Courses in Psychology (Division 455)

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 disenrollment policy for Psychology 111, 112, 330, 340, 350, 360, 370, 380, and 390. Students must attend discussion section by September 12 or contact the psychology undergraduate office, 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 (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). (BS). 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 study of modern Psychology through lecture and discussions, with an emphasis on the natural science approach to the study of behavior. This approach emphasizes the biological (genetics, evolution, nervous system organization) underpinnings of behaviors ranging from learning and memory to the motivation to care for oneself (eating, medicating, etc., and how that can go wrong) and engage in social behaviors (finding mates, parenting, fighting, etc.). Grade is based on 2 hourly exams, a final exam, 2 written assignments based on class research projects, 2 critiques of reading assignments and class participation. Cost:3 WL:5, Go to Psych Undergrad office in East Engineering. (T.Lee)

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 psychotherapy, and social psychology. Each student will be expected to participate actively in a computer conference set up for the course and also to select and read a number of books from a master list of outstanding books in psychology. Grades are based primarily on three exams, attendance at and participation in class, reports on the outside reading, and participation in the computer conference. Cost:3 WL:1 (Morris)

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). (BS). 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)

120. Seminar in Psychology as a Social Science. May not be included in a concentration plan in psychology. (3). (SS). May be repeated for a total of six credits.
Section 001 Leadership: Theory and Practice.
This is a multidisciplinary seminar that explores the questions: What is leadership? What are some styles of leadership and traits of effective leaders? How does one lead? We will examine both classical and contemporary views of leadership. We will spend some time exploring styles of leadership and traits of effective leaders. And we will explore what contemporary theory and research in the behavioral sciences tells us about leadership. Core readings will include such paperbacks as Clemens & Mayer THE CLASSICAL TOUCH, Gardner ON LEADERSHIP, Burns LEADERSHIP, Kellerman LEADERSHIP: MULTIDISCIPLINARY PERSPECTIVES, McFarland et al. 21ST CENTURY LEADERSHIP, and Rosenbach & Taylor CONTEMPORARY ISSUES IN LEADERSHIP. Students will also read and report on selected chapters from Bass' HANDBOOK OF LEADERSHIP. Each student will also prepare an oral and written report on one outstanding leader. Course grades will be based on attendance at and participation in class discussions, on several brief (maximum 500-word) position papers, and on oral and written reports. Cost:3 WL:1 (Morris)

Section 002 Language and Thought. This freshman seminar will examine the question of how language influences thought and how thought influences language. Through case studies, films, readings, and demonstrations, we will explore current psychological evidence on the issue. Topics include: language universals, variation across languages, bilingualism, communication in apes and other species, atypical language development in children, language disorders, and exceptional language. The goal is for students to obtain a deeper understanding of human language, and to discover how an age-old philosophical issue can be studied scientifically. (Gelman)

Section 003 The Psychological Person and the Law. This seminar will examine a number of case studies involving psychology and the law that have been covered by the popular press (e.g., the Bobbit and Menendez trials). (Pachella)

Section 004 The Troubled and Troubling Adolescent. This course will discuss the extraordinary increase in adolescent pathology during the last generation, specifically in the eating disorders, depression and suicide, illegitimacy, crime and substance abuse. (Adelson)

Section 005 The Psychology of War and Peace. Why do wars happen? We will examine a variety of theories from psychology (e.g., Freud, Jervis, and others) and research studies from political psychology and related fields that try to explain, from a psychological perspective, why wars happen in general, and why particular wars happen when they do. We will study original documents and other materials from particular crises that escalated to war (e.g., the outbreak of World War I in 1914) and crises that were peacefully resolved (e.g., the Cuban Missile Crisis in 1962). No background in psychology is presumed, but an interest in history would be useful. Grades based on participation and a final paper or project. Enrollment limit: 20. Cost:2-3 (Winter)

Section 006 Hidden Meanings of Myth. We will examine the folklore of different ethnic and national groups, to draw from these writings core themes which may have figured significantly in the historical development of these peoples. The folklore will range from Oesop's and Grimms fables to more complex legends and myths, some current in Chaucer's time, some from King Arthur's time, up to myths being born in our time. Themes studied will deal with the relationship between the sexes; the attitude toward life and death; the concepts of moral and immoral behavior. As a special chapter in the history of myths, the humor of different ethnic groups will be compared (e.g., Black humor, compared with Jewish humor). We will see also whether we can't speak of familial myths and even personal myths, and how these play a part in the way one lives his or her life. (Mayman)

Section 007 Empowerment: Myths, Beliefs, Actions. The instructor has been fascinated all his life by the phenomenon of change: people manage to alter their lives, people manage - sometimes, in some circumstances to take a greater degree of control over their lives. Again and again the instructor finds himself asking individuals to tell him the story of those periods of change: what was happening before, what was the person thinking, who was the person interacting with, what can the person recall of the days and moments in which change seemed to occur? How do people come to choose to leave abusive relationships, abusive situations? How do people come to choose to take the risk and to reach out? Are there characteristic features to these stories across situations? Are there particular kinds of events that impel choice, particular myths or beliefs that help alter the sense of self? Does strength come frequently from the presence of messenger people, people who have one foot in the world that is increasingly dissatisfactory and the other foot in the alternate world that suddenly can be imagined? Are there particular kinds of acts that can have a catalytic effect, crystallizing a growing readiness for change into knowledge that one has changed? The seminar is an invitation to imaginative and hard-working students to join the instructor in thinking about these questions. We shall read books from an assortment of situations, including struggles for civil rights, for community organization, against spousal abuse, and against addiction. We shall look at situations of disempowerment, including the impact of compliant acts on the nature of the self, viewed in the context of totalitarian rule. And we shall look at deformed versions of empowerment, such as the quest of organized racists to shore up their sense of self through participation in mythical struggle. (The instructor will bring in his on-going research with militant racists.) (Ezekiel)

Section 008 Psychology of Religious Cults. This seminar will examine the individual and group dynamics of religious cults and other contemporary spiritual groupings. We will explore why individuals stay, and why some eventually leave. Particular attention will be paid to the creation of a coherent, self-reinforcing structure of beliefs and behaviors and to the process of the group as it separates itself from the consensus of the larger society. We will read fictional accounts, historical studies (Kanter, Festinger), observational studies of cults in action (Deikman, Hassan), and interview individuals living in Washtenaw County about their group experience. (Mann)

120. Seminar in Psychology as a Social Science. May not be included in a concentration plan in psychology. (3). (SS). May be repeated for a total of six credits.
Section 001 Leadership: Theory and Practice.
This is a multidisciplinary seminar that explores the questions: What is leadership? What are some styles of leadership and traits of effective leaders? How does one lead? We will examine both classical and contemporary views of leadership. We will spend some time exploring styles of leadership and traits of effective leaders. And we will explore what contemporary theory and research in the behavioral sciences tells us about leadership. Core readings will include such paperbacks as Clemens & Mayer The Classical Touch, Gardner On Leadership, Burns Leadership, Kellerman Leadership: Multidisciplinary Perspectives, McFarland et al. 21st Century Leadership, and Rosenbach & Taylor Contemporary Issues In Leadership. Students will also read and report on selected chapters from Bass' Handbook Of Leadership. Each student will also prepare an oral and written report on one outstanding leader. Course grades will be based on attendance at and participation in class discussions, on several brief (maximum 500-word) position papers, and on oral and written reports. Cost:3 WL:1 (Morris)

Section 002 Language and Thought. This freshman seminar will examine the question of how language influences thought and how thought influences language. Through case studies, films, readings, and demonstrations, we will explore current psychological evidence on the issue. Topics include: language universals, variation across languages, bilingualism, communication in apes and other species, atypical language development in children, language disorders, and exceptional language. The goal is for students to obtain a deeper understanding of human language, and to discover how an age-old philosophical issue can be studied scientifically. (Gelman)

Section 002 The Psychological Person and the Law. This seminar will examine a number of case studies involving psychology and the law that have been covered by the popular press (e.g., the Bobbit and Menendez trials). (Pachella)

Section 003 The Troubled and Troubling Adolescent. In recent years we have seen astonishing increases in destructive and self-destructive behavior among adolescents, in depression, suicide, the eating disorders, homicide, unwed pregnancy, and so on. The course will explore why this has happened, and what the future may hold in store. (Adelson)

Section 005 The Psychology of War and Peace. Why do wars happen? We will examine a variety of theories from psychology (e.g., Freud, Jervis, and others) and research studies from political psychology and related fields that try to explain, from a psychological perspective, why wars happen in general, and why particular wars happen when they do. We will study original documents and other materials from particular crises that escalated to war (e.g., the outbreak of World War I in 1914) and crises that were peacefully resolved (e.g., the Cuban Missile Crisis in 1962). No background in psychology is presumed, but an interest in history would be useful. Grades based on participation and a final paper or project. Enrollment limit: 20. Cost:2-3 (Winter)

Section 006 Hidden Meanings of Myth. We will examine the folklore of different ethnic and national groups, to draw from these writings core themes which may have figured significantly in the historical development of these peoples. The folklore will range from Oesop's and Grimms fables to more complex legends and myths, some current in Chaucer's time, some from King Arthur's time, up to myths being born in our time. Themes studied will deal with the relationship between the sexes; the attitude toward life and death; the concepts of moral and immoral behavior. As a special chapter in the history of myths, the humor of different ethnic groups will be compared (e.g., Black humor, compared with Jewish humor). We will see also whether we can't speak of familial myths and even personal myths, and how these play a part in the way one lives his or her life. (Mayman)

Section 008 Psychology of Religious Cults. This seminar will examine the individual and group dynamics of religious cults and other contemporary spiritual groupings. We will explore why individuals stay, and why some eventually leave. Particular attention will be paid to the creation of a coherent, self-reinforcing structure of beliefs and behaviors and to the process of the group as it separates itself from the consensus of the larger society. We will read fictional accounts, historical studies (Kanter, Festinger), observational studies of cults in action (Deikman, Hassan), and interview individuals living in Washtenaw County about their group experience. (Mann)

121. Seminar in Psychology as a Natural Science. May not be included in a concentration plan in psychology. (3). (NS). May be repeated for a total of six credits.
Section 001 Aging and Memory.
This seminar will focus on the effects of aging on human memory. We shall examine the empirical and theoretical literature to identify the major phenomena of memory that accompany aging, and we shall try to synthesize these findings in an overall framework. The phenomena will encompass what is traditionally called long-term memory and short-term memory. In addition, we shall focus, where possible, on the biological basis of aging effects as they've been identified. The course will probably not delve deeply into pathologies that accompany aging as those pathologies affect memory (e.g., dementias). (Jonides)

Section 002 Cognition and Consciousness. According to common usage, "consciousness" refers to inner awareness and explicit knowledge that people have about their own existence, perceptual experiences, thoughts, feelings, and current state of mind. This interdisciplinary seminar will explore the nature and role of conscious and unconscious mental processes in various types of human cognition and action, including perception, memory, thinking, and behavior broadly construed. We will take an eclectic approach to our exploration, encompassing points of view found in disciplines such as scientific psychology, neurophysiology, artificial intelligence, philosophy, and clinical practice. Both "normal" and "altered" states of consciousness, including meditation, hypnosis, sleep, dreaming, and hallucination will be considered from these perspectives. Reading assignments will come from a variety of sources, for example, books like Matter and Consciousness, The Mind's I, Brainstorms, The Society of Minds, The Psychology of Consciousness, and The Theory of Dreams. Class meetings will be devoted to group discussions of these readings, with emphasis on active student participation and interaction. In addition, students will prepare regular written assignments and other homework items that encourage independent thought and creative synthesis regarding the course topics. (Meyer)

211(201). Outreach. Prior or concurrent enrollment in introductory psychology. May not be included in a concentration plan in psychology. (1-3). (Excl). Offered mandatory credit/no credit. Laboratory fee ($15) required. (EXPERIENTIAL). May be repeated for a total of 6 credits.

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, 1995, will be available at an Information Meeting on Thursday, March 30, 1995, at 6:00 pm in 1400 Chemistry. For information, call the Outreach Office at 764-9179 or 764-2580. 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 $15 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. 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.

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.

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

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 Psychology letter-graded experiential courses may be counted for the Psychology concentration. (3-4). (Excl). (EXPERIENTIAL). May be repeated for a total of 7 credits.

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 Psychology letter-graded experiential courses may be counted for the Psychology concentration. (2-3). (Excl). (EXPERIENTIAL). May be repeated for a total of 6 credits.

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 application and 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. Sherry Hatcher at 747-3920. Cost:2 WL:3, Application and interview required. (Hatcher)

330(331). Introduction to Biopsychology. Introductory psychology. (4). (NS). (BS).

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). (BS). 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. Grades are based on a student's (1) performance in an individual faculty member's lab; (2) an oral presentation; and (3) term paper that describes the student's research experience. 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

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

341(310). Superlab in Psychology as a Natural Science. Psych. 330 or 340. (4). (NS). (BS). 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. Prerequisite: Psych 111 or 114. Cost:2 WL:1 (Seifert)

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 Waitlist procedures above). (Paris)

351(517). Advanced Laboratory in Developmental Psychology. Stat. 402 and Psych. 350. (3). (Excl). Satisfies a Psychology research-based laboratory requirement.

This course provides training in the skills necessary to critique and conduct research on children's perceptual, cognitive, social, and emotional development. This is a laboratory course: students engage in the design, data collection, analysis, and write-up of developmental psychological research. In addition, there are lectures and discussions covering theories, research issues, methods, and actual studies in developmental psychology. Evaluation is based primarily on participation in research projects and written reports and exercises. Cost:3 WL:1 (Parker)

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 course of the term; 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 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 in workforce 2000, organizational behavior and human resource management, 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)

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

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 (Peterson)

372(415). Advanced Laboratory in Psychopathology. Psych. 370. (3). (Excl). Satisfies a Psychology research-based laboratory requirement.
Section 001.
Primary focus will be issues and methods of 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 : 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, and through a series of short papers. Instructional methods include assigned readings, lectures, films, demonstrations, and weekly discussion sections. Cost:3 WL:1 (Manis)

390(452). Introduction to the Psychology of Personality. Introductory psychology. (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). 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.

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, 1995, this course is offered jointly with Women's Studies 342.001. (Hunter)

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

See Women's Studies 419.

412. Peer Counseling. Introductory psychology. (3). (Excl).
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 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:3 WL:1 (Hatcher)

430. Comparative Animal Behavior. Introductory psychology or introductory biology or equivalent. (3). (NS). (BS).

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:1 WL:1 (W.Holmes)

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

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). (BS).
Intro. Biology and Chemistry are recommended as prerequisites.
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 biomedical sciences (e.g., pre-med). A lecture format is used, with required reading from a text. Grades are based on objective-type exams. Cost:2 WL:1 (Robinson)

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

See Anthropology 368. (Mitani)

442. Perception, Science, and Reality. Introductory psychology. No credit granted to those who completed Psych. 444 prior to Fall Term, 1992. (3). (NS). (BS).

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)

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

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 examine how children acquire their first language, from babbling and first words through complex grammar. Topics include: word meanings, syntactic development, pragmatics, relations between language and thought, influence of parental input, second-language acquisition, critical periods in development, and more. We will discuss major theoretical approaches as well as a variety of current research evidence. The course is a lecture format, but with the small class size discussion will be encouraged. Requirements: three exams and a term project. Cost:2 WL:1 (Tardif)

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

This course will cover the influences that affect the child's socio-emotional development. It will cover the theories of social development and the research findings. We will examine the role of the family, peers, school and the larger society as they affect personality, self-concepts, competence, attitudes and behavior. There will be three exams and a term project. Cost:1-2 WL:1 (Hoffman)

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. (3). (SS).
Section 001.
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 review of research evidence and application to concrete issues in aging and life span change. The course is organized into lectures and discussion sections; some contact with an older person outside of class is also required. Course requirements are several papers and two exams. A text and supplemental readings will be used. (Herzog)

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)

471(385). Marriage and the Family. Introductory psychology. (3). (SS).

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)

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. Examples are drawn primarily from the cultures of East 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 Dreams as Problem Solving Strategies. (3 credits). 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)

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 (Larsen)

542(522). Decision Processes. An introductory course in statistics is recommended but not required. (3). (NS). (BS).

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)

551. Advanced Topics in Developmental Psychology. Psych. 350. (3). (Excl). May be repeated for credit.
Section 001 Cross-Linguistic Perspectives on Language Learning and Early Cognition.
This course presumes some knowledge of language acquisition research (e.g., PSYCH or LING 451 or the equivalent) in English and moves beyond that by considering the common problem of learning language that is presented to children in different language communities children throughout the world acquire language, but the languages and cultures that they are exposed to vary tremendously. The role of the particular language being learned and the conditions under which children are exposed to that language in different cultural settings will be a primary focus of this course. In addition, we explore how the learning of a particular language (e.g., English or Mandarin Chinese) may influence children's cognitive development. The class will be conducted in a seminar format with the expectation that class members will participate fully in discussions. Cost:2 WL:2 (Shatz/Tardif)

Section 002 Social Relations and Mental Health. This course takes a life span perspective to examine basic concepts in Mental Health and Social Relations. Major theories of mental health and social relations will be considered, as well as current empirical evidence. Also of interest will be the impact of age, gender and culture on perceptions and experience of social relations and mental health. It is recommended that students have a background and interest in a wide variety of perspectives in psychology as demonstrated by having taken courses such as Developmental, Social, Personality and Psychopathology. Readings will consist of a combination of classic works in the field as well as current research and theories. Class will be heavily dependent upon student participation and discussion. Evaluation will be based on weekly reaction papers, class presentations and a major theoretical or research based paper. (Antonucci)

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: How do adolescents approach and resolve the "identity crisis?" Why do adolescents spend so much time on the telephone? 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)

Section 002. This course examines the adolescent period, largely from the points of view offered in personality, clinical, and social psychology. Although the course emphasizes the normal processes of adolescent development, for example, the achievement of ego identity, and the growth of mature modes of thinking and reasoning, it will also give close attention to such characteristically adolescent phenomena as delinquency and eating disorders, especially anorexia and bulimia. We will also try to understand the extraordinary increase in severe pathology among adolescents during the last two decades. There is a two-hour seminar discussion once each week; and the class members will also meet in groups of five or six once every two weeks. There is a term paper and a final essay examination. Cost:2 WL:1 (Adelson)

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 Divorce, Remarriage and Child Development.
This course is intended to review the short-term, intermediate and long-term effects of parental divorce on the social, emotional and cognitive development of youngsters, from birth to eighteen years of age. A review of clinical, developmental and sociological literatures pertaining to the effects of divorce on the trajectory of child development will be integrated. Findings from these literatures will be viewed from family systems, psychodynamic and stress/coping/resiliency frameworks. The results of this review and conceptual understanding of published clinical and research findings will be used to assess alternative clinical, legal and social policy interventions on behalf of youngsters whose parents divorce. Cost:2 WL:1 (Kalter)

Section 002 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)

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 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. Waitlisted 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 Psychology of Emotions.
For Fall Term, 1995, this section is offered jointly with Humanities Institute 411. (Ellsworth)

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. PSYCHOLOGY 409 IS RESERVED FOR RESEARCH PRACTICA. 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. 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:

  1. A maximum 15 credits of Experiential courses may be counted toward a degree; a maximum 8 credits may be earned from one project, and only one such Experiential project may be elected each term.
  2. A combined total 30 credits of Experiential and Directed Reading/Independent Study courses may be counted in the 120 credits required for a degree.
  3. Experiential and Independent courses are excluded from area distribution plans.

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