College Course Descriptions

Course information is subject to change.

20000. Fundamentals of Psychology. This course introduces basic concepts and research in the study of behavior. Principal topics are sensation, perception, cognition, learning, motivation, and personality theories. K. O'Doherty. Autumn. 

20100. Psychological Statistics. Psychological research typically involves the use of quantitative (statistical) methods. This course introduces the methods of quantitative inquiry that are most commonly used in psychology and related social sciences. PSYC 20100 and 20200 form a two-quarter sequence that is intended to be an integrated introduction to psychological research methods. PSYC 20100 introduces explanatory data analysis, models in quantitative psychology, concept of probability, elementary statistical methods for estimation and hypothesis testing, and sampling theory. PSYC 20200 builds on the foundation of PSYC 20100 and considers the logic of psychological inquiry and the analysis and criticism of psychological research. D. Yurovsky. Autumn.

20200. Psychological Research Methods. This course introduces concepts and methods used in behavioral research. Topics include the nature of behavioral research, testing of research ideas, quantitative and qualitative techniques of data collection, artifacts in behavioral research, analyzing and interpreting research data, and ethical considerations in research. A. Henly. Winter.

20300. Biological Psychology. PQ: Some background in biology and psychology. This course does not meet requirements for the biological sciences major. What are the relations between mind and brain? How do brains regulate mental, behavioral, and hormonal processes; and how do these influence brain organization and activity? This course introduces the anatomy, physiology, and chemistry of the brain; their changes in response to the experiential and sociocultural environment; and their relation to perception, attention, behavioral action, motivation, and emotion. PQ: Some background in biology and psychology. L. Kay, B. Prendergast. Winter.

20400. Cognitive Psychology. Viewing the brain globally as an information processing or computational system has revolutionized the study and understanding of intelligence. This course introduces the theory, methods, and empirical results that underlie this approach to psychology. Topics include categorization, attention, memory, knowledge, language, and thought. M. Berman. Spring.

20500. Developmental Psychology. (=CHDV 25900) This is an introductory course in developmental psychology, with a focus on cognitive and social development in infancy through early childhood. Example topics include children's early thinking about number, morality, and social relationships, as well as how early environments inform children's social and cognitive development. Where appropriate, we make links to both philosophical inquiries into the nature of the human mind, and to practical inquiries concerning education and public policy. K. O'Doherty. Spring.

20600. Social Psychology. (=CHDV 26000) PSYC 20000 recommended. This course examines social psychological theory and research that is based on both classic and contemporary contributions. Topics include conformity and deviance, the attitude-change process, social role and personality, social cognition, and political psychology. W. Goldstein. Autumn.

20700. Sensation and Perception. What we see and hear depends on energy that enters the eyes and ears, but what we actually experience – perception – follows from human neural responses. This course focuses on visual and auditory phenomena, including basic percepts (for example, acuity, brightness, color, loudness, pitch) and also more complex percepts such as movement and object recognition. Biological underpinnings of perception are an integral part of the course. S. Shevell. Winter. 

20850. Introduction to Human Development. (=CHDV 20000) This course introduces the study of lives in context. The nature of human development from infancy through old age is explored through theory and empirical findings from various disciplines. Readings and discussions emphasize the interrelations of biological, psychological, and sociocultural forces at different points of the life cycle. TBA. 

21135. Zero to Infinity: The Psychology of Numbers. Can monkeys do math? Are babies statistical experts? Will I ever be good at calculus? What are we born with and what do we learn? Before children are ever taught formal mathematics in a classroom, they are confronted with situations where they must use their intuitive understanding of numbers, geometry, and space to successfully navigate their environments. In this course we read and discuss both foundational and cutting-edge articles from neuroscience, cognitive science, education and psychology to understand how humans bridge this gap between the informal and formal mathematical worlds. In doing so, we will try to understand where numbers come from, a question that bridges several areas of psychology, including how humans build theories about the world and how language affects our thinking. We will also tackle questions such as: How do culture and varying social contexts affect numerical understanding? What do we know about gender differences in math achievement? How do stereotypes, prejudice, and math anxiety affect math performance? PQ: PSYC 20000 or Mind recommended. D. Gibson. Spring.

21510/31510. Neuroscience of Communication. (=NSCI 21510) We will read and discuss communication and how various kinds of communication are mediated by neural systems. The course will cover theories, methods, and empirical findings in communication neuroscience. Topics will include speech and language, emotional information, face perception, gesture, and music. H. Nusbaum. Winter.

21750. Biological Clocks and Behavior. Biological Clocks and Behavior, will address physiological and molecular biological aspects of circadian and seasonal rhythms in biology and behavior. The course will primarily emphasize biological and molecular mechanisms of CNS function, and will be taught at a molecular level of analysis from the beginning of the quarter. Those students without a strong biology background are unlikely to resonate with the course material. Therefore, a quality grade in PSYC 20300 (Introduction to Biological Psychology) is a prerequisite for enrollment in this course; additional biology courses are also desirable. Completion of Core Biology will NOT suffice as a prerequisite. B. Prendergast. Spring.

21910. Political Psychology: Rallies, Riots, & Revolutions. (=CHDV 21910) The aim of this class is to introduce you to the trans-disciplinary study of political psychology and to challenge deeply held assumptions in light of the debates and discussions stimulated by the readings each week. Readings pull from across the social sciences with a particular focus on political, social, and cultural psychology; political science and sociology, and are chosen to provide a broad overview of the expansive literature on this topic. You will engage with the fundamental issues concerning political psychology, and will learn to think through historical and contemporary issues in relation to social change and social stasis with reference to the readings. More specifically, students will learn how to apply class concepts to better understand a broader range of issues concerning how social movements form, grow, and disperse; why people justify unfair or corrupt systems in which they live; police and protester interaction; the psychology of riots; the acceptance or rejection of economic inequality; and the psychology of democracies and dictatorships. S. Power. Winter.

21940. Methods That Matter in the Social Sciences. (=CHDV 21940) Methods reveal and conceal. But multiple methods are needed if social science is to advance and deal with the pressing issues of both the present and the future. In this class, we will read classic and contemporary studies from across the social sciences to think about the scopes and limits of individual research methods. Students will learn how to combine various methods, at multiple levels of analysis, to understand social scientific phenomenon and how to make sense of sometimes contradictory evidence. Readings will draw from anthropology, sociology, and psychology and will cover a variety of methods from ethnographies, qualitative interviewing, field experiments, and cognitive experiments, in multiple socio-cultural contexts and in relation to a variety of social scientific issues. In conjunction to reading about research methods, students will also learn about multiple methods by actively conducting their own independent research project. Students are expected to work on this project weekly. This project will be informed by our readings each week, and, in turn, our research projects will inform our understanding of the readings. Note: This course may not be used as a substitution for PSYC 20200 Psychological Research Methods. S. Power. Winter.

22350. Social Neuroscience. (=BIOS 24137, CHDV 22350, NSCI 21000, ECON 21830 ) Social species, by definition, create emergent organizations beyond the individual — structures ranging from dyads and families to groups and cultures. Social neuroscience is the interdisciplinary field devoted to the study of neural, hormonal, cellular, and genetic mechanisms, and to the study of the associations and influences between social and biological levels of organization.The course provides a valuable interdisciplinary framework for students in psychology, neuroscience, behavioral economics and comparative human development. Many aspects of social cognition will be examined, including but not limited to attachment, attraction, altruism, contagion, cooperation, competition, dominance, empathy, isolation, morality, and social decision-making. J. Decety. Spring.

22580. Child Development in the Classroom. This discussion-based, advanced seminar is designed to investigate how preschool and elementary students think, act, and learn, as well as examine developmentally appropriate practices and culturally responsive teaching in the classroom. This course emphasizes the application of theory and research from the field of psychology to the realm of teaching and learning in contemporary classrooms. Course concepts will be grounded in empirical research and activities geared towards understanding the nuances and complexities of topics such as cognitive development (memory, attention, language), early assessment systems, standardized testing, “mindset”, “grit”, exercise/nutrition, emotion regulation, and more. K. O'Doherty. Autumn.

23200. Introduction to Language Development. This course addresses the major issues involved in first-language acquisition. We deal with the child’s production and perception of speech sounds (phonology), the acquisition of the lexicon (semantics), the comprehension and production of structured word combinations (syntax), and the ability to use language to communicate (pragmatics). S. Goldin-Meadow. Winter.

23300. Cultural Psychology. There is a substantial portion of the psychological nature of human beings that is neither homogeneous nor fixed across time and space. At the heart of the discipline of cultural psychology is the tenet of psychological pluralism, which states that the study of "normal" psychology is the study of multiple psychologies and not just the study of a single or uniform fundamental psychology for all peoples of the world. Research findings in cultural psychology thus raise provocative questions about the integrity and value of alternative forms of subjectivity across cultural groups. In this course we analyze the concept of "culture" and examine ethnic and cross-cultural variations in mental functioning with special attention to the cultural psychology of emotions, self, moral judgment, categorization, and reasoning. R. Schweder. Autumn.

23820. Attention and Working Memory in the Mind and Brain. (=NSCI 20110) This course will provide a broad overview of current work in psychology and neuroscience related to attention and working memory. We will discuss evidence for sharp capacity limits in an individual's ability to actively monitor and maintain information in an "online" mental state. Readings will be primarily based on original source articles from peer-reviewed journals, with a focus on behavioral and neural approaches for measuring and understanding these basic cognitive processes.PQ: NSCI 20110 (Fundamental Neuroscience) is required for Neuroscience majors only. E. Awh; E. Vogel. Winter.

23860. Beyond Good and Evil: The Psychology of Morality. Morality is a mysterious and possibly uniquely human capacity that influences how we make decisions in a number of domains. In this course we will explore how and why human beings have the moral intuitions that they do and also where these intuitions come from--what about our moral intuitions are built in and how are these intuitions shaped by experience? To achieve these goals, we will discuss literature from developmental, social, and evolutionary psychology as well as some literature from behavioral economics and experimental philosophy. We will briefly review the history of moral psychology, but spend the bulk of our time discussing contemporary debates and findings from research on moral psychology. A. Shaw. Autumn.

24066/34066. Understanding the Foundations of Wisdom. Thinking about the nature of wisdom goes back to the Greek philosophers and the classical religious sages, but the concept of wisdom has changed in many ways over the history of thought. While wisdom has received less scholarly attention in modern times, it has recently re-emerged in popular discourse with a growing recognition of its potential importance for addressing complex issues in many domains. But what is wisdom? It’s often used with a meaning more akin to "smart" or "clever". Is it just vast knowledge? This course will examine the nature of wisdom—how it has been defined, how its meaning has changed, and what its essential components might be. We will examine how current psychological theories conceptualize wisdom and consider whether, and how, wisdom can be studied scientifically; that is, can wisdom be measured and experimentally manipulated to illuminate its underlying mechanisms and understand its functions? Finally, we will explore how concepts of wisdom can be applied in business, education, medicine, the law, and in the course of our everyday lives. Readings will be drawn from a wide array of disciplines including philosophy, classics, history, psychology, behavioral economics, medicine, and public policy.PQ: Third or fourth-year standing. A. Henly, H. Nusbaum. Spring.

24133/34133. Neuroscience of Seeing. (= BIOS 24133, NSCI 22400) This course focuses on the neural basis of vision, in the context of the following two questions: 1. How does the brain transform visual stimuli into neuronal responses? 2. How does the brain use visual information to guide behavior? The course covers signal transformation throughout the visual pathway, from retina to thalamus to cortex, and includes biophysical, anatomical and computational studies of the visual system, psychophysics and quantitative models of visual processing. PQ: BIOS 24203 or consent of instructor. Note(s): This course is designed as an advanced neuroscience course for undergraduate and graduate students. The students are expected to have a general background in neurophysiology and neuroanatomy. S. Shevell, W. Wang. Winter.

24280. The Psychology and Neurobiology of Emotion. What is emotion? How can we measure it? In this course we will trace this universal yet abstract concept through its evolutionary origins, biological underpinnings, and associations with other subjects in psychology. Topics include autonomic and neural correlates of emotions, features of negative and positive emotions, variation across methods of measurement, and the relationships to cognition, social behavior, culture, and health. This course emphasizes the study of interdisciplinary research and multilevel analysis, as well as critical evaluation of empirical research articles. Background experience in psychology and/or biology is encouraged but not required. K. Faig. Autumn.

25101. The Psychology of Decision Making. We constantly make decisions, determine our preferences and choose among alternatives. The importance of our decisions range from ordering a meal at a restaurant to choosing what college to attend. How do we make such decisions? What are the rules that guide us and the biases that shape our decisions? What determines our preferences? What impacts our willingness to take risks? In this course we consider how the way we go about gathering information affects our judgment, and how the way we frame problems affects our perceptions and shapes the solutions to problems. We learn what governs choice and the systematic way it deviates from normative rules. We consider how we think about the future and how we learn from the past. The course focuses on the psychology behind making decisions with implications for a wide range of areas such as public policy, law and medicine. PQ: Third or fourth-year standing. This course is recommended for PSYC 25700 The Psychology of Negotiation. B. Keysar. Autumn.

25280. The Psychology of Close Relationships. This course is an exploration of the psychology of close relationships. We will first examine various methodological issues in the study of close relationships before examining numerous different approaches to relational research. We will learn about a variety of close relationships- from intimate relationships to friendships to familial bonds. We will examine the development of interpersonal attraction, theories of love and relationship development, and common problems in relationships (jealousy, loneliness, conflict). In addition to discussing central topics in the study of close relationships, we will review empirical articles to understand how interpersonal relationships impact aspects such as our self-concept, health, and interactions with technology. PQ: Students are required to have taken PSYC 20100 Psychological Statistics and PSYC 20200 Psychological Research Methods. A. Barakzai. Winter.

25700. The Psychology of Negotiation.Negotiation is ubiquitous in interpersonal interactions, from making plans for a trip with friends or family, to determining working conditions with an employer, to managing international conflicts. In this course we examine the structure of different negotiations and the psychology that governs the processes and outcomes of a negotiation. For instance, we consider the role of perceptions, expectations, intuitions and biases. We evaluate the role of information processing, modes of communication and power in influencing a negotiated outcome. We see how the psychology of trust, reciprocity, fairness, cooperation and competition can affect our ability to benefit from an exchange or contribute to the escalation of conflict. To better understand the dynamics of the negotiation process, we learn both through engaging in a variety of negotiation role-plays and relating these experiences to research findings. It is highly recommended to take "25101 The Psychology of Decision Making" before taking this course, as it provides the conceptual foundations. PQ: Third or fourth-year standing. B. Keysar. Winter.

25750. The Psychology and Neurobiology of Stress. (=BIOS 29271)This course explores the topic of stress and its influence on behavior and neurobiology. Specifically, the course will discuss how factors such as age, gender and social context interact to influence how we respond to stressors both physiologically and behaviorally. The course will also explore how stress influences mental and physical health. Note: This course does not meet the requirements for the Biological Sciences Major. G. Norman. Autumn.

25901. Psychology for Citizens. This course will examine aspects of the psychology of judgment and decision making that are relevant to public life and citizenship. Judgment and decision making are involved when people evaluate information about electoral candidates or policy options, when they vote, and when they choose to behave in ways that affect the collective good. Topics considered in the course will include the following. (1) What is good for people? What do we know about happiness? Can/should happiness be a goal of public policy? (2) How do people evaluate information and make decisions? Why does public opinion remain so divided on so many issues? (3) How can people influence others and be influenced (e.g., by policy makers)? Beyond persuasion and coercion, what are more subtle means of influence? (4) How do individuals’ behaviors affect the collective good? What do we know about pro-social behavior (e.g., altruism/charitable giving) and anti-social behavior (e.g., cheating)? (5) How do people perceive and get along with each other? What affects tolerance and intolerance? W. Goldstein. Winter.

25990. Stereotype Effects on Cognition. This course introduces the concept of stereotypes and how stereotypes about group difference affect members of stigmatized groups in terms of their physical and mental health, self-esteem, memory, and cognitive performance. We also discuss research methods for investigating stereotype effects and recent research findings, as well as consider several different kinds of models and theories of stereotype effect. We will cover different stereotypes, including race, gender, aging, mental illness, disabilities, sexual orientation, and social class.Y. Chen. Spring.

PSYC 26350. Clinical Cognitive Neuroscience: Function and Dysfunction. In this course we will examine the relationships between brain, behavior, and cognitive function/dysfunction.  Initial lectures will consist of a general introduction to neuroanatomy, cortical organization and methods used by cognitive neuroscientists.  These introductory lectures will be followed by lectures focusing on specific cognitive functions and dysfunctions (e.g., attention and neglect, memory and amnesia, language and aphasia etc).  Emphasis will be placed on the consequences of specific forms of brain injuries.  Classes will consist of lecture, discussions (within lecture), case studies and videos demonstrating impairment in the cognitive abilities outlined in lecture. PQ: 3rd and 4th year students only. K. Krpan. Spring.

28810. From Fossils to Fermi’s Paradox: Origin and Evolution of Intelligent Life. (= BPRO 28800, BIOS 13141, ASTR 18700) The course approaches Fermi’s question, “Are we alone in the universe?,” in the light of recent evidence primarily from three fields, the history and evolution of life on Earth (paleontology), the meaning and evolution of complex signaling and intelligence (cognitive science), and the distribution, composition and conditions on planets and exoplanets (astronomy).  We also review the history and parameters governing extrasolar detection and signaling.  The aim of the course is to assess the interplay between convergence and contingency in evolution, the selective advantage of intelligence, and the existence and nature of life elsewhere in the universe— in order to better understand the meaning of human existence.S. London, L. Rogers, P. Sereno. Winter.

PSYC 28910. Animal Models in the Study of Cognition. This course will be a combination of lecture and seminar. In the first half of the course we will read and discuss seminal literature in the study of cognitive questions using animal models (primarily rodents). In the second half of the course we will learn about study design and design two different types of studies in smaller groups. Evaluation will be through short weekly papers, class discussion and a final paper. PQ: PSYC 20300 or equivalent background in neuroscience and/or biological psychology. L. Kay. Spring.

29800. Honors Seminar. This course is a reading and discussion of general papers on writing and research, and individual students present their own projects to the group. A literature review, data from ongoing or completed empirical projects, or portions of the thesis paper itself can be presented. Students are expected to give thoughtful feedback to others on their presentations and written work. B. Prendergast. Winter.

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