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 students did not have a clear understanding of the conceptual base which will enable them to generalize beyond the specific exercises of the laboratory. Thus the lectures and readings are also an essential part of the course. [Cost:2] [WL:4] (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.
The course emphasizes the experimental approach to psychology with examples drawn from memory, animal behavior, and the human brain as a biological system. While the course may discuss some theories of mental illness, it will not be concerned with psychotherapy. The course meets four hours per week, two hours in lecture and two hours in discussion sections taught by graduate teaching assistants. (Valenstein)
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.
Students must register for the Lecture (section 001) as well as one of the Discussion sections (sections 002-013). This course typically covers such topics as child development, interpersonal relations, social psychology, psychopathology, treatment approaches, learning, memory, motivation, personality, and others. The course meets four hours a week, two hours in discussion sections taught by graduate teaching assistants. If a student is unable to attend the first lecture or discussion class for which they are registered, they must notify the Introductory Psychology office IN WRITING prior to beginning of classes to reserve their space in the course. (Holden)
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. [Cost:2] [WL:1] (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 00l. 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. [Cost:3] [WL:1] (Inglehart)
Section 003. This course is intended to provide an
in-depth survey of psychology, with an emphasis on the links between
psychology and other disciplines, including philosophy, biology, medicine, law, and literature. Through exposure to the thought
and writing of scientists and non-scientists who have applied their minds and sensibilities to the same subjects, we will consider
some questions that have important implications for modern life, including the following: (1) How accurately do we perceive, remember, and think? (2) To what extent are intelligence, personality and action influenced by nature versus nurture? (3) What is the proper
relationship between reason and emotion? (4) How are the thought
and behavior of individuals affected by group membership? A variety
of class formats will be used, including lecture, discussion, films, labwork, and class demonstrations. Readings include a textbook, two additional books (THE INSANITY DEFENSE AND JOHN W. HINCKLEY, and BORN RED: A CHRONICLE OF THE CULTURAL REVOLUTION) and a course
pack consisting of diverse readings (essays, short stories, autobiographical
accounts, etc.) that correspond to the topics presented in the
textbook. The final grade is based on your performance on frequent
quizzes, frequent papers, and a comprehensive final examination.
[Cost:3] [WL:1] (Landman)
Section 004. This course provides a broad introduction to the field of psychology. We will cover such topics as physiology and behavior, sensory and perceptual processes, states of consciousness, learning and memory, thinking, intelligence, development across the life-span, motivation and emotion, personality, stress and adjustment, abnormal behavior and therapy, and social psychology. The text is Morris PSYCHOLOGY: AN INTRODUCTION (the new 7th edition) supplemented by a book of readings PSYCHOLOGY 89/90. Each student will also do independent outside reading on a topic of special interest. Grades will be based on four hourly exams, a reading log and term paper on the outside reading, occasional take-home exercises and small projects, and class participation. [Cost:3] [WL:1] (Morris)
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, 1990, will be available at a Mass Meeting on Tuesday, November 28, 1989 in Auditorium D 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. (Miller)
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. [WL:5 P.I. only]
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. [WL:5 P.I. only]
255. 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). (Excl).
This course is intended for students in the Inteflex program. It is a life span human development course, surveying conception to death, and providing theoretical and empirical material on physical, perceptual, cognitive, social/emotional development. Opportunities to work directly with children or special groups are optional but available. Grades are based on three exams and paper (library or practicum). [Cost:2] [WL:1] The course is geared to Inteflex students, and they have first priority. (Nadelman)
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. [WL:5 P.I. only
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 eighteen months to five years at the University of Michigan's Children Center and Children's Center for Working Families for approximately six to ten hours per week on a regular basis. Seminar relating theoretical issues to applied practice is held every two weeks. No prerequisites required. Course is intended to introduce students to children in a child care setting. [Cost:1] [WL:3] (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. [Cost:2] [WL:1]
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 Biopsychology and introduces the kinds of questions addressed by physiological and comparative psychologists. Biopsychology is an area of study concerned with physiological and evolutionary explanations of perception, cognition and behavior. Among topics to be discussed are the following: animal behavior from an evolutionary perspective; psychological and neural mechanisms involved in sensory processes, motor control (movement and posture), regulatory behaviors (feeding, drinking), learning, memory, and cognition in humans and other species. Students must register for the lecture and one discussion/practicum session. NOTE: This course is intended for second term Freshmen and Sophomores. Psych 331 will be the prerequisite for many upper-level Biopsychology courses.[Cost:3] [WL:1] (Berridge)
362. Teaching or Supervising Laboratory or Fieldwork in Psychology. Permission of instructor. (1-3). (Excl). (EXPERIENTIAL). May not be elected for credit more than once.
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. [WL:5, P.I. only]
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 is 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 work-related attitudes; motivation; leadership; decision-making; group-behavior; organizational design; organizational change; quality of working life; and work and society. Each week there will be a general lecture and one group discussion section. The discussion section will review the materials of the readings and lectures and will illustrate through cases and other means the application of some of the concepts introduced in the readings and lectures. [Cost:2] [WL:1] (Sandelands)
372. Introduction to Community Psychology. Introductory psychology. (3). (SS).
This course provides an overview of the problems and perspectives addressed by community psychology. It reviews the history and context for community psychological approaches, discusses ecological and systems concepts employed by this perspective, and presents a wide range of interventions and programs that have been developed from within this framework. Students are expected to gain a greater understanding of the larger external forces that shape their own behavior and lives, and learn how these forces can be modified. Course requirements include one or more short analyses, a term paper and midterm and final examinations. [Cost:2] [WL:1] (Miller)
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. [Cost:2] [WL:1] (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. Students will be expected to attend weekly lectures and discussion. (Olson)
Section 020. This course will examine the clinical and research literature concerning the contemporary family. We will begin with the history of marriage as a cultural institution and trace the development of the modern family. The course will also focus on alternatives to marriage and the nontraditional family (e.g., divorce, single parent families, remarriage families, families headed by gay partners, etc.). Students will be expected to attend weekly lectures and will be evaluated on the basis of examinations and short assignments. [Cost:2] [WL:1] (Leary)
391. Junior Honors: Research Methods in Psychology. Honors concentrators in Psychology. (3). (Excl).
Section 001 – This course is designed to help you prepare to carry out a research project for a senior Honors thesis. We will focus on the selection and development of topics, literature reviews, and research designs. We will also consider several issues in the philosophy of scientific psychology. Class time will be devoted to discussions in which students can share their questions, knowledge, and interests about the problems and practices of contemporary psychology. Evaluation will be based on 2-3 short papers and presentations and on a larger paper describing a proposed research project. (Shatz)
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. [WL:1] (Manis)
400. Special Problems in Psychology as a Natural Science. Introductory psychology; intended for freshmen and sophomores. Only 6 credits of Psych. 400, 401, 402 and 500, 501, 502 combined 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.
A Collegiate Fellows course; see page 3 of this COURSE GUIDE for a complete list of Collegiate Fellows courses.
This section will provide an introduction to cognitive psychology. The topics to be covered include various aspects of the psychology of human memory, thinking (including problem-solving and reasoning), and perception. The course will emphasize not only the content material represented by these topics, but also the process by which researchers develop theories and collect evidence about relevant issues. Students are required to have taken an introductory psychology course that included material on psychological experimentation. Performance will be evaluated via three objective examinations that will stress knowledge of the material and understanding of the relationship between theory and data. Readings will be drawn from a text and several primary sources that will be collected into a course pack. The course will include lecture, discussion, demonstrations, in-class experiments, and practice on problem-solving exercises. [Cost:2] [WL:1] (Jonides)
401. Special Problems in Psychology as a Social Science. Introductory psychology; intended for freshmen and sophomores. Only 6 credits of Psych. 400, 401, 402 and 500, 501, 502 combined may be counted toward a concentration plan in psychology, and a maximum of 12 credits may be counted toward graduation. (1-4). (Excl). May be repeated for credit.
Section 020: CREATIVITY AND THE ARTS. Theories and approaches to creativity, from psychology and the humanities, are examined within the context of the arts. The works and lives of painters and other artists, and the effects of their work on their audiences, will be examined. An understanding of higher-order cognitive and other psychological processes and skilled behaviors in artists may also be applicable to non-artists. Lectures and discussions will alternate; the latter will be based on in-class exercises, assigned readings, and student reports. There will be six short (five-ten typed pages) reports: a review of (1) an essay, (2) a scientific study, and (3) a biography; (4) an account of your experience at an artistic event; (5) a research design; and (6) an annotated bibliography. Your grade will be based on these six reports, equally weighted (there are no exams); 10% of your grade will be based on your participation in class. A strong interest (or courses) in the arts is recommended. (Lindauer)
415. Advanced Laboratory in Psychopathology. Psych.
475 or 575; and permission of instructor. (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 27. 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. [Cost:1] [WL:1] (Heitler)
433. Biopsychology of Motivation. Psych. 331, or equivalent background in introductory physiological psychology. (3). (NS).
This course will focus upon those aspects of animal and human motivation that can be related closely to biological foundations. What are the defining features of motivational states? What can motivational analyses tell us about brain- behavior relations? How do motivational states interact with psychological systems of learning? What happens to motivation when we manipulate the brain directly? Specific topics include: (1) The structure and measurement of motivation and emotion in other species as well as in ourselves (2) Neural and physiological mechanisms that mediate pleasure and pain, arousal, hunger, thirst, addiction, sex, and aggression (3) The relations between different motivational systems; between motivation and systems of associative learning; between motivation and action control; and between motivation and evolutionary/ethological constraints. Emphasis will be upon the critical analysis of facts and concepts, and students are expected to form and defend their own conclusions. Format is mixed lecture/discussion. Grading will be based upon essays, written exams and class presentation. [Cost:2] [WL:1] (Berridge)
444. Perception. Psych. 170, 172, 192 or 310. (3). (NS).
Section 001 – This is an advanced undergraduate 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 information. Topics covered include: Psychophysics, sensory transduction, Gestalt organization, constancy and contrast effects, expectation, selective attention, perceptual learning and symbolic representation. While the course is oriented toward the natural sciences, it also considers social, philosophical and esthetic perspectives. The instructor assumes some sophistication on the part of the students, however, no particular background is necessary. Thus, students with little specific knowledge of psychology are welcome. Grades will be determined on the basis of three short papers (each worth 20% of the grade) and one longer paper (worth 40% of the grade). The instructor also anticipates the development of a conference for the course on the MTS system. Questions concerning this class can be messaged to Robert Pachella using the MTS-UB message system. [Cost:1] [WL:5 Get on waitlist. At beginning of term be sure telephone number at CRISP is correct: If not call 764-1590 to give correct telephone number. As places in the course open up, we will call people IN ORDER from the waitlist. (Pachella)
Section 002 – This is an advanced undergraduate lecture course that focuses on basic perceptual phenomena and theories. The theme of the course is the problem of perception: How does an organism build a stable and accurate representation of its world given the fragmentary, often noisy information available to it? The course will focus primarily on vision, but hearing and the other senses will be given basic coverage. Most material will be from laboratory studies of human perception, but some attention will be given to physiological evidence and theoretical concepts from computer vision and artificial intelligence. No papers will be required. Grades will be based on three noncumulative exams consisting of multiple-choice and short-answer questions. [Cost:2] [WL:1] (Flannagan)
452. Psychology of Personality. Introductory
psychology and upperclass standing. (3). (SS).
Section 001. This course will survey contemporary approaches to understanding he human personality. Topics will include personality development, dynamics, and traits (e.g., sensation seeking, need for achievement, narcissism, sex-role stereotyping, self-esteem, anxiety, happiness), as well as methods for assessing and studying personality. Emphasis will be on how concepts from personality theories are used to understand why people behave the way they do. Instruction will consist of two lectures and one small-group discussion-demonstration each week. Evaluation will be based on exams. [Cost:2] [WL:1] (Larsen)
Section 010. This course will focus on the major theoretical approaches used in the study of personality. Coverage will include trait, psychodynamic, social learning, and cognitive personality theories. The relationship between theory and research methods will be emphasized. Various methods will be considered, including case study, correlational, and experimental approaches. The ways in which personality characteristics interact with aspects of situations will be explored. Evaluation will be based on several exams and one paper. (Ametrano)
453. Socialization of the Child. Introductory
psychology. (3). (SS).
Section 002. This course will focus on the role of various agents in the socialization and social development of children. A major assumption underlying this course is that the socialization process is limited neither to innate factors that emerge in the course of biological maturation nor to those people who raise the child from infancy. A third factor, society, intrudes itself into the socialization process. Indirectly, its effects are felt by its shaping of the broad environment within which socialization agents and children function. Thus, in this course, attention will be given to childrearing practices used by parents but this perspective will be balanced by analyses of the role of societal or macro-structural factors including poverty, unemployment, economic inequality, and schools. Additional current issues that will be explored include the effects of day care, maternal employment, father absence, and divorce on children. Special attention will be given to the following domains of social behavior: (1) attachment, (2) sex-role development, (3) peer and sibling relations, and (4) achievement and competence. Grade will be based on performance on midterm and final examinations and term paper. (McLoyd)
456. Human Infancy. Introductory psychology. (3). (Excl).
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. The course also presents material related to pre-term birth and its outcomes. Sessions will include lectures, audio-visual presentations and discussions. Exams: Midterm and a final. [Cost:1] [WL:1] (Horner)
457. Child Psychology. Introductory psychology. (3). (SS).
This course covers child development from conception to adolescence. We will be covering general theories of child psychology as well as specific topics in normal physical, cognitive, language, and social development. The main goal of the course is to familiarize students with current theories, research, and methodology used to study the development of children. There will be three non-cumulative exams and a number of short written assignments. [Cost:2] [WL:1] (Rosengren)
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. [Cost:2] [WL:1] (Weaverdyke)
464. Group Behavior in Organizations. Psych. 363 or equivalent or permission of instructor. (3). (Excl).
This course focuses on work group behavior in organizations. It is the second class in a series that includes Psychology 363 (Individual Behavior in Organizations) and Psychology 565 (Organization Systems). The course discusses psychological perspectives on group behavior. Topics include the formation and development of groups, their decision-making and problem-solving processes, the influence of groups on individuals, group process, and intergroup relations. The class focuses on the understanding of groups in organizations along with methods of diagnosis and intervention. Both experiential and didactic teaching methods will be used and the course material will include research literature, case studies, examples from contemporary organizations and the instructor's own research experience. (Rafaeli)
474. Introduction to Behavior Modification. Introductory psychology or permission of instructor. (3). (Excl).
The course will review major theoretical models, assessment strategies and treatment modalities of behavior therapy. Basic principles of classical and operant conditioning and social learning will be described, and the respective paradigms will be extended to explain the mechanisms and remediation of childhood and adult psychopathology and marital/family dysfunction. Recent trends in behavior therapy including the growth of cognitive schools of behavior change and the application of learning principles in the investigation and treatment of a wide variety of medical disorders will also be reviewed. [Cost:2] [WL:1]
475. Abnormal Psychology. Introductory psychology. (3). (SS).
Section 001 – 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 2nd edition of ABNORMAL PSYCHOLOGY. Additional readings may be assigned. [Cost:2] [WL:5. Look for another course] (Peterson)
Section 020. This course will review classifications of psychopathology and consider various theories of the causes and treatments of psychological disorders. We will examine a wide range of disorders including schizophrenia, depression, personality disorders, phobias, and sexual dysfunctions. This will be a lecture-only section of the course. [Cost:2] [WL:1] (Hansell)
488/Soc. 465. Sociological Analysis of Deviant Behavior. (3). (Excl).
See Sociology 465. (Modigliani)
500. Special Problems in Psychology as a Natural Science. Psychology 170, 172, 190, 192, or 310, and junior standing, or permission of instructor. Only 6 credits of Psych. 400, 401, 402, 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. [Cost:2] [WL:1] (Butter)
Section 002 – 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 in physiological psychology or neuroscience is necessary. [Cost:2] [WL:5 All students must speak with the instructor for permission to enroll. (Becker)
Section 003 – DEVELOPMENTAL BIOPSYCHOLOGY. This course will examine perinatal development of neural and hormonal physiology which ultimately shapes physiological and behavioral development and adult function. Topics will include neural plasticity, perinatal learning, sexual differentiation, social and emotional development, how development is influenced by the parent-offspring interaction, and how aberrations in development disturb adult function. Instruction will consist of lectures with in-class discussion. The student evaluations will be based upon three exams and two short (three-five pps) papers. Reading materials will include four small texts and a course pack of readings. [Cost] [WL:1] (Lee)
Section 004 – PARENTAL BEHAVIOR: COMPARATIVE AND PHYSIOLOGICAL APPROACH. This course will examine what parental behavior consists of, what species engage in the behavior, the advantages and disadvantages to engaging in such behavior. We will also discuss the physiological and environmental control of specific behavior, such as nest-building, brooding, lactation, parental aggression/defense, etc. Seemingly aberrant behaviors, such as cannibalism and infanticide will be explored. Parental behavior will be discussed in a comparative context, examining the similarities and differences across vertebrate species (from Fish to Man). The course will include a substantial amount of reading and classes are expected to be a combination of lecture and discussion. The course grade will be determined from two, three to five page papers and two essay exams. It is recommended that students have taken either Psych 430, Biol 492 or Biol 497; or receive permission of instructor. [WL:1] (Lee)
501. Special Problems in Psychology, Social Science. Introductory psychology and junior standing, or permission of instructor. Only 6 credits of Psych. 400, 401, 402, 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 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 PSYCHOLOGY OF LITERARY EXPERIENCE. Since ancient times it has been thought that good literature improves the reader. In this seminar we explore whether and under what conditions the process of reading literature might facilitate human development. Approximately a third of the course will be occupied with two bodies of theory: (l) approaches that detail the active, constructive nature of perception, knowledge, memory, and interpretation (some authors: J. Bruner, U. Neisser, D. Bleich, L. Rosenblatt, S. Fish, W. Iser); and (2) perspectives on adult development (some authors: Plato, Jung, W. Perry, E. Gendlin). The remaining two thirds of the course will be centered on pieces of fiction, including a considerable number of short stories and a novel or two. Among the fiction authors to be sampled are Baldwin, Cheever, Faulkner, Hofmannsthal, Hurston, Joyce, Kafka, Flannery O'Connor, Salinger, and Welty. The seminar method of instruction is employed, based on reading, writing, and discussion. For every class period, students and instructors will produce written responses to the day's text that are subjective in nature - though informed by the text. We will read each others' written responses and discuss them in class. Next we will write a second-order response to the same text, taking into account the initial responses of others in the class. Through this set of procedures we will be able to explore and to document any individual and socially mediated formative effects of literature. Evaluation of student work is based on the quality of written critical responses to the theoretical and literary readings due each class period, the longer analysis of a novel due at the end of the term, and contribution to class discussion. There are no course prerequisites. Admission to the course is through permission of the instructors. [Cost:1] (Landman, Rosenwald)
Section 003 – PREJUDICE, SOCIAL IDENTITY, AND INTERGROUP CONFLICT. This course explores the contributions of social psychological research to enhance our understanding of issues evolving around members of minority groups, defined here to include women, ethnic, racial and social minorities. In the introductory section of this course we will discuss definitions of important concepts, examine the development of research on this topic over time, and the methods used to study these issues. This section presents basic research that has studied this question. This research can be categorized into three parts. Part 1 analyzes how prejudices develop and how they influence our thinking and actions. Part 2 discusses how being in a minority position influences our social identity. Part 3, the interaction between members of minority groups and majority groups is analyzed. In the third section of this course, two concerted issues, namely gender differences in academic achievement and the effects of desegregation of schools are studied. The literature used will be available in a course pack. The final grade will be based on one individual term paper (40%), one midterm (30%) plus the grade in the final exam (30%). (Inglehart)
Section 004 – SELECTED TOPICS IN PSYCHOLOGY AND LAW. A review of several areas of law and psychology will comprise the readings and lectures in this course. The use of psychological data and theory in courtroom proceedings will be examined along with a discussion of critical issues at the interface of psychology and law. (Guyer)
Section 006 – PSYCHOLOGY AND HOMELESSNESS. This seminar will focus on psychological themes, mental health issues, and community interventions associated with homelessness among children, families, and single adults. Operating from the perspectives of clinical, community, and social psychology, this course will explore a broad range of historical, theoretical, social and practical concerns regarding the still-emerging problem of homelessness in our society. Through extensive readings, lectures, discussions, and field-investigation, students will examine the causes and experiences of homelessness as they affect the behavior, development, and emotional lives of both children and adults. Substantial time will also be devoted to exploration of the rational and effectiveness of various sheltering and supportive services programs now being developed and implemented. Students will be asked to complete a lengthy term project and series of "community research" assignments and reports which will help shed light on these issues as they are impacting on the local community. Extra credit may be earned for a term-long commitment to substantial volunteer effort in a related community agency. Prior coursework in clinical, social and/or community psychology is desirable. [Cost:2] [WL:1] (Kieffer)
Section 007 – PSYCHOLOGY OF GROUPS. This course reviews theories and research on individual behavior in groups. It covers such topics as cooperation and competition, social influence and conformity, role differentiation, group decision making, and inter-group relations. Students are expected to have taken the equivalent of an introductory course in social psychology. There will be an essay-question midterm and final exam, probably take-home. A paper can be written for additional credit. Instruction will be in the form of lectures, discussions, and lab demonstrations. (Burnstein)
Section 008 – GENDER AND ETHNIC CONSCIOUSNESS. This section will be jointly offered with Women's Studies 343 during Winter Term 1990. (Gurin)
502. Special Problems in Psychology. Introductory psychology and junior standing, or permission of instructor. Only 6 credits of Psych. 400, 401, 402, 500, 501, and 502 may be counted toward a concentration plan in psychology, and a maximum of 12 credits may be counted toward graduation. (1-4). (Excl). May be repeated for credit.
Section 001 – HUMAN MATE SELECTION. This course will cover major topics in human mating behavior. These include, but are not limited to, preferences in potential mates, tactics used to attract mates, tactics used to retain mates, derogation of competitors, conflict between the sexes, and life history mating strategies. Past and ongoing research on human mate selection will be presented. [Cost:2] [WL:1] (Buss)
Section 002 – PSYCHOLOGY AND THE HUMANITIES. This course will explore the contributions of psychology to the study of the humanities. It will begin with a survey of pioneering work, drawn largely from psychoanalysis – Freud, Jung, Jones, Rank and Sacks – and literary criticism – Burke, Human, Wilson, Trilling. It will the move to the study of contemporary texts, authors, and controversies, chosen to represent current approaches and disputes. Specific topics will reflect the interests of the class members. Among the possibilities: PSYCHOHISTORY AND ITS CRITICS, e.g., Erikson vs. Bainton on Luther; Hitler and the Nazis, from Langer to Lifton; the history of anorexia (Bell), and the Salem Witch Trials (Demos). LITERARY BIOGRAPHY AND CRITICISM; e.g., Edel on James; the Yale school (Bloom, Brooks, et al), Lidz on Shakespeare; recent studies of narrative and metaphor. THE GRAPHIC ARTS, e.g., Kris, Arnheim, Gedo, PHILOSOPHICAL STUDIES, e.g., Schwartz on Rousseau; Wolheim on the person; the psychology of moral virtue (Kohlberg, MacIntyre, et al.). Some attempt will be made to appraise the influence of new approaches in both psychology and the humanities: the object-relations school, cognitive theory, structuralism. The connections between creativity and psychopathology will also be considered. [Cost:1] [WL:1] (Adelson)
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. [WL:5 P.I. Only]
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. [WL:5 P.I. only]
516/Soc. 587. Advanced Laboratory in Social Psychology. Stat. 402; 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)
Section 002. "Do the life stories of leaders of highly-active political groups sound like the life stories of leaders of highly-active religious groups?" "When members of extremist groups discuss their family lives, do we hear dimensions that also arise when they discuss national events?" Questions of this order - questions that try to link social and political events to currents within the lives of individuals – are the subject for our inquiry by both quantitative and non-quantitative methods. The ideal student is one hungry to explore because she has a rather deep need to understand social and political developments – they are not casual interests. She also is ready to work in a collaborative, independent fashion with other students and the instructor. Each student will work out a research question of her own and will pursue it for the term probably as part of a loosely-structured team. She should arrive at class with a good start toward identifying those aspects of the environment that raise deep needs for understanding on her part. We will need attendance at all class meetings and some six additional hours of work each week. A rewarding course for independent souls with active minds and social passions. [Cost:1] [WL:1. Must attend the first two meetings] (Ezekiel)
517. Advanced Laboratory in Developmental Psychology. Stat. 402, prior or concurrent enrollment in Psych. 457 and/or 459. (3). (Excl).
This course provides training in the skills necessary to critique and conduct research on children's perceptual, cognitive, social, and emotional development. This is a laboratory course: students engage in the design, data collection, analysis, and write-up of developmental psychological research. Tuesday meetings are lectures and discussions covering theories, research issues, methods, and actual studies in developmental psychology. Thursday meetings are workshops on campus devoted to planning and implementing a collaborative developmental study using subjects from a local elementary school or the U-M Children's Center. Approximately three different research projects will be conducted off campus, each involving different-aged subjects. Evaluation is based primarily on participation in research projects and written reports of this research. Exams will cover research issues and methods. [Cost:2] [WL:1] (Parker)
519. Advanced Laboratory in Personality. Stat. 402, and prior or concurrent enrollment in Psych. 452 or 559. (3). (Excl).
This course is designed to familiarize students with the techniques that personality psychologists use in making empirical questions about human nature. The first half of this course will emphasize various methods commonly used in personality research. We will cover both laboratory and field approaches to personality research, as well as learn a variety of observational methods, assessment techniques, and experimental designs relevant to the study of personality. In the last half of the course students will form small groups to design, develop, and conduct an actual research project with human subjects on a personality topic of their own choosing. Students will analyze their data and produce a written research report of their results. Evaluation will be based on examinations, a written literature review, and the written research report. [Cost:2] [WL:1] (Larsen)
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. [Cost:2] [WL:1] (Holmes)
533. Human Neuropsychology. Introductory psychology or permission of instructor. (3). (Excl).
This course surveys current knowledge of human brain-behavior relations and the neural processes underlying perception, movement and cognitive function (including learning, memory and language). Much of the content concerns the effects of damage to specific brain regions on behavior and cognitive function. Other special topics include an introduction to neuroanatomy, neurological disorders and techniques of neurological diagnosis, cerebral asymmetry, sex difference in brain organization and behavior, and neural adaptations contributing to recovery of function following brain damage. Evaluation based on three multiple-choice, short-answer type exams. Lecture and discussion. [Cost:2] [WL:1] (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 enhance their understanding of the large number of children and adolescents who reside in institutional settings. In addition to lectures, readings, and discussion sessions, four hour per week placements in such settings are arranged for all students. The placement settings include children diagnosed as emotionally disturbed/impaired, learning disable, delinquent, or mentally retarded. 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, brief papers, readings, and final exam integrating information from the various portions of the course. [Cost:2] [WL:1] (Cain)
559. Personality Theory. Psychology 452 or permission of instructor. (3). (Excl).
The first half of the course will be devoted to a brief overview of a number of personality theories. For the remainder of the course, each student will select two theorists and read extensively from his or her original works. Throughout the second portion of the course, students will draw from the writings of their theorists in an effort to shed light on several personality case studies. Finally, each student will prepare a written analysis of a single case study from the perspective of his or her two theorists. The course favors students who are prepared to do a great deal of reading and to immerse themselves in the resources of the library. Course grades will be based on reading logs maintained throughout the course, contributions to classroom discussions and case analyses, and the final written case study. [Cost:3] [WL:1] (Morris)
565. Organizational Systems. Psych. 363 or equivalent. (3). (Excl).
This course examines some of the properties and major problems of human organizations, emphasizing system-level variables and activities. Organizational structure, adaptation to the environment, technology, along with such key areas as coordination and control, integration, and conflict, and related social-psychological phenomena constitute its main concerns. (Rafieli)
573. Developmental Disturbances of Childhood. Psych. 452, 453, or 457; and Psych. 475 or 575. (3). (Excl).
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, final examination and term paper. [Cost:2] [WL:1] (Miller)
574. Clinical Psychology. Psych. 474 or
Psych. 575 and psychology concentration; or permission of instructor.
Section 001. Psychology 574 is for junior and senior psychology majors who think they might be interested in a career in clinical psychology or a related field. The student is expected to have a general psychology background, including psychopathology. The purpose of the seminar (which includes reading, class discussion, papers, clinical diagnostic interviewing, and a final) is threefold: (1) allow the student to consolidate knowledge of psychology and apply it to real clinical materials; (2)to develop the student's capacity for making disciplined clinical inferences; and (3) to introduce the student to the realities of training and work in the profession. In order to facilitate in-depth discussion of 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. [Cost:3] [WL:1] (Hatcher)
Section 002. Psychology 574 is a small seminar (limit of 20) for junior and senior psychology majors who think they might be interested in a career in clinical psychology or a related field. The student is expected to have a general psychology background, including psychopathology. The purpose of the seminar (which includes reading, class discussion, papers and a final) is threefold: (1)allow the student to consolidate his knowledge of psychology and apply it to real clinical materials; (2) to develop the student's capacity for making disciplined clinical inferences; and (3) to introduce the student to the realities of training and work in the profession. (Lohr)
575. Perspectives in Advanced Psychopathology. Two courses from among Psych. 442, 444, 448, 451, 452, 453, 457, 475, and 558. (3). (Excl).
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)
591. Senior Honors Research II. Psych. 391 and permission of the Psychology Honors concentration advisor. (3). (Excl).
The main purpose of Psychology 591 is to complete the Senior Honors paper. All of your efforts in the course will be directed to that end. Our sessions will be conducted in seminar fashion with full participation expected and welcomed. The instructor will be available to help each student in working with their mentor, finding subjects, reading drafts, etc. [Cost:1] [WL:1] (Brown)
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