Psychology Graduate Course Catalog
Courses numbered between PSYCH-GA.2016 and PSYCH-GA.2199 are primarily for Master of Arts students and are scheduled in the evening, enabling the working student to attend on a part-time basis. Other courses, for students in the doctoral program, are scheduled in the morning or afternoon. Not every course is offered each term. In addition to the regularly offered courses in the various master's and doctoral programs, a number of electives are also offered each year.

Required General Psychology Courses:

Master's Statistics 
PSYCH-GA.2016   Fulfills M.A. statistics requirement. Prerequisites: undergraduate course in statistics and satisfactory performance on diagnostic quiz. Bauer; Staff. 3 points.
Topics in experimental design and correlational analysis, including multiple correlation and regression, selected complex factorial designs, and multiple comparisons. Introduction to the use of statistical computer software. 


Research Methods and Experience 
PSYCH-GA.2126  Prerequisites: PSYCH-GA.2016 or equivalent, and permission of appropriate sponsor. McMeniman; Staff. 3 points.
This course provides instruction in a variety of methods and design issues when conducting research in psychology. Topics include the scientific method, experimental and correlational designs, internal and external validity, reliability and validity of measurement, writing in the style and format of APA guidelines, and research ethics. Students will write a paper using the principles of research methods taught in the class. The paper may be related to ongoing work being done with a research sponsor, or be related to a topic of interest to the student.


Clinical Research Methods
PSYCH-GA.2066  Prerequisite: PSYCH-GA.2016 or equivalent. Vilhauer. 3 points.
This course provides instruction in a variety of methods and design issues when conducting research in psychology. Emphasis will be on methods and strategies used in the area of clinical psychology. Topics include the scientific method, experimental and correlational designs, internal and external validity, reliability and validity of measurement, and research ethics. Students will write a paper using the principles of research methods taught in the class. The paper may be related to ongoing work being done with a research sponsor, or be related to a topic of interest to the student.


Consumer Research Methods
PSYCH-GA.2069  Prerequisite: PSYCH-GA.2016 or equivalent. Staff. 3 points.
The primary objective is for students to understand the critical elements of designing and conducting consumer research. To accomplish this objective, we will integrate insights from consumer behavior and marketing along with principles of research methodology. While the examples we discuss in class will be primarily taken from consumer research, the same core principles apply to any kind of social science research. In this course, students will learn about both the theory and practice of consumer research design. We wil read articles and book chapters on effect research methodologies, but you will also be required to apply this information about research process design to your final project.

Core A Courses:

Principles of Learning 
PSYCH-GA.2010  Ausch. 3 points.
Examines major theories of learning with relevance to instrumental and Pavlovian conditioning, motivation, and affect. Explores relevant research on traditional and contemporary issues in learning. Emphasis is on human learning and behavior modification. 

Sensation & Perception 
PSYCH-GA.2011  Montgomery. 3 points. 
Experimental foundations and theoretical approaches to problems of sensing, perceiving, and interpreting sensory information. Receptor function and physiology, discrimination, adaptation, attention, perceptual learning, and psychophysical methods of research and assessment.

Physiological Basis of Behavior 
PSYCH-GA.2012  Carr. 3 points.
Survey of biological and chemical correlates of behavior, especially concerning the central nervous system, the autonomic nervous system, and the endocrine system, as related to sensation, drive, emotion, learning, and memory.

Cognitive Psychology 
PSYCH-GA.2025  Staff. 3 points.
Survey of what modern cognitive psychology says about problem solving and reasoning, memory, language, imagery, and pathology of language and thought.

Cognitive Neuroscience 
PSYCH-GA.2027 Josipovic. 3 points. 
This course will explore the brain basis of cognition. We will focus on the higher cognitive functions, such as: language, imagination, creativity, aesthetic perception, sense of self, contemplative and religious experiences, and the nature of consciousness. The students will have an opportunity to visit one of the most active and exciting fields of research today--the neural basis of human mind.

Note: You may take either Affective Neuroscience OR Cognitive Neuroscience as a Core course. If you take both courses, one will count as an elective.

Core B Courses:

Psychology of Social Behavior 
PSYCH-GA.2014  3 points.
Current theory and research in social behavior and social issues. Topics include social cognition, attribution, affiliation and social comparison, aggression, equity and social exchange, attitudes and attitude change, conformity, and group dynamics. Applications are discussed.

Theories of Personality 
PSYCH-GA.2015  Samstag. 3 points.
Current theories and research are reviewed from several perspectives, including psychoanalytic, humanistic, trait, social-learning, and cognitive. Topics include personality development and consistency, personality change, biological determinants, sex differences, anxiety, the self and self-esteem, and personality as a social inference.

Child Development 
PSYCH-GA.2020  Getzfeld. 3 points.
Major issues in child development, examined in light of current research and theoretical formulations. Cognitive development, social development, origins of temperament, the role of early experience, language acquisition, concept formation, the origin of play, moral development, and intelligence testing, from several theoretical points of view, including learning theory, Piagetian system, and psychoanalysis.

Foundations of Psychopathology 
PSYCH-GA.2034  Pierro. 3 points.
Covers several broad categories of disordered psychological functioning as classified by the current psychiatric nomenclature. Focuses on a select number of major diagnostic entities. Emphasizes the formal, structural, experiential, and intrapsychic factors that serve as a foundation for understanding such behavior. Course helps students develop an understanding of the consistencies between behavior that is considered normal and that which is considered pathological.

Affective Neuroscience 
PSYCH-GA.2049. Josipovic. 3 points. 
Introduction to neural basis of affect and affect disorders from the basic neural mechanism of affect in animals, to interaction of affective and cognitive processes in humans. Topics include: mammalian emotions; fear acquisition and extinction; anxiety disorders and PTSD; memory, attention and emotion; self and emotion; mirror neurons, empathy and the theory of mind; higher states of consciousness. 

Note: You may take either Affective Neuroscience OR Cognitive Neuroscience as a Core course. If you take both courses, one will count as an elective.

General Psychology Elective Courses

Psychology of Music 
PSYCH-GA 2002.001 Aiello. 3 points.
This seminar presents an overview of the current and growing research in the psychology of music focusing on the cognition of music and on musical emotions. The study of music cognition and music perception reflects basic cognitive ad perceptual processes because music is a projection of the mind. In addition to evaluating research on the perception of melody, harmony, and rhythm, this seminar reviews research on listening, learning, and performing music focusing on how musical training and musical emotions relate to these activities.
We examine recent studies on the neurological basis of music focusing on those that address how music training and musical emotions affect the brain. Moreover, we draw parallels between music and language, and evaluate music’s communicative power in a variety of settings including advertising. In each class, we listen to musical examples that illustrate the research.

Philosophy, History, and Systems of Psychology
PSYCH-GA.2018  Westerman. 3 points.
The course will provide students with a broad perspective on the discipline of psychology through study of relevant work in philosophy, examination of the history of the field, and consideration of some of the major systems for explaining human behavior. Consideration of philosophy will include issues directly related to work in psychology (e.g., mind-body relations), and discussion of implicit philosophical commitments reflected by efforts in the field. While a good number of broad philosophical and historical issues will be examined, two main themes will be addressed throughout the course: (1) issues about the place of meaning and interpretation in psychology, and (2) the role played by culture (given that investigators and the people they study are members of a culture).

Physiological Basis of Abnormal Behavior 
(PSYCH-GA.2030) Carr. 3 points. Prerequisites: PSYCH-GA.2012 or PSYCH-GA.2031 or PSYCH-GA.2027 or PSYCH-GA.2049, or Instructor Permission.
Recent advances in genomics and neuroscience, resulting in large part from research in medical school academic environments, are providing new bases for understanding risk, identifying biomarkers for illness, and revealing new treatments. This course provides an overview of biological bases of drug addiction, obesity, anxiety disorders, affective disorders, and schizophrenia. Content is drawn from basic and translational neuroscience, as well as biological psychiatry and human psychopharmacology. Students have an opportunity to do in-depth reading/research on one or more topics of personal interest.

PSYCH-GA.2031  Uysal. 3 points.
Introduction to human brain behavior relationships, with emphasis on the organization of higher mental functions and the roles of the major cerebral areas. Topics include neural basis and common disorders of language, perception, movement, memory, and behavior control; aging and dementia; developmental disabilities; differences between the hemispheres; and clinical evaluation procedures.

Psychology of Violence 
PSYCH-GA.2036  Barber-Rioja. 3 points. 
The goal of this course is to provide students with a critical examination of violence and its origins from a bio-psycho-social perspective, as well as current clinical, theoretical and research approaches to studying aggressive and violent behavior. Different types of violence will be examined, such as sexual violence, intimate partner violence and violence related to mental illness and personality disorders. This course will also review the most updated research on risk and protective factors for future violence, violence risk assessment and the treatment of violent patients. Case Law will also be reviewed to understand how society's view of violence and aggression affects public policy. Application to forensic issues and practice will be emphasized through the use of clinical cases and research material.

Personality Disorders 
PSYCH-GA.2037 Prerequisite: PSYCH-GA.2034 or the equivalent. Winkler. 3 Points.
This course is designed to familiarize students with the clinical aspects of the 10 Personality Disorders presented in the DSM-IV. The primary emphasis is on assessment and diagnosis, as well as the impact of these disorders on the daily functioning of both the patient and others. Theories of etiology and generalized treatment strategies are also discussed.

Forensic Psychology 
PSYCH-GA.2038  Pearson. 3 points. 
This course offers an introduction to the field of forensic psychology. Covers several areas that form the interface between the legal system and psychology. Focus is on research and practical application of psychology to the legal system. In addition, relevant case law that determines the standards for psychological evaluations is covered. Topics include; eyewitness testimony, false confessions, child custody and juvenile delinquency, expert witnesses, civil commitment, insanity and competency evaluations, risk assessment, and criminal profiling.

Advanced Forensic Psychology
PSYCH-GA.2039 Prerequisite: PSYCH-GA 2038 (or equivalent) Pearson. 3 points.
A more advanced look at the practical and clinical application of psychology in the legal system, especially on the specific roles the forensic psychologist can have within the legal system. Focus is on the expert's role in evaluations, including civil, criminal, and juvenile cases. High profile cases are used to illustrate different types of evaluations. Topics include such areas as extreme emotional disturbance, the role of psychology in probation and parole, PTSD in asylum seekers, the role of psychology in death penalty cases, evaluation of stalking, and psychological testing in court.

Current Issues in Psychology
PSYCH-GA.2040, 2041, 2042, 2043  Staff. 3 points. 

Regression & Multivariate Statistics
PSYCH-GA.2041 TBA. 3 points.
This advanced statistics course is designed for students who want to develop a strong conceptual understanding of, and ability to conduct regression, analysis of variance, and some of the multivariate statistical techniques that are prevalent in the research literature. Topics covered will inclued multiple regression, logistic regression, analysis of covariance, mutivariate analysis of covariance, and principal components and factor analysis. Students will learn how to identify the appropriate data analysis techniques for different types of research questions, practice analyses with real data, and clearly communicatie their results to researchers, as well as non-technical audiences. Depending on students' interest and as time permits, other topics may includle an introduction to multidimensional scaling, cluster analysis, multi-level modeling, or structural equation modeling.

Sexual Behavior and Treatment
PSYCH-GA.2041 Abrams. 3 points.
The emphasis of this class will be on the understanding of both the evolution of sex in humans, and how evolved sexual attributes sometimes lead to distress. This understanding will also illuminate how pervasive our sexuality is in virtually every human behavior, interaction, and motivation. The scientific perspective of the class will be evolutionary; and the clinical orientation will be cognitive behavioral thereby providing therapeutic methods for a range of sexual issues. The course will be pan-sexually positive and will help highlight the nature and origins of the various sexualities.

Psychosis in Social Context
This course will discuss the ways in which social and cultural contexts influence psychosis and psychotic-like cognitive and perceptual experiences, with a particular focus on the phenomenon of auditory verbal hallucinations, or hearing voices. Relevant case studies and research literature will be examined, covering topics such as diagnostic categories of psychotic disorders and critiques of these categories, manifestations and interpretations of psychotic-like experiences in different cultures, pharmalogical, psychotherapeutic, and supportive interventions and the influence of consumer activism.

Conflict and Negotiation
PSYCH-GA.204X Battle. 3 points.
The goals of this course are: to review the history of negotiation research in psychology, to identify the major findings and conclusions, and to apply them directly to negotiation situations that will be conducted.  There is a heavy focus on participation in this class, and students should be prepared to develop their practical negotiation skills through engaging in negotiation exercises both inside and outside of class. 

Human Intelligence
PSYCH-GA.204X Kaufman. 3 points.
This course will take a broad approach to understanding human intelligence in its many manifestations, and attempt to answer the following questions: What is intelligence? Can it be measured? How many types of intelligences are there? What does intelligence predict? What are the biological and environmental determinants of intelligence? And, can intelligence be increased?

Rehabilitative Neuropsychology
PSYCH-GA 204X Elbaum. 3 points.
This course will focus on the primary neuro-cognitive and emotional/behavioral challenges that result from acquired brain injury (ABI) and evidence-based evaluation and treatment strategies. Each student will research a different subtype of ABI (such as traumatic brain injury, stroke, anoxia, brain tumor and encephalitis) and present findings, including an interview component to the class. The importance of an integrative, interdisciplinary approach as well as factors that influence recovery will be highlighted.

Modern Psychological Treatments
PSYCH-GA.204X Abrams. 3 points.
This course aims to help the student acquire an understanding of the major theories of psychotherapy and counseling. Ten to 12 of the most widely used psychotherapies and psychological interventions will be examined and critiqued in this course. The examination will include a review of the underlying theory, a summary of the supporting or refuting research, and instruction in how to actually perform each treatment. Every method will be demonstrated with a video of an actual clinical session conducted by the instructor, or by a major figure in applied psychology. Students will learn to make their own assessments of psychological treatment techniques, utilizing process and outcome research.

Emotion and Its Development 
PSYCH-GA.204X  Ausch. 3 points.
This course will examine human emotions from various theoretical perspectives including psychodynamic, phenomenological, biological, and cultural approaches.  Topics include the development of emotional life from infancy through adulthood; the expression and development of specific emotions such as anger, anxiety, shame, joy, and romantic love; and the major cultural, spiritual, and religious traditions that have arisen to help us navigate the complexities of human emotional life.

Culture, Thought, and Emotion
PSYCH-GA.204X Ausch. 3 points.
This course is designed to introduce students to the complex interrelationship between individual psychological life and culture. Such an approach helps us to understand diverse societies, but even more importantly, helps make explicit how 'western-ness' can shape the ways in which one thinks and feels. Sample topics include the relationships between culture and thought, emotion, biology, childhood and technology.

Forensic Assessment
PSYCH-GA.204X Prerequisite: PSYCH-GA.2038 (or equivalent) or PSYCH-GA.2060 (or equivalent) or instructor’s permission. Winkler. 3 points. 
This course examines psychological assessment from a forensic perspective. General assessment measures are reviewed with an emphasis on their application in a forensic context. Several specialized forensic instruments are also examined. Topics include clinical interviewing, assessment of malingering, neuropsychological assessment, personality measures, intelligence testing, integration of test results, report writing and feedback. 

PSYCH-GA.2029. Getzfeld. 3 points.
The goal of this course is to provide students with an introduction to the psychopharmacology of various medications, illicit drugs, and alcohol, as well as the medications’ clinical uses with children and adolescents.  Agents to be covered include antidepressants, antipsychotics,  anxiolytics,  anticonvulsants, stimulants, narcotic analgesics, hallucinogens, and sedatives. Applications for the various drugs covered will be discussed. This course will presume some basic knowledge of the relevant concepts of neurobiology and neurotransmitters, but a brief review of these concepts will be included. Some familiarity with the DSM-5, as well as the medical model of mental illness, is expected.

Love and Attachment In Adult Relationships
PSYCH-GA 204X Gulcur. 3 Points.
This class provides an overview of the dynamics of romantic love and attachment in adult relationships, reviews key theoretical ideas and scholarship, and provides a sampling of research and clinical findings. During the course of the semester, we will look at how attachment theories dovetail with current theories on love and sexuality, and with work undertaken by practitioners and clinicians in the field of couples therapy and sex therapy.

Health Psychology 
PSYCH-GA.2051  Wolkin. 3 points.
This course is an overview of the field, including behavior modification, stress, coronary heart disease, hypertension and stroke, pain, the immune system, AIDS and cancer, issues in pediatric health psychology, smoking, and weight control. The course examines how biological, psychological, and social factors interact with and affect development of illness, the promotion of good health and preventing illness.Topicswill include: the treatment people receive for medical problems; how effectively people cope with and reduce stress pain, and; the recovery, rehabilitation, and psychosocial adjustment of patients with serious health problems. The course will also focus on the role of stress in illness amd certain lifestyle factors.

Gender Roles 
PSYCH-GA.2053  Forte. 3 points.
The goal of this course is to provide an overview of the major theoretical and empirical issues within the study of gender as well as implications for professional practice. It examines the complex, interrelated topics of sex and gender differences; the psychology of women; the psychology of men; and the social and personal “realities” created by gender interactions.

Developmental Psychopathology 
PSYCH-GA.2054 Prerequisite: PSYCH-GA.2020 or PSYCH-GA.2034 Staff. 3 points. 
The goal of this course is to provide an introduction to the topic of psychopathology emphasizing children and adolescents but with a lifespan perspective as well.  A developmental psychopathology framework will be used to explore a number of central issues surrounding the major childhood disorders: a) risk and resilience, b) epidemiology, characteristics, and course of disordered behavior, c) assessment and diagnosis, and d) prevention and treatment.  This course will trace the socioemotional, biological, neuropsychological, and cognitive processes that dynamically interact in development to shape the form of psychopathology against a backdrop of family and culture.

Traumatic Stress Reactions 
PSYCH-GA.2057  Staff. 3 points.
This course provides an in-depth examination of the spectrum of psychological, biological, and social factors associated with exposure to traumatic stress (e.g., childhood sexual abuse, domestic violence, combat exposure, natural and man-made disasters). The course includes a comprehensive review of the etiology, assessment, and treatment of post-traumatic stress disorder (both acute and complex). Relevant research will be discussed in terms of the differential effects of traumatic experiences across groups (e.g., gender, SES, developmental level), and over time. 

Consumer Behavior
PSYCH-GA.2058. Gans. 3 points
This foundation course applies theory and research in psychology to understanding consumer behavior in terms of product/service perceptions, motivation, purchase decision, and consumer satisfaction. Cognitive and perceptual aspects of marketing campaigns and branding are covered. The consumer as part of a larger social context, including the influence of family, peers or cultural groups is covered.  The impact of technology-based social media on consumer behavior is explored. Models of leadership and organizational psychology are presented as informing management practices for innovation, consumer loyalty, and rebranding.

Introduction to Psychological Testing 
PSYCH-GA.2060  Karp. 3 points.
Broad introduction to the field of psychological assessment, including an understanding of the conceptual issues underlying different approaches to testing and assessment. Surveys the major types of tests used in the field of assessment and addresses the development of the most commonly used instruments. Examines testing with regard to psychometrics (reliability, validity).

Theories of Cognitive-Behavioral Therapies 
PSYCH-GA.2062  Staff. 3 points.
Exposes students to the full range of cognitive-behavioral therapy and the underlying assumptions and theoretical models (including its empirical foundations in classical and operant conditioning as well as social learning theory). Also provides students with the practical application of these theories to a wide spectrum of specific psychological problems and psychiatric disorders.

Psychology of Addiction
PSYCH-GA.2063  Staff. 3 points.
This course will include both didactic and experiential components in order to promote a comprehensive approach to learning about addictions. Specifically, there will be a focus on how addictions are theoretically conceptualized, assessed, and treated from a biopsychosocial perspective. A variety of areas will be covered, including the neurobiology of addiction, motivational interviewing, trauma and addiction, gambling addictions, gender issues, binge eating disorders, cognitive-behavioral therapy, harm reduction, relapse prevention, and policy implications.

Counseling Psychology 
PSYCH-GA.2075  Mance. 3 points.
Review of basic counseling theory and techniques. Covers processes underlying individual and group counseling, identification and evaluation of behavioral outcomes, case management, and counseling ethics. Surveys specialized counseling approaches and the needs of special populations.

Psychology of Adolescence 
PSYCH-GA.2082  Browning. 3 points. 
In-depth study of selected topics in adolescent psychology through a reading of primary sources. The readings follow a historic line, beginning with psychoanalytic contributions in the 1930s (Anna Freud, Karen Horney) and continuing through Erikson, Piaget, Elkind, Youniss, and Gilligan. Topics covered include early theoretical conceptions, cognitive development, identity, peer relations, and more recent papers concerned with multicultural and gender issues. Two psychopathological conditions (suicidal behavior and eating disorders) are studied, as prototypes of adolescent problems, along with descriptions of adolescent psychotherapies. The various approaches to research in adolescence are ascertained by paying special attention to the method(s) employed by each author.

Cross-Cultural Psychology 
PSYCH-GA.2084  Gulcur. 3 points. 
Introduces master's degree students to the fundamental concepts, perspectives, values, and strategies of cross-cultural psychology, which focuses on understanding human behavior in its sociocultural context. Takes the perspective that psychological processes can be compared for similarities and differences across cultures, as well as analyzed in their “indigenous” forms. This means that the psyche has both universal and culture-specific components; thus, while some phenomena (e.g., depression) exist in almost all cultures, their causes, manifestations, and meanings may be culture-specific and not comparable.

Interpersonal Approaches to Psychotherapy and Psychopathology 
PSYCH-GA.2085 Prerequisite: PSYCH-GA.2034 Westerman. 3 points. 
Several major developments have contributed to increasing interest in recent years in approaches to psychopathology that focus on a person’s personal relationships and also approaches to psychotherapy that focus on those relationships and the therapist-patient relationship as well. These developments include research documenting that most patients seek therapy for interpersonal problems; recognition that the alliance between patient and therapist is the most reliable predictor of treatment outcome; increasing interest in personality disorders, in which interpersonal processes play key roles; and the fact that some interpersonal approaches to therapy have been designated empirically supported treatments. This course examines a variety of interpersonal approaches, with emphasis on several recent theoretical perspectives (adult attachment theory, models about ruptures and repairs of the therapeutic alliance, and others) that provide very helpful guides for research and practice. Substantial clinical material from actual psychotherapy cases is integrated in class discussions as a way to vividly illuminate readings about theory and research.

Theories of Psychotherapy 
PSYCH-GA.2121  Staff. 3 points.
Overview of the theories of therapeutic change, covering the various interventions currently practiced, ranging from psychodynamic and cognitive-behavioral-based techniques through the existential-based, nondirective and Gestalt modalities.

I/O Required Courses:
Please note: PSYCH-GA.2016 (Master’s Statistics) and PSYCH-GA.2032 (Introduction to Industrial/Organizational Psychology) are required prerequisites for all I/O courses.

However, the following three courses may be taken simultaneously with PSYCH-GA.2016 and PSYCH-GA.2032 during the first semester for full-time, first-year students enrolled in the I/O program only:
    1. PSYCH-GA.2072 Work Motivation and Attitudes
    2. PSYCH-GA.2076 Leadership and Strategic Change
    3. PSYCH-GA.2083 Group Dynamics

Upon the approval of the I/O coordinator, exceptions may be made on a case-by-case basis if an equivalent course has been completed.

Master's Statistics 
PSYCH-GA.2016  Fulfills M.A. statistics requirement. Prerequisites: undergraduate course in statistics and satisfactory performance on diagnostic quiz. Cohen. 3 points.
Topics in experimental design and correlational analysis, including multiple correlation and regression, selected complex factorial designs, and multiple comparisons. Introduction to the use of statistical computer software.

Introduction to Industrial/ Organizational Psychology 
PSYCH-GA.2032  Required of all M.A. students in industrial/organizational psychology. Eggebeen. 3 points.
Personal, social, and environmental factors related to people's attitudes and performance in industrial and other organizations. Topics include personnel selection and evaluation, training and development, job analysis, attitudes and motivation, leadership, group dynamics, organizational structure and climate, and job design and working conditions.

Applied Research Methods 
PSYCH-GA.2067  Prerequisites: PSYCH-GA.2032 and PSYCH-GA.2016 or equivalent. Eggebeen. 3 points.
Development and design of field research and quasi-experimental techniques addressed to applied and theoretical questions: problems of control, selection of variables, nonobtrusive measures, sampling, etc. Evaluation research is emphasized.

Core I Courses:

Personnel Selection 
PSYCH-GA.2070  Prerequisites: PSYCH-GA.2067 or the equivalents. Staff. 3 points.
Development and evaluation of personnel selection techniques, including mental ability tests, personality inventories, interviews, work simulations, biographical information, and drug tests. Strategies for evaluating the validity, fairness, and overall utility of a selection process are addressed.

Performance Measurement and Rewards 
PSYCH-GA.2071  Prerequisite: PSYCH-GA.2067 or the equivalent
Considers the conceptual and practical issues concerning job analysis, criterion development, and performance measurement. Critical review of alternative approaches and evaluation of their use in providing information to meet various organizational objectives, including performance appraisal, training and development, personnel selection, administrative decisions, and compensation.

Training in Organizations
PSYCH-GA.2073  Staff. 3 points.
Development of skills in designing and evaluating training programs. Examination of stated or intended purposes of training programs and methods used to analyze training needs.

Core O Courses:

Work Motivation and Attitudes 
PSYCH-GA.2072  Staff. 3 points.
Analysis and application of motivational theories and principles to individuals and groups in the workplace. Evaluation of the theory and application of various programs and techniques tried previously, including job enrichment, participative management, improved supervision, compensation systems, goal setting, management by objectives, reinforcement, and leadership development and influence techniques.
May be taken with PSYCH-GA.2016 and PSYCH-GA.2032 during the first semester for full-time, first-year students enrolled in the I/O program.

Organizational Development 
PSYCH-GA.2074  Prerequisite: PSYCH-GA.2032, PSYCH-GA.2067, PSYCH-GA.2016 or the equivalent. Staff. 3 points.
Survey of methodological approaches to planned change, including organizational diagnosis, data collection, interventions, feedback, and evaluation. Specific types of interventions covered include strategic planning, organizational design, culture change, team building, survey feedback, goal setting, and career development.

Leadership and Strategic Change 
PSYCH-GA.2076  Staff. 3 points.
The nature and evolving definition of leadership is traced from early conceptualizations of trait, social exchange, and behavioral contingency theories to current approaches involving charismatic, transactional, and transformational leadership. Power, influence, information, and politics are examined as these relate to effective leadership. The importance of leadership behavior in promoting adaptive learning and high-performance organizations is considered in light of leadership selection, development, and succession planning.

I/O Electives:

Consumer Behavior
PSYCH-GA.204X Gans. 3 points.
This foundation course applies theory and research in psychology to understanding consumer behavior in terms of product/service perceptions, motivation, purchase decision, and consumer satisfaction. Cognitive and perceptual aspects of marketing campaigns and branding are covered. The consumer as part of a larger social context, including the influence of family, peers or cultural groups is covered.  The impact of technology-based social media on consumer behavior is explored. Models of leadership and organizational psychology are presented as informing management practices for innovation, consumer loyalty, and rebranding.

Conflict and Negotiation
PSYCH-GA.204X Staff. 3 points.
The goals of this course are: to review the history of negotiation research in psychology, to identify the major findings and conclusions, and to apply them directly to negotiation situations that will be conducted.  There is a heavy focus on participation in this class, and students should be prepared to develop their practical negotiation skills through engaging in negotiation exercises both inside and outside of class. 

Surveying Organizations
PSYCH-GA.2041 Staff. 3 points
This seminar-type course will provide in-depth coverage of organizational surveys and related topics, such as attitude measurement, job satisfaction, and the evolving uses of surveys in organizations. The course will cover the major theories and research in support of the science and practice of these topics. As well, the course will cover survey design, deriving insights from survey data, and the effective use of surveys for organization improvement. By the end of this course, students will have knowledge of the research, theory and practice of organizational surveys, as well as how to conduct scientifically-sound organizational surveys.

Gender Roles 
PSYCH-GA.2053  Staff. 3 points.
Examines the complex, interrelated topics of sex and gender differences; the psychology of women; the psychology of men; and the social and personal “realities” created by gender interactions.

Psychology of Decision Making 
PSYCH-GA.2059  Staff. 3 points. 
Exploration of the psychological processes that underlie people's judgments and decision making. First identifies some general rules that capture the way people make decisions. Then explores how people make decisions in numerous domains, including consumer, social, clinical, managerial, and organizational decision making. Looks at both rational and irrational patterns in the way people select options. Discusses the impact of the media on our choices. Also examines how different ways of presenting options and different decision-making strategies can influence decision outcomes. In general, emphasizes the applied implications of the various perspectives on decision making.

Personality and Organizational Behavior
PSYCH-GA.2077  Staff. 3 points. 
Reviews theory and empirical research in industrial/organizational and personality psychology to explore the effects of individual differences on workplace outcomes, such as job performance, work attitudes, leadership, and turnover. Examines the Big Five personality model, specific dispositions such as self-esteem, achievement motive and emotional intelligence, as well as interactionist and evolutionary personality theories/research in order to better understand the relationship between personality and organizational behavior.

Management Consulting 
PSYCH-GA.2067  Eggebeen. 3 points. 
This course is designed to provide students with an understanding of the consulting process through practical, hands-on engagement with I/O principles and practices. It will include an opportunity to learn and demonstrate the skills of client problem definition, analysis, solution and presentation. Course topics cover the basics of the consulting process dealing with resistance to change and adding value for clients. Students consult on projects with actual clients, role-play difficult consulting situations, discuss and apply consulting models, tools, and techniques, present their plans and solutions to the class and debate the merits of alternative strategies.

Executive Coaching and Development 
PSYCH-GA.2079  Prerequisite: PSYCH-GA.2073 or PSYCH-GA.2076. Gans. 3 points.
Executive Coaching is an advanced elective on theories, methods, and techniques of coaching executives for leadership development. Learning coaching skills for being an effective manager will be gained in this course. The organization benefits from the leadership development gained from coaching executives in terms of: accelerated delivery of strategic objectives; developing greater organizational resilience in response to change; and improving quality of work life. Coaching is a tailored learning program for behavioral change and optimized performance. Coaching differs from other types of training programs because of the individualized relationship established between the client and coach over an extended time frame. The course examines coaching engagement processes, how assessment is used, feedback mechanisms, and techniques for counseling for enhanced performance. Although the focus of the course will be on individual coaching, applications to team development will be included. The course includes lectures, guest lectures, and a mentoring assignment in which coaching skills can be practiced.  

Group Dynamics 
PSYCH-GA.2083  Gans. 3 points. 
The focus of this course is group theory, research and process. The objective of this course is to develop your knowledge, skill and experience in how groups function and the dynamics of human interaction in a group setting. Students examine their own individual behavior in a group setting including the factors that impact their behavior as well as how others perceive and respond to them. Upon completion of this course students should have acquired and demonstrated in effective communication skills including: reflecting, clarifying, linking, paraphrasing, summarizing, receiving and giving feedback, probing, challenging, mediating, and owning. Students take on a role in defining goals for their teams and work on group p rojects, which may include a service learning project in the community, as an example of how groups operate to come to an understanding of individual and group differences and how diversity affects dynamics.
May be taken with PSYCH-GA.2016 and PSYCH-GA.2032 during the first semester for full-time, first-year students enrolled in the I/O program.
NOTE: This is an experiential course; your active participation should demonstrate your growing understanding of the academic concepts and growing skill in group dynamics.

Organizational Climate and Culture
PSYCH-GA.2086  Staff. 3 points. 
The course will cover basic as well as advanced concepts involved in the theory, measurement, and importance of organizational climate and culture. Each class session is a mix of lectures, case studies, class discussion, and applied projects focusing on research and theory as well as practical issues and techniques used in applied settings.  Upon completion of this course, students will have an understanding of: 1) the  various models used to define organizational climate and culture; 2) the impact of climate/culture on various organizational and individual phenomena; 3) methodologies used to measure organizational climate and culture; and 4)concepts and methodologies of culture change.

Psychology of Diversity
PSYCH-GA.2088  Staff. 3 points. 
This course will review current theories and research on diversity especially as they relate to the workplace. Students will examine psychological principles and research as they relate to human behavior and how we perceive and interact with people who have different backgrounds, values, cultures, experiences and ideas. Additionally, there will be special emphasis on the dynamics of diversity in the workplace and the identification and examination of strategies to successfully manage diversity

Organizational Resilience and Quality of Work Life
PSYCH-GA.2090  Gans. 3 points. 
This course focuses on organizational resilience and quality of work life as key strategic levers in adaptive change management. Five domains of theory, research and practice will be emphasized: 1) Behavioral and occupational health including defining physiological, situational, and psychological components of stress, stress management, and response to large-scale organizational change; 2) Diversity and decentralization: Managing global, multicultural teams including the role of enabling technology to support social/corporate networks in decentralized environments; 3) Flexible workplace practices as part of talent attraction and retention; 4) Resilient leadership with an emphasis on positive psychology neuroscience research underlying social/emotional intelligence; 5) Innovation and creativity as part of resilient business strategy and as an individual competency. Students will gain experience assessing these dimensions in a consultative project with an organization and have a chance to put theory and research into practice.

Non Classroom Courses for I/O and General Students:

Please note:
Enrollment in the following courses requires the permission of the I/O director along with the listed prerequisites.

Independent Study 
PSYCH-GA.2110  Prerequisite: permission of the instructor. May be repeated for credit. 3 points.
Supervised reading and/or research with a faculty member on a topic selected by the student.

PSYCH-GA.2125  Prerequisite: permission of the instructor. Gans. 3 points.
Supervised practicum in a selected agency, clinic, or human resources department. Placement, according to occupational needs and goals of the student, may vary from planning and administration to clinical practice. Joint supervision by the academic and qualified agency staff.

Independent Research 
PSYCH-GA.2140  Enrollment is subject to the availability of appropriate projects. Prerequisites: one core C course and permission of appropriate sponsor. 3 points.

Master's Seminar 
PSYCH-GA.2199  Open to students in the master's program who are completing a thesis.Prerequisites: PSYCH-GA.2016 or equivalent, one core C course, and permission of appropriate sponsor. Staff. 3 points.

To take courses at the 2200 level and beyond, students must be admitted to doctoral study or get the instructor's permission.

Cellular, Molecular, and Developmental Neuroscience
PSYCH-GA.2201  Identical to G80.2201. Part of core curriculum for doctoral students in cognition and perception. Feldman. 4 points.
Team-taught, intensive introduction to basic neuroscience. Lectures and readings cover neuroanatomy; basic biophysics; cellular, molecular, and developmental neuroscience.

Sensory and Motor Systems
PSYCH-GA.2202  Identical to G80.2202. Part of core curriculum for doctoral students in cognition and perception. Feldman. 4 points.
Team-taught, intensive introduction to integrative neuroscience. Lectures and readings cover sensory and motor systems and higher functions of the nervous system.

Laboratory in Cellular, Molecular, and Developmental Neuroscience
PSYCH-GA.2203  Identical to G80.2203. Corequisite: PSYCH-GA.2201. Semple, staff. 3 points.
Team-taught, state-of-the-art teaching laboratory in neural science. First semester includes neuroanatomy, histology, and cellular and molecular neuroscience.

Laboratory in Sensory and Motor Systems
PSYCH-GA.2204  Identical to G80.2204. Corequisite: PSYCH-GA.2202. Semple, staff. 3 points.
Team-taught, state-of-the-art teaching laboratory in neural science. Second semester includes sensory neurophysiology, modern neuroanatomical tracer techniques, psychophysics, and computational neuroscience.

Behavioral Neuroscience
PSYCH-GA.2206  Identical to G80.2206. Prerequisites: undergraduate calculus and some programming experience. Simoncelli. 4 points.
Basic mathematical techniques for analysis and modeling of neural systems. Includes homework sets based on the MATLAB software package.

Categories and Concepts
PSYCH-GA.2207 Murphy. 3 points
This course covers the major topics in the psychology of concepts.  The focus is on central issues of concept representation and use. The first part of the course discusses the “traditional” questions of the past 15 years, such as prototype vs. exemplar theories and computational models of category learning. Then the course addresses questions of how concepts are integrated with and constrained by more general knowledge. Other topics include similarity, expertise, induction, and conceptual combination. Developmental perspectives on these topics are considered throughout the course.

Cognitive Development
PSYCH-GA.2209  Part of core curriculum for doctoral students in cognition and perception. Adolph. 3 points.
Introduction to central issues in the study of cognitive development, which aims to (1) provide breadth by reviewing the major theoretical approaches, classic tasks, and paradigms for studying and understanding cognitive development (constructivist, nativist, biological, information processing, and systems approaches) and (2) provide depth by considering the strengths and shortcomings of each theory and the pros and cons of different research strategies for investigating the central questions of cognitive development (characterizing change, underlying change mechanisms, generality of change, and stability of behaviors across individuals and circumstances).

Math Tools for Cognitive Science and Neuroscience I
PSYCH-GA.2211 Maloney, Daw. 3 points
Intensive course in basic mathematical techniques for analysis and modeling of behavioral and neural data, including tools from linear systems and statistics. In 2008, first semester Math Tools is being offered jointly for students from Neural Science and Psychology, as an alternative for the first-semester of the two-semester psychology sequence.

Neureconomics and Decision
PSYCH-GA.2212  Prerequisites: elementary probability theory. Some familiarity with lust, greed, sloth or gluttony.
Daw, Maloney, 3 points.
This course examines decisions from theoretical, behavioral, and neural perspectives. A first goal of the course is to review normative and descriptive theories of decision under risk or uncertainty, decisions based on sampling, temporal discounting, visuo-motor analogues of decision, and decisions in multi-agent interactions. We will also explore learning in the context of decision problems, including reinforcement learning and foraging models. Finally, we will consider how all this work informs and is informed by research in humans and animals about the neural substrates for decisions. We will read both classical papers and very recent work, some chosen to reflect the interests of the participants.

Judgment and Decision Making
PSYCH-GA.2xxx  Prerequisite: elementary probability theory. Maloney, staff. 3 points.
Covers normative and descriptive theories of individual decision making, the classical experimental literature, and recent work, such as the Prospect Theory of Kahneman and Tversky.

Language Acquisition
PSYCH-GA.2214  Prerequisite: instructor's permission or a graduate course in linguistics or psycholinguistics. Marcus. 3 points.
Development of grammatical structure in children's language; word learning; views of the nature of the acquisition process; what the study of language development says about the nature of language.

Research Methods in Social/ Personality Psychology
PSYCH-GA.2217  Staff. 3 points.
The basics of conducting social and personality psychology research. Students receive practical instruction in research design, methodologies, statistical analysis, and evaluation of published research articles for soundness of design and validity of conclusions.

Computational Models of Cognitive Science
PSYCH-GA.2219  Marcus. 3 points.
Introduction to computational modeling, connectionist and symbolic, in cognition and language; why modeling is important, what makes a good model, and how models can inform experimental work. Topics include object permanence, linguistic inflection, and the acquisition of grammar.

Behavioral and Cognitive Neuroscience
PSYCH-GA.2221  Identical to G80.2205. Part of core curriculum for doctoral students in cognition and perception. Curtis, Suzuki. 3 points.
Provides a detailed background in four major areas: (1) neuroanatomy of the brain and spinal cord; (2) cognitive neuroscience, including discussions of consciousness, cognitive neuroscience techniques, as well as high-level sensory perception/recognition; (3) learning memory and emotion, including conditioning and motivation; and (4) cellular mechanisms of plasticity.

PSYCH-GA.2223  Part of core curriculum for doctoral students in cognition and perception. Landy. 3 points.
In-depth survey of psychophysical and modeling methodology, and vision and auditory research. Topic areas include linear systems theory, signal detection theory, optics, spatial vision, motion analysis, depth perception, color vision, auditory coding of intensity and frequency, sound localization, and speech perception.

PSYCH-GA.2226  Part of core curriculum for doctoral students in cognition and perception. McElree. 3 points.
Graduate-level introduction to the cognitive processes and linguistic structures that enable language comprehension and production, with an emphasis on lexical, syntactic, and semantic structures and processes.

Intermediate Statistical Methods in Psychology
PSYCH-GA.2228  3 points.
Review of introductory statistical methods, with special emphasis on sampling distributions, statistical inference and estimation, statistical power, and sample size estimation for common statistical tests. Methods include measures of association, t-tests, ANOVA, and chi-square. Use of statistical computer software.

PSYCH-GA.2229  Prerequisite: PSYCH-GA.2228 or the equivalent. 3 points.
Multiple regression/correlation as a general data analytic system. Sets of variables as units of analyses, representing group membership, curvilinear relationships, missing data, interactions, the analysis of covariance and its generalization; logistic regression; nonparametric statistics. Computer applications.

Simulation and Data Analysis
PSYCH-GA.2233  Prerequisite: elementary calculus and some programming experience in any language. Maloney. 3 points.
Covers topics in numerical analysis, probability theory, and mathematical statistics essential to developing Monte Carlo models of complex cognitive and neural processes and testing them empirically. Most homework assignments include programming exercises in the MATLAB language.

Linear Systems
PSYCH-GA.2236  Prerequisite: elementary calculus. Maloney. 3 points.
Introduction to linear systems theory and the Fourier transform. Intended for those working in biological vision or audition, computer vision, and neuroscience and assumes only a modest mathematical background.

PSYCH-GA.2239  Prerequisite: PSYCH-GA.2228. 3 points.
Complex analysis of variance designs and their computation.

Multivariate Statistical Analysis
PSYCH-GA.2244  Prerequisite: PSYCH-GA.2229 or permission of the instructor. Maloney. 3 points.
Theory and application of multivariate statistical methods in the behavioral sciences. Topics include matrix algebra, univariate/multivariate general linear models, multivariate analysis of variance, discriminant analysis, canonical correlation, and principal components analysis. Emphasis is on computer applications in the analysis of multivariate data.

Structural Equation Methods
PSYCH-GA.2247  Prerequisite: PSYCH-GA.2229 (regression). Shrout. 3 points.
Students apply and critique structural equation methods for studying relationships among multiple variables, including path analysis, confirmatory factor analysis, latent variable regression models, and methods designed for categorical data. Emphasis is on practical data analysis and public presentations of findings.

Analysis of Change
PSYCH-GA.2248  Prerequisite: PSYCH-GA.2229. Shrout. 3 points.
Current issues and methods involving the analysis of change in the behavioral and social sciences, including latent change approaches, hierarchical linear models, and survival analysis, as well as classical methods for the analysis of change, including change scores, mixed model ANOVA, regression, and MANOVA.

Functional Magnetic Resonance Imaging Lab
This course covers the major topics and issues in the field of fMRI. With this background, students will be able to design and implement their own fMRI experiments. There are weekly lab projects that will involve acquiring and analyzing fMRI data, and submitted written lab reports. Final grades are based on the lab reports. The lectures provide background information useful in performing the labs, along with additional information for a broader and deeper understanding of fMRI methods. Prerequisites: Graduate standing in Psychology or Neural Science or permission of the instructors. Recommended: some experience with Matlab programming, statistics, and linear algebra.
Psychology of Justice

PSYCH-GA.2255  Tyler. 3 points.
Introduction to psychological theories about social justice. Examines the four major theoretical frameworks of justice theory: relative deprivation, distributive justice, procedural justice, and retributive justice. Using these frameworks, the course examines the role of justice in social attitudes and behavior, the influence of justice on the advantaged and disadvantaged, the scope of justice concerns, the nature of the justice motive, and cultural differences in conceptions of justice.

Law and Psychology
PSYCH-GA.2257  Tyler. 3 points.
Examines the interface between psychology and the law and legal institutions. Considers a variety of topics, including the use of empirical evidence by the courts; decision making by legal actors (judges, juries); why people obey the law; how to resolve social conflicts, etc.

Seminar in Social/Personality Psychology
PSYCH-GA.2279  3 points.
Systematic introduction to current research topics, including person perception, trait structure and heritability, attribution, stereotyping, affiliation, achievement, gender, helping, equity and justice, aggression, intergroup relations, and cross-cultural research.

PSYCH-GA.2280  Staff. 3 points.
The history of two distinct models of thought—one conscious and intentional, the other automatic and unintentional—as research topics in psychology. Explores the meaning and nature of these forms of thought and their interaction and impact on social psychological phenomena, from perception through judgment to behavior. Explores motivation, free will, and nature and purpose of consciousness.

Basic Research Methods in Social Behavior
PSYCH-GA.2284  Heilman. 3 points.
Introduces research methods and issues in the scientific study of social behavior. Topics include the logic of inquiry and theory development; ethics of research with human participants; research design; methods of data collection; and application of research principles to investigations in laboratory, community, and organizational settings.

Advanced Research Methods in Social Behavior
PSYCH-GA.2285  Prerequisite: PSYCH-GA.2284. 3 points.
Practice in idea formulation, data analysis, and report writing. Current research from relevant journals examined critically. Projects carried out in groups.

Person Perception- A Cognitive Approach
PSYCH-GA.2286, Uleman. 3 points
This seminar focuses on a wide selection of current research and theoretical perspectives on how we perceive other people. Topics include how object and person perception differ, developmental and adult versions of “theories of mind” about others, spontaneous inferences and implicit theories about others, cultural differences in these phenomena, the nature and uses of trait concepts, the interaction of automatic and controlled processes in person perception, and non-verbal cues and communication. Accuracy in person perception, and stereotyping, are major research areas in their own right, and are only briefly considered here. Students are expected to contribute to discussions of the readings each week, make two presentations during the semester on related readings of their choice, and write a research proposal on a topic of particular interest to them. There is also a final exam.

Foundations of Social Cognition
PSYCH-GA.2291  Staff. 3 points.
Introduction to the historical roots of and current trends in social cognition. Stages in information processing (including attention, categorization, explanation, inference, and recall) and their relation to judgment, behavior, and social issues, such as prejudice and discrimination. Also the role of situational and personality mediators.

Seminar in Psycholinguistics
PSYCH-GA.3210  May be repeated for credit. Marcus, McElree. 3 points.
In-depth examination of topical issues in language comprehension, production, and acquisition. Sample topics: mechanisms for syntactic and interpretative processing; modular and nonmodular approaches to language comprehension; statistical and rule-based approaches to language acquisition.

Culture and Child Development
PSYCH-GA.3211  Prerequisite: a doctoral-level course in developmental psychology. Staff. 3 points.
Focuses on theoretical and empirical work, from a variety of disciplines (including psychology, anthropology, education sociology, history, and evolutionary psychology), that considers the role of cultural factors in children's cognitive and social development. Rather than simply debating notions of cultural specificity versus universality, participants are asked to consider the potential contribution that analyses of cultural factors can make to our understanding of children's development in general. Students are active participants in organizing and leading class discussion and are required to prepare a research proposal that addresses a specific issue regarding the role of cultural factors in development.

Seminar in Cognitive, Perceptual, and Language Development
PSYCH-GA.3220  May be repeated for credit. Adolph, Johnson, Marcus. 3 points.
Advanced topics in developmental psychology. Topics may include conceptual development, language acquisition, motor skill acquisition, and perceptual learning and development.

Seminar in Perception
PSYCH-GA.3233  May be repeated for credit. Carrasco, Landy, Maloney, Pelli. 3 points.
Advanced topics in perception. Topics have included object recognition, space perception, binocular stereopsis, visual cue combination, feature analysis, visual-motor coordination, visual attention, and fMRI methods in perception.

Behavioral Neuroscience
PSYCH-GA.3241  Identical to G80.3241. Prerequisite: PSYCH-GA.2202 or equivalent. LeDoux. 3 points.
Survey of basic areas in behavioral neuroscience. Areas of primary interest include behavioral and neurobiological analysis of instinctive behavior, conditioning, motivation and emotion, and learning and cognition.

Seminar in Selected Research Topics in Social Psychology
PSYCH-GA.3282  May be repeated for credit. 3 points.
Considers significant current research areas in social/personality psychology. Presentations by guest speakers and by students engaged in their own research programs constitute a major portion of this course.

Dissertation Research
PSYCH-GA.3301, 3302  May be repeated for credit; however, no more than 6 points may be counted toward the 72 points required for the doctorate. 3 points per term.
Discussion of proposals and methodology for doctoral dissertation, planning of dissertation work, and reports of progress.

Preproposal Research in Psychology
PSYCH-GA.3303, 3304  Prerequisite: permission of the instructor. May be repeated for credit. 3 points per term.
Research for one or two terms in addition to the doctoral research.

Reading Course in Psychology
PSYCH-GA.3305, 3306  Open only to advanced students. Prerequisite: permission of the instructor. May be repeated for credit. 3 points per term.
Planned program of intensive readings in a defined area of psychology with supervision of a member of the department.

Research in Problems in Psychology
PSYCH-GA.3321, 3322  Prerequisite: permission of the instructor. May be repeated for credit. 1-6 points per term.
Supervised research on a special problem apart from the doctoral thesis, in addition to PSYCH-GA.3303, 3304.

Seminar in Memory and Cognition
PSYCH-GA.3326  May be repeated for credit. Davachi, McElree, Murphy, Phelps, Rehder. 3 points.
In-depth examination of topical issues in memory and cognition. Sample topics: mathematical models of memory and cognitive processes; aging, memory, and cognitive control; imaging methods in cognitive tasks; current controversies in categorization.

PSYCH-GA.3380. Amodio. 3 points
This course provides a comprehensive overview of topics in the social psychological study of prejudice, stereotyping and intergroup relations. Each week, we will discuss both theoretical and empirical articles related to different topics within this broad field of research. Throughout the course, there will be an emphasis on considering and integrating classic and contemporary approaches to questions of intergroup relations, and discussions will focus on the ability of this research to capture the psychological phenomenon of prejudice, to make contact with other levels of analysis, and to promote social change (i.e., prejudice reduction).

Social Neuroscience
PSYCH-GA.3381 Amodio. 3 points
This course provides an overview of topics in the emerging field of Social Neuroscience. We will focus on how theories and methods of neuroscience may be used to address classic questions of social psychology from new and informative angles. The goal of this course is to give you a broad background in social neuroscience so that you may (a) be a critical consumer of this literature, (b) broaden the way you think about connections between the mind, brain, and behavior in the context of the social world, and (c) most importantly, apply these ideas to inform your own program of research.

Auditory Perception & Cognition
PSYCH-GA.3392 Poeppel. 3 points
A selection of issues from auditory perception and cognition are examined, from theoretical, psychophysical, and cognitive neuroscience perspectives. Topics may include pitch perception, the temporal analysis of sounds, speech perception, multi-sensory processing, MEG approaches to studying hearing and speech, and others.

Origins of Learning
PSYCH-GA.3399. Adolph. 3 points
This course will explore the origins of learning in several ways. First, we will look for the earliest manifestations of learning in the embryo and fetus. Second, we will discuss the evidence for various learning mechanisms in infants and young children (e.g., habituation, association learning, statistical learning, rule learning, Bayesian learning, analogy, learning sets). Third, we will try to understand the role of development in learning (e.g., whether developmental changes constrain or enhance learning). Finally, we will consider how infants select among possible learning mechanisms. Readings will include classic and recent studies in the human and animal literatures. Several guest authors will join the discussion.

The course provides an overview of major theories and findings in research and self-regulation. More specifically, we will address the history of research on motivation and volition, classic phenomena of self-regulation (delay of gratification, resistance to temptation), the psychology of goals (goal setting, goal implementation, effortful goal pursuits, disengagement, content and structure of goals, the mental representation of goals), disorders of self-regulation, cognitive-neuropsychological research on self-regulation, and self-regulation from the perspective of economics. We will focus on interrelations and contradictions between the different approaches as well as on designing research that promotes different lines of thinking.

Developmental Social Cognition
This seminar will examine the development of social cognition as a special topic in conceptual development. Major theoretical issues to be discussed include the contributions of domain-specific and domain-general learning mechanisms to development, the extent to which social cognition involves universal and culturally variable processes, and the relations between cognitive and social development. Topics to be covered include the development of mental-state reasoning, social inference, moral cognition, social categorization, stereotyping, and other topics of interest to participating students.

Special Topics: System Justification Theory
PSYCH-GA.3404 Jost. 3 points
According to system justification theory, people are both consciously and unconsciously motivated to defend, bolster, and justify aspects of the societal status quo.  In this seminar we will read and discuss the relevant research literature in order to critically evaluate the evidence pertaining to the theory and consider the broader implications of that evidence.

Person Perception within Dyads
PSYCH-GA.3405 West. 3 points
This course focuses on theoretical and methodological approaches to studying dyadic and group-level person person processes. Topics covered will include person perception within a wide variety of close relationships (including romantic, friendship, and family relationships) and new acquaintance relationships (including friendships and intergroup relationships). Much of the focus will be on understanding how basic perception processes operate in dyad and group-level contexts; processes such as self perception, perceived partner perception, and metaperception. In addition, new methodological approaches to studying dyads and groups will be introduced. It is recommended although not required that students have taken at least one graduate course in statistics prior to enrolling in this course.

Psychology and the Design of Legal Institutions
PSYCH-GA.3405 Tyler. 3 points
This joint law school-psychology seminar provides an overview of the literatures in which law and psychology interface.  These include legal decision making by judges and juries; evidence; studies of legal procedures and institutions; and research on compliance and rehabilitation.

Bayesian Modeling of Behavior
PSYCH-GA.3405 Ma. 3 points
Bayesian inference is the mathematical framework for making optimal decisions and actions when the state of the world is not exactly known. This course will provide an intuitive yet mathematically rigorous introduction to Bayesian models of behavior in perception, memory, decision-making, and cognitive reasoning. While this is primarily a psychology course, we will also discuss connections to economics and neuroscience. This course is not about Bayesian data analysis, but about theories that the brain itself is a Bayesian decision-maker. Nevertheless, we will spend some time on model fitting and model comparison.

The Relational Self
PSYCH-GA.3406 This seminar will cover research literatures on the manner in which the self develops, is defined, and is maintained in the context of interpersonal relationships.  It will be a true seminar in that participants will read journal articles and chapters each week before class so we can all discuss these works in depth.  Selected topics will be covered that involve relational aspects of the self, including the social-cognitive process of transference, relational schemas, attachment processes, contingencies of self-worth, self-protective processes, and relationship-protective processes, interdependent self-construal, self-standards/roles/norms, social identity, and culture.

Seminar in Current Topics
PSYCH-GA.3391, 3392, 3393, 3394, 3395, 3396, 3397, 3398, 3399, 3400  May be repeated for credit. 3 points per term.
The department offers several seminars each term, reflecting the interest of advanced students or members of the faculty in contemporary problems in psychology theory, research, or practice.