MAJOR STATEMENT
Consistent with the liberal arts tradition, the psychology department at Colorado College is dedicated to providing an academic program that helps students develop the necessary skills and knowledge for achieving an intellectually-enriched life, preparing them for both graduate studies and professional work. The psychology department provides broad coverage of academic psychology, emphasizing empirical research literature and a scientific understanding of human and non-human animal behavior. Psychology majors are expected to obtain methodological competence in a variety of research techniques, which are introduced in statistics and research design and elaborated in the upper-level courses. Ethical responsibility is inherent in psychology, both in the treatment of research participants (human and non-human) and in the preparation of academic and professional work, and psychology majors are trained in understanding to uphold this responsibility. Psychology majors acquire a knowledge base in core areas of psychology, with an expectation for depth of inquiry in advanced study. Psychology majors are expected to demonstrate effective oral and written communication and to show critical evaluation of assumptions and evidence regarding psychological phenomena.

Students must earn a grade of C– or higher to pass in ALL courses taken to fulfill major requirements (whether within or outside of the psychology department). When a grade of D+ or lower is received in such a course, students must repeat the course for a passing grade. Although the D+, D, and CR grades fulfill graduation requirements, they do not fulfill major or prerequisite requirements. The Psychology section of the Colorado College Catalog of Courses is also reproduced on the Web address listed above.

The following outline presents the Bachelor of Arts degree in psychology course requirements for the declared psychology major, including major courses within and outside the department. Students majoring in psychology complete a minimum of ten courses in psychology including: (100, 101 or 111), 202, 209 or 281, 299, 332 or 344, 362, 374, two 400-level seminars (400-level Topics courses, 412, 413, 417, 420, 421, 422, 423, 425, 426, 427, 430, 433, 437, 441 and 449), and a minimum of one unit of Final Project (451, 452, 453). In addition, majors must receive credit for two courses from the natural science division, and either Mathematics 125 or 126. Students interested in majoring in psychology are advised to take courses that will count toward the major by their second year. Students should have completed 100 or 101 or 111, and 202 before declaring a major in psychology. Details of the department’s requirements can be found in the Psychology Majors’ Handbook.

First Year Experience (FYE) Courses

101-Introduction to Psychology: Enduring Ideas and Present Principles (First Year Experience Course). Psychological concepts traced from Plato, Aristotle, Hippocrates, through the Middle Ages, and Renaissance, to the 19th and 20th-centuries. Current psychological data and theory, ranging from brain mechanisms to learning, motivation, cognition, personality and social psychology. (Meets the laboratory/field requirement for the natural sciences.) (Meets the Alternative Perspective: A requirement.) (No credit if taken after 100.) 2 units.

111-Introduction to Psychology: General Laws and Individual Differences (First Year Experience Course). An introductory course about the two major traditions that represent academic psychology, general laws and individual differences. Some of the topics covered are learning, perception, personality, cognition, developmental psychology, social psychology, emotion, and behavior genetics. Prerequisite: None. The course will also count as PY 100 or PY 101 whenever that is a prerequisite for other courses. This two-block course meets one unit of Critical Perspectives: Scientific Investigation (SI) laboratory/field. - Weir and Roberts.

116-Cultural Psychology / AN 102- Introduction to Cultural Anthropology (First Year Experience Course). A set of linked one-block courses that must be taken together.

FYE TITLE:
Constructing Identities, Constructing Selves: An Interdisciplinary Approach to the Study of Human Behavior in Cultural Context.
These two linked blocks will provide explorations of human identity, diversity, and psychological and social experience from the complementary disciplinary perspectives of anthropology and psychology.  The first block, Introduction to Cultural Anthropology, will concentrate on social life and the way that culture structures human thought and interaction.  The second block, Cultural Psychology, will explore cultural differences in parenting beliefs and practices, diversity in acquisition of socio-cognitive skills, cultural differences in schooling, and cultural variation in identity construction.  

BLOCK 1: Introduction to Cultural Anthropology.  The first block provides an introduction to cultural anthropology. The goals of the course are to examine the diversity of human cultural forms in areas such as economics, social and personal identity, emotions, ritual and belief, social inequality, family and kinship, and gender.  The course is designed both to teach about the unfamiliar cultural practices and beliefs of others and to encourage an examination of our own cultural actions and assumptions about the world.  We will pay particular attention to ethnography, the unique methodology of anthropology, and will look at the experiences and results of various kinds of ethnographic fieldwork.  We will also address issues such as social change, intercultural contact and conflict, and social inequality.  Students will be expected to design and carry out an ethnographic study. (Meets the Alternative Perspective: B requirement.) 1 unit - C. Jacobson (Anthropology faculty).

BLOCK 2: Cultural Psychology. An introduction to cultural variation in psychological phenomena.  Emphasis will be placed on variation in normal developmental processes (e.g., intellectual and social development) as well as diversity in clinical experience (e.g., depression, psychoses).  The course will include an examination of methods used to explore psychology in non-western settings and will examine qualitative and quantitative approaches to uncovering cultural variation.  Students will develop a research proposal to investigate one aspect of psychology in  a nonwestern cultural setting of their choice. (Meets the Alternative Perspective: B requirement.) 1 unit - Waters.

143-Mind and Body (First Year Experience Course). In all human societies, gender is an important principle, shaping some of the frontiers and boundaries that each of us confronts every day, as individuals and as members of various social groups. Gender has been used to define thought and experience by associating masculinity with the mind, logic, reason, and knowledge; and femininity with the body, emotion, intuition, and myth. This course will introduce students to some of the scholarship, the theories, and the debates that presently surround the attempt to understand the gendered nature of mind and body. We will explore the ways in which gender forms an important aspect of our social existence as thinking, embodied people living and interacting in a diverse social world.

This is a two-block, team-taught course investigating gender from the perspectives of psychology and communication theory. In the first block, we will explore historical, theoretical, and methodological practices that uphold the oppositional divisions between sex/gender, men/women, and mind/body. In the second block, we will apply these understandings to a number of contemporary gender issues that reflect the mind/body dualism, including: violence, media representations, the family, sexuality, and reproduction.

This course will emphasize building students' experience and expertise in research processes, critical thinking and writing, and oral communication. Prerequisite: None. - Olive and Roberts.

178- Topics in Psychology: Conservation Psychology - Block 2 will introduce you to Conservation Psychology (See Block 1 description below). How psychological processes influence behaviors that help or hurt the environment, and how psychology can help encourage environmental conservation. Readings will be drawn from all areas of psychology. At the end of this course, you should know several psychological theories that are relevant to environmental conservation, and be able to design interventions based on them to promote conservation. Short papers and a large final project will give you the opportunity to practice applying psychology to promote environmental conservation. - Chan

Block 1: Introduction to Environmental Science. "Introduction to Environmental Science” provides an overview of this interdisciplinary field at a level appropriate even for non-science majors: applying concepts, methods, and models from many disciplines to the major problems facing a sustainable management of the environment. The complex interactions of the “biosphere,” the human systems that make up the “sociosphere,” and the physical Earth systems that support them are considered. (Does not meet the field/lab credit.) Meets one unit of Natural Science divisional credit. - Drossman

This course as a whole meets two units of Critical Perspectives: Diverse Cultures and Critiques.

100-LEVEL

100-Introduction to Psychology: Bases of Behavior. Examination of psychological phenomena from biobehavioral and sociobehavioral perspectives. Contemporary issues in psychology such as intelligence, development, perception, learning, abnormal behavior, language, and social behavior are explored. Scientific methodology and its application to psychological phenomena are stressed. (Meets the laboratory/field requirement for natural sciences.) (No credit if taken after 101.) 1 unit.

101-Introduction to Psychology: Enduring Ideas and Present Principles. Psychological concepts traced from Plato, Aristotle, Hippocrates, through the Middle Ages, and Renaissance, to the 19th and 20th-centuries. Current psychological data and theory, ranging from brain mechanisms to learning, motivation, cognition, personality and social psychology. (Meets the laboratory/field requirement for the natural sciences.) (Meets the Alternative Perspective: A requirement.) (No credit if taken after 100.) 2 units.

107-Brain and Society: Explorations of the Individual and Society from a Brain-Based Perspective. The purpose of this interdisciplinary course is to explore the multifaceted nature of the human brain, with the belief that increased knowledge of the brain inevitably enriches our understanding of ourselves, be it at a personal, social, or political level. No academic area is more essential to a liberal arts education than the human brain, a topic that usually falls under the rubric of the natural sciences. Inquiries about the human brain nevertheless constitute the quintessential undertaking of the humanities and social sciences because the human brain defines life as we know it and determines who we are as individuals, including our personal beliefs, sensations, attitudes, achievements, and failures. More indirectly, the human brain defines who we are as sociopolitical creatures and is responsible for all aspects of our behavior, including qualities such as altruism, and neopotism, racism, and humanitarianism. In short, the brain remains the determining force behind the world that humans have created for themselves. Students will read a wide variety of material in order to begin answering questions crucial to how our experiences shape us and are shaped. The course will also offer a guided tour of the brain, including a "hands-on" experience with actual human tissue. No specialized scientific knowledge is assumed. Students from all disciplines are welcome. (Fulfills the Critical Perspectives: Scientific Investigations of the Natural World requirement at Colorado College. One unit of natural science credit.) 1 unit - Jacobs.

120-Psychoanalysis and Psychotherapy: Discovering the Unconscious (also CO 200, PH 203). Major psychoanalytical perspectives of the late 19th and 20th centuries on the concept of the unconscious, in theory, case studies, and fiction. Emphasis on unconscious processes as they relate to the formation of identity. Reading from such authors as Freud, Jung, Klein, Winnicott, Kohut, and Yalom. (Fulfills Humanities requirements. Does not meet the divisional requirements in the Natural Sciences. Does not meet requirements in the Psychology major.) 1 unit - Dobson (Classics faculty).

143-Psychology of Gender.. An examination of research and theory on psychological gender differences and similarities. This course will explore the ways in which gender is a system of meanings that operate at the individual, interactional, and cultural level to structure people’s lives. Special attention is made to methodological issues, and to feminist critiques of traditional methods of data collection, analysis and interpretation. Prerequisite: PY 100 or 101 or 111, or consent of instructor. (Meets the Alternative Perspectives: B requirement.) (Also listed as Women Studies 143.) 1 unit - Roberts.

160-Women and Madness (also WS 160). Examines the concept of madness as it has been applied to women from historical, psychological, social and feminist perspectives. The goal will be to critically examine the diagnostic criteria used by the psychiatric community and popular culture to define deviance. Investigations, using case materials, of the “logic” of madness as a reasonable response to unreasonable conditions. Careful consideration of the use of psychopharmacological treatments for women, particularly of depression. (Meets the Alternative Perspectives: B requirement.) 1 unit - Waters.

178-Topics in Psychology. Introduction to a problem of classic or contemporary interest covering source material in depth, and stressing history, theory and method. Current, upcoming and previous titles below (See Course Schedules for current and upcoming offerings). Prerequisite: Varies with the problem.

Feelings that Matter: The Philosophy and Psychology of Emotion (also PH 203). Our feelings matter to us in various ways. Emotions such as anger, fear, love, and embarrassment are complex phenomena that hold a place of great importance in human life, influencing our decisions, coloring our experience, and affecting our mental and bodily health. We have emotions every day, but what exactly are they? Physiological disturbances? Cultural constructions? Expressions or reactions? Judgments, perceptions, appraisals, or evaluations? And why are they such a significant part of human life? Do they serve a personal, social, or biological function? Do they cloud our thinking, or offer us a kind of insight? Can we control them, and should we wish to do so? What is the difference between feelings and moods?

In this course, we will explore these and other questions, drawing upon evidence and arguments presented by psychologists and philosophers in this exciting area of interdisciplinary scholarship. What can the sciences and the humanities jointly contribute to our understanding of the emotions? The readings will include "The Science of Emotion" by Randy Cornelius and "What Is an Emotion?," edited by Robert Solomon, as well as numerous other texts that will be made available online. Students will be introduced to a diverse body of work attempting to explain the matter and meaning of emotion and feeling: this will include such authors as Martha Nussbaum, Richard Lazarus, Maurice Merleau-Ponty, Barbara Fredrickson, William James, and Mihaly Csikszentmihalyi, just to name a few. Through a critical investigation of the emotions, we will examine what it means to lead a fulfilling life as a human being. Prerequisite: None. Enrollment limited to 20 students. 1 unit - Roberts (co-taught with Rick Furtak).

Perception and the Fine Arts: What You Get is What You See. The focus of this course is on how understanding the psychological science of perception (how people see and hear) contributes to our perception of works of art. Example topics include how color and perspective are perceived in paintings, and how pattern perception in vision and hearing is important in visual and musical art. Students of all backgrounds and abilities can sign up for this PY178 course because there are no prerequisites. There will be some experimental labs.1 unit - Weir.

Psychological Assessment. This course introduces students to basic principles of psychological tests and measurements. The concepts involved in developing psychological tests will be the focus rather than the application of specific instruments. In one exercise during the block, students will develop a "test". The aim of the course is to make the class critical consumers and contributors to knowledge about psychological assessment. Prerequisite: Probability and Statistics I (MA117 or equivalent including EC200, BY220, PY202 or COI). 1 unit - Weir.

Children in Context: Applied Issues in Developmental Psychology. In this course we will explore how basic research in developmental science can enhance the health and welfare of children in a wide range of clinical, legal, and educational contexts. Sample topics will include the biological and psychological consequences of abuse and neglect, the role of media violence in the development of aggression and antisocial behavior, and age-related changes in children’s ability to testify in the courtroom. We will evaluate current research in each area of study and consider the implications for the assessment, treatment, and education of children. 1 unit.

Cross-Cultural Psychology. This course explores variation in behavior, thought, and emotion across cultures. How are we alike as members of one human family? As products of different cultural contexts, how do we differ? We will also examine constructions of race, ethnicity, and social class and the extent to which these statuses impact individuals' experiences of being human. 1 unit.

Psychology and the Family. This course explores the interplay between family processes and individual development from a lifespan perspective. Topics include: marriage, cohabitation, divorce, parenting, sibling relationships, family violence, work-family issues and cultural differences. 1 unit.

Psychology of Aging. This course will provide an overview of gerontological psychology. A variety of topics and issues in aging will be covered: physiological aging, cognitive aging, social and cultural aspects of aging, mental health issues, psychotherapy with the elderly, disorders associated with aging, death and dying, and successful aging. 1 unit.

Environmental Psychology (also EV 120). This course integrates aspects of theoretical and empirical psychology, environmental studies, and literature. It examines the ways in which the natural environment is psychologically important to human beings, by exploring such questions as: How are we affected by nature? What affects people’s attitudes and behaviors toward the environment? How do we respond to environmental challenges? How does the field of psychology address the natural world, and what does it have to offer regarding environmental issues? 1 unit.

Drugs, Addiction, and Mental Disorders. This introductory-level course explores the use, abuse, and psychotherapeutic effects of drugs in humans. Besides the basic principles in psychopharmacology, this course will cover the psychological effects, brain mode of action, and patterns of use of psychoactive agents, including stimulants, sedatives/hypnotics, hallucinogens, marijuana, alcohol, over-the-counter drugs, cognitive enhancers, anti-anxiety agents, antidepressants, and antipsychotics. Natural Science (N) credit. 1 unit.

181 Attitudes, Persuasion, and Social Influence. The goal of this course is to help us understand the psychology behind persuasion and social influence. Content will include topics such as: What is an attitude? How are attitudes formed? Under what conditions are attitudes changed (or remain resistant to changes)? How well does our behavior correspond to our attitudes? What effects do persuasion tactics have on our behavior? Students will learn about psychology theories, examine real life examples, and conduct research on persuasion. Students will also reflect on the role of persuasion in society and the ethics associated with using psychological research in applied settings such as in marketing and politics. (Not offered 2007-08.) 1 unit.

182 The Psychology of Prejudice and Intergroup Relations. What is racism and sexism? Why are people prejudiced? This course will introduce students to various frameworks for understanding prejudice, intergroup perception/relations, and the management of conflict between social groups, which may be based on race and ethnicity, age, sex, gender, region of the country, people from different universities, etc. However, the conceptual frameworks discussed in the course are intended to be general and to be applicable to various social groupings. Students will examine case studies, psychology theories, and will think about their own perceptions of and interactions with people from different social groups. Students will also reflect on the notions of multiculturalism and social justice. Prerequisite: None. Chan.

200-LEVEL

202-Research Design. A two-block introduction to basic statistics and to research methods in the context of psychological research. Principles of experimental design and analysis will be taught, especially the use and interpretation of inferential tests. Also included will be psychological topics that rely on correlation and linear regression, and principles of psychological testing. Students design, conduct, and write up their own experiment. Prerequisite: PY 100 or 101 or 111. 2 units - Chan, Driscoll, Erdal, Horner, Weir.

207-Measuring Individual Differences with Psychological Tests. An introduction to principles of psychological tests that are used in making decisions in educational, business, legal, and medical settings. Principles to be considered include test reliability, validity, ethics of assessment, and steps in developing psychological tests. Study of some specific aptitude, achievement, intelligence, and personality tests, as well as behavioral assessment techniques. An aim of the course is to give students a critical perspective on methods of psychological assessment. Prerequisite: one of the following introductory statistics courses or equivalent -- BY220, EC200, MA117, PY202, or SO228. 1 unit - Weir.

251-Psychological Investigations. Research in an area supervised by a faculty member. The project may be a review of the literature or a research apprenticeship with a faculty member. Prerequisite: PY 100 or 101 or 111 and consent of instructor. 1/2 or 1 unit (1 unit when taken as an extended format course over a year; 1/2 unit when taken as an extended format course over 1 semester.)

270-Educational Psychology: The Science and Art of Teaching. Theory, research, and the reality of the everyday classroom are examined to evaluate important issues teachers face: cognitive development, social-emotional issues, motivation, sex roles, management of problematic classroom behaviors, skill enhancement for both teachers and students, and other topics of current controversy and interest. Enrollment is open to all students interested in the theory and practice of teaching. The course may be taken for graduate credit with consent of the Assistant Dean of the Summer Session. (Cross listings: ED 321, PY 521, ED 521. Contact Charlotte Mendoza [cmendoza@ColoradoCollege.edu; ext. 6472] in the CC Department of Education for enrollment and consent information. For the AD of SS, contact summer@coloradocollege.edu). Prerequisites: None (Enrollment limit is 25). 1 unit - Waters.

CORE

209-Social Psychology. Aristotle said that humans are, by nature, “social animals.” This course looks at psychology from the perspective of the power of social situations to determine human behavior, beliefs, and emotions, examining questions of social influence. Among the topics we will explore are attitudes and persuasion, conformity and obedience, social cognition, aggression, prejudice, self-justification and attraction. We will also pay special attention to social psychology as a science, delving deeply into experimentation and exploring its many challenges in this area. Prerequisites: PY 100 or 101 or 111, PY202. 1 unit - Chan.

281-Personality. This course will be an in-depth exploration into the lives and theories of a number of influential personality theorists. We will cover several theories from their earliest versions, through changes and modifications with time and research, in order to explore the process of theory-building with respect to understanding people. We will also delve into a number of scientific controversies surrounding personality. For example, what units shall be used to measure personality? Are humans more the product of their dispositions or of the situations in which they find themselves? Is the concept of the self useful and necessary? What is the unconscious? Why do or don’t people change? Prerequisite: PY 100 or 101 or 111. 1 unit - Roberts.

299-Neuroscience. A two-block introduction to brain-behavior relations that explores human and non-human neuroanatomy, neurophysiology, and neuropharmacology. The neural substrates and physiological underpinnings of processes such as sensation, movement, emotion, memory, and higher cortical functions are explored. Laboratory work emphasizes gross neuroanatomy and neurohistology. Prerequisite: PY 100 or 101 or 111, or BY109, or consent of instructor. (Limit: 45 students; 2 units) – Driscoll, Jacobs.

318-Topical Issues in Neuroscience. This half-block course provides students with the opportunity to explore topical areas of neuroscience through current publications. These readings will consist of recent trade books, review articles, journal articles, and/or neuroscience information in the popular press. The course will be conducted in a seminar format with heavy emphasis on discussion of the relevant readings. May be repeated multiple times for credit. Prerequisites: PY 100 or 101 or 111, or BY109 and PY 299.1/2 unit - Jacobs.

332-Learning and Adaptive Behavior. Functional relations between animal and environment which define learning. The course emphasizes the significance of behavior and plasticity in adaptation and concentrates on learning and how evolutionary processes affect learning. Experimental work involves a range of animals from human to invertebrates. Lecture, discussion and laboratory. Prerequisites: PY 100 or 101 or 111, and PY 202, or consent of instructor. 1 unit - Horner.

344-Cognition. The process of knowing explored from an empirical perspective. Topics include remembering, thinking, categorizing, meaning, representing, problem solving, imaging, sensing, perceiving and acting. The course has a significant laboratory component of original research using human subjects. Limited to 15 students. Prerequisites: PY 100 or 101 or 111, and 202, or consent of instructor. 1 unit - Horner.

362-Abnormal Psychology. Surveys the major psychological disorders as scientific as well as socio-cultural constructs. Prevalence, assessment, causal factors, treatment approaches, and the legal and ethical implications of “abnormality” are addressed. Prerequisites: PY 100 or 101 or 111, and 202. 1 unit - Erdal.

363 Science and Pseudoscience in Clinical Psychology. An investigation into the efficacy claims of controversial assessment techniques, diagnoses, and forms of psychotherapy. This course will assess when claims are empirically-supported according to scientific as well as legal standards of evidence. The commercialization of mental health treatments will also be addressed. Prerequisite: PY 100 or 101 or 111, and PY 362 recommended or COI. ½ unit - Erdal.

374-Lifespan Developmental Psychology. A research-based analysis of perspectives, issues, and influences on human development from conception to death. Content areas to be examined include aspects of cognitive, social-emotional, and physical development. Course combines lecture, discussion and laboratory work. Prerequisites: PY 100 or 101 or 111, and 202. 1 unit - Martin, Waters.

400-LEVEL

402 The Psychology of Stereotyping Prejudice, and Discrimination. This advanced seminar examines racism, sexism, and other forms of prejudice and people's response to them from a social psychological perspective. This will be accomplished through an extensive survey of primary research articles. The course examines the basic cognitive processes that make stereotyping a functional aspect of everyday cognition, and then turns toward examining emotional, motivational, and personality differences that affect one's level of prejudice. Finally the course examines the role of social forces in transmitting prejudice and the impact of societal prejudice on those who are targets of prejudice. (Meets the Critical Perspectives: Diverse Cultures and Critiques requirement.) (Not offered 2007-08.) Prerequisite: 202 or consent of instructor. 1 unit.

405, 406, 407, 408, 409-Topical Seminar. For advanced students to do intensive study in a special area of current faculty interest. Recent and upcoming titles below (See Course Schedules for current and upcoming offerings). Prerequisite: Varies with the problem. 1 unit.

Advanced Social Pschology (PY 408). This course builds upon the material covered in PY209, Social Psychology. Issues that we will cover include self-perception, social cognition, decision making, attitudes, and stereotyping. This is an advanced seminar course, i.e., the course will center around student participation through presentations and discussion of primary research. Prerequisites: 202 and 209. 1 unit - Chan.

Prejudice, Stereotypes, and Discrimination (PY 408). This advanced seminar will examine racism, sexism, and other forms of prejudice and people’s response to it from a social psychological perspective. This will be accomplished through an extensive survey of primary research articles. Students will examine the basic cognitive processes that make stereotyping a functional aspect of everyday cognition, followed by an examination of emotional, motivational, and personality differences that affect one’s level of prejudice. Finally, students will study the role of social forces in transmitting prejudice (e.g., parents, schools, religion, media, etc.) and the impact of societal prejudice (discrimination) on those who are targets of prejudice. An underlying focus of the course is how, across the decades, stereotypes, prejudice, and discrimination have been measured, expressed, and understood. Prerequisites: 100 or 101 or 111, and 202, 374 or 382. 1 unit - Chan.

Computational Neuroscience (PY 408). Description forthcoming. 1 unit – Horner.

Comparative Cognition (PY 409). The study of comparative cognition has a long history that has enjoyed a recent revival. In this course we will examine how a number of species differ in their abilities to form concepts, such as same and different, as well as the degree to which different species are able to engage in transitivity, serial-order behavior, self recognition, theory of mind, and language. Prerequisite: PY 332 or 344. 1 unit - Colombo.

Parents and Children (PY 406). This course considers parenting from cultural and biological perspectives, comparing human families across periods and with non-human animal families. Topics include mate selection, parental investment, attachment and bonding, asymmetries in sex and gender roles, competition/cooperation for resources between parents and offspring and among offspring, and maturation. Class discussions and written work will, further, address the extent to which pre-modern and post-industrial European family patterns have corresponded to evolutionary pressures. Sources will include primary texts and critical essays in history, psychology, anthropology and biology. (Also listed as History 304 and Women's Studies 206). Prerequisites: PY 100 or 101 or 111, and 202, and 332 or 374 or consent of instructor. 1 unit - Horner and Neel (History faculty).

412-Human Neuropsychology. An in-depth consideration of the functional organization of the human central nervous system. General topics explored include neurology (e.g., language, spatial, memory, sensorimotor, and emotional disorders), brain imaging techniques, and neuropsychological assessment. Field experience with brain-damaged/impaired individuals. Prerequisites: PY 100 or 101 or 111, and 202, and 299, or consent of instructor. 1 unit - Erdal.

413-Developmental Psychopathology. An empirically-based survey of the prevalence, etiology, course and treatment of child and adolescent psychological disorders. Biological and sociocultural aspects of psychopathology are addressed and ethical implications of common treatment strategies are discussed. Prerequisites: PY 100 or 101 or 111, and PY 202, 374 (PY 362 or 299 recommended). 1 unit - Waters.

417-Advanced Neuroscience Seminar. An in-depth, student-centered exploration of advanced issues in fundamental areas of neuroscience. Topics may include but are not limited to cellular and molecular neuroscience, nervous system development, sensory and motor systems, regulatory systems, behavioral and cognitive neuroscience.Prerequisites: PY 100 or 101 or 111, and PY202 or BY220, and PY 299 (BY 210 recommended). 1 unit - Jacobs.

420-Cognitive Ethology. This course provides an overview of cognitive ethology (the study of animal behavior in the natural environment), with a focus on non-human animal communication systems. The natural communication systems and cognitive abilities of several species will be examined, including bees, birds, non-human primates, and cetacea. In addition, the course will explore attempts to teach non-human animals (e.g., Pan paniscus and Tursiops truncatus) human-based artificial languages. Prerequisites: PY 100 or 101 or 111, and PY 202, PY299, or consent of instructor. 1 unit - Jacobs.

421-Perception. A research based analysis of perceptual processes including vision, audition, the skin senses, pain, and the integration of these processes. Emphasis will be placed on psychophysical methods, experimental techniques used to investigate perception, and changes in perception over the lifespan. Lecture, discussion and laboratory. Prerequisites: PY 100 or 101 or 111, and PY 202 or declared Art Major with at least 5 courses in art, or consent of instructor. 1 unit — Weir.

422-Emotion. An in-depth exploration of the scientific research on emotion, paying particular attention to new theoretical frameworks, and new experimental investigations into the nature of emotional experience and expression. Prerequisites: PY 100 or 101 or 111, and PY 202, PY281 or PY 209, or consent of instructor. 1 unit - Roberts.

423 Psychology of Morality and Conflict. This course will examine questions of morality, moral behavior and conflict in humans and non-humans from a wide variety of angles within psychology. We will place special emphasis on social psychology’s efforts to unravel the causes and consequences of “evil.” Finally, we will conduct an in-depth analysis of a current area of moral and political conflict – capital punishment, abortion, global sustainability, etc. – in an effort to apply the lessons learned from psychology to its resolution. Prerequisites: PY 100 or 101 or 111, and PY 202, PY 281 or 209. 1 unit - Roberts.

425-Depression. An examination of the etiology, course and treatment of affective disorders. Risk factors in the onset of depressive disorders are investigated, including biological and genetic contributions, environmental and familial factors, and individual differences or personality factors. Distinguishing features of the multiple forms of depression are examined, as well as differences in the prognosis and treatment of these various forms. The impact of depression on health, relationships and family systems, and cultural and gender issues in etiology and treatment are explored. Prerequisites: PY 100 or 101 or 111, and PY 02, PY 362 or consent of instructor. 1 unit - Waters.

426 Sport Psychology. An exploration of psychological variables that impact sport participation and behavior in sport settings. Applied, experimental, and clinical aspects of sport psychology are covered in a discussion-based format. Specific topics, which originate from core psychological principles, include but are not limited to sport-related motivation, superstition, and anxiety, the use of imagery and drugs, and how age, gender, race, and spectators impact sport. Prerequisites: PY 100 or 101 or 111, and PY 202, 3 core courses in psychology. 1 unit - Erdal.

427 Moral Reasoning in Context. This course is a community-based learning experience in which students examine the psychology of morality from developmental, social and clinical perspectives. Readings range from historical and philosophical renderings of morality to recent empirical investigations of moral development and prosocial behavior. A 6-8 hour/week internship combined with journal entries, short papers, and a final research paper provide opportunities for students to integrate psychological research as it is reflected in community practice. Prerequisites: PY 100 or 101 or 111, and PY 202, PY 374 or 209 (Limit: 16 students). 1 unit - Waters.

430 Adolescence. Is "storm and stress" a normal part of adolescence? Is adolescence a discrete developmental stage or a social construction? This course examines the adolescent experience from theoretical, empirical, cross-cultural, and biographical perspectives. A case analysis approach is used to examine the implications of cognitive, socio-emotional and physical changes that occur during adolescence. The course investigates the nature of the adolescent passage in its typical and atypical forms and examines socio-cultural factors that contribute to healthy or maladaptive adolescent development. Prerequisites: PY 100 or 101 or 111, and PY 362 or 374. 1 unit - Waters.

433-Neuropharmacology. Neuroscience is based on the premise that thoughts, sensations and actions are, at some level, encoded in chemical and electrical signals. This course explores central nervous system pharmacology at multiple levels, including the cellular and molecular bases of neurochemical signaling and its modulation, mechanisms of action of pharmacological agents on neurotransmitter system dynamics, and foundations of behavioral pharmacology. Having covered these fundamentals, the course explores current topics, including cellular models of learning and memory, pharmacology of neurological diseases and their treatment, and drug abuse and dependence. Prerequisites: PY 100 or 101 or 111, and PY 202, PY 299. 1 unit - Driscoll

437-Evolutionary Psychology. This course explores the impact of natural selection on human and animal behavior. It begins with an overview of evolutionary processes and covers such topics as: emotion, morality, mate selection, learning, altrusim, parent-offspring interaction, ownership and irrationality. The course focuses on primary reading from Darwin through contemporary scholarship in biology and psychology. Critiques of this approach are also discussed. Prerequisites: PY 100 or 101 or 111, and PY 202, 3 core courses in psychology, or consent of instructor. 1 unit - Horner.

441-Remembering. An examination of research on memory with an emphasis on empirical work and historical trends in the field. Students are expected to integrate research into a coherent theory of remembering using primary sources and in-class experiments. The class is conducted in a seminar format with students expected to contribute to discussion and analysis. Lecture, discussion and laboratory. Prerequisites: PY 100 or 101 or 111, PY2 02, and PY 344 or consent of instructor. 1 unit - Horner.

449-History and Systems of Psychology. Modern and contemporary scientific issues as they pertain to psychology. Historical origins of these issues. Topics such as mathematical models, psychophysics, cognitive psychology, CNS theories, the logic of science and Gestalt theory discussed within the context of the correspondences between constructs and events. Prerequisites: PY 100 or 101 or 111, and PY 202, and 3 core courses in psychology or consent of instructor. 1 unit - Horner.

451, 452, 453 -Final Project. In depth exploration of a particular topic under the supervision of a faculty member. A final project may take several forms: (a) supervised independent research leading to a published paper, (b) a review of the literature to address a particular issue, or (c) directed field study. If you are interested in doing a Final Project you must apply in the second semester (Last Monday of Block 6) in the year before you wish to do your project. Consult The Psychology Major's Handbook for information and application details. Prerequisite: PY 100 or 101 or 111, and PY202, and consent of instructor under whose supervision work is to be done. 1 unit (1 unit when taken as a block course or an extended format course over a year) - Department.

GS 101-Freedom and Authority. The conflicts of individual freedom and institutional authority in ethics, politics, science, and religion. Readings emphasize the development of these conflicts in Western culture, from antiquity to modern times, and are related to the decisions which students must make concerning the central values in their lives. First-year students only. Students may receive separate grades for each block of this course, but must be enrolled in all the blocks in order to receive credit. (Cannot be taken for credit after General Studies 301.) (Meets the Alternative Perspectives: A requirement.) 2 units - Instructors vary.

GS 116-Hunger: Starvation and Obesity. Biological, psychological, literary, and social views of food deprivation and starvation. Events caused by hunger rather than events leading to hunger. (Meets the Alternative Perspectives: B Requirement.) 1 unit - Shearn.

GS 131-The Liberal Arts Brain: Explorations of the Individual and Society from a Brain-based Perspective. The purpose of this interdisciplinary course is to explore the multifaceted nature of the human brain, with the belief that increased knowledge of the brain inevitably enriches our understanding of ourselves, be it at a personal, social, or political level. No academic area is more essential to a liberal arts education than the human brain, a topic that usually falls under the rubric of the natural sciences. Inquiries about the human brain nevertheless constitute the quintessential undertaking of the humanities and social sciences because the human brain defines life as we know it and determines who we are as individuals, including our personal beliefs, sensations, attitudes, achievements, and failures. More indirectly, the human brain defines who we are as sociopolitical creatures and is responsible for all aspects of our behavior, including qualities such as altruism, nepotism, racism, and humanitarianism. In short, the brain remains the determining force behind the world that humans have created for themselves. Students will read a wide variety of material in order to begin answering questions crucial to how our experiences shape us and are shaped.

During the first week, students will receive a guided tour of the human brain, including "hands-on" experience with actual human tissue. Special emphasis is placed on the brain’s exquisite sensitivity to environmental influences, especially as it relates to education. In the second and third weeks of the course students will read a wide variety of material and participate in extended discussion.

Such a general examination of the brain provides one with a deeper appreciation of the human condition and reveals how biological evolution has created a brain that is ill-equipped to comprehend the modern human world of its own creation. Although the human brain itself has not changed significantly from the brain of early Homo sapiens, the modern world has been profoundly transformed. Biologically designed brain mechanisms that were effective 100,000 years ago in a much simpler social setting have difficulty dealing with the complexities of the modern world. Sociopolitically, the brain’s tendency to attend very selectively to sensory stimuli results in an oversimplified and often incorrect caricature of reality, which can result in prejudice, racism, and international conflicts. Moreover, the brain has difficulty assessing the long-term consequences of its action, resulting in a failure to comprehend problems such as pollution and ozone depletion, which are penultimate consequences of overpopulation. No specialized scientific knowledge is assumed. Special English as a Second Language (ESL) instruction provided for students whose native language is not English. Suitable for students from all disciplines and on all levels. Prerequisites: None. Enrollment limited to 25 students. 1 unit - Jacobs.

GS 150-Winnie the Pooh and Taoism Too. This course examines A.A. Milne's classic children's stories (“Winnie the Pooh” and “The House at Pooh Corner”) from the philosophical perspective of Taoism. Included will be original readings from Lao Tse's “Tao te ching.” Prerequisites: None (January 1/2 block). 1/2 unit - Jacobs.

NS 110-Natural History. This course seeks to explore on an introductory and interdisciplinary level the geological and biological evolution of the earth, stressing the uniformitarian view of present and ancient habitats. These issues will be addressed by a study of present day ecological phenomena and the early fossil record which contain evidence for the emergence and diversification if the major phyla of marine invertebrates. We will explore ecological and paleoecological phenomena within the context of an outdoor field experience that will examine both rock outcrop and various modern riverain and terrestrial habitats. The course will involve a combination of both lectures and extensive field experience. (Meets the laboratory/field requirement for the natural sciences.) Prerequisite: Consent of instructor. 1 - unit - Horner, Myrow (Geology faculty).

NS 142-Human Brain & Education. This course explores the relationship between recent research on the human brain and education. Students receive a guided tour of the human brain, including "hands on" experience with human tissue. Special emphasis in placed on the brain's exquisite sensitivity to epigenetic (=environmental) influences, especially as this relates to the educational environment. No specialized scientific knowledge is assumed; students from all disciplines are welcome. (January 1/2 block.). 1/2 unit - Jacobs.

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