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Course Criteria
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1.00 Credits
An intensive study of selected topics in social psychology. Emphasis is placed on current theories, issues, and research areas. Mr. Cornelius, Ms. Ma, Ms. Morrow, Ms. Tran, Ms. Tugade. Prerequisites: Psychology 201 or 205.
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1.00 Credits
An in-depth analysis of selected mechanisms of learning and behavior. Topics can vary from year to year, but may include animal cognition, language and communication, behavioral ecology, and recent advances in the theory and neurophysiology of learning and behavior. Mr. Cleaveland, Mr. Cynx, Mr. Holloway. Prerequisites: Psychology 221 or 223.
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1.00 Credits
Applications of comparative psychology to a specific topic. Topics can vary from year to year, and have in the past included altruism, sex differences, aggression, language, etc. The focus is how theory and data from other species inform questions about human functioning. Ms. Broude, Mr. Cleaveland, Mr. Cynx. Prerequisites: Psychology 221 or 223 or Biology 340.
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1.00 Credits
Seminar in current issues, research, and theory in developmental psychology. Topics vary and may include laboratory work. Ms. Baird, Ms. Broude, Mr. deLeeuw, Mr. Livingston, Ms. Palmer, Ms. Zeifman. Prerequisites: Psychology 231.
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1.00 Credits
(Same as Education 336) What differentiates the behavior of one young child from that of another What characteristics do young children have in common This course provides students with direct experience in applying contemporary theory and research to the understanding of an individual child. Topics include attachment; temperament; parent, sibling and peer relationships; language and humor development; perspective-taking; and the social-emotional connection to learning. Each student selects an individual child in a classroom setting and collects data about the child from multiple sources (direct observation, teacher interviews, parent-teacher conferences, archival records). During class periods, students discuss the primary topic literature, incorporating and comparing observations across children to understand broader developmental trends and individual differences. Synthesis of this information with critical analysis of primary sources in the early childhood and developmental literature culminates in comprehensive written and oral presentations. Ms. Riess. Prerequisite: Psychology 231 and permission of the instructor. For Psychology Majors: completion of a research methods course. 4 hours of laboratory observation work.
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1.00 Credits
Analysis of selected topics in physiological psychology. Topics vary from year to year but may include learning, memory, human neuropsychology, neuropharmacology, psychopharmacology, sensory processes, emotion, and motivation. Mr. Bean, Ms. Christensen, Ms. Gray, Mr. Holloway. Prerequisites: Psychology 241 or 243.
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1.00 Credits
A consideration of conditions giving rise to disruptions of awareness and implications for behavioral integration. Topics serving as areas of discussion may include: sleep and dreaming; hypnosis and hypnagogic phenomena; drug behavior and biochemistry; cerebral damage; dissociations of consciousness such as blindsight; psychopathologic states. Mr. Bean, Ms. Christensen. Prerequisites: Psychology 241 or 243.
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1.00 Credits
Intensive study of selected topics in personality and individual differences. Theory and empirical research form the core of required readings. Topics studied reflect the interests of both the instructor and the students. Mr. Clifton, Ms. Morrow, Ms. Trumbetta, Ms. Tugade. Prerequisites: 253
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1.00 Credits
An intensive study of research and theory concerning the nature, origins, and treatment of major psychological disorders. Topics vary but may include schizophrenia, mood disorders, anxiety disorders, childhood disorders, and personality disorders. Mr. Clifton, Ms. Morrow, Ms. Trumbetta Prerequisites: Psychology 262
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1.00 Credits
An abiding question among academics and laypersons has to do with the origins of ideas about morality. This course explores the hypothesis that human moral systems have a biological/evolutionary grounding and can, therefore, be naturalized. In an effort to examine this thesis, the course surveys arguments and evidence from a variety of frameworks, among them philosophical, evolutionary, primatological, neuroeconomic, developmental, and crosscultural theory and data. We examine classic works as represented by Larry Arnhart, Richard Dawkins, Robert Trivers, R. D. Alexander, Matt Ridley, Frans deWaal as well as new models of morality, for instance, from Paul Churchland's connectionist model of mind and Chris Boehm's theory of motives behind the egalitarian ethic based in the hunter-gatherer way of life. Ms. Broude.Prerequisites: Psych 105 or 106 or Cognitive Science 100 and a Research Methods course.
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