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 192. In Psychology 192 the coverage of basic material is rapid, leaving some time for specialized topics.
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 or are enrolled in
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 five hours outside of class participating as
subjects in research projects.
The course emphasizes the biological, experimental and comparative
approaches to psychology. Three main themes will be covered with
several topics within each theme. 1) Scientific method and logical thinking (experimental design, statistics, thinking and memory).
2) Nervous system control of behavior (how neurons work, sensory
perception, life-time and evolutionary level of development, theories
of learning). 3) Relating psychology as a natural science to human
behaviors and controversies (intelligence, gender, drugs/addiction, mental illness/treatment). Students are evaluated with three exams, four very short papers (two based on class experiments and two
on critique of reading assignments), and discussion participation.
The course meets four hours per week, two hours in lecture and two hours in discussion sections taught by graduate teaching assistants.
Cost:2-3 WL:1 (Lee)
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 or are enrolled in
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 five 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, 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.
[COST:2] [WL:1] (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 or
are enrolled in 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 five 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. It is a broad introduction to the whole
of psychology. The course serves as a basic preparation for most
advanced level courses in psychology. Discussion sections offer
students the opportunity to discuss and critically examine what they are learning. Cost:3 WL:1 (Peterson)
192. Honors Introduction to Psychology. Open
to Honors students; others by permission of instructor. No credit
granted to those who have completed or are enrolled in 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 five
hours outside of class participating as subjects in research projects.
SECTION 001. 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 phenomena can be studied. First, the biological
perspective will be discussed (evolution, genetics, nervous system).
Second, some basic processes, namely perception, learning, information
processing, motivation and 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, 3rd
edition. The format of the class is lecture and discussion. Cost:2
WL:1 (Inglehart)
SECTION 002. 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 Mismeasure of Man and Lest Innocent Blood Be Shed ) 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:4 WL:1 (Landman)
SECTION 003. 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 Undergraduate Psychology supplemented by a book of readings Taking Sides (6th ed.). Each student will also be expected to participate at least three times a week in a computer conference set up for the course. Grades are based primarily on three exams and participation in the computer conference. Cost:2 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 ($20)
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. All 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
lecture/discussion times and meeting places per section. Information
regarding registration, field work and course information for the Winter Term, 1992, will be available at an Information Meeting
on Tuesday, November 12, 1991, at 6 pm in MLB Auditorium 4. 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. [COST:1, not including $20 lab fee.] [WL:1] (Miller)
SECTION 001: PRESCHOOL CHILDREN AT RISK provides practicum experience in a variety experiences in a variety of child care settings for children who are determined to be at-risk for developing intellectual, emotional, and behavioral problems.
SECTION 002: EXPLORING CAREERS. Discover the career that best meets your needs and abilities, improve your strategies and techniques for making a career decision, learn to evaluate your own skills and talents.
SECTION 003: EDUCATION AND ENRICHMENT. Establish a meaningful relationship with a child in an after-school program, help tutor and plan activities and serve as a role model.
SECTION 004: JUVENILE JUSTICE: Interact and assist people whose behavior is in conflict with the laws and rules of our society, learn about criminal behavior, justice and the law. Institutionalization and rehabilitation.
SECTION 005: SPECIAL NEEDS. Providing supervised occupational, physical, educational and recreational therapy, providing social, emotional, and academic support for children with a variety of special needs, serving as teacher aides and models for socialization.
SECTION 006: WORKING WITH WOMEN. Provides an opportunity to deal with women and various issues they encounter during the life-span; includes rape counseling, discussion groups, eating disorders, etc.
SECTION 007: MENTAL HEALTH. Work with psychiatric patients
living in institutional settings and those who have been "deinstitutionalized"
and assisting patients to practice social skills, examining issues
such as attitudes and prejudices about "mental health."
SECTION 008: SOCIAL CHANGE. Work with local agencies involved
in and learn about Racism, Sexism, Homophobia, Homelessness, Domestic
Violence, Environmental Destruction, Teen-aged Runaways, The AIDS
Crisis, Rape, etc.
SECTION 009: ONE TO ONE. A chance to develop a meaningful relationship with a child on a one to one basis, to share in activities, and to enjoy being together.
SECTION 010: MEDICAL PSYCHOLOGY. Serve as a non-medical liason between staff, family and patients, offering empathy and emotional support in waiting rooms, and other settings, observing interactions between staff and patients and how people cope with stress.
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 or are enrolled in 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 four 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 instructor. 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 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. [Cost:NA] [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 eight to twelve hours per week on a regular basis.
Seminar relating theoretical issues to applied practice is held
every two weeks. No prerequisites required. Course is intended
to introduce students to children in a child care setting. [Cost:1]
[WL:5, Permission of instructor required for all students] (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, memory systems, language, problem solving, and decision making.
Particular emphasis is placed upon experimental methods and design.
Student evaluation is based upon laboratory reports and participation, 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] (Medin)
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:2] [WL:1] (Becker)
333. Human Neuropsychology.
Introductory psychology. No credit granted to those
who have completed or are enrolled in Psych. 533. (4). (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)
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. [Cost:NA] [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. (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 an assessment of a community setting, a planned change project and midterm and final examinations. [COST:2]
[WL:1] (Miller)
380/Inteflex 201. Nature of Illness I. Inteflex-Med.
210. (4). (Excl).
Section I: During the first 2/3 of the term a social psychological
perspective will be used to discuss health related issues. Issues
concerning the patient (stress and coping), the physician and other health care providers (burn out, information processing
and decision making) and the interaction of members of these two
groups (compliance, verbal, nonverbal communication, intra- and inter-group processes) will be discussed. Two exams will be given
in this section of the course and a written paper will be required.
Section II: The concepts of "health" and "illness"
are culturally constructed. The last 1/3 or the course will examine
beliefs about these states of being, and the way in which they
are both products and illustrations of the larger social system
in which they are found. Ideas about illness causation, therapies
and therapists, healing symbols and rituals, the social roles
and interactions of patients and physicians will be explored.
In addition to examining these beliefs and processes in a theoretical
way, we will also draw upon clinical examples to illustrate the
powerful way in which illness and culture are bound together.
In addition to lecture and films, there will be great emphasis
on class discussion. (Inglehart)
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] (Manis)
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. (Tirado)
391. Junior Honors: Research Methods in Psychology.
Honors concentrators in Psychology. (3). (Excl).
SECTION 001. This course is designed to help the student
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 design. 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 short papers and presentations, and on a larger
paper describing a proposed research project. Cost:2 WL:1 (Morris)
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.
SECTION 001: BIOLOGICAL RHYTHMS AND BEHAVIOR. Psych. 331
or an equivalent course in Biology is required. The course begins
with an examination of the adaptive significance of circadian, seasonal and lunar rhythms. A detailed examination follows concerning the generation and control of circadian rhythms. Within this context
we discuss sleep/wake rhythms, feeding patterns, timing of reproductive
behavior, the early development of rhythms and a variety of human
disorders including jetlag, depression and the effects of age.
In the latter third of the course, we will examine the generation
and control of seasonal rhythms, which include reproductive cycles, bird migration and hibernation. This course approaches the study
of rhythmic behavior from a variety of viewpoints: modeling of
rhythmic control systems, neural and hormonal mediation of the
environment and behavioral interactions between individuals. Course
is evaluated by 3 exams and 1 paper. Instruction by lecture and discussion. (Lee)
SECTION 002. INTRODUCTION TO COGNITIVE PSYCHOLOGY: MEMORY, THINKING, AND PERCEPTION. (3 credits). It 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 a course pack. The course will include lecture, discussion, demonstrations, in-class experiments, and practice on problem-solving exercises. Cost:2 WL:1 (G.Olson)
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 001: PEER COUNSELING SKILLS. This course, which is
open to freshmen through seniors, is designed to explore the basic
principles, techniques and developmental issues involved in peer
counseling. The class size will be limited to 30 in each of two
sections in this three credit course so as to encourage discussion
and participation in role play exercises. Appropriate readings
and class discussion will address such issues as confidentiality, empathy, listening and communication skills. While there will
be no examinations, there will be weekly writing assignments and a longer final paper. These written assignments and in-class exercises
will give an opportunity to apply the theory and technique of
peer counseling. Some of the readings and discussion will focus
on issues of self understanding in adolescence and adulthood, and on research issues in the field. While there are not required
prerequisites for this class, it would be helpful for students
to be curious about peer counseling and have a capacity for empathy
and self understanding. Both sections of this course will meet
weekly with guest speakers on campus whose programs offer opportunities
to apply peer counseling skills. Some of the class sessions may
be videotaped for teaching purposes. Grades will be based on the
quality of participation and written assignments. A course pack
with readings will be available and additional materials will
be distributed by the instructor and teaching assistants during the course. Cost:3 WL:1 (Hatcher)
SECTION 010: CHILDREN AND GOVERNMENT POLICY. Many children in the U.S. today live precarious lives. One in five is poor; one in five is at risk of becoming a teen parent; one in six has no health insurance; one in seven may not complete high school. This course will address children's current status and how public policy attempts to better their lives. Many factors contribute to the policy-making process, and an explanatory model incorporating these will be introduced. Of special interest will be how social science research affects policy. We will also discuss the role of historical precedent, governmental structure, public values, national priorities, techniques of advocacy and, none the least, politics. In applying the model, we will track whatever child policy issues emerge in the winter of 1992. Social science background is not required, but some knowledge of research methodology is helpful. A course pack will provide readings. The course will include lecture, collaborative student participation will be expected. Evaluation rests on two non-cumulative tests, two small reports, and an issue brief. Cost:1-2 (Thomas)
415. Advanced Laboratory in Psychopathology. Psych.
475 or 575; and permission of instructor. (See LS&A 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 on the first day of
early registration. 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 treatment setting. 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 exercise.
The course grade is based on the final exercise, written reports, and on each student's involvement as reflected in the practicum
experience and class discussions. [COST:1] [WL:1] (Heitler)
SECTION 010: CLINICAL APPROACHES TO CHILDHOOD DISORDER. The central focus of this course is the process of clinical inference in exploring the nature of children's difficulties, planning patterns of intervention, and engaging in the intervention process. Students will work with such clinical material as case histories, interview materials, and children's responses to frequently used instruments for clinical assessment. Assigned readings will be used to place these clinical data in a broader perspective. The course includes an experimental component in which students will observe children for at least two hours weekly. The course format will include a two hour class meeting and a one hour meeting with a TA focused on the student observations. Course evaluation will be based on midterm and final examinations and term paper focused on the experimental component of the course. (Fast)
443. Psychology of Thinking. Introductory
psychology. (3). (NS).
This course is intended for undergraduate psychology majors and others interested in complex mental processes. It fulfills the
Group I requirements for a Psychology bachelor's degree. Among the topics covered in the course are human memory, representation
of knowledge, reasoning, problem solving, decision making, and intelligence. The course's approach is a scientific one, emphasizing the evaluation of theoretical models through experimental data
and through computer simulation techniques. Practical applications
to improving thinking abilities and real-world settings are also
discussed. Mandatory class meetings consist of lectures and discussions.
Grades are based on performance in three exams, a set of take-home
exercises, and class participation. The total workload has been
rated as "moderate" by past students. (Ahn)
444. Perception. Psych. 170, 172, 192
or 310. (3). (NS).
Section 002. We experience the world around us through our
senses. This course will examine the neural mechanisms that transduce
physical energy into sensations and the mind/brain operations that transform sensations into percepts. The course aims to integrate
neuroscientific, psychophysical and cognitive approaches to the
problems of perception and will introduce methods employed by
each approach. Emphasis will be placed on the visual modality
where significant progress has been made in understanding the
neuropsychological basis of perception. Topics will include how
we see brightness, color, form, depth and motion, visual illusions
and constancies, imagery, speech and pitch perception, tough, taste and olfaction. Evaluation will be based on two exams and one short paper. (Reuter-Lorenz)
450. Political Psychology. Introductory
psychology. (3). (Excl).
A course (or strong interest) in history or political science
is recommended. This course surveys the ways that psychological
factors affect political behavior, and vice versa. After an initial
analysis of psychology, gender, and politics, we consider leadership
and war-versus-peace as two important topics that involve both
politics and psychology. We consider how to measure psychological
characteristics of people (leaders, groups) who must be studied
"at a distance" because they cannot be studied directly.
We then consider some psychological-political processes: political
socialization and "generations," political cognition, new and old ideologies belief-systems, and voting and other links
between the personal and the political. We conclude with a discussion
of political breakdowns (rebellion, terrorism) and restoration
(negotiation and mediation). Evaluation by exams and a series
of 2-4 page "mini-papers." Lectures with discussion
sections. Cost:2 WL:1 (Winter)
452. Psychology of Personality. Introductory
psychology and upperclass standing. (3). (SS).
This course presents major themes and research in personality
psychology. Main topics will include dynamic concepts of the person
(Freud, Jung), personality assessment, traits and their genetic
under-pinnings, the person-situation debate, motives, the study
of lives, adult development, and cognitive approaches to the person.
(Wink)
453. Socialization of the Child. Introductory
psychology. (3). (SS).
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 three equally weighted examinations
(multiple choice and essay). Readings are comprised of journal
articles and book chapters. Lecture format. Cost:2 WL:1 (McLoyd)
457. Child Psychology. Introductory psychology.
No credit granted to those who have completed or are enrolled
in 255. (3). (SS).
SECTION 001. This course surveys the theoretical and empirical
literature on the development of the child from conception to
adolescence. Physical, cognitive, and social/emotional development, and the interaction among them, are examined. Students are expected
to read a textbook plus assigned readings, and to attend lectures
and discussion sections. Opportunities to work directly with children
are optional but can be arranged. Grades are based on three or
more exams, a paper, and participation in discussion. (Nadelman)
SECTION 010. This is a survey course in child development from birth to adolescence. Physical growth, cognitive development, language development, and social and personality development are discussed. Students are expected to read approximately 100 pages per week and to attend lectures and section. Grades are based on three noncumulative exams and several short papers. Cost:2 WL:1 (Allswede)
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 first part of the course emphasizes psychological theories
in group behavior. Topics in this section include such things
as 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 second part of the
class focuses on the design of groups and 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.
Cost:2 WL:4 (Finholt)
475. Abnormal Psychology. Introductory
psychology. (3). (SS).
SECTION 001/010. This course will review classifications
of psychopathology and consider various theories of the causes
and treatments of psychological disorders. The emphasis will be
on case studies and psychological explanations and treatments.
We will examine a wide range of disorders including schizophrenia, depression, personality disorders, phobias, and sexual dysfunctions.
Cost:2 WL:4 (Hansell)
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: DEVELOPMENTAL BIOPSYCHOLOGY. Psych 331 or equivalent
or permission of instructor is required. This course is recommended
for junior, senior and early graduate level students in Psychology, Biology, and Anthropology interested in the behavioral and physiological
changes associated with early development. Original articles and review articles by the original authors are used extensively to
study the theoretical considerations of neural plasticity, critical
periods of sensitivity in the nervous system, and genetic/environmental
interactions in the control of development. Material will survey
current interests in parent-infant interactions, development of
sex differences, development of social relationships, etc. The
course is comparative in nature, including several vertebrate
groups with frequent comparison to human literature. Grades are
assigned on the basis of 2 take-home essay exams. Instruction
combines lecture and discussion. (Lee)
SECTION 002: BIOPSYCHOLOGY OF LEARNING AND MEMORY. (3
credits). (Prerequisite: Psych. 331 or equivalent). This lecture/discussion
course surveys current ideas and findings and neural mechanisms
of learning and memory. One-half of the course deals with the
neurobiology of learning and memory; the rest, with the neuropsychology
of human memory. Evaluation is based on a term paper and final
exam. Course pack readings; no text. Cost:1 WL:1 (Butter)
SECTION 003: INTRODUCTION TO COGNITIVE PSYCHOLOGY. For
Winter Term, 1992, this course is jointly offered with University
Courses 325. (Smith, Seifert)
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: SELECTED TOPICS IN PSYCHOLOGY AND THE LAW. (3
credits). The purpose of this course will be to acquaint the student
with an overview of the manner in which courts function to resolve
conflicts and the role that psychology plays in a variety of legal
processes. The topics to be covered will illustrate the use of
psychological theory and data in judicial decision-making and the function of expert psychological testimony in the courtroom.
Recent developments in law which have brought more psychological
testimony and evidence into the courtroom will be reviewed through the class room lectures and the selected bibliography of readings.
Through the readings, class room lectures and discussion the student
will be expected to acquire a better understanding of the role that psychological theory and data play in the courts and the
legislatures. Some of the areas to be covered in this course include:
Juvenile Courts/Rights of Minors; Expert Witnesses in Abuse/Neglect
Cases; Medical Malpractice; "Psychic Injuries"; Patients'
Rights in Psychiatric Settings; Psychological "Syndrome"
Testing; Scientific Testimony in the Courtroom; Forensic Psychology
and the Insanity Defense; Forensic Psychology and the Diminished
Capacity Defense; Patients, Therapists, and Informed Consent;
Witness Credibility and Reliability; Prediction in Psychology
and the Courtroom. Reading material for the course will consist
of: journal articles, trial transcripts, appellate courts cases
and selections from books and essays relating to current issues
in psychology and the law. The course is planned as a three-credit
hour offering to advanced undergraduates who have had introductory
courses in psychology and related areas such as sociology or political
science. Cost:2 WL:1 (Guyer)
SECTION 002: CROSS-CULTURAL PSYCHOLOGY. (3 credits) The course deals with comparisons of psychological processes and development of individuals living in diverse cultures. Emphasis is placed on cognitive, personality, and social development; discussions of disturbances in development, maladjustment, and remedies are included. A number of cultures are discussed, but many of the examples are drawn from the cultures of Asia and the United States. A beginning course in psychology provides the necessary background. Student evaluations are made on the basis of two examinations and a term project, which, depending on the size of the class, may be in the form of an individual research project. There is no textbook; a course pack is used. Reliance is placed primarily upon lectures, but discussion sessions are held before examinations and conferences are held concerning the term project. Cost:2 WL:2 (Stevenson)
SECTION 003: 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: (1) 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 other's 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 005: INTRODUCTION TO HEALTH PSYCHOLOGY. (3 credits).
Completion of Psychology 474: Introduction to Behavior Modification
is a recommended, but not required prerequisite. This course will
detail the expanding role of psychology in health care. The major
topics areas will include the role of personality and sociocultural
factors in medical illness, behavioral approaches to the treatment
of medical disorders and chronic physical disability, and the
integration of biological and psychological processes to promote
a biopsychosocial model of health care. Specific content areas
will further include the effect of psychological treatment on
health care utilization costs and the prevalence of psychological
distress among medically ill populations. This course is intended
to broaden the student's view of the role of psychology in health
care. Students will be exposed to the growing impact of psychology
on conceptualizations of disease and health care delivery, the
benefits of psychological intervention in the treatment of medical
disorders, and the application of psychological concepts and behavioral therapies in the investigation and remediation of physical illness.
The course will utilize a lecture and class discussion format
and students will be evaluated based on the completion of three
examinations and a review paper addressing a specific aspect of
health care. (Roth)
503. Special Problems in Psychology: Advanced Laboratory.
Introductory psychology. (2-4). (Excl).
SECTION 001: ADVANCED LABORATORY IN ORGANIZATIONAL PSYCHOLOGY.
(3 credits). (Prerequisite courses are 363 or 464 or 382 and junior or senior standing). This advanced laboratory will cover
several approaches to enhancing individual, group, and organizational
effectiveness. We will focus on role analysis and negotiation, competencies of an effective consultant, impression management, group planning and decision making, diversity, types of organizations, and work redesign. The instructor will introduce each topic to the class members by giving a brief overview of the framework, lecture or workshop to provide some firsthand experience with the concepts and phenomena we are studying. Subsequently, the
class will reflect on the presentation and discuss relevant readings, processes and assignments. Finally, students (individually and in groups) will conduct field research projects, deliver class
presentations and complete written reports which will then be
delineated in class. Cost:2 WL:1 (Beale)
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]
511. Advanced Laboratory in Physiological Psychology.
Psych. 331 or 431. (4). (Excl).
The purpose of this course is three-fold. It is designed to: (1)
Provide the student with an opportunity to gain practical laboratory
experience by assisting with on-going experiments in the laboratory
of a Biopsychology Area faculty member. (2) To introduce students
to selected methods used in the field of biopsychology and behavioral
neuroscience. (3) To provide practical knowledge of structure-function
relations, which is achieved by the study of functional neuroanatomy, including dissection of sheep brain. Students must register in
two sections; a lecture section (001) and a lab section (faculty
INDI no.). Admission to a lab section is by permission of
instructor only, and instructions for gaining permission
can be obtained in the Psych. Undergraduate Office, or the Biopsychology
Program Office. A lab course in Biopsychology is required of students
concentrating in 'Psychology as a Natural Science', and therefore, these students will receive priority. (Robinson)
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. In addition, there are
lectures and discussions covering theories, research issues, methods, and actual studies in developmental psychology. Evaluation is
based primarily on participation in research projects and written
reports and exercises. [Cost:2] [WL:1] (Parker)
519. Advanced Laboratory in Personality. Stat.
402, and prior or concurrent enrollment in Psych. 452 or 559.
(3). (Excl).
Section 001. 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] (Norman)
Section 002. This is a hands-on course in personality research. Students will generate hypotheses, and design and perform analysis, using MTS and SPSS-X, on different datasets available through the Personality Data Archive. Students will interpret results of these analyses in writing. (Wink)
521. Laboratory in Judgement and Decision Making. Prior
or concurrent enrollment in Psych. 340 or 522, or any course in
judgement and decision making, is recommended. (3). (Excl).
This course initiates the student to the process of creating new
knowledge about judgment and decision making in the behavioral
sciences in general. Essentially, class members are co-investigators
on research projects that address two original problems of current
interest in the field. The problems examined differ from one term
to the next. An illustrative problem is understanding the foundations
of people's typical overconfidence in their answers to factual
questions, e.g. "Which is farther north, New York or London?"
Each student participates fully in all phases of the research
process, from the conceptual analysis of the given problem and review of the pertinent literature through the collection and analysis of data, and the interpretation and reporting of results.
Classes consist mainly of intensive discussions of relevant articles
and of design and interpretation issues. Grades are based on students'
reviews of articles, their contributions to the execution of various
aspects of the class projects, their written reports, and their
participation in discussions. The prerequisite is a previous upper-level
course related to cognitive psychology, e.g., behavioral decision
making, memory, learning, cognitive development. It satisfies
one of the advanced laboratory requirements for a concentration
in psychology. Cost:2 WL:1 (Yates)
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. [Cost:2] [WL:1] (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.
[Cost:1] [WL:1] (W.Holmes)
533. Human Neuropsychology. Permission
of instructor. No credit granted to those who have completed or
are enrolled in Psych. 333. (4). (Excl).
See Psychology 333. Cost:2 WL:1. Permission
of instructor required. (Robinson)
556. The Psychological Study of Lives. Introductory
psychology and junior standing, or permission of instructor. (3).
(Excl).
This course addresses the shaping of lives from two directions
- the psychodynamic and the cultural. On the one hand, a life
story manifests a continuity of tendencies and themes that have the stamp of individuality. On the other hand, the progress of
life is determined by the person's social and cultural situation
(family, social class, subculture, gender-role, economics). Students
will learn to interpret biographical and autobiographical materials
in cultural and psychological terms. Class discussion of theory, research, and case materials will be the medium of instruction.
Students will be evaluated on the basis of one midterm and one
final project, each involving the interpretation of a case history.
(Rosenwald)
557. The Child and the Institution: Practicum. Prior
or concurrent enrollment in Psych. 452, 457, or 475. (3). (Excl).
This course provides an opportunity for students to work with
children or adolescents who reside in an institutional setting.
Weekly discussion sections are included as well. The placements
include settings in which the child residents have been diagnosed
as having one or more of the following: mental retardation, emotional
impairment, physical illness or juvenile delinquency. The emphasis
is on the interaction of the child with his/her environment, especially the role of the treatment or intervention available in the particular
setting. Assignments include: weekly logs, a term paper and a
final exam designed to integrate information from the various
portions of the course. Cost:2 WL:1 (Marsden)
558. Psychology of Adolescence. Psych.
453 or 457; or permission of instructor. (3; IIIa and IIIb, 2-3).
(Excl).
This course examines the second decade of life from a developmental
and contextual perspective. From the sometimes-awkward pubertal
years through the transition to young adulthood, we will attempt
to understand normative social and personality development within the context of the adolescent's family, peer groups, and school.
Such questions as: "Why is the telephone always busy when
an adolescent lives in the home?", "How and when do
adolescents begin to consider their future?" and "How
do some adolescents survive early adversity?" will be addressed.
In addition, we will examine historical and cultural perspectives
(and myths) on adolescence. The course will also attempt to facilitate
an understanding of problem and health-compromising behaviors, such as delinquency, drug use, and "unprotected" sex.
The class meets twice a week, and the format includes both lectures
and informed class discussions. Student evaluation will be based
on exams, term papers, and class involvement. Cost:2 WL:1 (Schulenberg)
560. Human Factors Psychology. Introductory
psychology or permission of instructor. (3). (Excl).
People interacting with their immediate environment constitute
a system. A pilot controlling an aircraft or a computer operator
at a terminal are examples. This course emphasizes the people
side of the system, assessing their capabilities and limitations.
The human senses (information intake), memory and cognition (information
processing), and actions (performance) are studied in relation
to the goal of making machinery and equipment easier, safer and more efficient to use. As an example, displays and controls will
be considered. (Is your auto, F-16 fighter plane, safer to operate
with a Head-Up Display i.e. HUD?) Facility with algebra is necessary.
A nodding acquaintance with probability and calculus is desirable.
Examination and laboratory exercises are used for student evaluation.
Cost:2 WL:1 (Weintraub)
574. Clinical Psychology. Psych. 475 or
Psych. 575 and psychology concentration; or permission of instructor.
(3). (Excl).
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, and papers) 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.
Cost:1 WL:1 (Lohr)
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. [Cost:2] [WL:3,4] (Brown)
591. Senior Honors Research II. Psych.
391 and permission of the Psychology Honors concentration advisor.
(3). (Excl).
The main business of the course is ensuring the completion of the Senior-Honors thesis. The goal is a thesis that makes student, tutor, and Psychology 591 instructor proud. Thesis authors have
an obligation to present a talk based on their thesis at the Psychology
Honors Colloquium in April. Cost:1 WL:3 (Section 001:Weintraub;
Section 002:Marsden)
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