Associate Professor Anselmi, Chair; Professors Mace and Raskin∙; Associate Professor and Director of the Counseling Center Lee, Associate Professors Masino and Reuman; Assistant Professors Chang and Holt∙; Senior Lecturer and Laboratory Coordinator Swart; Lecturer and Laboratory Coordinator Chapman; Lecturer and Associate Director of the Counseling Center Burns; Visiting Assistant Professors Averna, Brunquell, Dornelas, and Nunes; Visiting Lecturers Kennen, McGrath, and Schmidt
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 other courses in the natural and social sciences. 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. General 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, 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. (Enrollment limited)-Chang, Dornelas, Kennen, McGrath
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) (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. (Enrollment limited)-Chang
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. Prerequisite: C- or better in Psychology 101. (0.25 course credit) (Enrollment limited)-Chang
[255. Cognitive Psychology]— The study of knowledge and how people use it, for example, in recall and recognition, question answering, reading, writing, and problem solving. It examines individual differences, e.g, between good and poor readers, and application of theories in cognition to “real world” tasks such as computer programming. The course takes an interdisciplinary approach, emphasizing the continuing influence of philosophy, linguistics, and computer science on the study of cognition. Laboratory exercises are designed to illustrate some of the topics considered in class. (1.25 course credits with optional laboratory) Prerequisite: C- or better in Psychology 101. (Enrollment limited)
[255L. Cognitive Psychology Laboratory]— The study of knowledge and how people use it, for example, in recall and recognition, question answering, reading, writing, and problem solving. It examines individual differences, e.g, between good and poor readers, and application of theories in cognition to “real world” tasks such as computer programming. The course takes an interdisciplinary approach, emphasizing the continuing influence of philosophy, linguistics, and computer science on the study of cognition. Laboratory exercises are designed to illustrate some of the topics considered in class. Prerequisite: C- or better in Psychology 101. (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. (Enrollment limited)-Masino
261L. Brain and Behavior Laboratory— 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. The course is designed for declared or intended psychology and neuroscience majors. Prerequisite: C- or better in Psychology 261-01 or concurrent enrollment in Psychology 261-01. (0.25 course credit) (Enrollment limited)-Masino
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. (Enrollment limited)-Nunes
273. Abnormal Psychology— Some of the most influential pronouncements in psychology have been at least partly based on the study of people deemed to be abnormal or extreme in some way (e.g., “split-brain” patients). This course will provide a critical introduction to different models—medical, psychoanalytical, and others—of psychopathology (psychoses, personality disorders, etc.) We will review personal accounts of experiences deemed to be psychopathological and look at a variety of unusual experiences (e.g., déjà vu, depersonalization) frequently reported by “ordinary” people. Prerequisite: C- or better in Psychology 101. (Enrollment limited)-Burns
[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)
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, language, condition, and socialization. The course will highlight how cultural factors, especially for children growing up in urban environments, influence both the manner and the end result of the developmental process. The optional laboratory introduces students to the major scientific methods of observation, interviews, and experimentation that are used to study important developmental questions in the areas of language, memory and concept development, sex-role stereotyping, prosocial development and play. (1.25 course credits with optional laboratory)This course has a community learning component. Prerequisite: C- or better in Psychology 101. (Enrollment limited)-Anselmi
295L. Child Development Laboratory— 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, language, condition, and socialization. The course will highlight how cultural factors, especially for children growing up in urban environments, influence both the manner and the end result of the developmental process. The optional laboratory introduces students to the major scientific methods of observation, interviews, and experimentation that are used to study important developmental questions in the areas of language, memory and concept development, sex-role stereotyping, prosocial development and play. This course includes a community learning component. Prerequisite: C- or better in Psychology 101. (0.25 course credit) (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. (Enrollment limited)
[328. Applied Social Psychology]— This course will study the application of theories, methods, and research findings in the field of social psychology to significant real-world problems and phenomena. This course is fundamentally about understanding how to change human behavior using the principles and research findings of social psychology. Areas of application include education, health, conflict resolution, public policy, and law. Examples of specific problems addressed include the performance gap in education, risky health behavior, and biases in eye-witness testimony. Prerequisite: C- or better in Psychology 226. (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. Prerequisite: C- or better in Psychology 261, or Psychology 270 or Psychology 273, or Psychology 295. (Enrollment limited)-Averna
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. (Enrollment limited)-Mace
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
401-01. 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 open only to senior psychology majors. (Enrollment limited)-Mace
[401. 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 open only to senior psychology majors. (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 (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. (Enrollment limited)-Brunquell
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 and psychology minors. (Enrollment limited)-Lee
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
493. The Ecological Approach to Psychology— Most scientific approaches to the study of vision, hearing, and feeling by touch, regard sensing real properties of the world as almost miraculous because the “input” to these senses is different from actual experience. The ecological approach makes scientific sense of the adaptive actions of animals by offering new proposals for what is “given” in the first place. Examples of traditional textbook approaches will be compared with ecological alternatives in current research articles about normal upright posture, grasping, walking, running, long jumping, flying aircraft, designing stairs and chairs, catching and hitting baseballs, and social coordination in physical activity like movers carrying heavy furniture or dancers moving relative to one another. Some common assumptions about neural and cognitive processing, including memory, are reframed in light of ecological alternatives. Prerequisite: C- or better in Psychology 255, Psychology 256, or Psychology 293. (Enrollment limited)-Mace
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
Courses Originating in Other Departments
Biology 140. Biological Systems— View course description in department listing on p. 289. -Blackburn, Bonneau, Dunlap
Biology 140L. Biological Systems - Lab— View course description in department listing on p. 289. For this optional laboratory class the student must also enroll in the lecture section. (0.25 course credit)-Bonneau
[Computer Science 352. Artificial Intelligence]— View course description in department listing on p. 342. Prerequisite: C- or better in Computer Science 215L and either Computer Science 203 or Mathematics 205 (or concurrent enrollment in 203 or 205).
Engineering 311. Electrophysiology of the Central Nervous System— View course description in department listing on p. 396. -Blaise
[Engineering 411. Electrophysiology of the Central Nervous System]— View course description in department listing on p. 397.
Neuroscience 101. The Brain— View course description in department listing on p. 696. -Church
Spring Term
101. General 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, 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. (Enrollment limited)-Chang, Holt, Staff
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) (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. (Enrollment limited)
[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. Prerequisite: C- or better in Psychology 101. (0.25 course credit) (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. (Enrollment limited)
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. (Enrollment limited)-Schmidt
[240. Parenting, Interpersonal Relations, and Mental Health]— This course will explore how early relationships with primary caregivers shape the nervous system, affect memory, and influence intimate relationships and mental health. We will discuss the role of emotion regulation on cognitive and social development. We will examine the development of anxiety disorders, depression, and personality disorders from an attachment perspective. Interventions aimed at parents and children will be discussed. (Enrollment limited)
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. (Enrollment limited)-Holt
255. Cognitive Psychology— The study of knowledge and how people use it, for example, in recall and recognition, question answering, reading, writing, and problem solving. It examines individual differences, e.g, between good and poor readers, and application of theories in cognition to “real world” tasks such as computer programming. The course takes an interdisciplinary approach, emphasizing the continuing influence of philosophy, linguistics, and computer science on the study of cognition. Laboratory exercises are designed to illustrate some of the topics considered in class. (1.25 course credits with optional laboratory) Prerequisite: C- or better in Psychology 101. (Enrollment limited)-Staff
255L. Cognitive Psychology Laboratory— The study of knowledge and how people use it, for example, in recall and recognition, question answering, reading, writing, and problem solving. It examines individual differences, e.g, between good and poor readers, and application of theories in cognition to “real world” tasks such as computer programming. The course takes an interdisciplinary approach, emphasizing the continuing influence of philosophy, linguistics, and computer science on the study of cognition. Laboratory exercises are designed to illustrate some of the topics considered in class. Prerequisite: C- or better in Psychology 101. (0.25 course credit) (Enrollment limited)-Staff
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. (Enrollment limited)-Raskin
261L. Brain and Behavior Laboratory— 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. The course is designed for declared or intended psychology and neuroscience majors. Prerequisite: C- or better in Psychology 261-01 or concurrent enrollment in Psychology 261-01. (0.25 course credit) (Enrollment limited)-Swart
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. (Enrollment limited)-Lee
[273. Abnormal Psychology]— Some of the most influential pronouncements in psychology have been at least partly based on the study of people deemed to be abnormal or extreme in some way (e.g., “split-brain” patients). This course will provide a critical introduction to different models—medical, psychoanalytical, and others—of psychopathology (psychoses, personality disorders, etc.) We will review personal accounts of experiences deemed to be psychopathological and look at a variety of unusual experiences (e.g., déjà vu, depersonalization) frequently reported by “ordinary” people. Prerequisite: C- or better in Psychology 101. (Enrollment limited)
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)-Burns
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. (Enrollment limited)-Mace
293L. Perception Laboratory— 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. Prerequisite: C- or better in Psychology 293-01 or concurrent enrollment in Psychology 293-01 (0.25 course credit) (Enrollment limited)-Mace
302. Behavioral Neuroscience— A selective exploration of dynamic biological and psychological interactive mechanisms of various behaviors. Specifically, the course will focus on the functional outcome of the asymmetrical brain; a multilevel analysis, from molecules to minds, of learning and memory; the study of emotions; and the interaction between stress and health as studied in psychoneuroimmunology. Prerequisite: C- or better in Psychology 261 or Neuroscience 201. (Enrollment limited)-Masino
310. The Psychology of Gender Differences— This course will examine various theoretical models of male and female development from a psychological perspective. By carefully evaluating the empirical research we will explore the myths of gender to understand how women and men are the same and how they are different. Studies of gender, however, must be understood in relationship to the implicit assumptions that researchers make about human nature. Therefore, we will systematically evaluate the role of conceptual and methodological bias in scientific investigations. The course will include an analysis of some non-traditional methods that have served to challenge our thinking about gender differences and sex roles. In order to gain a broader perspective on issues of gender, we will also examine work traditionally found in other disciplines such as sociology, anthropology, and biology. Not open to first-year students. (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. (Enrollment limited)
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) (Enrollment limited)-Reuman
[365. Cognitive Neuroscience]— This course examines the way in which brain function influences mental processes and overt action. We will consider a range of cognitive functions primarily from the perspective of neuroscience and draw on such related disciplines as cognitive psychology and computational analysis as needed. The functions to be reviewed include perception, attention, memory, language, and thinking. This course includes a community learning component, and students should anticipate that special scheduling arrangements will be required for activities outside of regular class sessions. Prerequisite: C- or better in Psychology 255 or Psychology 256 or Psychology 261 or Neuroscience 201. (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 or Psychology 256 or Psychology 261 or Neuroscience 201. (Enrollment limited)
395. Cognitive and Social Development— This course will explore cognitive and social development within a general developmental framework. It will elaborate and critically evaluate Piaget’s theory of cognition development and examine how research in areas such as memory, perception, intelligence testing, education, language, morality, social cognition, and sex-role development can be related to Piaget’s work. Prerequisite: C- or better in Psychology 295. (Enrollment limited)-Averna
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
[402-01. Senior Seminar: The Powers and Pitfalls of Memory]— Our memories shape our identities and give meaning to our lives, yet they are not always as reliable as we would like. This course will explore memory’s strengths and fallibilities by considering contemporary frameworks of remembering and forgetting. Course readings and student-led discussions will incorporate perspectives from different psychology subspecialties, including cognitive psychology, neuroscience, developmental psychology, and social psychology. We will examine topics such as individuals who are expert memorizers and those who have experienced profound memory loss, the function of memory in childhood and in old age, memory for personal events and collective remembering, and the delicate balance between remembering and forgetting. This course open only to senior psychology majors. (Enrollment limited)
[402. Senior Seminar: Remembering]— This seminar poses questions about our memory, from both practical and theoretical perspectives. Here are some of these questions: Why do we tend to forget important appointments and assignments, but remember tunes and feelings from long ago? How much do students retain from a course? Does memory decline with age? What is the relation between brain and memory? How do models of memory help us understand memory? To explore these and other questions, we shall consult the research literature from different psychological subspecialties, including biopsychology, cognitive psychology, neuropsychology, and clinical psychology. This course open only to senior psychology majors. (Enrollment limited)
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 open only to senior psychology majors. (Enrollment limited)-Holt
[402-02. 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)
[415. Development and Culture]— This seminar will look at current issues in developmental psychology including cognition, personality, language, and socialization from the perspective of cross-cultural psychology. We will focus on the role culture plays in the outcome of development as well as influencing our definitions of the process of development. Prerequisite: C- or better in Psychology 295. (Enrollment limited)
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, motiviation, 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. (Enrollment limited)-Chang
[454. Cognition in the Real World]— This course will cover fundamental concepts in human cognition, emphasizing recent debates, as well as advances in methodology that have informed these debates. Importantly, these topics will be considered in terms of their application to other fields, including law, education, and medicine. In considering topics such as eyewitness memory, mood and anxiety disorders, aging, testing effects, psychopharmacology, and everyday instances of forgetting, students will develop a broader perspective of how research on human cognition may inform policy within medical, educational, and legal settings. Students will be expected to read research articles, give class presentations, and lead discussions. A final applied project will allow students to use what they have learned in the classroom to make specific policy recommendations. Prerequisite: C- or better in Psychology 255, Psychology 256, or Psychology 293. (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 and psychology minors. (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
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. (2 course credits)-Raskin
[Neuroscience 101. The Brain]— View course description in department listing on p. 699.
Neuroscience 262. Introduction to Animal Behavior— View course description in department listing on p. 699. -Swart