Courses 2026-27

Please consult the Schedule of Classes for the current quarter's schedule. Class offerings are subject to change.

PSYC 30510. Computing for the Social Sciences. (MACS 30500). This is an applied course for social scientists with little-to-no programming experience who wish to harness growing digital and computational resources. The focus of the course is on learning the basics of programming and on generating reproducible research. Topics include coding concepts (e.g., data structures, control structures, functions, etc.), data visualization, data wrangling and cleaning, version control software, exploratory data analysis, etc. Students will leave the course with basic computational skills implemented through many methods and approaches to social science; while students will not become expert programmers, they will gain the knowledge of how to adapt and expand these skills as they are presented with new questions, methods, and data. The course will be taught in R. J. Clipperton, Autumn, Summer.  Note: MACS students have priority.

PSYC 30550. From Data to Manuscript in R I. (MAPS 30550). This is the first quarter of the 2-quarter sequence From Data to Manuscript in R. The sequence tackles the basic skills needed to build a research workflow with the R programming language to create reproducible, open-science friendly reports that can be easily updated with ongoing data collection or receiving comments from readers. In this quarter we focus on the "Data" side of the workflow, with topics including core R programming, data wrangling in the Tidyverse, using GitHub for version control, and simple data analysis and visualization. Data to Manuscript I is highly recommended, but not required, to take Data to Manuscript II, which integrates R with the Quarto publishing system to create reproducible analyses, publication-quality visualizations, and manuscripts with dynamic narrative text. No previous experience with R or programming is required. Best suited for students actively working on a quantitative research project like a BA or MA thesis. Consent required for undergraduates. N. Dowling, Winter.

PSYC 31900. The Neuroscience of Narratives. This seminar examines computational neuroscience approaches to understanding narrative cognition in the brain. We will focus on recent research using text embeddings and other natural language processing methods to build encoding and decoding models of neural activity measured while people listen to stories, watch movies, and engage in spontaneous thought. Students are expected to be comfortable reading primary literature in computational cognitive neuroscience. This class is designed as a graduate seminar; however, advanced undergraduate students may register. Instructor consent is required for all students.  Y.C. Leong, Autumn. 

PSYC 33000. Cultural Psychology. (CHDV 31000). 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 33662. 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 33830. 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 33910. Hormones, Brains, and Behavior.  This is an advanced course in behavioral neuroscience, with the goal of understanding the complex interactions among the brain, the endocrine system, and behavior (Behavioral Endocrinology). Reproductive hormones, stress hormones and hormone-brain interactions over development will be emphasized. The class will cover multiple levels of analysis/explanation from molecular, to organismal, to evolutionary, and the material will be primary research articles drawn from studies in a broad range of organisms, including humans. The course format will consist of weekly lectures and student-led discussions. Prior coursework in neuroscience (at or beyond the level of PSYC 20300) and a strong background in biology are prerequisites. B. Prendergast, Spring.

PSYC 34040. Aroma and Flavor: Perspectives from social and biological sciences. Smell is considered less important than other senses, but our annual expenditures on fragrances (over $60 billion worldwide) say otherwise. Many of us found during the COVID-19 pandemic that loss of smell can be devastating. Research increasingly shows that the olfactory system and nasal breathing are crucial for cognition and cognitive health. This class will introduce students to the fascinating world of smell and flavor in texts and discussions grounded in psychology and neuroscience plus connections to philosophy, history and sociology. In addition to these topics, we will spend time on perfume, cuisine, attraction and repulsion. Texts will include scientific papers and textbook chapters, plus a selection of historical texts and classic literature. Format is discussion + occasional lectures and laboratory exercises. L. Kay, Spring.

PSYC 36210 (CPNS 31000). Mathematical Models for Biological Sciences I. This course builds on the introduction to modeling course biology students take in the first year (BIOS 20151 or 152). It begins with a review of one-variable ordinary differential equations as models for biological processes changing with time, and proceeds to develop basic dynamical systems theory. Analytic skills include stability analysis, phase portraits, limit cycles, and bifurcations. Linear algebra concepts are introduced and developed, and Fourier methods are applied to data analysis. The methods are applied to diverse areas of biology, such as ecology, neuroscience, regulatory networks, and molecular structure.The students learn to implement the models using Python in the Jupyter notebook platform. D. Kondrashov, Autumn.

PSYC 36211 (CPNS 31100). Mathematical Models for Biological Sciences II. This course is a continuation of BIOS 26210. The topics start with optimization problems, such as nonlinear least squares fitting, principal component analysis and sequence alignment. Stochastic models are introduced, such as Markov chains, birth-death processes, and diffusion processes, with applications including hidden Markov models, tumor population modeling, and networks of chemical reactions. In computer labs, students learn optimization methods and stochastic algorithms, e.g., Markov Chain, Monte Carlo, and Gillespie algorithm. Students complete an independent project on a topic of their interest. D. Kondrashov, Winter

PSYC 36520. Mind, Brain, and Meaning. (COGS 20001). 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, Z. Lebowski, Winter. 

PSYC 38520. Thinking like a Computational Social Scientist. The movement of much of our social lives online has created exciting new opportunities for social science research. This course provides a broad survey of computational methods used to make sense of this data. Students will learn how to collect online data and analyze this data using contemporary techniques from natural language processing, supervised/unsupervised machine learning, and generative AI. Students will also cultivate analytical skills through formal paper presentations, oral exams, and an original research project. The course will be taught in Python. This is an intuitive introduction without prerequisites, although previous experience with probability, statistics, and/or programming will be helpful. B. Koch, Winter. 

PSYC 36200. Deep Learning Models as Model Systems for Cognitive Neuroscience.  Recent advances in artificial neural networks have produced systems that exhibit competencies approaching those of humans across a range of perceptual and cognitive tasks. Just as the biological sciences have long relied on animal model systems, psychology and cognitive neuroscience may increasingly look to deep learning models as experimentally tractable analogues of the mind and brain. This course examines the promise and limitations of using deep neural networks as model systems in cognitive neuroscience, with a focus on contemporary vision and language models. Students should have a background in either cognitive neuroscience or with machine learning and statistical methods. Those unsure whether their background is appropriate are encouraged to contact the instructor. This class is designed as a graduate seminar; however, advanced undergraduate students can register. Instructor consent required. Y.C. Leong, Winter. 

PSYC 37400. Long Term Memory.  This course surveys the scientific study of human memory, emphasizing both theory and applications. Lectures will cover current research and methods in cognitive psychology and cognitive neuroscience, as well as historical precursors and classic studies. Topics include consciousness and nonconscious processes, corresponding neural systems, and various phenomena such as amnesia, memory distortion, mnemonics, and metacognition. D. Gallo, Winter. 

PSYC 40450-40451-40452. Topics in Cognition I-II-III. Broadly speaking, this workshop will address fundamental topics in cognitive psychology such as attention, memory, learning, problem solving, and language. One unique aspect of this workshop is that we will not only explore topics central to the study of cognition, but we will also explore how the study of cognitive psychology can be used to enhance human potential and performance in a variety of contexts. These contexts range from an exploration of optimal teaching practices to enhance the acquisition of mathematical knowledge in the classroom, to issues regarding how individuals communicate best to foster the optimal exchange of information in, for instance, medical settings, to the optimal strategies older adults can use to help stave off the deleterious effects of aging on cognitive functioning and the performance of everyday activities. A. Bakkour, Autumn, Winter, Spring.

PSYC 40851-40852-40853. Topics in Developmental Psychology I-II-III. Brown-bag discussion of current research in psychology. S. Goldin-Meadow, Autumn; A. Shaw, Winter; S. Levine, Spring.

PSYC 42100. Trial Research Seminar. PSYC 42100 is required of first-year Psychology graduate students. The purpose of this seminar is to assist students in formulating their trial research project. G. Norman, Spring.

PSYC 42210. Mathematical Development: Cognitive and Attitudinal Factors. We will explore the early emergence of mathematical skills in infants and young children, which have been found to predict long term mathematical outcomes. The course will examine the emergence of these skills as well as the role of other cognitive skills and math attitudes in explaining individual differences in mathematical skills. Finally, we will consider how key socializers - parents and teachers - contribute to children's mathematical skills and attitudes. S. Levine, Spring.

PSYC 41115. Social Cognitive Development. Human beings inhabit a very complex social world and our mind has structures that enable us to navigate this complexity. Where do these concerns come from? Are we blank slates that passively absorb cues from our environment? If not, what early competencies enable us to learn? How do these competencies interact with our culture? To answer these questions, this class will cover literature from infants, toddlers, children, and adults to give a rich picture of what changes and remains constant across development. We will cover topics such as children's understanding of intentions, theory of mind, communication, ownership, morality, and inter-group attitudes.  A. Shaw, Winter. 

PSYC 43200. Seminar in Language Development. Undergraduates should register for PSYC 23200. Psychology and Linguistics doctoral students should register for PSYC 43200. 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 43921. Current Topics in Working Memory. 100 Units. This seminar will cover a broad range of topics in the literature on working memory. E. Awh, Autumn. Prerequisite(s): We strongly advise students without a prior background in these areas to consider auditing our undergraduate course "Attention and working memory in the mind and brain."

PSYC 45500. 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 44600. Topics in Social Psychology. Discussion of current topics in Social Psychology. K. Henderson, Autumn; X. Bai, Winter; L. Emery, Spring.

PSYC 46050. Principles of Data Science and Engineering for Laboratory Science. The quantity of data gathered from laboratory experiments is constantly increasing. This course will explore the latest concepts, techniques and best-practice to create efficient data analysis pipelines. We will focus on the python ecosystem. By the end of the course, you are expected to be able to apply appropriate tools to streamline your own data analysis. Prerequisite: Familiarity with Python. J. Yu, Autumn.

PSYC 46662. Advanced Topics in Genes and Behavior. There are complex interactions between the genome and behavior. This course will examine how behavior can be understood by investigating the sequence and structure of genes, especially those expressed in the brain. It will consider behaviors in several species (including human), and present various molecular, genetic, and genomic approaches used to uncover how genes contribute to behavior and how behavior alters the genome. Seminar format, with student-led sessions based on primary literature readings, with class time to collectively clarify questions, delve deeper into mechanisms, and integrate to consider broader implications. S. London, Winter.

PSYC 48000. Proseminar in Psychology. Required of first-year Department of Psychology graduate students. Department of Psychology faculty members present and discuss their research. This introduces new students to the range of research areas in the department. K. Henderson, Autumn.

PSYC 48001-48002-48003. Mind and Biology Proseminar I-II-III. Seminar series at the Institute for Mind and Biology meets three to four times per quarter. J. Yu, Autumn, Winter, Spring.

PSYC 48880. Neural and cognitive studies of goal-driven attention. We will use weekly readings of original journal articles to support a wide ranging discussion of the varieties of voluntary attentional control. We will highlight both behavioral and neural studies of attention, with an emphasis on how different modes of attention operate a qualitatively different stages of cognitive processing. E. Awh, Winter.