Psychology (PSYCH-GA)

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.

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.

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.

An introduction to the structure and function of the nervous system with an emphasis on basic behavioral neuroscience. Through a combination of textbook readings and lecture the course provides an overview of the structural and functional properties of neurons, fundamentals of neurophysiology and chemical synaptic transmission, and underpinnings of sensation, motor function, learning and memory, motivation and emotion

How has the persistent use of social media applications become internalized as part of our psychological DNA; an invisible social “operating system,” influencing our behavior? Does social media engagement affect self-concept, self-esteem and mood regulation? What are the psychological mechanisms by which socially networked groups create changes on the political, consumer advertising, and cultural landscapes? What is the difference between engagement, habit, and addiction to social media? Accelerated 24/7 communications alter the experience of psychological, temporal, and physical distance between people. Does this change the nature of what we experience as a “relationship,” a “family” or a “friend?”

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.

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.

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.

The course will provide students with a broad perspective on the discipline of psychology through the 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).

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.

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.

Survey of what modern cognitive psychology says about problem solving and reasoning, memory, language, imagery, and pathology of language and thought.

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.

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 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.

An overview of biological psychiatry, including recent insights obtained from genome-wide association studies, biomarker identification, human brain imaging, and animal models. Risk, diagnosis, pathophysiology, treatment, and new directions are covered with regard to drug addiction, obesity, anxiety disorders, affective disorders, and schizophrenia. Readings are taken from the recent scientific literature. There are no exams. Students do in-depth reading/research on a topic of personal interest, leading to a PowerPoint presentation and final paper.

This course provides an introduction to clinical neuropsychology, including fundamentals of brain-behavior relationships, functional neuroanatomy, human cortical organization, and neuropsychological assessment. The learning objectives are to develop your knowledge base relating to: (1) human functional neuroanatomy, (2) major neurological disorders, (3) major neurological syndromes due to lesions to various regions of the brain, and (4) and clinical evaluation procedures.

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.

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.

Surveys the current clinical, theoretical, and research approaches to studying aggressive and violent behavior? including cognitive models and biological variables?in relation to mental illness. Students review the literature on the antecedents of violent behavior as well as the evaluation and treatment of violent patients, along with related forensic issues.

Covers several areas that form the interface between the legal system and psychology. Topics include the causes, treatment, and prevention of criminal behavior; eyewitness testimony, expert witnesses, jury composition, and the role that psychologicalCovers several areas that form the interface between the legal system and psychology. Topics include the causes, treatment, and prevention of criminal behavior; eyewitness testimony, expert witnesses, jury composition, and the role that psychological factors play in the presentation of a course case; and the role of punishment.

Covers latest advances in forensic psychology by means of invited speakers and detailed analyses of key legal cases.

Master's level current topics courses. Topics vary by section

Master's level current topics courses. Topics vary by section

Master's level current topics courses. Topics vary by section

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.

This course aims to help the student acquire an understanding for the major theories of psychotherapy and counseling. Ten to twelve 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 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

Deals with the spectrum of psychological, biological, and social sequelae of experiences of traumatic stress. Traumatic stressors studied include combat exposure, childhood sexual abuse, natural and man-made disasters, and political prisoner/refugee experiences. Relevant research illustrates the differential effects of traumatic experiences across groups (e.g., gender, developmental level) and over time.

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

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. Also examines how the impact of the media and different ways of presenting options and different decision-making strategies can influence decision outcomes.

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).

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.

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.

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 will 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.

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.

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.

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.

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.

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.

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.

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.

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; such specific dispositions as self-esteem, achievement motive, emotional intelligence, and explanatory style; and interactionist, psychodynamic, and evolutionary personality theories in order to better understand the relationship between personality and organizational behavior.

The consulting process through the lens of industrial/organizational principles and practices. Students learn and demonstrate the skills of client problem definition, analysis, solution, and presentation.

Coaching is a tailored learning program for behavioral change and optimized performance. This seminar focuses on how coaching in the organization can help individuals achieve optimal leadership competencies; better delivery of strategic objectives; greater resilience in response to organizational change; and improved quality in personal and professional development. Although the focus of the course is on individual coaching, applications to team development are included

A study of the processes by which individuals start functioning as a team. Considers the developmental stages of team development and the patterns of making decisions and relating to group leaders from a systemic, social, and psychological point of view. Includes a combination of didactic and experiential methods that would be of interest to future team consultants, to people who belong to work teams, to the social psychologist studying how people function in groups, and to the future clinician interested in conducting group therapy.

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.

This course will cover basic as well as advanced concepts involved in the theory, measurement, and importance of organizational climate and culture, by means of both lecture and class discussion. Lectures will focus on research and theory as well as practical issues and techniques used in applied settings. Students will learn about: the various models used to define organizational climate and culture; the impact of climate/culture on various organizational and individual phenomena; methodologies used to measure organizational climate and culture; and the importance of social networks and how to measure them.

The objective of this course is to provide students with knowledge and strategies for understanding and managing diversity issues in the workplace. We will review current theories and research on diversity, especially as they relate to the workplace. We 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.

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

Supervised reading and/or research with a faculty member on a topic selected by the student.

Supervised practicum in a selected agency, clinic, or human resources departSupervised 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.

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.

Independent Research for 3 credits involves 8-10 hours per week working on empirical research in a faculty lab under supervision.

Spring and summer course that gives you 3 credits for writing your thesis. Reserved for students who have sponsors outside of NYU or those who demonstrate a need for extra help. It involves designated office hours with Dr. Liz for support. You get a "pass" for this class when your sponsor passes your thesis (it is a pass/fail class, not graded)

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.

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).

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.

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.

The goal of the course is to develop a sophisticated ability to critically evaluate, constructively generate, and utilize theoretical perspectives in social psychology. The first part of the course will review philosophy of science and social psychological perspectives on the role, construction, and evaluation of theory. The second part of the course will review classical and recent social psychological theories in several areas, including theories of cognitive consistency, theories of self, theories of social comparison, social identity, and shared reality, theories of motivated social cognition, and theories of ideology, society, and social culture.

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.

The overarching goal of this course is to examine how brain development and cognitive development are related. The course will explore how neuroscientific methods and discoveries can inform our knowledge about cognitive changes from infancy to adulthood, as well as how the study of cognitive development can inform our understanding of brain function.

Team-taught intensive course. Lectures, readings, and laboratory exercises cover neuroanatomy, cognitive neuroscience, learning, memory, Team-taught intensive course. Lectures, readings, and laboratory exercises cover neuroanatomy, cognitive neuroscience, learning, memory, and emotion.

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.

Learning is a critical component of adaptive behavior in animals and humans. This course will expose students to key concepts, theories, and experimental paradigms for studying human learning. The goal is to provide an integrative view of the area that crosses both classic approaches (e.g., classical conditioning, instrumental learning) as well as modern issues (e.g., cognitive neuroscience of learning, language learning, social learning, computational approaches). Special attention will be given to exploring what is known about the neural substrates of learning and memory, as well as computational and mathematical theories. Students will leave the course as sophisticated consumers of learning research and be able to apply learning concepts directly to their own research. This course fulfills part of the introductory "core" cognition requirements for the NYU psychology program. As such there will be a series of take-home exams throughout the semester that assess mastery of the key concepts.

Graduate-level introduction to the cognitive processes and linguistic structures that enable language compre- hension and production, with an emphasis on lexical, syntactic, and semantic structures and processes.

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.

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.

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.

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.

Complex analysis of variance designs and their computation.

Theory and statistical analysis of psychophysical experiments. Covered topics will include psychophysical tasks and procedures, methods of fitting psychometric functions to data and gauging goodness of fit, signal detection theory, adaptive psychophysical procedures, parameter estimation and confidence intervals including Bayesian estimation and model comparison.

Theory and practice of measurement; classical test theory (reliability and validity); item response theory; latent trait methods, including factor analysis; and logistic latent trait models. Provides computer experience with methods.

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.

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.

The course provides an overview of the major theories and findings in research on 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 the different lines of thinking.

In The Descent of Man (1871), Charles Darwin famously argued “I fully…subscribe to the judgment of those writers who maintain that of all the differences between man and the lower animals the moral sense or conscience is by far the most important.” In this class, we examine what may be the most distinctive feature of humanity—our pervasive capacity for moral cognition. We will consider both the evolutionary and cultural foundations of morality. Philosophers and scientists have been captivated by the human capacity for moral and ethical decision-making for hundreds of years. We will focus on the underlying mental processes the guide moral judgments and decision-making. This interdisciplinary course will include research in social, cognitive and developmental psychology, as well as social and affective neuroscience, political science, communications, and philosophy. You will read about the major theoretical debates and empirical developments in the area of moral psychology by reading classic and contemporary articles. You will share cutting edge research with your peers. You will have the chance to lead discussion on your favorite topic(s) in the field and ask questions about other topics. You will also design your own experiment on the topic and share it with your peers. By the end of this course, you will have a level of expertise necessary to conduct research in the field.

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.

This course provides a comprehensive survey of the study of political psychology, which is a dynamic sub-discipline at the intersection of psychology and political science. (A special emphasis is placed on perspectives derived from social and personality psychology). After reviewing the historical development of political psychology and discussing the role of values in social science, we will cover a series of substantive topics, including authoritarianism and mass politics; personality and political leadership; mass media and candidate perception; left-right (or liberal-conservative) ideology; public opinion and voting; individual and group decision-making; leadership and persuasion; social identification and social dominance; racial and ethnic prejudice; intergroup relations; causes and effects of terrorism; protest, collective action, and revolution.

This is an advanced introduction to the cognitive neuroscience of human language. Lectures and discussion on central topics in the neurobiology of language processing and on foundational questions having to do with the relationship between experimental and theoretical approaches to the study of language. Literature and ongoing research on auditory perception, lexical access and syntactic/semantic processing are discussed. In addition to surveying existing results, the course is heavily focused on discussing what kinds of questions about language processing and representation can be investigated with the currently available neurobiological methods/knowledge. Basic neuroanatomy, functional imaging techniques and behavioral measures of cognition are introduced.

Successful progression through the doctoral program requires regular laboratory participation, consistent contact with the Faculty Advisor, and attendance at weekly meetings. Students are therefore required to enroll in Doctoral Research Laboratory, PSYCH-GA 3000, each semester (spring/Fall) in year one, two, three, and four of the program for a total of 24 points.

In Doctoral Psychology First Project, PSYCH-GA 3100 students present their research in both oral form (a short research presentation of about 15 minutes) and written form (a paper of approximately 20 pages). For further progress in the program, these presentations must be deemed acceptable by a committee consisting of the student's research advisor plus two other faculty, constituting the Advisory Committee. The composition of the Advisory Committee must be approved by the Program Coordinator.

In Doctoral Psychology Second Project, PSYCH-GA 3200, students present their research in both oral form (a short research presentation of about 15 minutes) and written form (a paper of approximately 20 pages). For further progress in the program, these presentations must be deemed acceptable by a committee consisting of the student's research advisor plus two other faculty, constituting the Advisory Committee. The composition of the Advisory Committee must be approved by the Program Coordinator.

Discussion of proposals and methodology for doctoral dissertation, planning of dissertation work, and reports of progress.

Discussion of proposals and methodology for doctoral dissertation, planning of dissertation work, and reports of progress.

Research for one or two terms in addition to the doctoral research.

Research for one or two terms in addition to the doctoral research.

Planned program of intensive readings in a defined area of psychology with supervision of a member of the department.

Planned program of intensive readings in a defined area of psychology with supervision of a member of the department.

Supervised research on a special problem apart from the doctoral thesis, in addition to G89.3303, 3304.

Provides a comprehensive overview of topics in the social psychological study of prejudice, stereotyping, and intergroup relations. Class discussions deal with both theoretical and empirical articles related to different topics within this broad field of research. Emphasis on considering and integrating classic and contemporary approaches to questions of intergroup relations. Discussions 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).

Provides an overview of topics in the emerging field of social neuroscience. The focus is 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 students a broad background in social neuroscience so that they may (a) be a critical consumer of this literature, (b) broaden the way they 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 their own program of research.

Attitudes are positive or negative views of a person, place, thing, or event that guide our judgments and behavior. In 1935, Gordon Allport claimed that attitudes were the most 'indispensable concept' in social psychology. The concepts in the attitude literature provide a foundation for many of the main topics in social psychology, including person perception, stereotypes and prejudice, self-regulation, group processes, personal relationships, and individual differences. Learning about attitudes can help you make sense of many of these other topics

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.

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.

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.

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

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