Department of Psychology
Core Requirements
I. PSYC-001. General Psychology
II. PSYC-002. Research Methods and Statistics
III. MATH-040. Probability and Statistics
IV. One Core Course from Each of the Three Areas of Study
V. Two Courses at the Seminar Level.
**PLEASE NOTE: ALL 300 LEVEL PSYCHOLOGY COURSES ARE CONSIDERED SEMINAR COURSES**
VI. One Additional Course from the Combined Offerings of Core, Seminar, and Elective Courses.
Course Descriptions
PSYC-001. General Psychology (3 credits) Fall and Spring. Professors Barr, Crystal, Lamiell, Moghaddam, Parrott, Sabat, and Walker. This introductory course surveys the field and acquaints the student with the major areas of Psychology, including perception, memory, cognition, neuroscience, learning, motivation, emotion, personality, social behavior, development, and psychopathology.
MATH-040 - Probability and Statistics (4 credits) Professors Caraballo and Sullivan.
Topics include graphical and numerical methods for describing data, probability and sampling distributions, estimation, hypothesis testing, and simple linear regression with inference. Some knowledge of calculus is desirable but not required. Fall and Spring.
PSYC-002. Research Methods and Statistics (3 credits) Fall and Spring. Professors Barr, Howard, Vaidya and Woolard.
This course offers an introduction to the logic of research design and to descriptive and inferential statistics. The goals are to prepare students to design, analyze, interpret, and report on their own research, and to evaluate critically the work of others. Emphasis is placed on the logical bases of psychological measurement, research design, and statistical inference. The topics to be covered include the nature of both correlation and experimental studies, confounds and ways of dealing with them, reliability, internal and external validity, frequency distributions, measures of central tendency, variability, graphic presentation of data, hypothesis testing, correlation, and an introduction to the analysis of variance. Each student conducts a research project in an area chosen by the student. Students also write critical summaries of published research. Majors are strongly encouraged to complete this course in their sophomore year and no later than their junior year. Prerequisites: PSYC-001. Fall and Spring.
Areas of Study
Area 1. Conceptual and Developmental Foundations
110. History of Modern Psychology (3 credits) Professor Lamiell.
Beginning with the intellectual context provided by the major currents of 19th century thought, this course traces the development of scientific psychology from its official founding in Leipzig in 1879 up to the present. Greatest emphasis will be placed on developments occurring between 1900 and 1950. Some major undercurrents of thought as well as the most salient features of scholarship within the mainstream of the discipline will be considered. The overriding objectives of the course are to acquaint the student with psychology's past and, through this acquaintance, to sharpen the student's critical perspective on psychology's present. Prerequisites: PSYC-001. Fall.
111. Philosophy of Psychology (3 credits) Professor Lamiell.
This course is concerned with philosophical issues relevant to psychology conceived as a scientific discipline. Following a brief sketch of psychology's historical emergence as a field of inquiry certifiably distinct from philosophy, attention will be turned to an analysis of the philosophical issues with which psychologists must come to terms. Considered here, among other things, will be questions pertaining to the models of science psychology has variously embraced, the nature of knowledge, the nature of explanation, determinism, and reductionism. Also considered will be ethical issues that arise for psychologists in their various roles as basic scientists, as clinical practitioners, and as expert advisors to the framers of social policy. Prerequisites: PSYC-001. Not offered 2005-2006 academic year.
114. Philosophy of Psychology: Cognitive Science (3 credits) Professor Harré
Philosophy of psychology is concerned with the main principles presupposed by psychology as a science, In this course we focus on psychology as `cognitive science’. In the first part the requirements for a discipline to be counted as a science are spelled out with reference to the history of attempts to create a psychological science. The principles on which the analysis of psychological phenomena are based are covered in the second section, leading on to a study of computational models of cognition (Artificial Intelligence) based on the analogy between brains and computers. Connectionism, the most recent development in computer based psychology, is explained and illustrated by detailed study of the use of connectionist models in the neuropsychology of some important cognitive process, such as remembering. Prerequisites: PSYC-001. Not offered 2005-2006 academic year.
115. Philosophy of Psychology: Wittgenstein (3 credits) Professor Harré
Wittgenstein has emerged as one of the most influential philosophers of the modern era. His insights have been taken up in fields as diverse as linguistics, literary theory, and religion. In psychology he had the unique role of one of the originators of computational theories in cognitive science and as a major source for contemporary discursive psychology, with its emphasis on language. In this course, his early work is covered briefly, while his later studies of central concepts are investigated in depth, including "meaning", "rule-following", "future directed thought", "intentions", and perception. Wittgenstein's aim was as much to free us from the spell of misunderstandings of our language as to advance positive claims about meaning, religious faith or cognition. Prerequisites: PSYC-001. Spring only.
160. Childhood and Adolescence (3 credits) Professor Calvert.
This course integrates theory and research focusing on dimensions of normal, personal, social and cognitive growth from infancy through adolescence. The development of human behaviors and processes such as attachment, prosocial behaviors, altruism, self concept, aggression, sex typing, intelligence and moral reasoning are examined. Prerequisites: PSYC-001. Spring.
262. Early Child Development (3 credits) Professor Phillips.
This course engages students in a critical examination of the interdisciplinary literature on early child development from the prenatal period up to school entry. The central debate about the role of early experience in development will provide a unifying theme for the course. The traditional domains of development (social, emotional, language, cognitive) will be addressed in the context of debates about nature-nurture, parenting and the role of the family, child care and early intervention, the influence of culture and the community, and the role of public policies. Research on children displaying both typical and atypical development, as well as those who experience environmental insults such as toxic exposures and child abuse, will be included. Prerequisites: PSYC-001. An Introductory Methods or Statistics class is highly recommended. Fall.
263. The Psychology of Aging (3 credits) Professor Howard.
When we study child development, we study our personal and collective past, whereas the study of aging focuses on our future. This course will examine the nature and causes of the psychological changes that accompany human aging. Theories concerning the biological, social, and cultural influences on aging will be considered. The course will examine patterns of change and stability over the adult years. We will ask whether the changes that occur are inevitable and irreversible. Particular emphasis will be placed on the changes in mental life that accompany advancing age, both as viewed from without by observers (including researchers) and from within by aging individuals themselves (in autobiographical accounts). The course will emphasize the ways in which people compensate for the losses that come with added years (including the general slowing of mental and motor processes, the deaths of loved ones) by taking advantage of the gains (including accumulated wisdom and perspective, additional leisure time). Prerequisites: PSYC-001. Spring.
264. Nature, Nurture and Human Development (3 credits) Professor Sheila Walker.
As an introductory level course in the field of developmental behavioral genetics, the lectures will draw on a comprehensive text book and a collection of readings to explore issues related to how nature and nurture influence human development. Basic behavioral genetic research methods will be introduced, and studies examining the contribution of genes and the environment to developmental outcomes (e.g. personality, cognitive abilities, and psychopathology) will be evaluated. The search for genes (molecular genetics) will be discussed, and the promise as well as ethical issues stemming from research findings in this arena. It is expected that by the end of the course, students will have a general understanding of current research findings and an awareness of the implications of such research for the present and the future. Prerequisites: PSYC-001. Offered Spring 2006.
Area 2. Social and Personality
140. Social Psychology (3 credits) Professor Parrott.
This course examines the social foundations of human nature by addressing the following aspects of social life: (a) social influence; (b) social roles and public behavior; (c) inferences about other people; and (d) interpersonal relations and groups. Among the topics to be considered are: the social origins of knowledge and of self, the influence of public behavior on social and moral norms, persuasion, impression management, social emotions, judgment of responsibility and character, interpersonal attraction, aggression, altruism, group dynamics, and inter-group conflict. The course will concentrate on the level of analysis of the individual, but will include sociological and evolutionary perspectives where appropriate. Prerequisites: PSYC-001. Spring.
144. Social Psychology: Sociological Approaches (3 credits) Professor Harre
150. Theories of Personality (3 credits) Professor Lamiell.
This course is intended to introduce the student to the major theoretical conceptions of personality that have emerged over the years, as well as to certain conceptual, philosophical, and methodological issues relevant to the discipline of personality psychology. Prerequisites: PSYC-001. Not offered 2005-2006 academic year.
151. Abnormal Psychology (3 credits) Professor Finkel.
This course looks at abnormality (madness), and civilization's attempts to comprehend, punish, banish, and treat it. We will examine selective historical and current problems and answers: such as who is abnormal, what types of abnormality exist, what are the causes, and what are the remedies. Theoretical, legal, and ethical challenges to the discipline, along with newer trends and future perspectives, close the course. Prerequisites: PSYC-001. Fall.
151. Abnormal Psychology (3 credits) Professor Crystal.
This course is a survey of the major psychological disorders and pathologies identified by the American Psychiatric Association in the fourth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV). Among the psychopathologies studied are obsessive-compulsive disorder, depression, schizophrenia, dissociative identity disorder (multiple personality), sexual disorders, personality disorders, and substance abuse. In addition, topics such as the meaning and history of abnormality, models of psychopathology, and the interface between psychology and the law are also covered. The psychopathologies are made more realistic and relevant to students’ lives through the use of videos, slides, personal anecdotes, and encouragement of class discussion. Prerequisites: PSYC-001. Fall.
241. Cultural Psychology (3 credits) Professor Moghaddam.
Culture has a fundamental influence on social behavior. The nature of this influence is explored through an examination of social behavior across different cultures. There are four main parts to the course: (1) The "mono-cultural" nature of the science of social behavior and the neglect of cross-cultural perspectives are examined in historical context. (2) Methodological challenges confronting the cross-cultural researcher are outlined and a survey is made of available field methods. (3) The influence of culture on different aspects of social behavior, such as gender roles, values, conformity, aggression, individualism, collectivism, altruism, and achievement motivation are assessed. (4) The literature on cultural differences within North American society is surveyed with particular focus on the assimilation vs. multiculturalism debate. Prerequisites: PSYC-001. Not offered 2005-2006 academic year.
252. Community Psychology (formerly PSYC-152) (3 credits) Professor Woolard.
This course introduces students to the science and practice of community psychology, which emphasizes understanding and changing larger social contexts. Community psychologists work on many of the social issues facing communities today such as juvenile violence, homelessness, child abuse, and welfare reform. They combine theory, research, and action to promote health and prevent problems in communities, groups, and individuals. We examine the field’s major orienting concepts: stress and coping, prevention, empowerment, and resilience. We evaluate the field’s guiding principles: knowledge within a value system, the role of context, importance of diversity, commitment to social change, and orientation toward strengths. Because the field of community psychology resulted from psychologists' active questioning of the prevailing models of science and practice, students will be encouraged to question and debate their views. Prerequisites: PSYC-001. Fall.
Area 3. Cognitive and Biological Basis
120. Physiological Psychology (3 credits) Professor Sabat.
This course has two principal objectives: (a) to present the major research methods and findings in the neural sciences as they pertain to relationships between neural and psychological processes and (b) to discuss critically the validity of physiological explanations of psychological events. Prerequisites: PSYC-001. Fall.
121. Behavioral Neuropsychology (3 credits) Professor Walker.
This is a lecture course that introduces and discusses the key principles of the fast-paced and interdisciplinary field of Neuroscience. Since one approach to understanding human behavior is to consider ourselves from a biological perspective, the course objectives are to identify and discuss the fundamental cellular and physiological components of the brain and examine how they come together to generate and/or interact with complex behaviors. Prerequisites: PSYC-001. Spring.
130. Cognition (3 credits) Professors Howard and Vaidya.
The major goals of this course are to present the theories and methods psychologists have developed in their study of human memory, language, and thought, and to demonstrate the practical applications of these theories and research findings to such everyday activities as studying and problem solving. The course consists of three major sections: memory, language, and thinking. The memory section analyzes the evidence for multiple memory systems, and considers ancient and contemporary techniques for remembering in light of current psychological research and theory. The language section focuses on the mental processes and capacities that underlie our ability to acquire, produce, and comprehend language. The thinking section discusses reasoning, decision-making, creativity, and problem solving. Prerequisites: PSYC-001. Spring.
131. Learning (3 credits) Professor Carter.
This course introduces students to methods and findings in the study of human and animal learning. Basic phenomena of Pavlovian and operant conditioning are examined first. These include acquisition and extinction, discrimination, stimulus generalization, secondary reinforcement, chaining, coding, and memory. Next, explanations of learning are examined critically in order to foster those skills necessary to evaluate classic theories of learning such as those of Skinner, Hull, and Tolman. Finally, the class will focus on methods of constructing more viable learning theories and examining critically the relationship between animal and human psychology. Prerequisites: PSYC-001. Fall and Spring.
223. Monkeys, Apes, and Humans (3 credits) Professor Mann.
This course focuses on the social, ecological, and evolutionary processes that have shaped primate (including human) behavior and social organization. Field studies will be emphasized over studies of captive animals. The first part of the course will be devoted to learning about different primate species, where they live, what their lives are like, and their social organization. We will then turn to specific topics including conflict, cooperation, reconciliation, aggression between social groups, dominance hierarchies, mating and reproductive strategies, parental care, juvenile and adolescent socialization and development, sex differences, and finally, to comparisons between ourselves and other primates. Slides, videos, and a field trip are used to help students become familiar with our closest kin. Prerequisites: PSYC-001. Not offered 2005-2006 academic year. Professor Mann on sabbatical Fall 2005 – Spring 2006.
BIOL- 226. Animal Behavior (3 credits) Professor Mann. This course will focus on basic concepts in evolutionary theory and ethology, and field studies in animal behavior. Topics include parental investment in their young, sexual selection and mate choice, somatic effort (foraging strategies, defense from predation), cooperation and conflict, social organization, kin selection, and ethological methods. By the end of the course, students will understand the basics of evolutionary theory, and have some ideas as to why some animals have diverse patterns of behavior while others show similar patterns. They will also understand how ethological data are collected and analyzed. Prerequisites: PSYC-001and BIOL-104. Not offered 2005-2006 academic year. Professor Mann on sabbatical Fall 2005 – Spring 2006.
231. The Psychology of Memory (3 credits) Professor Howard.
Memory is characterized both by extraordinary powers and by puzzling limitations. Examples of these extremes can be seen in all of us; we recall details of events experienced in childhood, yet find ourselves unable to think of the single item for which we drove to the grocery store. Other extremes of memory are witnessed only in unusual individuals; mnemonists with apparently limitless photographic memories stand in sharp contrast to individuals who suffer from amnesia so severe that they have forgotten who they are. This course explores such powers and limitations, and considers critically what they reveal about the nature of human memory. Among the topics considered are mnemonists, techniques for improving memory, amnesia, hypnosis, the development and aging of memory in the individual, theories of memory, and the relation between brain and memory. The course is conducted as a seminar and workshop. Students read and lead discussions of the assigned articles, and, working either alone or as part of a group, they design and conduct their own studies of memory. Prerequisites: PSYC-001, PSYC-002, PSYC- 130, and permission of the instructor. Not offered 2005-2006 academic year.
232. Sensation and Perception (formerly PSYC-132) (3 credits) Professor Walker.
Sensation and perception are the means by which we become aware of the world and of ourselves. This course presents an introduction to the phenomena and sensory processes that play a role in visual, auditory and somatosensory perception. Topics include light and the visual pathways, contrast and contours, motion and space perception, color, depth, and size as well as perceptual development and learning. In addition, sound, the physiology of the auditory system, and language perception are examined. We also explore the cutaneous senses (pain, touch and temperature), as well as the chemical senses of taste and smell. Particular concern is directed to the role of physiology and information processing models in understanding human perception. Prerequisites: PSYC-001. Fall.
234. Cognitive Neuroscience (3 credits) Professor Vaidya.
Cognitive neuroscientists study the relation between the mind and brain. Cognitive neuroscience is a new discipline, having been named only in the 1970s, when advances in the brain sciences and the psychological sciences converged to offer new ways of attacking enduring questions about how the brain enables the mind. This course considers how cognitive neuroscientists use modern techniques such as behavioral analyses of brain-damaged individuals, and brain imaging techniques (such as PET and MRI) to investigate the brain bases of perception, attention, memory, language, thought, motor control, development, adaptation, and consciousness. Prerequisites: PSYC-001. Fall.
Seminar Courses
ICOS: 202. Research Modules in Cognitive Science (3 credits) Professor Portner.
This course introduces students to some of the research strategies in the different disciplines of Cognitive Science, by using faculty research programs at Georgetown as examples. Approximately twelve Main Campus and Medical Center faculty offer research modules, of which students select three. In each module, students learn about and become engaged in some of the current research of the faculty member. A paper is normally required to complete each module. This course is required for Cognitive Science Minors, but open to all students Prerequisite ICOS-201. Permission of instructor required. More details on the modules and instructions for enrolling are on the Cognitive Science home page: http://www.georgetown.edu/departments/cognitivescience/courses.html.
301. Human Learning and Education. (3 credits) Professor Sussman.
This course provides an overview of human learning from the perspective of educational psychology. The focus is on major theories of learning, as well as related cognitive, affective, and educational concepts. The course will begin with brief coverage of two learning theories - behaviorism and social learning theory. Afterward, much of the semester will examine cognitive theories, including theories of cognitive development, memory, and complex cognitive processes (e.g., problem solving and intelligence). The lengthy section on cognition will be followed by motivation and its effects on learning. Although the educational implications of each topic will be considered throughout the course, the last few topics will cover more practical issues related to learning and education, such as early intervention, education policy, students with special needs, and assessment. Students in this class will develop analytical skills by critically examining what they have read, develop research and writing skills through a formal research paper, and practice oral communication and presentation skills through classroom discussions and presentations. Limited to 15 students. Prerequisites: PSYC-001 and permission of instructor. Not offered 2005-2006 academic year.
310. Images of the Mind (3 credits) Professor Walker.
This seminar will examine how the answers to the question "What is a mind?" changed throughout history. We will begin our exploration in Antiquity when the mind=the soul and continue up to the present day where the ideas of what the mind is, are hotly debated. We will annotate our historical discussion of experimental findings with the writings of the philosophers of the day to uncover how each was influenced by the other. Prerequisites: PSYC-001 and permission of instructor. Spring.
312. Statistical Thinking in Psychological Research (3 credits) Professor Lamiell.
This course has two major objectives. One is for the student to achieve technical competence in the use of the parametric statistical procedures most common to psychological research, including t-tests, analysis of variance, and simple and multiple linear correlation and regression. The other is for the student to gain a critical perspective on the history of statistical thinking in psychological research, and how such thinking has come to dominate contemporary understandings of psychological phenomena. Consistent with the former objective, students will be extensively involved in computational exercises. Consistent with the latter objective, students will be expected to bring their historical knowledge to bear on a critical analysis of some field of contemporary psychological investigation. Prerequisites: PSYC-001 and PSYC-002. Not offered 2005-2006 academic year.
313. The Psychology of Individual and Group Differences (3 credits) Professor Lamiell.
Psychologists' interest in the assessment and systematic study of the characteristic differences between individuals and groups emerged around the turn of the 20th century, against the background of a general experimental psychology concerned only with those features of psychological life common to us all. The concepts and methods of this new "differential" psychology, as the psychology of individual and group differences would come to be known, came to serve as the foundation for all forms of psychological testing in schools, clinics, the workplace and the military, and those same concepts and methods have also framed mainstream conceptions of individual and group "personalities." This course treats not only of the methodological principles of "differential" psychology," but also of the discipline's philosophical foundations, of the historical context within which it emerged and has prospered, and of its significant impact on the contemporary thinking about psycho-social phenomena. Prerequisites: PSYC-001 and PSYC-002 or permission of instructor. Not offered 2005-2006 academic year.
320. Contemporary Issues in Neuropsychology (3 credits) Professor Walker.
This seminar will discuss the classic and contemporary experimental findings, which shape the disciplines of neuroscience and neuropsychology. The goal is to not only provide the students with the skills to read and extract information from these research articles, but also to show them that these fields are ever changing, and that scientific "truth" is, at times, contradictory and hotly debated. Prerequisites: PSYC-001 and permission of the instructor. Not offered 2005-2006 academic year.
321. Clinical Neuropsychology (3 credits) Professor Sabat.
In this course, a study will be made of the behavioral, physiological, and psychological effects of brain damage in the human being, and the assets and limitations of the methods used to assess such damage. Explored will be cases in which the effects are permanent, as well as reversible or progressive. Topics will include the effects of stroke, tumors, biochemical changes, and other neurological disorders upon the senses, perception, learning, memory, attention, and personality. Extant theories of brain function will be discussed in light of the effects of brain damage. Students will also be required to spend 3-5 hours each week working with brain injured people at a placement designated by the instructor. Prerequisites: PSYC-001, PSYC-120 or PSYC-121, and permission of the instructor. Spring.
IDST-324: Critique of Social Science (3 credits) Professor Lamiell.
This course is the "capstone" seminar for students earning the minor in the Interdisciplinary Studies program in Social and Political Thought. The course is devoted to a critical examination of the very idea of understanding human behavior scientifically, and hence will be devoted primarily to discussions of important historical, philosophical, and methodological issues in social science. Special emphasis will be placed on statistical thinking as it has come to dominate the thinking of modern social scientists. Some extant critiques of social science will also be discussed. The objective of this course is for the participants to achieve a critical perspective on social science not only as an academic discipline but as a social - and hence moral - force. Prerequisites: PSYC-001 and permission of the instructor. Spring.
327. Biology of Interpersonal Relations (3 credits) Professor Pribram.
Over the past century, tremendous strides have been made in understanding interpersonal relationships. This course examines these strides, beginning with Sigmund Freud, then considering the behaviorist and cognitive revolutions in psychology, the interpersonal psychiatry of Harry Stack Sullivan, advances in psychopharmacology and other neurosciences concerning the neural bases of behavior, the mysticism of Eastern thought, and current applications of quantum physics to brain science. This is a panoply which relates psychology to the biological and physical sciences (as well as, of course, the social sciences), and which offers an unusual and exciting approach to 21st century psychology. Prerequisites: PSYC-001. Not offered 2005-2006 academic year.
LING-333: Cross-Cultural Communications (3 credits)
In this course, students will study cross-cultural communication from the perspective of interactional sociolinguistics. Through readings, lectures, and workshops, students will examine the communicative practices of different cultural groups and will analyze examples of cross-cultural (mis)communication in a variety of contexts, from casual interpersonal conversation to interactions in specific institutional settings. Students will also carry out their own research projects in which they perform a discourse analysis of a conversation or other data and identify similarities and/or differences in communicative style across speakers, culminating in two written projects.
340. Social Psychology of Emotion (3 credits) Professor Parrott.
This seminar examines the psychology of emotion, emphasizing cognitive, social, and cultural aspects that have been studied from the perspective of social psychology. The course addresses questions such as the following: How do emotions affect thought, motivation, and social interaction? What determines whether they are functional or dysfunctional? In what ways are emotions influenced by culture? What is known about specific emotional states, such as shame, guilt, jealousy, or envy? The class is taught in a seminar format requires class attendance and participation. Readings will be at an advanced level, and multiple writing assignments will be required. Prerequisites: PSYC-001, PSYC-140 and permission of the instructor. Not offered 2005-2006 academic year.
343. Psychology and Law (3 credits) Professor Finkel.
The two disciplines, psychology and law, are brought together here, as each examines the other. In part of this course, the practices of psychologists, such as doing therapy and providing treatment, making diagnoses and predicting dangerousness, participating in involuntary commitment and providing expert testimony, will receive legal scrutiny. In turn, legal assumptions about human nature that underlie trial procedures, substantive law, and procedural law, will receive social science scrutiny. Toward improving the law and providing fairer justice, we will see how social science is used to determine facts, make law, and provide context. Prerequisites: PSYC-001 and PSYC-151. Fall.
345. Emotion and the Arts (3 credits) Professor Parrott.
This course examines psychological theories and research on the expression and elicitation of emotions by various art forms, such as music, literature, comedy, film, and painting. Topics will include the elicitation of emotions by representational and abstract arts, structural elements that affect emotions, the role of audience knowledge and expectations in producing emotions, the role of the social and cultural context, the appeal of negative emotions in the context of art, the functions of aesthetic emotions, the relation between aesthetic and nonaesthetic emotions, and artistic depiction of emotions. The class will strive to integrate psychology with the humanities, and will consider what artistic works and endeavors can teach psychologists about emotion. In addition to advanced readings in psychology, the course will require detailed study of a set of core artistic works from 19th century Europe, including a close reading of a novel and detailed analysis of "classical" music. Six papers are assigned. Prerequisites: PSYC-001, and permission of the instructor. In addition, students must have some background in music and literature. If you are interested in taking this class, you must meet with Prof. Parrott to discuss your interests and background. Not offered 2005-2006 academic year. Professor Parrott on leave Fall 2005.
352. Madness, Genius, and Creativity (3 credits) Professor Finkel.
A "connection" between madness and artistic types has been put forth by same of our most astute observers of human nature for millennia, now. But making the connection between madness and genius, and madness and creativity, is far easier than explaining it. Are the symptoms we find in schizophrenia, mania, depression, obsession, and autistic disorders to be found among geniuses as well, or do "symptoms" in the minds of the genius take a different twist and turn? Regarding the origins of madness and genius, is genius bred in the bone (nature), or the result of the right sort of learning environment (nurture), or does genius seem to arise ex nihilo, as some monumental gift? And as to creativity itself and the psychological processes employed, where we find loose associations and overinclusive thinking, and fabulized combinations and figures fractionating into relativism if not autism, are these processes that have been observed in both madness and genius the same, or are there identifiable distinctions in the mode and manner of these creating minds themselves? Prerequisites: PSYC-001 and PSYC-151. Spring.
353. Culture and Psychopathology (3 credits) Professor Crystal.
This course explores a portion of the accumulated evidence for a relativistic, rather than a universal, model of psychological disturbance. In this relativistic model, the experience and manifestation of mental illness is shaped primarily by indigenous beliefs and cultural value systems. Reading material will be drawn from the psychological, sociological, and anthropological literature using a wide variety of sources including books, empirical studies, theoretical essays, and ethnographies. Among the topics to be considered are cross-cultural differences in classification and epidemiology, the relation between culture and theories of psychopathology, culture-bound syndromes, cross-cultural perspectives on depression, aggression, eating disorders, and schizophrenia, and cultural variations in treatment and healing practices. Prerequisites: PSYC-001 and PSYC-151 or PSYC-241. Fall.
354. Theories of Therapy (3 credits) Professor Finkel.
This course looks at the major traditional schools of therapy and counseling: Freudian, Jungian, Sullivanian, Rogerian, Gestalt. Special focus will be given to what is actually done in therapy, and how techniques relate to a theory of therapy and a theory of personality. We will also look beneath technique and theory to see if common themes emerge. Demonstrations, tapes, and student participation are featured. Prerequisites: PSYC 001 and PSYC 150 and permission of instructor. Spring.
361. Children and Technology (3 credits) Professor Calvert.
This course explores the impact of information technologies such as television, computers, CD-ROM, and the Internet on children's social, cognitive, and physical development. Current social policy concerns are addressed. Prerequisites: PSYC 001 and PSYC 160 or PSYC 262 or permission of the instructor. Fall.
362. Theories of Development (3 credit) Professor Calvert.
This course analyzes the general logic, assumptions and principles of the fundamental theories of psychology including psychoanalytic, social learning, behavior analysis, ethological and cognitive developmental paradigms. The course focuses on the basic question of how development happens. Prerequisites: PSYC-001 and PSYC-160 or PSYC-262 or permission of the instructor. Not offered 2006-2007
363. Developmental Psychopathology: Disturbances of Childhood and Adolescence (3 credits) Professor Crystal.
The past 20 years have seen an increasing awareness of the fact that adult psychopathology has its roots in various developmental deviations that begin in early childhood. Such an awareness has led both researchers and clinicians to intensify their study of developmental disturbances among children and adolescents, and has given birth to a new field, developmental psychopathology. This course introduces students to this burgeoning new area of inquiry that focuses on the intersection of developmental and clinical psychology. The unique aspects of taking a developmental approach to understanding psychopathology will be emphasized. Among the topics to be considered are concepts of vulnerability and resilience, assessment and diagnosis of childhood disorders, and the manifestation in children and adolescents of depression, anxiety disorders, aggression, hyperactivity, schizophrenia, and eating disorders. In addition, the course includes a three hour/week practicum with emotionally disturbed children at a local residential treatment center. Prerequisites: PSYC-001 and PSYC-151. Spring.
365. Science, Children, and Politics (3 credits) Professor Phillips.
This course is designed to engage students in a critical examination of the relation between knowledge and advocacy, and the influence of both on the development of child policy in the United States. Students will be introduced to the opportunities, dilemmas, and constraints that affect the relation between science and policy, particularly federal legislative policies for children and families. Roles for psychologists in the policy arena, as well as ethical issues associated with these roles will also be explored. Prerequisites: PSYC-001 and permission of the instructor. Preferably a course on child, adolescent, or life-span development (PSYC 160, PSYC-161 or PSYC-262). Fall.
366. Evolutionary Perspectives on Development and Cognition (3 credits) Professor Mann.
This course will focus on comparative life histories of mammals including the basics of evolution and life-history theory and relate this specifically to behavioral development. For example, we will examine what selection pressures favored our prolonged infancy and juvenile periods relative to other mammals and why menopause is so rare. Why do males develop more slowly than females in most mammals but have shorter lifespans? This course is divided into major developmental periods (prenatal growth, infancy, juvenile period, adolescence, early-mid and late adulthood) and we will focus on significant aspects of each period. Prerequisites: PSYC-001, one developmental course or PSYC-223, or BIOL-226. Not offered 2005-2006 academic year. Professor Mann on sabbatical Fall 2005 – Spring 2006.
367. Infancy (3 credits) Professor Barr.
Infant cognition has been studied extensively for only 30 years and creative experimental methodology has been developed to study the preverbal cognitive mind. This course will evaluate and critique the methods, data, and interpretations arising from the data. There will be three main interrelated parts: how methods were derived to study cognition in nonhuman nonverbal animals; how different topics of infant cognition are used to illustrate different methodologies and current trends in the field; and the theoretical issues arising from studies of infant memory. The findings from studies of infant memory have led researchers to question the origin of infantile amnesia. The paradox arises if infant memory is functional and the formative years of life are so important for subsequent development why is it that we cannot remember those early years? Each student will be required to write a paper, either critiquing an experiment or theory or proposing an experiment, based on lectures and related reading. The course will aim to strengthen research and design skills and to examine theoretical reasoning behind early infant learning. Grades will depend on classroom participation and the paper and a final essay based exam. Prerequisites: PSYC-001 and PSYC-160 or PSYC-262 or permission of instructor. Fall.
368. Children, Families, and the Law (3 credits) Professor Woolard.
Psychology research and practice can inform several areas of law affecting children and families, including child maltreatment, adolescent reproductive rights, juvenile delinquency, and child custody, among others. We will examine the psychological assumptions about the interests of children, parents, and the state that are present in the law. We will also investigate how psychological theory and research is designed and applied to legal dilemmas facing children and families. Readings will come from both law and psychology. Prerequisites: PSYC-001 and PSYC-160, or permission of instructor. Fall.
369. Brain/Conscious Experience (formerly PSYC-328) (3 credits) Professor Pribram.
The course is dedicated to filling the "gap" between psychological processes and brain functions. Data are organized within a theoretical frame that recognizes different processing levels reaching from neural membranes, through neural circuits and systems, to behavioral and experiential scales of investigation. Observations and results of experiments in neuroanatomy, neurophysiology, neuropsychology and cognitive science form the database, simulations with massively parallel distributed processing programs provide techniques and theoretical frames. The 200-year historical perspective during which the "gap filling" has taken place provides a fascinating account that provides guidelines for future inquiry. Prerequisites: PSYC-001. Fall.
370. Psychology and Literature (3 credits) Professor Moghaddam.
Insights from selected great works of literature and psychological science are used to explore the self, emotions and culture, intelligence, personality, conformity, obedience, group dynamics, collective conflict and war. The relationship between literature and psychological science is also explored. Prerequisites: PSYC-001. Spring.
371. Contemporary Research on Emotion (3 credits) Professor Parrott.
This seminar covers the traditional psychological approaches to emotion: biological, cognitive, communicative, psychopathological, developmental, and functionalist. Recent theory and research will be examined and critically evaluated. The goals of the class will be to develop an understanding of the multifaceted nature of emotions and an awareness of how they function in everyday life. The course will be taught in seminar format, with class participation expected of all students. Readings are drawn from the academic literature and are at an advanced level. Students will write two papers designed to develop their skills at observation, research, and analysis, and will help lead one of the classes. Prerequisites: PSYC-001. Spring.
372. Multiculturalism, Democracy, and Intergroup Relations (formerly PSYC-342) (3 credits) Professor Moghaddam.
This seminar involves a critical examination and integration of three areas of psychological research and their policy implications in national and international context. The research areas concern, first, intergroup relations; second, perceived distributive, interactional and procedural justice; third, changing trends in cultural and linguistic diversity. A central theme in discussions concerns the psychological conditions for democracy and meritocracy. Prerequisites: PSYC 001.Fall.
373. The Roots, Growth, and Fruits of Cognitive Neuroscience (3 credits) Prof. Pribram.
ROOTS: The roots of cognitive science were nourished during the 19th Century. Anatomical and physiological experimentation resulted in the concept of an internal body environment that regulated itself. Relating brain autopsies to the behavior of the deceased individual gave credence to the idea that mental faculties are governed by distinguishable brain systems. Electrical stimulation of certain parts of the human brain’s cortex produced movements and resulted in experienced sensations. Discrepancies between the course of electrical stimulation of nerves and the elicitation of reflexes led to the concept of the synapse: a junction between discontinuities in nerve cells. Sophisticated models relating brain function to behavior were developed: notably those of Ivan Pavlov, Sigmund Freud and William James. None of these contributions were extant at the end of the 18th century.
GROWTH: The 20th Century was characterized by a tremendous growth of techniques to study the brain/behavior relationship. Attempts were made to create a science of psychology independent of brain research and independent of the verbal pronouncements describing a person’s introspections. This led to a series of different but related “behaviorisms”. John Watson espoused the idea that recordings from muscles would “give away” what they were experiencing and thinking. Clark Hull developed an engineering “Input-output”, stimulus-response, approach centered on learning, from which intervening processes could be quantitatively derived. Hull aimed to give meaning of these intervening processes by referring to the work of Pavlov, Freud and Watson. Other forms of behaviorism were more direct. These forms of behaviorism also centered on the learning process, giving emphasis to the role of reward and punishment. The latest of these was the contribution of Burrhus (Fred) Skinner. Skinner labeled his form of behaviorism “response-reinforcement”.
These forms of behaviorism each had strengths and weaknesses. As my research was contemporaneous with that of the behaviorists and, as a technical behaviorist, I occasionally collaborated and often had enjoyably critical encounters with them, the course will consist of a 21st century evaluation of the behaviorists contribution.
While behaviorism enveloped psychology, the techniques by which the brain could be studied matured. Neuroanatomy was enriched by the development of new techniques that could select out tracts in the nervous system on the basis of their chemistry. Neurosurgical micro-techniques were refined for applications in humans and brought to bear in animal experiments. (Pavlov in 1924 had complained that none of his brain operated dogs had survived: they had died either of epilepsy of brain abscess.) Electrical recordings (EEGs) could be made from the brain through the scalp. And fine wire and glass tubing electrodes were developed to allow recordings from single or small groups of brain cells.
Amplifiers, oscilloscopes and computers became available to record behavior and the electrical activity of the brain. All of this happened during my research career and made it possible to answer questions, answers that had, frustratingly, been beyond our reach.
Finally, imaging techniques have most recently become available that allowed scientists to look at a normal human brain while the person is experiencing, attending, problem solving and thinking. In this course we need to become aware of pitfalls that need to be avoided in interpreting the results of theses imaging techniques, pitfalls that led to errors that befell the scientists at the beginning of the 19th century. Hopefully, current science can avoid and correct such errors before they become corrupting.
FLOWERING: Now, at the dawn of the 21st century we are in a position to modify and go beyond the theories developed during the 19th century on the basis of the research accomplished in the 20th. Already much has been accomplished and some of the “hot” topics under current discussion will top off the course.
Course requirements: Every 2-3 weeks, students will be asked to write short essays about what they have learned. These will be take home, open book exercises. Collaboration between students is encouraged; but each essay must be forged and written by the student himself. No one knows what he or she knows until they have seen it in communicable form
374. Key Thinkers in Developmental Psychology (3 credits) Prof. Harre
The course will be based on the lives and works of six important contributors to our understanding of human development: Ivan Pavlov, Sigmund Freud, Jean Piaget, Lev Vygostsky, Ludwig Wittgenstein and Jerome Bruner. Other theorists such as Konrad Lorenz and John Bowlby will be considered. The course will be in five main parts. 1. A brief over view of how psychology developed in the 20th century. 2. Foundations of behaviorism in the researches of Pavlov. 3. Two important proposals for schedules of development, from Freud and Piaget. 4. The cultural-historical-instrumental psychology of Vygotsky, which ties in with Wittgenstien’s emphasis on language, culminating in the work of Bruner. There will be a midterm and a final, with the alternative of a research paper for one of the examinations.
PHIL-401 Philosophy and Psychoanalysis: Language (3 credits).
LING-451 Bilingualism (3 credits)
Elective Courses
ICOS: 201. Introduction to Cognitive Science (3 credits) Professor Portner.
Cognitive Science is the study of the mind, i.e., of how knowledge is acquired and used. Cognitive scientists use theories and methods drawn from many disciplines including cognitive psychology, neuroscience, philosophy of mind, linguistics, computer science, artificial intelligence, physics, mathematics, biology, and anthropology. They ask questions such as: How do people acquire language? What are the neural bases of perceiving, learning and remembering? What is the nature of knowledge? Can machines think? How do experts differ from novices? Are there innate ideas? How did human intelligence evolve? This course introduces students to the conceptual frameworks and methods used in the various disciplines which constitute cognitive science. The course is team-taught by professors from several Main Campus and Medical Center departments. The format is lecture/discussion. This course is required for cognitive science minors, but open to all students. It is cross-listed in Psychology and so counts toward that major. No prerequisites. Fall.
230. Psychology, Photography, and the Visual Arts (3 credits) Professor Carter.
This course explores several areas of psychology and illustrates their importance in the context of photography and the visual arts. Included are principles of visual perception, cognition, attention, memory, learning, creativity, non-verbal communication, and experimental aesthetics. Although the lectures are likely to help students improve their own photographs, the course is designed to be of interest to any student seeking to enhance their understanding and appreciation of photography and other visual arts. Following a brief review of the fundamental principles of photography, discussions will include the perception and memory of visual images, depth perception with two-dimensional stimulus arrays, composition and visual perception, the quality of light, creating mood, communicating with photographs, creativity, judging visual images, and experimental aesthetics. All students must have access to a 35mm camera and be willing to make slides and prints in the practicum part of the course. Prerequisites: PSYC-001. Fall and Spring.
250. The Psychology of Criminal Behavior (3 credits)
Criminal behavior is generally viewed as either the product of certain factors which reside within an individual or as a function of external forces, compelling a person to act. Frequently, the criminal act is "forced" into an existing theory of behavior; sometimes the explanation "explains" the behavior, but often it fails to answer completely why the person so acted. Rather than attempting to fit criminal actions into an already existing explanation of human behavior, this course will examine various theories for those behaviors and search for additional reasons and explanations for those acts. Developmental issues will be specifically explored, as the class struggles to gain a fuller understanding of factors influencing behavior, including family, biological, social and environmental determinants. The course will also explore recent developments in criminal behavior, such as the proliferations of violence in today's society and current correctional treatment issues. Prerequisites: PSYC-001. Not offered 2005-2006 academic year.
Honors Program
499 HONORS SYMPOSIUM (3 credits)
This course recognizes the Psychology Department's Honors Program. The Psychology Department's Honors Program provides enriched research training for a small group of the most motivated and accomplished psychology majors. The Honors Program will provide students with the opportunity to be immersed in the research process under the mentorship of a faculty member. In close interaction with their mentor, students will complete a research project that will constitute a novel contribution to the psychological sciences.
Click here for detailed information about the Honors Program
Cross-listed Courses
Linguistics Cross-Listed Courses
The following count as PSYC Electives:
LING-001-01 Introduction to Language
LING-228-01 Semantics and Pragmatics
LING-271-01 Introduction to Psycholinguistics
The following count as PSYC Seminars
LING-333-01 Crosscultural Communications
LING-451-01 Bilingualism
Neuroscience Cross-Listed Courses
NSCI-514 BRAIN POTENTIALS & COGNITION (3 credits) Professor Steinhauer - Department of Neuroscience
This course is an introduction to the technique of event-related brain potentials (ERPs) and their use in cognitive psychology, and psycholinguistic research in particular. Its primary goals are (1) to provide an overview of the generation of brain waves (EEG) and the methodology of ERPs, (2) to read and discuss influential ERP papers in the field of psycholinguistic research, and (3) to get 'hands on' experience in the EEG lab by running an ERP experiment and analyzing the data. The course will begin with a couple of lecures on the neural basis of ERPs and on the most important ERP comonents reflecting higher cognitive functions, followed by class discussions. During the second part of the course, students will prepare a presentation of one or two papers on a specific topic in ERP language research (e.g., lexical/semantic or syntactic processing) and corresponding ERP components (e.g., N400, P600). Each presentation will be followed by a class discussion led by the presenting students. The third part of the course will predominantly take place in the EEG lab. You will learn how to prepare, run and analyze a psycholinguistic ERP experiment, and probably also participate as a subject in the experiment.
NSCI-523 BRAIN AND LANGUAGE (3 credits) Professors Ullman and Friedman - Department of Neuroscience
This course is an introduction to the brain bases of language. Its primary goals are (1) to weave together basic concepts from linguistics, psychology, and neuroscience; (2) to introduce students to the study of brain and language (neurolinguistics); and (3) to present topics of special interest in this field. The course will begin with introductory lectures discussing basic issues and methods (including neuroimaging techniques) in cognitive neuroscience and linguistics. Next we will learn about the relation between the brain and the main domains of language: lexicon (the dictionary of words), phonology (the sound patterns of language), morphology (the grammatical structure of complex words), and syntax (the grammatical structure of phrases and sentences). These topics will be followed by examinations of the neurolinguistics of first and second language acquisition and processing, of reading, and of aphasia. Finally, several guest lecturers from the Baltimore/Washington area will present special topics in their areas of expertise. Most lectures will be followed by a class discussion, to be led by students. Throughout the course, multiple lines of evidence will be considered, including studies of people with acquired or developmental disorders (aphasia, neuro-degenerative disease, Specific Language Impairment, dyslexia, Williams syndrome), and investigations of brain blood flow (fMRI, PET), magneto-physiology (MEG), and electrophysiology (EEG/ERPs, cortical stimulation and recording).
Offered Spring Semester in odd years.
Philosophy Cross-Listed Courses
PHIL-400/600 Philosophy and Mental Illness Professor Ver Eecke - Department of Philosophy
This course qualifies as an elective for Psychology Majors and Minors. In this course we will address a number of epistemological questions about mental illness and its treatment. Unavoidably some ethical questions will be raised. First, we will address the question of the biological or psychological causation of mental illness. I will put this question in particular for schizophrenia. Secondarily, I will put that question also for ADHD and for depression. In the process we will analyze the concept of truth in science and in psychoanalysis. Second, we will address the multiplicity of psychoanalytic theories. We will also address the question as to what is the essential subject matter of psychoanalysis. Third, we will apply what we learned about the different psychoanalytic theories to dream analysis. Fourth, we will reflect on how psychoanalysis tries to promote human agency. We will raise again the problem of the difference in truth in psychoanalysis and science. We will also reflect on the ethical implications of the tendency to over-medicate for cost-cutting, legal, and other reasons. This will raise the question of who is responsible for ethical failures in the mental health system. We will pay particular attention to the system's failure to deal humanely and effectively with suicidal patients.
PHIL-401/801 PHIL/PSYCHOANALYSIS: THEORY OF THE SUBJECT Professor Ver Eecke - Department of Philosophy
This course qualifies as a seminar for Psychology Majors. In this seminar we will question the notion of rational ego by introducing the idea of desire as part of the human person. We will introduce the distinction between ego and subject and then further argue that individuals develop and/or take up particular subjective positions. Finally, we will argue that subjective positions allow the individual to develop certain capabilities but not some others. Such a view of the human person poses several philosophical challenges. Instead of accepting one ideal for human beings, i.e., that of the rational individual, we must accept that there are many forms of organizing one’s life. In order to develop these ideas we will rely on Hegel and Ricoeur in the philosophical tradition and upon Klein, Winnicott, Ogden, Lacan and Freud in the psychoanalytic tradition. The content of the course will consist of looking at the different authors mentioned above. It is clear that there are important epistemological, ethical, anthropological (psychological), and metaphysical implications of the notion of “subjective position.” We will consider some of them.
Reading and Research Tutorials
The Department of Psychology offers a variety of Reading and Research Tutorials. Reading tutorials ordinarily involve a review of professional literature on a subject agreed upon by the student and faculty member. Research tutorials involve either empirical or theoretical research of a more original nature.
Students are encouraged to enroll in reading tutorials and independent research tutorials, however these courses do not satisfy the distribution requirements of the major. Research tutorials are strongly recommended for any student wishing to pursue graduate study in psychology.
Important Information for Majors
In planning an undergraduate program, majors should keep in mind that no more than fourteen (14) courses in psychology may be counted towards graduation. All courses are three (3) credits unless arrangements are made with the professor prior to registration.
Permission of the instructor is required for all tutorials. Specific requirements are agreed upon between the student and faculty member, but typically, tutorials require a paper due at the end of the semester. Tutorial registration forms may be obtained from the College Dean's Office (108 White-Gravenor) and must be completed prior to registration.
Tutorial Course Numbers
400. Research Methods I
402. Statistical Methods I
410. Philosophy of Science I
412. Psychology of the Self I
413. Differential Psychology I
414. Theoretical Psychology I
416. History of Psychology I
418. Philosophy of Psychology I
420. Animal Behavior I
422. Primatology
426. Neuropsychology I
427 Neuropsychology II
430. Psychology & Photography I
431. Psychology of Art I
432. Learning I
434. Motivation & Emotion I
435. Emotion & Cognition I
436. Cognition I
438. Memory I
440. Psychology & Law
441. Law, Ethics, & Social Sciences
442. Cultural Psychology I
444. Intergroup Relations I
446. Social Psychology I
450. Theories of Therapy I
451. Abnormal Psychology 1
452. Community Psychology I
454. Personality I
456. Comparative Psychology I
458. Psychological Testing I
460. Children & Technology I
461. Children & Technology II
462. Development I
464. Moral Development I
465. Psychology and Literature
466. Psychology and the Performing Arts
Tutorial Section Numbers
02 Phillips
04 Carter
05 Crystal
07 Harre
08 Howard
09 Lamiell
10 Mann
11 Moghaddam
13 Parrott
15 Sabat
16 Pribram
17 Barr
23 Walker
05 Crystal
24 Vaidya
25 Woolard
Majors are advised to consult with faculty members early if they wish to do a tutorial. Students who are unsure which faculty members to approach for a tutorial on a given subject should consult their advisor or the Co-Directors of the Undergraduate Program, Professors James T. Lamiell and W. Gerrod Parrott.