Take me to the Fall Time Schedule
100-399 |
400-499 |
500-599 |
500. Special Problems
in Psychology as a Natural Science. Introductory
Psychology. (2-4). (Excl). (BS). Only six credits of Psych. 400, 401, 402, 500, 501, and 502 may be counted toward a concentration
plan in psychology. May be repeated for a total of twelve credits.
Section 001 – Mind and Brain: Memory and Higher Cognitive Processes.
(3 credits). The course will be concerned with the relation
between brain and cognition, specifically with how the brain implements
higher-level cognitive functions. Such higher-level functions
include: long-term memory, working memory, concepts and categorization, reasoning, problem solving, and language. We will consider each
of these psychological functions in turn, focusing on: (1) how the function breaks down under certain forms of brain damage;
and (2) how the function is neurally implemented in normal subjects, as revealed by neuroimaging techniques. The primary goal of the
course is to introduce students to (part of) the new interdisciplinary
area called Cognitive Neuroscience. Material will be presented through a mix of lectures, class discussions, and readings. In
addition to exams, there may be group projects that require students
to explore a topic in greater depth. Cost:2
WL:1 (E. Smith)
Section 002 – Developmental Biopsychology. Psych. 330 or
equivalent or permission of instructor is required. (3 credits).
This course is recommended for advanced undergraduate and early
graduate level students in Psychology, Biology, and Anthropology
interested in the anatomical and physiological changes associated
with early behavioral development. The text (Developmental
Psychobiology by Michel and Moore) and original articles
are used to examine the theoretical considerations of neural development, neural plasticity, critical periods of sensitivity in the nervous
system, and genetic/environmental interactions in the control
of development. This course is a strongly biological examination
of the course of behavioral development. The course is comparative
in nature, including several vertebrate groups with frequent comparison
to the human literature. Grades are assigned on the basis of two
essay exams and a final term paper. Instruction combines lecture
and discussion in a small (30 student) class. Cost:2
WL:1 (Lee)
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501. Special Problems
in Psychology as a Social Science. Introductory Psychology.
(1-4). (Excl). Only six credits of Psych. 400, 401, 402, 500, 501, and 502 may be counted toward a concentration plan in psychology.
May be repeated for a total of twelve credits.
Section 001 – Dreams as Problem-Solving Strategies. (3 credits).
The purpose of the course is to review historical developments
in the conceptualization of the meaning of nocturnal dreams from the late 19th century to the present. The major emphasis will
be on the use of dreams to explicate personal problem solving;
hence clinical data will be made the focus – the aim of developing
students' ability to read, interpret, and understand the meaning
of dreams (their own and others) the main practical skill developed.
In the course of the term, issues from psychopathology, personality, psychotherapy, creativity, literature, and development will be
discussed in respect to dream material which presumes the student
has some degree of familiarity with these fields and topics. The
classes will involve discussions of readings in which students
will be expected to take active roles. The course readings will
consist of Freud's "Interpretation of Dreams" and a
course pack. The particular discussion of readings will be announced
in class each week as on a course reading list. Course evaluations
will be determined by quality of participation in the class, one
or two exams (announced in class), and by (largely) a course paper
on dreams (outline to be discussed) which will focus on a series
of dreams of one's own or someone else in regard to cognitive
structure, psychodynamic content, and adaptive problem solving
strategy. (Wolowitz)
Section 002 – Health Psychology. (3 credits). The main objective of the course is to provide the students with an introduction to the field of Health Psychology. The course covers such material as: the biopsychosocial model of health; health maintenance; stress and coping; pain; and health promotion. This course is taught as an interactive learning experience in which class participation is a major part. Thus, students are expected to be prepared for every class meeting and are required to participate fully in all class activities. Students are also strongly encouraged to meet outside of class and develop a cooperative learning environment with other members of the class. (Sellers)
Section 003 – African American Women. (3 credits).
For Fall Term, 1998, this section is offered jointly with Women's Studies 346. (Hunter)
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502. Special Problems
in Psychology. Introductory Psychology. (1-4). (Excl).
Only six credits of Psych. 400, 401, 402, 500, 501, and 502 may
be counted toward a concentration plan in psychology. May be repeated
for a total of twelve credits.
Section 001 – Ecopsychology. (3 credits). This course explores the psychological dimensions of the current global ecological
crisis. We will focus on both the causes and consequences of attitudes
about the natural world. Consideration of causes will focus on the evolutionary and cultural/historical roots of current Western
attitudes about nature and a comparison of these attitudes with those characteristic of other cultures. Consideration of consequences
will focus on how different attitudes about the natural world
influence the way people relate to nature in the West and elsewhere.
We will critically examine the hypothesis that current Western
attitudes toward nature endanger the future of the planet, and we will consider alternative attitudes about nature that are emerging
today, such as deep ecology, ecofeminism, and the sustainability
perspective. We will discuss the barriers to widespread changes
in public attitudes about nature (e.g., consumerism)
and how these barriers may be overcome. We will also consider
how people's relationships with nature influence their mental
and emotional well-being. Class time will include discussion, exercises designed to increase awareness of our relationship to the natural world, and some visual presentations (slides/videos).
The reading load for this course is heavy and includes four books
and a course pack. Course requirements include writing five short
essays on assigned topics related to the students' own experiences
in nature and attitudes about nature. In addition, students will
participate in a group project involving the whole class. This
project will involve doing research on selected aspects of the
local environment and the development of a presentation (that
can include written materials, the spoken word, video or slides, and other media) designed to inform others about the local environment
and local environmental problems and potential solutions. Grades
will be based on consistent participation in class discussions, the essays, and the group project (no exams). (Smuts)
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Times, Location, and Availability
505. Faculty Directed
Advanced Research. Permission of instructor and one
of the following: Psychology 330, 340, 350, 360, 370, 380, or
390. (1-6). (Excl). May be used as an experiential lab by faculty
petition to the Committee on Undergraduate Studies. A combined
total of six credits of Psych. 505 and 507 may be included in
a concentration plan in psychology. (INDEPENDENT). May be repeated
for a total of six credits.
Arrangements may be made for adequately prepared students to undertake
individual research of their own design under the direction of
a member of the staff. The work of the course must include the
collection and analysis of data and a written report, a copy of
which must be given to the undergraduate office. Students are
provided with the proper section number by the staff member with
whom the work has been arranged. Students are responsible for
being properly registered for this course.
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Times, Location, and Availability
507. Faculty Directed
Advanced Tutorial Reading. Permission of instructor
and approval of the Department of Psychology Committee on Undergraduate
Studies; and one of the following: Psychology 330, 340, 350, 360, 370, 380, or 390. (1-6). (Excl). A combined total of six credits
of Psych. 505 and 507 may be included in a concentration plan
in psychology. (INDEPENDENT). May be repeated for a total of six
credits.
Arrangements may be made for adequately prepared students to further
explore a topic of interest in psychology under the direction
of a member of the staff. The course requires a final paper, a
copy of which must be given to the undergraduate office. 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.
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Times, Location, and Availability
510. Senior Honors Research, I. Psych. 312 and permission of the Psychology Honors
concentration advisor. (3). (Excl).
The primary focus in Senior Honors is implementation of your research
design culminating in your final, acceptable thesis and poster
preparation for our year-end poster session. (Previously summarized
as Get thee to your tutor, Progress steadily, and Conclude well).
The goal is a thesis that makes one justifiably proud, and enhanced
grounded understanding of research methods. Early on, each student
will present the scholarly background and specific research design
of their study to the class, and we will sporadically return to
brief design and implementation presentations by each student.
Drafts of segments of ongoing work that can later be incorporated
into the final thesis are to be submitted periodically. Other
class session topics will include: special current issues and models of research, e.g., meta-analyses, risk/resilience
research, integration of quantitative and qualitative data, etc.;
graduate/professional school or job decisions and application
strategies, basics of statistical reasoning, and more. Our primary
focus, again, will be the conduct and successful completion of
your thesis and the enrichment of your research competence. Note:
designated statistical consultants and consultant time will be
specifically dedicated to Senior Honors students' thesis guidance.
Cost:1 WL:1
(Cain)
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Times, Location, and Availability
531. Advanced Topics
in Biopsychology. Psych. 330. (3). (Excl). (BS).
May be repeated for credit.
Section 001 – Hormones and Behavior. Do hormones influence
behavior? Yes. Hormones can have a profound effect on the brain
and this can produce changes in behavior. Hormone-brain-behavior
relations in humans, dogs, rats, frogs, moths, and other animals
will be the topics of discussion. Behaviors to be discussed include
sex differences in the brain, as well as hormonal influences on
mating behavior, courtship behavior, parental behavior, aggression, thirst, feeding, cognitive functions, and stress responses. Grades
will be based on the results of three exams. Cost:2
WL:1 (Becker)
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Times, Location, and Availability
551. Advanced Topics
in Developmental Psychology. Psych. 350. (3). (Excl).
May be repeated for credit.
Section 001 – The Anthropology of Childhood: Growing Up in Culture.
For Fall Term, 1998, this section is offered jointly with Anthropology 329. (Hirschfeld, Stephens)
Section 002 – Childhood Poverty: Developmental and Policy
Issues. How is childhood poverty related to race, ethnicity, and gender? What economic and social factors contribute to poverty
and unemployment? What is the impact of poverty and unemployment
on individual psychological functioning, marital relations, parenting, and children's development and what are the processes by which these impacts occur? Does the duration, timing, and neighborhood
context of childhood poverty matter? Are the effects of poverty
on children's development causal or due to unmeasured parental
characteristics? In what ways do high rates of unemployment influence
youth's post-high school development, and conceptions of adulthood, marriage, and parenthood? What distinguishes children who function
extraordinarily well psychologically and educationally, despite
economic hardship? Giving special emphasis to the child and adolescent's
perspective, this course will consider these and related questions
in both historical and contemporary contexts. Sociological, psychological, and anthropological research employing ethnographic, survey, and interview methodology will be reviewed. Readings will include
books, chapters, and journal articles. Students will be required
to complete a course project and a research proposal. Method of
instruction – lecture/discussion. Cost:3
WL:1 (McLoyd)
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Times, Location, and Availability
558. Psychology of Adolescence.
Psych. 350. (3). (Excl).
This course is designed to provide an overview of the current
state of the art regarding research on adolescent development.
That is, both theory and research as it pertains to normative
processes will be considered from a life-span perspective. A survey
of some of the specific problems and contemporary issues facing
adolescents also will be presented (e.g., teenage childbearing, substance abuse, eating disorders, delinquency, and depression).
The class will meet twice each week for a total of three hours
of lecture and discussion. There will be a term paper and two
exams. Cost:2
WL:1 (Jodl)
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Times, Location, and Availability
561. Advanced Topics
in Organizational Psychology. Psych. 360. (3). (Excl).
May be repeated for credit.
Section 001 – Conflict and Conflict Management. For Fall
Term, 1998, this section is offered jointly with Psychology
581.001. (Ybarra)
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Times, Location, and Availability
565. Organizational Systems.
Psych. 360. (3). (Excl).
This course takes the perspective of the organization as an open
system. We will study organizations by examining their specific
characteristics, the nature and relationships among groups and departments that make up the organization, and the collection
of organizations that make up the environment. Core topics include
organizational environments, information technologies, organizational
life cycles, and organizational structure. Student evaluation
will be based on group facilitation of cases, exams, a group project, and peer ratings. The class format will include lectures, case
analysis, experiential exercises, and class discussion. (Wierba)
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Times, Location, and Availability
570. 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)
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Times, Location, and Availability
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. (Kalter)
Section 002 – Multicultural Issues in Clinical Psychology.
(Nagata)
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Times, Location, and Availability
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 exams, plus written exercises. Cost:2
WL:1 (Cain)
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Times, Location, and Availability
574. Clinical Psychology.
Psych. 370 and psychology concentration. (3). (Excl).
The goal of this course is to present a comprehensive overview
of the spectrum of academic and clinical activities in the field
of clinical psychology. Topics that will be addressed include the history of clinical psychology as a profession, issues in
diagnosis and the classification of disorders, techniques used
in the assessment of intellectual and personality functioning, theoretical approaches to therapeutic interventions, and issues
relating to ethics, training, research, and professionalism in
clinical psychology. In addition, the roles of culture and gender
within each of these areas will be explored, and specialty areas
within the field, like child clinical work, community-based psychology, and health psychology will also be examined. (Ceballo)
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Times, Location, and Availability
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:1 (Wolowitz)
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Times, Location, and Availability
581. Advanced Topics
in Social Psychology. Psych. 380. (3). (Excl). May
be repeated for credit.
Section 001 – Conflict and Conflict Management. Social conflict
is a multi-faceted phenomenon. Conflict can be understood by looking
at factors such as the social structure in which it has occurred, the role of power differentials, and the various functions that
it can serve. By understanding social conflict we can then attempt
to manage it or resolve it. In this course both of these aspects
of conflict will be covered, with an emphasis on the latter. A
good amount of time will be devoted to examining the role that
mediators and negotiators play in the resolution process and the
kinds of skills that facilitate negotiation and resolution. The
course will follow a discussion format with regard to weekly readings, but it will also involve various exercises and activities to give
students a feel for the kinds of skills and behaviors that promote
or hinder the successful resolution of conflict. (Ybarra)
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Times, Location, and Availability
100-399 |
400-499 |
500-599 |
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