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.
Department of Psychology disenrollment policy for Psychology 111, 112, 330, 340, 350, 360, 370, 380, and 390. Students must attend discussion section by Janaury 14 or contact the GSI, or they may be disenrolled from the course.
111. Introduction to Psychology. Psych. 111 serves, as do Psych. 112 or 113, as a prerequisite for advanced courses in the department and as a prerequisite to concentration. No credit granted to those who have completed or are enrolled in 112, 113, 114, or 115. Psych. 111 may not be included in a concentration plan in psychology. (4). (SS). Students in Psychology 111 are required to spend five hours outside of class participating as subjects in research projects.
This course is a one-term introduction to the field of psychology. The course serves as a basic preparation for most advanced level courses in psychology. Discussion sections offer students the opportunity to discuss and critically examine what they are learning. Cost:2 WL:1 (Behling)
114. 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. Psychology 114 surveys the field of psychology - including such topics as biopsychology, cognition, motivation, personality, social psychology, developmental psychology, psychopathology, and research methods used by psychologists to gain a better understanding of human behavior and experience. The course requirements include (in addition to understanding a textbook) participation in class discussion, keeping a weekly journal of reading and observations, and carrying out a research project with other students. There will be occasional quizzes, a midterm, and final examination. (McKeachie)
Section 002. This course is designed to help you gain a broad overview of psych, apply psyc concepts to yourself and others and think critically and creatively about the material covered. I will emphasize active learning which includes group activities, class discussion, journals, and films. Final grade will be based on a research paper, a final paper, and 3 short "thought" papers. This section will be most enjoyable for students who are self-motivated and like to learn concepts in creative ways. (Nagel)
116. Introduction to Mind and Brain. May not be used as a prerequisite for or in a concentration plan in Psychology. No credit for those who have completed Psych. 112. (4). (NS).
This course is designed for students interested in the relationship between behavior, mind and brain function, but who are not interested in being Psychology or Biology concentrators. The course examines the relationship between the thinking, functioning "mind" and the anatomical, functioning "brain" which underlies the mind. The course examines the evolution of the brain and mind functions, and the genetic underpinnings of species and individual differences related to evolution. The course also examines current models of how the mind learns, remembers, communicates, and organizes information about the world, and how the physical organization and function of the brain underlie those mental functions. We will also explore gender/sex differences in these functions, and disorders of mind and brain resulting in mental illness. Discussion sections will serve to allow free discussion of controversial theories and readings, and also for demonstrations related to the material. Grades will be determined from four reaction papers on topics covered in readings and class, and four quizzes. Each week, lecture meets twice for 1.5 hours, and discussion once for 2 hours. (Lee)
120. First-Year Seminar in Psychology as a Social Science.
Open only to first-year students. May not be included
in a concentration plan in psychology. (3). (SS). May be repeated
for a total of six credits.
Section 001 – Why We Live in Groups: Evolution and Social Behavior. We will read, discuss, and write about current theory and research on human social evolution. The question that will concern us is how the psychological adaptations that evolved in ancestral hunter-gatherer groups, especially those underlying altruism, reciprocity, cooperation, competition, and intergroup conflict, influence human thought and action in modern society. Grading is based on a few short papers, several short exams, and class participation. (Burnstein)
Section 002 – Tracing the Evolution of Psychoanalysis over the Past 100 Years. This course examines the antecedents of psychoanalysis; Freud's aspirations to develop a psychology of the mind which could hold its own among the other rapidly developing sciences of his day; Freud's important detour into neurology, followed shortly by a sharp break with neurology as he turned instead to the study of hypnosis; the discovery of the "dynamic unconscious" as he tried to find a way to cure himself of his own troubling neuroses; several sharp twists and turns he took as he explored the applicability of his theory to sociological, cultural, linguistic and philosophical issues, which fed back into and further enriched his clinical theory. (Mayman)
Section 003 – The Psychological Person and the Law. This seminar studies issues in which law and psychology interact. We will examine a number of real cases that have been covered by the popular press (e.g., the Simpson, Bobbit, and Menendez trials), as well as some fictional accounts (e.g., Grisham's A Time to Kill and Dershowitz's The Advocate's Devil). (Pachella)
Section 004 – Psychology and Culture of Fertility, Pregnancy, and Motherhood. This course will explore psychological issues surrounding women's transition to motherhood. Cultural attitudes towards pregnancy, childbirth, breastfeeding, and related topics will be contrasted. In addition, the impact of technology on fertility and pregnancy will be discussed. (Merriwether)
Section 005 – Dreams. The purpose of the course is to review historical developments in the conceptualization of the meaning of nocturnal dreams from the late l9th century to the present. The major emphasis will be on the use of dreams to explicate personal problem solving hence clinical data will be made the focus – the aim of developing students' ability to read, interpret, and understand the meaning of dreams (their own and others) the main practical skill developed. In the course of the term, issues from psychopathology, personality, psychotherapy, creativity, literature and development will be discussed in respect to dream material which presumes the student has some degree of familiarity with these fields and topics. The classes will involve discussions of readings in which students will be expected to take active roles. The course readings will consist of Freud's "Interpretation of Dreams" and a course pack. The particular discussion of readings will be announced in class each week as on a course reading list. Course evaluations will be determined by quality of participation in the class, one or two exams (announced in class) and by (largely) a course paper on dreams (outline to be discussed) which will focus on a series of dreams of one's own or someone else in regard to cognitive structure, psychodynamic content and adaptive problem solving strategy. (Wolowitz)
Section 006 – Late Life Potential. Although late life is often viewed as a time of inevitable loss of competence, there is also evidence of great late life potential. This seminar will explore such potential. We will become familiar with relevant theory and research, read biographical material on late life greatness, study examples of late life accomplishments, and talk with vital old people. By the end of the seminar students should understand the nature of late life potential, as well as some of the conditions that facilitate it. From this understanding we will consider appropriate roles for the elders of our society. (Perlmutter)
Section 007 – Thinking about Self and Identity. This seminar is organized around weekly topics focused on group discussion of assigned reading. Readings concern self organization, origins in early development, developmental disturbances. Brief weekly reactions to the reading topics are required and will be used in class to begin discussions. Attendance is required. Course evaluation will be based on two short papers, two essay tests, and, to a limited extent, on class preparation and participation. (Fast)
Section 008 – The Troubled and Troubling Adolescent. This course will discuss the extraordinary increase in adolescent pathology during the last generation, specifically in the eating disorders, depression and suicide, illegitimacy, crime, and substance abuse. (Adelson)
121. First-Year Seminar in Psychology as a Natural
Science. Open only to first-year students. May not
be included in a concentration plan in psychology. (3). (NS).
May be repeated for a total of six credits.
Section 001 – Decisions About Marriage. Decisions about marriage (e.g., concerning whether, when, and whom to marry) are among the most important the typical person ever makes. But there is good evidence (e.g., high rates of divorce and domestic violence) that people often make these decisions badly, with serious, detrimental consequences for everyone involved, including children. This seminar will examine literature concerning the variety of ways marriage decisions are made in practice. It will also explore and critically evaluate proposals for how people could make such decisions more effectively. Cost:3 WL:1 (Yates)
Section 002 – Cognition, Aging, and Contemporary Society. As we age, our vision, hearing, and ability to manipulate and remember information declines. Somewhat paradoxically, however, older adults continue to learn and probably have the largest knowledge bases of any members of society. The cognitive system of older adults might be compared to a computer that functions at a slow speed but has a lot of information stored on the hard disk. The aging of the cognitive system of the older adults has substantial implications for their social world, work performance, and adaptation to society. Moreover, the explosion of the oldest-old segment of the population has resulted in unprecedented rates of Alzheimer's disease which are also changing our views of what it means to be very old. We will attempt to understand the meaning of cognitive aging for society by reading both fiction and scientific materials, viewing popular films, holding discussions, and having occasional lectures. Grades will be assigned based on papers, class presentations, and discussions. (Park)
122/Soc. 122. Intergroup
Dialogues. Permission of Instructor. Intended primarily
for first and second year students. (2). (Excl). May not be included
in a concentration in Psychology. May be repeated for a total
of four credits.
Section 001-007: Dialogues on Race, Gender, Sexual Orientation, Religion, or Ethnicity. In a multicultural society, discussion about group conflict, commonalities, and differences can facilitate understanding and interaction between social groups. In this course, students will participate in structured meetings of at least two different social identity groups, discuss readings, and explore each group's experiences in social and institutional contexts. Students will examine psychological, historical, and sociological materials which address each group's experiences, and learn about issues facing the groups in contemporary society. The goal is to create a setting in which students will engage in open and constructive dialogue, learning, and exploration. The second goal is to actively identify alternative resolutions of intergroup conflicts. Different sections of this course focus on different identity groups (for example, white people/people of color; Blacks/Jews; lesbians, gay men, bisexuals, and heterosexuals; white women/women of color; Blacks/Latinos/Asians; men/women).
125. Drugs, Culture, and Human Behavior. May not be used as a prerequisite for the psychology concentration. May not be included in a concentration plan in psychology. (3). (SS).
An introductory survey of psychoactive drugs and plants that alter human behavior with an emphasis on their use in different cultures. Following an historical introduction and an overview of the 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, medical, recreational, etc.), cultural influences, and potential beneficial and dangerous effects. Topics include alcohol and other depressants, cocaine and other stimulants, psychedelics and hallucinogens, psychotherapeutics,and medicinal plants and herbs. Course text: O. Ray and C. Ksir vol 7, 1996; plus several other texts and a course pack. Course requirements: three one hour exams and a brief (6 pages) essay or section presentation. (Rose)
204. Individual Research. Introductory psychology and permission of instructor. May not be included in a concentration plan in psychology. (1-6). (Excl). (INDEPENDENT). May be elected for a total of 6 credits.
Arrangements may be made for adequately prepared students to undertake individual research under the direction of a member of the staff. Students are provided with the proper section number by the staff member with whom the work has been arranged. Students are responsible for properly registering for this course.
206. Tutorial Reading. Introductory psychology and permission of instructor. May not be included in a concentration plan in psychology. (1-6). (Excl). (INDEPENDENT). May be elected for a total of 6 credits.
Arrangements may be made for adequately prepared students to undertake individual plans of study under the direction of a member of the staff. Students are provided with the proper section number by the staff member with whom the work has been arranged. Students are responsible for properly registering for this course.
211. 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, the psychological concepts observed in action, 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, women, physically ill adults and children, persons legally confined to criminal institutions, social advocacy organizations concerned with combating racism, helping battered women, and others. All sections are two credits, requiring six hours of work per week including four (4) of fieldwork, journal writing, readings, papers, one hour lecture and one hour discussion. Students need to check the Time Schedule for lecture/discussion times and meeting places per section. Students are invited to stop by the Outreach Office at 1346 East Hall beginning November 11, 1996 to pick up an Outreach Booklet and receive information regarding registration, field work, and general course information for the Winter Term 1997. Two separate sections of Outreach count as an experiential lab for the Psychology concentration; they do not count as a lab for the Psychology as a Natural Science concentration. Outreach Office hours: Monday thru Friday 7:30 am til 4:00 PM, 764-9179. Cost:1, not including $15 lab fee. WL:1 (Miller)
Section 001 – Infancy to Adolescence: Growing Up in America (formerly Life Span Development). (2 credits). Work with infants, toddlers, preschool children, elementary school students, middle school students, high school students, or adult women. The individuals with whom you work will come from a variety of backgrounds with some "at risk" due to factors such as living in single-parent or low income households or experiencing special educational or emotional needs.
Section 002 – Big Sibs. (2 credits). 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 Delinquency and Criminal Justice (formerly Juvenile Justice). (2 credits). Establish meaningful friendships with, and serve as a role model for, teenagers whose behavior is in conflict with the laws and rules of our society; help plan and carry out social and educational activities for teens at residential placements for juvenile delinquents; or tutor teens at a local alternative school; provide important social interaction for incarcerated adults. Learn about juvenile criminal behavior, gang violence, the criminal justice system and the law, institutionalization and rehabilitation.
Section 004 – Social Justice. (2 credits). Learn about contemporary social 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 society.
Section 005 – Health, Illness, and Society. (2 credits). 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 006 – Exploring Careers. (2 credits). Learn about your own abilities and needs and investigate college majors and careers that best fit these; 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.
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 combination of an introduction to psychology and a life span human development course. This course will introduce basic concepts and research in psychology and survey the lifespan from birth to death, providing theoretical and empirical material on physical, perceptual, cognitive, social/emotional development. The course is geared to Inteflex students, and they have first priority. (Merriwether)
301. Teaching or Supervising Laboratory or Fieldwork in Psychology. Permission of instructor. (1-3). (Excl). (TUTORIAL). May not be elected for credit more than once.
Open to departmental undergraduate teaching assistants. Provides an opportunity to take part in the instructional process in areas in which the student has demonstrated prerequisite knowledge and skills. Under staff supervision, students teach and supervise other students in discussions, laboratory, and field work. Students are provided with the proper section number by the staff member with whom the work has been arranged.
303. Special Problems in Psychology: Advanced Laboratory.
One of the following: Psych. 330, 340, 350, 360, 370, 380, or 390. (2-4). (Excl).
Section 002 – Community-Based Research. (3 credits). This course will cover research methodologies that are useful in understanding how communities function. These include community needs assessment, analysis of census and other statistical information on communities, evaluation of programs offered by community organizations, and surveys of community residents. Through readings, lectures, and discussion, the class will consider what is involved in each of these methods and when each is appropriate for studies of communities. Students will use one of these methodologies to carry out a research project in collaboration with a community organization in Detroit. Requirements include readings, lectures, and write-up of the research project.
Section 003 ­p; Personality and Daily Activities. This is an experiential Lab course which will involve the students as both experimenters and subjects. The focus will be on personality, and students will be expected to write a final paper on this topic. Students will also be taking a broad sampling of questionnaires, and so will learn about their own personalities in this course. Part of the course will involve having the students keep daily records of their activies, their daily health, and how they spend their time over a six week period. Students will be graded on the basis of completion of assignments and a final paper. Weekly homework will consist mainly of completing questionnaires or attending laboratory sessions. (Larsen)
305. Practicum in Psychology. Introductory
psychology. A total of 6 credits of Psychology letter-graded experiential
courses may be counted for the Psychology concentration. (1-4).
(Excl). (EXPERIENTIAL). May be repeated for a total of 6 credits.
Section 001 – Mentoring High School Students. (3 credits). This experiential learning course is designed to provide mentoring experiences for high school students who are regarded at risk for low achievement. We will pair college students with 9th-12th graders at a local high school in order to help students with homework, to encourage effective learning strategies, and to help them develop appropriate coping strategies. College students who can relate to adolescents' concerns are a tremendous resource for their learning and motivation. Conversely, college students can learn a great deal from adolescents as they work together. The course will provide a personal relationship and useful academic information in order to help high school students become more successful and more motivated in school. University students will be expected to participate in mentoring a minimum of 4 hours per week, read related background information, keep a weekly journal, and write a 5-10 page paper. Students will meet in seminar, weekly (Tues evening) to discuss relevant issues. Cost:1 WL:3 (Quart)
Section 002 – Community Issues in Latino/Latina Schools. (3 credits). The purpose of the course is to expose students to Latino youth and their southwest Detroit community; to educate students about cultural aspects of human development, mental health and contrasting theoretical approaches to social change; and to help the students analyze their practical experience using this theoretical framework. The overall goals of the course are to educate students to be able to envision themselves working in an urban community setting and to become motivated to work for social change in their academic and professional careers. This course will be a field course involving two visits per week to the southwest Detroit community. A neighborhood school, Earhart Middle School, will be used as the site for tutoring and working with the children. In this course, the instructor will supervise the field experience. Neighborhood walks will be planned and led by the instructor to make students aware of the cultural diversity of the neighborhood, its economic base, and its interesting history. (Jose)
Section 003 – Field Work in Multicultural Communities. (3 credits). This course is an experiential field course involving two visits per week to an African-American, Arab-American or Latino community in Detroit. Students will be assigned to work with community-based organizations on projects to improve the well being of children and families. Projects involve such activities as tutoring, developing outreach activities, assisting in child care settings, and working in community education projects. Internships will be supervised by the instructor and program staff. Transportation will be provided. Students will also attend a seminar meeting once a week to integrate theory with practice. That seminar time will be arranged at a time convenient to the students and the instructor. (Lord)
Section 004 – Alcoholism and Other Behavior Disorders in Community Settings, II. (3 credits). Prerequisite: Psychology 372.005. The University of Michigan Alcohol Research Center (UMARC) provides a continuing opportunity for students to gain valuable research experience in a community setting as part of the Health Profile Project. The project will focus on the nature and extent of alcohol problems among patients 60 years of age and older, and assess specifically the effectiveness of a brief intervention designed to help older adults with drinking problems. The project provides students the opportunity to obtain research experience in the social and health sciences fields. Students will administer brief questionnaires to elderly persons in primary care offices, and they also may have the opportunity to conduct telephone follow-up interviews with participants in the brief intervention study. Other requirements include: interest in social sciences or health sciences; the ability to travel to project sites (car preferred); excellent interpersonal skills; and experience interacting with the public. Furthermore, students will gain valuable research experience in the areas of geriatrics and alcohol problems. This course is the second term of a two-term practicum sequence. The sequence fulfills both lab requirements for psychology concentrators. Those who register for the course will be required to attend a research meeting, a one-hour lecture, and 7.5 hours of field work each week during the academic term. Students also are required to write a research paper. (Zucker)
Section 005 – Practicum in Child Development and Child Care. (2-4 credits). This course allows students to acquire experience working in a child care setting with preschool age children. Students will be assigned to specific classrooms and work under the direct supervision of the head teacher and director of the Pound House Children's Center. Students are required to keep a weekly journal summarizing their experiences in the child care setting as well as integrating these experiences with literature on children's development. Students will be required to read the Staff Handbook for information on Center policies as well as independent readings on child development. All students must show evidence of a negative TB tine test and have a physical exam from a doctor stating that there is no reason why they cannot work with young children. Contact Carolyn Tyson at Pound House (747-2204) for further information. Course registration is by permission of instructor only. Cost:1 WL:5. Students need to meet with the instructor to gain approval for course registration. (Volling)
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 students with knowledge and practice in areas related to enhancing the educational experience of undergraduate students involved in community service learning placements 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. 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 two or three 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 application and 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 two-hour, faculty-supervised weekly class and an additional half 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. Sherry Hatcher at 747-3920. Cost:3 WL:3, Application, interview, and override required from Dr. Hatcher. (Hatcher)
310/Soc. 320. Training in Processes of Intergroup Dialogues. Permission of Instructor. Open to Juniors and Seniors. (3). (Excl). May be used as an experiential lab in the Psychology concentration. A total of six credits of Psychology letter-graded experiential courses may be counted for the Psychology concentration. (EXPERIENTIAL).
See Sociology 320. (Chesler)
311/Soc. 321. Practicum in Facilitating Intergroup Dialogues. Psychology 310 and permission of instructor. A total of six credits of Psychology letter-graded experiential courses may be counted for the Psychology concentration. (3). (Excl). (EXPERIENTIAL).
This practicum is open to students who have completed Psychology 310, and requires applied work in facilitating intergroup dialogues. Students serve each week as peer facilitators in Psych. 122/Sociology 122, "Intergroup Dialogues." Additionally, students also participate in weekly supervision seminars to discuss their work in the dialogue groups, and to discuss theory and practice of group observation, in-outgroup conflict intervention skills, intergroup communication and community building, and methods of attending to personal issues when facilitating.
312. Junior Honors: Research Methods in Psychology.
Honors concentrators in Psychology. (3). (Excl).
Section 001. This course is intended to help students identify a research topic and develop a research plan for the Senior Honors thesis. Students will become familiar with a broad array of research methods in psychology, and will read and critique published research papers. By the end of the term each student will have written a research proposal that can serve as the introduction and methods sections of the Honors thesis and will have identified one or more faculty members who are willing to supervise the research project in the following year. The text for the course is A.M. Graziano and M.L. Raulin, Research Methods: A process of inquiry, 2nd. edition. (Kalter)
330. Introduction to Biopsychology. Introductory psychology. (4). (NS). (BS).
This course surveys the field of Biopsychology, an area of study concerned with biological and evolutionary explanations of perception, cognition, and behavior. Because these functions depend on the nervous system, a major focus of the course will be on the structure and function of the brain with an emphasis on brain-behavior relations. Topics will include: evolutionary perspectives on the brain and behavior, anatomy and development of the brain, neural signaling (neurotransmitters, drugs, hormones), and neural mechanisms of sensory processing, motor control (movement, action), motivated behavior (feeding, drinking), emotion, mental disorders, learning and memory, and language and cognition. Students must register for the lecture and one discussion/practicum session. This course is a prerequisite for many upper-level courses in Biopsychology. NOTE: This course is intended for students who have already taken an introductory psychology course. Cost:2 WL:1 (Maren)
331. Laboratories in Biopsychology. Psych. 330. (4). (Excl). (BS). Satisfies a Psychology research-based laboratory requirement.
The purpose of this course is three-fold: (1) to 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) to introduce students to selected general methods used in the field of biopsychology (brain and behavior and animal behavior); (3) to 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 (Berridge).
340. Introduction to Cognitive Psychology. Introductory psychology. (4). (NS). (BS).
The topics to be covered include various aspects of the psychology of human perception, attention, memory, thinking (including problem solving and reasoning), and consciousness. The material will include data and theory about the relationship between cognition and brain function. 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 (Gehring)
341. 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 the methods applicable to the scientific study of behavior, with the primary focus on methods used in cognitive psychology. The general objectives of the course are to learn the logic of experimentation, to gain experience with experimentation, and to learn to critically evaluate research findings. The performance objectives of the course are to construct and carry out an experiment to test a given hypothesis, to analyze data from experiments, to present an experiment and its results in a clear and concise manner, and to write research reports following the standard format for psychology research. Experimental methods are demonstrated using examples from vision and perception, pattern recognition, memory systems, language, problem solving, and reasoning. Grading is based on exams, reports of three research projects conducted by the students, and participation during in-class laboratory exercises. Cost:2 WL:1 (Glass)
350. 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. Advanced Laboratory in Developmental Psychology. Stat. 402 and Psych. 350. (3). (Excl). Satisfies a Psychology research-based laboratory requirement.
Laboratory experiments and field observations of children of various ages. Areas studied include cognition (i.e., perception, learning, thinking, language), emotional and social development, and personality development. (Myers)
360. Introduction to Organizational Psychology. Introductory psychology. (4). (SS).
Organizational psychology is the subfield of psychology devoted to the study of human behavior in organizations. This course offers an introduction to the field and aims to help students understand theory in a variety of areas, including: work attitudes and motivation; group dynamics; organizational communication; organizational structure and design; and organizational culture. Development of these ideas will occur through textbook readings, and through accounts from participants in actual organizations, specifically the auto industry. A range of teaching methods will be applied in this course, including: one-hour lectures twice a week; a two-hour discussion section once a week; a variety of writing assignments totaling fifty to sixty pages of work over the term; two exams; group exercises; periodic videos and guest speakers; and use of the World Wide Web. Application of organizational psychology in applied settings, such as human resource management, is not a major emphasis in this course. Cost:3 WL:1 (Finholt)
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 is an introduction to the clinical, theoretical, and empirical literature on psychopathology. We will explore the concept of "mental illness." To what extent do psychiatric disturbances reflect medical conditions? Should they be thought of as social constructions or metaphors? During the term, we will discuss behavior that is deemed by the helping professions to be dysfunctional and methods typically employed to treat forms of psychological suffering. We will use case studies, autobiographical materials and films to understand psychopathology at the level of the individual and look to the theoretical and empirical literatures to understand existing norms of illness and health in order to understand what they tell us about human culture at the present time. Grading will be based on exams, assigned papers, and class exercises. This is a lecture course only. Students should be prepared for independent work as there are no discussion sections. (Leary)
Section 010. In this course we will examine most of the major psychopathologies, including depression, anxiety, schizophrenia, eating disorders, and childhood disorders. We will also discuss how psychological factors impact physical health. Biological and psychosocial theories and treatments for each disorder will be discussed, and the research support for each of these theories and treatment will be described. Films and case studies will be used to help students understand what it is like to have these disorders. Students will be expected to attend lectures and a weekly discussion section. Grades will be based on class participation and examinations. (Nolen-Hoeksema)
372. Advanced Laboratory in Psychopathology. Psych.
370. (3). (Excl). Satisfies a Psychology research-based laboratory
Section 001. This course combines observations of psychiatric patients with didactic readings, lectures, and seminars. It is designed to introduce students to various methods of clinical inference and research relevant to the construction and study of dynamic theories of psychopathology, related psychodiagnostic methods, and psychotherapeutic interventions. (Mayman)
Section 002 – Alcoholism and Other Behavior Disorders in Community Settings, I. This course offers undergraduates the opportunity to participate in an ongoing community-based research program. The project involves detailed screening for alcohol problems among older adults attending primary health care clinics throughout southeast Michigan. The study hopes to provide a better understanding of whether brief interventions for elderly patients with alcohol problems are effective. Also, we will attempt to determine which specific characteristics of individuals predict who will change their drinking behavior as a result of this intervention. In addition to 1.5 hours of class time each week, work involves participation in several aspects of the data collection phases of the project. The project requires approximately nine hours of time commitment per week. Ideally, students involved in this work should be able to enroll for a two-term sequence, taking Psychology 372 in Winter and Psychology 305 in Fall. Completion of both 372 and 305 will satisfy the Psychology Lab requirement. For further information, contact Dr. Zucker at 998-7952. (Zucker)
Sections 003-006. Using readings, lectures, and projects, this course is designed to introduce students to various methods of research in psychopathology. Students will gain skills in the use and critical evaluation of current techniques with the goal of becoming more effective consumers and producers of clinical research.
380. Introduction to Social Psychology. Introductory psychology. (4). (SS).
This course introduces students to the field of social psychology by covering topics such as social beliefs and social inference; conformity and power; altruism and aggression; emotions and attitudes; stereotypes and prejudice; interpersonal relationships; and persuasion. The main goal of the course is to convey how social psychologists think about social problems and social phenomena, and the types of evidence they consider persuasive. Students are evaluated by means of exams and classroom contributions, and through a series of short papers. Instructional methods include assigned readings, lectures, films, demonstrations, and weekly discussion sections. Cost:3 WL:1 (Crocker)
381/Soc. 472. Advanced Laboratory in Social Psychology. Stat. 402 and Psych. 380. (3). (Excl). Satisfies a Psychology research-based laboratory requirement.
Students design and implement two studies using survey and/or laboratory methodologies on a standard social psychological topic such as personality, culture and social beliefs, cooperation and competition, group discussion and attitude change, bargaining and negotiation, etc. Instruction is carried out via discussion and demonstration plus a small number of lectures. Grades are 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. Introduction to the Psychology of Personality. Introductory psychology. (4). (SS).
This course will survey the principal theories and current research on personality. It will focus especially on (1) motives and defenses, (2) cognitive style, beliefs, and the sense of self, (3) traits and temperament, and (4) social context as the major components of personality. Case studies of historical persons will be used to illustrate and integrate these components. Cost:3 WL:1 (Winter)
391. 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. Techniques involved in assessing personality will be introduced, including attention to social and ethical issues. These may 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
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 – Student Affairs Helping Skills. (3 credits). This course is an introduction to the awareness, skills, and knowledge that are utilized in peer helping programs. The main goals are: to identify and practice necessary skills for effective helping and leadership; to examine relevant theory in student development, identity development, and student affairs work; to help students build bridges between theoretical material and the implementation (practice) of theory; and to expose students to the history of student affairs in universities. Students will survey relevant topics such as diversity/multiculturalism, communication/basic helping skills, issues related to student life, conflict management, crisis intervention, leadership, group facilitation, and organization of the division of student affairs. Classes will be in a seminar format (discussion, experiential exercises, lecture); attendance and preparedness are required and necessary for optimal learning. Students will also be expected to participate in a group project, complete a take-home midterm, and write a final paper. (Sevig)
404. Field Practicum. One of the following: Psychology 330, 340, 350, 360, 370, 380, or 390; and permission of instructor. Credits may not be used toward either psychology concentration. (1-12). (Excl). Offered mandatory credit/no credit. May be used as an experiential lab in psychology. (EXPERIENTIAL). May be repeated for a total of 12 credits.
Students may make arrangements to work in field settings where psychological principles may be observed and utilized. Information about procedures for electing Psychology 404, 405, and 409 may be obtained at 1044 East Hall (764-2580).
405. Field Practicum. One of the following: Psychology 330, 340, 350, 360, 370, 380, or 390; and permission of instructor. Credits may not be used toward either psychology concentration. (1-12). (Excl). Offered mandatory credit/no credit. May be used as an experiential lab in psychology. (EXPERIENTIAL). May be repeated for a total of 12 credits.
Students may make arrangements to work in field settings where psychological principles may be observed and utilized. Information about procedures for electing Psychology 404, 405, and 409 may be obtained at 1044 East Hall (764-2580).
409. Field Practicum in Research Techniques. One of the following: Psychology 330, 340, 350, 360, 370, 380, or 390; and permission of instructor. Credits may not be used toward the psychology or psychology as a natural science concentration. (1-4). (Excl). Offered mandatory credit/no credit. This course may be used as an experiential lab in psychology. (EXPERIENTIAL). May be repeated for a total of 12 credits. Credit is granted for a combined total of 12 credits of Psychology 404, 405, 408 and 409, and for a maximum of 15 credits of Psychology 211, 404, 405, 408, and 409. May be elected for a maximum of two terms and/or four credits with the same instructor.
The course provides experience and education in research techniques. The student works with the instructor on various aspects of psychological research, completes readings, keeps a journal and completes a paper which integrates the readings and experiences in the research setting.
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. (Tirado, Rivera)
417. Mind and Brain: Historical and Cultural Issues. Introductory Psychology or Introductory Biology or Junior Standing. (3). (Excl).
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 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 potential 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 often radically differently as an intellectual exercise. There are no prerequisites although a course in biology and/or psychology is helpful; non-psychology concentrators are welcome. Course texts, TBA plus a course pack. Course requirements: two 1 and 1/2 hours exams, an oral presentation and/or debate, and a term paper. (Rose)
418/Religion 448. Psychology and Spiritual Development. (3). (Excl).
This course explores the stages of spiritual development, beginning with awakening and initiation, through the deepening of direct experience and the formulation of a coherent spiritual path, including the notion of an ultimate attainment. It explores the function of spiritual groups and teachers in facilitating this development. Of particular interest are: (1) the spiritual seeker's experience of "little death," the mode of apparent discontinuity when the "old life" is supplanted by a new identity and mode of living, (2) times of crisis, adaptation, and "the dark night," and (3) the experience of "physical death," as seen from the perspective of a lifetime of encountering both relative and absolute reality. By means of personal narratives and fictional accounts this course explores how diverse traditions create and value these moments of surrender and transformation. Lectures and readings by Hesse, Jung, Hillesum, Feild, Lessing, Soygal Rimpoche, Wilber, and others will form the basis of three short papers and one long final paper. There will be no final exam. Cost:2 WL:1 (Mann)
430. Comparative Animal Behavior. Introductory psychology or introductory biology or equivalent. (3). (NS). (BS).
This course presents a broad introduction to animal behavior from the perspective of evolutionary biology (sociobiology). 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. Introductory lectures present the basic principles of organic evolution so that all students have the same knowledge foundation from which other course topics can be examined. Course topics include, among others, the relationship between genes and behavior, inclusive-fitness thinking and social interactions between close genetic relatives (e.g., parent-offspring, siblings), the evolution of sex differences, mating systems and their ecological correlates, and sexual selection (male-male competition and mate choice by females). Terms such as nepotism, altruism, aggression, and reproductive behavior are considered in light of how they have evolved by natural selection 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. Cost:1 WL:1 (W.Holmes)
434. 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. Instruction is through lectures and discussion sections. Evaluation is based on participation in discussion sections, exams, and a term paper. Cost:2 WL:1 (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. (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). Questions concerning this class can be e-mailed to Robert Pachella. Cost:2 WL:5, Get on waitlist. At beginning of term be sure that the 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. MTW 6-7:30. (Pachella)
447. Psychology of Thinking. Psych. 340. (3). (NS). (BS).
This course reviews our psychological knowledge about thinking, reasoning, decision making, and problem solving. We will draw upon a number of sources: laboratory research, field studies, cross-cultural research, biographical material, cognitive theory, computer simulations of thought, and other interdisciplinary findings. In the process, we will consider practical implications of the psychological phenomena we examine. We will cover the material through lectures, demonstrations, discussion, and active class participation. There will be weekly quizzes and a final exam. Cost:3 WL:1 (A. Patalano)
448. Mathematical Psychology. One year of college mathematics and Psych. 340. (3). (Excl).
This course will examine several standard mathematical techniques in modeling psychological processes and analyzing psychological data. Topics include signal detection theory, game theory, measurement theory, and mathematical learning theory. Basic concepts will be provided along with sufficient technical details so as to equip the students with a working knowledge (as well as pointing out pitfalls and constraints) of these mathematical methods widely used in psychological research. (Zhang)
453. Socialization of the Child. Psych. 350. (3). (SS).
This course will cover the influences that affect the child's socio-emotional development. We will examine, through a developmental perspective, the role of family, peers, school, and society at large in shaping personality, self-concepts, competence, attitudes, and behaviors. Throughout the course, attention will be paid to the impact of social class, ethnicity, and gender on the socialization process. Contemporary and clinical issues, such as divorce, single parenting, and child care will be considered. Lecture format. (Gold-Steinberg)
455. Cognitive Development. Psych. 350. (3). (SS).
This upper-level undergraduate course provides an examination of children's thinking and intellectual growth, from infancy through adolescence. Topics covered include: concepts, language, problem-solving, memory, spatial skills, individual differences, and more. We will consider different theoretical accounts of how mental abilities develop, devoting particular attention to recent psychological research (both experimental and observational). The course will include lectures and opportunity for in-class discussion. Students will be evaluated by exams and one term paper. Cost:2 WL:1 (Phillips)
459. Psychology of Aging. Psych. 350. (3). (SS).
This undergraduate course is designed to familiarize students with current knowledge about the constancies and changes that occur in adult behavior and thought, as well as to acquaint them with likely causes of stability, growth, and decline across adulthood, and provide them with an enriched understanding of development and aging. By the end of the course, students should be able to characterize the range and variety of possible adult developmental trajectories, and interpret research addressing development and aging. The knowledge gained in the course should provide students with an understanding of the needs of older adults in our present society, as well an appreciation of the tremendous resource the older population offers. In addition, the course should provide students with insights about the changes they should expect as they get older, and things they can do to affect these changes. The course also should expand students' thinking about the implications of development and aging for individuals and societies. The course will cover theory, methods, and data relevant to age differences in adulthood. We will begin with a brief overview of theoretical and methodological issues. Then we will consider age differences in specific areas, and the implications of these age differences for individual and societal functioning. Areas to be covered are biological function (including physical and mental health); basic cognitive processes (e.g., sensation, perception, attention, speed of processing, learning, and memory); higher mental processes (e.g., problem solving, intelligence, creativity, and wisdom); personality; emotionality; motivation; stress; coping; social interaction (both within and between generations); social roles (e.g., family, work, and community responsibilities, and leisure activities); gender differences; and ethnic, cultural, and historical diversity. Student grades will be based on exams and papers. A text and supplemental readings will be assigned. Classes will involve lecture and discussion. (Perlmutter)
471. Marriage and the Family. Introductory psychology. (3). (SS).
This course is an interdisciplinary survey of topics in the area of marriage and family studies. The course includes four major modules: Module I. In search of family: Meaning(s), myth, and reality; Module II. The Mating Game; Module III. Making Sense out of Differences: Marriage and Family Diversity; Module IV. Gender, Marriage, and the Family. The course objectives are: (1) to provide a comprehensive and challenging introduction to research and theory on marriage and the family; (2) to facilitate the development of skills necessary to critically read, integrate, and apply research and theory on marriage and the family; (3) to explore variations and similarities in marriage and family patterns across race and ethnicity, social class, and sexual orientation; (4) to provide a forum to re-examine our thinking what marriage and family is and to use the knowledge and skills gained to better understand our own experiences; and (5) to develop skills that allow us to better understand and critique public debates about family issues and public policies affecting marriage and families. NOTE: This course is geared toward advanced students. (Hunter)
488/Soc. 465. Sociological Analysis of Deviant Behavior. (3). (SS).
See Sociology 465. (Modigliani)
498. Gender and the Individual. Introductory
Psych. (3). (Excl).
Section 001 – Studying Women's Lives. For Winter Term, 1997 this course is offered jointly with Women's Studies 341. (Stewart)
500. Special Problems in Psychology as a Natural Science.
Introductory Psychology. Only 6 credits of Psych.
400, 401, 402, 500, 501, and 502 may be counted toward a concentration
plan in psychology. (2-4). (Excl). (BS). May be repeated for a
total of 12 credits.
Section 001 – Sex, Gender, and Sexual Orientation. (3 credits). Prerequisite: consent of the instructor. Why do humans and other species reproduce in pairs? Why should females and males differ? How much do they differ, and must they differ as much as they do? What factors influence our choice of the gender with whom we choose to pair? In this small seminar we will consider these and other questions from a broad range of perspectives - evolutionary, developmental, neurobiological, sociobiological, physiological, etc. - current in psychological and biological thought about sex, gender, and sexual orientation. We will also examine critiques of these explanations from disciplines outside of the sciences. Students from areas outside of psychology are especially welcome, but all will be expected to grapple with the relevant scientific concepts. The class will consist primarily of discussions/presentations led by students and the instructor. Students will asked to write frequent reaction papers or journal entries, and will be evaluated on class participation and a final written project. Cost:1 WL:3 (Gorman)
Section 002 – Maximizing Performance and Cognition: The Biopsychology of Attention. (3 credits). In this course we will survey findings, methods, and theories of neural mechanisms responsible for attention, vigilance, and the waking state. The main question we will address is how these functions make for efficient and appropriate processing of sensory information and goal-directed thinking, planning, and action. This course is open to undergraduates who have taken Psychology 330 or equivalent, or graduate students in Psychology or Neuroscience. The format is lectures, with occasional films, and discussion. Opportunities will be made available for students to observe patients with brain damage being examined for impaired attentional functions. Prerequisites: Psychology 330 or course in cognitive psychology including the study of attention. Evaluation is based upon the following: final examination (take home), 30% of grade; term paper 30% of grade; four short papers on readings (see below), 20% of grade; participation in class discussion, 20% of grade. All readings will be from a course pack. Maximum enrollment is 30 students. If the course is closed at Registration, attend the first meeting of the course; policies and procedures for getting on the waitlist will be explained then. (Butter)
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). This course explores the ancient claim that literature can form as well as deform the reader. We shall assume that although literature may be one of the most concentrated kinds of formative experience, there is something to be learned from studying literary response that pertains to the formative potential of human experience more generally. In the theoretical part of the course we take up the general nature of the reader's relationship to the text, his or her interpretive activity, and the reflexive self-transformation such activity may support. We also consider what might be meant by the reader's improvement or impairment. In the practical segment of the course, we examine, in writing and class discussion, the actual experience of reading fiction. The assigned short stories are by Baldwin, Faulkner, Carver, Nabokov, Borges, Kafka, O'Connor, and others. The twice weekly reading-and-writing exercises serve as the basis for an investigation of formative effects produced by the text and subjective factors. Final course grades are based on the quality of written and oral responses to the readings. (Rosenwald)
Section 002 – Dreams as Problem-Solving Strategies. (3 credits). The purpose of the course is to review historical developments in the conceptualization of the meaning of nocturnal dreams from the late 19th century to the present. The major emphasis will be on the use of dreams to explicate personal problem solving; hence clinical data will be made the focus – the aim of developing students' ability to read, interpret, and understand the meaning of dreams (their own and others) the main practical skill developed. In the course of the term, issues from psychopathology, personality, psychotherapy, creativity, literature and development will be discussed in respect to dream material which presumes the student has some degree of familiarity with these fields and topics. The classes will involve discussions of readings in which students will be expected to take active roles. The course readings will consist of Freud's "Interpretation of Dreams" and a course pack. The particular discussion of readings will be announced in class each week as on a course reading list. Course evaluations will be determined by quality of participation in the class, one or two exams (announced in class), and by (largely) a course paper on dreams (outline to be discussed) which will focus on a series of dreams of one's own or someone else in regard to cognitive structure, psychodynamic content, and adaptive problem solving strategy. (Wolowitz)
Section 003 – Psychology and the Arts. (3 credits). (Adelson)
Section 004 – Philosophy of Language/Psycholinguistics. (3 credits). For Winter Term, 1997, this section is offered jointly with Philosophy 409. (Sperber)
Section 005 – Child Development Research Convention. (2 credits). This course includes preparation for, and attendance at the Society for Research in Child Development Biennial Meetings in Washington D.C. taking place April 3-6, 1997. 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 an invaluable experience for those interested in pursuing psychology, particularly research on children. Students will be asked to focus on a particular set of topics during the meetings, read on their own topic in preparation for the meetings, take notes on any sessions attended, and write a final paper on their topic using the knowledge they have acquired. The meeting is attended by 5000 scholars and students 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. The class meets every Tuesday 3-5 pm beginning January 28th. For more information, contact Prof. John Hagen at email@example.com or 998-6578. (Hagen)
505(504). Faculty Directed Advanced Research. Permission of instructor and one of the following: Psychology 330, 340, 350, 360, 370, 380, or 390. A combined total of 6 credits of Psych. 505 and 507 may be included in a concentration plan in psychology. (1-6). (Excl). May be used as an experiential lab by faculty petition to the Committee on Undergraduate Studies. (INDEPENDENT). May be elected for a total of 6 credits.
Arrangements may be made for adequately prepared students to undertake individual research of their own design under the direction of a member of the staff. The work of the course must include the collection and analysis of data and a written report, a copy of which must be given to the undergraduate office. Students are provided with the proper section number by the staff member with whom the work has been arranged. Students are responsible for being properly registered for this course.
507(506). Faculty Directed Advanced Tutorial Reading. Permission of instructor and approval of the Department of Psychology Committee on Undergraduate Studies; and one of the following: Psychology 330, 340, 350, 360, 370, 380, or 390. A combined total of 6 credits of Psych. 505 and 507 may be included in a concentration plan in psychology. (1-6). (Excl). (INDEPENDENT). May be elected for a total of 6 credits.
Arrangements may be made for adequately prepared students to further explore a topic of interest in Psychology under the direction of a member of the staff. The course requires a final paper, a copy of which must be given to the undergraduate office. 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.
511. Senior Honors Research II. Psych. 312 and permission of the Psychology Honors concentration advisor. (3). (Excl).
The primary focus in Senior Honors is the implementation of your research design culminating in your final, acceptable thesis and poster preparation for our year-end poster session. (Previously summarized as Get thee to your tutor, Progress steadily, and Conclude well). The goal is a thesis that makes one justifiably proud, and enhanced grounded understanding of research methods. Early on, each student will present the scholarly background and specific research design of their study to the class, and we will sporadically return to brief design and implementation presentations by each student. Drafts of segments of ongoing work that can later be incorporated into the final thesis are to be submitted periodically. Other class session topics will include: special current issues and models of research, e.g., meta-analyses, risk/resilience research, integration of quantitative and qualitative data, etc.; graduate/professional school or job decisions and application strategies, basics of statistical reasoning, and more. Our primary focus, again, will be the conduct and successful completion of your thesis and the enrichment of your research competence. Note: designated statistical consultants and consultant time will be specifically dedicated to Senior Honors students' thesis guidance. Cost:1 WL:1 (Cain)
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 Psych 437/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 – Hormones and Behavior. Do hormones influence behavior? Yes. Hormones can have a profound effect on the brain and this can produce changes in behavior. Hormone-brain-behavior relations in humans, dogs, rats, frogs, moths and other animals will be the topics of discussion. Behaviors to be discussed include sex differences in the brain, as well as hormonal influences on mating behavior, courtship behavior, parental behavior, aggression, thirst, feeding, cognitive functions, and stress responses. Grades will be based on the results of three exams. Cost:2 WL:1 (Becker)
551. Advanced Topics in Developmental Psychology. Psych.
350. (3). (Excl). May be repeated for credit.
Section 001 – The Anthropology of Childhood: Growing Up in Culture. For Winter Term, 1997, this section is offered jointly with Anthropology 329. (Hirschfeld/Stephens).
558. Psychology of Adolescence. Psych. 350. (3). (Excl).
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)
565. Organizational Systems. Psych. 360. (3). (Excl).
Organizations are understood best when they are viewed as dynamic and open systems. We will study organizations by examining their specific characteristics, the nature and relationships among groups and departments that make up the organization, and the collection of organizations that make up the environment. Core topics include organizational environments, information technologies, organizational life cycles, and organization structure. Instruction will be delivered by lecture and discussions. Evaluation will be based on group facilitation of cases, on exams, on a group project, and on peer ratings. (Saavedra)
570. 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 term project, each involving the interpretation of a case history, as well as on the basis of short papers in reaction to the readings. Cost:3 WL:1 (Rosenwald)
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:1 (Wolowitz)
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.
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. PSYCHOLOGY 409 IS RESERVED FOR RESEARCH PRACTICA. 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:
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. A 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.
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