The Department of Psychology offers two regular introductory courses: Psychology 111 and Psychology 112. Psychology 112 is offered as a natural science and stresses experimental psychology; Psychology 111 is approved for social science distribution but treats both perspectives with about equal weight. Students may not receive credit for Psychology 111 and Psychology 112. Either of the two 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.

Psychology overrides. For Psychology 111 and 112, please contact 764-9179 or go to L-218 West Quad. Students who want overrides for Psychology 330, 340, 350, 360, 370, 380, or 390 should contact the psychology undergraduate office, K-106 West Quad, 764-2580.

Discussion sections. Discussion sections for Psychology 111 and 330 will meet prior to the first lecture. Discussion sections for Psychology 112, 340, 360, 370.001, 380, 390, 490, and 434 will not meet until after the first lecture. If you are unsure about the discussion sections of other Psychology courses (not on this list) meeting prior to the first lecture for the course, you should attend.

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:3 (Collins)

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 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 (2nd ed.). There is an optional course pack which consists of half of the test item pool from which exam questions will be drawn. Teaching assistants may require additional materials for use in discussion sections. Grades are based in part on several course-wide examinations and in part on assignments in the individual discussion sections. Waitlisted students should go to the first meeting of the discussion section, since TAs will handle all overrides. Cost:2 WL:1 (Morris)

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 provides an overview of the field of psychology from a natural science perspective. Current knowledge and major research activities in different areas of psychology, including biological, cognitive, developmental, personality, cinical and social areas, will be introduced. Specific topics to be covered are human nervous system, sensation and perception, sleep and dreams, drugs, learning and memory, language and thought, motivation and emotion, sex and sexual orientation, human development, personality, mental disorders, and social behaviors, 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 in lecture plus two hours in discussion sessions is mandatory. Students are evaluated based on three one-hour exams, grades on six small (10-minute) quizzes administered during discussion sessions, and the degree of active course participation. There will be NO FINAL. Discussion sections will not meet prior to first lecture. Cost:2 WL:1 (Zhang)

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 is designed to explore contemporary psychology. 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 5 quizzes, 1 final exam and 2 papers. The text used is Gleitman, Psychology 4th ed. Norton. Cost:2 WL:1 (Inglehart)

Section 002. This course provides a broad introduction for the field of psychology. We will cover the topics of physiology and behavior, perception, learning and memory, thinking, intelligence, life-span development, motivation and emotion, personality, abnormal behavior, and social psychology. The text is Atkinson, Atkinson, Smith, and Bem (11th Ed.), supplemented by a book of readings. Each student is expected to participate actively in daily class discussions. Grading is based on performance on three exams and participation in class activities. Cost: 2 WL:1 (Seifert)

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). May be repeated 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, 1994, will be available at an Information Meeting on Thursday, November 11, 1993, at 6:00 pm. 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)

Section 001 Preschool Children at Risk.

Section 002 Big Sibs Community & Opportunity. Be a Big Sib; develop a meaningful individual relationship with a child in need of the companionship of a consistent caring adult; share in activities and enjoy being with a young person in the community. Some students might also have the opportunity to be a Big Sib to a physically or mentally handicapped child.

Section 003 Juvenile Justice and Education. Establish a meaningful friendship with a child in an after-school program; help tutor, plan activities and serve as a positive role model for a local student; interact with and assist teenagers and preteens whose behavior is in conflict with the laws and rules of our society, or join with community groups working to increase educational opportunity and juvenile justice. Learn about juvenile criminal behavior, the criminal justice system and the law, institutionalization and rehabilitation.

Section 004 Social Justice. Learn about racism, homophobia, sexism, rape, incest, domestic violence, eating disorders, substance abuse, the AIDS crisis, and teen pregnancy. Develop supportive and helping relationships with people as they encounter special challenges throughout the lifespan from teens through elderly, or join with local agencies working to bring about change in the lives of people of color, women, gay men, and lesbians.

Section 005 Interventions for Mental Health. Work with children and adults with mental illness or developmental disabilities living in institutional settings or in the community; assist these people in practicing social skills and increasing their integration into society, or work with groups advocating for better conditions, services, and community awareness for persons with mental health problem & examine issues such as attitudes and prejudices about mental health, mental illness and mental retardation.

Section 006 Health, Illness, & Society. (formerly Medical Psych.) Serve as a non-medical liaison between staff, family, and patients, offering empathy and emotional support in waiting rooms, at bedside, in community health clinics and in other settings; learn how people cope with stress; provide supervised occupational, physical, rehabilitative, educational, and recreational therapy, and support for people with special physical or health needs: senior citizens, children who are physically impaired, or people who are HIV positive, or work with groups trying to prevent particular health problems, promote health education or those that are advocating for improved health services.

Section 007 Exploring Careers. Investigate majors and careers that best fit your needs and abilities; explore graduate school options; write a resume and cover letter; improve your job search strategies; talk with professionals in various fields; increase your awareness of social issues that affect people's career decisions and work lives. This section requires override from L218 WQ.

Section 008 Lifespan Development. Work with infants, children and teenagers in a variety of day care and school settings. Learn about the course of human development and the many forces that influence this. This section is primarily intended for students who are simultaneously enrolled in Psych 350.

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 350. (4). (Excl).

This course is intended for students in the Inteflex program. It is a life span human development course, surveying birth to death, and providing theoretical and empirical material on physical, perceptual, cognitive, social/emotional development. Opportunities to work directly with children or special groups are optional but available. Grades are based on three exams and paper (library or practicum). Cost:2 WL:1. The course is geared to Inteflex students, and they have first priority. (Teasley)

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 (Manis)

313(370)/Rel. 369. Psychology and Religion. Introductory psychology or senior standing. (4). (Excl).

This course deals with psychological theory and research relevant to such religious phenomena as: the development of morality and a philosophy of life; mystical experience; ritual; prayer; supernatural and humanistic religions; the social psychology of churches and congregations; denominations, cults, and non-Western religions. (McKeachie)

330(331). Introduction to Biopsychology. Introductory psychology. (4). (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). Satisfies a Psychology advanced laboratory requirement.

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 (Becker)

340. Introduction to Cognitive Psychology. Introductory psychology. (4). (NS).
Section 001 Memory, Thinking, 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 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. The course will include lecture, discussion, demonstrations, in-class experiments, and practice on problem-solving exercises. Cost:2 WL:1 (Jonides)

341(310). Superlab in Psychology as a Natural Science. Psych. 330 or 340. (4). (NS). Satisfies a Psychology advanced laboratory requirement.

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. Experimental methods are demonstrated using examples from vision and perception, pattern recognition, memory systems, language, problem solving, and decision making. Grading is based on exams and reports of three experiments conducted by students. Cost:2 WL:1 (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. Cost:2 WL:1 (Volling)

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

360. Introduction to Organizational Psychology. Introductory psychology. (4). (SS).

Organizational psychology is the subfield of psychology devoted to the human behavior in organizations. This course offers a broad-ranging introduction to the field focusing particularly on the problems of understanding behavior that is in some respects governed by psychological principles and laws and in some respects by sociological principles and laws. Topics in the course include individuation and socialization, motivation in organizations, group psychology, sociology, role relations, organizational dynamics, and problems of management. The course will consist of a combination of lecture, discussion, and group work. (Sandelands)

361. Advanced Laboratory in Organizational Psychology. Psych. 360. (4). (Excl)

This is a project-oriented advanced laboratory in organizational psychology. The lab is designed (1) to provide students with opportunities to gain practical organizational research experience, (2) to introduce students to selected general research methods in organizational psychology (e.g., field experiments, experimental simulations, survey research), and (3) to provide practical knowledge about research design, analysis, and scientific writing. Student research teams will engage in the design, data collection, analysis, and write-up of three organizational research projects. Topics of study for this lab include social influence in work groups, normative concerns in organizational decision making, and the role of affect in interpersonal exchanges. Instruction will be delivered by lecture, workshops, and discussions. Readings will focus on theories, research issues, and methods. Evaluation will be based on contributions to the research team (peer evaluations) and on three collaborative written reports. Energetic and thoughtful participation is an absolute requirement. Cost:2 WL:1 (Saavedra)

370. Introduction to Psychopathology. Introductory psychology. (4). (SS).
Section 001.
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, and cognitive) will also be covered. Grading will be based on exams, assigned papers, and section participation. Cost:3 WL:1 (Hansell)

Section 020. 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)

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, and does not require permission of instructor. Cost:3 WL:1 (Cain)

Section 002 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 responses to frequently used instruments for clinical assessment. Assigned readings will be used to place these clinical data in a broader perspective. This course consists of weekly topics. Meetings will center on assigned readings. Students will write one-paragraph reactions to the readings. Several of these will be read to introduce class discussion. Course evaluation will be based on two short papers, two in-class tests and class participation. Cost:1 WL:1 (Fast)

Section 003. This section will concern clinical methods and issues with a focus on the impact of early trauma on the adult personality/psychopathology. A range of topics and methodologies will be studied. Lab goals include increasing the students' sophistication about adult psychopathology through the use of clinical materials (e.g., interviews, test responses) and competence in designing and carrying out clinical research projects. There will be text readings on a range of topics of research design and the special ethical considerations in doing research with human subjects. Course evaluation will be based on class participation, reaction paragraphs to articles, in-class project, reports, and the completion of a longer empirical project completed with a partner. (Lohr)

380(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 (Cordova)

381(516)/Soc. 472. Advanced Laboratory in Social Psychology. Stat. 402 and Psych. 380. (3). (Excl).
Section 001.
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)

Sections 002 and 003. 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)

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. Emphasis will be placed on the interaction between internal personality characteristics and the social context within which individuals operate. Lectures and readings include a balance of theory and research. The course includes two lectures and two discussion sections per week. (Buss)

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 (Stewart)

401. Special Problems in Psychology as a Social Science. Introductory psychology. Only 6 credits of Psych. 400, 401, 402, 500, 501, and 502 combined may be counted toward a concentration plan in psychology. (1-4). (Excl). May be repeated for a total of 12 credits.

Section 001 Doing and Resisting Evil Collectively: The Psychology of Social Movements. (3 credits). This course examines through the lens of psychology the evil perpetrated by and countered by people through collective action. First we focus on psychological principles and research finding potentially illuminative of these issues (such as moral development, motivation, conformity, obedience, groupthink, and persuasion). Then we study accounts of these 20th-century social movements: the Chinese Cultural Revolution, Jonestown, and Nazism and the anti-Nazi resistance movement enacted by the French village of LeChambon. We systematically analyze these historical occurences, looking for the factors that influenced people to act collectively to perpetrate or challenge evil. The course uses the seminar format. Class discussion is based on daily written analyses of the assigned readings. In a final longer paper students analyze the evils perpetrated by or defied by a social movement of their choice. Grades are based on the quality of performance reflected in an exam, class participation, and written analysis. Cost:3 WL:1 (Landman)

Section 002 Community Issues in Theory and Practice. (4 credits). This class will look at how neighborhood violence, domestic violence and poverty affect the school performance of inner-city children. This project works with Latino/a Youth that are at high risk of dropping out of school. The class tutors Junior High School Students on Monday and Weds. Students meet at 8 am at the Michigan Union and are back at 12 noon. The class will become familiar with an intervention that combines both, educational and emotional needs. Interested students must fill up and application at the Psychology Department. (Jose)

402. Special Problems in Psychology. Introductory Psychology. 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 Mind and Brain: Historical and Contemporary Issues. Introductory psychology or biology or Junior standing. (3 credits).
What are the influences now and in the past that determine an accepted view of the biological basis of "human nature"? This course examines the interaction of historical, philosophical, sociopolitical, technological, and personal factors that determine modern views and studies of normal and abnormal behaviors. Contemporary issues include an analysis of genetics and behavior; psychopharmacology; biological explanations of crime, mental illness, race, gender differences, etc.; bias in biology and psychology and its role in determining social policy; and cross-cultural comparisons between Western and Eastern illness and treatment systems. This course encourages you to think critically, and to entertain radically different perspectives. The instructor assumes no particular background in psychology or biology and non-psychology concentrators are welcome. Grades will be based on a midterm and 3 short papers. Cost:4 WL:4 (Rose)

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. Credit is granted for a combined total of 12 credits through the series Psychology 404-409. A combined total of 6 credits of Psychology 404-408, 504, and 506 may be included in a concentration plan in psychology. (1-12). (Excl). (EXPERIENTIAL).
Undergraduate Psychology Peer Advising Practicum.
This course offered for 2 or 3 credits is a supervised practicum for psychology concentrates who wish to learn to help other psychology students through academic advising/counseling. Students are selected by interview for the training and supervised practicum. Twelve hours of weekend training in peer facilitation psychology concentration requirements precede the weekly practicum and supervision sessions. A 2 hour faculty-supervised weekly class and an additional 1/2 hour meeting with undergraduate office staff is required. Required also are weekly journals and a final research 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. (Hatcher)

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. Credit is granted for a combined total of 12 credits through the series Psychology 404-409. A combined total of 6 credits of Psychology 404-408, 504, and 506 may be included in a concentration plan in psychology. (1-12). (Excl). (EXPERIENTIAL).

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). (SS).

See Women's Studies 419. (Ore/Shultz)

412. Peer Counseling. Introductory psychology. (3). (Excl).
Section 001 Peer Counseling Skills.
This course, which is open to freshpersons 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, a midterm role play and critique, 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 and illustrations of how such skills are applied. 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 and textbooks will be available and additional materials will be distributed by the instructor and teaching assistants during the course. Cost:4 WL:1 (Hatcher)

430. Comparative Animal Behavior. Introductory psychology or introductory biology or equivalent. (3). (NS).

This course presents a broad introduction to animal behavior from the perspective of evolutionary biology (sociobiology). Topics include Darwin's theory of evolution, the relationship between genes and behavior, the evolution of group-living, and social interactions between close genetic relatives (e.g., parent-offspring, siblings), mates, and other conspecifics. Terms such as aggression, territoriality, and mating systems are considered in light of how they have evolved and how they contribute to daily survival and reproductive success. Examples from a wide variety of animal species are used to help emphasize various points. A lecture format is used, and students are encouraged to question and comment during class. Grading is based on a multiple-choice quiz, two in-class essay exams and a term paper. The class is open to sophomores and is well suited for any student interested in animal behavior, biological psychology, or the relationship between evolution and social behavior. Cost:2 WL:1 (Lee)

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 visual perception, attention, memory and language. The course focuses on the cognitive consequences of brain damage, as well as brain imaging and neurobehavioral techniques that are used to study the relationship between the brain and behavior. Evaluation based on 3 exams. (Reuter-Lorenz)

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 carries concentration credit for Psychology concentrators and natural science credit for non-Psychology concentrators. The course focuses on basic perceptual phenomena 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:4 WL:4 (Meyer)

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 patterns 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)

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 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)

453. Socialization of the Child. Psych. 350. (3). (SS).

This course will focus on children's social and emotional development with a particular emphasis on the various agents that play a part in children's socialization. A major assumption underlying this course and guiding its content is that growth in social and emotional competence emerges from children's experiences in their relationships with other people, especially parents, siblings, and friends. We further assume that socialization is bidirectional, that is, that children influence their relationships even as their relationships influence them. A partial list of topics includes: biological influences on development, infant-caregiver attachments, the development of children's friendships, parental beliefs and behaviors, the role of fathers in child development, sex-role development, the development of prosocial behavior, the development of the self, the development of achievement motivation, schools as socialization agents, day care and maternal employment, and divorce and single-parenthood. Cost:2 WL:1 (Parker)

455. Cognitive Development. Psych. 350. (3). (SS).

This course is a survey of research and theories on cognitive development. The main focus is on children and how their thinking changes from infancy to adolescence. We will study children's learning, memory, language, and intellectual development from several theoretical perspectives (e.g., Piaget, information-processing, Vygotsky, psychometrics). Whether you seek a career in child development or simply are curious about children, this course is designed to enrich your understanding of children's minds. The course format includes lectures, discussions, term projects, and student presentations. Cost:2 WL:1 (Paris)

459. Psychology of Aging. Psych. 350. (3). (SS).
Section 001.
This section of Psychology of Aging takes a broad view of aging. It is based on the premises that individual aging is a life long process that cannot be understood as an isolated phenomena but is a function of the physical and social changes that accompany psychological developments as well as of the social and historical context in which an individual ages. The course will draw information from the traditional specialties of the psychology of aging (such as memory; intelligence; personality; social relationships, and psychopathology and treatment) as well as from health and social gerontology (i.e., disease, treatment, and prevention; institutionalization; retirement; social stratification; and housing). Emphasis is on review of research evidence and application to concrete issues in aging and life span change. The course is organized into lectures and discussion sections; some contact with an older person outside of class is also required. Course requirements are several papers and two exams. A text and supplemental readings will be used. (Herzog)

Section 002. This course is an overview of current social gerontological issues. Topics covered include a review of general theories of aging, the demography of aging, a discussion of how sociodemographic variables influence the aging experience, and a consideration of what is currently known about aging changes in cognition and intelligence. A major portion of this course focuses on what is known about how physical and mental health influences the experience of aging. Also studied is the social characteristics of middle aged and elderly people, in particular the nature of their family and friendship relationships. The course also examines the questions of death and dying, and of ethical and policy issues as they relate to the elderly. This is an upper level course that assumes a knowledge base in psychology. It is taught within a life-span development framework. Grade is based on exams, activities, and a paper. Cost:2 WL:1 (Perlmutter)

464. Group Behavior in Organizations. Psych. 360. (3). (Excl).

This course introduces students to a wide range of concepts and issues in group behavior. It is the second in a series of three courses that includes Psychology 360 (Individual Behavior in Organizations) and Psychology 565 (Organization Systems). Students may elect to take this course without taking the other two courses. The course presents information on the design and management of small task groups within organizations. The course focuses both on the contextual significance of groups and the impact of intrapsychic forces on groups. Both experiential and didactic teaching methods will be used and course material will include research literature, case studies, examples from contemporary organizations and the instructor's own research and consulting experience. Students will be required to work in small groups. Cost:2 WL:1 (Davis-Sacks)

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 and multicultural theory. Students will be expected to attend weekly lectures and discussion. (Tirado)

488/Soc. 465. Sociological Analysis of Deviant Behavior. (3). (SS).

See Sociology 465. (Modigliani)

490(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 psychologicalpolitical 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. Although the sections are scheduled to be two hours long, they will not meet every week, so that the actual number of contact hours will be appropriate to the number of credits (3). Cost:2 WL:1 (Winter)

501. Special Problems in Psychology as a Social Science. Introductory Psychology. Only 6 credits of Psych. 400, 401, 402, 500, 501, and 502 may be counted toward a concentration plan in psychology. (1-4). (Excl). May be repeated for a total of 12 credits.

Section 001 Psychosocial Perspectives on the Identities of Asian Pacific Americans. (3 credits). In this course, we will take a comparative approach to examine how ethnicity, culture, class, gender, and community affect "identity" by looking at the diverse cultures of Asian Pacific Americans (South Asians, East Asians, Southeast Asians, and Pacific Islanders.) We will explore topics of: acculturation and identity development; impact of positive and negative stereotypes; gender role conflicts; impact of racism on identity and personality; media images vs. reality; identities of APA lesbians and gay men; multiracial/multiethnic families; and individual and community interventions. Methods of instruction will include panel discussions, lectures, structured experiential exercises, film presentations, and group inquiry. Students will focus on a particular area of inquiry and work on an investigative project with other students. Each investigative team will share their findings with the class. Evaluations will be based on participation, exams, response papers, and final project papers and presentations. (Motoike)

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)

Section 003 Cross-Cultural Concepts of Development. (3 credits). A universal feature of human existence is that children develop and become adult members of society. But how "childhood" and "development" themselves get defined varies widely across cultures. This course will attempt to explore specific aspects of development (language and cognition, social and personality, and moral development) across a variety of cultures, using materials from both psychological and anthropological research. Classes will be conducted in a combined lecture/discussion format. Students will be expected to participate actively in class discussions and to conduct their own research projects. It is recommended that students have a background in psychology, cultural anthropology, or area studies, as this is really a course in how cultures serve to modify and interact with child development. Cost:2 WL:1 (Tardif)

Section 004 The Psychology of Conflict, War and Peace. (3 credits). For Winter Term, 1994, this course is jointly offered with Psychology 808.002. Why do some crises escalate to violence and war, while others are peacefully resolved? This seminar will consider theory and research on psychological factors (such as motives, perceptions, and social interaction processes) underlying conflict escalation, war, and peace. We will begin with a classic comparison study between a crisis that unexpectedly escalated to war (World War I) and a crisis that was peacefully resolved (Cuban Missile Crisis). We will then survey existing theory and research on psychological factors in conflict. Seminar members will develop an individual or joint research project that compares two crises (one "war," one "peace") of their choice. These projects will involve systematic analysis of original materials (documents, diaries and memoirs, and/or the contents of mass media) to identify psychological factors underlying war. Evaluation by seminar participation and final project. Enrollment limit (808 and 501 combined) 20. Cost:2-3 (Winter)

Section 005 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 instructor 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 (Rosenwald)

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 (Weintraub)

512(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)

531. Advanced Topics in Biopsychology. Psych. 330. (3). (Excl). May be repeated for credit.
Section 001: Biopsychology of Learning and Memory.
This lecture/discussion course surveys current ideas and findings on 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)

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)

558. Psychology of Adolescence. Psych. 350. (3). (Excl).
Section 001 Diversity and Context.
This course uses the lifespan approach to explore the complexity of adolescent development. This approach includes the biological, psychological, sociological, and historical perspectives. Understanding the similarities and differences of experiences among adolescents from diverse groups and the social contexts (i.e., family, school, and neighborhood) in which developmental transitions occur will be the focus of this course. We will examine normative social development and issues in adolescent mental health such as depressive symptomatology, substance abuse, and compromising health behaviors. The class format includes both lectures and class discussions. Student evaluation will be based on exams, a research paper, and class participation. (Caldwell)

Section 002. 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)

570(556). The Psychological Study of Lives. Psych. 370 or 390 and junior standing. (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. Cost:3 WL:1 (Rosenwald)

571. Advanced Topics in Clinical Psychology. Psych. 370. (3). (Excl). May be repeated for credit.
Section 001 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. Waitlisted students should not attend class unless they are called. (Wolowitz)

Section 002 Divorce, Remarriage and Child Development. This course is intended to review the short-term, intermediate and long-term effects of parental divorce on the social, emotional and cognitive development of youngsters, from birth to eighteen years of age. A review of clinical, developmental and sociological literatures pertaining to the effects of divorce on the trajectory of child development will be integrated. Findings from these literatures will be viewed from family systems, psychodynamic and stress/coping/resiliency frameworks. The results of this review and conceptual understanding of published clinical and research findings will be used to assess alternative clinical, legal and social policy interventions on behalf of youngsters whose parents divorce. (Kalter)

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 exams during the term and a final exam, plus written exercises. Cost:2 WL:1 (Cain)

575. Perspectives in Advanced Psychopathology. Two courses from among Psych. 350, 370, 390, 443, 444, 451, and 558. (3). (Excl).

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-three 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 Group Identity: Gender and Ethnicity. For Winter Term, 1994, this course is jointly offered with Women's Studies 342. (Lopez)

591. Advanced Topics in Personality Psychology. Psych. 380. (3). (Excl). May be repeated for credit.
Section 001 Differences Among Women.
For Winter Term, 1994, 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)

Independent Study/Directed Reading

The department of psychology offers several options for independent study/directed reading.

204. Individual Research. and 206. Tutorial Reading. Arrangements may be made for adequately prepared students to undertake individual research or 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.

504. Individual Research and 506. Tutorial Reading. Arrangements may be made for adequately prepared students to undertake individual research or plans of study under the direction of a member of the staff. Work in 504 must include the collection and analysis of data and a written report. Work in 506 provides an opportunity for further exploration of a topic of interest in Psychology. 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 and an override.

The field practicum courses (Psych 404-408) offer 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.

Field Practicums and Psych 504, 506 have prerequisites of 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 404-408, 504, and 506 may be included in a concentration plan in psychology. Credit is granted for a combined total of 12 credits elected through the series Psych. 404-409. Psych 504 and 506 each can be elected for a maximum of 6 credits each.

The following limitations apply to Experiential and Directed Reading/Independent Study credit:

  1. A maximum 15 credits of Experiential courses may be counted toward a degree; a maximum 8 credits may be earned from one project, and only one such Experiential project may be elected each term.
  2. combined total 30 credits of Experiential and Directed Reading/Independent Study courses may be counted in the 120 credits required for a degree.
  3. Experiential and Independent courses are excluded from area distribution plans.

lsa logo

University of Michigan | College of LS&A | Student Academic Affairs | LS&A Bulletin Index

This page maintained by LS&A Academic Information and Publications, 1228 Angell Hall

The Regents of the University of Michigan,
Ann Arbor, MI 48109 USA +1 734 764-1817

Trademarks of the University of Michigan may not be electronically or otherwise altered or separated from this document or used for any non-University purpose.