Lou's List (an unofficial comprehensive list of courses offered)
Advanced Research Methods (RM) Courses
The following courses count towards the advanced research methods (RM) topic course at the 3000, 4000,or 5000-level. Please note this is not an exhaustive list and new offerings may be added each semster under the special topics course codes (PSYC 3500, 3559, 4500, and 4550 courses codes). Most often, these courses will have "RM" or "Research Methods" in their course titles.
- PSYC 3210 RM: Psychobiology Laboratory
- PSYC 3310 RM: R Applications in Psychology
- PSYC 3990 RM: Group Process and Facilitation I (2 ch)
- PSYC 3991 RM: Group Process and Facilitation II (1-2 ch)
- PSYC 3500 Research Methods: Child Development
- PSYC 3559 RM: Personality Psychology
- PSYC 4260 RM: Genetic and Epigenetic Research in Behavior
- PSYC 4500 Spec Tops: Brain Mapping with MRI
- PSYC 4500 Spec Tops: Psychology (Comp Mthds in Psych & Neurosci)
- PSYC 4559 RM: Neuroscience Writing
- PSYC 5270 RM: Computational Neuroscience
- PSYC 5323 RM: R in Psychology
- PSYC 5324 RM: Research Methods in Human Neuroscience
- PSYC 5332 Quantified Cognition
- PSYC 5500 RM: Electroencephalography
- PSYC 5559 RM: Computational Methods in Neuroscience
Second Writing Requirement Psychology Courses
- PSYC 4110 Psycholinguistics | 3 credits | Topics include psychological and linguistic theory; experimental and empirical studies of linguistic usage; development of language in infants and children; cross-cultural studies of linguistic usage; and the biology of language. View latest syllabus.
Historical Course Offerings and Descriptions
|PSYC||1010||Introductory Psychology||3||Overview of psychology from both the natural science and social science perspectives. Topics include biological bases of behavior, sensory and perceptual processes, learning, motivation, thought, maturational and developmental changes, individual differences, personality, social behavior, and abnormal psychology. In some terms an optional one credit discussion section (graded S/U) is offered. An optional weekly review session is offered for those who wish to attend.|
|PSYC||1559||New Course in Psychology||1-4||This course provides the opportunity to offer a new topic in the subject area of psychology.|
|PSYC||2005||Research Methods and Data Analysis I||3||Introduces research methods and statistical analysis in psychology. This course, with a minimum grade of "C", is a prerequisite for declaring a major or minor in Psychology. Prerequisites: None.|
|PSYC||2100||Introduction to Learning||3||Analyzes the concepts, problems, and research methodology in the study of processes basic to learning and motivation.|
|PSYC||2150||Introduction to Cognition||3||Cognition is the activity of knowing: the acquisition, organization, and use of knowledge. Emphasizing fundamental issues, this course introduces such basic content areas in cognitive psychology as perception, memory, language, cognitive development, and philosophy of science. An optional weekly review session is offered for those who wish to attend.|
|PSYC||2160||Cognitive Neuroscience||3||This course is intended as a survey of cognitive neuroscience, with an emphasis on breadth. Each week we will cover one sub-area or topic within cognitive neuroscience including perception, attention, memory, cognitive control and others. Readings will be chapters from the textbook with a few supplemental journal articles. PSYC 1010 is recommended but not required.|
|PSYC||2200||A Survey of the Neural Basis of Behavior||3||After an overview of brain organization and function, the course examines what we know about the physiological bases of several behaviors including sensation and perception, learning, memory, sleep development, hunger, thirst, and emotions. An optional weekly review session is offered for those who wish to attend.|
|PSYC||2300||Introduction to Perception||3||Study of selected topics in perception, particularly visual perception; the role of stimulus variables, learning and motivation of perception. Optional 1 credit laboratories are offered. Prerequisite: Mathematics at least up to trigonometry recommended.|
|PSYC||2400||Introduction to Personality Psychology||3||Introduces the major approaches, methods, and findings in the field of personality psychology. Topics include sex-typing, identification and observational learning, frustration and aggression, stress, anxiety, defense, self-control, altruism, self-concepts, authoritarianism, achievement motivation, and sensation-seeking. An optional weekly review session is offered for those who wish to attend.|
|PSYC||2410||Abnormal Psychology||3||Introduces psychopathology with a focus on specific forms of abnormal behavior: depression, schizophrenia, anxiety disorders, substance use disorders, and personality disorders. Prerequisites: None.|
|PSYC||2500||Topics in Psychology||3||This course covers a variety of special topics in the field of psychology.|
|PSYC||2559||New Course in Psychology||1-4||This course provides the opportunity to offer a new topic in the subject area of psychology.|
|PSYC||2600||Introduction to Social Psychology||3||Surveys major topics in social psychology, including personal perception and social cognition, attitudes and persuasion, interpersonal influence, interpersonal attraction, and helping relationships. Considers research theory and applications of social psychology. Three lecture hours plus optional discussion sections.|
|PSYC||2700||Introduction to Child Psychology||3||Introduces the biological, cognitive and social development of the child. Topics include the child's emotional, perceptual, and intellectual development; and the development of personality and socialization. Students can participate in an optional discussion section. An optional weekly review session is offered for those who wish to attend.
Prerequisite: PSYC 1010 strongly recommended, top students will be fine without it.
|PSYC||2900||Teaching Methods for Undergrad Teaching Assistants||1||This teaching methods course will help undergraduate teaching assistants integrate learning theory and effective student engagement practices to their teaching. They will learn about how to teach statistics, learn about experimental design and methods, and various pedagogical issues related to lab computer use and using R software in the learning process.|
|PSYC||3006||Research Methods and Data Analysis II||4||A continuation of discussion of research methods in psychology, including computer-controlled experimentation, integrated with computer-based exploratory data analysis, and elementary statistical analysis. Three lecture hours, two laboratory hours.
Prerequisite: PSYC 2005 (or 3005) with a grade of C or higher; may not be taken concurrently with PSYC 2005.
|PSYC||3100||Learning and the Neuroscience of Behavior||3||The course will examine historical and current theories of learning that provide the foundation for most, if not all forms of an organism's behavior. Students will be exposed to a diverse range of experimental findings that led to principles and concepts that currently explain how environmental, social and emotional factors influence the brain and body to shape human and animal behavior.|
|PSYC||3210||RM: Psychobiology Laboratory||3||Develops skills necessary for the study of neural bases of behavior, such as brain dissection, electrophysiology, histology, behavioral analysis, and genetic/epigenetic analyses. Emphasis is on mastering contemporary techniques used in neuroscience research and effective, professional written presentation of research findings. Prerequisite: PSYC 2200 or 4200 or BIOL 3050; PSYC 3005 recommended.|
|PSYC||3215||Biological Models of Cognition||3||Examines animal models that have been developed to study neurobiological mechanisms of cognition. Topics to be covered include goal-directed learning, decision-making, navigation, action selection, motivation, working memory and addiction. Each section will cover a specific cognitive process, the development and validation of animal models to study this process and a discussion of identified neurobiological mechanisms.|
|PSYC||3235||Introduction to Epigenetics||3||This course is a didactic, mechanistic exploration of epigenetics; we will discuss all epigenetic modifications known to date, the processes through which they are established and modified and their impact on the cell and organism.|
|PSYC||3240||Animal Minds||3||This course looks at the evolutionary basis of cognition through the lens of animal behavior, with an emphasis on understanding how general mechanisms of perception and learning interact with more specialized systems for navigation, social interaction, and planning to produce the rich behavioral adaptations seen throughout the animal kingdom.|
|PSYC||3310||RM: R Applications in Psychology||3||This course serves as both an introduction to the R programming language for those who haven't had any previous R background, as well as a refresher and an extension of R topics for those who have taken an intro to R course (i.e., STAT 1601 or PSYC 3006) previously or concurrently. This course is specially tailored to those who have an interest in psychology, with the purpose of preparing students to use R for their psychological research.|
|PSYC||3420||The Nature Nurture Debate||3||This course covers the history, science and philosophy of the Nature-Nurture debate. Starting with Galton in the 19th Century, it covers classical issues in behavior genetics, twins and modern studies of human DNA. Philosophical, theoretical and social implications of the scientific studies are emphasized.|
|PSYC||3425||History of Psychology||3||Survey of the origins of psychology from the early philosophers to the current time.|
|PSYC||3435||Educational Psychology||3||Psychologists have studied the processes of learning and thinking for over 100 years, and theoreticians have attempted to apply that knowledge to K-12 education for almost that long. This course will use information from cognitive psychology to examine: major steams of thought in pedagogy; data patterns in student achievement and in teacher effectiveness; subject-specific teaching strategies, and proposed reforms for American education.
Prerequisites: PSYC 2150 and 2700 required.
|PSYC||3440||Child Psychopathology||3||Overview of the description, cause and treatment of various psychological disorders of childhood. Prerequisite: PSYC 2700 recommended.|
|PSYC||3445||Introduction to Clinical Psychology||3||This course is designed to provide an overview of the academic and clinical activities within the field of clinical psychology. Theories, research, psycho therapeutic approaches, and critical professional issues will be explored.|
|PSYC||3450||The Psychology of Women and Gender||3||This course provides a broad survey of psychological science on women and girls, addressing such topics as gender stereotypes, gender socialization, love and romantic relationships, sexuality, pregnancy and motherhood, women and work, and violence against women.|
|PSYC||3460||Psychological Study of Children, Families, and the Law||4||Can psychology research and theory inform the law as it relates to children and families? This course provides an overview of the issues emphasizing psychological knowledge and its present and possible future contributions. Three lecture hours, two laboratory hours.
Prerequisite:Six credits in psychology.
|PSYC||3480||Adolescence: Theory and Development||3||Course focus: 1) Background and theories of adolescence, 2) contributions to adolescence from: puberty, intellectual growth, and identify formation, 3) contexts of adolescence: the family situation, peer groups, school, and culture, 4) special topics of adolescence; religious, moral, and sexual development, sex roles, career planning (and achievement), disorders (drugs, delinquency, depression, suicide, etc.).
Prerequisite: PSYC 2700 or 6 hours in Psychology.
|PSYC||3485||The Science & Lived Experience of Autism I||3||This year-long, interdisciplinary seminar will explore how well the science of autism captures the experience of those living with autism and their families. Students will critically evaluate research in psychology, psychiatry, neuroscience, and education, and they will work together with members of the autism community to identify new research questions that reflect the interests and concerns of the people who are most affected by autism science.|
|PSYC||3490||Infant Development||3||Infancy is the time of life during which enormous changes take place- newborns are very different from the inquisitive, walking and talking 2-year-old. The following lines of development during the first two years are traced in detail: motor, perceptual, cognitive, social, and emotional development. Environmental influences, including parental behavior are considered, as well as the effect the infant has on caregivers.
Prerequisite: PSYC 1010.
|PSYC||3495||The Science & Lived Experience of Autism II||3||This year-long, interdisciplinary seminar will explore how well the science of autism captures the experience of those living with autism and their families. Students will critically evaluate research in psychology, psychiatry, neuroscience, and education, and they will work together with members of the autism community to identify new research questions that reflect the interests and concerns of the people who are most affected by autism science.|
|PSYC||3500||Special Topics in Psychology||3||Seminars on special and current topics in psychology.|
|PSYC||3559||New Course in Psychology||1-4||This course provides the opportunity to offer a new topic in the subject area of psychology.|
|PSYC||3590||Research in Psychology||2-3||An original experimental project is undertaken in which each student is responsible for the design and operation of the experiment. S/U grading. May be repeated for credit. Prerequisite: 14 credits of psychology and instructor permission.|
|PSYC||3870||Seminar for Distinguished Majors||1||Topics include the design of independent research projects, ethical considerations in research, computer applications, and preparation for a career in psychology. S/U grading.
Prerequisite: Acceptance in Psychology or CogSci Distinguished Majors Program.
Enrollment Requirement: You are required to register for PSYC 4970 or COGS 4970.
|PSYC||3970||Research on Affective Forecasting||3||This is a hands-on course in which students participate in ongoing research on affective forecasting, or the way in which people make predictions about their emotional reactions to future events. Students will serve as research assistants to the faculty member & graduate students to help with all phases of the research--design experiments, research its theoretical underpinnings, collect data, analyze the data, attend lab meetings.|
|PSYC||3980||Research in Psychology||2||An original experimental project is undertaken in which each student is responsible for the design and operation of the experiment. Prerequisite: 14 credits of psychology and instructor permission.|
|PSYC||4001||Controversies in Human Sexuality||3||Various controversial topics in human sexuality will be explored. Students will read articles from the popular press, the web, and academic journal articles to critically evaluate an issues involving human sexuality.|
|PSYC||4005||Adv Res Mthds & Data Analysis I: Mathematical Foundations of Quant Psyc||4||This class will cover foundations of linear algebra, randomness, probability theory, principal component analysis, complexity theory, hypothesis testing and power, structural equation models, maximum likelihood. This course is the first of a two-semester sequence (PSYC 4005 and PSYC 4006) of advanced data analysis and research methods classes.|
|PSYC||4006||Adv Res Mthds & Data Analysis II: Statistical Analysis and Advanced Design||4||This class covers advanced statistical procedures, including t-tests, ANOVA, regression and multiple regression, general linear models, item response theory models, distribution-free tests, and simulation. Research methods and designs for experimental and correlational studies will be covered. This course is the second of a two-semester sequence (PSYC 4005 and PSYC 4006) of advanced data analysis and research methods classes.|
|PSYC||4105||Cognitive Psychology and American Education||3||Psychologists have studied the processes of learning and thinking for over 100 years, and theoreticians have attempted to apply that knowledge to K-12 education for almost that long. This course will use information from cognitive psychology to examine: major steams of thought in pedagogy; data patterns in student achievement and in teacher effectiveness; subject-specific teaching strategies, and proposed reforms for American education. Prerequisite: PSYC 2150.|
|PSYC||4110||Psycholinguistics||3||Topics include psychological and linguistic theory; experimental and empirical studies of linguistic usage; development of language in infants and children; cross-cultural studies of linguistic usage; and the biology of language. View latest syllabus.|
|PSYC||4111||Language Development and Disorders||3||Course will focus on language and cognitive development in persons with disabilities. Among the populations examined will be children with autistic disorder, children with Williams syndrome, deaf children, developmentally dysphasic children, adults with aphasia, and children with severe mental retardation. In addition to spoken language development, the course will examine the acquisition of sign communication skills. Prerequisite: 4th year psychology or cognitive science major status. Must have completed PSYC 3005 and PSYC 3006.|
|PSYC||4112||Psychology and Deaf People||3||This course will consider the psychological development and psychosocial issues of deaf people. Topics covered will include cognition, education, hearing and speech perception, impact of family interaction and communication approaches, influence of etiology/genetics, language development, literacy, mental health, social and personality development, interpersonal behavior, and current trends.|
|PSYC||4115||Multiculturalism in the Deaf Community||3||Explores cultural influences on identity development, family systems, linguistics, engagement with educational and community agencies, and resilience within the Deaf community. The interaction of culture, identity and language will be highlighted and applied to future trends for groups within the Deaf community, such as children of Deaf adults, GLTB community members, ethnic minority groups, women, and persons with disabilities.|
|PSYC||4120||Psychology of Reading||3||Analyzes the critical psychological experiments which have influenced the way that psychologists consider topics in reading, such as text comprehension, parsing, and sentence processing.
Prerequisite: PSYC 3005
|PSYC||4130||Risk and Resilience Among Marginalized Adolescents||3||This course will cover risk factors facing urban, economically disadvantaged adolescents of color, as well as assets and resources these youth can employ to thrive in the face of risk. Students will use relevant theories, academic research studies, and various forms of media to discuss issues of risk and resilience within this population.|
|PSYC||4135||Love, Sex, Parenting, Family: From Biology to Society||3||This course surveys intimate relationships beginning with animal models and perspectives from evolutionary biology to psychology and ending with a consideration of the many alternative forms of intimate relationships, parenting, and families in contemporary life. The course will integrate basic research with individual, cultural, and other perspectives. Student presentations and papers are a key part of the course.|
|PSYC||4155||Autism: From Neurons to Neighborhoods||3||In this interdisciplinary seminar, we will discuss recent research on autism at multiple levels (biological, cognitive, social) and from multiple perspectives (autistic individuals, scientists, disability studies scholars, families, schools, community/government organizations).|
|PSYC||4200||Neural Mechanisms of Behavior||3||Introduces basic concepts in neuroanatomy, neurophysiology and neurochemistry needed for an understanding of brain and behavior. PSYC 3210 is recommended.|
|PSYC||4245||Development of Sensory Systems||3||This course is designed to explore the neurobiological development and plasticity of sensory systems.|
|PSYC||4250||Brain Systems Involved in Memory||3||The historical and current experimental findings that describe the contribution of neuroanatomical structures in regulating memory formation.|
|PSYC||4255||Behavioral Epigenetics||3||We will discuss basic concepts in epigenetics and the role these molecular modifications play in development, behavior, and disorder. Emphasis will be placed on landmark papers and the emerging role for the interaction of nature and nurture.|
|PSYC||4260||Genetic and Epigenetic Research in Behavior||3||We will discuss basic concepts in genetics/epigenetics and the role these molecular modifications play in behavior and disorder. We will evaluate empirical papers and learn the molecular techniques described within them. Completion of this course should result in increased knowledge of the use of genome level data in psychology and biology.|
|PSYC||4265||Developmental Neurobiology||3||The diverse functions of the nervous system depend on precise wiring of connections between neurons. This course covers cellular and molecular processes of how neuronal connections are established during development. Diseases which result from failing to establish the circuitry will also be discussed. This course will introduce research methods and technology, and encourage students to develop logical rationale of contemporary research.|
|PSYC||4270||Neurobiology of Learning and Memory||3||This seminar examines the neural basis of learning and memory. We will study brain systems that mediate different types of learning and memory as well as the cellular and molecular mechanisms that allow these systems to acquire and store information. The course begins with a historical overview of learning and memory research in psychology and transition into modern studies in behavioral neuroscience.|
|PSYC||4290||Memory Distortions||3||Although memory is generally accurate, some illusions and distortions in remembering are unavoidable. We will review both neuroscience and cognitive research on a variety of different memory problems, ranging from relatively benign tip-of-the-tongue experiences to untrustworthy eye-witness testimony. Our ultimate goal will be to understand the neural basis and cognitive processes that contribute to these constructive memory phenomena.|
|PSYC||4315||Psychology of Art||3||The purpose of this course is to introduce the student to current research on the psychology of art. It is a broad course that does not only consider the research of psychologists. It draws on the writings of art historians, computer scientists, philosophers, and others. Enrollment Requirements: PSYC maj/min or COGS majors. Enrollment not allowed in more than one 4000-level or 5000-level PSYC course.|
|PSYC||4400||Approaches to Quantitative Methods in Psychology||3||Many psychological theories nowadays are formulated mathematically. In this course we will survey a variety of approaches to modeling in perception (such as signal detection theory), cognitive psychology (categorization learning) and social psychology. Prerequisites: 4th-yr in Psyc or Cog Sci maj/min. PSYC3005 & 3006 or equivalent. A calculus course and knowledge of a programming language. Enrollment not allowed in more than one 4000- or 5000-level PSYC course.|
|PSYC||4500||Special Topics in Psychology||3||Topical Offerings in Psychology|
|PSYC||4559||New Course in Psychology||3||This course provides the opportunity to offer a new topic in the subject area of psychology.|
|PSYC||4580||Directed Readings in Psychology||2-3||Critical examination of an important current problem area in psychology. May be repeated for credit. Prerequisite: 14 credits in psychology and instructor permission.|
|PSYC||4585||Behavior Genetics||3||This course will attempt to accomplish two basic goals. First, we will use the Plomin et al. text to establish a basic knowledge of genetics and its interaction with behavior. Second, we will use this knowledge to address some topics in behavioral genetics, using the Plomin et al. text and primary readings.|
|PSYC||4603||Psychology of Sexual Orientation||3||Overview of research and theory related to sexual orientation across the lifespan from the standpoint of the social sciences. Topics include conceptualization of sexual identities, origins and development of sexual orientation, sexual identity formation and disclosure. Selected issues such as couple relationships, employment and careers, parenthood, and aging are also explored, since they may be affected by sexual orientation.
Prerequisite: Third- or fourth-year psychology major
|PSYC||4606||Cognitive Biases in Anxiety and Related Disorders||3||This course examines cognitive processing biases in anxiety and related disorders. To understand, for example, why a person with social anxiety sees only the one scowling face in a room full of smiles, we consider automatic processing of emotional information. The course critiques cutting-edge research on how these processes contribute to anxiety and related problems, and if it is important to change the processes to reduce psychopathology.
Prerequisite: Psyc 3410. 4th year Psyc majors/minors or COGS majors . Enrollment not allowed in more than one 4000-level or 5000-level class.
|PSYC||4607||Uniquely Human Social Cognition||3||One fundamental question in psychology is what makes humans such intensely social beings. In this course we will examine the evolutionary, developmental, and brain foundations that underpin our ultrasocial nature.|
|PSYC||4650||Oppression and Social Change||3||Oppression and Social Change focuses on an analysis of oppression, empowerment and liberation as defined within an ecological system perspective. Topics to be covered include discussion of racial, economic, sexual discrimination, individual and social alienation, and loss of self esteem. Moreover, the course considers the role of privilege in the maintenance of an oppressive schema.
Prerequisite: PSYC (who have never taken another Psyc 4000-level course), AAS or WGS major and 4th Year or Instructor Permission. Enrollment not allowed in more than one 4000-level or 5000-level PSYC course.
|PSYC||4681||Mobile Sensing and Health||3||This seminar style course is an exploration of emerging mobile sensing techniques in health including measuring and assessing health and behaviors, mHealth interventions, sensors and wearable technology, and computational / machine learning tools for learning from multimodal sensor data.|
|PSYC||4682||Mobile Technology in Mental Health Research||3||This course provides an introduction to research design and computational methods for non-invasive mental health monitoring using mobile devices such as phones and wearable computing. Students will gain a practical understanding of mobile monitoring approaches as they relate to mental health. Topics include estimating health status (e.g. mood) through mobility data, application design, mobile data mining, and emerging issues in mental health.|
|PSYC||4695||Social Cognition and Social Change||3||This class will examine how research on social cognition --how people think in a social context-- can be used to address a wide variety of personal and social problems. It will cover both basic research in social psychology and applied research designed to solve personal and social problems.|
|PSYC||4700||Flourishing||3||People are like plants: if you get the conditions just right, they will usually flourish. So what are those conditions? We will examine the latest research in social and positive psychology on love, work happiness and virtue. The course will involve several outside-of-class research projects and activities, including making yourself a better person. Prerequisite: PSYC 2600|
|PSYC||4750||Social Stigma||3||Examines the subjective experience of individuals whose social identity or social group memberships make them a target of prejudice. We will examine research and theory pertaining to how individuals interpret prejudice, how they cope with prejudice, and how prejudice affects their self-evaluations and behavior. A social psychological approach to understanding this problem will be emphasized. Prerequisite: PSYC 2600|
|PSYC||4755||Social Neuroscience||3||A broad perspective on the expanding field of social neuroscience. A. Topics include but are not limited to social perception, social cognition, person perception, theory of mind, attitudes, and interpersonal processes. Emphasis on understanding the reciprocal interaction between brain function and everyday social behaviors.
Prerequisite: PSYC 2200 or BIOL 3050.
|PSYC||4870||The Minority Family: A Psychological Inquiry||3||Examines the current state of research on minority families, focusing on the black family. Emphasizes comparing 'deficit' and 'strength' research paradigms. Prerequisite: PSYC 3006 and at least one course from each of the following groups: PSYC 2100, 2150 or 2300, and PSYC 2400, 2700 or 2600, and students in the Afro-American and African studies or studies in women and gender programs.|
|PSYC||4910||Undergraduate Internship Programs Seminar||4||An internship placement arranged by the supervising faculty. Students work 10 to 20 hours per week in various community agencies, such as health care delivery, social services, or juvenile justice. Requires written reports, as well as regular class meetings with supervising faculty in order to analyze the internship experience, engage in specific skill training, and discuss assigned readings. Apply in February of third year. Prerequisite: Fourth-year psychology major with at least 14 credits in psychology, and instructor permission. S/U grading.|
|PSYC||4920||Undergraduate Internship Programs Seminar||4||An internship placement arranged by the supervising faculty. Students work 10 to 20 hours per week in various community agencies, such as health care delivery, social services, or juvenile justice. Requires written reports, as well as regular class meetings with supervising faculty in order to analyze the internship experience, engage in specific skill training, and discuss assigned readings. Apply in February of third year. Required Labs.
Requisites: Fourth-year psychology major with at least 14 credits in psychology and instructor permission.
|PSYC||4930||Undergraduate Internship Program Supplement||2||Provides students in certain placements with the opportunity for a more in-depth and extensive internship program year. Background: some placements (e.g., with courts) demand 20 hours per week of field experience rather than the 10 in PSYC 4910, 4920. Simultaneous enrollment in this course provides appropriate credits for the additional 10 hours of field work. Corequisite: PSYC 4910, 4920; and instructor permission. S/U grading.|
|PSYC||4940||Undergraduate Internship Program Supplement||2||Provides students in certain placements with the opportunity for a more in-depth and extensive internship program year. Background: some placements (e.g., with courts) demand 20 hours per week of field experience rather than the 10 in PSYC 4910, 4920. Simultaneous enrollment in this course provides appropriate credits for the additional 10 hours of field work. Corequisite: PSYC 4910, 4920; and instructor permission. S/U grading.|
|PSYC||4970||Distinguished Major Thesis||0||A two-semester course in which the student prepares a thesis under the supervision of a departmental faculty member. The thesis may be based on empirical research conducted by the student or a critical review or theoretical analysis of existing findings.
Prerequisite: Participants in the Distinguished Majors Program in Psychology.
Enrollment Requirement: You are required to register for PSYC 3870.
|PSYC||4980||Distinguished Major Thesis||6||A two-semester course in which the student prepares a thesis under the supervision of a departmental faculty member. The thesis may be based on empirical research conducted by the student or a critical review or theoretical analysis of existing findings. Prerequisite: Participants in the Distinguished Majors Program in Psychology.|
|PSYC||5000T||Non-UVa Transfer/Test Credit||1-10|
|PSYC||5025||Wise Interventions: Social Psychology for Public Policy||3||We will explore classic and contemporary psychological interventions aimed at improving human welfare. Specifically, we will examine the role of psychological factors in health and healthcare, the workplace, education, intergroup relations, and other domains. Theory, empirical evidence, policy implications, and policy implementation will be emphasized through weekly assignments and discussions.|
|PSYC||5035||Leading and Managing Diverse Groups||3||This course will focus on interpersonal, organizational, and societal factors leaders must negotiate to lead effectively in socially diverse environments. Students will be exposed to cases and empirical research that will enable them to (1) develop well-articulated positions on diversity-related issues and (2) form strategies to promote sustainable settings for productive exchange among diverse groups of individuals.|
|PSYC||5160||Emotion and Cognition||3||The cognition-emotion seminar covers the connection between thinking and feeling in two ways. Part 1 concerns the nature and definition of emotions and the role of cognitive appraisals in their elicitation and intensity. Part 2 concerns the consequences of emotion for cognition, experience, and behavior. Of interest will be such topics as the effects on judgment and decision-making, processing and performance, and memory and attention, and the role of culture. Prerequisite: PSYC 3005|
|PSYC||5200||Seminar in Psychobiology||3||Examines a major subject in psychobiology. Prerequisite: Completion of PSYC 4200 or BIOL 3050. 4th yr Psyc major/minor, CogSci or Neurosci major. GSAS. Enrollment not allowed in more than one 4000-level or 5000-level PSYC course.|
|PSYC||5215||Neuroplasticity and Perception/Cognition/Behavior||3||Description of course contents: This course begins by examining the long-held view that functions are localized in particular places in the brain, fixed by adulthood. After reviewing the history of these ideas we will examine the tide of research challenging that view: how imagination and virtual reality might change thinking; how memory can be enhanced; and correction of language disabilities with training. Prerequisite: 3006.|
|PSYC||5220||Critical Period Plasticity||3||A survey of sensory systems and plasticity. Organizational principles common for sensory systems, and mechanisms of plasticity will be discussed. Prerequisite: PSYC 4200.|
|PSYC||5260||Brain Systems Involved in Learning and Memory||3||Studies the major theories, findings, and conceptual issues important to an analysis of the neuronal mechanisms that underlie memory storage. Prerequisite: PSYC 2200, 2220, or 4200.|
|PSYC||5265||Functional Neuroanatomy||3||An overview of the structure of the vertebrate nervous system with an emphasis on the mammalian brain.|
|PSYC||5270||Computational Neuroscience||3||Develops skills in processing neural data and analyzing its relationship to stimulus or motor activity. Topics include information theory, receptive fields, point processes, and mixed-effects models. Emphasis is on implementing theoretical concepts with computer programs. Prerequisite: instructor permission.|
|PSYC||5305||Moral Development||3||This course will cover the development of moral emotions, cognition, and behavior from infancy through middle childhood.|
|PSYC||5310||Developmental Psycholinguistics||3||Examines current research and theoretical models of children's language acquisition. Topics include typically developing children's acquisition of spoken language skills, and the development of communication skills in deaf, autistic, and other groups of children with language disabilities.|
|PSYC||5312||Neurodevelopmental Conditions||3||It is estimated that 15% of individuals in the U.S. are affected by a neurodevelopmental disability, including Down syndrome, autism, developmental language disorder, dyslexia, intellectual disability, and impairments in vision and hearing. This interdisciplinary, discussion-based seminar will address the etiology and course of some of these disabilities, drawing on theoretical models, experimental findings, and the lived experience.|
|PSYC||5315||Pleasure||3||This seminar explores the nature of pleasure. It is divided into three parts. The first deals with pleasures of the body, such as tonic (sustained) pleasures and relief pleasures. The second deals with the pleasurability of episodes and their relation to the pervasive human propensity to create narratives. The third deals with the context within which episodes emerge and analyses the stricture of lives.|
|PSYC||5320||Theories of Cognitive Development||3||Studies current theories of cognitive development from birth through adolescence. Includes the views of Piaget, Werner, Bruner, G. H. Mead, and others; cybernetic approaches covered briefly; with some discussion of the measurement and assessment of cognitive processes. Prerequisite: Instructor permission.|
|PSYC||5323||RM: R in Psychology||3||This course is designed to introduce the statistical language R, with the purpose of preparing students to use and apply quantitative methods in their future psychology research. Topics may include handling data structures, cleaning data, visualizing and presenting data, and reviewing introductory statistics using R.|
|PSYC||5324||Research Methods in Human Neuroscience||3||This course will provide students with background and experience with the major methods used in human neuroscience research. The focus will be on functional magnetic resonance imaging, electroencephalography and event-related potentials. A special emphasis will be placed on how these techniques are used in cognitive and social neuroscience.|
|PSYC||5325||Cognitive Neuroscience||3||Several approaches have been used to investigate relations between mind (or cognition) and brain. For example, the case study perspective focuses on cognitive deficits of patients with localized brain damage, and the cognitive neuroscience perspective attempts to determine the neurobiological substrates of cognitive processes in normal humans, usually by means of structural or functional neuroimaging.
Prerequisites: PSYC 3006, PSYC 2150, PSYC 2200.
|PSYC||5326||The Neuroscience of Social Relationships||3||This course will provide a broad overview of neuroscientific research into social relationships. The field is relatively new, and changing quickly. After a brief review of the neuroscientific methods we are likely to encounter in this literature, the course will be oriented toward readings and discussion, with brief research proposals presented at the end. PSYC 2200 or BIOL 3050 recommended.|
|PSYC||5328||Cognitive Aging||3||The focus of this seminar will be on the relations between age and cognitive functioning in healthy and individuals with pathologies such as dementia. The topics to be covered will range from methodological issues to neuroanatomical substrates to practical consequences of age-related cognitive changes.
Enrollment not allowed in more than one 4000-level or 5000-levl PSYC course.
|PSYC||5332||Quantified Cognition||3||This class will provide the foundation necessary to start thinking mechanistically about how neural function gives rise to cognition. Although the focus will be on problems in psychology and neuroscience, the material will have potential for broad application and will cover topics including computational modeling, artificial intelligence, and machine learning.|
|PSYC||5350||Neurochemical Systems in Learning and Memory||3||Examines historical and current theories implicating the involvement of specific neurotransmitter, amino-acid, and peptide systems in regulating learning and the encoding of memory. Provides an extensive review of the literature in order to understand mechanisms by which chemical compounds modify learning and the brain sites where neurochemicals exert their effects. Prerequisite: PSYC 2200 or 2220, or instructor permission.|
|PSYC||5355||Neurobiology of Speech and Language||3||An overview of the neural systems underlying production and perception of vocal signals, with a focus on animal models and their application to human communication. Course activities will emphasize discussion and critical review of the primary literature.|
|PSYC||5401||Chemical Senses: Taste and Smell||3||Explores the neurobiology of the chemical senses by examining the biophysical basis of sensory transduction, the anatomical organization of two systems, and the physiological properties of peripheral and central structures along the gustatory and olfactory pathways. Emphasizes new, important findings in taste and smell. Prerequisite: PSYC 4200 or BIOL 3050.|
|PSYC||5410||Juvenile Justice and Violence||3||Seminar focuses on the current state of juvenile justice and its treatment of violent and aggressive youth. Topics such as developmental maturity in culpability and competence to stand trial, transfer to adult court, and relevant topics in developmental, clinical, social and community psychology are emphasized.
Prerequisite: PSYC 3460 (with a B+ or better). Undergraduates who have not taken PSYC 3460 will not be accepted under any circumstances.
|PSYC||5500||Current Topics in Psychology||3||Current topical offerings in Psychology.|
|PSYC||5559||New Course in Psychology||3||This course provides the opportunity to offer a new topic in the subject area of psychology.|
|PSYC||5703||Cultural Psychology||3||This course explores various issues in the intersection of personality, social, and cultural psychology. It is designed to expose you to different research perspectives, methodologies, and most recent developments in this area. Topics covered in this course include theories of self and culture, the measurement of personality across cultures, cross-situational consistency, cultural influences on personality and emotion.|
|PSYC||5704||Social Ecological Psychology||3||This course explores the processes in which individuals and society 'make up' each other. Specifically, the course explores the way in which socio-ecological factors such as residential mobility, density, and geography affect individuals' thoughts, feelings, and actions, and the way in which individuals' thoughts, feelings, and actions help create particular socio-ecological conditions.
Prerequisite: Completion of Psyc 3005/3006 is recommended.
|PSYC||5705||Introduction to Bayesian Methods||3||This course will provide a practical introduction to classic and modern Bayesian methods, with an emphasis on applications in social sciences. Bayesian estimation for several widely used models in psychology will also be discussed.|
|PSYC||5710||Machine Learning and Data Mining||3||Machine learning and data mining are among the topics that are very demanded nowadays. They can be used to extract knowledge from multivariate datasets, to transform unstructured data into analyzable datasets, and to make extremely accurate and stable predictions. The present course will be an introductory, hands-on course, covering a number of basic techniques and methods used in the fields of machine learning and data mining, using R.|
|PSYC||5715||Introduction to Machine Learning for Psychologist||3||This course will introduce the basic notions and models used in the field of machine learning. This is a hands-on course on supervised (classification and regression) and unsupervised learning techniques designed for psychologists.|
|PSYC||5720||Fundamentals of Item Response Theory||3||This course is designed to introduce you to the concepts of item response theory (IRT) models and their application to substantive psychological problems in measurement, such as test and scale design and analysis.
Prerequisite: Undergraduates must have taken Psyc 3005 and 3006 OR 4005 and 4006.