The list below includes descriptions of all the courses the department offers,
though some courses may be taught more often than others. Descriptions for special
topics seminars (PSY 196) are updated each semester. Please consult
SIS for an official list of
updated prerequisites for each course, as well as distribution area information.
PSYCHOLOGY 1 (Introduction to Psychology)
This course will survey
current knowledge of human behavior. It will cover the entire spectrum of
behavioral functions and examine the biological, cognitive and social processes
that underlie these behaviors. Topics will include the brain and functioning of
the nervous system, perception, thinking, learning and memory; conscious and
unconscious motivations and emotion; language, intelligence, cognitive, social,
and personality development; social perceptions, attitudes and social influence;
psychological disorders and their treatment; and mental health. The focus of the
course will be on understanding the major theories of human behavior and on
understanding the practical and theoretical implications of these positions.
PSYCHOLOGY 9 (Introduction to Cognitive and Brain Science)
Survey of the cognitive, computational and neuronal basis of
thought. Topics include the relationship of cognitive and brain
systems underlying language, memory, perception, attention,
consciousness and development. Students interested in PSY 9 are
expected to first take PSY 1 in order to best prepare them for the
PSYCHOLOGY 11 (Developmental Psychology)
A survey of
behavioral, mental, and socio-emotional development during childhood from birth
through adolescence. General principles of development and related empirical
findings will be emphasized. Class will include lectures, demonstrations, and
observations of children.
PSYCHOLOGY 12 (Abnormal Psychology)
An introduction to the
adult major psychological and psychiatric disorders. The symptoms and signs of
psychosis, affective disorders and anxiety disorders will be discussed. The way
these symptoms and signs constellate into various syndromes (e.g. schizophrenia,
major depression), as defined in the DSM-IV, will be considered. Finally, for
each of these syndromes, an introduction to the etiology (causes) and an
overview of biopsychosocial management approaches will be presented.
PSYCHOLOGY 13 (Social Psychology)
Social psychology is the scientific study of the way people think, feel, and behave in
social situations. It involves understanding how we influence, and are
influenced by, other people and the social contexts around us. A primary goal of
this course is to introduce you to the perspectives, research methods, and
seminal findings of the field of social psychology. Equally important is the
goal of allowing you to cultivate your skills for analyzing the social
situations and events that you encounter in your everyday lives. Lectures will
be supplemented by classroom demonstrations, discussion, and various
PSYCHOLOGY 15 (Theories of Personality)
This course is an
overview of the various classes of personality theory: psychosocial conflict
theories (Freud, neo-Freudians, and social learning theorists); intrapsychic
conflict theory (Jung); cognitive and self theories (Lewin, Rogers); and role
theory (Sarbin, Goffman). The lectures begin with the purposes of theory and the
role of genetics in laying the groundwork for personality differences. The goal
of the course is to familiarize students with major figures in personality
theory so they will enjoy reading critically on their own.
PSYCHOLOGY 17 (Industrial/Organizational Psychology)
This course examines the roles, contributions and limitations of psychology in
business and industrial organizations. Topics will include motivation of
employees, classical and current approaches to management, group dynamics and
consumer psychology. Students will select a contemporary issue in the field;
present an overview to the class and submit a research paper on the topic.
PSYCHOLOGY 22 (Emotion)
Introduction to theory and research on the nature of emotion and its
regulation. Topics include defining and measuring emotion and related
constructs; theories of emotion elicitation, expression, and regulation;
perspectives on the function of emotions; discrete emotions such as joy,
surprise, fear, anger, sadness, and disgust; emotion across cultural,
developmental, and clinical contexts; the neural, endocrine, and autonomic
concomitants of emotion.
PSYCHOLOGY 25 (Physiological Psychology)
This course will serve
as an introduction to the biological basis of behavior. The course will begin by
providing a basic understanding of the function of the nervous system. With this
knowledge in hand, the physiological basis of behaviors such as hunger, thirst,
sex, aggression, sleep, learning and memory will be explored. Special attention
will be paid to recent advances in research in the growing area of
biopsychology. This course is not meant for Biology or Bio-Psychology majors or
for pre-medical students. Those students should take
Psychology 103. (Students cannot receive credit for both PSY 25 and PSY 103).
PSYCHOLOGY 26 (Animal Learning and Cognition)
This course is an
introduction to the study of cognition in animals. Through lectures and
classroom discussion, questions such as the following will be examined. How can
and do animals think without language? Do rats use cognitive "maps" to get
around their spatial environment? How do bees learn and remember where rich
sources of food are located? How do animals communicate information to one
another? What do birds and other animals see when they look out at the visual
world? The course will survey the fundamental principles and theories of
learning and information processing in animals. Topics to be examined will
include conditioning and memory processes, orientation in space and time, visual
perception, stimulus selection and control, memory, and self-awareness in
animals. This course fulfills the 20-level requirement for the
advanced course in Animal Learning and Cognition,
which also will be offered by Dr. Cook in the Spring.
PSYCHOLOGY 27 (Perception)
This course will offer an
introduction to the processes that transform physical energies (e.g., light,
sound, heat) into psychological experiences (e.g., seeing objects, hearing
noises, feeling warmth). These processes are crucial for the basic survival of
all animal species; understanding them is central to the field of human
psychology not only for this reason but because they are prerequisite to the
functioning of "higher" psychological processes such as thinking, socializing,
playing games, and appreciating art and music. Major emphasis will be on visual
perception, but topics such as hearing, speech perception, active touch, pain
perception, and the chemical senses will also be covered. Special issues such as
the development of perceptual abilities, perception in animals, pathologies of
perception, and perception's role in art and music will be incorporated, too.
This course fulfills the 20-level requirement for the Psychology Major. For
psychology majors, Psychology 27 fulfills the department's requirement that
majors take a "20's" level course. Psychology 27 also suffices as a prerequisite
to Psychology 41 (the advanced laboratory course in
perception and cognition) and other advanced courses on related topics.
Psychology 27 can count as a "natural science" course for the basic distribution
PSYCHOLOGY 28 (Cognitive Psychology)
An introduction to human
mental processes. Attention, perception, problem solving, pattern recognition,
imagery, memory retention, language comprehension, and knowledge acquisition are
examined as fundamental processes of cognition. This course serves as the
gateway course to introduce our advanced laboratories and seminar courses in
cognition. Lecture and frequent classroom demonstrations.
PSYCHOLOGY 31 (Statistics for the Behavioral Sciences)
behavioral scientist's perspective, statistics are tools that can be used to
detect systematic patterns in sets of data, and guide decision- making. In this
course you will learn about statistics that allow a researcher to describe and
summarize data and distinguish between chance and systematic effects in typical
experimental contexts. To facilitate learning through hands-on experience, EACH
STUDENT IS REQUIRED TO ENROLL IN ONE OF FOUR LABORATORY SECTIONS. Labs will
involve application of the concepts and procedures discussed in class that week,
and many will involve use of the SPSS statistical package.
PSYCHOLOGY 32 (Experimental Psychology)
This is the basic
laboratory course which serves as the prerequisite for the advanced labs.
Students will participate in individual and group experiments designed to
familiarize them with the research methods and apparatus used in psychological
investigations. There are two lectures plus a 2.5-hour laboratory each week.
Enrolling in PSY 32A, PSY 32B, or PSY 32C registers you for both the lecture and
laboratory components of the course.
PSYCHOLOGY 36 (Experimental Social Psychology)
focuses on the process of designing, conducting, interpreting, and presenting
empirical research in social psychology. Students will be exposed to several
different methods used in social psychological research, with an emphasis on
true experiments. The use of these methods will be illustrated through readings
and discussions of classic and contemporary research in social psychology. Class
projects will provide students with hands-on experience in implementing these
techniques. In the main part of the course, students will form research teams
with the task of conducting empirical research on a topic of their choice.
PSYCHOLOGY 37 (Research Methods in
Why do kids do what they do? How can we know what is going on
in an infant's head? How can we find out what preschoolers are thinking about or
understand? This laboratory course is designed to build on students'
introductory work in developmental psychology by offering "hands on" experience
with the special research procedures researchers use to study infants' and
children's thinking and behavior. During the semester, we will read about,
discuss, design, and conduct research on several different topics, all generally
within the area of cognitive development. These topics will illustrate a range
of developmental research methods, and we may also have an opportunity to
observe some clinical testing and applied work with children as well. Course
assignments will include "standard" lab reports, a number of smaller writing
assignments, and a variety of practical tasks related to setting up our research
projects. Please note that students planning to take Psy 37 must register for
both the course and the lab section. We will not always meet the full extent of
both of these time blocks, but we will use their full extents during the weeks
we are testing children, hence the extra ("bonus?") time requirement.
PSYCHOLOGY 38 (Research Methods in Clinical Psychology)
This course will teach the methods of clinical research as well as provide the
experience of analyzing data. We will cover topics such as experimental design,
diagnostic reliability, epidemiologic methods, data analysis, and the
preparation of research reports. The use of computers in clinical research will
PSYCHOLOGY 40 (Physiological Psychology Lab)
course is designed to introduce students to many of the research techniques
employed in physiological psychology. Particular emphasis is placed on the
examination of the anatomy and functional dynamics of the central nervous system
with respect to behavior. Experiments investigating the physiological basis of
feeding behavior, sexual behavior, learning and memory will be conducted.
Techniques to be learned will include stereotaxic surgery, electrode
implantation, brain stimulation and lesioning, neurohistology, and neurochemical
assays. The course will have one lecture meeting and one laboratory session per
PSYCHOLOGY 41 (Perception and Cognition Laboratory)
will examine mental processing. It will focus on how our minds work when we
think, reason, remember, learn, solve problems, perceive objects and understand
language. The course will provide an opportunity for participants to learn and
use state-of-the-art experimental techniques for studying each of these
processes. This experimental work will test current theories of cognitive
processing in humans, with particular emphasis on examination of theories and
models derived from the fields of cognitive psychology, psycholinguistics,
artificial intelligence, philosophy, and cognitive-linguistic-mental disorders.
PSYCHOLOGY 42 (Emotion Laboratory)
Laboratory course in which students design, conduct, analyze,
interpret, and present original experimental research on the nature
of human emotion and its regulation. Students obtain hands-on
experience using different methods of measuring emotional responses,
including subjective ratings, expressive behavior, and autonomic
physiology (e.g., heart rate, skin conductance, respiration). Course
assignments typically include reading and thinking critically about
classic and contemporary research in emotion; developing hypotheses;
practical tasks related to carrying out research projects; writing
manuscripts in APA format; and oral presentations.
PSYCHOLOGY 46 (Laboratory
in Animal Cognition)
An advanced laboratory course familiarizing the student
with the methods and strategies used to study cognition in animals. Several
experiments examining an important topic area in animal cognition will be
conducted over the semester. The course consists of weekly class discussions and
analyses of the ongoing experiments and their relations to other experiments in
the area. These discussions will result in several
write-ups of the experiments as they progress over the semester. Besides regular
class meetings, all students need to be prepared to spend time outside of class
to conduct the experimental sessions.
PSYCHOLOGY 48 (Psychopharmacology Lab)
This laboratory course
provides direct, pre-clinical experience with experimental strategies and
methods in psychopharmacology, using animal subjects. Students will investigate
how drugs affect various behavior patterns and how behavioral processes can be
elucidated using drugs as research tools. Topics may include experimental
procedures demonstrating the effects of drugs on motor and sensory process,
behavioral measures of memory, anxiety, depression and psychosis, and the
self-administration of drugs by animals. Using the mastery teaching method,
students will recreate classic experiments and ready themselves for independent
research in psychopharmacology.
PSYCHOLOGY 49 (Psychophysiology Lab)
This laboratory course is
designed to introduce students to some of the procedures used to study the
electrophysiological manifestation of psychological processes in humans.
Particular emphasis is placed on the use of brain wave techniques (EEG and
event-related brain potentials - ERPs). Techniques to be learned will include
application of electrodes, use of computers in collecting electrophysiological
data and quantification of electrophysiological data. Students enrolled in this
course will conduct their own brain wave experiments on human subjects.
PSYCHOLOGY 51 (Black Psychology)
An examination of Black
perspectives in Psychology. The adequacy for Black people of various
psychological models. Other topics: the history of racism in the behavioral
sciences, psychological assessment, personality and motivation, education, and
racism in the medical field.
PSYCHOLOGY 53 (Engineering Psychology)
Survey of the applied areas of psychology which have proven useful
in the design of equipment for human use and in the design of
human-machine systems. This course is offered at a beginning or
survey level and is conducted as a lecture course with additional
readings. The emphasis is on how humans process information and how
psychological science can further inform each stage of information
processing. Examples are drawn from a wide range of areas. Most of
the students in the course will be majoring in Engineering
Psychology, but non-majors are welcome and typically come from
Biology, Psychology, Economics, Sociology, Physics, Pre-med, and
PSYCHOLOGY 55 (Human Sexual Behavior)
Sex and sexuality are
topics which are studied in many different ways. This course reflects that
diversity by considering the biological, developmental, clinical and social
aspects of sex and sexuality. Topics will include cross-cultural surveys of
sexual behavior, sexual differentiation, sexual physiology, contraception, STDs,
sexual dysfunction and therapy, sexual orientation, gender, and various legal
issues that revolve around sexual topics.
PSYCHOLOGY 56 (Drugs and Behavior)
Introductory examination of
how drugs, toxins, food additives, and other chemicals alter human behavior.
Topics may include historical and societal views of drug use, drugs for
recreational purposes, alcohol, medicinal drugs, drugs in food and food as
drugs, and environmental toxins; theories of why drugs are used and reasons for
prescribing psychoactive drugs.
PSYCHOLOGY 57 (Nutrition and Behavior)
Introduction to the
interaction between nutrition and behavior. Nutritional variables that may
influence psychological functioning; effects of specific nutrients on behavior.
Specific topics to be cover include: obesity, anorexia nervosa, and bulimia;
effects of vitamins and minerals on behavior; role of protein malnutrition in
intellectual development; and potential effects of food additives, including
sugar on psychological processes. This course is not designed for students with
a background in biology. Those students should take
PSYCHOLOGY 58 (Psychology of Sports)
The purpose of this course
is to provide students with an introduction to the application of general
psychological theories to sports, and to sensitize students to the special needs
and issues of athletes. An equal emphasis will be placed upon theory, research,
and applied sport psychology.
PSYCHOLOGY 64 (Introduction to Linguistics)
(Cross-listed as Phil 15 and Ling 15.) How humans encode language in
their brains, so that they can produce and understand an unlimited
variety of utterances in context. Language and other forms of
communication; how children acquire language; biological basis of
language; the structure of language -- phonology (sound structure),
syntax (grammatical structure), and semantics (meaning).
PSYCHOLOGY 71 (Clinical Methods)
Basic clinical concepts and skills, such as the helping relationship, interviewing,
history taking, psychological testing, their theoretical and empirical basis and
appropriate application of the basic skills.
PSYCHOLOGY 80 (The Psychology of
(Cross-listed as Music 59.) Examination of a wide rage of
topics in the psychology of music. Music perception; music cognition; music
aesthetics; music and emotions; the influence of music on human behavior; the
nature and measurement of musical abilities; music education and child
PSYCHOLOGY 91, 92 (Research in Psychology)
Designed for students who wish to participate in an ongoing
program research. The student is expected to do background reading relevant the
research and to participate in as many phases of the research possible.
PSYCHOLOGY 97, 98 (Readings
Students choose a topic of mutual interest to themselves and
a professor. The aim is to gain expertise on a selected, important psychological
subject. A written document is usually expected. Students must get prior consent
of the cooperating professor.
PSYCHOLOGY 99 (Internship in
Students may obtain psychology department credit for
internships at various off campus settings such as laboratories, hospitals,
clinics, and schools. Of course, to receive credit in this course the work at
the internship must be primarily psychological. (Credit may be obtained through
All College 99 if the internship is not primarily psychological but is otherwise
academically sound.) Course work relevant to the internship should precede it.
Each participant in Psychology 99 must be sponsored by a faculty member in the
psychology department who will judge the appropriateness of the internship for
psychology credit. A minimum of 12 hours per week for the internship, as well as
some written work, is required. The course must be taken Pass/Fail but still may
be used as an elective in fulfilling the psychology concentration.
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Undergraduate & Graduate Courses
PSYCHOLOGY 103 (Brain and Behavior)
This course, like its companion course, Psychology 25,
explores the physiological bases of behavior. It differs from
Psychology 25 in assuming that the student has a
biology background and would like to go into the neuroanatomical,
neurophysiological and neurochemical mechanisms of behavior in more depth.
(Students cannot receive credit for both PSY 25 and PSY 103). Psychology 103 also focuses on current research in the various areas of
Biopsychology and future directions for research and its applications. General
topic areas include: the nervous system, vision, neurological disorders, sexual
behavior, hunger, thirst, sleep, aggression, reward mechanisms and addiction,
learning and memory, and psychopathology.
PSYCHOLOGY 104 (Advanced Seminar in
A seminar on selected topics in the physiological
basis of behavior. Students will be expected to write or present papers. Exact
topic choices determined by interests of the instructor and students.
PSYCHOLOGY 105 (Psychoanalysis)
Development and evolution of psychoanalytic psychology from its beginnings to
the present. Topics include: unconscious motivation; dreams; personality
development and dynamics; ego psychology, object relations theory and
self-psychology; dynamics of symptom formation; treatment approaches; and
critique of psychoanalytic theories and methods. Emphasis on psychoanalysis as a
developmental psychology and relationship to general psychology. Psychoanalytic
theories of personality development, psychopathology and treatment have had
significant impact upon hypothesis development, theory, research and clinical
application in general psychology. Psychoanalysis is also often a focus of
significant critique from other approaches. However, psychoanalysis is rarely
taught as a body of thought from original sources. This course aims to provide
upper level psychology majors and interested graduate students (as well as upper
level students in other areas) sufficient background to be able to understand
the impact of psychoanalysis on general psychology and evaluate its heuristic
PSYCHOLOGY 106 (Seminar in Clinical
Most of this course will focus on the various theories and
techniques of psychotherapy through readings and case studies. Other
aspects of clinical psychology such as psychological assessment,
professional ethics, and pathways towards becoming a psychotherapist
will also be considered. Students will be responsible for active
participation in a seminar format.
Please note that non-clinical majors may show up to the first course
meeting to see if additional spots are available, but priority for
enrollment given to Clinical Psych majors.
PSYCHOLOGY 107 (Advanced Statistics I)
Introduction to probability theory and the logical basis of statistical
inference. Binomial and normal models are examined. Analysis of variance models
are introduced with consideration of their implication in research design. Some
nonparametric tests are considered.
PSYCHOLOGY 108 (Advanced Statistics II)
This course builds upon the material covered in Psychology 107 (Advanced Statistics
I). The bulk of the course will focus on ANOVA and regression models appropriate
for the analysis of a variety of experimental designs. In addition, we will
overview a range of multivariate and nonparametric techniques.
PSYCHOLOGY 109 (Seminar in Cognitive Behavior
Cognitive and behavioral approaches to understanding and modifying
behavior and thought patterns in adults, children, couples, and families, in
both outpatient and institutional settings.
PSYCHOLOGY 110 (Computers in Psychology)
Computers are indispensable tools for research in psychology, and
especially so in cognitive science. While most students are
competent users of standard software such as word processing or
spreadsheets, the real power of the computer is unleashed when we
are able to program it ourselves. In addition, learning to program
in one language makes learning additional languages (such as R,
Matlab, or C++) much easier. This course is aimed at people who have
no previous experience in computer programming. It will cover some
elementary principles of computer science, and writing basic
programs in the programming language Python. The goals of the course
are that the student is able to a) perform elementary data
management, statistical analyses, and simulations using Python
programming, and b) enjoy doing so.
PSYCHOLOGY 112 (Biological Bases of Psychopathology)
Exploration of current research and theory concerning neuropathology,
neurotransmitter systems, genetics, psychophysiology, and medication treatment
in selected major mental disorders.
PSYCHOLOGY 111 (Psychiatric Medication in Children)
The number of children diagnosed with serious mental illness like bipolar disorder is on the rise.
Treatment of these illnesses includes mood stabilizers, antipsychotics, stimulants, antidepressants
and some therapy. Do these drugs affect the developing brain? Do these drugs permanently affect the
brain? Are these drugs even effective in children? These questions and others will be addressed in
this seminar course.
PSYCHOLOGY 113 (Advanced
This advanced seminar is devoted to closer analysis of social
psychological theory and research than is provided by PSY 13. Class
will consist primarily of student-led discussion of recently
published journal articles. Willingness to actively engage in the
material and to participate in class are required for enrollment.
Specific topics vary by semester.
PSYCHOLOGY 115 (Social Identity, Stigma and Coping)
People who are targeted by stereotypes and prejudice experience the world
in unique ways. This course investigates the psychological consequences of
stereotypes for victims and examines how targets of prejudice actively cope
with being members of devalued social groups. We will discuss short- and long-term
outcomes for people who possess devalued social identities, including the
development of strategies to protect well-being in the face of discrimination.
In addition, we will discuss situational and interpersonal factors that
facilitate versus undermine victims' efforts to speak out about discrimination.
This course will place an emphasis on empirical research and on teaching students
how to interpret and critique research in social psychology.
PSYCHOLOGY 117 (Autism and Neurodevelopmental Disorders)
This seminar covers topics ranging from genetics to behavioral interventions
for disorders, with a central focus on brain and cognitive development.
Subtopics will include language acquisition, theory of mind, executive
function, connectivity and lateralization, imitation, pretense, face
processing, local vs. global processing, attention, and emotion regulation,
PSYCHOLOGY 118 (Topics in Infancy)
course is a seminar in which selected aspects of mental and social development
during infancy are examined. Topics of study change from year to year; this
spring the course will investigate current thinking and research about selected
aspects of early perceptual, motor, and cognitive development. Are young infants
confronted with a "blooming, buzzing confusion" (William James) as they enter
and engage with the world of objects and events, or should we characterize them
instead as "Competent Neonates" or "Scientists in the Crib" (recent book
titles)? During the semester, we will look in depth at 3-4 selected topics,
reading original research articles and theory papers on each and trying to weigh
the evidence. For example, topics examined in the past have included speech
perception; perception and knowledge of number; perception and knowledge of
causality; early word learning; learning to reach, crawl, and walk; thinking
ahead or "planning"; thinking back or "remembering"; perception and knowledge of
different kinds of objects (e.g., animate versus inanimate), and so on. Class
format and course work will include student presentations and discussions
centered around reaction papers. The course is appropriate for juniors, seniors,
and graduate students with some background in either developmental or cognitive
psychology. Please note that Psy 118B is a separate, companion course to Psy
118A, not an alternate section; that is, students who have taken Psy 118A may
also take and receive credit for 118B (and vice-versa).
PSYCHOLOGY 119 (Family Dynamics and Therapy)
This course examines theories and research relating to family dynamics and
treatment. The perspective taken will be that of the family as a system,
exploring the forces within the family that lead to, and inhibit, change and
conflict. We will examine what makes some families get "stuck" and how various
treatment approaches attempt to free them up, and how particular family styles
are associated with particular difficulties (e.g., delinquency, anorexia,
PSYCHOLOGY 120 (Project Study in Human Systems)
(Cross-listed as Engineering Psychology 120.)
A project-oriented course led by faculty from engineering
and psychology, with invited lecturers. Students will participate in team
fashion in defining some human-centered problems and then developing, testing,
and implementing solutions. Examples of such problems are safety acceptability
of an auto and its driver considered as a complete man-machine system, practical
development of human-factored products. Each team will be encouraged to seek
practical problems of importance. This is a project oriented course that brings
Engineering and Liberal Arts students, majoring in Engineering Psychology,
together to work on a Human Factors project. Projects change each year but the
process which runs from proposal to final presentation is the same. The students
are mostly upper-class or graduate students from both sides of the Human Factors
PSYCHOLOGY 121 (Applying Cognition to Education)
This course is intended to cover topics in the cognitive psychology of human memory,
conceptual learning, and comprehension with special focus on areas, theory, and
research that have potential application to education. Thus, the course will provide
selective coverage of theoretical and empirical work in cognitive psychology that
provides potential to inform and improve educational practice. The applicability
of these themes to education will be explicitly developed and evaluated through the
primary research literature using educationally oriented experimental paradigms.
PSYCHOLOGY 122 (Cognitive Aging)
This seminar explores a range of topics within cognitive aging.
Readings will include journal articles focusing on age-related
changes in attention, inhibitory control across the lifespan,
age-related changes in memory language, and age-related changes
in source monitoring.
PSYCHOLOGY 123 (Psychopharmacology)
This course introduces the systematic study of the processes by which drugs
alter behavior, primarily under experimental conditions. The main theme of the
course will be to learn how drugs, in concert with environmental events,
influence behavior via biochemical mechanisms. The objectives of this course
are: (1) to provide background in experimental psychology and pharmacology
necessary for an introduction to clinical and pre-clinical psychopharmacology,
(2) to provide an overview of major areas of research in behavioral pharmacology
in lectures, (sleep, appetite, sex, aggression, memory, sensation and
hallucination, drug abuse, anxiety, depression and psychosis), (3) to analyze
and critique selected classic and contemporary research articles in various
areas of behavioral pharmacology. The course begins with introducing the neuropharmacological and behavioral foundations and then focuses on weekly
topics, as listed above.
PSYCHOLOGY 126 (Origins of Cognition)
PSYCHOLOGY 127 (Behavioral Endocrinology)
This course introduces students to research on the origins of
cognitive behaviors in humans and other animals. Throughout the
semester, we will address both basic cognitive building blocks (for
example, identifying and reasoning about people and objects) as well
as more complex cognitive processes (morality and consciousness).
Readings will be drawn primarily from the current theories and
latest research findings in cognitive development and animal
The topic for this course is the influence of hormones on behavior and the
effect of behavior on hormones. We will consider in detail the
interrelationships of hormones and sex, aggression, hunger, thirst, learning,
and mood. This will be done both at the level of behavioral analysis and at the
level of neuroendocrine mechanisms. The course will be about half lecture and
half seminar in format and in the seminar section topics suggested by the
students will be included.
PSYCHOLOGY 128 (Advanced
Seminar in Nutrition and Behavior)
(Cross-listed as Nutrition 128.) During the past decade, there has been an
increasing awareness of the interaction between nutrition and behavior. To
examine this interaction, two general themes will be pursued. First, we will
investigate the effects of nutritional variables on brain functioning and
behavior. Second, we will study the influence of psychological variables in
determining nutritional status. Specific topics to be covered include: the
effects of protein-caloric malnutrition on brain development and intellectual
functioning; obesity and other eating disorders; food additives and behavior;
the role of brain mechanisms in determining nutritional intake; and the
importance of vitamins and minerals for behavioral functioning. The background
of students in this course tends to be varied, which provides for very
interesting and provocative classroom discussions.
PSYCHOLOGY 129 (Cognitive Neuroscience)
In this course we will discuss research and theories concerned with
understanding the relationship between cognitive processes and the underlying
brain systems responsible for these processes. These will include studies in the
areas of: memory, attention, development and language.
PSYCHOLOGY 130 (Advanced Engineering
This course is intended for students who have already had an
introduction to engineering psychology and wish to learn more about selected
topics in the area. The course is run in a seminar format, with students
selecting topics of interest, doing library research and presenting in class
those studies and issues they have found as their work progresses. In their
presentation students will put together all they have found in a
"state-of-the-art" summary for their particular topic.
PSYCHOLOGY 131 (Neuropsychology of Cognition)
Cognitive Neuropsychology aims to understand the nature of cognitive processes,
mostly by using data from brain-damaged individuals to inform theories of normal
cognition. The course focus on the methodology by which one may use patterns of
impaired performance to determine the cognitive locus of an impairment.
Topics will include the anatomy and vasculature of the brain, the philosophical
logic of single patient vs. multiple patient case studies, as well as cognitive
neuropsychological contributions to theories of spoken and written language
processing, vision, attention, and somatosensation.
PSYCHOLOGY 133 (Psychology & Law)
course will focus on applications of psychology to the study of the legal
system. Drawing on theory and research from a range of areas within psychology
(cognitive, developmental, clinical, and physiological, with a particular
emphasis on social psychology), we will examine a variety of topics, including:
criminal behavior; police interrogations and suspect confessions; lie detection;
eyewitness performance; children as witnesses; persuasion in the courtroom and
jury decision-making; the insanity defense. Class will consist of guest
speakers, lectures, and demonstrations, but will rely heavily on student-led
discussion of assigned readings.
PSYCHOLOGY 134 (Interpersonal Conflict and
This seminar will examine social psychological theories for
conflict escalation and reduction of conflicts. The class will focus on research
findings concerning social conflict, negotiation and mediation. Topics include:
methodology for studying conflicts, individual differences and negotiation
styles, the effect of physical components and culture on adversaries, strategic
choices, social dilemmas, negotiators' power and effective third party
intervention in interpersonal and group settings. Case studies, various
classroom demonstration and exercises will be used.
PSYCHOLOGY 135 (Leadership & Group Dynamics)
This advanced social psychology seminar familiarizes students with models of
leadership and leadership styles, and examines the influence of group processes on
effective leadership. Group behaviors such as communication, use of power, performance,
decision-making and conflicts are tested in light of changes in organizations and
cross-cultural perspectives. Through class exercises, simulations, demonstrations
and class presentations students will have the chance to gain perspective on their
own leadership skills and improve their interactions in groups.
PSYCHOLOGY 136 (Stereotyping, Prejudice, and Discrimination)
History is replete
with examples of differential beliefs about and treatment of others based on
group membership. This is an advanced course in social psychology where we will
examine a social psychological perspective on stereotypes, prejudice, and
discrimination. In particular, this course emphasizes how a social cognition
perspective in social psychology has informed our understanding of the
formation, maintenance, and expression of stereotypes. In addition, we'll
examine the implications that stereotypes, prejudice, and discrimination have
for stigmatized individuals' thoughts, behavior, and outcomes. The goal of the
course is to develop students' understanding of how stereotypes, prejudice, and
discrimination operate in human relations.
PSYCHOLOGY 138 (Family Interaction)
The focus of the course is on the family and the
patterns of interaction between/among family members as units of analysis.
Students are introduced to the relevant theories of family interaction and to
methodologies for studying families. An additional focus is on the family as an
ever changing phenomenon within the larger culture with attention given to the
ways in which families both facilitate and accommodate to developmental changes,
divorce and family reorganization, substance abuse and other relevant issues.
The question of what differentiates healthy family functioning from dysfunction
is addressed at the level of theory, research and clinical practice. In addition
to designing their own research, students work in groups to conduct live family
PSYCHOLOGY 139 (Social Cognition)
interested in social cognition seek to examine the cognitive processes
underlying human thought and interaction. This is an advanced course in social
psychology where we will focus on a limited number of topics compared to that
typically covered in an introductory social psychology course. The goal of the
course is to help you to become more fluent in the issues in social cognition
PSYCHOLOGY 140 (Mathematical Psychology)
Mathematical psychology deals with the use of mathematical methods as a means to
understand basic psychological processes. Models for learning, memory,
perception, classification, and decision making are just a few examples of
mathematical psychology. The course is mainly a seminar, but there will be some
lecture to establish the foundations. Students will be encouraged to explore
mathematical psychology within the topic of their choice.
PSYCHOLOGY 142 (Seminar in Affective Neuroscience)
Advanced seminar on the systems-level brain bases of emotion. Topics
usually include basic theories of emotion, positive and negative
affect, hemispheric asymmetries, emotional memory, emotion
regulation, and selected topics in common forms of psychopathology
such as depression and anxiety.
PSYCHOLOGY 143 (Motivation and Emotion)
Theory and research on motivation and emotion, focusing on empirical studies of
the major human motive systems (e.g., achievement, power, affiliation, and
avoidance) and the effects of emotion on thought and behavior. Topics include:
methods for measuring motives and affect, the development of motives from
natural incentives, and the relationship between motivation and emotion.
PSYCHOLOGY 144 (Memory and Retention)
This seminar course explores a wide range of topics associated with memory
functioning. Topics include: basic memory dynamics, memory organization,
imagery, pattern recognition, effects of encoding, memory development, storage
and retrieval components of forgetting, amnesias ( infantile, post-hypnotic,
retrograde, anterograde), memory suppression, false-memory syndrome, Alzheimer's
dementia, and other effects of brain injury on memory.
PSYCHOLOGY 145 (Mental Representation)
This seminar-based course will explore how we mentally represent information
and how we use this information. Topics will include mental representation formats,
acquiring and updating mental representations, internal and external influences
on mental representations, distortions and errors in representations, how mental
representations are used across contexts, and atypical mental representations
(e.g. synesthesia, savants).
PSYCHOLOGY 146 (Comparative Cognition and Behavior)
course examining the theory and techniques in the comparative analysis of
psychological processes in different species. The contributions of evolution and
ecology will be examined in the production of similarities and differences in
the behavior and cognition of animals.
PSYCHOLOGY 147 (Multitasking)
An advanced treatment of human attention with an emphasis on multitasking.
Topics include how multitasking has been conceptualized, how it has been measured,
what it looks like outside the lab in more realistic settings, how individuals
vary in their ability to multitask, and whether or not multitasking performance can be optimized.
PSYCHOLOGY 149 (Psychology of Language)
Language is paramount among the capacities that characterize humans. We hold
language as a marker of our humanity and by understanding language, we assume
that we will understand something important about ourselves. In this course we
will ask, and try to answer questions such as the following: Is our capacity for
language a biological endowment unique to the human species? How do we produce
and understand sentences? What might cause us to fail at either task? What is
meaning, and how does language express it? How do social situations change our
PSYCHOLOGY 150 (Semantics)
(Cross-listed as Phil 111 and Ling 113.) The structure of meaning as
it is encoded in human language and processed by the human brain.
Mentalistic theories of sense and reference; word meanings;
combining word meanings into phrasal meanings; aspects of meaning
not conveyed by words.
PSYCHOLOGY 151 (Syntactic Theory)
Syntactic theory, the study
of grammatical structure, is the core subcomponent of contemporary linguistics.
Topics of the course include: Syntactic categories, phase structure,
long-distance dependencies, the balance between grammar and lexicon and between
syntax and semantics, syntactic universals, and the innate predispositions
required for children to learn the syntactic structure of their native
languages. Multiple theoretical approaches will be compared.
PSYCHOLOGY 152 (The Psychology of Bilingualism)
In most of the world knowledge and use of more than one language
in daily life is the norm. Even in the U.S. where English is the
dominant language, there is a growing awareness that knowledge of a
second language is essential to our competitiveness in an increasingly
interactive world and likely has certain cognitive benefits including
improved executive functioning and protection against cognitive aging.
This seminar explores bilingualism from the perspective of psychology.
Among the topics discussed are: the bilingual brain, developmental
bilingualism, second language acquisition, bilingual memory, social
and cognitive implications of bilingualism, and the interaction of a
bilingual's languages at the cognitive level.
PSYCHOLOGY 153 (Biological Foundations of Language)
(Cross-listed as Ling 153 and Phil 110). Is the human ability to
learn and use language a specialized cognitive capacity encoded in
the genome, or is it just a consequence of having a large brain?
Addresses the evidence bearing on this question, based on the
character of language, language learning, and language disability.
The degree to which the language faculty draws on other cognitive
capacities, the relation of language to forms of animal
communication, and hypotheses about the evolution of the language
PSYCHOLOGY 154 (Psychosis)
course focusing on the symptoms of psychosis such as hallucinations, delusions
and thought disorder and psychotic disorders (schizophrenia and bipolar
disorder). Examination of psychotic phenomena and disorders from multiple
theoretical perspectives: clinical diagnosis, etiology and pathogenesis,
genetics, neurochemistry, cognitive psychology, and cognitive neuroscience,
PSYCHOLOGY 155 (Phonological Theory)
(Cross-listed as Ling 154). An introduction to phonological analysis
-- the study of the sound patterns of the world's languages. Topics
will include the structure of phonological representations
(features, syllables, metrical structure), cross-linguistic
universals, and how abstract phonological competence is related to articulatory and perceptual processes. Analysis of primary
linguistic data and introduction to current debates in phonological
PSYCHOLOGY 159 (Emotion, Stress, and Health)
Survey of the psychological and biological underpinnings of
emotion and stress. Topics usually include theories of emotion and
stress; the influence of culture, cognition, and social
relationships; the role of the endocrine, immune, peripheral and
central nervous systems; stress-related disease and stress
PSYCHOLOGY 181, 182 (Senior
Capstone in Clinical Psychology)
This is a year-long (1 credit per semester) weekly senior capstone seminar for the Clinical
Psychology Majors. It runs alongside a volunteer fieldwork placement, clinical research
project or other type of senior project (minimum 12-16 hours per week). Students' clinical
and research experiences and projects are discussed and analyzed: multiple aspects of
diagnosis and clinical management and clinical research are covered. By the end of this
two-semester course, students will gain important insights into clinical work and research
in a range of mental health/human service settings. Intended for students interested in
medical school, clinical psychology graduate programs, clinical research and all other
careers involving work within the field of mental health and related disciplines. Senior
clinical majors only.
PSYCHOLOGY 191, 192 (Independent
Research: Projects in Psychology)
Advanced students have the opportunity to
work out the design and execution of a research study. Students generally
produce a written document describing their work; often this is a published
article. Students must get prior consent of the supervising professor.
PSYCHOLOGY 195 (Senior Seminar in
Cognitive & Brain Sciences)
Year-long weekly research meeting for seniors majoring or
minoring in Cognitive and Brain Science. Provides a forum for
discussion of current work in the field, including the work of
active researchers who present their work at Tufts, and the work of
CBS seniors who are doing senior research projects.
PSYCHOLOGY 196 (Seminar in
Contemporary problems in selected areas of psychology. Details for current seminars provided below.
PSYCHOLOGY 196-01 (Stress and Memory)
This course explores the interaction between stress and memory at
the behavioral, neural circuit, and molecular levels. We will survey
both cutting-edge and historical literature from clinical (with a
focus on PTSD), translational, and basic science. Requires:
PSY 9 or instructor permission
PSYCHOLOGY 196-02 (Psychiatric Medication in Children)
The number of children diagnosed with serious mental illness like
bipolar disorder is on the rise. Treatment of these illnesses
includes mood stabilizers, antipsychotics, stimulants,
antidepressants and some therapy. Do these drugs affect the
developing brain? Do these drugs permanently affect the brain? Are
these drugs even effective in children? These questions and others
will be addressed in this interesting seminar course. This course
has been approved to count as an elective toward the Biopsych major
for F17. Requires: PSY 11 or
PSY 12 or PSY 25 or PSY 56.
PSYCHOLOGY 196-03 (Current
Research in Behavioral Neuroscience)
This course aims to introduce, analyze and critique current research
articles in behavioral neuroscience. The topics of these articles
are selected according to the ongoing research interests of the
graduate and undergraduate participants. It is expected that each
member of the class presents the scientific background, hypothesis,
research methods and design, the key results and their
interpretation of a recently published major article in such
journals as Science, Nature, Cell, Journal of Neuroscience,
Neuropsychopharmacology, Biological Psychiatry. In addition, each
member contributes data flashes to each presentation. The
preparation of a scholarly review article will conclude the term.
This course has been approved to count as an elective toward the
Biopsych major for F17. Requires: PSY 25,
PSY 103, or PSY 129.
PSYCHOLOGY 196-04 (Advanced Seminar in Emotion)
This seminar will focus on the theoretical and empirical issues
related to the study of human emotion. Topics include theories of
emotion and emotion regulation, the experience and expression of
emotion, the influence of age and culture on emotion, and the role
of emotion in mental and physical health. Requires: Any PSY 9-29
PSYCHOLOGY 197, 198 (Supervised Reading in Special Topics in Psychology)
This course requires that the student make arrangements with a professor to
supervise the semester's work.
PSYCHOLOGY 199 (Senior Honors Thesis)
If you plan to do an
honor's thesis, you must sign up for PSYCHOLOGY 199 both Fall and Spring of your
senior year. Discuss this with a faculty sponsor.
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