|
|
Course Criteria
Add courses to your favorites to save, share, and find your best transfer school.
-
4.00 Credits
Independent empirical research (laboratory or field) conducted under the supervision of a departmental faculty member. Research report or equivalent paper required. May be taken up to three times for College credit; limits on research courses for concentration credit apply. Application found at http://www.wjh.harvard.edu/psych/ug/deadlines/index.html.
-
4.00 Credits
Faculty will each lecture about their main area of research: its history, methods, and discoveries, focusing on contemporary research topics including perception, memory, cognitive development, animal cognition, social cognition, moral decision-making, consciousness, language, and psychopathology. Includes a view of methods to study the mind, brain and behavior involving neuroscientific techniques, evolutionary psychology, web-based experimentation, traditional laboratory experiments, and field studies. Emphasis is primarily human, as well as nonhuman primates.
-
4.00 Credits
Examines selected issues and phenomena in contemporary psychological research. Special attention to examining topics from a variety of perspectives, to reading primary sources in the field, and to developing thinking, writing, research, and discussion skills. This tutorial, or Psychology 975, is required of concentrators upon entering the concentration, normally in the sophomore year. Letter graded.
-
4.00 Credits
Examines selected issues of relevance to social and cognitive neuroscience addressed in contemporary psychological research, and is normally required for students in the Social and Cognitive Neuroscience track of Psychology. Special attention to examining topics from a variety of perspectives, to reading primary sources in the field, and to developing thinking, writing, research, and discussion skills. This tutorial, or Psychology 971, is required of concentrators upon entering the concentration, normally in the sophomore year. Letter-graded.
-
4.00 Credits
Introduction to developmental disorders through theory, research, and practice. In this course we will focus on the most frequently identified developmental difficulties in areas such as language, math, and executive functions. The approach will be integrative by considering each topic through the lens of cognitive neuroscience, clinical presentation, and theoretical frameworks.
-
4.00 Credits
We will explore the psychological nature of one-on-one relationships, including key drivers, dynamics, and outcomes ranging from satisfaction to dissolution. Our focus will be on relationships with romantic partners, but we will also address those with friends, family members, and work colleagues.
-
4.00 Credits
Theories and findings in the psychology and neuropsychology of infancy, childhood and adolescence, with reference to lifespan development. Topics addressed include language, executive function, moral reasoning and memory. Studies of abnormal development, including dyslexia and ADHD, will illuminate the nature of brain development across dispersed neural networks. Implications of modern understanding of neurocognitive development on policy and education will be considered.
-
4.00 Credits
In this seminar we will discuss modern psychological research into learning and teaching and how such evidence can inform pedagogy, educational policy, and our understanding of the mind.
-
4.00 Credits
This seminar will explore scientific theory and research on the psychology of religious beliefs and practices, integrating cognitive, developmental, evolutionary, neuroscientific and social levels of analysis. Topics addressed include dualism, afterlives, agency perception & anthropomorphism, creationism & teleofunctional reasoning, magic & taboos, ritualistic behavior & prayer, cooperation, and debates concerning religion as adaptation vs. by-product.
-
4.00 Credits
This seminar will focus on the profound cognitive changes of early childhood and old age. We will be especially interested in what such changes tell us about how the adult mind -- perched between childhood and old age -- is organized. Topics include: theories of development and theories of aging, changes in the neural substrate; the rise and fall of executive functions; conceptual gain and conceptual loss; expertise and wisdom; healthy aging and dementias.
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|