(Same as NEUR 6400.) Two lecture and two laboratory hours a week. Nonhuman and human primate origins of cognition, language, mythology, rituals, tool use, nonverbal expressions, symbolism, sexuality, and aggression.

Memory is relevant to everything we do; indeed, it is a challenge to identify a behavior that does not involve memory. This course will review classic and contemporary research on the neural mechanisms that underlie this remarkable feat.

Special Topics in Psychology.

Orientation to the research conducted at the Center for Behavioral Neuroscience (CBN). It is intended for members of the CBN. Permission of the instructor is required.

(Same as NEUR 8310.) Types of research design including experimental designs, quasi-experimental designs, single-case designs, and case studies; related research issues including aspects of philosophy of science, measurement, reliability, internal and external validity, and artifacts.

Research methods and statistical techniques as applied to developmental data, including systematic observational methods, repeated measures analyses as applied to longitudinal data, growth curve analyses, and other techniques used in developmental psychology.

Seminal theories of child development and empirical research derived from those theories will be considered.

This course will lay the foundation for later learning of assessment and therapy techniques and skills. Course content will include psychometrics relevant to assessment, intervention, and research settings as well as basics of clinical interviewing and non-specific skills (e.g., empathy, reflective listening). These skills and theory will be taught such that they cut across assessment, intervention, and research settings.

This course will provide the foundation skills necessary for conducting standardized assessments. Administration, scoring, and interpretation of intellectual, achievement, and personality tests will be the primary foci of the course.

This course will survey a number of theoretical orientations and highlight applied aspects of therapy. The course will also integrate classroom learning and experiential aspects of therapy.

How diversity (primarily racial and ethnic) affects individual attitudes and actions, clinical practice, and psychological research. Students read from a variety of psychological and other sources, engage in experiential field work, and participate in class discussion and exercises.

Examines issues involved in the psychology of human diversity through the study of human behavior in a sociocultural context. Covers similarities and differences in the experiences of diverse groups as influenced by the context in which those experiences occur. Paradigms and concepts used to define and to conduct research on human diversity are also discussed.

Principles and theory of community psychology with emphasis on design, operation, and evaluation of community programs.

Seminar covering topics in social psychology from an interdisciplinary perspective, integrating theories and literature from sociology, psychology and the political sciences. Topics include cultural values, methodological equivalences, inter-cultural group conflict, self and identity, aggression and violence, attitudes about immigration and refugees, and altruism.

Introduction to the field of prevention and social intervention in the discipline of community psychology. The prevention focus of the course will present basic concepts and conceptual models associated with prevention of social problems. The intervention focus of the course will present concepts, values, strategies, and tactics of community intervention and social change. Applications will be discussed regarding specific social problems and social settings.

Covers the professional skills and the understanding of theory needed to conduct professional consultation in a wide range of community settings, with an emphasis on the role of program evaluation in the larger process of program management, development, and implementation. Methodologies include experimental, quasi-experimental and qualitative research design.

In-depth examination of psychological consultation in mental health, community organizational, governmental, and other human service delivery settings. Focuses on applied research in ecological assessment and evaluation of settings and programs, using experimental, quasi-experimental, qualitative and observational methodologies.

To educate students in the role of psychological research in informing, framing, and advocating for public policy. Focus will be placed on the area of the instructor’s substantive policy research (e.g education, domestic violence). To develop students’ understanding of scholarly and community-based literature on community organizing and civic participation, with an emphasis on the principles and practices of effective community organizing via an understanding of social power dynamics.

(Same as NEUR 8035.) Statistical analysis of psychological data with an emphasis on the logic of basic analytic techniques. Includes discussion of data screening, hypothesis testing, bivariate measures of association, and simple between- and within-subjects analysis of variance.

(Same as NEUR 8320.) Statistical analysis of psychological data with an emphasis on multiple and logistic regression and their interpretation. Statistical considerations when planning research such as power analysis are also discussed.

(Same as NEUR 8330.) Advanced topics in the statistical analysis of psychological data including various forms of factor analysis, psychometric methods and theories, structural equation modeling and its use in theory construction, and multivariate analysis of variance.

Introduction to psychology as a science and profession, with consideration of ethical standards of psychologists and current ethical issues.

(Same as NEUR 8500.) Broad historical basis of psychology as a science. An account of the historical development and contemporary status of various theoretical systems of psychology.

Survey of the content of experimental social psychology, including such areas as interpersonal perception, social motivation and learning, attitude and measurement and change, and such group processes as conformity, leadership, norm formation, and group productivity.

Focused and systematic examination of theoretical and empirical issues associated with a particular topic from social psychology, such as stereotyping and prejudice, identity, or relationships.

Overview of theory and research related cognitive, affective, and social aspects of behavior.

Focused and systematic examination of theoretical and empirical issues associated with particular topics from the evolution of behavior, sociality, and cognition. These include topics such as the evolution of cooperation, conflict, social justice, interpersonal relationships, mating systems and sexual relationships, brain and cognition, communication, language and culture.

(Same as NEUR 8410.) Empirical and theoretical bases for understanding the processes of thought, including attention, pattern recognition, learning, memory, language, and reasoning.

Focused and systematic examination of theoretical and empirical issues associated with a particular topic from cognitive psychology, such as memory, sound, or attention and executive function.

Focused and systematic examination of theoretical and empirical issues associated with a particular topic from developmental psychology.

Theory, research, and emerging trends in the development of cognitive and linguistic processes from infancy to adolescence. Both normative and atypical patterns of development will be considered.

Theory, research, and emerging trends in the development of social and emotional processes from infancy to adolescence. Both normative and atypical patterns of development in a variety of social and cultural contexts will be considered.

In-depth examination of contemporary topics and issues in developmental psychology from infancy through adolescence. May be repeated if topic varies.

The integrated study of cognitive sciences and neurosciences (i.e. the neural systems underlying cognitive processes). The topics covered include basic neuroanatomy and physiology, neuroimaging methods, and the study of various mental processes linked to brain structure and function in normal human populations, with discussion of the potential relationships between neural circuitry and the formation of internal experience through the integration of sensation, perception, prediction, action, and evaluation.

Neuroanatomy and neurophysiology topics, including functional neural systems including sensory and motor systems, cortical and autonomic nervous systems. Normal function will contrasted with clinical cases and pathologies.

(Same as BIOL 8040 and NEUR 8300.) In-depth study of the neuroanatomy and function of the human central nervous system. Considers neuroanatomical techniques used to study the brain, neuroanatomical basis for the control of sensory and motor systems, as well as cortical, autonomic nervous system, and limbic system anatomy and function. Both normal brain anatomy and pathologies are covered.

(Same as BIOL 8010 and NEUR 8010.) The unique cellular and molecular properties of neurons and how these properties allow neurons to perform their computational tasks. Topics include neuronal excitability, synaptic communication, and neural development.

(Same as BIOL 8020 and NEUR 8020.) How neurons are organized into neural systems that control behavior. Topics include functional anatomy of sensory systems, sensorimotor integration, central pattern generators, motor and control systems, neuromodulation, neuroethology, and the neural basis of learning and cognition.

(Same as BIOL 8070 and NEUR 8030.) Advanced analysis of functional neural systems involved in the regulation of behavior, emphasizing interactions between limbic, hypothalamic, and cortical brain systems. Topics include: genetic determinants of behavior, behavioral plasticity: learning and memory, reproductive behavior, sleep and biological rhythms, drinking and eating, emotion, aggression, stress, language and cognition, behavioral disorders (thought, mood, stress, and anxiety), and drug abuse.

(Same as NEUR 8400.) Topics include laterality, handedness, cerebral dominance, basic neuroanatomy, aphasia, neglect, amnesic syndromes, agnosia, alexia, split brain research, and recovery of function.

(Same as NEUR 6110 and BIOL 6110.) Four lecture hours per week. Phenomenology and mechanisms of experience-dependent changes in the nervous system. The course will examine plasticity at many levels of analysis, from synaptic mechanisms to clinical strategies, and from molecular neuroscience to cognitive psychology.

(Same as BIOL 8065 and NEUR 8230.) Biological bases of psychopharmacology, including the locus of action for psychoactive substances and the mechanisms by which these substances modify neural activity and cause a change in mood and behavior. Covers neurophysiology, neurochemistry, and pharmacology of classes of psychoactive drugs used to treat mental disorders, as well as those commonly abused that may or may not have therapeutic uses.

Critical review of the classic and contemporary empirical and theoretical literature concerning psychopathology in adults and children.

Theory, research, and emerging trends in adolescent development, emphasizing fundamental transitions (social, cognitive, and physical) and the social-ecological contexts (self-development, gender, family, peers and school, and culture). Both normative and atypical patterns of development will be considered.

(Same as NEUR 8705.) Intensive study of the relevant basic and applied literature relevant to a specific topic in neuropsychology, such as language, memory, reading, or executive function.

(Same as NEUR 8740.) May be repeated if topics vary.

Intensive study and training in a major assessment approach such as objective personality assessment, projective techniques, behavioral approaches to assessment, family assessment, or assessment of children and adolescents. May involve supervised assessments of adults, adolescents, children, or families. A. Objective Personality Assessment, B. Projective Personality Assessment, C. Advanced Personality Assessment, D. Child and Adolescent Assessment, E. Advanced Neuropsychological Assessment, F. Assessment of Families or Related Systems, G. Behavioral Assessment, H. Advanced Psychological Assessment. May be taken more than once if topics are different.

(Same as NEUR 9300.) Standardized batteries and additional neuropsychological tests for both standard and bedside testing. Actual test administration included.

Intensive study and training in a major therapeutic approach, such as psychodynamic, systemic, or behavior therapy. Supervision of work with clients, who may be individuals, groups, couples, or families. A. Cognitive/ Behavior Therapy, B. Existential/Humanistic Therapy, C. Interpersonal Therapy, D. Psychodynamic Therapy, E. Social Learning Therapy, F. Systems Therapy, G. Advanced Therapy. May be taken more than once if topics are different.

Overview of theory and research related supervision, consultation, and evaluation and the role of psychologists in these areas.

The purpose of this seminar is to provide students with current knowledge about the science of reading including its relationship to oral language. The focus will be on typical acquisition and disorders. Interventions designed to ameliorate reading disabilities will be highlighted. (Same as EPY 9310).

The purpose of this seminar is to provide students with current knowledge about theories and empirical literature on language development and disorders. Interventions designed to ameliorate language impairments will be highlighted. This course is cross-listed with EPY 9320.

The purpose of this seminar is to provide students with current knowledge about the science of assessment and measurement of language and literacy skills including the range of tests available and measures of intervention outcomes. Information about test adaptations and variables that affect performance across a range of populations are addressed. This course is cross-listed with EPY 9330.

(Same as NEUR 8700.) Topics presented by special request.

(Same as EXC 9900 and EPSY 9900.) This course is offered with rotating topics related to research in challenges of acquring language and literacy. The design and methodologies of research conducted in these areas will be examined.

This course is required of all psychology graduate students who want to teach undergraduate courses in the Department of Psychology as a Graduate Teaching Assistant. Before teaching, you must also have successfully defended your master’s thesis. This is a seminar course during which we will discuss practical matters of teaching, with the goal of preparing students for their first teaching experience. Graduate standing required.

Directed readings in special areas.

Directed research studies.

Discussions and presentations by students, faculty, and outside speakers designed to familiarize students with current topics and issues in Developmental Psychology. May be repeated if topic varies.

Presentations by faculty and outside speakers designed to familiarize the student with the variety of professional activities practiced in social psychology. May be repeated if topic varies.

Initial supervised clinical practicum for graduate students in clinical psychology.

Supervised clinical experience in psychological assessment, including test administration, interpretation, interviewing, report writing, and feedback.

PSYC 9950C provides clinical graduate students advanced assessment and supervision experience in the Clinic. Students are expected to conduct assessments of 2 clients. In addition, students will provide supervision to more junior level students for 2 semesters.

Supervised clinical work in psychological assessment and/or therapy at a facility in the community.

Clinical experience under supervision in the application of psychological interventions.

Focused clinical experience under supervision with a specific population, approach, psychological method, or unique setting.

This course provides supervision and teaching development and support for graduate students who are serving as Graduate Teaching Assistants and instructors of record for their own course. Sign up for 3 credits of 9960A if you are teaching a course for the first time, no matter how many times you have taught other courses. Sign up for 1 credit of 9960B if you are teaching the same course you have taught before.

Provides supervision and teaching development for graduate students serving as Graduate Teaching Assistants and instructors of record for courses in psychology. Sign up for one credit of 9960B if you are teaching a course you have taught before. Sign up for three credits of 9960A if you have never taught the course before, no matter how many times you have taught another course.

Opportunity for application of coursework and other training experiences in settings external to the university. Practica arrangements are negotiated between the student, faculty supervisor, and community setting.

Community-based training and professional development experiences that integrate principles of community and clinical psychology. Practica arrangements are negotiated between the course instructor/supervisor, the student, the student’s faculty supervisor, and the community setting.

Intensive reading on a highly specific topic in preparation for the general examination.