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 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 190 or 192. Psychology 190 is offered as a natural science course and stresses experimental psychology. In Psychology 192 the coverage of basic material is rapid, leaving some time for specialized topics.
100. Learning to Learn. (4). (SS).
This is a course in cognitive psychology intended for students who wish to improve their skills and strategies for learning and memory. The topics to be covered will include an introduction to cognitive science; the comprehension of both oral and written language; attention; memory and retrieval; mnemonics; organization, memory; cognitive skills; problem solving; creativity; learning styles, motivation, anxiety; learning in groups; and self-management. The class will include a lecture hour two days a week and weekly three-hour laboratory. The laboratory session is essential for helping to improve student learning and thinking. Nonetheless, simply carrying out the exercises in laboratory would be meaningless if the students did not have a clear understanding of the conceptual base which would enable them to generalize beyond the specific exercises of the laboratory. Thus the lectures and readings are also an essential part of the course. (McKeachie)
170. Introduction to Psychology as a Natural Science. Credit is granted for both Psych. 170 and 171; no credit granted to those who have completed 172, 190 or 192. Psych. 170 may not be included in a concentration plan in psychology. (4). (NS). Students in Psychology 170 are required to spend four hours outside of class participating as subjects in research projects.
This course presents material about biological and cognitive areas of psychology. 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. Sections are taught by graduate teaching fellows who have responsibility for their own sections.
171. Introduction to Psychology as a Social Science. Credit is granted for both Psych. 170 and 171; no credit granted to those who have completed 172 or 192. Psych. 171 may not be included in a concentration plan in psychology. (4). (SS). Students in Psychology 171 are required to spend four 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. Each section differs somewhat in content, instructional methods, and evaluation. Students originally register for a Time Slot ONLY (sections 001-009). Students should check the Final Edition of the TIME SCHEDULE for day/time/place of the MANDATORY meeting for their time slot section (001-009). At this meeting, instructors will explain their approaches to the course material and their methods of evaluation. The students will then "apply" to get into the section they most prefer by making four choices and submitting the proper form to their first choice instructor. Section requests will be fulfilled whenever possible. STUDENTS SHOULD READ ALL NOTATIONS IN THE TIME SCHEDULE REGARDING PSYCH 171. If a student is unable to attend either the first meeting of his/her registered section (001-009) or the Wait List meeting, he or she MUST CALL THE OFFICE (764-9179 or 764-9279) PRIOR TO THE MEETING TO RETAIN THEIR SPACE IN THE COURSE OR ON THE WAIT LIST. Wait List (section 099) students MUST attend the Wait List Meeting listed in the Time Schedule to be placed in an open section.
172. Introduction to Psychology. Psych. 172 is equivalent to either Psych. 170 or 171 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, 190 or 192. Psych. 172 may not be included in a concentration plan in psychology. (4). (SS). Students in Psychology 172 are required to spend four hours outside of class participating as subjects in research projects.
This course is a one-term survey which integrates material from Psychology 170 and 171. The course serves as a basic preparation for most advanced level courses in psychology. The aim of the course is to acquaint students with the major approaches psychologists use to understand people and the aspects of human thought, feeling, and action that psychologists have studied. Lectures and readings first present the major ways of thinking about psychological issues (psychodynamic, cognitive-behavioral, and biological) and then address the nature of thought, emotion, development from infancy through death, and interactions of individuals with family, social, and cultural forces. Discussion sections offer students the opportunity to discuss and critically examine what they are learning, to analyze case studies, and to participate in more experiential forms of learning. Students must keep Wednesday evenings open for course-wide examinations and occasional films from 7:00 p.m. to 9:00 p.m. The final course grade is based on two course-wide examinations and additional work (group presentations, research papers, etc.) assigned in section. (Westen)
192. Honors Introduction to Psychology. Open to Honors students; others by permission of instructor. No credit granted to those who have completed 170, 171, 172, or 190. May not be included in a concentration plan in psychology. (4). (SS). Students in Psychology 192 are required to spend four hours outside of class participating as subjects in research projects.
Section 001. This section is taught on a "mastery system."
Students therefore will be expected to demonstrate that they have mastered the material covered in the text and in class in order to earn a grade.
Any student who fails to demonstrate mastery (at an "A" performance
level) will have to retake an exam or rewrite a paper until such materials
meet the performance criteria in advance by the instructor. (McConnell)
Section 003. This course is designed to explore contemporary psychology. It will cover a broad area of topics: Part 1 presents a general introduction to Psychology (definitions, history, methods). Part 2 is designed to give an overview of four different levels on which psychological phenomenon can be studied. First, the biological perspective will be discussed (evolution, genetics, nervous system). Second, some basic processes, namely perception, learning, information processing and motivation/emotion are studied. Third, the individual is in the center of attention (development, personality, clinical approaches). Finally, individuals in their social context will be considered (social cognition; intra- and intergroup processes). Part 3 of this course is devoted to the application of psychological knowledge to one specific problem, the adaptation to the transition from high school to college. This problem will be analyzed on the four different levels that were presented in part 2 of this course. Grades are based on two papers (one empirical group project, one literature review), five quizzes (spaced approximately biweekly) and one final exam. The text used is Gleitman, PSYCHOLOGY, 2nd edition, plus readings in a course pack. The format of the class is lecture and discussion. (Inglehart)
Section 004. This course is intended to provide an in-depth overview of psychology, with an emphasis on the links between psychological research and the "great ideas" or "great questions" addressed by thinkers over the ages who have applied prodigious minds and sensibilities to psychological subjects. Among the questions we will consider are the following: (1) How do we know what we know? (2) To what extent is human personality and action influenced by nature vs. nurture? (3) What are the proper roles of reason and emotion in human behavior? (4) How is individual behavior affected by group membership? A variety of class formats will be used, including lecture, discussion, films, and class demonstrations. In addition to a textbook, students will read a second book and a course pack consisting of readings (essays, journal articles, short stories, autobiographical accounts, etc.) corresponding to the topics presented in the textbook. Other course requirements include frequent quizzes, frequent short papers (five-six pages), and a comprehensive final examination. (Landman)
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 ($15) required. (EXPERIENTIAL). Psych. 201 may be elected for a total of 6 credits.
Project Outreach enables students to do field work in local community settings. The purpose is to gain an understanding of yourself, the agency in which you will work, and the people whom you will serve. Outreach includes approximately 55 agencies in which you can provide direct service to children in day care settings, adolescents in after-school programs, handicapped children and adults, retarded and emotionally impaired, agencies dealing with women's issues, physically ill adults and children, persons legally confined to institutions including mental health and criminal; social advocacy organizations concerned with rights of consumers, battered women, foreign students, and others. Most sections are two (2) credits requiring six hours of work per week including four (4) of fieldwork, log writing, readings, papers, one hour lecture and one hour discussion. Students need to check the Final Edition of the Time Schedule for proper credits, lecture/discussion times and meeting places per section. Information regarding registration, field work and course information for the Winter Term, 1988, will be available at a Mass Meeting on Monday, November 16, l987 at 7:00 p.m. in Aud. C of Angell Hall. For information, call the Outreach Office at 764-9179 or 764-9279. Psychology majors electing two separate sections in Psychology 201 (4 credits) will have the option to waive their second advanced lab requirement. (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.
255(150). Patterns of Development. Enrollment in the Inteflex Program or permission of instructor. Inteflex students electing a concentration in psychology may use Psych. 255 as the introductory prerequisite. No credit granted to those who have completed 457. (4). (SS).
This course is intended for students in the Inteflex program. It is a life span human development course focusing on cognitive and emotional patterns of development. (L. Hoffman)
300. 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.
This general description covers Psychology 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 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. N.B. This course is an Experiential course and no more than 30 credits may be counted toward the 120 hours required for graduation.
308. 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.
Section 001 – WORKING WITH CHILDREN. Directed experience with children aged 18 months – 5 years at the University of Michigan Children's Center for approximately 6-10 hrs/week on a regular basis. Seminar relating theoretical issues to applied practice is held every two weeks. No prerequisites required. Course is intended to introduce students to children in a naturalistic setting. (Sternberg)
310. Superlab in Psychology as a Natural Science. Introductory Psychology or a strong background in the natural sciences. (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.
331. An Introduction to Physiological and Comparative Psychology. Introductory Psychology or permission of instructor. (4; 3 in the half-term). (NS).
This course surveys the field of Psychobiology and introduces the kinds of questions addressed by physiological and comparative psychologists. Psychobiology is an area of study concerned with physiological and evolutionary explanations of perception, cognition and behavior. Among topics to be discussed are the following: animal behavior from an evolutionary perspective; psychological and neural mechanisms involved in sensory processes, motor control (movement and posture), regulatory behaviors (feeding, drinking), learning, memory, and cognition in humans and other species. Students must register for the lecture and one discussion/practicum session. NOTE: This course is intended for second term Freshmen and Sophomores. Psych 331 will be the prerequisite for many upper-level Psychobiology courses. (Berridge)
362. Teaching or Supervising Laboratory or Fieldwork in Psychology. Permission of instructor. May not be elected for credit more than once. (1-3). (Excl). (EXPERIENTIAL).
Open to departmental undergraduate Teaching Assistants. Provides an opportunity to take part in the instructional process in areas in which the student has demonstrated prerequisite knowledge and skills. Under staff supervision, students teach and supervise other students in discussions, labs and field work. Students are provided with the proper section number by the staff member with whom the work has been arranged. MAY NOT BE ELECTED FOR CREDIT MORE THAN ONCE.
363. Individual Behavior in Organizations. Introductory psychology or permission of instructor. (3). (SS).
This is the introductory course in industrial/organizational (I/0) psychology. It may be required for more advanced courses in the area. Some students take this course to broaden their knowledge of the major areas of psychology. Others take it in preparation for someday entering the world of work. Among the topics covered are (a) the psychological bases for recruiting, selecting, placing, and training employees, (b) the design of work environments in terms of human factors, safety, and social interaction, (c) the links among motivation, employee reward systems and job performance, (d) the relative effectiveness of different types of leadership, decision-making, and group influences, and (e) the links among job stress, job satisfaction, and turnover. (Caplan)
369/Anthro. 369. Primate and Human Social Relationships. Psych. 368 or permission of instructor. (4). (NS).
See Biological Anthropology 369. (Goldizen)
370/Rel. 369. Psychology and Religion. Introductory psychology or senior standing. (4). (Excl).
This course explores various forms of experiencing and expressing the sense of the sacred. Emphasizing the common themes, techniques, and insights of apparently divergent religious traditions, the course aims primarily at appreciation of the creative process of spiritual growth. Some of the issues which will be central are the nature of meditation and contemplation, the integrity and the synthesis of various paths of spirituality, the meaning of visionary experience, implications of spiritual development for appropriate social action, and ways to tap personally significant levels of creativity and self-expression. To provide some focus for all this there will be a required reading list which emphasizes transpersonal psychology, writings on mysticism and spiritual practice, poetry and fiction. Authors include Hesse, Lessing, Eliot and Feild. The class time will be arranged as a series of lectures and small discussion groups. (R. Mann)
372. Introduction to Community Psychology. Introductory psychology. (3). (SS).
This course provides a critical overview of problems and perspectives addressed by community psychology. Consistent with underlying paradigms of the area, the course emphasizes understanding of social problems from the perspective of person-environment interactions and an ecological and general systems approach. In this framework, it examines the nature of community and community systems, aspects of helping and helping services, dynamics of social services institutions and community mental health, and emerging models of social and community intervention. Through widely varied readings, guest presentations, and class projects, the course explores issues of pro-active and preventive social programming, self-help and social support, empowerment and community action, and community-based research and social change. Student learning and grading will be based on active class participation, a series of short papers, and one major term project. Students are encouraged, but not required, to participate in volunteer field-work related to course content, and will be allowed to utilize that experience in addressing course requirements. (Kieffer)
382. Introduction to Social Psychology. Introductory psychology. (4). (SS).
This course introduces students to the field of social psychology by covering such basic theoretical concepts as social beliefs and social inference; conformity and power; altruism; aggression; interpersonal attraction; and persuasion. Material from each unit is applied to a variety of contemporary social and psychological concerns. Students are evaluated by means of exams and classroom contributions. Instructional methods include assigned readings, lectures, films, demonstrations, and weekly discussion sections. (Hilton)
385. Marriage and the Family. Introductory psychology. (3). (SS).
Section 001. An intensive introduction to the clinical and research literatures on the family in contemporary American society. Designed especially for students interested in clinical work with families, the course will examine family process, assessment, and intervention from the conceptual vantage point of general systems theory. Additional readings from cultural anthropology and sociology will be used to highlight ethical, political, and heuristic issues in the field of family studies. Students will be expected to attend weekly lectures and discussion (Olson)
Section 010. This course is presented developmentally, beginning with a critical history of marriage and the family. Developmental stages are illustrated with both clinical cases and research material. The text and course pack emphasize family theory, research and current, controversial issues (e.g., sexual politics, divorced fathers rights, premarital counseling, provision for elderly relatives). The lecture/discussion format allows students to become active in evaluating the material presented and in cultivating opinion informed by research evidence. To that end, several position papers (two-three pages), a short review paper (10-l5 pages) and two exams serve as the basis of evaluation (with grade-based criteria for each presented at the time of assignment). (S. Bermann)
391. Junior Honors: Research Methods in Psychology. Honors concentrators in Psychology. (3). (Excl).
Section 001. The principal purpose of this course is to help students progress toward development of the senior thesis project. One aspect of this is the selection of a topic area that is sufficiently challenging and interesting. To facilitate this process, students will prepare reviews of the psychological literature on topics of their choice. In addition, the course will contribute to the thesis formulation process by examining various aspects of research design. This course is only open to students who have been admitted to the Psychology Honors Program. (R. Kaplan)
Section 002. The principal purpose of this course is to help students progress toward development of the senior thesis project. One aspect of this is the selection of a topic area that is challenging and interesting. To facilitate this process, students will prepare reviews of the psychological literature on topics of their choice. The course will also contribute to the thesis formulation process by examining various aspects of research design. This course is only open to students who have been admitted to the Psychology Honors Program. (Manis)
401. Special Problems in Psychology. Introductory psychology. (2-4). (Excl).
Section 001 – PSYCHOLOGY AND LAW. The psychology of the criminal justice process from arrest to parole. Relations between psychological research and the law in such areas as eyewitness testimony, jury decision making, child custody, mental illness, homosexuality, discrimination, and capital punishment. (Ellsworth)
403/Rel. 424. Personality and Religious Development. Introductory psychology. (4; 3 in the half-term). (Excl).
The course is offered for four credit hours. It is designed to help students explore the psychological and spiritual dimensions of personal change and growth. Lectures will focus first on the spiritual dimension of personality growth through expected and unexpected crises of the life cycle such as birth, infancy, identity crisis, midlife crisis, dying and death. The spontaneous process of intensified spiritual development leading to realization, a process known as the mystic way or sadhana, will be included in this life cycle study. Lectures will then explore spiritual aspects of personality dynamics by differentiating Jung from Freud, understanding Jung's contribution, and studying conversion. Lectures in the final third will analyze states of awareness such as dreaming, creativity, intentionality, neurosis, psychosis, and realization. Work in discussion groups will include oral reports on selected spiritual autobiographies and personal experience talks. Brief reflection papers will help us connect concepts with experience. Midterm and final exams designed to integrate course learnings will each cover only half of the course. (J. Mann)
415. Advanced Laboratory in Psychopathology. Psych. 575 and permission of instructor. (See LSA Course Guide for policies in different sections.) (3). (Excl).
Section 001. This course is intended as an advanced laboratory experience focusing on dynamic theories of psychopathology and related psychodiagnostic and psychotherapeutic methods. Emphasis is on the raw data of psychopathological difficulties, the kinds of questions clinicians raise about these difficulties, the tools and methods by which they attempt to understand them, and the modes by which they interpret and apply their understanding therapeutically. Students who have taken Psychology 475 or 575 and are graduating seniors may pick up an override at the Undergraduate Psychology Office (K-106, West Quadrangle) beginning November 23. Enrollment is limited to eighteen students who are graduating seniors. Non-graduating seniors may place their names on the waitlist which will be used to fill any remaining spaces after graduating seniors have been accommodated. The goals of the section are (1) to acquaint students with various modes of clinical inference, action, and research among professionals engaged in the practice of psychotherapeutic intervention; and (2) to provide students with a direct supervised experience which elucidates the dynamic theories of the genesis, meaning, and treatment of psychopathology. These goals are implemented by a practicum experience in which students are expected to spend at least two hours a week in a psychiatric ward at the VA or the University Hospital. An additional hour each week is spent in a meeting with the TA or a representative of the regular ward staff. There are weekly two-hour class discussions which concentrate on integrating case material, assigned readings, and ward experiences. There are written reports, and a final examination. The course grade is based on the final examinations, written reports, and on each student's involvement as reflected in the practicum experience and class discussions. (Heitler)
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 will not use a textbook but a series of papers and chapters in a course pack. One paperback, NO CONTEST, by Alfie Kohn will be assigned. Lectures will highlight the lecturer's own developmental perspective. Discussion will cover not only the readings (students assigned discussion responsibilities) but also research methods. Either motivational self-analysis or a research design is required as a term project. Both short-answer and essay in-class exams. (Veroff)
444. Perception. Psych. 170, 172, 192 or 310. (3). (NS).
Section 002. This is an advanced undergraduate lecture course that focuses on basic perceptual phenomena and theories. At its most general level, human perception concerns the questions of how and why human beings conceive of, and experience immediate reality on the basis of sensory experience and information. Topics covered include: Psychophysics, sensory transduction, Gestalt organization, constancy and contrast effects, expectation, selective attention, perceptual learning, and symbolic representation. While the course has a natural science orientation, social, humanistic, philosophical and esthetic perspectives are also considered. The instructor assumes some sophistication on the part of the students, however, no particular knowledge base is assumed. Thus, students with no background in psychology are welcome. Grades are based on three, open-book, open-note, essay exams. Once a week, in addition to the regular lectures, there is a question and answer, discussion section in which the lecturer reviews material presented in lectures. This is a completely optional session which students need not schedule (i.e., they may schedule some other class during this hour). (Pachella)
452. Psychology of Personality. Introductory psychology and upperclass standing. (3). (SS).
This course will focus on major theoretical approaches to the understanding of human personality, with an emphasis on the connections between theory and research. A variety of methods for assessing and studying personality will be discussed, especially as they relate to particular theoretical approaches. Individual life histories will provide a context for evaluation of theory and research. Students should have taken Introductory Psychology, and have upperclass standing. (Stewart)
455. Cognitive Development. Introductory psychology. (3). (SS).
This course is a survey of cognitive development from infancy to adolescence. Topics include theories of cognition, information processing, language development, intelligence, memory development, perceptual development, concepts and categories, and the acquisition of academic skills. The course is intended for those students who want a more in-depth analysis of the above topics than is presented in Psych 172 and 457. Students are expected to read approximately 50 pages per week (textbook and research articles), attend lectures and engage in active discussions of topics. In addition, students will interview children in order to observe developmental trends in cognitive development. Grades are based on three exams, one presentation, and one paper about the observational exercise. (Byrnes)
456. Human Infancy. Introductory psychology. (3). (SS).
This course covers phenomena of human development and maturation from conception to the third year of life. Topics include physical growth, elements of early attachment and relatedness, cognitive development, emotional expression and communication, the growth of personal and interpersonal competence, the role and status of infancy in the family and society, and careers centered on early human development. Sessions will include lectures, audio-visual presentations and discussions. Exams: Two plus a final. (Horner)
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 is a survey of child development from birth to adolescence. Physical growth, language development, and socialization are examined. Special attention is devoted to children's intellectual development and learning. Students are expected to read approximately 50 pages per week and to attend lectures and weekly discussion groups. Opportunities to work directly with children are optional but can be arranged. Grades are based on two hourly exams and two short papers. (Byrnes)
459. Psychology of Aging. Introductory psychology. (3). (SS).
This course covers major behavioral changes throughout adulthood, particularly in old age. Special emphasis is given to such topics as changes in biological functioning including sensation and perception, and changes in cognitive processes including intelligence, learning, memory, and in problem-solving. In addition, psychosocial aspects of adulthood are discussed. These include family roles, personality, coping mechanisms, psychopathology and treatment, and dying, death and grief. The course also considers environmental facilitation of psychological adjustments to both normal and pathological processes in old age, with special emphasis on dementia. Students do assigned readings, class exercises, projects, and take two examinations. Projects primarily include interviewing two people throughout the term and writing a research review paper. (Weaverdyck)
474. Introduction to Behavior Modification. Introductory psychology or permission of instructor. (3). (Excl).
Major theories of behavior change will be reviewed, and clinical assessment/treatment methods based on these approaches will be discussed. The largest portion of the course covers behavioral and cognitive-behavioral therapy techniques applied to specific childhood and adult psychological disorders. This course is most appropriate for advanced undergraduates, especially those who wish to establish careers in medicine, clinical psychology or social work. Introductory psychology is a prerequisite. Psychology courses in child and adult psychopathology would be helpful, but are not prerequisites. Students are expected to attend weekly lecture and discussion sections. (Olson)
475. Deviant Individual. Introductory psychology. Psychology Department prefers that concentrators elect Psych. 575. Not open to students with credit for Psychology 575. (3). (SS).
This course overviews abnormal psychology, emphasizing psychological explanations of such problems in living as anxiety, depression, drug abuse, and sexual dysfunction, as well as their treatment by psychological means. There are two lectures and one discussion per week. Grades are based on examination performance and activities assigned in discussion sections. Books include Rosenhan and Seligman's ABNORMAL PSYCHOLOGY and Kesey's ONE FLEW OVER THE CUCKOO'S NEST. Additional readings may be assigned. (Peterson)
476/Environ. Studies 355. Environmental Psychology. Psych. 443 or 444; or introductory psychology and Environ. Studies 320. (3). (Excl).
Psychology 476 is cross-disciplinary both in emphasis and in student population, with psychology, environmental studies, planning, design and natural resources among the disciplines which are typically represented. The course deals with how people experience the physical environment, with what people care about most and with the condition under which people act most reasonably. The course focuses on human needs in terms of informational requirements and on the ways in which environments support or hinder the processing of information. Such topics as environmental perception and knowledge; community and privacy; conservation and stewardship; and the role of culture are viewed in the context of this informational approach. Course requirements include take home mini-papers, a final exam and participation in classroom discussion. (DeYoung)
486/Soc. 486. Attitudes and Social Behavior. Introductory psychology; or senior standing and permission of instructor. (3). (SS).
This course will examine how people form and change their beliefs, attitudes, and self concepts, and how social behavior is regulated. Specific topics to be covered are: attitude formation and change, the nature of the self and how self-concepts change, human judgment (its nature, how it can go wrong, and how it can be fixed), the nature of emotions, psychological mediators of good mental and physical health, and so on. To emphasize the interrelationships among these phenomena, the material will be organized around theories of social psychology that explain the processes that underlie them. Special emphasis will be given to cognitively-oriented theories such as social learning, dissonance, self-perception, and contemporary information processing theories. Evaluation will be based on short answer essay exams and an eight-page paper. (Steele)
488/Soc. 465. Sociological Analysis of Deviant Behavior. (3). (SS).
See Sociology 465. (Modigliani)
500. Special Problems in Psychology as a Natural Science. Psychology 170, 172, 192, or 310, and junior standing, or permission of instructor. Only 6 credits of Psych. 500, 501, and 502 may be counted toward a concentration plan in psychology, and a maximum of 12 credits may be counted toward graduation. (2-4). (Excl). May be repeated for credit.
Section 001 – PSYCHOBIOLOGY OF LEARNING AND MEMORY. The purpose of this
course is to describe, evaluate and place in historical context the findings, methods and concepts used in the study of brain mechanisms of learning and memory, and to show how study of these mechanisms has influenced models
of memory and the diagnosis and treatment of memory disorders. (Butter)
Section 002 – PSYCHOBIOLOGY OF MOTIVATION. Brain and behavioral mechanisms of motivation. Topics include motivational concepts and measurement; arousal and sleep; hunger, thirst, aggression, and brain simulation-induced behavior; interaction between competing motivational systems; etc. Format will be lecture, discussion, and student participation. (Berridge)
Section 004 – RECOVERY OF FUNCTION AND NEURONAL PLASTICITY. How do neurons know where to go during development? How does the nervous system regain lost functions after damage? In this course we will explore the mechanisms through which neurons find their targets during the development, changes in brain function following brain damage that allow an animal to recover lost functions, and other current topics in nervous system plasticity. This class will be taught as a seminar. Students will be graded on three presentations: (1) a short fifteen minute talk (2) a one hour presentation and (3) their participation in a debate. A strong background physiological psychology or neuroscience is necessary. Permission of the instructor is required. (Becker)
501. Special Problems in Psychology, Social Science. Introductory psychology and junior standing, or permission of instructor. Only 6 credits of Psych. 500, 501, and 502 may be counted toward a concentration plan in psychology, and a maximum of 12 credits may be counted toward graduation. (2-4). (Excl). May be repeated for credit.
Section 001 – DREAMS AS MODELS OF PERSONAL CONFLICTS AND RESOLUTION. 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 well as on a course reading list. Course evaluations will be determined by quality of participation in the class, one or two exams (announced in class) and by (largely) a course paper on dreams (outline to be discussed) which will focus on a series of dreams of one's own or someone else in regard to cognitive structure, psychodynamic content and adaptive problem solving strategy. (Wolowitz)
Section 002 – THE PSYCHOLOGICAL STUDY OF LIVES. This course addresses the shaping of lives from two convergent directions – the social-psychological and the psychodynamic. On the one hand, the progress of a life is determined by the person's social and cultural situation (family, social class, subculture, gender-role, economics). On the other, a life story manifests a continuity of tendencies and themes that have the stamp of individuality. Against cultural changes, these subjective factors assert their striving for sameness. Students will learn to interpret biographical and autobiographical materials in social-psychological terms. Class discussion of theory, research, and case materials will be the medium of instruction. Students will be evaluated on the basis of one group and one individual project and class participation. (Rosenwald)
Section 003 – THE DEVELOPMENT AND STRUCTURE OF THE SELF. This course examines major psychological conceptions of the self. It is organized around such topics as the self as meaning-maker, identity achievement in young adulthood, the emerging self of infancy, the integration of self, the gendered self, the moral self, the self and social institutions. It is designed for a group of 20-25 students who have a general background in psychology. It will emphasize the critical examination of a relatively small number of texts. The class format will be centered in discussions of assigned readings, and will frequently require brief prepared reactions to them to open class discussion. Student evaluation will be based on class participation, a paper, a midterm and a final examination. (Fast)
502. Special Problems in Psychology. Introductory psychology and junior standing, or permission of instructor. Only 6 credits of Psych. 500, 501, and 502 may be counted toward a concentration plan in psychology, and a maximum of 12 credits may be counted toward graduation. (2-4). (Excl). May be repeated for credit.
Section 001 – HUMAN MATE SELECTION. This course will cover major topics of human mate selection, with particular reference to assortative mating and sexual selection. The emphasis will be on the interplay between mate selection from the perspective of psychology and social science. One important focus will be the ways in which mate selection provides a "critical juncture" linking various disciplines such as psychology, sociology, anthropology, behavioral genetics, and evolutionary biology. (Buss)
Section 002 – ANALOGY AND CREATIVITY. Analogy arises when a mind, perceiving a situation, distills its essence and discovers another situation that shares the same essence. This type of discovery is often at the core of highly creative acts. In this course, we will focus on the mental processes that allow essence-extraction and abstract memory retrieval to take place. Class members are required to collect and present examples of certain everyday conversational phenomena, such as casual "me-too" remarks and spontaneous hypotheticals, as well as slips of the tongue, hand, or memory. From these discussions, we draw conclusions about the processes underlying such phenomena, and see how the very same processes underlie mental phenomena usually considered far more exalted, such as the invention of jokes, the discovery of deep analogies, and artistic invention. One further focus is on how well-chosen constraints and fluid use of certain simple operators for conceptual regrouping and reversal can interact to produce great novelty with surprising ease. The most useful background is a course in cognitive science, cognitive psychology, or psychology of mind, especially if enhanced with some knowledge of computer science – artificial intelligence, if possible. However, such background is not absolutely necessary. Students must make several short (l0 minute) presentations during the term, and must participate actively in class discussions. They are required to write two or three papers, in which form and content count equally. A keen awareness of and interest in language is an absolute must for participation in this class. (Hofstadter)
503. Special Problems in Psychology: Advanced Laboratory. Introductory psychology. (2-4). (Excl).
Section 001. This lab will explore various techniques for describing and analyzing the dynamics of spiritual crisis intervention and resolution. We will develop coding schemes for examining scriptural, fictional, and poetic expressions of these dynamics, and we will also undertake a series of interviews using projective and fantasy techniques. The prerequisites (Psychology 370 or 403 or Religion 369 or 424) will be enforced, and the required permission of the instructor may be obtained at 554 Thompson. There will be series of small lab reports and one final project. Early in the term each student will be trained in the use of MTS and CONFER in order to create an electronic conference containing both the data and the commentary of the members of the lab. (R. Mann)
Section 002. This section is for THREE hours of credit. What is the relationship, if any, between organizational effectiveness and the well being of organization members? Can organizations be designed to maximize both effectiveness and well being? This advanced laboratory will survey four theoretical and empirical approaches to group and organizational effectiveness and well being: (1) role and network analysis (2) participative planning in groups (3) organizational goal setting and (4) task redesign. Each approach will be examined through a laboratory simulation, discussion of relevant theory and research, and a field observation project. Course requirements include four short field observation reports and a final integrative report. (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 student, 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. 331 or 430 or permission of instructor. (3). (Excl).
This course is designed to train students in the observation and quantitative description of animal 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)
516/Soc. 587. Advanced Laboratory in Social Psychology. Stat. 402 or 300; and Psych. 382 or prior or concurrent enrollment in Psych. 486. (3). (Excl).
Section 001 – 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. (Hilton)
517. Advanced Laboratory in Developmental Psychology. Stat. 402 or 300, prior or concurrent enrollment in Psych. 457 and/or 459. (3). (Excl).
This course provides training in the skills necessary to conduct research in developmental psychology; investigation of the psychomotor, perceptual, cognitive, socio-emotional development of children and adults. This is a laboratory course: students engage in the design, data collection, analysis, and write-up of developmental psychological research. Tuesday meetings are lectures and discussions covering theory, research issues, methods, and actual studies in developmental psychology. Thursday meetings are workshops on campus concerning different research projects in the Burns Park School and the UM Children's Center. Approximately three different research projects will be conducted off campus, each involving different methods and different-aged subjects. Evaluation is primarily based on participation in the research projects and written reports of this research. Exams will cover research methods. (Mangelsdorf and Perry)
519. Advanced Laboratory in Personality. Stat. 402 or 300, and prior or concurrent enrollment in Psych. 452 or 559. (3). (Excl).
This course provides an opportunity to carry out research in personality. There are weekly in-class discussions during the first part of the course leading up to the design and execution of a small group research project. Course requirements include several short papers and a final paper which is a formal presentation of the final research project and its results.
522. Decision Processes. An introductory course in statistics. (3). (NS).
This course is about how people make decisions and the judgments on which those decisions are based. It examines such questions as these: What do we take into account and ignore when we form opinions about what will happen in the future? How do we reconcile conflicting considerations in a decision problem? How and to what extent are our choices shaped by how the alternatives are presented to us? There have been many indications that human decision making is flawed to the extent that we expose ourselves to the risk of serious errors. The course considers when those errors should and should not occur. It also discusses ways of preventing such mistakes. Thus, the course should be of considerable relevance to students interested in such fields as medical or psychological clinical judgment and managerial decision making. Classes consist of lectures, discussions, and demonstrations in which students participate actively. A prior or concurrent introductory statistics course is recommended, but not essential. Psychology 522 satisfies the psychology concentration Group 1 requirement. Grades are based on demonstrations, two-three assignments, two quizzes, and a final examination. Course grades typically average around "B." (Yates)
530. Advanced Comparative Animal Behavior. Psych. 368, 369 or 430 or equivalent. (3). (Excl).
This course presents a detailed examination of animal behavior from the perspective of evolutionary biology (sociobiology). Students must have a basic understanding of modern Darwinian theory (e.g., Psych 430, Psych/Anthro 368 or 369) and an interest in applying this theory to a rigorous analysis of various issues in animal behavior. Topics include: (1) the level of selection (genes, individuals, and kin selection), (2) altruism, cooperation, and reciprocity, (3) the evolution and ecology of social systems, (4) the evolution and ecology of mating systems, (5) sexual selection and mate choice, and (6) strategies of reproduction by males and females. A lecture format is used supplemented with class discussion of course pack articles. Grades are based on two or three take-home essay exams. (W. Holmes)
533. Human Neuropsychology. Introductory psychology or permission of instructor. (3). (NS).
This course surveys current knowledge of the human brain and its role in mental processes, such as perception, attention, thought, language and memory, and learned behavior skills. Special topics include left vs. right-brain functions, sex differences in brain function and rehabilitation of cognitively impaired individuals with brain damage. Evaluation based on hour exam and final exam. Lecture and discussion. (Robinson)
557. The Child and the Institution: Practicum. Prior or concurrent enrollment in Psych. 452, 457, or 475. (3). (Excl). There will be a transportation charge for field trips.
This course provides the opportunity for students to work with children or adolescents who reside in an institutional setting. Weekly lectures and discussion sessions are included as well. The placements include settings in which children reside who have been diagnosed as having one or more of the following: mental retardation, emotional impairment, physical illness (including acute and chronic), or juvenile delinquency. The emphasis is on the interaction of the child with his/her environment, especially the role of treatment or intervention available in the particular setting. Assignments include: weekly logs, critiques of readings, case reports, and final essays integrating information from the various portions of the course. (Hagen)
559. Personality Theory. Psychology 452 or permission of instructor. (3). (SS).
There are about a dozen personality theories on the books. Is there a way of choosing among them that is not a simple exercise of taste? What should we expect from any FUTURE theory of personality? – The positions of various authors (Freud, Allport, Mischel, Piaget, Maslow, Erikson) concerning basic issues in personality theory will be studied through the readings and subjected to critical analysis in discussion sections and lectures. How theories fit in with ordinary experience, with the society in which we live, and with the logic of inquiry will be the central critical challenges. Basic familiarity with major concepts is assumed from previous study. Evaluation will be by several short papers and class participation. (Rosenwald)
560. Human Performance and Technology. Introductory psychology or permission of instructor. (3). (Excl).
The focus of the course is on the interaction between people and their work stations. Person and work station can be viewed as a system with a set of defined goals. (A pilot controlling an aircraft or an operator at a computer terminal are examples of such systems). The emphasis of the course is on human capabilities and capacities that bear on the design and operation of work stations. Human senses (information intake), and cognitive activities (information processing), and actions (performance) will be considered. The course is not an engineering course, but it is concerned with design principles, for example, the design of displays and controls. Facility with algebra is required and a nodding acquaintance with probability and calculus is recommended. Hour examinations, laboratory exercises, and a final examination will be used for student evaluation. (Weintraub)
574. The Clinical Perspective. Psych. 452 and psychology concentration; or permission of instructor. (3). (Excl).
This course is designed primarily for Junior and Senior students who are concentrating in psychology and who are considering the mental health profession as a career. Professional issues in Psychology, Social Work and Psychiatry will be addressed. The clinical inference process will be emphasized through readings and discussion of clinical interviews, psychological test protocols and research data. The course will integrate theories of normal psychological development, psychopathology and a variety of orientations to psychotherapy. The prerequisites suggested for this class are: Introductory Psychology, Psychopathology and Developmental Psychology. In order to facilitate in-depth discussion of the clinical materials, the class size will be limited to approximately twenty students. Evaluation of students will be based on a combination of several brief analytical papers, a midterm and a final exam. An approximation of the syllabus of this course for the Winter Term is available in the form of the Fall, 1986 requirements for Psychology 574. (Hatcher)
575. Theory of Psychopathology. Two courses from among Psych. 442, 444, 448, 451, 452, 453, 457, and 558. Psychology Department prefers that concentrators elect Psych. 575 rather than Psych. 475. Students with credit for Psych. 475 are granted credit for Psych. 575 only by permission of instructor. (3). (SS).
The evolution of conceptualizations of psychopathology as internalized conflict is reviewed leading into contemporary forms of theory. Case material is utilized as the data in conjunction with detailed descriptions of some of the major types of syndromes comprising the range of pathological adaptations. Personal historical narratives and symbolic representations of conflict in symptoms, dreams, fantasies, action, interpersonal relations and literature are examined in respect to their origins, structure and function in contrast to denotative forms of data. Problems in the collection, utilization and status of personal narratives are considered and evaluated in the context of scientific, humanistic and creative traditions of knowledge. Students are evaluated on essay and short answer exams to determine their ability to receive clinical meanings, make appropriate inferences, understand theory and apply it to personal disclosures in psychotherapy. In addition to a comprehensive final and two prior exams, a term paper is required for ECB credit. In addition to Freud's case histories, two textbooks and a course pack are required reading. (Wolowitz)
578. History of Psychology. Two advanced concentration courses. (3). (Excl).
The course will cover the intellectual history of the discipline of psychology. It will concentrate on its modern period from 1850 to the present but its intellectual roots before that will be reviewed. Students should be juniors or seniors with a background in either psychology, philosophy, science or intellectual history. The course is open to graduate students as well. Grading will be based on class participation and on a long paper which will center on the tracing back through time or the development of the work of a current psychology department faculty member. Each student will choose a faculty member, interview them, read their current work and trace their intellectual, methodological and content mentors from the past. Readings will be extensive and tailored to each student's project as well as a base of common background texts. The format will be as close to seminar style as the number permits. (Brown)
591. Senior Honors Research II. Psych. 391 and permission of the Psychology Honors concentration advisor. (3). (Excl).
The course, second in the sequence for Psychology Honors seniors, is intended to assist each student in carrying out an independent research project that culminates in an oral report, the Honors Thesis presentation and a formal written report . (Section 001 – Zajonc; Section 002 – Weintraub)
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