Course Catalog

Course Catalog for PSYCHOLOGY

PSYC 101

Introduction to Psychological Science

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

1.00 units, Lecture

PSYC 105

Hartford on the Brain

Hartford has a rich history of eminent neuroscientists, psychologists, health care professionals, and educators. We will look at the man who taught us about memory Henry Molaison "HM", Roger Sperry who won the Nobel prize for split-brain studies, Alice Cogswell and the American School for the Deaf, the Institute of Living, Edna Negron Rosario, Anna Louise James, Yung Wing, and others. We will read about their work and then take walking tours where we see their homes or workplaces and learn about their lives in Hartford from interviews with current community members. (NATW)

0.50 units, Seminar

PSYC 106

Address Your Stress!

Students will learn the neurobiology of the human stress response, the negative consequences and symptoms associated with both short term and long term stress, how to recognize when they are experiencing stress, and evidence-based steps they can take to reduce their stress and improve their health and well being. (WELL)

0.50 units, Lecture

PSYC 108

Stress, Wellness, and Coping

1.00 units, Seminar

PSYC 205

Neurons, Learning and Memory: How do you remember?

For centuries, scientists have explored how we learn, memorize, and forget items and for the last several decades have tried to determine where in the brain memories are encoded and stored. Recent developments in neuroscience are helping us understand how we learn, remember, forget, and relearn, including the structures, chemicals, and networks in the brain that are involved in these processes. Through enjoyable readings, discussions, guest lectures, films, and demonstrations, we will explore the foundations of this field, as well as recent discoveries and common misconceptions about it. The overall objective of this course is to provide students with a basic understanding of the neuroscience of learning and memory, enabling them to separate scientific fact from fiction in popular media and beyond. (NAT)
Prerequisite: C- or better in Psychology 101. or Biology 181, 182 or 183

1.00 units, Seminar

PSYC 206

Environmental Psychology & Sustainability

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

1.00 units, Lecture

PSYC 207

Developmental Disabilities and Mental Health

This course will examine developmental disabilities and their relationship to mental health processes. Students will be introduced to well-known disabilities (eg. Autism, Down Syndrome, Cerebral Palsy), as well as lesser-known disabilities (e.g. Rhett Syndrome, Fragile X Syndrome) and discuss how these disabilities affect psychological outcomes. Common psychological comorbidities found with these disabilities will be discussed, and students will learn about the challenges associated with psychological treatments for individuals with disabilities. (SOC)

1.00 units, Seminar

PSYC 212

Landscape Planning and Environmental Education for Brain Health

This Perspectives course will translate emerging research on brain health into landscape planning that supports the health of the planet and everyone in Connecticut's rural, suburban and urban communities. The focus will be nature-based solutions to support biodiversity and protect the climate, green infrastructure to clean our air and water and prevent flooding and heat islands, and public areas that offer refuge and quiet as well as education and recreation. Guest speakers will share their expertise in public policy, environmental law, local ecology, urban planning and environmental justice. There will be a field component and a semester-long project planning interpretive ecology stations and citizen science databases. Grading will be based on a final project, short reflective essays and research papers, and an oral exam. (SOC)

1.00 units, Seminar

PSYC 218

Special Education

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

1.00 units, Seminar

PSYC 219

Science and Practice of Well-Being

With rising rates of anxiety, depression, perfectionism and burnout among college students, developing habits to build resilience and enhance well-being is critical for student success. We will examine practices such as mindfulness, meditation, yoga, and self-compassion, and their impact on learning, physical and mental health, and peak performance. We will analyze research on the effects of regular practice on physiology, mood, and relationships. Students will review the research and present findings on the application of these practices in alternate settings such as business, leadership, health care, and athletics. This course is highly experiential. We practice in and out of the classroom to cultivate skills over the course of the semester and engage in deep reflection around the process. (SOC)

1.00 units, Lecture

PSYC 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. (NUM)
Prerequisite: C- or better in Psychology 101.

1.25 units, Lecture

PSYC 225

Memory in Everyday Life

This course explores how we use memory in our everyday lives. We will analyze what memory is and the methods that psychologists use to study it. We will discuss how we can apply the information that psychological research has uncovered about memory to improve our lives, including in how we learn and study information. Finally, we will examine how memory for our personal experiences affects our self-identity, our relationships with others, and our ability to plan for the future. Course content will draw from textbook and empirical journal article readings, as well as popular media, films, and podcasts. (SOC)

1.00 units, Lecture

PSYC 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. (SOC)
Prerequisite: C- or better in Psychology 101.

1.00 units, Lecture

PSYC 226

Social Psychology Laboratory

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

0.25 units, Laboratory

PSYC 236

Adolescent Psychology

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

1.00 units, Lecture

PSYC 237

Health Psychology

This course will examine the impact of biological, behavioral, psychological, and social/cultural factors on human health and wellness across the lifespan. We will focus on the principles of health behavior and behavior changes, including experiential learning assignments that will involve students monitoring and modifying their own health behaviors (e.g., sleep, physical activity, healthy eating). We will also explore other topics including stress and coping, the etiology and treatment of specific diseases (e.g., cardiovascular diseases, cancer, depression), and applications of specific psychological/behavioral interventions (e.g., mindfulness-based interventions) to improve physical and mental health outcomes. (SOC)

1.00 units, Lecture

PSYC 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. (SOC)

1.00 units, Lecture

PSYC 243

The Emerging Science of Consciousness

From the early pioneers of experimental psychology to modern day cognitive neuroscientists, we have learned a tremendous amount about the role that the brain plays in conscious experience. A rich literature on the philosophy of mind also continues to inform and refine our thinking on what consciousness is and how we might study it. However, there is much we still don't know, especially in regards to how physical activity in your nervous system gives rise to the kinds of subjective experiences that constitute your waking (and dreaming) life. Through a variety of academic and popular books, articles, and podcasts, this course will introduce you to, and ask you to grapple with, foundational (and often unresolved) issues in the scientific study of consciousness. (SOC)

1.00 units, Seminar

PSYC 244

Human Sexuality

This course is an overview of psychological aspects of human sexuality, including social issues, gender role development, attraction, variations in sexual expression, contraception, sexually transmitted diseases, and historical and cultural influences. We will also cover the development and structure of reproductive systems and the physiology of sexual response, sexual cycles, and reproduction. The course provides an opportunity to gain basic knowledge, develop an awareness of attitudes, and acquire skills for conducting research and includes discussion of sexual value systems and communication skills. (SOC)

1.00 units, Lecture

PSYC 248

Nature and Brain Health: From Urban Places to Wild Spaces

An awareness of the health benefits of nature is experiencing a major global revival. While health is just one "ecosystem service" of the natural world, brain health is arguably the most valuable. As we approach the 200th birthday of Frederick Law Olmsted, founder of landscape architecture, this course will consider new science and diverse perspectives on the role that urban places and wild spaces play in our physical and mental wellbeing. An approximately biweekly series of expert presentations will link history, emerging science and public policy in the context of current Olmsted's appreciation for the immersive and restorative properties of nature. A range of assigned readings, discussions, and written analyses and reflection papers will complement semester-long translational projects. (SOCW)

1.00 units, Seminar

PSYC 255

Cognitive Psychology

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

1.00 units, Lecture

PSYC 255

Cognitive Psychology Laboratory

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

0.25 units, Laboratory

PSYC 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. (NATW)
Prerequisite: C- or better in Psychology 101 or Biology 140 or Biology 181 or Biology 182 or Biology 183.

1.00 units, Lecture

PSYC 261

Brain and Behavior Laboratory

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

0.25 units, Laboratory

PSYC 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. (NAT)

1.00 units, Lecture

PSYC 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. (SOC)
Prerequisite: C- or better in Psychology 101.

1.00 units, Lecture

PSYC 273

Psychopathology

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

1.00 units, Lecture

PSYC 293

Perception

With a simple opening of the eyes, a vividly colorful, object-filled world effortlessly appears before you. With remarkable ease, you recognize individual voices or unique melodies. And without even trying, you know immediately if you have over salted your food. But how does all of this happen? This foundational course will provide an introduction to our current scientific understanding of the psychology and neuroscience of perception. (SOC)
Prerequisite: C- or better in Psychology 101.

1.00 units, Lecture

PSYC 293

Perception Laboratory

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

0.25 units, Laboratory

PSYC 294

Forensic Psychology

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

1.00 units, Lecture

PSYC 295

Child Development

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

1.00 units, Lecture

PSYC 295

Child Development Laboratory

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

0.25 units, Laboratory

PSYC 302

Behavioral Neuroscience

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

1.00 units, Seminar

PSYC 307

Clinical Psychobiology

In this course, we will explore the anatomy, connectivity, and functions of the brain circuits involved in psychiatric illness. Specifically, neural networks linking the medial, cingulate, and orbitofrontal cortices, subcortical regions such as the amygdala, 'limbic' thalamus and the nucleus accumbens, and the hypothalamus-pituitary-adrenal axis are discussed in terms of their relevance to emotion processing and psychiatric disorders. Students will read autobiographies and case studies as well as primary research on the current state of knowledge on the pathophysiology of psychiatric illnesses, with particular emphasis on schizophrenia, bipolar disorder, major depression, autism and post-traumatic stress disorder. Emphasis is placed on the application of current knowledge to treatment and policy. (NAT)
PR:PSYC261

1.00 units, Seminar

PSYC 315

Development and Culture

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

1.00 units, Seminar

PSYC 320

Neuroanatomy, Neurobiology, and Cognition across the Lifespan

This course will provide an overview of the developmental assembly of a complex nervous system. We will investigate the relations between developmental changes in the brain (morphology, neurochemistry, connectivity), and developmental changes in perceptual, cognitive, and social abilities (e.g., attention, executive function, empathy) throughout the lifespan. We will also address fundamental theoretical issues in the field of developmental neuroscience, such as the role of experience versus innate biological predisposition, the range of plasticity, and the functional degree of specialization in the brain. Part of this course will be devoted to gaining a better understanding of experimental methods utilized in the field of developmental neuroscience, in order to both critically analyze such studies, and, as a final paper, design your own study. (WEB)
Prerequisite: C- or better in Neuroscience 201 or Psychology 261

1.00 units, Seminar

PSYC 327

Family Processes

The goal of this course is to address the current empirical and theoretical directions in developmental models of family relationships. We will explore a number of topics including the parent-child relationship, the interparental relationship, and sibling relationships. Includes a consideration off dysfunction within the family system, and a discussion of therapeutic prevention and intervention services targeted toward families. (WEB)
Prerequisite: C- or better in Psychology 270, 273, or 295.

1.00 units, Seminar

PSYC 331

Social Relationships

This seminar will examine current issues in the study of social relationships, including attachment relationships, social networks, social behavior, and social cognition. We will focus on understanding the pathways linking social relationships with physical health and well-being. We will also explore other topics including the impact of technology on social interactions, the assessment of social relationships and social interactions, the interventions that can improve social relationships, and the ways in which social relationships (and their impact on health and well-being) are affected by individual and societal differences (e.g., personality and culture). (WEB)
Prerequisite: C- or better in Psychology 226.

1.00 units, Seminar

PSYC 332

Psychological Assessment

This seminar will cover psychological assessment; or measurement of psychological constructs. First, the seminar will approach psychological assessment conceptually (e.g., What is psychological assessment? What makes assessment reliable and valid? What makes assessment biased? How can we use and how should we best not use psychological assessment?). Second, the seminar will examine different methods of assessment (e.g., surveys, interviews, tests, observations) and how these can be applied. Finally, the seminar will look at psychological assessment in various application areas, including but not limited to clinical psychology, science, education, and industry. (WEB)
Prerequisite: C- or better in Psychology 221L and four other courses in Psychology.

1.00 units, Seminar

PSYC 334

Boundaries of the Mind

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

1.00 units, Seminar

PSYC 339

Developmental Psychopathology

This course examines the overlap between normal and abnormal child development, exploring the relationship between genetics, prenatal influence, temperament, attachment, trauma, and culture to the ultimate expression of child or adult psychopathology. Emphasis is on risk and protective factors, characteristics of disorders first evident in childhood, and ways that caregivers and societies can promote positive outcomes. (WEB)
Prerequisite: C- or better in Psychology 261, or Psychology 270 or Psychology 273, or Psychology 295.

1.00 units, Seminar

PSYC 343

Multicultural Psychology & Identity

This seminar will examine questions on multiculturalism and identity from a psychological perspective. How do we define culture on an individual level and how are these concepts intertwined with psychology? How do we define multiculturalism and identity? How can cultures and identities influence and shape psychological outcomes (e.g., behavior, emotions, cognitions)? We will cover themes such as cultural sensitivity, multiculturalism, acculturation, and enculturation. In addition, the materials are rooted in up-to-date scientific literature on these topics and takes a wide-lens view. (WEB)
Prerequisite: C- or better in Psychology 270 or 273.

1.00 units, Seminar

PSYC 344

Evaluation and Treatment of Addictive Behavior

This course will provide an overview of theory and research on alcohol, drug, and tobacco use and dependence, in addition to other compulsive behaviors such as gambling. Specifically, we will compare theoretical models of the development of these behaviors; models of how people with an addiction change; methods to assess these behaviors; and different modalities of treatment. As part of this course, students will complete a "self-change" project, whereby they apply relevant assessment and intervention techniques to a behavior they wish to change. (WEB)
Prerequisite: C- or better in Psychology 270 or 273.

1.00 units, Seminar

PSYC 345

Mind, Brain, and Society

This course will cover topics in neuroscience and psychology that have social justice or human rights implications. This will include environment exposure to neurotoxins (e.g., lead, pesticides); stress due to exposure to violence (interpersonal violence, violent conflict, community gun violence); racial stress and trauma; the intersection of brain injury and mental illness with homelessness and incarceration; and disability rights of those who have neurological or psychiatric illness. We would explore who is most impacted and differences in outcomes. We will focus on primary research articles/review articles but will also read first person stories. (NAT)
PR:PSYC261

1.00 units, Seminar

PSYC 346

Intergroup Relations

This course will provide students with a basic understanding of the psychological study of intergroup relations—how people of different groups relate to one another. The area of intergroup relations focuses on the psychological processes involved with how individuals perceive, judge, reason about, feel, and behave toward people in other groups. Social groups can take many forms, ranging from classic social groups (e.g., race, gender, age, ethnicity, religion, class, sexual orientation), not so classic social groups (e.g., weight, mental ability, physical ability, physical attractiveness) to minimal groups. We will examine some of the causes and consequences of intergroup inequality, and explore ways in which the psychological study of intergroup relations can inform attempts at social change. (WEB)
Prerequisite: C- or better in Psychology 226.

1.00 units, Seminar

PSYC 348

Focusing the Mind: the Psychology of Attention

More than 100 years ago, William James famously declared, “Everyone knows what attention is. It is the taking possession by the mind, in clear and vivid form, of one out of what seem several simultaneously possible objects or trains of thought.” And while James’ conception of attention resonates with a colloquial understanding of the term that’s still in use today, empirical treatment of attention in the psychological and neuroscientific literature suggests that consensus on what attention is and what attention does has not yet been reached. Using primary sources, scholarly reviews, and popular science pieces, we will work toward a more nuanced understanding of what attention is and delve deeply into what it means to selectively focus the mind in a world full of distraction. (WEB)
Prerequisite: C- or better in Psychology 293.

1.00 units, Seminar

PSYC 349

Focusing the Mind: the Psychology of Attention with Experiential Lab

More than 100 years ago, William James famously declared, "Everyone knows what attention is. It is the taking possession by the mind, in clear and vivid form, of one out of what seem several simultaneously possible objects or trains of thought." And while James' conception of attention resonates with a colloquial understanding of the term that's still in use today, empirical treatment of attention in the psychological and neuroscientific literature suggests that consensus on what attention is and what attention does has not yet been reached. Using primary sources, scholarly reviews, and popular science pieces, we will work toward a more nuanced understanding of what attention is and delve deeply into what it means to selectively focus the mind in a world full of distraction. (WEB)
Prerequisite: C- or better in Psychology 293.

1.25 units, Lecture

PSYC 350

Executive Functioning

This course will examine the cognitive processes that make up executive functioning, which enables us to plan, focus, remember, and multi-task. We will discuss the physiology and brain functioning that is required in the use of these skills, as well as the development of these skills throughout childhood and adolescence. There are three specific processes that make up executive functioning, which include working memory, mental/cognitive flexibility, and self-regulation/inhibitory control, that will be examined throughout the course in depth. We will examine specific tasks used to measure each of these processes and discuss the relationships between these cognitive skills to other areas, such as learning, achievement, substance use, and clinical diagnoses. (WEB)
Prerequisite: C- or better in Psychology 255

1.00 units, Seminar

PSYC 364

Neuropsychopharmacology

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

1.00 units, Seminar

PSYC 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, executive control, and thinking. We will apply principles of brain development, plasticity and evolution to these cognitive functions to help understand brain diseases and disorders. (WEB)
Prerequisite: C- or better in Psychology 255, 256, or 261, or Neuroscience 201.

1.00 units, Seminar

PSYC 370

Psychotherapy

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

1.00 units, Seminar

PSYC 375

Development, Progression, and Treatment of Psychosis

This course will focus primarily on the discussion of psychosis and the mental illnesses where psychosis presents, including schizophrenia and bipolar disorder. Students will learn about the history in diagnosing these thought disorders, an in-depth look at the specific signs and symptoms of psychosis, and potential causes of psychosis beyond a clinical diagnosis. The course will also focus on the development of psychosis and how symptoms look in the prodromal or early stages of the disorders, as well as the progression of symptoms and possible predictors of the development of full psychosis. Students will be introduced to specific treatments that are shown to be effective in the treatment of these thought disorders. (WEB)
Prerequisite: C- or better in Psychology 270 or 273.

1.00 units, Seminar

PSYC 382

Perception for a Beautiful World

Our species has evolved an ability to appreciate the beauty of the world, and this unites us in ways that are uniquely human. In this course we will explore how and why we can be moved emotionally, cognitively, and behaviorally by art and nature. Through this, you will gain a deeper appreciation not only for the natural and creative beauty of the world, but also for the top-down processes that guide our perceptual experiences. In certain instances, some individuals even experience a crossover of sensory modalities, known as synesthesia. Hearing colors, tasting words, touching a sound, are just a few of the many variations of this perceptual phenomenon. We will delve into the neural underpinnings of this curious ability, and the research that attempts to understand those mechanisms. (WEB)
Prerequisite: C- or better in Psychology 293.

1.00 units, Seminar

PSYC 384

Cultural Psychology

Cultural psychology focuses on how sociocultural contexts and cultural practices affect and reflect the human psyche. Our understanding of cultural influences on psychological processes related to topics like the self, emotion, relationships, perception, multicultural issues, and health, will be informed by theoretical and empirical research. We will explore various cultural contexts, including Latino, Asian, African, European, and North American cultures. We will examine major issues in cultural psychology, including the methodological challenges that researchers face when trying to bring a cultural level of analysis to psychological processes. This course completes the Writing 2 requirement. (GLB)
Prerequisite: C- or better in Psychology 226.

1.00 units, Seminar

PSYC 390

Psychology Research Internship

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

1.00 units, Independent Study

PSYC 391

Psychology of Language

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

1.00 units, Seminar

PSYC 392

Human Neuropsychology

This course will examine the effects of disorders on human cognitive and affective functioning. Using first person accounts, case studies, and primary research articles, we will explore a series of neurological disorders including agnosia, hemispatial neglect, amnesia, and aphasia, among others. We will analyze these disorders both to understand current assessment and treatment options, and to see what these disorders can teach us about the typical attention, memory, language, executive and emotional functioning of the healthy brain. (WEB)
Prerequisite: C- or better in Psychology 255, 256, or 261, or Neuroscience 201.

1.00 units, Seminar

PSYC 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.

0.50 units min / 1.00 units max, Independent Study

PSYC 401

Senior Seminar: Psychology of Aging

This course will examine the process of human aging from a number of psychological perspectives. These perspectives include neuropsychology, personality, social psychology, sensation and perception, and psychopathology. In addition, common disorders of aging will be reviewed, including senile dementia of the Alzheimer's type, depression and age-associated memory loss. (SOC)
This course is open only to senior Psychology majors.

1.00 units, Seminar

PSYC 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 one's 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). (SOC)
This course is open only to senior Psychology majors.

1.00 units, Seminar

PSYC 401

Senior Seminar: The Social Self

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

1.00 units, Seminar

PSYC 401

Senior Seminar: Psychology of Psychedelic Drugs

Psychoactive substances like LSD, mescaline, and psilocybin exert strong effects on the central nervous system, inducing altered states of conscious experience. In this seminar, we will explore psychedelics from a number of different psychological perspectives. We will examine their mechanisms of action in the brain, probe the resultant impact on perception and cognition, assess the social impact of psychedelics, and discuss their use at different developmental stages of the human lifespan. We will also pay particular attention to a renewed clinical interest in using psychedelics to treat psychological disorders. In addition to writings, podcasts, and multimedia created for a general audience, course content will be heavily drawn from the relevant neuroscience and psychological literatures. (SOC)
This course is open only to senior Psychology majors.

1.00 units, Seminar

PSYC 401

Sr. Seminar: Communication in 2020

Communication changed radically in 2020. The COVID-19 pandemic limited ways to interact, the national US election raised the stakes on what people say and how, and the racial justice movement following the killing of George Floyd pushed us to take greater steps as a society to recognize systemic racism and act to counter it. In this class, we will examine the research behind these changes and conduct novel research of our own to address questions like: How does video conferencing change the way we talk or listen? What is the importance of changing names of buildings or institutions? How does racist (or sexist) language contribute to creating inequalities rather than just reflecting them? And how can language persuade, connect ideas, and campaign for candidates? (SOC)
This course is open only to senior Psychology majors.

1.00 units, Seminar

PSYC 402

Senior Seminar: Psychology of Psychedelic Drugs

1.00 units, Seminar

PSYC 402

Senior Seminar: The Social Self

1.00 units, Seminar

PSYC 402

Senior Seminar: Self-Regulation: Theory and Application

1.00 units, Seminar

PSYC 402

Senior Seminar: Psychology of Morality

For centuries philosophers and scientists have been fascinated by people's ability to make moral judgments. This course will examine psychological processes that shape humans' moral judgments and decision-making. We will integrate research from social, political, cognitive and developmental psychology, as well as neuroscience, sociology and philosophy. In this class we will attempt to address questions like: What motivates us to be moral? Why do we sometimes fail to act morally? Under what conditions are we morally responsible for our actions? Do emotions help or hinder us from acting morally? Some topics include character, taboos, moral reasoning, the attribution of moral responsibility, social dilemmas, lying, cheating and altruism. We will also discuss morality as it relates to religion, politics, intergroup conflict, health, and the legal system. (SOC)
This course is open only to senior Psychology majors.

1.00 units, Seminar

PSYC 402

Senior Seminar: Embracing Nature's Complexity, Inside and Out

Natural systems are complex and resilient: the natural world around us, and our own bodies and brains. Can a deeper appreciation for nature's complexity help us navigate an uncertain future? Can a deeper connection with nature improve our health? These are old questions with new urgency: a changing climate, ongoing loss and degradation of natural systems, and a world that is more interconnected than ever. Healthy brains and a sufficient network self-sustaining, climate-regulating ecosystems are needed for our long-term survival and for individual and community wellbeing. This course will review and discuss recent international interdisciplinary research and conference proceedings and discuss practical implications for individual and community wellbeing. (SOC)
This course is open only to senior Psychology majors.

1.00 units, Seminar

PSYC 402

Senior Seminar: Psychology of Aging

1.00 units, Seminar

PSYC 466

Teaching Assistantship

Submission of the special registration form, available online, and the approval of the instructor are required for enrollment. Guidelines are available in the College Bulletin. (0.5 - 1 course credit)

0.50 units min / 1.00 units max, Independent Study

PSYC 490

Research Assistantship

This course is designed to provide students with the opportunity to undertake substantial research work with a faculty member. Students need to complete a special registration form, available online, and have it signed by the supervising instructor.

0.50 units min / 1.00 units max, Independent Study

PSYC 491

Senior Thesis Colloquium Part 1

Senior Thesis Colloquium is a year-long colloquium series for students completing senior theses in psychology. Topics include navigating one’s thesis, preparing Thesis Prospectus presentations, building a strong Introduction section, communicating results, and preparing a poster presentation. Goals of this colloquium series include fostering a sense of community, building relevant skills, and helping students develop critical abilities for graduate school and/or future jobs. The course will meet 4 times a semester, specific dates to be determined. (.25 course credit is considered pending in the first semester; .25 credit will be awarded for completion in the second semester). Required for senior thesis students.

0.00 units, Seminar

PSYC 492

Senior Thesis Colloquium Part 2

Senior Thesis Colloquium is a year-long colloquium series for students completing senior theses in psychology. Topics include navigating one’s thesis, preparing Thesis Prospectus presentations, building a strong Introduction section, communicating results, and preparing a poster presentation. Goals of this colloquium series include fostering a sense of community, building relevant skills, and helping students develop critical abilities for graduate school and/or future jobs. The course will meet 4 times a semester, dates and time to be determined. (.25 credit will be awarded for completion in the second semester). Required for senior thesis students.

0.25 units, Seminar

PSYC 497

Senior Thesis

Submission of the special registration form and the approval of the instructor and director are required for enrollment in this single-semester thesis. (1 course credit to be completed in one semester.)

1.00 units, Independent Study

PSYC 498

Senior Thesis, Part 1

The thesis is a year-long research project sponsored by a member of the Psychology Department. Submission of the special registration form and the approval of the instructor are required for enrollment. (2 course credits to be completed in two semesters.)

1.00 units, Independent Study

PSYC 499

Senior Thesis Part 2

1.00 units, Independent Study