Fall Course Guide

Courses in Psychology (Division 455)

Fall Term, 1998 (September 8-December 21, 1998)

The Department of Psychology offers three introductory courses: Psychology 111, Psychology 114 and Psychology 115. Any of the three courses meets the prerequisite requirement for the concentration and serves as a prerequisite for the area introductory courses. Psychology 114 and Psychology 115 are Honors introductory courses open to Honors students and others with permission of the instructor.

Department of Psychology disenrollment policy for Psychology 111, 330, 340, 350, 360, 370, 380, and 390. Students must attend discussion section by September 18 or contact the GSI, or they may be disenrolled from the course.

Independent Study/Directed Reading

The department of psychology offers several options for independent study/directed reading.

204. Individual Research and 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, 408, 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.

100-399

400-499

500-599

Take me to the Fall Time Schedule

111. 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. (4). (SS). Psych. 111 may not be included in a concentration plan in psychology. 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 two exams, an optional final, and assignments in discussion sections. Cost:3 (Hilton)
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114. 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. (4). (SS). May not be included in a concentration plan in psychology. Students in Psychology 114 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. 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. The text for the course is Psychology: An Introduction (10th ed.); there is also a course pack. Each student will also be expected to select and read a number of books from a master list of recommended popular books in psychology. Grades are based primarily on two exams, a reading log or journal based on the outside readings, and attendance at and participation in class. Cost:2 WL:1 (Morris)
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116. Introduction to Mind and Brain. May not be used as a prerequisite for or in a concentration plan in Psychology. No credit for those who have completed Psych. 112. (4). (NS).
This course is designed for students interested in the relationship between behavior and brain (that is, between the functioning of the mind and the functioning of the brain) but who are not interested in being Psychology or Biology concentrators. The course will focus on specific phenomena of the mind and examine the brain mechanisms that underlie those phenomena. The topics to be covered include memory, motor functions, perception, language function, gender differences in cognition, and some pathologies of cognition. Note that the course expectation is that students will learn a good deal about the anatomy and functioning of normal and damaged brains. Evaluation will be based in part on weekly quizzes, an examination, and participation in discussion section activities. (Jonides)
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120. First-Year Seminar in Psychology as a Social Science. Open only to first-year students. (3). (SS). May not be included in a concentration plan in psychology. May be repeated for a total of six credits.
Section 001 I, Too, Sing America: Culture and Psychology.
Taking its title from the Langston Hughes poem, this seminar will explore psychological aspects of race, ethnicity, and other cultural differences in the United States. What are some of the opportunities and obstacles to our joining with Hughes in affirming, "They'll see how beautiful I am . . I, too, sing America?" Topics will include stereotyping, communication, cooperation, conflict, justice, and discrimination. For example: What are psychological theories about how individuals and groups might most benefit from life in pluralistic societies? What are some psychological dynamics of stereotyping? What are possible connections between various forms of discrimination (for example, racism, sexism, homophobia, and anti-Semitism)? Cost:1 WL:1 (Behling)

Sections 002 and 003 Leadership: Theory and Practice. This is a multidisciplinary seminar for first-year students 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 as well as what contemporary theory and research in the behavioral sciences tells us about leadership. This is not a "how to do it" course in leadership, though students will learn a great deal about how to be an effective leader. Core readings consist of Gardner On Leadership, and McFarland et al. 21st Century Leadership. Small groups of students will also prepare an oral and written report on one outstanding leader of their choice. Course grades will be based on attendance at and participation in class discussions, a reading log or journal, several brief position papers, an end-of-class essay, and the oral and written reports. Cost:1 WL:1 (Morris)

Section 004 Health and Healing: Mind and Body. This seminar will explore conceptions of health and healing within a broad range of traditions, from conventional allopathic medicine to shamanism. We will study the mind/body relation within these traditions as well as consider current scientific studies that may elucidate how the mind-body connection impacts on health. Given the variety of traditions we will examine, this seminar will encourage a broadening of our conception of health to include physical, mental as well as spiritual well-being. We will also examine our own personal beliefs and understanding of health. Classes will involve discussion of readings, personal theories, as well how we view medicine in modern day society. Grades will be based on short written commentaries on reading assignments, small self-designed projects, and papers. There will be some choice in determining the basis for the grade. Cost:2 WL:1 (Murphy)

Section 005 Psychology and Culture of Fertility, Pregnancy, and Motherhood. This course will explore psychological issues surrounding women's transition to motherhood. Cultural attitudes towards pregnancy, childbirth, breastfeeding, and related topics will be contrasted. In addition, the impact of technology on fertility and pregnancy will be discussed. (Merriwether)

Section 006 The Psychology of Culture, Power, and Human Relations. We will look at what cultural diversity is and the impact it has on human relations in different environmental contexts. We will review the old adage of American Culture as a "Melting Pot" of a plethora of European cultures and the ensuing criteria for membership. Subsequently, we will examine the new order thinking also known as a paradigm shift (though still not a behavioral shift) encouraging the American culture to become more global, embracing pluralism and forming the "Salad Bowl" approach of multiculturalism. This shift/ change has presented opportunities, challenges, and conflicts within for American Society that warrants some investigation. We will brainstorm, identify, and develop approaches that can empower individuals, groups, and organizations in the change process to act with agency and progress towards a multicultural society. (Beale)

Section 007 Diversity, Development, and Change on American Campuses. During your first term at the university, you are likely to interact with peers and instructors from social identity groups (age, disability, ethnicity, gender, language, nationality, race, religion, sexuality, etc.) with which you have had limited or no experience. These kinds of interactions can lead you to examine your beliefs, perspectives, and understanding of yourself and others. This course offers the opportunity to explore these identity development processes using psychological theories and models. We will discuss sources of intergroup conflict linked to our different identities, and how students' identity development and behaviors may influence and be influenced by involvement in formal campus groups and informal social interactions. We will also explore how your knowledge about diversity and identity development can facilitate your participation in coalition and/or community building on campus, to help make the campus climate more responsive to your needs and the needs of students different from you. (Saunders)

Section 008 Current Issues in Educational Psychology. This course will introduce students to some of the compelling issues in K-12 education with particular attention to research on teaching and learning. We will focus on questions such as: Why can't some children learn to read? How can early childhood programs prepare children for school? Why do adolescents lose interest in school? What are the consequences for American educators of international comparisons of academic achievement? How can schools provide multicultural environments for learning? How can technology be more useful in schools? How can teachers help students learn to think critically and strategically? The class will read and discuss core readings to build background knowledge. There will be some lectures and demonstrations by the instructor but the class will usually operate as a seminar discussion. In addition, students will select their own questions to research and discuss in class presentations. Assessment of students' learning will be through reaction papers, class presentations, and essay exams. (Paris)

Section 009 Dreams. 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 010 Psychology and Law. This seminar studies issues in which law and psychology interact. We will examine a number of real cases that have been covered by the popular press (e.g., the Simpson, Bobbit, and Menendez trials), as well as some fictional accounts (e.g., Grisham's A Time to Kill and Dershowitz's The Advocate's Devil). (Pachella)

Section 011 Psychology and Non-ordinary Experience. This seminar will explore the experimental, anecdotal, and theoretical work that suggests that we humans are capable of intuition and knowledge that seriously challenge the prevailing conceptions of human potential and sensory-based reality. Experiences of non-ordinary reality are accepted as valid across a wide range of cultures and under varied conditions. However, it is only recently that such phenomena as remote viewing and holistic mind-body connections have begun to cross the boundary into the scientific community, stimulating both research and strenuous efforts to debunk what has been reported in the literature. We will review this literature and its critics. We will explore the possibility of replicating or extending some of these studies. And we will review efforts to make theoretical sense of what has been found to date. (Mann)

Section 012 Late Life Potential. Although late life is often viewed as a time of inevitable loss of competence, there is also evidence of great late life potential. This seminar will explore such potential. We will become familiar with relevant theory and research, read biographical material on late life greatness, study examples of late life accomplishments, and talk with vital old people. By the end of the seminar students should understand the nature of late life potential, as well as some of the conditions that facilitate it. From this understanding we will consider appropriate roles for the elders of our society. (Perlmutter)

Section 013 The Future of Work and Your Work Future. In this seminar we will consider the future of work in the 21st century, especially the influence of information technology, globalization and workforce diversity. We will examine the implications of these changes for what psychology tells us about the meaning of work in people's lives, especially its importance for personal identity, motivation and attachment. Students will actively explore ideas about their own future work through writing personal narratives, interviewing others, and team research projects on the forms that future work may take. (Price)
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121. First-Year Seminar in Psychology as a Natural Science. Open only to first-year students. (3). (NS). May not be included in a concentration plan in psychology. May be repeated for a total of six credits.
Section 001 The Evolution of Consciousness and Cognition.
This interdisciplinary seminar will explore the nature 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 in our exploration, encompassing points of view found in disciplines such as psychology, neurophysiology, artificial intelligence, philosophy, and medical practice. Both normal and altered states of consciousness (e.g., sleep, dreaming, meditation, hypnosis, and hallucination) will be considered from these perspectives. Cost:2 WL:1 (Meyer)

Section 002 Broken Brians. This is a seminar that will examine pathologies of the brain and the consequences for psychological functioning. All or most of the functioning that will be the subject of the course will concern cognition (e.g., perception, memory, reasoning). Students will need to learn a great deal about brain anatomy, and there will be a good deal of technical information about brain organization and function. The course will be evaluated via weekly quizzes, oral presentations that students will make throughout the term, a major research project that students will complete, and possibly a final examination. Readings will consist of some text material on brain anatomy and function together with selections that describe brain pathologies. (Jonides)

Section 003 Decisions About Marriage. Decisions about marriage (e.g., concerning whether, when, and whom to marry) are among the most important the typical person ever makes. But there is good evidence (e.g., high rates of divorce and domestic violence) that people often make these decisions badly, with serious, detrimental consequences for everyone involved, including children. This seminar will examine literature concerning the variety of ways marriage decisions are made in practice. It will also explore and critically evaluate proposals for how people could make such decisions more effectively. Cost:3 WL:1 (Yates)
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122/Soc. 122. Intergroup Dialogues. Permission of instructor. Intended primarily for first- and second-year students. (2). (Excl). May not be included in a concentration in psychology or sociology. May be repeated for a total of four credits.
Section 001-007: Dialogues on Race, Gender, Sexual Orientation, Religion, or Ethnicity.
In a multicultural society, discussion about group conflict, commonalities, and differences can facilitate understanding and interaction between social groups. In this course, students will participate in structured meetings of at least two different social identity groups, discuss readings, and explore each group's experiences in social and institutional contexts. Students will examine psychological, historical, and sociological materials which address each group's experiences, and learn about issues facing the groups in contemporary society. The goal is to create a setting in which students will engage in open and constructive dialogue, learning, and exploration. The second goal is to actively identify alternative resolutions of intergroup conflicts. Different sections of this course focus on different identity groups (for example, white people/people of color; Blacks/Jews; lesbians, gay men, bisexuals, and heterosexuals; white women/women of color; Blacks/Latinos/Asians; men/women). Cost:1 (Beale)
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204. Individual Research. Introductory psychology and permission of instructor. (1-6). (Excl). May not 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 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.
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206. Tutorial Reading. Introductory psychology and permission of instructor. (1-6). (Excl). May not 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 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.
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211. Outreach. Prior or concurrent enrollment in introductory psychology. (1-3). (Excl). Offered mandatory credit/no credit. Credits may not be included in a concentration plan in psychology. Two separate sections of Outreach count as an experiential lab for the Psychology concentration; they do not count as a lab for the Psychology as a Natural Science concentration. Laboratory fee ($15) required. (EXPERIENTIAL). May be repeated for a total of six 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, the psychological concepts observed in action, and to provide a genuine community service. Outreach includes approximately 40 agencies in which you can provide direct service to children in day care settings, adolescents in after-school programs, handicapped children and adults, physically ill adults and children, persons legally confined to criminal institutions, and others. Career exploration is also addressed. All sections are two credits, requiring six hours of work per week including four (4) of fieldwork, journal writing, readings, papers, one hour lecture and one hour discussion. Students need to check the Time Schedule for lecture/discussion times and meeting places per section. Students are invited to stop by the Outreach office at 1346 East Hall beginning April 2, 1998 to pick up an Outreach Booklet which describes each section offered and possible placement opportunities. Two separate sections of Outreach count as an experiential lab for the Psychology concentration; they do not count as a lab for the Psychology as a Natural Science concentration. Outreach Office Hours: Monday thru Friday 7:30 am 'til 4:00 PM, 764-9179. Cost:1, not including $15 lab fee. WL:1 (Miller)

Section 001 Working with Preschool Children. (2 credits). Students will work at a placement with infants, toddlers, and preschool children. The children with whom you work will come from a variety of backgrounds including some children "at risk" due to such factors as living in single-parent or low-income households, or experiencing special educational or emotional needs. Lectures and discussion will address the diversity of experiences that impact young children and their development in our culture.

Section 002 Big Sibs. (2 credits). 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 Delinquency and Criminal Justice. (2 credits). Establish meaningful friendships with and serve as positive role models for teenagers or adults whose behavior is in conflict with the rules and laws of our society. Work in group settings at agencies where juvenile delinquents or adults live or go to school. Help plan and carry out activities that will foster individuals' self-esteem and permit them to recognize and develop their skills and strengths. Learn about juvenile delinquency, criminality, the criminal justice system, gang behavior, institutionalization, and rehabilitation.

Section 004 Working with School-aged Children and Teens. (2 credits). Work with children and adolescents in both school and community settings. Children and teens come from a variety of family and socio-economic backgrounds. Serve as a mentor, tutor, or friend. Learn about developmental issues in children, and the stresses that affect them. Learn about the wide range of career opportunities for working with youth.

Section 005 Health, Illness, and Society. (2 credits). Help patients and families in medical and other health care settings by offering empathy, emotional and practical support in waiting rooms, at bedside, in community health clinics and in other settings. 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, people who are HIV positive and people with chemical dependency problems, or work with groups trying to prevent particular health problems, to promote health education, or those that are advocating for improved health services. Learn about health care, health promotion, and how people cope with stress.

Section 006 Exploring Careers. (2 credits). Learn about your own abilities and interests; investigate college majors and careers that best fit these; 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.
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255. Patterns of Development. Enrollment in the Inteflex Program. Inteflex students electing a concentration in psychology may use Psych. 255 as the introductory prerequisite. No credit granted to those who have completed or are enrolled in 350. (4). (Excl).
This course is intended for students in the Inteflex program. It is a combination of an introduction to psychology and a life span human development course. This course will introduce basic concepts and research in psychology and survey the lifespan from birth to death, providing theoretical and empirical material on physical, perceptual, cognitive, social/emotional development. The course is geared to Inteflex students, and they have first priority. (Merriwether)
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305. Practicum in Psychology. Introductory psychology. (1-4). (Excl). A total of six credits of Psychology letter-graded experiential courses may be counted for the Psychology concentration. Psychology 305 must be taken for at least three credits to count as an experiential lab in the psychology concentration. (EXPERIENTIAL). May be repeated for a total of six credits.
Section 001 Michigan Mentorship Program. (3-4 credits).
This experiential learning course is designed to provide mentoring experiences for students in the Ann Arbor Public Schools who are regarded at risk for low achievement. We will pair college students with elementary and high school students in order to help students with homework, to encourage effective learning strategies, to set goals, and to help them develop appropriate coping strategies. College students who can relate to younger students' concerns are a tremendous resource for their learning and motivation. Conversely, college students can learn a great deal from children and adolescents as they work through issues. The course will provide a personal relationship and useful academic information in order to help grade school students become more successful and more motivated in school. University students will be expected to participate in mentoring a minimum of six hours per week, read related background information, keep a weekly journal, and write a 5-10 page paper. Students will meet in seminar, weekly (Tues. evening) to discuss relevant issues. Admission is by application only. Email Dr. Quart at equart@umich.edu for application procedures. Cost:1 WL:3 (Quart)

Section 002 Practicum in Child Development and Child Care. (2-4 credits). Prerequisite: Psychology 350. This course allows students to acquire experience working in a child care setting with preschool age children. Students will be assigned to specific classrooms and work under the direct supervision of the head teacher and director of the Pound House Children's Center. Students are required to keep a weekly journal summarizing their experiences in the child care setting as well as write papers integrating these experiences with literature on children's development. Students will be required to read the Staff Handbook for information on Center policies as well as independent readings on child development. All students must show evidence of a negative TB tine test and have a physical exam from a doctor stating that there is no reason why they cannot work with young children. Contact Carolyn Tyson at Pound House, 998-8399. (Volling)

Section 003 Community Issues in Latino/Latina Schools. (3 credits). The purpose of the proposed course is first, to expose students to Latino youth and their Southwest Detroit community (a multi-ethnic neighborhood); second, to educate students about cultural aspects of human development, mental health, and contrasting theoretical approaches to social change; finally, to help the students analyze their practical experience using this theoretical framework. The overall goals of the course are to educate students to be able to envision themselves working in an urban community setting and to become motivated to work for social change in their academic and professional careers. This course will be a field course involving two visits per week to a Southwest Detroit community. A neighborhood school will be used as the site for tutoring and working with the children. In this course, the instructors themselves will supervise the field experience. No Spanish is required. (José)

Section 010 Alcoholism and Other Behavior Disorders in Community Settings, II. (3 credits). Prerequisite: Psychology 372.010. The University of Michigan Alcohol Research Center (UMARC) provides a continuing opportunity for students to gain valuable research experience in a community setting as part of the Health Profile Project. The project will focus on the nature and extent of alcohol problems among patients 60 years of age and older, and assess specifically the effectiveness of a brief intervention designed to help older adults with drinking problems. The project provides students the opportunity to obtain research experience in the social and health sciences fields. Students will administer brief questionnaires to elderly persons in primary care offices, and they also may have the opportunity to conduct telephone follow-up interviews with participants in the brief intervention study. Other requirements include: interest in social sciences or health sciences; the ability to travel to project sites (car preferred); excellent interpersonal skills; and experience interacting with the public. Furthermore, students will gain valuable research experience in the areas of geriatrics and alcohol problems. This course is the second term of a two-term practicum sequence. The sequence meets both lab requirements for psychology concentrators. Those who register for the course will be required to attend a research meeting, a one-hour lecture, and 7.5 hours of field work each week during the academic term. Students also are required to write a research paper. (Zucker/Blow)
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306. Project Outreach Group Leading. Introductory psychology, Psychology 211, and permission of instructor. (3). (Excl). A total of six credits of Psychology letter-graded experiential courses may be counted for the Psychology concentration. (EXPERIENTIAL). May be repeated for a total of six credits.
This course provides students with knowledge and practice in areas related to enhancing the educational experience of undergraduate students involved in community service learning placements 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)
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307. Directed Experiences with Children. Introductory psychology and permission of instructor. (3-4). (Excl). A total of six credits of Psychology letter-graded experiential courses may be counted for the Psychology concentration. (EXPERIENTIAL). May be repeated for a total of 7 credits.
Section 001 Working with Children.
Directed experience with children aged eighteen months to five years at the University of Michigan's Children Center and Children's Center for Working Families for approximately eight to twelve hours per week on a regular basis. Seminar relating theoretical issues to applied practice is held every two weeks. No prerequisites required. This course is designed to introduce students to young children in a warm and caring classroom environment facilitated by professional early childhood teachers. The major emphasis is on developing an understanding of young children through direct experience and introductions to child development and education. Cost:1 WL:5, Permission of instructor required for all students. Contact at 998-7161 or karey@umich.edu. (Leach)
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308. Peer Advising Practicum in Psychology. Introductory psychology and permission of instructor. (2-3). (Excl). A total of six credits of Psychology letter-graded experiential courses may be counted for the Psychology concentration. (EXPERIENTIAL). May be repeated for a total of six credits.
This course is a supervised practicum for psychology concentrators 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 two-hour, faculty-supervised weekly class and an additional half 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 647-3920 or Ms. Karen Petticrew at 764-9179. Cost:3 WL:3, Application, interview, and override required. (Hatcher)
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310/Soc. 320. Training in Processes of Intergroup Dialogues. Permission of instructor. Open to juniors and seniors. (3). (Excl). May be used as an experiential lab in the Psychology concentration. A total of six credits of Psychology letter-graded experiential courses may be counted for the Psychology concentration. (EXPERIENTIAL).
See Sociology 320. (Chesler)
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311/Soc. 321. Practicum in Facilitating Intergroup Dialogues. Psychology 310 and permission of instructor. (3). (Excl). A total of six credits of Psychology letter-graded experiential courses may be counted for the Psychology concentration. (EXPERIENTIAL).
This practicum is open to students who have completed Psychology 310, and requires applied work in facilitating intergroup dialogues. Students serve each week as peer facilitators in Psych. 122, "Intergroup Dialogues." Additionally, students also participate in weekly supervision seminars to discuss their work in the dialogue groups, and to discuss theory and practice of group observation, in-outgroup conflict intervention skills, intergroup communication and community building, methods of attending to personal issues when facilitating. Cost:1 (Beale and Behling)
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319. Empowering Families and Communities. Concurrent enrollment in Psych. 320. (3). (Excl).
This course introduces students to the principles and practices of community psychology by focusing around the themes of empowerment and prevention. The influences of social context, racism, culture and inequality in shaping behavior and attitudes in community settings are emphasized. Through readings, lectures, and simulations, students will deepen their understanding of how families and communities function and how communities can be involved in program development and delivery. Students must enroll concurrently in Psychology 320: Laboratory in Community Intervention. The course will meet once a week for three hours. Each class section will involve both lecture and discussion. Readings will consist of two books and 4 to 6 additional readings each week. Students will complete a journal that is a synthesis and integration of the readings, an in-class midterm, and a group research paper. Students will present their research paper in a poster session. The course is designed for third- and fourth-year students in psychology and other social sciences. (Grossman)
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320. Laboratory in Community Intervention. Concurrent enrollment in Psych. 319. (1). (Excl). (EXPERIENTIAL).
This experiential lab involves one visit per week to an African American, Arab American, or Latino community in Detroit. Students will be assigned to work with community-based organizations on projects to improve the well being of children and families. Projects involve such activities as tutoring, developing outreach activities , assisting in child care settings, and working in community education projects. Internships will be supervised by the instructor and program staff. Students must be enrolled concurrently in Psychology 319: Empowering Families and Communities. This type of direct experience will provide for a better understanding of course concepts and more in-depth learning. This lab requires attendance at training sessions or community participation three hours a week. Students will turn in weekly attendance sheets that document their work. Transportation will be provided. An experiential journal, readings, and group project reflecting this experience will be completed for Psychology 319. (Grossman)
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330. Introduction to Biopsychology. Introductory psychology. (4). (NS). (BS).
This course surveys the field of Biopsychology. It introduces the kinds of questions traditionally addressed by physiological and comparative psychologists. Biopsychology is the study of how psychological processes relate to the brain and to evolution. A major focus is on how brain processes cause psychological events and behavior, and how psychological events are encoded in the brain (physiological psychology or behavioral neuroscience). Another focus is on how psychological processes (e.g., perception, cognition) differ across different species, and on how psychological processes have been shaped by evolutionary pressures (comparative or evolutionary psychology). Topics will include: principles of behavioral evolution that have shaped current behavior and physiological processes; the anatomy and operation of brain systems relevant to mind and behavior, and their relation to psychoactive drugs; neural mechanisms of normal action, perception, motivation, learning, and cognition in humans and other species. Students must register for the lecture and for one discussion/practicum section. NOTE: This course is intended primarily for sophomores and second-term freshmen who have ALREADY taken a course in introductory psychology. This course is a prerequisite for many upper-level courses in Biopsychology. Cost:2 WL:1
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331. Laboratories in Biopsychology. Psych. 330. (4). (Excl). (BS). Satisfies a Psychology research-based laboratory requirement.
The purpose of this course is three-fold: (1) to provide students with opportunities to gain practical laboratory experience by assisting an individual faculty member in the Biopsychology Program or in the Cognition and Perception Program with his/her on-going research; (2) to introduce students to selected general methods used in the field of biopsychology (brain and behavior and animal behavior) or cognitive science; (3) to provide practical knowledge about research design, quantification of behavior, scientific writing, the use of animals in research, and miscellaneous techniques used by biopsychologists or cognitive scientists 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 Psychology Undergraduate Office (1044 East Hall) or the Biopsychology Program Office (4029 East Hall). Students concentrating in `Biopsychology and Cognitive Science' will receive priority. Cost:1 WL:3
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335(430). Introduction to Animal Behavior. Introductory psychology or introductory biology. (4). (NS). (BS).
This course presents a broad introduction to animal behavior from the perspective of evolutionary biology (sociobiology). 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. Introductory lectures present the basic principles of organic evolution so that all students have the same knowledge foundation from which other course topics can be examined. Course topics include, among others, the relationship between genes and behavior, inclusive-fitness thinking and social interactions between close genetic relatives (e.g., parent-offspring, siblings), the evolution of sex differences, mating systems and their ecological correlates, and sexual selection (male-male competition and mate choice by females). Terms such as nepotism, altruism, aggression, and reproductive behavior are considered in light of how they have evolved by natural selection 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. Cost:1 WL:1 (W. Holmes)
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340. Introduction to Cognitive Psychology. Introductory psychology. (4). (NS). (BS).
The topics to be covered include various aspects of the psychology of human perception, attention, memory, thinking (including problem solving and reasoning), and consciousness. The material will include data and theory about the relationship between cognition and brain function. 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 (Schumacher)
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341. Superlab in Psychology as a Natural Science. Psych. 330 or 340. (4). (NS). (BS). Satisfies a Psychology research-based laboratory requirement.
This "how-to" course covers the design, execution, and analysis of behavioral experiments using methods from Cognitive Psychology. A major emphasis in the course is to take the student out of the "listener" role and support learning by "doing." In small sections, students actively participate in laboratory tasks that demonstrate the range of activities in experimental research. Students learn to define an experimental hypothesis, design and conduct experiments using common test methods, appropriately analyze and interpret data from experiments, and present results in reports following the standard format for psychology research. The laboratory activities require working closely in groups and using specialized software, so regular class attendance and participation is important. These activities also provide practice with more general critical thinking skills; for example, questioning what can be known from experiments vs. our experiences, deciding what conclusions are valid from observations, and evaluating scientific studies in other fields. Grading is based on written reports of research projects, exams, and in-class laboratory exercises. Psychology 340 is recommended as a prerequisite, along with Stats 405. This course satisfies one of the advanced laboratory requirements for psychology concentrators. Cost:2 WL:1 (Seifert)
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345(434). Introduction to 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)
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350. 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. Cost:2 WL:1 (Ward)
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351. Advanced Laboratory in Developmental Psychology. Stat. 402 and Psych. 350. (3). (Excl). Satisfies a Psychology research-based laboratory requirement.
This course is designed to provide students with training in the skills necessary for designing, conducting, evaluating, and communicating about research on human development. The class is a combination of lecture and discussion of research issues and methodology, activity-based laboratory sessions, and the implementation of individual and class research projects. Students are provided with "hands-on" research opportunities, interviewing school-age children and conducting observational studies. The class meets the Psychology Laboratory course requirement. (Meyers)
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360. Introduction to Organizational Psychology. Introductory psychology. (4). (SS).
Organizational psychology is the subfield of psychology devoted to the human behavior in organizations. This course offers a broad-ranging introduction to the field focusing particularly on the problems of understanding behavior that is in some respects governed by psychological principles and laws and in some respects by sociological principles and laws. Topics in the course include individuation and socialization, motivation in organizations, group psychology, sociology, role relations, organizational dynamics, and problems of management. The course will consist of a combination of lecture, discussion, and group work. Cost:2 WL:2 (Sandelands)
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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), on collaborative written reports, and on exams reflecting course readings. Energetic and thoughtful participation in research projects is an absolute requirement. Cost:2 WL:1 (Saavedra)
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370. Introduction to Psychopathology. Introductory psychology. (4). (SS).
Section 001.
This course is an introduction to the clinical, theoretical, and empirical literature on psychopathology. We will explore the concept of "mental illness." To what extent do psychiatric disturbances reflect medical conditions? Should they be thought of as social constructions or metaphors? During the term, we will discuss behavior that is deemed by the helping professions to be dysfunctional and methods typically employed to treat forms of psychological suffering. We will use case studies, autobiographical materials, and films to understand psychopathology at the level of the individual and look to the theoretical and empirical literatures to understand existing norms of illness and health in order to understand what they tell us about human culture at the present time. Grading will be based on exams, assigned papers, and class exercises. This is a lecture class only. Students should be prepared for independent work as there are no discussion sections. (Damour)

Section 010. This course is an introduction to the clinical, theoretical, and research literature on psychopathology. We will explore the concept of "mental illness," existing systems of classifying behavior deemed to be dysfunctional (i.e., DSM-IV) and methods typically employed to treat forms of psychological suffering. The emphasis will be on understanding what psychopathology is at the level of the individual struggling with it as well as exploring what existing norms of illness and health tell us about human culture at the present time. Students are expected to attend lecture and discussion section regularly and will be evaluated on examinations, short papers, and class participation. (Hansell)
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372. Advanced Laboratory in Psychopathology. Psych. 370. A basic statistics course (e.g., Stat 402) is recommended although not required. (3). (Excl). Satisfies a Psychology research-based laboratory requirement.
Section 001.
Using readings, lectures, and projects, this course introduces students to methods of research in psychopathology. Students will gain skills in the use and critical evaluation of current techniques with the goal of becoming more effective consumers and producers of research. Class format: A weekly lecture and a weekly "lab" meeting. Some weeks the different lab sections will meet as a whole; most weeks the lab sections will meet individually the total class time in any week will be three hours. (Peterson)

Section 010 Alcoholism and Other Behavior Disorders in Community Settings, I. This course offers undergraduates the opportunity to participate in an ongoing community-based research program. The project focuses on the nature and extent of alcohol and other health problems among persons 60 years of age and older, and also has a component involving the utilization of brief intervention technology to produce change. Students obtain supervised research experience in primary health care settings, including interviewing/questionnaire administration, data cleaning and management, and also take part in a weekly proseminar covering topics related to the project. The proseminar is conducted by a large number of behavioral scientists collaborating on this and related projects being carried out at the University of Michigan Alcohol Research Center. The work involves 1.5 hours weekly of class time, and a total of approximately nine hours of time commitment per week. Ideally, students involved in this work should be able to enroll for a two-term sequence, taking Psychology 372 in Fall and Psychology 305 in Winter. Completion of both 372 and 305 will satisfy the Psychology Lab requirement. For further information, contact Dr. Zucker at 998-7952. (Zucker)
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380. 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 and aggression; emotions and attitudes; stereotypes and prejudice; interpersonal attraction; close friendships; 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 (Chen)
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381/Soc. 472. Advanced Laboratory in Social Psychology. Stat. 402 and Psych. 380. (3). (Excl). Satisfies a Psychology research-based laboratory requirement.
Students explore many aspects of social psychology research methods in this hands-on course. In the first half, issues around research methods are discussed in depth, utilizing survey data students collect to illustrate concepts. The second half of the course revolves around an original, experimental research project (topic varies) in which students design the study, collect and analyze the data, and write a written APA style report. SPSS is used throughout the course. Grades are based on write-ups of research projects, numerous homework assignments, quality of class participation and knowledge of research methodology. (Bernstein)
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390. 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:1 (Winter)
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391. 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. Techniques involved in assessing personality will be introduced, including attention to social and ethical issues. These may include scale construction, content analysis, interviewing and observation. Issues of experimental design will be discussed, and students will gain experience administering, coding, and evaluating personality measures. In addition, individually and in groups, students will plan and execute analyses of data drawn from one or more of ten different samples (of students, midlife adults, Presidents of the U.S., survivors of an earthquake, musicians, etc.) contained in the Personality Data Archive at the University of Michigan. Cost:2 WL:1 (Sellers)
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100-399

400-499

500-599


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