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Psychological and Brain Sciences

COURSE OFFERINGS

1. Introductory Psychology

08F, 09W, 09S, 09F, 10W, 10S: 10

A course designed to serve as a general introduction to the science of human behavior. Emphasis will be placed upon the basic psychological processes of perception, learning, and motivation as they relate to personality, individual differences, social behavior, and the behavior disorders. Dist: SOC. The staff.

6. Introduction to Neuroscience

09W, 10W: 2

This course provides students with an introduction to the fundamental principles of neuroscience. The course will include sections on cellular and molecular neuroscience, neurophysiology, neuroanatomy, and cognitive neuroscience. Neuroscience is a broad field that is intrinsically interdisciplinary. As a consequence, the course draws on a variety of disciplines, including biochemistry, biology, physiology, pharmacology, (neuro)anatomy and psychology. The course will begin with in-depth analysis of basic functions of single nerve cells. We will then consider increasingly more complex neural circuits, which by the end of the course will lead to an analysis of the brain mechanisms that underlie complex goal-oriented behavior. Dist: SCI. Bucci.

7. First-Year Seminars in Psychology

Consult special listings. This course does not carry major credit.

10. Experimental Design, Methodology, and Data Analysis Procedures

09S: 11 09X: 9L 10S: 11

This course is concerned with the various ways whereby empirical information is obtained and analyzed in psychology. Coverage will include the design of experiments and surveys, their execution, and the statistical tasks required to make sense of the data obtained using these techniques. There will be both lecture and discussion sections; independent projects will be required. The discussions and projects will include everyday applied problems as well as more traditional psychological problems.

Prerequisite: Psychology 1 or 6 (may be taken concurrently). Because of the large overlap in material covered, no student may receive credit for more than one of the courses Economics 10, Geography 10, Government 10, Mathematics 10, Mathematics 15 or 45, Psychology 10, Social Sciences 10, or Sociology 10 except by special petition. Cannot be taken concurrently with Psychology 11. Dist: QDS. Hull, Pfister.

11. Laboratory in Psychological Science

09W: 2 09S: 12; Laboratory

This laboratory course will provide a general introduction to the experimental methods of psychological science. Lectures will provide an overview of experimental techniques in four content areas (behavioral neuroscience, sensation/perception, cognitive/cognitive neuroscience, and social/applied psychology). The focus will be on how psychological scientists pursue research questions using diverse techniques, such as functional brain imaging, reaction time, psychopharmacology, self-reports, and survey methods. Laboratory exercises will complement the lecture material. Ethical issues as they pertain to psychological research will also be addressed. Prerequisite: Psychology 1 or 6 and 10. Cannot be taken concurrently with Psychology 10. Dist: SLA. The staff.

21. Perception

08F, 09F: 11

Our senses are our windows to the world, and the scientific study of the senses is one of the oldest sub-disciplines in experimental psychology. This course introduces students to the fundamental workings of our senses of vision, hearing, touch, taste and smell. The course includes careful consideration of experimental methodology as well as content. Prerequisite: Psychology 1 or 6. Dist: SCI. Hughes.

23. Social Psychology

09W, 10W: 11

This course is an introduction to contemporary psychological theory and research on social behavior. Specific topics include self-presentation, nonverbal behavior, interpersonal relations, conformity, persuasion, aggression, altruism, and group dynamics. Within these contexts, emphasis is placed on the importance of both personality and situational factors as determinants of social behavior. Prerequisite: Psychology 1. Dist: SOC. Hull.

24. Abnormal Psychology

08F, 09S: 9L

This course explores various types of psychopathology, with a focus on characteristics, diagnosis, etiology, and treatment. We will examine psychopathology from a variety of perspectives and will discuss current research on specific disorders. We illustrate the experience of psychology using case histories and video footage to better understand the realities and challenges for those diagnosed with psychopathology. Prerequisite: Psychology 1 or 6. Dist: SOC. Funnell, Scheiner.

25. Developmental Psychology

09X: 10A

We will examine the social and cognitive development of children from infancy to adolescence. We will also consider the implications of psychological research and theory for parenting, and for social and legal policies that affect young children. Film and videotape materials will be used to illustrate examples of infant and child behavior. Prerequisite: Psychology 1 or 6. Dist: SOC. Scheiner.

26. Physiological Psychology

09W, 10W: 12

The course, designed for majors and non-majors, provides an introduction to the biological processes underlying behavior. Basic neuroanatomy, cellular physiology, and endocrinology will first be outlined. Such psychological concepts as sensation, learning, and motivation will then be related to neural function and to a variety of physiological correlates. Prerequisite: Psychology 1 or 6. Dist: SCI. Robinson.

28. Cognition (Identical to Cognitive Science 2)

09S, 10S: 2

An introduction to the study of thought, memory, language, and attention from the point of view of information processing. In surveying research in cognitive psychology, substantial contact is made with related cognitive sciences, such as artificial intelligence, linguistics, neuroscience, and contemporary philosophy. In the course of examining general principles of cognition, the following topics are discussed: mental imagery; concepts; reasoning; discourse; monetary and courtroom decision making; eye-witness testimony; social attribution and stereotyping; language in chimpanzees; expert systems; the relationship between human and computer intelligence; the neural basis of cognition; the relationship between information processing and conscious experience; and the philosophical foundations of cognitive science. Prerequisite: Psychology 1 or 6 or Computer Science 5. Dist: SOC. Kelley.

40. Introduction to Computational Neuroscience

08F, 09F: 2A

Your brain is composed of low-precision, slow, sparsely-connected computing elements, yet it outperforms any extant computer on tasks ranging from perception to planning. Computational Neuroscience has as its twin goals the scientific understanding of how brains compute thought, and the engineering capability to reconstruct the identified computations. Topics in the class included anatomical circuit design, physiological operating rules, evolutionary derivation, mathematical analyses, and emergent behavior, as well as development of applications from robotics to medicine. Dist: SCI. Granger.

46. Cellular and Molecular Neuroscience

09S, 10S: 11

This course focuses on cellular and molecular mechanisms that underlie the development and function of the nervous system. This includes aspects of gene expression (transcription, mRNA metabolism) and cell biology (cellular transport and cytoskeleton, cell cycle, signal transduction, and signaling pathways) as they pertain to neurons and glia. Lectures supplemented by in-class discussion of primary research articles will also serve as an introduction to microscopic, electrophysiological, molecular biological, and genetic techniques and animal models used to study the nervous system and neurological disorders. Dist: SCI. Maue.

50-54. Issues in Psychology

Although the general topic remains the same, the content of these courses changes depending on the instructor in the course.

Note: Enrollment in courses numbered 50 or above is limited. Therefore, a student desiring one of these courses should elect it promptly.

50. Issues in Neuroscience

08F: 10A 09W: 2A 09S: 10, 11

Courses with this number consider topics that bring to bear knowledge in the fields of psychology, neurology, and physiology. Topics are treated at an intermediate level and the focus will be on topics not covered in detail in Psychology 26 and 65. The selection of issues is at the discretion of the instructor. Enrollment limited. Dist: SCI.

In 08F at 10A, Spatial Cognition. This course will explore both the cognitive and neural mechanisms underlying spatial orientation and navigation. The course will examine how animals/humans develop and maintain a sense of where they are and the direction they are facing. This process if fundamental to understanding mechanisms underlying navigation. We will examine processes of spatial orientation and navigation in a number of different species including insects, birds, fish, rodents, higher order mammals, and humans. An emphasis will be placed on understanding the neural mechanisms underlying these processes. Prerequisite: Psychology 1 or 6. Enrollment limited to 35 students. Taube.

In 09W at 2A, Sleep and Sleep Disorders. This course will explore the basic biological mechanisms of sleep and circadian rhythms, including neuroanatomical, neurophysiological and chemical aspects of sleep/wake, as well as the relevant behavioral and social aspects of normal sleep. The course will then build upon this basic understanding of normal sleep and circadian rhythm to develop an overview of major sleep and circadian rhythm disorders, which include anatomical (e.g., sleep apnea), neurophysiological/chemical (e.g., narcolepsy), circadian (e.g., shift work or delayed sleep phase), and behavioral (e.g., conditioned insomnia) disturbances, as well as the interaction between sleep and other psychological, psychiatric and medical conditions. The critical importance of sleep to adequate daytime neuropsychological functioning will be elucidated through exploration of the impact of sleep deprivation and disorders. The social, public policy and economic issues pertinent to sleep and circadian rhythms will also be discussed. Prerequisite: Psychology 1 or 6 and 24 or 26. Enrollment limited to 35 students. Sateia.

In 09S at 10, Evolutionary Psychology. In this course, we examine the human mind and behavior within a broad evolutionary context. After a brief introduction to principles of evolution, we consider how sex and reproductive strategies influence male and female behavior in a variety of species, including humans. We then uncover the structure of the human mind by revisiting our vertebrate, mammalian, primate, and human ancestors. The importance of social factors in our evolutionary history will be highlighted. Throughout the course, we will consider how the most enigmatic and compelling of human qualities, such as love, aggression, morality and culture, are shaped by both personal and evolutionary history. Prerequisite: Psychology 1 or 6. Enrollment limited to 35 students. Kralik.

In 09S at 11, Exotic Sensory Systems. Humans have 5 special senses (vision, hearing, touch, taste and smell) and a variety of ‘internal senses’ that provide information about the state of our body and internal organs. However, some animals possess senses that are unlike anything that humans can experience. Examples include echolocation, celestial and geomagnetic navigational systems, and bioelectricity. This course explores the discovery and operation of these ‘exotic’ senses, highlighting both the similarities and differences with our own more familiar sensory modalities. Prerequisite: Psychology 1 or 6 and 21 or instructors’ permission. Enrollment limited to 35 students. Hughes.

52. Issues in Learning and Development

08F: 9L 09W: 12 09S: 10A

Courses with this number consider several important sub-fields of learning and psychological development. Material is treated at an intermediate level on a set of issues not covered in Psychology 22 and 25. Selection of issues is left to the discretion of the instructor, but they will be selected with emphasis upon the psychological principles emerging from the study of humans and animals in the context of learning, early experience, and maturations. Dist: SOC.

In 08F at 9L, Developmental Psychopathology. This course will provide an introduction to childhood Psychopathology using a developmental perspective. Written materials and lectures will focus on the diagnosis, etiology and treatment of a variety of childhood problems, including autism, anxiety disorders, learning disabilities, depression, attachment disorders, conduct disorders, and neurodevelopmental disorders. Prerequisite: Psychology 1 or 6 and 24, 25, or 59. Enrollment is limited to 35 students. Scheiner.

In 09W at 12, Animal Behavior. This course will survey the study of animal behavior, beginning with a consideration of evolutionary theory. Topics will include reproductive behavior, self-maintenance and defensive behaviors, and social interactions in a wide range of species. Animal learning theory will be integrated into these analyses. Prerequisite: Psychology 1 or 6. Enrollment limited to 35 students. Cramer.

In 09S at 10A, Animal Learning. This course is designed to provide students with a thorough understanding of the principles that govern learning. Many of these principles have originated from studies of classical and operant conditioning in non-human animals. Thus we will begin by covering the fundamentals of classical and operant conditioning as studied in a variety of species, and then turn to a discussion of modern theories of learning. We will then explore how these principles and theories of learning directly influence diverse processes such as memory, attention, extinction, categorization, and time keeping. In doing so we will consider how well different theories of learning apply to real life and inform our understanding of motivated behavior and some forms of mental illness. The format of the course will include lectures as well as discussion sessions. Prerequisite Psychology 1 or 6. Enrollment limited to 35 students. Bucci.

53. Issues in Social Psychology

09W, 09S: 10A

Courses with this number consider several important sub-fields of social psychology. Material is treated at an intermediate level on a set of issues that are not covered in Psychology 23. Selection of issues is left to the discretion of the instructor, but specific emphasis is given to individual and group attitudes, modes of interpersonal communication, and behavior control in humans and animals. Dist: SOC.

In 09W at 10A, Stereotypes, Prejudice and Discrimination. Humans are social creatures; interpersonal relationships and group membership are critical to our survival and well-being. The formation of groups, however, can give rise to ingroup favoritism, stereotyping, and discrimination against outgroup members. This course will examine social psychological theory and research on the causes and consequences of stereotypes, prejudice and discrimination, emphasizing sociocultural, cognitive, personality, neuroscience and motivational perspectives. We will study the development and causes of stereotypes and prejudice, and reasons for their persistence and prevalence. We will consider both the effects that stereotypes and prejudice have on people’s perceptions of and behaviors toward particular groups or group members, as well as their effects on members of stereotyped groups. Finally, we will explore the implications of research findings on stereotypes, prejudice and discrimination for education, business and government policies; and will discuss possible techniques for reducing prejudice and discrimination. Prerequisite: Psychology 1 or 6. Enrollment limited to 35 students. Norris.

In 09S at 10A, Emotion. Long before the field of Psychology existed, there was an appreciation that our emotions exert a profound influence over our behavior. Psychology must struggle with the more tangible question of how to study emotions and thereby interpret their influence on behavior. In this course, we will examine how psychologists (past and present) have attempted to study emotion. We will augment this information by learning how the brain supports emotional processing. We will then consider human disorders where emotional processing has gone wrong, as this will inform us about how things were supposed to work in the first place. And, then, we will be in a better position to answer the really big questions. What is an emotion? Who has emotions? Do you? Does your neighbor? Do German Shepherds? How do you know? Prerequisite: Psychology 1 or 6. Enrollment limited to 35 students. Whalen.

54. Issues in Applied Psychology

08F: 10A, 2A 09S: 3A

Courses with this number consider several important sub-fields of applied psychology, such as environmental psychology and consumer behavior. Material is treated at an intermediate level. Selection of issues is left to the discretion of the instructor, but they will be selected with emphasis upon the extension of established psychological principles to problems of contemporary society. Dist: SOC.

In 08F (Section 1) at 10A, Introduction to Cognitive and Behavioral Therapies. This course introduces strategies involved in the application of learning principles to the assessment and treatment of certain human behavioral problems, and the field of behavior therapy. The first part of the course will include lectures and selected readings, while the remainder will be taught in a seminar format. Students will give brief oral presentations on selected topics and will study in depth specific areas in behavior therapy. Prerequisite: Psychology 1. Enrollment limited to 35 students. Corson.

In 08F (Section 2) at 2A, Forensic Psychology. This course explores topics at the interface of the profession of psychology and the criminal justice system. Seminar discussions and lectures will cover topics such as: psychological evaluation and treatment in a hospital / legal context, ethics and psychologists as an expert witness, competency to stand trial, and neuropsychological evaluation and criminal responsibility. Students will review and research in the areas of the “Detection of Malingering” and “Predictions using actuarial data verses the use of clinical judgments” in the prediction of dangerousness among: sexual offenders, psychopaths, and antisocial personality disorders. Students will prepare papers on one of these two topics and present them as part of a panel discussion. Prerequisite: Psychology 1 or 6. Enrollment limited to 35 students. Foster.

In 09S at 3A, Health Psychology. How do psychological states impact immune system functioning? Why does the same illness affect different children, adults and their families in such different ways? Why are there gender differences in the treatment outcomes for heart disease? Why do people engage in unhealthy behaviors, such as smoking? What are the most effective ways to promote healthy behaviors such as exercise and healthy eating? What are the psychological implications of medical advances such as organ transplantation? These are among the questions considered in the subspecialty area of Health Psychology. This course will take an empirical research approach as we explore the role of psychology in addressing the key areas of: 1) health promotion; and 2) living with chronic physical illness. Prerequisite: Psychology 1 or 6. Enrollment limited to 35 students. Detzer.

59. An Introduction to Psychological Assessment

09W, 10W: 9L

This course is an overview of current approaches to the psychological assessment of individual differences in development, intelligence, personality and special abilities. It will consider the strengths, weaknesses, and issues associated with each approach and will cover the basic principles of test construction, evaluation, and interpretation. The course will also include a history of psychological testing, and a consideration of the important theoretical, ethical and social issues which psychological assessment has raised. Prerequisite: Psychology 1 or 6 and 10 or its equivalent. Enrollment limited to 35 students. Dist: SOC. Scheiner.

60-68. Laboratories in Psychology

60. Principles of Human Brain Mapping with fMRI

09W, 10W: 2A

This course is designed to introduce students to the theoretical and practical issues involved in conducting functional magnetic resonance imaging (fMRI) experiments of cognitive and behaviorally-related brain activity. Participants will gain an understanding of the physiological principles underlying the fMRI signal change, as well as the considerations for experimental design. The course will include firsthand exposure to the scanning environment and data collection procedures. Participants will be provided conceptual and hands-on experience with image processing and statistical analysis. At the completion of this course, it is expected that participants will be prepared to critique, design, and conduct fMRI studies; appreciate limitations and potentials of current fMRI methods and techniques; and better understand the broad range of expertise required in an fMRI research program. The course is designed to provide the participant with intensive, hands-on instruction. As a result, enrollment in the course will be limited to 15 students. Knowledge of MR physics, signal processing, or the UNIX/Linux operating system is not a prerequisite. Prerequisites: Permission of the instructor. Dist: TLA. Kelley.

63. Experimental Study of Social Behavior

08F, 09F: 11

This course deals with the ways in which social psychologists collect data to answer questions about motivation, social cognition, and interpersonal behavior. Theoretical issues and methodological problems are dealt with in class discussions, laboratories, and small group research projects on selected topics. Prerequisite: Permission of instructor. Dist: SOC. Norris.

64. Sensory Psychology with Laboratory

09W, 10W: 11

This course covers advanced topics in the scientific study of the human senses. It is a continuation of Psychology 21 (Perception). The emphasis is on human vision and hearing, and students will perform experiments that illustrate important principles of our senses as well as the methods used in perceptual science. Laboratory topics include (but are not limited to) the anatomy of the eye, binocular vision, movements of the eyes, and aspects of sound perception. Prerequisite: Psychology 21 or another course approved by the instructor and permission from the instructor. Dist: SLA. Hughes.

65. Physiology of Behavior with Laboratory

09S, 10S: 10

The primary focus of this course is the physiological basis of behavior. Such topics as localization of function, neural models, and the physiological bases of sensory/motor systems, learning/memory, spatial cognition, and emotion are considered. The laboratory introduces the student to the anatomy and physiology of the mammalian central nervous system and to some of the principal techniques used in behavioral neuroscience. Laboratories are scheduled for a 3.5 hour period on Tuesday morning or afternoons; students will be assigned to one of these two laboratory sections. Prerequisite: Psychology 1 or 6 and 26 or Biology 34 and permission of the instructor. Dist: SLA. Taube.

80-87. Seminars in Psychology

The topic areas for seminars may change from year to year. Course descriptions of seminars are available from the Psychology Department office and on the Department website. Enrollment in seminars is limited and by permission only (see the electronic enrollment procedures on the Department website). Enrollment priority is established by the professor. Permission may be obtained during the enrollment period for permission courses that begins during the first two weeks in May. Further information may be obtained at the Department office or web page.

80. Neural Basis of Consciousness

08F: 2A

The goal of this course is to develop an understanding of what consciousness is, and how it comes into existence through the activity of neurons in the nervous system. We will be focusing on the ancient mind/body problem, but will bring the new tools of modern neuroscience to bear on this age old puzzle. The puzzle is this: Neurons are publicly observable entities; yet the subjective experience that their activity gives rise to is not publicly observable. Indeed, subjective experience appears to have properties that do not seem to be inherent to matter, such as redness, painfulness, and other ‘qualia.’ The puzzle is how seemingly different classes of events, one mental and the other physical, can both be realized in one and the same neuronal events. We will begin by focusing on some of the philosophical issues. We will then increasingly focus on the neuronal basis of subjective experience in light of the recent findings of modern neuroscience. Permission of instructor. Tse.

80. Face Perception: Cognitive, Neural, Computational, and Social Perspectives

09W: 2A

Face perception is one of the most highly developed visual skills and plays a central role in social communication. This seminar will take a multi-disciplinary approach to understanding face perception, covering cognitive, neural, and computational models for how face perception systems are structured in the human and nonhuman primate brain and in machine vision. Requirements will be a mid-term exam and a seminar paper. Permission of instructor. Haxby.

83. Psychology of Meaning

08F: 10A

This course explores one of the hallmarks of being human: trying to make sense of the world around us. The quest to understand and predict our environment manifests itself in daily, mundane ways as well as in a range of extra-worldly beliefs. We will integrate social, cognitive and neuropsychology as we examine how healthy and damaged brains fill in gaps, make assumptions and otherwise manipulate data to create a coherent conscious experience. Finally, we will debate the healthy and not-so-healthy implications of this need to make sense and find meaning in our lives. Permission of instructor. Wheatley.

83. Non-Verbal Aspects of Social Interaction

09W: 10A, 2A

The seminar will focus on the nonverbal and paraverbal dimensions of human communication. Particular attention will be given to research which has examined the role of gaze behavior, facial expressions of emotion and appearance cues in social relationships. Video records of social interaction will be used to demonstrate and illustrate the various ways in which nonverbal behaviors play an important role in interpersonal dynamics. A mid-term exam, a seminar paper and participation in class discussions are the mechanisms through which the student’s mastery of the seminar materials is assessed. Permission of instructor. Kleck.

83. The Self

09S: 2A

A unitary sense of self that exists across time and place is a central feature of human experience. Understanding the nature of self—what it is and what is does—has challenged scholars for many centuries. Although most people intuitively understand what is meant by the term self, definitions have tended toward the philosophical and metaphysical. Efforts at creating more formal definitions have largely been unsuccessful, as many features of self are empirically murky, difficult to identify and assess using objective methods. Yet the phenomenological experience of self is highly familiar to everyone. So, at issue is not whether the self exists, but how best to study it. This course will survey contemporary approaches to understanding the self, with a strong emphasis on approaches from social psychology. We will consider self’s development, its cognitive and affective components, motives related to it, and how it is regulated. We will consider its functional basis, examining both its adaptive and maladaptive consequences. We will also examine its neurological basis including case studies of people with disorders of self. Permission of instructor. Heatherton.

84. Ability, Giftedness, Genius: the Psychology of High Achievement

09S: 10A

This seminar will consider the nature and nurture of mental abilities, the different kinds of these, both general and special, and their social and economic implications. It will also examine abilities at the level of giftedness, particularly the meaning and development of giftedness in its many forms; and non-intellectual aspects of personality and temperament that contribute to high achievement. Permission of instructor. Elliott.

85. What Makes the Human Brain Human

09W: 2A

The goal of this course is to develop an understanding of how we came to exist as a species. In particular, this course will focus on how the human mind/brain came to be what it is today. Many traits and abilities set us apart from other animals. Some of what makes us human are mere differences in degree while others are differences in kind. Although there are many physical differences, the main differences that set us apart from the rest of the animal world are mental in nature. Among these differences are the existence of extensive symbolic processing, syntactic processing (language), humor, dance, music, the extent of tool use, and the wearing of clothing. Some physical traits that are highly unusual are near-hairlessness, bipedality, hidden ovulation, menopause (just us and pilot whales!), and a strong prevalence of right-handedness. There are also some other puzzling things that need explanation, such as the existence of homosexuality and schizophrenia, when the genes that may underlie a propensity for such outcomes should have a relatively low probability of propagation. We shall examine evidence from all quarters that will help us understand the course of our mind/brain evolution. Permission of instructor. Tse.

86. Addiction

09S: 10A

What issues surround drug abuse? Why do people risk infection, homelessness, unemployment, family and death for a shot of heroin? A drink? We will explore the physiological, psychological, behavioral and sociological aspects of drug addiction. Some topics we will discuss are: the effects of drugs of abuse on the brain and behavior, prevention and treatment strategies, the war on drugs, medical use of abused substances, and environmental factors that contribute to drug abuse. Prerequisites: Psychology 26 or Psychology 50 (Drugs and Behavior) or permission of instructor. Robinson.

87. Nature and Nurture

08F: 10A

One of the continuing discussions of our era is whether differences between individuals can be attributed to inherent characteristics or to environmental influences, in other words, the nature-nurture debate. We will examine writings representing the spectrum of arguments, particularly those taking modern combinatorial or interactionist positions. Analyses of both animal and human behaviors will be included. Students will select a particular behavioral domain of interest to them and review current information about the sources of variation in that behavior. Permission of instructor. Cramer.

88. Independent Research

All terms: Arrange

This course is designed to enable qualified students to engage in independent laboratory or field research under the direction of a PBS faculty member. Students may take one to three terms of Independent Research. No more than two terms of 88, 89, or a combination of 88s and 89s may count toward the eight required courses for the major. This course may not be used to fulfill the upper-level (60 or above) major requirement.

Prerequisite: Psychology 1 or 6, 10 and 11. Enrollment is via the department website along with written permission from the advisor, and then written permission from the Chair of the Undergraduate Committee using the appropriate Checklist. The staff.

89. Honors Research

All terms: Arrange

This course is designed to enable especially qualified Psychology majors, usually seniors, to engage in independent laboratory or field research under the direction of a faculty member. Students may take two or three terms of Honors Research, but no more than two terms of 88, 89, or a combination of 88s and 89s may count toward the eight required courses for the major. This course may not be used to fulfill the upper-level (60 or above) major requirement. A student must have a minimum grade point average of 3.30 in the major and 3.00 overall to enroll and must enroll before the end of the fall term of their senior year. Honors theses will be evaluated by a two-person Thesis Committee approved by the Undergraduate Committee. Thesis Committee members must be identified prior to the student signing up for Psychology 89. The Thesis Committee must include a regular member of the Department of Psychological and Brain Sciences faculty. The other individual, if not a regular member of PBS, must have an active academic appointment (e.g., Research Associate, Research Assistant Professor, Medical School Faculty, Faculty in other departments of the College, for instance). Either Committee member may serve as the primary advisor. The two members of the Thesis Committee may not be in the same laboratory. The Thesis Committee will read and evaluate the thesis and make recommendations to the Undergraduate Committee regarding the awarding of Honors or High Honors. In addition, all Honors students will present their work in a departmental symposium at the conclusion of the spring term. The Thesis Committee will also recommend in writing meritorious students to the Undergraduate Committee for consideration for the various departmental prizes. Two terms of this course are required of those who seek to graduate with Honors in Psychology.

Prerequisite: Psychology 1 or 6, 10 and 11. A 60 level course is strongly recommended.

Under unusual circumstances students may petition to take Psychology 11 concurrently with the first term of Psychology 89. Students should check well in advance with their faculty advisor for additional prerequisites. Enrollment is via the Department website along with written permission from the advisor, and then written permission from the Chair of the Undergraduate Committee using the appropriate Checklist. The staff.

90. Independent Neuroscience Research

All terms: Arrange

This course is designed to enable students to engage in independent laboratory research under the direction of a neuroscience faculty member. Students may take up to two terms of independent research. Students are required to write a final report of their research.

Prerequisite: Psychology 6 or Biology 34 and Psychology 10 or Biology 29. Enrollment is via the Department website along with written permission from the advisor, and then written permission from the Chair of the Neuroscience Steering Committee. The staff.

91. Honors Neuroscience Research

All terms: Arrange

This course is designed to enable especially qualified Neuroscience majors, usually seniors, to engage in independent laboratory research under the direction of a neuroscience faculty member. Students must take at least two terms of Psychology 91. A student must have a minimum grade point average of 3.30 in the major and 3.00 overall to enroll and must enroll by the fall term of the senior year. The honors thesis will be evaluated by a two-person thesis committee approved by the Neuroscience Steering Committee. Thesis committee members must be identified prior to the student signing up for Psychology 91. The thesis committee must include a regular faculty member of the Department of Psychological and Brain Sciences. The other individual must have an active academic appointment at Dartmouth. A prospectus of proposed research is due by the end of the fall term for approval by the Neuroscience Steering Committee. The student is expected to submit a written thesis, give a public presentation and pass an oral examination administered by the thesis committee. The thesis committee will make recommendations to the Neuroscience Steering Committee regarding the awarding of Honors or High Honors. Students electing to do a Neuroscience Honor’s thesis should consult the PBS Department website for further details.

Prerequisite: Psychology 6 or Biology 34 and Psychology 10 or Biology 29. A 60 level course is strongly recommended. Students should check well in advance with their faculty advisor for additional prerequisites. Enrollment is via the Department website along with written permission from the advisor, and then written permission from the Chair of the Neuroscience Steering Committee. The staff.

GRADUATE COURSES

100. Measurement and Statistics I

08F: M, W, Th 9-10 am. Wolford.

101. Measurement and Statistics II

09W: M, W, Th 9-10 am. Wolford.

111. Seminar in Special Topics

08F Whalen, 09W Heatherton, 09S Norris: Arrange

120. Tutorial Reading

All terms: Arrange. The staff.

187. Supervised Undergraduate Teaching.

All terms: Arrange. The staff.

188. Supervised Research. (1 course credit)

All terms: Arrange. The staff.

Normally taken by first-year students.

189. Independent Research. (2 course credits)

All terms: Arrange. The staff.

Normally taken by second-/third-year students who are completing the Specialist and beginning to develop a thesis proposal.

190. Predissertation Research. (2 course credits)

All terms: Arrange. The staff.

Normally taken by third-/fourth-year students who have completed the Specialist but not yet proposed the dissertation.

191. Dissertation Research. (3 course credits)

All terms: Arrange. The staff.

Taken by fourth-year students who have proposed the dissertation.