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Psychological and Brain Sciences


1. Introductory Psychology

09F, 10W, 10S, 10F, 11W, 11S: 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

10W, 11W: 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

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

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

10W: 2 10S: 12 10X: 11; 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

09F, 10S, 10F, 11S: 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. Tse, Hughes.

23. Social Psychology

10W, 11W: 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

09F, 10S: 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. Dist: SOC. Funnell, Scheiner.

25. Developmental Psychology

10X: 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. Dist: SOC. Scheiner.

26. Physiological Psychology

10W, 11W: 12

The course, designed for Psychology 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. Dist: SCI. Cramer.

28. Cognition (Identical to Cognitive Science 2)

10S, 11S: 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 (Identical to Computer Science 53)

09F, 10F: 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.

45. Behavioral Neuroscience

10X: 9L

We are complex organisms that perform complex behaviors. In this course we will explore the neurological underpinnings of behavior. Some topics we will cover include the neural control of life-sustaining behaviors such as eating, drinking and sleeping. In addition, we will explore how the brain contributes to the display of other complex behaviors such as aggression, sexual behavior and reward. We will use the text, primary research articles and case studies to examine the relationship between brain and behavior. Prerequisite: Psychology 6 or Biology 34. Dist: SCI. Robinson.

46. Cellular and Molecular Neuroscience

10S, 11S: 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. Prerequisite: Psychology 6 or Biology 34. 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

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

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 09F at 10A, Neurobiology of Learning and Memory. This course will discuss the neurobiology of learning and memory from cognitive, behavioral, and cellular neuroscience perspectives. The goal of the course is to better understand the neurobiological mechanisms and brain systems that underlie learning and memory processes. A fundamental understanding of membrane and synaptic potentials is recommended. Prerequisite: Psychology 1 or 6. Enrollment limited to 35 students. Taube.

In 10W 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 10W 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.

In 10S at 2A, Sleep and Sleep Disorders. This course will explore the basic biological mechanisms of sleep and circadian rhythms, including neuroanatomical and neurophysiological aspects of sleep/wake, as well as the 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. The importance of sleep to adequate daytime neuropsychological functioning and the social, public policy and economic issues pertinent to sleep and circadian rhythms will be addressed. Prerequisite: Psychology 1 or 6. Enrollment limited to 35 students. Sateia.

51. Issues in Information Processing

09F: 2 10S: 12

Courses with this number consider topics from the areas of perception, memory, cognition, and quantitative models from the point of view of information processing. Material is treated at an intermediate level on a set of issues not covered in Psychology 21 and 28. Selection of issues is left to the discretion of the instructor, but specific emphasis is given to methodology.

In 09F at 2. History of Psychology. Harvard Philosopher George Santayana said “those that cannot remember the past are condemned to repeat it” (Life of Reason, 1905). Is that happening right now in Psychology? The goal of this course is to enrich our understanding of current psychological theory by understanding its intellectual origins. We will trace the origins of the current influential schools of thought in psychology to determine what is really new, and what was anticipated by earlier generations. We will see that early psychologists, without the aid of modern technologies, came up with some incredibly clever ways to solve experimental problems, many supplying answers that have held up to this day. Prerequisite: Psychology 1 or 6. Enrollment limited to 35 students. Hughes and Whalen.

In 10S at 12, Attention. In our everyday environment, a massive amount of information pours into our sensory organs, but only a small subset of it reaches awareness. What determines how much information is passed on to higher levels of processing? In this course, we will explore this classic question of capacity limits on human information processing with particular emphasis on the role of attention. Through lectures and discussions, we will examine the cognitive and neural mechanisms of attention. Prerequisite: Psychology 1 or 6. Enrollment limited to 35 students. Shim.

52. Issues in Learning and Development

09F: 9L 10W: 12

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 09F 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.

53. Issues in Social Psychology

09F, 10W: 2A 10S: 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 09F at 2A, Stereotypes, Prejudice and Discrimination. Humans are social creatures; relationships are critical for our survival. The formation of groups, however, gives rise to ingroup favoritism and discrimination toward outgroup members. This course examines the causes and consequences of stereotypes, prejudice and discrimination; emphasizes sociocultural and neuroscience perspectives; and considers the effects of perceived discrimination on members of stereotyped groups. Finally, we explore implications for education, business and government; and will discuss techniques for reducing discrimination.

Prerequisite: Psychology 1 or 6.  Enrollment limited to 35 students. Norris.

In 10W at 2A. Interpersonal Relationships. Examines the initiation, maintenance, and termination of personal relationships. Beginning with an examination of basic motives for affiliation, the course examines ecological, situational, and personal factors that increase liking for and desires to affiliate with specific persons. We consider various biological, psychological, sociological, and evolutionary theories of attraction and affiliation. A major focus of the course is intimate relationships and the factors that sustain or dissolve them. Specific topics will include motives for affiliation, biological basis of relationships, individual factors such as shyness, intimacy, and loneliness, types of relationships such as friendships, dating relationships, and family (siblings, parents, children), as well as theories of love, mate selection, marital satisfaction, and finally, predictors of divorce.

Prerequisite: Psychology 1 and Psychology 23. Enrollment limited to 35 students. Heatherton.

In 10S 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.

In 10S at 10A. Psychology of Decision-making. Life is full of decisions. We make dozens each day, some trivial and some that shape our future. We will cover theories of optimal decision making and we will look at how people actually make decisions. We will examine people making decisions in isolation and people making decisions with and in opposition to other people. We will consider ways to improve decision making. Topics will include: utilities, uncertainty, heuristics, bias, framing, overconfidence, cooperation, competition, negotiation, and so forth. Prerequisite: Psychology 1 or 6, 10 and either 23 or 28. Wolford.

60-68. Laboratories in Psychology

60. Principles of Human Brain Mapping with fMRI

10W, 11W: 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

09F, 10F: 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

10W, 11W: 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. Tse.

65. Systems Neuroscience with Laboratory

09F, 10S: 10

The primary focus of this course is the physiological basis of behavior from a systems perspective. Such topics as localization of function, neural models, and the physiological bases of sensory/motor systems, learning/memory, and spatial cognition 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 systems and behavioral neuroscience. A single laboratory section will be held Tuesday afternoons in the Fall 2009. In the Spring 2010, two laboratory sections will be scheduled for a 3.5 hour period on either Tuesday morning or afternoons; students will be assigned to one of these two laboratory sections. Prerequisite: Psychology 1 or 6 and either 26 or 45 or Biology 34 and permission of the instructor. Dist: SLA. Yoder, 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. Face Perception: Cognitive, Neural, Computational, and Social Perspectives

09F: 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.

81. The Self

09F: 2A

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. Prerequisites: Psychology 1, 23 and permission of instructor. Heatherton.

81. Neural Basis of Volition and Mental Causation

10S: 2A

How can we have a will that is free, when our volition, actions, thoughts, and choices must all be realized in the activity of neurons, which are themselves subject to physical laws? Is free will then a mere illusion? This course examines the neural and psychological bases of what we perceive as our ability to determine our own physical and mental activity, inhibit unwanted actions and thoughts, and make choices freely. Open to senior/junior Psychology/Neuroscience majors. Permission of instructor. Tse.

81. Perceptual Development

10W: 2A

Understanding how the human brain learns to perceive objects is one of the fundamental challenges in neuroscience. This seminar will cover topics of infants’ perceptual development as well as neural plasticity in adolescents and adults. Case studies of atypical visual development will also be discussed. Students are expected to review current trends in perceptual development literature. In class discussions, a mid-term exam and a seminar paper will be required. Prerequisites: Psychology 21 and permission of the instructor. Meng.

83. The Social Psychology of Health Behavior

09F: 10A

This seminar will focus on psychosocial factors related to health behavior and health status. We will examine interpersonal/social processes, such as racial discrimination and social comparison, and cognitive processes, such as risk perceptions, stereotyping and attitude change. We will explore how these processes affect behaviors that are health-promotion, such as nutrition and exercise, and health-impairing, including substance abuse and risky sexual behavior. We will apply various social psychological theories and principles (e.g., reasoned action, implicit attitude formation) to study of these behaviors. There will be a mid-term exam and a paper; a version of the latter will be presented in class. Class participation is expected. Permission of instructor. Gibbons.

83. Non-Verbal Aspects of Social Interaction

10W: 10A

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. Attitude and Persuasion

10S: 2A

Red Sox vs. Yankees, Clinton vs. Obama, Coke vs. Pepsi – we are hold strong beliefs and attitudes about the objects and people we encounter in the world. This course will examine how these beliefs are formed and changed, as well as how they influence our behavior in daily life. Given that in 1935 Gordon Allport, the father of attitudes, defined an attitude as “a mental and neural state of readiness”, we will integrate social psychological and neuroscience research to better understand how attitudes function. Examples will be drawn from marketing and advertising, politics, and the history of racial prejudice in American as we explore the broad impact of attitudes on our lives. Permission of instructor. Norris.

84. Psychology and Law

10W: 2A

The course will cover certain topics about which psychological theory and data are adduced to affect the deliberations of courts, juries, and other fact-finding or policy-making bodies. Among these topics is the issue of the place of psychological science in the law, illustrated by considering two questions: first, whether psychologists whose expertise is in the field of eyewitness testimony should testify in eyewitness cases; and second, whether attitudes toward the death penalty affect jury decision-making in capital cases. Then we will consider the psychology of sex differences and several issues concerning occupational segregation, pay differentials, sexual harassment, Title IX, etc. Finally, we will choose from among such topics as the accuracy of memory for legally relevant events like abuse, and the relation between neuropsychology and legal concepts of free will and intent. Permission of instructor. Elliott.

86. Prefrontal Cortex and Executive Control

10S: 10A

The prefrontal cortex carries out processes collectively called executive control which orchestrates the activities of other brain systems and underlies some of our most sophisticated cognitive capacities. Executive control allows us to solve unfamiliar problems and plan far in advance. It balances our more primitives drives with thoughtfulness and tempers impulsivity with patience. Through executive control, we are better able to single out important details, produce sensible solutions, and transfer knowledge among domains. In this course we study the cognitive and neural mechanisms underlying executive control, including attention, emotion regulation, and the resulting interplay between the prefrontal cortex and older brain systems. Permission of instructor. Kralik.

87. Nature and Nurture

09F: 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, 10 and 11. Submission of the Checklist for enrolling in Independent Research, along with written permission from the advisor, and then written permission from the Chair of the Undergraduate Committee is required. 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, 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

See Neuroscience Listing.

91. Honors Neuroscience Research

All terms: Arrange

See Neuroscience Listing.


100. Measurement and Statistics I

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

101. Measurement and Statistics II

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

111. Seminar in Special Topics

120. Tutorial Reading

187. Supervised Undergraduate Teaching.

188. Supervised Research. (1 course credit)

189. Independent Research. (1 course credit)

190. Predissertation Research. (1 course credit)

191. Dissertation Research. (1 course credit)

288. Supervised Research. (2 course credits)

289. Independent Research. (2 course credits)

290. Predissertation Research. (2 course credits)

291. Dissertation Research. (2 course credits)

388. Supervised Research. (3 course credits)

389. Independent Research (3 course credits)

390. Predissertation Research. (3 course credits)

391. Dissertation Research. (3 course credits)