Professor: F. Oja
CRN: 92415
Distribution: E
Time: M W 8:30 am - 10:20 am PRE 128
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.
Professor: T. Stewart
CRN: 92656
Distribution: E
Time: Tu Th 10:30 am - 11:50 am PRE 128
This course surveys the various fields of inquiry within the academic discipline of psychology. Areas of psychology to be covered and examples of questions to be addressed within each area include the following: developmental psychology (How do children develop morality?), psychobiology (What are the psychological bases of drug addiction?), consciousness (Does everyone dream?), learning (How can classical conditioning help people overcome phobias?), memory (What is the most effective strategy to us in studying for an exam?), abnormal psychology (What causes manic depression?), personality (Why are some people more likely than others to conform to group pressures?), social psychology (In relationships, is it true that "opposites attract?"), and applied psychology (How do psychologists aid in profiling and apprehending serial killers?).
Professor: D. Lopez
CRN: 92657
Distribution: E
Time: Tu Th 10:30 am - 11:50 am LC 115
This course is a survey course of childhood development. From a psychological perspective, we will examine the cognitive, social, and motor development of children from infancy through middle childhood. The course itself is divided into three sections. In the first section, we will introduce the psychological theories of cognitive, social and motor development, which will serve as the theoretical foundation of the course. We will also examine the biological and environmental underpinnings of development, prenatal development, and birth. The second section of the course will cover development in infancy, and the final section of the course will cover early and middle childhood development.
Professor: T. Stewart
CRN: 92658
Distribution: C/E
Time: W F 10:30 am - 11:50 am PRE 128
In this introduction to social psychology, we will consider how we experience ourselves and come to know others, how our attitudes and behavior are influenced by other people, and how our identities are institutionally mediated. Specific questions to be addressed include: How do we form and maintain conceptions of ourselves? How do we form and maintain impressions of other people? What are the fallibilities of human reason in everyday life? What are the challenges we face in the pursuit of happiness? What role does physical beauty play in attraction? What factors promote conformity, compliance, and obedience? What is injustice and how do people resist injustice in their daily lives? Under what conditions are some people likely to aid a person in distress? How are we affected by features of the physical environment that surrounds us?
Professor: F. Oja
CRN: 92417
Distribution: E/G/Q
Time: Tu F 8:30 am - 10:20 am PRE
128
Lab A: Th 4:00 pm - 6:00 pm Henderson
Lab B: F 1:30 pm - 3:30 pm Henderson
This course is required before Moderation for psychology majors. The requirement of Psychology 203 and 204 cannot be met by courses taken elsewhere unless the student successfully passes tests based on these courses as they are taught at Bard. This is the first semester of a one-year, integrated course in applied statistics and research design and is offered only in the fall semester. In this semester we emphasize experimental research and parametric models, while the second-semester course focuses on correlational research and non-parametric models. The purpose of the year-long course is to prepare students to work seriously with quantitative data and to introduce them to the fundamental concepts of research design. The first semester includes elementary descriptive and inferential statistics from t-tests through contrasts and the analysis of covariance. It covers the rationale of basic concepts, their application, and the presentation of the results of statistical analyses; the fundamentals of the logic of experimental design and methods for controlling the effects of relevant variables; the practice of performing experiments and data analysis; some fundamental facts, approaches, and models developed in the contemporary study of human memory which have a direct application to the learning we do every day; and enough computer usage to permit use of experimental software programs and independent use of the SPSS/PC+ statistical analysis package. In addition, we will use a segment of the PBS tele-course "Against All Odds" as an introduction and warm-up activity for most class meetings. Any student planning a concentration in psychology must have adequate mathematical skills (basic arithmetic and algebra) before enrolling in this course. Those with a weakness in basic mathematics should enroll in appropriate courses during their freshman year.
Professor: R. Gordon
CRN: 92418
Distribution: E
Time: M W 9:00 am - 10:20 am OLIN 204
Although building grand theories of personality has gone out of fashion in contemporary psychology, these systems play an important role in understanding the history of psychology and continue to provide central, although often implicit, frameworks for clinical thinking. Moreover, personality theories have influenced knowledge in many other disciplines, including literary studies, anthropology, politics, history, and art criticism. In this course we will review the major theories of personality, including but not limited to Freud, Jung, Sullivan, Rogers, and Kelly. A central perspective of the course will be how the biography of the theorist as well as various historical and intellectual influences came to shape the theory.
Professor: C. Achebe
CRN: 92419
Distribution: C
Time: M W 9:00 am - 10:20 am OLIN 306
Cross-listed: MES
This course
examines the meaning, goals, assumptions, approaches, services, and instruments of traditional
school guidance from a multicultural perspective. The broad intent of the course is to challenge
students to respond in culturally sensitive, relevant, and appropriate ways to the needs of others in
a diverse society.
Professor: D. Lopez
CRN: 92659
Distribution: C/E
Time: M W 1:20 pm - 2:40 pm PRE 128
Social cognition is defined as a subspeciality of social psychology which examines how people make sense of themselves and other people. This field is heavily influenced by cognitive psychology, both methodologically and theoretically. We will examine social cognitive approaches to the study of attitudes, stereotyping, attribution, self-concept, person perception, self-regulation, and affect. Particular emphasis will be given to real-world applications.
Professor: T. Stewart
CRN: 92660
Distribution: C/E
Time: F 1:20 pm - 4:20 pm PRE 101
In this advanced seminar, students will read and discuss contemporary theoretical and research articles concerning the characteristics, causes and consequences of stereotyping and prejudice. The course will focus primarily on the stigmatization of African-Americans and women. Readings will include recent papers by Devine, Rothbart, Judd, Park, and Steele. Questions to be addressed in the course include the following: What are society's expectations of the traits that will be displayed by women and minorities? How do psychologists measure stereotyping and prejudice (discussion of measures such as the "Modern Racism Scale" and the "Ambiguous Sexism Inventory")? Does everyone stereotype, or can this process be controlled? Is it possible to be prejudiced without being aware of one's prejudice? How are the self-concepts of members of stigmatized groups affected by sustained exposure to stereotyping and prejudice? Why are stereotypes so resistant to change? What factors have psychologists identified to be most effective in reducing stereotyping and prejudice? Open to students moderated in Psychology.
Professor: R. Gordon
CRN: 92655
Distribution: C/E
Time: Tu 10:30 am - 12:30 pm PRE 101
Cross-listed: Gender Studies
An
apparent increase in the incidence of eating disorders has drawn considerable attention from
clinical professionals as well as cultural theorists. In this course, clinical and cultural issues
relevant to anorexia nervosa and bulimia nervosa will be articulated. Beginning with a discussion
of the individual and family dynamics of eating disorders, issues such as body image, female
identity, weight control, obesity, and the impact of the media will be explored in depth.
Prerequisite: Abnormal Psychology, Psychology of Women, or the equivalent.
Professor: C. Achebe
CRN: 92420
Distribution: C
Time: Th 1:20 pm - 3:20 pm OLIN 304
The concern of the course is with the changes and adaptations which occur on first-time and continuous intercultural contact. It encompasses two processes: Acculturation, which denotes those changes that occur at the broad societal level of culture change or the process through which an entire group changes, and Psychological Acculturation which examines the adaptations individuals make on culture contact while still embedded in the wider culture. Using Berry's conceptual framework we will attempt to further elucidate the phenomenon of individual adaptation on culture contact by examining how it is moderated by the following: Voluntariness of Contact, Acculturation Attitudes, Acculturation Stress, and Identity Development. We will assess the research on the relationship between modes of acculturation and levels of stress by examining the assessment scales for measuring the Acculturation Level of specific groups: African Americans, Asian Americans and Mexican Americans. Students will have an opportunity to explore projects on the psychological acculturation of individuals from other cultural groups and dimensions (disability, sexual orientation, sojourners, immigrants) covered in class.