Professors Searle-White, Ozorak, Clark, Conklin, Cross, Dale, DeLamarter, Dickey, Heuchert, Hollerman, Kenney-Benson, Knupsky, C. Lockridge, Ozorak, Rutledge, Wiseman
Psychology is a field of inquiry devoted to understanding human thought and behavior. Although largely concerned with the study of humans, other animals are studied as well, often with specific interest in comparing their behavior to that of humans. Psychology is a blend of paradigms or ways of understanding. Some approaches view psychology as a science, while others emphasize the applied, eclectic nature of the discipline. Psychology has its roots and shares its goals with many neighboring fields such as philosophy, physiology and sociology. The Psychology Department faculty reflects the diverse nature of the discipline by representing a wide range of conceptions and interests in psychology.
Courses in the department address issues such as how our biological nature prepares us for the ways in which we behave; the impact of developmental tasks on our conceptions of who we are; the ways in which we learn, perceive, and remember; how individual differences develop and shape our lives; and the extent to which we are susceptible to social influences. The major program is designed to provide both breadth and depth in the field. Students take coursework in the basic principles and methods of psychology and from the major subfields. In addition, advanced courses provide in-depth work in areas of particular interest. The major in Psychology is designed to support students who wish to pursue the major as a liberal arts focus as well as those who plan to enter graduate school.
Psychology majors are required to have a GPA of at least 2.0 in Psychology at graduation. Only Psychology courses taken at Allegheny on a letter grade basis and only the most recent grade for repeated courses are included in the calculation.
The major field program in Psychology leads to either the Bachelor of Arts or the Bachelor of Science degree. Students may elect to receive either degree. Both degrees require the successful completion of the following:
The major in Psychology requires the completion of a minimum of 40 semester hours. Psychology majors are encouraged to take FS 201 within the Psychology department. FS 201 in Psychology (the Sophomore Seminar) may be counted toward the major. No courses counted for the major may be taken on a Credit/No Credit basis.
The minor field program in Psychology requires the successful completion of a total of five courses:
Biology 385 (Biostatistics) or Economics 320 (Economic Statistics), plus any additional course in Psychology may be substituted for Psychology 206. No courses for the minor may be taken on the Credit/No Credit basis.
These courses are designed to serve as an entry to the field of Psychology. Each course introduces psychological principles and applications.
102 Sex and Gender
A study of the impact of sex and gender on human experience, including relationships, well being, and role prescriptions. The validity of stereotypical assumptions about differences between females and males is examined. Models of gender socialization contrasting the relative importance of biology and culture are considered. Particular emphasis is given to the interactions among gender, status, and role expectations.
103 Drugs and Society
This course provides an overview of basic pharmacological principles, discusses behavioral and physiological mechanisms of action of several classes of medicinal and recreational drugs, and surveys the factors thought to contribute to responsible and irresponsible drug intake.
105 Foundations of Psychology
An introduction to five major sub-areas of psychology: human development, learning and memory, motivation and emotion, social behavior, and individual differences. Students become acquainted with the major methods of data collection such as laboratory experiments, field and case studies, and observation; with important theories including the behavioral, biological, cognitive, psychodynamic, and humanistic points of view; and with findings of each sub-field. Important concepts are exemplified by a study of selected topics and applied issues within each of the five areas.
108 Psychology of Consciousness
An exploration of the psychology of consciousness. Topics include such phenomena as attention, working and episodic memory, imagery and dissociation (hypnosis, out of body and near death experiences), reality vs. imagination, unconsciousness in sleep, anesthesia and waking (skills, language, creativity), and self-consciousness and self-perception.
These courses are designed to provide an introduction to the major sub-areas of psychology. Although introductions, they also provide foundation in a specific area of theory and research within the general framework of psychology. Core courses are grouped in three categories; majors are required to take one course from each category.
150 Sensation and Perception
An introduction to the phenomena and sensory processes that play a role in human visual and auditory perception. Topics include light and the visual pathways, contrast and contours, motion and space perception, color, depth and size, as well as perceptual development and learning. In addition, sound, the physiology of the auditory system, and language perception are examined. Particular concern is directed to the role of physiology and information processing models in understanding human perception. Extensive laboratory experiences that replicate some of the most important and often cited research in sensory and perceptual psychology are included as part of the course requirements. One laboratory period per week.
152 Behavioral Psychology
A study of basic processes and concepts in the conditioning and learning of human and nonhuman behavior, including acquisition and extinction, stimulus discrimination and generalization, avoidance and punishment, biological constraints on learning, and the role of motivation in lerning. Theoretical trends in issues such as mediation, attention, memory, and concept learning are also discussed. Clinical and educational applications of basic principles of learning are explored. In addition, laboratory operant conditioning studies are conducted. Two 50-minute lectures and two laboratory periods per week.
154 Physiological Psychology
An examination of the relationships between brain function and behavior and the various methods by which physiological psychologists study these relationships. Content areas include basic neuronal physiology and brain anatomy, neural/endocrine interactions, methods in physiological psychology, control of movement, sexual development and behavior, sleep, ingestive behaviors, learning and memory, and physiological correlates of psychopathology.
155 Physiological Psychology Lab
Introduction to the basic methods of brain investigation in physiological psychology via a set of experiments involving surgical and histological preparations. Designed to complement materials discussed in Psychology 154. One laboratory period per week. Corequisite: Psychology 154. Credit: Two semester hours.
160 Life Span Developmental Psychology
Theory and methods of understanding the nature of human development over the life span are compared and evaluated. Individual development is studied as a function of biological, social, and psychological factors. Life stages are examined and differences in individual experiences are evaluated in relation to social systems, such as family and community. Continuity and change are considered in terms of personality, identity, and roles. Cultural diversity in accomplishing developmental tasks is emphasized.
162 Human Social Behavior
Social psychology is the study of how the individual affects and is affected by social situations. This course surveys the major topics, theoretical models, and applications in this area of psychology. Included are attribution, attitudes, interpersonal attraction, social influence, groups, aggression and sex roles.
164 Cognitive Psychology
The study of human mental processes, including attention, perception, memory, language and problem solving. Course content includes cognitive strengths, such as creativity and expertise, and weaknesses, such as biases and mindlessness. Differences related to gender, age and culture are also considered.
170 Abnormal Behavior
An introduction to concepts and contemporary categories of abnormal behavior from several points of view: biological, behavioral, cognitive, psychodynamic and humanistic. Additional topics include consideration of how theoretical orientations guide contemporary research and reflect therapy techniques.
172 Health Psychology
An introduction to the relation between behavior and physical, as well as mental, health. General psychological principles are studied as they apply to health behaviors including the role of behavior in the etiology and treatment of disease; problems with eating, drinking, sleeping, and sex; reactions to disease; and maximization of longevity and quality of life.
174 Motivation and Emotion
An examination of theoretical and empirical approaches to understanding conditions that arouse, sustain, and direct behavior. Attention is given to physiological, cognitive, and social influences on motivation. Specific topics range from an analysis of biological motives such as hunger, thirst, aggression, and sex to complex social motivation such as attachment and socialization. The motivational properties of emotions are also reviewed.
176 Personality
An introduction to personality theory and research and how they can be used to understand ourselves and others. Applications of personality theories to psychotherapy, popular culture, and assessment of normal and abnormal personality are examined. Contributions of biology, family, and culture to personality development are considered.
These courses provide methodological background required for advanced coursework in psychology. Students planning to major in Psychology should begin this series in their sophomore year.
206 Research Design and Statistics I
Part I of a two-semester sequence, which presents the complementary topics of research analysis and statistics. Topics include the nature of research and theory, research methods, measurement theory and procedures, ways of controlling and manipulating variables, univariate and bivariate descriptive statistics, graphical methods, correlation, and regression methods. The basics of probability, sampling distributions and estimation are also presented. Prerequisites: A core course in Psychology and successful completion of a course in basic algebra. Students are strongly encouraged to take Psychology 206 and Psychology 207 in sequential semesters.
207 Research Design and Statistics II
Part II of a two-semester sequence, which provides a structured way of posing questions and analyzing data with classical experimental designs. The course introduces statistical inference and hypothesis testing with single-group studies, single-factor experiments, and factorial designs. Alternative ways of carrying out research are also reviewed, including the treatment of categorical data, single-subject quasi-experiments, case studies, surveys, archival and small-N research. A research proposal is required. Prerequisite: Psychology 206, completed with a grade of “C–” or better. Students are encouraged to take Psychology 207 in the semester following Psychology 206.
300 Qualitative Research
An introduction to the theories and methods of qualitative research. Students learn to design and administer qualitative surveys, conduct interviews, use archival databases, and apply a variety of content analysis techniques to their results. Epistemologies such as feminist theory and phenomenological psychology are also discussed. The final project involves community-based research and public presentation of the results. Prerequisite: One core course in psychology.
Courses in this category are intended primarily for junior and senior Psychology majors. Majors are required to take any two courses from those numbered in the 300s or 400s.
350 Clinical Psychology
An overview of clinical psychology including: consideration of clinical psychology as a behavioral science and/or profession, origins and development of the field, models of clinical training, controversies regarding legal and ethical issues, and processing and communication of assessment data and procedures. Specialized topics or areas are studied and reported by students in some depth. These may include single or clusters of diagnostic categories; individual, group, and family therapy approaches; and community interventions. Topics vary from year to year. Prerequisites: Psychology 206 and 170 or 172.
360 Health and Psychophysiology
The impact of psychological principles, stress, emotionality, personality, and self-defeating behaviors on health. The practice of health psychology is examined by analyzing psychological responses and the physiological concomitants involved. Prerequisites: Psychology 206 and 170 or 172.
365 Health and Psychophysiology Laboratories
A series of laboratory experiments in psychophysiology. Students learn to assess EEG, EMG, EOG, EDA, ECG, EGG, respiration, pulse, and blood pressure responses to psychological stimuli. Moreover students study the relationship of these responses to health. Designed to complement issues discussed in Psychology 360. One laboratory period per week. Credit: Two semester hours. Prerequisites: Psychology 206 and 170 or 172. Co-requisite: Psych 360.
370 Tests and Measurement
An introduction to the background and methodology of psychological and educational assessment. Discussion focuses on test theory, including reliability, validity, norms, and errors of measurement. Attention is given to selecting and evaluating devices intended for the assessment of mental ability, achievement, personality and interests. Controversies and issues in testing including cultural and ethical issues are considered. Practice in the administration of selected tests are provided. Prerequisites: Psychology 206 and any core course in Psychology.
380 Behavior Modification
A study of the application of basic research on behavior principles to real-world problems. This is accomplished through an in-depth reading of the research literature in behavior therapy as well as an examination of conceptual and ethical issues. Applied research design and behavior therapy techniques are presented as we study particular behavior problems. Topics include: self-injurious behavior, health and wellness, safety, aggression, workplace performance, academic performance and classroom behavior, anxiety and drug abuse. Prerequisites: Psychology 152 or 416, and Psychology 206.
400 Developmental Psychopathology
An exploration of the etiology, diagnosis, and treatment of developmental psychopathology in children. This involves applying developmental principles to the study of high-risk children to understand different pathways leading to emotional problems, maladaptive behavior, and developmental delays and disturbances. Different perspectives on childhood psychological disorders, in terms of theory, ethics, research, and assessment, are explored. The developmental courses of a range of childhood disorders are considered. The psychological, sociocultural, and biological factors that promote or hinder optimal development are examined through presentations, discussions, and lectures. Prerequisites: Psychology 206 and 160 or 170.
410 Cognitive Neuroscience
An exploration of current research and theory on human neuropathological conditions and animal models of these conditions as they pertain to brain function and behavior. The course emphasizes various methods for studying mechanisms that relate brain and behavior, critical analysis of relevant literature, ethical considerations in human and animal biomedical research, and the generation of proposals for research projects. Prerequisites: Psychology 206 and 154 or Biology 380.
411 Systems Neuroscience
An examination of our current knowledge of the neural processes underlying behavior and mental processes from the perspective of systems neuroscience. The focus is on how this perspective utilizes a combination of behavioral, electrophysiological, anatomical and biochemical approaches in order to increase our understanding of these processes. These issues are addressed through both the critical evaluation of the existing experimental literature and also the processes involved in the development of a research project utilizing these techniques. Current ideas regarding the processes involved in both normal and abnormal function in areas such as learning and memory, motivation, cognition and personality are discussed. Prerequisites: Psychology 206 and one of the following: Psychology 154, Biology 380 or Neuroscience 200.
412 Verbal Behavior
An analysis of the acquisition of language and communication from a behavioral learning perspective. We examine in detail how forms of verbal behavior, such as speaking, listening, writing, and thinking, originate and are modified through interactions with other members of the verbal community. Emphasis is placed on the function, rather than the form, of verbal behavior and communication. Specific topics include audience control over verbal behavior, the function of grammar and syntax in oral and written communication, thinking and other private forms of communication, and self-editing in thinking, writing, and speaking. Prerequisites: Psychology 152; or corequisite Psychology 416 or Psychology 585.
415 Behavioral Pharmacology
An in-depth examination of the methods used in the systematic discovery of clinically efficacious drugs. A central focus of this course is the techniques used to better understand the behavioral actions of drugs through laboratory analysis. Topics include the stimulus properties of drugs, drug effects on learning and memory, and how complex operant behavior may be altered by various drugs. Ethical issues concerning human and nonhuman research are also discussed. In addition, the course emphasizes a critical evaluation of relevant literature. Prerequisites: Psychology 206 and 152, 154, or Biology 380.
416 Experimental Analysis of Behavior
Designed to explore complex issues in the experimental analysis of behavior. Topics include matching equation and maximizing; conditioned motivative relations; rule-governed behavior; adjunctive behavior; schedule-induced behavior, and other aspects of operant behavior. In addition, the course provides the student with an overview of the applications of behavioral technology. Prerequisites: Psychology 206 and 152 or 415.
421 Social-Cultural Nature of Child Development
An advanced course on human development. The assumptions embedded in alternative theories of development are examined. Special attention is paid to the profound impact of the social niche on child development. Rather than describing age-related statuses of the North American child, the processes of development are considered through exploration of diverse cultures. The intersection between personal and collective culture is examined in terms of such issues as the social organization of pregnancy and childbirth, social development in infancy and childhood, cultural transmission via informal and formal educations, and the transition from childhood into incipient adulthood. Prerequisites: Psychology 206 and 160, 162 or 164.
424 Cognitive Development across the Lifespan
An examination of developmental trends in cognitive processing from prenatal development through adulthood. Topics include the brain, consciousness, perception, learning, memory, language, social cognition and intelligence. The course format primarily involves lecture/discussion with several class activities including: group presentations, video discussions, and topic-related games. Special attention is given to normative versus non-normative age-related changes in cognitive functioning, and how scientific research can help identify specific developmental trends. Prerequisites: Psychology 206, and 160 or 164.
425 Social and Personality Development
An exploration of recent research and theory in the area of social and personality development among children. A text and primary research articles are used to explore a variety of methodologies found in social developmental research, processes of social learning, individual differences in personality development, and outcomes of social development. Topics include the self, attachment, aggression, achievement, and prosocial behavior. The role of various socialization agents (e.g., parents, peers, teachers) are considered throughout the course. Prerequisites: Psychology 206 and 160 or 162.
433 Justice
An examination of the psychological processes underlying the perception of justice and fairness. The distinction between procedural and distributive justice is developed. The personal and social implications of justice norms, including equity, equality, responsiveness and reciprocity, are explored. The course is primarily discussion and emphasizes the analysis of original research. Prerequisites: Psychology 206 and 160, 162 or 164.
434 Attitude Formation and Change
An examination of the research/theory concerning attitude formation and change. Beginning with learning approaches to attitude formation, the course explores the variables that affect attitude change, propaganda, and persuasion. Learning, functional, consistency, and cognitive theories are developed through an examination of original research. The course is primarily discussion. Prerequisites: Psychology 206 and 160, 162 or 164.
435 Psychology and Law
An application of psychological research/theory to the judicial process with an emphasis on social psychology. The course focuses on criminal justice models of justice as well as applications of research/theory from arrest through trial. Topics include confession, eyewitness testimony, jury selection, expert testimony, and punishment. The course format is lecture/discussion. Prerequisites: Psychology 206 and 162, 164 or 170. Psychology 162 is recommended.
440 Psychology of Language
An exploration of important issues about language and its impact on people’s perceptions of one another. Topics include the comprehension of spoken and signed languages in social contexts, the acquisition of language, analysis of styles and registers, the role of language in maintaining social structures, and the cognitive and social aspects of bilingualism. Special attention is given to the ways in which language can contribute to stereotypes, discrimination and conflict, as well as to understanding and cooperation. Prerequisites: Psychology 206 and 160, 162 or 164.
441 Human Memory Processes
An examination of the encoding, storage, and retrieval processes of human memory: Special attention is given to classic and current models of memory from the fields of cognitive psychology and cognitive neuroscience. This discussion-oriented course critically examines arguments and techniques presented in primary sources. Topics covered include individual differences in memory, constructive memory, emotional memory, and memory across the lifespan. Prerequisites: Psychology 206 and Psychology 164 or 150.
445 Psychology of Reading
An examination of developmental issues associated with reading and the use of books in therapeutic settings. Topics include cognitive processes in word recognition, reading comprehension, reading development, reading difficulties, teaching reading, and the science behind biblio-therapy. Special focus is given to the practical applications of reading research and how reading can be used to improve thinking, language and learning. The course includes a service-learning component. Prerequisite: Psychology 160 or 164.
Courses in this group are designed for junior and senior majors and non-majors alike. Prerequisites are specified in the course descriptions.
450 Contemporary Social Issues
An application of current psychological research and theory to selected contemporary social issues. Topics change yearly. Issues such as television and social behavior, sexual harassment, peace research, and conflict resolution will be examined. This course is a discussion course using original sources. Prerequisite: One core course in Psychology (Psychology 150-174).
455 History of Psychological Theories
An examination of the historical roots of the various theoretical approaches adopted by modern psychologists. A major theme of the course is an examination of the conflict between advocates of introspection, or the study of human experience, and behavior observation, the study of human action. After a brief survey of classical contributions, the course concentrates on the 19th- and 20th-century theories ranging from Wundt, Freud and James to Bandura and Piaget. Consideration is given to how psychological theories are applied in the clinic and the workplace, and special attention is given to the developing division between applied and research psychology. Recommended for students going to graduate school. Prerequisite: One advanced course in Psychology.
460 Personality: Theory, Research, and Application
A comparison of theories of personality in terms of areas addressed by the theories, research evidence for them, and applications of them. Psychodynamic theories, sociocultural theories and the biological theories are considered. In addition, the applications of personality theories to assessment, psychotherapy and the study of development are examined. The aim of the course is to acquaint students with the major approaches to personality and how these approaches can be used to understand ourselves and others. Prerequisites: Psychology 206 and either 160, 162 or 170.
475 Psychology and Religion
(Also listed as Religious Studies 475)
An examination of Judeo-Christian religious belief and experience from psychological and religious studies perspectives. Cognitive, theological, historical-critical and psychodynamic theories will be explored and applied to empirical studies and biographical accounts of the faith lives of men and women, past and present. This course will be mainly discussion, based on primary sources. Prerequisites: One course each in Psychology and Religious Studies.
480 Food and Hunger in Society
Various perspectives—including psychological, biological, economic and sociocultural—are used to study in depth how human beings produce, select and use food. The objective is to understand how these perspectives converge to explain both individual and collective food choices and the ways in which those choices are affected by culture, gender and social class. The causes and consequences of excess and scarcity will also be examined. The course is discussion-oriented, with emphasis on primary sources, and includes a community activism component. Prerequisite: One core course in Psychology.
490-494 Special Advanced Topics in Psychology
Prerequisites: Psychology 206 and one core course in Psychology.
501 Internship at CHAPS
Liaison: Professor Heuchert
An internship at the Crawford County Center for Mental Health Awareness (CHAPS). CHAPS is an agency that provides a drop-in center, housing assistance, job training and other services for mental health consumers. The intern works with staff and consumers to assess satisfaction with services, conduct advocacy and education about mental health issues, and facilitate the work of the drop-in center. The student is jointly evaluated by the CHAPS staff and the faculty liaison: Credit: Two semester hours. Prerequisites: Psychology 170 and approval of the liaison. Corequisite: Psychology 540.
502 Internship at the State Correctional Institution, Cambridge Springs
Liaison: Professor Heuchert
An internship at the State Correctional Institution at Cambridge Springs (SCICS), a minimum-security women’s prison. The intern works with the prison’s treatment staff, observes group therapy and other group counseling techniques, typically in specialized group settings such as those for substance abusers or sexual offenders, and learns about the multidisciplinary approach to inmate rehabilitation. The student is jointly evaluated by the SCICS staff and the faculty liaison. Credit: Two semester hours. Prerequisites: Psychology 170 and the approval of the liaison. Corequisite: Psychology 540.
503 Internship at the Meadville Medical Center, Pain Management Center
Liaison: Professor Heuchert
An internship at the Pain Management Center at the Meadville Medical Center. The intern observes and/or participates in various aspects of the multidisciplinary treatment of chronic pain, including educational presentations, individual psychotherapy, physical therapy, biofeedback and medical procedures. The student is jointly evaluated by the Pain Management Center staff and the faculty liaison. Credit: Two semester hours. Prerequisites: Psychology 172 and the approval of the liaison. Corequisite: Psychology 540.
505 Internship in Psychological Research
Liaison: Professor Searle-White
Research experience at Allegheny College to be directed by any member of the Psychology Department. The completed project is evaluated jointly by the supervising faculty member and the liaison person. Credit: Two or four semester hours. May be repeated for credit. Prerequisites: Psychology 206 and 207 and the approval of both the faculty liaison person and the faculty member in charge of the project.
506 Internship in Surveying and Data Analysis
Liaison: Professor Anderson
An internship with one or more local social service agencies in which the intern assists in the design, pre-testing, implementation, and evaluation of survey instruments. Additional responsibilities might include cataloguing, evaluation, and other data management procedures. Provides hands-on experience for students with research methods, statistics, and data management. May be repeated for credit. Prerequisites: Psychology 206 and 207 or Political Science 299.
516 Internship in Wellness at PPG Industries
Liaison: Professor Heuchert
An internship working in wellness programs in an industrial setting at a local glass manufacturing plant. Students will participate in an ongoing program addressing wellness issues of avoidance of alcohol and drug addiction, smoking cessation, weight control, safety and health management. Two semester hour credits. Prerequisites: Psychology 172 and the approval of the liaison. Co-requisite: Psychology 540.
520 Internship at Bethesda Youth Services, Meadville
Liaison: Professor Heuchert
An internship in therapy and evaluation programs for delinquent and dependent adolescents in short-term or long-term residential group-home or home-supervision aspects of treatment. Students are evaluated jointly by the Bethesda staff and the faculty liaison and on the keeping of a daily journal. Credit: Two semester hours. May be repeated for credit. Prerequisites: Psychology 160 or 170 and the approval of the liaison. Corequisite: Psychology 540.
522 Internship in Child Care
Liaison: Professor Dickey
An internship at one of two child care sites: Meadville Children’s Center or Head Start Meadville Branch. The internship 1) acquaints the student with a child care agency serving children four years of age and under; 2) enables the intern to observe normal physical, cognitive, and social-emotional developmental processes in young children; 3) involves the student in planning and implementing appropriate activities for infants, toddlers, and preschoolers; and 4) requires that the intern read current theory and research and reflect on social issues and public policies regarding young children and their families. The intern meets regularly with an agency administrator for discussion and supervision and confers regularly with the internship instructor to review assigned readings. The intern’s performance is evaluated by the on-site supervisor in consultation with the supervising faculty member. In addition, the supervising faculty member will evaluate the student’s journal, which integrates the on-site experiences with the assigned readings. Credit: Two semester hours. May be repeated for credit. Prerequisites: Psychology 160, 421 or 425 and the approval of the supervising faculty member. Corequisite: Psychology 540.
525 Internship with Active Aging
Liaison: Professor Heuchert
Active Aging is a state-supported area office on aging that provides a wide variety of services to senior citizens living in Crawford County. The center provides congregate meals, home-delivered meals, educational activities, health-promotive services and activities, and social activities for active seniors. The student becomes involved in several facets of operating a center for older adults, from developing appropriate activities and services to implementing them. The internship involves selected readings and discussion with the on-site supervisor and staff. Professional performance is evaluated by the on-site supervisor in consultation with the supervising faculty member. The student’s academic performance is evaluated via a journal of internship experiences and a research paper. Credit: Two semester hours. May be repeated for credit. Prerequisites: Psychology 160, 423 or 560 and the approval of the supervising faculty member. Corequisite: Psychology 540.
527 Internship with Wesbury United Methodist Retirement Community
Liaison: Professor Heuchert
The internship provides students with an opportunity to observe and to be involved in the operation of a retirement community, as well as to interact with residents. Depending on the student’s interest, the internship experience can be tailored to include, but is not limited to activities, programming, health advancement, community outreach, public relations, accounting, and administration. Performance will be evaluated jointly by the on-site supervisor and the supervising faculty member. Credit: Two credit hours. Prerequisites: Psychology 160, 423, or 560 and approval of the liaison. Corequisite: Psychology 540.
529 One-Time or Infrequent Internships
530 Internship in the Teaching of Psychology
Liaison: Professor Searle-White
Designed to provide practical teaching experience in a variety of Psychology courses, this internship involves working closely with an instructor in a particular course such as Introductory Psychology, Learning, or Physiological Psychology. Although the specific duties vary with the course involved, students may be asked to attend lectures, act as discussion facilitators, hold regular office hours, assist with laboratory sessions, and act as writing tutors. In addition to the practical work, the student intern meets on a regular basis with the supervisor to review his or her work. Interns are also exposed to some of the basic principles of learning and cognitive psychology as they apply to teaching and learning. Signature course. May be taken on Credit/No Credit basis only. Credit: Two to four semester hours. May be repeated for credit. Prerequisites: Permission of liaison and supervisor.
540 Internship Seminar
A corequisite course for all students participating in applied internships in the Psychology department (i.e., all internships except Psychology 505, 506, and 530). The course focuses on integrating students’ internship experiences with their understanding of psychological theory and research. Students meet biweekly during the first two weeks and last two weeks of the semester and weekly during the balance of the semester. Topics such as ethics, appropriate workplace behavior, and relationships with supervisors and co-workers provide the focus of the early meetings, and the rest of the semester is devoted to examining students’ internship experiences and the on-going ethical or practice issues. A paper and formal in-class presentation, assessing the relationship of the student’s field experience to current psychological theory and research, are required. Credit: Two semester hours. May be repeated for credit. Corequisite: Enrollment in any Psychology Department internship except Psychology 505, 506 or 530.
Psychology 206 and 207 and at least two core courses are prerequisite to all seminars. Additional prerequisites are specified in course descriptions. Students are encouraged to take their seminar as a junior in preparation for the Senior Project.
550 Junior Seminar: Clinical Disorders
An examination of current research and theory about the nature and qualities of psychological disorders, particularly those included in the Diagnostic and Statistical Manual of Mental Disorders. Topics may include the following: What are the relative strengths and weaknesses of correlational, experimental, and single case designs in clinical research? How can the psychological, social and physiological precursors of various disorders be understood in relation to one another? Can the effects of medication or psychotherapy be used as evidence for or against a particular cause for a disorder? The course may focus on adult or adolescent disorders and emphasizes close reading of selected primary sources, in-class discussion, and extensive writing, culminating in a detailed research proposal. Prerequisites: Psychology 206, 207, and 170, 172 or 174.
555 Junior Seminar: Behavior, Cognition, and Health
An in-depth examination of topics in the area of the effects of behavior and cognition on health and vice versa. Students prepare and discuss presentations on themes such as wellness, pain management, stress, and reactions to, and control of, disease. Prerequisites: Psychology 206, 207, and 170, 172 or 174.
556 Junior Seminar: Physiological Mechanisms of Animal Behavior
An examination of animal behavior from the neuro-ethologist’s perspective. Specific topics include methods of neuro-ethological research, adaptation and evolution of behavior, social behavior, physiological control systems, and ethological theory past and present. Recommended for majors in both Biology and Psychology and for any student with an interest in physiological mechanisms of animal behavior. Prerequisites: Psychology 206, 207, and 150, 152 or 154.
557 Junior Seminar: Behavioral Mechanisms of Drug Action
A study of the various behavioral and environmental mechanisms by which drugs and other substances may alter behavior. Students examine the actions of drugs from a behavior and analytic perspective. Specific topics include the factors involved in the initiation and maintenance of self-administered drugs. Moreover, the students examine the status of behavioral pharmacology in the area of neuroscience, in addition to ethical issues. Of primary concern is the examination of the development of a scientific analysis of the effects of drugs on human and non-human behavior. Prerequisites: Psychology 206, 207, and 150, 152 or 154.
558 Junior Seminar: Behavioral Neuroscience
Examination of research on basic neural processes underlying behavior and mental processes. Students engage in the examination and evaluation of research addressing questions regarding the neural bases of motivation, learning, and cognition. Various techniques are discussed, including electrophysiological, anatomical and biochemical. The relevance of such basic research to clinical disorders is addressed. Prerequisites: Psychology 206, 207, and one from among Psychology 150, 152 or 154/155.
559 Junior Seminar: Clinical Neuropsychology
Examination of primary literature that addresses the etiology, diagnosis, treatment strategies, and experimental animal models of disorders of the human nervous system. Topics include neurodegenerative disorders such as Alzheimer’s and Parkinson’s diseases, schizophrenia, affective disorders, and injuries of the brain and spinal cord. Prerequisites: Psychology 206, 207, and one from among Psychology 154/155, 170, 172, Biology 072, or Neuroscience 200.
561 Junior Seminar: Socialization in the Family
An examination of the family as a developing communal system embedded in broader social contexts. In particular, we look at how families influence development and how the impact of family socialization changes over time. The seminar explores psychological research investigating characteristics of parental socialization, changes in influence as children enter adolescence, outcomes associated with parental socialization practices, and diversity in family life—including social class, ethnic and cultural variations. The class includes close reading of primary text material, in-class discussion and presentations, and extensive writing, culminating in a detailed research proposal. Prerequisites: Psychology 206, 207, and one from Psychology 160, 162 or 164.
580 Junior Seminar: Judgment, Choice, and Ethics
An exploration of the processes of judgment and decision making from a variety of psychological perspectives, with special attention to the social and moral influences that affect human choice. Value judgment, ethical decision making and perception of risks and benefits will be explored through study of life choices in a variety of areas such as family, health, law, education and social action. Prerequisites: Psychology 206, 207 and one from 160, 162 or 164.
582 Junior Seminar: Memory Processes
An examination of current research and theory in human memory processing. Specific topics may include the consolidation of memories, false memories, individual differences in memory, and the application of memory research to the classroom. Particular attention is paid to methodological issues in memory research. The course also emphasizes close reading of selected primary sources, in-class discussion, and extensive writing, culminating in a detailed research proposal for the senior project. Prerequisites: Psychology 206, 207, and one from Psychology 160, 162, or 164.
583 Junior Seminar: Creative Problem Solving
An exploration of the processes of problem solving including both well-defined hypothetical problems and often ill-defined real-world problems. The role of creative thinking in selecting, inventing and applying strategies in explored, with attention to the obstacles that prevent people from solving problems as well as they might. The course is discussion-oriented with emphasis on proimary sources and includes a community service activism component. Prerequisites: Psychology 206, 207, and 160, 162, or 164.
584 Junior Seminar: Language Processes
An examination of current research and theory in discourse processing. Specific topics may include politeness theory, sarcasm, generation of insults, characteristics of instant-messaging and e-mail, development of slang, commitment language in therapy, rules of conversation, and speechlessness. The course emphasizes close reading of selected primary sources, in-class discussion, and extensive writing, culminating in a detailed research proposal. Prerequisites: Psychology 206, 207, and one from Psychology 160, 162 or 164.
585 Junior Seminar: Stimulus Control: Learning and Remembering
A stimulus-control approach to understanding how we learn new behavior, why we pay attention to particular events, how we remember, and why we forget. We examine in detail the empirical animal and human literature on learning, memory, and stimulus discrimination and generalization, as well as discuss several theoretical perspectives, including those arguing against a stimulus-control explanation. We also apply these explanatory frameworks to complex mental behavior such as categorization, concept formation, and relational learning, and discuss stimulus-control based interventions on clinical and other behavior problems. Prerequisites: Psychology 206, 207 and one from among 150, 152, or 164.
590 Independent Study
Independent study forms must be completed in the semester before a student begins his or her independent project. Students who think they might wish to do an independent study should consult a member of the department as early in the process as possible. May be repeated for credit. Credit: Two to four semester hours.
Involves the completion of the senior project under the supervision of the instructor, who serves as the Senior Project advisor. Students meet regularly with the instructor to discuss topics such as ethical standards for research, strategies for literature searches, organization and format of the project, and techniques for coding and interpreting data. Each student is required to have at least one meeting with both readers no later than the middle of the semester. An oral defense of the completed project is also required. Credit: Four semester hours. Prerequisites: Psychology 206, 207, one Advanced Topics course, and the Junior Seminar.
600 Senior Project
Involves the completion of the senior project under the supervision of the instructor, who serves as the Senior Project advisor. Students meet regularly with the instructor to discuss topics such as ethical standards for research, strategies for literature searches, organization and format of the project, and techniques for coding and interpreting data. Each student is required to have at least one meeting with both readers no later than the middle of the semester. An oral defense of the completed project is also required. Credit: Four semester hours. Prerequisites: Psychology 206, 207, one Advanced Topics course, and the Junior Seminar.
610 Senior Project Seminar
Involves completion of the Senior Project under the supervision of the instructor, who serves as the Senior Project advisor. Students meet with the instructor once or twice a week as a group to discuss topics such as ethical standards for research, strategies for literature searches, organization and format of the project, and techniques for coding and interpreting data, as well as the specific projects being carried out by the students in the group. Each student is required to have at least one meeting with both readers no later than the middle of the semester. An oral defense of the completed project is also required. Credit: Four semester hours. Prerequisites: Psychology 206, 207, one Advanced Topics course, and the Junior Seminar.
FS PSY 201 Communication in a Discipline: Psychological Inquiry: Disorders of Thought
An examination of the evolution of the research and theory on a specific topic in psychology. Through an examination of the relevant research and theory, the course demonstrates how questions prompting research on a specific topic, as well as research methodologies, have evolved. Specific topics vary with instructor. Effective writing and speaking in psychology are emphasized as well as evaluating original source materials. The focus for this section is the nature and function of the unconscious in clinical, social, perceptual, and memory processes. Prerequisite: any course in Psychology. Psychology majors are encouraged to take their sophomore seminar in the Psychology Department. May count toward a major or minor in psychology.
FS PSY 201 Communication in a Discipline: Psychological Inquiry: The Unconscious: Fact or Fiction?
An examination of the evolution of the research and theory on a specific topic in psychology. Through an examination of the relevant research and theory, the course demonstrates how questions prompting research on a specific topic, as well as research methodologies, have evolved. Specific topics vary with instructor. Effective writing and speaking in psychology are emphasized as well as evaluating original source materials. The focus for this section is the nature and function of the unconscious in clinical, social, perceptual, and memory processes. Prerequisite: any course in Psychology. Psychology majors are encouraged to take their sophomore seminar in the Psychology Department. May count toward a major or minor in psychology.
FS PSY 201 Communication in a Discipline: Psychological Inquiry: “Families and Family Systems”
An exploration of the evolution of the research and theory on a specific topic in psychology. Through an examination of relevant primary source materials, the course demonstrates how questions prompting research on a specific topic, as well as research methodologies, have evolved. Effective writing and speaking within the guidelines of the discipline are emphasized. The focus for this section is an examination of the typical structures, functioning, and communication patterns found in families along with an exploration of the history of family therapy.
FS PSY 201 Communication in a Discipline: Psychological Inquiry: Measuring Femininity & Masculinity
An exploration of the evolution of the research and theory on a specific topic in psychology. Through an examination of relevant primary source materials, the course demonstrates how questions prompting research on a specific topic, as well as research methodologies, have evolved. Effective writing and speaking within the guidelines of the discipline are emphasized. The focus for this section is how psychologists have conceptualized and measured femininity and masculinity. Prerequisite: Any course in Psychology. Psychology majors are encouraged to take their sophomore seminar in the Psychology Department. May count toward a major or minor in Psychology.
