Course Listing

An introduction to the major subfields of psychology: behavioral neuroscience, cognitive, developmental, social, and psychological disorders and treatment. The course aims to acquaint students with the major methods, theoretical points of view, and findings of each subfield. Important concepts are exemplified by a study of selected topics and issues within each of these areas. [ more ]

An introduction to the basic principles of research in psychology. We focus on how to design and execute experiments, analyze and interpret results, and write research reports. Students conduct a series of research studies in different areas of psychology that illustrate basic designs and methods of analysis. You must register for lab and lecture with the same instructor. [ more ]

This course is designed to give an overview of the field of neuroscience progressing from a molecular level onwards to individual neurons, neural circuits, and ultimately regulated output behaviors of the nervous system. Topics include a survey of the structure and function of the nervous system, basic neurophysiology and neurochemistry, development, learning and memory, sensory and motor systems, and clinical disorders. Throughout the course, many examples from current research in neuroscience are used to illustrate the concepts being considered. The lab portion of the course will emphasize a) practical hands-on exercises that amplify the material presented in class; b) interpreting and analyzing data; c) presenting the results in written form and placing them in the context of published work; and d) reading and critiquing scientific papers. [ more ]

This course surveys research on human cognition. Topics include perception, attention, learning, memory, categorization, language, judgment, decision making, reasoning, and problem solving. [ more ]

This course will emphasize interdisciplinary approaches to the study of intelligent systems, both natural and artificial. Cognitive science synthesizes research from cognitive psychology, computer science, linguistics, neuroscience, and contemporary philosophy. Special attention will be given to the philosophical foundations of cognitive science, representation and computation in symbolic and connectionist architectures, concept acquisition, problem solving, perception, language, semantics, reasoning, and artificial intelligence. [ more ]

An introduction to the study of human growth and development from conception through emerging adulthood. Topics for discussion include prenatal and infant development, perceptual and motor development, language acquisition, cognitive development, and social and emotional development. These topics form the basis for a discussion of the major theories of human development, including those about early experience, neural plasticity, dynamic systems, information processing, social learning, attachment, parenting, and family systems. [ more ]

A survey of theory and research in social psychology. Topics include conformity, group dynamics, stereotyping and prejudice, aggression, altruism, attraction and love, the self, social perception, attitudes and attitude change, and cultural psychology. Applications in areas such as advertising, law, economics and business, and politics will also be discussed. [ more ]

A study of the phenomenology, etiology, and treatment of the major forms of psychological disorders: depression, bipolar disorder, the schizophrenias, anxiety disorders, personality disorders, eating disorders, substance use disorders, and others. The course emphasizes an integrative approach which analyzes theories and research from psychological, biological, interpersonal, and sociocultural perspectives. [ more ]

This course introduces students to a broad range of theories and research on education. What can developmental research tell us about how children learn? What models of teaching work best, and for what purposes? How do we measure the success of various education practices? What is the best way to describe the psychological processes by which children gain information and expertise? What accounts for individual differences in learning, and how do teachers (and schools) address these individual needs? How do social and economic factors shape teaching practices and the educational experiences of individual students? The course will draw from a wide range of literature (research, theory, and first-hand accounts) to consider key questions in the psychology of education. Upon completion of the course, students should be familiar with central issues in pre-college education and know how educational research and the practice of teaching affect one another. [ more ]

This course examines how experimental methods in neuroscience can be used to understand the role of nature (genes) and nurture (the environment) in shaping the brain and behavior. In particular, we will explore how neuroscience informs our understanding of psychiatric disorders such as anxiety, depression, and schizophrenia. We will investigate the biological underpinning of these disorders as well as their treatments. Readings will include human studies as well as work based on animal models. Topics will include: the ways in which environmental and genetic factors shape risk and resiliency in the context of psychiatric disease, the neural circuits and peripheral systems that contribute to psychopathology, and the mechanisms through which interventions may act. In the laboratory component of the course, students will gain hands-on experience in using animal models to study complex behavior and their associated neural mechanisms. [ more ]

This class will examine the neuroscientific basis of different types of learning and memory (such as declarative memory, motor memory, and associative memory), including the brain circuits, cellar mechanisms, and signaling pathways that mediate these different processes. In addition, we will explore how these processes can be disrupted in different diseases and disorders (such as Alzheimer's disease or post-traumatic stress disorder) and we will discuss the strategies and targets for therapeutic intervention. Class meetings will include a mix of lectures, discussions, and student presentations. Critical evaluation of peer-reviewed studies involving both human and animal models will serve as a foundation for class discussions. Working in small teams, students will also design and conduct an empirical project related to the course material. [ more ]

Neuroscience studies the brain and mind, and thereby some of the most profound aspects of human existence. In the last decade, advances in our understanding of brain function and in our ability to manipulate brain function have raised significant ethical challenges. This tutorial will explore a variety of important neuroethical questions. Potential topics will include pharmacological manipulation of "abnormal" personality; the use of "cosmetic pharmacology" to enhance cognition; the use of brain imaging to detect deception or to understand the ability, personality or vulnerability of an individual; the relationship between brain activity and consciousness; manipulation of memories; the neuroscience of morality and decision making. In addition to exploring these and other ethical issues, we will explore the basic science underlying them. [ more ]

Consciousness is considered as the 'last great mystery of science.' In this course we are going to delve into one of the most well-studied areas of this mystery, that is visual consciousness. Do you really perceive everything you look at? Are you aware of everything you see? Is our visual experience a grand illusion? We will start our investigation of such questions by reading about various approaches in understanding human consciousness. Then, we are going to apply these approaches to perception, and discuss theoretical and empirical controversies in visual consciousness. Finally, we are going to focus on evaluating empirical studies that attempt to resolve such controversies. The goal of this course is to build a bridge between theory and experimentation by learning how to interpret the results of scientific studies to shed light on theoretical and philosophical debates in the literature. [ more ]

This class will examine two interrelated topics in education. One is societal issues in schooling, such as educational inequality, tracking, dropping out, international differences, and fads. The other is principles in the cognitive psychology of learning, such as desirable difficulty, that can be used to improve educational practice. The readings will mostly be scientific articles. [ more ]

When you open your eyes, you immediately perceive your environment in great detail. Seeing is so quick and effortless that people mistakenly think that vision works like a camera. However, the reason it feels effortless is due to the tremendous amount of complex processes and computations that take place in your brain whenever you open your eyes. In this course, we will explore such processes from a computational perspective and examine the concept of "visual illusion". We will focus on research methodologies used in vision science and look into how we can use such methodologies to explain visual illusions. We will learn about how our visual system processes certain visual features in our environment, such as motion, color, depth and shape. Learning about these processes will make us appreciate how everything we see around us can be a visual illusion. [ more ]

The period from conception to age three is marked by impressive rapidity in development and the plasticity of the developing brain affords both fetus and infant an exquisite sensitivity to context. This course delves into the literature that highlights the dynamic interactions between the developing fetus/infant and the environment. The course readings span a range of disciplines and cover a diversity of hot topics in the study of prenatal and infant development, including empirical research drawn from the developmental, neuroscience, psychopathology, and pediatric literatures. [ more ]

This course focuses on how people make judgments and decisions in their social lives and why they are sometimes biased and irrational in their choices. We will place a strong emphasis on exploring how ideas from the judgment and decision-making literature can aid in our understanding of social psychological phenomena, including planning for the future, understanding other people, and resolving interpersonal conflicts. We will also place an emphasis on people's judgments and decisions as they pertain to their happiness and well-being, exploring how concepts in the judgment and decision-making literature can help us to understand why certain types of outcomes are more satisfying than others and why people sometimes choose in ways that fail to maximize their well-being. As we explore these questions, we will survey a variety of methods and perspectives, ranging from classic social psychological experiments to techniques imported from behavioral economics and cognitive psychology. [ more ]

This is a course about current research in social psychology--research that builds on the old classics, and research that opens up entirely new areas of study. We'll consider topics of current interest, such as implicit bias, gender identity, political polarization, moral judgment, emotion, social media, cultural influences on cognition, and more. Throughout the course, we'll think about how new studies verify, refute, or qualify older studies, and how psychological science progresses. This course is meant as a follow-up to PSYC 242 and assumes knowledge of social psychology. [ more ]

This is a course on contemporary social psychology as it pertains to the natural environment. Our two primary questions in this course are: (1) how can research and theory in social psychology help us understand the ways in which people engage with threats to the natural environment?, and (2) how can social psychology help us encourage environmentally responsible behavior and sustainable practices? Because human choice and behavior play such an important role in environmental problems, a consideration of human psychology may therefore be an important part of environmental solutions. [ more ]

This course focuses on applications of psychology to the administration of justice. Drawing from the areas of social, personality, cognitive, and developmental psychology, we will look critically at the processes of criminal justice. We will compare the law's informal theories of human behavior with what psychologists know on the basis of empirical studies. We will cover a number of contemporary topics including police-civilian interactions, custodial interrogations, false confessions and guilty pleas, forensic evidence, deception detection, eyewitness identifications, alibi generation and corroboration, repressed and recovered memories, and jury selection and decision-making. We will also discuss methodological issues associated with conducting research in psychology and law. In the laboratory component of the course, students will design and conduct their own empirical research projects based on course readings and topics. These semester-long projects will be conducted collaboratively in pairs or teams. [ more ]

In this course, students will contrast the traditional biomedical model of health with the biopsychosocial model with a goal of understanding how biological, psychological, and sociocultural factors influence health and well-being. We will explore psychological theory and research that targets health promotion, disease prevention, and management of chronic illness. Course readings will include empirical articles, excerpts from popular science books, and news/media articles on public health issues. Discussions will center on using the biopsychosocial model to better understand health processes (e.g., stress, tobacco use, physical inactivity) and outcomes (e.g., insomnia, diabetes, heart disease), with a special focus on health disparities among marginalized groups in the United States. Students also will learn about cognitive, behavioral, and mindfulness-based treatments ("behavioral medicine") that promote healthy behavior and the management of chronic illness/disease (e.g., obesity, pain, HIV/AIDs). All students will design and conduct an empirical research project based on the course material. [ more ]

Asylum is a specific form of humanitarian relief granted to an individual who can legally establish a history of previous persecution, or fear of future persecution, on account of their race, religion, nationality, political opinion, or membership in a particular social group. What are the psychological effects of being physically and emotionally persecuted because of who you are, what you believe, and/or your identity? Using the framework of asylum, we will study the effects of persecution, loss, and displacement on mental health and well-being, and the psychological impacts of traumatic stress and of seeking asylum in the United States. Through close reading of empirical studies, case studies, narratives, and legal writing, we will consider the psychological outcomes most frequently reported by asylum seekers, as well as the effects of traumatic stress on attachment and interpersonal relationships, family functioning and the capacity for recovery and post-traumatic growth. We will explore various types of persecution (e.g., gender-based violence, gang-violence, political persecution, and family separation) and their global health context. Finally, we will examine the social determinants, legal frameworks, and social justice implications of therapeutic interventions and resettlement. Students will also explore the clinical literature on psychological outcomes and how this research is informing both psychotherapy and social service interventions in the US and humanitarian settings across the globe. Guest speakers will punctuate our time over the semester, so that students can understand the role of lawyers, clinicians (medical and psychological) and global mental health researchers in addressing issues of forced displacement. [ more ]

Why do some youth develop psychopathology in the face of adversity whereas others do not? How do we define psychological disorders in youth? Is resilience a static trait, or can it be promoted? How do we prevent youth from developing psychopathology? In this course, students will address these and other questions using a risk and resilience framework that examines the interactions among multiple risk and protective factors in the pathway to psychopathology. Specifically, students will examine the interactions between individual characteristics (e.g., neurobiological, interpersonal, cognitive, and emotional factors) and environmental contexts (e.g., family, school, peer, early adversity, poverty) in the development of risk and resiliency. Application of etiological models and empirical findings to prevention and intervention approaches will be explored. Throughout the course, students will evaluate current research based upon theory, methodological rigor, and clinical impact. [ more ]

What is culture? How does culture influence the way we think and behave? How is culture represented, impacted, and transformed in the digital age? This course will introduce you to the field of cultural psychology, and explore the role of cultural meanings, practices, and institutions on human psychology. We will discuss how culture emerges in human development and examine how the same psychological processes that give rise to rich cultural practices also bear negative consequences on our society, such as stereotype and prejudice. We will also examine how human culture is transformed through digital devices and represented on social media. Through the course, you will learn to critically examine human behaviors in the contexts of diverse cultural beliefs, to reflect on your own upbringings through a cultural lens, and to gain an appreciation for cultures other than your own. [ more ]

In this course, we will work to synthesize what we know about some of the key socializing forces for U.S. Black youth today. We will focus on how families, entertainment media, and the news can socialize Black children. Drawing on a range of theories and data we will examine how family members communicate about issues of identity and how media can come into play. What do we know about how U.S. Black families communicate about identity? What gaps remain in our knowledge, and how can we find the answers? What can we learn about today's media content when we apply research-informed lenses? What predictions can we make about its potential uses and effects among Black families? We will identify central research areas that warrant further attention and consider which methodologies would best work to fill those gaps. We will prioritize approaches that highlight the agency and strength of U.S. Black families and of youth themselves. [ more ]

This advanced seminar will give students an opportunity to connect theory to practice. Each student will have a teaching placement in a local school, and participate in both peer and individual supervision. In addition, we will read a range of texts that examine different approaches to teaching, as well as theory and research on the process of education. What is the best way to teach? How do various theories of child development and teaching translate into everyday practices with students? Students will be encouraged to reflect on and modify their own teaching practices as a result of what we read as well as their supervision. Questions we will discuss include: What is the relationship between educational goals and curriculum development? What is the relation between substance (knowledge, skills, content) and the interpersonal dynamic inherent in a classroom setting? How do we assess teaching practices and the students' learning? What does it take to be an educated person? [ more ]

In this course, we will use theories and data to define anti-bias education in childhood contexts and examine its application across U.S. schools and childcare centers, families, and the media environment. We will ask ourselves: What do we know about the need for anti-bias education among non-marginalized and marginalized children, including those who are minoritized for their ethnic-racial, gender, and/or sexual identities? How are various biases and identities shaped in childhood? Which media-based and interpersonal interventions can be effective with anti-bias education and why? What are some of the contemporary hesitations and challenges around implementing anti-bias education for educators, families, and children? What are some of the practices that marginalized families are already implementing? As we explore approaches and possibilities for anti-bias education across children's ecosystems, we will propose innovative recommendations for research and practice that have the potential to yield positive outcomes for today's children. [ more ]

Open to upperclass students with permission of the instructor and department. Students interested in doing an independent study should make prior arrangements with the appropriate professor. The student and professor then complete the independent study proposal form available at the Registrar's Office and should submit it to the department chair for approval prior to the beginning of the drop/add period. [ more ]

Open to upperclass students with permission of the instructor and department. Students interested in doing an independent study should make prior arrangements with the appropriate professor. The student and professor then complete the independent study proposal form available at the Registrar's Office and should submit it to the department chair for approval prior to the beginning of the drop/add period. [ more ]

Nietzsche wrote that the forgetful are "blessed" because "they get the better even of their blunders." In what ways does forgetfulness serve us well? Is it possible, or even desirable, to have perfect memory? Can traumatic memories be repressed? Can false memories of committing a crime be implanted? Are "collective" memories subject to the same processes as individual memories? How do museums, monuments and sites (re)construct and tell a version of the past based on changing cultural identities? In this student-led seminar, we will attempt to answer these questions and more in the context of a broad exploration of the foundational concepts of human memory. We will examine the theories and methods researchers use to study individual and collective memories across varied domains, including clinical practice, romantic relationships, the justice system, and education. In this course, you will gain an evidence-based understanding of the nature of human memory through critical examinations of popular press literature, films, books, podcasts, and cutting-edge scientific studies. [ more ]

We often assume that our experiences reflect an objective reality, that the way we see the world is the way it really is. Yet research contradicts this notion, showing that our perceptual experiences are malleable and subjective. They are shaped by higher-order, top-down influences such as our cognitions, social groups, surroundings, motivations, emotions, and prior experiences. In this class, we will explore how subjective experiences and idiosyncratic categorizations of people into social groups directly influence social justice outcomes across varied domains. For example, how do these differences in our subjective experience influence the ways in which people relate to one another? What are the implications for fair treatment across multiple factions of society, including education, employment, health care, and criminal justice? Are there effective interventions and policies for reducing gender, racial, and ethnic bias? For promoting inclusivity? If so, why are they effective? To develop an evidence-based understanding of bias and discrimination, we will critically analyze source materials from popular press literature, films, books, and podcasts, as well as empirical research from across multiple approaches and sub-disciplines of psychology. The class format will be primarily discussion based and student-led. [ more ]

The theme of this psychology senior seminar will be success. We will discuss the path to personal success, including the relative importance of hard work, genetic talent, and luck; barriers to success like poverty and discrimination; the importance of parents, family, teachers, and friends; and what we really mean by success. For each topic we cover, we will read a book or watch a film, then delve deeper by reading and discussing scientific journal articles. Class meetings will be student-led discussions. You will write three or four 5-7 page papers. The larger goal will be to practice useful life skills such as how to lead and participate in a meeting (i.e., a class discussion), how to write engagingly and convincingly, and how to assess an argument skeptically and discuss it using evidence. [ more ]

This course will explore what emotions are, the evolutionary origins of emotions, and the tools and techniques researchers use to study emotions both in humans and in animal models. We will examine how brain state(s) may underlie different emotions and challenge widely held notions about how an individual's emotion can influence behavior and social factors. Questions we will explore include: Is it better to be emotional or rational? What are 'gut feelings'? Are there gender differences in emotionality and, if so, what are their origins? Popular press literature and scientific studies will fuel student-led discussions as we seek to develop an evidence-based understanding of emotions and how they shape the world around us. [ more ]

While mindfulness, both in idea and practice, has been around for centuries, its popularity has dramatically increased in recent years. But what is "mindfulness" and how effective is it in addressing psychiatric and/or physical conditions such as anxiety, depression, post-traumatic stress disorder, or chronic pain? In this course, we will examine mindfulness through both its popular depictions as well as through the critical evaluation of the scientific literature. We will investigate how mindfulness practices affect biological, behavioral, and cognitive processes. We will consider the myriad ways that mindfulness has been applied in "real world" settings including mental health, education, and interpersonal relationships. [ more ]

Virtually all of us are familiar with at least one account of a truly impressive scam - an event, device, or scheme that attracts attention, trust, and money, and then turns out to be a fake, sometimes with devastating consequences for everyone. What are the psychological processes and mechanisms employed by the scammers, as well as those who fall for such schemes? In this course we will consider several books and films that depict well-publicized recent examples (for instance, Bad Blood, The Rachel Divide, and The Talented Mr. Madoff). We'll use research from scientific journals to understand the psychology of both the scammer and those who fell for their schemes. We'll consider, among other things, the developmental origins of deception, what motivates people to pull one over on others, the role of identity maintenance, how we decide who to trust, and what it takes to convince oneself of something implausible. We'll use psychological research from all of the subdisciplines of psychology to find out what these cases might have in common, and also look at studies that illuminate unique features of each situation. Most class meetings will be student-led discussions. You will write three or four 5-7-page papers. The larger goals include: learning how to use scientific data to answer a wide range of questions about everyday life; how to engage in fruitful evidence-based argument; and how to write to think, and to persuade. [ more ]

Independent study and research for two semesters and a winter study period under the guidance of one or more members of the department. This is part of a full-year thesis (493-494). After exploring the literature of a relatively specialized field of psychology, the student will design and execute an original empirical research project, the results of which will be reported in a thesis. Detailed guidelines for pursuing a thesis are available from the department and on our website. [ more ]

Independent study and research for two semesters and a winter study period under the guidance of one or more members of the department. This is part of a full-year thesis (493-494). After exploring the literature of a relatively specialized field of psychology, the student will design and execute an original empirical research project, the results of which will be reported in a thesis. Detailed guidelines for pursuing a thesis are available from the department and on our website. [ more ]