Courses in Psychology (Division 455)


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