Department of Psychology
Division of Mathematical, Life, and Physical Sciences
Building 251
Telephone: (805) 893-2791
Undergraduate e-mail: wwwugrad@psych.ucsb.edu
Graduate e-mail: wwwgrad@psych.ucsb.edu
Website: www.psych.ucsb.edu (will
open in a new browser window)
Department Chair: Daphne Bugental
Contents:
F. Gregory Ashby, Ph.D., Purdue University, Professor (cognitive neuroscience, categorization, attention, decision processes in perception and cognition, mathematical psychology)
James J. Blascovich, Ph.D., University of Nevada, Reno, Professor (social psychophysiology, challenge and threat motivation, immersive virtual environments as a research tool)
Daphne B. Bugental, Ph.D., UC Los Angeles, Professor (social development, social cognition and affect, social interaction)
Nancy L. Collins, Ph.D., University of Southern California, Associate Professor (close relationships, interpersonal perception, social support, health psychology)
Leda Cosmides, Ph.D., Harvard University, Professor (evolutionary psychology, cognition, domain-specific reasoning)
Miguel P. Eckstein, Ph.D., UC Los Angeles, Associate Professor (computational models of human vision, visual search, attention, perceptual learning, perception of medical images)
Aaron Ettenberg, Ph.D., McGill University, Professor (behavioral neuroscience, psychopharmacology, neurobiology of drug abuse, biological basis of reinforcement and motivation)
Alan J. Fridlund, Ph.D., University of Mississippi, Associate Professor (social interaction, evolution and neurology of social behavior, social psychophysiology, sexology, psychopathology)
Shelly Gable, Ph.D., University of Rochester, Associate Professor (social psychology)
Michael Gazzaniga, Ph.D., California Institute of Technology, Professor (cognitive neuroscience)
Tim P. German, Ph.D., University of London, Associate Professor (cognitive development, developmental psychology, neuropsychology)
Barry Giesbrecht, Ph.D., University of Alberta, Assistant Professor (cognitive neuroscience)
Scott Grafton, M.D., University of Southern California, Professor (cognition, perception, cognitive neuroscience)
David L. Hamilton, Ph.D., University of Illinois, Professor (social cognition, stereotypes, person perception, attribution processes)
Mary Hegarty, Ph.D., Carnegie-Mellon University, Professor (comprehension, reasoning, spatial cognition, individual differences)
Skirmantas Janusonis, Ph.D., University of Massachusetts at Amherst, Assistant Professor (behavior and neuroscience)
Heejung S. Kim, Ph.D., Stanford University, Assistant Professor (social psychology, cultural psychology, speech and cognitive processes)
Tod Kippin, Ph.D., University of British Columbia, Assistant Professor (neuroscience and behavior)
Stanley B. Klein, Ph.D., Harvard University, Professor (social cognition, mental representation of self, memory)
Jack M. Loomis, Ph.D., University of Michigan, Professor (visual space perception, auditory space perception, spatial behavior, spatial cognition)
Loy D. Lytle, Ph.D., Princeton University, Professor (developmental psychopharmacology; behavioral neuroscience; nutrition, brain function and behavior; pain and its alleviation)
Diane M. Mackie, Ph.D., Princeton University, Professor (intergroup processes, persuasion, social influence, affect, social perception)
Brenda N. Major, Ph.D., Purdue University, Professor (prejudice and self-esteem, coping with stress, psychology of legitimacy)
Richard E. Mayer, Ph.D., University of Michigan, Professor (human learning, problem-solving, educational psychology, human-computer interaction, multimedia learning, mathematical and scientific reasoning)
Michael B. Miller, Ph.D., Dartmouth College, Associate Professor (cognitive neuroscience,
human memory and decision-making, functional magnetic resonance imaging)
Benjamin E. Reese, D.Phil., University of Oxford, Professor (development and organization of the visual system, developmental neurobiology and neuroplasticity)
Russell Revlin, Ph.D., Carnegie Mellon University, Associate Professor (reasoning, psycholinguistics, cognitive processes)
James Roney, Ph.D., University of Chicago, Assistant Professor (developmental and evolutionary psychology)
David S. Sherman, Ph.D., Stanford University, Assistant Professor (social psychology)
Karen Szumlinski, Ph.D., Albany Medical College, Assistant Professor (neuroscience and behavior)
Gerald S. Blum, Ph.D., Stanford University, Professor Emeritus (cognitive and affective processes, experimental psychodynamics, hypnosis)
John W. Cotton, Ph.D., Indiana University, Professor Emeritus (experimental design, mathematical learning theory, computer simulation of psychological processes)
John M. Foley, Ph.D., Columbia University, Research Professor (pattern vision, visual space perception) Professor Emeritus
Gerald H. Jacobs, Ph.D., Indiana University, Professor Emeritus (biology of mammalian vision)
Howard H. Kendler, Ph.D., University of Iowa, Professor Emeritus (philosophy and history of psychology, theoretical psychology, conceptual development)
Elijah P. Lovejoy, Ph.D., University of Pennsylvania, Lecturer Emeritus (intercultural psychology)
David M. Messick, Ph.D., University of North Carolina, Professor Emeritus (social psychology, decision making)
Robert W. Reynolds, Ph.D., University of Buffalo, Professor Emeritus (physiology, biochemistry, and endocrinology of motivation and emotion)
A. Robert Sherman, Ph.D., Yale University, Professor Emeritus (cognitive-behavioral psychotherapy)
Richard P. Duran, Ph.D. (Education)
Steven K. Fisher, Ph.D. (Molecular, Cellular, and Developmental Biology)
Howard Giles, Ph.D. (Communication)
Hsiu-Zu Ho, Ph.D. (Education)
Sehee Hong, Ph.D. (Education)
Charles H. Markham, M.D. (Department of Neurology, UCLA School of Medicine)
Diane McClure, Ph.D., D.V.M. (Campus Veterinarian)
Daniel R. Montello, Ph.D. (Geography)
John Tooby, Ph.D. (Anthropology)
Rebecca Zwick, Ph.D. (Education)
The psychology curriculum at UCSB is designed to provide students with an appreciation of the scientific study of behavior. Psychology represents an extremely broad discipline, ranging from the study of behavior of the simplest organisms to the behavior of humans and groups of humans in complicated situations.
Students interested in one of the psychology majors are urged to examine the upper-division course offerings to see if these are consonant with their interests in psychology. As students will note, some topics are not currently included in the curriculum (e.g., humanistic psychology, industrial psychology, ethnic psychology, etc.) and the number of courses within any particular area, such as clinical applications, is limited. Nevertheless, a well-balanced selection of the available courses should provide students with a broad background in psychology, as well as appropriate preparation for those seeking to pursue graduate training later on.
On the undergraduate level, the department offers the B.A. degree in psychology and the B.S. in biopsychology. The bachelor of arts degree in psychology is recommended for students interested in obtaining a liberal arts education and understanding contemporary issues in psychology. The broad nature of the discipline allows students to complete the major by either specializing in a given substantive area (e.g., cognition, social psychology, perception, biopsychology) or selecting a more general and varied set of courses. The bachelor of science degree in biopsychology is intended for students who are interested in issues of neuroscience and behavior. Students complete courses providing an overview of the physical sciences (biology, physics, chemistry) and, in the upper division, focus specifically on the scientific study of behavior and its relationship to brain function. This major is recommended for students who have an interest in laboratory research and are considering a career in the field. It also provides strong preparation for many other professions, including the health-related sciences (requiring graduate work leading to the M.D. or Ph.D. degrees, for example). Graduate training consists primarily of work leading to the degree of doctor of philosophy. However, under special circumstances application can be made to a terminal master of arts program.
The departmental advisors, including academic peer advisors, staff undergraduate advisors, and faculty advisors provide students with academic information and advice as well as assistance with career and graduate school preparation. Students are encouraged to become acquainted with faculty members and to consult with them about programs or academic plans.
Psychology majors are encouraged to join Psi Chi, the Santa Barbara chapter of the National Honor Society in Psychology. Membership information is available from the undergraduate advisor.
The Department of Psychology encourages majors to participate in the Education Abroad Program (EAP). In most cases, EAP courses may be substituted for equivalent offerings of the Department of Psychology to fulfill major requirements. Please see the undergraduate advisor for more information.
Students with a bachelor’s degree in psychology who are interested in pursuing a California Teaching Credential should contact the credential advisor in the Gevirtz Graduate School of Education as soon as possible.
The Department of Psychology has an honors program to augment the existing program in the College of Letters and Science. Enrollment in the psychology honors program is by application to the department and is based upon academic achievement.
Students who are selected to participate will earn a wide variety of unique academic privileges. In addition to special honors seminar courses, honors students will be given extended library privileges, increased priority for class registration, and opportunities to enroll in graduate seminars.
The departmental program provides qualified students an opportunity for an in-depth and intellectually challenging study of psychology. The psychology honors classes, for example, will be restricted in size and will provide a level of discussion and participation not possible in traditional lecture classes. To help prepare for graduate training, honors students will conduct independent research under the supervision of a faculty advisor. The results of this research will form the basis of the honors thesis, which each student will be required to submit before the end of the senior year.
Students interested in participating in the psychology honors program should see the Department of Psychology’s undergraduate advisor for further information.
Undergraduate Program
Bachelor of Arts - Psychology
The requirements for this major can be fulfilled with a variety of courses, allowing students to specialize in a given area, or select a more varied set of courses. Students in this major who plan to enroll in graduate programs should consult an advisor.
Students who complete the psychology major enter a variety of careers and graduate programs including experimental psychology, social work, applied psychology, education, business administration, law, and recreation. It is important to keep in mind that many of these professional careers require training beyond the undergraduate level and students with such interests should discuss their plans with an advisor as early as possible.
Students who do not enter the university as pre-psychology majors may declare the pre-psychology major after completing Psychology 1 with a grade of C or better. Once students have successfully completed all pre-major requirements (see “Preparation for the major,” below), they may petition for full major status in the Department of Psychology Undergraduate Affairs Office. Students must attain full major standing prior to the completion of 144 units. Admission to the pre-major does not guarantee admission to the full major.
Preparation for the major. Students must complete each of the following requirements before petitioning the department to change from pre-major to major status: (1) Psychology 1, 3, 5, 7; and Mathematics 34A or equivalent.
In completing the five preparatory courses described above, students must fulfill the following criteria: (a) the courses must be completed with a combined grade-point average of 2.75 or better; (b) in no preparatory course can there be a grade lower than C-; (c) a grade of C- cannot be obtained in more than one of the five preparatory courses; and (d) none of the preparatory courses can be taken P/NP. Students will not be permitted to enroll in upper-division psychology courses numbered 110 or higher without first completing the pre-major.
Transfer students who complete the entire pre-psychology major before transferring to UCSB will be required to complete two Psychology courses numbered 100-109 and receive a combined grade-point average of 2.0 in those two courses before being allowed to petition for full major status.
Upper-division major. A total of 37 upper-division psychology units are required, distributed as follows: four courses from Psychology 100-109, one course from 110L, 112L, 117L, 120L, or 153L, and 16 additional units of psychology courses numbered 110-199. A maximum of 12 units may be applied to the major from Psychology 197A-B-C, 198, and 199.
Bachelor of Science - Biopsychology
The biopsychology major is designed for students interested in an intensive study of the relationship between biological and behavioral function. The required courses involve a study of neurophysiology and neuroanatomy; biochemical, endocrine, and pharmacological regulations in the central nervous system; and the behavioral and psychological data related to these topics. Students who do not enter the university as pre-biopsychology majors may declare the pre-biopsychology major after completing Psychology 1 with a grade of C or better, and a cumulative 2.0 grade-point average for all courses completed toward preparation for the major.
Students must attain full major standing prior to completion of 144 units. Once students have successfully completed the pre-major requirements (see “Preparation for the Major” area 1, below), they may petition for full major status in the Department of Psychology Undergraduate Affairs Office. Admission to the pre-major does not guarantee admission to the full major.
Preparation for the major. Students must complete courses in the following two areas:
Area 1: Psychology 1, Psychology 3, Psychology 5 or PSTAT 5, Psychology 7, and Math 34A before petitioning to change from the pre-major to full major status;
Area 2: MCDB 1A-AL; MCDB 1B, EEMB 2, and either MCDB 1BL or EEMB 2L; Chemistry 1A-AL, 1B-1BL, 1C-1CL (or 2A-AL, 2B-BL, 2C-CL), 6A-B, 109A-B; Physics 6A-6AL, 6B-6BL, 6C-6CL; Mathematics 34B. In completing the preparatory courses described aboved, students must fulfill the following criteria (a) the courses in area 1 must be completed with a combined grade-point average of 2.75 or better; (b) no course in area 1 with a grade lower than C-; (c) a grade of C- will not be accepted in more than one course in area 1; (d) none of the preparatory courses can be taken P/NP; and (e) the courses in area 2 must be completed with a combined grade-point average of 2.0 or better. Students will not be permitted to enroll in upper-division psychology courses numbered 110 or higher without first completing the pre-major courses in area 1 with the required grade-point average.
Transfer students who complete the entire pre-biopsychology major before entering UCSB will be required to complete two upper-division psychology courses and earn at least a 2.0 grade-point average in those courses before being admitted to full major status.
Upper-division major. Forty-four to 46 upper-division units are required, distributed as follows: (A) Psychology 111 (only offered during fall quarter); (B) two courses from the following: Psychology 110L, 111L, 116L, 137L, 168L, 169L; or MCDB 126AL; (C) five courses from the following: Psychology 110A or 110B or 110C, 113, 115, 116, 122, 123, 125, 132, 133, 134, 137, 163AA-ZZ, 167, 168, or 170, 171; and (D) 12 units of upper-division psychology electives.
Careful planning is required for biopsychology majors to graduate in a timely fashion. Students in the major should consult with the undergraduate advisor regarding
the frequency and timing of upper-division course offerings.
Passed/Not Passed Option Within the Major
Psychology and biopsychology majors are permitted to take a maximum of 8 units from the following courses on a passed/not passed basis to fulfill the major requirements for either of the psychology majors: Psychology 135A-B-C, 143P, 198, 199. Students who wish to take more than 8 units of the above courses or any other psychology courses on a passed/not passed basis may do so. However, such courses will not apply to the major requirements.
Graduate Program
Graduate training is provided in cognitive and perceptual sciences, developmental and evolutionary psychology, neuroscience and behavior, and social psychology. In addition to departmental requirements, candidates for graduate degrees must fulfill the university requirements described in the section "Graduate Education at UCSB."
Admission
Graduate training in the Department of Psychology consists of work leading to the degree of doctor of philosophy. Although academic background provided by an undergraduate B.A. or B.S. degree in psychology is desirable, outstanding students from other disciplines are strongly encouraged to apply.
In addition to departmental admission requirements, applicants must also meet the university requirements for admission described in the section "Graduate Education at UCSB.” Applications to Ph.D. programs are accepted with admission to begin fall quarter only. All application materials (including the application, transcripts, Graduate Record Examination (GRE) scores for the general exam, statement of purpose, and letters of recommendation) are due to the Department of Psychology by December 15. It is important to indicate on the graduate application (under emphasis), the subdisciplinary program area (cognition,
perception and cognitive neuroscience, developmental and evolutionary psychology, neuroscience and behavior, and social psychology) to which students are applying.
Degree Requirements
The Department of Psychology does not offer a terminal M.A. program. Admission is to the Ph.D. program only. Master’s degrees may be awarded in the case of students who leave the Ph.D. program, or for continuing students who have successfully completed the requirements of the first two years of the Ph.D. program, complete an acceptable master’s thesis, and request the M.A. degree.
The requirements for the M.A. in psychology are (a) masters-level performance in two statistics courses (Psychology 221A-B) and eight content courses (appropriate to the area of concentration), two of which include a breadth requirement; (b) satisfactory performance in research courses, area seminars, and seminars on Teaching of Psychology; (c) satisfactory completion of a first year progress report, a master’s thesis; and presentation of this research orally at the annual departmental mini-convention.
Work toward the M.A. is optional for applicants admitted to the Ph.D. program. Students who continue in the Ph.D. program must satisfy all of the above requirements at the Ph.D. level of performance.
Doctor of Philosophy - Psychology
Degree Requirements
Students enrolled in the Ph.D. program must satisfy the following departmental requirements: (a) doctoral-level performance in two statistics courses (Psychology 221A-B), eight content courses (appropriate to the area of concentration), two of which include a breadth requirement, and six additional courses (appropriate to the area of concentration); (b) satisfactory performance in research courses, area seminars and teaching seminars (Psychology 590A-B-C); (c) satisfactory completion of a first year progress report, a second year research paper equivalent to a master’s thesis, and presentation of this research orally at the annual departmental mini-convention; (d) successful performance on a general candidacy examination, and oral qualifying examination; (e) completion of a public dissertation lecture, acceptable performance on the doctoral oral defense, and an acceptable doctoral dissertation; (f) satisfactory service as a teaching assistant.
Optional Ph.D. Emphasis in Cognitive Science
Students pursuing a Ph.D. in this department may petition to add an emphasis in cognitive science. The interdisciplinary program in cognitive science involves faculty from the Ph.D. programs in anthropology, computer science, education, electrical and computer engineering, English, geography, linguistics, philosophy, psychology, and sociology. Its goal is to give students an appreciation of the interdisciplinary study of thinking, perception, and intelligent behavior, as determined jointly by the nature of the environment and by the internal architecture of the intelligent agent, whether human, animal, or machine. The program features a structured set of courses which are taught individually and collaboratively by faculty from a variety of disciplines.
Students who petition to add the emphasis in cognitive science must fulfill the following requirements in addition to the requirements of the Ph.D. in their home department: (1) participation for at least three quarters in proseminar Interdisciplinary 200; (2) completion of at least three cognitive science elective courses with one each in three different departments; (3) completion of either (a) a research project, completed before the dissertation, resulting in a publishable paper, or (b) an extramural grant proposal for a study in cognitive science suitable for submission to an identified granting agency; (4) presentation of a research paper in a suitable academic forum, such as an emphasis or departmental colloquium, or a professional meeting; and (5) a Ph.D. dissertation centrally focused on a question emerging from cognitive science with at least two committee members representing faculty participating in the cognitive science interdisciplinary emphasis. Consult the Cognitive Science webpage at http://pollux.geog.ucsb.edu/cogsci/ for additional information.
Optional Ph.D. Emphasis in Human Development
Students pursuing a Ph.D. in this department may petition to add an emphasis in human development. The interdisciplinary program in human development (IHD) involves faculty from the Ph.D. programs in communication, counseling/clinical/school psychology, education, linguistics, psychology, and sociology. The program focuses on developmental theory and research across the lifespan, and may be particularly relevant to the dissertation research of some students. The program features a structured set of courses which are taught individually and collaboratively by faculty from a variety of disciplines.
Students who petition to add the emphasis in human development must fulfill the following requirements in addition to the requirements for the Ph.D. in their home department: (1) six quarters of proseminar Interdisciplinary 592; (2) four courses in addition to the proseminar, two of which must be outside the student’s home department; Consult the Human Development webpage at www.psych.ucsb.edu/research/ihd/ for additional information.
Optional Ph.D. Emphasis in Quantitative Methods in the Social Sciences
Students pursuing a Ph.D. in political science may petition to add an interdisciplinary emphasis in quantitative methods in the social sciences (QMSS). QMSS emphasis is intended for students who wish to develop and use cutting-edge quantitative methods on social science research. Our curriculum is designed to provide students with the rigorousmathematical and statistical background necesssary for advanced quantitative work,while also providing a broad interdisciplanary perspective on the use of quantitave methods in social sciences. To that end, students who petition to add the QMSS emphasis, must complete two quarters of calculus, one quarter in linear algebra, and a one-year sequence of statistics. (These requirements can be waived if equivalent courses have already been completed.) QMSS students must also complete at least three quantitative social sciences methods courses (at least two of which are outside the student’s home department), enroll in the QMSS colloquia for at least three quarters, and present their own original quantitative social science research at the QMSS colloquia at least once.
Students that add the QMSS emphasis are expected to write a Ph.D dissertation that is focued on an issue that is appropriate to the QMSS emphasis. For instance, the dissertation could develop a quantitative method that could be applied to social science fields beyond the student’s discipline, or adapt a quantitative method used in a social science field outside the student’s discipline for researching a substantive problem within the student’s discipline. The dissertation committee must include at least one QMSS faculty member from outside the student’s home department.
For more information, please consult the QMSS website at www.qmss.ucsb.edu.
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Psychology Courses
Lower Division
These courses act as prerequisites for the majority of upper-division requirements and should be completed as early as possible.
1. Introduction to Psychology
(4) Fridlund, Ettenberg, Revlin
The requirements of the course will include subject participation in low-risk psychological experiments or completion of a short paper.
An introduction to the subject matter and methods of psychology. Topics may include development, perception, memory, learning, cognition, affect, motivation, social behavior, personality, psychopathology and the physiological basis of behavior. (F,W,S,SS)
3. The Biological Basis of Psychology
(3) Ettenberg, Miller, Szúmlinski, Kippin, Janusonis
Prerequisite: Psychology 1.
May not be taken concurrently with or after Psychology 106, 111 or 111L.
An introduction to the biological basis of psychology. Topics may include the anatomy and functioning of the nervous system, and the neural basis of development, perception, learning, memory, cognition, affect, motivation, social behavior, personality, and psychopathology.
5. Introductory Statistics
(5) Collins, Eckstein, Giesbrecht
Prerequisite: Mathematics 34A.
Not open for credit to students who have completed lower-division coursework in statistics.
Probability, frequency distributions, descriptive statistics, sampling distributions of the mean and variance, basic logic of inference, hypothesis testing for one sample, related samples, and independent samples, correlation and regression, simple non-parametric tests. (F,W,S,SS)
7. Introduction to Experimental Psychology
(3) Miller, Roney
Prerequisites: Psychology 1; and, Psychology 5 or PSTAT 5A; requirements of the course also include subject participation in low-risk psychological experiments or completion of a short paper.
Introduction to the purpose, design, planning, and execution of experiments in psychology and to the analysis and interpretation of data. (F,W,S,SS)
90A. First-Level Honors Seminar
(2) Staff
Prerequisite: consent of instructor.
Seminar for specially selected students. Advanced reading, writing, and discussion.
90B. First-Level Honors Seminar
(2) Staff
Prerequisite: consent of instructor.
Students who have completed Psychology 90A have priority for enrollment.
Seminar for specially selected students. Advanced reading, writing, and discussion.
90C. First-Level Honors Seminar
(2) Staff
Prerequisite: consent of instructor.
Students who have just completed Psychology 90B have priority for enrollment.
Seminar for specially selected students. Advanced reading, writing, and discussion.
98. Readings in Psychology
(1-5) Staff
Prerequisites: consent of instructor and department.
Students must have a minimum grade-point average of 3.0 and are limited to 5 units per quarter and 30 units total in all 98/99/198/199/199AA-ZZ courses combined.
Readings in psychology under the guidance of a faculty member in the department. Students wishing to enroll must prepare a short plan of study.
99. Independent Research in Psychology
(1-4) Staff
Prerequisites: consent of instructor and department; completion of at least one quarter of Psychology 99P.
Students must have a minimum grade-point average of 3.0 and are limited to 5 units per quarter and 30 units total in all 98/99/99P/198/199/199AA-ZZ courses combined.
Advanced independent research under the guidance of a faculty member in the department, including writing a research report or review.
99P. Independent Research in Psychology
(1-4) Staff
Prerequisites: consent of instructor and department.
Students must have a minimum grade-point average of 3.0 and are limited to 5 units per quarter and 30 units total in all 98/99/99P/198/199/199AA-ZZ courses combined.
Independent research under the guidance of a faculty member in the department.
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Upper Division
101. Health Psychology
(4) Sherman
Prerequisite: Psychology 1 or upper-division standing.
Introduction to concepts, theory, and research within the subdiscipline of health psychology. Relationships among behavioral factors, well being, and disease.
102. Introduction to Social Psychology
(4) Klein
Prerequisite: Psychology 1 or upper-division standing.
An introduction to social psychology including person perception, attitude formation and change, interpersonal interactions, persuasion and influence, group processes, and social values.
103. Introduction to Psychopathology
(4) Fridlund
Prerequisite: Psychology 1 or upper-division standing.
Concepts of mental illness and mental disorder, including diagnosis, causes, treatments, cultural influences, and social consequences.
105. Developmental Psychology
(4) German
Prerequisite: Psychology 1 or upper-division standing.
An introduction to the scientific study of developmental processes, with particular focus on child development. Examination of basic research and theory in major areas of child psychology.
107. Introduction to Perception
(4) Loomis
Prerequisite: Psychology 1 or upper-division standing.
May not be taken after or concurrently with Psychology 110A or 110B or 110C or 110L or 118A.
An introductory course in perception open to students in all majors. A variety of demonstrations are used to allow the student to experience the phenomena of perception. Current hypotheses and theories concerning the underlying psychological and biological processes are described.
108. Introduction to Cognitive Psychology
(4) Hegarty, Revlin
Prerequisite: Psychology 1 or upper-division standing.
An elementary course in such topics as pattern recognition and attention, memory, language, reasoning, and problem solving.
110A. Perception: Vision
(4) loomis
Prerequisites: Psychology 1, 5, and 7; open to psychology, biopsychology, and interdisciplinary majors only.
May not be taken concurrently with Psychology 107.
Overview of visual perception. Course covers a wide range of phenomena from the detection of simple stimuli to the identification of objects and events. Human performance, psychological theories, and biology are considered.
110B. Perception: Audition
(4) Ashby, Loomis
Prerequisites: Psychology 1, 5, and 7; open to psychology, biopsychology, and interdisciplinary majors only.
May not be taken concurrently with Psychology 107.
An overview of auditory perception covering topics such as the physics of sound, psychophysical methods, the structure and function of the ear and auditory pathway, detection and discrimination, masking, pitch performance,psychological theories, and biology will be considered. Perception, musicalscales, 3-D localization, and speech perception.
110C. Perception: Chemical Senses
(4) Ashby
Prerequisites: Psychology 1, 5, and 7; open to psychology, biopsychology, and interdisciplinary majors only.
May not be taken concurrently with Psychology 107.
An overview of odor and taste perception. Topics include the chemistry of odors and foods, the structure and function of the olfactory and gustatory pathways, detection and identification, memory, animal and human pheromones, and influences on emotion and health.
110L. Laboratory in Perception
(5) Eckstein
Prerequisites: Psychology 1, 5, 7; and, Psychology 110A or 110B or 110C or 132; open to psychology and biopsychology and interdisciplinary studies majors only.
May not be taken concurrently with Psychology 107.
A laboratory course that emphasizes experimental methods and data analysis techniques relevant to the study of sensation and perception.
111. Basic Concepts in Biopsychology
(4) Kippin
Prerequisites: Psychology 1, 5, and 7; open to psychology and biopsychology and interdisciplinary studies majors only.
May not be taken concurrently with Psychology 106.
An overview of the basic biological mechanisms important for behavior.
111L. Laboratory in Biopsychology
(5) Ben-Shahar
Prerequisites: Psychology 1, 5, 7 and 111; open to psychology and biopsychology and interdisciplinary studies majors only.
A study of the techniques and experimentation in biopsychology.
112L. Laboratory in Social Behavior
(5) Sherman
Prerequisites: Psychology 1, 5, 7 and 102; open to psycholog,y biopsychology and interdisciplinary studies majors only.
Methods, techniques, and typical experimental research in social psychology.
113. Regulatory Mechanisms in Biopsychology
(4) Staff
Prerequisites: Psychology 1, 5, 7, and 111; open to psychology, biopsychology, physiology, and interdisciplinary studies majors only.
An examination of homeostatic regulatory mechanisms important for behavior.
115. Neuropharmacology of Psychoactive Drugs
(4) Szumlinski
Prerequisites: Psychology 1, 5, 7, and 111; open to psychology, biopsychology, pharmacology and interdisciplinary studies majors only.
Recommended preparation: MCDB 126A or 126B or 126C or EEMB 164.
An examination of the pharmacological and neurochemical mechanisms influencing the actions of psychoactive drugs.
116. Conditioning and Learning
(5) Ettenberg
Prerequisites: Psychology 1, 5, and 7; open to psychology, biopsychology and interdisciplinary studies majors only.
Principles of instrumental and classical conditioning. Topics may include: avoidance learning, stimulus generalization, discrimination, and other aspects of learning by animals and humans.
116L. Laboratory in Animal Learning
(5) Ettenberg
Prerequisites: Psychology 1, 5, 7 and 111; open to psychology, biopsychology and interdisciplinary studies majors only.
Methods, techniques, and typical experimental research in animal learning.
117. Human Memory
(4) Hegarty, Klein, Revlin
Prerequisites: Psychology 1, 5, and 7; open to psychology, biopsychology and interdisciplinary studies majors only.
Recommended preparation: Psychology 108 .
Principles of human memory. How knowledge is represented internally. Cognitive processes involved in remembering. Examination of different memory systems.
117L. Laboratory in Human Memory and Cognition
(5) Hegarty, Revlin
Prerequisites: Psychology 1, 5, and 7; and, Psychology 117 or 118B; open to psychology, biopsychology and interdisciplinary studies majors only.
Methods, techniques, and typical experimental research in human memory and cognition.
120L. Laboratory in Advanced Research Methods
(5) Kim, Gable
Prerequisites: Psychology 1, 5, and 7; open to psychology, biopsychology and interdisciplinary studies majors only.
Exposes students to sophisticated aspects of experimentation in psychology including the bases for theoretical inference, experimental designs, development of procedures and analyses.
122. Motivation
(4) Ettenberg
Prerequisites: Psychology 1, 5, and 7; upper-division standing; open to psychology, biopsychology and interdisciplinary studies majors only.
Examination of the evolution of ideas concerning the determinants of human and animal behavior. Historical and contemporary theories of motivation are presented and evaluated in the light of recent research findings.
123. Cognitive Neuroscience
(4) Miller
Prerequisites: Psychology 1, 5, and 7; and, Psychology 106 or 111; open to psychology, biopsychology and interdisciplinary studies majors only.
Examination of the neurological basis of cognition. Material is drawn from research in psychology, clinical neurology, and the neurosciences with brain injured and healthy humans as well as non-human subjects. Topics covered include memory, language, and perception.
124. Educational Psychology
(4) Mayer
Prerequisites: Psychology 1, 5, and 7; open to psychology, biopsychology and interdisciplinary studies majors only.
An introduction to research and theory on how instruction affects student learning. Topics may include: development of learning and thinking strategies, instructional methods, learning in subject matter areas, individual differences, and classroom processes.
125. Human Psychophysiology
(4) Blascovich
Prerequisites: Psychology 1, 5, and 7; open to psychology, biopsychology and interdisciplinary studies majors only.
Introduction to concepts, theory and research within the subdiscipline of psychophysiology. This field is primarily devoted to understanding the relationships among behavioral and physiological processes.
127. Psychology of Language
(4) Revlin
Prerequisite: Psychology 1, 5, and 7; or Linguistics 20 or 20A; Open to psychology, biopsychology, linguistics and interdisciplinary studies majors only.
Same course as Linguistics 127.
Recommended preparation: Psychology 108.
An examination of the psychological foundations of language structure and use, including the cognitive processes involved in the comprehension, production, and recall of words, sentences, and discourse; first and second language acquisitin; relationships among language, brain, cognition, and culture.
128. Human Thinking and Problem Solving
(4) Hegarty, Mayer
Prerequisite: Psychology 1, 5, and 7; open to psychology, biopsychology and interdisciplinary studies majors only.
Recommended preparation: Psychology 108.
An examination of theories and supporting evidence regarding the nature of human thought processes.
129. Cognitive Behavioral Approaches to Psychotherapy
(4) Sherman
Prerequisites: Psychology 1, 5, and 7; and Psychology 102 or 103 or 114; open to psychology, biopsychology and interdisciplinary studies majors only.
An introduction to the basic principles and methods of behavior modification, including desensitization, operant conditioning, social modeling, expressive training, and aversion therapy. Related discussion concerning the identification of maladaptive behavior, the specification of treatment operations, and the criteria for assessing therapeutic change.
130. Visual System Analysis
(4) Eckstein
Prerequisites: open to psychology, biopsychology and interdisciplinary studies majors only; upper-division standing.
Recommended preparation: calculus, linear algebra and some computer programming.
A systems approach to understanding vision. Topics will typically include transduction, signal detection, space and motion perception, color vision, and pattern classification. Special emphasis will be placed on comparing computational models with quantitative descriptions of human visual performance.
132. Visual Neuroscience
(4) Staff
Prerequisites: Psychology 1, 5, and 7; and, Psychology 106 or 111; and MCDB 1A-AL; and, MCDB 1B-BL or EEMB 2-2L; open to psychology, biopsychology and interdisciplinary studies majors only.
An examination of the neural basis of vision. The course focuses on mammalian vision and considers evidence from behavioral and biological approaches.
133. Psychopharmacology: Psychotherapeutic Drugs
(4) Staff
Prerequisites: Psychology 1, 5, and 7; and Psychology 111 or 115 or MCDB 126A or MCDB 126B or MCDB 126C; open to psychology, biopsychology, pharmocology and interdisciplinary studies majors only.
Not open for credit to students who have completed Psychology 133A.
Recommended preparation: Psychology 115.
An introduction to the biochemical, physiological, and behavioral effects of medically useful, psychoactive drugs.
134. Psychopharmacology: Drugs of Abuse
(4) Staff
Prerequisites: Psychology 1, 5, and 7; and Psychology 111 or 115 or MCDB 126A or MCDB 126A or MCDB 126B or MCDB 126C; open to psychology, biopsychology, pharmocology and interdisciplinary studies majors only.
Not open for credit to students who have completed Psychology 133B.
Recommended preparation: Psychology 115.
An introduction to the biochemical, physiological, and behavioral effects of self-administered, psychoactive drugs.
135A-B-C. Field Experience in Psychological Settings
(4-4-4) Sherman
Prerequisites: Psychology 1, 5, and 7; and, Psychology 103 or 114 or 129; senior standing; open to psychology, biopsychology and interdisciplinary studies majors only; consent of instructor.
Psychology 135A-B must be taken in sequence, while continuation in Psychology 135C is optional. Since enrollment is limited, interested students are advised to contact the instructor during the the spring quarter prior to the fall quarter in which they intend to enroll.
Supervised field experience in settings providing psychological services with opportunities for observation and participation. Students will spend approximately six hours per week in psychological settings, attend weekly class meetings, read related materials, and prepare written reports.
137. Behavioral Endocrinology
(4) Kippin, Szumlinski
Prerequisites: Psychology 1, 5, 7, and 111; open to psychology, biopsychology, pharmacology and interdisciplinary studies majors only.
Introduction to the role of hormones in the regulation of behavior. Focus on the neural and/or cellular mechanisms underlying the effects of hormones on various behaviors (e.g. reproduction, ingestion, aggression, rhythmicity).
137L. Laboratory in Behavioral Endocrinology
(5) Olster
Prerequisites: Psychology 1, 5, 7, and 111; open to psychology, biopsychology, and interdisciplinary studies majors only.
Exploration of the laboratory techniques and methodologies used to study the neural bases of hormonally-influenced behaviors.
138. Social Memory
(4) Klein, Hamilton
Prerequisites: Psychology 1, 5, 7, and 102; open to psychology and biopsychology majors only.
Review of research and theory in social memory and its influence on interpersonal relationships, including impression formation, self-perception and theory of mind. Emphasis on recent neuropsychological findings bearing on social memory.
140. Social Influence
(4) Mackie
Prerequisites: Psychology 1, 5, 7, and 102; open to psychology, biopsychology and interdisciplinary studies majors only.
Review of research and theory of social influence with particular emphasis on attitude formation and change through persuasion, compliance, conformity, and the relationships between affective, cognitive, and behavioral processes.
142. Cognitive Development
(4) Cosmides, German
Prerequisites: Psychology 1, 5, 7, and 105; open to psychology, biopsychology and interdisciplinary studies majors only.
Development of cognition from birth to maturity. Piagetian, Soviet, and information processing theories and research. Primary emphasis on normal human development; secondary emphasis on abnormal and animal cognition. Infant perception and cognition, early childhood competencies, cognitive underpinnings of academic skills.
143. Human Relationships and Their Origins
(4) Bugental
Prerequisites: Psychology 1, 5, and 7; open to psychology, biopsychology and interdisciplinary studies majors only.
Not open for credit to students who have completed Psychology 104.
An interdisciplinary approach to human relationships and their origins. Focus on relevant biological, developmental, and social psychological theory and research.
143P. Practicum in Social Development
(5) Bugental
Prerequisites: Psychology 1, 5, 7, and 143; concurrent enrollment in Psychology 143S; open to psychology, biopsychology and interdisciplinary studies majors only.; consent of instructor.
Field experience in conjunction with Psychology 143S. Students work under the supervision of an appropriate staff member at a local agency four half-days a week. Focus on developmental problems.
143S. Seminar in Social Development
(3) Bugental
Prerequisites: Psychology 1, 5, 7, and 143; concurrent enrollment in Psychology 143P; open to psychology, biopsychology, and interdisciplinary studies majors only; consent of instructor.
A weekly three-hour seminar dealing with social, emotional, and behavioral problems in childhood. Each student writes and presents a paper on a relevant topic.
146. Psychology of Human Mating
(4) Roney
Prerequisite: Psychology 1, 5, and 7; open to psychology, biopsychology and interdisciplinary studies majors only.
Recommended preparation: Psychology 155.
Surveys interdisciplinary approaches to understanding human mating. Some of the topics covered include sex differences in mate preferences, hormonal correlates of sexuality, determinants of physical attractiveness, and evidence for the existence of human pheromones.
147. Intergroup Relations
(4) Hamilton
Prerequisite: Psychology 1, 5, 7, and 102; open to psychology, biopsychology and interdisciplinary studies majors only.
Review of social psychological theory and research relevant to intergroup relations. Topics may include social categorization, stereotyping, prejudice, discrimination, and intergroup conflict and cooperation.
148. The Psychology of Self
(4) Klein, Major
Prerequisites: Psychology 1, 5, 7, and 102; open to psychology, biopsychology and interdisciplinary studies majors only.
Examination of the self from social and cognitive perspectives. Topics will include: (a) how we come to know who we are and what we are like, (b) how we structure knowledge about the self in our minds, and (c) how we use this self-knowledge to guide and direct our behavior.
149. Social Psychology of Close Relationships
(4) Collins
Prerequisites: Psychology 1, 5, 7; open to psychology, biopsychology and interdisciplinary studies majors open.
Not open for credit to students who have completed Psychology 160NC.
Review of research and theory on the social psychology of close relationships. Explores cognitive, affective, and motivational processes in adult intimate relationships. Topics include attachment, love, commitment, intimacy, equity, social cognition, social support, and the link between relationships and health.
150. Advanced Analysis of Data in Psychology
(5) Staff
Prerequisite: Psychology 1, 5, and 7. Upper-division standing. Open to psychology, interdisciplinary studies, and biopsychology majors only.
Application of statistical methods to the design and analysis of psychological investigations and to the interpretation of quantitative data in psychology. Lecture and laboratory.
151. Computer Applications in Psychology
(4) Staff
Prerequisite: Psychology 1, 5, and 7; upper-division standing; open to psychology, biopsychology and interdisciplinary studies majors only.
Recommended preparation: working knowledge of BASIC.
Introduction to the use of computers in psychology. Focus will be on computer control of experiments and computer simulation of psychological processes.
152. Spatial Perception and the Control of Action
(4) Staff
Prerequisite: Psychology 1, 5, and 7; open to psychology, biopsychology and interdisciplinary studies majors only.
May not be taken concurrently with Psychology 107.
Course on the perception of three-dimensional space with an emphasis on vision. Review of the primary experimental and theoretical approaches and examination of the link between space perception and the control for complex spatial behavior (e.g., grasping, walking, and driving).
153L. Laboratory in Developmental and Evolutionary Psychology
(5) Roney, German, Bugental, Cosmides
Prerequisite: Psychology 1, 5, and 7; open to psychology, biopsychology, and interdisciplinary majors only.
Introduction to empirical methods used in evolutionary and developmental research. Course focuses on the framing and testing of adaptionist and developmental hypotheses. Empirical projects may include morphometric measurements, hormone assays, reasoning tests, and use of archival data.
154. Cultural Psychology
(4) Kim
Prerequisite: Psychology 1, 5, 7, and 102; open to psychology, biopsychology and interdisciplinary studies majors only.
Discusses how culture influences human psychological processes. Reviews empirical evidence of cultural differences in how people think, feel and act, and also the processes in which these psychological tendencies are connected to culture.
155. Evolution and Cognition
(4) Cosmides
Prerequisites: Psychology 1, 5, and 7; open to psychology, biopsychology and interdisciplinary studies majors only.
Explores ways in which the human mind can be seen as a collection of devices designed by evolution to solve adaptive problems faced by our hunter-gatherer ancestors. Topics may include cooperation, mating, sibling jealousy, coalitional aggression, etc.
157. Social Stigma
(4) Major
Prerequisites: Psychology 1, 5, and 7; and Psychology 102; open to psychology, biopsychology and interdisciplinary studies majors only.
Course addresses classic and contemporary theory and research on the psychology of stigma. Emphasis is on the experience of members of stigmatized groups. Issues covered include affective, cognitive, motivational, and interpersonal aspects of stigmatization.
159. Modern Approaches to Psychotherapy
(4) Sherman
Prerequisites: Psychology 1, 5, and 7; open to psychology, biopsychology and interdisciplinary studies majors only.
Not open for credit for students who have completed Psychology 160SP.
Recommended preparation: Psychology 103 or 114 or 129.
Modern approaches to psychotherapy are presented, discussed, and evaluated. Therapies may include Adlerian, multimodal, person-centered, mind-body, existential-humanistic, reality, integrative, transactional analysis, and cognitive-behavioral.
160AA-ZZ. Special Topics in Psychology
(4) Staff
Prerequisites: Psychology 1, 5, and 7; open to psychology, biopsychology and interdisciplinary studies majors only; consent of instructor.
May be repeated for credit to a maximum of 8 units provided letter designations are different.
Lectures in special areas of interest in contemporary psychology. Consult the department office regarding proposed course topics.
163AA-ZZ. Contemporary Issues in Biopsychology
(4) Staff
Prerequisites: Psychology 1, 5, 7, and 111; upper-division standing; open to psychology, biopsychology and interdisciplinary studies majors only; consent of instructor.
May be repeated for credit to a maximum of 8 units provided letter designations are different.
An examination of special topics of current importance in biopsychology. Content will vary. Information on content may be obtained in the department office.
166. Neurobiology of Brain States
(4) Janusonis
Prerequisites: Psychology 1, 3, 5, and 7; Psychology 111. Open to psychology, biopsychology, and interdisciplinary studies majors only.
Explores the neuroanatomy and neurophysiology of a variety of brain states such as sleep, transcendental experience, autism, depression, and schizophrenia.
167. The Neurobiology of Stress
(4) Blascovich
Prerequisites: Psychology 1, 5, and 7; and, Psychology 3 or 111; open to psychology, biopsychology, and interdisciplinary majors only.
Not open for credit to students who have completed Psychology 163BN.
Critiques current research on the effects of stress upon specific neuronal systems and behaviors. Topics address the neurobiological basis for why the evolutionary-adaptive stress response is a major contributor to physical and mental illness in contemporary society.
168. Development and Plasticity of the Brain
(4) Reese, Janusonis
Prerequisites: Psychology 1, 5, 7, and 111; open to psychology, biopsychology and interdisciplinary studies majors only.
Recommended preparation: MCDB 114.
An examination of the major developmental events producing the organization and connectivity of the nervous system.
168L. Laboratory in Developmental Neuroscience
(5) Brake
Prerequisites: Psychology 1, 5, 7, 111, and 168; open to psychology, biopsychology and interdisciplinary studies majors only.
An advanced and intensive course that applies topics covered in Psychology 168 to practical research. Lecture and lab explore methodologies employed in modern neuroscience of how neurogenesis, synaptogenesis, and apoptosis cause the brain to develop into an organized and complex system.
169L. Laboratory in Neuroanatomy
(5) Reese
Prerequisites: Psychology 1, 5, and 7; and, Psychology 111 or MCDB 114 (either may be taken concurrently); open to psychology, biopsychology, and interdisciplinary studies majors only.
A combined laboratory/lecture course examining the organization and connectivity of the mammalian nervous system. Topics covered will include neurohistological techniques; neurology and neuropsychology; comparative neuroanatomy.
171. Retinal Development
(4) reese
Prerequisites: Psychology 1, 5, 7, and 111.
Not open for credit for students who have completed Psychology 163BR.
Recommended preparation: Psychology 168 or MCDB 115.
An examination of the development processes underlying the formation of the retina, including proliferation, neurogenesis, fate determination, differentiation, target recognition, synaptogenesis and cell death.
196. Honors Seminar in Psychology
(4) Staff
Prerequisites: upper-division psychology and biopsychology majors only; consent of instructor.
Students must have a minimum 3.5 overall GPA, and a minimum 3.5 upper-division psychology GPA. All qualified students will be invited to apply in the Psychology office at the end of fall quarter. Students not meeting minimum requirements may be nominated by a member of the faculty. All final decisions for enrollment will be made by the coor. of the seminar.
A series of weekly meetings with individual faculty representing diverse areas within psychology. Background readings are required for each meeting. Full participation in the seminar is required.
197A-B-C. Honors Research in Psychology
(4-4-4) Staff
Prerequisites: Psychology 196H; consent of department.
Students enrolled in the Education Abroad Program during their junior year and, hence, unable to take Psychology 196H may still be permitted to enroll; please see department undergraduate advisor. Psychology 197A-B-C is a three-quarter sequence course with the final grade issued upon completion of 197C. No more than 12 units of Psychology 197A-B-C, 198, and 199 may be applied toward fulfilling major requirements.
Independent study under supervision of faculty member, involving either design and execution of independent research project or scholarly analysis and critique of theoretical and research literature pertaining to substantial issues. Honors thesis qualifies student for distinction in major upon graduation. (F,W,S)
198. Readings in Psychology
(1-4) Staff
Prerequisites: open only to psychology, biopsychology and interdisciplinary studies majors only; upper-division standing; completion of 2 upper-division courses in psychology; consent of department.
Students must have a minimum 3.0 grade-point average for the preceding three quarters and are limited to 5 units per quarter and 30 units total in all 98/99/198/199/199AA-ZZ courses combined. No more than 12 units combined of Psychology 197A-B-C/198/199 courses may be applied toward the psychology and biopsychology major.
Readings in psychology under the guidance of a faculty member in the department. Students wishing to enroll should prepare a short plan of study.
199. Independent Research in Psychology
(1-4) Staff
Prerequisites: upper-division standing; completion of 2 upper-division courses in psychology; consent of department; completion; one quarter of Psychology 199P.
Students must have a minimum 3.0 grade-point average for the preceding three quarters and are limited to 5 units per quarter and 30 total in all 98/99/99P/198/199/199AA-ZZ courses combined. Psychology 199 courses are limited to no more than 4 units in one quarter. No more than 12 units combined of 197A-B-C/198/199/199P courses may be applied toward fulfilling psychology and biopsychology major requirements.
Advanced independent research under the guidance of a faculty member in the department, including writing a research report or review.
199P. Independent Research in Psychology
(1-4) Staff
Prerequisites: upper-division standing; completion of 2 upper-division courses in psychology; consent of department.
Students must have a minimum 3.0 grade-point average for the preceding three quarters and are limited to 5 units per quarter and 30 total in all 98/99/99P/198/199/199AA-ZZ courses combined. Psychology 199 courses are limited to no more than 4 units in one quarter. No more than 12 units combined of 197A-B-C/198/199/199P courses may be applied toward fulfilling psychology and biopsychology major requirements.
Independent research under the guidance of a faculty member in the department.
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Graduate Courses
Graduate standing in psychology or consent of instructor is prerequisite to all graduate offerings unless otherwise noted.
215. Neuropharmacology of Psychoactive Drugs
(4) Szumlinski
Prerequisites: graduate standing; consent of instructor.
An examination of the pharmacological and neurochemical mechanisms influencing the actions of psychoactive drugs.
219. Behavioral Pharmacology
(4) Ettenberg
An examination of the application of behaviorist learning principles to the study of pharmacology. Topics include the development of behavioral screens for psychotherapeutic drugs, research models of substance abuse, behavioral profiles of psychoactive drugs, and drug discrimination techniques.
221A. Design and Measurement
(4) Ashby, collins
Prerequisite: graduate standing in psychology.
Recommended preparation: a course in calculus.
Experimental design and statistical analysis in psychological research. Includes basic probability, sampling and distribution theory, hypothesis testing, and estimation.
221B. Design and Measurement
(4) Ashby, collins
Prerequisite: Psychology 221A.
Experimental design and statistical analysis in psychological research. Analysis of variance and related topics.
221C. Multivariate Analysis in Psychology and Related Social Sciences
(4) Collins
Prerequisites: Psychology 221A-B; graduate standing in psychology.
The use in psychology of the general linear model, multiple regression, discriminant function analysis, factor-analysis, and principal components analysis.
221D. Structural Equation Modeling
(4) Collins
Prerequisites: Psychology 221A-B-C.
Theory and methods of structural equation modeling including path analysis, confirmatory factor analysis, and latent variable structural models. Course emphasizes application and includes hands-on experience with computer programs such as AMOS and EQS.
221E. Statistical Analysis of fMRI Data
(4) Ashby
Prerequisites: Psychology 221A-B; graduate standing.
Experimental design and statistical analysis in fMRI research. Linear and nonlinear models of the hemodynamic response function, the general linear model in fMRI analysis, post hoc testing, group testing with the random effects model, and connectivity analysis.
226. Cognitive Development
(4) German
Prerequisite: graduate standing.
Discusses the concept of cognitive development, its psychobiological basis, and representative psychobiological, information-processing, Piagetian, and linguistic theories of cognitive development.
227. Human Memory and Cognitive Processes
(4) Revlin, Hegarty
Prerequisite: graduate standing.
Survey of theoretical approaches and empirical findings in the areas of learning, memory, psycholinguistics, and cognitive processing. Topics include structure and process models of memory, nature of the information-processing approach, and related experimental methodology and findings.
228. Perception
(4) Eckstein, Loomis
Prerequisite: graduate standing.
Analysis of psychophysical relations in sensory processes with stress on detection, scaling, discrimination, spatial and temporal resolution, and the interaction of cue systems in perceptual behavior.
230. Psychophysiology of Vision
(4) Staff
Prerequisite: graduate standing.
Consideration of the physiological and psychophysical data bearing on the major features of vision in vertebrates.
231. Cognitive Neuroscience
(4) Ashby, Miller
Examination of the neurological basis of cognition with material from research in psychology, neurology, and the neurosciences with brain injured and healthy human and non-human subjects. Topics include memory, language, and perception.
232. Neuroimaging
(4) Miller, Grafton
Prerequisite: graduate standing.
Introduces students to the theoretical and practical issues involved in conducting functional magnetic resonance imaging (fMRI) experiments. Content includes basic MR physics, physiology of the BOLD signal, experimental design, image processing, statistical analysis, and brain mapping.
233. Electrophysiology (EEG)
(4) Giesbrecht
Prerequisite: graduate standing.
An examination of the use of electroencephalography (EEG) to understand the neural mechanisms of cognition and perception. Topics include the neural basis of the EEG signal, methods of acquisition, experimental design, analysis, and interpretation.
235. Neuroendocrinology
(4) Kippin
Prerequisites: graduate standing; consent of instructor.
Focus on the regulation of hormone secretion by the central nervous system and on the neural mechanisms underlying hormonal effects on the behavior/physiology of the whole organism.
237. Cognition
(4) Mayer
Prerequisite: graduate standing.
An in-depth analysis of advanced topics in human cognition. The course will include discussion of the cognitive processes involved in areas such as human thinking, problem solving, memory, and learning.
238. Social Perception
(4) Hamilton, Klein
Review of current research in person perception, social categorization, and social judgment.
239. The Social Psychology of Intergroup Relations
(4) Hamilton, Mackie
Prerequisite: consent of instructor.
Surveys the major social psychological theories of intergroup relations and the social psychological processes that facilitate intergroup conflict and its reduction.
240. Social Influence
(4) Mackie
Prerequisite: graduate standing.
Course covers the goals of social influence, the major cognitive, motivational, and associationistic theories of attitude change, conformity, and the attitude/behavior relationship.
242. Social Psychophysiology
(4) Blascovich
Familiarize students with advanced topics in psychophysiology as applied to social psychological issues. The course will cover topics including: the evolution of social psychophysiology, the nature of physiological indices, theoretical background, and methodological techniques.
245. Cultural Psychology
(4) Kim
Prerequisite: graduate standing.
Review of research on cultural influences on psychological processes. Examines theoretical and methodological foundations of cultural research in psychology. Also discusses the effects of culture-specific assumptions, practices, and institutions on human cognition, motivation, emotion, and social interaction.
246. Social Stigma
(4) Major
Course addresses classic and contemporary theory and research on the psychology of stigma. Emphasis is on experience of members of stigmatized groups. Issues covered will include affective, cognitive, motivational, and social interaction consequences of stigma.
247. Human Mating Psychology
(4) Roney
Prerequisite: graduate standing.
Surveys the current status of evolutionary approaches to human mating psychology. Focuses on emerging interdisciplinary approaches to this topic, with emphasis on the potential integration of phylogenetic, physiological, cognitive, and behavioral levels of analysis.
248. The Self and Social Psychology
(4) Klein
Examines the self from a social cognition perspective. Topics include the basis for self-knowledge, the mental representation of self-knowledge, and the effects of this knowledge on behavior.
249. Social Development
(4) Bugental
Prerequisite: undergraduate course in developmental psychology.
Course will cover the application of biological, cognitive developmental, and social cognition approaches to social development in infancy and childhood. Topics will include: attachment processes, emotional development, social inference development, moral development, gender role development, and developmental psychopathology.
252. Advanced Research Methods In Social Psychology
(4) Blascovich
Prerequisite: graduate standing.
Introduction to philosophy o science, advanced experimental designs, specific methodologies, methodological problems.
253. Social Psychology of Close Relationships
(4) Collins
Review of research and theory on the social psychology of close relationships. Explores cognitive, affective, and motivational factors that shape interpersonal behavior. Topics include attachment processes, commitment, intimacy, trust, social support, equity, social cognition, and the self in close relationships.
254. Evolutionary Psychology
(4) Cosmides
Prerequisite: graduate standing.
Introduction to basic concepts in evolutionary psychology; how natural selection works, ancestral environments, how to use theories of adaptive problems to discover new cognitive mechanisms, standards of evidence for adaptations, relation of evolved psychology to culture.
258. Social and Personal Identity
(4) Major
Prerequisite: graduate standing.
Examines personal and social identity from a motivational perspective. Topics include theory and research on the nature of personal, social and collective self, antecedents and consequences of personal and collective self-esteem, motivations for self-enhancement, self-consistency, self- presentation and positive social identity.
264. Dynamic Systems In Psychology
(4) Ashby
Prerequisite: Psychology 221A-B.
Quantitative and qualitative analysis of linear and nonlinear dynamical systems in psychology; state space representations; stability, controllability, and observability of linear systems; phase flow and equilibrium analysis of nonlinear systems; applications to neural networks and other connectionist models.
265. Computational Neuroscience
(4) Ashby
Prerequisite: Psychology 221A-B.
Survey of methods in computational neuroscience; single cell methods including Hodgkin-Huxley models, occupation theory, integrate-and-fire models; neural network modeling including linear system theory, nonlinear dynamics, connectionism, Hodgkin-Huxley-like network models, models of synaptic plasticity, methods for generating predicted BOLD signals.
267. Neurobiology of Cerebral Cortex
(4) Janusonsis
Prerequisite: graduate standing; consent of instructor..
Designed to bridge the three-dimensional neuroanatomy of the human brain and fMRI studies. Cortical areas, layers, as well as their connectivity, vasculature and function are explored in considerable detail.
268. Development and Plasticity of the Brain
(4) Reese
An examination of the major developmental events producing the organization and connectivity of the nervous system. Offered concurrently with Psychology 168, but graduate students will be required to complete additional reading and writing assignments.
269. Neuroanatomy
(4) Reese, Janusonis
An examination of the organization of the vertebrate nervous system. Topics include neurohistological techniques; neurology and neuropsychology; comparative neuroanatomy; neural degeneration; developmental neuroscience.
590A-B-C. Seminar on Teaching of Psychology
(1-1-1) Staff
Prerequisite: open to psychology students with graduate standing; seminar is required of all new teaching assistants in the Department of Psychology.
Seminar designed to prepare psychology graduate students for various roles related to the teaching of undergraduate psychology courses. Topics may include leading discussions, preparing and grading exams, conferencing, evaluating writing, ethical issues, lecturing effectively, and using audio-visual aids.
591. Practicum in the Teaching of Psychology
(1) Staff
Prerequisites: open only to students who have completed their doctoral candidacy examinations; consent of department and instructor.
Preparation for the teaching of an undergraduate course in psychology conducted under the guidance of a faculty member in the department. Students wishing to enroll must prepare a short plan of study.
592AA-ZZ. Special Interest Group Research Seminar
(1) Staff
Research seminar for special interest groups in psychology. Each special interest group has its own letter designation available in department office.
593. Professional Skills for Academic Psychologists
(3) Ettenberg
Priority will be given to students who have successfully completed their doctoral candidacy exams.
A discussion of practical issues related to securing and maintaining an academic position within a university/college environment. Topics may include writing grants, preparing a vitae, the job interview, tenure, conference presentations, lecture preparation and presentation.
594AA-ZZ. Special Topics
(3) Staff
Prerequisite: graduate standing.
Special seminar on research subjects of current interest. Each faculty member has their own letter designation available in department office.
595. Independent Readings for M.A.
(2-12) Staff
No more than 8 units total may be taken toward credit for the M.A.
The purpose of this course is to provide supervised readings on selected topics.
596. Directed Reading and Research
(2-12) Staff
Required of all first-, second-, and third-year psychology graduate students. Minimum of 2 units per quarter. No more than half the units necessary for the master’s degree may be taken in Psychology 596.
The purpose of this course is to provide supervised experience in experimental design and laboratory procedures on selected topics, including the formulation of experimental problems, discussion of relevant literature, and the analysis and interpretation of experimental results.
597. Individual Study for Ph.D. Examinations
(1-12) Staff
No unit credit allowed toward advanced degree.
Preparation for Ph.D. examinations under supervision of chair of student’s doctoral committee.
598. Master’s Thesis Research and Preparation
(2-12) Staff
No unit credit allowed toward advanced degree.
Research and preparation for the master’s thesis.
599. Dissertation Research and Preparation
(2-12) Staff
Empirical and theoretical investigations of special problems in psychology in relation to dissertation research.
