DEPARTMENT OF PSYCHOLOGY
UNDERGRADUATE COURSES
FALL, 2004
|
|
TITLE |
INSTRUCTOR |
TIME |
ROOM |
|
Intro. Exp.
Psyc. |
Shatte' |
MF 2-3:30 |
MeyH B1 |
|
|
Intro. Exp.
Psyc. |
Shatte' |
MF 3:30-5 |
MeyH B1 |
|
|
Intro. Exp.
Psyc. |
Rozin |
TR |
Stit B6 |
|
|
Probability
& Statistics |
White |
TR 9-10:30 |
Educ 114 |
|
|
Intro. to
Cognitive Science |
Ungar/Richards |
TR 1:30-3 |
LevH 101 |
|
|
Intro. to
Brain & Behavior |
Fluharty |
MWF 10-11 |
LLab 10 |
|
|
Perception |
|
TR 1:30-3 |
Vance B11 |
|
|
Learning |
Rescorla |
MWF 10-11 |
Stit B21 |
|
|
Animal
Behavior |
Seyfarth/Cheney |
TR 12-1:30 |
LLab 10 |
|
|
Cognitive
Neuroscience |
Thompson-Schill |
TR 1:30-3 |
Stit B26 |
|
|
Cognitive
Psychology |
Trueswell |
TR 10:30-12 |
Vanc B11 |
|
|
Judgments
& Decisions |
Baron |
MWF 11-12 |
Stit B26 |
|
|
Attention
& Memory |
Jha |
TR 10:30-12 |
Stit B21 |
|
| Psyc 160-001 |
Personality |
Williams |
MWF 11-12 |
Vanc B1 |
|
Abnormal
Psychology |
Chambless |
TR 12-1:30 |
Stit B6 |
|
|
Social
Psychology |
Sabini |
MWF 10-11 |
Vance B11 |
|
|
Biocultural Psychology |
Gil-White |
TR 3-4:30 |
Educ 114 |
|
|
Social
& Emotional Development |
Jaffee |
TR 9-10:30 |
Stit B26 |
|
|
Senior Honors Seminar in Psychology |
Thompson-Schill/DeRubeis |
M 4-7 |
PsyL B50 |
|
|
Visual
Cognition |
Epstein |
TR 10:30-12 |
PsyL B50 |
|
|
Cooperation
in Groups |
Kurzban |
W 1-4 |
PsyL C41 |
PERMIT REQUIRED FOR ALL 200 AND 300 LEVEL COURSES
|
S/T
Perception |
Swingley |
R |
PsyL A1 |
||
|
S/T
Abnormal Psychology |
Barber |
W 3-6 |
**Room 4123 |
||
| Psyc 262-302 | S/T Abnormal Psychology | S.
Cruess |
W
12-3 |
PsyL C21 | |
|
S/T Social
Psychology |
Green |
TR 3-4:30 |
PsyL A30 |
||
|
S/T Social
Psychology |
|
T |
PsyL B50 |
||
|
S/T
Developmental Psychology |
Jaffee |
R |
McNB 110 |
||
|
Res. Exp.
Perception |
Swingley |
T |
PsyL A1 |
||
|
Res. Exp.
Behavioral Neuroscience |
Grill |
CANCELLED |
. |
||
|
Res. Exp.
Language |
Dahan |
T |
Educ 007 |
|
|
|
Rex. Exp.
Cognitive Neuroscience |
Epstein |
TR 3-4:30 |
3810 Walnut |
||
|
Res. Exp.
Abnormal Psychology |
Seligman |
W |
PsyL B50 |
||
|
Res. Exp.
Abnormal Psychology |
Hunt |
R |
PsyL B7 |
||
|
Res. Exp.
Social Psychology |
Sabini/Green |
TR 1:30-3 |
PsyL A30 |
||
|
Res. Exp.
Developmental Psychology |
Mason |
CANCELLED |
PsyL C41 |
*Fulfills
Research Experience Requirement
**4th Fl.,
UNDERGRADUATE COURSES
Fall 2004
|
Introduction to Experimental Psychology |
Andrew Shatte' |
Exploration of the
major topics in psychology, including how we receive
and interpret
information from the world, learning and motivation, the relationship
between
brain and behavior, development, personality (both normal and
abnormal), and
the social aspects of our behavior. The major controversies in
psychology
provide the binding themes in the course, such as nature versus nurture
and
theories about the relationship between mind and body. We will
examine
some of the ‘grand’ questions that psychologists have posed and
investigated – what forces shape our behavior, who do we love and why,
what is prejudice and who conforms, and do we think and behave
rationally. These issues are examined at several levels of
explanation,
from neurotransmitter functioning, through conditioning, and the
influence of
the group. We will delve into the history of psychology, from the
Greeks
through to the neuropsychological and pharmaceutical revolutions of
today.
|
Introduction to Experimental Psychology |
Andrew Shatte' |
Exploration of the
major topics in psychology, including how we receive
and
interpret information from the world, learning and motivation, the
relationship
between brain and behavior, development, personality (both normal and
abnormal), and the social aspects of our behavior. The major
controversies in psychology provide the binding themes in the course,
such as
nature versus nurture and theories about the relationship between mind
and
body. We will examine some of the ‘grand’ questions that
psychologists have posed and investigated – what forces shape our
behavior, who do we love and why, what is prejudice and who conforms,
and do we
think and behave rationally. These issues are examined at several
levels
of explanation, from neurotransmitter functioning, through
conditioning, and
the influence of the group. We will delve into the history of
psychology, from
the Greeks through to the neuropsychological and pharmaceutical
revolutions of
today.
|
Introduction to Experimental Psychology |
Paul Rozin |
PSYCHOLOGY 001 IS A PREREQUISITE FOR ALL OTHER PSYCHOLOGY COURSES
|
Probability and Statistics |
David White |
An introduction to statistics, statistical methods,
and
probability theory. The course will cover: the nature of
statistical data; estimation and hypothesis testing; concepts of
statistical
inference; measures of central tendency and variability; elementary
probability; ANOVA; regression and correlation; non-parametric
methods.
Emphasis will be placed on application to research in the behavioral
sciences. In addition, there will be an introduction to some of
the most
popular computer-based statistical programs.
|
Introduction to Cognitive Science |
Lyle Ungar/Virginia
Richards |
Cross-listed with COGS 001, CSE 140, LING 105 & PHIL 044
|
Introduction to Brain and Behavior |
Steve Fluharty |
Cross-listed
with BIBB109 and BIOL219
Introduction to the
structure and
function of the vertebrate nervous system, including the physiological
bases of
sensory activity, perception, drive,
motor
control and higher mental processes. This course is intended for
students
interested in the neurobiology of behavior. Additional
information about
background needed can be obtained from BBB, Biology or Psychology
advisors. Prerequisites: Psychology 001, Biology 101 or
permission
of the instructor
|
Perception |
Richard Murray |
How do we use light and sound to perceive important facts about our
immediate
environment? In this course we will discuss the mechanisms of human
vision and
audition. We will approach these problems both from a biological point
of view,
discussing the brain areas and pathways that underlie our perceptual
abilities,
and also from a computational point of view, investigating what
information we
extract from the stimuli that reach our eyes and ears. Topics include:
visual
perception of shape, colour, depth, and
motion;
visual object recognition; auditory perception of pitch, loudness, and
direction.
|
Learning |
Robert Rescorla |
Elementary learning processes. Topics include how organisms learn
about events
per se (e.g. habituation), how they learn relations among events (e.g. Pavlovian Conditioning),
and how
they learn relations between their own behavior and events (e.g.
instrumental
learning).
|
Animal Behavior |
Robert Seyfarth/Dorothy
Cheney |
Cross-listed
with BIBB 231 & BIOL 231
The evolution of social behavior in animals, with
special
emphasis on group formation, cooperation among kin, mating systems,
territoriality and communication.
|
Cognitive Neuroscience |
Sharon Thompson-Schill |
Cross-listed with BIBB
249
|
Cognitive Psychology |
John Trueswell |
Analysis of mental processes in adult humans: Attention, Pattern
recognition,
Imagery, Memory, Action, and Language. Mental
architecture.
Decomposition of reaction-time and accuracy data.
Computer demos of classic experiments.
|
Judgments and Decisions |
Jon Baron |
Thinking, judgment, and personal and societal
decision
making, with emphasis on fallacies and biases. Note:
Psychology 001 is NOT a prerequisite for this course.
|
Attention and Memory |
Amishi Jha |
A study of topics in human memory and attention including an overview
of
current experiments investigating: multiple memory systems, attentional
selection, the interrelationship between memory and attention,
dysfunction due
to disease states and aging, exceptional functioning, and strategies to
improve
memory and attentional processes.
Particular emphasis
is given to the neural basis of cognitive processes. Prerequisite:
Psychology 001 or BIBB 109.
|
Personality |
David Williams |
|
Abnormal Psychology |
Dianne Chambless |
Examination of the major themes in clinical
psychology,
including the concepts of normality versus abnormality, and models of
psychopathology
from Freudian analysis, behaviorism, the cognitive model, to biological/neuroanatomical theories. We will
explore the
major mental disorders including major depression, bipolar, anorexia
and
bulimia nervosa, the anxiety disorders, schizophrenia, personality
disorders,
and psychosexual dysfunction. In so doing, we will assemble
bio-psycho-social explanations for the etiology and treatment of
abnormal
behavior.
|
Social Psychology |
John Sabini |
An overview of theories and research across the
range of
social behavior from intra-individual to the group level including the
effects
of culture, social environment, and groups on social interaction.
|
Biocultural Psychology |
Francisco Gil-White |
This course will
present human
psychology and behavior as viewed by cultural psychologists on the one
hand,
and by evolutionary psychologists on the other. The presuppositions of
each
approach will be deeply examined in order to separate tendentious
disciplinary
controversy from useful contributions that each side makes to an
understanding
of human behavior. Students will be challenged to construct a synthetic
view of
human behavior that causally articulates---rather than merely
meshes---these
two approaches in order to achieve a better understanding of the causes
of
human behavior, the distribution of ideas in social systems, and their
historical trajectories.
|
Social and Emotional Development |
Sara Jaffee |
This course will cover theory and research related to the development
of
attachment, emotional regulation, peer and intimate relationships,
personality,
moral reasoning, and emotional and behavioral disorders. The course
will
emphasize the degree to which family, peer, and community contexts
influence
development from infancy into adulthood. Efforts will be made to
integrate biological and environmental accounts of development across
the
lifespan.
|
Visual Cognition |
Russell Epstein |
This course examines the interaction of vision with higher-order
cognitive
processes. In plain terms: once the visual system has recovered a
set of
surfaces from the surrounding scene, what does the brain then do with
that
information to make it useful? Possible topics will include:
object and
face recognition, attention, awareness, mental imagery, spatial
cognition, and
action. Particular emphasis will be placed on cognitive neuroscientific
work that addresses these topics.
|
Cooperation in Groups |
Rob Kurzban |
Humans are unique in their abilities
to
cooperate in large groups of non-kin. In this course, we will explore
the
evolutionary origins of this phenomenon, and look at relevant theory
research
in social psychology, anthropology, and economics. Prerequisites:
Psychology 170.
SENIOR HONORS SEMINAR
|
Senior Honors Seminar in Psychology |
Sharon Thompson-Schill/Rob
DeRubeis |
Open to senior honors candidates in psychology. A
two-semester sequence supporting the preparation of an honors thesis in
psychology. Students will present their work in progress and
develop
skills in written and oral communication of scientific ideas
SEMINARS
**** Permit Required for ALL
200-Level Courses ****
|
Special Topics in Perception |
Dan Swingley |
Speech Perception and Language Learning. Infants begin learning language by discovering how the sounds of language work; then, young children become increasingly
skilled at recognizing words and understanding sentences. How do they do it? In this seminar, we will take an intensive look at the available infant and adult data, as well
as computational models of perceptual category learning. Students will read and present primary source material. Prerequisites: at least one of the following: Psychology
181, 151, 135, or 111; or, any Linguistics, Computer Science, or Engineering course covering phonology or speech, such as Linguistics 330.
|
Special Topics in Abnormal Psychology |
Jacques Barber |
Systems of Psychotherapy. In this seminar, we will
explore many of
the important models of psychotherapy from psychoanalysis to behavior
therapy, from
Gestalt to couples therapy. Although, our main emphasis is the study of
treatments, we will also need to pay attention to what is
"normative," "acceptable" or "desirable"
according to these models in order to learn what is in "need of
treatment." Similarly, we will also need to understand how the
different
theorists view the development of psychopathology. Finally, we will
attempt to
understand how different psychotherapies work by studying what
theorists claim
to be doing in therapy and by examining the empirical literature. We
will also
develop our own hypotheses by observing video tapes of different
systems of
therapy. Each week students will write a brief paper related to the
readings,
the tapes or session transcripts and to the class discussion. Students
will
also submit a final paper summarizing a major therapeutic approach or
theorist
not covered in the course. Prerequisites: Psychology 162,
basic
statistics course, and permission of the instructor.
|
Special Topics in Abnormal Psychology |
Stacy Cruess |
Cognitive-Behavioral Approaches in Psychotherapy.
Cognitive-behavioral therapy approaches have been successfully utilized
to treat a variety of psychological disorders. This seminar will
be an introduction to the theory, methods, and outcomes associated with
cognitive and behavioral treatments. We will begin by discussing
cognitive-behavioral theories of abnormality and how they differ from
alternative perspectives, and the general principles and techniques
used in cognitive behavioral therapy. We will then delve into
specific disorders and the empirically supported cognitive behavioral
interventions utilized to treat those disorders (e.g., mood disorders,
anxiety disorders, substance use disorders, eating disorders,
etc). The seminar will attempt to strike a balance between
encouraging and facilitating critical review of the outcome literature,
and introduction to the clinical practices used by cognitive behavioral
therapists today. Students will be expected to be active
participants in all aspects of class discussion and will also be
required to write several papers during the course. This
seminar is open only to advanced psychology majors. Prerequisite: Psychology 162
or permission of the instructor
|
Special Topics in Social Psychology |
Melanie Green |
Political psychology draws on psychological theory to enrich our
understanding of
phenomena in the political sphere, and at the same time, uses insights
gained
in the political domain to clarify our understanding of psychological
theory. We will discuss empirical and theoretical articles
focusing on
key issues in this emerging subdiscipline.
Topics include the way political attitudes and beliefs develop,
the influence of group identification on political behavior, emotion
and
politics, psychological underpinnings of political participation, and
other
related issues. Prerequisite: Psychology 170.
|
Special Topics in Social Psychology |
Frank Norman |
Reproductive Decisions. Will an individual try to have
children? If so, how many? Such
decisions
are among life's most important, and they
are strongly
influenced by cultural and economic factors, as well as mate
availability and
preferences. Cultural and economic situations have changed
drastically,
and, as a result, recent years have seen a sharp worldwide decline in
birthrate, and exceedingly low birthrates in contemporary
|
Special Topics in Developmental Psychology |
Sara Jaffee |
Family Functioning and Children’s Development.
This seminar
will explore
how family functioning affects children’s development. Topics
will
include the role of that parent psychopathology, family poverty,
marital
conflict and divorce, family violence, and teen parenthood play in
influencing
children’s well-being. It is recommended that students
take
Psychology 180: Social and Emotional Development before enrolling
in this
course.
RESEARCH EXPERIENCE
COURSES
***A permit is required for all 300-level courses***
|
Research Experience in Perception |
Dan Swingley |
Perceptual Learning in Infancy and Early Childhood.
In this course, we
will design
and create original experiments on perceptual development. Topics will
include
categorization, phonological rule learning, word learning, and sentence
understanding. Skills to be taught and practiced include experimental
design,
audiovisual display editing, and coding of infant and child behavior,
among
others. By instructorpermission.
Experience with children, and coursework in
perception,cognition, or
language, encouraged.
|
Research Experience in Behavioral Neuroscience |
Harvey Grill |
CANCELLED
The incidence of obesity has risen dramatically, but currently there
are no
effective drug treatments. There is an intense effort to identify new
and
potentially effective drug targets for the treatment of obesity and
other
pathologies of body weight regulation. Such developments require an understanding of the neural circuits and neurochemical signals that control food intake
and energy
expenditure. This course focuses on the current literature on energy
balance.
Students conduct hands-on supervised experiments with animals
throughout the
week. Class also meets weekly to consider progress in the
laboratory and
to discuss assigned readings. Research topics come from current
issues in
the neurology and pharmacology of food
and
nutrient intake. Prerequisites: Psychology 127 or permission of the instructor.
|
Research Experience in Language |
Delphine Dahan |
This course will focus on how to conduct research in psycholinguistics,and more precisely, on the comprehension of spoken language, using behavioral methods such as
the monitoring of eye movements during listening. Students will be involved in designing an experiment, constructing materials, testing, as well as analyzing the data.
Prerequisite: Psychology 151 or 135 or permission of the instructor.
|
Research Experience in Cognitive Neuroscience |
Russell Epstein |
Brain imaging, particularly functional magnetic resonance imaging (fMRI), is a promising state-of-the-art tool used
to study
specialized human brain regions that are involved in cognitive
functions.
In the first half of the course, we will review the basics of the fMRI technique, current experimental design and
analysis
strategies, and discuss the strengths and weaknesses of neuroimaging
as a tool for cognitive neuroscientists. In the second half of
the
course, students will form into groups and propose a new
experiment. As a
team, you will program the experiment, acquire the fMRI
data, and analyze your data. Each student will submit a paper
describing
the project and each group will give a presentation of their
research. Prerequisites:
Psychology 149 or permission of the instructor.
|
Research Experience in Abnormal Psychology |
Martin Seligman |
Positive Psychology will discuss the converse of the disease
model: what
is known about positive human traits such as optimism, courage, flow,
interpersonal skill, and future mindedness. Each student
will also
get practicum training in Positive psychology coaching and will design
and
carry out an empirical research project. Prerequisites:
Psychology
162 or permission of the instructor.
|
Research Experience in Abnormal Psychology |
Melissa Hunt |
This is a two
(2) semester course
open to Junior and Senior psychology majors only: Are you interested in
expanding our understanding of anxiety and
affective disorders? If you'd like to work hard for nine months,
qualify for
honors and have a publishable paper at the end of the year, this may be
the
course for you. Offering more support and structure than an
independent
study, this course will still allow you to make an original
contribution to one
of several research areas, including phobias, depression, panic
disorder and
PTSD. By Instructor permission only.
E-mail application essay to mhunt@psych.upenn.edu
including your experiences in psychology, why you are interested in the
course,
and how the course fits in to your overall career planning.
|
Research Experience in Social Psychology |
John Sabini/Melanie
Green |
In this two
(2) semester course
students
alone, or in small groups, will, in consultation with the instructors,
design,
carry out, and write up original research in social psychology. Some
topics of
that research are likely to be: embarrassment, envy, person perception,
regret,
and human sexual behavior. Other possible topics include the persuasive
impact
of narratives, the effects of labeling a communication as fact or
fiction, and
the relationship between media use (Internet, television) and
individuals'
social relationships and civic participation. But other topics might be
considered as well. Prerequisites: Psychology 170, Statistics
111 (or it's
equivalent)
or permission of the instructors.
|
Research Experience in Developmental
Psychology |
Kathryn Mason |
CANCELLED
This class will focus on observational methods of studying development,
with
attention to the entire scope of the research process.