PSYCH-UA 1 - Introduction to Psychology
Fundamental principles of psychology, with emphasis on basic research and applications in psychology's major theoretical areas of study: thought, memory, learning, perception, personality, social processes, development, and the physiological bases of psychology. Included in the class is direct observation of methods of investigation through laboratory demonstrations and by student participation in current research projects.
PSYCH-UA 2 - Teaching in Psychology
The purpose of this course is to train students in teaching science, specifically psychology. Students attend a two-hour weekly seminar on teaching psychology as well as the Introduction to Psychology lecture. Students put their training to immediate use by teaching a weekly Introduction to Psychology recitation.
PSYCH-UA 8 - Data Literacy for Psychology
Data Literacy for Psychology will equip students with a critical understanding of how behavioral data, statistics, and psychological research are used and misused. The course will cover the importance of data literacy, lying with data, cognitive biases, Bayesian reasoning, coincidences, opinion polling, pseudoscience, the scientific process, academic publishing, navigating the scientific literature, types of data, experimental design, variables, the concept of a p-value, and the replication crisis.
PSYCH-UA 10 - Statistics for the Behavioral Sciences
Students gain familiarity with data description, variance and variability, significance tests, confidence bounds, and linear regression, among other topics. Students work on psychological data sets, learn approaches to statistical prediction, and learn to interpret results from randomized experiments.
PSYCH-UA 11 - Advanced Psychological Statistics
A more theoretical approach that provides a deeper understanding of the aim and use of various behavioral statistical analyses and procedures. Focuses on the use of statistical tests, software used to analyze data, data visualization, and empirical methodologies
PSYCH-UA 22 - Perception
How do we construct a conception of physical reality based on sensory experience? Survey of basic facts, theories, and methods of studying sensation and perception. The major emphasis is on vision and audition, although other modalities may be covered. Representative topics include receptor function and physiology; color; motion; depth; psychophysics of detection, discrimination, and appearance; perceptual constancies; adaptation, pattern recognition, and the interaction of knowledge and perception.
PSYCH-UA 25 - Cognitive Neuroscience
Provides students with a broad understanding of the foundations of cognitive neuroscience, including dominant theories of the neural underpinnings of a variety of cognitive processes and the research that has led to those theories. In doing so, students also learn about the goals of cognitive neuroscience research and the methods that are being employed to reach these goals.
PSYCH-UA 27 - Language and Mind (cross-listed with Linguistics Department)
Introduces students to the field of cognitive science through an examination of language behavior, one of the major domains of inquiry in the discipline. Begins with interactive discussions of how best to characterize and study the mind. These principles are then illustrated through an examination of research and theories related to language representation and use. The course draws from research in both formal linguistics and psycholinguistics.
PSYCH-UA 29 - Cognition
Introduction to theories and research in some major areas of cognitive psychology, including human memory, attention, language production and comprehension, thinking, and reasoning.
PSYCH-UA 30 - Personality
Introduction to research in personality, including such topics as the self-concept; unconscious processes; how we relate to others; and stress, anxiety, and depression.
PSYCH-UA 32 - Social Psychology
Introduction to theories and research about the social behavior of individuals, such as perception of others and the self, attraction, affiliation, altruism and helping, aggression, moral thought and action, attitudes, influence, conformity, social exchange and bargaining, group decision making, leadership and power, and environmental psychology.
PSYCH-UA 34 - Developmental Psychology
Introduction and overview of theoretical issues and selected research in developmental psychology. Focuses on infancy through adolescence. Lectures interweave theory, methods, and findings about how we develop as perceiving, thinking, and feeling beings.
PSYCH-UA 35 - Social Neuroscience
This course will provide a broad overview of the field of social neuroscience. We will consider how social processes are implemented at the neural level, but also how neural mechanisms help give rise to social phenomena and cultural experiences. Many believe that the large expansion of the human brain evolved due to the complex demands of dealing with social others—competing or cooperating with them, deceiving or empathizing with them, understanding or misjudging them. What kind of “social brain” has this evolutionary past left us with? In this course, we will review core principles, theories, and methods guiding social neuroscience, as well as research examining the brain basis of processes such as theory of mind, emotion, stereotyping, social group identity, empathy, judging faces and bodies, morality, decision-making, the impact of culture and development, among others. Overall, this course will introduce students to the field of social neuroscience and its multi-level approach to understanding the brain in its social context.
PSYCH-UA 38 - Lab in Social & Organizational Psychology
Students are acquainted with research methodology in organizational psychology. They then perform an original study, such as a laboratory experiment or research survey, in one of these areas.
PSYCH-UA 39 - Lab in Personality & Social Psychology
Methodology and procedures of personality and social psychological research and exercises in data analysis and research design. Statistical concepts such as reliability and validity, methods of constructing personality measures, merits and limitations of correlational and experimental research designs, and empirical evaluation of theories. Student teams conduct research projects.
PSYCH-UA 40 - Lab in Developmental Psychology
In depth investigation of the methodological foundations of developmental psychology, in particular, behavioral methods with infants and children. Students will learn how to design experiments, create experimental stimuli, collect quantifiable measures from infant and child behavior, and analyze developmental data.
PSYCH-UA 42 - Lab in Infancy Research
Variable Credit: 1-4 Credits
Part of a yearlong research training program. Students learn general methods for studying infant development and specific methods for examining infants' perceptual-motor development. Students design and conduct laboratory research projects, code and analyze data, and prepare results for presentation and publication (grant proposals, conference submissions, and journal submissions).
PSYCH-UA 46 - Lab in Cognition & Perception
Students experience current thinking in hypothesis formulation, experimental design, data analysis and research communication. Experiments are performed in the fields of Cognition and Perception and can include visual processing, auditory processing, learning, memory, and decision making. Students complete research projects and gain experience in writing research reports that conform to APA guidelines.
PSYCH-UA 51 - Abnormal Psychology
The kinds, dynamics, causes, and treatment of psychopathology. Topics include early concepts of abnormal behavior; affective disorders, anxiety disorders, psychosis, and personality disorders; the nature and effectiveness of traditional and modern methods of psychotherapy; and viewpoints of major psychologists past and present.
PSYCH-UA 53 - Psychological Science and Society Lab
This course will prepare students to be informed, critical, and active consumers of empirical psychological research. Students will learn to understand the research process by dissecting published papers and tracing the transition of research findings into popular writings about psychological research. By the end of the course, students will be able to critically examine the status and origin of claims based on psychology research in the popular media; possess a basic understanding of the societal relevance of several bodies of psychology research; understand how to correctly interpret statistics in the context of research; and possess basic skills of communicating and writing about psychology research aimed at a general audience (e.g. Scientific American, Psychology Today).
PSYCH-UA 56 - Psycholinguistics
Examines theories and research concerning the cognitive processes and linguistic representations that enable language comprehension and production. Topics include speech perception, visual processes during reading, word recognition, syntactic processing, and semantic/discourse processing.
PSYCH-UA 59 - First Language Acquisition (cross-listed with Linguistics Department)
Linguistic development from birth to early school age, examining monolingual, bilingual, and atypical (e.g., autistic, Specific Language Impairment) populations. Focuses first on development in the individual linguistic domains of phonology, vocabulary, morphology, syntax, semantics, and pragmatics and then examines deeper theoretical and experimental approaches to language acquisition, with a focus on primary literature and active debates in the field.
PSYCH-UA 60 - Illusions to Inference
Human perception easily falls prey to illusions and biases. It is tempting to think of these as failures of our brain, but they might not be. In fact, many illusions are likely byproducts of smart solutions that the brain applies when having to interpret imperfect and incomplete sensory input. We will study a wide variety of well-known and lesser-known illusions (visual, auditory, tactile, vestibular, and multisensory) to develop the central concept of probabilistic inference, the notion that the brain constantly forms hypotheses about the world and tries to figure out which of them is most probable given the sensory input. We will make connections to other applications of probabilistic inference, including medical diagnosis,crime scene investigation, election forecasting, and data science.
PSYCH-UA 62 - Industrial Organizational Psychology
Personal, social, and environmental factors related to people's attitudes and performance in industry and other organizations. Topics include personnel selection and evaluation, training and development, attitudes and motivation, leadership, group dynamics, organizational structure and climate, and job design and working conditions.
PSYCH-UA 74 - Motivation and Volition
The course provides an overview of the major theories and findings in research on motivation and volition. More specifically, we will address the history of research on motivation and volition, classic phenomena of being motivated versus lacking motivation and willpower, the psychology of goals (goal setting, goal implementation, effortful goal pursuits, disengagement, content and structure of goals, the mental representation of goals), disorders of self-regulation, and cognitive-neuropsychological research as well as the perspective of economics on motivation and volition. We will focus on understanding the interrelations and contradictions between the different approaches, and on designing research that promotes these different lines of thinking.
PSYCH-UA 75 - Political Psychology
This course provides a comprehensive survey of the study of political psychology, which is a dynamic sub-discipline at the intersection of psychology and political science. (A special emphasis is placed on perspectives derived from social and personality psychology). After reviewing the historical development of political psychology and discussing the role of values in social science, we will cover a series of substantive topics, including authoritarianism and mass politics; personality and political leadership; mass media and candidate perception; left-right (or liberal-conservative) ideology; public opinion and voting; individual and group decision-making; leadership and persuasion; social identification and social dominance; racial and ethnic prejudice; intergroup relations; causes and effects of terrorism; protest, collective action, and revolution.
PSYCH-UA 79 - Experiments in Beauty
Learn science by doing it. The relative paucity of research on beauty offers the opportunity for undergraduates to do original research. Readings introduce the major ideas in understanding the experience of beauty, including psychology, philosophy, and literature. Each student, individually or with a collaborator or two, will come up with their own question about beauty, broadly defined. Over the course of the semester, with help from the instructor and classmates, they will address this question by doing an experiment, and give an oral and written scientific report at the end of the semester. Following a schedule, students will share parts of their report throughout the semester. We will make field trips to museums, galleries, and other sites in NYC that afford experiences of beauty that illustrate issues from the readings.
PSYCH-UA 81 - Clinical Psychology
This course provides students with a broad overview of the field of clinical psychology. Topics covered include the assessment and treatment of psychological disorders. Regarding treatment, most attention is devoted to psychotherapy, but early intervention, psychopharmacology, and behavioral medicine also receive some consideration. Topics are addressed in a manner that includes considerations about theory, research, and practice; the use of illustrative clinical examples; and discussion of current controversies. Cultural and ethical issues are also discussed.
PSYCH-UA 200 - Honor Seminar
Prerequisite: admission to the psychology honors program. Students read and discuss recent studies and classical papers related to current controversies in psychology. A portion of class time is set aside for discussion of theoretical and technical aspects of each student's thesis project.
PSYCH-UA 201 - Honor Seminar II
A continuation of PSYCH-UA 200. Students are also expected to present preliminary results of their thesis projects and interpret their findings.
PSYCH-UA 300 - Spec Topics Psych:
Seminars of an advanced level. Topics vary each time offered. See following topics offered:
PSYCH-UA 300 - Advanced Preparation
This course integrates deeper understanding of and professional development in multiple fields of psychology including but not limited to clinical, social, developmental, and cognitive psychology in additional neuroscience. The goal of this course is to provide hands-on training for advanced undergraduate psychology students who are interested in graduate study in all fields of psychology. The course will review, discuss, and evaluate new empirical science that provides concrete strategies for improving the graduate school experience. The course will include but will not be limited to the following topics: advanced review of goal-setting techniques, mindsets that foster success, and diversity experiences. Students will prepare products and receive extensive feedback on items required for graduate school applications including curriculum vita, personal and research statements, and grant writing. Extensive feedback through the revision process of writing professional manuscripts and materials will be offered. Professional workshops will include discussion on choosing the right graduate program, preparing for the GRE, interview techniques, etc. Students will meet with alumni and professionals in the field to gain first hand experience of graduate school and professional career options.
PSYCH-UA 300 - Close Relationships
The goal of this course is to acquaint students with theory and research relevant to understanding critical elements of close relationships (initiation, commitment, maintenance, and dissolution), including coverage of evolutionary, attachment, and interdependence approaches. Through active involvement with readings, discussions, debates, and presentations, students will critically examine this rapidly growing area of social psychological research.
PSYCH-UA 300 - Cognitive Development
The goal of this course is to help you understand how children’s thinking develops from infancy on. We will discuss the content of children’s knowledge across a variety of domains and evaluate the major theories and explanations of intellectual growth. We will review and evaluate both classic findings and state-of-the-art research on cognitive development. We will also apply
classroom knowledge to real-world issues that pertain to children’s cognitive development.
PSYCH-UA 300 - Computer Programming for the Psychological Sciences
This course will focus on aspects of computer programming relating to the design and presentation of psychological experiments, analysis of obtained data, and communication of the resulting findings through the use of data visualization processes. The course will focus on the programming language Python, and address the use of programming as a tool for completing various types of experiments within the domain of the psychological sciences. Python modules will be discussed, including Pandas, Scipy, and Numpy for data analyses and Matplotlib for data visualization. The statistical software package R will be integrated into the data analyses and data visualization aspects of the course.
PSYCH-UA 300 - Decision Making
This course is an advanced elective in the Psychology Department. It covers the main issues,
theories and experimental results in decision making as well as recent work in cognitive
PSYCH-UA 300 - Developmental Cognitive Neuroscience
The overarching goal of this course is to examine how brain development and cognitive
development are related. The course will explore how neuroscientific methods and discoveries can inform our knowledge about cognitive changes from infancy to adulthood, as well as how the study of cognitive development can inform our understanding of brain function.
PSYCH-UA 300 - Group Inequality and Conflict
This course surveys social-psychological perspectives on the origins of inequality and conflict
between societal groups. Collectively, these theories trace the roots of conflict and inequality to
social-psychological processes, social structure, social learning, personality traits—or a combination of these modes of explanation. While these approaches often find themselves in
contention with one another, group inequality and conflict are “multicausal” phenomena whose
full explanation requires all of these perspectives (and more). Theoretical perspectives will be
applied to cases of inequality and conflict across distinctions of race, gender, social class, and
sexual orientation, in the domains of criminal justice, employment, and everyday life.
PSYCH-UA 300 - Human Memory
This seminar provides an in-depth exploration of classic and current issues in human memory,
focusing on key findings that motivate fundamental distinctions and models of different memory
systems. Topics include sensory memory, working (short-term) memory, long-term episodic
memory, implicit and procedural memory, the encoding and retrieval of different forms of
information, and determinants of forgetting. The goal of the seminar is to develop a reasonably
deep appreciation of how memory functions and subserves our cognitive abilities.
PSYCH-UA 300 - Neural Bases of Language
What are the brain bases of our ability to speak and understand language? Are some
parts of the brain dedicated to language? What is it like to lose language? This course
provides a state-of-the-art survey of the cognitive neuroscience of language, a rapidly
developing multidisciplinary field in the intersection of Linguistics, Psycholinguistics and
Neuroscience. Lectures cover all aspects of language processing in the healthy brain
from early sensory perception to higher level semantic interpretation as well as a range
of neurological and development language disorders, including aphasias, dyslexia and
genetic language impairment. Functional neuroimaging techniques will be introduced.
PSYCH-UA 300 - Prejudice and Stereotyping
In this upper-level undergraduate seminar, students will be introduced to classic and contemporary research on the psychology of stereotyping, prejudice, and discrimination. We will examine social psychological experimental evidence investigating phenomena and processes associated with people’s beliefs about members of social groups (stereotypes), evaluative attitudes toward social group members (prejudice), and behavioral responses toward individuals due to their group membership(s) (discrimination). Put simply, this course seeks to help you understand when and why people express prejudice and stereotype others as well as to consider how institutions can play a role in perpetuating disparities. We explore how empirical psychological research developed from primarily examining explicit, or blatant, prejudice in the 20th century, to the examination of more modern and sometimes subtler forms of stereotyping and prejudice. We consider how stereotyping, prejudice, and discrimination can arise from basic perceptual and categorical processes as well as institutional norms and will discuss strategies for how one can try to minimize prejudice and inequity. A focus of the class is in applying theoretical and experimental research to current events and social issues to consider how research can help us understand our world and inform public policy.
PSYCH-UA 300 - Psychology of Casual Sex
Approximately 60% of U.S. adults (and up to 80% of college students) report having engaged in
at least one nonromantic sexual encounter (often known as casual sex or hooking up), yet this
behavior remains socially stigmatized, clouded in stereotypes and misconceptions, and fraught
with physical, emotional, and social risks. This course explores the psychology of this behavior,
including the evolutionary, environmental, and situational origins of people’s desires to engage
in casual sex, gender differences, mental health outcomes of casual sex, and various factors
that can moderate the link between casual sex engagement and positive versus negative
mental and physical health outcomes (such as pleasure, consent, unwanted attachment, social
stigma, sexual health). We will examine these issues from a biopsychosocial perspective,
focusing on empirical research drawn from evolutionary, social, developmental, and health
psychology, and, to a lesser extent, also neuroscience, communications science, and sociology.
PSYCH-UA 300 - Psychology of Human Sexuality
Sexual science encompasses a large and multi-disciplinary field of theory and research, but this
course focuses on what we know about human sexuality primarily from a psychological
perspective, reviewing research from the fields of personality, developmental, social, clinical, evolutionary, and cognitive psychology, and less often also from ethology, anthropology, sociology, history, neurobiology, and public policy. Although this is a psychology course, topics will also touch upon anatomy, physiology, evolutionary biology, neuroscience, and statistical analysis in the sex sciences. We’ll cover a broad variety of topics in human sexuality including sexual desire, arousal, orientation, development, dysfunctions, behavior, relationships, victimization, paraphilias, sex work, pornography, etc. By the end of the course, the student will be able to create analysis and conclusions on the topics discussed by taking into consideration all the approaches mentioned above.
PSYCH-UA 300 - Relational Aspects of the Self
This seminar will cover research on how the self develops, is defined, and is maintained in the
context of interpersonal relationships. It will be a true seminar in that participants will read journal articles each week before class that students will actively discuss in depth. Class attendance and participation are mandatory, as student presentations will drive discussions. Selected topics covered will involve relational aspects of the self including, e.g., the social-cognitive process of transference, relational schemas, self-protective and relationship-protective regulation, interdependent self-construal, attachment, rejection sensitivity, social identity, and culture.
PSYCH-UA 300 - Seminar in Political Psychology
To participate in this class, you should be a psychology major in good standing who has either taken social psychology or has received permission from the instructor. The goal of this course is to develop creative and critical skills in order to conduct and evaluate research on political psychology.
PSYCH-UA 300 - Sex, Evolution, and Human Behavior
Traditional psychologists have focused primarily on answering “how?” questions regarding the mechanisms that underlie behavior (i.e. How does the system work?). In contrast, evolutionary psychologists focus primarily on answering ultimately, or “why?” questions (i.e. Why does this system exist, and why does it have the form it does?). This course is designed to apply our knowledge of evolutionary theory to psychology in order to answer such questions. We will explore many questions of this nature including, but not limited to: Why is there variation among humans if we all face the same selection pressures? Why do we seek revenge after-the-fact if they cannot get back what they have lost? Why do we honestly express something as subjective as our emotional states on our faces? Why do we take so long to develop? If we can live nearly 100 years, why can’t we live 150 or 200? Why do we have sex? Why do my children play nicely with their friends, but not their siblings? Evolutionary psychologists have made specific predictions regarding each of these questions and many of their answers are based on strong empirical findings. They form the basis for this course.
PSYCH-UA 992 - Tutorial in Infancy Research
Students learn general methods for studying infant development and specific methods for examining infants? perceptual-motor development. Students design and conduct laboratory research projects, code and analyze data, and prepare results for presentation and publication (grant proposals, conference submissions, journal submissions).
PSYCH-UA 993 - Supervised Reading
Variable Credits: 1-4 Credits
Independent study, which may include research, readings, and written work. Supervised by a faculty member. May be used for internship or other practical training (academic work is required to earn credits; average of two hours a week at internship per point). Students may take no more than 12 points of independent study and/or internship; no more than 8 points may be taken in any one department.
PSYCH-UA 996 - Research Experience in Psychology
The goal of the course is to immerse students in research experience. This will be accomplished by working in a research lab in the psychology department under the direct supervision of a faculty mentor. Students will assist in the research carried out in an approved lab. Research experience is critical to prepare students for applying to graduate school. A host of important skills can be best learned through hands-on application, including data management, analysis, and visualization, statistics, computer programming, and grant and paper writing. May be repeated twice (taken three times in total) for a maximum of 6 points.
PSYCH-GA 2002 - Psychology of Music
This seminar presents an overview of the current and growing research in the psychology of music focusing on the cognition of music and on musical emotions. The study of music cognition and music perception reflects basic and perceptual processes because music is a projection of the mind. In addition to evaluating research on the perception of melody, harmony, and rhythm, this seminar reviews research on listening, learning, and performing music focusing on how musical training and musical emotions relate to these activities. We examine recent studies on the neurological basis of music focusing on those that address how music training and musical emotions affect the brain. Moreover, we draw parallels between music and language, and evaluate music’s communicative power in a variety of settings including advertising. In each class, we listen to musical examples that illustrate the research.
PSYCH-GA 2010 - Principles of Learning
Examines major theories of learning with relevance to instrumental and Pavlovian conditioning, motivation, and affect. Explores relevant research on traditional and contemporary issues in learning. Emphasis is on human learning and behavior modification.
PSYCH-GA 2011 - Sensation & Perception
Experimental foundations and theoretical approaches to problems of sensing, perceiving, and interpreting sensory information. Receptor function and physiology, discrimination, adaptation, attention, perceptual learning, and psychophysical methods of research and assessment.
PSYCH-GA 2012 - Physiological Basis of Behavior
Survey of biological and chemical correlates of behavior, especially concerning the central nervous system, the autonomic nervous system, and the endocrine system, as related to sensation, drive, emotion, learning, and memory.
PSYCH-GA 2013 - Psychology of Social Media
Has the persistent use of social media applications become internalized as part of our psychological DNA; an implicit social “operating system” triggering behavioral routines? How does social media engagement affect self-concept, self-esteem and mood regulation? What are the psychological mechanisms by which socially-networked groups drive change on the political, consumer advertising, and cultural landscapes? What is the difference between engagement, habit, and addiction to social media? Accelerated 24/7 communications alters the experience of psychological, temporal, and physical distance between people. Does this change the nature of what we experience as a “relationship,” a “family” or a “friend?”
PSYCH-GA 2014 - Psychology of Social Behavior
Current theory and research in social behavior and social issues. Topics include social cognition, attribution, affiliation and social comparison,aggression, equity and social exchange, attitudes and attitude change, conformity, and group dynamics. Applications are discussed.
PSYCH-GA 2015 - Theories of Personality
Current theories and research are reviewed from several perspectives, including psychoanalytic, humanistic, trait, social-learning, and cognitive. Topics include personality development and consistency, personality change, biological determinants, sex differences, anxiety, the self and self-esteem, and personality as a social inference.
PSYCH-GA 2016 - Master’s Statistics
Topics in experimental design and correlational analysis, including multiple correlation and regression, selected complex factorial designs, and multiple comparisons. Introduction to the use of statistical computer software.
PSYCH-GA 2018 - Philosophy, History and Systems of Psychology
The course will provide students with a broad perspective on the discipline of psychology through the study of relevant work in philosophy, examination of the history of the field, and consideration of some of the major systems for explaining human behavior. Consideration of philosophy will include issues directly related to work in psychology (e.g., mind-body relations), and discussion of implicit philosophical commitments reflected by efforts in the field. While a good number of broad philosophical and historical issues will be examined, two main themes will be addressed throughout the course: (1) issues about the place of meaning and interpretation in psychology, and (2) the role played by the culture (given that investigators and the people they study are members of a culture).
PSYCH-GA 2020 - Child Development
Major issues in child development, examined in light of current research and theoretical formulations. Cognitive development, social development, origins of temperament, the role of early experience, language acquisition, concept formation, the origin of play, moral development, and intelligence testing, from several theoretical points of view, including learning theory, Piagetian system, and psychoanalysis.
PSYCH-GA 2021 - Emotion and Its Development
This course will examine human emotions from various theoretical perspectives including psychodynamic, phenomenological, biological, and cultural approaches. Topics include the development of emotional life from infancy through adulthood; the expression and development of specific emotions such as anger, anxiety, shame, joy, and romantic love; and the major cultural, spiritual, and religious traditions that have arisen to help us navigate the complexities of human emotional life.
PSYCH-GA 2025 - Cognitive Psychology
Survey of what modern cognitive psychology says about problem solving and reasoning, memory, language, imagery, and pathology of language and thought.
PSYCH-GA 2027 - Cognitive Neuroscience
This course will explore the brain basis of cognition. We will focus on the higher cognitive functions, such as: language, imagination, creativity, aesthetic perception, sense of self, contemplative and religious experiences, and the nature of consciousness. The students will have an opportunity to visit one of the most active and exciting fields of research today—the neural basis of the human mind.
PSYCH-GA 2029 - Psychopharmacology
The goal of this course is to provide students with an introduction to the psychopharmacology of various medications, illicit drugs, and alcohol, as well as the medications’ clinical uses with children and adolescents. Agents to be covered include antidepressants, antipsychotics, anxiolytics, anticonvulsants, stimulants, narcotic analgesics, hallucinogens, and sedatives. Applications for the various drugs will be discussed. This course will presume some basic knowledge of the relevant concepts of neurobiology and neurotransmitters, but a brief review of these concepts will be included. Some familiarity with the DSM-5, as well as the medical model of mental illness, is expected.
PSYCH-GA 2030 - Biological Basis of Abnormal Behavior
Examines recent developments in the attempt to relate basic biological processes to behavioral disorders and/or mental illness. Discusses animal models of abnormal behavior, their usefulness in making discoveries, and their relevance to human disorders. Topics include physiological influences on anxiety, particularly the role of hormones, biochemical factors in depression, and relationship of stress to these changes; biochemical theories of schizophrenia; genetics and abnormal behavior; and psychosomatic disorders.
PSYCH-GA 2031 - Neuropsychology
Introduction to human brain behavior relationships, with emphasis on the organization of higher mental functions and the roles of the major cerebral areas. Topics include neural basis and common disorders of language, perception, movement, memory, and behavior control; aging and dementia; developmental disabilities; differences between the hemispheres; and clinical evaluation procedures.
PSYCH-GA 2032 - Introduction to Industrial/Organizational Psychology
Personal, social, and environmental factors related to people’s attitudes and performance in industrial and other organizations. Topics include personnel selection and evaluation, training and development, job analysis, attitudes and motivation, leadership, group dynamics, organizational structure and climate, and job design and working conditions.
PSYCH-GA 2034 - Foundations of Psychopathology
Covers several broad categories of disordered psychological functioning as classified by the current psychiatric nomenclature. Focuses on a select number of major diagnostic entities. Emphasizes the formal, structural, experiential, and intrapsychic factors that serve as a foundation for understanding such behavior. Course helps students develop an understanding of the consistencies between behavior that is considered normal and that which is considered pathological.
PSYCH-GA 2036 - Psychology of Violence
Surveys the current clinical, theoretical, and research approaches to studying aggressive and violent behavior—including cognitive models and biological variables—in relation to mental illness. Students review the literature on the antecedents of violent behavior, as well as the evaluation and treatment of violent patients, violence risk assessment, and related forensic issues.
PSYCH-GA 2038 - Forensic Psychology
This course offers an introduction to the f ield of forensic psychology with a focus on research and practical application of psychology to the legal system. Relevant case law that determines the standards for psychological evaluations will be covered. Topics include: eyewitness testimony; false confessions; child custody and juvenile delinquency; expert witnesses; civil commitment; insanity and competency evaluations; risk assessment; and criminal profiling.
PSYCH-GA 2039 - Clinical Forensic Practice
A more advanced look at the practical and clinical applications of psychology in the legal system, with a focus on the specific roles the forensic psychologist can play—e.g., the expert’s role in evaluations, including civil, criminal, and juvenile cases. High profile cases are used to illustrate different types of evaluations. Topics include: extreme emotional disturbance; the role of psychology in probation and parole; PTSD in asylum seekers; the role of psychology in death penalty cases; evaluation of stalking; and psychological testing in court.
PSYCH-GA 2040 - Current Topics in Psychology: See following topics offered:
This class will examine common forensic mental health evaluations and psychological tests that
may be included as part of the assessment. Psychological measures across a variety of domains will be reviewed with an emphasis on their application in a forensic context. Several specialized forensic instruments will also be examined. This class will provide broad coverage on foundational elements of forensic assessment, such as, but not limited to, clinical interviewing and the assessment of malingering, neuropsychological functioning, personality, and intelligence. Additionally, the course will include a focus on the integration of test results, report writing, and testimony.
Psychology of Criminal Behavior and the Prison System
This course examines the psychological bases and dynamics of criminal behavior as well as the social/psychological/political context of the correctional/prison system. The first section will cover different theories of criminal behavior including biological, psychological, sociological, and social learning theories, as well as developmental risk and protective factors. Topics to be discussed include juvenile delinquency, female offending, substance use and crime, and homicide and assault. The second section will examine criminal behavior within the broader framework of criminal justice and correctional system processes that affect the different types of justice-involved individuals. This includes best practices in clinical assessment and treatment in correctional settings, management of disruptive offenders, and a discussion around the practice of solitary confinement. Finally, the course will provide an overview of community corrections and diversion programs with a focus on difficulties faced by individuals re-entering back into society from incarceration and risk assessment of recidivism.
Conflict and Negotiation
One of the important goals of this course is to develop your practical negotiation skills through practice and through applying what we learn about negotiation from the academic literature. We will discuss these opportunities more in class, and they will be an important part of this course. In general, you will be asked to conduct certain types of negotiations, some in class and some not, and then to record your observations immediately afterwards.
Love and Attachment in Adult Relationships
The objective of this course is to provide an overview of the dynamics of romantic love and attachment in adult relationships, review key theoretical ideas and scholarship, and provide a sampling of some of the relevant research and clinical findings. During the semester, we will look at how attachment theories dovetail with current theories on love and sexuality. More particularly, we will focus on what John Bowlby considered to be three interdependent "behavioral systems": attachment, caregiving, and sex.
Advanced Executive Coaching
This course is designed to provide students with more of an in-depth understanding and application of concepts applicable to the coaching of individuals in organizations: greater self-awareness and self-management of both strengths and opportunities for growth; development of leadership competencies; better delivery of strategic objectives; greater resilience and agility in response to organizational change. The course will include readings and class discussions on topics such as leadership theories and competencies, emotional intelligence, adult development, learning agility, case studies, and other related areas in I/O Psychology. A Coaching Practicum will provide students with the opportunity to apply and practice these models and theories in a coaching engagement with a client.
Psychological Influence of Children’s Media
This course will introduce students to theories and empirical research investigating children’s media production. The course will focus on children, from preschoolers to adolescents, and will emphasize television, but to the extent possible, will examine various media (e.g., apps, podcasts, games, VR/AR and other emerging media). After taking this course, students should be able to: 1) understand the role of psychological research in the development of children’s media; 2) evaluate the effectiveness of children’s educational media; 3) identify professional areas of interest in children’s media research.
Psychology of Concepts and Categories
How do we group objects, animals, ideas, and people into categories? How do we represent those concepts in our minds? When we decide (or are told) that this is a dog, what else do we know (or just think we know) about it? How we acquire, mentally represent, use—and sometimes misuse—category knowledge has far reaching implications for a wide variety of topics in psychology, from learning, decision making, and social cognition to computational modeling and artificial intelligence. In this course, we will introduce and explore the psychology of concepts. We'll begin by discussing the major theories of concepts and will proceed to investigate key topics including category-based induction, conceptual development, and social categorization. We'll also take a look at how these theories can be put to the test in computational models and what implications that may have both for building better robots and for better understanding how people think about and navigate their worlds.
The Self, Identity and Relationships
This seminar will cover social psychological and social-cognitive research on how the self develops, is defined, and is maintained or changed in the context of interpersonal relationships and groups. Special emphasis will be placed on the malleability of the self and challenge the notion of having "one true self". Selected topics covered will compare models of the self, identity, and relationships, and will touch on a variety of phenomena including (but not limited to) balancing interdependence vs enmeshment, shared reality, authenticity, dating, social media, and self regulation.
Game Design for Education and Research
This course provides students with the tools needed to understand, analyze and build games. During the semester we will take a close look at games and how our understanding of human psychology influences the design of games for education and research. We will consider ways that games teach, and how we learn using games. We will also consider how the current and future technologies that support gaming can improve and maximize learning and performance.
PSYCH-GA 2041 - Current Topics in Psychology: See following topics offered:
Anxiety and Affective Disorders
This course is designed to provide students with an in-depth exposure to Anxiety Disorders and Mood (Affective Disorders). Beginning with etiological theories, we will examine various biological, behavioral, cognitive, and psychodynamic paradigms to conceptualize the developmental links between brain, environment, and behavior. We will then move on to diagnostic and treatment strategies. Primary sources for the course will include lectures, videos, scientific papers, classroom demonstrations of treatment strategies, and class discussions. After an overview of what it means to have anxiety and mood disturbances, we will examine each of the major anxiety disorders and affective disorders, by considering their prevalence, symptoms, methods of diagnosis (structured interviews), and current empirically supported treatment techniques and contexts.
Sexual Behavior and Treatment
The emphasis of this class will be the understanding both the evolution of sex, the reason for the existence of sex, and sexual behavior in human beings. This understanding will illuminate how pervasive sexuality is virtually every human behavior, interaction, and motivations. The theoretical perspective of the class will be evolutionary in its scientific approach and cognitive behavioral in its clinical. But it accepts one tenet of classical psychoanalytic theory: that there is little in human endeavors, conflict, or creativity that cannot be, in some way, connected to sex.
Behavioral Economics and the Brain
Humans can behave very rationally or very impulsively. The goal of this class is to provide a broad understanding of how people make a broad range of decisions in every-day life. We will explore psychological and economic models of decision- making and the evidence from the field of neurosciences that supports them. For this purpose, students will learn the basis of most common brain imaging methods in behavioral economics. We will look at how every-day decisions are affected by biases, context, emotions, motivation and culture in healthy individuals. Finally, we will explore unhealthy patterns of decisions observed in psychiatric disorders.
Scientific programming and computing is an increasingly critical skillset in all of the behavioral sciences. This course is designed to develop these skills by covering computational and programming needs across the entire research cascade in the behavioral sciences, from data collection to statistical analysis and making publication quality figures. This is a hands-on class with a focus on developing practical skills in scientific computing and programming. Language of instruction is Python.
Modeling the Mind
At the center of the study of human behavior are the workings of the human mind. Computational modeling seek to explain how the mind does what it does by building mathematical models that encompass the cognitive processes that we believe underlie the human capacity to perceive, think, and act. This course provides an introductory survey of theoretical and practical concepts relevant to this endeavor. Drawing from Psychology, Neuroscience, Cognitive Science, and Machine Learning, the lectures give introductions to topics such as neural networks, reinforcement learning, Bayesian approaches to cognition, and model fitting. Assignments include short written responses to readings, in class presentations, and using Python to explore the concepts discussed.
This course has three components: Theory seminar, lab computational instruction, and workshop practice. In the theory seminar, we discuss the elements of psychometric theory. In the computational instruction we work through calculating (in R) reliability coefficients, validity coefficients, item statistics, plotting distributions, etc. The workshop sessions explore real data sets in clinical, forensic, and consumer psychology.
Regression and Multivariate Statistics
Students completing this course will have a detailed understanding of multiple regression (MR) as a data-analytic method. Students will review theory and practice of the General Linear Model and learn how MR can be used to carry out analyses of quantitative and categorical data. The relation of MR to t-tests, ANOVA and correlation analysis will be made explicit. Students will solve practical problems in estimating and testing regression models and they will gain experience in carrying out MR analyses using computer software.
This course will focus on the primary neuro-cognitive and emotional/behavioral challenges that
result from acquired brain injury (ABI) and evidence-based evaluation and treatment strategies.
Emphasis will be placed on the neuro-rehabilitation of psychosocial and cognitive difficulties.
Each student will have the opportunity to interview a survivor of a different type of ABI
(traumatic brain injury, stroke, aneurysm, anoxia, brain tumor, encephalitis) and report findings
to the class. The importance of an integrative, interdisciplinary approach to treatment as well as
factors that influence recovery will be highlighted.
PSYCH-GA 2043 - Current Topics in Psychology: See following topics offered:
Psychology of Branding
In-depth study of selected topics in psychology through a reading of primary sources. The readings follow a historic line, beginning with understanding psychological mechanisms of branding to putting it all together. Topics covered include early theoretical conceptions, brand development, cognitive structure, consumers and brands, and more recent papers concerned with visual design branding.
Introduction to Machine Learning
The course provides an introduction to machine learning methods that are frequently used in the social sciences. Students will learn to use the R and Python programming languages. The course will begin with a review of basic linear algebra commonly used in applied statistics and machine learning. Then a set of 12 machine learning methods will be reviewed in a manner that enables the student to understand their application, write code in R or Python to apply the tools to datasets, fine-tune model parameters, and finally, interpret the results. The course will focus on the application of these methods. Students will be provided with R or Python code which they can modify for use with their own data. By the end of the course students will have learned a set of basic machine learning methods, problems that the methods are most suited to solve, and possess the foundation to build expertise at more advanced levels of machine learning.
Theory Based Multivariate Modeling
To provide an advanced introduction and understanding of how (big) data can be used to test a theory, and when that makes sense to do so. In this capacity will be advanced use of multivariate statistical tools to achieve those goals using R and R Studio. Basic features of R will be reviewed and some of the more advanced packages and tools (R Markdown, ggplot2) will be used to test, graph, interpret and combine and write up results.
Culture, Motivation, and Prosocial Behavior
Reviews and integrates current research on three important topics of social psychology: culture,
motivation, and prosocial behavior. Discussions and readings will cover theoretical principles,
methodological approaches, and the intersection of these three topics. Students will write a
personal research proposal based on the theories presented during the seminar.
Fundamentals of User Experience
In this course, students will learn the fundamentals of user experience (UX), and the psychological concepts and theories that underpin them. They will explore each step of the design process, and see how it shapes compelling products and services. They’ll learn to identify user needs through research, devise user-centric solutions, validate with usability testing, and iterate as necessary.
PSYCH-GA 2049 - Affective Neuroscience
This course will explore evidence for the neural basis of emotion, in relation to current psychological, philosophical and neurobiological theories of human emotion. Students will gain a background in the wide-ranging area of emotional perspectives, and review some of the most recent, cutting-edge research in affective neuroscience.
PSYCH-GA 2057 - Traumatic Stress Reactions
This course provides an in-depth examination of the spectrum of psychological, biological, and social factors associated with exposure to traumatic stress (e.g., childhood sexual abuse, domestic violence, combat exposure, natural and man-made disasters). The course includes a comprehensive review of the etiology, assessment, and treatment of post-traumatic stress disorder (both acute and complex). Relevant research will be discussed in terms of the differential effects of traumatic experiences across groups (e.g., gender, SES, developmental level), and over time.
PSYCH-GA 2058 - Consumer Behavior
This foundation course applies theory and research in psychology to understanding consumer behavior in terms of product/service perceptions, motivation, purchase decision, and consumer satisfaction. Cognitive and perceptual aspects of marketing campaigns and branding are covered. The consumer as part of a larger social context, including the influence of family, peers or cultural groups is covered. The impact of technology-based social media on consumer behavior is explored. Models of leadership and organizational psychology are presented as informing management practices for innovation, consumer loyalty, and rebranding.
PSYCH-GA 2059 - Psychology of Decision Making
Exploration of the psychological processes that underlie people’s judgments and decision making. First identifies some general rules that capture the way people make decisions. Then explores how people make decisions in numerous domains, including consumer, social, clinical, managerial, and organizational decision making. Looks at both rational and irrational patterns in the way people select options. Also examines how the impact of the media and different ways of presenting options and different decision-making strategies can influence decision outcomes.
PSYCH-GA 2060 - Psychological Testing and Assessment
This course is an overview of psychological assessment within the field of the behavioral sciences. Students will learn about the process of testing and test construction as well as the concepts of norms, reliability, and validity. Students will learn how psychological assessment is applied to the areas of intelligence, personality, forensic psychology, industrial/organizational settings, and scholastic aptitude and achievement.
PSYCH-GA 2062 - Theories of Cognitive-Behavioral Therapy
Exposes students to the full range of cognitive-behavioral therapy and the underlying assumptions and theoretical models (including its empirical foundations in classical and operant conditioning as well as social learning theory). Also provides students with the practical application of these theories to a wide spectrum of specific psychological problems and psychiatric disorders.
PSYCH-GA 2066 - Clinical Research Methods
The main goal is for the student to acquire a working knowledge of the important aspects of conducting research in psychology. This includes a deep understanding of the logic and process of the scientific method as applied to both observational and experimental psychological research. Secondary objectives include learning how to search the psychological literature and how to present research findings in both written and oral forms.
PSYCH-GA 2067 - Applied Research Methods
Development and design of field research and quasi-experimental techniques addressed to applied and theoretical questions: problems of control, selection of variables, non-obtrusive measures, sampling, etc. Evaluation research is emphasized.
PSYCH-GA 2069 - Consumer Research Methods
The primary objective is for students to understand the critical elements of designing and conducting consumer research. To accomplish this objective, we will integrate insights from consumer behavior and marketing along with principles of research methodology. While the examples we discuss in class will be primarily taken from consumer research, the same core principles apply to any kind of social science research.
PSYCH-GA 2070 - Personnel Selection
Development and evaluation of personnel selection techniques, including mental ability tests, personality inventories, interviews, work simulations, biographical information, and drug tests. Strategies for evaluating the validity, fairness, and overall utility of a selection process are addressed.
PSYCH-GA 2071 - Performance Measurement and Rewards
Considers the conceptual and practical issues concerning job analysis, criterion development, and performance measurement. Critical review of alternative approaches and evaluation of their use in providing information to meet various organizational objectives, including performance appraisal, training and development, personnel selection, administrative decisions, and compensation.
PSYCH-GA 2072 - Work Motivation and Attitudes
Analysis and application of motivational theories and principles to individuals and groups in the workplace. Evaluation of the theory and application of various programs and techniques tried previously, including job enrichment, participative management, improved supervision, compensation systems, goal setting, management by objectives, reinforcement, and leadership development and influence techniques.
PSYCH-GA 2073 - Training in Organizations
Development of skills in designing and evaluating training programs. Examination of stated or intended purposes of training programs and methods used to analyze training needs.
PSYCH-GA 2074 - Organizational Development
Survey of methodological approaches to planned change, including organizational diagnosis, data collection, interventions, feedback, and evaluation. Specific types of interventions covered include strategic planning, organizational design, culture change, team building, survey feedback, goal setting, and career development.
PSYCH-GA 2075 - Counseling Psychology
Review of basic counseling theory and techniques. Covers processes underlying individual and group counseling, identification and evaluation of behavioral outcomes, case management, and counseling ethics. Surveys specialized counseling approaches and the needs of special populations.
PSYCH-GA 2076 - Leadership and Strategic Change
The nature and evolving definition of leadership is traced from early conceptualizations of trait, social exchange, and behavioral contingency theories to current approaches involving charismatic, transactional, and transformational leadership. Power, influence, information, and politics are examined as these relate to effective leadership. The importance of leadership behavior in promoting adaptive learning and high-performance organizations is considered in light of leadership selection, development, and succession planning.
PSYCH-GA 2077 - Personality and Organizational Behavior
Reviews theory and empirical research in industrial/organizational and personality psychology to explore the effects of individual differences on workplace outcomes, such as job performance, work attitudes, leadership, and turnover. Examines the Big Five personality model; such specific dispositions as self-esteem, achievement motive, emotional intelligence, and explanatory style; and interactionist, psychodynamic, and evolutionary personality theories in order to better understand the relationship between personality and organizational behavior.
PSYCH-GA 2078 - Management Consulting
The consulting process through the lens of industrial/organizational principles and practices. Students learn and demonstrate the skills of client problem definition, analysis, solution, and presentation.
PSYCH-GA 2079 - Executive Coaching and Development
Coaching is a tailored learning program for behavioral change and optimized performance. This seminar focuses on how coaching in the organization can help individuals achieve optimal leadership competencies; better delivery of strategic objectives; greater resilience in response to organizational change; and improved quality in personal and professional development. Although the focus of the course is on individual coaching, applications to team development are included.
PSYCH-GA 2083 - Group Dynamics
A study of the processes by which individuals start functioning as a team. Considers the developmental stages of team development and the patterns of making decisions and relating to group leaders from a systemic, social, and psychological point of view. Includes a combination of didactic and experiential methods that would be of interest to future team consultants, to people who belong to work teams, to the social psychologist studying how people function in groups, and to the future clinician interested in conducting group therapy.
PSYCH-GA 2088 - Psychology of Diversity
The objective of this course is to provide students with knowledge and strategies for understanding and managing diversity issues in the workplace. We will review current theories and research on diversity, especially as they relate to the workplace. We will examine psychological principles and research as they relate to human behavior and how we perceive and interact with people who have different backgrounds, values, cultures, experiences, and ideas. Additionally, there will be special emphasis on the dynamics of diversity in the workplace and the identification and examination of strategies to successfully manage diversity.
PSYCH-GA 2089 - Culture, Thought, and Emotion
This course is designed to introduce students to the complex interrelationship between individual psychological life and culture. Such an approach helps us to understand diverse societies, but even more importantly, helps make explicit how ‘western-ness’ can shape the ways in which one thinks and feels. Sample topics include the relationships between culture and thought, emotion, biology, childhood and technology.
PSYCH-GA 2110 - Independent Study
Supervised reading and/or research with a faculty member on a topic selected by the student.
PSYCH-GA 2125 - Fieldwork
Supervised practicum in a selected agency, clinic, or human resources department. Placement, according to occupational needs and goals of the student, may vary from planning and administration to clinical practice. Joint supervision by the academic and qualified agency staff.
PSYCH-GA 2126 - Research Methods and Experiences
Students do collaborative research for about 10 hours a week under the supervision of faculty or other qualified researchers. In addition, weekly class meetings provide information on a variety of research methods and experimental design issues. The course is often taken by students who plan to expand their research into a master’s thesis and by students who plan to apply to a Ph.D. program.
PSYCH-GA 2110 - Independent Study
Credits: 1.0 - 3.0
Independent Study for 3 credits involves 8-10 hours per week developing a course syllabus
and reading list that a faculty sponsor will supervise over a semester. Independent Study is
not laboratory research (see the Independent Research course document for this); it is a
unique readings course on a subject not offered by the department but relevant to your degree
in the psychology MA program. You are expected to write a final paper in APA style similar to a
Psychological Bulletin article (https://www.apa.org/pubs/journals/bul/sample). You should
scope the project over the semester so that you are prepared to write a paper that includes: a
review of the theory and research in the topic area, provides a critical analysis, and specifies
future research given your review. The paper should be at least 15-20 double-spaced pages,
not including references. Your work and paper will be letter-graded by the faculty sponsor who
submits the grade to the Independent Study Course Coordinator, who will also review it prior to
entering a grade for the course in Albert.
PSYCH-GA 2140 - Independent Research
Credits: 1.0 - 3.0
Independent Research for 3 credits involves 8-10 hours per week working on empirical
research in a faculty lab under supervision. You are expected to be involved in lab meetings,
collect and analyze data as well as write a final paper in an APA empirical journal format. You
should scope the research project over the semester so that you are prepared to write a paper
that includes: an abstract, introduction, methods, analysis and results, and discussion sections
with references and relevant tables. The paper should be 15-20 double-spaced pages, not
including references/tables. Your work and paper will be letter-graded by the faculty sponsor
who submits the grade to the Independent Research Course Coordinator, who will also review
it prior to entering a grade for the course in Albert.
PSYCH-GA 2199 - Master’s Seminar
This Pass/Fail course makes it possible for a student to obtain three academic credits for the work they put into producing a thesis. Enrolling in this course also provides opportunity for individualized support to aid students in completing their Master's thesis in a timely manner. Support can include brainstorming ideas for the literature review, method, or discussion, and consultations about APA style, narrative structure and flow, and statistical analysis. This course does not meet regularly as a class, as the support is provided on a one-to-one or small group basis, as needed.
PSYCH-GA 2207 - Categories and Concepts
This course introduces the major topics in the psychology of concepts, focusing on issues of concept representation and use. The first part of the course discusses the main theories of concepts, including the classic view, prototype models, exemplar models, and the knowledge view. We will also spend several weeks discussing computational models that implement these theories, focusing on the neural network and probabilistic modeling traditions. The second part of the course will cover other key topics including taxonomic categories, category-based induction, conceptual development, categorical perception, and conceptual combination.
PSYCH-GA 2209 - Cognitive Development
This course provides an introduction to central issues in the study of cognitive development. There are two key aims: (1) to provide breadth by reviewing the major theoretical approaches, classic tasks and paradigms for studying and understanding cognitive development, and (2) to provide depth by considering the strengths and shortcomings of each theory and the pros and cons of different research strategies for investigating the central questions of cognitive development.
PSYCH-GA 2211 - Math Tools for Cognitive Science and Neuroscience I
A graduate lecture course covering fundamental mathematical methods for visualization, analysis, and modeling of neural and cognitive data and systems. The course was introduced in Spring of 1999, became a requirement for Neural Science doctoral students in 2000, and for Psychology doctoral students in the Cognition and Perception track in 2008. The course covers a foundational set of mathematical and statistical tools, providing assumptions, motivation, logical and geometric intuition, and simple derivations for each. Concepts are reinforced with extensive computational exercises in the Matlab programming language. The goal is for students to be able to understand, use and interpret these tools.
PSYCH-GA 2212 - Neuroeconomics and Decision
This course is a core course in the Cognition & Perception program. The course (15
weeks) covers the main issues, theories and experimental results in decision making with
emphasis on recent work in cognitive neuroscience.
PSYCH-GA 2216 - Theories of Social Psychology
To participate in this class, you should be enrolled in a doctoral program in psychology or a related discipline and have received permission from the instructor. The goal of the course is to develop a sophisticated ability to critically evaluate and constructively generate theories in social psychology.
PSYCH-GA 2217 - Research Methods in Social/Personality Psychology
This course will provide an overview of the fundamental issues involved in conducting
research in social psychology. We will address the practical problems of designing and
implementing research, and emphasis will be placed on exploring various research strategies
and considering alternative methodologies as well as developing effective critical thinking
skills. We also will consider the elements of good scientific practice in both the conduct and
reporting of research and will explore professional issues including the writing and reviewing
of research and the publication process.
PSYCH-GA 2220 - Developmental Cognitive Neuroscience
The overarching goal of this course is to examine how brain development and cognitive development are related. The course will explore how neuroscientific methods and discoveries can inform our knowledge about cognitive changes from infancy to adulthood, as well as how the study of cognitive development can inform our understanding of brain function. Each class meeting will include a lecture followed by a discussion of the assigned readings.
PSYCH-GA 2221 - Cognitive Neuroscience
The course is designed to not only familiarize yourself with major cognitive and behavioral
neuroscience research and theory, but to prepare you to professionally interact with the
cognitive neuroscience community and think critically about research. Three ‘mock’ endeavors
are emphasized in the class and form the basis for evaluation. You will give an oral
communication of research results, write a proposal for a research grant, and evaluate other’s
PSYCH-GA 2223 - Perception
In-depth survey of psychophysical and modeling methodology, and vision and auditory research. Topic areas include linear systems theory, signal detection theory, optics, spatial vision, motion analysis, depth perception, color vision, auditory coding of intensity and frequency, sound localization, and speech perception.
PSYCH-GA 2226 - Introduction to Psycholinguistics
Graduate-level introduction to the cognitive processes and linguistic structures that enable language compre- hension and production, with an emphasis on lexical, syntactic, and semantic structures and processes.
PSYCH-GA 2228 - Intermediate Statistics Methods
To review the foundations of statistical inference in psychology, with a special
emphasis on statistical power and confidence intervals. To promote the critical
understanding of core statistical methods, including t tests, one and two-way ANOVA,
correlation analysis, regression analysis, and simple repeated measures analysis. To establish
the utility of statistical computer software for carrying out core analyses.
PSYCH-GA 2229 - Regression
Students completing this course will have a detailed understanding of multiple regression (MR) as a data-analytic method. Students will review theory and practice of the General Linear Model and learn how MR can be used to carry out analyses of quantitative and categorical data. The relation of MR to t-tests, ANOVA and correlation analysis will be made explicit. Students will solve practical problems in estimating and testing regression models and they will gain experience in carrying out MR analyses using computer software.
PSYCH-GA 2233 - Math Tools II: Simulation and Data Analysis
Why does statistics work? How do I develop and fit novel models to data? How can I use computer simulation methods in evaluating models of human behavior? How do I compare models to see which best fits data? How do Bayesian models differ from other models? This course is a survey of moderately advanced material in mathematical probability and mathematical statistics. It presupposes only a first course in calculus and some exposure to statistics. Most examples will be drawn from perception, action, and cognition.
PSYCH-GA 2236 - Math Tools III: Linear Systems
This course is an introduction to linear systems theory and the Fourier transform. It is intended for those working in biological vision or audition, computer vision, and neuroscience and assumes only modest mathematical background (calculus and trigonometry) and some experience with Matlab. The goals of the course are to help you develop: (a) good intuitions concerning the Fourier transform and associated topics (convolution, sampling, filtering, linear systems), (b) skill in computing discrete Fourier transforms using Matlab and interpreting the results, and (c) a better understanding of the mathematics of the Fourier transform than is commonly provided by introductory engineering courses.
PSYCH-GA 2239 - ANOVA
This course is intended to provide students with an understanding of when and how to utilize different common statistical techniques used by psychologists, with an emphasis on Analyses of Variance (ANOVA) and its various offshoots (e.g., ANCOVA) and permutations (e.g., Repeated-Measures). The course focuses on practical considerations for how to design studies and measure constructs and how these decisions can inform which statistical techniques are able to be validly conducted. Thus, rather than focus on mathematically proving why different analysis techniques have certain assumptions, instead the focus is on understanding what those assumptions are and how one can check that they are not violated. Another primary aim of the course is to provide intuition and logic behind different analyses so that students can understand what research questions different analyses can (and cannot) answer and which analyses to conduct, given their data and research design.
PSYCH-GA 2240 - Psychophysics
PSYCH-GA 2243 - Psychometric Theory
Provide survey of classical test theory and contemporary item response theory; explore applicability of psychometrics to psychological measurement; use special statistical software in the analysis of psychometric problems.
PSYCH-GA 2245 - Functional Magnetic Resonance Imaging Lab
This course covers the major topics and issues in the field of fMRI. With this background, students will be able to design and implement their own fMRI experiments. There are weekly lab projects that will involve acquiring and analyzing fMRI data, and submitted written lab reports. Final grades are based on the lab reports. The lectures provide background information useful in performing the labs, along with additional information for a broader and deeper understanding of fMRI methods. Prerequisites: Graduate standing in Psychology or Neural Science or permission of the instructors. Recommended: some experience with Matlab programming, statistics, and linear algebra.
PSYCH-GA 2247 - Structural Equation Methods
The purpose of this course is to provide the student with the facility for the comprehension, execution, alteration, and development of structural equation models. The course will be geared
toward using SEM in psychological research. To be covered are linear models with only observed variables (path analysis), latent variable models without causal paths (confirmatory factor analysis), and latent variable models with causal paths (structural equation modeling). Topics not to be discussed include models with dichotomous and categorical outcomes. Examples are presented throughout the course. There will be much emphasis on learning how to implement these models and write them up for publication.
PSYCH-GA 2248 - Analysis of Change
Current issues and methods involving the analysis of change in the behavioral and social sciences, including latent change approaches, hierarchical linear models, and survival analysis, as well as classical methods for the analysis of change, including change scores, mixed model ANOVA, regression, and MANOVA.
PSYCH-GA 2286 - Person Perception: Face Processing and Social Cognition
This seminar focuses on a wide selection of current research and theoretical perspectives on how we perceive other people. Topics include how object and person perception differ, developmental and adult versions of “theories of mind” about others, spontaneous inferences and implicit theories about others, cultural differences in these phenomena, the nature and uses of trait concepts, the interaction of automatic and controlled processes in person perception, and non-verbal cues and communication. Accuracy in person perception, and stereotyping, are major research areas in their own right, and are only briefly considered here.
PSYCH-GA 3382 - Attitudes and Evaluation
This course will provide an overview of the major theoretical debates and empirical
developments in the domain of attitudes and evaluation. Students in this class will be
directly exposed to many of the core ideas in the field by reading classic and
contemporary articles. The readings will provide an in-depth exploration of evaluation
and cover key empirical and theoretical developments in the field of attitudes.
PSYCH-GA 3392 - Topics in Perception and Attention
The seminar will focus on current issues in visual attention and will include discussions
of theories and empirical research on the topics listed below. We will discuss cognitive,
psychophysical, computational, neurophysiology, and neuroimaging studies of visual attention.
PSYCH-GA 3404 - Topics: See following topics offered:
This course will focus on classic and contemporary theory and research on the social psychology of the experience of stigma, from the perspective of the stigmatized. That is, we will examine how members of historically-disadvantaged groups contend with discrimination and what are the intra-personal (e.g., self-esteem and health), interpersonal (e.g., interactions), intergroup (e.g., attitudes toward other stigmatized groups), and societal (e.g., collective action) consequences of experiencing discrimination or stigmatization. The goal of the course is to provide an overview of this area of psychology and to stimulate creative thinking and research ideas on this topic. Some topics that are covered include: the functions and nature of stigma, stigma and the self-concept, stigma and social interaction, implications of stigma concealability, intergroup relations among members of different stigmatized groups, and how stigma relates to support for collective action to address inequality.
Self and Social Judgment
An enduring task in psychological inquiry has been to survey the ways in which the self-concept is formed. What influences how people think about themselves? What is self-esteem, and is it a good or a bad thing? How do concerns over self-image motivate people? Do people really know themselves accurately? How does a person’s sense of self develop, and does it differ across cultures? These investigations have also provided insight into the ways in which people come to think about others. Are we better or worse self-psychologists or social psychologists and why? Students will be introduced to these and other topics by reading original research articles, and should expect take part in class discussions of the issues raised.
The goal of this course is to develop creative and critical skills in order to conduct and evaluate high quality research on political psychology.
People tacitly assume perceptions are veridical representations of reality, that the way we see the world reflects the way it really is. However, research calls this supposition into question and instead suggests our visual experiences are subjective and malleable. The ways we see others might depend on whether they are from our social group, our class, new friends or old, like us or not. Importantly, these differences in visual experience have a direct impact on social justice. We’ll review work on subjective experiences and idiosyncratic categorizations of people into social groups and the implications for fair treatment across multiple factions of society, including the law, leadership, economic decisions, and others. For example, we will discuss work demonstrating race bias in racial bias in judgments of men’s and boy’s physical size, attributions of threat, and subsequent punishment decisions. We’ll cover work on visual experiences of gender and the consequences for shattering the glass ceiling in the workplace. We’ll discuss how changes in society, like a shifting demographic composition, instability, and other factors, impact these visual experiences and thwart efforts to promote inclusivity. The goal here is to broadly cover the ways in which and reasons why higher-order, top-down influences constrain visual experience at multiple stages of perceptual processing but converge to profoundly influence the ways in which members of society relate to one another.
Philosophers and scientists have long been captivated by the human capacity for moral and ethical decision-making. This course will review theory and research on moral psychology, with a focus on the underlying mental processes the guide moral judgments and decision-making. We will draw on research in social, cognitive and developmental psychology, as well as social and affective neuroscience and philosophy. This course will provide an overview of the major theoretical debates and empirical developments in the area of moral psychology. Students in this class will be directly exposed to many of the core ideas in the field by reading classic and contemporary articles. The readings will provide an in-depth exploration of key empirical and theoretical developments.
This seminar will review theory and research on intergroup relations, providing an overview of the social psychological literature on how our social group identities shape how we get along with others. The study of intergroup relations involves the influence of group memberships of cognition, attitudes, and behavior. The course will focus on the relationship between the self and collective identity, the origins and motives underlying intragroup and intergroup behavior, as well as contextual factors including majority vs. minority group members, social status, and threat. We also consider how processes associated with social identity manifest at various levels of
society (intrapersonal, interpersonal, intergroup, and structural) and examine interventions working at these different levels to improve intergroup relations.
Group Inequality and Conflict
This course surveys social-psychological perspectives on the origins of inequality and conflict between societal groups. Collectively, these theories trace the roots of conflict and inequality to social-psychological processes, social structure, social learning, personality traits—or a combination of these modes of explanation. While these approaches often find themselves in contention with one another, group inequality and conflict are “multicausal” phenomena whose full explanation requires all of these perspectives (and more). Theoretical perspectives will be applied to cases of inequality and conflict across distinctions of race, gender, social class, and sexual orientation, in the domains of criminal justice, health, employment, and everyday life.
PSYCH-GA 3405 - Special Topics: See following topics offered:
Person Perception is a course that will cover the theory, empirical research, and methodological issues pertaining to the study of interpersonal perception. We will focus on processes involved in perceiving others at zero and initial acquaintance through the development of interpersonal perception over time, and across multiple social contexts.
Motion and Depth Perception
This seminar serves as a graduate introduction to motion and depth processing in the nervous system, with a particular emphasis on the transformation of retinal signals into representations of world motion. While the majority of vision science research has focused on the processing of stimuli constrained to a single fronto-parallel plane (i.e. a computer screen), stimuli that move
toward and away from the observer often have particular behavioral relevance.
Developmental Cognitive Neuroscience
The overarching goal of this course is to examine how brain development and cognitive development are related. The course will explore how neuroscientific methods and discoveries can inform our knowledge about cognitive changes from infancy to adulthood, as well as how the study of cognitive development can inform our understanding of brain function.
Computational Cognitive Modeling
This course surveys the leading computational frameworks for understanding human intelligence and cognition. Both psychologists and data scientists are working with increasingly large quantities of human behavioral data. Computational cognitive modeling aims to understand behavioral data and the mind and brain, more generally, by building computational models of the cognitive processes that produce the data. This course introduces the goals, philosophy, and technical concepts behind computational cognitive modeling.
Bayesian Modeling of Behavior
Bayesian inference is the mathematical framework for making optimal decisions and actions when the state of the world is not exactly known. This course will provide an intuitive yet mathematically rigorous introduction to Bayesian models of behavior in perception, memory, decision-making, and cognitive reasoning. While this is primarily a psychology course, we will also discuss connections to economics and neuroscience. This course is not about Bayesian data analysis, but about theories that the brain itself is a Bayesian decision-maker. Nevertheless, we will spend some time on model fitting and model comparison.
Advancing AI through Cognitive Science
Why are people smarter than machines? This course explores how the study of human intelligence can inform and improve artificial intelligence. We will look to cognitive science, with special focus on cognitive development, to help elucidate a set of “key ingredients” that are important components of human learning and thought, but are either underutilized or absent in contemporary artificial intelligence. Through readings and discussion, we will cover ingredients such as “intuitive physics,” “intuitive psychology,” “compositionality,” “causality,” and “learning-to-learn,” although students will be encouraged to contribute other ingredients. Each ingredient will be discussed and compared from the perspectives of both cognitive science and AI, with readings drawn from both fields with roughly a 50/50 proportion.