The Department of Psychology offers three regular introductory courses which differ in focus: Psychology 170, Psychology 171, and Psychology 172. Psychology 170 is offered as a natural science and stresses experimental psychology; Psychology 171 is offered as a social science and stresses social psychology and interpersonal behavior; Psychology 172 is approved for social science distribution but treats both perspectives with about equal weight. Students may elect Psychology 170 and 171, but students may not receive credit for Psychology 172 and either Psychology 170 or 171. Any one of the three courses meets the prerequisite requirement for concentration and serves as a prerequisite for advanced courses.
Honors students, and others with permission of the instructor, may take Psychology 192 as their introductory course. In Psychology 192 the coverage of basic material is rapid, leaving some time for specialized topics.
170. Introduction to Psychology as a Natural Science. Seniors by permission only. Credit is granted for both Psych. 170 and 171; no credit granted to those who have completed 172 or 192. Psych. 170 may not be included in a concentration plan in psychology. (4). (NS). Students in Psychology 170 are required to spend three hours outside of class participating as subjects in research projects.
This course presents material about areas of psychology which emphasize a study of the brain and behavior from a scientific perspective. It does not emphasize psychotherapy and mental illness, which are included in Psychology 171. It does cover topics such as perception, memory, animal behavior, and the human brain as a biological system. The course meets four hours per week. Each section is taught individually by a graduate teaching fellow who has complete responsibility for his/her section. Because there are substantial variations among sections in content and teaching style, students are encouraged to sit in on several sections during the first week of classes before making their final choice.
171. Introduction to Psychology as a Social Science. Seniors by permission only. Credit is granted for both Psych. 170 and 171; no credit granted to those who have completed 172, 192, or Univ. Course 189. Psych. 171 may not be included in a concentration plan in psychology. (4). (SS). Students in Psychology 171 are required to spend three hours outside of class participating as subjects in research projects.
This course typically covers such topics as child development, interpersonal relations, social psychology, psychopathology, treatment approaches, learning, memory, motivation, emotion, personality, and others. Enrollments are limited to 27 students per section. Each section differs somewhat in content and instructional arrangements. The FIRST CLASS SESSION IS MANDATORY. During this first session, the instructors will describe their approaches to the course material and their methods of evaluation. Students, then, apply to get into the section they most prefer by making four choices and submitting the proper form to the instructors at the first session. Students should check the Winter 1982 Time Schedule under Psychology 171, sections 001 through 010, for the location of the first class session of the section they are registered for. Please read ALL NOTATIONS REGARDING PSYCHOLOGY 171. Waiting List (section 099) students must attend a special meeting. Time, day and location of this Wait List meeting will be listed in the Time Schedule for Winter 1982. You must be present or have contacted the Psych 171 office prior to the meeting to be placed in an open section. (Mann)
172. Introduction to Psychology. Psych. 172 is equivalent to either Psych. 170, 171, or Univ. Course 189 as a prerequisite for advanced courses in the department and as a prerequisite to concentration. No credit granted to those who have completed 170, 171, 192, or Univ. Course 189. Psych. 172 may not be included in a concentration plan in psychology. (4). (SS). Students in Psychology 172 are required to spend three hours outside of class participating as subjects in research projects.
This course is a one term survey which is the equivalent of Psychology 170 and 171 combined. The course serves as a basic preparation for almost all advanced level courses in psychology. The major objectives of the course are to increase knowledge concerning causes of behavior and to develop an ability and desire to learn more about behavior, especially human behavior. Both the textbook and the lectures cover such topics as the physiological basis of behavior, learning, language and communication, memory, thinking, creativity, perception, altered states of consciousness, motivation and human sexuality, emotion, personality theory and assessment, deviance and pathology, therapy, interpersonal relations, aggression and violence, and environmental psychology. The discussion sections provide an opportunity to pursue particular topics in greater depth and detail, to share experiences with others, and to learn from this sharing. Most of the teaching assistants require additional work such as reading logs, library research, and film critiques. The final course grade is based on several course-wide examinations as well as quizzes, logs, or other projects which are assigned in individual discussion sections. (Morris)
192. Honors Introduction to Psychology. Open
to Honors students; others by permission of instructor. No credit
granted to those who have completed 170, 171, or 172. May not
be included in a concentration plan in psychology. (4). (SS).
Students in Psychology 192 are required to spend three hours outside
of class participating as subjects in research projects.
Section 003. This introductory course is a survey of the many topical areas within natural science psychology and social science psychology. The emphases will be equally upon transmitting a conceptual understanding of the basic issues within a given area and upon relaying specific knowledge that has been gained or discarded in an area. A main concern will be the study of psychology as a science that delves into all aspects of behavior – from simple discrimination learning by pigeons to personality disturbances of humans. Class time will be taken up by lectures and discussions. Some films will be shown and some psychological laboratories will be visited. Students will be graded according to their performance on written examinations, a class presentation, and overall class participation. (R. Kaplan)
201. Outreach. Prior or concurrent enrollment in introductory psychology. Credit is granted for a combined total of 15 credits elected through Psych. 201 and Psych. 300-309. May not be included in a concentration plan in psychology. (1-3). (Excl). Offered mandatory credit/no credit. Laboratory fee ($10) required. (EXPERIENTIAL). Psych. 201 may be elected for a total of 6 credits.
Project Outreach enables students to do fieldwork in local community settings. Students of all backgrounds are invited to apply. The purpose is to gain an understanding of yourself, the agency in which you will work, and the people whom you will serve. Project Outreach includes approximately 30 different settings in which you can provide direct service to children, adolescents, adults, and the aged: to those who are handicapped, retarded, emotionally disturbed, physically ill, legally confined to institutions or normal; or to social advocacy organizatons concerned with the rights of consumers, battered women, foreign students, and others. Two-credit projects require 6 hours of work per week including four hours of fieldwork, log writing, one hour seminar/discussion and one hour lecture per week. Psychology majors electing two settings of Psych. 201 (4 credits) will have the option to waive their second advanced lab requirement. Students can now PRE-REGISTER FOR PSYCH. 201. MEETING TIMES, FIELD WORK TIMES, AND LECTURE DAY/TIMES ARE AVAILABLE AT 554 Thompson Street. STUDENTS INTERESTED SHOULD STOP BY THE OUTREACH OFFICE (554 Thompson) STARTING NOVEMBER 1,1981 FOR PRE-REGISTRATION/COURSE INFORMATION, or call 764-9279. (R.D. Mann)
204. Individual Research. Introductory psychology and permission of instructor. May not be included in a concentration plan in psychology. (1-6). (Excl). (INDEPENDENT). May be elected for a total of 6 credits.
Arrangements may be made for adequately prepared students to undertake individual research under the direction of a member of the staff. Students are provided with the proper section number by the staff member with whom the work has been arranged. Students are responsible for properly registering for this course.
206. Tutorial Reading. Introductory psychology and permission of instructor. May not be included in a concentration plan in psychology. (1-6). (Excl). (INDEPENDENT). May be elected for a total of 6 credits.
Arrangements may be made for adequately prepared students to undertake individual plans of study under the direction of a member of the staff. Students are provided with the proper section number by the staff member with whom the work has been arranged. Students are responsible for properly registering for this course.
300-309. Field Practicum. Introductory psychology and permission of a departmental Board of Study. Degree credit is granted for a combined total of 15 credits elected through Psych. 201 and 300-309. A combined total of 6 credits of Psychology 300-309, 504, and 506 may be included in a concentration plan in psychology. (1-12). (Excl). (EXPERIENTIAL). Credit is granted for a combined total of 12 credits elected through the series Psych. 300-309.
The field practicum course offers students an opportunity to integrate experiential and academic work within the context of a field setting. Students work in various agencies, institutions, and organizations; meet regularly with a faculty sponsor to discuss and to conceptualize their experiences; read materials which are relevant to their experiences; and create some form of written product that portrays their experiences and draws them all together at the end of the term. This course is coordinated by a faculty and student committee and by the Community Psychology area. A maximum of four credit hours can be earned during any one term. Enrollment in the field practicum course depends on a typed, informal proposal planned in collaboration with a Department of Psychology faculty sponsor. The proposal is then submitted to the Community Psychology Office (L-414, West Quadrangle) which evaluates the proposal and determines which students are admitted to the course. Interested students should contact the Community Psychology Area or the Undergraduate Psychology Office for further information regarding descriptions of course requirements and procedures to follow in registering for the course. Obtain materials as early as possible as it generally takes students one week to meet necessary requirements in order to register for the course. (Price)
310. Superlab in Psychology as a Natural Science. Psych. 170. (3). (NS).
This course fulfills one of the advanced laboratory requirements in Psychology and may be counted toward either a B. A. or B. S. degree. It is designed to acquaint psychology concentrators with a wide range of methods and topics applicable to the scientific study of behavior. Topics of study include vision and perception, neural information processing, pattern recognition, memory systems, language, problem solving, and decision making. Particular emphasis is placed upon experimental methods and design, data analysis, and statistical inferences. Student evaluation is based upon laboratory reports and participation, two exams, and one term paper. The course is also appropriate for students in various other degree programs related to the scientific study of psychology. (Meyer)
363. Individual Behavior in Organizations. Introductory psychology or permission of instructor. (3). (SS).
This course provides an overview of organizational psychology, emphasizing individual behavior in organizational settings – particularly work settings. It was designed to be the first course in the organizational psychology sequence which also includes 464 (group behavior in organizations) and 565 (organizational systems). Major topics include organizational design; motivation; socialization; work-related attitudes; leadership; decision-making; group behavior; organizational change; work and non-work; work and health; discrimination; the quality of working life; work and society; and the future of work in America. Each week there will be one general lecture and one small group discussion section. The discussion sections will employ case studies and experiential exercises to illustrate the application of some of the concepts introduced in the texts and lectures. (Quinn)
370/Rel. 369. Psychology and Religion. Introductory psychology or senior standing. (4). (SS).
Psychology and Religion is primarily concerned with those experiences which lie at the basis of religious or spiritual life. The experience of the sacred in Western and non-Western cultures is examined not so much in an effort to explain it, and certainly not in an effort to explain it away, but rather in an effort to appreciate the subtlety, beauty, and power of such experiences and the literature or traditions which are connected with them. The course will consider psychological perspectives on healing, diverse states of consciousness, symbols and representations of non-ordinary reality, and the nature of spiritual development. Some attention will be given to the diversity of practices which various traditions have developed, including Western rationalism. The course employs a variety of teaching and learning modes. There are two one and one half hour lectures and one one and a half hour discussion section per week, and the written assignments include keeping a journal of one's efforts to understand the reading material and other issues raised in the course. There will be a final take-home exam on the reading and lecture material. The required texts include a survey of transpersonal psychology by Ken Wilbur, psychological studies by Jung and Grof, essays by Huxley, Watts, and Stendl-Rast, narrative accounts of Muktananda and Feild, and three novels. (R. Mann)
385. Marriage and the Family. Introductory
psychology. (3). (SS).
Section 001. This course was designed primarily for persons interested in pursuing programs that would involve direct work with families. Its thrust is decidedly "clinical" as opposed to "social survey" or "cross-culturally comparative." These latter topics will be touched on only insofar as they enlighten what is happening (or not happening) to the family in contemporary American society. Thus, the course will deal with the history of socio-clinical concern with the "plight" of the American family in the last 20 years. The conceptual orientations in the course will be distinctively those of "general systems theory" and "symbolic interactionism." The sociology of deviance within the family system will receive major emphasis – psychopathologies will be reconstrued within a family systems context. The organization of the course will, in fact, be developmental. That is it will trace the life cycle of families from mate-selection through developmental crises to dissolution, single parenthood, remarriage, family reconstitution, and do so with a continual awareness of social context. Contrasts and parallels with other "clinical" theories and therapies (e.g., psychoanalytic) will serve as constant counterpoint, and be used to highlight implicit and/or explicit assumptions about family dynamics, as well as ethical concerns about how, why and when one intervenes in family systems. Concomitantly, various modes of "researching" families in today's society will be considered on ethical, heuristic, political and presumptive grounds. Dilemmas for the "researcher" and the "researched," the "treated" and the "treater" will be considered. Required texts are Skolnick and Skolnick (eds.) Family Therapy: An Overview, Goldenberg and Goldenberg, Bermann, Scapegoat: The Impact of Death Fear on an American Family and a course pack. Grading in the course is based on class presentation and discussion (15%), a midterm exam (20%), a final exam (30%) and a term paper (35%) (Bermann)
400-409. Special Problems in Psychology. Introductory psychology. (2-4). (Excl).
Psychology 402, and 403 are offered Winter Term, 1982.
Psychology 402: Psychology of Sexism and Ageism. (3). The purposes of this course are: 1) to develop a psychological and social science perspective and analysis of sexism (the oppression of and discrimination against individuals and groups because of their sex, gender, or sexuality) and ageism (ditto because of their age); and 2) to carry out a real-world project to deal with sexism and/or ageism (outside the class). The instructor focuses on the situation of women and young people, because of his own interests and skills. Depending on the interest and knowledge of students, there is also substantial work on old people, gay people, and other groups that are victims of ageism and sexism. There are occasional lectures (by the instructor, students, and guests), movies, and other class projects; but the major portion of class time is spent on discussion and reports about individual or group real-world projects – planning, critiquing, reporting results, etc. There are no examinations. Because there are few assigned readings, lectures, or papers, students need to be capable of working successfully with minimal supervision and without deadlines. Evaluation is based on the project, class participation, and a "service project" of use to fellow class members. Completion of all the requirements will result in a "B" grade. Superior work will raise a student's grade, while failure to complete the requirements will lower it. (Hefner)
Psychology 403/Relig. 424: Personality and Religious Development. (4). This course is designed to help students explore the psychological and religious dimensions of personal change and growth. Lectures will focus first on understanding various conceptions of human development including Freud's personality development, Jung's process of individuation, Erikson's eight stages of man, and the Eastern mystical view of sadhana or the spiritual journey. Particular attention will be paid to stages of the life cycle such as birth, infancy, the adolescent identity crisis, the mid-life crisis, and the experience of aging and dying. Secondly, the lectures will take a topical approach to spiritual and psychological experiences of great significance; we'll consider William James on conversion and the twice-born soul, Maslow on peak experiences, Tillich on being, anxiety, and courage, and Jung and Perry on madness and mysticism. A third course focus will evolve in smaller weekly section meetings and more personalized reading and writing. Here the objective is to grow in understanding one's own life. First we'll read and present to the group a spiritual autobiography such as the life of Gandhi, Thomas Merton, Carl Jung, or John Lilly. Then we'll write our own spiritual autobiography in whole or in part. The final paper will be an opportunity to rework and personally integrate selected course readings. Midterm and final exams will be based on prepared questions, and each will cover half of the course. (J.Mann)
414. Advanced Laboratory in Behavior Modification. Prior enrollment in Psych. 474. (3). (NS).
Students in Psychology 414 will learn more about the techniques of behavior modification and will have the opportunity to apply these techniques in one of a wide variety of settings. Current placements include Ypsilanti Regional Psychiatric Hospital and on-campus workshops in weight management, test anxiety and job stress. A special section emphasizing psychophysiological research opportunities is also available. (Papsdorf)
435. Sensory Functions. Psych. 170 or equivalent in addition to an introductory course in biology, physiology, or physiological psychology. (3). (NS).
All information about the world around us as well as within us is made known through our various senses (vision, hearing, smell, etc.). Our sensory acuity, as revealed by our behavior in the detection and discrimination of different environmental events (visual, auditory, olfactory, etc.), and the manner in which the senses receive and transmit information to the central nervous system and brain form the subject matter of this course. Sample topics include color vision, depth perception, sound localization, and sensory disabilities such as color blindness and hearing loss brought about by exposure to loud noise. Evaluation will be made by two midterms and one final exam. Instruction is by lecture-discussion format. Discussion is encouraged. (Uttal)
442. Motivation and Behavior. Introductory psychology. (3). (SS).
This course presents a systematic study of the nature of social incentives across the life span – how they originate in human development, how they persist as generalized motives, and how they are aroused in everyday adult life. The course relies heavily on a 1980 book, Social Incentives by Veroff and Veroff, although a number of short theoretical or research papers on other points of view are also assigned. Two weekly lectures briefly present a survey of other theories of motivation as well as a context for the readings. Two hour discussions will cover not only the readings (students assigned discussion responsibilities) but also research designs required as term group projects. Both short-answer and essay in-class exams. Students choose differential contributions of short answers and essays to their exam grades. (Veroff)
443. Psychology of Thinking. Introductory psychology. (3). (NS).
Recognizing patterns in a complex and uncertain world is extremely difficult. The fact that people do it so well is an amazing accomplishment. The course begins by looking at some ways this impressive feat might be carried out. To solve this theoretical challenge it turns out to be necessary to look at the way people acquire and store knowledge about their environment. The knowledge people have (and the way it is organized) provide a way of looking at not only how people recognize patterns, but also how they think and solve problems as well. Class sessions are somewhat disorganized discussions. The reading list is extensive and doing the reading is essential if what goes on in class is to make sense. Grades are based on a midterm, a final and a one-page paper that attempts to summarize the principles learned in the course. In addition to diverse reading in the library, there are three required texts: W. James, Psychology: The Briefer Course; R.E. Mayer, Thinking and Problem Solving; and M.I. Posner, Cognition: An Introduction. (S. Kaplan)
447. Psychology of Language. Introductory psychology. (3). (SS).
Required text for this course is H. Clark and E. Clark, Psychology and Language (Harcourt, Brace Jovanovich, 1977). The course will cover a wide range of topics on the psychological processes underlying language. These include human and animal communication systems, memory for linguistic materials, comprehension and production, meaning and semantic memory, language and thought, and language acquisition. There will be three in-class exams, (no final) plus several short paper assignments. (Olson)
451. Development of Language and Higher Mental Processes. Introductory psychology. (3). (SS).
This course addresses questions about the relationship between language and thought. We examine the positions of theoreticians like Whorf, Piaget, and Chomsky on the issues of linguistic relativity, the cognitive prerequisites of language development, and the species-specificity of language. In evaluating these positions we then examine empirical work on the similarities of language acquisition in normal and deaf children, the role of environment in language development, the learning of language by nonhuman primates, the influence of language on higher-order cognitive tasks, and the effects of bilingualism on cognitive development. While no special background is presupposed, familiarity with linguistics and/or developmental psychology will be helpful. Two hours of lecture and one hour of discussion. Student evaluations will be based on exams consisting of questions requiring concise but critical answers. Readings include: Chomsky, Language and Mind; Dale, Language Development; and Ginsburg and Opper, Piaget's Theory of Intellectual Development. (Shatz)
452. Psychology of Personality. Introductory psychology and upperclass standing. (3). (SS).
Major approaches to the understanding of personality will be reviewed and critically evaluated. Several prominent lines of research, their empirical base, heuristic relevance, and applications will be discussed; and related theorizing about personality dynamics, development, and change throughout the life history will be surveyed. There will be midterm and final exams and one paper. Text: Mischel, Introduction to Personality. (Sechrest)
453. Socialization of the Child. Introductory psychology. Students with credit for Psych. 457 are granted credit for Psych. 453 only by permission of instructor. (3). (SS).
The primary purpose of this course is to expose students to the theories and research findings relating to the processes by which an individual becomes a social being. An attempt is also made to make the course personally meaningful so that students can gain some insights into their own social development and can develop other practical applications of the material. For psychology concentrators, some time is spent critically examining research methods and suggesting problem areas needing further investigation. (M. Hoffman)
454. Analysis of Interpersonal Behavior. Introductory psychology. (3). (SS).
The purpose of this course is for students to gain an understanding of interpersonal relations as they develop in an unstructured group setting. As members of the group, students observe and attempt to understand the processes of their own group. What caused the group to take the turn it did? Why is its mood different today? What norms are emerging? Who are its leaders – formal and informal? What myths, fantasies, or assumptions seem to underlie group moods or behaviors? What role does each of us play in the group? These are some of the questions we try to answer. In brief planned sessions students analyze the previous session, and apply concepts and insights from the literature on groups in the effort to understand this group's history and development. In longer unstructured sessions students interact and reflect on the process. Three papers during the term each include: (1) an analysis of a third of the sessions' key events, meanings, myths, mood shifts, norms, leaders, etc.; (2) further analysis of these sessions in terms of theories and concepts from readings; (3) an analysis of one's own part in the group. Psych 454 provides in depth, experiential learning about groups through participation in a self-analytic group limited to twenty people. (J. Mann)
457. Child Psychology. Introductory psychology. Students with credit for Psych. 453 are granted credit for 457 only by permission of instructor. (3). (SS).
This course considers the physical, cognitive, and emotional-social development of children from conception to adolescence. Methodologies and theories are evaluated. The emphasis is on the development of normal children in western cultures, although some cross-cultural data and factors making for difficult development are also considered. The format of this section will be two hours auditorium lectures and one hour small discussion groups. Three exams plus one or two short papers will be the basis of evaluation. Opportunity to work in a preschool setting will be provided as an option. (Nadelman)
459. Psychology of Aging. Introductory psychology. Credit for Psychology 459 is not granted to students who have earned credit for Course Mart 383 (Dimensions of Human Aging), Public Health 595, or both University Course 435 and Education H520. (3). (SS). Laboratory fee assessed to defray costs associated with field trips.
This course covers major behavioral changes in adulthood and old age. Special emphasis is given to such topics as changes in biological functioning including sensation and perception, cautiousness, rigidity, and speed of response and changes in cognitive processes including intelligence, learning, memory, and problem-solving. In addition, psychosocial aspects of adulthood are discussed. These include family roles, work roles, use of leisure time, personality and adjustment, psychopathology and treatment, and dying, death, and grief. The course also considers environmental facilitation of psychological adjustments in old age. Students do assigned readings, projects, class exercises, and take an examination. Projects include interviewing an elderly person, visiting a residential center for the elderly, and writing a research paper. (McKeachie)
464. Group Behavior in Organizations. Introductory psychology. (3). (SS).
This course is designed to help students understand the nature of behavior in groups within organizational contexts. It is offered as part of a series of courses which include Psychology 363, the Individual in the Organization, and Psychology 565, Organizational Systems. Topics include the nature of groups, group processes, leadership, conflict and cooperation, and other related areas. Emphasis is on the application of group concepts to organization environments. The course is oriented toward behavioral and didactive learning with emphasis on developing concepts from lectures and in-class experiences. Student evaluations will be announced in class, but will include individual and group components. Reading material will be selected from leading textbooks and relevant journal articles. (Lowman)
481. Psychology of International Relations. Introductory psychology, Soc. 100, or Pol. Sci. 460. (3). (SS).
The purpose of this course is to increase understanding of peace and war, world development, and international relations, particularly emphasizing a psychological and social science perspective. The methods for doing this are unique. The course focuses on the world role of the People's Republic of China in order to break into the narrow and biased "American" point of view that we all start with. Group and individual student projects deal with domestic or international topics about China. There are occasional lectures (by the instructor, students, and guests), movies, and other class projects; but the major portion of class time is spent on discussions and reports about projects – planning, critiquing, reporting results, etc. Students have options to work on topics of interest to them, and in the choice of type of project - library research, survey, action program, etc. There are no examinations. Evaluation is in terms of the project, class participation, and a "service project" of use to fellow class members. Because of the lack of assigned readings or papers, students need to be capable of working successfully with minimal supervision and without deadlines. Satisfactory completion of all the requirements will result in a "B" grade. Superior work will raise a student's grade, while failure to complete requirements will lower it. (Hefner)
486/Soc. 486. Attitudes and Social Behavior. Introductory psychology; or senior standing and permission of instructor. (3). (SS).
During the first half of the term emphasis will be placed upon the definitional problems in attitude research, measurement issues, theories of formation and various models of attitude organization. During the latter part of the course we will be concerned primarily with attitude change, models of persuasion and the relation between attitudes and various forms of social behavior. It is assumed that students have had no previous work in the area, but do have an interest in social psychology. In addition to lectures, we will divide the class into small groups to work on projects that relate the groups' interests to attitude research and theory. Each small group will be expected to formulate, in concert with the course instructors, a specific topic of interest. Each group will be required to explore its selected topic in detail and then to present its findings to the class during the second half of the term. The nature of these class presentations is left to the creativity and ingenuity of each group. Evaluation in the course will be based upon an in-class midterm examination (30%), take-home final examination (50%) and the group project (20%). (Jackson)
488/Soc. 465. Sociological Analysis of Deviant Behavior. (3). (SS).
See Sociology 465. (Modigliani)
500. Special Problems in Psychology, Natural Science.
Psychology 170 and junior standing, or permission
of instructor. (2-4). (NS).
Evolution of Mating Systems. "Mate Choice and the Evolution of Mating Systems" is a discussion-format seminar open to undergraduate and graduate students interested in Darwinian theory and the evolution of social behavior. Mating systems (the behavioral strategies employed by individuals in obtaining mates) vary considerably within and between species (e.g., monogamy, polygamy, polyandry, promiscuity) and the purpose of this seminar will be to attempt an explanation of this variation, based on ecological variables viewed in the context of Neo-Darwinian theory. A course pack of research articles in animal behavior will be read with each class session devoted to the discussion of particular articles. Each student will be responsible for coordinating one such discussion. In addition, student evaluation will be based on one term paper and participation in class discussions. Two hours of natural science credit are given to undergraduates and graduates. Permission of the instructor is required for admission. (Holmes)
502. Special Problems in Psychology. Introductory
psychology and junior standing, or permission of instructor. (2-4).
Life Historical Approaches to the Study of Personality. This seminar aims to promote your ability to apply theoretical ideas about life historical development and psychodynamic functioning to the study of particular lives. The seminar focuses upon the careful study and group discussion of biographical "case" materials, and upon the attempt to make sense of the continuities and discontinuities of inner experience and interpersonal relations. Extensive reading and participation in discussions are expected. Student evaluation is based upon a term paper presenting the student's own inquiry upon life historical accounts. Enrollment, which is by permission of the instructor and limited to 15, will be restricted to upperclasspersons and graduates with adequate background in personality psychology. Although not specifically a clinical course, this seminar might be of special benefit to students considering a career in the mental health fields. (Barratt)
503. Special Problems in Psychology: Advanced Laboratory.
Introductory psychology. (2-4). (Excl).
Social Adaptation in the Community Context. This advanced laboratory is designed to teach undergraduates field research skills in the community context. A group research project provides the format for learning. Typically, the project focuses on the relationship between a particular population in the community (e.g.; children with chronic illnesses, single parents, or the elderly) and a particular institution in the community. (e.g., schools or hospitals). Research methods particularly designed to understand the needs and perceptions of the population being studied and the patterns of institutional adaptation to those needs will be taught. Thus, depending on the problem under study, methods will include environmental simulations, group problem solving, neighborhood ethnography, community surveys, interviewing, organizational assessment, reinterpretation of social indicator data. (Barbarin & Price)
504. Individual Research. Permission of instructor. A combined total of 6 credits of Psych. 300-309, 504, and 506 may be included in a concentration plan in psychology. (1-6). (Excl). (INDEPENDENT). May be elected for a total of 6 credits.
Arrangements may be made for adequately prepared students to undertake individual research under the direction of a member of the staff. The work of the course must include the collection and analysis of data and a written report. Students are provided with the proper section number by the staff member with whom the work has been arranged. Students are responsible for being properly registered for this course, which includes a contract signed by the instructor, and approval of the Committee on Undergraduate Studies – contracts are available from the Undergraduate Psychology Office K106, 580 Union Drive, and must be returned there for approval.
506. Tutorial Reading. Permission of instructor and a prior or concurrent course in an area related to the one in which tutorial reading is to be done. A combined total of 6 credits of Psych. 300-309, 504, and 506 may be included in a concentration plan in psychology. (1-6). (Excl). (INDEPENDENT). May be elected for a total of 6 credits.
Arrangements may be made for adequately prepared students to undertake individual plans of study under the direction of a member of the staff. Students are provided with the proper section number by the staff member with whom the work has been arranged. Students are responsible for properly registering for this course, which includes a contract signed by the instructor, and approval of the Committee on Undergraduate Studies – contracts are available from the Undergraduate Psychology Office, K106, 580 Union Drive, and must be returned there for approval.
510. Advanced Laboratory in Comparative Animal Behavior. Psych. 430 and permission of instructor. (3). (NS).
This course is designed to train students in the observation and quantitative description of behavior in order to understand its adaptive significance. Darwin's theory of evolution by natural selection will provide the theoretical basis for the interpretation of observed behavior. Several animal groups will be studied (e.g., insects, fishes, birds, mammals, humans) during laboratory and occasional field (outdoor) exercises. Exercises will consist of a short introductory lecture and a longer "hands on" lab in which naturalistic behavior (e.g., aggression, courtship, feeding) will be observed and recorded. A journal article related to each lab will be read. Student evaluation will be based on weekly lab reports, and a research design paper on some topic in animal behavior. (Holmes)
512. Advanced Laboratory in Motivation and Behavior. Stat. 402 or 300, and prior or concurrent enrollment in Psych. 442. (3). (SS).
This advanced lab is designed for students who have already taken Psychology 442. It will emphasize computer simulation of motivation and the role of the computer in planning empirical investigations and in spelling out the behavioral implications of the theory of motivation. Each student will have an opportunity to explore some unresolved problem at the frontier of the science. The work will culminate in a report including the design for an empirical study and plan for statistical analysis of expected results. Background in computer programming is helpful but not required. Students with unusually strong academic records may request permission to take this lab concurrently with Psychology 442. (Atkinson)
513. Advanced Laboratory in Human Traits and Their Assessment. Stat. 402 or 300, and prior or concurrent enrollment in Psych. 523. (2). (NS).
This advanced laboratory is offered concurrently with the lecture course, Psych. 523, Human Traits and Their Assessment, for those who wish a more intensive, hands-on, treatment of issues and problems in the area of trait measurement. Projects will be designed and carried out in the areas of test development and evaluation; and their uses in personnel decisionmaking. Project reports and presentations will be the primary basis for student evaluation. (Norman)
516/Soc. 587. Advanced Laboratory
in Attitudes and Social Behavior. Stat. 402 or 300, and prior or concurrent enrollment in Psych. 486. (3). (SS).
Section 001. In this section students work in small groups. Find a problem that they truly care about. Construct an original experiment in that area. Invent original ways to measure behavior. Do quantitative measurements. Are graded on their work throughout the term. Absolutely must attend all class sessions and must work about six hours a week with their group members outside of class. Statistics 402 meets the statistics prerequisite. (Ezekiel)
Section 002 – Inference and Social Behavior. This section will demonstrate a variety of techniques of experimental social psychology. Special emphasis will be placed on the study of social inferences – judgments that we make about ourselves and others. Students will carry out their own study or experiment. (Nisbett)
517. Advanced Laboratory in Developmental Psychology. Stat. 402 or 300, prior or concurrent enrollment in Psych. 457 and/or 459, and permission of instructor. (3). (SS).
This course provides training in the skills necessary to conduct research in developmental psychology. It is a laboratory course; students are engaged in the design, data collection, analysis, and write-up of developmental research. Tuesday meetings are lectures and discussions covering research issues and methods in developmental psychology. Thursday meetings are workshops concerning the different research projects. Three different research projects will be conducted (involving different methods and different-aged subjects). Evaluation is based primarily on participation in the research projects and written reports of this research. There is one exam covering research methods. Application blanks are on the bulletin board at 3406 Mason Hall (H. Wellman)
519. Advanced Laboratory in Personality. Stat. 402 or 300, and prior or concurrent enrollment in Psych. 452 or 559. (3). (SS).
This course provides an opportunity to carry out research in personality. There are weekly assignments during the first part of the course leading up to the design and execution of a small group research project. Course requirements include several writing assignments and a final paper which is a formal presentation of the final research project and its results. (Morris)
523. Human Traits and Their Assessment. Stat. 402 or 300. (2). (SS).
This course considers methods for assessing human traits (abilities, interests, attitudes, personality characteristics, etc.) and the uses of such assessments in practical decisionmaking and scientific theory testing. Tests, inventories, questionnaires, rating scales and other procedures will be evaluated in terms of their reliabilities, validities, and other relevant criteria. Introductory psychology and elementary statistics are the relevant prerequisites and an advanced laboratory (Psych. 513) is offered concurrently for those wishing additional practical work in this area. Student evaluation will be by means of objective (multiple-choice) exams plus a term paper. Methods of instruction will include lectures, demonstrations and discussion. (Norman)
533. Human Neuropsychology. Introductory psychology or permission of instructor. (3). (NS).
This lecture course deals primarily with the cognitive and behavioral effects of dysfunction of the human central nervous system. The first part of the course will briefly review basic neuroanatomy, neuropharmacology and neurophysiology. This will be followed by an introduction to the neurological exam, methods of neurological diagnosis, neuropsychological testing and neurological disorders (including vascular, demyelinizing and infectious diseases, tumors, epilepsies and congenital anomalies). After this we will examine the concept of cerebral asymmetry and the disorders of language, learning and memory, perception, personality, visuo-spatial functions and motor control which result from human brain damage. A discussion of possible sex differences in brain organization and the use of psychosurgery in treating psychiatric disorders will also be included. Although we will concentrate on the effects of human brain damage we will attempt to integrate relevant data from the "animal" literature, as well as studies with normal human subjects. Grade based on objective type exams. (Robinson)
557. The Child and the Institution: Practicum. Prior or concurrent enrollment in Psych. 452, 457, or 475. (3). (SS). Laboratory fee assessed to defray costs of field trips.
Students in this course are assigned to an institution in which they will work with a group of children on a weekly basis. There are also weekly class meetings to provide for the discussion of relevant material and for group supervision opportunities. Assignments include readings about children and institutionalization, weekly logs, and a final paper. Lab fee. (Hagen)
559. Personality Theory. Either one course from among Psych. 280, 442, 443, 447, 486, 575 and one course from among Psych. 453, 457, 459, 558, or Psych. 452, or permission of instructor. (3). (SS).
The views of several theorists (Allport, Dollard & Miller, Erikson, Freud, Maslow, Piaget and others) regarding the basic issues in personality theory (motivation, development, character, the self, socialization and others) will be studied through source readings and subjected to critical analysis in class discussion and lecture. The presuppositions and implications of these views will be articulated and evaluated against ordinary human experience and social value as well as the logic of research. The objective is to generate guidelines for any future theory of personality. Students will be evaluated with 4 or 5 two-page papers and a final exam or short term-paper. (Rosenwald)
573. Developmental Disturbances of Childhood. Psych. 452, 453, or 457; and Psych. 475 or 575. (3). (SS).
This course focuses on basic knowledge in the field of children's developmental disturbances. It includes basic points of view, selected syndromes (with a discussion of many clinical illustrations), 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, attitudes, and ways of approaching issues into their own fields. Student work is evaluated on the basis of a midterm and a final examination as well as a term paper. (Miller)
583/Soc. 583. Introduction to Survey Research I. Introductory psychology and statistics; or permission of instructor. I: (3); III b: (4). (SS).
This course is intended to familiarize students with all major steps in the conduct of survey research – broadly defined as research that relies upon questionnaires or personal interviews as a primary means of data collection. This course runs along two parallel tracks. The first involves conventional lectures and discussions covering the following topics: problem formation and study design, questionnaire and interview design, sampling, techniques of personal interviewing, code development, computerized data processing and data analysis. At the same time, class members, working as a group, conduct a survey in the Ann Arbor area, beginning with the formation of a hypothesis and ending with the preparation of reports. The class survey is intended to concretize the principles developed in the lectures and discussions and to familiarize students with the "nuts and bolts" of survey procedures. (Quinn)
590, 591. Honors III and IV. Psych. 390 and permission of departmental Honors Committee. (3 each). (Excl).
Psychology 590 is offered Winter Term, 1982.
The purpose of the course is to guide students (1) in formulating their individual research for the Honors thesis, and (2) in designing procedures for carrying out this research. There will be a seminar for the discussion of common problems plus individual tutorials. The students will be evaluated on the basis of a term paper describing their progress in respect to the above two issues. (Burnstein)
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