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Course Criteria
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3.00 Credits
Fall 2008 339f(01) Close Relationships across the Lifespan This course will cover developmental implications of close relationships from infancy through adulthood with a focus on parents, friendships, and romantic partners. The goal is to examine normative developmental processes through a relational lens. Meets Social Sciences III-A requirement K. Haydon Prereq. jr, sr, and Psychology 230; 4 credits Spring 2009 339s(01) Culture and Human Development This seminar examines theory and research on the cultural basis of human development and on cultural variations and similarities in development in different historical and current world communities. The approach is interdisciplinary, drawing on psychology, anthropology, linguistics, sociology, and history, to examine varying and universal goals of development and participation of children and their families in cultural practices. Meets Social Sciences III-A requirement A. Valle Prereq. jr, sr, and one of the following courses: Psychology 220, 230, 236, 241, or a 200-level course in anthropology; 4 credits 339s(02) First Love: Attachment Theory and Research The relationship with the infant's primary caretaker, usually the mother, develops in a complex way during the first year a?er birth. We will study what is now known about this relationship, how we know about its importance to the infant, and the variation in types of such relationships early in life. The importance of this first love for later development, in childhood, adolescence, and adult life will be considered. Methods of research will be emphasized and students will be expected to give class presentations. Meets Social Sciences III-A requirement R. Shilkret Prereq. jr, sr, Psychology 200, 230 and permission of instructor; written statement to Professor Shilkret during advising week required; 4 credits
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2.00 Credits
(Community-Based Learning course) Adult illiteracy in the u.S. presents an ever-growing challenge. To understand this problem, we will learn various theories of reading. However, since many models of reading are based on data gathered from children, we will also examine how the cognitive abilities of adults are different from those of children. A large component of this class concerns learning the lab techniques associated with assessing reading abilities. In addition, since this is a community-based learning course, each student will become a tutor for an adult enrolled in an area literacy program. Meets Social Sciences III-A requirement K. Binder Prereq. a 100-level course in psychology, 201, 200 and permission of instructor. Students must meet with the professor during advising week to get permission to enter the course.; 1 meeting (2 hours) plus 4th hour, plus 3 hours per week as a literacy tutor in Springfield; 4 credits
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3.00 Credits
In this seminar we will explore various genetic syndromes, developmental disabilities, and brain damage cases that produce asymmetric cognitive profiles. We will examine the cognitive strengths and weaknesses associated with various syndromes and disabilities in order to gain a greater understanding of the syndrome itself, but we will also explore how these cases inform us about learning, memory, and development in "normal"individuals. Meets Social Sciences III-A requirement K. Binder Prereq. a 100-level course in psychology, Psychology 200 and 201, and permission of instructor; 4 credits
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3.00 Credits
This laboratory provides intensive study and discussion of specific topics in behavioral neuroscience, including psychopharmacology, neuroanatomy, electronics, and surgery. Examination of methods and experimentation in the laboratory. Meets Social Sciences III-A requirement The department Prereq. Psychology 200, 201, and one of the following: Psychology 240, 250, 251, or Biological Sciences 333; Interested students must meet with the instructor before or during the advising week to obtain additional information about the course.; 4 credits
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3.00 Credits
Several projects within such areas as feeding, aggression, reproduction, and learning are researched by students working in small groups. The course stresses the acquisition of research skills required for naturalistic and laboratory observation in the study of animal behavior. Meets Social Sciences III-A requirement K. Hollis Prereq. Psychology 251. Preference given to senior psychology and neuroscience majors.; During advising week students must submit to the professor a written list of psychology and biology courses taken at MHC or elsewhere, along with their name and year of graduation.; 4 credits
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3.00 Credits
This seminar will explore the biological bases of memory and cognitive processes. Students will gain an understandingof how the nervous system acquires, stores, and retrieves memory.Concepts studied will include characteristics of short-term andlong-term memory; models of perception, attention, and memory;and disorders that affect memory and cognition such as amnesiaand Alzheimer's disease. Meets Social Sciences III-A requirement R. Polewan Prereq. Psychology 250; 4 credits
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8.00 Credits
Students who register for independent research as honors work are encouraged to participate in Psychology 411f-412s. Does not meet a distribution requirement The department Prereq. jr, sr, permission of instructor; 1 to 8 credits
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1.00 Credits
(Speaking- and writing-intensive course) This seminar is designed to promote communication of research activities among students in the department and to encourage students to share knowledge and resources in the solution of problems encountered in all stages of research. graduate students and students engaged in independent research (Psychology/ Neuroscience and Behavior 395) are encouraged to participate. Does not meet a distribution requirement P. Ramsey 1 credit
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2.00 - 3.00 Credits
(Community-Based Learning course; writing- intensive course)What is race Who decides What does it mean to be white How is the ideology of whiteness maintained We will explore these and related questions as we examine the ways in which whiteness and racism are enacted in schools, have historically interfered with the educational attainment of children of color, and have led to the mis-education of white children. Readings and assignments will examine dynamics of dominance and how the construction of racial identities influences the lives of teachers and students in classrooms. We will also consider theories of multicultural education and antiracist pedagogies as strategies for addressing racial and other inequities in schools. Meets multicultural requirement; meets Social Sciences III-A requirement S. Lawrence Prereq. soph, jr, sr or permission of instructor; 2 meetings (75 minutes) plus prepracticum (2- 3 hrs per week); 4 credits
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3.00 Credits
(Community-Based Learning course) This course offers a study of the historical, theoretical, and philosophical perspectives that are the underpinnings of multiculturalism in education. Through selected readings, class discussion, and oral presentations, the course will examine the epistemological elements of race, class, culture, and gender in the classroom. Requires a prepracticum in a school or community-based setting. Meets multicultural requirement; meets Social Sciences III-A requirement The department Prereq. Psychology 100 or 110; 1 meeting (3 hours) and prepracticum (3 hours per week); 4 credits
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