Program Chairman: Starkey Duncan, Br 204, 702-8862
Student Affairs Coordinator: Marjorie Wash, Br 109, 702-8861,
World Wide Web:

Program of Study

The requirements of the Bachelor of Arts in psychology, together with the department's broad range of course offerings, allow students to tailor programs to their own talents and goals. It may serve as preparation for graduate work in psychology or in related fields such as sociology, anthropology, linguistics, or the communication and information sciences. Psychology courses are also suitable for biological sciences concentrators interested in the relations between physiology, mind, and behavior, and for mathematics concentrators interested in the applications of quantitative methods. Those who foresee a profession in law, public health, urban planning, personnel management, social work, education, or journalism also find the program valuable. Psychology may interest students who are still focusing their goals and are considering the social sciences or a public service profession. Because research experience and contact with faculty are important requisites for professional development, students who plan a career in psychology are advised to contact a compatible faculty member by the end of their third year, with a view toward consultation and joint research.

Required Courses

1. Fundamentals of Psychology (Psychology 20000). It is recommended that this required course be the first psychology course students take. It will be offered during the autumn quarter of each academic year.

  1. Statistics/Methodology sequence. A coordinated two-quarter sequence covering statistical methods (Psychology 20100) and methodological issues (Psychology 20200) in psychology is taught winter and spring quarters. Students may opt to take Statistics 22000 or a more advanced statistics course instead of Psychology 20100. This sequence would typically be taken in the student's junior year.
  2. Breadth requirement. Students are required to take three of the following five courses, each of which will be offered every year:

• Biological Psychology (Psychology 20300)

• Cognitive Psychology (Psychology 20400)

• Developmental Psychology (Psychology 20500)

• Social Psychology (Psychology 20600)

• Sensation and Perception (Psychology 20700)

Other Requirements

1. At least five additional courses (for a concentration total of eleven) must be chosen from among the courses offered by the Department of Psychology. For students pursuing honors in psychology, one of the elective courses should be an Honors Seminar (see below), which is offered each winter. A maximum of three research courses can count toward the eleven courses required of a psychology major. Research courses can be taken P/F but all other courses must be taken for a letter grade. NOTE: When choosing elective courses, students should be aware that many require prerequisites. Please consult the course descriptions in the catalog.

  1. Research experience is required of every psychology major. This can be obtained by working on a research project under the guidance of a faculty member or by taking a course with a research component other than the Methodology course. (A list of such courses is available in Br 109.)
  2. Concentrators are required to take two quarters of calculus as part of the College general education requirements.

Summary of Requirements

General MATH 13100-13200 or higher†


Concentration 1 PSYC 20000 (introductory survey)

2 PSYC 20100

(or STAT 22000 or above),

and PSYC 20200

3 three courses chosen from

the following five courses:

PSYC 20300, 20400, 20500, 20600, or 20700

5 electives* +


Credit may be granted by examination.

* A minimum of one of the five required additional psychology courses must have a research component. See the preceding "Other Requirements" section.

+ Courses without a psychology number must be approved by the Curriculum Committee.

Honors. To qualify for honors in psychology, a student must meet the following requirements:

1. Students must have a grade point average of at least 3.0 overall, and a grade point average of at least 3.5 in the concentration.

2. Students who wish to pursue honors should arrange to write an honors paper with a faculty sponsor. Papers must represent a more substantial project than the average term paper. After the paper has been approved by the faculty sponsor, the paper must then be read and approved by a second faculty member.

3. Students who wish to pursue honors are required to take an Honors Seminar (Psychology 29800) in the winter quarter of their junior or senior year, as one of the three possible research courses. It is expected that students will be actively working on the thesis project during the quarter they take the honors research seminar.

4. Students pursuing honors are required to present their findings at an Honors Day celebration that will be held late in the spring of the senior year.

Specialized Courses of Study. Faculty members (or the undergraduate program chair) are available to help individual students design a specialized course of study within psychology. For example, particular course sequences within and outside of psychology may be designed for students who wish to pursue specializations in particular areas. These areas include, but are not limited to, cognitive neuroscience, language and communication, computational psychology, behavioral neuroscience and endocrinology, sensation and perception, and cultural psychology.


BENNETT BERTENTHAL, Professor, Department of Psychology and the College

R. Darrell Bock, Professor Emeritus and Faculty Fellow, Departments of Psychology and Education, and Committee on Human Development

Abraham Bookstein, Professor, Department of Psychology and Center for Information & Language Studies

Norman M. Bradburn, Tiffany and Margaret Blake Distinguished Service Professor, Department of Psychology and Committee on Human Development; Professor, Irving B. Harris Graduate School of Public Policy Studies, Graduate School of Business, and the College; Senior Vice-President, National Opinion Research Center

David Bradley, Assistant Professor, Department of Psychology

Robert A. Butler, Professor Emeritus, Departments of Psychology and Surgery, and the College

John cacioppo, Professor, Department of Psychology

Bertram Cohler, William Rainey Harper Professor in the College; Professor, Departments of Psychology, Education, and Psychiatry, the Divinity School, and Committees on Human Development and Mental Health

Mihaly Csikszentmihalyi, Professor Emeritus, Departments of Psychology and Education, Committees on Human Development and Mental Health, and the College

Starkey Duncan, Professor, Department of Psychology; Chairman, Psychology Program in the College

Raymond D. Fogelson, Professor, Departments of Anthropology and Psychology, Committee on Human Development, and the College

Daniel G. Freedman, Professor Emeritus, Department of Psychology, Committee on Human Development, and the College

Susan Goldin-Meadow, Professor, Departments of Education and Psychology, and Committee on Human Development

William Goldstein, Associate Professor, Department of Psychology, Committee on Human Development, and the College

Sebastian P. Grossman, Professor Emeritus, Department of Psychology and the College

Eric P. Hamp, Robert Maynard Hutchins Distinguished Service Professor Emeritus, Departments of Linguistics and Slavic Languages & Literatures; Director, Center for Balkan & Slavic Studies

LARRY HEDGES, Professor, Department of Psychology

Janellen Huttenlocher, William S. Gray Professor, Departments of Psychology and Education, and the College

Philip W. Jackson, David Lee Shillinglaw Distinguished Service Professor, Departments of Education and Psychology, Committees on Human Development and Analysis of Ideas & Study of Methods, and the College

Leslie KaY, Assistant Professor, Department of Psychology and the College.

Boaz Keysar, Associate Professor, Department of Psychology and the College

Susan C. Levine, Professor, Departments of Psychology and Pediatrics, and the College

Jerre Levy, Professor Emeritus, Department of Psychology and the College

Frederick F. Lighthall, Professor Emeritus, Departments of Education and Psychology, and the College

John A. Lucy, Professor, Department of Psychology; Chairman, Committee on Human Development

Vera Maljkovic, Assistant Professor, Department of Psychology

Daniel Margoliash, Associate Professor, Departments of Organismal Biology & Anatomy and Psychology

Martha K. McClintock, Professor, Department of Psychology, Committees on Human Development and Mental Health, and the College

David McNeill, Professor, Departments of Psychology and Linguistics, and the College

Howard Moltz, Professor Emeritus, Department of Psychology and the College

Howard Nusbaum, Associate Professor, Department of Psychology and the College; Chairman, Department of Psychology

Joel M. Pokorny, M.D., Professor, Departments of Ophthalmology & Visual Science and Psychology

Allan Rechtschaffen, Professor Emeritus, Departments of Psychiatry and Psychology, and the College; Co-director, Sleep Research Laboratory

Terry Regier, Associate Professor, Department of Psychology

Milton J. Rosenberg, Professor Emeritus, Department of Psychology and the College

Steven K. Shevell, Professor, Departments of Psychology and Ophthalmology & Visual Science, and the College

Richard A. Shweder, Professor, Department of Psychology, Committees on Human Development, Mental Health, and South Asian Studies, and the College

Michael Silverstein, Samuel N. Harper Professor, Departments of Anthropology, Linguistics, and Psychology, and Committee on the Analysis of Ideas & Study of Methods

Vivianne C. Smith, Professor, Departments of Ophthalmology & Visual Science and Psychology

Nancy L. Stein, Professor, Departments of Psychology and Education, Committee on Human Development, and the College

Susan S. Stodolsky, Professor, Departments of Education and Psychology, and Committee on Human Development

Thomas R. Trabasso, Stella M. Rowley Professor Emeritus, Departments of Psychology and Education, Committee on Human Development, and the College

Amanda Woodward, Associate Professor, Department of Psychology

Benjamin D. Wright, Professor, Departments of Education and Psychology; Director, MESA Psychometric Laboratory


Courses numbered 20000 to 29900 are open only to undergraduates. Courses that bear both a 20000-level number and a 30000-level number are open both to undergraduates and graduates, with the parallel numbers indicating that undergraduates and graduates are held to different requirements. Courses bearing only a 30000-level number are open both to undergraduate and graduate students with both groups being held to the same graduate-level requirements. Courses at the 40000 level are open only to graduates except by special permission as warranted by an undergraduate's academic needs.

20000. Fundamentals of Psychology. This course is an introduction to the basic concepts and research in the study of behavior. Principal topics are sensation, perception, cognition, learning, motivation, and personality theories. W. Goldstein. Autumn.

20100. Psychological Statistics. Psychological research typically involves the use of quantitative (statistical) methods. The purpose of this course is to provide an introduction to the methods of quantitative inquiry that are most commonly used in psychology and related social sciences. PSYC 20100 and 20200 form a two-quarter sequence that is conceived as an integrated introduction to psychological research methods. PSYC 20100 provides an introduction to explanatory data analysis, models in the quantitative psychology, concept of probability, elementary statistical methods for estimation and hypothesis testing, and sampling theory. PSYC 20200 builds on the foundation of PSYC 20100 and considers the logic of psychological inquiry and the analysis and criticism of psychological research. L. Hedges. Winter.

20200. Psychological Research Methods. This course is an introduction to the concepts and methods used in behavioral research. The major topics are the nature of behavioral research, testing of research ideas, quantitative and qualitative techniques of data collection, artifacts in behavioral research, analyzing and interpreting research data, and ethical considerations in research. T. Trabasso. Spring.

20300/30300. Biological Psychology. What are the relations between mind and brain? How do brains regulate mental, behavioral, and hormonal processes; and how do these influence brain organization and activity? This course provides an introduction to the anatomy, physiology, and chemistry of the brain; their changes in response to the experiential and sociocultural environment; and their relation to perception, attention, behavioral action, motivation, and emotion. L. Kay. Winter.

20400/30400. Cognitive Psychology. Viewing the brain globally as an information processing or computational system has revolutionized the study and understanding of intelligence. This course introduces the theory, methods, and empirical results that underlie this approach to psychology. Topics include categorization, attention, memory, knowledge, language, and thought. V. Maljkovic. Winter.

20500/30500. Developmental Psychology (=HUDV 30700, PSYC 20500/30500). This course is an introduction to developmental psychology that stresses the development and integration of cognitive, social, and perceptual skills. Discussion section required. J. Huttenlocher, S. Hans. Autumn.

20600/30600. Social Psychology (=HUDV 30600, PSYC 20600/30600). This course examines social psychological theory and research based on both classic and contemporary contributions. Among the major topics examined are conformity and deviance, the attitude-change process, social role and personality, social cognition, and political psychology. T. Trabasso, N. Stein, Autumn; J. Cacioppo, Spring.

20700/30700. Sensation and Perception. This course centers on visual and auditory phenomena. Aside from the basic sensory discriminations (i.e., acuity, brightness, loudness, color, and pitch), more complex perceptual events (e.g., movement and space) are discussed. The biological underpinnings of these several phenomena are considered, as well as the role of learning in perception. D. Bradley. Autumn.

21100. Categorization from a Developmental Perspective. This course introduces students to the topic of categorization by first highlighting the classic theories of categorization and concept formation. Next we look at the effects of society and language on how individuals categorize the world around them. Following this, the course focuses on developmental issues such as category effects on word learning, concept formation, and inductive abilities of young children. This then leads into the infancy literature and the current debates concerning infant categorization. J. Guajardo. Autumn.

21200. Intentionality: Intentional Understanding from Developmental, Social, Philosophical, and Clinical Perspectives. Our ability to predict, describe, and explain human action rests on our understanding of others as intentional agents. This course explores central aspects of intentionality as they pertain to the field of psychology, with a focus on cognitive and social development. Topics covered include formal and folk theories of intention, empirical work, and theoretical perspectives on the development of intentional understanding, the implications of intentional reasoning for learning in other domains, intentional understanding in special populations (e.g. primates and individuals with autism), and recent issues in the study of understanding intentionality. J. Sommerville. Winter.

21400. Creativity and Cognition. The goal of this course is to provide students with a deep understanding of the phenomenon of creativity from a psychological perspective. We try to scientifically understand creativity from several perspectives and at several levels of empirical analysis. We begin with definitions of creativity, methods of studying creativity, and classic theories of creativity. A large part of the course is then devoted to understanding cognitive processes involved in creative acts. We deal next with creativity in individuals, examining several cases studies. Finally, we look at creativity in a larger social and historical context. A. Kozbelt. Spring.

21500. Body, Gender, and Sexuality (=GNDR 21700, PSYC 21500). This course explores how culturally constructed notions of gender, sexuality, and the body influence psychological development and subjective experience. Readings examine biological, developmental, and cultural psychological approaches to the study of the body. The general aim is to ground theoretical inquiries in clinical case studies, ethnographic texts, and historical materials. We discuss specific cases that challenge essential beliefs about the body (e.g., intersexuality, eating disorders, and body modifications such as female "circumcision"). H. L. Lindkvist. Spring.

22500. Cognitive Development. PQ: Consent of instructor. This course examines the intellectual development of the child. Topics include the growth of the child's understanding of the physical and social world, and the development of memory and thought processes. B. Bertenthal. Spring.

22900. Reading the Holocaust: From Anne Frank to Schindler's List (=FNDL 23300, GSHU 29400, PSYC 22900, SOSC 22800). Using the complete, unabridged, unedited text of the Anne Frank Diary and the film Schindler's List, this course explores the interplay of historical and social change in the study of both lives and texts. The course focuses primarily on a careful reading of the Anne Frank diary, concerned both with the problems of life-writing and changing construction of this icon of Shoah. The course concludes with a review of the Keneally book and the Spielberg film, Schindler's List, in exploring further the interplay of both writing and reading in the context of social-historical time. B. Cohler. Spring.

23000/33000. Cultural Psychology (=HUDV 31000, PSYC 23000/33000). A discipline called cultural psychology is emerging. It is not general psychology; it is not cross-cultural psychology; it is not psychological anthropology; it is not ethnopsychology. This class explores what it is. R. Shweder. Autumn.

23200. Language Development (=HUDV 31600, PSYC 23200). This course addresses the major issues involved in first-language acquisition. We deal with the child's production and perception of speech sounds (phonology), the acquisition of the lexicon (semantics), the comprehension and production of structured word combinations (syntax), and the ability to use language to communicate (pragmatics). S. Goldin-Meadow, A. Woodward. Winter.

23400/33400. Research Methods in Language Acquisition. PQ: PSYC 23200. This course is a companion to PSYC 33200. Students design and complete a series of empirical projects exploring language development in children, drawing on both observational and experimental paradigms. The readings focus on methodological issues. S. Goldin-Meadow. Spring.

23500. Introduction to Interaction Research. There have been three main interests in recent research on interaction: (1) the expression of emotion, (2) the process of interaction itself (how it is that participants are able to accomplish interactions), and (3) the use of behaviors observed in interaction as indices of the participants' enduring characteristics or transient states. Selected examples of these major types of research are considered in terms of their conceptual framework and their approach to studying the phenomenon in question. The discussion focuses on the nature of interaction and on approaches to studying it. S. Duncan. Autumn.

23600/33600. Development in Infancy. PQ: PSYC 20000 or 22300, or consent of instructor. In this course, we explore the development of human perceptual, cognitive, motor, and social abilities during the first two years of life. The study of infants provides a window into issues of nature and nurture, and the ways in which structure in the organism and structure in the environment converge in developing systems. We cover both classical and current models, giving special attention to the role of changing empirical methods in informing theory. A. Woodward. Spring.

23700. Family and Life Course (=HUDV 33800, PSYC 23700, SOSC 25800). Founded on Burgess' portrayal of the family as a "unity of interacting personalities" and recognizing the importance of life-time and historical time in the study of social life, this course provides an overview regarding the place of the family in contemporary society. Starting with discussion of the American family in historical time, readings and class discussion concern major roles within the family, marriage, divorce, adoption, and the reconstituted family; relations between generations; the place of both work and school in family life; and family and caregiving. The course concludes with a discussion of family and social change, including family and an aging society, changing roles of men and women within the family society, and the significance of families of choice. B. Cohler. Autumn.

24000. Systems Neuroscience (=BIOS 24205, PSYC 24000). PQ: BIOS 24204 or 24236, or consent of instructor. Students are introduced to vertebrate and invertebrate systems neuroscience with a focus on the anatomy, physiology, and development of sensory and motor control systems. The neural bases of form and motion perception, locomotion, memory and other forms of neural plasticity are examined in detail. We also discuss clinical aspects of neurological disorders. Labs are devoted to mammalian neuroanatomy and electrophysiological recordings from neural circuits in model systems. J. Ramirez, C. Ragsdale. Autumn. L.

24300. Qualitative Methods in the Social Sciences (=HUDV 39300, PSYC 24300, SOSC 20600). This seminar explores the variety of qualitative methods used in social science study. Perspectives include field study, including the Chicago studies of social disorganization, "Grounded Theory," ethnography and study of culture, and narrative and life-story approaches to study of person and social life. Attention is devoted to issues of method such as reliability and validity, implications for philosophy of social science study, portrayal of both person and context or setting, and to both the complex interplay of observer and observed and "reflexivity" in human sciences. B. Cohler. Winter.

24400. Observation of Child Behavior in Natural Settings (=HUDV 34400, PSYC 24400). This course explores ways that children behave in a variety of settings, including preschools, schools, playgrounds, hospitals, grocery stores, and other public venues. Behavior is examined with a developmental perspective as well as an ecological one. The course consists of readings that explore how to conduct observational studies, findings from developmental research, and fieldwork. Students observe children throughout the quarter and systematically collect data for a course project. S. Stodolsky. Spring.

24800/34800. Social Psychology of National and International Politics. PQ: Third- or fourth-year standing. This course reviews recent and classic research utilizing social and depth-psychological approaches with the intention of representing the main lines of inquiry in contemporary political psychology. Among the topics treated are the psychodynamic study of political leadership and of certain major political figures, including Hitler, Gandhi, and Nixon; political socialization; determinants and dynamics of party preference and electoral choice in the United States; deterrence theory; a cognitive processing system and its interaction with politics in the determination of arms policy; psychological factors in international conflict and conciliation; and political change and revolution. M. Rosenberg. Spring.

24900. Psychobiology of Attachment (=HUDV 34900, PSYC 24900). This course consists of two parts. Part I focuses on mother-infant attachment and includes discussion of such topics as neuroendocrinology and neurochemistry of maternal behavior in rodents, endocrinology of maternal responsiveness in primates and humans, and mother-infant bonding in primates and humans. Part II focuses on mother-infant attachment in humans and includes discussion of such topics as Bowlby's formulation of attachment theory, individual differences in attachment and the Strange Situation Test, internal working models attachment, cross-cultural studies of attachment, attachment and adult romantic relationships, and attachment and psychopathology. C. Glover. Winter.

25300. Social Context, Biology, and Health (=BPRO 23600, HUDV 35200, PSYC 25300). PQ: Fourth-year standing. We take for granted our relationships with other people as fundamental. Yet when these connections are absent or disrupted, our minds and biology are likewise disrupted. Epidemiological studies have now clearly established a relationship between social isolation and both mental and physical health. This course adopts an integrative interdisciplinary approach that spans the biological to sociological levels of analysis to explore the interactions involved and possible mechanisms by which the social world gets under the skin to affect the mind, brain, biology, and health. J. Cacioppo, M. McClintock, L. Waite. Spring.

26200/42200. Research Seminar in Research in Behavioral Endocrinology (=EVOL 42200, HUDV 42200, PSYC 26200/42200). PQ: Consent of instructor. Ongoing research in the lab of Professor McClintock is discussed. M. McClintock. Autumn, Winter, Spring.

26400/36400. Theories of Emotion and the Psychology of Well-Being (=HUDV 36400, PSYC 26400/36400). This course reviews different approaches to the study of emotion and well-being, different ways of measuring well-being, the relationship between positive and negative well-being, and the degree to which well-being can be changed. We discuss studies that focus on the mechanisms that control psychological well-being, as well as the thinking, appraisals, and beliefs that lead to positive versus negative well-being. We also investigate those conditions that produce irrevocable changes in psychological well-being and those conditions that promote robustness. N. Stein. Spring.

27000. Judgment and Decision Making. This course provides an overview of topics related to the psychology of decision making and judgment. Specific topics are drawn from three broad areas: the ends that people pursue (e.g., happiness and meaning), the means with which people pursue them (e.g., processes of self-regulation, strategies of management and coping, planning, problem-solving, evaluation, and choice), and limitations of deliberative decision making (e.g., lack of self-knowledge, unconscious or emotional processes that are difficult to control, and external constraints). W. Goldstein. Winter.

27400/37400. Psychology of Religion: Classic and Contemporary Contributions. PQ: Consent of instructor. In this seminar, four or five major works are closely examined with special attention to two questions: How do religious experience and belief coordinate with individual psychodynamic processes? How does religion serve in the psychological mediation of social change and the restoration of social stability? Among the works read are William James, The Varieties of Religious Experience, and Sigmund Freud, The Future of an Illusion. M. Rosenberg. Autumn.

27500. Introduction to the Psychology of Language. This course addresses major topics in psycholinguistics and language acquisition: how people speak, how people understand, and language systems. We consider issues such as speech production and perception, the concept of meaning, the development and organization of the mental lexicon, sentence processing, and conversational rules. B. Keysar. Spring.

27600/37700. Language and Thought (=LING 27600, PSYC 27600/37700). This course explores philosophical, linguistic, psychological, and cognitive science views on language in thought and on thought in language. D. McNeill. Autumn.

28300/38300. Attention. This course covers basic topics in the area of attention including orienting responses, selective and divided attention, resource limitations, and cognitive load. We discuss basic research methods in attention, mathematical and computational models of attention, and neurophysiological research on attention. The course considers theoretical controversies and recent advances in our understanding of attention and its role in cognitive processing. H. Nusbaum. Autumn.

28500/48500. Research Seminar in Social Neuroscience. PQ: Consent of instructor. Ongoing research in the lab of Professor Cacioppo is discussed. J. Cacioppo. Autumn, Winter, Spring.

28800/38800. Information Theory and Coding. PQ: Knowledge of basic mathematics. This course introduces students to the mathematical theory of information with emphasis on coding, especially the development of efficient codes. Topics include an introduction to coding, quantification of information and its properties, Huffman codes, arithmetic codes, L to Z, and other adaptive coding techniques and applications. A. Bookstein. Winter.

29200. Undergraduate Reading in Psychology. PQ: Students are required to submit the College Reading and Research Course Form. Available for either Pass or letter grading. This course may be taken for one or two quarters, depending on the size of the project. Staff. Autumn, Winter, Spring.

29700. Undergraduate Research in Psychology. PQ: Students are required to submit the College Reading and Research Course Form. Available for either Pass or letter grading. This course may be taken for one or two quarters, depending on the size of the project. Staff. Autumn, Winter, Spring.

29800. Honors Seminar. PQ: Open to students with third- or fourth-year standing who have begun their thesis project. Students who wish to pursue honors are required to take this honors seminar in autumn or winter quarter of their senior year. This seminar counts as one of the three reading and research credits. We read and discuss general papers on writing and research, and individual students present their own projects to the group. A literature review, data from ongoing or completed empirical projects, or portions of the thesis paper itself can be presented. Students are expected to give thoughtful feedback to others on their presentations and written work. V. Maljkovic, Autumn; Staff, Winter.

29900. Honors Paper Preparation in Psychology. PQ: Students are required to submit the College Reading and Research Course Form. Available for either Pass or letter grading. This course is not a requirement for doing an honors paper. This course may be taken for one or two quarters, depending on the size of the project. Staff. Autumn, Winter, Spring.

31000. Perspectives in Drug Abuse (=PHAR 32900, PSYC 31000). This course provides a broad overview of the major classes of abused drugs, including epidemiology, pharmacology, etiological factors, and short- and long-term effects. H. de Wit, L. Seiden, P. Vezina. Spring.

31500. Neuroethology (=BIOS 24211, PSYC 31500). PQ: BIOS 24204 or consent of instructor. Prior or concurrent registration in PHYS 14200. Prior knowledge of basic cellular mechanisms of neurons and basic anatomy of the vertebrate central nervous system. The design of this course considers the needs of advanced students who plan to pursue graduate work, particularly in neurobiology or experimental psychology. It covers topics in systems, computational, and behavioral neuroscience. There is a heavy emphasis on original literature, and oral and written scientific presentations. Labs include exposure to instrumentation and electronics and involve work with live animals. Labs meet once a week and may require time beyond the posted schedule. D. Margoliash. Winter. L.

32900. Seminar: Quantitative Development. We review research on young children's early quantitative development, beginning with infants and ending with young grade school aged children. A new view that accounts for seemingly discrepant views on the time course and origins of the development of an exact number sense is discussed. Further, we consider the relation between the ability to represent amount and number during early development. Finally, we consider the role of conventional symbols on children's quantitative development. J. Huttenlocher, S. Levine. Spring.

33100. Introduction to Developmental Neuropsychology. PQ: Consent of instructor. This course focuses on research that examines the nature of developmental change by integrating information on the cognitive and neural levels of analysis. A broad range of approaches is considered, including studies of normal children, studies of children with focal brain damage and various learning disabilities, and studies that use modeling to simulate brain/behavior relations during development. S. Levine. Winter.

33500. Special Populations: Lessons for Developmental Psychology. PQ: PSYC 20500 and consent of instructor. The study of special populations (e.g., children with early brain damage, deaf children, blind children, and autistic children) is interesting in its own right. However, the focus of this course is on what we can learn about normal development from the study of special populations that might not be obvious apart from the study of these populations. Limitations on the kinds of inferences that can be made about normal development is also discussed. S. Levine. Spring.

33700. Perception and Action. This course is devoted to understanding the development and functioning of spatially coordinated behaviors in humans. This coordination is achieved through the dynamic coupling of perception and action in response to local changes in the environment. We discuss the history, theories, methods, and recent research on fundamental behaviors (e.g., reaching, standing, and walking), as well as more complex behaviors, (e.g., writing and gesturing). This course includes research from developmental psychology, neuroscience, psychophysics, biomechanics, robotics, and nonlinear dynamical systems. Tutorials on specific techniques, such as motion analysis, are also included. B. Bertenthal. Autumn.

34300. Early Socialization. This course focuses on the relationship between the child's interaction with others and various aspects of socialization. The emphasis is on studies of the child's natural (as opposed to experimentally arranged) interactions with others, primarily during the first two years. Among the topics considered are the process of interaction itself, the nature of the child's early interaction abilities, conflict, discipline, peer interaction, self-regulation, emotion, gender issues, moral development, and problematic parent-child interaction. Research methods and conceptual foundations of readings are analyzed in class discussion. S. Duncan. Spring.

34400. Computational Neuroscience III: Language (=BIOS 24223, ORGB 34600, PSYC 34400). PQ: Consent of instructor. This course discusses computational approaches to human language. It examines the learning, production, and comprehension of language, through neural network modeling of human linguistic behavior, and through brain imaging. T. Regier, Staff. Spring. L.

35600. Autobiographical Memory, Culture, and Conflict (=HUDV 35600, PSYC 35600). This course focuses on the nature, origins, and resolution of conflict. We consider conflict across cultures and in many domains: intimate relationships, relationships between groups, and relationships between countries. Our goal is to understand how conflicts begin, how they are promoted, and ways in which they are resolved successfully and unsuccessfully. We focus on ways in which conflict "talk" results in positive and negative outcomes with respect to mental health and long range behavior. We also focus on the process of resolving conflict and the ways in which the process regulates memory, self understanding, and understanding of others. N. Stein. Spring.

35800. Seminar: Words and Categories. PQ: Consent of instructor. In this seminar, we survey psychological and philosophical studies that concern the categorical nature of words, the link between word and world, and the relation between linguistic and nonlinguistic categories. J. Huttenlocher, T. Regier. Winter.

35900. Measurement Practice. This course is an introduction to the basic ideas of scientific measurement. Practical models for the construction of fundamental objective measurement are deduced from the measurement theories of Campbell, Thurstone, Guttman, Luce and Tukey, and Rasch. Applications in educational and psychological research are discussed. Connections with and improvements on contemporary educational test practice and psychometrics are explained. Practical methods for identifying item bias, equating tests, building item banks, setting standards, and diagnosing irregular test performance are developed, explained, and illustrated. B. Wright, J. Linacre. Winter.

36000. Measurement Theory. This course is an introduction to the practice of fundamental measurement in social science research. The mathematical models on which the construction of fundamental measurement is based are explained, discussed, and illustrated. Applications to educational and psychological tests, survey questionnaires, attitude inventories, and social surveys are studied. Students learn to use computer programs to construct and calibrate variables and to make measures and set standards on these variables. Students are helped to apply these methods to their own research data, and shown how to prepare their results for a lecture and for publication. B. Wright, J. Linacre. Spring.

36800. Nonverbal Communication in Humans and Other Primates (=HUDV 36800, PSYC 36800). PQ: Consent of instructor. This seminar explores the communicative use of nonverbal behavior in human and nonhuman primates. Topics include evolutionary, comparative, and cross-cultural aspects of facial expressions and gestures, comparative and cognitive aspects of eye gaze and pointing, the relation between nonverbal behavior and emotion, the development of nonverbal communication in children, the contextual usage and information content of nonverbal expressions, the relation between nonverbal gestures and speech, the neural control of facial expressions, and the perception and processing of nonverbal information in the brain. S. Goldin-Meadow, D. Maestripieri. Winter.

37300. Experimental Design I. PSYC 37300 must be taken in sequence with PSYC 37900. This course covers topics in research design and analysis. They include multifactor, completely randomized procedures and techniques for analyzing data sets with unequal cell frequencies. Our emphasis is on principles, not algorithms, for experimental design and analysis. S. Shevell. Winter.

37800. Evolutionary Social Psychology (=HUDV 37800, PSYC 37800). This course explores human social behavior from the perspective of a controversial new discipline: evolutionary psychology. In this course we read and discuss articles in which evolutionary theory has been applied to different aspects of human behavior and social life such as developmental sex differences, cooperation and altruism, competition and aggression, physical attractiveness and mating strategies, incest avoidance and marriage, sexual coercion, parenting and child abuse, language and cognition, and psychological and personality disorders. J. Roney. Autumn.

37900. Experimental Design II. PQ: PSYC 37300. This course covers more complex ANOVA models than PSYC 37300, including split-plot (repeated-measures) designs and unbalanced designs. It also covers analysis of qualitative data, including logistic regression, multinomial logit models, and log linear models. An introduction to certain advanced techniques useful in the analysis of longitudinal data, such as hierarchical linear models (HLM), is also provided. S. Shevell, L. Hedges. Spring.

38100. Advanced Introduction to Psychology of Language. PQ: Consent of instructor. This lecture/discussion course involves the presentation of theories and experimental results. We consider the way people use language. We also evaluate current knowledge about the kind of mental representations and mental processes that underlie the successful use of language in reading and in conversation. We consider the problem that language users attempt to solve and the way the mental mechanism actually solves them. We discuss these central issues of the psychology of language in the context of general issues of cognition. B. Keysar. Spring.

38600. Questionnaire Design (=PSYC 38600, SSAD 45100/55100). This course introduces designing, writing, piloting, and analyzing the kinds of questionnaires used in social, psychological, health care, and marketing research. This course is particularly valuable to students considering careers in marketing, health care, social service, or a social science. B. Wright, J. Linacre. Autumn, Winter, Spring.

38700. Connectionist Modeling: Techniques. PQ: Knowledge of programming, basic calculus, and linear algebra helpful. The first in a two-quarter sequence, this course provides an introduction to the computational techniques underlying the field of connectionist modeling. Topics covered include the Hopfield nets, perceptrons, and recurrent layered networks, together with supervised and unsupervised training algorithms for such networks. T. Regier. Winter.

39700-39800-39900. Topics in Experimental Social Psychology (=HUDV 39400-39500-39600, PSYC 39700-39800-39900). Students register for each quarter but receive credit in spring after completing the three-quarter sequence. This course is offered as a speaker series that discusses readings and issues in social psychology. J. Cacioppo. Autumn, Winter, Spring.