Psychology (PSY)

A broad coverage of the methods and findings that characterize scientific psychology, including a description of historical and recent developments in the areas of learning and motivation; perceptual, cognitive, and physiological processes; social, personality, and child development; and abnormal behavior and clinical treatment. Open to first-year students only.

For achieving a qualifying score on the appropriate Advanced Placement (AP) or International Baccalaureate (IB) exam, students earn credit for this course as the exam credit equivalent of PSY 10000. A broad coverage of the methods and findings that characterize scientific psychology, including a description of historical and recent developments in the areas of learning and motivation; perceptual, cognitive, and physiological processes; social, personality, and child development; and abnormal behavior and clinical treatment.

For achieving a qualifying score on the appropriate Advanced Placement (AP) or International Baccalaureate (IB) exam, students earn credit for this course. A broad coverage of the methods and findings that characterize scientific psychology, including a description of historical and recent developments in the areas of learning and motivation; perceptual, cognitive, and physiological processes; social, personality, and child development; and abnormal behavior and clinical treatment.

Ingrained in our daily lives, the use and interaction with digital devices and the internet have given rise to technology-facilitated crimes. This course introduces the psychology behind these offenses and their perpetrators. Students will delve into the motivations and behaviors of diverse offenders, such as hackers, online child offenders, cyber stalkers, and identity thieves. Additionally, the course explores the psychology of individuals engaged in online activities linked to mass killings, alongside essential techniques of threat assessment. By comprehending the psychological aspects of digital deviance, students will be better equipped to address and mitigate the challenges posed by technology-driven criminal behaviors.

An introduction to the seminar method of instruction accenting the organization and expression of arguments suggested by readings in psychology.

Psychology is the science of mind, brain, and behavior. In this course, we will undertake the ambitious and exciting goal of surveying the entire field of Psychology. We will discuss the tools and methods used by psychologists, and we will apply these methods to seek answers to questions such as: Can we read minds with brain imaging? Is perception an accurate representation of the external world? What do my dreams mean? How can I study most effectively? Why do I forget things? Why do adolescents and young adults engage in risky behavior? How can I be happy? What is mental illness and how can it be treated?

A broad coverage of the methods and findings that characterize scientific psychology, including a description of historical and recent developments in the areas of learning and motivation; perceptual, cognitive, and physiological processes; social, personality, and child development; and abnormal behavior and clinical treatment. Open only to sophomores, juniors, and seniors.

This one-credit seminar introduces the department's programs and faculty research interests as well as the profession of psychology. The goal is to encourage more active reflection on how psychology can be useful, both personally and professionally; also to present the major tensions within contemporary psychology as well as its potential impact on public policies in the decade ahead.

This course teaches skills empirically demonstrated to improve resilience, well-being, and enhance flourishing. These skills are based on decades of research, especially in the fields of positive psychology, cognitive-behavioral psychology, and contextual behavioral science. The course emphasizes experiential learning of skills during class, applying skills to your personal experience, regular self-reflection, and daily practice and logging of skills between classes. Skill development and the resulting benefits are significantly enhanced through authentic connection, mutual support, and vulnerable dialogue, which will be emphasized in classroom discussion. Class attendance and participation are therefore essential and expected to benefit from the course.

Ingrained in our daily lives, the use and interaction with digital devices and the internet have given rise to technology-facilitated crimes. This course introduces the psychology behind these offenses and their perpetrators. Students will delve into the motivations and behaviors of diverse offenders, such as hackers, online child offenders, cyber stalkers, and identity thieves. Additionally, the course explores the psychology of individuals engaged in online activities linked to mass killings, alongside essential techniques of threat assessment. By comprehending the psychological aspects of digital deviance, students will be better equipped to address and mitigate the challenges posed by technology-driven criminal behaviors.

In the spirit of Notre Dame du Lac, the overall goal of this seminar is to educate both the heart and mind about what it means to live with chronic mental illness. Catholic social teaching emerges from the truth of what God has revealed to us about himself. Caring for mental health and wellbeing is an important part of what it means to participate in Christ's redemptive work. Jesus came to invite all people into relationship with God, and as his disciples we are called to love one another and help one another recognize God's presence in every circumstance and experience, including the experience of mental health challenges. This requires not only profound compassion and hope, but also education and equipping. In this seminar, students will be introduced to and hear perspectives from health care providers, faith leaders involved in mental health advocacy and most importantly, those living with serious mental illness and their families. Students will also learn about and visit the Clubhouse of St. Joseph County. The Clubhouse model (see Clubhouse International) is a program that promotes the recovery of adults living with mental illness by providing them with a welcoming community, meaningful work, and supported employment. Key components of the course will include weekly group gatherings, and visits to the Clubhouse of St. Joseph County. The essence of this seminar is to develop each student's understanding of the complexities of what it means to live with a serious mental illness and the role of faith in living a life of hope. They will be introduced to existing models that support these individuals and form a foundation moving forward that begs the question: Where do we go from here? By the end of the course, students will be equipped to begin to answer this question in their own communities, using their unique gifts and talents. Apply online via the Center for Social Concerns website: http://socialconcerns.nd.edu/social-concerns-seminars. Please note, this course has extra required meeting times and/or events outside of the displayed meeting schedule. em.

One of the markers of a successful Notre Dame student will be the study and learning habits they develop in their first year. Students in this seminar will engage with research on how the brain learns, and discover ways to apply it to their academic careers. The course will unfold as a tour of the learning brain, with each week focused on a specific brain region that impacts how and why we learn. Each day will incorporate discussion, activities, and short lectures; course materials will be drawn from a range of disciplines and genres, including both primary scientific research and experiential narratives. Course assignments will ask students to demonstrate their understanding of course topics and, more importantly, use that knowledge to analyze their past learning habits and develop new ones for their first year and beyond. For the final course project, students will work with the instructors to create resources for themselves and their peers.

This course provides students with the opportunity to conduct educational programs with individuals diagnosed with autism spectrum disorder (ASD) while acquiring an in-depth knowledge of the individual, family, community, and cultural issues surrounding the diagnosis. For the practicum portion of the course, students will work within a structured program in a family home, on-average two times a weeks for at least four hours (50 hours over the course of the semester). For the in-class portion of the course, students will meet with the instructors to discuss current research/readings, important topics, and personal experiences related to ASD. It is our hope that through this course you will begin to gain an understanding of individuals with ASD and acquire the skills to support them and their families. In addition, you will continue to develop the communication skills (written and oral) that are crucial to be a successful professional in the field of developmental disabilities. Please note that a version of this course is offered at the 40000 level which has a significant writing requirement (and has additional required coursework, see listing). Other requirements: Unless other arrangements are made, students need to have a car or regular access to transportation.

HKU: Introductory psychology class covering biological background, emotion, motivation, sensation, perception, learning, memory, thinking, language, intelligence, personality, social psychology, and more broadly. Works through Cengage's "Discovering Psychology: Science of Mind" textbook. _______________________________________________________________________________________________________________________ Introduces the study of psychology, the study of the human mind, in some of its many facets: epistemological issues, the brain, perception, learning, language, intelligence, motivation, development, personality, emotion, social influences, pathology and therapy and prevention. These will be seen from the scientific and scholarly point of view, but with emphasis on their relevance for everyday life. An important focus of the course will be the importance of theories and how they influence the gathering of data as well as the difficulty of objectivity when the object of study is also its primary tool: the human mind. One of the goals of the course will also be to prepare the student to read psychological literature with a critical eye, keeping in mind the difficulties involved in attempting to study human subjectivity in an objective way.

When offered in London: Research work under the supervision of a member of faculty on main campus, taken in addition to regular London courses. When offered in Copenhagen: A required course for students enrolled in The Cognitive Neuroscience of Consciousness (Core Course). During the course, students will work in groups of 4 to design, develop and carry on an experimental study within the field of cognitive neuroscience with specific focus on conscious and unconscious perceptual mechanisms. All studies will be computer-based and aim at collecting quantitative, behavioral data: this will allow students to get well acquainted with experimental paradigms such as E-Prime and PsyScopy. Class work will consist of supervision regarding research activities and selected topics relative to research, e.g. data analysis, methods and methodologies, and ethical aspects of research. Throughout the semester students will present the various stages of their work to the other groups in order to collect feedback and to jointly evaluate the strengths and weakness of their respective projects. All studies will be presented at the scientific symposium that will take place at the end of the semester.

Independent research carried out under supervision of a faculty member. A typewritten report of a research literature or an experimental study is required.

The American Sign Language class is designed to introduce basic vocabulary and simple sentence structure for conversational use. A cultural view is presented to examine traditions and values. A linguistic view is presented to introduce structure, syntax, and manual alphabet. Experiential activities, receptive and expressive exercises, and fluency opportunities are incorporated into the format. This is an introductory class for students with no prior knowledge of American Sign Language.

Directed reading is carried out under the supervision of a faculty member. A typewritten report on the reading is required.

Independent research carried out under supervision of a faculty member. A typewritten report of a research literature or an experimental study is required.

ndependent research carried out under supervision of a faculty member. A typewritten report of a research literature or an experimental study is required.

An introduction to the analysis and evaluation of experimental data, with particular emphasis on measures of central tendency, variability, and covariability and their relationship to psychological theory and explanation.

This class aims to equip students with basic knowledge of R in data manipulation, data generation, data visualization and data analysis with a focus on data science. The first part of the class will introduce the very basics of R including the types of data such as vectors, matrices, and data frames as well as tibbles for refined data frames and bigmatrix for big data. The second part of the class will introduce data manipulation and preprocessing methods such as data transformation, subsetting, and combination. The third part will deal with specific types of data such as strings, texts, dates and times, images, audios, and videos. The fourth part will teach ggplot2 and related packages for data visualization. The last part of the class will illustrate how to conduct data analysis using the above techniques through case studies such as basket analysis, network analysis, and log analysis. The class does not require previous knowledge of R

A continuation of Psychology 30100, with emphasis on the design and methods of execution of psychological research. Training in writing reports in professional format is also provided.

Major theories and research findings on social, emotional, and cognitive development are covered. Although emphasis is on the time from birth to early adulthood, some research on adulthood and the elderly is included. Attention is given to how different environments enhance or hinder healthy development.

The second decade of life is a crucial developmental transition that poses significant physical, psychological and social challenges to young people; and which have implications for later psychosocial outcomes. This course explores the portrait of adolescence that is revealed by contemporary developmental science. We will examine adolescence in cultural and historical context and survey recent empirical literatures on some core topics, including pubertal maturation, the cognitive and social-personality development of teenagers, the struggle for self and identity, the influence of family, peers and schools on development, adolescent risk behavior and positive youth development, among other topics

Students will develop a comprehensive understanding of Autism Spectrum Disorder (ASD) by learning about the assessment and diagnosis, common supports, and historical and current conceptualizations of ASD from multiple perspectives (theoretical and stakeholder). The course will review features of autism including language, social attention, sensory processing, and repetitive behaviors. We will also study genetic and environmental etiological factors. Finally, we will review ASD across the lifespan and discuss adolescence, sexuality, gender, mental health, and quality of life. Throughout the course, students will gain an understanding of basic principles used in autism research including common study designs, methods, challenges, and ethical considerations.

This course is a survey of the contemporary study of personality in the context of its growth as a field of psychology. The focus is on personality as an empirical science. The course introduces perspectives or approaches to studying personality as well as theories, historical background, and modern research. Additionally, key issues such as the conceptualization and measurement of personality variables, the stability and consistency of personality, and real world applications are addressed. The course provides the opportunity to broaden student's understanding of the science of personality and to think critically about the application of personality theory in everyday life. Readings are primarily taken from a text, but additional readings and class materials may be assigned.

Defines the concept of abnormal or maladaptive behavior; reviews the principles involved in human development and adjustment and describes the common clinical syndromes, their causes, and treatments.

This course is an introduction to the field of child and adolescent psychopathology. We will review the clinical features, diagnosis, and developmental course of the major disorders of childhood and adolescence. The integration of case studies into each unit of the course will allow students the opportunity to apply their knowledge of concepts to think critically about how various cultural and contextual factors influence symptom presentation, diagnosis and treatment.

This course provides an introduction to clinical psychology. The emphasis will be on clinical research and empirically-based practices. It will cover (a) research methods for studying clinical phenomena (b) key issues and controversies in the field, and (c) specific topics such as classification and diagnosis, assessment, prevention, and intervention.

This is an advanced, three credit undergraduate course focused on (1) the neuroscience of addiction; (2) emotional and physical consequences of addiction; (3) societal and sociocultural influences on and outcomes addiction; and (4) treatment of addiction. The purpose of the course is to familiarize students with current knowledge of addiction and its etiopathophysiological origins across the lifespan. We will adopt a transactional perspective, which is infused throughout the class. According to this perspective, addiction cannot be understood as a static, adevelopmental entity. Rather, addiction emerges from complex transactions between biological vulnerabilities (e.g., genetic, neural) and environmental risk factors (e.g., family exposure, deviant peer group affiliations, neighborhood risk) over time. No one plans to become addicted, yet addiction is among the costliest public health concerns facing the U.S. Despite claims that addiction has been destigmatized, traditional conceptualizations that blame character deficiencies such as "weak will" and lack of discipline still permeate our culture. As a result, the U.S. stands alone among Western industrialized nations in the extent to which we stigmatize and criminalize addiction. Rather than treat addiction as a disorder, we incarcerate users, many of whom become felons with limited opportunities for future employment, advanced education, and long-term recovery. Moreover, despite similar rates of both drug use and addiction across racial and cultural groups, large race disparities in arrest rates and sentencing are observed. In this class, we will take a holistic approach to addiction by exploring neurobiological, cultural, and sociopolitical contributors.

A lecture course providing a survey of higher level cognitive processes such as memory, problem solving, learning, concept formation, and language.

A survey of the theories and methods relating to basic processes in learning and memory from both biological and cognitive perspectives.

Includes a diverse range of topics, from sensory processes and perceptual development to sensory deprivation and visual illusions. Emphasis is on auditory and visual perception.

Natural Language Processing (NLP) has emerged as a crucial skill in the workforce, especially with the advent and accessibility of generative AI technologies. From intelligent chatbots and virtual assistants to automated content creation and sentiment analysis, NLP applications are transforming industries and redefining how we interact with technology. Mastery of NLP techniques and tools not only opens doors to careers in the technology sector but also equips students to contribute to innovations that shape our future. Language Processing in Practice is a hands-on course designed to introduce students to the fundamental theory and applications of NLP, with a special emphasis on working with large language models, generative AI, and the Hugging Face ecosystem. The course focuses on practical techniques for processing, analyzing, generating, and understanding human language data. Students will explore key topics such as text preprocessing, tokenization, part-of-speech tagging, parsing, sentiment analysis, topic modeling, machine translation, and text generation. The curriculum places a strong emphasis on modern NLP libraries and frameworks like NLTK, spaCy, and particularly Hugging Face Transformers. Through a series of projects and assignments, students will gain experience in building NLP applications, creating word embeddings with pre-trained large language models, and generating human-like text using generative AI models.

The brain gives rise to all thoughts, feelings, learning- much of what we study in the field of psychology. In this course, you will learn the basics of how the brain works. Topics covered will include: how neurons transmit signals; basic neuroanatomy (functions of different parts of the brain); the neural basis of sensory processes, such as vision, hearing, smell and taste; movement and autonomic functions; motivations, such as hunger and thirst; emotions and stress; and cognitive functions such as learning, memory, and language. Examples and evidence will come from studies of brain-damaged human patients as well as animal neuroscience research. The evolution of the human brain and comparison to other species' brains will also be considered. Prerequisites: Introductory psychology. Some biology coursework will also be helpful, but not required.

Behavioral genetics is the study of genetic and environmental influence on individual differences, and can be used to examine all aspects of development. The purpose of the class is threefold: first, to orient students to the basic genetic principles necessary for the understanding of hereditary influences on development; secondly, to overview genetic and environmental influence on behavioral, biomedical, and bio-behavioral attributes; and, lastly, to assist students to realize that behavioral genetics is a powerful tool for the study of environmental as well as genetic influences on development.

An "Introduction to Cognitive Neuroscience" is a survey course that introduces students to the biological substrates underlying various forms of cognition in humans, with a specific focus on mental processes. We will explore how psychological and cognitive functions are produced by the brain. Cognitive neuroscience is a branch of both psychology and neuroscience, drawing from disciplines such as biological psychology (biopsychology), neuroscience, cognitive psychology, and neuropsychology. We will cover a broad range of topics, including learning and memory, perception, development and neural plasticity, cerebral lateralization and language, emotions and social cognition, stress, sleep and dreaming, and consciousness. No previous coursework in neuroscience is required, but at least some experience with biology or biopsychology is preferred.

The American Reality TV show Survivor has been a part of American culture for over 2 decades. To quote the host Jeff Probst, “Survivor is a microcosm for our real world.” In this course, we will look at this iconic TV show and generalize its infamous moments to experiences people have in the real world. Because Survivor is a game of social deception, studying its dynamics is especially relevant for those who want to understand negotiation, business, leadership, academia, or virtually any other work — and many personal — situations. We look to discover and analyze the art of decision making through the principles of Social Cognitive Neuroscience and Mathematical Game Theory. By the end of this course, students will be able to utilize the fundamentals of mathematical game theory to deconstruct complex real world situations with payoff matrices and formulate strategies for idealized outcomes. Additionally, students will identify the key frameworks of social cognitive neuroscience to be able to articulate challenges to the concept of humans as optimal decision-making agents and relate affective, social, and cognitive influences on decision-making to real-life situations. Finally students will end the course with role-playing in a Survivor like game and use the skills in this course to document and analyze their experiences.

This is an introductory course on the technique of electroencephalography (EEG), commonly used in the discipline of cognitive neuroscience. Students will learn about the historical and theoretical bases of EEG, methods in which it is employed, and basic considerations of experimental design and analysis with EEG. The course is experiential in nature and involves hands-on demonstrations using a commercial four-electrode recording device. Over the course of the semester, students will design and execute their own experiment so that they can practice applying the skills they have learned. Previous coding experience is not required, but will be helpful.

Inflammation is a fundamental biological phenomenon - whether it preserves or destroys is often a matter of context. In this course, we focus specifically on neuroinflammation - i.e., inflammation as it relates to the central (and peripheral) nervous system. We begin with the founding principles of molecular and cellular immunology in the context of the human nervous system. Next, we will explore the biological, environmental, and human components of (neuro)inflammatory disease through clinical case studies and representations in literature and media. Finally, we ask: how do medical, healthcare, and pharmaceutical constructs define the sociocultural experience of disease? Thus in this class, we integrate the scientific and the social: How do humans, how does humanity at large, deal with (neuro)inflammation? Can we firefight our collective future? This course is open to all majors. Strongly recommended prerequisites: Biology I: Big Questions (BIOS10171) OR Neuroscience and Behavior (BIOS20450) OR Cell Biology (BIOS30341) OR Cellular Biology: Stem Cells to Disease (BIOS30410)

Electroencephalography (EEG) is a commonly used technique in the realm of cognitive neuroscience to make measurements of scalp electrical activity. This course has two main objectives: 1) to give students an introduction to the theoretical principles underlying the measurement and analysis of EEG, and 2) to give students an opportunity to use EEG in a basic experiment of their own design and present the results. We will employ commercial EEG technology to conduct simple measurements, learn the basics of analysis, and explore the kinds of questions that EEG can help answer about the neural basis of behaviour.

In an age where ‘identity politics’ figures as both an accusation and a creed in public and private spaces, a careful and critical examination of how we construct our individual and collective selves is more important than ever. Science and technology are crucial resources in these projects, serving as fundamental structuring elements of our world. They are crucial in shaping not only our physical environment but the very conditions of possibility within which we construct our collective and individual identities. This course is an exploration of the ways that the practice of science and the production and marketing of technology supply the material that gets taken up in the project of identity formation, focusing on two closely linked technoscientific domains: neuroscience and genetics.

From our perceptions of ourselves to our understanding of global politics, the theories of social psychology give us insight into the human condition. In this class, we consider how social interactions shape the psychological experience of being human. We will use theory and current research to examine contemporary societal debates from immigration to AI romance. We will consider how we can combat prejudice and improve our connection to others, drawing on the work of social psychologists from across the world. Throughout the semester, we will return to the question: Can the field of social psychology help us live better lives as “social animals”?

This is the pre-departure section of the abroad course for student going to South Africa in the study abroad program - description of the course is as follows: This course provides a basic overview of the social psychological principles that describe and explain the development and functions of attitudes (beliefs-stereotypes, feelings-prejudice, and behavior-discrimination) and how these influence relationships on an individual and group basis. These social psychological principles will then be used to analyze the development of and institutionalization of racism within the cultural-historical context of South Africa - one that is defined by intergroup conflict between the English and Afrikaans cultural groups, the tribal conflicts among the African tribes, as well as the black-white apartheid conflict. This portion of the course contextualizes the psychological in the historical-cultural-economic context. Finally, the course culminates in reading and discussing the words and life of Nelson Mandela whose response to institutionalized racism that oppressed his people and resulted in his incarceration for 27 years was one of reconciliation. Questions dealing with appropriate responses to negative attitudes as well as programs or policies to change existing negative attitudes or prevent the development their future development will be discussed. This course will count as a 30000-level course for psychology majors or as a college social science requirement for students in the College of Arts and Letters.

Fundamentally, psychology is focused on better understanding the human mind and human behavior. This course seeks to apply the principles of psychology to the world of diplomacy, examining the interplay between how people think, feel, and act — and the impact that has on how they approach diplomatic situations. An understanding of psychological principles is especially valuable for those in roles involving diplomacy, where it can aid in fostering positive relationships with others, and improving the skills needed to enhance personal, and even international, relations. Through psychology, individuals can gain deeper insight into themselves, and into diplomatic skills such as communication, persuasion, negotiation, etc. Through classroom learning and hands-on activities, you'll learn to apply psychological constructs to real-world situations and gain a newfound appreciation for the role of psychology in human communication and interactions.

This course will provide an overview of the growing field of peace psychology, which seeks to apply psychological theory in order to better understand violence, its causes, its effects on human development, and the ways in which psychology intersects with peacebuilding processes. Within each of these domains, we will discuss multiple levels of understanding (e.g., interpersonal, community, structural) and will draw direct connections to conflict-affected settings through the use of case studies, film, and group activities.

Alcohol Use Disorder is a chronic relapsing brain disease. But when presented on screen, it's entertainment. Why do we laugh, why do we cry, why do we emulate fictional characters whose drinking habits result in a life of debilitating addiction? From James Bond to Jonah Hill, the psychology and seduction of alcohol on film, television, and online will be analyzed. Furthermore, what is the relationship between the manner in which alcohol use/abuse is presented on screen and the manner in which alcohol is used and abused on, for example, college campuses? Surveying recent film history, we will examine how alcohol is used in story structure, as a character flaw or strength, and as a narrative device in the story arc of films across multiple film genres, (teen rom-coms, sports films, etc). Why do characters drink, where do they drink, and how does the result of their "getting drunk" advance the narrative? We'll also look at non-fiction media that tackle issues of addiction, as a way of comparing character development in fictional films to the results of this same behavior in everyday life. Film materials will include weekly screenings outside of class, and academic articles relating to the portrayal and analysis of alcohol use in film and television, including the business of marketing alcohol from social media to televised sports. From the psychological perspective we will discuss the topic and process of social influence and how the presence of others influences our behavior. Questions of interest will include the following: what are the mechanisms by which group influence unfolds? How and why might we be persuaded? Does the manner, and if so how, in which alcohol use is portrayed in movies and the media reflect the processes and principles of social influence? Readings will include chapters on social influence, persuasion and academic articles evaluating the manner in which alcohol is portrayed and advertised and the effect this has on alcohol consumption. In addition, issues of addiction will be discussed - from understanding the basis of addiction to examining the efficacy of addiction treatment.

This interdisciplinary course explores the intersection of early childhood development (ECD) science and poverty alleviation initiatives in low- and middle-income countries. It provides students with an understanding of how early brain development is influenced by socio-economic factors and how evidence-based interventions can promote brain health and school readiness while also addressing developmental disparities. Early childhood years are a time of heightened biological and environmental responsiveness that coincides with the most rapid period of neurological growth in human development. They build the foundation for cognitive, emotional, and social competencies; failure to thrive in the early years is associated with not only short-term physical, cognitive, and social-emotional maladjustment but also poor adult health and labor market outcomes. Investing in ECD is one of the most cost-effective ways to address the negative individual and societal effects of poverty, and can significantly enhance developmental outcomes. Students will engage with current research, theoretical frameworks, and practical strategies to promote optimal development in impoverished and crisis-affected contexts and prevent intergenerational poverty. This course is relevant for students interested in applying the science of early child development to social issues and working in fields related to psychology, neuroscience, education, public health, or social policy.

The Global Childhoods Practicum seeks to provide students with an evidence-based framework and skillset to implement an improvement science approach to research and program learning. Improvement science is explicitly designed to accelerate learning-by-doing. For the practicum aspect of this course, students will work closely with faculty and research mentors involved in our operational programs in the Global South aimed to foster resilience and improve educational and psychological outcomes for children facing adversity (i.e., contexts of deprivation and/or danger). This semester-long practicum will focus on improvement science research and learning agendas in the Global Center for the Development of the Whole Child's (GC-DWC's) operational programs in Haiti and India.

Grounded in educational psychology theories, this course will explore constructs of conscientiousness, perseverance, grit, growth mindset, and resilience. We will discover how social-emotional learning (SEL) competencies of self-awareness and self-management can be utilized to build personal resilience as learners in tumultuous times. The course will include applications to the current reality of learning during the COVID pandemic, while also considering how resilience is continuously developed in one's self and others in various contexts in the future.

Students will read, synthesize, and discuss how cognitive science can help us make decisions when faced with questions about teaching, learning, and instructional design. Cognitive science provides models and rigorous evidence about the mechanisms involved in thinking, learning, and problem solving. Although we do not yet have complete understanding of how basic cognitive research can be applied to education, we are far enough along that we should try to take advantage of what we know to improve teaching and learning. Students in this class will apply cognitive science research to inform their education-related service for elementary or middle school children. They also will carry out a small-n experiment to evaluate if a particular instructional design feature matters for children's learning, and one of the final exam questions will ask students to propose an original experiment for the next class to test. Community placements may include mathematics and/or early reading tutoring conducted two days a week (either M/W or T/TH) in the local South Bend community and/or via virtual Zoom tutoring for Catholic school children across the country served by the ACE Teaching Fellows program. Note that some of the local sites we work with may not be within walking distance of campus, so students may need to have a car or regular access to transportation for those sites if chosen. Access to a car can be arranged through the Center for Social Concerns. This seminar is offered only in the fall; however, students will be encouraged to continue their service during the spring semester through a 1-credit ESS service-learning option. **IMPORTANT NOTE FOR FALL 2021: travel into the local public schools in person may still not be possible for outside visitors. If that is the case, all tutoring (both local and for ACE TF) will be completed remotely via Zoom with children in their school buildings.

The purpose of this course is to provide students with experience in various aspects of programming for video game development. No prior programming experience is necessary and students will proceed at their own pace. In addition to several programming projects that utilize gaming APIs or frameworks, students will also be exposed to level design (map creation), 3D construction techniques, custom textures, sound design, and lighting effects. 3D game development will utilize the Hammer Editor, part of the Half-Life 2 video game modding Software Development Kit (Source SDK) and its associated tools. Additional third-party (and often free) utilities will also be necessary. Students will work on their own or in teams on a final project agreed upon with the instructor. Students will need to provide their own Windows compatible computer or laptop or a Mac running windows under BootCamp.

This course will draw from multiple perspectives to foster a deep appreciation of human development and ourishing. Human development is complex and fragile, yet many splendored. Assumptions about human nature and capacities have critical and moral implications for how we create institutions (family life, education) and systems (policy, government). e challenge is to develop an integrated and ecological understanding of development in the context of human ourishing. We will begin with research in positive psychology on human development, considering the growth of reasoning, identity, moral imagination, and behavior. We will broaden the frame to include understanding of human capabilities from the perspectives of faith (including the principles of Catholic social teaching), culture, and work. Students interested in social change will benet from a deeper understanding of human development and related research, discussed in a seminar format. Students will draw from their own developmental journeys and current engagements while exploring means to foster human flourishing in future contexts.

This seminar will allow advanced students to research youth poverty and educational access/success informed by related justice questions (e.g., racial equality, incarceration). Students will draw from youth development theory, educational and social science research, and related literature (e.g., restorative justice in education) to examine a research question of personal interest, building on a local community partnership or initiative. Students will produce research representing the cumulative weight of their learning in the course and in the minor. They will share a version of their project (research report, work of art, digital resource, poster display, or like) representing their subject mastery at a concluding public forum.

This course explores the interaction of thinking and action for justice, of cognitive science and social change. In this contested moment, how might we examine the ideas with which we think as we envision social transformation and work toward solidarity and the common good? We will draw from psychology and neuroscience to understand how to overcome attribution errors, implicit bias, and motivated reasoning in work to promote justice. We will examine how assumptions about knowledge and our theories of mind impact our communication and work, and explore epistemic justice (who is invited to the table of knowledge). We will explore, in seminar format, means to promote intellectual humility, ethical imagination, practical wisdom, and commitment to action. Students will be encouraged to learn through experience and community engagement, and apply the lessons of the course in their own journeys.

This course introduces students to the application of psychological science within legal and criminal justice settings. Major topics represented in the field of psychology and law will be covered, including eyewitness identification, jury decision-making, criminal behavior, criminal and civil forensic assessment, expert testimony, and how psychological research impacts law and public policy.

This course will allow students to work with the Nao humanoid robot platform. Students will learn about how to control the sensory and motor capabilities of the robot to produce specific sequences of robot behaviors and/or to allow the robot to respond to particular inputs from the external environment. Students will work with the instructor to identify the specific behaviors and response sequences to be created.

Because behavior plays a significant role in people's health, psychology has emerged as an important contributor to the process of coping with disease, disease prevention, and health enhancement. This course is designed to be an overview of health psychology and behavioral medicine. Topics will include psychology and medicine, health psychology models, stress and health, adaptation to illness, psychological aspects of cancer, pain, coronary artery disease, rehabilitation, infectious disease, health promotion and disease prevention, and professional opportunities in health psychology.

This course will focus on the application of psychological concepts and current research to the enhancement of performance in both sports and fitness activities. An emphasis will be placed on techniques and strategies that have been used effectively to maximize athletic performance. Topics include overview of the field, motivation, personality factors, self-concept, team development, leadership, psychological skills training, and exercise adherence.

This course introduces some of the issues behind calls to reform the US criminal legal system, including mass incarceration and supervision, racial disproportionality, and the challenges of "reentry." But the heart of the course is our exploration of deeper concerns, including why our criminal legal system relies on punishment, how we might cultivate other forms of justice, and what responsibility we have for the systems that operate in our names. As part of the national Inside-Out Prison Exchange Program, the course involves inside students (people incarcerated at the Westville Correctional Facility in Westville, IN) and outside students (people enrolled at Notre Dame, St. Marys, or Holy Cross) learning with and from one another and breaking new ground together. Most weeks of the semester, outside students will travel to Westville for class sessions with the inside students. All students are responsible for the same reading and writing assignments, and participate together in class activities and discussions. Together, we will examine myths and realities related to crime and to punishment, explore the effects of current criminal legal policies, and develop ideas for responding more effectively to harm and violence in our communities. This is an Inside-Out course taught at Westville prison. Classes take place off-campus. Transportation is provided. Application Required.

Almost all crimes, or even human interactions, contain a digital component. The fact that "old" laws don't always fit "new" problems is no more apparent than in the area of cybercrimes. This course will include discussion of topics including: the methodology of typical cyber investigations, the application of the Fourth Amendment to digital evidence, and different types of cyber-specific laws enforced today. The course will also focus on the responses of both courts and legislators to the ever-evolving issues presented by computer crimes.

In this module human development is studied, with specific reference to the South African context. This module builds on the basic introduction to the study of human development that was presented in Psychology 144. The knowledge gained in the module on Approaches to Psychological Theories of the Person (Psychology 213), serves to underpin the theoretical understanding that will be developed in this module. The Psychology 223 module focuses in-depth, from a life-span perspective, on developmental phases from conception to adolescence, with specific reference to the factors that facilitate or threaten optimal development. A special emphasis is placed on prevention and South African contextual factors.

This unit introduces a range of psychological research techniques and illustrates their strengths and weaknesses through the discussion of psychological research in areas such as cognition, clinical and developmental psychology. Students are instructed in the basic principles of research design and inferential decision making. HT course description: This course introduces students to the basic research principles in psychological science. It evaluates various research designs and statistical analyses, and discusses relevant ethical issues encountered in studying human behaviors. Intended Learning Outcomes (ILOs) Upon completion of this course, students are expected to: 1. recognize the basic research principles in psychological science; 2. evaluate various research designs and statistical analyses commonly used in research on psychological science; 3. demonstrate the ability to apply the professional ethics in conducting research and practice of psychological science; 4. demonstrate skills of scientific reasoning, effective research methods, and problem-solving; 5. demonstrate the ability to critically read, summarize, interpret, and evaluate information regarding behavioral phenomena and social issues; AND 6. demonstrate the ability to present, discuss, and explain knowledge about psychological science with clarity in both oral and written form

This course traces human psychological development from the beginning to the end of life. As well as giving a chronological account of what we know about psychological change across the lifespan, there is a strong focus on theoretical, conceptual, and methodological issues. Rome, Italy - RE The course provides a general introduction to the science of developmental psychology and its applications. A number of questions will be addressed, including: What develops and when; The contribution of nature and nurture to developmental change; Mechanisms of change; The role of the child and the larger sociocultural context in shaping development; Continuity and discontinuity in development; Methods used to address the above topics; Application of developmental research to everyday issues. Freemantle, Australia (FA): This course looks at the stages of development within a person, and how the biological, psychological, and social interactions within a person affect one's development. Major theories and researchers are discussed, and theories are applied to real-life examples within an education context.

Taught as PS 123 in Puebla, Mexico. Introduction to the study of human development from conception, with emphasis on infancy through adolescence. Trinity, TCD: This course develops students' understanding of developmental psychology by exploring a number of issues salient to the lives of contemporary children and youth and examining the contribution that theories and research within developmental psychology have made to our understanding of them. Coverage of each topic begins with a discussion of the relevant theory and applied empirical research. Implications for policy and intervention are then considered. Three themes permeate all topics - the role of developmental theory in guiding research, the importance of adopting a developmental perspective, and critical analysis of research.

Taught at Trinity College in Dublin, Ireland as PS 3437 'Child Development in Changing Family Contexts' The family represents one of the most important environments within which children develop. This course examines theory, research and applied perspectives on the family as a context for children's development. The course aims to provide students with know

Physical, emotion and social development of the typical adolescent. The difference between boys and girls, and the social contexts in which these changes occur -- home, school. Focus on the conflicts which most adolescents encounter during their development, be it with physical self-image, peer pressure, or self-identity. Textbook: Santrock, J. (2204) Adolescencia (novena edicion) McGraw Hill, Spain When taught at Dublin, Ireland: PSY 20020 Child and Adolescent Development at UCD; During childhood and adolescence human development is taking place at a phenomenal pace, with children learning many of the skills that are crucial to their current and future emotional well being, relationships and cognitive functioning. This module explores the complex biological, psychological and cultural factors that influence this developmental process. The module introduces and critiques the major theories of developmental psychology that underpin understanding of this developmental process. Lectures span all aspects of child development from birth through adolescence pointing to important methodological issues and gaps in our current understanding. When taught in Rome: This course examines how individual differences and environmental circumstances influence psychological and life outcomes in adolescence. Focusing on the biological, cognitive, and social changes experienced as individuals move from early to late adolescence, the course explores how the social contexts of family, peers, and schools affect the developmental processes. Students will also analyze other factors which influence adolescent psychology, such as culture, biology, cognitive development and sexuality, and discuss individual and environmental factors causing development to go awry in cases of substance abuse, conduct disorders/delinquency, and eating disorders. Satisfies "Developmental Area" core course requirement for Psychological Science majors. SUMMARY OF COURSE CONTENT: Sample topics include the biological, cognitive, social, and emotional changes that occur from middle childhood through adolescence. We will also address the influence of family, peer groups, educational settings and media on developmental changes involved in adolescence.

This course will focus on issues related to cognitive moral development, identity, discernment, meaning and purpose, which are fundamental to human existence. Through a series of debates on fundamental moral and ethical questions/issues and by engaging the writings of various psychologists, essayists, novelists, and philosophers, students will be challenged to examine their own assumptions and values and to understand and be able to articulate differing moral and ethical claims. The course will address issues such as the formation of identity and selfhood, the possibilities and burdens of making one's own choices in life, finding meaning in a world which seems to promote isolation and anonymity, and discerning one's vocation in life and what it means to be a "good person."

This module will develop students understanding of both typical and atypical development through a detailed introduction to theory and empirical research related to neurodevelopmental disorders. It will highlight how genetic, environmental, biological and cognitive factors interact to shape development and behaviour over time. Students will be encouraged to critically evaluate classical and contemporary perspectives on the subject and invited to consider practical issues related to the identification of, and provision for, children demonstrating an atypical developmental trajectory.

This module will examine human behavior and the factors that play into emotions, habits, cognitive biases, and heuristics in decision making and behavior.

Treatment and practice guidance for neurodiverse presentations such as ADHD, Autism and Dyslexia currently arise from a singular dominant medical model perspective. In this course, neurodiverse presentations will be explored through the lens of Self-determination Theory (SDT), an empirical theory of human motivation and development. Using an example of a neuroaffirmative model of ADHD based in SDT, this course will explore existing conceptualisations of Autism and Dyslexia from a similar neuroaffirmative perspective. Students will gain an understanding of the debate around the origins of neurodiverse presentations, an overview of the history of theoretical development, and the influence of these perspectives on individual sense of self, identity and the impact of stigma. This course aims to develop critical thinking skills in theoretical analysis, identification of bias, critical assessment of perspectives, and communication and impact of those perspectives.

This module provides students with an introduction to an emerging interdisciplinary field with three core strands: the history of disability; the lived experience of disability; and the array of personal, social, economic and civic interventions set in place in society on behalf of people with disabilities. The module comprises 11 x two-hour lectures weekly. Lectures will employ a variety of teaching methods, including video conferences, opportunities for students to meet invited speakers with experience in the field and links with cognate courses in EU countries and North America. Essay: Case study: 6 March 2009 Submission and Essay: Final assignment: 24 April 2009 Submission.

Intoduction to personality theory; Philosophical questions relevant to psychology. Some of the topics covered will include: 1. Overview of the mind-body problem 2. Dualism 3. Logical behaviorism 4. Mind-brain identity theories 5. Eliminative Materialism 6. Functionalism and the computational models of the mind 7. Of minds and machines 8. Theories of consciousness SU This module addresses psychological theories and understandings of the person with reference to major contemporary approaches. Theories to be considered may include systemic, psychodynamic, behavioural, cognitive and existential components, with consideration of the applicability of psychological theories to African contexts. After this module, students will be able to identify, define, understand, compare and/or critically evaluate, amongst others: The epistemological, theoretical and cultural-political assumptions that characterize and distinguish a range of different approaches to personhood and subjectivity in contemporary psychology, including psychoanalysis, behavioral and learning theory approaches, humanistic and person-centric approaches, and a variety cultural and historical approaches, including African psychology. Also, students will be able to critique the major approaches to personhood and subjectivity in psychology from a range of perspectives, including those informed by feminism, Marxism, critical theory, decolonial theory, anti-racist approaches, culture and indigenous knowledge systems.

This course introduces students to the key themes, concepts, theories, and applications of major psychological processes and individual differences, with an emphasis on examining the current application of these theories in today's society. The objective of the course is to provide students with a coherent picture of psychological processes and the individual psychological differences that contribute to the rich complexities of human nature.

This unit provides a broad framework for understanding the area of abnormal psychology. The unit deals with approaches to understanding the nature of abnormality, how models are constructed to explain abnormality as well as alternative paradigms and thinking in the area. Illustrations are drawn from a wide range of psychopathology including anxiety, depression, developmental disorders, schizophrenia and organic brain syndromes. RE - Rome Italy - JCU This course aims to provide an overview of the area of Clinical Psychology and will cover both a brief history of clinical psychology and current standards and evidence-based practices. Students will learn about the main theoretical approaches and common assessment and treatment methods of clinical psychologists and explore the current issues in this area.

Taught at a host institution. PSY 20180 at UCD; This module will give you a broad overview of the key concepts and therapeutic processes of the major approaches in counselling psychology. Theoretical constructs of how psychological disturbance are acquired and maintained, the goals of therapy, key therapeutic techniques and the therapeutic relationship will be explored across these approaches. This will be a module that combines lectures, small group activities and work online. Lecture sessions will be highly participative and case studies and video clips showing master practitioners will be used to illustrate the therapeutic process.

Child and Adolescent Psychology: Classifies the main signs and symptoms of child and adolescent disorders, handling the main diagnostic manuals used in Mexico and internationally for identify the different pathological manifestations of this stage of the life cycle.

This unit lays a broad foundation in the area of abnormal psychology by identifying the genetic, biological, neurochemical, cognitive-behavioural and social frameworks that guide and constrain approaches to the definition, understanding and treatment of abnormal psychological functioning. Building on this theoretical foundation and empirical research findings, students are introduced to a wide range of psychopathology such as dementia, anxiety, depression, schizophrenia and substance use disorders. Explanatory models derived from alternative frameworks are discussed and evaluated within a contemporary, multidimensional, integrative model of psychopathology. The implications of these theoretical models for pharmacological and non-pharmacological treatments are emphasised.

At the end of the course, the students are expected to know and understand the psychological theories about the psychic trauma associated with political violence, the articulation of these with the social imaginary, and the implications both in the clinical and political spheres Of reparation and public health. Thus, students are expected to know the general lines of clinical and psychosocial approach to the consequences of political violence in different contexts, with an emphasis on Latin America.

DIS - Copenhagen, Denmark: Happiness Lab: Positive Psychology - The aim of this experiential lab is to explore and understand how we can enhance performance and facilitate psychological well-being by putting positive psychology theories and concepts into action. The focus is on the application of positive psychology in a systematic manner, i.e., exploring and testing how to foster the factors that allow and support individual and community flourishing whilst taking important contextual factors and individual characteristics such as social support, culture, motivation, and age into consideration. _____________________________________________________________________________________________________________________ Rome, Italy - This course aims to provide a general introduction to the area of Positive Psychology, the scientific study of what makes life most worth living, and to scientific findings related to happiness, well-being, and the positive aspects of the human experience.

This module provides students with an understanding of neuropsychiatric and neurological disorders, particularly in terms of their interrelatedness with neurocognitive function and their modelling by preclinical animal models. A particular focus will be on current and developing neurotherapeutic strategies (from molecular to behavioural to assistive/invasive technology approaches). Advances in technologies to model, probe and support nervous system function will be a key feature too, whether from a behavioural, pharmacological and/or neural prosthetic perspective.

In partnership with Ibéroamericana Cuidad de Mexico, this course considers the landscape of mental health and public psychology in Mexico, covering topics such as the social determinants of health, health inequities, cultural considerations in the implementation of mental health care, community engagement and service in psychology, and the integration of psychological supports and peacebuilding, such as work at the intersection of psychology and human rights, efforts to prevent and respond to criminal violence and efforts focused on care for refugees. Students will engage with a wide variety of sources, including policy papers, practice briefings, training materials, empirical research in psychology and public health, and case studies. Students will also participate in a range of in-person visits to local organizations (e.g., refugee shelters), clinics (e.g., centers providing psychosocial support to vulnerable communities), and community centers. Students will also participate in several experiences focused on Mexican culture to further deepen their engagement and understanding of this context.

This course offers a biological and neurocognitive approach to explore and debate what neuroscience, psychology and related fields reveal about the brain's role in spiritual experiences, religiosity and atheism. You will learn how the "religious brain" is studied and how other psychological and biological studies inform cognitive scientific views of religion. We will also discuss the public and social impact of the scientific study of religion. Topics include exploring evolutionary perspectives on religion and the brain, examining religious experiences in pathological and drug-induced states, debating what the brains of religious persons and atheists reveal, and discussing what is 'normal' in religious experience. The course takes different cultural and individual perspectives into consideration and questions the feasibility of this line of questioning and of the methods used.

THE STUDENT IDENTIFIES THE BASES IN THE FIELD OF HEALTH, AND ITS APPLICATION TO THE AREAS OF PSYCHOLOGY, THROUGH THE ANALYSIS OF ITS THEORETICAL POSTULATES TO MAKE EFFICIENT TREATMENT WITH PATIENTS OF ANY KIND DURING THE START, EVOLUTION AND TREATMENT OF THEIR DISEASES. The progression of the course's content, as outline by my professor on the introductory slides to the course, is below: 1. Introduction to health psychology 2. Mental health problems (context, learning, family, media) 3. Knowledge and understanding of psychological processes and illness 4. The health professional (emotional regulation, grief, suffering, and death) 5. Mental health and nutrition 6. Medical illnesses and nutrition (implications on mental health) 7. Promoting healthy lifestyles

Psychoanalysis has become an unavoidable part of modern knowledge, with far-reaching effects on the thinking, behavior, literature, morals and aspirations of our era. Not only in the restricted sphere of mental health, but also in medicine and education, and extending into everyday human relations, the consequences of Freud's thought have been revolutionary. This course is an introduction to the psychoanalytic way of understanding the human person and the worlds of feelings and thought.

This module offers an introduction to global mental health from a critical perspective, with a particular focus on contextual constructions of mental illness, mental health programming in low resource and humanitarian settings, and for marginalized populations. The course covers global differences in definitions and incidence of psychiatric disorders, the validity and effectiveness of mental health and psychosocial support (MHPSS) interventions, and the wider role of power and inequity in shaping mental health policies and international guidelines. The course draws heavily on real examples from practice and research on psychological therapy, psychosocial support, and policy.

Human sexuality is often a controversial topic, with people holding divergent views. This course proposes to focus on the psychological factors involved in sexuality in the context of biological, sociological and cultural factors. Various perspectives, e.g. the developmental and psychosocial, will be explored. Psychosexual behavior in the Irish context and current trends in investigating human sexuality will form part of the course.

UPAEP - Puebla, Mexico: The training of general psychologists requires a comprehensive understanding of the biological and pharmacological factors that influence human behavior. Psychopharmacology provides essential knowledge for recognizing how physiological, neurobiological, and medical processes relate to mental disorders and substance use. This learning allows future psychologists to broaden their perspective on the etiology and treatment of these disorders, assess the role of psychotropic drugs in multidisciplinary teams, and strengthen their ability to design, from the psychological field, basic interventions and preventive strategies aimed at promoting mental health and improving the quality of life of people.

This course will examine the structure and function of mental processes, which account for human behavior. Topics include attention, perception, memory, problem solving, decision making, cognitive development, language, and human intelligence. Individual, situational, gender and cultural differences in cognition will also be explored. An individual research project or research paper is required. Perth, Australia (PA): This unit covers attention, executive functioning, principles and dissociations of human memory, information updating, skill acquisition, problem solving and reasoning, judgement and decision making, applied cognition including forensic analysis, eyewitness testimony, expertise and human error. Students are able to (1) explain the key ideas and theoretical concepts in cognitive psychology covered in lectures and assigned readings; (2) demonstrate an understanding of experimental design and research methodology in cognitive psychology; (3) critically evaluate published psychological research papers in cognitive psychology; and (4) present written summaries of scientific research and draw conclusions from them.

The processes of learning and memory are studied from different theoretical focuses.

This unit addresses the fundamental concepts and more important research findings related to contemporary theories of associative learning in animals and humans. It examines the application of such fundamental research to issues such as drug use and food choice, as well as their extension into AI development. It is designed to foster skills in reading primary sources in this area, and provide the opportunity for hands-on experience in carrying out a research project. The link to the syllabus can be found here: https://www.sydney.edu.au/units/PSYC3011/2026-S1C-ND-CC

PSY 20080 Visual Cognition at UCD; This course provides an introduction to the study of visual cognition, of how 'seeing' allows us perceive a world of meaningful objects, actions and events. The focus will be on higher-order processes in vision including face perception, object recognition, attention and scene perception and will include topics on social cognition (e.g., the perception of action and biological motion). The course introduces the various ways in which psychologists study visual cognition; through the study of the neural basis of visual cognition, through the use of experimental psychology, and by studying the changes in perceptual and cognitive function that occur as a result of brain injury. (Taught as PS 4084 "Psychology of Art: Aesthetics and individual differences in visual function" at University of Saint Andrews in Scotland.) AS The aim of the module is to develop an advanced understanding of the psychological processes involved in visual perception. The module extends basic knowledge of visual processing, from perceptual psychology and visual neuroscience, to how vision is used to interpret our complex world and to interact with it. We will consider the purpose and processes involved in using vision along two broad themes: recognising and interpreting the world via perception, and using vision to control our own actions in the world. The module will cover selected topics that illustrate the extraordinary range of problems our perceptual systems solve in the real world, including topics from: active vision (how do our visual systems allow us to function fast enough to drive a car, play fast-action sports), camouflage and search (how do we find and recognise objects in our cluttered world), material perception (how do we perceive things as dirty, smooth, shiny, patterned).

In 1615, Francis Bacon said that “Travel, in the younger sort, is a part of education.” In this course, we’ll weave together neuroscience with education research, narrative accounts, outings across London, and personal reflection to explore the basis of that statement, and to understand how you learn more broadly. The course will unfold as a tour of the learning brain, focusing on how different regions encode and use information and what that means for your own learning behaviors. Class sessions will incorporate discussion, activities, short lectures, and field trips; readings will be drawn from the primary neuroscientific literature as well as a range of disciplines and genres.

Taught at a host institution. This course will involve a study of the capability, development and decline of the main sensory systems throughout the lifespan. The course will begin with a review of sensory and perceptual development in utero and the consequences of the rapid cortical development within the first years of life on visual, tactile and auditory perception. The effects of sensory impairment on perceptual development in the intact senses will also be discussed. Whilst the course will also focus on normal perception in adulthood, particular emphasis will be placed on the effects of ageing on sensory and perceptual capabilities.

The goal of psychology is to understand how psychological experiences and behaviour derive from underlying mental representations and processes, and how these, in turn, derive from biological substrates. The creation and viewing of artistic objects is a human activity that has existed since prehistoric times, pointing to the fundamental importance of aesthetic experience in human psychology. A scientific understanding of aesthetics and artistic behaviour is therefore a key component of the complete science of the human mind. While aesthetics is an aspect that we need to understand in its own right, the processes and products of art and design can additionally help provide windows to more basic aspects of perceptual and cognitive processes underlying the human mind. Art, or more generally, the creation and appreciation of aesthetic artefacts, engages many important components of psychology including visual perception, memory, motor control, decision making, emotion and social/cultural development. In this module we will examine progress in this relatively recent scientific field.

This course will review the basics of perception, and then go more deeply into understanding why and how the brain processed visual information in the way that it does. In this course, I will cover several core areas of visual perception in detail, enabling you to understand why visual processing is specialised, and the implications this has for perception and cognition more broadly. The main focus will be on understanding the ways in which behavioural methods can make powerful predictions that allow us to devise and develop theories of how visual information is processed by the human visual system.

The aim of this module is to introduce students to Relational Frame Theory (RFT; Hayes, Barnes-Holmes & Roche, 2001; Dymond & Roche, 2013) as an approach to understanding human psychology. RFT is based on a contextual behavioural experimental research program into human language and cognition

Module Title The Psychology and Neuroscience of Spontaneous Thought Module Code: PSU34760 Lecturer(s) Paul Dockree Contact Hours One semester: 11 lectures; 103 hours independent study ECTS Value 5 ECTS (= 125 hours of student time) Rationale and Aims Rationale: Mental experience is not always anchored to the present moment; instead, when the constraints of cognitive control are released, the mind is free to transition from one mental state to the next. Spontaneous thought encompasses a range of mental phenomena that are an intrinsic part of the human experience. These include mind- wandering, daydreams, vivid fantasy, inner speech, creative insights and the nightly manifestations of dreaming. There are also negative ramifications of an excessively wandering mind including distractibility in disorders of attention, obsessive thoughts in OCD, uncontrolled ruminations in depression, and disinhibited traumatic imagery in PTSD. This module will ask, what are these various unconstrained modes of thought? How are they generated and instantiated in the brain? Why does the mind and brain devote time and energy to generating these spontaneous mental states? Moreover, this course will consider how we can guard against unwarranted mind- wandering by reflecting on techniques such as meditation, mindfulness and their philosophical origins, and how altered states of consciousness can shed light on the content and dynamics of spontaneous thought.

How does the way our mind works, the nuts and bolts of our thinking, affect how we make sense of ourselves, our connection to others, and society at large? Social cognition researchers address these questions by examining how basic cognitive and neuroscientific processes affect our sense of self and how we behave towards those we deem similar or different from us. Taking this class will enable you to understand and apply fundamental concepts, theoretical frameworks, and behavioural and neuroscientific research in social cognition to real-world issues.

Titled "Psychophysiologie: motivation et comportement" at host institution. This teaching is a study of the adoptive regulations of the behaviors by considering the neuraux and hormonal mechanisms. One 1st part is an introduction to the ontogenèse behavior. Principal of the theories behaviorists and ethologic bases, the study of the instinct and the training is evoked as well from the historical point of view as experimental. The other parts study certain mechanisms psychophysiologic. The mechanism endocrinien and neurobiology of the stress (and more generally of the emotions) are developed, then three examples psychophysiologic of basic behaviors are described (the phenomenon of print, the sexual behavior, and the food behavior), by integrating the ethologic approach, the neuroanatomical approach (study of the cores hypothalamic and limbic) and approaches it neuro-endocrinienne (role of the hormones and neurotransmitters used). When taught at Dublin, Ireland: PSY 20010 Biological Psychology at UCD; This module will introduce student to two main subdivisions of biological psychology, namely physiological psychology and psychopharmacology. The methodological and conceptual basis of each subdiscipline is considered and selected topics such as sleep, memory, pain, and the effects of drugs on behaviour are explored in detail.

The course provides an overview of the field of psychobiology. Drawing both from the biological and psychological sciences, the course introduces students to the structures and functions of the central and peripheral nervous systems, with a focus on how they influence mental processes and behavior. Students will gain the foundational knowledge to understand how biological processes inform the human experience. They will learn how the activity of neurons can yield simple motor actions as well as complex behavioral states and functions (e.g., motivation). Sample topics include: the basic anatomy of the nervous system, neural communication, brain development, as well as the neural basis of sensation, perception, learning, memory, motivation, emotion, sleep and consciousness. Sydney, Australia (SY): This unit explores four foundational areas in psychology: learning and behaviour, clinical psychology, developmental psychology, and neuroscience. The lecture series emphasizes the underlying processes that shape behaviour, emotions, and motivation, examining both typical development and the emergence of psychopathologies. In tutorials, students will engage in a behaviour change group project, where they analyze the sources of their own behavior, design and implement a change plan, and assess its impact on behaviour and mental health. This project is particularly relevant for students interested in applied and clinical psychology. Additional tutorial modules focus on developmental psychology and neuroscience, providing a comprehensive understanding of these key areas.

PSY 10060 Brain and Behaviour at UCD; This module provides an introduction to the relationship between brain and behaviour. Students will be provided with an introduction to the main approaches in biopsychology. Students will gain an understanding of how the brain is involved in everything we do, whether it be eating, sleeping, learning, or feeling pain. Throughout the course, case studies and video-clips will be presented to help show the link between brain and behaviour and to explain clinical disorders and real-life problems that neuroscientists study. The goal is to demonstrate that the link between brain and behaviour is important for students who are considering further study in psychology, neuroscience, or other biological or health-related areas, but it is also of interest to any student with a general interest in behaviour.

The course enables students to acquire an in-depth knowledge of emotion, emotion regulation and emotion expression. Through engagement with contemporary scientific literature, students will deepen their understanding of the role emotions play in their life, and how emotions are processed in the healthy brain as well as in the brain after a lesion. During the course, students will be prompted to consider the different neuroscientific techniques used to investigate emotions, to reflect on the universal aspects and cultural differences of emotions, and to engage in critical evaluation, discussion, and oral presentation of scientific literature.

This course explores the cognitive neuroscience of sleep, covering its neurobiological basis, development, and function throughout the lifespan. It also delves into the interplay between sleep, physical and mental health, and the diagnosis and treatment of sleep disorders.

An "Introduction to Cognitive Neuroscience" is a survey course that introduces students to the biological substrates underlying various forms of cognition in humans, with a specific focus on mental processes. We will explore how psychological and cognitive functions are produced by the brain. Cognitive neuroscience is a branch of both psychology and neuroscience, drawing from disciplines such as biological psychology (biopsychology), neuroscience, cognitive psychology, and neuropsychology.We will cover a broad range of topics, including learning and memory, perception, development and neural plasticity, cerebral lateralization and language, emotions and social cognition, stress, sleep and dreaming, and consciousness.

The course will review important findings from research in neurophysiology and cognitive neuroscience on the structure and function of the visual, auditory and somatosensory cortices. Evidence from studies based on single unit recordings, multiple recordings, neuroimaging and behaviour from both human and comparative research will be discussed. The course will also review evidence for how the processing of sensory information in the brain leads to a coherent perception of the multisensory world. Recent psychophysical studies investigating how sensory information is combined will be reviewed along with significant advances in neuro-computational models proposed to explain these effects. The course will examine the phenomenology of perception and evaluate how illusions and synaesthesia provide insight into the conscious basis of perceptual processing in the brain.

Analyze the theoretical and methodological proposal of the process of evaluation, diagnosis, and neuropsychological intervention in people who have functional or structural difficulties in the Central Nervous System (CNS), in order for the student to evaluate the role that the psychologist has in the clinical evaluation process and in the proposal of alternatives that improve the quality of life of people who suffer from such difficulties. Identifies the theoretical and methodological proposal of neuropsychology with a cognitive approach in the performance of psychodiagnostics in people with functional or structural alterations of the CNS. Apply neuropsychological evaluation techniques in clinical cases with neurodevelopmental disorders. Integrates various theories, methods, and psychological techniques according to the nature of the task to be solved within the framework of a scientific paradigm. Selects and applies procedures and psychological instrumentation to interpret and communicate results.

Taught as PSY 30050 "Human Neuropsychology" at host institution. This module will introduce the student to the principles and methods of clinical and experimental neuropsychology. The methodological and conceptual basis of neuropsychology are considered and the course emphases both a functional and an anatomical approach to the study of brain-behaviour relationships. The study of clinical patients with brain injury and disease and the experimental study of healthy individuals are discussed. The module concludes with an overview of the practical application of the field in the diagnosis of brain injury and the subsequent rehabilitation of neurologically impaired individuals. Trinity, TCD: An introductory level course to the topics of brain and behaviour; methods in neuroscience; conditioning and associative learning; neurons; basic neuroanatomy and neurotransmission. CU-HKU Hong Kong (PSYC 2110): This class will introduce theories, research methods and state-of-the-art knowledge of developmental cognitive neuroscience. Developmental cognitive neuroscience is an interdisciplinary research topic that integrates neuroscience, cognitive science and developmental science. It aims to uncover the brain and neural mechanisms that underlying cognitive, social-emotional development across life span. Specific topics will include introduction of theories and methods in developmental neuroscience, neuroplasticity, neural mechanisms that underlie the development of attention and perception processes, learning, memory, language, cognitive control, social-emotional processes. This class will examine these topics at different developmental stages, including infants, toddlers, adolescence and ageing population. This class will also cover the neural mechanisms underlying atypical development such as the Autism Spectrum Disorder (ASD), and attention deficit hyperactive disorder (ADHD).

The development of neuropsychology, which is responsible for studying the relationship between the brain and behavior throughout development, both under normal conditions and pathology, is closely linked to the adult stage. Although in the origins of this area, aphasias were the syndromes mostly associated with the neuropsychological study of the adult, there are currently other syndromes (eg mild cognitive impairment, dementia and schizophrenia) that have the same clinical and epidemiological importance and that share similar etiologies can be analyzed from a neuropsychological point of view. This course will facilitate the development of tools for the evaluation and diagnosis process that allow explaining human behavior from different levels of integration.

Copenhagen: Exploring the neural basis of social interaction and beliefs in relation to the world. Dublin: The course Policy and the Behavioural and Brain Sciences focuses on how policy is developed and implemented at the interface between the behavioural and brain sciences (BBS) and policy development and implementation in the public and private spheres. There is considerable research conducted at the intersection between the BBS and other disciplines, as well as society at large. The course is therefore intended to broaden and deepen the understanding of the student how the BBS inform and shape policy formation and policy execution, as well as the place of the BBS as they interact with organisations and society at large. This course will cover a range of topics, from the origins of policy, through to how recent advances in theory and practice have shifted our thinking on outcomes for society. Major findings from behavioural economics and nudge theory, to large-scale applications of behavioural insights teams within governments, NGOs and the private sector will also be included.

This course introduces the main theoretical models and the empirical methods employed to explain and measure consciousness. Students are offered the opportunity to learn about the neurobiological mechanisms possibly underlying the emergence of consciousness and to grasp why science also needs to embrace conceptual and philosophical levels of analysis. The course outlines the multi-faceted nature of consciousness by discussing different aspects of the phenomenon in normal as well as abnormal conditions. Students are encouraged throughout the course to actively participate in discussions and to critically think regarding the current state of knowledge about how the brain relates to the mind.

PS 3444 A Cognitive Neuroscience Approach to Addiction at TCD; Drug addiction can exert powerful influences over human behaviour with inordinate amounts of time devoted to drug seeking and taking and often at great expense to the addicted individual's personal, family and economic life. This course will focus on what is known about the cognitive and emotional processes involved in addiction with an emphasis on the neurobiology of these processes. The course will review research on a number of drugs of abuse (cannabis, ecstasy, cocaine, heroin, alcohol and nicotine) and will address relevant theoretical issues (e.g., is cannabis a "stepping-stone" drug?) as well as describe current treatments for dependence. The scope will also be broadened to address other addictive behaviours (e.g., food addictions and gambling).

Case studies of patients with brain damage remain a critical part of cognitive neuropsychology's methods for understanding the organisation of cognitive systems, and devising principled approaches to rehabilitation. In this topic, there is great scope for clinicians and researchers to inform and learn from one another with respect to the manifestation of clinical disorders, their potential causes, and paths to rehabilitation. Students are aware of famous patients with brain damage (e.g. Phineas Gage and patient H.M.) but this module will address lesser-known cases, who have nevertheless provided important insights into contemporary research problems across several domains including attention, memory, dysexecutive syndrome and disorders of meta-cognition and social-cognitive processing.

On successful completion of this course, students will be able to: · Demonstrate an understanding of the scientific principles that underpin neurological rehabilitation.· Be able to outline and critically evaluate the conceptual links between adaptation and learning governed by neural plasticity, and methods employed to remediate neurological disorders and progressive neurological diseases. · Show an appreciation of the key theoretical frameworks, observations and conclusions that are relevant to the study of movement dysfunction, and be able to critically analyse this knowledge within a wider socio-historical and intellectual context. · Describe, and be able to appraise the strengths and limitations of a variety of experimental techniques and research methodologies that are used in the domain of neurological rehabilitation. · Exhibit the ability to analyse and critically evaluate original research from a range of disciplines including the neurosciences, and cognitive science. · Have an awareness of the ethical issues, and those relating to values and diversity of experience that are relevant to neurological rehabilitation. · Speak and write effectively in discourse concerning the subject matter of neurological rehabilitation. Module Learning Aims This module will cover approaches to meeting the needs of people with neurological disorders and progressive neurological diseases. As the production of purposeful goal directed movement pervades all aspects of behaviour, there will be a specific focus upon the physical, psychological and social consequences of movement dysfunction. The module will deal with the scientific principles underlying neurological rehabilitation, including motor control and learning. The student is also introduced to intervention strategies that are designed to maintain or re-establish functional capability, such as brain-computer interfaces, robot assisted therapy, deep brain stimulation and cortical stimulation. For whom is the module intended? Psychology Junior & Senior Sophister SH/TSM students and Higher Diploma in Psychology Years 1& 2 students. How does it fit in to the academic programme? This module provides advanced coverage of material in some of the essential aspects of the discipline of psychology and is required to be covered by the professional accreditation body, Psychological Society of Ireland. From a teaching point of view, what are the intentions of the lecturer? To provide students with an in-depth understanding of neurological rehabilitation: the links between brain plasticity (i.e., anatomical, physiological and functional reorganization), adaptation and learning, and the design of interventions which meet the needs of people with neurological disorders and progressive

The purpose of this class is to study human relationships in the context of culture, the family, religion, education, and groups. The class is organized as a science to study who is the individual, who is the group, and who is the individual in the context of a group. The course will emphasize communication and practical application of that which we learn. Students will present many topics in front of the class, and will be placed at a school to learn about intervention tactics in social psychology. Sydney, Australia (SY): This unit continues the coverage of topics in Social Psychology following PSYC1001 and PSYC2017. The unit's lectures are divided into topical areas, where the emphasis is on critically evaluating theories and the relevant empirical evidence. Topics areas include, among others: the replication crisis and metascience, antisocial behaviours, discrimination, the self, emotions, evolutionary psychology, and existential social psychology. Tutorials are not directly connected with the lectures (no more than incidental overlaps in content of the areas), instead they provide first-hand experience of conducting social psychological research by involving students in a various student-led, group research projects from inception to completion. In addition to the applied focus on doing the actual research, the tutorials provide an opportunity to discuss each step of the research process in depth (e.g. ethical issues that underlie social psychological research, proper practice when collecting and handling data, how to communicate research findings in written and verbal forms).

This course is designed to familiarize students with basic psychological theory and research on intergroup relations, prejudice, stereotyping, and discrimination, so that they can: (1) evaluate and analyze the scientific merit of this research, and (2) apply this research to the real world. The goals of this course are to expose students to the core issues, phenomena, and concepts that researchers in this field are attempting to understand and to promote critical thinking about research in this area.

The course deals with the classic themes of cultural psychology and psychological dynamics, with an in-depth study of two main authors such as Vygotsky and Bruner, as well as Michael Cole and John Berry. In addition to the fundamentals, topics such as the Self and culture, the themes of multiculturalism and interculture, artifacts, discursive practices and cultural prejudices will be addressed. A specific part will be dedicated to some educational contexts, such as group relationships, family, education and training. At the end of the course the student knows: (a) the main psychological theories of cultural psychology; (b) the psychological processes that intervene in self-knowledge and in the relationship with the other; (c) issues concerning the formation of attitudes, opinions and behaviours; (d) the communication processes; (e) discourse as a social and cultural practice; (f) social influence and persuasive communication models, useful for understanding and managing interpersonal and group dynamics.

This course provides a basic overview of the social psychological principles that describe and explain the development and functions of attitudes (beliefs-stereotypes, feelings-prejudice, and behavior-discrimination) and how these influence relationships on an individual and group basis. These social psychological principles will then be used to analyze the development of and institutionalization of racism within the cultural-historical context of South Africa - one that is defined by intergroup conflict between the English and Afrikaans cultural groups, the tribal conflicts among the African tribes, as well as the black-white apartheid conflict. This portion of the course contextualizes the psychological in the historical-cultural-economic context. Finally, the course culminates in reading and discussing the words and life of Nelson Mandela whose response to institutionalized racism that oppressed his people and resulted in his incarceration for 27 years was one of reconciliation. Questions dealing with appropriate responses to negative attitudes as well as programs or policies to change existing negative attitudes or prevent the development their future development will be discussed. This course will count as a 30000-level course for psychology majors or as a college social science requirement for students in the College of Arts and Letters.

This course focuses on the psychology of cultural adaptation. It is recommended for students who are interested in foreign experiences, living abroad, and adapting to a new language and culture. There are two main themes: 1) the stresses (e.g. culture shock) that comes from foreign experiences, and 2) the rewards and growth (e.g. international mindset) that comes from foreign experiences.

In this course, students will critically evaluate attempts by psychologists to understand aggressive behaviour in humans. This course will develop students skills in reading and critiquing papers, presenting complex information in a range of formats, and identifying and refuting misleading claims using scientific evidence.

The unit is an eclectic combining of the theoretical and the practical in examining the roles of individuals as members of organisations. Through lectures, workshops, case studies and a workplace-oriented assignment, students will be challenged to develop new paradigms of thinking about the psychology of the individual in the workplace. The Psychology of Work is a blend of organisational behaviour, sociology, organisational theory, management, leadership, human resource issues and psychology. It examines contemporary management thinking in the context of cause-and-effect on individuals and subsequent performance and encourages dialectic about organisations as rational decision making bodies. Where appropriate, guest speakers will be invited to talk about current workplace and people issues that they experience as managers and leaders. The teaching approach is one of active learning and students are required to participate fully in the blend of workshops and lectures throughout the unit. I believe that learning should also be a pleasant experience and a sense of humour is most welcome if not mandatory. (SU) The field and context of personnel/human resource management, organisational positioning of the human resource management department, strategic human resource management, human resource planning, job analysis, recruiting, selection, induction, training and development, performance appraisal, basic remuneration, job evaluation, incentive payment, indirect compensation, labour turnover, absenteeism,human resource management information systems, safety and health, human resource accounting, flexitime, quality of work life, social responsibility, issues in and challenges to human resource (BT) Discuss the psychological effects on work as well as different types of work affecting mental health. Lecture-based class taught in Italian.

The environments in which we live not only shape and influence our lives, but human behaviours also have a profound impact on the natural environment. Drawing on psychological theories (e.g. from social and cognitive psychology), you will explore the interactions between humans and their environments in a range of specific contexts, such as navigating through cities, well-being in stressful environments, and everyday behaviours that relate to climate change. You will also consider how the application of psychology can help provide solutions to environmental problems, and how these solutions can be communicated with decision-makers in society. The environments in which we live not only shape and influence our lives, but human behaviours also have a profound impact on the natural environment. Drawing on psychological theories (e.g. from social and cognitive psychology), you will explore the interactions between humans and their environments in a range of specific contexts, such as navigating through cities, well-being in stressful environments, and everyday behaviours that relate to climate change. You will also consider how the application of psychology can help provide solutions to environmental problems, and how these solutions can be communicated with decision-makers in society. The environments in which we live not only shape and influence our lives, but human behaviours also have a profound impact on the natural environment. Drawing on psychological theories (e.g. from social and cognitive psychology), you will explore the interactions between humans and their environments in a range of specific contexts, such as navigating through cities, well-being in stressful environments, and everyday behaviours that relate to climate change. You will also consider how the application of psychology can help provide solutions to environmental problems, and how these solutions can be communicated with decision-makers in society.

(DU) The purpose of this module is to provide students with a firm basic understanding of human behaviour in organisations. In this module students will develop knowledge about (i) individual behavior in the work setting, (ii) group processes and (iii) how these may impact on organisational effectiveness. The module enables students to analyse human behaviour in organisations and to identify solutions to organisational problems. Students are expected to attend lectures/tutorials, prepare for and contribute to class discussions. (SU) Individual behaviour: perceptions, personality, attitudes, values, cultural diversity, work motivation, behaviour modification, job design; group and intergroup behaviour; leadership, power and politics, managerial development, decision-making, communication, organisational theory structure and design, organisational culture, organisational change and development. (FA) Chiara Lorico-Rappa at 02/01/2024 09:13 PM ESTThis course examines the complex interactions and challenges that can enhance or impede wellbeing in the workplace. Combining the discipline areas of social and cultural psychology with organisational and management theory to examine human behaviour offers a framework for understanding the complexities of the contemporary workplace. Students analyse the various contextual elements of the individual, the group, the organisational system, and society from an interdisciplinary vantage point. Throughout this analytical journey, they learn to unpack how those interacting contexts influence social power relations that define how we operate in the workplace. Contemporary factors including the influence of globalisation are explored in order to analyse the synergies between the local and the global marketplace. Students also reflect on their experiences of work practices and collaboratively develop strategies that address contemporary workplace problems. (P3) This class provides an in-depth exploration of the social psychological aspects of groups and group dynamics. It covers a range of topics from the basic phenomenology of groups to complex concepts in group performance and leadership.

This unit introduces students to the broad scope of psychology, with a particular emphasis on developmental, social psychology and interpersonal communication, intelligence and personality, and abnormal psychology. The unit provides an overview of these central topics and the links between them. It is taught through a co-ordinated series of lectures and laboratory tutorials.

Humans share brain structures controlling the fear response with other mammals, birds, and reptiles. These structures have been evolutionarily preserved because fear helps protect us from danger, injury, and death. Although we are now further removed from the dangerous elements of nature, our primal fear instincts remain. We will examine the neurobiological, psychological as well as evolutionary aspects of the fear response, and consider how it ties into decision-making and our everyday lives. We will examine this set of issues from a multidisciplinary perspective, synthesizing recent work from the fields of biology, psychology, neuroscience and philosophy.

Taught as PS 3036 Evolutionary and Comparative Psychology at St. Andrews University. This module will address evolutionary and comparative approaches to psychology. The aim is to provide an understanding of major evolutionary forces and how they have shaped animal and human behaviour and psychology. Key principles, concepts and methodologies will be introduced and related to specific topic areas such as the evolution of social behaviour and the evolutionary origins of language and cognition.

This module introduces students to various ways in which psychology can contribute to personal happiness and success. The module critically reviews previous theory and research so as to equip students with the tools to introduce evidencebased psychology into their everyday life. Students will be encouraged to put their learning into practice outside of the module. Online support will be provided throughout the course via the Blackboard system.

The purpose of this course is to introduce students to three prominent and interrelated areas of psychology: Forensic, Abnormal and Clinical Psychology. The Forensic Psychology component will introduce students to theoretical aspects and areas of professional practice in contemporary forensic psychology. Abnormal Psychology will afford students the opportunity to examine various psychological disorders in a systematic manner considering such features as aetiology, diagnosis and treatment. An introduction to Clinical Psychology will be provided which aims to familiarise the student with evidence-based approaches to commonly encountered mental health problems in clinical practice.

In this course, students will explore human creativity through different scientific perspectives (i.e., psychological, cognitive, artistic, and neurobiological). They will be introduced to research in creativity studies, and learn how to critically examine the current theories, evidence, and applications. The main topics include the definition of creativity; psychological and cognitive profiles of creative individuals; basic cognitive functioning of creative thinking and its neural correlates; and cognitive strategies for optimizing creative output.

Taught as PSY 30080 "Psychology and Crime" at host institution. This module examines the overlap between theories and research within criminology and within psychology in order to examine the concept of crime from an inter-disciplinary perspective. Rather than being a course in Forensic Psychology, it offers a critique of the potential of such an approach. Gender disparities in offending, the efficacy of drug criminalization, and psychological aspects of the criminal justice system such as eyewitness testimony and jury decision-making are covered, as are sensitive topics, such as recidivism among child sex offenders and intervention with offenders. _______________________________________________________________________________________________________________________ Rome, Italy (JCU): This course provides an in-depth introduction to the field of correctional psychology, focusing on the application of psychological principles and practices within correctional settings. Students will explore the psychological assessment and treatment of offenders, institutional dynamics, ethical challenges, and evidence-based interventions. The course integrates theory, empirical research, and applied case studies to critically examine how psychology contributes to offender rehabilitation, risk management, and the broader goals of the criminal justice system, while also reflecting on the limitations and challenges of psychological practice in correctional settings, while also reflecting on the limitations and challenges of psychological practice in correctional settings.

Students who participate in study abroad programs often take courses that do not have a corresponding equivalent on campus. In such cases, the purpose of this course (PSY 34698) is to give credit for psychology classes that will count towards the major but which cannot count as a specific course requirement.

Study Abroad Psychology elective course IT - Trinity College - Dublin: "Traffic Psychology" This module aims to give an overview of the insight psychology can give us to the antecedents of how individuals behave while engaging with traffic. From the vulnerable road users (pedestrians, cyclists and those who ride power-two-wheelers) to the professional driver; all make decisions which are then acted upon within a road environment. Most of these decisions and subsequent actions are safe but many are not with serious consequences. As an applied discipline, Traffic Psychologists we can apply many of the lessons from the five areas of psychology to making travelling by road much safer thus reducing the number of fatalities or serious injuries which occur every year on our roads. This module will highlight how basic psychological principles can help explain difficulties that emerge in road use.

The course is based on "narrative and storytelling" the contents that are studied are: narrative psychology, Story-telling in ordinary interaction, Story-telling in institutional contexts (in families, outside world and how the baby narrative evolves over time), Narrative and identity, Narrative and credibility, Narrative and the construction of reality

HG - Heidelberg, Germany / Das Zusammenspiel von Kognition und Emotion (BSc): This seminar examines how emotions shape and interact with cognitive processes such as thinking, decision-making, memory, and language. Students explore psychological and neuroscientific studies addressing questions like how mood influences perception and judgment, how emotional valence affects memory, and whether emotional experiences are tied to language. Through readings, discussions, and short presentations, the course deepens understanding of the relationship between feeling and thought while fostering emotional awareness and analytical skills. Trinity College Dublin (IT): The aim of this module to provide an advanced evaluation of psychological knowledge on creative cognition that builds on the foundation provided in the PS1234 Thinking module. It will familiarize students with the core theoretical and methodological issues in the scientific study of human creativity and imagination. It will enable students to develop a critical assessment of experimental studies of human innovation, including conceptual combination, category expansion, the creation of alternatives to reality in adulthood and the role of pretence in childhood. It will facilitate students in the formulation of rigorous evaluations of experimental investigations of human insight, analogy, scientific discovery and imagery. It will foster a critical appreciation of the influence of contextual factors such as culture in creative endeavours Sydney, Australia (SY): This unit explores four foundational areas in psychology: learning and behaviour, clinical psychology, developmental psychology, and neuroscience. The lecture series emphasizes the underlying processes that shape behaviour, emotions, and motivation, examining both typical development and the emergence of psychopathologies. In tutorials, students will engage in a behaviour change group project, where they analyze the sources of their own behavior, design and implement a change plan, and assess its impact on behaviour and mental health. This project is particularly relevant for students interested in applied and clinical psychology. Additional tutorial modules focus on developmental psychology and neuroscience, providing a comprehensive understanding of these key areas. Freemantle, Australia (FA): This course looks at perception and decision making and how it works through psychological, physiological, psychophysical, ecological, motivational, and computational pathways and interactions. We will think critically about how sensation influences perception, and how this all in turn results in the decisions we make in the world around us. Fremantle, Australia (FA) PSYC 2000: This course will introduce students to theory and research of perception. Students will consider the philosophical, theoretical, and empirical underpinnings of how we perceive life, the environment and behaviour. Students will study sensory pathways, fundamental perceptual processing, and higher-level meaning-making to understand the role perception plays in our day-to-day functioning. This course covers sensation and perception from several perspectives such as psychological, physiological, psychophysical, ecological, motivational, and computational. Consideration will be given to the diversity in terms of social, cultural, and environmental factors which enables students to develop an understanding of the multi-sensory processes of perception.

AS - St. Andrews, Scotland: Psychology of Music - The aim of the module is to introduce students to psychological processes underlying music perception, cognition, and performance. The relationship between musical phenomena and mental functions will be illustrated. The module will cover different areas within music psychology including topics such as synaesthesia, amusia, music memory and emotion, motor skill learning and performance anxiety. The module will be taught in the form of seminars including student presentations. Emphasis will be placed on the development of critical thinking and the ability to relate conceptual debates in psychology to issues in the real world such as music teaching and music therapy. _________________________________________________________________________________________________________________ IC - Co. Galway, Ireland: Introduction to Consumer Psychology - This module introduces consumer psychology and its applications in industry and policy. Consumer psychology is the study of how we relate to the transaction of goods and services we use every day. The module provides a comprehensive overview of the major themes and trends in consumer psychology. _________________________________________________________________________________________________________________ CD - Copenhagen, Denmark Psychology of Human Sexuality - This course deals with issues related to human sexuality, emphasizing the psychological perspective. Prevailing sexual norms in Western society and how these norms originated are considered. Examples of topics range from gender and transgender issues to fetishes and paraphilias, as well as sexual development, sexual disorders, and sex therapy. Develop a greater awareness of your own sexuality and the sexuality of others. _____________________________________________________________________________________________________________________ IT - Trinity College: On successful completion of this course, students will be able to: discuss how philosophical debates, empirical and experimental work in medicine and physiology, and evolutionary theory contributed to the emergence of a science of Psychology in the late 1800s; systematically evaluate the similarities and differences between major perspectives and key thinkers in psychology; critically appraise the contributions of these major perspectives and key thinkers to the history of psychology and its present-day application; trace the historic origins and paths of development of psychological knowledge pertaining to childhood, mental illness, pseudoscience and ethical research practice and critically analyse it within a wider socio-historical and intellectual context; be critical consumers of psychological knowledge and recognise why certain historical approaches were abandoned while others were improved and refined; demonstrate capacity for critical thinking about the interplay of core principles, research and practice in the development of various psychological disciplines. _____________________________________________________________________________________________________________________ CU - Hong Kong: Suicide: Risks, Research, and Realities - In this course, students will gain a wide range of perspectives to enlighten their understanding of suicide and its prevention. We will traverse an arc that encompasses the very small scale (e.g., neurotransmitters), to individuals (e.g., mental health, bereavement), to societal subpopulations and influences (e.g., means restriction strategies, media effects), to the world at large (e.g., global trends). _____________________________________________________________________________________________________________________ This course seeks to combine several teaching/learning formats, including lecture, discussion forum & workshop. The teacher will introduce topics to students through lectures, presentations, set reading texts and/or audiovisual material, and students will then be expected to actively discuss the concepts encountered. Most classes will take the form of small group discussions on themes related to critical thinking, citizenship and globalization. It is hoped that in addition to gaining an understanding of how the world currently functions and the key issues facing it, students' English language skills (especially as related to the fields of discussion, oral presentation and academic writing) will improve on account of the assignments set them and the feedback received. AS - St. Andrews, Scotland (PN 4101): The course explores fluidity and stability in how people identify themselves personally and other people socially. The course explores psychological theories and measurements of self-identity, personality, impressions, and identities of others.

IT - Trinity College - Dublin: "Workplace Wellbeing": Understand and describe the importance of workplace wellbeing for organisational success. Comprehend and discuss the diverse processes, procedures and leadership styles within the organisation that are responsible in enhancing employee's wellbeing. Ability to apply social psychology and individual psychology concepts to enhance employee wellbeing in the workplace. Critically evaluate the importance of wellbeing research in guiding practices in this area.

This course extends PSY 30100 in two respects. First, additional attention is given to the logic of inferential statistics. Special focus is placed on the purpose, strengths, and limitations of hypothesis testing, especially as it is used in psychological research. Second, this course considers statistical analysis of data from more complex data structures than typically covered in PSY 30100. The goal of this part of the course is to heighten students' awareness of the variety of research questions that can be addressed through a wide range of designs and accompanying analyses. The orientation of the entire course focuses much less on the computational aspects of analyzing data than on the conceptual bases of what can be learned from different approaches to data analysis.

Machine learning is becoming an important tool in psychology, offering new ways to analyze data, make predictions, and uncover patterns that may be difficult to detect with more traditional methods. This undergraduate course introduces the core ideas behind machine learning and their application to psychological research. Students will learn how prediction-focused methods can complement hypothesis-driven approaches by helping researchers evaluate models, classify outcomes, and explore complex relationships in data. Topics may include regression and classification, cross-validation, regularization, decision trees, random forests, k-nearest neighbors. The course emphasizes hands-on learning, clear interpretation, and thoughtful use of machine learning in psychological and behavioral science.

This course will demonstrate how it is possible to measure abstract psychological attributes in a principled way. The class will cover classical test theory (reliability and validity), item analysis and scaling, different types of tests (IQ, personnel, diagnostic), the development of new measures, and the basic statistical methods used for measurement. Issues related to fairness and measurement equivalence will be discussed.

This seminar provides an overview of scholarship on theories, methods, and research conducted on immigrant youth and their families from developmental perspectives. Topics will include a review of a number of developmental issues including youth's adjustment to immigration, adolescents' identity development, school experiences, cultural issues, family dynamics and well-being. The readings will largely focus on immigrants residing in the U.S.

Everything you ever wanted to know about the two most common forms of mental illness in the world. We will take a comprehensive examination of issues related to the diagnosis, assessment, causes, and treatment of depression and anxiety disorders.

The study of human resilience following adversity has garnered significant interdisciplinary interest in the past decade, but conceptualizations of its definition and function vary widely both within and across disciplines. This course will be an interdisciplinary exploration of how we can understand human "resilience," especially in the context of ongoing adversity. Drawing from psychology, anthropology, biology, theology, fine arts, and literature - among other disciplines - we will explore the tensions and synergies between varying schools of thought on resilience, identify major gaps/problems in how the concept is defined, and examine its functional utility for studying well-being and promoting social justice in the context of ongoing direct and structural violence.

This is a clinical skills course introducing students to evidence-based intervention strategies targeting commonly seen diagnoses in children and adolescents. Developmental, cultural, familial, and systemic considerations in treatment are emphasized with practical, step-by-step methods that illustrate how to implement these interventions with children and adolescents.

While humans spend nearly a third of their lives sleeping, the nature and function of sleep is still very much unknown. This said, one point is clear: sufficient and good quality sleep is critical for mental and physical health. This seminar is designed to provide an overview of sleep and related processes, especially as they relate to clinical health outcomes. Specific topics include the history of sleep science, biological underpinnings of sleep, sleep across the lifespan, the nature and etiology of sleep disorders, environmental and cultural influences on sleep, and the relationship between sleep and various clinical disorders. Finally, we will explore ways to improve sleep in a variety of populations via intervention, psychoeducation, and public policy. The overall student objective is to be able to discuss and apply (in a preliminary way) the principles and practice of sleep science.

This course will provide lectures and lab experiences with the tools and techniques that are commonly used in modern cognitive, developmental and clinical neuroscience research on humans. Students will be introduced to, and obtain hands-on experience with, the acquisition and analysis of neurophysiological recording methods, such as magnetic resonance imaging (MRI) and electroencephalography (EEG), and noninvasive neuromodulation methods such as transcranial magnetic stimulation (TMS). Students will learn how to appropriately pair these different methods using combined multi-modal approaches to address neuroscience and behavior research questions. By the end of the semester, students will be equipped to be able to evaluate and conduct Neuroscience and Behavior research with cutting-edge methods that researchers use to explore the human mind and brain.

The ability to read and understand written language has had a profound impact on human civilization, shaping how we think, learn, and communicate. In this course, we will discuss the cognitive science of reading and dyslexia. We will focus on the components that are specific to the task of reading itself, rather than on the more general cognitive, linguistic, or social capacities involved. Students will gain an understanding of how people learn to read, the processes involved in skilled reading, and the causes of reading difficulties. We also will consider what cognitive science research says (or doesn't say) about how reading should be taught. Topics covered will be relevant to anyone interested in gaining deeper insights into one of humanity's most important inventions.

Concepts of human growth vary extraordinarily across time and space. When children become full-fledged persons, when they can reason, when or whether they should be independent from their parents, and how all this happens are variable and illuminating. Education - either formal or informal - reflects and also constitutes a society's view of childhood. This course provides a (selective) cross-cultural survey of childhood and education, looking at stages from pregnancy and infancy to late adolescence. Students will devise and conduct projects of their own.

Digital devices and communications are a part of daily life. From computers to cell phones to online accounts, we generate a significant digital footprint. As such, most civil and criminal investigations contain a nexus to digital evidence. This course will cover the principles of digital forensic analysis, including Electronic Discovery and the forensic process of Extraction, Processing, and Analysis. Students will learn and develop skills related to: acquiring smartphone, computer, removable media, and other forensic images; analyzing artifacts, file systems, and registry data; use of multiple methods and verification features to validate findings; and how to generate reports and distribute findings to share digital forensic results quickly and easily. Students will have the opportunity to use commercial digital forensics software to participate in hands-on lectures and practical exercise. This will include conducting digital forensic analysis on a computer, an iOS device, an Android device, and multiple items from cloud accounts. At the conclusion of the course, students will have a firm base knowledge of digital forensics and be able to independently perform digital forensics exams.

The world is full of information that we are continuously evaluating. As part of the human thought process, we build mental models through which we process, analyze, and form conclusions as to the meaning of that information. This is a natural function of the human cognitive process. We construct our own version of reality based on the information that we have. The problem with this is that we frequently make judgments on large amounts of incomplete and ambiguous information. This is something that the mind is poorly wired to deal with effectively. In addition, we often fail to recognize our inherent biases in evaluation, cause & effect, and estimating probabilities. Some of these biases include confirmation, hindsight, anchoring, availability, and self-serving. The pitfalls set by the human mental process for analyzing information cannot be eliminated; they are part of us. What can be done is to learn how to look for and to recognize these mental obstacles, and how to develop procedures designed to offset them. We must distinguish between what you know and what you believe. The difference between fact and opinion; between knowledge and thinking. Through primary source readings and a declassified book from a government intelligence agency, students will learn how to be self-conscious about their reasoning processes. Students will learn techniques for critical thinking, creative thinking, and analytical thinking. About how you make judgments and reach conclusions, not just about the judgments and conclusions themselves. The goal is to equip students with the thinking and reasoning skills necessary to better construct a more accurate reality.

The use and interaction with digital devices is a part of daily life. This course will introduce students to the principles of forensic psychology as they apply to cybercrime offenses along with the field of computer forensics techniques and methodologies. Topics to be covered include the motivations of hackers, online child offenders, cyber stalkers, and identity thieves along with electronic discovery, Windows forensic analysis procedures, and Macintosh forensic analysis procedures.

This course will explore the interface of psychology and the law, with an emphasis on forensic psychology. Forensic psychologists help courts make informed decisions about cases when some aspect of psychology is involved. Landmark legal cases that pertain to psychology will be discussed. Students will explore the various options for careers in the field of forensic psychology. Specific topics covered include police psychology, eyewitness and expert testimony, jury selection, psychopathy, repressed memories, profiling, the insanity defense, and custody evaluations. Students will also learn how psychology science ad research supports these topics.

The primary purpose of this course is to expose students to basic issues relevant to the mental health of the elderly, which includes an experiential learning component in the form of volunteer relationships with an older adult. In the classroom, students will be challenged to think critically about the mental health issues associated with later life and are expected to actively participate in class discussions. Topics focused on pathological aging include psychological disorders, assessment, diagnosis, and treatment; resiliency in aging topics include: physical and mental health, social support, personality, coping, and stress. Class presentations, volunteer activities, and the readings will be used to stimulate discussion and critical thinking. Students will also keep a journal for this purpose. The format of the course may include some lecture, but will rely heavily on class discussion and group activities. Students are required to participate in some type of volunteer activity over the course of the semester (i.e., a minimum of one hour/week). Students may generate their own volunteer placement or I can help match you up with one.

Where does human knowledge come from, and how does it change over time? This course introduces key frameworks and enduring questions in cognitive development by exploring how humans come to understand object permanence, categories, language, symbols, number, space, and other minds. We also examine the development of cognitive processes involved in attention, memory, and executive function. By the end of the semester, you will be able to critique theories of cognitive development, design experiments to test your hypotheses, evaluate competing models, and identify practical applications of developmental cognitive science research.

Humans are fundamentally social beings. From our earliest cuddles with caregivers to our interactions in the metaverse, we develop and exist in a web of relationships with complex social identities. In this course, we will examine human development through the lens of social psychology. Students will gain an understanding of the psychological theories of social development and the history of the discipline. We will investigate the contexts in which social development occurs and discuss the challenges that children, adolescents, and adults face as they navigate social identities and relationships in the world today.

This course delves into the evolving concept of resilience, moving beyond the traditional view of it as a fixed trait. We will explore resilience as a dynamic process and outcome that is multifaceted and develops over time through biological and environmental processes. During the course, we will place special emphasis on resilience in the context of neighborhood-level adversities such as poverty and community violence. Students will critically examine how resilience is defined and measured, and the inconsistencies in these definitions across different studies and developmental periods. The course will also cover protective factors that enhance youth resilience and discuss how these factors influence developmental trajectories of resilience. Additionally, we will introduce the emerging field of the biological pathways of resilience by investigating how underlying physiological and genetic factors contribute to resilience development. Through our exploration in this course, students will gain insights into resilience in adverse environments and the implications for supporting youth across development.

Students will develop a comprehensive understanding of Autism Spectrum Disorder (ASD) by learning about the assessment and diagnosis, common supports, and historical and current conceptualizations of ASD from multiple perspectives (theoretical and stakeholder). The course will review features of autism including language, social attention, sensory processing, and repetitive behaviors. We will also study genetic and environmental etiological factors. Finally, we will review ASD across the lifespan and discuss adolescence, sexuality, gender, mental health, and quality of life. Throughout the course, students will gain an understanding of basic principles used in autism research including common study designs, methods, challenges, and ethical considerations.

This course provides students with the opportunity to conduct educational programs with individuals diagnosed with autism spectrum disorder (ASD) while acquiring an in-depth knowledge of the individual, family, community, and cultural issues surrounding the diagnosis. For the practicum portion of the course, students will work within a structured program in a family home, on-average two times a weeks for at least four hours (50 hours over the course of the semester). For the in-class portion of the course, students will meet with the instructors to discuss current research/readings, important topics, and personal experiences related to ASD. It is our hope that through this course you will begin to gain an understanding of individuals with ASD and acquire the skills to support them and their families. In addition, you will continue to develop the communication skills (written and oral) that are crucial to be a successful professional in the field of developmental disabilities. Please note that a version of this course is offered at the 40000 level which has a significant writing requirement (and has additional required coursework, see listing). Other requirements: Unless other arrangements are made, students need to have a car or regular access to transportation.

In this course, we will critically examine the etiology, neurobiology, diagnosis, and treatment of developmental and learning disabilities. We will also investigate the impact of a developmental disability on the individual, family, community, and culture. Topics will include (but are not limited to) ADHD, Autism Spectrum Disorder, Down syndrome, Dyslexia, Fetal alcohol syndrome, Fragile X syndrome, and Williams-Beuren syndrome.

The goal of this course is to articulate key principles, assumptions, concepts and methods that underlie the developmental psychopathology framework, and to use them to provide a foundation for understanding the processes underlying development, with a special emphasis on relations between conflict, violence and youth adjustment domestically (i.e., family and marital conflict) and in international contexts (i.e., political violence and armed conflict). Following an introduction to the developmental psychopathology framework, the course will include a focus on special issues in developmental psychopathology, as well as on understanding development from a developmental psychopathology perspective in the context of conflict at proximal and distal levels of the social ecology, including family and marital conflict and international contexts of political violence, armed conflict and youth adjustment.

This course is intended to expose students to the child welfare system and the effects of child maltreatment and foster care on child development. The seminar portion of the course will include training on mandated reporting, and the child welfare system, and discussion of current research on child maltreatment, foster care, child development, and developmental psychopathology. The practicum portion of the course is designed to give students hands on experience with children in custody of the Department of Child Services in South Bend. Each student in the practicum will be paired with a child who is currently placed in foster care because of substantiated child maltreatment. The student will serve as a mentor to this child, and will spend 1-2 hours with the child twice weekly in the child's foster home.

This course emphasizes the use of critical thinking skills for distinguishing science from pseudoscience in psychology. Picking up where Introduction to Clinical Psychology (PSY 30314) left off, this course takes up the torch of Popper, Meehl, and Lakatos to cover topics such as: (a) controversial therapeutic, assessment and diagnostic techniques, (b) weak theories , and (c) myths from "pop" psychology and every day life.

Introduction to the major issues, theories, and research in the psychology of religion through critical analysis of classical and modern literature from Western and Eastern cultures. Topics discussed will help illuminate the role of religion as a powerful meaning system that can affect the lives of individuals in terms of their beliefs, motivations, emotions, and behaviors. A major focus of this course will be in the area of religious identity development where various developmental theories of religion will be utilized to understand how religious identity unfolds across time.

"What happens in your brain when you eat a piece of chocolate? Why do you eat more when you're stressed out? How does your gut communicate with your brain? In this course, students will study the brain's response to food and its relationship to eating behaviors, crossing levels ranging from molecular biology to psychology. It will emphasize critical reading of primary scientific literature. This will serve as a Psychology elective requirement in the new neuroscience major."

What happens in our brains when we listen to and make music? This course will survey the perceptual and cognitive processes involved in music perception and performance, incorporating research from various disciplines within psychology. We will discuss various concepts underlying the processing and comprehension of musical content, such as pitch and rhythm perception, musical memory and musical rules, emotion in music, expertise in musicianship, and the use of music and music therapy as rehabilitative tools.

In this course, we will discuss the interactions between perceptual and cognitive processes underlying the processing of complex auditory information. How does attention enhance our understanding in noisy environments? What roles do context and prediction play in segregating sound sequences from each other? We will discuss the concept of auditory scene analysis and its neural bases, the contributions of attention and auditory memory, and how these function in our perception of speech and music.

Because behavior plays a significant role in people's health, psychology has emerged as an important contributor to the process of coping with disease, disease prevention, and health enhancement. This course is designed to be an overview of health psychology and behavioral medicine. Topics will include psychology and medicine, health psychology models, stress and health, adaptation to illness, psychological aspects of cancer, pain, coronary artery disease, rehabilitation, infectious disease, health promotion and disease prevention, and professional opportunities in health psychology. In addition, health care professionals in the community who are working in areas to be covered in the course will be making presentations to the class. There will be two exams that will cover reading and lecture material. In addition, there will be two short papers that will help integrate the readings, lectures, and information provided by the speakers. Finally, there will be a lengthy paper that will consist of a summary review and critique of research in a specific area of health psychology.

In this seminar, we will explore the biological, psychosocial (including peers and family), and cultural factors influencing body image. We will explore impacts of "fitspo" and body esteem messages, and examine alternative means of reducing risk of body dissatisfaction (e.g., self and identity; self-compassion; gratitude). Potential connections between body image and disordered eating will be examined, including analysis of "classical" and contemporary theoretical models. Both basic and applied (i.e., intervention) research will be incorporated, and a lifespan approach will be utilized, examining body image during childhood, adolescence and midlife.

Throughout history, people have used addictive substances in their everyday lives to obtain desired effects, at times encountering unwanted negative consequences along the way. While many use substances without significant problems, others become “addicted” and experience considerable impairment and distress. The goal of this course is to explore the concept of addiction, with a focus on the psychology of addictive behaviors: why do people use substances and what happens when they do?

In the past 20 years, mental health has received increasing attention on the global stage: it has been a focus of major international agencies, such as the World Health Organization, but it is also widely represented in the work of international and local NGOs, national governments, and in peacebuilding processes in conflict-affected settings. This course provides an overview of the field of global mental health, covering topics such as the social determinants of health, global mental health inequity, cross-cultural adaptation of psychological assessments and treatments, psychosocial support in humanitarian settings, the implementation and dissemination of evidenced-based treatments in low resource settings, and the integration of psychological supports in post-conflict processes, such as reparations and truth and reconciliation commissions. Students will engage with a wide variety of sources from diverse global contexts, including policy papers, practice briefings, training materials, empirical research in psychology and public health, and case studies.

An interdisciplinary seminar with emphasis upon student participation covering topics such as linguistics, memory, and perception for language stimuli, child language, bilingualism, and social psychology of language.

This seminar will survey research and theory in pragmatics and psycholinguistics concerning the communicative functions of language. Topics include speech acts (e.g., promises, requests, commands), implicatures, perspective and alignment, common ground, and coordinating devices such as discourse markers (e.g., well, you know), pause fillers (uh, um), and acknowledgments and backchannels (e.g., okay, mhm, right).

What happens when two languages share one mind? This course investigates the foundations, mechanisms, and consequences of bilingualism from psychological, linguistic, and educational perspectives. Students will engage with foundational theories and contemporary research on topics such as code-switching, executive function, bilingual education models, and the impact of language ideologies and policies. They will leave the course with a critical understanding of bilingualism as both a cognitive phenomenon and a socially embedded experience, prepared to apply this knowledge in research, education, and policy contexts.

This course will cover the concept of human intelligence. Although the course will primarily examine intelligence through the lens of cognitive psychology, we will also discuss some of the societal and cultural impacts of intelligence testing. Topics will include how intelligence been measured historically, the current state of the art in intelligence measurement, the use and abuse of intelligence testing, the division/unity of “types” of intelligence, the development of intelligence from infancy to old age, some potential causes of intelligence including development, environmental influences, neurological derivations, and heritability, the Flynn effect, and modern attempts to improve intelligence (e.g., “brain training”). Coursework will include a mixture of seminar-style discussions of course readings, student-led presentations, and written assignments.

In this course we will dive into the psychology and neurobiology of love and attachment. We will explore the key social brain regions, pathways, and hormones central to these emotions. We will understand the role of sensation and perception, its influence on behavior, the importance of neural plasticity and learning, and the diverse neurological experiences related to these topics. By analyzing primary literature and experimental techniques, you will become a critical reader of popular scientific articles, predict experimental outcomes, design novel studies, and foster meaningful scientific discussions. This course will not only enhance your understanding of neuroscience but will also challenge you to scrutinize the portrayal of love in the popular press. By the end of the course, you will be well-equipped to interpret, evaluate, and engage in the field of neuroscience.

How does the physical architecture of the brain give rise to the complexities of the human mind? This course explores the classical and newer cognitive neuroscience discoveries, grounded in a deep understanding of neuroanatomy. We will examine how anatomical form relates to function, discussing what defines brain areas and how they organize into parallel, distributed circuits. Drawing on principles derived from model systems in non-human primates as well as human studies, we will investigate how global brain networks support language, thought, and memory. We will move beyond what we know to investigate how we know it. You will evaluate the neuroimaging tools used to map the brain connectomes, while learning to navigate the pitfalls and controversies inherent in complex neuroscience data. Through a mix of lecture and discussion, you will develop the skills to critically analyze scientific papers, interpret quantitative data, and understand the "big unknowns" remaining in human cognitive neuroscience.

In this course, we will explore the empirical study of topics related to the appreciation and creation of the arts. How do we study what is considered of value or beautiful, when the criteria vary from person to person? What are neural correlates of the creative experience? How might we see this play out in various art forms? Students will be encouraged to exercise their own creativity and evaluation of how they approach and appreciate the arts, through reading primary research articles and engaging with creative works.'

This reading and discussion based seminar involves reading seminal research papers on the neural mechanisms of human memory, how memory processes change across the adult lifespan in normal/healthy aging and in neurodegenerative diseases like Alzheimer’s disease and related dementias that affect memory and cognition, and how memory functioning may be enhanced by compensatory and restorative interventions including pharmacological, encoding/retention/retrieval strategies, cognitive/brain training (e.g., with neurofeedback), noninvasive brain stimulation, and lifestyle (diet, exercise, stress, sleep, music, dance, intergenerational mentorship etc.) interventions. We will focus on working memory, episodic memory, and prospective memory, and their supporting neurocognitive mechanisms. The course will emphasize recent advances in experimental neuropsychology/cognitive neurology, neuroimaging, and non-invasive brain stimulation techniques, including neurotech applications using machine learning/AI algorithms to decode memory representations in the brain in real-time and administer neurofeedback or brain stimulation to augment memory processing.

This seminar will provide a broad introduction to the cognitive neuroscience of sleep. Topics covered will span human sleep disorders, sleep in various animals species (e.g. unihemispheric sleep in dolphins), learning and memory during sleep, sleep's role in creativity and insight, plasticity in the sleeping cortex, sleep and consciousness, and dreaming. We will also examine neuroimaging, neurophysiological, and behavioral approaches to the study of sleep, discussing critical questions such as "what is sleep?" and, "why do we sleep?"

This seminar will provide an introduction to the independent and interactive roles of sleep and stress in cognition and psychopathology. Topics covered will include disorders of the sleep and stress systems, how sleep and stress at normal and abnormal levels impact learning, memory, and affective processing, and how the interaction of these variables influence the development and prognosis of clinical conditions such as anxiety disorders (e.g. PTSD) and mood disorders (e.g. major depression). The role of dreaming in psychopathological conditions will also be discussed. We will examine neuroimaging, neurophysiological, and behavioral approaches to the study of sleep, stress and psychopathology, discussing critical questions such as "what is stress?", "why do we sleep?, and "what happens when the sleep and stress systems go awry?" This course is an excellent choice for all graduate students in psychology and biology or anyone interested in the neuroscience of behavior. It is particularly relevant for students of cognitive neuroscience, clinical psychology, cognitive psychology, neurobiology, or developmental psychology.

This course will provide a compressive overview of the cognitive neuroscience of aging. The overarching aim of this course will be to explore how brain structure and function change with age, and this affects how our cognition changes with age. The course will focus the challenges of cognitive aging research and the importance of integrate across different neuroscience methodologies (MRI, EEG, and some animal models) to understand the relationship between brain aging and cognition. The course includes coverage of many different topics, such as perception, memory, brain network organization, factors that promote ‘successful' brain aging, and age-related neurodegenerative conditions (Alzheimer's disease).

This course examines the underlying biological mechanisms, clinical features, and current treatments of major human neurodegenerative diseases, including but not limited to Huntington disease, Parkinson’s disease, and Alzheimer’s disease. Particular emphasis is placed on the use of animal models as an essential translational tool linking basic neuroscience research to clinical understanding and therapeutic development.

This course has two basic objectives. First, it examines from a lifespan and psychobiological perspective the factors that place individuals at different stages of life at risk for illness and assist them in maintaining their health. In addition, it addresses a variety of challenging psychological and social issues that physicians and other healthcare professionals must face in the practice of medicine. The course covers a range of topics dealing with health issues related to different stages of human development (childhood, adolescence, and adulthood), disabled populations, culture and gender, stress, physician-patient interactions, death and dying, professional ethics, and social policies relating to health care. The course is primarily intended for students intending to enter medical school. Most classes will involve brief formal presentations by the instructors and invited guests, followed by discussion of assigned readings pertinent to the day's topic. In addition, students will be exposed, via a limited practicum, to a variety of medical settings.

Educational Psychology examines questions about development, learning and achievement in schools. In this course we will explore fundamental questions such as (a) What is intelligence? Is it fixed or changeable? What are the implications of conceptions of intelligence for achievement? (b) How does learning occur? What are the implications of different theories of learning? Is there a "correct" theory of learning? Does learning differ in different subject areas? (c) What motivates student learning? Can instruction be "motivational"? (d) What is "good" instruction? How do theories of learning relate to instructional practices? (e) How do aspects of school context, such as interaction with peers and teachers, and school culture, influence learning, motivation and achievement?

In this course, students will engage with the critical developmental role of play in childhood and examine the inequities that affect access to play opportunities in diverse communities. This course integrates theoretical frameworks with hands-on community engagement, encouraging students to explore how play contributes to cognitive, socioemotional, physical and moral growth in children. Through readings, discussions, and case studies, students will critically examine social, economic, and cultural factors that limit access to play in various communities. Each student will partner with a local elementary school to coach recess activities for two hours each week. This practical experience will allow students to implement play strategies, observe dynamics in play, and directly engage with children in the community. Students will develop a research project analyzing the effects of their coaching experience on children's play and social interactions. Note: Students in this class must be available to coach recess one day per week between the hours of 10:30am and 12:30pm. Access to transportation is helpful but not required.

These two seminars assist the senior major to propose, execute, and write an honors thesis. The first semester is devoted to the development and presentation of the proposal, and the second to its execution, write-up, and subsequent presentation.

This course examines social and cognitive development (and more importantly, the links between them) over the first six years of life. In developing an understanding of how a young child comes to understand her world and the people in it, we will look at influences as diverse as genetics and environment, family and sibling relations, friendships and starting school. Students will have the opportunity to see videos of British children at various stages in their socio-cognitive development, and will learn about the importance of individual differences in understanding development. We will also take a brief look at development in children facing demanding social and/or cognitive challenges, such as deafness, autism, hyperactivity and giftedness.

In this seminar, we will explore the biological, psychosocial (including peers and family), and cultural factors influencing body image. We will explore impacts of "fitspo" and body esteem messages, and examine alternative means of reducing risk of body dissatisfaction (e.g., self and identity; self-compassion; gratitude). Potential connections between body image and disordered eating will be examined, including analysis of "classical" and contemporary theoretical models. Both basic and applied (i.e., intervention) research will be incorporated, and a lifespan approach will be utilized, examining body image during childhood, adolescence and midlife.

This course explores the science of sleep across the life span, focusing on sleep physiology, assessment tools, common sleep disorders, and evidence-based strategies to promote healthy sleep. Through participatory lectures, case studies, and applied projects, students learn to evaluate sleep quality and design appropriate interventions in clinical and everyday context.

St. Andrews, Scotland - Cognitive Psychology and the Emotional Disorders: This module is designed to demonstrate how theories from cognitive psychology can enhance our understanding of the Axis One emotional disorders, including depression, anxiety, post-traumatic stress disorder, obsessive compulsive disorder and the eating disorders. Research on cognitive processes, including memory, attention and interpretation biases will be reviewed and discussed in this context. There will also be a focus on research on interventions that can overcome these biases. At the end of the seminar series, students should understand how the emotional disorders can be differentiated based on these biases as well as how research has informed clinical practice. Theoretical implications of the research will also be discussed.

This is a zero-credit course for students engaged in independent research or working with a faculty member of the University on a special project. No course work is required.

The Senior Thesis requires a year-long investigation on an original topic of study under the tutelage and mentorship of a faculty member. It must result in a substantial written product that will be evaluated by the thesis advisor. Any senior psychology major may undertake a Senior Thesis provided that the student is in good academic standing and has secured the approval of a faculty mentor. Faculty members may consider other academic qualifications as a condition for supervising a thesis, such as GPA, performance in certain courses, experience in a research lab, relevant background experience, favorable letters of reference and compatible scholarly interests.

The course introduces students to strategies, challenges and solutions associated with research in developmental psychology, including state of the art research methods, participant recruitment and retention for longitudinal research, approaches to data evaluation (e.g. observational coding). In this course, students will also compare and contrast methods across sub-disciplines in psychology, as well as engage in professional development activities like CV building, applying to graduate programs, and conducting their own research (possibly in support of a senior thesis). Although not a requirement for the course, students will also have the opportunity to develop their own individualized research projects, based on several existing and completed data sets. Course evaluation includes an objective midterm and the development of a statement of purpose.

These two seminars assist the senior major to propose, execute, and write an honors thesis. The first semester is devoted to the development and presentation of the proposal, and the second to its execution, write-up, and subsequent presentation.