91306

PSY 103 A Introduction to Psychological Science

Andrew Gallup

M . W . .

10:10 - 11:30 am

OLIN 204

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

91313

PSY 103 B Introduction to Psychological Science

Andrew Gallup

M . W . .

3:10 -4:30 pm

OLINLC 115

SSCI

See above. Class size: 40

91314

PSY 103 C Introduction to Psychological Science

Andrew Gallup

. T . Th .

8:30 -9:50 am

OLIN 202

SSCI

Class size: 22

91301

CMSC/ PSY 131 Foundations of Mind, Brain & Behavior

Barbara Luka Lab:

M . W . . . . . . F

8:30 -9:50 am 8:30 - 10:25 am

RKC 101 RKC 107

SCI

Cross-listed: Mind, Brain & Behavior, Philosophy, Psychology If an android can be programmed to behave just like me, does the android have a mind just like mine? If my dog has a big brain (and she does), how is her way of being conscious different from my conscious awareness? Will my clone, with a brain just like mine, behave just like me? (Will my clone's brain really be just like mine?) If "the mind" simply "what the brain does", can my mind be active while my brain is asleep or comatose? What about unconscious processes? This course provides a variety of empirical approaches to the study of mind, brain, and behavior, and together we will test answers to questions like these--questions that can only be addressed using the multidisciplinary methods of Cognitive Science. Rather than attempting a broad survey of an impossibly large field, we will delve deeply into a few topics. Special attention will be given to perception, human learning, robotics, language, neural networks, how gene expression influences behavior, the representation of knowledge, and philosophy of mind. Course work and readings emphasize analytic approaches, including practice in formulating questions that lead to testable hypotheses. Laboratories will provide hands-on experience, emphasizing data collection and data analysis. Pre-requisites: pre-calculus or its equivalent. Class size: 20

91311

PSY 203 A Statistics for Psychology

Frank Scalzo Lab A:

. . W . F . . . Th .

10:10 - 11:30 am 10:30 - 12:30 pm

RKC 103 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

91312

PSY 203 B Statistics for Psychology

Frank Scalzo Lab B:

. . W . F . . . Th .

10:10 - 11:30 am 1:30 -3:30 pm

RKC 103 HDR 101A

MATC

See above. Class size: 34

91304

PSY 210 Development & Psychopathology

Sarah Dunphy-Lelii

. T . Th .

10:10 - 11:30 am

OLIN 204

SSCI

Cross-listed: Mind, Brain & Behavior This course investigates the early and multiple factors contributing to psychopathology emerging in childhood, as well as the diagnostic and treatment standards now in practice. We will emphasize an empirically-based developmental psychopathology perspective, with an emphasis on the risk and protective factors that shape abnormal and normal developmental trajectories. We will explore various models for understanding maladaptive development (e.g, the role of genes, psychosocial influences) through the examination of current research and diagnostic practices in specific diagnostic areas (e.g., autism, Attention Deficit Hyperactivity Disorder). Throughout this course, students will be encouraged to relate empirical findings to the fields theoretical models in considering the genetic, biological, cognitive, and cultural influences on child development. Prerequisite: PSY 103 Class size: 24

91774

PSY 249 History and Systems

Stuart Levine

. T . Th .

4:40 6:00 pm

OLINLC 210

SSCI

Over the course of the semester we study theoretical insights and conceptual attempts to understand human behavior. These are traced from the speculations within the Ancient World to current scientific thinking and methods guiding the study of psychology and other social science disciplines. Importantly, because a discipline is also about people who advance it, students are introduced to the lives and times and ideas of individuals who have made significant contributions to the field. Particular attention is given to such figures as James, Pavlov, Freud, Skinner and Asch, to mention just a few. Illumination will also come from a consideration of correspondence between and among pivotal individuals in the field. Critical analyses and integrations are juxtaposed with historical renderings. Upper college students likely will benefit from this course because they already possess the foundational knowledge necessary to draw comparisons and critically evaluate varying points of view. Lower college students likely will use the course to greet the intellectual domains they enter. Class size: 20

91683

PSY 264 Abnormal Psychology

Richard Gordon

M . W . .

1:30 2:50 pm

RKC 102

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

91310

PSY 271 Judgment & Decision Making

Kristin Lane

M . W . .

3:10 -4:30 pm

OLIN 201

SSCI

Cross-listed: Mind, Brain & Behavior What career will you choose? Is the person across the street likely to be a criminal? How do public policies affect decisions to save for retirement, seek preventive medical care, or conserve environmental resources? John F. Kennedy captured a truth about human decision-making when he noted that [t]he essence of ultimate decision remains impenetrable to the observer - often, indeed to the decider himself. In this course, we will heed Kennedy's reminder that conscious reflection and verbal report often lead to inaccurate descriptions of the causes of our judgments and decisions. Our focus will be on trying to ascertain the underlying causes of these mental processes by relying on contemporary research in fields such as psychology, neuroscience, economics, political science that offer the systematic study of how people make decisions given limited time and vast uncertainty. Sources will include empirical articles as well as review papers, videos, and case studies. We will consider applications of this work to domains such as finance, politics, the environment, and medicine. This course is open to students with all backgrounds, although comfort with algebra will be assumed. Class size: 22

91308

PSY 337 The Psychology of Prejudice and Stereotyping

Kristin Lane

. . W . .

10:10 - 12:30 pm

OLIN 307

SSCI/DIFF

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. Class size: 12

91316

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

91303

PSY 358 Preschoolers Thinking: Cognitive Development between 2 - 5 years of Age

Sarah Dunphy-Lelii

M . . . .

4:40 -7:00 pm

OLINLC 120

SSCI

Cross-listed: Mind, Brain & Behavior The primary focus of this course will be the cognitive developmental underpinnings of childrens burgeoning concepts about the social and biological world around them. Children undergo enormous changes in their thinking in the years before they enter school, and these changes have alternately been described as continuous and discontinuous, qualitative and quantitative in nature. In particular, a large amount of research has targeted childrens theory of mind, or the understanding that outward behaviors are caused by internal states (thoughts, beliefs), and not necessarily the actual state of affairs. Does a 3-year old understand that two people can have different perceptions of the same experience? When do children realize that thoughts and dreams cant be touched, the way a toy can? Our discussions will focus on readings from empirical papers, theoretical essays, and books. Open to third and fourth year students with consent of the instructor. Class size: 12

91302

PSY COG Cognitive Psychology: Advanced Methodology

Barbara Luka

. T . . .

1:30 -3:30 pm

PRE 111

(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

91305

PSY NEU Neuroscience: Advanced Methodology

Frank Scalzo

. T . . .

1:30 -3:30 pm

PRE 101

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). Class size: 8

91309

PSY SOC Social Psychology: Advanced Methodology

Kristin Lane

. T . . .

1:30 -3:30 pm

PRE

(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