(Courses in brackets are not being taught this year)
503a, Memory, Marcia Johnson. T 3.30-5.20
A consideration of major theoretical ideas and empirical findings about human memory.
504a, Neurobiology of Emotion. Glenn Schafe. M 1.30-3.20
This course focuses on the brain circuitries involved in emotion and emotional learning and memory. We begin by considering the emotion research in a historical context, then discuss progress that has been made in understanding the neurobiology of emotion in both laboratory animals and humans.
[505a, Stereotyping and prejudice, Jack Dovidio]
Seminar on the literature on the categorization of social groups that leads to stereotyping and consequent prejudice and discrimination. Topics will emphasize modern cognitive approaches that inform about category learning and use, the role of memory in stereotype expression, the cognitive and affective bases of inaccurate and accurate person and group perception, the unconscious operation of stereotypes, and the role of prior knowledge, goals, and expectancies. ]
509a, Social Cognition , John Bargh. Th 9.25-11.15.
A course in contemporary social cognition theory and research, in which students fully participate in each week’s class discussion of the assigned readings. The goal of the course is to bring students up to speed, not only as to the major themes and programs of research today, but also the historical roots and context of that research—in other words, why that research is being done in the first place
[514a, Topics in Infant Studies, Wynn
This course investigates selected advanced topics in infant cognitive, social, and/or emotional development. The topic varies from year to year. Some examples: infants’ concept of object, concept of number, early social cognition, and early emotional development.]
518a, Multivariate Statistics, John Dovidio (Required 1st Semester). MWF 9:25-10:15
Analysis of tabular data arrays arising usually from experiments. Sums of squares, F-tests and variance components. The method of contrasts. Data transformations. 'Nesting,' 'crossings,' and Latin square designs. The analysis of covariance. Aspects of Tukey's "Exploratory Data Analysis" such as box plots and median polish. Introduction to computer program packages. How to think about statistics.
[522a, Mapping the Human Brain, Gregory McCarthy]
An introduction to the physiology, physics, and biophysics of methods used to relate human brain structure and function; i.e., for brain mapping. Topics will include functional MRI and positron emission tomography, direct and transcranial brain stimulation, field potential recording, electroencephalography and magnetoencephalography, lesion analysis, and imaging genomics. The course will examine critical assumptions underlying each technique, their relative strengths and weaknesses, and the inferences about brain function that may be drawn from their use.]
526a, Research Methods in Human Neuroscience, Gregory McCarthy. F 12-4
This laboratory course will provide students with experience in the major methods used in human neuroscience research. The focus will be upon functional magnetic resonance imaging, electroencephalography, and evoked potentials. Psychophysiological techniques such as the measurement of skin conductance will also be covered, but in less detail. Students will acquire a firm understanding of each technique, and will design experiments, acquire data, and perform analyses. The course will make extensive use of Matlab.
541a, Research Methods in Psychology. Alan Kazdin. T 1.30-3.20
Research design, methodology, and evaluation considered in the context of clinical research. Emphasis on experimental and quasi-experimental designs, threats to validation, confounding, sources of artifact and bias, alternative assessment strategies, and data evaluation methods.
551a, Research Methods in Happiness, June Gruber. Th 9.25-11:15
Methods of research in happiness and human emotion. Focus on psychophysiology, behavioral observation and coding, and self-report assessments of emotion response. Students will learn experimental design, acquire data, perform analyses in SPSS, and submit written research projects. Course includes weekly lecture and hands-on laboratory sessions.
PSYC 553a/MGMT 753a, Behavioral Decision Making I: Choice. Ravi Dhar, Nathan Novemsky, Joseph Simmons. T 4:10-7:10
The seminar examines research on the psychology of decision making, focusing on judgment. Although the normative issue of how decisions should be made is relevant, the descriptive issue of how decisions are made is the main focus of the course. Topics of discussion include judgment heuristics and biases, confidence and calibration, issues of well-being including predictions and experiences, regret and counterfactuals. The goal of the seminar is threefold: to foster a critical appreciation of existing knowledge in behavioral decision theory, to develop the students’ skills in identifying and testing interesting research ideas, and to explore research opportunities for adding to that knowledge. Students generally enroll from a variety of disciplines including cognitive and social psychology, behavioral economics, finance, marketing, political science, medicine, and public health
[554a/MGMT 754a, Behavioral Decision-Making II. Nathan Novemsky & Ravi Dhar]
This seminar examines research on the psychology of judgment. Although the normative issue of how decisions should be made is relevant, the descriptive issue of how decisions are made is the main focus of the course. Topics of discussion include choice, judgment heuristics and biases, decision framing, prospect theory, mental accounting, context effects, task effects, regret, and other topics. The goal of the seminar is threefold: to foster a critical appreciation of existing knowledge in behavioral decision theory; to develop the students' skills in identifying and testing interesting research ideas; and to explore research opportunities for adding to that knowledge. Students generally enroll from a variety of disciplines, including cognitive and social psychology, behavioral economics, finance, marketing, political science, medicine, and public health.
[557a, Social Psychology and Relationships, Margaret Clark]
The course will focus on determinants of initial attraction and interpersonal processes that serve to promote high quality relationships and detract from high quality relationships along with individual differences and how they relate to those processes. Initial sessions will focus on ways of conceptualizing attraction and relationships. The remaining sessions (constituting the bulk of the course) will organized around the theories which have organized the empirical research in this field including evolutionary approaches, interdependence theory, attachment theory, self-evaluation maintenance theory along with other approaches]
615a, Psychology and Psychotherapy: History, Systems and Practice, Sarah Rabbitt. T 3.30-5.20
This course seeks to place modern psychotherapeutic practice in an historical and current psychological scientific context. The evolution of modern practice from hypnosis through interpersonal psychoanalysis and cognitive-behavioral approaches is traced. A foundation for an approach to current practice based on contemporary personality theory and behavioral science research is presented. The research literature on studying psychotherapy (process and outcome) is also examined.
[PSYC 619a, Food Policy and Science, Kelly Brownell]
This class involves a combination of experiences designed to expose students to science on food and
nutrition and to connect the science with pressing policy issues. Mentored research and classroom activities will be blended such that science and policy are integrated. Permission of the instructor is required.]
[621a, Cognitive Science of Pleasure, Paul Bloom]
What do we like and why do we like it? This seminar examines the pleasures that we get from sex, food, art, fiction, consumer products, and religious rituals. The approach will be eclectic, drawing on fields such as behavioral economics and neuroeconomics, evolutionary theory, cognitive psychology, developmental psychology, and analytic philosophy.]
646a/LAW20627, Law and Social Science. Tom Tyler. MW 1:40-3:00
This class is an introduction to the use of social science in law. Three general topics are considered. First the use of social science evidence in adjudication. This includes eyewitness identification; lie detection; and other types of evidence. The second topic is decision making. How do judges and juries make their decisions? Finally, the course examines the use of social science evidence to make substantive (“Legislative facts”). This includes the use of evidence on integration and obscenity.
Across all these areas the use that legal authorities make of social science “facts” is reviewed and evaluated.
657a/CDE505a, Social and Behavioral Influences on Health. Marney White. Th 1-2:50
This course provides students with an introduction to social and behavioral issues that influence patterns of health and health care delivery. The focus is on the integration of biomedical, social, psychological, and behavioral factors which must be taken into consideration when public health initiatives are developed and implemented.
PSYC 664a, Health and Aging. Becca Levy, TBA
Since 1900 the number of individuals aged sixty-five and older has tripled and life expectancy has increased by about thirty years. The course examines some of the health issues related to this growing segment of the population. Class discussions address such questions as: How does the aging process differ between cultures? What kind of interventions can best reduce morbidity in old age? How can health policy adapt to the aging populations? The course integrates psychosocial and biomedical approaches to the study
671a, The cognitive science of mind reading, Laurie Santos. T 9:25-11:15
Examination of theory of mind from a developmental, comparative and neural perspective.
Topics will include whether different representational systems underlie theory of mind capacities,
how infants come to represent others' mental states, whether non-human animals share human-like theory of mind capacities, and how phenomenon like conformity and metacognition can be reconciled with developmental and neural findings in the domain of mind-reading.
684a, Intro to Psychotherapy Technique, Marney White (required by 1st year clinical students). TBA
Introduction to basic clinical skills and clinical issues. Topics for discussion include developing a therapeutic relationship, barriers to effective communication, strategies for managing resistance, and developing a professional identity. Class format includes informal discussion, assigned readings, and student case presentations.
689a, Intro to Psychopathology: Diagnostic Assessment. David Klemanski (required by 1st year clinical students). M 11:00-1:00
Didactic practicum for first-year clinical students. Main emphasis is initial assessment. Treatment planning and evaluation of progress is also covered. Students first observe and then perform initial interviews. Applicable ethics and local laws reviewed.
[506b/Ling540b, Computational Models in Cognitive Science, Robert Frank]
This course introduces a range of computational techniques for the modeling of cognitive processes. We explore the role of modeling in cognitive science, and the explanatory power of a number of symbolic, statistical, and neural network models in a variety of empirical domains, including language, categorization, and reasoning.]
[510b, Thinking, Woo-kyoung Ahn]
The course provides a survey of psychological studies on thinking and reasoning. Topics include concepts, causal learning, inductive inferences, deductive reasoning, decision making, analogical reasoning, intelligence, problem solving, critical thinking, and creativity.]
512b, Affective Science, June Gruber. Th 9:25-11:15
Core graduate course in affective science. Topics include definitional issues in emotion; evolutionary theories of emotion; morality and emotion; culture and gender differences; physiological (autonomic, neural, genetic) aspects of emotion responding; emotion regulation; social relationships and emotion dynamics; development trajectories of emotion; and abnormal emotions in psychopathology. Class is discussion based. Active attendance and participation are required.
[539b, Psychopathology and its treatment]
Research design, methodology, and evaluation considered in the context of clinical research. Emphasis on experimental and quasi-experimental designs, threats to validation, confounding, sources of artifact and bias, alternative assessment strategies, and data evaluation methods.]
[572b/CMP 675b, Neurobiology of Learning and Memory. Thomas Brown]
The goal is to comprehend the field and memory across several levels of analysis, including synapses, neurons, circuits, systems, behavior, and cognition. The emphasis is on mammalian memory systems that are sufficiently well understood to begin unifying facts and principles across these levels using suitable combinations of theoretical approaches to computational neuroscience.]
[PSYC 575b, Brain and Behavior, Thomas Brown]
This introduction to brain and behavior is designed to be accessible to a broad range of students. The topics focus on some of the most fascinating areas of modern neuroscience. Lectures furnish the basic background for the subsequent seminars, which focus on recent or classical publications. The seminars furnish concrete examples of scientific questions and forms of argument. Students learn to understand and evaluate original research.]
582b/NBIO/NSCI/PHYS582, Introduction to Computational Neuroscience, Xiao-Jing Wang. TBA
This course is designed for both students in neuroscience and those from other fields (Physics, Mathematics and Engineering) interested in understanding how the brain works from a systems/computational perspective. The lectures will introduce basic concepts and models in the field. Topics covered include neural coding and decoding, biophysics of single neurons, kinetics and dynamics of synaptic transmission, balanced excitation and inhibition, feedforward and feedback neural networks, central pattern generators, brain rhythms, orientation selectivity in visual cortex, selective attention, working memory, decision-making and executive functions, memory and synaptic plasticity, reinforcement learning and reward-based choice behavior. Matlab/Python-based homework and projects will provide practical training in important computational methods.
601b, The Science of Science Communication, Dan Kahan. M 2:30-4:30
The simple dissemination of valid scientific knowledge does not guarantee it will be recognized by nonexperts to whom it is of consequence. The science of science communication is an emerging, multidisciplinary field that investigates the processes that enable ordinary citizens to form beliefs consistent with the best available scientific evidence, the conditions that impede the formation of such beliefs, and the strategies that can be employed to avoid or ameliorate such conditions. This seminar will survey, and make a modest attempt to systematize, the growing body of work in this area. Special attention will be paid to identifying the distinctive communication dynamics of the diverse contexts in which nonexperts engage scientific information, including electoral politics, governmental policymaking, and personal health decision making.
607b, Cognitive Science of Causality, Frank Keil. M 1:30-3:20
Examination of how people and animals track causal patterns in the world around them. Topics include the perception of causality, mechanistic, teleological, and psychological causation, variations in causal thinking across domains, the role of counterfactuals, biases and heuristics in causal thought, and the development of causal thinking.
[608b, Cognitive Science of Ignorance, Frank Keil]
Examination of how adults and children make sense of the artificial and natural world with incomplete knowledge and understanding. Topics include: awareness of one’s knowledge limits, mistakes in understanding, gullibility and cynicism, deference, the division of cognitive labor, knowledge management and science literacy.]
[611b, What we eat and why, Kelly Brownell]
This course covers a range of topics pertaining to food, nutrition, and behavior. The goal is for students to learn about the broad array of forces that affect what humans eat, the impact of modern food conditions, and the actions that might be taken to improve the nutrition landscape. This involves an understanding of many factors, including the business of modern agriculture, food industry practices, human biology, the law, politics, and globalization. Students receive considerable writing and speaking experience in this class and engage in unique endeavors (e.g., writing and submitting OpEds, dissecting public policy, planning how technology advances can be harnessed to improve human nutrition).]
PSYC 618b, The Social Brain, Gregory McCarthy. F 1:30-3.20
Selected topics in the field of social neuroscience including animacy and the attribution of intention from motion, thinking about the self and others, and moral judgments.
[PSYC 623b, Cognitive Science of Good and Evil, Paul Bloom]
Where does our sense of right and wrong come from? How do emotion and reason interact? What is the relationship between moral thought and moral action? And what can the study of moral psychology tell us about how best to live our lives? This seminar explores these issues from the perspective of multiple disciplines, including philosophy, experimental psychology, evolutionary theory, theology and law]
[PSYC 624b, The Psychology of Legitimacy. Jaime Napier]
The primary goal of this course is to familiarize you with themes and current research on the psychological aspects of justice and legitimacy, with a focus on understanding the psychological antecedents and consequences of legitimation and de-legitimation in social relations. Key topics we will address include the ways in which people construct ideological justifications or rationalizations for their own actions and for the actions of others taken on behalf of valued groups and systems.]
PSYC 625b, Social Perception. Brian Scholl. Th 1:30-3:20
When exploring the structure of the mind, we typically think of visual perception as among the earliest and most basic of our cognitive processes, while we think of social cognition as among the most advanced forms of higher-level cognition. In this seminar we will explore how these two aspects of the mind connect. Specific topics will include the perception of animacy, agency, and goal-directedness; biological motion; face perception (including the perception of facial attractiveness); gaze processing and social attention; thin-slicing and perceptual stereotypes; and social and cultural influences on perception.
[643b, Diagnosis and Assessment, David Klemanski]
This course focuses on the theoretical underpinnings of psychological assessment as well as covering the administration of major cognitive, projective, and personality instruments and the basics of report writing]
647b/LAW21496, Social science and institutional design. Tom Tyler. MW 1:40-3:00
The current legal system bases many of its policies and practices upon assumptions concerning human nature. What does research tell us about how those policies and practices actually operate? What alternative social science models are available and how would institutions be different if those models were used? This class considers deterrence models and compares them to models emphasizing legitimacy; morality and social norms. The theories underlying current policies and practices in policing; the courts and corrections are examined and evaluated against available empirical evidence. The class also considers alternative models of institutional design and evidence of their potential or actual effectiveness.
[648b, Cellular analysis of learning and memory, Glenn Schafe]
We focus on the brain circuitries and cellular/molecular mechanisms involved in learning and memory, with particular emphasis on vertebrate model systems. Review of work on habituation, sensitization, Pavlovian and instrumental conditioning, and declarative memory formation.]
PSYC 654b/454b, Sensory Information Processing, Lawrence Marks. T 3:30-5:20
A functional examination of the ways that sensory systems transducer stimulus energies and information. Topics include sensory anatomy and physiology, psychological analysis of the qualitative dimensions of sensory experience, selective attention, and interactions among sensory, perceptual, and cognitive mechanisms.
[670b, Personality & individual differences]
This course focuses on the second level of study described in this well known quote: “Every person is in certain respects (a) like all other people, (b) like some other people, (c) like no other person" (Murray, H.A. & C. Kluckhohn, 1953). Particular emphasis will be placed on personality, or person¿s dynamic and unique set of characteristics that influence what he/she does, thinks and feels. We will seek to distinguish an individual differences approach to psychology from the more common study of group effects (e.g., randomized controlled trials of psychotherapy effectiveness) by emphasizing dimensions shared by all individuals but upon which individuals differ.]
684b Intro to Psychotherapy: Technique. Marney White. TBA
The focus of this seminar is on formulating and conceptualizing psychological problems from a cognitive-behavioral perspective. Special consideration is paid to individual and cultural diversity in conceptualizing cases and planning treatment. Also discussed are ways in which cognitive-behavioral perspectives can be integrated with other theoretical orientations, (e.g., interpersonal theory, experiential therapy).
690b, Ethics and Clinical Practice: Legislation & Diversity Issues. David Klemanski. TBA
Introduction to ethical and legal guidelines for clinical practice. In addition, supervision on diagnostic interview using the Structured Clinical Interview for DSM-IV is provided.
CURRENT WORK SERIES
702a&b, Current Work in Cognition. Marvin Chun, T 11:35-12:50
A weekly seminar in which students, staff, and guests report on their research in cognition and information processing. The course involves presentation of a variety of research designs and methods.
704a&b, Current Work in Behavioral Neuroscience. Thomas Brown, F 11.35-12.50
An informal student/faculty seminar in which each participant will choose, lay groundwork for and present some current work in Psychobiology. The course currently emphasizes the Psychobiology of Learning but involves a variety of research approaches, designs, and methods.
708a, Current Work in Developmental Psychology. Kristina Olson, W 11.35-12.50
A luncheon meeting of the faculty and graduate students in developmental psychology for reports of current research and discussion on topics of general interest.
710a&b, Current Work in Social Psychology. John Dovidio, M 11.35-12.50
Social/Personality faculty and students meet during lunchtime to hear about and discuss the work of a local or visiting speaker. The course involves presentation of a variety of research designs and methods, applied to a variety of research topics.
711a&b, Current Work in Child Development and Social Policy Walter Gilliam and Pia Britto, F 11:30-12:25
A series of lectures by guest speakers from academia, various levels of government, community organizations, service agencies, the business world, and the media. Speakers discuss their work and its social policy implications. Topics may include: early childhood education, child care, intervention programs for children and families, education reform, mental health, child and family policies, research at the intersection of psychology and social policy, and media presentation of child and family issues, among others.
720a&b, Current Work in Clinical Psychology. Kelly Brownell, Th 11.35-12.50
Examination of the current status of research and scientific knowledge bearing on issues of cultural and ethnic diversity as they relate to clinical practice. Weekly speakers present research, which is examined methodologically and recent significant journal articles or technical books are also reviewed.
RESEARCH TOPICS (LABS)
(most times are determined at the beginning of each term)
721a&b, Research Topics in Infant Cognition. Karen Wynn
We will be investigating various topics in infant cognition: early mechanisms for representing and reasoning about number, infants' ability to represent time; early object knowledge, and foundations of intentional understanding. (Permission of instructor required).
722a&b, Research Topics in Food, Nutrition, and Obesity. Kelly D. Brownell
In-depth discussion and analysis of current research topics on bulimia, anorexia nervosa, and obesity. Topics will include, but not be limited to, physiology, cultural influences, treatment studies, body image, binge eating, and epidemiology.
723b, Research Topics in Child & Adolescent Therapy. Alan E. Kazdin
This course will focus on the development and execution of research related to child and adolescent treatment and the factors with which clinical dysfunction and therapeutic change are associated.
725a&b, Research Topics in Human Neuroscience, Gregory McCarthy
This laboratory course will provide students with experience in the major methods used in human neuroscience research. The focus will be upon functional magnetic resonance imaging, electroencephalography, and evoked potentials.
726a&b, Research Topics in Mood Regulation and Mental Health. Susan Nolen-Hoeksema
We will discuss a range of topics related to mood regulation and psychological disorders, including models of depression, anxiety, and related disorders. We will also discuss how gender impacts vulnerability to emotional problems, and how gender-related factors may serve to protect against certain types of psychopathology.
729a&b, Research Topics in Language and Cognition. Paul Bloom
Seminar focusing on ongoing research projects in language, cognition, and development. Permission of instructor is required.
731a&b, Research Topics in Cognition and Development. Frank Keil
A weekly seminar discussing research topics concerning cognition and development. The primary focus will be on high level cognition, including such issues as: the nature of intuitive or folk theories, conceptual change, relations between work meaning and conceptual structure, understandings of divisions of cognitive labor, and reasoning about causal patterns.
732a&b, Research Topics in Visual Cognitive Neuroscience. Marvin Chun
Examines current research in visual cognitive neuroscience, including discussion of proposed and ongoing research projects. Topics include visual attention, perception, memory, and contextual learning.
735a&b, Research Topics in Thinking and reasoning, Woo-kyoung Ahn
In this lab students explore how people learn and represent concepts. Weekly discussions
include proposed and ongoing research projects. Some topics include computational models of concept acquisition, levels of concepts, natural kinds and artifacts, and applicationsof some of the issues.
736a&b, Research topics in stereotyping and prejudice, John Dovidio
Explores the nature of prejudice in its traditional and contemporary forms. Although the emphasis will be on the causes and consequences of racial bias in the United States, the dynamics of intergroup relations will be considered more broadly, as well. Emphasis will be on developing critical thinking, reading, and research skills to test ideas relevant to understanding and combating stereotyping, prejudice, and discrimination.
739a&b, Research Topics in Autism and related disorders. Fred Volkmar
Focus on research approaches in the study of autism and related conditions including both psychological and neurobiological processes. Emphasis will be on the importance of understanding mechanisms in the developmental psychopathology of autism and related conditions.
740a&b, Research Topics in Social Cognitive Development Kristina Olson
In this lab meeting, we will cover topics including the development of prejudice and stereotyping, moral development, and pro-social behavior. Through weekly readings, discussions and papers we will learn about these topics that are currently being research in our lab as well as labs around the world.
741a&b, Research Topics in Emotion and Relationships, Margaret Clark
Members of this laboratory will read, discuss and critique current theoretical and empirical articles on relationships and on emotion (especially ones relevant to the functions emotions serve within relationships). In addition, ongoing research on these topics will be discussed along with designs for future research.
742a&b, Research Topics in Emotion and Psychopathology, June Gruber
This laboratory course will focus on the study of emotion and psychological disorders, as well as discussion on basic emotion research. Students will gain experience applying the major methods of affective science (e.g., psychophysiology, behavioral coding, and self-report indices of emotion functioning) to the study of psychopathology. Permission of instructor is required.
743a&b, Research Topics in Political Psychology. Jaime Napier
Seminar focusing on ongoing research projects in political psychology, including the system justifying functions and the social and psychology antecedents and consequences of political and religious ideologies. Permission of instructor is required.
746a&b, Research Topics in Developmental Psychopathology. Julia Kim-Cohen
This course will focus on exploring mechanisms of risk and resilience in psychosocial development, including but not limited to early life experiences, parenting, gene-environment interplay, and emotion processing. Permission of instructor is required.
749a&b, Research Topics in Memory. Marcia Johnson
Discussion of current theoretical and empirical work in cognition and memory, with emphasis on clarifying research ideas, identifying and solving methodological problems, collecting, analyzing and interpreting data, and writing up research projects.
[750a&b, Research Topics in the Neuroscience of Learning and Memory, and Perception.
Thomas H. Brown
Discussion and analysis of current research on the neurobiological foundation of learning and memory in mammals. The major emphasis is on limbic system and cortical structures that have been implicated in certain forms of rapid learning. Informal weekly discussions span several levels of analysis, including molecular and biophysical studies, cellular and systems neurophysiology and neuroanatomy, and contemporary behavioral neuroscience. Computational approaches are included where appropriate. Discussion includes limitations, advantages, and interpretations of results of various research strategies.
The content is generally designed to compliment ongoing or planned research in my laboratory.]
766a&b, Research Topics in Perception and Cognition. Brian Scholl
A seminar style discussion of recent research in perception and cognition, covering both recent studies from the literature and the ongoing research in the Yale Perception & Cognition Laboratory.
767a&b, Research Topics in Emotion, Health, and Social Behavior. Peter Salovey, F 10:00-12:00
Research issues in the study of the cognitive and behavioral consequences of mood and emotion including mood and memory, influence of mood on social behavior, impact of mood on health cognition and health behavior, and emotional processes in close relationships (e.g., jealousy and envy). Also includes the application of principles of social psychology to the promotion of healthy behaviors, especially the framing of persuasive health communications encouraging cancer and AIDS prevention and early-detection activities. This is a laboratory course primarily dedicated to student presentations of ongoing research.
771a&b, Research Topics in Nonconscious Processes. John Bargh
The lab group focuses on nonconscious influences of motivation, attitudes, social power, and social representations (e.g., stereotypes) as they impact on interpersonal behavior, as well as the development and maintenance of close relationships.
775a&b, Research Topics in Animal Cognition. Laurie Santos
Investigation of various topics in animal cognition, including: what nonhuman primates know about tools and foods; how nonhuman primates represent objects and number; whether nonhuman primates possess a theory of mind. (Permission of instructor is required).
777a&b/WGSS767, Research Topics in Gender and Psychology, Marianne LaFrance
The “Gender Lab” will meet weekly to consider research being done in the department that bears on some gender-related issue.
PRACTICA (only open to CLINICAL STUDENTS)
801 Clinical Internship (Child). Faculty
Advanced training in clinical psychology with children. Adapted to meet individual needs with location at APA-approved internship settings.
802 Clinical Internship (Adult). Faculty
Advanced training in clinical psychology with children. Adapted to meet individual needs with location in a suitable APA-approved internship setting.
806 Practicum in Childhood Intervention. Faculty
Advanced supervised work in settings where child and family policies are developed and/or implemented. Adapted to meet individual needs with location at suitable sites such as Department of Children and Youth Services, Connecticut Office of Policy and Management, U.S. Office of Children, Youth and Families.
808 Practicum in Child Psychology, Faculty
The Yale Child Study Center offers a yearlong practicum, which includes assessment of children, psychotherapy, team meetings, supervision, and didactic experiences.
810 Practicum in Developmental Assessment. Linda Mayes
The Child Study Center offers a year-long practicum in screening and assessment of infants and toddlers at high risk for social, cognitive and adaptive developmental problems. The practicum is for graduate students in developmental and/or clinical psychology. Standardized assessment instruments and clinical interviewing are taught and utilized in a weekly clinic. Weekly supervision is provided by a licensed psychologist.
811, Anxiety Disorders Practicum. Marney White
Theoretical discussion of anxiety disorders will involve case conceptualizations from behavioral and cognitive perspectives. Specific measurement techniques will include behavioral avoidance tests, questionnaires, and use of collateral informants. Students will learn interventions basic to treatment of anxiety, such as applied relaxation, building hierarchies, and exposure.
812, Conduct Problems Practicum. Alan E. Kazdin
The course provides training in diagnosis, assessment, and treatment of aggressive and antisocial children and their families. Students will have experiences in assessment and treatment and will receive background on the nature and scope of child dysfunction and parent, family, and contextual factors with which the dysfunction is often associated. Cognitive, behavioral, and family-based treatment will constitute a core portion of training. Prerequisites: a two-year minimum commitment and permission of the instructor.
813, Eating and Weight Disorders Practicum. Kelly D. Brownell and Marlene Schwartz
Students will receive experience in the therapy setting with all aspects of treatment of eating disorders and obesity — observation of therapy, individual and group supervision, and reading of the relevant literature will occur.
815, Mood Disorders Practicum. David Klemanski
Supervised practicum in the assessment and treatment of mood disorders, with an emphasis on cognitive-behavioral perspective
817, Other Clinical Practica: Title provided by student. Faculty
Clinical students will register for practicum experience in clinical psychology for course credit under this course number so transcripts will reflect accurately the various practica experiences completed. Students may register (with the DGS's permission) under the supervision of an individual faculty member
883, Practicum in Clinical Assessment. Donald M. Quinlan
Supervised psychological assessment using measures of intellectual functioning, projective testing, and neuropsychological testing with patients. Administration, scoring, interpretation and reporting of a test battery are provided, with discussion of clinical and research issues.
923, Theme Essay. Faculty
This course number is reserved for preparation of the Theme Essay under the supervision of the Theme Group selected at the end of the second year. Registration is for the entire third year of study. It is graded as Satisfactory/Unsatisfactory.
925, Individual Tutorials. Faculty
In special cases a student may wish to do specialized individual study. This must be arranged with the particular faculty member and approved by the DGS. .
930, Pre-dissertation Research. Faculty
Individual study under the supervision of the pre-dissertation advisor, to be started by the second semester of the first year. Registration can be for as many semesters as needed to complete the project.
**600 level courses can count as core courses with additional readings and permission of instructor; 600 level courses do not count for courses taught by instructors outside psychology unless first approved by DGS; excludes Psyc 684a or b, 689a, or 690b