|
|
|
|
|
|
|
|
|
|
Course Criteria
Add courses to your favorites to save, share, and find your best transfer school.
-
3.00 Credits
A survey of theory and research in social psychology. Topics include the self, social perception, conformity, attitudes and attitude change, prejudice, aggression, altruism, attraction and love, intergroup conflict, and cultural psychology. Applications in the areas of advertising, law, business, and health will also be discussed.
Prerequisite:
Psychology 101; open to first-year students
-
3.00 Credits
A study of the phenomenology, etiology, and treatment of the major forms of psychological disorders: the schizophrenias, dissociative disorders, affective disorders, anxiety disorders, personality disorders, alcoholism, and others. The course emphasizes an integrative approach which incorporates and analyzes theories and research from family, biological, genetic, and sociocultural perspectives.
Prerequisite:
Psychology 101; open to first-year students
-
3.00 Credits
This course introduces students to a broad range of theories and research on education. 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.
Prerequisite:
Psychology 101
-
3.00 Credits
Diagnosing and treating neurological diseases is the final frontier of medicine. Recent advances in neuroscience have had a profound impact on the understanding of diseases that affect cognition, behavior, and emotion. This course provides an in-depth analysis of the relationship between brain dysfunction and disease state. We will focus on neurodegenerative disorders including Alzheimer's disease, Parkinson's disease, and Huntington's disease. We will consider diagnosis of disease, treatment strategies, as well as social and ethical issues. The course provides students with the opportunity to present material based upon: (1) review of published literature, (2) analysis of case histories, and (3) observations of diagnosis and treatment of patients both live and on videotape. All students will design and conduct an empirical research project.
Prerequisite:
Psychology 212 (same as Biology 212 or Neuroscience 201)
-
3.00 Credits
This course examines the relative contributions of nature (genetics) and nurture (the environment) to the neurobiology of aggression and fear, leading to individual differences in behavior in dangerous situations. We will evaluate the neuroscience literature to arrive at an understanding of the neuroanatomy and neurochemistry underlying behaviors that create danger (e.g. violence, child abuse, antisocial behavior, alcohol abuse) and behaviors that respond to danger (e.g. inhibition, risk-taking, stress responses, empathy). Modern neuroscience techniques, such as brain imaging, selective trait breeding and gene mapping, have discovered new relationships between genes and behavior. However, recent studies on the effects of social and cognitive factors suggest critical environmental influences on the expression of these genetic determinants. Each tutorial pair will design and conduct an empirical laboratory project that will explore their own experimental question about the interaction of genes and environment in determining behavioral phenotypes in dangerous situations.
Prerequisite:
Psychology 212 or permission of the instructor
-
3.00 Credits
Increasingly, neuroscience is not only a topic of interest to academics and clinicians, but also to the general public. Cover stories in the major news magazines over the past year include Alzheimer's disease, autism, depression, memory, traumatic brain injury in athletes, and schizophrenia. Television news and newspapers cover studies related to neuroscience on a daily basis. Increasingly, novels and movies focus on neuroscience topics. This tutorial will use movies and popular press fiction as a starting point for analysis and discussion of contemporary topics in neuroscience. We will use these movies and novels as "case histories" to provide a foundation for discussing contemporary and controversial topics in neuroscience. Students will begin each topic by viewing a film or reading a book that portrays a topic in neuroscience. Each film/book will serve as a launching point for in depth discussion and debate of the neuroscientific issues raised in the film/book. For example, the film A Beautiful Mind raises issues regarding the neurobiological basis and treatment of schizophrenia and the film Memento raises many controversial issues surrounding the neurobiology of memory.
Prerequisite:
Psychology 212 (Neuroscience 201) or permission of instructor
-
3.00 Credits
Every time we see something as a kind of thing, every time that we decide that an object is a cup rather than a glass, when we recognize a picture of a familiar face as a picture of ourselves, or even when we understand speech, we are employing categories. Most categorization decisions are automatic and unconscious, and therefore have the illusion of simplicity. The complexity of these decisions, however, becomes apparent when we attempt to build machines to do what humans perform so effortlessly. What are the systems in place that allow us this extraordinary ability to segment the world? Are they universal? How does conceptual knowledge differ across cultural groups? How do concepts affect our perception? How do the categories of experts differ from the categories of novices? Do children have the same kind of conceptual knowledge as adults? How are categories represented in the brain? In this course, we explore various empirical findings from cognitive psychology, cognitive neuroscience, and anthropology that address these questions.
Prerequisite:
Psychology 221 or 222 or permission of instructor
-
3.00 Credits
One aspect of "being human" is that we often make choices that we know are bad for us. In this course we survey theoretical and experimental approaches to understanding our strengths and weaknesses as decision makers. Topics include normative decision theories, biases in probability judgments, "fast and frugal" heuristics, impulsiveness and self-control, addictions and bad habits, gambling, and moral decision making.
Prerequisite:
Psychology 221 or 222 or permission of instructor; permission is typically given to students who have successfully completed Economics 110
-
3.00 Credits
In the 2008 presidential campaign, Barack Obama played a ritual game of basketball that he hoped would ensure good results while his opponent, John McCain kept a lucky penny in his pocket throughout the election season. These are but two striking examples of the millions of people who regularly engage in ritualistic or superstitious behavior. But why? How did the mind evolve to support both logical reasoning and magical thinking? In this tutorial, we explore that question by examining how beliefs, emotions, and imagination have interlocked in the course of human development. We will discuss and debate how the capacity to imagine facilitates problem solving, why magical thinking continues in to adulthood, and how our beliefs in both natural and supernatural phenomena are related to the evolutionary forces that shaped the human mind.
Prerequisite:
Psychology 221 or 232 or permission of instructor
-
3.00 Credits
This class will explore individual differences in reactivity and self-regulation in infancy and childhood. Developmental, ethological, and neuroscience models will serve as the foundation for the exploration of the construct of temperament. Topics will include biobehavioral models of reactivity to stress and novelty, including research examining individual differences in neuroendocrine, electrophysiological, and emotional responding. Individual differences in self-regulation will be explored, and will focus heavily on the literature examining the development of attention and other executive control processes in infancy and early childhood. Longitudinal research that examines continuity and change in temperament from infancy through adulthood will be examined. The contributions of genetics and the contextual influences on temperament trajectories will be explored, including research demonstrating the influence of caregivers and gene-by-environment interactions.
Prerequisite:
Psychology 201 and 232 or Psychology 212 or permission of instructor
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Privacy Statement
|
Terms of Use
|
Institutional Membership Information
|
About AcademyOne
Copyright 2006 - 2024 AcademyOne, Inc.
|
|
|