Spring Term Schedule
Spring 2022
Number | Title | Instructor | Time |
---|
PSYC 101-1
Marie-Joelle Estrada
TR 3:25PM - 4:40PM
|
Is a balanced and integrated survey of psychology with coverage of both social and natural science domains. Sections of PSYC 101 vary, but most consist of lectures, readings, discussions, and demonstrations.
|
PSYC 110-1
Kevin Davis
TR 11:05AM - 12:20PM
|
Introduces the structure and organization of the brain, and its role in perception, movement, thinking, and other behavior. Topics include the brain as a special kind of computer, localization of function, effects of brain damage and disorders, differences between human and animal brains, sex differences, perception and control of movement, sleep, regulation of body states and emotions, and development and aging. No prerequisites.
|
PSYC 110-2
Kevin Davis
R 4:50PM - 6:05PM
|
Recitation for BCSC 110/CVSC 110/PSYC 110. Introduces the structure and organization of the brain, and its role in perception, movement, thinking, and other behavior. Topics include the brain as a special kind of computer, localization of function, effects of brain damage and disorders, differences between human and animal brains, sex differences, perception and control of movement, sleep, regulation of body states and emotions, and development and aging. No prerequisites.
|
PSYC 110-3
Kevin Davis
M 4:50PM - 6:05PM
|
Recitation for BCSC 110/CVSC 110/PSYC 110. Introduces the structure and organization of the brain, and its role in perception, movement, thinking, and other behavior. Topics include the brain as a special kind of computer, localization of function, effects of brain damage and disorders, differences between human and animal brains, sex differences, perception and control of movement, sleep, regulation of body states and emotions, and development and aging. No prerequisites.
|
PSYC 110-4
Kevin Davis
F 2:00PM - 3:15PM
|
Recitation for BCSC 110/PSYC 110/CVSC 110. Introduces the structure and organization of the brain, and its role in perception, movement, thinking, and other behavior. Topics include the brain as a special kind of computer, localization of function, effects of brain damage and disorders, differences between human and animal brains, sex differences, perception and control of movement, sleep, regulation of body states and emotions, and development and aging. No prerequisites.
|
PSYC 111-1
Chung-Lin Yang
MW 3:25PM - 4:40PM
|
Introduces the organization of mental processes underlying cognition and behavior. Topics include perception, language, learning, memory, and intelligence. This course integrates knowledge of cognition generated from the field of cognitive psychology with findings from artificial intelligence and cognitive neuroscience. No prerequisites.
|
PSYC 153-1
Chung-Lin Yang
TR 12:30PM - 1:45PM
|
Considers human cognitive processes, including behavioral, cognitive-neuroscientific, connectionist, and evolutionary approaches to the understanding of cognition. Explores how we perceive and integrate sensory information to build a coherent perception of the world. Includes topics on perception, attention, memory, language, cognitive development, and artificial intelligence. Prerequisites: BCS 111 required, BCS 110 recommended
|
PSYC 161-1
Andrew Elliot
MW 3:25PM - 4:40PM
|
An introduction to the field of social psychology and an overview of research on individual differences in personality. Topics include the self, attitudes, social cognition, emotion, interpersonal attraction, relationships, helping, social influence, group behavior, and dispositional differences among people. Students will complete several individual difference measures and receive individualized feedback at the end of the course. Format is lectures augmented with discussions and demonstrations.
|
PSYC 161W-1
Andrew Elliot
|
Fulfills Upper-Level Writing Requirement. |
PSYC 172-1
Daniel Mruzek
TR 3:25PM - 4:40PM
|
Introduces human development, focusing on the ability to perceive objects and sounds, to think and reason, and to learn and remember language and other significant patterned stimulation. Includes the nature and mechanisms of development in humans and an overview of what is known about brain and behavioral development in other species. No prerequisites.
|
PSYC 208-1
Kevin Davis
T 3:30PM - 6:30PM
|
Introduces behavioral and psychophysical studies of perceptual and cognitive phenomena. Students perform, analyze, interpret, and report results from experiments that move from reproducing classic phenomena to conducting new studies independently. Prerequisites: STAT 212 and either BCSC 151 or BCSC 153
|
PSYC 209-1
Ronald Rogge
TR 9:40AM - 10:55AM
|
Survey course on understanding sexuality. Includes such topics as biological sexual differentiation, gender role, gender-linked social behaviors, reproduction issues, intimacy, and the role of social and personal factors in psychosexual development. Prerequisite: PSYC 101
|
PSYC 209W-1
Ronald Rogge
|
Fulfills upper-level writing requirement. |
PSYC 210-1
Jeremy Jamieson
MW 9:00AM - 10:15AM
|
Social cognition combines classic social psychology with methods and theories from cognitive psychology and neuroscience to study how people make sense of each other and the social world. We will examine how the social environment influences cognitive processes such as attention, heuristics, and appraisals, and how these processes in turn affect decisions, behaviors, and health. We will critically evaluate research on a variety of topics, such as emotion regulation, stereotyping and prejudice, and stress and decision making. Prerequisite: PSYC 101 recommended
|
PSYC 210W-1
Jeremy Jamieson
|
Fulfills upper-level writing requirement. |
PSYC 219-1
Karl Rosengren; Daniel Mruzek
MW 10:25AM - 11:40AM
|
An introduction to the basic concepts, logic, and procedures needed to do psychological research with an emphasis on current best practices. Hands-on experience with all major phases of the research process is provided, including: surveying the existing literature, developing research hypotheses, collecting and analyzing data, and reporting the results in manuscript form. Prerequisites: PSYC 101 and an introductory statistics course (e.g., STAT 211, STAT 212)
|
PSYC 219W-1
Karl Rosengren; Daniel Mruzek
|
Fulfills upper-level writing requirement. |
PSYC 221-1
Kevin Davis
MW 10:25AM - 11:40AM
|
This course considers how we comprehend the auditory environment. Topics include the physical stimulus for hearing, the physiology of the auditory system (both at the periphery and in the central nervous system), the psychophysics of basic auditory perception (e.g., hearing thresholds), higher level auditory perception (including auditory scene analysis and the perception of complex auditory events such as speech and music), and hearing disorders. Considers research from a diverse range of perspectives including behavioral research, cognitive neuroscience, studies of individual differences, and research that adopts a comparative perspective. Prerequisite: BCSC 110 or BCSC 111
|
PSYC 221-2
Kevin Davis
F 10:25AM - 11:40AM
|
Recitation for BCSC 221/PSYC 221. This course considers how we comprehend the auditory environment. Topics include the physical stimulus for hearing, the physiology of the auditory system (both at the periphery and in the central nervous system), the psychophysics of basic auditory perception (e.g., hearing thresholds), higher level auditory perception (including auditory scene analysis and the perception of complex auditory events such as speech and music), and hearing disorders. Considers research from a diverse range of perspectives including behavioral research, cognitive neuroscience, studies of individual differences, and research that adopts a comparative perspective. Prerequisite: BCSC 110 or BCSC 111
|
PSYC 246-1
Renee Miller
TR 9:40AM - 10:55AM
|
Examines the neurobiology of anxiety/phobic conditions, mood disorders, and chronic psychotic states, particularly schizophrenia. Considers definitions of psychiatric syndromes, the problems of diagnosis, brain organization, and neurotransmitter systems involved in state functions. Introduces research approaches including epidemiologic, phenomenologic, family/adoption, longitudinal descriptive, psychophysiologic, neuropharmacologic, genetic linkage, and postmortem studies; emphasizes recent in vivo brain imaging and neuroreceptor studies. Prerequisite: NSCI 201/BCSC 240
|
PSYC 259-1
Chigusa Kurumada
TR 12:30PM - 1:45PM
|
Introduces children's language development, including the acquisition of phonology, syntax, and semantics. Focuses on the acquisition of a first language by young children, comparing the acquisition of a variety of spoken and signed languages to find possible universal principles of language learning. Prerequisites: BCSC 152 or LING 110
|
PSYC 262-1
Christopher Niemiec
TR 12:30PM - 1:45PM
|
This course provides a review of the theoretical and empirical development of a contemporary approach to human motivation, namely, Self-Determination Theory, which originated at the University of Rochester and is currently researched by scholars around the world. Topics will also include applications of Self-Determination Theory to such domains as psychopathology and psychological health, work, education, sport, and culture. Prerequisites: PSYC 161 or PSYC 181 NOTE: When registering for the main section you must register for a recitation.
|
PSYC 262-2
Christopher Niemiec
M 6:15PM - 7:30PM
|
This course provides a review of the theoretical and empirical development of a contemporary approach to human motivation, namely, Self-Determination Theory, which originated at the University of Rochester and is currently researched by scholars around the world. Topics will also include applications of Self-Determination Theory to such domains as psychopathology and psychological health, work, education, sport, and culture. Prerequisites: PSYC 161 or PSYC 181 NOTE: When registering for the main section you must register for a recitation.
|
PSYC 262-3
Christopher Niemiec
T 9:40AM - 10:55AM
|
This course provides a review of the theoretical and empirical development of a contemporary approach to human motivation, namely, Self-Determination Theory, which originated at the University of Rochester and is currently researched by scholars around the world. Topics will also include applications of Self-Determination Theory to such domains as psychopathology and psychological health, work, education, sport, and culture. Prerequisites: PSYC 161 or PSYC 181 NOTE: When registering for the main section you must register for a recitation.
|
PSYC 262-4
Christopher Niemiec
W 6:15PM - 7:30PM
|
This course provides a review of the theoretical and empirical development of a contemporary approach to human motivation, namely, Self-Determination Theory, which originated at the University of Rochester and is currently researched by scholars around the world. Topics will also include applications of Self-Determination Theory to such domains as psychopathology and psychological health, work, education, sport, and culture. Prerequisites: PSYC 161 or PSYC 181 NOTE: When registering for the main section you must register for a recitation.
|
PSYC 262-5
Christopher Niemiec
R 9:40AM - 10:55AM
|
This course provides a review of the theoretical and empirical development of a contemporary approach to human motivation, namely, Self-Determination Theory, which originated at the University of Rochester and is currently researched by scholars around the world. Topics will also include applications of Self-Determination Theory to such domains as psychopathology and psychological health, work, education, sport, and culture. Prerequisites: PSYC 161 or PSYC 181 NOTE: When registering for the main section you must register for a recitation.
|
PSYC 262-6
Christopher Niemiec
R 6:15PM - 7:30PM
|
This course provides a review of the theoretical and empirical development of a contemporary approach to human motivation, namely, Self-Determination Theory, which originated at the University of Rochester and is currently researched by scholars around the world. Topics will also include applications of Self-Determination Theory to such domains as psychopathology and psychological health, work, education, sport, and culture. Prerequisites: PSYC 161 or PSYC 181 NOTE: When registering for the main section you must register for a recitation.
|
PSYC 262W-1
Christopher Niemiec
|
Fulfills Upper-Level Writing Requirement. |
PSYC 264-1
Barry Friedman
F 2:00PM - 4:40PM
|
Applications of psychological theory and research to work settings. Topics include personnel selection, training and appraisal; organizational structure and transformation; performance in work groups; motivation and satisfaction; leadership; work conditions; and cross-cultural issues.
|
PSYC 264W-1
Barry Friedman
|
Fulfills upper-level writing requirement. |
PSYC 274W-1
Kathryn Phillips
T 3:25PM - 4:40PM
|
This interactive course teaches 'real life' communication skills and strategies that help students present their best professional selves and develop a fulfilling career. Students will explore and articulate their internship, career and graduate school goals for distinct audiences and purposes as they develop a professional communication portfolio of materials such as resumes, cover letters, statements of purpose, electronic communications, elevator pitches, project descriptions and abstracts, and online profiles (i.e., LinkedIn). Students will revise and refine their written and spoken work across the semester based on feedback from peers, instructors, and alumni. By the semester's end, students will have gained extensive experience with the communication skills expected in today's competitive environment. The class can be used to fulfill 1 of 2 required Upper-Level Writing experiences in psychology, and is suitable for junior and senior psychology majors; all others require instructor permission. Prerequisite: Completion of the Primary Writing Requirement
|
PSYC 278-1
Cheryl Repass
TR 11:05AM - 12:20PM
|
This course surveys theory and research relating to normal development during adolescence. Adolescent development is examined in a variety of contexts, including families, peer groups, and schools, and issues pertaining to biological, social, and cognitive development are discussed.
|
PSYC 278W-1
Cheryl Repass
|
Fulfills upper-level writing requirement. |
PSYC 282-1
Ryan Thibodeau
MW 10:25AM - 11:40AM
|
Formerly "Abnormal Psychology". This course provides a conceptual overview to the field of psychopathology. We will discuss assessment and diagnosis, etiology, developmental course, treatment, and prognosis of the major psychological disorders. Current theory and research will be emphasized.
|
PSYC 282W-1
Ryan Thibodeau
|
Formerly "Abnormal Psychology". Fulfills upper-level writing requirement. |
PSYC 283-1
Marie-Joelle Estrada
MW 3:25PM - 4:40PM
|
An overview of the application of behavior/lifestyle change approaches to the treatment of medical disorders, and the examination of interfaces between behavior and physiology. Topics include diabetes, cardiovascular risk factors, chronic pain, and cancer. Prerequisite: PSYC 101
|
PSYC 283W-1
Marie-Joelle Estrada
|
Fulfills upper-level writing requirement. |
PSYC 303-1
Christopher Niemiec
F 9:00AM - 11:00AM
|
Blank Description
|
PSYC 304-1
Andrew Elliot
|
Blank Description |
PSYC 307-1
Sarah Mangelsdorf; Richard Feldman
M 4:50PM - 7:30PM
|
This seminar explores academic leadership in crises. Through readings and accounts from the instructors whose leadership experiences provide perspectives on the topic, students will gain a more sophisticated understanding of organizational decision-making during crises. The course will explore ways in which leadership during a crisis differs from leadership in non-crisis times as well as the factors that differentiate leadership of colleges and universities from other kinds of organizations. Key questions will include: What considerations most shape crisis decision-making? What tensions arise from the diverse perspectives of key stakeholders? How well does their organizational structure equip academic institutions to deal with crises? How are communications managed during crises? Who takes the lead – senior administrative leaders, boards of trustees, faculty – in managing crises? Cases studies will include public health emergencies, natural disasters, campus violence, and protests over debates about institutional values and identity.
|
PSYC 315-1
Laura Elenbaas
R 2:00PM - 4:40PM
|
This course explores the origins, development, and sources of influence on peer relationships in childhood and adolescence. Drawing on theories from social, emotional, and cognitive development, this course covers a broad range of topics including friendship, popularity, exclusion, aggression, withdrawal, social competence, social identity, stereotypes, prejudice, and empathy. Methods and policies for promoting positive peer relations, as well as the roles of schools, families, and the media, will be discussed.
|
PSYC 315W-1
Laura Elenbaas
|
Fulfills upper-level writing requirement |
PSYC 321-1
Miron Zuckerman
T 2:00PM - 4:40PM
|
Why do people believe in God? Are religious people more moral? What are the benefits, if any, of religion? Is religiosity declining and, if so, why? These and other questions related to religion and its effects on human lives will be addressed in this course. This is a discussion seminar. The requirements include weekly readings, preparation for and participation in the discussion, and a final paper that can be theoretical or empirical.
|
PSYC 340-1
Lisa Starr
M 2:00PM - 4:40PM
|
An in-depth exploration of the nature, etiology, and treatment of anxiety disorders and depression. For example, we will review scientific literature related to classification, epidemiology, psychosocial correlates, biological models, and intervention approaches. Prerequisites: PSYC 101; and either PSYC 280, PSYC 282, or PSYC 289
|
PSYC 351-1
Loisa Bennetto
|
This course provides guided, direct research experiences in developmental neuropsychology, with a particular focus on autism and other developmental disabilities. |
PSYC 357-1
Judith Smetana
|
This course provides guided, direct experiences with, and relevant developmental science readings from, research on child and adolescent social and moral development. |
PSYC 372-1
Jeremy Jamieson
|
Blank Description |
PSYC 374-1
Andrew Elliot
|
First-hand team experience with ongoing research in social psychology areas. |
PSYC 378-1
Patrick Davies
R 12:30PM - 2:00PM
|
Provides guided, direct, research experiences in investigating the interplay between family relationships and children's social and emotional development. Emphasis is placed on gaining knowledge in translating theories (e.g., family systems theory) into empirically testable hypotheses and designing research methods and techniques to test predictions.
|
PSYC 393W-1
Laura Elenbaas
|
Blank Description |
PSYC 395-14
Jeremy Jamieson
|
Consideration Of Recent Experimental And Theoretical Contributions In Several Selected Areas Of Psychology. |
PSYC 395-15
Karl Rosengren
|
To Expose Students To The Fundamentals Of Research In Cognitive Development. Students Will Participate In The Design And Running Of Studies. Readings Will Focus On General Research Methods And Specific Topics Of Research. |
PSYC 395-16
Melissa Apple
|
No description |
PSYC 395-18
Lisa Starr
|
No description |
PSYC 395-19
David Dodell-Feder
|
No description |
PSYC 395-2
Laura Elenbaas
|
The Social Cognitive Development Lab Studies How Children Think About People And The Social World. Research Assistants Will Learn About Research Ethics, Research Methods, And Theories In Developmental Science. |
PSYC 395-20
|
The Student Will Demonstrate Knowledge And Technical Skills Related To Collection And Preliminary Data Analysis Of Psychophysiological Signals That Correspond To Autonomic Arousal And Anxiety. |
PSYC 395-27
Karl Rosengren
|
To Expose Students To The Fundamentals Of Research In Cognitive Development. Students Will Participate In The Design And Running Of Studies. Readings Will Focus On General Research Methods And Specific Topics Of Research. |
PSYC 395-30
Ronald Rogge
|
Gain An Understanding Of Procedures In Clinical/Social Psychology. Conduct Experimental Sessions, Collect Physiological Data, And Process Subject Data (E.G., Excel, Spss, And Biopac). Relevant Readings Will Supplement Hands-On Work. |
PSYC 395-6
Sheree Toth
|
Assist With Visits, Film, Interview, Being Involved In Observational Paradigms, Clean Up, Child Care For Babies And Siblings -Manage Data, Organization -Complete Readings On Battery Measures, Cpp, And Maltreatment -Career And Prof Develop |
PSYC 395-7
Bonnie Le
|
The Objectives Of This Course Are To Introduce Students To The Theory And Methods Involved In Conducting Relationships Research. Students Will Learn About The Research Process Through Readings And Project Involvement. |
PSYC 395W-1
Jeremy Jamieson
|
Consideration Of Recent Experimental And Theoretical Contributions In Several Selected Areas Of Psychology. |
Spring 2022
Number | Title | Instructor | Time |
---|---|
Monday | |
PSYC 340-1
Lisa Starr
|
|
An in-depth exploration of the nature, etiology, and treatment of anxiety disorders and depression. For example, we will review scientific literature related to classification, epidemiology, psychosocial correlates, biological models, and intervention approaches. Prerequisites: PSYC 101; and either PSYC 280, PSYC 282, or PSYC 289 |
|
PSYC 110-3
Kevin Davis
|
|
Recitation for BCSC 110/CVSC 110/PSYC 110. Introduces the structure and organization of the brain, and its role in perception, movement, thinking, and other behavior. Topics include the brain as a special kind of computer, localization of function, effects of brain damage and disorders, differences between human and animal brains, sex differences, perception and control of movement, sleep, regulation of body states and emotions, and development and aging. No prerequisites. |
|
PSYC 307-1
Sarah Mangelsdorf; Richard Feldman
|
|
This seminar explores academic leadership in crises. Through readings and accounts from the instructors whose leadership experiences provide perspectives on the topic, students will gain a more sophisticated understanding of organizational decision-making during crises. The course will explore ways in which leadership during a crisis differs from leadership in non-crisis times as well as the factors that differentiate leadership of colleges and universities from other kinds of organizations. Key questions will include: What considerations most shape crisis decision-making? What tensions arise from the diverse perspectives of key stakeholders? How well does their organizational structure equip academic institutions to deal with crises? How are communications managed during crises? Who takes the lead – senior administrative leaders, boards of trustees, faculty – in managing crises? Cases studies will include public health emergencies, natural disasters, campus violence, and protests over debates about institutional values and identity. |
|
PSYC 262-2
Christopher Niemiec
|
|
This course provides a review of the theoretical and empirical development of a contemporary approach to human motivation, namely, Self-Determination Theory, which originated at the University of Rochester and is currently researched by scholars around the world. Topics will also include applications of Self-Determination Theory to such domains as psychopathology and psychological health, work, education, sport, and culture. Prerequisites: PSYC 161 or PSYC 181 NOTE: When registering for the main section you must register for a recitation. |
|
Monday and Wednesday | |
PSYC 210-1
Jeremy Jamieson
|
|
Social cognition combines classic social psychology with methods and theories from cognitive psychology and neuroscience to study how people make sense of each other and the social world. We will examine how the social environment influences cognitive processes such as attention, heuristics, and appraisals, and how these processes in turn affect decisions, behaviors, and health. We will critically evaluate research on a variety of topics, such as emotion regulation, stereotyping and prejudice, and stress and decision making. Prerequisite: PSYC 101 recommended |
|
PSYC 219-1
Karl Rosengren; Daniel Mruzek
|
|
An introduction to the basic concepts, logic, and procedures needed to do psychological research with an emphasis on current best practices. Hands-on experience with all major phases of the research process is provided, including: surveying the existing literature, developing research hypotheses, collecting and analyzing data, and reporting the results in manuscript form. Prerequisites: PSYC 101 and an introductory statistics course (e.g., STAT 211, STAT 212) |
|
PSYC 221-1
Kevin Davis
|
|
This course considers how we comprehend the auditory environment. Topics include the physical stimulus for hearing, the physiology of the auditory system (both at the periphery and in the central nervous system), the psychophysics of basic auditory perception (e.g., hearing thresholds), higher level auditory perception (including auditory scene analysis and the perception of complex auditory events such as speech and music), and hearing disorders. Considers research from a diverse range of perspectives including behavioral research, cognitive neuroscience, studies of individual differences, and research that adopts a comparative perspective. Prerequisite: BCSC 110 or BCSC 111 |
|
PSYC 282-1
Ryan Thibodeau
|
|
Formerly "Abnormal Psychology". This course provides a conceptual overview to the field of psychopathology. We will discuss assessment and diagnosis, etiology, developmental course, treatment, and prognosis of the major psychological disorders. Current theory and research will be emphasized. |
|
PSYC 111-1
Chung-Lin Yang
|
|
Introduces the organization of mental processes underlying cognition and behavior. Topics include perception, language, learning, memory, and intelligence. This course integrates knowledge of cognition generated from the field of cognitive psychology with findings from artificial intelligence and cognitive neuroscience. No prerequisites. |
|
PSYC 161-1
Andrew Elliot
|
|
An introduction to the field of social psychology and an overview of research on individual differences in personality. Topics include the self, attitudes, social cognition, emotion, interpersonal attraction, relationships, helping, social influence, group behavior, and dispositional differences among people. Students will complete several individual difference measures and receive individualized feedback at the end of the course. Format is lectures augmented with discussions and demonstrations. |
|
PSYC 283-1
Marie-Joelle Estrada
|
|
An overview of the application of behavior/lifestyle change approaches to the treatment of medical disorders, and the examination of interfaces between behavior and physiology. Topics include diabetes, cardiovascular risk factors, chronic pain, and cancer. Prerequisite: PSYC 101 |
|
Tuesday | |
PSYC 262-3
Christopher Niemiec
|
|
This course provides a review of the theoretical and empirical development of a contemporary approach to human motivation, namely, Self-Determination Theory, which originated at the University of Rochester and is currently researched by scholars around the world. Topics will also include applications of Self-Determination Theory to such domains as psychopathology and psychological health, work, education, sport, and culture. Prerequisites: PSYC 161 or PSYC 181 NOTE: When registering for the main section you must register for a recitation. |
|
PSYC 321-1
Miron Zuckerman
|
|
Why do people believe in God? Are religious people more moral? What are the benefits, if any, of religion? Is religiosity declining and, if so, why? These and other questions related to religion and its effects on human lives will be addressed in this course. This is a discussion seminar. The requirements include weekly readings, preparation for and participation in the discussion, and a final paper that can be theoretical or empirical. |
|
PSYC 274W-1
Kathryn Phillips
|
|
This interactive course teaches 'real life' communication skills and strategies that help students present their best professional selves and develop a fulfilling career. Students will explore and articulate their internship, career and graduate school goals for distinct audiences and purposes as they develop a professional communication portfolio of materials such as resumes, cover letters, statements of purpose, electronic communications, elevator pitches, project descriptions and abstracts, and online profiles (i.e., LinkedIn). Students will revise and refine their written and spoken work across the semester based on feedback from peers, instructors, and alumni. By the semester's end, students will have gained extensive experience with the communication skills expected in today's competitive environment. The class can be used to fulfill 1 of 2 required Upper-Level Writing experiences in psychology, and is suitable for junior and senior psychology majors; all others require instructor permission. Prerequisite: Completion of the Primary Writing Requirement |
|
PSYC 208-1
Kevin Davis
|
|
Introduces behavioral and psychophysical studies of perceptual and cognitive phenomena. Students perform, analyze, interpret, and report results from experiments that move from reproducing classic phenomena to conducting new studies independently. Prerequisites: STAT 212 and either BCSC 151 or BCSC 153 |
|
Tuesday and Thursday | |
PSYC 209-1
Ronald Rogge
|
|
Survey course on understanding sexuality. Includes such topics as biological sexual differentiation, gender role, gender-linked social behaviors, reproduction issues, intimacy, and the role of social and personal factors in psychosexual development. Prerequisite: PSYC 101 |
|
PSYC 246-1
Renee Miller
|
|
Examines the neurobiology of anxiety/phobic conditions, mood disorders, and chronic psychotic states, particularly schizophrenia. Considers definitions of psychiatric syndromes, the problems of diagnosis, brain organization, and neurotransmitter systems involved in state functions. Introduces research approaches including epidemiologic, phenomenologic, family/adoption, longitudinal descriptive, psychophysiologic, neuropharmacologic, genetic linkage, and postmortem studies; emphasizes recent in vivo brain imaging and neuroreceptor studies. Prerequisite: NSCI 201/BCSC 240 |
|
PSYC 110-1
Kevin Davis
|
|
Introduces the structure and organization of the brain, and its role in perception, movement, thinking, and other behavior. Topics include the brain as a special kind of computer, localization of function, effects of brain damage and disorders, differences between human and animal brains, sex differences, perception and control of movement, sleep, regulation of body states and emotions, and development and aging. No prerequisites. |
|
PSYC 278-1
Cheryl Repass
|
|
This course surveys theory and research relating to normal development during adolescence. Adolescent development is examined in a variety of contexts, including families, peer groups, and schools, and issues pertaining to biological, social, and cognitive development are discussed. |
|
PSYC 153-1
Chung-Lin Yang
|
|
Considers human cognitive processes, including behavioral, cognitive-neuroscientific, connectionist, and evolutionary approaches to the understanding of cognition. Explores how we perceive and integrate sensory information to build a coherent perception of the world. Includes topics on perception, attention, memory, language, cognitive development, and artificial intelligence. Prerequisites: BCS 111 required, BCS 110 recommended |
|
PSYC 259-1
Chigusa Kurumada
|
|
Introduces children's language development, including the acquisition of phonology, syntax, and semantics. Focuses on the acquisition of a first language by young children, comparing the acquisition of a variety of spoken and signed languages to find possible universal principles of language learning. Prerequisites: BCSC 152 or LING 110 |
|
PSYC 262-1
Christopher Niemiec
|
|
This course provides a review of the theoretical and empirical development of a contemporary approach to human motivation, namely, Self-Determination Theory, which originated at the University of Rochester and is currently researched by scholars around the world. Topics will also include applications of Self-Determination Theory to such domains as psychopathology and psychological health, work, education, sport, and culture. Prerequisites: PSYC 161 or PSYC 181 NOTE: When registering for the main section you must register for a recitation. |
|
PSYC 101-1
Marie-Joelle Estrada
|
|
Is a balanced and integrated survey of psychology with coverage of both social and natural science domains. Sections of PSYC 101 vary, but most consist of lectures, readings, discussions, and demonstrations. |
|
PSYC 172-1
Daniel Mruzek
|
|
Introduces human development, focusing on the ability to perceive objects and sounds, to think and reason, and to learn and remember language and other significant patterned stimulation. Includes the nature and mechanisms of development in humans and an overview of what is known about brain and behavioral development in other species. No prerequisites. |
|
Wednesday | |
PSYC 262-4
Christopher Niemiec
|
|
This course provides a review of the theoretical and empirical development of a contemporary approach to human motivation, namely, Self-Determination Theory, which originated at the University of Rochester and is currently researched by scholars around the world. Topics will also include applications of Self-Determination Theory to such domains as psychopathology and psychological health, work, education, sport, and culture. Prerequisites: PSYC 161 or PSYC 181 NOTE: When registering for the main section you must register for a recitation. |
|
Thursday | |
PSYC 262-5
Christopher Niemiec
|
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This course provides a review of the theoretical and empirical development of a contemporary approach to human motivation, namely, Self-Determination Theory, which originated at the University of Rochester and is currently researched by scholars around the world. Topics will also include applications of Self-Determination Theory to such domains as psychopathology and psychological health, work, education, sport, and culture. Prerequisites: PSYC 161 or PSYC 181 NOTE: When registering for the main section you must register for a recitation. |
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PSYC 378-1
Patrick Davies
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Provides guided, direct, research experiences in investigating the interplay between family relationships and children's social and emotional development. Emphasis is placed on gaining knowledge in translating theories (e.g., family systems theory) into empirically testable hypotheses and designing research methods and techniques to test predictions. |
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PSYC 315-1
Laura Elenbaas
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This course explores the origins, development, and sources of influence on peer relationships in childhood and adolescence. Drawing on theories from social, emotional, and cognitive development, this course covers a broad range of topics including friendship, popularity, exclusion, aggression, withdrawal, social competence, social identity, stereotypes, prejudice, and empathy. Methods and policies for promoting positive peer relations, as well as the roles of schools, families, and the media, will be discussed. |
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PSYC 110-2
Kevin Davis
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Recitation for BCSC 110/CVSC 110/PSYC 110. Introduces the structure and organization of the brain, and its role in perception, movement, thinking, and other behavior. Topics include the brain as a special kind of computer, localization of function, effects of brain damage and disorders, differences between human and animal brains, sex differences, perception and control of movement, sleep, regulation of body states and emotions, and development and aging. No prerequisites. |
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PSYC 262-6
Christopher Niemiec
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This course provides a review of the theoretical and empirical development of a contemporary approach to human motivation, namely, Self-Determination Theory, which originated at the University of Rochester and is currently researched by scholars around the world. Topics will also include applications of Self-Determination Theory to such domains as psychopathology and psychological health, work, education, sport, and culture. Prerequisites: PSYC 161 or PSYC 181 NOTE: When registering for the main section you must register for a recitation. |
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PSYC 303-1
Christopher Niemiec
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Blank Description |
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PSYC 221-2
Kevin Davis
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Recitation for BCSC 221/PSYC 221. This course considers how we comprehend the auditory environment. Topics include the physical stimulus for hearing, the physiology of the auditory system (both at the periphery and in the central nervous system), the psychophysics of basic auditory perception (e.g., hearing thresholds), higher level auditory perception (including auditory scene analysis and the perception of complex auditory events such as speech and music), and hearing disorders. Considers research from a diverse range of perspectives including behavioral research, cognitive neuroscience, studies of individual differences, and research that adopts a comparative perspective. Prerequisite: BCSC 110 or BCSC 111 |
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PSYC 110-4
Kevin Davis
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Recitation for BCSC 110/PSYC 110/CVSC 110. Introduces the structure and organization of the brain, and its role in perception, movement, thinking, and other behavior. Topics include the brain as a special kind of computer, localization of function, effects of brain damage and disorders, differences between human and animal brains, sex differences, perception and control of movement, sleep, regulation of body states and emotions, and development and aging. No prerequisites. |
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PSYC 264-1
Barry Friedman
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Applications of psychological theory and research to work settings. Topics include personnel selection, training and appraisal; organizational structure and transformation; performance in work groups; motivation and satisfaction; leadership; work conditions; and cross-cultural issues. |