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  • 82 591: Modern Languages Honors Thesis

    9.00 Credits
    Carnegie Mellon University

    Modern Language majors with outstanding academic records and intellectual promise will be given the opportunity to undertake original research under the direction of an individual faculty member. Students and faculty select the research topics. Prerequisites: Senior standing; a 3.5 QPA in one's language major; a 3.25 QPA overall; permission of the Department Head and approved entry into the College's Honors Program.
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  • 82 592: Modern Languages Honors Thesis

    9.00 Credits
    Carnegie Mellon University

    Modern Language majors with outstanding academic records and intellectual promise will be given the opportunity to undertake original research under the direction of an individual faculty member. Students and faculty select the research topics. Prerequisites: Senior standing; a 3.5 QPA in one's language major; a 3.25 QPA overall; permission of the Department Head and approved entry into the College's Honors Program.
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  • 82 599: Russian Studies Thesis

    3.00 - 6.00 Credits
    Carnegie Mellon University

    This course consists of researching and writing the thesis that is required of Russian Studies majors. It is generally completed during the senior year. See Russian Studies Major description. Work is done individually, under the guidance of a Russian Studies advisor. Prerequisite: Permission of the Instructor.
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  • 85 050: Study Abroad

    0.00 Credits
    Carnegie Mellon University

    No course description available.
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  • 85 051: Study Abroad

    0.00 Credits
    Carnegie Mellon University

    No course description available.
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  • 85 102: Introduction to Psychology

    9.00 Credits
    Carnegie Mellon University

    This course examines major areas of scientific psychology in some depth, the attempt being to develop basic models of our behavior and thought that explain wide areas of our functioning. The primary focus is on the areas of neural and motivational control of behavior, memory and thought, social interaction, and psychological development. Specific topics within these areas include brain function, motivational control systems, learning, cognitive and perceptual information processing, problem solving, obedience and conformity, social interaction, emotion, attitude consistency and change, how our social, cognitive and language functions develop, the importance of childhood to adult functioning, and psychopathology. In addition to the lecture, the course includes a weekly recitation section meeting and weekly short WEB-based laboratory experiences in which students get to perform actual experiments, interpret real data, and experience many psychological phenomena.
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  • 85 110: How Children Learn to Learn

    9.00 Credits
    Carnegie Mellon University

    How do children make sense of the world? How does initial learning guide subsequent learning? In this seminar we will discuss a broad range of topics in children's learning, including language acquisition, concept acquisition, reasoning, and social cognition. This class will bring together ideas from Psychology, Philosophy, Cognitive Science, and Learning Science. Readings for this course will include a mixture of book chapters and empirical research papers.
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  • 85 112: Freshman Seminar: Problem Solving and the Legacy of Herbert Simon

    9.00 Credits
    Carnegie Mellon University

    In this seminar we will investigate how people solve problems. Our focus will be on the thought processes involved in solving problems. The topics will include developing a way of categorizing problems, investigating how people approach, represent and solve problems, achieving an understanding of how our conscious and non-conscious cognitive resources are marshaled to solve problems and learning what the study of problem solving can tell us about those cognitive processes. Another topic we will consider is the role that Herbert Simon of CMU played in the development of what has become the 'standard? model of problem solving and its study, and in so doing come to some appreciation of his monumental contributions to science and to revolutionizing psychology. The seminar will involve many activities in addition to reading and discussing the relevant literature. For example, we will have plenty of opportunities to try our hand at solving problems that illustrate many of the issues we will be investigating. The seminar will also include a project whereby you will experimentally study some aspect of problem solving that interests you and write a paper on the results you obtain and how they fit with what is known about the topic. A large goal of the seminar is that we will all become better problem-solvers!
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  • 85 116: Hot Scientific Psychology Issues in the Popular Press s

    9.00 Credits
    Carnegie Mellon University

    Face it, when you studied science in high school, chances are you did not fully confront the implications of science for everyday life. Yet, you're going out into a world that's awash with purported facts. You might have a better chance of applying reasonable judgment to claims if you have some idea of how science is done, and why findings that have passed peer review and been supported by follow-up research are more reliable. Otherwise, why should you believe Discover Magazine over The National Inquirer? This seminar will provide you with the building blocks of understanding popular scientific issues, as played out in the domain of psychology. It is also designed to address ethical issues and responsible conduct in research, and to develop skills to critically judge and evaluate the myriad, sometimes baseless, claims that pervade the popular press. We?ll discuss how to interpret neuroimaging data, the genetic bases of behavior, gender and other social issues, and the fraud and intrigue that sometimes accompany science. The domain of the increasingly popular psychological science will be our context but these issues apply to science, more generally, too.
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  • 85 122: Freshman Seminar: What is Scientific Thinking and How Can It Be Taught?

    9.00 Credits
    Carnegie Mellon University

    Science education in the United States is coming under increasing scrutiny due, in part, to the No Child Left Behind Act (NCLB) requirement that all states assess science achievement in elementary, middle, and high school. This means that we have to determine the most effective instructional methods for increasing science achievement. This will have to be based, in part, on a deep understanding of both the nature of scientific thinking, and the processes involved in cognitive development that affect the learning of science. The goals of this course are that you learn about three interrelated topics: ? Cognitive development: the study of children's thought processes ? What it means to ?do science?. ? How the answers to these two questions can help to improve science instruction. The course will be run as a seminar, with active student participation. At the outset, we will use a standard undergraduate textbook. Then the readings will shift to selected readings on the topic of scientific thinking. Finally, we will examine some of the literature on science education ? a very "hot' topic these days, but we will focus on the light rather than the heat. The first several class meetings will be lectures (although informal, since the class size will be small). During the semester we will move increasingly to a discussion format, and by the end of the course, you and your fellow students will lead some of the discussions. The goal in this pedagogical shift is to give you some exposure to the kinds of things that you can expect as you move into increasingly advanced courses during your years at CMU. But fear not! The course is designed on the assumption that you come to it knowing just a little about science, and even less about cognitive development.
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