Penn Psychology:

For non-psychology graduate students, first get permission of instructor, then get permission of Dr. Jon Baron, Director of Graduate Studies, then contact Claire Ingulli, Graduate Program Coordinator, to obtain the permit (cingulli@psych.upenn.edu).

The question for this proseminar concerns the nature of human language. The topic of language has been extensively studied within psychology and linguistics and thus is in a quite technically developed, and therefore, interesting state. Thus, beyond its inherently intriguing subject matter, recent linguistic and psycholinguistic theories are of potential interest to anyone who wants to investigate human cognition. The proseminar has three main topics: (1) What is a language, (2) How do humans use it (i.e., how do they speak and understand), and (3) How is a language learned. Under (1) we consider the theory of language, including phonological, morphological, sentential, and discourse structures, and how these levels of organization contribute to "meaning." This includes a primitive introduction to syntactic theory. Under (2), we consider speech perception and production, machinery for storing and accessing the mental lexicon, sentence and discourse processing, and abnormal language. Under (3), we consider language development (and dissolution under normal and abnormal circumstances and in normal and abnormal brains. Format is mainly lecture/discussion. There will be a midterm and a final exam. (Fulfills the "Mind" requirement).

Both the subject matter and perspectives of anthropology and political science will be discussed in relation to psychological phenomena and processes. (.5 cu)

The scientific study of social behavior, with an emphasis on the problems posed by the findings of contemporary research. Topics covered will include social cognition and inference, attitudes and attitude change, the self, prejudice and stigma, social interaction and influence, and group processes. Meets 2/14/08 - 4/10/08 (.5 cu)

The course will begin with an overview of neuroendocrine systems followed by a discussion of the neuroanatomical basis of neuroendocrine systems. There will be a series of lectures on the unique functions of various hormone receptors, including steroid, thyroid and prolactin hormone receptors, all of which are expressed in brain. We also will consider the evidence for local synthesis of steroid hormones in the brain. Hormone secretion will then be considered, comparing the release mechanisms for endocrine- and neural-derived hormones. Finally, we will consider a variety of behavioral issues, including the roles of hormones on sexual behaviors, ingestive behaviors, mood, cognition, and health. Meets 1/17/08 - 3/6/08 (.5 cu)

In this course we will examine the cognitive neuroscience of attention and working memory. These cognitive systems are central for higher order thought. We will examine the mutability of attention and working memory as a function of training, stress, and mild mood states. We will discuss changes in attention during normal aging and disease states (depression, anxiety, ADHD). All of these topics will be covered from a cognitive neuroscience perspective using multiple methods (e.g., ERP, EEG, fMRI, single-unit recording, d', RT, accuracy, lesion studies). (Fulfills the "Brain" sector). Meets 3/18/08-4/29/08 (.5 cu)

This course provides an introduction to what is known about how neuronal circuits solve problems for the organism and to current research approaches to this question. Topics include: vision, audition, olfaction, motor systems, plasticity, and oscillations. In addition, the course aims to provide an overview of the structure of the central nervous system. A number of fundamental concepts are also discussed across topics, such as: lateral inhibition, integration, filtering, frames of reference, error signals, adaptation. The course format consists of lectures, discussions, readings of primary literature, supplemented by textbook chapters and review articles. (This is a "Brain"sector course). ( Cross-listed with INSC 573)

Comparative cognition, with special emphasis on social behavior. Prerequisite: Psychology 131 or 133. (Cross-listed with BIOL 432)

This course is designed to examine the various roles played by the nervous and endocrine systems in controlling both physiological processes and behavior. First, the course will build a foundation in the concepts of neural and endocrine system function. Then, we will discuss how these mechanisms form the biological underpinnings of various behaviors and their relevant physiological correlates. We will focus on sexual and parental behaviors, stress, metabolism, neuroendocrine-immune interactions, and mental health. Prerequisite: Psychology 109 (Cross-listed with BIOL 460)

The first half of the course treats Behavioral Genetics (e.g., genetic and environmental components of IQ, personality, and psychopathology, gene-environment interaction), and the second half deals with Evolutionary Psychology (e.g., evolution of altruistic, cooperative, and competitive behavior). There are no prerequisites, but previous courses in Psychology, Biological Basis of Behavior, Anthropology, Biology, or Statistics would be helpful preparation. (Cross-listed with BIBB 441)

Is there a “natural-born killer”? What makes a successful psychopath? And is it morally wrong for us to punish those who are biologically-wired for a life of crime? This course argues that answers to these inscrutable questions will ultimately be found in an interdisciplinary perspective that examines the interface between the social, clinical, and neuro-sciences. We will explore new biosocial treatments for violence, and analyze the controversial neuroethical, legal, and philosophical issues surrounding neurocriminology. The course presents perspectives from fields of psychology, neurobiology, sociology, neurochemistry, anthropology, law, neuroanatomy, cinema, public health, neuroendocrinology, criminology, forensics, pediatrics, and psychiatry. Only by integrating knowledge from multiple domains will we fully understand, predict, and prevent future criminal behavior. Prerequisite: Psychology 162. (Cross-listed with CRIM 370)

Do people exhibit true concern for the welfare of others, without the promise of personal gain? This seminar draws on empirical research from economics and psychology on the nature of fairness and altruism. The impact of fairness concerns on microeconomic behavior will be examined, including individual choice behavior, possible market anomalies, and public policy.Prerequisites: Introductory Microeconomics, or Game Theory, or permission of instructor (Cross-listed with PPE 475)

The backgrounds and mathematical sophistication of the students entering the LCS-IGERT graduate program will vary widely. A two-semester Mathematical Foundations sequence will provide all students with basic mathematical modeling and algorithmic tools, while still providing sufficient challenges for the most advanced. These two courses (course numbers to be announced soon), will be taught in a computer/media lab setting and will cover relevant aspects of a wide range of mathematical topics that are directly relevant to animal, human or machine communication, or that provide prerequisites for these topics. Examples of topics directly relevant to communication include information theory, game theory, and formal language theory. Examples of important topics include signal processing, machine learning, and probabilistic models. These two semesters obviously cannot substitute entirely for the dozen or more semesters that normally would be required to cover a similar range of topics. However, they can give students the ability to understand and implement algorithms from published descriptions, especially given appropriate libraries of basic functions, and to discuss alternative approaches with experts in a well-informed manner. It is clearly not the case that every LCS-IGERT students will use every mathematical or algorithmic topic from this course in his or her research. However, applications are often unexpected, and fortune favors the prepared. In addition, this background will enable students to make sense of a wide range of courses and readings that might otherwise be inaccessible. Finally, the shared experience of this course will help IGERT students to establish a personal as well as conceptual basis for future collaborations. Each semester of this two-semester sequence will be co-taught by two faculty members. Because of the diversity of topics and of the students' backgrounds, the two-semester course sequence will be organized into a series of "modules", each designed to explicate a core mathematical and algorithmic topic. Each module will deal with specific problems of the type that IGERT students need to solve and will be as self-contained as possible, although of course one module will often require understanding of concepts and techniques taught in another. This is a "Mind"sector course. (Cross-listed with COGS 502 and LING 546)

Covers two unrelated topics: loglinear and logit models for discrete data and nonparametric methods for nonnormal data. Emphasis is on practical methods of data analysis and their interpretation. Primarily for doctoral students in the managerial, behavioral, social and health sciences. (Cross-listed with Stat 501)

This half-semester course will cover a number of required topics relevant to the practice of clinical psychology. Topics include: confidentiality and privilege; legal requirements for record keeping, including HIPAA legislation and how to deal with subpoenas; duty to warn and duty to protect; management of suicidality, homicidality and suspected or confirmed child abuse; problematic dual relationships; informed consent for treatment; criminal liability (e.g., fraud and billing practices); and the importance of practicing within one's area of competence, including knowing when to seek supervision/consultation, when to refer, and multicultural competence issues. (meets 3/17/08-4/29/08) (.5 cu)

A practical and technical-oriented course covering basic fundamentals and theory with emphasis on electronic instruments and systems used in research environment. A hands-on laboratory module is included. Students may select either a lecture-based learning mode or an independent-study mode for evaluation.. See course web-site for details. http://www.psych.upenn.edu/shop/psyc727 Course Instructor: John Andrews-Labenski Tel: 215-898-8092 E-mail: jala@psych.upenn.edu (Cross-listed with INSC 727-401)

In this course, we will discuss the use of eye movements as a behavioral measure of language processing.

This seminar will review current topics in spatial cognition, including the areas of spatial memory, spatial navigation, and mental transformations. Both the cognitive and neural bases of these functions will be addressed. During the semester, approximately every other week, outside experts in the field will visit the class to present their work. Students will prepare for these visits by reading and discussing each visitor's recent papers. The visitor list for Spring 2008 includes: Ben Kuipers (Computer Science, U Texas), Tim McNamara (Psychology, Vanderbilt), Lynn Nadel (Neuroscience, Arizona), Frances Wang (Psychology, Illinois), Barbara Tversky (Psychology, Columbia), William Warren (Cognitive Science, Brown), and Dan Montello (Geography, UCSB). Please email instructor for location.

An introduction to the concept of attitude and its role in behavioral prediction. The course will cover standardized attitude measurement instruments (e.g., GThurstone, Likert, Guttman and Semantic Differential Scales), expectancy-value models, and psychological or individual level theories of behavioral prediction and change (e.g., Health Belief Model, Theory of Reasoned Action, Theory of Planned Behavior, Social Cognitive Theory, Theory of Interpersonal Relations and Subjective Culture, and the Transtheoretical Stage of Change Model). Emphasis will be placed upon how an understanding of theory and measurement is necessary for developing effective behavior change interventions. (Cross-listed with COMM 577)

All Clinical students will register for this course in the Spring of their second year.

All Clinical students will register for this course in the Summer at the end of their second year.

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Department of Psychology

Graduate Courses - Spring 2008