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Psychological and Brain Sciences

COURSE OFFERINGS

1. Introductory Psychology

10F, 11W, 11S, 11F, 12W, 12S: 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

11W, 12W: 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

11S: 9L 11X: 10 12S: 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, MSS 15 or 45, Psychology 10, or Sociology 10 except by special petition. Cannot be taken concurrently with Psychology 11. Dist: QDS. Hull, Pfister.

11. Laboratory in Psychological Science

10 F, 11S: 12 11X: 11 11 F: 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

10F: 11 11S: 12 11F:11 12S:12

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

11W, 12W: 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. Wheatley.

24. Abnormal Psychology

10F, 11F: 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. Scheiner.

25. Developmental Psychology

11W: 9L, 11X: 2A

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. The Staff.

28. Cognition (Identical to Cognitive Science 2)

11S, 12S: 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)

10F, 11F: 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.

43. Emotion

11W: 2A

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. Whalen.

45. Behavioral Neuroscience

10F, 11F: 11

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

11S, 12S: 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. Students may take the same numbered course more than once if the specific topic is different.

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

10F: 12, 2A 11W: 10

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 to 35 students. Dist: SCI.

In 10F 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. Sateia.

In 10F at 12, Neuroethology. A rose smells sweet, and rotting food smells bad---to you, but not to a fly. The neural mechanisms that cause such differences reflect the conditions under which each species evolved. By comparing the nervous systems of many animal species we will discover the conditions and constraints that led to the neural mechanisms of species typical behaviors, including our own. Prerequisite: Psych 1 or 6. Kralik

In 11W at 10, 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. Hughes.

51. Issues in Information Processing

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

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. Enrollment limited to 35 students.

In 10F 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. Hughes and Whalen.

In 11W at 11, The Roles of the Human Fronto-Parietal Network: Executive Control, Planning, Attention, Volition and Mental Causation of Action.

This course will focus on neural circuitry underlying decision-making, planning, and attention. Inherent to planning and executive control are issues of selection and inhibition from among possible courses of action, evaluation of stimuli, and an assessment of how best to accomplish goals. Our goal will be to shed light on ancient philosophical questions of free will, mental causation, and the mind-body problem by looking at what neuroscience can teach us. Prerequisite: Psychology 1 or 6. Tse.

In 11W at 2, Mind and Brain. It is believed that the mind is a manifestation of the brain. Think of computers. The brain is hardware, the mind is software. Is it possible to understand algorithms of the software by investigating physical activity of the hardware? This course will take the mind and brain problem as a theme to guide discussions about neural underpinnings of various mental phenomena. Cutting-edge research across Psychology, Neuroscience, Artificial Intelligence and Philosophy of Mind will be covered. Meng.

In 11S at 2, 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. Shim.

52. Issues in Learning and Development

11W: 12 11S: 9L, 11

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. Enrollment limited to 35 students. Dist: SOC.

In 11W at 12, Evolutionary Psychology. In this course we examine the human mind and behavior from a broad evolutionary perspective. We start by covering the main principles of evolution and Darwin’s most extraordinary insight: the evolution of all species from a single, common ancestor. Then we make the important causal connection to our minds by building up from genes to mind. We next consider how sex and reproductive strategies influence male and female behavior in a variety of species, including humans. We then examine the evolutionary influences on family life, and look to child development for evidence of innate knowledge. Limitations in our cognitive processing, and universals in social and emotional processing provide further evidence for evolved adaptations. Throughout the course, we will consider how the most enigmatic and compelling of human qualities, such as love, aggression, morality and culture, are influenced by our evolutionary history. Prerequisite: Psych 1 or Psych 6. Dist: SCI. Kralik.

In 11S: 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. Scheiner.

In 11S at 11, Animal Learning and 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. Cramer.

53. Issues in Social Psychology

11S:10

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 11S at 10, Social Perception. In a fleeting glance, we can identify a person, infer their emotional state, determine their gender, estimate their age, assess their attractiveness, andsurmise the focus of their thoughts. Social perception is fundamental to social interaction in humans as well as other animals. This course will examine social perception in humans and other species and in doing so will touch on issues including functional specialization and neurocognitive development and evolution. Faces have received much of the attention in social perception and we’ll spend significant time on face perception, but we’ll also cover body perception, biological motion perception, voice perception, and some of the various types of social perception in non-human animals. We will draw on a range of approaches including psychophysics, neuropsychology, single-cell recording, transcranial magnetic stimulation, fMRI, and twin studies. Duchaine.

54. Issues in Applied Psychology

10F: 3B

Courses in 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 insrtuctor, but they will be selected with emphasis upon the extension of established psychological principles to problems of contemporary society. Enrollment to 35 students. Dist: SOC.

In 10F at 3B, 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 behavioral therapy. Prerequisite: Psychology 1. Corson.

60-68. Laboratories in Psychology

60. Principles of Human Brain Mapping with fMRI

11W, 12W: 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

11S, 12S: 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. Hull.

65. Systems Neuroscience with Laboratory

11F, 11S: 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 2010. In the Spring 2011, 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. Maue, 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. Perceptual Development

10F: 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: Psych 21 and permission through the department website. Meng.

81. The Self

11W: 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 it 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. Prerequisites: Psych 1, 23, and permission through the department website. Heatherton.

83. The Social Psychology of Health Behavior

10F: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-promoting, 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 the 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 through the department website. Gibbons.

83. Non-Verbal Aspects of Social Interaction

11W: 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 assessed. Permission through the department website. Kleck.

83. Affective Neuroscience

11S: 2A

This course will explore the very latest approaches and findings in the field of emotion research. The emphasis will be on understanding the research strategies that affective neuroscientists use to address the role of emotion in our daily lives. We will see that affective neuroscience is a highly interdisciplinary field that draws from basic, cognitive and social neuroscience to emerge as a distinct field in its own right. We will read and discuss the most current research findings in the field and if our discussions lead us to unanswered questions, we may even do a bit of original research ourselves. Open to Senior/Junior Psychology/Neuroscience majors. Prerequisite: Psychology 43 and permission through the department website. Whalen.

84. The Experience and Neuroscience of Mental Illness

10F:10A

The goal of this course is to explore mental illness on two levels. The first level is the experience of mental illness. To gain a better understanding of what it is like to have a mental illness, we will read memoirs and personal testimonies, watch films, and if possible, visit mental health institutions. The second level is the neuroscience of mental illness. We will focus on current research to develop a better understanding of mental illness from a neurological perspective. In order to delve deeper into each disorder, we will focus on only 4-5 disorders during the term, and as a group, we will decide which disorders to investigate. We will briefly review the diagnostic characteristics of each disorder, but it is expected that students will enter the class with a good working knowledge of psychopathology. Prerequisite: Psychology 24 (Abnormal Psychology) and permission through the department website. Funnell.

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

11S: 2A

This course 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 important aspects of personality and temperament, such as achievement orientation, conscientiousness, energy, openness, stability, and leadership that contribute to great accomplishment. Permission through the department website. Elliott.

85. Top-Down Processing and Plasticity in the Brain

11W: 2A

Information in early sensory cortex has been traditionally viewed as rudimentary and hard-coded. However, research has shown that activity in early sensory cortex is not fixed but changes with experience, and does not hold raw sensory data but often representations modulated by top-down influences, such as attention and interpretation. In this course, we will consider how the functional organization of the human brain changes with experience. We will also explore the variety of higher-level information that can be found at early stages of processing. A mid-term exam and a seminar paper will be required. Permission through the department website. Shim.

85. Prefrontal Cortex and Executive Control

11S: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 primitive 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 through the department website. Kralik.

86. Neuroscience Seminar and Annual Meeting

10F:10A

This seminar will explore topics and issues that are on the cutting edge in the field of neuroscience. The specific topics selected for discussion will be identified from the published list of Symposia and Lectures scheduled for the upcoming Annual Meeting of the Society for Neuroscience in November 2010. In the first part of the term students will read background material and discuss the selected topics. Students will then accompany the instructor to the Annual Meeting. This meeting is held every fall over the course of 5 days and is a gathering of over 30,000 scientists from around the world, who are conducting cutting-edge neuroscience research. Students will attend symposium and data presentations on the topics discussed in the course and those of personal interest. Upon returning from the meeting, the class will present and discuss the research presented at the meeting. Prerequisites Psychology 6 or Biology 34; and Psychology 26 or 45. Permission through the department website. Bucci.

86. Selective Developmental Deficit

11W: 10A

Cognitive neuropsychology relies on selective deficits to shed light on the organization of the brain. In the past, nearly all selective deficits reported in the neuropsychological literature involved brain-damaged patients who lost particular abilities, but many selective deficits due to failures of development have been identified in recent years. These include deficits affecting computations concerned with color, faces, objects, spatial abilities, number, and memory. This course will discuss the theoretical basis of selective deficits, examine examples of selective developmental deficits, assess the relationship of developmental and acquired deficits, and consider the more general implications of selective developmental deficits and the research opportunities they present. Permission through the department website. Duchaine.

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, which includes 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. Stu-dents 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 second week 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. The staff.

90. Independent Neuroscience Research

All terms: Arrange

See Neuroscience Listing.

91. Honors Neuroscience Research

All terms: Arrange

See Neuroscience Listing.

GRADUATE COURSES

100. Measurement and Statistics I

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

101. Measurement and Statistics II

11W: 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)