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  • 85 377: Attitudes and Persuasion

    9.00 Credits
    Carnegie Mellon University

    This advanced undergraduate course will focus on the topic of attitude change and how various persuasive techniques are used to shape human response. The dynamics of propaganda and what makes the techniques effective on social and consumer decisions will be addressed. The primary goals of the course are to 1) understand the dynamics of attitude change; 2) explore the mechanism by which attitude change techniques operate and 3) examine relevant theories and research in persuasion. Examples of topics covered include the origins of attitudes, how attitudes influence judgments, social power and attitude change, and how individual decisions are influenced by the mass media. Classic and contemporary research in the area of persuasion will be examined in the form of course readings and assignments.
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  • 85 380: In Search of Mind: The History of Psychology

    9.00 Credits
    Carnegie Mellon University

    This course will focus on three aspects of the origin and growth of experimen-tal psychology. The first is the prehistory of psychology, where the connection of the discipline to the development of modern science, and in particular, its origins in philosophy and physiology, is examined. The second focus of the course is on the different approaches and attempts to define the field that have contested for dominance during much of the life of the discipline. The final major focus of the course is on the modern period (roughly the last forty years) where the influences that brought about the modern counter-revolution in psychology will be examined, and where some conjecture about likely future directions will occur. Two prior courses in psychology.
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  • 85 385: Auditory Perception: Sense of Sound

    9.00 Credits
    Carnegie Mellon University

    This course explores how our sense of hearing allows us to interact with the world. Students will learn about basic principles of sound, spatial sound, sound quality, hearing impairment, auditory perception, interactions with other modalities, and auditory cognition. Topics may also include musical acoustics, basic auditory physiology, sound-semantic associations, acoustic analysis, and sound-making gestures. We will consider not only simple laboratory-generated signals, but also more complex sounds such as those in our everyday environment, as well music and speech. Students will gain some in-class experience with generating sounds and analytic listening. After students reach a sophisticated level of understanding of the auditory fundamentals, they will apply their knowledge to the study of several current issues in auditory research.
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  • 85 390: Human Memory

    9.00 Credits
    Carnegie Mellon University

    Without memory, peope would barely be able to function: we could not be able to communication because we would not be able to remember meanings or words, nor what anyone said to us; we could have no friends because everyone would be a stranger (no memory of meeting anyone); we could have no sense of self because we could not remember anything about ourselves either; we could not predict anything about the future because we would have no recollections of the past; we would not know how to get around, because we would have no knowledge of the environment. This course will discuss issues related to memory at all levels: the sensory registers, i.e., how we perceive things; working or short-term memory; long-term memory or our knowledge base. We will discuss the differences between procedural/skill knowledge, and declarative/fact knowledge. The topics of memory monitoring, feeling and knowing, spread of activation within memory (priming), implicit memory, and amnesia will also be covered.
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  • 85 392: Human Expertise

    9.00 Credits
    Carnegie Mellon University

    The process of becoming an expert involves many changes, some quantitative and some qualitative. This course will provide an up-to-date account of the theory and data concerning the development of expertise. Questions addressed include the following. What does it take to become an expert? Are experts born or made? Is the process of acquiring expertise common across different domains from music to sports to science? Research studied in the course will employ a variety of methodologies, from case studies to protocol analysis to computational modeling.
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  • 85 395: Applications of Cognitive Science

    9.00 Credits
    Carnegie Mellon University

    The famous psychologist George Miller once said that Psychology should "give itself away." The goal of this course is to look at cases where we have done so -- or at least tried. The course focuses on applications that are sufficiently advanced as to have made an impact outside of the research field per se. That impact can take the form of a product, a change in practice, or a legal statute. The application should have a theoretical base, as contrasted, say, with pure measurement research as in ergonomics. Examples of applications are virtual reality (in vision, hearing, and touch), cognitive tutors based on models of cognitive processing, phonologically based reading programs, latent semantic analysis applications to writing assessment, and measurses of consumers' implicit attitudes. The course will use a case-study approach that considers a set of applications in detail, while building a general understanding of what it means to move research into the applied setting. The questions to be considered include: What makes a body of theoretically based research applicable? What is the pathway from laboratory to practice? What are the barriers - economic, legal, entrenched belief or practice? The format will emphasize analysis and discussion by students.
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  • 85 406: Autism: Psychological and Neuroscience Perspectives

    9.00 Credits
    Carnegie Mellon University

    Autism is a disorder that affects many cognitive and social processes, sparing some facets of thought while strongly impacting others. This seminar will examine the scientific research that has illuminated the nature of autism, focusing on its cognitive and biological aspects. For example, language, perception, and theory of mind are affected in autism. The readings will include a few short books and many primary journal articles. The readings will deal primarily with autism in people whose IQ's are in the normal range (high functioning autism). Seminar members will be expected to regularly enter to class discussions and make presentations based on the readings. The seminar will examine various domains of thinking and various biological underpinnings of brain function, to converge on the most recent scientific consensus on the biological and psychological characterization of autism. There will be a special focus on brain imaging studies of autism, including both structural (MRI) imaging of brain morphology and functional (fMRI and PET) imaging of brain activation during the performance of various tasks.
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  • 85 412: Cognitive Modeling

    9.00 Credits
    Carnegie Mellon University

    This course will be concerned with modeling of agent behavior in a range of applications from laboratory experiments on human cognition, high-performance simulations such as flight simulators, and video game environments like Unreal Tournament. The first half of the course will teach a high-level modeling language for simulating human perception, cognition, and action. The second half of the course will be a project in which students develop a simulated agent or agents for the application of their choice.
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  • 85 423: Cognitive Development

    9.00 Credits
    Carnegie Mellon University

    The general goals of this course are that students become familiar with the basic phenomena and the leading theories of cognitive development, and that they learn to critically evaluate research in the area. Piagetian and information processing approaches will be discussed and contrasted. The focus will be upon the development of childrens information processing capacity and the effect that differences in capacities have upon the childs ability to interact with the environment in problem solving and learning situations.
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  • 85 425: Child Psychopathology and Treatment

    9.00 Credits
    Carnegie Mellon University

    The first half of this course will focus on understanding the etiology and epidemiology of child and adolescent psychopathology. Special emphasis will be placed on conditions that are first diagnosed during childhood (e.g., ADHD, Autism, Eating Disorders) as well as understanding how child and adult psychopathology differ. The second half of this course will focus on treatment interventions for youth with psychopathology. Students will learn about how interventions for adults with psychopathology are altered to be developmentally appropriate for children, and methods of intervention commonly used with children but less so with adults(e.g., family therapy, play therapy). For students who have completed abnormal psychology and the psychology breadth requirement but not the other course pre-requisite, 85102, please see Theresa Kurutz to register for this course in BH 343.
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