98027 |
PSY DEV Independent Research in Developmental
Psychology |
Sarah Lopez-Duran |
. . . Th . |
2:30-4:30
pm |
TBA |
LSCI |
Cross-listed: Cognitive Science (2 credits) In this course, students will participate in
laboratory research in child developmental psychology. Special emphasis will be
placed on 3- to 5-year olds' social cognition, perspective-taking, and memory
in the context of games. The majority of time in this course will consist of
independent laboratory work and research, and students will work with young
children, parents, and members of the community to initiate research protocols
in our Preston-based laboratory . There will be a weekly laboratory meeting,
readings, assignments, two short papers (a literature review and a summary of
your empirical project) and student presentations. Open to first-year,
second-year and junior students with consent of the instructor. (This course
may be repeated for a maximum of 8 credits and must be taken twice to fulfill
the Laboratory Science distribution requirement.)
98028 |
PSY NEU Independent Research in Neuroscience |
Frank Scalzo |
. . . Th . |
2:30-4:30
pm |
PRE
101 |
LSCI |
(2 credits) In this course, students will participate in laboratory research in developmental psychopharmacology, behavioral neuroscience, neuroanatomy and/or neurobehavioral teratology using the zebrafish as an animal model. Within these general fields, specific roles of neurotransmitter systems in normal behavioral development and the neurobehavioral effects of chemical insults during early development will be investigated. The majority of time in this course will consist of independent laboratory work and research. There will be a weekly laboratory meeting, readings, assignments, two short papers (a literature review and a summary of your empirical project) and student presentations. Open to first-year, second-year and junior students with consent of the instructor (this course may be repeated for a maximum of 8 credits and must be taken twice to fulfill the Laboratory Science distribution requirement).
98031 |
PSY SOC Independent Research in Social Psych |
Kristin Lane |
. . . Th . |
2:30-4:30
pm |
RKC
200 |
LSCI |
(2 credits) This course provides hands-on experience in
the practice of Social Psychology. Students will work individually and in teams
on ongoing and student-initiated research projects in the Social Psychology
Laboratory. The realm of topics to be studied includes the roots of unconscious
bias, perceptions and judgments of social distance, and the gender disparity in
the sciences. Students will participate in all phases of the research
process, including developing stimuli, programming studies, conducting
experimental sessions, and coding and analyzing research data. Requirements
include attendance at weekly lab meetings, two papers, a lab presentation, and
other assignments throughout the semester. Enrollment is open to first-,
second-, and third-year students with the permission of the instructor.
Students are expected to enroll for two consecutive semesters. (This course may
be taken for a maximum of eight credits and must be taken twice to fulfill the
Laboratory Science distribution requirement.)
98030 |
PSY 103
A Introduction to Psychology |
Frank Scalzo |
. T . Th . |
10:30-
11:50 am |
OLIN
202 |
SSCI |
98026 |
PSY 103
B Introduction to Psychology |
Sarah Lopez-Duran |
. T . Th . |
9:00-
10:20 am |
OLIN
202 |
SSCI |
98029 |
PSY 103
C Introduction to Psychology |
Frank Scalzo |
. . W . F |
10:30-
11:50 am |
OLIN
204 |
SSCI |
98922 |
PSY 103
D Introduction to Psychology |
Sarah Lopez-Duran |
M . W
. . |
9:00-10:20
am |
RKC
101 |
SSCI |
Cross-listed: Cognitive Science The course is designed to
be a broad survey of the academic discipline of psychology. The text for the
course, and therefore the course, is organized around five main questions: How
do humans (and, where relevant, other animals) act; how do they know; how do
they interact; how do they develop; and how do they differ from each other?
Students are responsible for learning the material in the text without an oral
repetition of the material in class.
98509 |
PSY / CMSC 131 Cognitive Science |
Sven Anderson |
. T . Th . |
1:00
-2:20 pm |
RKC
103 |
SSCI |
Cross-listed: Cognitive Science, Philosophy,
Psychology How
do brains make minds? Can computers
think? Is my dog conscious? Cognitive science assumes that the brain is
some sort of computational engine, and, beginning with that premise, attempts
to find answers to such questions. This
course will be taught by faculty from biology, computer science, linguistics,
philosophy, and psychology, who will combine their different approaches to
explore how humans and other intelligent systems feel, perceive, reason, plan,
and act. In particular, the course will
focus on the fundamental importance of language, signaling, and representation
at many levels, from the neural to the organismal. Laboratories will provide students with hands-on experience
analyzing neural and behavioral data as well as with computational
modeling. Prerequisites: pre-calculus
or its equivalent and a willingness to engage a broad variety of ideas and
approaches from the natural, mathematical, and social sciences.
98032 |
PSY 203 Introduction to Statistics for Psychology |
Kristin Lane |
M . W . . Lab A:. T . Lab B: . T |
10:30-
11:50 am 9:30
– 11:30 am 1:00
– 3:00 pm |
HDR
101A HDR
101A HDR
101A |
MATC |
This course provides an introduction to the concepts and methods of statistics and is aimed at helping the student to gain a fundamental understanding of the tools needed to understand and conduct research in psychology. Topics to be covered include frequency distributions and probability, descriptive statistics, simple correlation and regression, sampling distributions, t-tests and basic analysis of variance. The course will focus on the interpretation and communication of statistics, and we will work with the SPSS software package to analyze data. This course is the first of a two-course sequence in statistics and research methods that is required of all prospective psychology majors. The course is ordinarily taken in the first semester of the sophomore year, and the student should have at least one previous psychology course. Students must register for the lecture and one lab section, and plan to attend that lab section.
98042 |
PSY 242 Theoretical Exploration of Helping Skills |
Christie Achebe |
. T . Th . |
10:30-
11:50 am |
OLIN
307 |
SSCI |
Cross-listed: Africana Studies This course examines the basic helping skills that undergird the foundation of most psychological and interpersonal interventions as well as the theoretical foundations from which they are derived. Using a three stage, research based process model of EXPLORATION, INSIGHT,and ACTION this course will highlight and relate the facilitative skills of each stage to the theory/ies that inform them. Barriers to their implementation will also be examined. With laboratory exercises, videos and discussions, the course may be useful in Self-improvement, friendship, family, dormitory, crises and mental health situations. Open to sophomore II and upper college students only.
98044 |
PSY 245 Personality |
Beth Gershuny |
M . W . . |
1:30-2:50
pm |
OLIN
204 |
SSCI |
This
course is designed to provide a broad overview of the major historical and
contemporary psychological theories of personality and their
applications. Theories covered in this course will include, but will not
be limited to, psychoanalytic, neo-analytic, existential, humanist, behavioral,
cognitive, and trait. Through the common threads and unique lenses of
each theory, this course will repeatedly grapple with the questions of “Who are
we, and why?” Particular focus will be given to the applications of
personality theory to the understanding of health and behavior (i.e., clinical
applications), and ultimately Axis II personality disorders will be
considered.
98043 |
PSY 261 Theories of Counseling |
Christie Achebe |
. T . Th . |
1:00-2:20
pm |
PRE
101 |
SSCI |
Cross-listed: SRE
This course is an overview of selected counseling models whose
attraction is their potentiality for wide application to normal developmental
issues, by counselors and social workers and for teaching self-counseling
skills. We shall examine them in the context of their historical or
intellectual origins. In particular we shall look out for what they deal with
best (their focus of convenience) and aspects which have been kept outside
their scope (range of convenience- especially in the context of the increasing
diversity in the demographics of our schools. Approaches to be explored will
include: Psychoanalytic (Sigmund Freud), person-centered (Carl Rogers),
Adlerian therapy (Alfred Adler), reality therapy (William Glasser), behavior
therapy (Lazarus), cognitive behavior therapy (Albert Ellis), and family systems
(Minuchin).
98045 |
PSY 264 Adult Psychopathology |
Beth Gershuny |
. T . Th . |
10:30-
11:50 am |
OLIN
203 |
SSCI |
This
course is designed to examine various forms of adult psychopathology (i.e.,
psychological disorders) within the contexts of theoretical conceptualizations,
research, and treatment. Etiology and pathogenesis of symptoms (both core
and associated), diagnostic classifications, and treatment applications will be
addressed. Adult forms of psychopathology that will receive the primary
emphasis of study include the anxiety, mood, psychotic, and substance-related
disorders. Prerequisites Introduction
to General Psychology or permission of instructor.
98033 |
PSY 337 Psychology of Prejudice and Stereotyping |
Kristin Lane |
. . W . . |
1:30-3:50
pm |
OLIN
303 |
SSCI/DIFF |
Cross-listed: SRE, related
interest: Human Rights This course focuses on the empirical study
of intergroup relations. It is designed to provide an overview of the social
psychological study of issues in prejudice and stereotyping. The bulk of the
course will examine the cognitive, affective, and motivational origins of
stereotyping and prejudice, but we will also explore the experience of being a
target of prejudice – how are members of disadvantaged groups affected by
cultural stereotypes and prejudice? A broad range of social groups will be
considered, including gender and ethnicity. Finally, we will discuss
scientifically-based means of prejudice reduction.
98034 |
PSY 343 The Medication of Distress |
Richard Gordon |
. T . . . |
9:30-
11:50 am |
OLIN
309 |
SSCI |
Cross-listed: STS
This course will examine the remarkable rise in the
use of psychotropic medications to deal with a wide spectrum of human
behavioral difficulties. The increased use of medication cannot be understood
apart from the development of a biological / neuroscience perspective on human
psychological disorders. After a look at the historical origins of modern
medication in the antipsychotic, antidepressant and anti-anxiety drugs in the
1950s, this course will focus on three disorders in which medications have
played a central role: depression, obsessive-compulsive disorder, and
attention-deficit disorder.
Contrasting viewpoints on the nature, origins and treatment of these disorders
will be emphasized. The social implications
of the new medical perspective on problems that were previously viewed as
primarily psychological as well as the impact of the enormous influence of the
pharmaceutical industry on the use of medication will be critically examined.
In addition there will be some commentary on the psychotherapy / medication
dichotomy that is dividing the mental health field. Prerequisites: Moderated in psychology or permission of the instructor.
98035 |
PSY 348 The Man and Experiment that Shocked the
World: The Work and Legacy of Stanley Milgram |
Stuart Levine |
M . . . . |
3:00-6:00
pm |
Library |
SSCI |
Cross-listed:
Science, Technology & Society ; related interest: Human Rights The title for this course
is taken from the title of a recent biography of Stanley Milgram authored by
Thomas Blass, a professor of social psychology at the University of Maryland
Baltimore County campus. It has now been forty years since the original work of
Stanley Milgram demonstrated the remarkable and unpredicted finding that large
numbers of individuals in multiple samples of American men and women studied
were willing to punish another person when ordered to do so by an experimenter.
The prominence of the initial work and the continued salience of such study in
social psychology cannot be over-stated. In a review of the personal and
situational determinants of obedient behavior in the "Milgram design"
format, Thomas Blass (1991) lists as many as 200 references. It could well be
that 100 more have appeared since the Blass review. Beside the volume of
studies conducted and the attempts at review and theorizing, the domain of the
"Milgram" study is worthy of continuing interest not only because of
the vastness of both criticism and praise to which the work was subjected but
because of events of our current time. These suggest that the continuing study
of obedience phenomena is necessary and that social scientists should likely
find a way to safely and ethically investigate the conditions which promote
destructive obedience. This is an upper college seminar which serves as a
Research Conference for psychology majors but is not limited to
psychology or even social studies majors. The single criterion for membership
is a willingness to read with care. A portion of the work contained in the body
of the obedience literature will be reviewed from the perspective of trying to
assess the continuing status of the phenomenon and the explanations and
understandings that have been brought to light.