Sample Courses

The experientially compelling nature of love and marriage not withstanding, marriage is neither an entirely individual matter, nor an entirely familial one. Rather, marriage and family has long been central to how states regulate their populations and constitute national belonging. At the same time, marriage especially, and intimate relations more generally, have long been central to the constitution of social class. Yet even as intimate relations contribute to the constitution of bounded groups of various kinds, they often provide the means to transcend them. Building on these ideas, this class examines how love, gender, and family have figured in the constitution of various kinds of borders and boundaries. Topics to be examined include the relationship between kinship and national belonging, the role of marriage in the constitution of class hierarchies, race and the regulation of sexuality in colonial contexts, moral panics and contemporary efforts to regulate bi-national marriage and same sex marriage. (J. Cole)

In this class, students will engage basic issues, conflicts, and innovative field research in gender and development. In particular, we will review theoretical foundations of gender and development, data and methods of research on gender and development, and a review of recent work in international research and impact evaluations related to gender and development.

This is an elective course that is intended to complement core classes in Economics. We will read top papers in Economic journals and some outside disciplines to understand economic arguments and approaches to issues of Gender and Development. This course is writing intensive and application of mathematical modeling will be minimal. The course serves as a foundation for public policy and academic research on topics of Gender and Development, including Culture and Macro-Level Perspectives, Education, Division of Labor, Health, Technology, Religion and Politics, Institutional Perspectives, and Conflict. (A. Gonzalez)

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. (Staff)

This course exposes students to a variety of examples of well-designed social research addressing questions of great interest and importance. One goal is to clarify what it means to do “interesting” research. A second goal is to appreciate the features of good research design.

A third goal is to examine the variety of research methodologies in the social sciences, including ethnography, clinical case interviewing, survey research, experimental studies of cognition and social behavior, behavior observations, longitudinal research, and model building. The general emphasis is on what might be called the aesthetics of well-designed research. (Staff)

PQ: At least one college-level mathematics course, can be a high school AP course. First priority for CHDV grads; second priority CHDV undergrad majors.

This course provides an introduction to quantitative methods of inquiry and a foundation for more advanced courses in applied statistics for students in social sciences with a focus on human development research. The course covers univariate and bivariate descriptive statistics, an introduction to statistical inference, t test, two-way contingency table, analysis of variance, and regression. All statistical concepts and methods will be illustrated with application studies in which we will consider the research questions, study design, analytical choices, validity of inferences, and reports of findings. The examples include (1) examining the relationship between home environment and child development and (2) evaluating the effectiveness of class size reduction for promoting student learning. At the end of the course, students should be able to define and use the descriptive and inferential statistics taught in this course to analyze data and to interpret the analytical results. Students will learn to use the SPSS software.

No prior knowledge in statistics is assumed. High school algebra and probability are the only mathematical prerequisites. (G. Hong.)

This course introduces techniques of, and approaches to, ethnographic field research. We emphasize quality of attention and awareness of perspective as foundational aspects of the craft. Students conduct research at a site, compose and share field notes, and produce a final paper distilling sociological insight from the fieldwork. (O. McRoberts)

This course is a complement to the Introduction to Linguistics sequence. It can also be taken as an alternative to it by those students who are not majoring in Linguistics but are interested in learning something about language.

The topics covered by the class include, but are by no means limited to the following: What is the position of spoken language in the usually multimodal forms of communication among humans? In what ways does spoken language differ from signed language? What features make spoken and signed language linguistic? What features distinguish linguistic means of communication from animal communication? How do humans communicate with animals? From an evolutionary point of view, how can we account for the fact that spoken language is the dominant mode of communication in all human communities around the world? Why cannot animals really communicate linguistically? How did language evolve in mankind and how did linguistic diversity emerge? Is language really what makes mankind unique among primates? What factors bring about language evolution, including language loss and the emergence of new language varieties?

This a general education course without any prerequisites. (S. Mufwene)

In this course, we will examine social adulthood in life course perspective. We will specifically explore the question: What is social adulthood? In doing so, we will seek to understand how social adulthood fits into the life course. That is, how does it differ from adolescence or adulthood? Can it be considered a distinct developmental stage? In the first part of class, we will focus on life course stage theory to understand the analytic construction of life course stages. In the second part of the course, we will explore current literature on the stalled transition to social adulthood in different socio-cultural contexts and critically examine the following “new” stages: “emerging adulthood” in the US and “waithood” in the Middle East. In the third part of the class, we will turn to futurity in order to understand the link between social adulthood and projects of future making. Throughout the course, we will consider the impact of gender, socioeconomic status, race, religion, and generation. Some themes we will address include temporality, globalization, modernity, capitalism, and family crisis. (L. Conklin)

This course examines theoretical and empirical approaches to understanding gender difference and inequality—central questions in the development of feminist activism and theory. We begin with historical changes in the attempts to theorize sex and gender. Next, we consider central streams of feminist thought, such as Marxist feminism and gender performativity. Finally, we end with some critical interventions in feminist theory, such as intersectionality, masculinities, and transgender studies. We will also do a series of empirical assignments designed to illuminate the social workings of gender. (Staff.)

The course provides an overview and introduction to how gender and sexuality have been conceptualized and empirically investigated in anthropology. The empirical literature discussed in the course extends from early studies by Margaret Mead and Bronislaw Malinowski to recently published monographs on topics like transgenderism, obesity and disability. Theoretically, the course offers an introduction to the theories of gender and sexuality developed by Simone de Beauvoir, 1970s feminist anthropologists, Michel Foucault and scholars working in both ethnomethodological and performative paradigms. (D. Kulick.)

21st century practices of relevance to education, social services, health care and public policy deserve buttressing by cultural and context linked perspectives about human development as experienced by diverse groups. Although generally unacknowledged as such post-Brown v. 1954, the conditions purported to support human development for diverse citizens remain problematic. The consequent interpretational shortcomings serve to increase human vulnerability. Specifically, given the problem of evident unacknowledged privilege for some as well as the insufficient access to resources experienced by others, the dilemma skews our interpretation of behavior, design of research, choice of theory, and determination of policy and practice. The course is based upon the premise that the study of human development is enhanced by examining the experiences of diverse groups, without one group standing as the "standard" against which others are compared and evaluated. Accordingly, the course provides an encompassing theoretical framework for examining the processes of human development for diverse humans while also highlighting the critical role of context and culture. (M. Spencer.)

Adolescence represents a period of unusually rapid growth and development. At the same time, under the best of social circumstances and contextual conditions, the teenage years represent a challenging period. The period also affords unparalleled opportunities with appropriate levels of support. Thus, the approach taken acknowledges the challenges and untoward outcomes, while also speculates about the predictors of resiliency and the sources of positive youth development. The perspective taken unpacks the developmental period's complexity as exacerbated by the many contextual and cultural forces which are often made worse by unacknowledged socially structured conditions, which interact with youths' unavoidable and unique meaning making processes. As a function of some youths' privileging situations versus the low resource and chronic conditions of others, both coping processes and identity formation processes are emphasized as highly consequential. Thus, stage specific developmental processes are explored for understanding gap findings for a society's diverse youth. In sum, the course presents the experiences of diverse youth from a variety of
theoretical perspectives. The strategy improves our understanding about the "what" of human development as well as the "how." Ultimately, the conceptual orientation described is critical for 1) designing better social policy, 2) improving the training and support of socializing agents (e.g., teachers), and 3) enhancing human developmental outcomes (e.g., resilient patterns). (M. Spencer.)

This course is about the relationship between language and economy, focusing on the ways in which the subject matter can be addressed theoretically and methodologically. Through reading some key texts, we will analyze how disciplines such as economics, linguistics, and anthropology have conceptualized this relationship. Among many topics, we will address issues about language development and language commodification, and about notions such as linguistic market and language as public good. We will explore ways in which linguistics and economics perspectives on the role of language in economic development and that of economic factors in language practices can be mutually enriching. (C. Vigouroux)

What does it mean to age? To be aging? To be old? These questions provide guidance for the investigations we will undertake in this course. In doing so, we will trace the personal, social, and political implications of age and aging for people in their everyday lives. Understandings of age are shot through with concomitant notions of chronology, biology, pathology; ideas of productivity and labor; conceptions of relationality, family, and generation. Aging draws together the meanings people make of their selves and their bodies. It structures and is structured by the political economies of social welfare. People’s concepts of age and aging are hardly static, shifting across space and time. They are products of their sociohistorical moments, in every way “situated knowledge,” to use Haraway’s term. They also are emergent in both personal life trajectories (however those are figured) and interpersonal relations. One’s age is a marker—of time, of body, of status, of relation—that must be continually reproduced. Through engagement with a series of four ethnographies, we will work to tease apart the varied understandings of age across a number of contexts and illuminate the ways that these understandings structure the daily lives and interactions of persons, young and old. (A. Seaman, Spring 2015)

Prerequisites: Some background in biology and 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. (L. Kay, B. Prendergast.)

This course explores how rich and poor children are sorted into different neighborhoods and schools, and how family, school, and neighborhood characteristics intersect to shape the divergent outcomes of low- and middle-income children residing with any given neighborhood. Students will undertake substantial field work to tackle an important issue affecting the residents and schools in one specified Chicago neighborhood. This course will be co-taught with Marisa Novara from the Metropolitan Planning Council. (M. Keels)

This seminar surveys patterns of cultural continuity and discontinuity in the lowland Maya area of southeastern Mexico from the time of Spanish contact until the present. The survey encompasses the dynamics of first contact, long term cultural accommodations achieved during colonial rule, disruptions introduced by state and market forces during the early postcolonial period, the status of indigenous communities in the twentieth century, and new social, economic, and political challenges being faced today by the contemporary peoples of the area. A variety of traditional theoretical concerns of the broader Mesoamerican region will be stressed. (J. Lucy.)

By virtue of who we are born to and the social world that surrounds us as we grow, some individuals have a better chance of living a long, healthy life than others. In this course, we leverage sociological and social scientific concepts, theories and methods to examine how these inequalities in morbidity, mortality, and health behaviors develop and change across the life course from infancy to later life. We will pay particular attention to how individual characteristics (namely gender, race/ethnicity, socioeconomic status, and sexual orientation, but also genetic vulnerabilities) interact with social-structural, institutional, and cultural realities to shape individual’s physical and mental health. We will also discuss how social
conditions, particularly during key developmental stages, can have lifelong consequences for individual’s health and well-being. (A. Mueller)

PQ: 3rd or 4th year standing for undergraduates.

This seminar will explore a wide range of theoretical, legal, ethical, and policy issues as they relate to the experiences of individuals with disabilities, their families, and advocates. At the conclusion of the course, students will make presentations on fieldwork projects conducted during the quarter. (D. Kulick, M. Fred.)

This course seeks to examine how globalization, immigration/migration, and culture interact. While each of these concepts is in itself a field of study, this course will focus on the intersection of all three in order to elucidate nuances about each one by juxtaposing it with the others; for example, does immigration play a primary role in globalizing, or are consumption of international media and interaction with global economies more influential in characterizing a societal group? In a globalizing world, it is increasingly difficult to discuss bounded and stagnant cultures, since in addition to evolving as it might with minimal outside influence, each society additionally contends with and incorporates often unpredictable external forces, making it potentially indistinguishable from other (increasingly amorphous) societies. How then, does this dynamic affect the ways in which individuals define themselves and the cultural alignments that they practice and profess? Is culture global? Are cultures beginning to homogenize, or are they simply differently diverse? Is any of this unique to the present day, or is contemporary globalization only a more digital and fast paced reiteration of cultural exchanges that have taken place for centuries? These are some of the questions we will touch upon. (R. Biagioli)

In this course we will explore contemporary theories and empirical research in psychology that address issues of race in education from pre-school to post-secondary schoolings. We will look at race-based experiences in schools from the perspectives of individuals (students, parents, teachers) and systems (local schools, school districts, education policy). We will critique the strengths, limitations of current research and policy and engage in discourse on the benefits of understanding race in education from a psychological perspective to improve the state of our schools. Finally, students will have an opportunity to connect research and policy to their own experiences of race in schools. Topics include stereotype threat, the achievement gap, race and academic identity, multicultural education, discrimination and bias, and diversity in higher education. (E. Hope, Spring 2015)

When anxious, we anticipate shifting dangers that we cannot see or even quite define. In this course, we will meet people suffering from anxiety in different times and places, and see how they try to manage intertwined physical, social, and moral threats. Beginning with theories of anxiety, we will analyze concerns about everything from witches to war to the details of our social media profiles. We will also think about the role of fear in the politics of everyday life, colonial empires, and nation states. Along the way, we will cover key themes in psychological anthropology, examining how culture, society, and technology shape the self and mental health. We will see how anxiety disorders are affected by sociocultural systems and by psychopharmaceuticals. Finally, we will reflect on the pressure we feel to secure a place for ourselves in a competitive society, to be happy, and to live our lives entwined in risky global webs. Whether they live in global networks or in traditional societies, people are anxious to control unpredictable physical and social threats, dangers from within and risks from without. (A. Hampel)

Emotions are phenomena that seem to have aspects of a variety of other types of mental states: they seem to represent the world (that is, the joyfulness, fearfulness, sadness, and so on, of the world) just as beliefs do. They seem to be motivating just as desires are. They seem to have a felt aspect just as perceptions do. And they seem to essentially involve the body, just as pains and itches do. Emotions are thus very much like Descartes's pineal gland: the function where mind and body most closely and mysteriously interact. A topic of philosophical study in the Ancient and medieval and early modern  traditions, the emotions have been neglected in much of the twentieth-century by philosophers of mind and cognitive scientists perhaps because of the sheer variety of phenomena covered by the word "emotion" and perhaps precisely because of the resistance of the phenomena to disciplinary classification. In recent years, however, emotions have become the focus of vigorous interest in philosophy, as well as in cognitive science. In this course we will examine the nature of the emotions from three dominant perspectives: Philosophical, Psychological, and Biological. We will thereby gain not only gain preliminary insights into the nature of the emotions, but also an understanding of the power and limitations of these perspectives in the study of the human being. (Berg, A.)

This course provides a broad overview of theory and research on human emotions across different fields of social sciences. Each discipline highlights different aspects of human emotions: psychological studies tends to focus on individual experiences of emotion; sociological studies focus on emotion in social context; and anthropological studies focus on cultural constitution of emotions. As we critically examine psychological, sociological, and anthropological conceptions of emotion, we will aim to arrive at a comprehensive account of human emotions that neither sidelines the lived experience of emotions nor disregards their relationships to society and culture. Following a review of emotions across different disciplines in social sciences, we will visit the relationship between gender and emotion, development of emotions, and mental health and emotions. It is expected that you will develop a deeper understanding of human emotions. By the end of the quarter, you are expected to develop a deeper understanding of the relationship between self and other. (S. Numanbayraktaroglu)

This course will examine the complex ways in which diverse sociocultural factors shape parents’ beliefs and behaviors – within this country and around the world, and how these impact children's socialization. Each week, we will examine various ways environmental factors interact and influence parenting and child development, especially in early childhood. We will cover key dimensions of parenting and their relations to social and cultural diversity, as well as the role of parenting in relation to mental health in childhood, including a focus on disability and autism. (H. Lee)

Mental health today is a global public health crisis of staggering proportions. According to the Mental Health Atlas, “neuropsychiatric disorders are estimated to contribute to 13% of the global burden of disease”—that is, more than 450 million people suffer from neuropsychiatric disorders accounting for 37 percent of the healthy years lost from non-communicable diseases. The global cost of mental illness is estimated at 2.5 trillion US dollars and is expected to increase upwards of 6 trillion dollars in the next two-or-so decades. In this mental health scenario, this class will raise questions such as: Are all psychological troubles real life mental health disorders?; is there a distinction between categories differentiating “normal” types of human suffering from mental disorder and dysfunction?; are social, cultural, and political factors more decisive in disentangling distress from disorder? Medical models of disorders downplay the role of context, but understanding social, cultural, and global context is essential to differentiating mental disorders from culturally based behavior. An ecological framing of mental health is critical and necessary for human development and wellbeing as well as to further stem the perpetuation of health inequities. Some class topics include: wealth and well-being; mental health on college campus; mental illness and the criminal justice system; and current status of mental health of individuals and families in India, Africa, and the U.S. Instructional methodology will rely on peer discussions, empirical evidence, clinical case vignettes, and shared inquiry. In this class we will emphasize: structural and systemic variables on human well being; critical thinking skills for integrating structural analysis and social responsibility in considerations of mental health. (S. Sandhya)

PQ: Third- or fourth-year standing.

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. Research findings in cultural psychology thus raise provocative questions about the integrity and value of alternative forms of subjectivity across cultural groups. This course analyzes the concept of “culture” and examines 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.)

This course attempts to define health and health care in the context of human rights theory and practice. Does a “right to health” include a “right to health care"? We delineate health care financing in the United States and compare these systems with those of other nations. We explore specific issues of health and medical practice as they interface in areas of global conflict: torture, landmines, and poverty. Readings and discussions explore social determinants of health: housing, educational institutions, employment, and the fraying of social safety nets. We study vulnerable populations: foster children, refugees, and the mentally ill. Lastly, does a right to health include a right to pharmaceuticals? What does the big business of drug research and marketing mean for our own country and the world? (E. Lyon, R. Sherer)

Completion of the general education requirement in social sciences is recommended. This course focuses on Eastern and Southern Africa, including Madagascar. We explore various aspects of how the colonial encounter transformed local societies, even as indigenous African social structures profoundly molded and shaped these diverse processes. Topics include the institution of colonial rule, independence movements, ethnicity and interethnic violence, ritual and the body, love, marriage, money, and popular culture. (J. Cole)

This course uses an evolutionary, rather than clinical, approach to understanding why we get sick. In particular, we will consider how health issues such as menstruation, senescence, menopause and allergies can be considered adaptations rather than pathologies, and how in our rapidly changing environments these traits may no longer be beneficial. (J. Mateo.)

PQ: Completion of the general education requirement in the biological sciences.

This course explores the behavior and ecology of nonhuman primates with emphasis on their natural history and evolution. Specific topics include methods for the study of primate behavior, history of primate behavior research, socioecology, foraging, predation, affiliation, aggression, mating, parenting, development, communication, cognition, and evolution of hhuman behavior. (D. Maestripieri.)

This is a survey course exploring the role of natural language in shaping human thought. The topic will be taken up at three levels: semiotic-evolutionary (the role of natural language in enabling distinctively human forms of thinking--the rise of true concepts and self-consciousness), structural-comparative (the role of specific language codes in shaping habitual thought--the "linguistic relativity" of experience), and functional-discursive (the role of specialized discursive practices and linguistic ideologies in cultivating specialized forms of thought--the pragmatics, politics, and aesthetics of reason and expression). Readings will be drawn from many disciplines but will emphasize developmental, cultural, and critical approaches. Class time will be divided between lecture and discussion. (J. Lucy)

The aim of this class is to introduce undergraduate students to the trans-disciplinary study of political psychology and to challenge deeply held assumptions in light of the debates and discussions stimulated by the readings each week. Readings pull from across the social sciences with a particular focus on political, social, and cultural psychology; political science and sociology, and are chosen to provide a broad overview of the expansive literature on this topic. Students will engage with the fundamental issues concerning political psychology, and will learn to think through historical and contemporary issues in relation to social change and social stasis with reference to the readings and other course materials. More specifically, students will learn how to apply class concepts to better understand a broader range of issues concerning how social movements form, grow, and disperse; why people justify the unfair or corrupt systems in which they live; police and protester interaction; the psychology of riots; and the psychology of democracies and dictatorships. Each student will write an essay about a particular topic or principle from the trans-disciplinary field of political psychology (e.g. contagion; democratic citizens; worker strikes; processes of social change, etc.) or about a particular contemporary or historical case study (e.g. the 1992 L.A. riots or 2011 U.K. riots; the Arab Spring; Irish anti-water tax protest; the recent women’s march; various social justice movements, etc.) (S. Power)

Prerequisites: Advanced undergraduates only.

This course is an introduction to the reciprocal interactions between psychology and biology, as well as fundamental principles of neural, endocrine and imune integration. The course is taught with a developmental emphasis, including animal and clinical literature. (M. McClintock.)

A look at societies in other parts of the world demonstrates that modernity in the realm of love, intimacy, and family often had a different trajectory from the European one. This course surveys ideas and practices surrounding love, marriage, and capital in the modern world. Using a range of theoretical, historical, and anthropological readings, as well as films, the course explore such topics as the emergence of companionate marriage in Europe and the connections between arranged marriage, dowry, love, and money. Case studies are drawn primarily from Europe, India, and Africa. (J. Cole.)

This course will survey some of the current debates in the fields of cognitive and social neurosciences. The readings and discussions will cover a variety of topics ranging from the functional specificity of brain regions supporting face processing to the network of brain regions believed to support mental state inferences about others. Discussions and response papers will emphasize careful consideration of each perspective on these topics. (J. Cloutier)

Latin America has long been imagined as a crucible for forging theories about how to conduct development interventions. The region was mobilized, for instance, by “dependency” theorists in their resistance to the mainstream idea that development was simply about “modernization.” Today, Latin America finds itself at the forefront of a more recent development paradigm focused on empowering local cultural identities through entrepreneurship, in what one scholar calls “development with identity” (García 2005). As the place where the very concept of the “indigenous” person was arguably born with Columbus’ landing on Hispaniola in 1492, Latin America has also played an important and historically enduring role in how the West has constructed and understood the idea of indigenous people: from groups that were at first the objects of conversion and resettlement, to populations long considered the most poor, excluded, and environmentally vulnerable, to the contemporary subjects of human rights, locally tailored policies, and initiatives striving to reach the delicate balance between economic inclusion and political autonomy. Why is it that development, a kind of orientation toward change and the future, and indigenous rights, which tend to entail a claim on the past and against certain kinds of change, have come to work together so closely in Latin America?

This course examines and historically contextualizes the intersections of recent tendencies in development intervention and indigenous human rights throughout the Latin American region. It does so through a focus on how two contemporary transnational tendencies have converged particularly sharply in today’s Latin America: what Bolivian scholar Xavier Albó has called “the return of the Indian”—describing the region’s dramatic surge in indigenous movements around questions of empowered political identity and human rights at the end of the twentieth century—and what Ananya Roy has labeled “the financialization of development”— characterized by the idea that economic development should best be achieved through investing in the poor, and an increasingly complex entanglement of development initiatives with credit institutions bolstered by the argument that credit itself is a human right. To what extent do indigenous human rights mean the right to develop, or to not? What is it about Latin America that has made it a crucible for theories of and policies on development and indigenous rights? What might exploring the way these themes have come together in Latin America tell us about the region itself? And what does the Latin American context teach us about what it means to “develop,” what it means to be “indigenous,” and what it means to have “rights”? (E. Hirsch, Spring 2015)

Prerequisites: SOSC sequence.

This course introduces students to the central concepts and methods of medical anthropology. Drawing on a number of classic and contemporary texts, we will consider both the specificity of local medical cultures and the processes which increasingly link these systems of knowledge and practice. We will study the social and political economic shaping of illness and suffering and will examine medical and healing systems – including biomedicine – as social institutions and as sources of epistemological authority. Topics covered will include the problem of belief; local theories of disease causation and healing efficacy; the placebo effect and contextual healing; theories of embodiment; medicalization; structural violence; modernity and the distribution of risk; the meanings and effects of new medical technologies; and global health. (E. Raikhel)

Permission of instructor, 3rd and 4th year Undergraduates allowed.

In this graduate seminar we will discuss research design, experimental methods, statistical approaches and field techniques. Other topics will be covered depending on participant interests, such as acoustic analyses, ethogram development, event recorders, spectrophotometers, marking methods, spatial analyses and grant-writing strategies. The course is primarily designed for studies of non-human animals, although studies of human behavior, especially developmental studies, will be addressed. (J. Mateo)

PQ: Completion of the general education requirement in the biological sciences.

This course introduces the mechanism, ecology, and evolution of behavior, primarily in nonhuman species, at the individual and group level. Topics include the genetic basis of bbehavior, developmental pathways, communication, physiology and behavior, foraging behavior, kin selection, mating systems and sexual selection, and the ecological and social context of behavior. A major emphasis is placed on understanding and evaluating scientific studies and their field and lab techniques. (J. Mateo.)