Information about the department's reorganization of courses
The Department of Psychology offers three regular introductory courses which differ in focus: Psychology 111, Psychology 112, and Psychology 113. Psychology Psychology 112 is offered as a natural science and stresses experimental psychology; Psychology 113 is offered as a social science and stresses social psychology and interpersonal behavior. Psychology 111 is approved for social science distribution but treats both perspectives with about equal weight. Students may elect Psychology 112 and 113, but students may not receive credit for Psychology 11 and either Psychology 112 or 113. 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 114. In Psychology 114 the coverage of basic material is rapid, leaving some time for specialized topics.
Discussion sections for Psychology 110, 111, and 350 scheduled to meet prior to the first lecture will meet prior to the lecture. Discussion sections for Psychology 112, 113, 330, 360, 370, 380, and 390 will not meet prior to the first lecture.
110(100). Learning to Learn. (4). (SS).
This is a course in cognitive psychology and motivation 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 psychology; 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-regulation. The class will include a lecture hour two days a week and weekly two-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)
111(172). Introduction to Psychology. Psych. 111 serves, as do Psych. 112 or 113, as a prerequisite for advanced courses in the department and as a prerequisite to concentration. No credit granted to those who have completed or are enrolled in 112, 113, 114, or 115. Psych. 111 may not be included in a concentration plan in psychology. (4). (SS). Students in Psychology 111 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 112 and 113. 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)
112(170). Introduction to Psychology as a Natural Science. Credit is granted for both Psych. 112 and 113; no credit granted to those who have completed or are enrolled in 111, 114, or 115. Psych. 112 may not be included in a concentration plan in psychology. (4). (NS). Students in Psychology 112 are required to spend five hours outside of class participating as subjects in research projects.
This course will provide an overview of the field of psychology from a natural science perspective. Current knowledge and major research activities in different areas of psychology, such as biological, cognitive, personality, developmental, social and clinical areas, will be covered. Specific topics include basic senses and perception, motivation, decision making, learning and memory, language, emotion, sex and sexual orientation, human development, biological rhythm and dream, drug action, and mental disorder, with an emphasis on underlying brain mechanisms. It is hoped that students will become more understanding of the thoughts and behaviors of himself/herself as an individual and the society as a whole. Attendance of two hours of lecture plus two hours of discussion session are mandatory. Students are evaluated based on three one-hour exams, one term paper, and six small (10-minute) quizzes to be given during discussion sessions. There will be NO FINAL. First discussion session is to follow first class of instruction. Cost:3 WL:1 (Zhang)
113(171). Introduction to Psychology as a Social Science. Credit is granted for both Psych. 112 and 113; no credit granted to those who have completed or are enrolled in 111, 114 or 115. Psych. 113 may not be included in a concentration plan in psychology. (4). (SS). Students in Psychology 113 are required to spend five hours outside of class participating as subjects in research projects.
This course is designed to explore contemporary psychology as a social science. The lectures will cover a broad area of topics: Part 1 presents a general introduction to Psychology (definition, history, methods). Part 2 is designed to give an overview of four different levels on which psychological issues can be studied. We will discuss shortly the biological perspective on psychological phenomena (heredity, the nervous system, etc.). Following, some basic processes such as perception, memory, information processing, motivation, emotion will be examined. Third, the person will be in the center of attention (development, personality, psychopathology). Finally, persons in their social context will be analyzed (social cognition; intra- and intergroup processes, cultural influences). Part 3 of this course is devoted to one specific issue namely 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 2 exams and 2 papers. Students are expected to attend the lectures plus one discussion section. The text used is Myers, David G., Psychology 3rd ed. Worth Publ. Cost:2 WL:1 (Inglehart)
114(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 111, 112, 113, or 115. May not be included in a concentration plan in psychology.
(4). (SS). Students in Psychology 114 are required to spend five
hours outside of class participating as subjects in research projects.
Section 001. 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 Understanding Psychology supplemented by a book of readings Taking Sides (7th ed.). Each student will also be expected to participate at least three times a week in a computer conference set up for the course (this typically requires 40-60 hours online during the term). Grades are based primarily on three exams and participation in the computer conference. Cost:3 WL:1 (Morris)
Section 002. This course provides 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 questions with important implications for modern life, including the following: (1) What are the limits to perceiving, remembering, and thinking "objectively"? (2) To what extent are intelligence, personality and action influenced by nature and nurture? (3) How are our thinking and behavior influenced by our social nature? 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:3 WL:1 (Landman)
211(201). Outreach. Prior or concurrent enrollment in introductory psychology. Credit is granted for a combined total of 15 credits elected through Psych. 211 and Psych. 404-409. May not be included in a concentration plan in psychology. (1-3). (Excl). Offered mandatory credit/no credit. Laboratory fee ($20) required. (EXPERIENTIAL). Psych. 211 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, the people whom you will serve, and to provide a genuine community service. Outreach includes approximately 45 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 persons, women, physically ill adults and children, persons legally confined to mental health and criminal institutions, social advocacy organizations concerned with combating racism, helping battered women, 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, 1993, will be available at an Information Meeting on Tuesday, November 17, 1992, at 6:00 pm in AH Auditorium A. For information, call the Outreach Office at 764-9179 or 764-9279. Psychology concentrators electing two separate sections in Psychology 211 (4 credits) will have the option to waive their second advanced lab requirement. Cost:1, not including $20 lab fee. WL:1 (Miller)
312(391). Junior Honors: Research Methods in Psychology. Honors concentrators in Psychology. (3). (Excl).
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.
Section 001. Cost:2 WL:4 (Shatz)
Section 002. Cost:2 WL:1 (Morris)
330(331). Introduction to Biopsychology. Introductory psychology. (4; 3 in the half-term). (NS).
This course will examine the physiological basis of behavior in humans and non-human animals. We will learn about the cellular components of the brain that process information. We will see how the brain integrates sensory information from the environment and internal sources to regulate physiological processes and produce behavior. By comparing the behavior of various species, we will begin to get an idea of how genetics can also play a role in the evolution and expression of behavior. By learning about the anatomy of the brain and the basic processes through which the neurons in the brain communicate, we will also be learning why brain injuries result in certain deficits and how drugs produce their effects. The brain is an amazing organ, and we are just beginning to learn how complex processes such as language, learning and memory, or cognition are produced in the brain. Students must register for the lecture and one discussion/practicum session. NOTE: This course is intended for second term freshmen and sophomores. Psych. 330 will be the prerequisite for most upper-level Biopsychology courses. Cost:2 WL:1 (Becker)
331(511). Laboratories in Biopsychology. Psych. 330 or 431. (4). (Excl).
The purpose of this course is three-fold. (1) Provide students with opportunities to gain practical laboratory experience by assisting an individual faculty member in the Biopsychology Program with his/her on-going research. (2) Introduce students to selected general methods used in the field of biopsychology (brain and behavior and animal behavior). (3) Provide practical knowledge about research design, quantification of behavior, scientific writing, the use of animals in research, and miscellaneous techniques used by biopsychologists in laboratory research. Students must register in two sections; a general lecture section (001) and an individual faculty member's section (faculty identification number). To be admitted, students must first get permission from an individual faculty member to work in his/her lab. Specific instructions and an application form (which must be completed) are available in the Psych. Undergraduate Office or the Biopsychology Program Office. Students concentrating in 'Psychology as a Natural Science' will receive priority. Cost:1 WL:1 (Berridge)
340. Introduction to Cognitive Psychology. Introductory
psychology. (4). (NS).
Section 001. Memory, Thinking, and Perception. 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 a book of readings. The course will include lecture, discussion, demonstrations, in-class experiments, and practice on problem-solving exercises. Cost:2 WL:1 (G.Olson)
341(310). Superlab in Psychology as a Natural Science. Psych. 330 or 340. (4). (NS).
This course fulfills one of the advanced laboratory requirements in Psychology. It is designed to acquaint psychology concentrators with a wide range of methods and topics applicable to the scientific study of behavior. The general objectives of the course are to learn why people do psychology research, to understand the logic of experimentation, to gain experience of experimentation, to learn to critically evaluate research findings. The performance objectives of the course are to be able to construct and carry out an experiment to test a given hypothesis, to be able to analyze the data from an experiment, to be able to present the experiment and its results in a clear, concise manner, and to be able to clearly communicate ideas in written form. Topics of study include vision and perception, neural information processing, pattern recognition, memory systems, language, problem solving, and decision making. (Ahn)
350(457). Introduction to Developmental Psychology. Introductory psychology. No credit granted to those who have completed or are enrolled in 255. (4). (SS).
This course provides an introduction to the milestones of human development from conception to death. We describe physical, cognitive, and social growth of normal children with special attention to various cultural contexts of development and the rich diversity of individuals. The content is primarily drawn from research and theories in developmental psychology. We hope that students can integrate their knowledge of psychology and their observations of human development with the content of this course. In addition, we will discuss implications for child-rearing, education, and social policy-making so that you can apply the knowledge to meaningful problems. (Paris)
351(517). Advanced Laboratory in Developmental Psychology. Stat. 402 and Psych. 350. (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:3 WL:1 (Wellman/Gelman)
360. Introduction to Organizational Psychology. Introductory psychology. (4). (SS).
Organizational psychology is the subfield of psychology devoted to the study of human thought and action in organization. This course offers a broad-ranking introduction to the field and aims to help students to develop understanding and skills in relation to a variety of subjects, including work attitudes and motivation; work design; group dynamics; leadership; decision-making; processes of organization structure and design; and organizational culture. The course will consist of a combination of lecture, discussion, group work, and tutorials. A wide range of teaching methods will be used to illustrate how materials from lectures and reading can be applied to common problems of organizations. Cost:3 WL:1 (Sandelands)
361. Advanced Laboratory in Organizational Psychology.
Psych. 360. (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:3 WL:1 (Beale)
370. Introduction to Psychopathology. Introductory
psychology. (4). (SS).
Section 001. This course will provide an overview of abnormal psychology, focusing on the assessment and diagnosis of psychiatric disorders. We will also explore several explanatory systems (psychodynamic, behavioral/cognitive behavioral and biopsychological) that offer accounts of the etiology of these disorders and provide treatment strategies. The readings for this course will include clinical case studies, theoretical essays and empirical research papers. Course requirements include: attendance at lecture, course readings, 2 or 3 in class examinations. A short paper may also be assigned. (Leary)
Section 020. This course will present an introductory overview of abnormal psychology. The course will emphasize case studies as well as integrating research and theory on psychological dysfunction and problems in living. Among the disorders covered will be: anxiety disorders, sexual disorders, depression, personality disorders and schizophrenia. Issues concerning the history and validity of diagnoses and the merits of various approaches to understanding the disorders (e.g., psychodynamic, biological, behavioral, cognitive) will also be covered. This is a lecture-only section of the course. There will be two hours of lecture per week, plus two hours per week devoted to the study of films relevant to the content of the course. Grading will be based on exams and assigned papers. Cost:2 WL:1 (Hansell)
372(415). Advanced Laboratory in Psychopathology. Psych.
370. (3). (Excl).
Section 001. Primary focus will be issues and methods in research in clinical psychology. Research methods will include both a wide range of problems (epidemiology; etiology; syndrome description; stress variables; efficacy of interventions; prognosis; follow-up; etc.) and a substantial range of methodological approaches. Goals will be to assist students toward acquiring competence in the design of research, substantially increase student sophistication as critical readers of various forms of psychological research, and acquaint students with value issues, procedural and pragmatic considerations relevant to research in psychopathology. Essentials include lecture-discussion sessions, assigned readings, special research exercises, and a supervised small-scale research project designed and conducted by each student. Please note : Section 001 will not include patient contact. Cost:3 WL:1 (Cain)
380(382). Introduction to Social Psychology. Introductory psychology. (4). (SS).
SECTION 001. 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, and through a series of short papers. Instructional methods include assigned readings, lectures, films, demonstrations, and weekly discussion sections. Cost:3 WL:1 (Manis)
381(516)/Soc. 472. Advanced
Laboratory in Social Psychology. Stat. 402 and Psych.
380. (3). (Excl).
Section 001 and 002. Students design and implement a small survey and laboratory experiment on a standard social psychological topics such as personality and political beliefs, cooperation and competition, group discussion and attitude change, bargaining and negotiation, etc. Instruction carried out via discussion and demonstration plus a small number of lectures. Grades based primarily on papers in which students analyze and write-up the results of their research projects. Quality of participation in class and in research teams is also taken into account. Cost:2 WL:1 (Burnstein)
Section 003. The lab looks at the psychology of social change. Each student carries out an independent project. The student chooses a change effort that is personally significant. Through observation and semi-structured interviews with leaders, followers, opposition, and audience, the student identifies and considers the conceptions of change and influence that implicitly guide the effort, and also looks at the life histories that bring participants to the engagement. A good chance to sharpen skills at field research. Cost:2 WL:1 Must attend first two class meetings. (Ezekiel)
390(452). Introduction to the Psychology of Personality. Introductory psychology. (4). (SS).
This course provides a broad survey of personality psychology, focusing on three levels of analysis: human nature, sex differences, and individual differences. These levels are examined from several theoretical perspectives, including evolutionary, psychoanalytic, motivational,-cognitive, phenomenological, interactional, and dispositional. Lectures and readings include a balance of theory and research. The course includes two lectures and two discussion sections per week. (Franz)
391(519). Advanced Laboratory in Personality. Stat. 402, and prior or concurrent enrollment in Psych. 390. (3). (Excl).
Personality research methods will be explored in detail in this course. Techniques involved in assessing personality will be introduced, including attention to social and ethical issues. These will include scale construction, content analysis, interviewing and observation. Issues of experimental design will be discussed, and students will gain experience administering, coding and evaluating personality measures. In addition, individually and in groups, students will plan and execute analyses of data drawn from one or more of ten different samples (of students, midlife adults, Presidents of the U.S., survivors of an earthquake, musicians, etc.) contained in the Personality Data Archive at the University of Michigan. Cost:2 WL:1 (Franz)
404(300). Field Practicum. One of the
following: Psychology 330, 340, 350, 360, 370, 380, or 390; and permission of instructor. Degree credit is granted for a combined
total of 15 credits elected through Psych. 211 and 404-409. A
combined total of 6 credits of Psychology 404-409, 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. 404-409.
Undergraduate Peer Advising. This course offered for 2 or 3 credits is a supervised practicum for psychology concentrates who wish to learn to help the Undergraduate Psychology Office with academic advising/counseling. Students are selected by interview for the training and supervised practicum. Twelve hours of weekend training in peer facilitation and the work of the Undergraduate Office precede the 2-4 hour weekly practicum and supervision sessions. Required also are weekly journals and a final term paper. The purchase of two paperback texts and a course pack are necessary. In addition to experience with individual academic advising, students in this course may elect to help run "focus groups" on subjects of interest to psychology concentrators. The class is limited to about 20 students in order to facilitate discussion, training and supervision of the practicum.
405(305). Field Practicum. One of the following: Psychology 330, 340, 350, 360, 370, 380, or 390; and permission of instructor. Degree credit is granted for a combined total of 15 credits elected through Psych. 211 and 404-409. A combined total of 6 credits of Psychology 404-409, 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. 404-409.
This general description covers Psychology 404-409. The field practicum course offers an opportunity to integrate experiential and academic work within the context of a field setting. Students make their own arrangements to work in various community agencies and organizations; meet regularly with a faculty sponsor to discuss their experiences; read materials which are relevant to their experiences; and create some form of written product that draws experiences together at the end of the term. Obtain materials as early as possible as it generally takes students some time to meet requirements necessary to register for the course. An override from a Psychology Department faculty member is required to register. 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
408(308). Field Practicum. One of the following: Psychology 330, 340, 350, 360, 370, 380, or 390; and permission of instructor. Degree credit is granted for a combined total of 15 credits elected through Psych. 211 and 404-409. A combined total of 6 credits of Psychology 404-409, 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. 404-409.
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)
411/Women's Studies 419. Gender and Group Process in a Multicultural Context. One course in women's studies or psychology. (3). (Excl).
See Women's Studies 419. (Hassinger)
412. Peer Counseling. Introductory psychology.
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)
433. Biopsychology of Motivation. Psych. 330. (3). (NS).
How do brain systems generate emotion and motivate behavior? How does motivation differ across species? How does learning influence basic motivations? What are the neural mechanisms of pleasure and pain? What are the mechanisms of sleep and dreaming, hunger, thirst, sex, and aggression? How does the brain translate motivation into goal-directed behavior? These questions are the focus of the course. Our emphasis will be upon the critical analysis of theory and evidence from opposing points of view: students are expected to construct and defend their own conclusions in essay exams, papers, and presentations. Format is a mixture of lecture and discussion. Cost:2 WL:1 (Berridge)
434(333). Human Neuropsychology. Introductory psychology. No credit granted to those who have completed or are enrolled in Psych. 634. (4). (NS).
This course surveys current knowledge of the human brain and its role in mental processes, such as perception, attention, thought, language and memory, and learned behavior skills. Special topics include left vs. right-brain functions, sex differences in brain function and rehabilitation of cognitively impaired individuals with brain damage. Evaluation based on hour exams and final exam. Lecture and discussion. Cost:2 WL:1 (Nagel-Leiby).
442. Perception, Science, and Reality. Introductory psychology. No credit granted to those who completed Psych. 444 prior to Fall Term, 1992. (3). (NS).
This course was formerly offered as Psychology 444. It carries Concentration credit for Psychology concentrators and natural science credit for non-Psychology concentrators. The course focuses on basic perceptual phenomenon and theories. It also examines the general relationship between perception and scientific observation. Topics include: Sensory transduction and psychophysics, 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, since at its most general level, human perception concerns the questions of how and why human beings use sensory information to conceive of, and experience immediate reality the way they do. The instructor assumes no particular psychology background, and non-psychology concentrators are welcome. Grades will be determined on the basis of two short papers (each worth 30% of the grade) and one longer paper (worth 40% of the grade). An optional MTS conference will also be available. Questions concerning this class can be messaged to Robert Pachella using the MTS message system. Cost:2 WL:5 Get on waitlist. At beginning of term be sure that telephone number at CRISP is correct: If not call 764-9440 to correct it. As places in the course open up, we will call people IN ORDER from the waitlist. (Pachella)
443(448). Learning and Memory. Psych. 340. (3). (NS).
This course covers basic issues in human memory, as well as advanced topics such as autobiographical memory, emotion and memory, neuropsychology, and computer simulation. The focus will be experimental laboratory research, but other sources including clinical cases of patients with memory disorders will be considered. Lectures will be supplemented by class discussion and frequent demonstrations of real memory phenomena. Cost:3 WL:1 (Herbslab)
444. Perception. Psych. 340. (3). (NS).
Psychology 444 concerns how we extract information from the environment. What our senses (the course covers primarily the eye, and secondarily, the ear) tell us, is not a copy of what's out there. Technically, this is an S&P course (Sensation and Perception), covering some biopsychology (basic physiology of vision and audition), some perception (color perception, visual patters perception, size/distance perception, auditory pitch perception, ...), psychophysics (measuring, i.e., "putting numbers on," sensations), and a bit of cognition (perception is "smart" not "dumb"). The course does not emphasize philosophy or aesthetics, tries to show applications of the subject matter to the real world. Format: Lectures, discussion periods, an occasional film or demonstration. Exams: more frequent than average. (There is a final exam.) Prerequisite: Psych. 340 (or seniors pursuing a B.S. in Psychology, or Psychology as a Natural Science). WL:1 (Weintraub)
445(447)/Ling. 447. Psychology of Language. Psych. 340. (3). (Excl).
This course will provide a survey of topics and methods in the field of psycholinguistics. Topics will include speech perception, speech production (including "slips of the tongue"), word meaning and categorization, sentence processing, conversations and communication, language and social organization, bilingualism, language acquisition, and language disorders. Throughout the course the focus is on alternative explanations of language: as a cognitive, social, and biological phenomenon. Focus will be on current psychological research. This is primarily a lecture course, but student discussion is greatly encouraged. WL:1 (Davidson)
447(443). Psychology of Thinking. Psych. 340. (3). (NS).
This course is intended for undergraduate psychology concentrators 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 reasoning, problem solving, decision making, artificial intelligence, and critical thinking. 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. Cost:1 WL:1 (Ahn)
451/Ling. 451. Development of Language and Thought. Psych. 350. (3). (SS).
This course consists of an introduction to some of the current issues in language acquisition and a critical evaluation of the evidence bearing on those issues. Lectures and discussions will include such topics as the characteristics of first language acquisition, the cognitive, social, and biological bases of language, and the development of early concepts. Throughout the course, emphasis will be placed on the relation between language and the organization of thought. Student evaluation will be based upon three exams and a paper. Cost:3 WL:1 (Ebeling)
453. Socialization of the Child. Psych.
350. (3). (SS).
Section 001. This course will cover the influences that affect the child's socio-emotional development. It will cover the theories of social and emotional development and important research findings. We will examine the role of the family, peers, school and society as they affect personality, self-concepts, competence, attitudes and behavior. There will be three exams and a research paper, as well as required small group discussions. Cost:1-2 WL:1 (Kestenbaum)
Section 002. This course will cover the influences that affect the child's socio-emotional development. It will cover the theories of social development and the research findings. We will examine the role of the family, peers, school and the larger society as they affect personality, self-concepts, competence, attitudes and behavior. There will be two exams and a term project. Cost:1-2 WL:1 (Hoffman)
455. Cognitive Development. Psych. 350. (3). (SS).
This course examines cognitive development from infancy to old age. It will cover the major theoretical perspectives concerning cognitive change (i.e. Piaget's theory and Information Processing) and the specific domains where changes occur (i.e., language, intelligence, conceptual knowledge, social cognition, memory). The course will consist of lecture and discussions. Evaluation will include two exams and two short papers. Cost:2 WL:1 (Stevenson)
471(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. WL:1 (Tirado)
Section 010. This course will explore subjects related to: the history and diversity of the family; normative and alternative life cycle tasks; family system's theory; family dysfunction; and family therapy. Sociological and clinical approaches to understanding and working with families are integrated. Evaluation of student performance is based on 3 in-class exams and 2 papers. Class will be taught in lecture and discussion format. (Gold-Steinberg)
488/Soc. 465. Sociological Analysis of Deviant Behavior. (3). (Excl).
See Sociology 465. (Kozura)
501. Special Problems in Psychology, Social Science. One of the following: Psychology 350, 360, 370, 380, or 390. 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 – The Psychology of Literary Experience. (3 credits). 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. Among the fiction authors to be sampled are Baldwin, Cheever, Chekhov, 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. Class discussion will be tape-recorded for research purposes. 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 002: Psychology of the Arts. (3 credits). The course will deal with three topics: the origins and hazards of creativity in the arts (literature, the visual arts, music); the psychological impact or "meaning" of the work of art; the relation between life history and the work. We will give much of our attention to the depressive-alcoholic pattern which has been so commonplace among the artistically gifted, especially this century's American writers and painters, and also to the less frequent but equally revealing examples of paranoid personalities and episodes. Grades will be based on a term paper and on contributions to class discussion. Cost:1 WL:1 (Adelson)
511(591). Senior Honors Research II. Psych. 312 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:Norman; Section 002:Weintraub)
530. Advanced Comparative Animal Behavior. Psych. 430, 437, or 438. (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 four take-home essay exams. Cost:2 WL:1 (W.Holmes)
531. Advanced Topics in Biopsychology. Psych.
330. (3). (Excl). May be repeated for credit.
Section 001 – Vertebrate Parental Behavior. This special topic in Biopsychology compares parental behavior between various vertebrate groups, including humans. We discuss which behaviors are considered parental, which species do or do not engage in parental behavior and the advantages and costs of engaging in parental behavior. We also discuss physiological and environmental controls of specific behaviors such as nest-building, lactation, parental aggression/defense. Seemingly aberrant behaviors such as infanticide and cannibalism are also discussed. Students from Psychology, Anthropology and Biology at the junior/senior/graduate student level interested in a combined evolutionary and physiological approach to behavior have found this course interesting. Course materials include T.H. Clutton-Brock's The Evolution of Parental Care and a course pack. The course format includes introductory lecture followed by class discussion. Grades are determined from 4 take-home essay questions. It is recommended that students previously have taken Psych. 330 or 430 or receive permission of instructor. Cost:2 WL:3 (Lee)
Section 002 – Biopsychology of Learning and Memory. This course is an upper level course, the prerequisite for which is Comparative and Physiological Psychology, or equivalent. The course will cover the neurobiology of learning and memory, that is, animal studies of the mechanisms of learning and memory at the level of neurotransmitters, neurons and circuits. In the second half of the course, the neuropsychology of learning and memory will be the topic; this material includes studies of amnesia in patients with brain damage. Evaluation is based upon a term paper and a final examination. (Butter)
542(522). Decision Processes. An introductory course in statistics is recommended but not required. (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)
551. Advanced Topics in Developmental Psychology. Psych.
350. (3). (Excl). May be repeated for credit.
Section 001 – Children's Friendships. This seminar for advanced undergraduates considers how friendships contribute to children's social, emotional, and cognitive growth, and to children's ability to cope with stress. It is especially suitable to students who anticipate graduate study in developmental or clinical psychology, or to students who hope to work in applied settings with children who have difficulty getting along with other children. Meetings each week will involve lecture and discussion. Topics will include: How socialization in the peer group differs from socialization in the family, the nature of children's friendships and peers groups, gender and age differences in children's friendships and peer groups, developmental changes in children's understanding of friendship, family and other origins of children's problems of getting along with other children, and the long-term significance of poor peer adjustment in childhood. Readings will include original research reports as well as review chapters and articles. A portion of meeting time will be devoted to viewing and interpreting videotapes of pairs of children who are friends and possibly feature films (e.g., BREAKFAST CLUB) depicting important peer processes. Students will also be asked to conduct an interview with children about friendship, and to present and interpret this interview for the class. Note: Arrangements can be made for students interested in teaching social skills to children experiencing difficulties in peer relationships to take this course in conjunction with independent Field Practicum (Psychology 404) credit. (Parker)
558. Psychology of Adolescence. Psych.
350. (3). (Excl).
Section 001. This course considers 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 examine 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 is at 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. Finally, we will gain an understanding of problem and health-compromising behaviors, such as delinquency, drug use, and "unprotected" sex. The class format includes both lectures and informed class discussions. Student evaluation will be based on exams, term papers, and class involvement. Cost:3 WL:1 (Schulenberg)
Section 001. This course examines the adolescent period, largely from the points of view offered in personality, clinical, and social psychology. Although the course emphasizes the normal processes of adolescent development, for example, the achievement of ego identity, and the growth of mature modes of thinking and reasoning, it will also give close attention to such characteristically adolescent phenomena as delinquency and eating disorders, especially anorexia and bulimia. We will also try to understand the extraordinary increase in severe pathology among adolescents during the last two decades. There is a two-hour seminar discussion once each week; and the class members will also meet in groups of five or six once every two weeks. There is a term paper and a final essay examination. Cost:2 WL:1 (Adelson)
561. Advanced Topics in Organizational Psychology.
Psych. 360. (3). (Excl).
Section 001 – Organizational Psychology of Team Management. This course will explore the organizational psychological aspects of team management as it applies to recent changes in the organization of manufacturing and service industries in the United States, and elsewhere. The course will focus on the history, practice, benefits, and drawbacks of "lean production." A particular emphasis will be the progress of the Total Quality Movement (TQM) in North America, and how it differs from quality management practices in other countries and cultures. Students will read extensively in contemporary scholarly and applied work pertaining to the implementation of team management strategies. Teams of students will complete projects to implement and fine-tune team management in real organizations. (Finholt)
571. Advanced Topics in Clinical Psychology. Psych.
370. (3). (Excl). May be repeated for credit.
Dreams as Problem Solving Strategies. Students examine their own and others' dreams to understand how their dramatic narrative structure highlights strategies to attempt resolution of personal conflict. Background theory is presented through required readings and lecture, and evaluation is based on participation in discussion, an exam and paper. Cost:3 WL:5. Waitlist at CRISP. If room is available, the instructor will call students on the waitlist. Wailtisted students should not attend class unless they are called. (Wolowitz)
572. Development and Structure of the Self. Psych 370 and junior standing. (3). (Excl).
This course examines major psychological conceptions of the self. It is organized around such topics as the self as meaning-maker, identity achievement in young adulthood, the emerging self of infancy, the integration of self, the gendered self, the moral self, the self and social institutions. It is designed for a group of 20-25 students who have a general background in psychology. It will emphasize the critical examination of a relatively small number of texts. The class format will be centered in discussions of assigned readings, and will regularly require brief prepared reactions to them to open class discussion. Student evaluation will be based on class participation, a paper, a midterm, and a final examination. (Fast)
573. Developmental Disturbances of Childhood. Psych. 350 or 390, and Psych. 370 (3). (Excl).
This course focuses on children's developmental disturbances. It includes basic points of view, selected syndromes, relevant research data, 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, 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:3 WL:1 (Cain)
575. Perspectives in Advanced Psychopathology. Two
courses from among Psych. 350, 370, 390, 443, 444, 451, and 558.
Adv Psychopathology. The evolution of conceptualization of psychopathology as repressed trauma, conflict regarding forbidden desire vs. guilt and anxiety; internalized "bad objects" vs "good objects" and narcissistic abuse or deprivation is the focus of clinical case readings and discussion based on psychotherapy observations and interactions. Evaluation is based on an exam, final and class participation. Cost:4 WL:5. Waitlist at CRISP. If room is available, the instructor will call students on the waitlist. Wailtisted students should not attend class unless they are called. (Wolowitz)
581. Advanced Topics in Social Psychology. Psych.
380. (3). (Excl). May be repeated for credit.
Section 001 – White Racism. An experimental semester. Twenty brave and gifted students will help the instructor develop a new course for future years that examines white racism. Students will help locate, evaluate, and organize research literature. Each student will also carry out field observations. Class will also search for insightful fiction. Much of student work will be autonomous. Instructor also will bring in his research with organized extremists. Please come ready to work with spirit. Cost:4 WL:1. Must attend first two class meetings. (Ezekiel)
Section 002 – The Psychology of Groups. Covers current theories and research on group processes. Broad range of topics examined, e.g., the evolution of groups, weak and strong ties, cooperation and competition, conformity to group norms, influence of majorities and minorities, role differentiation, group decision making, intergroup conflict, etc. Seminar format with emphasis on discussion of original monographs and articles plus a small number of lectures. Grade is based primarily on two take-home exams. Optional paper. Cost:2 WL:1 (Burnstein)
Section 003 – Attitudes and Social Stereotypes. The first part of the course will explore what is presently known about attitudes, their origins, their structure, and the processes that are involved in changing attitudes. The second part of the course will focus on social stereotypes and will involve a consideration of classic and more recent research concerning social stereotypes, their origins, functions and consequences. (Manis)
591. Advanced Topics in Personality Psychology. Psych.
380. (3). (Excl). May be repeated for credit.
Section 001 – Differences Among Women. For Winter Term, 1993, this course is jointly offered with Women's Studies 510. When do people sexed female identity themselves with collectivities called, for example, "women of color"? "working mothers"? "workers"? "feminists"? "ladies"? "Latinas"? "women"? What kinds of life experiences - family ties, nationality, sexual practices, discrimination, political activism, religious affiliations, degrees of affluence or impoverishment – tend to consolidate what kinds of identifications? How are these life experiences and identifications interconnected and dependent upon one another and upon the life experiences and identifications of people sexed male? How, in particular, has the history of the U.S. – a multiracial collectivity characterized by profound inequities of race, class, and gender – created and been created by such experiences and identifications? Using speakers, written assignments, and (most important of all) engaged discussion, this course will deliberate upon these questions and others that emerge from within our ongoing interactions. (Hunter, Johnson)
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