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 both 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 January 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. (4). (SS). Psych. 111
may not be included in a concentration plan in psychology. 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. Cost:2
WL:1 (Behling)
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Times, Location, and Availability
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. (4). (SS).
May not be included in a concentration plan in psychology. Students
in Psychology 114 are required to spend five hours outside of
class participating as subjects in research projects.
This course is designed to help you gain a broad overview
of psychology, apply psychology 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 three short "thought"
papers. This section will be most enjoyable for students who are
self-motivated and like to learn concepts in creative ways. (Nagel)
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Times, Location, and Availability
115. Honors Introduction
to Psychology as a Natural Science. 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
114. (4). (NS). (BS). Psych. 115 may not be included in a concentration
plan in psychology. Students in Psychology 115 are required to
spend five hours outside of class participating as subjects in
research projects.
The course will provide an overview of the field of psychology
from a natural science perspective. Topics to be covered include
nervous system, sensation and perception, learning and memory, language, cognition, motivation and emotion, sex, human development, biological rhythm and dream, drug action, and mental disorder, with an emphasis on underlying brain mechanisms. Although there
is no prerequisite, students are expected to have basic knowledge
and good background in chemistry and biology. It is hoped that, through the course, a student will become more understanding of the mind and behaviors of himself/herself as an individual and the society as a whole. Attendance to lecture/discussion is mandatory.
Students are evaluated based on exams, quizzes, reaction papers, and session participation. Cost:3
WL:1 (Zhang)
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Times, Location, and Availability
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)
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Times, Location, and Availability
120. First-Year Seminar
in Psychology as a Social Science. Open only to first-year
students. (3). (SS). May not be included in a concentration plan
in psychology. May be repeated for a total of six credits.
Section 001 – Psychology and Non-ordinary Experience. This
seminar will explore the experimental, anecdotal, and theoretical
work that suggests that we humans are capable of intuition and knowledge that seriously challenge the prevailing conceptions
of human potential and sensory-based reality. Experiences of non-ordinary
reality are accepted as valid across a wide range of cultures
and under varied conditions. However, it is only recently that
such phenomena as remote viewing and holistic mind-body connections
have begun to cross the boundary into the scientific community, stimulating both research and strenuous efforts to debunk what
has been reported in the literature. We will review this literature
and its critics. We will explore the possibility of replicating
or extending some of these studies. And we will review efforts
to make theoretical sense of what has been found to date. (Mann)
Section 002 – 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 003 – Dreams. 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 004 – Why Go into the Burning House: Altruism and Helping Behaviors. Why did G.I. Joe jump on the grenade to save the platoon? Why did the stranger rush into a burning home to save the family? Why did the star athlete give up college football and a promising professional career to give his brother a kidney? Why do students for no credit volunteer to work in homeless shelters? The course will focus on factors that underlie human altruism, reciprocity, cooperation, and competition. We will read, discuss, and write about current theory and research on various forms of altruistic motives and behaviors. The main questions that will concern us are why and how individuals provide assistance or do harm to one another. Our readings and conversations will range from the most exotic and amazing of behaviors, e.g., jumping on a grenade, dashing into a burning house, etc., to the most mundane acts, giving a friend a ride to the store, volunteering to babysit, etc. Course readings will be taken from a book, course pack, and current periodicals and newspapers. Course evaluations will be determined by class participation, a short answer midterm, and a take-home final examination. (Jackson)
Section 005 – Psychology and 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 006 – Constructing the Self. This seminar will consider the psychology of identity and the development of a personal sense of "I" in what we would broadly consider to be "normal" and "pathological" selves. The readings in the course will consist primarily of autobiographical accounts and first-person narratives. Additional texts will be drawn from the psychological and social science literature. Among the questions we will consider are these: Is being a person synonymous with being a self? What are the limits of self-knowledge (and self-deception)? How does a sense of self develop in conjunction with gender, race, and culture? How do we define the normal and troubled self? Is it really possible to change a self? Attendance is required. Weekly reactions to the readings will be used in class to facilitate discussions. Course grade will be based on participation, short papers, and exams. (Leary)
Section 007 – 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)
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Times, Location, and Availability
121. First-Year Seminar
in Psychology as a Natural Science. Open only to
first-year students. (3). (NS). May not be included in a concentration
plan in psychology. May be repeated for a total of six credits.
Section 001 – The Human Mind and Brain. Two of the most compelling
mysteries in science today are how the mind works and how mental
processes are implemented in the brain. In the last few years, it has finally become possible to observe brain activity directly
and, as a result, new discoveries are constantly being made about
how mental processes are implemented in the brain. In this seminar, we will survey this exciting new field. We will first familiarize
ourselves with the structure of the human brain and then learn
what is being discovered about how the brain implements memory, language, vision, and a variety of other mental processes. (Polk)
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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 or Sociology. May be repeated
for a total of four credits.
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 first 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).
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204. Individual Research.
Introductory psychology and permission of instructor.
(1-6). (Excl). May not be included in a concentration plan in
psychology. (INDEPENDENT). May be repeated for a total of six
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.
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Times, Location, and Availability
206. Tutorial Reading. Introductory
psychology and permission of instructor. (1-6). (Excl). May not
be included in a concentration plan in psychology. (INDEPENDENT).
May be repeated for a total of six 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.
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211. Outreach. Prior
or concurrent enrollment in introductory psychology. (1-3). (Excl).
Offered mandatory credit/no credit. May not be included in a concentration
plan in psychology. Laboratory fee ($15) required. (EXPERIENTIAL).
May be repeated for a total of six 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
5, 1997 to pick up an Outreach Booklet and receive information
regarding registration, field work, and general course information
for the Winter Term 1998. Two separate sections of Outreach count
as an experiential lab for the Psychology concentration; they
do not count as a lab for the Biopsychology and Cognitive Sciences 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: Community and Opportunity. (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 – Do the Right Thing: Community Advocacy and Empowerment (formerly Current Affairs: Issues in 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.
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Times, Location, and Availability
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.
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Times, Location, and Availability
303. Special Problems in
Psychology: Advanced Laboratory. One of the following:
Psych. 330, 340, 350, 360, 370, 380, or 390. (2-4). (Excl). (BS).
Section 001 – 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 either an African American or Latino community in Detroit, which will require a weekly trip to Detroit – transportation provided.
Requirements include readings, lectures, and a write-up of the
research project. (Cooke)
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Times, Location, and Availability
304. Practicum in Teaching
and Leading Groups. Introductory psychology. (2-4).
(Excl). A total of six credits of Psychology letter-graded experiential
courses may be counted for the Psychology concentration. (EXPERIENTIAL).
May be repeated for a total of six credits.
This class provides instruction and practical experience
in teaching or leading a group under the supervision of department
faculty. The course extends knowledge of small group behavior
and the management and facilitation of small groups, and develops the skills and knowledge necessary to an undergraduate teaching
assistant in undergraduate classes at the University of Michigan.
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Times, Location, and Availability
305. Practicum in Psychology.
Introductory psychology. (1-4). (Excl). A total of
six credits of Psychology letter-graded experiential courses may
be counted for the Psychology concentration. Psychology 305 must
be taken for at least three credits to count as an experiential
lab in the psychology concentration. (EXPERIENTIAL). May be repeated
for a total of six 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 four 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 proposed course is first, to expose students to Latino youth and their Southwest Detroit community (a poor multi-ethnic neighborhood); second, to educate students about cultural aspects of human development, mental health, and contrasting theoretical approaches to social change; finally, 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 a 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 instructors themselves will supervise the field experience. Neighborhood walks will be planned and led by the instructors to make students aware of the cultural diversity of the neighborhood, its economic base, and its interesting history. (José)
Section 003 – Community Research Practicum. (3 credits). This course offers practicum experience in research on poverty and child development. Students will be trained as interviewers in a project examining the impact of several sources of adversity (poverty, violence) on the development of young children living in urban settings. The course examines these relationships among a group of pre-school children who experience economic hardship or poverty and who grow up in neighborhoods that may be perceived by parents/guardians as physically dangerous. Student teams will spend one morning a week in Head Start programs in Detroit initially assisting in the classroom. Once rapport is established with child and parents, students will conduct a psychosocial screening interview on symptoms of behavioral or emotional difficulties that might impede later school adjustment. Through training sessions, discussions and interviews, students will reflect on the role of environmental factors in the etiology and maintenance of behavioral and emotional problems of children. Students must be enrolled in the Detroit Head Start Program through the UROP office. Requests for overrides may be picked up in 1346 East Hall, Mon – Fri 7:30 am – 4:00 pm. (Barbarin)
Section 004 – 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, 998-8399. (Volling)
Section 010 – Alcoholism and Other Behavior Disorders in
Community Settings, II. (3 credits). Prerequisite: Psychology
372.010. 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 meets 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/Blow)
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Times, Location, and Availability
306. Project Outreach Group
Leading. Introductory psychology, Psychology 211, and permission of instructor. (3). (Excl). A total of six credits
of Psychology letter-graded experiential courses may be counted
for the Psychology concentration. (EXPERIENTIAL). May be repeated
for a total of six 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)
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Times, Location, and Availability
307. Directed Experiences
with Children. Introductory psychology and permission
of instructor. (3-4). (Excl). A total of six credits of Psychology
letter-graded experiential courses may be counted for the Psychology
concentration. (EXPERIENTIAL). May be repeated for a total of
7 credits.
Section 001 – Working with Children. Directed experience
with children aged eighteen months to five years at the University
of Michigan's Children Center and Children's Center for Working
Families for approximately eight to twelve hours per week on a
regular basis. Seminar relating theoretical issues to applied
practice is held every two weeks. No prerequisites required. Course
is intended to introduce students to children in a child care
setting. Cost:1
WL:5, Permission of instructor required for all students. To register
call 763-6784. (Leach)
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Times, Location, and Availability
308. Peer Advising Practicum
in Psychology. Introductory psychology and permission
of instructor. (2-3). (Excl). A total of six credits of Psychology
letter-graded experiential courses may be counted for the Psychology
concentration. (EXPERIENTIAL). May be repeated for a total of
six credits.
This course 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)
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Times, Location, and Availability
311/Soc. 321. Practicum
in Facilitating Intergroup Dialogues. Psychology
310 and permission of instructor. (3). (Excl). A total of six
credits of Psychology letter-graded experiential courses may be
counted for the Psychology concentration. (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, "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, methods of attending to personal issues when facilitating.
(Beale)
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Times, Location, and Availability
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)
Section 002. This course is designed to help students
prepare to carry out a research project for their senior Honors thesis. We will focus on the following issues: selecting and developing
a topic, identifying faculty who will supervise the project in the following year, doing a literature review, choosing a research
design, and other issues related to doing psychological research.
Students will have opportunities to discuss and share their interests, questions, and knowledge as they develop their proposals. Grades
are based on several written and oral reports, a longer paper
describing the proposed project, and class attendance and participation.
Cost:2 WL:4 (Winter)
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Times, Location, and Availability
313/Rel. 369. Psychology
and Religion. Introductory psychology or senior standing.
(4). (Excl).
See Religion 369. (Gómez)
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Times, Location, and Availability
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)
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Times, Location, and Availability
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) Provide students
with opportunities to gain practical laboratory experience by
assisting an individual faculty member in the biopsychology program
with his/her on-going research. (2) Introduce students to selected
general methods used in the field of biopsychology (brain and behavior and animal behavior). (3) Provide practical knowledge
about research design, quantification of behavior, scientific
writing, the use of animals in research, and miscellaneous techniques
used by biopsychologists in laboratory research. Students must
register in two sections; a general lecture section (001) and an individual faculty member's section (faculty identification
number). To be admitted, students must first get permission from
an individual faculty member to work in his/her lab. Specific
instructions and an application form (which must be completed)
are available in the Psych. Undergraduate Office or the Biopsychology
Program Office. Students concentrating in 'Biopsychology and Cognitive
Sciences' will receive priority. Cost:1
WL:1 (Butter)
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Times, Location, and Availability
335(430). Introduction to
Animal Behavior. Introductory psychology or introductory
biology. (4). (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)
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Times, Location, and Availability
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)
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Times, Location, and Availability
341. Superlab in Psychology
as a Natural Science. Psych. 330 or 340. (4). (NS).
(BS). Satisfies a Psychology research-based laboratory requirement.
This course satisfies 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 (Seifert)
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Times, Location, and Availability
345(434). Introduction to
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)
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Times, Location, and Availability
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)
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Times, Location, and Availability
351. Advanced Laboratory
in Developmental Psychology. Stat. 402 and Psych.
350. (3). (Excl). Satisfies a Psychology research-based laboratory
requirement.
This course is designed to provide students with training
in the skills necessary for designing, conducting, evaluating, and communicating about research on human development. The class
is a combination of lecture and discussion of research issues
and methodology, activity-based laboratory sessions, and the implementation
of individual and class research projects. Students are provided
with "hands-on" research opportunities, interviewing
school-age children and conducting observational studies. The
class meets the Psychology Laboratory course requirement. (Myers)
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Times, Location, and Availability
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. Cost:2
WL:2 (Sandelands)
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Times, Location, and Availability
361. Advanced Laboratory
in Organizational Psychology. Psych. 360. (4). (Excl).
Satisfies a Psychology research-based laboratory requirement.
This advanced laboratory will cover several approaches to
enhancing individual, group, and organizational effectiveness.
We will focus on role analysis and negotiation, competencies of
an effective consultant, impression management, group planning
and decision making, diversity in workforce 2000, organizational
behavior and human resource management, and work redesign. The
instructor will introduce each topic to the class members by giving
a brief overview of the framework, lecture, or workshop to provide
some firsthand experience with the concepts and phenomena we are
studying. Subsequently, the class will reflect on the presentation
and discuss relevant readings, processes, and assignments. Finally, students (individually and in groups) will conduct field research
projects, deliver class presentations, and complete written reports
which will then be delineated in class. Cost:3
WL:1 (Beale)
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Times, Location, and Availability
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 class only. Students
should be prepared for independent work as there are no discussion
sections. (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 discussion section regularly and will be evaluated
on examinations, short papers, and class participation. (Leary)
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Times, Location, and Availability
372. Advanced Laboratory
in Psychopathology. Psych. 370. (3). (Excl). Satisfies
a Psychology research-based laboratory requirement.
Section 001. Using readings, lectures, and projects, this
course introduces students to 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 research. Class format: A weekly lecture and a weekly "lab" meeting. Some weeks the different lab
sections will meet as a whole; most weeks the lab sections will
meet individually – the total class time in any week will be three
hours. (Peterson)
Section 010 – 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 Spring or Fall. Completion of both 372 and 305 will satisfy the Psychology Lab requirement. For further information, contact Dr. Zucker at 998-7952. (Zucker/Blow)
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Times, Location, and Availability
380. Introduction to Social
Psychology. Introductory psychology. (4). (SS).
This course introduces students to the field of social psychology.
It covers basic theoretical concepts such as social beliefs and social inference; conformity and power; altruism; aggression;
interpersonal attraction and relations; and persuasion. The main
goal of the course is to convey how social psychologists think
about social phenomena, and the types of evidence they consider
persuasive. When possible, material from each unit is applied
to contemporary social and psychological concerns. Students are
evaluated by means of exams and classroom contributions. Instructional
methods include assigned readings, lectures, films, demonstrations, and weekly discussion sections. Cost:3
WL:1 (Ybarra)
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Times, Location, and Availability
381/Soc. 472. Advanced Laboratory
in Social Psychology. Stat. 402 and Psych. 380. (3).
(Excl). Satisfies a Psychology research-based laboratory requirement.
Section 001 and 002. 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)
Section 003. This course offers an intensive overview
over all stages of a survey, including survey design, survey sampling, questionnaire development and index construction, pretesting, interview procedures, coding, data management, data analysis, and report writing. Students will gain practical experience through
class exercises and home assignments with real survey data and learn principles through lectures, class discussions, a text, and a course pack. Grading is based on completed assignments, two in-class exams, and class participation. (Herzog)
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Times, Location, and Availability
390. Introduction to the
Psychology of Personality. Introductory psychology.
(4). (SS).
A selective overview of major theories of personality. The
orientation is systematic rather than critical. The goal of instruction
is to provide students with a mastery of the various concepts
and their interrelationships within each theory as well as with
an appreciation of their empirical bases and their heuristic values
and limitations. The work of Skinner, Jung, Freud, Erikson, and Lewin is presented in lectures and readings. The major applications
of each theory are presented and discussed. (Weston)
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Times, Location, and Availability
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 (Stewart)
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Times, Location, and Availability
404. Field Practicum. One
of the following: Psychology 330, 340, 350, 360, 370, 380, or
390; and permission of instructor. (1-12). (Excl). Offered mandatory
credit/no credit. May be used as an experiential lab in psychology.
Credits may not be used toward either psychology concentration.
(EXPERIENTIAL). May be repeated for a total of twelve 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 is
obtained at 1044 East Hall (764-2580).
Section 052 – Social Psychology in Community Settings.
This course for residence hall staff will focus on issues of intergroup
relations in living communities. Participants will focus on their
roles in facilitating learning as a transformative process for
students living in residence halls. The course will build teams
of skilled learning facilitators who can address issues of intergroup
relations in multicultural contexts within living communities, including intergroup conflict, intergroup communication, exploration
of identity, and the use of power and privilege within systems.
Student development, social justice, and identity development theories will provide a context for students to develop the knowledge
and skills needed for providing leadership, support, and facilitation
of learning in residential settings. (Gurin)
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Times, Location, and Availability
405. Field Practicum. One
of the following: Psychology 330, 340, 350, 360, 370, 380, or
390; and permission of instructor. (1-12). (Excl). Offered mandatory
credit/no credit. May be used as an experiential lab in psychology.
Credits may not be used toward either psychology concentration.
(EXPERIENTIAL). May be repeated for a total of twelve 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 is
obtained at 1044 East Hall (764-2580).
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Times, Location, and Availability
408. Field Practicum in
Research Techniques/Natural Science. Psychology 330
or 340 or 350 or 360 or 370 or 380 or 390. (1-4). (Excl). Offered
mandatory credit/no credit. Credits do not count for the concentration, but the course may be used for an experiential lab if taken for three credits. (EXPERIENTIAL). Credit is granted for a combined
total of twelve credits of Psychology 404, 405, 408 and 409, and for a maximum of fifteen credits for Psychology 211, 404, 405, 408 and 409. This course may be taken for a maximum of two terms
and/or four credits with the same instructor.
This field practicum course offers an opportunity to integrate
experiential and academic work within the context of a field setting.
Students make their own arrangements to work in a psychology research
lab; meet regularly with a faculty sponsor and research group
to discuss their experiences; read materials which are relevant
to the research topic and techniques being used; and create some
form of written product that discusses the research and the student's
participation in the research process. Students may obtain a list
of faculty sponsors offering research experience in the Undergraduate
Office, 1044 East Hall. An override from a Psychology Department
faculty member is required to register.
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Times, Location, and Availability
409. Field Practicum in
Research Techniques. One of the following: Psychology
330, 340, 350, 360, 370, 380, or 390; and permission of instructor.
(1-4). (Excl). Offered mandatory credit/no credit. This course
may be used as an experiential lab in psychology. Credits may
not be used toward either psychology concentration. (EXPERIENTIAL).
May be repeated for a total of twelve credits. Credit is granted
for a combined total of twelve credits of Psychology 404, 405, 408 and 409, and for a maximum of fifteen 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.
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Times, Location, and Availability
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)
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Times, Location, and Availability
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)
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Times, Location, and Availability
433. Biopsychology of Motivation.
Psych. 330. (3). (NS). (BS).
How do brain systems generate emotion and motivate behavior?
How does motivation differ across species? How does learning influence
basic motivations? What are the neural mechanisms of pleasure
and pain? What are the mechanisms of sleep and dreaming, hunger, thirst, sex, and aggression? How does the brain translate motivation
into goal-directed behavior? These questions are the focus of the course. Our emphasis will be upon the critical analysis of theory and evidence from opposing points of view: students are
expected to construct and defend their own conclusions in essay
exams, papers, and presentations. Format is a mixture of lecture
and discussion. Cost:2
WL:1 (Berridge)
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Times, Location, and Availability
436. Drugs of Abuse, Brain
and Behavior. Psych. 330. Introductory biology and chemistry are recommended. (3). (Excl). (BS).
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 biopsychology and cognitive sciences, 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)
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Times, Location, and Availability
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 aesthetic
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 your
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)
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Times, Location, and Availability
443. Learning and Memory.
Psych. 340. (3). (NS). (BS).
One of the main functions of living creatures is to process
information continually from the environment and adjust behavior
to take account of its significant aspects. The goals of this
course are to review what psychologists know about how people
accomplish this – both in terms of the cognitive processes involved
in learning and the memory processes that affect access to and preservation of meaningful events – and to consider how we can
improve our learning and memory skills. In this course, we will
focus on basic learning models, knowledge acquisition, working
memory, encoding and retrieval from long-term memory, forgetting, implicit and explicit memory, performance, and expertise. In covering these topics, a number of interesting themes will be introduced, including applications of findings from neuroscience; computational
models of learning; and individual differences. Requirements:
Textbook and supplementary course pack readings, weekly assignments, and two exams. (Patalano)
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Times, Location, and Availability
446. Human Factors Psychology.
Psych. 340. (3). (Excl). (BS).
The focus of this course is on the interaction between people
and the design of devices, with an emphasis on human capabilities, needs, and limitations in order that items are "user friendly."
Human senses (information intake), cognitive activities (information
processing), and actions (performance) will be considered. The
course is not an engineering course, but it is concerned with
design principles from the perspective of users' needs (i.e., the design of automobiles, computer displays, work stations).
The course is a lecture format, with occasional meetings designed
as labs. Facility with algebra and an acquaintance with probability
is helpful, and a background with 330 and/or 340 is beneficial.
One text will be required. Grades will be determined on the basis
of one hour-long examination (30%), in-class and take-home exercises
(20%), one small project (20%), and a final examination (30%).
Questions regarding this course can be e-mailed to jimsayer@umich.edu.
Cost:2 WL:4 (Sayer)
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Times, Location, and Availability
447. Psychology of Thinking.
Psych. 340. (3). (NS). (BS).
The goals of this course are to review what psychologists
know about how people think – both in terms of the cognitive processes
involved in thinking and the outcomes of goal-directed thought
- and to consider how we can improve our thinking skills. "Thinking"
covers a wide range of topics. In this course, we will focus on
memory, categorization, inductive and deductive reasoning, problem
solving, and decision making. In covering these topics, a number
of interesting themes will be introduced, including: whether humans
are "rational" thinkers; how culture, personality, age
and other factors contribute to individual differences in thinking; thinking in real-world settings; and the extent to which thinking
skills can be improved. Because the course meets only once a week, attendance and participation in discussions at each class session
are extremely important. Requirements: Weekly reading assignments
in a course pack, weekly lab exercises, three one-hour exams, one short (ten page) paper. (Seifert)
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Times, Location, and Availability
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)
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Times, Location, and Availability
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
(Merriwether)
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Times, Location, and Availability
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)
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Times, Location, and Availability
464. Group Behavior in Organizations.
Psych. 360. (3). (Excl).
The course is designed to help students understand the nature
of behavior in groups within organizational settings. Topics include the nature of groups, group roles, leadership, group effectiveness, and other related areas. Emphasis is on the application of group
concepts to organizational environments. (Section 001: Saavedra;
Section 002: Rafaeli)
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Times, Location, and Availability
470. Introduction to Community
Psychology. Introductory psychology. (3). (SS).
Section 001 – Empowering Latino Families and Communities.
(Gutierrez)
Section 002 – Empowering African American Families and Communities.
(Mattis)
This course introduces principles and practices of community
psychology by integrating research, theory and practice. It is
organized around the dual themes of empowerment and prevention.
Empowerment will be discussed both as an ideology and practice
in community work. Prevention is treated from the perspective
of developing programs which enhance individual and community
competence, and strengthen protective factors in the community
and reduce the risk of dysfunction. Through readings, lectures, simulations, and discussion students will become familiar with
ways of conceptualizing communities and how they function. Central
to the course is an opportunity for hands-on involvement in a
community based program in Detroit. In addition to the three-hour
lecture/discussion students must devote one afternoon a week as
a volunteer in an afterschool program for children. Section 001
will focus on the history and cultural resources of the Latino
Community in Southwest Detroit. Section 002 will address the African
American Community.
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Times, Location, and Availability
488/Soc. 465. Sociological
Analysis of Deviant Behavior. Introductory sociology
or introductory psychology as a social science. (3). (SS).
See Sociology 465. (Modigliani)
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Times, Location, and Availability
500. Special Problems in
Psychology as a Natural Science. Introductory Psychology.
(2-4). (Excl). (BS). Only six credits of Psych. 400, 401, 402, 500, 501, and 502 may be counted toward a concentration plan in
psychology. May be repeated for a total of twelve credits.
Section 001 – Attention and the Brain. (3 credits). Prerequisites:
Psychology 330 or course in cognitive psychology including the
study of attention. 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. 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.
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.
This course is open to undergraduates who have taken Psychology
330 or equivalent, or graduate students in psychology or neuroscience.
Maximum enrollment is 30 students. WL:4 (Butter)
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Times, Location, and Availability
501. Special Problems in
Psychology as a Social Science. Introductory Psychology.
(1-4). (Excl). Only six credits of Psych. 400, 401, 402, 500, 501, and 502 may be counted toward a concentration plan in psychology.
May be repeated for a total of twelve credits.
Section 001 – Cross-Cultural Psychology. (3 credits). This
course deals with comparisons of psychological processes and development
of individuals living in diverse cultures. Emphasis is placed
on cognitive, personality, and social development; discussions
of disturbances in development, maladjustment, and remedies are
included. Examples are drawn primarily from the cultures of East
Asia and the United States. A beginning course in psychology provides the necessary background. Student evaluations are made on the
basis of two examinations and a term project, which, depending
on the size of the class, may be in the form of an individual
research project. There is no textbook; a course pack is used.
Reliance is placed primarily upon lectures, but discussion sessions
are held before examinations and conferences are held concerning the term project. Cost:2
WL:2 (Stevenson)
Section 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)
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Times, Location, and Availability
505(504). Faculty Directed
Advanced Research. Permission of instructor and one
of the following: Psychology 330, 340, 350, 360, 370, 380, or
390. (1-6). (Excl). May be used as an experiential lab by faculty
petition to the Committee on Undergraduate Studies. A combined
total of six credits of Psych. 505 and 507 may be included in
a concentration plan in psychology. (INDEPENDENT). May be repeated
for a total of six 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.
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Times, Location, and Availability
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. (1-6). (Excl). A combined total of six credits
of Psych. 505 and 507 may be included in a concentration plan
in psychology. (INDEPENDENT). May be repeated for a total of six
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.
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Times, Location, and Availability
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.
Our primary focus, again, will be the conduct and successful completion
of your thesis and the enrichment of your research competence.
Cost:1 WL:1 (Cain)
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Times, Location, and Availability
541. Advanced Topics in Cognition
and Perception. Psych. 340. (3). (Excl). (BS). May
be repeated for credit.
Section 001 – Complex Adaptive Systems. This course has a
prerequisite of (1) at least one course in probability or statistics
(elementary combinatorics centering on the 'n choose j' notation, and the Central Limit Theorem in relation to random variables), and (2) an elementary understanding of programming and finite-state
diagrams (as might be obtained in a course in finite automata theory or a course in the foundations of programming). The course's
object is to provide the basics of the theory and modeling of
complex adaptive systems (the central nervous system, ecologies, the immune system, economies, etc.), with emphasis on and learning
and adaptation. The course covers (1) neural nets from McCulloch-Pitts
onward, concentrating on Hebb's approach (neural nets with large
numbers of internal loops), with contrasts to feedforward nets, and (2) machine learning, starting with Samuel's checkersplayer, and going through genetic algorithms and classifier systems. Substantial
time is spent on the tools and insights that go into the construction
of theory and simulations in this area. This is NOT a course in
programming technique; there are no projects. The course is presented
in "compressed" format (4 hours per week for 12 weeks).
Substantial time is devoted to class participation, including
a presentation by each participant in the last weeks of the course.
To make this possible, enrollment is strictly limited. (Holland)
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Times, Location, and Availability
551. Advanced Topics in
Developmental Psychology. Psych. 350. (3). (Excl).
May be repeated for credit.
Section 001 – Developmental Perspectives on Health and Illness.
For Winter Term, 1998, this section is offered jointly with RC Social Science 360.003. (Myers)
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Times, Location, and Availability
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, exams, a group project, and peer ratings. (Saavedra)
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Times, Location, and Availability
572. Development and Structure
of the Self. Psych 370 and junior standing. (3).
(Excl).
This course examines major psychological conceptions of the
self. It is organized around such topics as the self as meaning-maker, identity achievement in young adulthood, the emerging self of
infancy, the integration of self, the gendered self, the moral
self, the self and social institutions. It is designed for a group
of 25-30 students who have a general background in psychology.
It will emphasize the critical examination of a relatively small
number of texts. The class format will be centered in discussions
of assigned readings, and will regularly require brief prepared
reactions to them to open class discussion. Student evaluation
will be based on class participation, a paper, a midterm, and a final examination. Attendance is required. (Fast)
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Times, Location, and Availability
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:3 (Cain)
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Times, Location, and Availability
574. Clinical Psychology.
Psych. 370 and psychology concentration. (3). (Excl).
This course provides an overview of the scientific and professional
issues within the field of clinical psychology. General areas
to be covered include: (1) psychological assessment; (2) forms
of clinical intervention; (3) research on psychotherapy process
and outcome; and (4) current professional issues. In addition, the roles of culture and gender within each of these areas will
be explored, and specialty areas within the field of clinical
psychology will also be examined. (Ceballo)
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Times, Location, and Availability
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)
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Times, Location, and Availability
581. Advanced Topics in
Social Psychology. Psych. 380. (3). (Excl). May be
repeated for credit.
Section 001 – Psychology of Emotions. This advanced undergraduate
course introduces theory and research on emotions. Emotions are
complex, multiply-determined phenomena – they influence our experience, our thinking, our actions, our relationships, as well as our mental
and physical health. The character of emotions also changes over the life course and reflects individual and group differences.
This complexity and significance makes the study of emotion an
especially important and challenging task within psychology. Three themes of this course will be: (1) the functions of emotions, in both present day and ancestral circumstances; (2) the ways
people respond to and regulate their own emotion experiences;
and (3) the extent to which cultural, gender-related, and personality
differences in emotion exist. This course will use both lecture
and discussion formats. Students will be evaluated based on class
participation, reaction papers, a research proposal, and a final
exam. (Fredrickson)
Section 002 – Social Stigma. This seminar is intended for advanced undergraduate and graduate students on the social psychology of stigma. Readings will focus on classic and current theories and research on stigma. Students are expected to come to class prepared to discuss the readings. The emphasis will be on the experience of members of devalued and subordinated groups, although we will also consider the experience of the subordinator. Basic issues and phenomena that apply to a variety of stigmatized groups will be considered, with a focus on three groups: African-Americans, overweight women, and gays and lesbians. Grades will be based on class participation (30%), weekly 1-2 page reaction papers to the readings (30%) and a major paper, consisting of either a literature review or a research proposal on a topic relevant to the course (40%). (Crocker)
Section 003 – Social Cognition. This course examines
how people make sense of other people and themselves. In more
precise terms, social cognition involves studying the nature and outcomes of cognitive processes as they occur in particular social
contexts. Topics that are covered in this course include: person
perception, attitudes, stereotyping and prejudice, attribution, and the self. Two broad themes that can be seen in research pertaining
to many of these topics, and that are emphasized in this course, involve the conscious versus nonconscious nature of social cognition, and the interface between cognitive and motivational processes.
Instructional methods include lectures, demonstrations, and classroom
presentations and discussions of assigned readings. Students are
expected to actively engage in classroom discussions. Evaluation
in this class is based on exams, papers, and effective participation
during class. Cost:3
WL:4 (Chen)
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Times, Location, and Availability
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, 408, 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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