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 or 115. Psychology 115 is offered as a natural science course and stresses experimental psychology. In Psychology 114 the coverage of basic material is rapid, leaving some time for specialized topics.
For each of the gateway and intro courses, we will establish a single waitlist for that course. If all the sections you want are filled, than you need to get on the course waitlist.
Wait list on the appropriate waitlist section for each course. We will use that waitlist to establish priority for getting into the course. The waitlist section for 111 lecture 001 is Section 029; for lecture 030 the waitlist section is Section 059. For 112, 330, 340, 350, 360, 370, 380, and 390, the waitlist section is 099.
All overrides for Psychology 111 and 112 will be issued by staff in the intro psych office. All overrides for Psychology 330, 340, 350, 360, 370, 380 and 390 will be issued by staff in the undergraduate office.
No overrides will be issued until early registration ends. Overrides will be available to students on the CRISP waitlist on a first come first serve space available basis beginning December 12.
Section switching will be done on a space available basis beginning December 12. Override requests must be made to the appropriate office.
Overrides will be available to anyone on a space available basis beginning January 18 in the appropriate office.
Department of Psychology disenrollment policy for Psychology
111 and 112.
Students must attend discussion section during the week of January 9 or contact the introductory psychology office, or they will be disenrolled from the course.
Department of Psychology disenrollment policy for Psychology
330, 340, 350, 360, 370, 380, and 390.
Students must attend discussion section during the week of January 9 or contact the undergraduate psychology office, or they will be disenrolled from the course.
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. During the term we will cover such topics as perception, development, physiology and behavior, personality, and social psychology. In addition, we will look at some of the metaphors and principles that have guided research and theory within psychology (e.g., the mind as computer; the role of the unconscious; the person as pleasure seeking; the role of nature and nurture). Grades are based on three exams and assignments in discussion sections. Cost:2 WL:5, See Department waitlist procedures above. (Hilton)
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). (BS). Students in Psychology 112 are required to spend five hours outside of class participating as subjects in research projects.
This course provides a broad introduction to the content and methods of contemporary psychology, with an emphasis on natural science approaches to the study of human behavior. Topics include the neural and hormonal bases of behavior, genetics and evolution, drug action, sensation, perception, learning, memory, cognition, intelligence, motivation, emotion, social behavior, and abnormal psychology. An additional theme is the importance of being critical consumers of the often misleading psychological information disseminated through the mass media. The required text is Introduction to Psychology (11th ed.) by Atkinson et al. (Harcourt Brace), which will be supplemented by a small course pack (also required). Grade will be based on three hourly exams, five quizzes, three short written assignments, participation in discussion section meetings, and an optional research paper. Cost:3 WL:5 (P.Price)
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 section of Psych 114 will provide an introduction of contemporary psychology ranging from brain and behavior through cognition, motivation, personality, and developmental psychology to social, organizational and environmental psychology. Students will apply the research and concepts to their own learning and thrinking. Students will work in cooperative groups to develop and carry out a research study.
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: What are the limits to perceiving, remembering, and thinking "objectively"? To what extent are intelligence, personality and action influenced by nature and nurture? 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 Freedom Summer) and a course pack consisting of diverse readings (essays, short stories, autobiographical accounts, etc.) that correspond to the topics presented in the textbook. The final grade is based on your performance on frequent quizzes, frequent papers, and a comprehensive final examination. Cost:4 WL:1 (Landman)
120. Seminar in Psychology as a Social Science. May
not be included in a concentration plan in psychology. (3). (SS).
May be repeated for a total of six credits.
Section 001 – Freud's Revolution and How it Changed the World (for Better and for Worse). This course will study how Freud invented psychoanalysis, how his theory has changed in his lifetime and even more over time, and how it has affected out understanding of the mind. The goal of this seminar is to help students grasp the extent to which contemporary common sense notions of mind and behavior have been profoundly influenced by psychoanalytic thought. (Adelson)
Section 002 – The Psychological Person and the Law. This seminar will examine a number of case studies involving psychology and the law that have been covered by the popular press (e.g., the Bobbit and Menendez trials). (Pachella)
125. Drugs, Culture, & Human Behavior. May
not be used as a prerequisite for a psychology concentration.
May not be included in a psychology concentration. (3). (Excl).
Section 001 – Drugs, Culture, and Human Behavior. An introductory survey of psychoactive drugs and plants, toxins, and other chemicals that alter human behavior with an emphasis on their use in various cultures. Following an historical introduction and an overview of drug action mechanisms of the nervous system, each chemical group is discussed from the following perspectives: history of use, specific modes of action, physiological and psychological effects, reasons for use (religious, medicinal, recreational, etc.), cultural influences, and potential hazards and treatments. Topics include alcohol and other depressants, coca leaves and other stimulants, psychedelics and hallucinogens, psychotherapeutics, medicinal plants, and contraceptives. Course Texts: Bakalar, J.B. & Grinspoon, L. (1984) Drug Control in a Free Society. New York, Cambridge U. Press; Furst, P. (1990) Flesh of the Gods: The ritual use of hallucinogens. Prospect Heights, Ill., Waveland Press; Ray,O. & Ksir,C. (1993) Drugs, Society, & Human Behavior. St. Louis, Mosby; Williams, Terry (1992) Crackhouse; notes from the end of the line. New York, Penguin; Course pack: 6 papers. Course requirements: 3 hour exams and 2 short (4-6 pages) essays. (Rose)
211(201). Outreach. Prior or concurrent enrollment in introductory psychology. May not be included in a concentration plan in psychology. (1-3). (Excl). Offered mandatory credit/no credit. Laboratory fee ($15) 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, 1995, will be available at an Information Meeting on Thursday, November 17, 1994, at 6:00 pm. For information, call the Outreach Office at 764-9179 or 764-9279. If you are unable to attend the Mass Meeting, stop by the Outreach Office in L218 Winchell House, West Quad and pick up a description Booklet, Office hours: Monday thru Friday, 7:30 am to 3:30 pm. 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 $15 lab fee. WL:1 (Miller)
Section 001 – Preschool Children at Risk. Provides experiences for a variety of preschool children who are at-risk of developing intellectual, emotional, and behavioral problems. Work with agencies who assist children facing these situations. Examples and possible risk factors include poverty, teenage parents, single parents, and developmental difficulties.
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 contemporary problems, such as poverty, sexism, racism, heterosexism, and sexual violence as they occur around us here on campus and in the world. As you examine the value systems which shape our current society, you can develop supportive and helping relationships with young and old persons as they attempt to work and survive within our present system.
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 résumé 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 in a variety of settings with infants, pre-schoolers, elementary school-age children, and adolescents. Develop rewarding relationships with normal (i.e., not at-risk) children. Exercise your creativity and curiosity, and draw on your own childhood experiences to learn about the course of normal human development and the many forces that influence it. 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). The course is geared to Inteflex students, and they have first priority. Cost:2 WL:1 (Hoffman)
303(503). Special Problems in Psychology: Advanced
Laboratory. One of the following: Psych. 330, 340, 350, 360, 370, 380, or 390. (2-4). (Excl).
Section 001 – Research Methods and Techniques in Biopsychology (Prereq. Psych. 330 and Permission of Instructor). (3 credits). This course is intended to acquaint students with the research process, emphasizing research in physiological psychology. The objectives of the course are: (1) to introduce students to the methods used in conducting empirical research; (2) to expose students to selected methods and techniques used in the study of brain-behavior relations; (3) to provide students with the research skills involved in gathering and evaluating empirical data concerning the biological basis of behavior; and (4) to develop skills necessary for writing and critically evaluating scientific papers in the field of biopsychology. Students will first learn the basic components involved in the successful conduct of empirical research, and be provided with a broad overview of research design issues relevant to research in biopsychology. These methods will then be used to perform experiments addressing a variety of research topics in biopsychology. Videotaped experiments will provide the basis for the laboratories, including all data collection. Meets one of two lab course requirements. Cost:1 WL:1 (Camp)
305. Practicum in Psychology. Introductory
psychology. A total of 6 credits of Psychology letter-graded experiential
courses may be counted for the Psychology concentration. (2-4).
(Excl). (EXPERIENTIAL). May be repeated for a total of 6 credits.
Section 001 – Children's Learning and Motivation in Museums. This course will investigate how children learn in museums and with outreach programs that connect schools, museums, and communities. Students will have the opportunity to serve as docents and/or researchers in local museums and schools. They may work with a Hands-On Biology program curriculum in grades 2-5 in local schools or help to conduct studies of children's learning and motivation in local museums. Other students may choose to conduct basic research on the design of new exhibits for children. Students will be expected to participate in research 4-6 hours per week, to read relevant background information on children's learning and museums, and to write a 10 page paper. Cost:1 WL:1 (Paris)
306. Project Outreach Group Leading. Introductory psychology, Psychology 211, and permission of instructor. A total of 6 credits of Psychology letter-graded experiential courses may be counted for the Psychology concentration. (3). (Excl). (EXPERIENTIAL). May be repeated for a total of 6 credits.
This course provides the students with knowledge and practice in teaching undergraduate students involved in community service learning experiences. In addition to completing a personal service learning placement in a community setting, students will learn to supervise and evaluate the placement activities of others, and gain essential skills in facilitating small group discussions which integrate field experiences with theoretical concepts. Students will be evaluated on the basis of two projects, a number of other regular written assignments, and the quality of the small group discussions which they facilitate. Cost:2 (Miller)
307. Directed Experiences with Children. Introductory psychology and permission of instructor. A total of 6 credits of Psychology letter-graded experiential courses may be counted for the Psychology concentration. (3-4). (Excl). (EXPERIENTIAL). May be repeated for a total of 7 credits.
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)
308. Peer Advising Practicum in Psychology. Introductory psychology and permission of instructor. A total of 6 credits of Psychology letter-graded experiential courses may be counted for the Psychology concentration. (2-3). (Excl). (EXPERIENTIAL). May be repeated for a total of 6 credits.
This course offered for 2 or 3 credits is a supervised practicum for psychology concentrators 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 and psychology concentration requirements precede the weekly practicum 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. For further information please call Dr. Hatcher at 747-3920. Cost:3 WL:3 (Hatcher)
312(391). Junior Honors: Research Methods in Psychology.
Honors concentrators in Psychology. (3). (Excl).
Section 001. This course is designed to help the student prepare to carry out a research project for a senior Honors thesis. We will focus on the selection and development of topics, literature reviews, and research design. Class time will be devoted to discussions in which students can share their questions, knowledge, and interests as they develop their research proposals. Evaluation will be based on short papers and presentations, and on a larger paper describing a proposed research project. Cost:2 WL:4 (Manis)
313(370)/Rel. 369. Psychology and Religion. Introductory psychology or senior standing. (4). (Excl).
An exploration of the encounter between psychology and religion: (1) religion and psychology as competing or overlapping explanations of behavior, as legislations of mental health and "disease," and as techniques for the "cure of souls"; and (2) the "psychology of religion," that is, psychological theory and research about phenomena such as religious experience, moral development, spiritual autobiographical narratives ("paths"), ritual, prayer, and the social psychology of religious groups. The course is based on textual and ethnographic materials from a variety of religious traditions and on the writings of competing psychological theorists. The course reviews religious phenomena of psychological interest (prayer, meditation, possession, exorcism, etc.), psychological theories and practices of religious interest (nosology, empathy, etc.), the classics of the psychology of religion (James, Freud, Jung, etc.), religious classics of psychological interest (Augustine, Buddhist theories of mind, etc.), and modern theories in the psychology of religion (humanistic, behavioral, sociobiological, etc.). Cost:3 WL:3 (Gómez)
330(331). Introduction to Biopsychology. Introductory psychology. (4). (NS). (BS).
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:5 (See Psychology Waitlist procedures above). (Bazzett)
331(511). Laboratories in Biopsychology. Psych. 330 or 431. (4). (Excl). (BS). Satisfies a Psychology research-based 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. Grades are based on a student's (1) performance in an individual faculty member's lab; (2) an oral presentation; and (3) term paper that describes the student's research experience. 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:3 (Holmes)
340. Introduction to Cognitive Psychology. Introductory
psychology. (4). (NS). (BS).
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). (BS). Satisfies a Psychology research-based 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 (Zurbriggen)
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). Satisfies a Psychology research-based laboratory requirement.
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)
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). Satisfies a Psychology research-based laboratory requirement.
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 organizational research projects. 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 collaborative written reports. Energetic and thoughtful participation in research projects 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 and assigned papers. The format will involve lectures and films; there will be no sections. Cost:3 WL:1 (Hansell)
Section 010. This course is an introduction to the clinical, theoretical and research literature on psychopathology. We will explore the concept of "mental illness," existing systems of classifying behavior deemed to be dysfunctional (i.e., DSM-IV) and methods typically employed to treat forms of psychological suffering. The emphasis will be on understanding what psychopathology is at the level of the individual struggling with it as well as exploring what existing norms of illness and health tell us about human culture at the present time. Students are expected to attend lecture and section regularly and will be evaluated on examinations, short papers and class participation. (Leary)
372(415). Advanced Laboratory in Psychopathology. Psych.
370. (3). (Excl). Satisfies a Psychology research-based laboratory
Section 001 – Clinical Approaches To Childhood Disorder. The central focus of this course is the process of clinical inference in exploring the nature of children's difficulties, planning patterns of intervention, and engaging in the intervention process. Students will work with such clinical material as case histories, interview materials, and children's responses to frequently used instruments for clinical assessment. Assigned readings will be used to place these clinical data in a broader perspective. This course consists of weekly topics. Meetings will center on assigned readings. Attendance is required. 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 002. 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 003. This is a research-focused laboratory class which uses attachment theory and research as its base. Students complete independent research projects either alone or with partners on any topic regarding relationships and attachment theory. Statistics 402 or the equivalent is strongly recommended but not required. (Homann)
380(382). Introduction to Social Psychology. Introductory psychology. (4). (SS).
This course introduces students to the field of social psychology. A general overview of the development of social psychological ideas, the methods used, and the various subfields of social psychological research will be discussed first. Part 2 of the term is devoted to studying research on social cognitions. Part 3 introduces research on social influence. Part 4 explores issues of social interaction (intra- and intergroup relations) and how these social psychological ideas can contribute to our understanding of ethnocentrism, racism and sexism. Grades are determined in a midterm exam, a final exam, and two papers. Instructional methods include lectures, weekly discussion sections, films, demonstrations, and assigned readings. Cost:2 WL:1 (Inglehart)
381(516)/Soc. 472. Advanced
Laboratory in Social Psychology. Stat. 402 and Psych.
380. (3). (Excl). Satisfies a Psychology research-based laboratory
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. (Larsen)
391(519). Advanced Laboratory in Personality. Stat. 402, and prior or concurrent enrollment in Psych. 390. (3). (Excl). Satisfies a Psychology research-based laboratory requirement.
Personality research methods will be explored in detail in this course. Several techniques for measuring personality will be introduced, including questionnaires, physiological measures, projective techniques, and observation. Attention will also be given to ethical and social issues involved in the assessment of personality, as well as issues of research design and measurement reliability and validity. Students will gain direct experience with assessment methods by generating personality data for use in class projects. Class projects involve selecting personality variables and formulating hypotheses about them. Those hypotheses are then tested in data generated or obtained by the class members. While class projects will be done on group data, students will obtain individualized experience with many different types of personality measures. Cost:2 WL:1 (Larsen)
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 – Spanish in the Community. (3 credits). For Winter Term, 1995, this section is offered jointly with American Culture 310.001. (Jose)
Section 002 – Genes and Gender. (1 credit). For Winter Term, 1995, this section is offered jointly with Women's Studies 481.001. (Reilly)
411/WS 419. Gender and Group Process in a Multicultural Context. One course in women's studies or psychology. (3). (SS).
See Women's Studies 419. (Shifman)
434(333). Human Neuropsychology. Introductory psychology. No credit granted to those who have completed or are enrolled in Psych. 634. (4). (NS). (BS).
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)
436. Drugs of Abuse, Brain and Behavior. Psych.
330. (3). (Excl). (BS).
Intro. Biology and Chemistry are recommended as prerequisites. This course provides an introduction to the neuropsychopharmacology of drug abuse and addiction. The acute and long-term effects of selected drugs of abuse on behavior, mood, cognition, and neuronal function are explored. Material from studies with humans is integrated with preclinical studies on the biopsychology of drug action and drug abuse – including an introduction to pharmacological principles, behavioral pharmacology and detailed coverage of synaptic transmission and the distribution, regulation, and integration of brain neurotransmitter systems. The focus is on drugs of abuse, including opiates (heroin, morphine, opium), sedative-hypnotics (barbituates), anxiolytics (benzodiazepines), psychomotor stimulants (amphetamine, cocaine), hallucinogens (LSD, mescaline), hallucinogenic-stimulants (MDA, MDMA), dissociative anaesthetics (PCP) and alcohol. The course has a natural science orientation and is intended for students concentrating in psychology as a natural science, biology, or the bio-behavioral sciences (e.g., pre-med). A lecture format is used, with required reading from a text. Grades are based on objective-type exams. Cost:2 WL:1 (Robinson)
442. Perception, Science, and Reality. Introductory psychology. No credit granted to those who completed Psych. 444 prior to Fall Term, 1992. (3). (NS). (BS).
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). (BS).
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:4 (Meyer)
447(443). Psychology of Thinking. Psych. 340. (3). (NS). (BS).
This course provides a review of the psychology of human thinking including reasoning, problem solving, and decision making. Both descriptive approaches (i.e., those that stress how people actually think) and prescriptive approaches (i.e., those that stress how people ought to think) will be covered. The required text is Thinking and Deciding (2nd ed.), written by Jonathan Baron, and published by Cambridge University Press. Supplementary readings, also required, will be determined in part by students' interests. Grades will be based on three hourly exams, several biweekly quizzes, a short research paper, and active and earnest participation in class discussions and demonstrations. Cost:2 WL:1 (P.Price)
451/Ling. 451. Development of Language and Thought. Psych. 350. (3). (SS).
This course will examine how children acquire their first language, from babbling and first words through complex grammar. Topics include: word meanings, syntactic development, pragmatics, relations between language and thought, influence of parental input, second-language acquisition, critical periods in development, and more. We will discuss major theoretical approaches as well as a variety of current research evidence. The course is a lecture format, but with the small class size discussion will be encouraged. Requirements: three exams and a term project. (Gelman)
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)
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)
471(385). Marriage and the Family. Introductory psychology. (3). (SS).
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 3 take home essays. Class will be taught in lecture format. (Gold-Steinberg)
488/Soc. 465. Sociological Analysis of Deviant Behavior. (3). (SS).
See Sociology 465. (Modigliani)
490(450). Political Psychology. Introductory psychology. (3). (Excl).
A prior course or interest in history or political science is recommended. This course surveys the ways that psychological factors affect politics, and vice versa. After an initial analysis of psychology, gender, and politics, we consider leadership and war-versus-peace as two important topics involving both psychology and politics. We consider how to measure psychological characteristics of leaders and groups who must be studied "at a distance" rather than directly. We then consider some psychological-political processes: political socialization and "generations," political cognition, old and new ideologies, and voting and other links between the personal and the political. We conclude with political breakdowns (rebellion, terrorism, nationalism) and restoration (negotiation and mediation). Evaluation by exams and mini-papers. Lectures with discussion sections. Sections are scheduled as two hours long in order to show occasional movies, but will usually be one hour long. Cost:2 WL:1 (Winter)
498(458). Gender and the Individual. Introductory
Psych. (3). (Excl).
Section 001 – Psychological Perspectives on Women's Lives. For Winter Term, 1995, this section is offered jointly with WS 341.001. (Henderson-King)
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 – 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)
Section 002 – 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 003 – Empowering Families
and Communities: African American Communities. (3 credits).
Section 004 – Empowering Families and Communities: Latino Communities. (3 credits). (Gutierrez)
A primary goal of this course is to understand how ethnic families communities empower themselves to address the concerns they have for the well-being of their children. Through readings, discussions, and on experience with parent groups, schools or community organizations in Detroit, the class will consider how communities define threats to children's welfare and how communities respond to those threats. Lectures, readings and discussions will focus on urban communities in Detroit, their histories and their structures. Through discussion and written assignment the class will consider issues critical to the future of urban communities. Do culture and ethnicity influence community structures and problem-solving styles? What factors contribute to community effectiveness and efficacy of community members in solving problems related to children and youth? Are there ways to reduce inter-ethnic conflict, competition for resources, inter-group prejudice and enhance coalition building and co-operation? Course requirements include readings, lectures, several short papers and practicum with organizations in the city of Detroit. Note that sections 003 and 004 of Psychology 501 are related. They will meet jointly several times over the course of the term to discuss similarities and differences in Latino and African American communities. Admission is by application. Applications are available in the psychology undergraduate office, K106 West Quad.
Section 005 – Bridging Identities: Gender and Ethnicity. (3 credits). For Winter Term, 1995, this section is offered jointly with Women's Studies 342.001. (Lopez)
Section 006 – Prevention of Aggressive Behavior. (2 credits). The focus of this seminar is the prevention of violence and aggression. The emphasis will be on programs now in operation which are theoretically derived, culturally sensitive and well evaluated. Such programs will be represented by speakers involved in their direction and implementation, including UM faculty members as well as guest speakers.
Section 007 – Developmental Research Convention. (2 credits). First meeting is Tues, Jan 24. This course will be centered around preparation for, and attendance of, the Society for Research in Child Development meeting in Indianapolis, in late March. Preparation will consist of sessions where students will learn how the meetings work and how to best take advantage of them. The class and attendance of the meeting will be a valuable experience for those interested in pursuing most aspects of psychology, particularly research of children. The meeting is attended by around 4000 people and involves a richly varied body of research on children's development. Students will be responsible for the cost of transportation and lodging during the trip. This course was not listed in the time schedule so for more information, contact John Hagen at the Center for Human Growth and Development. (Hagen)
502. Special Problems in Psychology. 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 – Psychoactive Drugs: Biological and Cultural Determinants. This advanced course examines the use of psychoactive drugs and plants, toxins, and other chemicals that alter human behavior with an emphasis on cultural differences. Topics include alcohol and other depressants, coca leaves and other stimulants, psychedelics and hallucinogens, psychotherapeutics, medicinal plants, and contraceptives. Following an historical introduction and an overview of drug action mechanisms of the nervous system, each drug group is discussed from the following perspectives: history of use in different cultures; a critical analysis of the current data on specific modes of action and their physiological and psychological effects; reasons for use (religious, medicinal, recreational, etc.) as influenced by culture; ethnobotanical studies of medicinal plant use; societal influences regarding potential hazards and treatments; and the economic, political, legal, and ethical issues which influence drug availability and use. Course Texts: Bakalar, J.B. & Grinspoon, L. (1984) Drug Control in a Free Society. New York, Cambridge U. Press; Ray,O. & Ksir,C. (1993) Drugs, Society, & Human Behavior. St. Louis, Mosby; Rudgley, Richard (1993) The Alchemy of Culture: Intoxicants in Society. London, British Museum Press; Course pack. This Course pack contains more advanced readings with an emphasis on ethnobotanical and cross-cultural issues. For example, some of the books from which material is taken are the following: Julien, A Primer of Drug Action; Marshall, Belief, Behaviors, & Alcoholic Beverages; Berridge & Edwards, Opium and the People: Opiate use in Nineteenth Century England; Pacini & Franquemont, Coca & Cocaine: Effects on People and Policy in Latin America; Etkin, Plants in Indigenous Medicine and Diet. Course requirements: 6 short (6-8 page) critical essays & class participation. Course Prerequisite: This course is limited to 30 seniors and requires permission of the instructor [preference given to psychology, sociology anthropology concentrators?]. (Rose)
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 511 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 (Larsen)
530. Advanced Comparative Animal Behavior. Psych. 430, 437, or 438. (3). (Excl). (BS).
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 or 437, Psych/Anthro 368, or Biol. 494) 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:1 WL:1 (W.Holmes)
531. Advanced Topics in Biopsychology. Psych.
330. (3). (Excl). (BS). 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)
541. Advanced Topics in Cognition and Perception. Psych.
340. (3). (Excl). (BS). May be repeated for credit.
Section 001 – Applied Memory Research. This course will examine memory research that has either implications for applied areas or is actually conducted in applied settings. Topics that will be covered include (but are not limited to) research in autobiographical memory, factors that affect eyewitness memory and report, and the contributions of survey research to the understanding of memory. Emphasis will be placed upon how this applied research increases the understanding of how information is encoded, organized, and retrieved. The nature of proposing and conducting research in applied settings will also be explored. The course is primarily intended for interested graduate students in any area of the behavioral or social sciences, but undergraduates may enroll with permission of instructor. Enrollment is required to attend. (Belli)
542(522). Decision Processes. An introductory course in statistics is recommended but not required. (3). (NS). (BS).
This course is about how people typically make decisions and how they could make those decisions better. It examines questions like these: What do we take into account when we try to foresee what would happen if we chose one action rather than another? How can we learn from our current judgments to make more accurate judgments in the future? How do people in different countries approach decision making, and what can we learn from such cultural variation. Classes consist of demonstrations, lectures, and discussions in which all students are expected to participate vigorously. Considerable learning is expected to take place in student projects. Given its nature, this course should have considerable relevance for students interested in such fields as health care, business, and government, as well as various subfields in psychology. A prior or concurrent introductory statistics course is recommended but not essential. Cost:3 WL:1 (Yates)
558. Psychology of Adolescence. Psych.
350. (3). (Excl).
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)
Section 002 – 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. Cost:2 WL:1 (Caldwell)
561. Advanced Topics in Organizational Psychology.
Psych. 360. (3). (Excl).
Section 001 – Organizational psychological aspects of information technology. This class explores the organizational impact of information technology from a psychological perspective. The course will range widely over topics such as: Does information technology isolate people? How does the computerization of jobs influence worker attitudes? How is behavior in networks regulated? Why do people commit computer crimes? Does computerized monitoring of workers increase occupational stress? Course topics will be explored through examination of contemporary information technology applications, such as: Mosaic and the World Wide Web; gopher; collaboratories; community information systems; and Lotus Notes. Class sessions will revolve around discussion of current research on the organizational impact of information technology. In addition, experts from the University of Michigan and beyond will participate in class activities, both live – and via computer-mediated channels. Course work will focus on a semester-long group project to analyze organizational information technology use within the university. Technical knowledge about information technology is not a pre-requisite for this course, but students familiar with information technology applications, such as electronic mail, on-line library catalogs, and conference systems will be more comfortable with the course material, and with the style in which the course will be conducted. Note: Psych 360 is a requirement for this course. (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 – 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, 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. Waitlisted 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. We will look at the racism of everyday life and at the racism of extremist groups. Sources will include statistical surveys, historical studies, contemporary field reports, and the instructor's recent research with extremists. We will try to avoid rhetoric and group-think. Each students will spend some time on an independent sub-project. Cost:2 WL:1 (Ezekiel)
Section 002 – Social Stereotypes and Mental Life. This course will consider the process and consequences of social stereotyping. Following a discussion of earlier attempts to account for the appearance of stereotypical thinking in everyday interaction, the course will then focus on more contemporary approaches to the topic. In so doing, we will consider a variety of important issues. For example, why and when do people think stereotypically about others; how do stereotypes influence what we remember about others; and can we control the extent to which we stereotype others; and what happens when we actively try not to think stereotypically about others? These issues will be considered from a largely cognitive perspective and throughout the course reference will be made to contemporary theoretical models in both social and cognitive psychology. (Macrae)
Section 003 – Social Identity and National Identity. A seminar covering theories of social identity, particularly nationality. Emphasis will be on (i) how national identities are acquired, maintained, or changed; (ii) how they interact with other social identities such as ethnicity, class, or religion to influence thought and action; and (iii) how these identities can produce as well as be the product of social movements and intergroup conflict. Two papers are required. The initial paper is a review of the literature on social identity and nationality. On the basis of this analysis students write a second paper in which they examine their own identity or that of someone whose life is well known to them (e.g., a close friend or a historical figure). Much of the material in the papers will be presented by the student and discussed in class. Grading is based on the quality of the papers and class discussion. Cost:2 WL:1 (Burnstein)
Independent Study/Directed Reading
The department of psychology offers several options for independent study/directed reading.
204. Individual Research. & 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.
505. Individual Research and 507. 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 505 must include the collection and analysis of data and a written report. Work in 507 provides an opportunity for further exploration of a topic of interest in Psychology. Faculty present a proposal for student work to the Department's Committee on Undergraduate Studies, which approves projects prior to registration.
The field practicum courses (Psych 404, 405, and 409) 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. Credits do not count for the concentration although courses may be used for experiential labs.
Field Practicums and Psych 505, 507 have prerequisites of one of the following: Psychology 330, 340, 350, 360, 370, 380, or 390; and permission of instructor. A combined total of 6 credits of Psych. 505 and 507 may be included in a concentration plan in psychology.
The following limitations apply to Experiential and Directed Reading/Independent Study credit:
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