|
|
Course Criteria
Add courses to your favorites to save, share, and find your best transfer school.
-
4.00 Credits
Lecture-3 hours; term paper. Prerequisite: course 1, 41, 101. Pass 1 open to Psychology majors. Psychobiology of sensory systems in humans and other animals. The relationship of behavior to the physiology, structure, and function of the senses. GE credit: Wrt.-I, II, III. (I, II, III) Krubitzer
-
4.00 Credits
Lecture-3 hours; discussion-1 hour. Prerequisite:courses 1, 41, 100, and either Statistics 13 or 102; or consent of instructor. Consideration of major theories of human learning and memory with critical examination of relevant experimental data.-I, II, III. (I, II, III.) Ranganath, Yonelinas
-
4.00 Credits
Lecture-3 hours; independent library work. Prerequisite: courses 1, 41. The cognitive organizations related to measurable physical energy changes mediated through sensory channels. The perception of objects, space, motion, events.-I, II, III. (I, II, III.) Post, Whitney
-
4.00 Credits
Lecture-3 hours; term paper. Prerequisite: courses 1, 41, 100; or consent of instructor. Introduction to the cognitive processes involved in language comprehension and production. Topics include the biological foundations of language, speech perception, word recognition, syntax, reading ability, and pragmatics.- I, II, III. (II, III.) Long, Swaab, Traxler
-
4.00 Credits
Lecture-3 hours; writing. Prerequisite: courses 1, 41, and 100 or 131, or consent of instructor; course 101, 121, or 129 recommended. Neuroscientific foundations of higher mental processes including attention, memory, language, higher-level perceptual and motor processes, and consciousness. Emphasis on the neural mechanisms which form the substrates of human cognition, and the relationship of mind to brain.-I, II. (I, II.) Janata, Mangun, Raganath
-
4.00 Credits
Lecture/discussion-3 hours; term paper. Prerequisite: courses 1, 41, and either 100 or 131 or Music 6C; or consent of instructor. Introduction to the mental and neural representations of musical structures and processes involved in perceiving, remembering, and performing music. Music and emotion.-Janata
-
4.00 Credits
Lecture-4 hours. Prerequisite: courses 1, 41. Pass 1 open to Psychology majors. Ontogenetic account of human behavior through adolescence with emphasis on motor skills, mental abilities, motivation, and social interaction. Two units of credit allowed to students who have completed Human Development 100A or 100B. Not open for credit to students who have completed course 112. (Former course 112.)- I, II, III. (I, II, III.) Ghetti, Gibbs, Goodman, Lagattuta, Oakes
-
4.00 Credits
Lecture-3 hours; term paper. Prerequisite: Human Development 100A or 100B or course 140. Pass 1 restricted to Human Development or Psychology majors. Theories, methods, evidence, and debates in the field of cognitive development, such as nature/ nurture, constraints on learning, and the role of plasticity. Topics include attention, memory, concepts about the physical and social world, and language. (Same course as Human Development 101.) GE credit: Wrt.-I, II, III. (I, II, III.) Chen, Ghetti, Gibbs, Goodman, Graf Estes, Lagattuta, Rivera
-
4.00 Credits
Lecture-3 hours; term paper. Prerequisite: Human Development 100A or 100B or course 140. Pass 1 open to Human Development or Psychology majors. Social and personality development of children, infancy through adolescence. Topics include the development of personality, achievement motivation, self-understanding, sex-role identity, and antisocial behavior. Emphasis on the interface between biological and social factors. (Same course as Human Development 102.) GE credit: SocSci, Wrt.-I, II, III. (I, II, III.) Conger, Gibbs, Robins, Thompson
-
4.00 Credits
Lecture-3 hours; lecture/discussion-1 hour; extensivewriting. Prerequisite: courses 1 and 41, and either course 140 or Human Development 100A. Psychological development in infancy. Topics include physical and motor development, sensory and nervous system development, and memory and cognitive development. Emphasis will be on evaluating theories, empirical research, and experimental methods for understanding infant development.-II. (II.) Oakes
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|