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Information on this website is posted for historical reference only. Please visit the Office of the Registrar for current requirements.

Psychological and Brain Sciences


1. Introductory Psychology

11F, 12W, 12S, 12F, 13W, 13S: 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

11F: 10,12W: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. Dalrymple, 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

11F 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.

11 F: 12 12S: 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

11F: 11 12F: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

12W, 13W: 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

11F, 12F: 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

12X: 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. Dist: SOC. Scheiner.

26. Physiological Psychology

12W, 13W: 12

The course, designed for Psychology 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. Because of the overlap in material covered, no student may receive credit for both Psychology 26 and Psychology 45. Prerequisite: Psychology 1. Dist: SCI. Cramer

28. Cognition (Identical to Cognitive Science 2)

12S, 13S: 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)

11F, 12F: 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. Prerequisites: one of : Psychology 1, 6, Biology 34, Cosc 4, 5 or Engineering 20. Dist: SCI. Granger.

43. Emotion

12W: 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

11F, 12W, 12F, 13W: 10A

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 and drinking. In addition, we will explore how the brain contributes to the display of other complex behaviors such as sexual behavior and responding to stress. We will use the text, primary research articles and case studies to examine the relationship between brain and behavior. Because of the overlap in material covered, no student may receive credit for both Psychology 26 and Psychology 45. Prerequisite: Psychology 6 or Biology 34. Dist: SCI. Clark.

46. Cellular and Molecular Neuroscience

12S, 13S: 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

11F: 12, 2A 12W: 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 11F at 12, Neuroscience of Mental Illness. The goal of this course is to explore the neurological correlates of psychopathology. For each mental illness covered in the class, we will first review the characteristics and diagnostic criteria of the disorder and will then explore the neurological correlates in terms of etiology, manifestation, and treatment. We will examine evidence from a variety of sources, including neuroanatomical studies, neuroimaging experiments, and neurodevelopmental studies, with a focus on current research findings. Case histories and video footage will be used to illustrate the experience of psychopathology with the goal of elucidating the links between the brain and behavior. Students who have taken Psyc24 (Abnormal Psychology) must consult with the instructor prior to registering for the course. Prerequisite: Psyc6 or 26 or Bio34. Funnell.

In 11F 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 11F at 10, 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 12W 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

12W, 2 12S: 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 12S 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 11X at 2, 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 12W 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. Prerequisite: Psychology 1 or 6. Meng.

In 12S 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

12W: 12 12S: 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 12W 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 12S: 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 12S 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

11F:2A 12W:10A 12S: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 11F 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: Psyc23. Heatherton.

In 12W at 10A. Stereotypes, prejudice & 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. Prerequisites: Psyc1 or 6. Norris.

In 12S 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, and surmise 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. Prerequisites: Psychology 1 or 6. Duchaine.

54. Issues in Applied Psychology

11F: 3A

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 instructor, 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 11F at 3A, Health Psychology. This course will explore the role of psychology and health. We will review both empirical/research and clinical psychology contributions to: 1) chronic physical illness; and 2) health promotion. This course utilizes a multi-modal learning approach and will include lectures, readings, large and small group class discussions, videos, guest speakers, and outside of the classroom/DHMC learning opportunities Through in-depth study of medical conditions such as diabetes, cystic fibrosis, cancer and chronic physical pain, we will explore the impact of illnesses on the individual/family, the role of development/cognitive factors in illness, adherence/self-management issues, and “medical treatment” issues including doctor/patient communication and medical system aspects of care. We will also review health promotion/behavior change strategies. Prerequisite: Psyc1 or 6. Detzer

60-68. Laboratories in Psychology

60. Principles of Human Brain Mapping with fMRI

11F, 12W, 13W: 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 through the department website. Dist: TLA. Shim, Kelley.

63. Experimental Study of Social Behavior

12F, 13F: 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 through the department website. Dist: SOC. Norris.

65. Systems Neuroscience with Laboratory

11F, 12S: 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 through the department website. Dist: SLA. Gulick, 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

11F: 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. Neural Coding

11F: 2A

This seminar will examine the principles for coding information in patterns of neural activity and methods for measuring and decoding these population responses. We will concentrate on neural representational spaces in early visual cortex and in higher-level visual cortex for face and object recognition, but will also discuss motor representations, other sensory modalities such as audition and olfaction, and cognitive representations such as word meaning and person knowledge. In addition to weekly reading and student-led discussion, the seminar will include instruction in computational methods with exercises. Permission through the department website. Haxby.

83. The Social Psychology of Health Behavior

12W: 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

12S: 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. Attitudes and Persuasion

12S: 10A

Red Sox vs. Yankees, Clinton vs. Obama, Coke vs. Pepsi – we all 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 America as we explore the broad impact of attitudes on our lives. Permission through the department website. Norris.

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

12S: 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

12W: 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


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. Addiction

11F: 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. Permission through the department website. Robinson.

86. Selective Developmental Deficit

12W: 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. Prerequisites: Psychology 1 or Psychology 6. 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. 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 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.


PSYC 100 - Proseminar

PSYC 110 - Measurement and Statistics I

PSYC 111 - Measurement and Statistics II

PSYC 115 - Supervised Undergraduate Teaching

PSYC 117 - Specialist Reading Part 1

PSYC 118 - Specialist Reading Part II

PSYC 128 - Cognitive Neuroscience

PSYC 121 - Perception

PSYC 123 - Social Neuroscience

PSYC 122 - Affective Neuroscience

PSYC 126 - Medical Neuroanatomy (NEWD115) (cross listed)

PSYC 167 - Professional Development

PSYC 163 - Advanced Statistics

PSYC 160 - Imaging Methods

PSYC 164 - Computational Methods

PSYC 175 - Current Issues in Behavioral Neuroscience

PSYC 171 - Brain Evolution

PSYC 174 - Computational Neuroscience

PSYC 176 - Learning and Memory

PYSC 179 - Seminar in Special Topics

PSYC 188 - Supervised Research

PSYC 189 - Independent Research

PSYC 190 - Predissertation Research

PSYC 191 - Dissertation Research

PSYC 288 - Supervised Research

PSYC 289 - Independent Research

PSYC 290 - Predisseratation Research

PSYC 291 - Dissertation Research

PSYC 388 - Supervised Research

PSYC 389 - Independent Research

PSYC 390 - Predissertation Research

PSYC 391 - Dissertation Research