11254 |
PSY 103 Introduction to Psychology |
Frank Scalzo |
. . W . F |
10:30 - 11:50 am |
OLINLC 115 |
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.
11255 |
PSY 204
A Research Methods in Psychology |
Barbara Luka
LAB A: |
M . W . . . T . . . |
9:00 - 10:20 am 1:00 -3:00 pm |
OLIN 202 HDR 101A |
SCI |
This course is a continuation
of Psychology 203. Its objectives are to extend the skills and abilities students
acquired in the fall semester, and to provide an introduction to the research
methods and data analyses used in the study of psychology. Students will gain
an understanding of research methods and design through a combination of
readings, lectures, class discussions, and hands-on laboratory experience. Students will work both individually and in
groups to design and conduct observational studies, surveys, and
experiments. There will be a strong
emphasis on learning to present research results in different ways. Ethical issues will be discussed at each
stage of the research process, and students will develop their ability to
assess research critically. This course has a choice of labs, see below.
11256 |
PSY 204
B Research Methods in Psychology |
Barbara Luka
LAB B: |
M . W . . . . W . . |
9:00 - 10:20 am 1:30 -3:30 pm |
OLIN 202 HDR 101A |
SCI |
See above.
11257 |
PSY 210 Development & Psychopathology |
Sarah Lopez-Duran |
. T . Th . |
1:00 -2:20 pm |
OLIN 202 |
SSCI |
Cross-listed: Cognitive Science 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 field’s theoretical models
in considering the genetic, biological, cognitive, and cultural influences on
child development.
11258 |
PSY 216 Developmental Psychology |
Sarah Lopez-Duran |
. T . Th . |
9:00 - 10:20 am |
HEG 102 |
SSCI |
Cross-listed:
Gender and Sexuality Studies
To develop is to change. From birth to death, we are constantly changing
as we grow – sometimes we gain skills, sometimes we lose them. In this class,
we will study the balance of growth and decline across the lifespan, and think
carefully about the unique characteristics of people at each life stage. We
will explore many changes from infancy through old age, including: cognition,
physical maturation, social interaction, gender, language, and cultural
influence. Textbook, research articles, and popular writings on the nature of
growth and decline at different life stages will be used to facilitate
discussion and writing.
11404 |
PSY 240 Social Psychology |
Kristin Lane |
. T . Th . |
10:30 - 11:50 am |
RKC 102 |
SSCI |
Cross-listed: Gender and
Sexuality Studies Social Psychology is the
scientific study of human thought, behavior, and feelings in their social
contexts. This class will survey many of the processes that influence and are influenced
by our interactions with others, such as attitude formation and change,
conformity and persuasion. We will also use principles of social psychology to
understand the ordinary origins of benevolent (e.g., altruism, helping
behavior) and malevolent (e.g., aggression, prejudice) aspects of human
behavior. Throughout the course, we will emphasize the influence of culture,
race, and gender on the topics addressed. Students should have completed
Introduction to Psychology or its equivalent.
11570 |
PSY 249 History and Systems in Psychology |
Stuart Levine |
M . . . F |
12:00 – 1:20 pm |
RKC 101 |
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.
11007 |
PSY 250 Psychology of Women |
Beth Gershuny |
M . W . . |
10:30 - 11:50 am |
OLIN 202 |
SSCI |
Cross-listed:
Gender and Sexuality Studies Psychology of Women involves an integrated
study of women?s behavioral, emotional, cognitive, and social experiences, as well
as a variety of issues faced by women both historically and currently. This course is designed to provide a broad
overview of relevant topics including, but not limited to: sex differences and similarities in
personality and cognition, gender development, sexuality, love relationships,
media portrayals, physical and psychological health, and violence against
women. Several disciplinary domains of
psychology (e.g., personality, abnormal/clinical, social, developmental) will
provide the theoretical and research lenses through which these topics are
contextualized. Lectures, discussions,
films, writings, and experiential exercises will be the primary vehicles for
learning in this course; and critical examination and integration of material
will be strongly encouraged.
Prerequisite for this course is Permission of Instructor.
11390 |
PSY 325 Anxiety & Its Disorders |
Beth Gershuny |
. T . . . |
9:30 - 11:50 am |
OLIN 308 |
SSCI |
“…For [some] individuals, anxiety is a curse – something
they could live without. But could we
all live without anxiety? Many of our
most prominent philosophers, psychologists, and psychiatrists think not (David
Barlow).” Everyone feels anxious at
various points in their lives. For
some, however, such anxiousness becomes extreme, incapacitating, and perceived
as beyond the person’s control. Similar
to the pervasiveness of anxiety in general, anxiety disorders specifically are
the most prevalent of all psychological illnesses. They also are among the most treatable. This course will provide a detailed overview and critical
analysis of the anxiety disorders with particular focus on the etiology,
pathogenesis, diagnosis, and treatment of such disorders; and state-of-the-art
psychological/cognitive-behavioral conceptualizations and approaches, and
related empirical findings, will be emphasized. Prerequisite for this course is PSY 245 (Personality), PSY 241
(Abnormal Psychology), or PSY 264 (Adult Psychopathology).
11405 |
PSY 348 The Man and Experiment that Shocked the
World: The Work and Legacy of Stanley Milgram |
Stuart Levine |
M . . . . |
3:00-5:20 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.
11406 |
PSY 391 Psychobiology of Stress and Mental Illness |
Frank Scalzo |
. T . . . |
9:30 - 11:50 am |
OLIN 309 |
SSCI |
Cross-listed:
Cognitive Science Recent
advances in the understanding of the neurobiology and physiology of stress have
changed the way stress is viewed, both as a primary phenomenon and as a
secondary factor that precipitates or causes a variety of psychiatric
disorders. The latter include phobias, panic disorder, obsessive-compulsive
disorder, post-traumatic stress disorder, depression and schizophrenia. This
research conference will examine
recent findings on the mechanisms
and biological consequences of stress and will explore links between these
effects and psychiatric disorders as reported in journal articles. Students
will be expected to read and develop critiques of these articles as well as
make class presentations. This seminar
is intended for students who have moderated in psychology or biology, but is
open to students with suitable background.
11268 |
PSY CLN Indt. Research in Clinical Psy |
Beth Gershuny |
. . . Th . |
2:30 -4:30 pm |
PRE |
SCI |
2 credits This course will provide
basic training and direct experience with research in Clinical Psychology in
general, and research in the empirical domains of Anxiety- and Trauma-Related
Disorders (e.g., Obsessive-Compulsive Disorder, Posttraumatic Stress Disorder)
in particular. Rudiments of research
planning, design, and conduction will be discussed; and relevant ethical issues
will be considered. Theoretical
paradigms and empirical findings – and relevant books and articles – will be
reviewed and critiqued, and these will be used to create bases for the
evaluation of existing research questions as well as the creation of new
research questions. In addition,
existing datasets will be analyzed, and new data will be collected. Ultimately, the goal is that projects – both
preexisting and new – will lead to the generation of Senior Project ideas and
plans, and ultimately to conference presentations and publications.
11267 |
PSY COG Indt. Research:Cognitive Psych |
Barbara Luka |
. . . Th . |
2:30 -4:30 pm |
PRE |
SCI |
Cross-listed: Cognitive Science
(2 credits) This course provides an opportunity for guided research in
psycholinguistics. You will contribute to ongoing studies of language comprehension,
including preparing stimuli, working with participants, analyzing collected
data, reviewing recently published empirical papers, and developing your
independent project. Requirements include consistent participation in weekly
lab meetings and two short papers (a literature review and a summary of your
empirical project). 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.)
11269 |
PSY DEV Research in Developmental Psy |
Sarah Lopez-Duran |
. . . Th . |
2:30 -4:30 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.)
11270 |
PSY NEU Ind Research in Neuroscience |
Frank Scalzo |
. . . Th . |
2:30 -4:30 pm |
HDR 106 |
SCI |
(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).
11273 |
PSY PRC Clinical Psychology Practicum |
Beth Gershuny |
. . . . . |
|
. |
SSCI |
(2 credits ) This course will provide a unique
opportunity to obtain supervised, hands-on experience working with clinical
populations and to contextualize such experience with an applied scholarly
analysis. Because an integral component of clinical psychology is the
application of treatment to the amelioration of problematic symptoms, being an
active part of the administration of such treatment both complements and
enhances what can be studied only in limited ways via texts and journal
articles. As members of this course, students also will become members of
treatment teams at local community facilities (e.g. Astor Home for Children,
Anderson School) and will receive both individual and group supervision.
Because the foundation of clinical research rests on initial and direct
clinical observations, students will incorporate their clinical experiences
into the formation of clinically relevant empirical questions that will be
addressed via critical literature review and the “case study” method. (This
course may be repeated for a maximum of 8 credits.) Prerequisites: Permission of Instructor and Treatment Facility Liaison.
11271 |
PSY SOC Indt Research in Social Psych |
Kristin Lane |
. . . Th . |
2:30 -4:30 pm |
HDR 101A |
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 and must be taken twice to fulfill the
Laboratory Science distribution requirement.)