This course will analyze and evaluate through a psychological lens the psychosocial causes and consequences of significant current events that impact different Asian groups in the U.S., such as pandemic-spurred anti-Asian sentiment and educational policy (e.g., the debate over magnet schools moving to lottery systems rather than test based), as well as long-standing "everyday" experiences common to Asian Americans (e.g., navigating biculturalism, microaggressions and model minority stereotypes) that may impact identity and mental health.

Cognitive neuroscience is a young and exciting field with many questions yet to be answered. This course surveys current knowledge about the neural basis of perception, cognition and action and will comprehensively cover topics such as high-level vision, attention, memory, language, decision making, as well as their typical and atypical development. Precepts will discuss the assigned research articles, pertaining to topics covered in class with an emphasis on developing critical reading skills of scientific literature.

Much of what we know about the brain systems underlying perception, attention, memory, and language has been first derived from patients with brain lesions or other brain pathology. Despite our advances in functional brain imaging the study of clinical cases in neuropsychology is still important to determine the causal role of certain brain regions in contributing to a given cognitive process.

Introduction to a mathematical description of how networks of neurons can represent information and compute with it. Course will survey computational modeling and data analysis methods for neuroscience. Example topics are short-term memory and decision-making, population coding, modeling behavioral and neural data, and reinforcement learning. Classes will be a mix of lectures from the professor, and presentations of research papers by the students. Two 90 minute lectures, one laboratory. Lectures in common between NEU 437/NEU 537.

A survey of modern neuroscience that covers experimental and theoretical approaches to understanding how the brain works. This semester builds on 501, focusing on how the circuits and systems of the brain give rise to cognition. The course covers the neural mechanisms responsible for vision, long-term memory, sleep, motor control, habits, decision making, attention, working memory, and cognitive control. How these functions are disrupted in neurodegenerative and neuropsychiatric disorders are also covered. This is the second term of a double-credit core lecture course required of all Neuroscience Ph.D. students.

Advanced seminar that reflects current research on brain and behavior.

Introduction to a mathematical description of how networks of neurons can represent information and compute with it. Course surveys computational modeling and data analysis methods for neuroscience. Example topics are short-term memory and decision-making, population coding, modeling behavioral and neural data, and reinforcement learning. Classes are a mix of lectures from the professor, and presentations of research papers by the students. Two 90 minute lectures. Lectures in common between NEU 437/NEU 537. Graduate students carry out a semester-long project.

An exploration of original texts in the history of ideas about the workings of the human mind starting in Antiquity and leading to the development of the empirical discipline of psychology in the 19th century and some of its modern trends. Subsequent developments, including the child study movement, are explored though 20th century writings, culminating with Sartre's philosophical psychology and sources in Eastern thought to put the Western trajectory in perspective.

This sequence is designed to provide Sophomores with an in-lab research experience over two semesters, with PSY 230 in the Fall being the prerequisite for PSY 231 in the Spring. PSY 230 is a non-credit bearing class while PSY 231 carries a full unit of credit (both are graded P/D/F). Students will gain an introduction to research within a Psychology lab. Students are expected to spend a minimum of 6 hours per week engaged in research and attend weekly meetings as outlined by the mentoring faculty. At the end of each semester, students will submit a written report of their research experience (PSY 230) and present their findings (PSY 231).

Science searches for patterns in data. Quantitative methods are tools for finding and evaluating these patterns. This course introduces foundational concepts in quantitative methods, including data visualization and common statistical tests used in psychological research.

The scientific study of social behavior, with an emphasis on social interaction and group influence. Topics covered will include social perception, the formation of attitudes and prejudice, attraction, conformity and obedience, altruism and aggression, and group dynamics.

The course will survey discoveries and progress made over the past 50 years of research, from classic experimental findings and fundamental theoretical principles to the cutting edge of research that lies increasingly at the interface of psychology with neuroscience (neural mechanisms underlying cognitive processes), computer science (artificial intelligence and machine learning), and mathematics (formal models of complex processes). Topics will include perception, attention, memory, decision making, reasoning, problem solving, language, and cognitive control.

The goal of this course is to illuminate how one becomes an individual from the perspective of integrative biology and behavior. We will follow the journey of a single fertilized egg to becoming a parent and starting the life cycle again. The many forms of inheritance (beyond genes) and cultural influences on our biology will be a recurring theme.

This course is an integrative treatment of memory in humans and animals. We explore working memory (our ability to actively maintain thoughts in the face of distraction), episodic memory (our ability to remember previously experienced events), and semantic memory (our ability to learn and remember the meanings of stimuli). In studying how the brain gives rise to different kinds of memory, we consider evidence from behavioral experiments, neuroscientific experiments (neuroimaging, electrophysiology, and lesion studies), and computational models.

Principles of psychology relevant to the theory and practice of education. Through selected readings, discussion, and classroom observations, students study theories of development, learning, cognition (including literacy), and motivation, as well as individual and group differences in these areas; assessment; and the social psychology of the classroom. The course focuses on how learning by children and adolescents at the elementary, middle, and secondary school levels is influenced by their own characteristics and experiences and the various contexts in which they learn: family, school, community and culture.

The objectives of this course are to understand the bio-psycho-social/processes that influence health-related behaviors, health and wellness, and health-care delivery. Topics to be examined include the psycho-physiological, neuro-psychological and socio-cultural bases of health and illness; pain; adaptation to chronic illness; stress; personality and illness; death, dying, and grief; substance use; obesity and nutrition.

This course will review key psychotherapeutic skills from dominant therapeutic modalities. We will learn about the theoretical and empirical backing for each skill and then practice applying them to achieve goals in our own lives. Students will gain knowledge of the science and practice of psychotherapy as well as concrete skills in applying therapeutic techniques in their own lives.

This is an introduction to gender and sex diversity for students with little knowledge of the topic. Using a mix of scientific studies, case studies, first-hand narratives, popular nonfiction, and podcasts we will dive into learning about ethical dilemmas and scientific research about and by transgender, intersex, and nonbinary people. Students will learn what experts think and grow to develop their own views via individual learning, small group projects, and and large group discussions.

Scientists and humanists study "human nature" from radically different perspectives. This course explores interdisciplinary ways of tackling the gnarly problem of understanding ourselves. We'll grapple with questions like: Is human nature fundamentally good or evil? Is this even a sensible question to ask? How do technology and culture impact human morality and the ways we study it? What can AI tell us about human nature? Students will learn how to critically evaluate research examining the porous boundaries between self and society, and to think imaginatively about what the scientific method can reveal about humans- now and in the future.

This course explores the neural foundations of social cognition in natural contexts. Highly controlled lab experiments fail to capture and model the complexity of social interaction in the real world. Recent advances in artificial neural networks provide an alternative computational framework to model cognition in natural contexts. In the course, we will review and critically evaluate deep learning models related to visual perception, speech, language, and social cognition, juxtaposing them against conventional cognitive models.

By collaborating with others, humans can achieve goals that would be beyond the reach of a single person: No one can play a symphony, build a city, or land on the moon entirely on their own. This seminar will take a multidisciplinary view to understand how humans collaborate, including examining how the capacity to collaborate develops in childhood, when teams outperform individuals, what we can learn about human collaboration from multi-agent AI, and how we can apply insights from the social science of teamwork to make scientific collaborations smoother and fairer.

Cyborgs are created when biological brains are enhanced with technology. This course will explore a wide range of mind-machine interactions. Are search engines changing the structure of human memory? Is your laptop or smartphone part of your mind? Are human brains flexible enough to update motor and sensory systems, expanding the self to include artificial limbs, exoskeletons, remote-control devices, night vision, wearable computing, etc.? How do experiences in virtual reality impact psychology? As technology advances we are all becoming cyborgs. Now is an exciting time to study the interactive interface of technology and mind.

This course will provide an overview of several theoretical orientations to psychotherapy and critically evaluate how the effects of therapies are measured and studied. Cognitive-behavioral approaches to psychotherapy will be explored in depth. Application of research findings to clinical practice will be examined closely, including issues related to psychotherapy integration and the treatment of diverse populations in various settings. The course will also include reviews of the current state of psychotherapy research for a number of psychological disorders and consider current controversies in the area of treatment outcome research.

Close study of empirical works by Freud. The course continues HUM/PSY 365 (Freud on the Psychological Foundations of the Mind), which scrutinizes Freud's general theory of the mind, and forms the backdrop to this course's inquiry into specific portions of mental life Freud investigated. Topics include aesthetic sensibility, dreaming, humor, mental glitches, superstition, indecision, group psychology, and religion. The aim is to examine the psychology emerging from those investigations and the method by which Freud extrapolates it. More recent research and commentary is consulted for additional perspective.

Cognitive Proseminar: Introduction to graduate level cognitive psychology and cognitive neuroscience for first year graduate students in psychology. Course serves as the basis for more advanced graduate courses on specific topics in this area.

This course offers a practical introduction to advanced statistical methods in psychological research. Specifically, topics covered include: Robust methods, missing data, non-Gaussian statistics, Alternatives to Null Hypothesis Significance Testing (NHST), process models, dimension reduction, multilevel modeling, and time-based analyses.

Psychological methods keep evolving: psychology researchers constantly adopt new statistical methods, computational tools, and research practices. This course covers the latest advances in research methods in psychological science through a series of lectures, tutorials, and seminars. Lectures are generally given by a guest speaker who introduces methodological and statistical issues relevant to psychology research. Tutorials provide students with the necessary computational skills to build reproducible and transparent research programs. Finally, students discuss timely topics in psychological methods in the context of seminars.

Current research and issues in cognition, perception, and learning. Seminar participants present ongoing research and discuss current topics of interest in the literature.

An advanced seminar that considers current research in social psychology. Contemporary research conducted by the seminar participants is discussed.

Research internship at a host institution to perform scholarly research relevant to student's dissertation work. Research objectives are determined by advisor in conjunction with outside host. A mid-semester progress review and a final paper are required. Enrollment for full-time internships is limited to post-generals students for up to two semesters, contingent on department approval.

This course is an introduction to the main issues and research findings underlying decision-making and judgment under uncertainty. The focus is on the contrast between the normative theory of judgment and choice, and the psychological principles that guide decision behavior, often producing biases and errors. The course objectives are to introduce students to key issues in the field, discuss how individuals can recognize and address their own decision traps, and understand how policymakers are using the psychology of judgment and decision making to improve human welfare.

This class is for students who are curious about how behavioral science and psychology can be used to inform policymaking. Lectures and readings introduce you to the basic concepts of behavioral science and to the evidence base for behavioral science in policy application. Precept activities help you to test out these principles as applied to policy areas that interest you. The course also presents and invites you to explore psychologies that are key to the translation of any policy idea to action, including design thinking, and psychologically wise leadership, conflict management, and communication.

A course required for and limited to students in the Joint Degree program in Social Policy. Two major areas of psychology make important contributions to the study of social policy and inequality. The first is social psychology, which focuses on inter-group relations, interpersonal perception, stereotyping, racism, aggression, justice and fairness. The second domain involves the fields of social-cognition, judgment and decision making, areas of research that study human information processing in a way that is not about individual differences, and often not social.