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  • 85 429: Cognitive Brain Imaging

    9.00 Credits
    Carnegie Mellon University

    This seminar will examine how the brain executes higher level cognitive processes, such as problem-solving, language comprehension, and visual thinking. The topic will be addressed by examining what recent brain imaging studies can tell us about these various kinds of thinking. This new scientific approach has the potential of providing important information about how the brain thinks, indicating not only what parts perform what function, but also how the activity of different parts of the brain are organized to perform some thinking task, and how various neurological diseases (e.g. aphasia, Alzheimer's) affect brain activity. A variety of different types of thinking will be examined, including short-term working memory storage and computation, problem solving, language comprehension, visual thinking. Several different technologies for measuring brain activity (e.g. PET and functional MRI and also some PET imaging) will be considered, attempting to relate brain physiology to cognitive functioning. The course will examine brain imaging in normal subjects and in people with various kinds of brain damage.
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  • 85 436: Scientific Research in Education

    9.00 Credits
    Carnegie Mellon University

    Most of what we know about thinking, learning, memory, concept formation, problem solving, and so on, comes from laboratory experiments by researchers in cognitive psychology, cognitive science, and cognitive development. But how can this knowledge be used to improve teaching and learning in real classrooms? That is the question that we will explore in this advanced undergraduate and graduate seminar. We will read and critically review papers dealing with the creation, implementation, and evaluation of new approaches to instruction instruction. We will examine a variety of such interventions, ranging from specific topics to entire curricula. This topic is especially timely, because of the highly influential (and controversial) "No Child Left Behind Act" (NCLB), passed in 2002. Perhaps the most widely-known consequence of the law is its emphasis on testing and assessment, which has wide-spread implications for the way that American children will be taught and tested and the way that schools will be evaluated and rewarded. Equally important, but perhaps less widely-known outside academic circles, is NCLB's repeated emphasis on 'scientifically based education research.? This new pressure for ?evidence-based? policy and practice in education has brought a sense of urgency to understanding the ways in which the basic tenets of science can be applied to educational research. This seminar will address the fundamental question: ?What does it mean to do 'scientific? research in education?? by reviewing some of the recent educationally-relevant research on how students learn, primarily, but not exclusively, in the areas of math and science.
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  • 85 438: Educational Goals, Instruction, and Assessment

    9.00 Credits
    Carnegie Mellon University

    The aim of this course is to teach students how to develop educational goals based on a detailed task analysis of the knowledge, skills, and dispositions required for mastery of a particular aspect of a domain. Goals for early childhood, elementary, middle school, and high school will be discussed and related to the state and national standards. A comprehensive understanding of student achievement will be developed. The importance of matching the instructional program and its assessment to goals will be discussed and demonstrated. Assessment that focuses on covering the full range of specified goals will be studied along with diverse approaches for valid assessment. Other topics include making instructional material choices, funding, classroom management, ethics, and relation to system-level policies. Assignments will emphasize linking goals - instruction ?assessment. A term project will consist of an in-depth study of one central unit in a discipline or grade level.
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  • 85 442: Health Psychology

    9.00 Credits
    Carnegie Mellon University

    This course is concerned with how behavior and psychological states influence the development of and recovery from disease. The class provides an overview of existing psychological and epidemiological data on the relationship between behavior and disease and addresses the issue of how behavior, emotion and cognition can influence the disease processes. Topics include: measures and concepts, stress and disease, stress and coping, personal control, helplessness and disease, social support and health, reactivity to stress, behavior and hypertension, coronary heart disease, infectious diseases and immune function, and the effectiveness of behavioral interventions in health. Special permission of instructor required.
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  • 85 444: Relationships

    9.00 Credits
    Carnegie Mellon University

    The primary goal of this course is to introduce you to social psychological theory and research on the topic of relationships. Although a variety of relationship phenomena will be discussed, a heavy emphasis will be placed on research that addresses fundamental processes in close relationships. The coverage of material will include a review of historical roots and classic approaches to the scientific study of relationships, as well as exciting new research and theory on particular subtopics. The majority of class time is spent discussing and evaluating recent research. Special emphasis also is given to learning and critically evaluating the methodological tools that are used to study close relationships. The goal is for students to leave this course with a broad overview of the field and an in-depth understanding of particular subtopics. This is an advanced seminar in which students will be expected to read original research articles and chapters on assigned topics and come to class prepared to discuss the material. Readings will consist of theoretical and empirical articles from psychology journals and related sources. Additional course requirements will involve short, weekly writing assignments, student presentations of research articles, and a written research proposal. Over the course of the semester, students will design and carry out a small-scale, original investigation on a relationships topic of interest.
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  • 85 446: Psychology of Gender

    9.00 Credits
    Carnegie Mellon University

    This course is devoted to the investigation of psychological gender rather than biological sex. That is, sex differences will be explored from a social psychological (e.g., socialization) perspective. Implications of both male gender role and female gender role in the areas of relationships and health will be the course focus.
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  • 85 480: Internship in Clinical Psychology

    6.00 - 12.00 Credits
    Carnegie Mellon University

    This course introduces students to Clinical Psychology and related mental health fields. Students? learning is facilitated through classroom-based activities and by learning about clinical research and/or practice in designated field settings. Students spend 3 hours per week in class and 6 hours per week in an applied or research setting. Please contact Dr. Beth Zimick if you are interested in enrolling at bethc@andrew.cmu.edu.
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  • 85 482: Internship in Psychology

    3.00 - 12.00 Credits
    Carnegie Mellon University

    The Internship in Psychology is designed to enable students to gain experience in professional settings related to their studies in Psychology and earn credit for the intellectual work involved. It is the students responsibility to locate an internship site and on-site supervisor, as well as to identify a CMU faculty sponsor. The student registers for the internship by submitting a completed internship form to Theresa Kurutz in Baker Hall 343.
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  • 85 484: Practicum in Child Development

    9.00 Credits
    Carnegie Mellon University

    This guided field experience is designed to help students deepen their understanding of developmental psychology by assisting in a preschool or kindergarten classroom and discussing the ways that their experiences relate to the theories they have learned previously and to new readings. Each student will individually schedule a consistent 6 hours per week helping in a Children's School classroom (preferably 2 or 3 chunks of time). Classroom duties will include working one-on-one and with small groups of students as they do puzzles, art projects, dramatic play, etc., as well as helping with snack, playground supervision, classroom cleanup, and storytime. Each student will be expected to keep a journal 1) relating general experiences to developmental theories and 2) documenting the development of a particular child during the semester. All students will meet for a 1 hour weekly discussion with the director. Discussion topics and related readings will be selected collaboratively, based on issues/questions raised by the group's observations and discussions.
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  • 85 501: Stress, Coping and Well-Being

    9.00 Credits
    Carnegie Mellon University

    This course will examine basic processes and theory about stress and coping from a psychological perspective. The first part of the course will explore topics related to the psychobiology of stress, stress measurement, and links between stress and health. The second part of the course will explore topics on mechanisms and theoretical perspectives on coping with stress. This will include a consideration of topics such as emotion regulation, self-regulation, coping with traumatic events, alternative medicine approaches, and resilience factors. This class is a small, upper level seminar that will consist of some lecture and extensive class discussion. Active class participation is required.
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