Psychology

Associate Professor Anselmi, Chair; Vernon Roosa Professor of Applied Science Masino and Charles A. Dana Research Professor Raskin; Associate Professor and Director of the Counseling Center Lee and Associate Professor Reuman; Assistant Professors Casserly∙∙, Helt, Holt, and Outten; Senior Lecturer and Laboratory Coordinator Swart; Lecturer and Laboratory Coordinator Chapman; Visiting Assistant Professors Gockel and Howland; Research Associate Professor Ruskin; Visiting Lecturers Bye, Harrison, McGrath, Nie, Rosen; Lecturer in Psychology and Assistant Director of the Counseling Center Kennen

Psychology is a scientific inquiry into the nature of thought, feeling, and action. Because psychology developed from such disciplines as biology, physics, and philosophy, students will find that the study of psychology enhances one’s understanding of a variety of subjects. Courses in psychology will contribute to preparation for a variety of careers and for enrollment in graduate education in disciplines such as psychology, education, social work, law, medicine, and business.

The psychology major, B.A. or B.S.—Students are required to take 11 semester courses in psychology and one in biology (either BIOL 140 or BIOL 182L) and earn a grade of C- or better in each. Any student who must repeat a required course to attain the required grade of at least C- will be allowed only one opportunity to do so. Students should consult with their adviser to choose a set of courses that is consistent with the student’s goals and that offers broad exposure to the discipline of psychology, as well as depth in one or more of the diverse sub-areas. Psychology majors are strongly encouraged to take cognate courses in the humanities, arts, and natural and social sciences that enhance topics and issues in psychology. Students are expected to arrange their course work according to the following system:

From time to time new courses will be added or substituted for those in the above listings. Students should consult with the chair concerning courses taken at other institutions or other matters pertinent to requirements for the major.

Senior seminar—Each senior seminar will adopt an integrative perspective to examine major issues in several different subdivisions of psychology. For example, the seminar in developmental psychology will treat issues that touch on physiology, psychopathology, social psychology, memory, cognition, perception, and motivation. The purpose of the seminar is to give students the opportunity to discern common themes that give coherence to psychology. To be properly prepared, students should have completed the three core courses and most of the other requirements of the major. Students must sign up for a senior seminar in the department’s administrative office at an announced time during preregistration in the spring semester of their junior year.

Thesis—The senior thesis is a two-semester research project sponsored by a member of the Psychology Department.

Honors—Students with at least a B+ average in psychology, an overall grade point average of B or better, and six courses (of at least one credit each, taken at Trinity) toward the psychology major with a grade of A- or better (excluding PSYC 498-499) are eligible for a program in which they might earn the distinction of honors in psychology. To graduate with honors, students must enroll in PSYC 498-499 and earn a grade of A- or better. Honors students will present a summary of their thesis at a departmental meeting during the spring semester. Students who believe that they have attained eligibility for honors should consult with their adviser during the spring semester of their junior year to plan for enrollment in PSYC 498-499. The two course credits earned from this sequence fulfill the requirements for the senior exercise and the specialized course.

Study Abroad—The Psychology Department encourages its majors to study abroad. With careful planning, it should be possible for most students to study abroad, if they so choose. Students wishing to count psychology courses from an approved study-abroad site must get the approval of the chair of the Psychology Department. Typically, the department will allow up to two courses to be counted toward the major - one course from the core category and one course from the specialized category.

Interdisciplinary computing major in psychology—See the Interdisciplinary Computing major section of the Bulletin. Students interested in the interdisciplinary computing major in psychology should contact Professor Mace, who will assist them in setting up a plan of study.

Interdisciplinary computing majors should take psychology courses with an explicit connection to computing. Six courses may be selected from the following set:

Neuroscience major—Students interested in the neuroscience major should consult the relevant pages in the Bulletin.

Fall Term

101. Introduction to Psychology— An introduction to the basic concepts in psychology with primary emphasis on the study of human behavior. Topics will include motivation, learning, emotion, perception, intelligence, memory, personality, child development, mental illness, and social interaction. Students will be introduced to issues in research techniques by either being involved in on-going faculty research or writing a short paper based on research articles. (SOC) (Enrollment limited) –Holt, Kennen, McGrath, Outten

221. Research Design and Analysis— An intensive study of the methods employed in understanding human and animal behavior as well as an introduction to the problems of psychological data evaluation. Some of the topics included will be the roles of observation, description, bias, hypotheses, theory, and non-reactive research. Consideration will also be given to descriptive techniques, including measures of central tendency, variability, and correlation. Problems will deal with hypothesis testing, group comparisons, frequency comparisons, and analysis of variance. Enrollment in lecture and each laboratory limited. Prerequisite: C- or better in Psychology 101. (1.25 course credits) (NUM) (Enrollment limited) –Chapman, Reuman

226. Social Psychology— Studies human behavior and cognition in social situations, interactions of individuals in groups, and such topics as affiliation, aggression, and conformity. The course also covers applications of social psychology to such areas as medicine, the workplace, and the law. Prerequisite: C- or better in Psychology 101. (SOC) (Enrollment limited) –Howland Rutherford

226L. Social Psychology Laboratory— Studies human behavior and cognition in social situations, interactions of individuals in groups, and such topics as affiliation, aggression, and conformity. The course also covers applications of social psychology to such areas as medicine, the workplace, and the law. Laboratory can be taken concurrent or subsequent to Psychology 226. Prerequisite: C- or better in Psychology 226, or concurrent enrollment. (0.25 course credit) (SOC) (Enrollment limited) –Reuman

[255. Cognitive Psychology]— The study of knowledge and how people use it, for example, in recall and recognition, controlling attention and dealing with distractions, solving real-world problems, and spoken or written communication. We will emphasize how each piece of our mental abilities fits together with other skills such as perception and language, along with the ways in which our minds and thoughts can diverge from what we subjectively experience of them. Prerequisite: C- or better in Psychology 101. (SOC) (Enrollment limited)

[255L. Cognitive Psychology Laboratory]— A hands-on introduction to the methods used in behavioral cognitive science research. We will briefly explore a survey of methods and the process used to create a “program of research” rather than isolated experiments. Students will then develop a big-picture question and research program of their own, designing, executing, and analyzing two experiments with related motivations and methods. The relationship between experimental design and the research report paper will also be emphasized. Laboratory can be taken concurrent or subsequent to Psychology 255 Prerequisite: C- or better in Psychology 255, or concurrent enrollment. (0.25 course credit) (Enrollment limited)

261. Brain and Behavior— A basic study of the structure and function of the mammalian nervous system with a comprehensive analysis of the biological bases of major classes of behavior. Specific topics include: neuroanatomy, neurophysiology, sensory and motor system functioning, motivated behaviors, learning and memory, emotions, sex, and language. Enrollment in laboratory limited. (1.25 course credits with optional laboratory) The course is designed for declared or intended psychology and neuroscience majors. Prerequisite: C- or better in Psychology 101 or Biology 140 or Biology 181 or Biology 182 or Biology 183. (NAT) (Enrollment limited) –Raskin

261L. Brain and Behavior Laboratory— A diverse laboratory experience focused on the nervous system. Topics may include neuroanatomy, neurophysiology, sensory and motor system functioning, motivated behaviors, learning and memory, emotions, cognition, and language. The course is designed for declared or intended psychology neuroscience majors. Laboratory can be taken concurrent or subsequent to PSYC 261. Prerequisite: C- or better in Psychology 261-01 or concurrent enrollment. (0.25 course credit) (Enrollment limited) –Ruskin

265. Drugs and Behavior— A broad overview of the use and abuse of psychopharmaceuticals. We will study the classification of psychoactive drugs, their history, and the methodological research techniques used on humans and animals. The course emphasizes physiological mechanisms of drug actions, drug effects on psychological functioning including therapeutic and toxic effects. – Hartman (NAT) (Enrollment limited) –Rosen

273. Abnormal Psychology— This course explores how “abnormal” behavior is defined and assessed, and focuses on the epidemiology, etiology (causes), and diagnostic criteria for a range of psychological disorders (e.g., depression, substance abuse, eating disorders, personality disorders), as well as biopsychosocial treatments for these disorders. Students also are introduced to controversial issues in the field. Prerequisite: C- or better in Psychology 101. (SOC) (Enrollment limited) –Holt

275. Introduction to the Psychology of Human Sexuality— This course will explore the relevant theories and research related to the study of human sexuality, primarily from a psychological perspective. Specific topics to be covered include the conceptualization of gender and sexuality, development of sexuality through the life span, how we define and understand sexually “deviant” behaviors, the conceptualization of sexuality through various cultural lenses, and the expression of sexuality in relationships. (Enrollment limited) –Chapman

295. Child Development— A survey of the biological, cognitive, and social factors that influence the process of development. The course will focus on both theoretical and empirical issues in child development and will include topics such as attachment, emotion regulation, language, cognition, and socialization. The course will highlight how cultural factors, along with biology interact to influence both the process and the outcomes of development. This course includes a community learning component, where students will choose a problem of interest and after talking with community experts, propose a solution to that problem. This course has a community learning component. Prerequisite: C- or better in Psychology 101. (SOC) (Enrollment limited) –Anselmi

295L. Child Development Laboratory— An introduction to the major scientific methods of observation, interviews, and experimentation that are used to study developmental questions in the areas of language, memory and concept development, sex-role stereotyping, prosocial development and play. Students will study infant and preschool children at the child care center located on campus. Laboratory can be taken concurrent or subsequent to Psychology 295. Prerequisite: C- or better in Psychology 295, or concurrent enrollment. (0.25 course credit) (Enrollment limited) –Anselmi

297. Child Development and Public Policy— This class will feature 6-8 current topics in Child Development that are influencing public policy in Connecticut and beyond. The class will begin with an overview of child development theory and research that has affected public policy and programs over the past three decades. Students will then investigate new trends in public policy, linked to current research in areas like early brain development, social-emotional development, and child trauma. The class will include discussion, weekly readings and reflection, and a research project and paper. (SOC) (Enrollment limited) –Bye

302. Behavioral Neuroscience— A selective exploration of dynamic biological and psychological mechanisms and underlying anatomy associated with various behaviors. It will explore behavior in the framework of brain health versus brain disease and include neurological disorders and their treatments as well interactions between the environment and behavior. Prerequisite: C- or better in Psychology 261 or Neuroscience 201. (NAT) (Enrollment limited) –Masino

[324. Stereotyping, Prejudice, and Discrimination]— This course will focus on classic and contemporary psychological theories and research related to stereotyping, prejudice, and discrimination. We will analyze these phenomena at the level of individuals, small groups, and institutions, with applications to forms of prejudice and discrimination based on several status characteristics, including race/ethnicity, gender, sexual orientation, religion, and health. Approaches to reducing prejudice and discrimination will be examined and evaluated.

Prerequisite: C- or better in Psychology 226. (WEB) (Enrollment limited)

334. Current Issues in Cognition— This seminar will explore current “hot topics” in cognitive research. For example, we’ll investigate how our minds interface with our bodies (How do we learn new skills like swinging a bat or doing gymnastics? How do people control the movement of artificial limbs or wheelchairs?) and how the different “pieces” of cognition interact (Can how well we hear impact memory? How does lack of sleep change the way we pay attention?). In class and in writing, we will analyze behavioral, neurological, and philosophical research in cognition and evaluate the impact of these issues for psychologists and for people’s lives in the “real world.” Prerequisite: C- or better in Psychology 255 or Psychology 293, or permission of instructor (WEB) (Enrollment limited) –Casserly

339. Developmental Psychopathology— This course studies the development in humans and animals of selected psychopathological disorders such as schizophrenia, depression, anxiety disorders, and somatoform disorders. The use of drugs and their neurochemical bases at different stages of the disorders will be explored. Clinical case studies and films will be used throughout the course to illustrate each of the disorders discussed. -Averna Prerequisite: C- or better in Psychology 261, or Psychology 270 or Psychology 273, or Psychology 295. (SOC) (Enrollment limited) –Helt

364. Neuropsychopharmacology— This seminar will examine how drugs act upon, amplify, and modify neural functions, ultimately affecting mood and behavior. It will provide an introduction to the principles of pharmacology and neurochemistry. An in-depth study of the brain and behavioral mechanisms of drugs of abuse, such as cocaine, heroin, LSD, and alcohol, and the neurobiology of addiction. Additionally, we will examine the effects of prenatal exposure to these drugs. Prerequisite: C- or better in Psychology 261 or Neuroscience 201. (WEB) (Enrollment limited) –Gockel

384. Cultural Psychology— Cultural psychology focuses on how sociocultural contexts and cultural practices affect and reflect the human psyche. Our understanding of cultural influences on psychological processes related to topics like the self, emotion, relationships, perception, multicultural issues, and health, will be informed by theoretical and empirical research. We will explore various cultural contexts, including Latino, Asian, African, European, and North American cultures. We will examine major issues in cultural psychology, including the methodological challenges that researchers face when trying to bring a cultural level of analysis to psychological processes. Prerequisite: C- or better in Psychology 226. (WEB) (Enrollment limited) –Outten

390. Psychology Research Internship— Internship or field work placement, with a required academic component to be determined by the faculty sponsor and student. This internship is for students pursuing research at a field placement. Students need to complete an internship contract with Career Services. –Staff

391. Psychology of Language— A survey of the questions asked by researchers working in different areas of psycholinguistics and the methods used to address those questions. We will cover a wide range of issues, from motor control in speech production to online sentence parsing to typical and atypical language acquisition. Focus will be on analytic discussions of readings from textbooks, scholarly reviews, and original research reports. Perspectives from neuroscience, linguistics, and psychology will be considered. Prerequisite: C- or better in Psychology 255, 256, or 293. (WEB) (Enrollment limited) –Casserly

[397. Psychology of Art]— Constructive, Gestalt, and ecological approaches to perception will provide a framework for examining the following topics: How pictures serve representational functions, the relation between perception and production of art works, the evolution of artistic styles or movements, and nonrepresentational and nonpictorial art. Enrollment limited. (SOC) (Enrollment limited)

399. Independent Study— A faculty member will supervise a student’s independent examination of topics that fall under the following rubrics: cognitive, social, and gender development (Anselmi); psychopathology, clinical, or counseling psychology (Holt, Lee); neuropsychology (Masino, Raskin); cultural psychology (Chang); social psychology (Chang, Reuman); personality and assessment (Reuman); perception (Mace); psychology of art (Mace); history of psychology (Mace); and language (Anselmi, Mace). Submission of the special registration form, available in the Registrar’s Office, and the approval of the instructor are required for enrollment. (0.5 - 1 course credit) –Staff

401. Senior Seminar: Psychology of Deafness— Hearing plays a surprisingly fundamental role in many aspects of daily life. We take for granted the fact that we can talk over the phone, listen to music, multitask with our hands or eyes during conversation, and use our voices to express happiness, empathy, sadness, or humor. In this seminar, we will explore all the ways in which a lack of hearing (deafness) affects the human experience from the biological basis of deafness and hearing to the cultural pride deaf individuals often feel regarding their identities. Through readings, discussions, and projects we will examine questions like: How do deaf individuals experience music and humor? How does deafness impact neurological and social development? Do deaf infants still coo and babble as they grow? (Enrollment limited) –Casserly

[401. Senior Seminar: The Psychology of the Human Face]— An overview of the major areas of psychology (social, clinical, cognitive, developmental, physiological) as revealed in research and theory concerning faces. Representative topics include facial expression, facial aesthetics, memory and recognition of faces, stereotyping, and the development of children’s drawings of faces. This course is open only to senior Psychology majors. (SOC) (Enrollment limited)

[401. Big Beautiful Brain]— This senior seminar will explore emerging research across the disciplines of psychology on the “what”, “when”, and “why” for optimal neurological function. Is bigger better? What makes and keeps a brain healthy? How does diet influence brain health and disease? Starting now, you can achieve and maintain the best brain possible, and learn specific strategies that may enhance your brain and reduce your chances of neurological disease. This course is open only to senior Psychology majors. (Enrollment limited)

[401. Senior Seminar: Psychology of Aging]— This course will examine the process of human aging from a number of psychological perspectives. These perspectives include neuropsychology, personality, social psychology, sensation and perception, and psychopathology. In addition, common disorders of aging will be reviewed, including senile dementia of the Alzheimer’s type, depression and age-associated memory loss. (Enrollment limited)

401. Senior Seminar: The Social Self— This course will examine how we construct a sense of self as a social being. We will integrate research from various areas of psychology to address the following questions (among others): How did you, as a baby, learn that you were separate from your mother? Who is in charge of your actions and how do we figure that out? To what extent are you shaped by your circumstances and the way others view you? What happens when there is a breakdown of boundaries between the self and others, and what does this tell us about conditions such as autism and psychopathy? (Enrollment limited) –Helt

[426. Advanced Topics in Social Psychology: Cultural Psychology]— Cultural psychology focuses on how sociocultural contexts and cultural practices affect and reflect the human psyche. Our understanding of cultural influences on social psychological processes related to topics like the self, emotion, relationships, motivation, socialization, and psychological well-being will be informed by theoretical and empirical research. We will explore various cultural contexts, including Latino, Asian, African, European, and North American cultures. We will address major issues in cultural psychology and discuss implications of a culturally informed psychology. Prerequisite: C- or better in Psychology 226. (WEB) (Enrollment limited)

[434. Current Issues in Cognition]— This seminar will explore current “hot topics” in cognitive research. For example, we’ll investigate how our minds interface with our bodies (How do we learn new skills like swinging a bat or doing gymnastics? How do people control the movement of artificial limbs or wheelchairs?) and how the different “pieces” of cognition interact (Can how well we hear impact memory? How does lack of sleep change the way we pay attention?). In class and in writing, we will analyze behavioral, neurological, and philosophical research in cognition and evaluate the impact of these issues for psychologists and for people’s lives in the “real world.” Prerequisite: C- or better in Psychology 255 or Psychology 293, or permission of instructor (WEB) (Enrollment limited)

[464. Neuropsychopharmacology]— This seminar will examine how drugs act upon, amplify, and modify neural functions, ultimately affecting mood and behavior. It will provide an introduction to the principles of pharmacology and neurochemistry. An in-depth study of the brain and behavioral mechanisms of drugs of abuse, such as cocaine, heroin, LSD, and alcohol, and the neurobiology of addiction. Additionally, we will examine the effects of prenatal exposure to these drugs. Prerequisite: C- or better in Psychology 261 or Neuroscience 201. (WEB) (Enrollment limited)

466. Teaching Assistantship— Submission of the special registration form, available in the Registrar’s Office, and the approval of the instructor are required for enrollment. (0.5 - 1 course credit) –Staff

[471. Psychotherapy]— This course is taught as a seminar with limited enrollment and assumes some background. Through study of original theoretical source material, students investigate the nature of psychotherapy, with attention given to its evolution, the therapeutic relationship and communication, and the integrative aspects of diverse methods and theories, such as client-centered, rational-emotive, behavioral, psychoanalytic, Jungian, Gestalt, and group psychotherapy. Films will illustrate various styles of psychotherapy. Prerequisite: C- or better in Psychology 270 or 273. Open only to Psychology majors or Literature & Psychology minors. (WEB) (Enrollment limited)

490. Research Assistantship— Students may assist professors in conducting research studies. Hours and duties will be determined on the basis of project needs and student interests. Submission of the special registration form, available in the Registrar’s Office, and the approval of the instructor are required for enrollment. (0.5 - 1 course credit) –Staff

498. Senior Thesis, Part 1— The thesis is a year-long research project sponsored by a member of the Psychology Department. (Two course credits are considered pending in the first semester; two course credits will be awarded for completion in the second semester.) Submission of the special registration form, available in the Registrar’s Office, and the approval of the instructor are required for enrollment. (2 course credits) –Staff

499. Senior Thesis Part 2— The thesis is a year-long research project sponsored by a member of the Psychology Department. (Two course credits are considered pending in the first semester; two course credits will be awarded for completion in the second semester.) Submission of the special registration form, available in the Registrar’s Office, and the approval of the instructor are required for enrollment. (2 course credits) –Staff

Courses Originating in Other Departments

[Biology 140. Biological Systems]— View course description in department listing on p. 301.

[Biology 140L. Biological Systems - Lab]— View course description in department listing on p. 301. For this optional laboratory class the student must also enroll in the lecture section.

Engineering 311. Electrophysiology of the Central Nervous System— View course description in department listing on p. 409. –Blaise

Music 248. The Psychology of Music— View course description in department listing on p. 689. –Platoff

Spring Term

101. Introduction to Psychology— An introduction to the basic concepts in psychology with primary emphasis on the study of human behavior. Topics will include motivation, learning, emotion, perception, intelligence, memory, personality, child development, mental illness, and social interaction. Students will be introduced to issues in research techniques by either being involved in on-going faculty research or writing a short paper based on research articles. (SOC) (Enrollment limited) –Holt, Kennen, McGrath, Outten

206. Environmental Psychology & Sustainability— This course examines questions of how environments affect humans, as well as what factors motivate people to act in pro-environmental ways. It also serves to introduce students to a range of environmental challenges faced by contemporary humans, while presenting theory and research that can be applied to our understanding of environmental sustainability. This class is very much interdisciplinary. While psychological perspectives are abundant, the content is also informed by other areas of study like human factors, ecology, geography and sociology, just to name a few. Some important topics include: environmental stress, the health benefits of nature, constructing environments that promote well-being, risk perception, social influence, norms, persuasion, consumption, environmental inequality and environmental justice. (Enrollment limited) –Outten

[218. Special Education]— How are children labeled (or mislabeled) as having learning and developmental disabilities, autism, or attention deficit disorder? How have definitions and diagnoses of learning disorders changed over time? How have standardized evaluations and assessments impacted those diagnoses? How does the law seek to ensure the accommodation of the needs of individuals with disabilities? Students will critically analyze research on psychology as it pertains to learners, examine special education case law and advocacy, and explore current issues in special education. (SOC) (Enrollment limited)

221. Research Design and Analysis— An intensive study of the methods employed in understanding human and animal behavior as well as an introduction to the problems of psychological data evaluation. Some of the topics included will be the roles of observation, description, bias, hypotheses, theory, and non-reactive research. Consideration will also be given to descriptive techniques, including measures of central tendency, variability, and correlation. Problems will deal with hypothesis testing, group comparisons, frequency comparisons, and analysis of variance. Enrollment in lecture and each laboratory limited. Prerequisite: C- or better in Psychology 101. (1.25 course credits) (NUM) (Enrollment limited) –Chapman, Reuman

[223. Intersecting Identities: The Asian American Experience]— This course focuses on what it means to be Asian American and how the social and cultural context shapes the Asian American experience. We will consider topics like bullying, acculturation, biculturalism, minority group status, cultural values and norms, relationships and roles and how they affect identity development and psychological functioning (e.g., stressors, support systems, academic achievement, mental health). We will discuss the complications and consequences of migration and settlement in urban areas. Through film, novels, research, and writing, we will develop and apply critical thinking skills in addressing the Asian American experience. (Enrollment limited)

236. Adolescent Psychology— This course will focus on the important theoretical and conceptual issues in adolescent psychology and their experimental support. A developmental perspective will be adopted in order to emphasize that adolescence is not an isolated period but rather part of the process of development that occurs throughout life. (SOC) (Enrollment limited) –Holt

[237. Health Psychology]— This course examines the psychological aspects of stress, pain, and treatment as related to human wellness. The physiological underpinnings of stress and stress-related disorders are explored as well as the perspectives from personality and social psychology. The problem of pain leads to an exploration of the nature of symptoms in general, which involves an understanding of the attribution process and labeling. Finally, the psychological aspects of “becoming a patient” are considered. (SOC) (Enrollment limited)

241. Interpersonal Relationships— Romantic relationships are universal in human experience, and as such, we all have an intuitive idea of how these relationships function. Can our partners change our personalities? Do our romantic relationships change the ways we see the world? How do we handle heartbreak? How do our early relationships affect our later ones? How well can we know someone else, and does it matter? This course will provide an in-depth discussion of the major theories and ideas that have guided researchers in this are, and you will be challenged to consider that in many cases, 1) the common wisdom about romantic relationships is superficial, 2) is not as clear as it seems, and/or 3) is simply incorrect. (SOC) (Enrollment limited) –Howland Rutherford

[246. Community Psychology]— In this course we will explore the major theories and principles of community psychology, a branch of psychology that explores how societal, cultural, and environmental factors impact people’s psychological well-being. Topics will include community-based prevention of psychological disorders, health promotion, citizen participation and empowerment, the value of diversity, and the role of social support in buffering stress. We will also examine the goals and methods of community research, with an emphasis on the development, implementation, and evaluation of community-based programs. Given our proximity to numerous vibrant organizations in Hartford, this course requires that students participate in a community learning activity so that they may gain first-hand experience with community collaboration and put their classroom learning into practice. Enrollment limited. This course has a community learning component. This course is not open to first-year students. (Enrollment limited)

255. Cognitive Psychology— The study of knowledge and how people use it, for example, in recall and recognition, controlling attention and dealing with distractions, solving real-world problems, and spoken or written communication. We will emphasize how each piece of our mental abilities fits together with other skills such as perception and language, along with the ways in which our minds and thoughts can diverge from what we subjectively experience of them. Prerequisite: C- or better in Psychology 101. (SOC) (Enrollment limited) –Casserly

255L. Cognitive Psychology Laboratory— A hands-on introduction to the methods used in behavioral cognitive science research. We will briefly explore a survey of methods and the process used to create a “program of research” rather than isolated experiments. Students will then develop a big-picture question and research program of their own, designing, executing, and analyzing two experiments with related motivations and methods. The relationship between experimental design and the research report paper will also be emphasized. Laboratory can be taken concurrent or subsequent to Psychology 255 Prerequisite: C- or better in Psychology 255, or concurrent enrollment. (0.25 course credit) (Enrollment limited) –Casserly

261. Brain and Behavior— A basic study of the structure and function of the mammalian nervous system with a comprehensive analysis of the biological bases of major classes of behavior. Specific topics include: neuroanatomy, neurophysiology, sensory and motor system functioning, motivated behaviors, learning and memory, emotions, sex, and language. Enrollment in laboratory limited. (1.25 course credits with optional laboratory) The course is designed for declared or intended psychology and neuroscience majors. Prerequisite: C- or better in Psychology 101 or Biology 140 or Biology 181 or Biology 182 or Biology 183. (NAT) (Enrollment limited) –Masino

261L. Brain and Behavior Laboratory— A diverse laboratory experience focused on the nervous system. Topics may include neuroanatomy, neurophysiology, sensory and motor system functioning, motivated behaviors, learning and memory, emotions, cognition, and language. The course is designed for declared or intended psychology neuroscience majors. Laboratory can be taken concurrent or subsequent to PSYC 261. Prerequisite: C- or better in Psychology 261-01 or concurrent enrollment. (0.25 course credit) (Enrollment limited) –Masino

270. Clinical Psychology— A survey of the concepts, methods, and theoretical issues of clinical psychology, with a focus on current and classical research and theory. Students will explore such areas as personality development from a clinical perspective, assessment, pathology, diagnosis, clinical research, and some preventative and therapeutic modes of intervention. Emphasis will also be placed upon evolving models of clinical psychology and their relationship to other areas of psychology and the life sciences. Prerequisite: C- or better in Psychology 101. (SOC) (Enrollment limited) –Helt

[273. Abnormal Psychology]— This course explores how “abnormal” behavior is defined and assessed, and focuses on the epidemiology, etiology (causes), and diagnostic criteria for a range of psychological disorders (e.g., depression, substance abuse, eating disorders, personality disorders), as well as biopsychosocial treatments for these disorders. Students also are introduced to controversial issues in the field. Prerequisite: C- or better in Psychology 101. (SOC) (Enrollment limited)

293. Perception— An introduction to current understanding of how organisms maintain contact with their environments through perception. Emphasis is on vision, but other modalities are also treated. (1.25 credits with optional laboratory) Prerequisite: C- or better in Psychology 101. (SOC) (Enrollment limited) –Nie

293L. Perception Laboratory— The perception laboratory provides students with an opportunity to experience and manipulate perceptual effects, to learn necessary concepts and basic methodology. Students will learn how to manipulate computer graphics to make displays, design and execute psychophysical procedures, analyze psychophysical data, and write experimental reports. Topics include perception of size, depth, color, proportion, binocular vision, apparent motion, and “biological motion.” Laboratory can be taken concurrent or subsequent to Psychology 293. Prerequisite: C- or better in Psychology 293, or concurrent enrollment. (0.25 course credit) (Enrollment limited) –Staff

294. Forensic Psychology— This course will focus on the application of clinical psychology within the legal system. Students will develop an understanding of the role psychologists play in various legal settings including criminal and civil proceedings, police evaluations, and custody evaluations. Areas of focus will include eye witness testimony, criminal psychopathology, psychological assessment and malingering, competency evaluations, the insanity defense, expert witness testimony, and criminal profiling. (SOC) (Enrollment limited) –Gockel

315. Development and Culture— This seminar will look at current issues in developmental and social psychology including attachment, emotions, cognition, personality, biculturalism, gender, language, socialization and psychopathology from the perspective of cultural psychology. We will focus on the role culture, along with biology play in the outcome of development, as well as influencing our definitions of the process of development. Questions we will address include: How do we define the process of development? Can we integrate development, culture and biology into a coherent model of development? Are there cultural universals? Are current psychological models and methods sufficient to account for the role of culture in development? Prerequisite: C- or better in Psychology 226 or 295 (WEB) (Enrollment limited) –Anselmi

324. Stereotyping, Prejudice, and Discrimination— This course will focus on classic and contemporary psychological theories and research related to stereotyping, prejudice, and discrimination. We will analyze these phenomena at the level of individuals, small groups, and institutions, with applications to forms of prejudice and discrimination based on several status characteristics, including race/ethnicity, gender, sexual orientation, religion, and health. Approaches to reducing prejudice and discrimination will be examined and evaluated.

Prerequisite: C- or better in Psychology 226. (WEB) (Enrollment limited) –Reuman

[332. Psychological Assessment]— The course examines the methods used to assess differences among individuals in personality characteristics, intellectual qualities, and overt behavior. Topics to be discussed include interviewing, intelligence and achievement testing, projective techniques, objective test construction, and behavioral observation. Prerequisite: C- or better in Psychology 221L and four other courses in Psychology. (1.25 course credits) (WEB) (Enrollment limited)

339. Developmental Psychopathology— This course studies the development in humans and animals of selected psychopathological disorders such as schizophrenia, depression, anxiety disorders, and somatoform disorders. The use of drugs and their neurochemical bases at different stages of the disorders will be explored. Clinical case studies and films will be used throughout the course to illustrate each of the disorders discussed. -Averna Prerequisite: C- or better in Psychology 261, or Psychology 270 or Psychology 273, or Psychology 295. (SOC) (Enrollment limited) –Helt

[365. Cognitive and Social Neuroscience]— This course examines the way in which brain function influences mental processes and overt action. We will consider a range of cognitive and social functions, primarily from the perspective of neuroscience and draw on such related disciplines as cognitive psychology, social psychology, and computational analysis as needed. The functions to be reviewed include perception, attention, memory, thinking, emotional processing, group behavior, stereotyping and empathy. We will apply these to consider topics such as substance abuse, discrimination, child development, and mental illness. Prerequisite: C- or better in Psychology 255, 256, or 261, or Neuroscience 201. (WEB) (Enrollment limited)

370. Psychotherapy— This course is taught as a seminar with limited enrollment and assumes some background. Through study of original theoretical source material, students investigate the nature of psychotherapy, with attention given to its evolution, the therapeutic relationship and communication, and the integrative aspects of diverse methods and theories, such as client-centered, rational-emotive, behavioral, psychoanalytic, Jungian, Gestalt, and group psychotherapy. Films will illustrate various styles of psychotherapy. Prerequisite: C- or better in Psychology 270 or 273. Open only to Psychology majors or Literature & Psychology minors. (WEB) (Enrollment limited) –Lee

390. Psychology Research Internship— Internship or field work placement, with a required academic component to be determined by the faculty sponsor and student. This internship is for students pursuing research at a field placement. Students need to complete an internship contract with Career Services. –Staff

[391. Psychology of Language]— A survey of the questions asked by researchers working in different areas of psycholinguistics and the methods used to address those questions. We will cover a wide range of issues, from motor control in speech production to online sentence parsing to typical and atypical language acquisition. Focus will be on analytic discussions of readings from textbooks, scholarly reviews, and original research reports. Perspectives from neuroscience, linguistics, and psychology will be considered. Prerequisite: C- or better in Psychology 255, 256, or 293. (WEB) (Enrollment limited)

392. Human Neuropsychology— The course will begin with a cursory review of basic neuroanatomy, brain organization and topography, and neurotransmitters and neurotransmitter conductive systems. Next, an in-depth examination of physiological and neurological manifestations of cognitive and psychopathological disorders as well as behavioral correlates of neuropathological and pathophysiological disturbances will follow. Finally, a survey of current diagnostic procedures and treatment approaches will be presented. All course material augmented with, and accentuated by, illustrative clinical case material. Students should anticipate that special scheduling arrangements will be required for activities outside of regular class sessions. Prerequisite: C- or better in Psychology 255, 256, or 261, or Neuroscience 201. (WEB) (Enrollment limited) –Raskin

399. Independent Study— A faculty member will supervise a student’s independent examination of topics that fall under the following rubrics: cognitive, social, and gender development (Anselmi); psychopathology, clinical, or counseling psychology (Holt, Lee); neuropsychology (Masino, Raskin); cultural psychology (Chang); social psychology (Chang, Reuman); personality and assessment (Reuman); perception (Mace); psychology of art (Mace); history of psychology (Mace); and language (Anselmi, Mace). Submission of the special registration form, available in the Registrar’s Office, and the approval of the instructor are required for enrollment. (0.5 - 1 course credit) –Staff

402. Senior Seminar: Self-Regulation: Theory and Application— Many of the personal and social problems we face today such as substance abuse, obesity, excessive debt, crime, and violence can be linked to a failure of self-regulation, or one’s “willpower” over his or her thoughts, emotions, and impulses. Through regular student-led discussions, we will explore the topic of self-regulation, drawing on numerous areas of psychology including social, clinical, cognitive, consumer, educational, and developmental psychology. Specifically, we will compare and contrast different models of self-regulation and we will explore current questions and debates related to this concept, such as whether self-control is a limited resource and the role of self-regulation in social relationships. We will examine the development of self-regulation early in the lifespan and investigate ways in which individual and environmental influences can subsequently enhance or impede one’s efforts to self-regulate. Finally, we will consider how theoretical models of self-regulation can be applied to promote behavior change and inform prevention efforts across a variety of settings. Working in groups, students will design a targeted intervention aimed at enhancing self-regulation in a specific area of interest (e.g., increasing prosocial behavior in school age children, decreasing disruptive behavior in adolescents with attention deficit/hyperactivity disorder). This course is open only to senior Psychology majors. (Enrollment limited) –Holt

[402. Psychology of Human Face]— An overview of the major areas of psychology (social, clinical, cognitive, developmental, physiological) as revealed in research and theory concerning faces. Representative topics include facial expression, facial aesthetics, memory and recognition of faces, stereotyping, and the development of children’s drawings of faces. (SOC) (Enrollment limited)

[402. Senior Seminar: Finding the Self]— In this seminar, we will examine the self in different areas of psychology, including (but not limited to) cultural psychology, developmental psychology, and cognitive psychology. We will debate the nature of the self and address several questions: How do we define and view the self? How do perspectives about the self influence behavior? We will discuss these questions and others as we “find the self” through different psychological perspectives. This seminar is discussion-intensive with student-led discussions on a regular basis. (Enrollment limited)

[414. History of Psychology]— Why do psychologists do what they do today? The historical approach to this question will be divided into two parts: the theoretical ideas about how the human mind works, and the methods used to study the mind. What has changed since the early Greeks? What has stayed the same? Why? In what sense can we say there has been progress? How are theories, facts, and methods related? How is psychology like any other science? To fully confront the question of why psychologists do what they do, the history of psychology as a professional organization will also be examined. For instance, who controls grants and how do granting agencies control what psychologists do? Prerequisite: C- or better in five psychology courses (WEB) (Enrollment limited)

[415. Development and Culture]— This seminar will look at current issues in developmental and social psychology including attachment, emotions, cognition, personality, biculturalism, gender, language, socialization and psychopathology from the perspective of cultural psychology. We will focus on the role culture, along with biology play in the outcome of development, as well as influencing our definitions of the process of development. Questions we will address include: How do we define the process of development? Can we integrate development, culture and biology into a coherent model of development? Are there cultural universals? Are current psychological models and methods sufficient to account for the role of culture in development? Prerequisite: C- or better in Psychology 226 or 295 (WEB) (Enrollment limited)

[464. Neuropsychopharmacology]— This seminar will examine how drugs act upon, amplify, and modify neural functions, ultimately affecting mood and behavior. It will provide an introduction to the principles of pharmacology and neurochemistry. An in-depth study of the brain and behavioral mechanisms of drugs of abuse, such as cocaine, heroin, LSD, and alcohol, and the neurobiology of addiction. Additionally, we will examine the effects of prenatal exposure to these drugs. Prerequisite: C- or better in Psychology 261 or Neuroscience 201. (WEB) (Enrollment limited)

466. Teaching Assistantship— Submission of the special registration form, available in the Registrar’s Office, and the approval of the instructor are required for enrollment. (0.5 - 1 course credit) –Staff

[471. Psychotherapy]— This course is taught as a seminar with limited enrollment and assumes some background. Through study of original theoretical source material, students investigate the nature of psychotherapy, with attention given to its evolution, the therapeutic relationship and communication, and the integrative aspects of diverse methods and theories, such as client-centered, rational-emotive, behavioral, psychoanalytic, Jungian, Gestalt, and group psychotherapy. Films will illustrate various styles of psychotherapy. Prerequisite: C- or better in Psychology 270 or 273. Open only to Psychology majors or Literature & Psychology minors. (WEB) (Enrollment limited)

490. Research Assistantship— Students may assist professors in conducting research studies. Hours and duties will be determined on the basis of project needs and student interests. Submission of the special registration form, available in the Registrar’s Office, and the approval of the instructor are required for enrollment. (0.5 - 1 course credit) –Staff

499. Senior Thesis Part 2— The thesis is a year-long research project sponsored by a member of the Psychology Department. (Two course credits are considered pending in the first semester; two course credits will be awarded for completion in the second semester.) Submission of the special registration form, available in the Registrar’s Office, and the approval of the instructor are required for enrollment. (2 course credits) –Staff

Courses Originating in Other Departments

Biology 140. Biological Systems— View course description in department listing on p. 306. –Blackburn, Dunlap

Health Fellows Program 201. Topics in Health Care— Prerequisite: Acceptance into the Health Fellows Program. –Raskin

Health Fellows Program 202. Health Care Research— Prerequisite: Acceptance into the Health Fellows Program. –Draper, McGuire, Raskin

[Neuroscience 101. The Brain]— View course description in department listing on p. 706.