Courses of Study
Sections
Department of Psychology
Last updated: November 4, 2010 at 3:22 p.m.
The main objective of the psychology major is to help students develop a solid background in the scientific method and a strong foundation in the fundamentals of psychology, making them highly competitive candidates for postgraduate study and also preparing them to be thoughtful, analytic, and discerning problem solvers. Our pre-clinical psychology training provides all the necessary courses and credentials for admission to PhD programs in clinical psychology. The features of the undergraduate program also make Brandeis psychology graduates especially attractive to employers in the mental health and business professions. Given the broad training in quantitative and research skills, psychology students are sought after in a wide range of professional areas including marketing and consulting, government and public policy, and social and mental health services. Many of our graduates go on to graduate school in law, business, medicine, public health, speech pathology, and social work, as well as psychology. Recent psychology majors have gone on to graduate work in clinical, applied, and scientific research areas of the field. Our faculty conduct research in diverse areas that include cognitive neuroscience, normal and abnormal development, social interaction, spatial orientation, perception, memory, emotion, life-span development, and effects of brain damage.
Graduate Programs in Psychology
The Department of Psychology offers a PhD and an MA program. There are two general areas of training within the PhD program: cognitive neuroscience and social developmental psychology. The goal of the PhD program is to develop excellent researchers and teachers who will become leaders in psychological science. From the start of graduate study, research activity is emphasized. The program helps students develop an area of research specialization and gives them opportunities to work in their chosen area of training: social developmental psychology or cognitive neuroscience. In both areas, dissertation supervisors are leaders in the field and pursue research in the following: motor control, visual perception, taste physiology and psychophysics, memory, learning, aging, child development, aggression, emotion, personality and cognition in adulthood and old age, social relations and health, stereotypes, and face perception.
Psychology majors study varied aspects of basic and applied research areas in the field. There are many opportunities for undergraduate involvement and experiential learning. The department has an active Psychology Club and chapter of the Psi Chi National Honor Society. A number of students write honors theses each year, while many more conduct independent study, research, or reading projects, some of which are funded by undergraduate research program grants. The clinical psychology practicum at Brandeis enables students to spend one day per week working in a mental health facility.
Each psychology major is assigned a faculty adviser from whom general advice about courses or career plans can be obtained. In addition, the psychology undergraduate advising head is available for consultation even before students declare psychology as a major.
To start the major, PSYC 1a should be taken no later than the sophomore year. We strongly encourage majors to take PSYC 51a (Statistics) and PSYC 52a (Research Methods and Laboratory in Psychology) in their sophomore year and no later than their junior year. Both of these courses require advance registration with the department two weeks prior to the university’s preregistration period. Many of the advanced seminars require these two courses as prerequisites.
A seniors honors thesis (PSYC 99d) or another independent research course (e.g., PSYC 93a) is strongly recommended for those interested in pursuing graduate training in clinical psychology. We encourage students who wish to do senior honors research to get involved in a faculty laboratory as early as possible. More information about the honors program is available on the psychology department’s Web site www.brandeis.edu/departments/psych/seniorhonors.html.
An undergraduate major in psychology is not required. Students with inadequate preparation may make up their deficiencies during their first year but without residence credit. Students are admitted on a competitive basis, which includes evaluation of previous academic records, recommendations, previous research experience, and results of the Graduate Record Examination (general test required, psychology test recommended).
There are three areas of interest in the psychology department PhD program; cognitive neuroscience, social developmental, and brain, body, and behavior. Applicants should indicate the program they are interested in on the application form.
Raymond Knight, Chair
Clinical psychology. Experimental and developmental psychopathology.
Joseph Cunningham, Undergraduate Advising Head
Emotional development and nonverbal communication. Clinical psychology.
Paul DiZio, Graduate Advising Head
Human spatial orientation and motor control.
József Fiser
Visual information processing.
Angela Gutchess (on leave fall 2010)
Aging. Culture. Memory.
Derek Isaacowitz (on leave fall 2010)
Emotion and aging.
Donald Katz
Neural dynamics of gustatory perception and learning.
Margie Lachman
Life-span development and aging. Adult personality and cognition.
James Lackner
Spatial orientation. Human movement control. Adaptation to unusual force environments.
Xiaodong Liu
Multivariate statistics. Educational evaluation and measurement.
Andrew Molinsky
Organizational behavior.
Nicolas Rohleder
Psychosocial factors affecting health. Stress and aging.
Robert Sekuler
Visual perception. Cognitive processes.
Patricia Tun
Aging and speech comprehension and memory.
Malcolm Watson
Developmental psychology. Aggression.
Arthur Wingfield
Human memory.
Jerome Wodinsky
Comparative psychology. Learning theory. Sensory physiology.
Jutta Wolf
Health psychology. Psychoneuroimmunology.
Leslie Zebrowitz
Social psychology. Person perception.
A. PSYC 1a (Introduction to Psychology).
B. Four content courses: two from Group I and two from Group II:
Group I: Perception, Cognition and Neuroscience
NPSY 11b (Behavioral Neuroscience), NPSY 12a (Perception), PSYC 14a (Comparative Psychology), PSYC 15a (Biological Bases of Motivation), NPSY 16a (Motor Control, formerly NPSY 127a), NPSY 17a (Hand and Brain), PSYC 21a (Learning and Behavior), NPSY 22b (Cognitive Neuroscience), NBIO 140a (Principles of Neuroscience), or NPSY 199a (Human Neuropsychology).
Group II: Social and Developmental
PSYC 31a (Personality), PSYC 32a (Abnormal Psychology), PSYC 33a (Developmental Psychology), PSYC 34b (Social Psychology), PSYC 36b (Adolescence and Transition to Maturity), PSYC 37a (Adult Development and Aging, formerly PSYC 101b), or PSYC 38a (Health Psychology, formerly PSYC 131b).
C. One Quantitative Course, PSYC 51a (Statistics). MATH 36b (Mathematical Statistics) or ECON 83a (Statistics for Economic Analysis) may be taken in place of PSYC 51a.
D. Two Research Science Courses. All students must take PSYC 52a (Research Methods and Laboratory in Psychology). The second course may be selected from any of the following advanced research courses in the Psychology department (cross-listed courses do not apply): PSYC 93a (Independent Research in Psychological Sciences), PSYC 99d (Senior Research in Psychology), or by double-counting one of the following research intensive advanced seminars toward both this Research Science Requirement (D) and the Advanced Seminar Requirement (E). Advanced Seminars that are designated Research Intensive include: NPSY 120b, PSYC 130b, PSYC 131a, PSYC 133a, PSYC 135b, PSYC 136b, NPSY 141a, PSYC 145b, NPSY 154a, PSYC 160b, PSYC 169b, NPSY 174b, NPSY 175b, and PSYC 253a. Students may alternately apply a basic science course toward this requirement: CHEM 11a, 11b, CHEM 15a, 15b; PHYS 10a, 10b, 11a, 11b and 15a, 15b; BIOL 22a and b (the corresponding lab is not required for these chemistry, physics or biology courses).
E. Two Advanced Seminars from among: NPSY 120b, NPSY 125a, NPSY 128b, PSYC 124a, PSYC 130b, PSYC 131a, PSYC 133a, PSYC 134a, PSYC 135b, PSYC 136b, NPSY 137b, NPSY 141a, PSYC 145b, PSYC 146a, PSYC 150b, NPSY 154a, PSYC 160b, PSYC 161a and b (combined), PSYC 167b, PSYC 169b, NPSY 174b, NPSY 175b, PSYC 193b, PSYC 195a, NPSY 196b, and NPSY 197a, or one approved cross-listed course. (Note: PSYC 161a and 161b, Clinical Psychology Practicum I and II, count only as one course in meeting this requirement)
F. Whatever the complement of courses used to satisfy the requirements, a student must complete at least 7 PSYC or NPSY courses. All courses that count toward the major must have a grade of C- or better.
A maximum of two AP exams with acceptable scores in the following subjects can be used toward the requirements for the psychology major: biology, chemistry, physics, and psychology. AP Statistics credit cannot be applied, though a student with a score of 5 may petition to take an advanced statistics course in lieu of PSYC 51a.
The set of requirements, as outlined above, took effect with the class entering Brandeis in the fall of 2009 and classes thereafter. However, current students who started at Brandeis prior to fall 2009 have the option of choosing to meet the previous requirements, as stated in the Bulletin published their year of entry into Brandeis, or the current requirements, outlined above. Each student must choose one set of requirements or the other and will not be allowed to mix and combine the requirements.
Course Requirements
Successful completion of eight courses is required for the degree. Students are required to take two semesters of advanced psychological statistics, one semester of research methodology, PSYC 300a or PSYC 302a, and the master's project readings course that culminates in a master’s thesis involving an empirical research project or a comprehensive literature review. The master’s thesis must be deposited electronically to the Robert D. Farber University Archives at Brandeis.
Students are also required to choose three courses from two elective groups: the cognitive neuroscience group; and the social developmental group. A minimum of one course per group must be taken. Students are also strongly encouraged to register for and attend PSYC 316a (Psychology Research Seminar) both semesters, or to engage in an equivalent activity in the area of cognitive neuroscience.
A. PSYC 210a and b (Advanced Psychological Statistics I and II).
B. PSYC 211a (Graduate Research Methods in Psychology).
C. PSYC 300a and 302a (Proseminar in Brain, Body and Behavior I and II).
D. A PSYC course numbered PSYC 220 through PSYC 240 with successful completion of first-year research project in psychology, reported in APA manuscript format. This project must be on an issue relevant to women's and gender studies, and will be read, and must be accepted by two faculty members from the psychology department, one of whom should be a member of the women's and gender studies core or affiliate faculty. If neither faculty member is associated with women's and gender studies, then a third faculty member from the women's and gender studies program must be included on the review committee. This paper will serve as the master's research paper.
E. A course in feminist research methodologies (WMGS 198a, the Feminist Inquiry course offered through the Graduate Consortium in Women's Studies, or an alternate).
F. One additional course from 100-level courses in psychology.
G. WMGS 205a or another designated graduate foundational course in women's and gender studies.
H. Two elective courses in women's and gender studies.
I. Participation in a fall semester noncredit women's and gender studies graduate proseminar.
Although there is a three-year minimum residency requirement, four years of full-time graduate study are usually required for the PhD. The Psychology Department Graduate Student Handbook specifies the most complete, up-to-date program requirements.
Research
Each student shall devote one-quarter of his/her time to research during the first term of the entering year. For all subsequent terms, students shall devote a minimum of one-half time to research.
Research Reports
Social Developmental Program in Psychology: Students will submit reports on their research for the first year, in journal form, by the beginning of the third term. The second project will be submitted by January 14 of the third year. Satisfactory completion of the research projects is required for continuation in the program. Students who have satisfactorily completed the research requirements will be permitted to continue their work toward the doctorate with no formal requirement of a master's degree. Students will be required to submit a dissertation proposal with literature review by September 30 of their fourth year. An oral examination of the dissertation proposal will be scheduled within one month of submission of the written proposal.
Cognitive Neuroscience Program in Psychology: First-year students will submit rotation reports on their research in journal form by the last scheduled day of class of each semester. The third report will be submitted by January 14 of the second year. Students who have satisfactorily completed the research requirements will be permitted to continue their work toward the doctorate with no formal requirement of a master’s degree. Students will be required to submit a dissertation proposal by January 14 of their third year. An oral examination of the dissertation proposal will be scheduled within one month of submission of the written proposal.
Brain, Body, and Behavior Program in Psychology: Students in this program will have dual mentors in a biomedical area as well as in either the social developmental or the cognitive neuroscience program. Each student will be required to follow the research reporting and other research requirements described above for the psychology program with which they are most closely affiliated.
Course Requirements
Entering PhD students will take PSYC 210a and two advanced courses in the first term of residence (for social developmental students, one of these courses will be PSYC 211a if not taken prior to entering the graduate program). In the second term, first-year students will take PSYC 210b and PSYC 300a/302a. In addition to PSYC 210a and PSYC 210b social development students and brain, body & behavior students are required to take a third statistics course which should be chosen in consultation with the faculty adviser. Students will take two advanced courses each term in the second year and one each term in the third year. For brain, body and behavior students two courses must be selected in consultation with the faculty adviser to satisfy a biomedical breadth requirement. During residency, all social developmental students are required to register and attend PSYC 316a.
Breadth Requirement
All graduate students must demonstrate breadth in the field of psychology. This breadth requirement is fulfilled by demonstrating competence in at least six of the nine areas listed below. The requirements may be satisfied in any of three ways:
A. By having completed an undergraduate or graduate course in that area.
B. By completing an undergraduate or graduate course offered in that area at Brandeis.
C. By successfully passing the equivalent of any undergraduate final examination for that course.
Of the six courses, a minimum of two must be taken from areas in Group A and a minimum of two from areas in Group B.
Group A
- Physiological/Sensory Processes
- Perception
- Learning/Comparative
- Cognition/Memory
- Cognitive Science
Group B
- Developmental
- Social
- Personality
- Abnormal
Teaching Fellow Requirement
As an integral part of the graduate training program, the student is required to serve as a teaching fellow according to the following schedule for each semester in which they receive a stipend from the Graduate School of Arts and Sciences; second semester of year 1, both semesters of years 2 and 3, one semester each during years 4 and 5. All teaching fellows work closely with course instructors and receive guidance in all aspects of course preparation, teaching, and grading. Through exposure to different professors' styles, varied course formats, and presentations on teaching skills throughout their graduate training, teaching fellows come away with a wide range of experiences, providing them with invaluable preparation for academic positions.
Language Requirement
There is no foreign language requirement.
Dissertation and Defense
Following the completion of the required pre-doctoral research reports, the student will prepare a prospectus of the proposed dissertation study including a review of relevant research in consultation with a faculty dissertation adviser. The proposal may be based on the student's preliminary research. Upon approval by the faculty of the program, a dissertation committee of three or more members will be appointed by the program chair, including the dissertation adviser as chair of the committee. The dissertation adviser will be responsible for advising the student throughout the performance of his or her work, in consultation with the remaining members of the committee at appropriate times in the course of the work. From time to time, the committee will report the student's progress to the program faculty.
The dissertation should provide evidence of originality, scholarship, and research ability. It should be a contribution to knowledge; ordinarily an experimental investigation, but not necessarily so. Prior to scheduling the dissertation defense, the psychology department members of the dissertation committee must approve the adequacy of the student's data analysis. Upon submission to the chair of the program a copy of the dissertation, signed by all members of the dissertation committee and one member from outside of the department or the university, and a successful defense of the dissertation before all members of the program, the award of the PhD will be recommended to the Faculty Council of the Graduate School.
Students in the PhD program may petition for a nonterminal master’s degree upon completion of the following requirements: (1) one-year minimum residency, (2) acceptable master’s thesis (an acceptable first-year research report for social developmental students or an acceptable third report for cognitive neuroscience students will count as a master’s thesis), and (3) completed breadth requirements.
Courses of Instruction
(1-99) Primarily for Undergraduate Students
NPSY
11b
Introduction to Behavioral Neuroscience
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Prerequisite: PSYC 1a or MATH 10a or permission of the instructor.
Data and theories regarding current conceptions of brain-behavior relationships. Begins with an introduction to neural systems as classically defined (sensory, association, motor, autonomic), and moves on to examination of the biological underpinnings of various behaviors, from those relating to basic drives (reproduction, feeding) to those with a cognitive flavor. Throughout, the accent is on interactions between organisms and environment (learning). Usually offered every year.
Mr. Katz
NPSY
12a
Perception: Human, Animal, and Machine
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Prerequisite: Sophomore standing or MATH 10a or permission of the instructor.
Examines the human senses, emphasizing sight and hearing, studied from standpoints of anatomy, physiology, and psychophysics. Insights from the study of special observers, including developmentally immature humans, members of nonhuman species, and people with abnormal sensory systems. Usually offered every year.
Mr. Sekuler
NPSY
16a
Motor Control
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Prerequisites: PSYC 1a or MATH 10a or equivalents, and at least sophomore standing, or permission of the instructor.
Surveys control of vertebrate posture and movement from various perspectives including muscle properties, reflex organization, central pattern generation, spatial representations, learning, and development. Emphasizes research in physiology, psychology, biomechanics, and computational theory. Usually offered every second year.
Mr. DiZio
NPSY
17a
Hand and Brain
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Prerequisites: PSYC 1a or MATH 10a, or permission of the instructor.
The specialized developments of the human hand and the parallel developments of the brain, tool use, sign language, and language acquisition are discussed. The control of voluntary movements is a key focus. Includes laboratory demonstrations. Usually offered every year.
Mr. Lackner
NPSY
22b
Introduction to Cognitive Neuroscience
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Prerequisite: PSYC 1a or MATH 10a or permission of the instructor.
This course explores how the human brain makes the human mind. It covers neural and behavioral dimensions of attention, memory and learning, perception, motor control, plasticity and planning. Experimental approaches and neuroimaging are emphasized. Usually offered every year.
Mr. Sekuler
PSYC
1a
Introduction to Psychology
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A survey of contemporary psychology. Topics include brain and behavior, perception, memory, learning, cognitive processes, plasticity, intelligence, child and adult development, personality, social behavior, and the relationship between normal and abnormal behavior. Usually offered every semester.
Ms. Gutchess and Ms. Wright
PSYC
14a
Comparative Psychology
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Prerequisite: PSYC 1a or MATH 10a.
The analysis of the behavior of organisms from a comparative and evolutionary perspective, considering genetic, humoral, sensory, and experiential factors in the control of behavior. Usually offered every year.
Mr. Wodinsky
PSYC
15a
Biological Bases of Motivation
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Prerequisite: PSYC 1a or MATH 10a.
Topics include hunger, thirst, migration, and sexual behavior. Evidence from biology, neurophysiology, and endocrinology is evaluated. Usually offered every year.
Mr. Wodinsky
PSYC
21a
Learning and Behavior
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Prerequisite: PSYC 1a or MATH 10a.
Current theories of learning will be explored in the light of experimental evidence derived from animal roles. Usually offered every year.
Mr. Wodinsky
PSYC
31a
Personality
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Prerequisite: PSYC 1a.
Covers major personality theories and related research. Emphasis will be on application of theory, issues in personality assessment, and personality development across the life span. Usually offered every second year.
Ms. Lachman and Staff
PSYC
32a
Abnormal Psychology
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Prerequisite: PSYC 1a.
A general introduction to psychopathology. Various theoretical models will be discussed. The techniques and findings of research, clinical, and experimental will be emphasized. Usually offered every year.
Mr. Knight
PSYC
33a
Developmental Psychology
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Prerequisite: PSYC 1a.
An examination of normal child development from conception through adolescence. Course will focus on theoretical issues and processes of development with an emphasis on how biological and environmental influences interact. Usually offered every year.
Mr. Watson
PSYC
34b
Social Psychology
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Prerequisite: PSYC 1a.
An introduction to theory and research on the psychological processes that relate the individual to the larger social world in terms of behaviors, thoughts, and feelings. Topics include attitudes, social perception, prejudice and discrimination, attraction, behavior in groups, and the role of culture. Usually offered every year.
Mr. Isaacowitz
PSYC
36b
Adolescence and the Transition to Maturity
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Prerequisite: PSYC 1a.
Examines the core issues (identity, intimacy, sexuality, spirituality, etc.) that define development during adolescence. Heavy emphasis is placed on the integration of research and theory in understanding adolescence. Usually offered every year.
Ms. Wright
PSYC
37a
The Psychology of Adult Development and Aging
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Prerequisite: PSYC 1a.
Describes the sensory, cognitive, personality, and social changes that occur in normal aging. Emphasis on pathways to successful aging in the context of a shifting balance of gains and losses in psychological and physical functioning. Usually offered every year.
Mr. Isaacowitz and Ms. Lachman
PSYC
38a
Health Psychology
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Prerequisite: PSYC 1a.
An examination of the social and psychological factors important for well-being, physical health, and effective medical care. Psychological perspectives are applied to such topics as health promotion and compromise, the stress-illness relationship, social relations, chronic illness, death and dying, and health care provider and patient interactions. Usually offered every second year.
Staff
PSYC
51a
Statistics
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Prerequisite: PSYC 1a or the permission of the instructor. Students must consult with the department one semester before anticipated enrollment. This course normally should be completed by the end of the sophomore year.
Covers the fundamentals of descriptive and inferential statistics. Techniques useful in the behavioral sciences will be emphasized. Students learn the theory of statistical decisions, practical application of statistical software, and how to analyze journal articles. Usually offered every semester.
Mr. DiZio and Mr. Fiser
PSYC
52a
Research Methods and Laboratory in Psychology
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This is an experiential learning course. Prerequisites: PSYC 1a and 51a. In order to pre-enroll in this course, students must consult with the department one semester before anticipated enrollment. This course normally should be completed by the end of the sophomore year.
The laboratory/lecture offers supervised practice in experimental design, data analysis and interpretation, and formal presentation of experimental results. Usually offered every semester.
Staff
PSYC
92a
Internship and Analysis in Psychology
This is an experiential learning course. Provides an opportunity for the student to supplement an off-campus internship experience with a related academic project. The specific requirements of the research component are negotiated by the student and the sponsoring faculty member. Usually offered every year.
Staff
PSYC
93a
Independent Research in Psychological Sciences
This is an experiential learning course. Supervised research experience in a psychology laboratory environment, culminating in a research proposal or report. Usually offered every year.
Staff
PSYC
98a
Readings in Psychological Literature
This is an experiential learning course. Usually offered every year.
Staff
PSYC
98b
Readings in Psychological Literature
This is an experiential learning course. Usually offered every year.
Staff
PSYC
99d
Senior Research
This is an experiential learning course. Usually offered every year.
Staff
(100-199) For Both Undergraduate and Graduate Students
NPSY
120b
Man in Space
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Prerequisite: PHYS 10a and PSYC 52a.
Topics include how orbital flight is achieved, spacecraft life support systems, circulatory dynamics, sensory-motor control and vestibular function in free fall, the physiological and psychological adaptations necessary in space flight, and how astronauts must readapt on return to Earth. Usually offered every year.
Mr. Lackner
NPSY
125a
Advanced Topics in Perception and Adaptation
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Prerequisites: MATH 10b, NBIO 140b, and PHYS 10a.
Covers current issues and theories in vision, vestibular function, proprioception, and adaptation to unusual force environments from psychological and biological perspectives. Usually offered every third year.
Mr. Lackner
NPSY
128b
Motor Control, Orientation, and Adaptation
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Prerequisite: NBIO 140b.
A seminar critically reviewing and discussing current research about spatially adapted animal movement. The analysis focuses on behavioral properties, biophysics, and neural substrates. Topics include sensorimotor transformations, learning, memory, context specificity, and sensorimotor adaptation. Usually offered every second year.
Mr. DiZio
NPSY
137b
Cognitive Modeling
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Prerequisites: MATH 10b and PSYC 51a or NBIO 136b, or permission of the instructor.
A general introduction to the construction and simulation of mathematical models of human cognitive processes. The major emphasis will be on models of human learning and memory. Students will be expected to have some background in computer programming. Usually offered every second year.
Mr. Fiser
NPSY
141a
Stress, Physiology, and Health
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Prerequisites: NPSY 11b, NBIO 146a, PSYC 38a, or NPSY 199a.
About a third of all diseases in western society are related to stress. The study of psychosocial determinants of health is a growing field, in which biological and psychological research is combined to understand pathways between CNS processes and health. We will study these processes in this course. sually offered every year.
Mr. Rohleder
NPSY
154a
Human Memory
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Prerequisite: PSYC 52a or NBIO 140b, or permission of the instructor.
Presents a systematic analysis of memory research and theory. The seminar will emphasize current research employing cognitive neuroscience methods, such as fMRI. Usually offered every second year.
Ms. Gutchess
NPSY
159a
Advanced Topics in Episodic Memory
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Prerequisites: NBIO 140b or NPSY 154a and permission of the instructor.
Deals with current topics in the study of episodic memory. Discussions and readings on topics such as memory for temporal order, category learning, associative symmetry, item versus associative recognition, theories of search in free recall, and the memory systems controversy. Usually offered every second year.
Staff
NPSY
168b
Electrophysiology of Human Memory
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Prerequisites: PSYC 51a, NBIO 140b, and NPSY 22b.
Laboratory course covering experimental methods and data analysis of electroencephalographic recordings during memory tasks. Projects involve data collection using a 128-channel EEG system. Topics cover time- and frequency-based methods as well as source modeling. Usually offered every year.
Staff
NPSY
174b
Visual Cognition
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Prerequisite: NPSY 12a or permission of the instructor.
Higher-order processes in vision. Visual impact of cognitive and other top-down influences, including attention, expectation, plasticity, and learning. Focus on visual recognition, contour formation, segmentation, temporal binding, and face and object perception. Usually offered every second year.
Mr. Fiser or Mr. Sekuler
NPSY
175b
The Neuroscience of Vision
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Prerequisite: NPSY 12a or permission of the instructor.
Examines the neural basis of human vision from multiple complementary perspectives. Relates visual capacities of human observers to the structure and function of the visual system. Considers computational and functional neuroimaging approaches to vision. Usually offered every second year.
Mr. Sekuler
NPSY
196b
Advanced Topics in Cognition
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Prerequisite: PSYC 1a and one of the following: NPSY 12a, PSYC 13b, or NPSY 22b.
This seminar covers current issues and research in memory, speech perception, and language comprehension. Emphasis will be placed on the current literature in the field. Usually offered every second year.
Mr. Wingfield
NPSY
197a
Advanced Topics in Behavioral Neuroscience
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Prerequisites: NPSY 11b and NBIO 140b or permission of the instructor.
Covers current research and issues pertaining to the neurobiology of perception (focusing mainly but not exclusively on perception of chemosensory signals) as well as the neurobiology of simple learning. Usually offered every year.
Mr. Katz
NPSY
199a
Human Neuropsychology
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Prerequisite: Psych 1a or Math 10a and at least sophomore standing.
Designed as an introduction to human neuropsychology. Topics include cerebral dominance, neuroanatomical mapping, and localization of function, with special reference to language, memory, and related cognitive function. Usually offered every year.
Mr. Wingfield
PSYC
124a
Introduction to Psychophysiology
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Psychological research is becoming increasingly sophisticated with the use of mind-body physiological measures to examine social psychological processes. This is an introduction to the autonomic nervous system and neuroendocrine measures that provide greater insight into emotional, cognitive, and motivational responses. Speical one-time offering.
Ms. O'Brien
PSYC
130b
Life Span Development: Early and Middle Adulthood
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Prerequisites: PSYC 1a, 31a or 33a, 51a, 52a, or permission of the instructor.
Seminar on advanced topics in life span developmental theory and methodology. Substantive emphasis will be on cognitive, personality, social, and physical changes that occur in early adulthood and midlife. Usually offered every second year.
Ms. Lachman
PSYC
131a
Child Development across Cultures
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Prerequisite: PSYC 33a or 36b. Juniors and seniors have priority for enrollment.
In this seminar child development is compared across two cultures within the United States: the dominant European American culture and Navajo culture. The main objective of the course is to help students learn about the process involved as culture influences development. Usually offered every year.
Mr. Watson
PSYC
133a
Seminar in Nonverbal Communication
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Prerequisites: PSYC 1a, 51a, and 52a or permission of the instructor.
Seminar in advanced topics in nonverbal communication covering theoretical and methodological issues. Topics will include the nonverbal communication of one or more attributes (emotion, demographic qualities, identity, and personality traits) through various modalities (face, voice, body) and the factors that influence the accuracy of nonverbal communication. Usually offered every second year.
Ms. Zebrowitz
PSYC
134a
Emotions and Well-Being
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Prerequisites: PSYC 34b, 51a, 52a.
Who is happy? Are emotions universal? Investigates psychological theory and research on emotion and well-being. Considers the nature of emotional experience and focuses on the causes and consequences of well-being and happiness. Usually offered every second year.
Mr. Isaacowitz
PSYC
135b
Seminar in Social Cognition
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Prerequisites: PSYC 1a, 34b, 51a, 52a, or permission of the instructor.
Considers the general nature of stereotypes, prejudice, and discrimination, theoretical explanations for these phenomena, and methods for assessing them. Specific examples of stereotyping are discussed in light of research methods and theoretical issues. Attention is given to stereotype accuracy, self-fulfilling prophecy effects, and mechanisms for coping with stereotypes. Usually offered every third year.
Ms. Zebrowitz
PSYC
136b
Advanced Topics in Developmental Psychology
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Prerequisites: PSYC 33a and 52a and permission of the instructor. Juniors and seniors have priority for enrollment. Although topics vary from year to year, the course may NOT be repeated for credit.
Provides students with detailed information about theories and special topics of research in developmental psychology. Usually offered every second year.
Mr. Watson
PSYC
140a
Statistical Analysis Software (SAS) Applications
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Prerequisite: PSYC 51a. Some introductory statistics experience will be helpful but not required. No prior SAS experience is required.
Designed for those who are interested in learning to use SAS. By using actual examples (data), students will have a hands-on experience using SAS for data management, data report, descriptive statistics, graphics, and some inferential statistics. Usually offered every year.
Mr. Liu
PSYC
145b
Aging in a Changing World
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Prerequisites: PSYC 1a, 51a, 52a, or permission of the instructor.
Psychological issues related to the aging process are examined in a multidisciplinary perspective. Topics include intellectual functioning, memory loss, personality changes, and physiological changes in later life. Usually offered every third year.
Mr. Isaacowitz and Ms. Lachman
PSYC
146a
Evolutionary Psychology
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Prerequisite: PSYC 1a, PSYC 51a, PSYC 52a or permission of the instructor.
Approaches psychology using two core ideas: evolution and computation. Investigates the mind as a functional system which performs computations to solve adaptive problems. Topics include perception, objects, tools, family, mates, trade, property, and culture. Usually offered every year.
Mr. DeScioli
PSYC
150b
Organizational Behavior
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Prerequisites: PSYC 1a, PSYC 51a, and PSYC 52a. May not be taken for credit by student who take BUS 20a.
Covers the fundamentals of industrial/organizational psychology, including the topics of leadership, work motivation, organizational culture, organizational structure, group dynamics, perception, decision making, and cross-cultural interaction. Assignments include group project analysis of real organizational dilemma using concepts covered in class. Usually offered every year.
Mr. Molinsky
PSYC
155a
Perceptual Development
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Seminar will discuss current issues in the development of visual space perception. Usually offered every third year.
Staff
PSYC
160b
Seminar on Sex Differences
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This is an experiential learning course. Prerequisite: PSYC 1a, 51a, 52a or permission of the instructor.
Considers research evidence bearing on sex differences in the cognitive domain and in the social domain, evaluating this evidence in light of biological, cultural, and social-cognitive theories as well as methodological issues. Usually offered every second year.
Ms. Wright and Ms. Zebrowitz
PSYC
161a
Clinical Psychology Practicum I
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This is an experiential learning course. Prerequisites: PSYC 1a and 31a or 32a, and permission of the instructor. Students must enroll in this course in order to enroll in PSYC 161b and should enroll in this course only if they intend to enroll in PSYC 161b in the spring semester.
In conjunction with PSYC 161b, provides intensive supervised experience in mental health intervention. Students serve in helping roles as volunteers for eight hours a week in social service and mental health programs. They relate their experience to empirical and literary readings within the context of group supervision in weekly seminars. Usually offered every year.
Mr. Cunningham
PSYC
161b
Clinical Psychology Practicum II
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Prerequisite: Students may enroll in the course only if they have completed PSYC 161a in the previous semester.
In conjunction with PSYC 161a, provides intensive supervised experience in mental health intervention. Students serve in helping roles as volunteers for eight hours a week in social service and mental health programs. They relate their experience to empirical and literary readings within the context of group supervision in weekly seminars. Usually offered every year.
Mr. Cunningham
PSYC
167b
Schools of Psychotherapy
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Prerequisites: PSYC 1a and 32a. (Latter may be taken concurrently.)
The theories and techniques of several schools of psychotherapy and behavior modification are considered. The theories of personality, methods of intervention, goals of therapy, and relevant research will be emphasized. Usually offered every third year.
Mr. Knight
PSYC
169b
Disorders of Childhood
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Prerequisites: PSYC 1a, 33a, and permission of the instructor. Seniors and juniors have priority for admission.
Issues of theory, research, and practice in the areas of child and family psychopathology and treatment are reviewed in the context of normal developmental processes. Usually offered every fall.
Mr. Cunningham
PSYC
183a
Social Cognition from a Cognitive Science Perspective
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In order for an organism to behave socially, it must have internalized knowledge of the distinctions and options available for social and cultural interaction. Explores the character of such knowledge, drawing on literature in ethology and evolutionary psychology and on parallels with linguistics. Usually offered every third year.
Staff
PSYC
193b
Tests and Measurements
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Prerequisites: PSYC 1a and 51a.
Covers test theory, types of measurement, the theory and measurement of reliability and validity, and test construction. The measurement of intelligence, achievement, and personality are considered. Usually offered every second year.
Mr. Knight
PSYC
195a
History of Psychology
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Structuralism, Gestalt theory, William James (consciousness), functionalism, behaviorism, learning theories, psychoanalysis, Piaget, cognitive theories, and so on. Recommended for students taking the psychology GRE. Usually offered every semester.
Mr. Wodinsky
(200 and above) Primarily for Graduate Students
NPSY
207b
Seminar in Perception
Prerequisites: MATH 10b, NBIO 140b, and PHYS 10a.
Examines the various aspects of visual, vestibular, motor, and proprioceptive information by which objects and events in three-dimensional space are perceived by human observers. Current research in psychology and artificial intelligence is considered. Usually offered every second year.
Mr. Lackner
PSYC
210a
Advanced Psychological Statistics I
In conjunction with PSYC 210b, this course teaches students how to do independent data analysis in psychology at a PhD-level. Topics include methods for describing data, exploratory data analysis, elementary probability theory, null hypothesis significance testing and alternatives, the binomial distribution, contingency table analysis, one-way and factorial analysis of variance, and repeated measures analysis. Students receive extensive instruction in the use of the Statistical Program for the Social Sciences (SPSS). Usually offered every year.
Mr. Liu
PSYC
210b
Advanced Psychological Statistics II
Prerequisite: PSYC 210a.
This course is a continuation of PSYC 210a. Topics include statistical power analysis, simple correlation and regression, multiple regression, nonparametric statistics, an introduction of logistic regression, and a brief introduction to multivariate procedures. Students learn to use multiple regression as a general data analytic system. More advanced instruction in SPSS is also provided. Usually offered every year.
Mr. Liu
PSYC
211a
Graduate Research Methods in Psychology
A required course for all master's degree students, first-year doctoral students in the social developmental program, and selected undergraduate students by permission of the instructor. Students who are interested in this course must consult with the department one semester before anticipated enrollment.
The lecture offers supervised practice in research design, including experimental and correlational designs, data analysis and interpretation, and formal presentation of research results. Usually offered every year in the fall semester.
Mr. Liu
PSYC
213a
Social Neuroscience and Culture
Introduction to empirical research on a breadth of social neuroscience topics-- including the self, stereotyping, and moral reasoning--with a more focused coverage of culture. Emphasis will be placed on literature comparing Eastern and Western cultures. Usually offered every second year.
Ms. Gutchess
PSYC
215a
Multivariate Statistics I: Applied Structural Equation Modeling
Prerequisites: PSYC 210a and b or equivalents.
Covers theory, methods, and applications of structural equation modeling (SEM) using LISREL. Introduces the conceptual and procedural principles underlying SEM, enables students to analyze data by using SEM methods, and exposes students to SEM techniques used in the literature. Usually offered every second year.
Mr. Liu
PSYC
216a
Multivariate Statistics II: Applied Hierachical Linear Models
Prerequisite: PSYC 210a and b, or equivalent.
Acquaints students with the basic theory, methods, and most importantly, applications of hierarchical linear models (HLM). This course is designed to introduce the conceptual and procedural principles underlying HLM; enable students to analyze data by using the HLM methods; and expose students to the literature in which HLM techniques have been used. Usually offered every second year.
Mr. Liu
PSYC
220a
Research in Spatial Orientation
Mr. Lackner
PSYC
222a
Research in Stress, Aging, and Health
Mr. Rohleder
PSYC
223a
Research in Behavioral Neuroscience
Mr. Katz
PSYC
224a
Research in Speech Perception and Cognitive Processes
Mr. Wingfield
PSYC
226a
Research in Cognitive Processes and Psychopathology
Mr. Knight
PSYC
228a
Research in Adolescent Health Psychology
Ms. Wolf
PSYC
229a
Research in Person Perception
Ms. Zebrowitz
PSYC
230a
Research in Animal Behavior
Mr. Wodinsky
PSYC
232a
Research in Developmental Psychopathology
Mr. Cunningham
PSYC
233a
Research in Visual Cognition
Mr. Sekuler
PSYC
234a
Research in Life-Span Development
Ms. Lachman
PSYC
235a
Research in Organizational Psychology
Mr. Molinsky
PSYC
236a
Research in Developmental Psychology
Mr. Watson
PSYC
237b
Research in Perceptual Development
Ms. Mitchell
PSYC
239a
Research in Human Motor Control
Mr. DiZio
PSYC
240a
Research in Visual Recognition and Learning
Mr. Fiser
PSYC
241a
Research in Aging, Culture, and Cognition
Ms. Gutchess
PSYC
242a
Research in Forensics
Mr. Knight
PSYC
243a
Research in Emotion and Aging
Mr. Isaacowitz
PSYC
250a
Advanced Research Project
Usually offered every year.
Staff
PSYC
250b
Master's Project Readings
Usually offered every year.
Staff
PSYC
253a
Advanced Research Methods in Social Perception
Prerequisites: PSYC 211a or PSYC 51a and PSYC 52a or PSYC 210a.
Provides supervised experience in social perception research. Students conduct research projects and discuss the design, execution, and analyses of these projects in a weekly seminar that considers methodologies for research on nonverbal communication, impression formation, and stereotyping. Usually offered every second year.
Ms. Zebrowitz
PSYC
280a
Advanced Readings
Usually offered every year.
Staff
PSYC
300a
Proseminar in Brain, Body, and Behavior I
Offers an in-depth review of primary sources in several major topic areas of social and developmental psychology. Usually offered every second year.
Staff
PSYC
302a
Proseminar in Brain, Body, and Behavior II
An in-depth review of primary sources in several major topic areas of social and developmental psychology. Usually offered every second year.
Staff
PSYC
316a
Psychology Research Seminar
Required of all social developmental program graduate students. Usually offered every year.
Staff
PSYC
400d
Dissertation Research
Specific sections for individual faculty members as requested.
Staff
Cross-Listed in Psychology
ANTH
111a
Aging in Cross-Cultural Perspective
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Examines the meanings and social arrangements given to aging in a diversity of societies, including the U.S., India, Japan and China. Key themes include: the diverse ways people envision and organize the life course, scholarly and popular models of successful aging, the medicalization of aging in the U.S., cultural perspectives on dementia, and the ways national aging policies and laws are profoundly influenced by particular cultural models. Usually offered every second year.
Ms. Lamb
ANTH
154a
Culture and Mental Illness
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Without underestimating the importance of biological causes and treatments, this course challenges the hegemony of bio-medical models in psychiatry by seeking to conceptualize emotional problems and mental illness as historically situated and culturally constructed. Examines how factors related to political circumstances, social institutions, religious belief systems, socio-economic status, and ethnic background participate in shaping forms of distress and the ways they are dealt with in various socio-cultural settings. Usually offered every third year.
Ms. Schattschneider
ANTH
155b
Psychological Anthropology
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An examination of the relationship between sociocultural systems and individual psychological processes with a critical evaluation of selected theories and studies bearing on this problem. Usually offered every second year.
Ms. McIntosh
COSI
111a
Topics in Computational Cognitive Science
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This is an experiential learning course. Prerequisite: COSI 101a or 125a, or permission of the instructor.
Focuses on cognitive and social theories of activity that underlie human computer interaction and computer mediated collaboration. Topics include problem solving and skill acquisition, planning and situated activity, distributed cognition, activity theory, collaboration, communication, discourse, and interaction analysis. The laboratory work is designed to give the student practice with the ideas and
techniques under discussion. The content and work of the course are specifically designed for an interdisciplinary class of students from computer science and the social sciences. Usually offered every second year.
Mr. Alterman
COSI
118a
Computer-Supported Cooperation
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This is an experiential learning course. Prerequisite: COSI 125a or the permission of the instructor.
Covers basic theory and concepts of computer-supported collaborative work and learning. Laboratory work enables the student to practice a set of basic techniques as they apply to the development of computer-mediated collaboration. The content and work of the course are specifically designed for an interdisciplinary class of students from computer science and the social sciences. Usually offered every second year.
Mr. Alterman
COSI
125a
Human-Computer Interaction
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Prerequisite: sophomore standing.
Covers the basic theory and concepts of human-computer interaction. Topics include methodology for designing and testing user interfaces, interaction styles and techniques, design guidelines, and adaptive systems. The laboratory work is designed to give the student practice in a set of basic techniques used in
the area of human-computer interaction. Usually offered every second year.
Mr. Alterman
ECON
155a
Experimental Economics
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Prerequisites: ECON 83a or PSYC 51a, and ECON 80a or permission of the instructor.
Introduces students to economic experiments. Uses laboratory experiments to examine how design of economic institutions affects the production and allocation of resources. Topics include markets, specialization, bargaining, auctions, property, public goods, and coordination. Usually offered every year.
Mr. DeScioli
HSSP
115b
Perspectives on Behavioral Health: Alcohol, Drugs, and Mental Health
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A survey course which focuses on the science and biological basis of substance use and mental disorders, and linkages between behavioral health and general health. Consequences of behavioral health on society are discussed. Policy responses and the treatment system are assessed for their effectiveness. Usually offered every second year.
Ms. Merrick and Ms. Reif
LING
197a
Language Acquisition and Development
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This is an experiential learning course. Prerequisite: LING 100a or permission of the instructor.
The central problem of language acquisition is to explain what makes this formidable task possible. Theories of language acquisition are studied, and conclusions are based on recent research in the development of syntax, semantics, and phonology. The overall goal is to arrive at a coherent picture of the language learning process. Usually offered every third year.
Staff
NBIO
140b
Principles of Neuroscience
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Prerequisite: BIOL 22b or permission of the instructor.
Examines the basic principles of neuroscience. Topics include resting potentials, action potentials, synaptic transmission, sensory systems, motor systems, learning, neural circuits underlying behavior, neurological diseases, and mental illness. Usually offered every year.
Ms. Marder
NBIO
150a
Autism and Human Developmental Disorders
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Prerequisite: BIOL 22b.
Autism and other developmental disorders are characterized by cognitive and behavioral deficits and by subtle changes in brain development. This course takes an integrative approach to investigate the biological, behavioral, medical, and social aspects of human developmental disorders. Usually offered every second year.
Ms. Birren
PHIL
133a
Consciousness, Brain, and Self
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Prerequisite: One course in philosophy, psychology, or neuroscience, or permission of the instructor.
Consciousness--sensing, feeling, thinking--is our life. But it's hard to understand how mere "meat puppets" like us could be conscious. Are scientists closing in on a solution? And if they are, what does that say about who we are and how we ought to live? Usually offered every other year.
Mr. Samet
Required First-Year Graduate Health-Related Science Programs Course
CONT
300b
Ethical Practice in Health-Related Sciences
Required of all first-year graduate students in health-related science programs. Not for credit.
Ethics is an essential aspect of scientific research. This course, taught by university faculty from several graduate disciplines, covers major ethical issues germane to the broader scientific enterprise, including areas or applications from a number of fields of study. Usually offered every year.
Ms. Ringe