| source Georgia Tech (5327) City University of New York (676) UCLA (321) Duke (210) UC Santa Cruz (163) Harvard (161) University of Illinois at Urbana-Champaign (159) UC San Diego (139) UC Santa Barbara (136) Berkeley (123) UC Davis (104) Rice (103) Yale (86) University of Toronto, Mississauga (75) University of Auckland (62) Tufts University (56) University of Washington (52) University of Texas at Austin (40) Georgetown (39) Caltech (26) Stanford (10) University of Canterbury (2) |
level Graduate (40) |
department Psychology (X) |
TTh 1.00-2.15 Fall 2009 No regular final examination A survey of major psychological approaches to the biological, cognitive, and social bases of behavior.
Score: 4.8855095 Details | Listing | Web page
TTh 2.30-3.20 Fall 2009 Final exam scheduled (Group 27) 12/17/2009 Th 2.00 Areas Sc Permission of instructor required An introduction to human brain anatomy, physiology, and function for Cognitive Science and non-science majors. Focus on basic concepts of neural function and on brain mechanisms underlying higher cognitive abilities. Includes readings about and videos of patients with neuropsychiatric disorders or brain lesions.
Score: 4.8855095 Details | Listing | Web page
W 1.30-3.20 Fall 2009 No regular final examination Skills WR Areas So Permission of instructor required The reading of selected material with supervised participant-observer experience in infant programs, a day-care and kindergarten center, or a family day-care program. Regularly scheduled seminar discussions emphasize both theory and practice. An assumption of the course is that it is not possible to understand children - their behavior and development - without understanding their parents and the relationship between child and parents. The focus is on infancy as well as early childhood.
Score: 4.8855095 Details | Listing | Web page
M 2.30-4.20 Fall 2009 No regular final examination Skills WR Areas So Permission of instructor required Meets during reading period Development of curricula for preschool children - infants, toddlers, three-, four-, and five-year-olds - in light of current research and child development theory.
Score: 4.8855095 Details | Listing | Web page
MF 11.35-12.50 Fall 2009 No regular final examination Skills QR Permission of instructor required An introduction to basic concepts of statistics and probability that allow us to describe, evaluate, and understand aspects of the world and make informed choices. Relationships among statistical reasoning, cognitive psychology, and philosophical theories of knowledge.
Score: 4.8855095 Details | Listing | Web page
MW 2.30-3.45 Fall 2009 No regular final examination Areas So An introduction to the interdisciplinary study of how the mind works. Discussion of tools, theories, and assumptions from psychology, computer science, neuroscience, linguistics, and philosophy.
Score: 4.8855095 Details | Listing | Web page
TTh 11.35-12.50 Fall 2009 Final exam scheduled (Group 24) 12/15/2009 T 9.00 Areas So Knowledge of language as a component of the mind: mental grammars, the nature and subdivisions of linguistic knowledge in connection with the brain. The logical problem of language acquisition. The ?universal grammar hypothesis? according to which all humans have an innate ability to acquire language. The connection between language acquisition and general cognitive abilities.
Score: 4.8855095 Details | Listing | Web page
TTh 9.00-10.15 Fall 2009 Final exam scheduled (Group 22) 12/12/2009 S 2.00 Skills WR Areas So Introduction to research and theory on the development of perception, action, emotion, personality, language, and cognition from a cognitive science perspective. Focus on birth to adolescence in humans and other species. PSYC 110a or b is a prerequisite for courses in this category.
Score: 4.8855095 Details | Listing | Web page
TTh 4.00-5.15 Fall 2009 No regular final examination Areas So The development of communication and language in children from birth to adolescence. Preverbal communication, lexical learning, morphological and syntactic development, phonological perception and production, the acquisition of pragmatic and communicative competence, and the relation of these skills to literacy.
Score: 4.8855095 Details | Listing | Web page
TTh 11.35-12.50 Fall 2009 Final exam scheduled (Group 24) 12/15/2009 T 9.00 Areas Sc, So Examination of the way the nervous system controls behavior. Biological insights about neural cell function are applied to processes such as learning, emotion, and perception. PSYC 110a or b is a prerequisite for courses in this category.
Score: 4.8855095 Details | Listing | Web page
W 2.30-4.20 Fall 2009 No regular final examination Areas So Permission of instructor required Important theories of learning and child and adolescent development and their applications to teaching and learning contexts. Topics include cognitive development; personal, gender, social, and moral development; individual and group differences; and motivation and assessment. Designed for students in the Teacher Preparation and Education Studies program; open to others who wish to examine the interaction of theory and practice.
Score: 4.8855095 Details | Listing | Web page
F 12.00-4.00 Fall 2009 No regular final examination Areas Sc Methods of human neuroscience research. Focus on functional magnetic resonance imaging, electroencephalography, and evoked potentials. Attention to psychophysiological techniques such as the measurement of skin conductance. Students design experiments, acquire data, and perform analyses. Extensive use of MATLAB.
Score: 4.8855095 Details | Listing | Web page
TTh 1.00-2.15 Fall 2009 No regular final examination Areas So Introduction to general principles and strategies of psychological research. Topics include generating and testing hypotheses, laboratory and field experiments, scale construction, sampling, archival methods, case studies, ethics and politics of research, and Internet and cross-cultural methods. Hands-on research experience in laboratories.
Score: 4.8855095 Details | Listing | Web page
W 1.00-4.00 Fall 2009 No regular final examination Areas Sc Permission of instructor required Laboratory course in which students design and conduct research to study brain function and behavior. Hands-on participation in surgical, behavioral, and other neuroscience techniques.
Score: 4.8855095 Details | Listing | Web page
MW 1.00-2.15 Fall 2009 Final exam scheduled (Group 36) 12/14/2009 M 2.00 Areas So Study of genetic and non-genetic contributions to individual differences in human behavior and development. Topics include cognitive abilities, personality, violence, homosexuality, and psychopathology. Research methods for identifying genetic and environmental influences and for investigating gene-environment interaction. Some discussion of the bioethical implications of behavior genetics.
Score: 4.8855095 Details | Listing | Web page
T 3.30-5.20 Fall 2009 No regular final examination Areas So Permission of instructor required Meets during reading period Topics in the etiology, diagnosis, treatment, and natural history of childhood autism and other severe disorders of early onset. Retardation, behavioral disorders, and childhood psychosis. Supervised experience.
Score: 4.8855095 Details | Listing | Web page
W 9.25-11.15 Fall 2009 No regular final examination Areas So Permission of instructor required Mental disorders as they are treated in a community setting. Students participate in a fieldwork placement, working either one-on-one or in groups with the psychiatrically disabled. Seminar meetings focus on such topics as the nature of severe mental disorders, the effects of deinstitutionalization, counseling skills, and social policy issues related to mental health.
Score: 4.8855095 Details | Listing | Web page
MW 11.35-12.50 Fall 2009 No regular final examination Areas Sc, So The basic facts, general principles, and theories that describe how higher animals, from mice to humans, are changed by their experiences. The historically separate fields of learning and memory research desegregated under a neuroscientific perspective that recognizes the evolutionary continuity among higher animals.
Score: 4.8855095 Details | Listing | Web page
W 1.30-3.20 Fall 2009 No regular final examination Areas So Permission of instructor required Economic, legal, political, and scientific aspects of nutrition and food policy. Design of innovative policy proposals.
Score: 4.8855095 Details | Listing | Web page
W 2.30-4.20 Fall 2009 No regular final examination Areas So Permission of instructor required Selected advanced topics in infant cognitive, social, and emotional development. Examples of topics are infants' concept of object, concept of number, early social cognition, and early emotional development.
Score: 4.8855095 Details | Listing | Web page
W 9.25-11.15 Fall 2009 No regular final examination Areas So Permission of instructor required Recent advances in modern neuroscience as they inform or complicate issues in society. Views from disciplines such as psychology, philosophy, economics, political science, law, and religion.
Score: 4.8855095 Details | Listing | Web page
MW 9.00-10.15 Fall 2009 No regular final examination Areas So Permission of instructor required The nature and effects of gender images (males and females, sexual orientation, gender identities) on the construction of self-identity, stereotypes, aspirations, and interpersonal relationships. Focus on contemporary media, with attention to how, when, and why gender images change with time.
Score: 4.8855095 Details | Listing | Web page
T 2.30-4.20 Fall 2009 No regular final examination Areas So Permission of instructor required Consideration of what we like and why we like it. Examination of the pleasure that we get from sex, food, art, fiction, consumer products, and religious rituals. An eclectic approach draws on fields such as behavioral economics and neuroeconomics, evolutionary theory, cognitive psychology, developmental psychology, and analytic philosophy.
Score: 4.8855095 Details | Listing | Web page
F 9.25-11.15 Fall 2009 No regular final examination Areas So Permission of instructor required A study of the brain circuitries involved in emotion and emotional learning and memory. Emotion research in a historical context; progress that has been made in understanding the neurobiology of emotion in both laboratory animals and humans.
Score: 4.8855095 Details | Listing | Web page
T 1.30-3.20 Fall 2009 No regular final examination Areas So Permission of instructor required The development of learning theory from its beginnings in associationism, behaviorism, and the Darwinian revolution to its present 'connectionistic' neural-network expressions.
Score: 4.8855095 Details | Listing | Web page
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