology Wailist procedures above). (Jonides)
341(310). Superlab in Psychology as a Natural Science. Psych. 330 or 340. (4). (NS). Satisfies a Psychology research-based laboratory requirement.
This course fulfills one of the advanced laboratory requirements in Psychology. It is designed to acquaint psychology concentrators with a wide range of methods and topics applicable to the scientific study of behavior. The general objectives of the course are to learn why people do psychology research, to understand the logic of experimentation, to gain experience of experimentation, to learn to critically evaluate research findings. The performance objectives of the course are to be able to construct and carry out an experiment to test a given hypothesis, to be able to analyze the data from an experiment, to be able to present the experiment and its results in a clear, concise manner, and to be able to clearly communicate ideas in written form. Experimental methods are demonstrated using examples from vision and perception, pattern recognition, memory systems, language, problem solving, and decision making. Grading is based on exams and reports of three experiments conducted by students. Cost:2 WL:1
342(521). Laboratory in Judgment and Decision Making. Psych. 340 or 542. (3). (Excl). Satisfies a Psychology research-based laboratory requirement.
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 discusses 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)
350(457). Introduction to Developmental Psychology. Introductory psychology. No credit granted to those who have completed or are enrolled in 255. (4). (SS).
This course provides an introduction to the milestones of human development from conception to death. We describe physical, cognitive, and social growth of normal children with special attention to various cultural contexts of development and the rich diversity of individuals. The content is primarily drawn from research and theories in developmental psychology. We hope that students can integrate their knowledge of psychology and their observations of human development with the content of this course. In addition, we will discuss implications for child-rearing, education, and social policy-making so that you can apply the knowledge to meaningful problems. WL:5 (See Psychology Wailist procedures above). (Paris)
360. Introduction to Organizational Psychology. Introductory psychology. (4). (SS).
Organizational psychology is the subfield of psychology devoted to the study of human behavior in organizations. This course offers an introduction to the field and aims to help students understand theory in a variety of areas, including: work attitudes and motivation; group dynamics; organizational communication; organizational structure and design; and organizational culture. Development of these ideas will occur through textbook readings, and through accounts from participants in actual organizations, specifically the auto industry. A range of teaching methods will be applied in this course, including: one hour lectures twice a week; a two hour discussion section once a week; a variety of writing assignments totalling fifty to sixty pages of work over the semester; two exams; group exercises; and periodic videos and guest speakers. Application of organizational psychology in applied settings, such as human resource management, is not a major emphasis in this course. Cost: 3 WL:1 (Finholt)
361. Advanced Laboratory in Organizational Psychology. Psych. 360. (4). (Excl). Satisfies a Psychology research-based laboratory requirement.
This is a project-oriented advanced laboratory in organizational psychology. The lab is designed (1) to provide students with opportunities to gain practical organizational research experience, (2) to introduce students to selected general research methods in organizational psychology (e.g., field experiments, experimental simulations, survey research), and (3) to provide practical knowledge about research design, analysis, and scientific writing. Student research teams will engage in the design, data collection, analysis, and write-up of organizational research projects. Instruction will be delivered by lecture, workshops, and discussions. Readings will focus on theories, research issues, and methods. Evaluation will be based on contributions to the research team (peer evaluations) and on collaborative written reports. Energetic and thoughtful participation in research projects is an absolute requirement. Cost:2 WL:1 (Saavedra)
370. Introduction to Psychopathology. Introductory psychology. (4). (SS).
Much the same as former PSYCH 475. This course covers such problems in living as substance abuse, anxiety, depression, and schizophrenia – their psychological explanations and treatments. Weekly lectures and discussions. Grades based on three multiple-choice exams administered during regularly-scheduled lecture times and discussion activities as assigned by discussion leaders; these activities may differ across discussion sections. Textbook and a course pack are required reading. Sample exams and lecture notes are available as options. Class limit: 480 students. If the class is filled, please get on the WAITLIST at CRISP! A good time will be had by all. Cost:2 WL:5 (See Psychology Wailist procedures above). (Peterson)
372(415). Advanced Laboratory in Psychopathology. Psych.
370. (3). (Excl). Satisfies a Psychology research-based laboratory
Section 001. Primary focus will be issues and methods in research in clinical psychology. Research methods will include both a wide range of problems 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, and does not require permission of instructor. Strongly suggest Stat. 402 completed prior to election of this section. Cost:3 WL:1 (Cain)
Section 002 – 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 responses to frequently used instruments for clinical assessment. Assigned readings will be used to place these clinical data in a broader perspective. This course consists of weekly topics. Meetings will center on assigned readings. Students will write one-paragraph reactions to the readings. Several of these will be read to introduce class discussion. Course evaluation will be based on two short papers, two in-class tests and class participation. Cost:1 WL:1 (Fast)
380(382). Introduction to Social Psychology. Introductory psychology. (4). (SS).
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:5 (See Psychology Wailist procedures above). (Cordova)
381(516)/Soc. 472. Advanced
Laboratory in Social Psychology. Stat. 402 and Psych.
380. (3). (Excl). Satisfies a Psychology research-based laboratory
Section 001. The lab looks at the psychology of social change. Each student carries out an independent project. The student chooses a change effort that is personally significant. Through observation and semi-structured interviews with leaders, followers, opposition, and audience, the student identifies and considers the conceptions of change and influence that implicitly guide the effort, and also looks at the life histories that bring participants to the engagement. A good chance to sharpen skills at field research. Cost:2 WL:1 Must attend first two class meetings. (Ezekiel)
Sections 002 and 003. Students design and implement a small survey and laboratory experiment on a standard social psychological topics such as personality and political beliefs, cooperation and competition, group discussion and attitude change, bargaining and negotiation, etc. Instruction carried out via discussion and demonstration plus a small number of lectures. Grades based primarily on papers in which students analyze and write-up the results of their research projects. Quality of participation in class and in research teams is also taken into account. Cost:2 WL:1 (Burnstein)
390(452). Introduction to the Psychology of Personality. Introductory psychology. (4). (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 context, as the major components of personality. Case studies of historical persons will be used to illustrate and integrate these components. Cost:3 WL:5 (See Psychology Wailist procedures above). (Winter)
391(519). Advanced Laboratory in Personality. Stat. 402, and prior or concurrent enrollment in Psych. 390. (3). (Excl). Satisfies a Psychology research-based laboratory requirement.
Personality research methods will be explored in detail in this course. Several techniques for measuring personality will be introduced, including questionnaires, physiological measures, projective techniques, and observation. Attention will also be given to ethical and social issues involved in the assessment of personality, as well as issues of research design and measurement reliability and validity. Students will gain direct experience with assessment methods by generating personality data for use in class projects. Class projects involve selecting personality variables and formulating hypotheses about them. Those hypotheses are then tested in data generated or obtained by the class members. While class projects will be done on group data, students will obtain individualized experience with many different types of personality measures. Cost:2 WL:1 (Larsen)
401. Special Problems in Psychology as a Social Science.
Introductory psychology. Only 6 credits of Psych.
400, 401, 402, 500, 501, and 502 combined may be counted toward
a concentration plan in psychology. (1-4). (Excl). May be repeated
for a total of 12 credits.
Section 001 – African American Women: Culture, Community, Family, and Work. (3 credits). For Fall Term, 1994, this course is offered jointly with Women's Studies 342.001. (Hunter)
411/Women's Studies 419. Gender and Group Process in a Multicultural Context. One course in women's studies or psychology. (3). (SS).
See Women's Studies 419. (Tirado)
412. Peer Counseling. Introductory psychology.
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, a midterm role play and critique, 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 and illustrations of how such skills are applied. 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 and textbooks will be available and additional materials will be distributed by the instructor and teaching assistants during the course. Cost:4 WL:1 (Hatcher)
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)
433. Biopsychology of Motivation. Psych. 330. (3). (NS).
How do brain systems generate emotion and motivate behavior? How does motivation differ across species? How does learning influence basic motivations? What are the neural mechanisms of pleasure and pain? What are the mechanisms of sleep and dreaming, hunger, thirst, sex, and aggression? How does the brain translate motivation into goal-directed behavior? These questions are the focus of the course. Our emphasis will be upon the critical analysis of theory and evidence from opposing points of view: students are expected to construct and defend their own conclusions in essay exams, papers, and presentations. Format is a mixture of lecture and discussion. Cost:2 WL:1 (Berridge)
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).
437(368)/Anthro. 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 essay, 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. Perception, Science, and Reality. Introductory psychology. No credit granted to those who completed Psych. 444 prior to Fall Term, 1992. (3). (NS).
This course carries concentration credit for Psychology concentrators and natural science credit for non-Psychology concentrators. The course focuses on basic perceptual phenomena 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. Perception. Psych. 340. (3). (NS).
Psychology 444 concerns how we extract information from the environment. What our senses (the course covers primarily the eye, and secondarily, the ear) tell us, is not a copy of what's out there. Technically, this is an S&P course (Sensation and Perception), covering some biopsychology (basic physiology of vision and audition), some perception (color perception, visual patterns perception, size/distance perception, auditory pitch perception, ...), psychophysics (measuring, i.e., "putting numbers on," sensations), and a bit of cognition (perception is "smart" not "dumb"). The course does not emphasize philosophy or aesthetics, tries to show applications of the subject matter to the real world. Format: Lectures, discussion periods, an occasional film or demonstration. Exams: more frequent than average. There is a final exam. Prerequisite: Psych. 340 (or seniors pursuing a B.S. in Psychology, or Psychology as a Natural Science). WL:1 (Weintraub)
447(443). Psychology of Thinking. Psych. 340. (3). (NS).
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)
451/Ling. 451. Development of Language and Thought. Psych. 350. (3). (SS).
This course will focus on the question of how children acquire their language (including its sounds, meanings, grammatical structures, and rules of use) and the many psychological issues related to this process. Most of the course will be concerned with the path of acquisition and an examination of the theories about how acquisition is achieved. The course will also address the question of how language and language acquisition are related to thinking. Student evaluation will be based largely on in-class hour exams and class participation. Classes will meet twice weekly for lecture, with some time reserved in most class periods for discussion. Cost:3 WL:1 (Shatz)
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)
456. Human Infancy. Psych. 350. (3). (Excl).
This course will cover the social, emotional, and cognitive development of infants over the first three years of life, with an emphasis on children's development in context. We will also focus on the interface between social policy and issues relevant to infant development. Student's performance on exams, a research paper, and class presentations will serve as the means for evaluation. The class will meet twice weekly for lecture and discussion sessions. Cost:2 WL:1 (Volling)
459. Psychology of Aging. Psych. 350.
Section 002. This undergraduate course is designed to familiarize students with current knowledge about the constancies and changes that occur in adult behavior and thought, as well as to acquaint them with likely causes of stability, growth, and decline across adulthood, and provide them with an enriched understanding of development and aging. By the end of the course, students should be able to characterize the range and variety of possible adult developmental trajectories, and interpret research addressing development and aging. The knowledge gained in the course should provide students with an understanding of the needs of older adults in our present society, as well an appreciation of the tremendous resource the older population offers. In addition, the course should provide students with insights about the changes they should expect as they get older, and things they can do to affect these changes. The course also should expand students' thinking about the implications of development and aging for individuals and societies. The course will cover theory, methods, and data relevant to age differences in adulthood. We will begin with a brief overview of theoretical and methodological issues. Then we will consider age differences in specific areas, and the implications of these age differences for individual and societal functioning. Areas to be covered are biological function (including physical and mental health); basic cognitive processes (e.g., sensation, perception, attention, speed of processing, learning, and memory); higher mental processes (e.g., problem solving, intelligence, creativity, and wisdom); personality; emotionality; motivation; stress; coping; social interaction (both within and between generations); social roles (e.g., family, work, and community responsibilities, and leisure activities); gender differences; and ethnic, cultural, and historical diversity. Student grades will be based on exams and papers. A text and supplemental readings will be assigned. Classes will involve lecture and discussion. (Perlmutter)
464. Group Behavior in Organizations. Psych. 360. (3). (Excl).
This course introduces students to a wide range of concepts and issues in group behavior. It is the second in a series of three courses that includes Psychology 360 (Individual Behavior in Organizations) and Psychology 565 (Organization Systems). Students may elect to take this course without taking the other two courses. The course presents information on the design and management of small task groups within organizations. The course focuses both on the contextual significance of groups and the impact of intrapsychic forces on groups. Both experiential and didactic teaching methods will be used and course material will include research literature, case studies, examples from contemporary organizations and the instructor's own research and consulting experience. Students will be required to work in small groups. Cost:2 WL:1 (Davis-Sacks)
471(385). Marriage and the Family. Introductory
psychology. (3). (SS).
Section 010. 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)
488/Soc. 465. Sociological Analysis of Deviant Behavior. (3). (SS).
See Sociology 465. (Modigliani)
501. Special Problems in Psychology as a Social Science.
Introductory Psychology. Only 6 credits of Psych.
400, 401, 402, 500, 501, and 502 may be counted toward a concentration
plan in psychology. (1-4). (Excl). May be repeated for a total
of 12 credits.
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)
Section 002 – Psychology of Human Mating. (2 credits). This course will cover major topics in human mating behavior. These include preferences in potential mates, tactics used to attract mates, tactics used to retain mates, derogation of competitors, conflict between the sexes, and life history mating strategies. Past and ongoing research on human mate selection will be presented. Cost:2 WL:1 (Buss)
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. 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 (Manis)
531. Advanced Topics in Biopsychology. Psych.
330. (3). (Excl). May be repeated for credit.
Section 001 – The Deveopment of Social Relationships. This course will examine the development of social relationships from a Darwinian or functional perspective. Seminar participants must be familiar with modern evolutionary theory and have taken at least two classes in whole-animal behavior or have had equivalent experience. The goal of the seminar will be to identity some of the key factors that operate to determine the nature (e.g., cohesive, cooperative, competitive, etc.) of social relations. Specific attention will be given to factors that exert their influence in early developmental environments and lay down a foundation for later social relationships. Organisms from a variety of taxonomic groups will be considered to provide a comparative view of behavioral development. We will meet once per week to discuss course pack articles that from the core of the course. Each week. students will be expected to participate actively in discussions and to bring their own written comments, stimulated by the course pack readings, to help direct weekly discussions. Students will also be expected to produce an annotated reading list during the term, based on articles of their own choosing, that address issues related to behavioral ontogeny. Grading will be based on participation in discussions, weekly written comments, and the students annotated reading list, which will be turned in at the end of the term. (W.Holmes)
542(522). Decision Processes. An introductory course in statistics is recommended but not required. (3). (NS).
This course is about how people typically make decisions and how they could make those decisions better. It examines questions like these: What do we take into account when we try to foresee what would happen if we chose one action rather than another? How can we learn from our current judgments to make more accurate judgments in the future? How do people in different countries approach decision making, and what can we learn from such cultural variation. Classes consist of demonstrations, lectures, and discussions in which all students are expected to participate vigorously. Considerable learning is expected to take place in student projects. Given its nature, this course should have considerable relevance for students interested in such fields as health care, business, and government, as well as various subfields in psychology. A prior or concurrent introductory statistics course is recommended but not essential. Cost:3 WL:1 (Yates)
558. Psychology of Adolescence. Psych.
350. (3). (Excl).
Section 001. This course considers the second decade of life from a developmental and contextual perspective. From the sometimes-awkward pubertal years through the transition to young adulthood, we will examine normative social and personality development within the context of the adolescent's family, peer groups, and school. Such questions as: Why is the telephone always busy when an adolescent is at home? How and when do adolescents begin to consider their future? and How do some adolescents survive early adversity? will be addressed. In addition, we will examine historical and cultural perspectives (and myths) on adolescence. Finally, we will gain an understanding of problem and health-compromising behaviors, such as delinquency, drug use, and "unprotected" sex. The class format includes brief lectures and informed class discussions. Student evaluation will be based on exams, a term paper, and class involvement. Cost:2 WL:1 (Schulenberg)
570(556). The Psychological Study of Lives. Psych. 370 or 390 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. Cost:3 WL:1 (Rosenwald)
571. Advanced Topics in Clinical Psychology. Psych.
370. (3). (Excl). May be repeated for credit.
Section 001 – Culture and Clinical Psychology. This course examines issues of culture and ethnicity within the field of clinical psychology by investigating: (1) the ways in which cultural values affect the research and practice of clinical psychology, and (2) current research on the assessment and treatment of ethnic minority groups within the United States. Student evaluation will be based on an oral presentation, discussion, and papers. WL:1 (Nagata)
Section 002 – 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. Cost:3 WL:5. Waitlist at CRISP. If room is available, the instructor will call students on the waitlist. Waitlisted students should not attend class unless they are called. (Wolowitz)
Section 003 – Culture and Mental Health. This course will introduce the student to cultural concerns relevant to the labeling and treatment of mental health issues. Theoretically it will approach the subject from a systems perspective. Special emphasis will be given to the study of American people of color as designated by the titles African American, Asian American, Latinos and Native Americans. European cultures will also be discussed as related to recent arrivals to the United States of America. Students will be evaluated by exams and papers. The class will draw heavily on informed discussion based on the readings. Cost:2 WL:1 (Tirado)
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 25-30 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. Attendance is required. (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).
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. Cost:4 WL:5. Waitlist at CRISP. If room is available, the instructor will call students on the waitlist. Wailtisted students should not attend class unless they are called. (Wolowitz)
581. Advanced Topics in Social Psychology. Psych.
380. (3). (Excl). May be repeated for credit.
Section 001. Lives in Social Context. A field work course; challenging and somewhat unusual. 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 then creates in-depth prolonged meetings with a small number of these people and writes 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. Independent and curious students will do best. Cost:2 WL:1 (Ezekiel)
Independent Study/Directed Reading
The department of psychology offers several options for independent study/directed reading.
204. Individual Research. & 206. Tutorial Reading. Arrangements may be made for adequately prepared students to undertake individual research or 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.
505. Individual Research and 507. Tutorial Reading. Arrangements may be made for adequately prepared students to undertake individual research or plans of study under the direction of a member of the staff. Work in 505 must include the collection and analysis of data and a written report. Work in 507 provides an opportunity for further exploration of a topic of interest in Psychology. Faculty present a proposal for student work to the Department's Committee on Undergraduate Studies, which approves projects prior to registration.
The field practicum courses (Psych 404, 405, and 409) offer an opportunity to integrate experiential and academic work within the context of a field setting. Students make their own arrangements to 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. An override from a Psychology Department faculty member is required to register. Credits do not count for the concentration although courses may be used for experiential labs.
Field Practicums and Psych 505, 507 have prerequisites of 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, 405, and 409. A combined total of 6 credits of Psych. 505 and 507 may be included in a concentration plan in psychology.
The following limitations apply to Experiential and Directed Reading/Independent Study credit:
University of Michigan | College of LS&A | Student Academic Affairs | LS&A Bulletin Index
This page maintained by LS&A Academic Information and Publications, 1228 Angell Hall
of the University of Michigan,
Ann Arbor, MI 48109 USA +1 734 764-1817
Trademarks of the University of Michigan may not be electronically or otherwise altered or separated from this document or used for any non-University purpose.