91400 |
PSY 103 A Intro to Psychological Science |
Anesu Mandisodza |
. T . . . . . W .. |
10:10 - 11:30 am |
RKC 115 OLIN 202 |
SSCI |
How does the mind create the reality we perceive? How do experiences shape the brain, and how do processes in the brain influence thought, emotion and behavior? This course investigates these and similar questions by studying the science of the human mind and behavior. The course covers topics such as memory, perception, development, psychopathology, personality, and social behavior. A focus is on the biological, cognitive, and social/cultural roots that give rise to human experience. Additionally, the course will consider how behavior differs among people, and across situations. Class size: 22
91463 |
PSY 103 B Intro to Psychological Science |
Sarah Dunphy-Lelii |
. T . Th . |
8:30 -9:50 am |
OLIN 204 |
SSCI |
See above. Class size: 24
91470 |
PSY 103 C Intro to Psychological Science |
Sarah Ketay |
M . W . . |
11:50 -1:10 pm |
OLIN 102 |
SSCI |
See above. Class size: 40
91183 |
PSY / CMSC 131 Cognitive
Science |
Rebecca Thomas Lab: |
M . W . . . . . . F |
8:30 -9:50 am 8:30 - 10:25 am |
RKC 101 RKC 107 |
SSCI |
See CMSC section for description.
91460 |
PSY 203 Statistics
for Psychology |
Kristin Lane Lab A: Lab B: |
M . W . . . T . . . . T . . . |
1:30 -2:50 pm TBA TBA |
RKC 103 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 and factorial analysis of variance. Non-parametric tests such as Chi-square will also be introduced. 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. Class size: 34
91469 |
PSY 223 Social
Neuroscience |
Sarah Ketay |
. T . Th . |
11:50 -1:10 pm |
HEG 102 |
SSCI |
Cross-listed: Biology Social Neuroscience aims to elucidate the links among mind, brain and social behavior. We will focus on theories and methods from neuroscience used to address classic social psychological questions. You will gain a working knowledge of current findings while investigating the brain systems underlying social behavior. We will cover basic neuroanatomy and explore research on the neural underpinnings of social judgments, culture and cognition, emotion recognition, embodied cognition, empathy, attachment, theory of mind, sexual attraction, endocrine responses, love, and neuroeconomics, among other related topics. Through this process you will learn about a variety of neuroscience methods involving social psychology paradigms, lesion studies, patient research, and neuroimaging. Prerequisite: Introduction to Psychological Science or an Introductory Biology course or permission of Instructor. Class size: 22
91466 |
PSY 228 Cognitive
Psychology |
Barbara Luka |
. T . Th . |
6:20 -7:40 pm |
OLIN 204 |
SSCI |
Cognitive psychology is the study of mind: how we perceive the world, remember, represent knowledge, acquire new information, become aware of our emotions, make plans, reason, and use language. In this course we examine the empirical foundations that determine our understanding of mind, including classic research designs, recent advances in computational modeling, philosophical perspectives, and changes in cognition throughout the lifespan. Prerequisites: Introduction to Psychological Science. Class size: 22
91458 |
PSY 264 Adult
Psychopathology |
Richard Gordon |
. T . . . |
9:10 - 11:30 am |
PRE 110 |
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. Class size: 22
91467 |
PSY 324 Psychophysiology:
The Mind-Body Connection |
Barbara Luka |
. . W . . |
1:30 -3:50 pm |
RKC 200 |
SSCI |
Psychophysiology is the field of study correlating cognitive, emotional, and behavioral phenomena to physiological responses. A variety of response systems will be covered in this course, including heart rate, skin conductance, muscle activity (electromyography), changes in pupil diameter, and eye gaze. Special attention will be devoted to measures of brain activity, including electroencephalography, event-related potentials, functional magnetic resonance imaging, optical imaging, and magnetoencephalography. These types of psychophysical measures are widely used in studies of psychopathology, cognition, emotion, health, and social psychology. In addition, psychophysiological measures have been used for biofeedback, neurofeedback, and gaming applications. The course will involve a combination of lecture, discussion, demonstrations, and non-invasive laboratory experiences with biological recording technology. Tours of additional psychophysiology labs will occur outside of class meeting times. The course will emphasize theory, research methodology (strengths and limitations of each measure), and practical applications. Participants will complete a substantial literature review. Prerequisite: Moderation into psychology or consent of instructor. Class size: 15
91462 |
PSY 348 The Work
and Legacy of Stanley Milgram |
Stuart Levine |
M . . . . |
1:30 -3:50 pm |
LB3 302 |
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. Class size: 12
91465 |
PSY 364 Children
with Autism |
Sarah Dunphy-Lelii |
M . . . . |
4:40 -7:00 pm |
OLINLC 120 |
SSCI |
Within the last 25 years, autism has become one of the most widely recognized childhood disorders. Where did it come from? How have we grappled with its increased prevalence? What is the long-term outlook for these children? We will explore the major theories of autism, the predominant diagnostic methods, and a realistic, balanced view of these children’s everyday world. Readings will consist predominantly of primary empirical work, augmented by theoretical and popular writing. Prerequisites: PSY 103 in addition to at least one of the following courses: Developmental Psychology, Child Development, Development & Psychopathology, or Adult Psychopathology. Class size: 12
91468 |
PSY COG Cognitive
Psychology: Advanced Methodology |
Barbara Luka |
. . . Th . |
1:30 -3:30 pm |
PRE |
SCI |
(2 credits) This course provides opportunities for research experience in studies of language comprehension. The majority of time in this course will consist of independent laboratory research (working with participants, analyzing collected data, reviewing recently published empirical papers, improving academic writing skills). Students will complete a short literature review and develop a research proposal. Independent research projects often span two consecutive semesters. Open to first, second and third year students with consent of the instructor. Class size: 6
91464 |
PSY DEV Advanced Research
in Developmental Psychology |
Sarah Dunphy-Lelii |
. . . Th . |
1:30 -3:30 pm |
PRE |
SCI |
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.)
Class size: 6
91461 |
PSY SOC Social
Psychology: Advanced Methodology |
Kristin Lane |
. . . Th . |
1:30 -3:30 pm |
PRE |
SCI |
(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. Class size: 6