Psychology
2017-18 General Catalog
273 Social Sciences 2 Building
(831) 459-2002
http://psychology.ucsc.edu
Lower-Division Courses
1. Introduction to Psychology. F,W,S
Introduces prospective majors to the scientific study of behavior and mental processes and also provides an overview for non-majors. Emphasizes social, cognitive, developmental, and personality psychology and their interrelations. (General Education Code(s): PE-H.) (F) K. Cardilla, (W) F. Crosby, (S) A. Kawamoto
2. Introduction to Psychological Statistics. W,S
An introduction to elementary statistical principles and techniques relevant to psychological research. Topics covered include basic parametric and nonparametric statistics, analysis of variance, and simple factorial designs. This course is prerequisite to course 181. Prerequisite(s): course 1 or 20, and Applied Mathematics and Statistics 3 or 6 or Mathematics 3 or 4 or 11A or satisfactory placement score on math placement exam or CEEB Advanced Placement Calculus AB exam. Enrollment limited to 165. (General Education Code(s): SR.) (W) A. Dahl, (S) S. Whittaker
10. Introduction to Developmental Psychology. F,W,S
Addresses psychological development from conception to adolescence. Provides an overview of developmental psychology. Prerequisite(s): course 1; Applied Mathematics and Statistics 3 or 6, or Math 3 or higher Mathematics courses; and course 2 or Applied Mathematics and Statistics 5 or 7/7L. (F) N. Akhtar, (W) S. Wang, (S) C. Byrd
20A. Cognition: Fundamental Theories. F,W
Introduces basic concepts in cognitive psychology with a focus on theoretical explanations of cognitive functioning. Topics include perception, attention, memory, concepts, language, visual cognition, executive functions, and reasoning processes. (Formerly course 20, Introduction to Cognitive Psychology.) (F) T. Seymour, (W) M. Wilson
20B. Cognition: Applied Issues. *
Introduces basic concepts in cognitive psychology with a focus on applications to real-world issues. Topics include perception, attention, memory, concepts, language, visual cognition, executive functions, and reasoning processes. The Staff
40. Introduction to Social Psychology. *
An analysis of contemporary research in social psychology and of what that research can teach us about the world we live in. Problems of conformity, propaganda, prejudice, attraction, and aggression. Focuses on a person's relationship with other people, how he or she influences them and is influenced by them. A. Pratkanis
42. Student-Directed Seminar. F,W,S
Seminars taught by upper-division or graduate students under faculty supervision. (See course 192.) The Staff
60. Introduction to Personality Psychology. *
An overview of major personality theories from Freud to the modern day, and an introduction to contemporary research on personality development and assessment. Prerequisite(s): course 1. The Staff
80A. Psychology and Religion. F
Topics covered include myth and the unconscious, the varieties of religious experience, dualism, women and religion, the role of authority, transpersonal experience, conversion, disaffiliation, self and community. R. Quinn
Upper-Division Courses
100. Research Methods in Psychology (7 credits). F,W,S
An introduction to research methods used to investigate human psychology. Course emphasizes critical thinking, designing and conducting research, analyzing and interpreting data, and writing a professional research report. (Formerly course 3.) Prerequisite(s): Entry Level Writing and Composition requirements; Applied Mathematics and Statistics 2 or 3 or 6, or Mathematics 3 or higher level Mathematics course; and course 2 or Applied Mathematics and Statistics 5 or 7/7L. (F) B. Storm, (W) R. Covarrubias, (S) L. Takayama
101. Topics in Developmental Psychology. *
These topics, offered at different times by different instructors, examine selected topics in developmental psychology. (Formerly course 100.) The Staff
102. Adolescent Development: Adolescence into Young Adulthood. F
Focuses on individual and relational development from early adolescence into emergin adulthood. Emphasis on the mutual influences of family relationships and adolescent development, and on the interface of family, peer group, and school experience in cultural contexts. Prerequisite(s): courses 3 or 100 and course 10. M. Azmitia
103. Adult Development and Aging. S
Overview of the cultural, societal, biological, interpersonal, and cognitive processes of adult development and aging. Class discusses how each of these contexts and processes promotes stability and change as adults experience adulthood, reflect on their lives, and prepare for death. Prerequisite(s): courses 3 or 100 and course 10. M. Azmitia
104. Development in Infancy. W
Focuses on psychological development in infancy. Presents research on perceptual, cognitive, and social-emotional development during the first two years of life. (Formerly course 101.) Prerequisite(s): courses 3 or 100, and 10. Enrollment restricted to psychology and cognitive science majors. N. Akhtar
105. Children's Thinking. *
Cognition in children from infancy through adolescence. Basic and current research on children's understanding of the social and physical world. Focus on major theoretical perspectives: especially Piaget's constructivist approach and sociocultural approach. Prerequisite(s): courses 10 and 100. Enrollment restricted to psychology and cognitive science majors and minors. M. Callanan
106. Social and Emotional Development. *
An examination of contemporary theory and research on social and emotional development from infancy through childhood. Prerequisite(s): courses 10 and 100. C. Leaper
107. Gender and Development. W
Examines the developmental psychology of gender in childhood and adolescence. Prerequisite(s): course 3 or 100, and course 10. Enrollment restricted to psychology majors. C. Leaper
108. Educational Psychology. F
An overview of psychological theories and principles applied to formal and informal educational settings. Topics include: learning, motivation, cultural diversity, individual differences, and assessment. Students complete a research project. Prerequisite(s): courses 10 and 100. C. Byrd
112. Moral Development. F
How and why do children develop into moral beings? This course covers key theories and empirical research about the cognitive, emotional, and behavioral aspects of moral development, including psychoanalytic, behaviorist, constructivist, nativist, and evolutionary approaches. Prerequisite(s): courses 10 and 100. A. Dahl
114. Human Development as a Cultural Process. W
Examines interdisciplinary theory, research, and methods of studying the cultural basis of human development, and variations and similarities in human lives and practices in the United States and worldwide cultural communities. Prerequisite(s): courses 10 and 100. (General Education Code(s): CC.) B. Rogoff
115. Lifespan Developmental Psychopathology. *
Examines theory and research on developmental psychopathology. Emphasizes the origin and longitudinal course of disordered behavior. Explores the processes underlying continuity and change in patterns of adaptation and age-related changes in manifestations of disorders. Prerequisite(s): courses courses 3 or 100, 10, and 170. K. Cardilla
116. Communication Technologies, Culture, and Human Development. F
What is the role of Information Communication Technologies (ICTs) in human development and sociocultural change? Offers insights into how human cultures are changing with the proliferation of ICTs by examining how ICTs are incorporated into cognitive, social, and identity development in late childhood through adulthood. Prerequisite(s): courses 10 and 100. A. Manago
118. Special Topics in Developmental Psychology.
118A. Children and War. S
Examines the development and behavioral ecology of children affected by war. Discusses refugee children, displaced children, abandoned children, orphaned children, children living in protracted conflict, and child soldiers. Reviews child protection strategies and psychosocial intervention for war-affected children. Prerequisite(s): courses 3 or 100 and 10. D. Hoffman
118B. Children in Extreme Circumstances. *
Reviews child survival in life-threatening contexts. Examines the lives of street children, institutionalized children, orphans, children in extreme poverty, enslaved children, war-affected children, abandoned children, and children whose parents have HIV/AIDS and other life-threatening illnesses. Prerequisite(s): courses 3 or 100 and 10. Enrollment limited to 60. D. Hoffman
118C. Theory of Mind. *
Reviews recent research on how children come to understand the human mind, such as desire, belief, goals, and intention. Also discusses the implications of this research on typically and atypically developing children. Prerequisite(s): courses 10 and 100. Enrollment restricted to psychology majors. Enrollment limited to 60. S. Wang
118D. Growing Up in Panem: Developmental Psychology of the Hunger Games. *
Uses "The Hunger Games" trilogy to explore contextual factors in child development and critically examine the parallels between Panem and the real world using psychology research. Topics include poverty, media, oppression, exposure to violence, resilience and resistance, Prerequisite(s): courses 10 and 100. C. Byrd
119. Senior Seminars in Developmental Psychology.
119A. Development as a Sociocultural Process. *
Examines theory and research in sociocultural approaches to how people (especially children) learn and develop through participating in activities of their communities with other people. Emphasizes the organization of social interactions and learning opportunities, especially in communities in the Americas where schooling has not historically been prevalent. Satisfies seminar requirement. Satisfies senior comprehensive requirement. Prerequisite(s): satisfaction of Entry Level Writing, Composition requirements; course 3 or 100, Anthropology 1 or 2, Education 92A, 92B, or 92C, Latin American and Latino Studies 1, or Sociology 1. Enrollment restricted to seniors or by permission. Enrollment limited to 30. B. Rogoff
119D. Cultural Perspectives on Adolescent Development. *
Examines cultural influences on adolescence from diverse cultural, ethnic, and socioeconomic communities from the perspective of current interdisciplinary theories and research. Topics include: identity development; changes from early adolescence to adulthood; links among family, school, peer, and community experiences; programs for youth; and implications of bridging research, social policy, and community practice. Includes research practicum. Satisfies the seminar requirement. Satisfies the senior comprehensive requirement. Prerequisite(s): courses 3 or 100 and 10 and satisfaction of the Entry Level Writing and Composition requirements. Enrollment restricted to senior psychology majors or permission of instructor. Enrollment limited to 30. C. Cooper
119E. The World of Babies. *
Focuses on how infants learn about intuitive physics, naive psychology, and shared culture. Also discusses how cultural communities shape infants' learning. Satisfies the seminar requirement. Satisfies the senior comprehensive requirement. Prerequisite(s): satisfaction of Entry Level Writing and Composition requirements and course 100. Enrollment restricted to senior psychology and cognitive science majors. Enrollment limited to 30. S. Wang
119F. Language Development. *
An introduction to language development in young children. Explores current theory and research in language development; and focuses on the preschool years. Satisfies the seminar requirement. Satisfies the senior comprehensive requirement. Prerequisite(s): satisfaction of Entry Level Writing and Composition requirements, course 10 and course 100. Enrollment restricted to senior psychology and cognitive science majors. Enrollment limited to 30. N. Akhtar
119H. Children, Research, and Policy. *
Explores ways that research in developmental psychology can be used to address "real-world" problems facing children. With an analytical focus on evidence and generalizability, we will investigate research-policy connections in topics of popular interest (e.g., child custody, poverty). Satisfies seminar requirement. Satisfies senior comprehensive requirement. (Formerly Developmental Psychology Research and "Real World" Problems) Prerequisite(s): satisfaction of the Entry Level Writing and Composition requirements and course 3 or 100. Enrollment restricted to senior psychology majors. Enrollment limited to 30. M. Callanan
119I. Special Topics in Narrative Development. *
Examines a special topic of current interest in developmental psychology centering on the features of self-identity that develop in the context of telling stories of individual and/or shared experiences, such as self-defining memories or family stories. Satisfies the seminar requirement. Satisfies the senior comprehensive requirement. Prerequisite(s): satisfaction of the Entry Level Writing and Composition requirements; course 3 or 100; enrollment restricted to senior psychology majors. Course 60 recommended. Enrollment limited to 30. A. Thorne
119K. Emotional Development. S
Covers classic and contemporary work on the nature and development of human emotions. Both theoretical perspectives and empirical research are discussed. Major topics include: emotion-cognition interplay, the measurement of emotion, universality and cultural variability, and emotional communication. Prerequisite(s): courses 10 and 100 and satisfaction of the Entry Level Writing and Composition requirements. Enrollment restricted to senior psychology majors. Enrollment limited to 30. A. Dahl
119M. Identity Development in Social and Cultural Contexts. F
Senior seminar that focuses on identity development in adolescence and young adulthood. Discusses theory and research on the development of personal and social identities and the sociocultural contexts in which these personal and social identities are negotiated. Satisfies seminar requirement. Satisfies senior comprehensive requirement. Prerequisite(s): satisfaction of the Entry Level Writing and Composition requirements and course 3 or 100; course 102 strongly recommended. Enrollment restricted to senior psychology majors or by permission of instructor. Enrollment limited to 30. M. Azmitia
119N. Hunger Games Seminar: Growing Up in Panem. W
Uses The Hunger Games trilogy to explore contextual factors in child development and critically examines the parallels between Panem and the real world using psychology research. Prerequisite(s): course 100 and satisfaction of Entry Level Writing, Composition requirements. Enrollment is restricted to senior psychology majors. Enrollment limited to 30. C. Byrd
119P. Children and Technology. S
Covers current research and theory related to children and technology. Topics include: how children learn to use new technologies; how technology use impacts children's thinking; computer gaming and aggression; and how children's social relationships are influenced by technology. Satisfies the seminar and comprehensive requirements. Prerequisite(s): courses 1 and 10; and 100; and satisfaction of Entry Level Writing and Composition requirements. Enrollment restricted to senior psychology and cognitive science majors. Enrollment limited to 30. M. Callanan
119S. The Developmental Psychology of Love. *
Drawing upon key theoretical and empirical findings from across psychology's subfields, this course explores how the experience and expression of love evolves across the life course and how the unique contributions of both partners to relationship dynamics contour relationship trajectories. Prerequisite(s): course 100; satisfaction of entry-level writing and composition requirements. Enrollment restricted to senior psychology majors. Enrollment limited to 30. The Staff
119T. Media Contexts of Adolescent and Young Adult Development. *
Focuses on the role of media in adolescents' and young adults' identity development, friendships, and peer relationships. Topics include: globalization; physical/body image; friendships and peer acceptance; and educational and career goals. Prerequisite(s): satisfaction of the Entry Level Writing and Composition requirements, course 10, and course 3 or 100. Course 102 is recommended. Enrollment restricted to senior psychology majors. Enrollment limited to 30. K. Cardilla
120. Visual and Spatial Cognition. *
Focuses on high-level perception and visual, spatial, and other sensorimotor representations as elements of human cognition. Topics include imagery, visual attention, mental models, spatial language, the body schema, near-body space, and brain organization for representing space. Prerequisite(s): course 1 or 20 or 20A, and course 100. Enrollment restricted to cognitive science and psychology majors and minors. Enrollment limited to 60. M. Wilson
120D. Deafness and Sign Language. *
Explores what we can learn about human cognition by studying sensory loss and language in a different sensory modality. Topics include brain organization, sensory compensation, working memory, visual cognition, and psycholinguistics. Prerequisite(s): course 1 or 20 or 20A, and course 100. Enrollment restricted to psychology and cognitive science majors and minors. M. Wilson
121. Perception. W
Introduces the study of human perception. Topics include: the structure and function of the human eye and early visual cortex, perception of motion, color, and objects; recognition of faces; and audition, sensory integration, and synesthesia. Prerequisite(s): course 100. Enrollment restricted to psychology and cognitive science majors and minors. N. Davidenko
123. Cognitive Neuroscience. S
An examination of the physiological mechanisms of psychological processes, including sensory systems, motor systems, control systems, and memory and learning. Principles of nervous system organization are discussed at each level. (Formerly Behavioral Neuroscience) Prerequisite(s): course 100. Enrollment restricted to psychology and cognitive science majors and minors. Enrollment limited to 130. M. Wilson
124. Psychology of Reading. S
Focuses on the cognitive processes that underlie reading in adults. Additional topics include different writing systems, learning to read, and reading deficits. Recommended for upper-division students. Prerequisite(s): course 100. Enrollment restricted to psychology and cognitive science majors and minors. A. Kawamoto
125. The Psychology of Language. F
An analysis of human communication as a function of psychological, linguistic, and social factors. Focuses on language comprehension and production, including the processing of sounds, words, syntax, semantics, pragmatics, and dialogue. Prerequisite(s): course 100. Enrollment restricted to psychology and cognitive science majors and minors. J. Fox Tree
127. Computer Mediated Communication. W
Provides an introduction to cognition as it relates to how people communicate using computers and the Internet. Focuses on the cognitive and social aspects of communication. Prerequisite(s): course 100. Enrollment restricted to psychology and cognitive science majors and minors. S. Whittaker
128. Human Factors. F
Human factors psychology studies human-machine interaction and computer usability, and involves diverse topics including user requirements analysis, user interface design, implementation and evaluation. Prerequisite(s): course 100. Enrollment restricted to psychology and cognitive science majors and minors. L. Takayama
129. Human Learning and Memory. S
Examines basic theories, models, methods, and research findings in human memory. Both traditional and nontraditional topics are covered. Prerequisite(s): course 100. Enrollment restricted to psychology and cognitive science majors and minors. T. Seymour
130. Deception, Brain, and Behavior. *
Focuses on behavioral and brain manifestations of deception. Topics include developmental changes that allow us to understand and to use deception, physical implications of lying expressed in the face, voice, posture, and brain activity. Also covers mechanical or behavioral techniques used in deceptive behavior, whether in the form of overt behavior or brain activity. Prerequisite(s): course 100; and course 20 or any upper-division cognitive course. Enrollment restricted to psychology and cognitive science majors and minors. T. Seymour
132. Neural Modeling. *
Introduces students to the use of computer simulations in experimental psychology. Students use existing software to explore topics in cognition such as learning, memory, and psycholinguistics. One upper-division course in cognitive psychology (courses 120-139) is recommended. Prerequisite(s): course 100. Enrollment restricted to psychology and cognitive science majors and minors. Enrollment limited to 15. A. Kawamoto
135. Feelings and Emotions. F
Focuses on contemporary research in the psychology of human emotions. Special attention given to work in cognitive science, including psychology, linguistics, philosophy, and anthropology, on how emotions are central to understanding human action and mental life. Prerequisite(s): course 100 and psychology and cognitive science majors and minors; or linguistics, philosophy, or anthropology majors. R. Gibbs
137. Mind, Body, and World. *
Psychologists primarily view the mind as being separate from the body, and the body as being separate from the external world. This course questions this widely held position and explores the way that minds arise from individuals' bodily interactions with others and the world around them. Particular attention is paid to the role of human embodiment in language use and everyday cognition. Prerequisite(s): course 100 and psychology and cognitive science majors; or linguistics, philosophy, or anthropology majors. R. Gibbs
138. Computer Programming for the Cognitive Sciences. *
Offers a practical introduction to computer programming for psychology and cognitive science students. Students learn simple and effective techniques for collecting, parsing, and analyzing behavioral data from behavioral experiments. Students create programs to present visual stimuli, collect keyboard responses, and then write response time and accuracy to datafiles on disk. Students then write new programs to extract information from the datafiles, perform statistical analysis, and present summaries of the findings. Students learn to use the Python programming language for cross-platform application development. No previous programming experience is necessary. Prerequisite(s): course 1 or 20A or 20B, and 100. Enrollment restricted to psychology and cognitive science majors. T. Seymour
139. Senior Seminars in Cognitive Psychology.
139B. Consciousness. W
Provides a psychological study of human consciousness. Aim is to explore the following questions: What is consciousness? Where does consciousness come from? What functions does consciousness have in everyday cognition? How do we best scientifically study consciousness? These issues are examined from the perspective of contemporary research in cognitive science. Satisfies seminar requirement. Satisfies senior comprehensive requirement. Prerequisite(s): Entry Level Writing and Composition requirements and course 3 or 100. Enrollment restricted to senior psychology, philosophy, anthropology, linguistics, and cognitive science majors. Enrollment limited to 30. R. Gibbs
139D. Modeling Human Performance. *
Hands-on experience using computational modeling to understand human cognitive-task performance by comparing simulated and human data. Satisfies senior seminar requirement. Satisfies senior comprehensive requirement. Enrollment restricted to senior psychology, cognitive science, computer science, and computer engineering majors, or by permission of instructor. Prerequisite(s): Entry Level Writing and Composition requirements; course 3 or 100, and at least one of the following: course 121 or 123 or 128 or 129 or 132 or 138; or Computer Science 5C or 5J or 11 or 12A or 13H or 130 or 140. Enrollment limited to 30. T. Seymour
139F. Psychology and Evolutionary Theory. *
Human psychology is examined from the viewpoint of evolutionary theory, including perspectives from ethnology, anthropology, and neuropsychology. Upper-division students from diverse backgrounds are encouraged to enroll. Satisfies seminar requirement. Satisfies senior comprehensive requirement. Prerequisite(s): Entry Level Writing and Composition requirements and course 3 or 100. Enrollment restricted to senior psychology, anthropology, biology, philosophy, sociology, cognitive science, and feminist studies majors. Enrollment limited to 30. The Staff
139G. Conversations. *
Explores how conversations work and how speakers accomplish their goals in an interaction. Topics include conversational structure, turn-taking, variation in language use, and the functions of discourse markers (words like "um," "uh," and "you know"). Satisfies seminar requirement. Satisfies senior comprehensive requirement. Prerequisite(s): satisfaction of Entry Level Writing and Composition requirements and course 3 or 100. Enrollment restricted to senior psychology and cognitive science majors. Enrollment limited to 30. J. Fox Tree
139H. Weird Science. W
Explores the relationship between science and pseudoscience from a cognitive psychological perspective, including discussion of collection and selection of data, statistical assessment of data, cognitive illusions, memory distortions, reasoning, and decision-making. Also highlights the dissemination of scientific knowledge. Satisfies seminar requirement. Satisfies comprehensive requirement. (Formerly course 134.) Prerequisite(s): satisfaction of Entry Level Writing and Composition requirements and course 3 or 100. Enrollment restricted to senior psychology and cognitive science majors. Enrollment limited to 30. J. Fox Tree
139J. Forgetting. *
Explores forgetting as an essential and adaptive process in human memory. Topics include: intentional and unintentional forms of forgetting; the (re)constructive nature of memory; and cases of extreme remembering. Prerequisite(s): satisfaction of Entry Level Writing and Composition requirements and course 3 or 100. Enrollment restricted to senior psychology and cognitive science majors. Enrollment limited to 30. B. Storm
139K. Face Recognition. W
To navigate our social world, we need to extract a wealth of information from faces, including identity, expression, gaze, age, and gender. This seminar reviews current topics in face-recognition research, from cognitive, neuroscience, developmental, social, and computational perspectives. Prerequisite(s): satisfaction of the Entry Level Writing and Composition requirements; and course 1 or 20 or 20A; and course 3 or 100. Enrollment restricted to senior cognitive science, neuroscience, and psychology majors. Enrollment limited to 30. N. Davidenko
139L. Illusions. S
Illusions arise when our perception differs from reality. In this course, students investigate the mechanisms of visual, auditory, and proprioceptive illusions as an approach to understand the capacities and limitations of our perceptual system. Satisfies the senior comprehensive requirement. Prerequisite(s): course 100, and satisfaction of the Entry Level Writing and Composition requirements. Enrollment is restricted to senior psychology and cognitive science majors. Enrollment limited to 30. N. Davidenko
139M. Human-Robot Interaction. *
Explores the social and psychological processes underlying the design and evaluation of robotic systems that coexist with people. Topics include: current texts in the philosophy, psychology, and state-of-the art. Students develop new psychological explorations in human-robot interaction. Prerequisite(s): course 100, and satisfaction of the Entry Level Writing and Composition requirements. Enrollment is restricted to senior psychology and cognitive science majors. Enrollment limited to 30. L. Takayama
139N. Diversity in Cognitive Psychology. F
Lists of influential contributors to cognitive psychology insufficiently represent the influence of more diverse, non-traditional scientists. This course profiles the life and work of women and minority scientists who've made well-documented contributions to cognitive psychology, as well as those who've received less recognition. Satisfies the senior seminar requirement. Satisfies the senior comprehensive requirement. Prerequisite(s): courses 1 and 100, and course 20A or 20B or 105. Enrollment is restricted to senior cognitive science or psychology majors. Enrollment limited to 30. T. Seymour
140. Topics in Social Psychology.
140B. African American Psychology. *
Incorporates historical and conceptual foundations; issues of social psychology; individual and developmental processes; and adjustment and clinical issues. Readings expose students to attributes of African American culture that have an impact on the psychology of African Americans as well as methodological issues relevant to key psychological topics. Prerequisite(s): course 100. Enrollment limited to 60. The Staff
140C. Health Psychology. *
Course examines the psychological aspects of health, illness and healing. Focuses primarily on etiology, treatment and prevention; specific topics include stress and the immune response, social support, compliance, health beliefs, and the healing relationship. Prerequisite(s): courses 3 or 100. The Staff
140F. Mind, Society, and Culture. *
Introduces how social, cultural, and historical contexts shape psychological experiences, including self-concept, perception, emotion, health, and behavior. Draws from theories and research in psychology, sociology, and anthropology to highlight cultural variations in national populations (e.g., North Americans, East Asians) and multicultural populations within the United States (e.g., working-class Americans, African Americans, Mexican Americans, Native Americans). Prerequisite(s): course 100. The Staff
140G. Women's Lives in Context. S
Examines gender as a psychological and social factor that influences women's experiences in different contexts. Cuts across other areas of psychology by taking a women-centered approach. Emphasis also placed on understanding how intersections between gender, race and ethnicity, sexual orientation, socioeconomic status, etc., impact women's psychological well-being. Prerequisite(s): course 100, or Sociology 103B. Enrollment restricted to junior and senior psychology and sociology majors. S. Grabe
140H. Sexual Identity and Society. *
Introduces the contemporary social and political significance of sexual and gender identity diversity, focusing on historic and contemporary stigmatization. Examines scientific paradigms for the study of sexuality and gender; social and scientific activism for sexual liberation; sexual fluidity; transgender identity; queer theory and politics; and contemporary issues in social justice and social policy for sexual and gender identity diversity. P. Hammack
140L. Women's Bodies and Psychological Well-Being. *
Examines how women's bodily experiences (e.g., sexual objectification, violence, menarche, sexual health) are uniquely tied to their subordinate status and impacts their psychological well-being. Theories of gender inequality will address how social control directed at women's bodies through power relations imbedded in societal institutions contributes to women's marginalized status. Enrollment restricted to senior psychology, sociology, feminist studies, and community studies majors. Prerequisite(s): satisfaction of the Entry Level Writing and Composition requirements; and course 100, or Sociology 103B, or Feminist Studies 100, or Community Studies 100. Enrollment limited to 60. S. Grabe
140M. Legitimizing (In)Equality: Attitudes, Beliefs, and Social Policy. *
Drawing on research in social psychology, political psychology, and critical policy studies, course examines how beliefs legitimize inequality, influence intergroup relations, and inform policy attitudes. Both hierarchy-enhancing and hierarchy-attenuating beliefs are reviewed. Prerequisite(s): course 100. Enrollment restricted psychology, community studies, legal studies, politics, and sociology students. H. Bullock
140Q. Social Psychology of Gender. *
Considers individual, interpersonal, and cultural influences on gender similarities and differences in thinking, motivation, and behavior. Emphasizes factors related to power and status inequalities between women and men. Prerequisite(s): courses 3 or 100. C. Leaper
140T. Psychology of Trauma. *
Overview of psychological theory and research on trauma and traumatic stress, including responses to childhood trauma (especially sexual abuse), combat, and natural disasters. Variety of theoretical frameworks presented, including developmental, cognitive, neuropsychological, clinical, and social/contextual. Prerequisite(s):course 3 or 100 or permission of instructor. E. Zurbriggen
141. Privacy and Surveillance. *
Survey of theory and research on privacy and surveillance. Topics include: the functions of privacy; threats to privacy in multiple domains; the psychological impact of surveillance; historical and cultural differences in privacy and surveillance practices; and the relationship between privacy, surveillance, and social justice. Prerequisite(s): course 100, or by permission of the instructor. E. Zurbriggen
142. Psychology of Oppression and Liberation. *
Provides theoretical frameworks for understanding interlocking systems of oppression from the perspective of "the oppressed" as well as "the oppressor" nationally and internationally. Goes beyond mainstream (traditional) psychology and emphasizes critical psychological perspectives that include micro- and macro-level theories of oppression; importance of ideology in oppressive systems; and theories of social change and liberation across contexts. Prerequisite(s): course 3 or 100 or feminist studies, sociology, community studies, or politics majors. The Staff
145. Social Influence. W
An advanced course for upper-division undergraduates interested in the study of the persuasion process. The course investigates common influence tactics and how those tactics are used in various settings. Prerequisite(s): course 3 or 100. A. Pratkanis
145D. Social Psychology of Autocracy and Democracy. S
Humans are the only animal capable of living in both authoritarian and democratic regimes. Course explores the nature of these forms of social relationships with a goal of promoting democracy. Topics include: obedience to authority, conformity, self-justification, propaganda, power, and conflict resolution. Prerequisite(s): course 100. A. Pratkanis
146. The Social Context. *
A systematic analysis of the social and contextual determinants of human behavior, with special attention given to concepts of situational control, social comparison, role and attribution theories, as well as the macrodeterminants of behavior: cultural, historical, and sociopolitical context. Prerequisite(s): course 100. The Staff
147A. Psychology and Law. W
Current and future relationships between law and psychology, paying special attention to gaps between legal fictions and psychological realities in the legal system. Topics include an introduction to social science and law, the nature of legal and criminal responsibility, the relationship between the social and legal concepts of discrimination, and the nature of legal punishment. (Also offered as Legal Studies 147A. Students cannot receive credit for both courses.) Prerequisite(s): courses 3 or 100; and course 40 is highly recommended prior to taking this course. Enrollment restricted to psychology, pre-psychology, and legal studies majors. C. Haney
147B. Psychology and Law. S
Continuing discussion of current and future relationships between law and psychology and to contrasting psychological realities with legal fictions. Special attention is given to the criminal justice system including crime causation, the psychology of policing and interrogation, plea bargaining, jury selection and decision making, eyewitness identification, and the psychology of imprisonment. (Also offered as Legal Studies 147B. Students cannot receive credit for both courses.) Prerequisite(s): course 147A. C. Haney
149. Community Psychology: Transforming Communities. W
Introduces community psychology, a discipline that blends social psychology, sociology, and anthropology. Topics include levels of analysis, ecologies, prevention, intervention, feminisms, empowerment, sense of community, coalition building, and social justice and action. Prerequisite(s): course 3 or 100. Enrollment restricted to juniors and seniors. Enrollment limited to 120. R. Langhout
150. Social Psychology of Flimflam. F,S
Why do we believe strange things? This course investigates such flimflams as beliefs in the Loch Ness Monster, quack health care, and racial superiority to illustrate the underlying social psychological principles that lead us to adopt weird attitudes. (Formerly course 159I.) Prerequisite(s): course 100. Enrollment restricted to psychology majors. A. Pratkanis
153. The Psychology of Poverty and Social Class. *
Examines how social class shapes attitudes, beliefs, and behaviors. Emphasis is placed on structural barriers and their impact on the well-being of low-income groups. Strategies for reducing classist discrimination, improving interclass relations, and strengthening social policy are discussed. Prerequisite: course 3 or 100, or anthropology, community studies, economics, legal studies, politics, sociology, or feminist studies majors. H. Bullock
155. Social-Community Psychology in Practice. *
This service-learning course requires time in the classroom and the field. Students gain a deep understanding of social justice paradigms, community-based collaborative research, ethics, field-based research, reflexivity, and socio-cultural development modes. Prerequisite(s): Courses 3 or 100; courses 149 and 182 are recommended prior to taking this course. Admission by application and interview only. (Formerly course 159P.) Enrollment limited to 15. (General Education Code(s): PR-S.) R. Langhout
159. Senior Seminars in Social Psychology.
159A. Sexual Identity. S
Considers the experience of lesbian, gay, bisexual, and transgender individuals from a psychological perspective. Reviews theory and research on compulsive heterosexuality, heterosexism and homophobia, culture and sexual-identity diversity, issues of history and community of LGBT individuals, and perspectives on sex, gender, and sexuality from queer theory. Satisfies the seminar requirements. Satisfies the senior comprehensive requirement. Prerequisite(s): course 100, and satisfaction of the Entry Level Writing and Composition requirements. Enrollment restricted to senior psychology majors. Enrollment limited to 30. P. Hammack
159D. Psychology of Sexual Aggression. *
An overview of psychological theory and research related to sexual aggression, focusing on both perpetration and victimization. Includes a discussion of the social construction of masculinity and femininity, media representations of sexual violence, and alternative (non-aggressive) visions of sexuality. Satisfies seminar requirement. Satisfies senior comprehensive requirement. Prerequisite(s): Entry Level Writing and Composition requirements; and course 3 or 100. Enrollment restricted to senior psychology or feminist studies majors or permission of instructor. Enrollment limited to 30. E. Zurbriggen
159E. Peace Psychology. W
Is war inevitable? What is peace? Is it more than the absence of violence? Explore how psychology— the study of human behavior —can help to decrease violence and enhance cooperation at multiple levels including the personal, interpersonal, community, and international arenas. Satisfies seminar requirement. Satisfies senior comprehensive requirement. Prerequisite(s): Entry Level Writing and Composition requirements; and course 3 or 100. Enrollment restricted to senior psychology majors. Enrollment limited to 30. D. Hoffman
159H. Community-Based Interventions. *
Topics include: what makes a successful intervention; what happens before the formal intervention begins; the ethics involved with interventions; different methods for assessing interventions; and different praxis models. Satisfies the seminar requirement. Satisfies the senior comprehensive requirement. A service component is involved. Prerequisite(s): satisfaction of Entry Level Writing and Composition requirements and course 3 or 100. Enrollment restricted to senior psychology majors. Enrollment limited to 30. The Staff
159N. Psychology of Mentoring. F
Looks at the psychological studies of mentoring. Examines empirical studies and connects those to lived experience. Critical inquiry is stressed. Satisfies the senior seminar requirement. Prerequisite(s): satisfaction of the Entry Level Writing and Composition requirements and course 100. Enrollment restricted to senior psychology majors. Enrollment limited to 30. F. Crosby
159R. Achievement Disparities: A Social Psychological Perspective. F
In this interactive seminar, we draw on research and theories in social and cultural psychology to examine persisting disparities in education and achievement for varying social groups (e.g., race/ethnicity, gender, social class) and to identify intervention strategies for reducing these disparities. Satisfies the senior comprehensive requirement. Prerequisite(s): course 100, and satisfaction of the Entry Level Writing and Composition requirements. Enrollment is restricted to senior psychology majors. Enrollment limited to 30. R. Covarrubias
159S. Queer Intimacies. S
Examines the science of relationship diversity through the lens of social psychology. Reviews popular and psychological literature on same-sex relationships, polyamory/consensual non-monogamy, kink/fetish/BDSM relationships, chosen families, asexuality, and transgender intimacy. Concludes with discussion of the impact of queer intimacies on heterosexuality. Satisfies the seminar requirements. Satisfies the senior comprehensive requirement. Prequisite(s): satisfaction of the Entry Level Writing and Composition requirements, and course 100. Enrollment restricted to senior psychology majors. Enrollment limited to 30. P. Hammack
159X. Psychology of Social Activism. *
Covers social-psychological scholarship relevant to social justice activism that receives limited academic attention in conventional psychology. The seminar aims at understanding how knowledge gained in action-oriented research can be applied to social change. Satisfies the seminar requirement. Prequisite(s): satisfaction of the Entry Level Writing and Composition requirements, and course 100. Enrollment restricted to senior psychology majors. Enrollment limited to 30. S. Grabe
165. Systems of Psychotherapy. W
A review of the major methods of psychotherapy most currently practiced, including ethical standards and dilemmas, and client-therapist-system variables affecting efficacy. Prerequisite(s): course 3 or 100; course 60 or 170 recommended. V. Tonay
166. Personality Assessment. W
How do we really know a person? Provides experience assessing such individual differences as intimacy motivation, dominance, creativity, and well-being. Students construct their own personality test and learn to evaluate the kinds of self-report, observational, projective, and interview techniques used in organizational and clinical contexts. Prerequisite(s): course 100; course 60 highly recommended as preparation. V. Tonay
167. Clinical Psychology. S
Serves as an in-depth introduction to the field of clinical psychology. Covers issues of clinical assessment, interviewing, testing, and a range of therapeutic modalities. Prerequisite(s): course 100; course 170 is recommended as preparation. Enrollment restricted to psychology majors. Enrollment limited to 120. R. Quinn
168. The Study of Dreams. *
An overview of dream studies by several major theorists and researchers of the 20th century, including Freud, Jung, and Hall. An emphasis on studies that reveal cognitive conceptions and personal concerns through quantitative and qualitative analyses of sets of dreams from individuals and groups. Other topics covered more briefly include dream recall, children and dreams, and the role of dreams within cultures. Prerequisite(s): course 3. G. Domhoff
169. Community Mental Health (CMH). F
How can we improve mental health? Examines theory, method, and efficacy research of outreach, prevention, and intervention methods with various mental health populations in community settings (e.g., victims of sexual violence, new immigrants, those with severe mental illness, children in foster care). Presents characteristics of successful CMH agencies and programs and how to develope one's own agency or intervention model. Prerequisite(s): course 100. Courses 60 or 170 recommended. V. Tonay
170. Abnormal Psychology. W,S
Survey of theory, research, and intervention in human psychopathology. Covers psychological, biological, developmental, and socio-cultural approaches. Prerequisite(s): course 100; course 60 highly recommended as preparation. D. Hoffman
171. Childhood Psychopathology. F
A critical and intensive exploration of a wide variety of specific disorders within their biological, developmental, and social contexts. Concepts of psychopathology in childhood, major and minor diagnostic systems, and a variety of theories of etiology are explored. General intervention strategies and a wide range of specific psychotherapy systems for treatment are closely examined and demonstrated. Prerequisite(s): courses 3 or 100; and course 10. Course 170 strongly recommended. D. Saposnek
175. Personality, Relationships, and Emotions. *
Explores the nature, origins, and development of human personality as it relates to emotions in the context of close relationships. Prerequisite(s): course 3 or 100. Courses 10 and 60 recommended as preparation. K. Cardilla
179. Senior Seminars in Personality Psychology.
179A. Theories of Moral Psychology. W
A seminar course with focus on theories of moral development from the psychoanalytic, social learning, cognitive-developmental, and humanistic perspectives. Students confront and discuss moral dilemmas from the four perspectives, working toward their own individual theories of pro-social behavior. Course satisfies seminar requirement. Satisfies senior comprehensive requirement. Prerequisite(s): essay required on a moral issue or dilemma relevant to the student's life. Prerequisite(s): Entry Level Writing and Composition requirements; and course 3 or 100. Enrollment restricted to senior psychology majors. Enrollment limited to 30. R. Quinn
179B. Children and Divorce. S
Explores history and psychology of divorce and the short- and long-term effects of divorce on children. Examines wide range of findings that have drawn diametrically opposed conclusions; delves into social attitudes and legal structures that have impeded and enhanced divorce transitions for children and parents; investigates future models for divorcing that are child-friendly and consistent with findings from newly emerging longitudinal research on children and divorce. Satisfies seminar and senior comprehensive requirements. Prerequisite(s): satisfaction of Entry Level Writing and Composition requirements; course 3 or 100. Enrollment restricted to senior psychology majors. Enrollment limited to 30. D. Saposnek
179D. Psychological Interpretation. F
Seminar explores analytic, Jungian, and object-relations interpretive systems in-depth, using qualitative research methods on film, music, literature, and art, as well as psychological measures such as TAT, dream, and interview protocols. Interprets psyche of author, audience, and engendering culture. Prerequisite(s): course 100, and course 60 or course 165; satisfaction of the Entry Level Writing and Composition requirements. Enrollment is restricted to senior psychology majors. Enrollment limited to 30. V. Tonay
179G. Child, Youth, and Family Assistance in the Community. *
Allows students in psychology field study to conduct senior capstone projects on topics related to their service learning (field study). The seminar is devoted to creating projects related to community systems that address the needs of at-risk child, youth, and families. Students in the seminar should be pre-enrolled in course 193. Prerequisite(s): satisfaction of Entry Level Writing and Composition requirements and course 3 or 100. Enrollment restricted to senior psychology majors. Enrollment limited to 30. D. Hoffman
181. Psychological Data Analysis. S
Intermediate statistical methods widely used in psychology (e.g., ANOVA, ANCOVA, multiple-comparisons, bivariate correlation, multiple regression, repeated-measures), corresponding SPSS or R programs, and elements of measurement theory. Prerequisite(s): course 100. K. Cardilla
182. Qualitative Research Methods. W
Designed to equip students with the ability to evaluate, conceive, and carry out psychological research. A variety of techniques (observational, ethnographic, and field) examined and experienced. Students carry out research projects. (Formerly Advanced Research Methods.) Prerequisite: course 100. Enrollment limited to 30. (General Education Code(s): PR-E.) K. Cardilla
183. History and Systems of Psychology. *
An overview of the history of psychology. Examines issues of paradigm and philosophy of science. Reviews central paradigms in the history of the discipline. Assumes a critical-historical approach, linking scientific knowledge produced to prevailing societal beliefs about mind and behavior. (Formerly course 180) Prerequisite(s): course 3 or 100. P. Hammack
190. Senior Seminars.
Special topics with a format varying each quarter. The Staff
191. Teaching College Psychology.
A series designed to provide undergraduates at the upper-division level with an opportunity to participate in planning and teaching college-level psychology. May not be repeated for credit.
192. Directed Student Teaching. F,W,S
Teaching of a lower-division seminar (course 42) under faculty supervision. Available only to upper-division or graduate students. Students submit petition to sponsoring agency. The Staff
193. Field Study. F,W,S
Series designed to provide advanced psychology undergraduates opportunity to apply what they have learned in the classroom to direct experience in a community agency. Students earn academic credit by working as interns at a variety of psychological settings where they are trained and supervised by a professional within the agency. Faculty also supervise the students' academic work by providing guidance and helping them integrate psychological theories with their hands-on intern experience. A two-quarter commitment. Students submit petition to sponsoring agency. Prerequisite(s): courses 3 or 100. Enrollment restricted to junior and senior psychology majors. May be repeated for credit. (General Education Code(s): PR-S.) The Staff
193A. Developmental Field Study. F,W,S
Work in a community-based setting while completing self-directed academic work focused in the developmental area under the guidance of a faculty member. Students submit petition to sponsoring agency; applications due one quarter in advance to the Psychology Field Study Office. Prerequisite(s): courses 3 or 100. Enrollment restricted to junior and senior psychology majors. Enrollment limited to 100. May be repeated for credit. (General Education Code(s): PR-S.) The Staff
193B. Cognitive Field Study. F,W,S
Work in a community-based setting while completing self-directed academic work focused in the cognitive area under guidance of a faculty member. Students submit petition to sponsoring agency; applications due one quarter in advance to the Psychology Field Study Office. Prerequisite(s): courses 3 or 100. Enrollment restricted to junior and senior psychology majors. May be repeated for credit. (General Education Code(s): PR-S.) The Staff
193C. Social Field Study. F,W,S
Work in community-based setting while completing self-directed academic work focused in the social area under guidance of a faculty member. Students submit petition to sponsoring agency; applications due one quarter in advance to the Psychology Field Study Office. Prerequisite(s): courses 3 or 100. Enrollment restricted to junior and senior psychology majors. May be repeated for credit. (General Education Code(s): PR-S.) The Staff
193D. Clinical/Personality Field Study. F,W,S
Work in community-based setting while completing self-directed academic work focused in clinical or personality area under guidance of a faculty member. Students submit petition to sponsoring agency; applications due one quarter in advance to the Psychology Field Study Office. Prerequisite(s): courses 3 or 100. Enrollment restricted to junior and senior psychology majors. May be repeated for credit. (General Education Code(s): PR-S.) The Staff
194. Advanced Research in Special Topics.
Provides a means for a small group of students to do research on a particular topic in consultation with a faculty sponsor.
194A. Advanced Developmental Research. F,W,S
Provides students with intensive experience conducting current research in developmental psychology. Students submit petition to sponsoring agency. May be repeated for credit. The Staff
194B. Advanced Cognitive Research. F,W,S
Provides students with intensive experience conducting current research in cognitive psychology. Students submit petition to sponsoring agency. May be repeated for credit. The Staff
194C. Advanced Social Research. F,W,S
Provides students with intensive experience conducting current research in social psychology. Students submit petition to sponsoring agency. May be repeated for credit. The Staff
195A. Senior Thesis. F,W,S
Preparation of a senior thesis over one, two, or three quarters, beginning in any quarter. When taken as a multiple-term course extending over two or three quarters, the grade and evaluation submitted for the final quarter apply to each of the previous quarters. Students contemplating a senior thesis should have a superior academic record and be well prepared with a suitable background of previous coursework or independent study for performing their proposed research. Students must file a petition with the Psychology Office the quarter in which they would like to begin the thesis. Senior thesis petitions are available in the Psychology Department Office. Check with office for enrollment conditions. The Staff
195B. Senior Thesis. F,W,S
Preparation of a senior thesis over one, two, or three quarters, beginning in any quarter. When taken as a multiple-term course extending over two or three quarters, the grade and evaluation submitted for the final quarter apply to each of the previous quarters. Students contemplating a senior thesis should have a superior academic record and be well prepared with a suitable background of previous coursework or independent study for performing their proposed research. Students must file a petition with the Psychology Office the quarter in which they would like to begin the thesis. Senior thesis petitions are available in the Psychology Department Office. Check with office for enrollment conditions. The Staff
195C. Senior Thesis. F,W,S
Preparation of a senior thesis over one, two, or three quarters, beginning in any quarter. When taken as a multiple-term course extending over two or three quarters, the grade and evaluation submitted for the final quarter apply to each of the previous quarters. Students contemplating a senior thesis should have a superior academic record and be well prepared with a suitable background of previous coursework or independent study for performing their proposed research. Students must file a petition with the Psychology Office the quarter in which they would like to begin the thesis. Senior thesis petitions are available in the Psychology Department Office. Check with office for enrollment conditions. The Staff
198. Independent Field Study. F,W,S
Provides psychology majors with the opportunity to apply what has been learned in the classroom to direct experience in a community agency outside the local community. Students earn academic credit by working as interns at a variety of psychological settings, where they are trained and supervised by a professional on site. Faculty also supervise the students' field study, providing guidance and help integrating psychological theories with their hands-on experience. Two-quarter commitment required. Admission requires completion of lower-division psychology major requirements; students submit petition to sponsoring agency. Applications are due one quarter in advance to the Psychology Field Study Office. Enrollment restricted to junior and senior psychology majors. May be repeated for credit. The Staff
199. Tutorial. F,W,S
Individual directed study for upper-division undergraduates. Students must file a petition with the Psychology Office the quarter in which they would like to take the tutorial. Petitions may be obtained in the Psychology Department Office. May be repeated for credit. The Staff
199F. Tutorial (2 credits). F,W,S
Specialized study with individual faculty as psychology peer advisors. May not be applied toward major requirements. Students submit petition to sponsoring agency. Application and interview required during the previous quarter. Enrollment restricted to junior and senior psychology majors. May be repeated for credit. The Staff
199G. Tutorial (3 credits). F,W,S
Specialized study with individual faculty. May not be applied toward major requirements. Students submit petition to sponsoring agency. May be repeated for credit. The Staff
Graduate Courses
201. Teaching in Psychology. S
Provides graduate students with practical teaching skills in the areas of developing and stating a general philosophy of teaching, course design, writing a course syllabus, assessment techniques, evaluation procedures, effective teaching strategies, and media use. Enrollment is restricted to psychology graduate students. Enrollment limited to 20. K. Cardilla
202M. Introduction to Matlab. F
Introduces the programming language Matlab, focusing on its data analysis, visualization, stimulus presentation, and data-collection tools. Students develop Matlab skills by completing weekly assignments and a term project. No previous programming experience is required. Prerequisite(s): course 204 or by permission of the instructor. Enrollment is restricted to psychology graduate students. Enrollment limited to 10. N. Davidenko
202R. Introduction to R. *
Teaches students how to use the statistical programming language and environment R to load, analyze, simulate, and visualize data. Assumes a basic understanding of descriptive and inferential statistics, but no prior experience with programming. Enrollment is restricted to psychology graduate students, or by permission of the instructor. Enrollment limited to 20. A. Dahl
204. Quantitative Data Analysis. F
Intermediate statistical methods widely used in psychology (e.g., ANOVA, ANCOVA, multiplecomparisons, repeated-measures) and corresponding SPSS or R programs. Enrollment restricted to graduate students. Enrollment limited to 20. D. Bonett
205. Categorical Data Analysis. W
Application of statistical methods for analyzing binomial and multinomial response variables in survey and experimental designs. Topics include hypothesis testing, confidence intervals, assessing effect size, sample size requirements, and an introduction to logistic regression models. Data analysis applications use SAS, SPSS, and R. Prerequisite(s): course 204 or by permission of the instructor. Enrollment is restricted to graduate students. Enrollment limited to 30. D. Bonett
210. The Experimental Method in Social Psychology. *
Explores the philosophy and practice of the experimental method in social psychology. Enrollment restricted to graduate students. E. Zurbriggen
211A. Proseminar: Social Justice and the Individual. F
Provides an introduction to social psychology, focusing on various individual-level social justice topics, including the self, social comparison, individual and collective identity, social historical and social structural determinants of behavior and various policy and social change-related issues. Enrollment restricted to psychology graduate students; undergraduates planning graduate work in social psychology may enroll with permission of instructor. Enrollment limited to 15. C. Haney
211B. Social Justice, Society, and Policy. W
Provides an introduction to social psychology, focusing on empirical and theoretical developments related to social justice and group and intergroup dynamics. Topics include: prejudice and discrimination, power, collective action, and psychology's relationship to social policy. (Formerly Proseminar: Groups in Society.) Enrollment restricted to psychology graduate students. Undergraduates planning graduate work in social psychology may enroll with permission of instructor. Enrollment limited to 20. H. Bullock
213. Special Topics in Social Psychology. F,W
Focuses on particular issues of theoretical and practical importance in social psychology. Topics vary from year to year and often concentrate on issues of social justice, social identity, intergroup relations, and social policy. Enrollment restricted to graduate students. May be repeated for credit. (F) R. Covarrubias, (W) P. Hammack
214A. Multivariate Techniques for Psychology. W
Introduces multiple regression, analysis of covariance, and random coefficient models. Both methodological and statistical aspects of data analysis are discussed. Practical problems of estimating and testing in general linear models are addressed. Students gain experience in carrying out and interpreting analysis using SPSS and R. Prerequisite(s): course 204. Enrollment limited to graduate students. Enrollment limited to 20. D. Bonett
214B. Advanced Multivariate Techniques for Psychology. *
Introduces factor analysis and structural equation modeling (SEM). Develop skills in defining, estimating, testing, and critiquing models. Topics include the rationale of SEM, model identification, goodness of fit, and estimation. Learn how to use relevant software packages (R, SAS, LISREL, EQS, or AMOS) to conduct exploratory and confirmatory factor analyses and latent variable path analyses. Prerequisite(s): course 214A. D. Bonett
215. Production and Comprehension of Spontaneous Communication. *
Seminar on spontaneous communication. Typical topics include discourse markers (including historical origins, cross-linguistic borrowing, second-language learning, children's acquisition), enquoting devices, backchannels, and spontaneous written communication. (Formerly Production and Comprehension of Spontaneous Speech.) Enrollment restricted to psychology graduate students. J. Fox Tree
220. Special Topics in Human Memory. *
Topics announced when offered. Seminars involve discussion and critical evaluation of current, historical, and interdisciplinary readings relevant to topic. Emphasis on development of research ideas. Enrollment restricted to graduate students. Enrollment limited to 12. The Staff
221. Visual Perception. *
Seminar to study human perception, its methodology, and driving issues as illustrated by selected research topics (e.g., adaptation to unusual sensory environments). Where possible, parallels with other areas of psychology are drawn. Enrollment restricted to graduate students. Enrollment limited to 15. The Staff
222. Topics in Lexical Organization. *
The recognition of words is a critical step in natural language processing. Discusses a range of contemporary issues related to the representation of a word and the access of this information from the perspective of psychology, linguistics, and artificial intelligence. Enrollment restricted to psychology graduate students; undergraduates who have completed course 124 may enroll with permission of instructor. Enrollment limited to 10. A. Kawamoto
224A. Proseminar: Cognitive I. F
A proseminar reviewing current topics in cognitive psychology, designed to introduce new graduate students to the field. Enrollment restricted to psychology graduate students. Enrollment limited to 10. R. Gibbs, A. Kawamoto
224B. Proseminar: Cognitive II. W
A proseminar reviewing current topics in cognitive psychology, designed to introduce new graduate students to the field. Enrollment restricted to psychology graduate students. Enrollment limited to 10. B. Storm, S. Whittaker
225A. Introduction to Developmental Research I (3 credits). F
Examines the rationale and techniques of research in developmental psychology. Topics include theories and paradigms in developmental psychology; translating theoretical ideas into researchable hypotheses; diversity issues in sampling; and conducting ethical research. Multiple-term course; students receive 6 credits in the second quarter of attendance; the grade and evaluation submitted for the final quarter applies to both quarters. Enrollment restricted to psychology graduate students or with instructor's permission. A. Dahl
225B. Introduction to Developmental Research II (3 credits). W
Examines the rationale and techniques of research in developmental psychology. Topics include selecting appropriate research designs; measurement and statistical approaches for research problems; issues of validity; and communicating research findings. Multiple-term course; students receive 6 credits in the second quarter of attendance; the grade and evaluation submitted for the final quarter applies to both quarters. Prerequisite(s): course 225A. Enrollment restricted to psychology graduate students or with instructor's permission. A. Dahl
225C. Introduction to Developmental Research III. S
Focuses on drawing reasonable conclusions from research findings by working on students' first-year research projects and critiques of existing research. (Formerly course 225B, Introduction to Developmental Research II.) Prerequisite(s): courses 225A and 225B. Enrollment restricted to developmental psychology graduate students or by permission of the instructor. C. Byrd
227. Contemporary Issues in Psychology of Language. *
Special topics in thought and language are examined from the perspectives of cognitive science. Particular attention given to embodied experience and higher-order cognition. Enrollment restricted to graduate students. May be repeated for credit. R. Gibbs
230. Research in Cognitive Psychology Seminar. F,W,S
Colloquium series to study and critique research in cognitive psychology and cognitive science. Enrollment restricted to psychology graduate students. May be repeated for credit. (F) R. Gibbs, (W) S. Whittaker, (S) L. Takayama
231. Research in Social Psychology Seminar. F,W,S
Seminar to study, critique, and develop research in social psychology. Enrollment restricted to psychology graduate students. May be repeated for credit. S. Grabe
232. Evolution of Cognition. *
Explores current research on evolution of human cognition, drawing on findings from other species and from the archaeological record. Topics include language, working memory, episodic memory, numerical abilities, and social cognition. Enrollment restricted to graduate students. The Staff
235. Infant Development in Contexts. *
Seminar on how contextual factors influence the development in infancy, especially on cognitive domains. Discusses at least four types of contextual factors: cultural, experiential, event, and interpersonal contexts. Enrollment restricted to psychology graduate students. S. Wang
242. Research in Developmental Psychology Seminar. F,W,S
Seminar to study, critique, and develop research in developmental psychology. Enrollment restricted to psychology graduate students. May be repeated for credit. (S) C. Byrd, (FW) N. Akhtar
244A. Proseminar I: Cognitive and Language Development. F
Explores major theories and research in the fields of cognitive development and language development. Begins with classic theorists, such as Piaget and Vygotsky, and proceeds to theories and research on topics of current interest, such as the relation between culture and cognitive and language development. Enrollment restricted to graduate students. M. Callanan
244B. Proseminar II: Social and Personality Development. W
An examination of contemporary theory and research on social and personality development across the lifespan. Enrollment restricted to graduate students. M. Azmitia
246. Cultural Diversity in Human Development. *
Examines cultural influences in development from the perspective of current theories and empirical research in developmental psychology and related fields (including social psychology, anthropology, sociology, history, education, and social policy). Focuses on understanding development in diverse cultural, ethnic, and socioeconomic communities by examining the interplay of social, cultural, institutional, and psychological processes. Enrollment restricted to graduate students. Enrollment limited to 20. M. Azmitia
247. Special Topics in Developmental Psychology. F
Focuses on particular issues of theoretical importance in developmental psychology. Topics vary from year to year. Particular issues in language, culture, cognitive, social, and personality development may be covered. Enrollment restricted to graduate students. Enrollment limited to 15. May be repeated for credit. B. Rogoff
248. Survey Methods. S
Practicum to give students hands-on experience with survey methods by conducting their own survey on the topic of their choice. Course requires the survey to be conducted off campus at a local agency or program chosen by student with approval of instructor. Enrollment restricted to graduate students. Enrollment limited to 10. C. Haney
249. Field Methodologies and Social Ethnography. *
Designed to train graduate students in applied field methods. Emphasis is on gaining knowledge and experience with actual field methods, by conducting social ethnography in the community. Field research in community placements required. Enrollment restricted to graduate students. Enrollment limited to 10. Offered in alternate academic years. C. Haney
250. Prejudice and Social Relations. *
Examines the ways in which the various branches of psychology have approached the issue of prejudice. Attention paid to the assumptions underlying each approach and their relation to core psychological ideas such as the self and emotion. Enrollment restricted to graduate students. The Staff
251. Feminist Theory and Social Psychology. *
Course bridges feminist theory and social psychological research to explore connections between theory covered and empirical studies on various topics in social psychology. Seminar format allows students opportunity for extensive discussion. (Also offered as Feminist Studies 251. Students cannot receive credit for both courses.) Enrollment restricted to graduate students. The Staff
252. Special Topics in Cognitive Psychology. W,S
Focuses on particular issues in cognitive psychology. Topics vary from year to year. Particular issues in language, memory, perception, cognitive modeling, cognitive neuroscience, and more are covered. Enrollment restricted to graduate students. May be repeated for credit. (W) L. Takayama, (S) B. Storm
253. Theory and Research in Intergroup Relations. *
Examines, compares, and contrasts a variety of theories in intergroup relations while examining relevant empirical research. The relevance of both theory and research findings to contemporary social issues is explored. Enrollment restricted to psychology graduate students; undergraduates considering graduate work in social psychology are encouraged to enroll with permission of instructor. Enrollment limited to 12. Offered in alternate academic years. The Staff
254. Psychology of Gender. *
Course reviews recent theory, research, and applications in the psychology of gender. Developmental, social-psychological, cultural, and feminist approaches are emphasized. Enrollment restricted to graduate students. C. Leaper
256. Psychology of Social Class and Economic Justice. *
Course examines the social psychological antecedents, correlates, and consequences of economic inequality in contemporary U.S. society. The impact of social class on attitudes, beliefs, and behaviors is assessed. Strategies for reducing classist discrimination, improving interclass relations, and strengthening social policy are discussed. Enrollment restricted to graduate students. Enrollment limited to 10. H. Bullock
261. Participatory Action Research. *
Participatory Action Research (PAR) is a theoretical standpoint and collaborative methodology that is designed to ensure that those affected by the research project have a voice in that project. Topics include philosophies of science; defining and evaluating PAR; ethics; and reflexivity. Enrollment restricted to graduate students. Enrollment limited to 10. R. Langhout
264. Transnational Feminism, Development, and Psychology. *
A transnational feminist lens examines international development as linked to broader ideologies that transform gender relations and enhance women's empowerment. A social-psychology framework brings theoretical and practical import to the issues and examines how research can contribute to social justice and women's human rights. Enrollment restricted to graduate psychology students, or by permission of instructor. S. Grabe
290. Proseminar.
Various topics to be offered throughout the year.
290B. Advanced Developmental Research and Writing (2 credits). F,W,S
Tailored to graduate students' interests among topics involving research and scholarship in sociocultural approaches to development, methods for research design, data collection, coding, and analysis, and preparing and reviewing grant proposals and journal manuscripts. Multiple-term course; students receive 6 credits in the third quarter of attendance; the performance evaluation and grade submitted for the final quarter applies to all three quarters. Enrollment restricted to graduate students. May be repeated for credit. B. Rogoff
290C. Professional Development (3 credits). W
Designed to aid advanced psychology graduate students with development of competence in professional activities (e.g., preparing a vita, making job and conference presentations, submitting and reviewing manuscripts and grant proposals, professional communication, career decisions). Multiple-term course; students receive 6 credits in the second quarter of attendance; the grade and evaluation submitted for the final quarter applies to the previous quarter. Enrollment restricted to advanced psychology graduate students. May be repeated for credit. B. Rogoff
290E. Grant Writing for Psychologists. *
Discusses how to write and put together a grant proposal for psychological research, culminating in a completed proposal. Enrollment restricted to psychology graduate students. Enrollment limited to 10. J. Fox Tree
293. Field Study. F,W,S
Student-designed and student-conducted research carried out in field settings. The Staff
297. Independent Study. F,W,S
Independent study and research under faculty supervision. The Staff
299. Thesis Research. F,W,S
The Staff
Revised: 09/01/17
