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Course Criteria
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3.00 Credits
H. Sindima Is religion based on rational ideas or deepest human fears and projections - mere feelings What is the nature of truth Is philosophical truth different from religious truth The debate between faith and reason has been going on for a very long time, dating back to the early church. Many people today still wonder whether a sensible, rational person can be religious - that is, have faith in God. While this debate goes back in time, it was the Enlightenment, the age of reason, that articulated and sharpened the question concerning the nature of truth; hence, the debate on faith and reason. In this course students are exposed to the array of ideas and views concerning religion since the Enlightenment. Issues include the nature of truth, miracles, faith, sin and evil, and the nature of Christian religion. Works by Descartes, Locke, Hume, Kant, Marx, Hegel, Feuerbach, Schleiermacher, and Kierkegaard are examined.
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3.00 Credits
L. Cushing The focus of this course is the creation and conception of gender within Judaism. Students explore the ways in which gender is built into the scriptures, structures, institutions, and ideologies of Judaism, into Jewish religious, cultural and social life. According to Genesis, from the beginning there were male and female. To what degree are these two categories essential To what degree artificial How do religion and tradition enforce the gender divide, and in what ways can they be used to blur the distinctions between male and female This course is crosslisted as JWST 343.
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3.00 Credits
D. Johnson Attention and memory are at the core of how humans come to know and act on the world as well as forming the basis of who they are as individuals. This course is not a survey as it focuses on a few areas within attention and memory and studies these areas in depth, exploring seminal and current theories and empirical findings in human attention and memory from a cognitive perspective. Examples of problems which may be addressed include bottom-up vs. top-down attention allocation, dual-task performance, inhibition and attention control, attention and working memory, memory for skills, autobiographical and emotional memories, memory impairments, and memory in everyday life (e.g., memory loss with age, Alzheimer's dementia, alcoholic dementia). Prerequisites: PSYC 200 and PSYC 250 or 251, or permission of instructor.
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3.00 Credits
G. Frank, E. Kent, H. Sindima This course takes a critical look at the history of religious studies in the modern West and proceeds to chart some contemporary developments. Some of the issues that may come under investigation include, but are not restricted to, the quest for a science of religion, the impact of gender and race theory on religious studies, theories of religion and violence, the secularization of academic approaches to religion, and the nature of religion itself. The broad aim of this course is to deepen reflection on the ways in which religion can become an object of study.
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3.00 Credits
This course is crosslisted as NEUR 353. For course description, please see "Neuroscience: Course Offerings."
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3.00 Credits
S. Kelly Language is a distinctive human ability that distances humans from the rest of the animal kingdom - including chimpanzees, with whom people share 98 percent of the same genetic inheritance. Although language is considered as primarily serving communication in its advanced form, it is also an important vehicle for thought, with the potential to extend, refine, and direct thinking. The interaction of language with other cognitive abilities is the central focus of the course. Students compare the communication systems of other species with human language, examine efforts to teach human language to apes, learn how psycholinguists conceptualize and investigate language-mind relationships, and inquire into the cognitive abilities of the deaf and other language-impaired individuals, as well as of bilinguals. Attention also is given to evolutionary changes in the neural structures implicated in human language and to neural processes constraining the developmental course of language acquisition. Prerequisite: PSYC 200 and PSYC 250 or 251, or permission of instructor.
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3.00 Credits
R. Braaten, S. Kelly This course is a study of cognitive development from the prenatal period through early childhood, with a special focus on infancy. The primary goal of the course is to gain an understanding of the developmental origins of cognition and perception. Topics include the development of perception, learning, memory, concepts, musical abilities, language, counting, and reasoning and problem solving. Three lectures per week. Prerequisite: PSYC 200 or permission of instructor.
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3.00 Credits
R. Shiner This course explores the major models of psychological treatment in adults and children. Each treatment model is examined in terms of its perspective on human behavior and psychopathology, its mechanisms and techniques of therapeutic change, and its empirical evidence. Also addressed are some of the recurring controversies in the field of clinical psychology: Should clinical research and practice inform each other and, if so, how Can the disparate treatment models and their implicit worldviews be integrated To what extent is lasting behavior change possible Prerequisite: PSYC 200 and 260, or permission of instructor.
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3.00 Credits
C. Keating This course explores the ontogenetic (developmental) and phylogenetic (evolutionary) roots underlying human social relationships. Social bonds are traced through the lifespan, beginning with parent-infant attachments, moving next to peer relationships, and ending with pair bonds. Students examine the interplay of social cognition, social perception, emotion, and communication in human sociability. Patterns underlying human social bonds are deciphered using research from child, social, cross-cultural, evolutionary, biological, and comparative psychology. Prerequisite: PSYC 200 and 260, or permission of instructor.
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3.00 Credits
R. Shiner This seminar introduces the study of psychological problems in the context of human development. Using a broad, integrative framework, the course examines childhood psychological problems from a variety of perspectives (genetic, biological, temperament, socioemotional, family, and cultural). Syndromes that often first appear in childhood and adolescence are discussed, including autism, attention deficit/hyperactivity disorder, conduct disorder and youth violence, depression and suicide, anxiety disorders, and eating disorders. The course also examines developmental resilience, environments that place children at risk for poor outcomes, and prevention. Prerequisite: PSYC 200 and 260, or permission of instructor.
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