Courses

PSYC 20200. Psychological Research Methods. This course introduces concepts and methods used in behavioral research. Topics include the nature of behavioral research, testing of research ideas, quantitative and qualitative techniques of data collection, artifacts in behavioral research, analyzing and interpreting research data, and ethical considerations in research. A. Light, Autumn. L. Ho, Spring.

PSYC 20400. Cognitive Psychology. Viewing the brain globally as an information processing or computational system has revolutionized the study and understanding of intelligence. This course introduces the theory, methods, and empirical results that underlie this approach to psychology. Topics include categorization, attention, memory, knowledge, language, and thought. S. Heald, Autumn; M. Berman, Spring.

PSYC 20600. Social Psychology. This course introduces students to the field of social psychology - the scientific study of how people think about, feel about, interact with, influence, and relate to one another. Topics covered include self and social perception, social influence, beliefs and attitudes, altruism, and intergroup processes. Where relevant, we will discuss if and how findings in social psychology can be applied in real-world contexts such as health, work, and relationships. YC Leong, Autumn.

PSYC 20850. Introduction to Human Development. (CHDV 20000). This course introduces the study of lives in context. The nature of human development from infancy through old age is explored through theory and empirical findings from various disciplines. Readings and discussions emphasize the interrelations of biological, psychological, and sociocultural forces at different points of the life cycle. S. Numanbayraktaroglu, Autumn. Prerequisite(s): CHDV majors or intended majors.

PSYC 21690. Media and Psychology: Causes and consequences of media use across the lifespan. This course will examine the influence of media on individuals and groups from both a developmental and socio-cultural perspective. Topics will include young children's academic and social-emotional skill learning from television, video and tablets; adolescents' social media identities and experiences including cyber-bullying; media influences on adults' health behaviors, aggression, prejudice, and more. Students will engage in both qualitative and quantitative research on media and psychology as part of this course. K. O'Doherty, Autumn.

PSYC 23000. Cultural Psychology. There is a substantial portion of the psychological nature of human beings that is neither homogeneous nor fixed across time and space. At the heart of the discipline of cultural psychology is the tenet of psychological pluralism, which states that the study of "normal" psychology is the study of multiple psychologies and not just the study of a single or uniform fundamental psychology for all peoples of the world. Research findings in cultural psychology thus raise provocative questions about the integrity and value of alternative forms of subjectivity across cultural groups. In this course we analyze the concept of "culture" and examine ethnic and cross-cultural variations in mental functioning with special attention to the cultural psychology of emotions, self, moral judgment, categorization, and reasoning. R. Shweder, Autumn.

PSYC 23660. The Disordered Mind. What are disorders of the mind? What are some of the theoretical and practical issues surrounding the identification, classification, and treatment of such disorders? What do mental disorders have to teach us about the typically-functioning mind? This seminar course will address these and other questions within biological, psychological, and sociocultural perspectives to attempt to understand the current and historical paradigms that have influenced our perception of what it means for the mind to be "disordered." Included will be discussion of behavioral, emotional, cognitive, and developmental disorders. K. Ledoux, Autumn.

PSYC 23370. Bright and Dark Sides of Empathy. The experience of empathy is a powerful phenomenon. It motivates prosocial behavior, especially parental care, and facilitates cooperation and group living. As an important aspect of the patient-doctor relationship, empathy is associated with better health outcomes. Yet, empathy is limited and fragile. It is susceptible to many biases and can lead to poor moral decisions. This course invites students to critically explore the science of empathy by examining its scope and its limits. It delves into cutting-edge, interdisciplinary research from the social sciences and the biological sciences to understand the mechanisms and functions of empathy. The topics examined in this course include: The evolution of empathy; The neural and neuro-endocrinological mechanisms; How empathy develops in young children; The impact of biases and implicit attitudes on empathy; The social situations and group dynamics that influence empathy; The lack of empathy in psychopathy and narcissistic personalities; Why and how empathy improves health outcomes in medicine. J. Decety, Autumn.

PSYC 23800. Introduction to Learning and Memory. This course examines basic questions in learning and memory. We discuss the historical separation and division of these two areas as well as the paradigmatic differences in studying learning and memory. We also discuss basic research methods for investigating learning and memory and survey established and recent research findings, as well as consider several different kinds of models and theories of learning and memory. Topics include skill acquisition, perceptual learning, statistical learning, working memory, implicit memory, semantic vs. episodic memory, and memory disorders. A. Bakkour, Autumn.

PSYC 24450 (NSCI 20101). Foundations of Neuroscience. This course is an introduction to the broad field of neuroscience. This is a lecture-based course that aims to introduce undergraduate students to concepts and principles that explain how the nervous system is built and how it functions. Examples of thematic areas covered in lectures include: (a) cellular anatomy of the nervous system, (b) development and evolution of the nervous system, (c) sensory systems, (d) motor systems, (e) cognition and behavior. D. Freedman, M. McNulty, Autumn.

PSYC 25120 (PBPL 25120). Child Development and Public Policy. The goal of this course is to introduce students to the literature on early child development and explore how an understanding of core developmental concepts can inform social policies. This goal will be addressed through an integrated, multidisciplinary approach. The course will emphasize research on the science of early child development from the prenatal period through school entry. The central debate about the role of early experience in development will provide a unifying strand for the course. Students will be introduced to research in neuroscience, psychology, economics, sociology, and public policy as it bears on questions about "what develops?", critical periods in development, the nature vs. nurture debate, and the ways in which environmental contexts (e.g., parents, families, peers, schools, institutions, communities) affect early development and developmental trajectories. The first part of the course will introduce students to the major disciplinary streams in the developmental sciences and the enduring and new debates and perspectives within the field. The second part will examine the multiple contexts of early development to understand which aspects of young children's environments affect their development and how those impacts arise. Throughout the course, we will explore how the principles of early childhood development can guide the design of policies and practices that enhance the healthy development of young children, particularly for those living in adverse circumstances, and thereby build a strong foundation for promoting equality of opportunity, reducing social class disparities in life outcomes, building human capital, fostering economic prosperity, and generating positive social change. In doing so, we will critically examine the evidence on whether the contexts of children's development are amenable to public policy intervention and the costs and benefits of different policy approaches. A. Kalil, Autumn.

PSYC 25700. The Psychology of Negotiation. Negotiation is ubiquitous in interpersonal interactions, from making plans for a trip with friends or family, to determining working conditions with an employer, to managing international conflicts. In this course we examine the structure of different negotiations and the psychology that governs the processes and outcomes of a negotiation. For instance, we consider the role of perceptions, expectations, intuitions, and biases. We evaluate the role of information processing, modes of communication, and power in influencing a negotiated outcome. We see how the psychology of trust, reciprocity, fairness, cooperation, and competition can affect our ability to benefit from an exchange or contribute to the escalation of conflict. To better understand the dynamics of the negotiation process, we learn both through engaging in a variety of negotiation role-plays and relating these experiences to research findings. Third- or fourth-year students only. Priority will be given to fourth-year students. B. Keysar, Autumn.

PSYC 26520. Mind, Brain and Meaning. What is the relationship between physical processes in the brain and body and the processes of thought and consciousness that constitute our mental life? Philosophers and others have puzzled over this question for millennia. Many have concluded it to be intractable. In recent decades, the field of cognitive science--encompassing philosophy, psychology, neuroscience, computer science, linguistics, and other disciplines--has proposed a new form of answer. The driving idea is that the interaction of the mental and the physical may be understood via a third level of analysis: that of the computational. This course offers a critical introduction to the elements of this approach, and surveys some of the alternative models and theories that fall within it. Readings are drawn from a range of historical and contemporary sources in philosophy, psychology, linguistics, and computer science. M. Lai, Autumn.

PSYC 26560. Psychology of Errors and Illusions. Although our mind is a powerful and flexible tool allowing us to adaptively interact with the world, it has a lot of limitations and imperfections causing a variety of illusions, biases, and errors. This course offers a broad overview of these imperfections across different domains of perception and cognition. These include visual illusions, attentional and inattentional lapses and errors, memory distortions and failures, and reasoning biases that influence our ability to solve problems and make decisions. Furthermore, not only are people prone to all these errors but they are often unaware of this proneness - this is yet another class of errors that the course will address. The course will be built around discussing laboratory and field psychological studies demonstrating various errors and illusions, their theoretical explanations, and practical lessons for everyday life. I. Utochkin, Autumn.

PSYC 27200. Exploring Gender Biases from Social, Developmental, and Cognitive Perspectives. Women are underrepresented across political leadership, business, and certain STEM domains. While these gender gaps have improved over the last 50 years, they remain persistent, particularly in positions of power and those that grant high socioeconomic status. This course will explore how these gender biases come to be, and how they influence the world around us. Where do these gender biases come from? When in life do their consequences emerge? What impact do these biases have on individuals, communities, and institutions? What can be done to prevent gender biases from developing? How do they intersect with race, and how do they operate outside of the gender binary? This course will address these timely questions, integrating literature from across the psychological sciences to explain the cognitive biases, social landscapes, and developmental trajectories that give rise to gender inequality. M. Tallberg, Autumn.

PSYC 27950. Evolution and Economics of Human Behavior.  This course explores how evolutionary biology and behavioral economics explain many different aspects of human behavior. Specific topics include evolutionary theory, natural and sexual selection, game theory, cost-benefit analyses of behavior from an evolutionary and a behavioral economics perspective, aggression, power and dominance, cooperation and competition, biological markets, parental investment, life history and risk-taking, love and mating, physical attractiveness and the market, emotion and motivation, sex and consumer behavior, cognitive biases in decision-making, and personality and psychopathology. D. Maestripieri, Autumn.

PSYC 29200. Undergrad Rdgs: Psychology. Students are required to submit the College Reading and Research Course Form. Available for either quality grades or for P/F grading. Only one independent study course may count toward the twelve courses required of students majoring in psychology. Autumn Spring Summer Winter

PSYC 29700. Undergraduate Research in Psychology. Students are required to submit the College Reading and Research Course Form. Available for either quality grades or for P/F grading. Only one independent study course may count toward the twelve courses required of students majoring in psychology. Autumn Spring Summer Winter

PSYC 20250. Introduction to Statistical Concepts and Methods. Statistical techniques offer psychologists a way to build scientific theories from observations we make in the laboratory or in the world at large. As such, the ability to apply and interpret statistics in psychological research represents a foundational and necessary skill. This course will survey statistical techniques commonly used in psychological research. Attention will be given to both descriptive and inferential statistical methodology. S. Heald, Winter. It is recommended that students complete MATH 13100 and MATH 13200 (or higher) before taking this course.

PSYC 20300. Biological Psychology. What are the relations between mind and brain? How do brains regulate mental, behavioral, and hormonal processes; and how do these influence brain organization and activity? This course introduces the anatomy, physiology, and chemistry of the brain; their changes in response to the experiential and sociocultural environment; and their relation to perception, attention, behavioral action, motivation, and emotion. J. Yu, Winter. 

PSYC 20700. Sensation and Perception. What we see and hear depends on energy that enters the eyes and ears, but what we actually experience--perception--follows from human neural responses. This course focuses on visual and auditory phenomena, including basic percepts (for example, acuity, brightness, color, loudness, pitch) and also more complex percepts such as movement and object recognition. Biological underpinnings of perception are an integral part of the course. I. Utochkin, Winter.

PSYC 21260. Psychology Research Incubator. This course is designed for anyone interested in carrying out psychological research; it is strongly advised for students considering Honors in Psychology. Answering questions about how minds work, how choices are made, or about the forces that shape behavior depends on understanding how to carry out research. This course guides you through the process of developing an original research project of your own design. Whether your questions come from research you are already working on in a lab or reflect independent interests of your own, this course will lead you through the process of designing an empirical study to address an issue that interests you. From the first stages of turning an idea into a study, you will work either individually or with a group to develop your research questions scientifically to address issues that can contribute new knowledge to psychological science. In this course you will learn to: (1) generate testable hypotheses that are informed by prior research, (2) design and implement methods for testing these hypotheses, and (3) write an IRB protocol in order to collect data. The course culminates with drafting a research grant proposal so you will be well positioned to take advantage of the increased funding opportunities available for undergraduate research within the university and beyond. A. Henly, Winter. PSYC 20200 PQ: Psychological Research Methods or approval of the instructor.

PSYC 22580. Child Development in the Classroom. This discussion-based, advanced seminar is designed to investigate how preschool and elementary students think, act, and learn, as well as examine developmentally appropriate practices and culturally responsive teaching in the classroom. This course emphasizes the application of theory and research from the field of psychology to the realm of teaching and learning in contemporary classrooms. Course concepts will be grounded in empirical research and activities geared towards understanding the nuances and complexities of topics such as cognitive development (memory, attention, language), early assessment systems, standardized testing, "mindset", "grit", exercise/nutrition, emotion regulation, and more.  K. O’Doherty, Winter.

PSYC 23200. Introduction to Language Acquisition. This course addresses the major issues involved in first-language acquisition. We deal with the child's production and perception of speech sounds (phonology), the acquisition of the lexicon (semantics), the comprehension and production of structured word combinations (syntax), and the ability to use language to communicate (pragmatics). S. Goldin-Meadow, Winter.

PSYC 23820. Attention and Working Memory in the Mind and Brain. This course will provide a broad overview of current work in psychology and neuroscience related to attention and working memory. We will discuss evidence for sharp capacity limits in an individual's ability to actively monitor and maintain information in an "online" mental state. Readings will be primarily based on original source articles from peer-reviewed journals, with a focus on behavioral and neural approaches for measuring and understanding these basic cognitive processes.  E. Awh, E. Vogel, Winter.

PSYC 24470. Cellular Neurophysiology. (NSCI 20111) This course describes the cellular and subcellular properties of neurons including passive and active electrophysiological properties and their synaptic interactions. Readings are assigned from a general neuroscience textbook. C. Heer, Winter.

PSYC 25950. The Psychology of Stereotyping and Prejudice. This course introduces concepts and research in the study of stereotyping and prejudice. Topics include the formation of stereotypes and prejudice; the processes that underlie stereotyping and prejudice; stereotyping and prejudice from the target's perspective; and prejudice and stereotype reduction. The course will cover a variety of groups (e.g., race, gender, weight, and sexual orientation) and explore the implications of stereotyping and prejudice across a number of settings (e.g., educational, law, and health). A. Light, Winter.

PSYC 29200. Undergrad Rdgs: Psychology. Students are required to submit the College Reading and Research Course Form. Available for either quality grades or for P/F grading. Only one independent study course may count toward the twelve courses required of students majoring in psychology. Autumn Spring Summer Winter

PSYC 29700. Undergraduate Research in Psychology. Students are required to submit the College Reading and Research Course Form. Available for either quality grades or for P/F grading. Only one independent study course may count toward the twelve courses required of students majoring in psychology. Autumn Spring Summer Winter

PSYC 29800. Honors Seminar: Psychology. This course is a reading and discussion of general papers on writing and research, and individual students present their own projects to the group. A literature review, data from ongoing or completed empirical projects, or portions of the thesis paper itself can be presented. Students are expected to give thoughtful feedback to others on their presentations and written work. S. Levine, Winter. Open to third- or fourth-year students who are majoring in psychology and have begun their thesis project.

PSYC 20200. Psychological Research Methods. This course introduces concepts and methods used in behavioral research. Topics include the nature of behavioral research, testing of research ideas, quantitative and qualitative techniques of data collection, artifacts in behavioral research, analyzing and interpreting research data, and ethical considerations in research. L. Ho, Spring

PSYC 20400. Cognitive Psychology. Viewing the brain globally as an information processing or computational system has revolutionized the study and understanding of intelligence. This course introduces the theory, methods, and empirical results that underlie this approach to psychology. Topics include categorization, attention, memory, knowledge, language, and thought. M. Berman, Spring.

PSYC 20500. Developmental Psychology. This is an introductory course in developmental psychology, with a focus on cognitive and social development in infancy through early childhood. Example topics include children's early thinking about number, morality, and social relationships, as well as how early environments inform children's social and cognitive development. Where appropriate, we make links to both philosophical inquiries into the nature of the human mind, and to practical inquiries concerning education and public policy. K. O’Doherty, Spring.

PSYC 21109. Concepts and Categories. Despite how central categories and concepts are in theories of cognition, there is a lack of consensus within the scientific community as to the nature of concepts and categories. This course serves to introduce students to this ever-growing dialogue regarding concepts and categories. During the course we will analyze both classical and current theories of categorization. We will also briefly focus on how the process of categorization may change from infancy to adulthood. From this we will go on to discuss topics regarding the function and use of concepts and categories, as well as how concepts and categories may be acquired and maintained. S. Heald, Spring.

PSYC 21150. Psychology of Racism. This upper-level seminar will focus on the psychology of race and racism. We will discuss both structural and individual level factors that create and maintain racism in the U.S. context. While this course will focus on social psychology, we will also draw from other areas of psychology. We will discuss social structures and institutions that perpetuate racism, policies that shape societal attitudes and behaviors, and psychological frameworks for understanding racism. We will begin the course with a discussion of the origins of race and racism. We will then transition to contemporary expressions of racism. The goals of this course are to analyze structural contexts influencing racist attitudes and behaviors, evaluate the impact of racism on racially minoritized groups, and to examine strategies and interventions to address racism. K. Henderson, Spring. 

PSYC 21750. Biological Clocks and Behavior. This course will address physiological and molecular biological aspects of circadian and seasonal rhythms in biology and behavior. The course will primarily emphasize biological and molecular mechanisms of CNS function, and will be taught at a molecular level of analysis from the beginning of the quarter. Those students without a strong biology background are unlikely to resonate with the course material. B. Prendergast, Spring.

PSYC 24010. Systems Neuroscience (NSCI 20130). This course covers vertebrate and invertebrate systems neuroscience with a focus on the anatomy, physiology, and development of sensory and motor control systems. The neural bases of form and motion perception, locomotion, memory, and other forms of neural plasticity are examined in detail. We also discuss clinical aspects of neurological disorders. J. MacLean, Spring.

PSYC 25280. Psychology of Close Relationships. Close relationships are profoundly important to our lives—they can be an essential source of meaning, happiness, and well-being. At the same time, relationships often go wrong. Why is it that some relationships flourish and others flounder? Throughout this course, we will attempt to answer this question, focusing almost exclusively on romantic relationships. We will chart the time-course of a relationship, from the initial spark of attraction to forming a committed relationship to understanding when and why (some) relationships break up. We will end with broader considerations of how relationships have changed for different groups of people and across history. L. Emery, Spring.

PSYC 25500. Cognitive and Social Neuroscience of Aging. As the baby boom generation ages, the rising prevalence of aging-related cognitive decline has become a major challenge for individuals, families and society. However, not all cognitive systems are negatively impacted by aging, and aging also causes complex social and emotional changes. How does aging affect our brains and our minds, and are these changes inevitable? This seminar provides an introduction to the scientific literature of the aging mind, focusing on both normal and pathological (e.g., Alzheimer's disease) changes in late adulthood. We will cover contemporary research from cognitive and social neuroscience perspectives. Topics include different psychological domains (e.g., attention, memory, metacognition, affective control) and applied issues (e.g., physical exercise, mental training, stereotype threat). D. Gallo, Spring.

PSYC 25750. The Psychology and Neurobiology of Stress. This course explores the topic of stress and its influence on behavior and neurobiology. Specifically, the course will discuss how factors such as age, gender, and social context interact to influence how we respond to stressors both physiologically and behaviorally. The course will also explore how stress influences mental and physical health. G. Norman, Spring.

PSYC 25620. How Children Think. The goal of this course is to help you understand how children's thinking develops from infancy on. We will discuss the content of children's knowledge across a variety of domains and evaluate the major theories and explanations of intellectual growth. We will review and evaluate both classic findings and state-of-the-art research on cognitive development. We will also apply classroom knowledge to real-world issues that pertain to children's cognitive development. L. Bian, Spring.

PSYC 28680. Goal Pursuit and Self-Regulation. What is motivation, and where does it come from? What internal processes and external factors enable us to inhibit impulses and control our behavior? How do we conceptualize, adopt, and pursue goals, both as individuals, and as members of partnerships, teams, and organizations? In this course, we will consider foundational and current psychological theories addressing these key questions. Our texts will be drawn from primary source empirical and theoretical articles, and assignments will focus on writing and thoughtful discussion that interrogates these theories and their related evidence. Throughout the course, we will situate goal pursuit and self-regulation within broader contexts-including (but not limited to) an individual's personality and personal history, the affordances of the physical environment, and the social environment in which goals are pursued. A. Light, Spring.

PSYC 28791. Behavioral Science and Public Policy (PBPL 28791). Many policies are aimed at influencing people's behavior. The most well-intentioned policies can fail, however, if they are not designed to be compatible with the way people actually think and make decisions. This course will draw from the fields of cognitive, social, and environmental psychology to (1) examine the ways in which human behavior deviates from the standard rational actor model typically assumed by economics, and (2) provide strategies for improving the design, implementation, and evaluation of public-facing policies. The basic premise of this course is that a foundational understanding of human behavior can lead not only to more effective policies, but enhanced decision-making and well-being. K. Wolske, Spring.

PSYC 29200. Undergrad Rdgs: Psychology. 100 Units.

Students are required to submit the College Reading and Research Course Form. Available for either quality grades or for P/F grading. Only one independent study course may count toward the twelve courses required of students majoring in psychology.

PSYC 29700. Undergraduate Research in Psychology. 100 Units.

Students are required to submit the College Reading and Research Course Form. Available for either quality grades or for P/F grading. Only one independent study course may count toward the twelve courses required of students majoring in psychology.

Terms Offered: Autumn Spring Summer Winter