Psychology Department Undergraduate Course Descriptions Fall 2014

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1 Ψ PSYCHOLOGY 1 General Psychology Instructor: TBA MW 2-3, 1 Pimental Introduction to the principal areas, problems, and concepts of psychology. This course is required for the major; students not considering a Psychology major are directed to 2. Ψ PSYCHOLOGY W1 General Psychology (web) Instructor: TBA Online Introduction to the principal areas, problems, and concepts of Psychology. This course will survey the scientific study of mental life and the mental functions that underlie human experience, thought, and action. The emphasis is on cognitive processes and social interactions characteristic of adults. However, research on nonhuman animals, as well as biological, developmental, and pathological processes, will be introduced as relevant. This course is conducted entirely online. This course, or its equivalent, is a prerequisite for admission to most upper-division courses in the Department of Psychology. Psychology 1 (or its equivalent) is required for prospective majors in Psychology, and is intended for lower-division students (freshmen and sophomores). This course is required for the major, but non-majors and upper-division students are welcome. Ψ PSYCHOLOGY C19 Drugs and the Brain Instructor: Prof. David Presti TuTh 11-12:30, Wheeler A survey course exploring the basic principles of psychopharmacology. The major focus of the course is on the relationship between behavior and the physiological actions of drugs. Emphasis will be placed on effects of pharmacological agents on complex mental processes such as attention, motivation, learning, and memory. Ψ PSYCHOLOGY 24 Freshman Seminar in Psychology Instructor: Prof. Mark D Esposito M 12-1, 10 Giannini 1 Unit Rev: March 2013 ZX 1

2 Topic: The Shattered Mind In this seminar, we will read and discuss chapters from a book entitled "The Shattered Mind" by Dr. Howard Gardner. As Dr. Gardner states, "It is my purpose in this book to demonstrate that a host of critical issues in psychology can be illuminated by a thoughtful study of the behavior and testimony of brain damaged individuals." Such topics will include aphasia, amnesia and the frontal lobe syndrome. The case studies that are presented in the book will be supplemented by patients seen and cared for by Dr. D'Esposito, who is a practicing neurologist. Ψ PSYCHOLOGY C64 Exploring the Brain: Introduction to Neuroscience Instructor: Prof. Natalia Caporale TuTh 2-3, 100 Lewis 3 Unit This course will introduce lower division undergraduates to the fundamentals of neuroscience. The first part of the course covers basic membrane properties, synapses, action potentials, chemical and electrical synaptic interactions, receptor potentials, and receptor proteins. The second part of the course covers networks in invertebrates, memory and learning behavior, modulation, vertebrate brain and spinal cord, retina, visual cortex architecture, hierarchy, development, and higher cortical centers. Ψ PSYCHOLOGY 10/101 Research & Data Analysis in Psychology Instructor: TBA TuTh 9:30-11, 245 Li Ka Shing 4 Units The course will concentrate on hypothesis formulation and testing, tests of significance, analysis of variance (one-way analysis), simple correlation, simple regression, and nonparametric statistics such as chi-square and Mann-Whitney U tests. Psychology 10 and 101 are room-shared courses. Psych 10 is a psychology major prerequisite for students admitted to UC Berkeley in and onward. Psych 101 is an upperdivision major requirement for students admitted to UC Berkeley prior to. Majors who are required to take 101 and are intending to be in the honors program must complete the course by the end of their junior year. Students may not take both Psych 10 and 101. Ψ PSYCHOLOGY 102 Methods for Research in Psychological Sciences Instructor: Prof. Frederic Theunissen MW 9-10, 240 Mulford Rev: March 2013 ZX 2

3 This course is an upper division course that is designed to introduce students to the data analysis techniques that are used by researchers in the field of psychology. The students will also learn basic programming skills using the high-level language R. The data analysis methods include techniques for modeling data, multivariate statistics and data reduction and visualization techniques. The students will be introduced to the mathematics behind these various techniques and will learn how to use R to apply the methods to complex data sets. This is a required course for students who are in the honors program and is highly recommended for students who are planning to apply to graduate school in psychology, cognitive sciences or neurosciences. Ψ PSYCHOLOGY 110 Introduction to Biological Psychology Instructor: Prof. Matt Walker MW 2-3, 100 GPB This course essentially offers an introduction to how the human brain works. It examines the biological basis of such things as sensory perception, learning, memory, emotions, stress and sleep. It also examines how these processing become dysfunctional in specific psychiatric and neurological disorders such as depression, schizophrenia, Parkinson's disease and Alzheimer's disease. Ψ PSYCHOLOGY 114 The Biology of Learning and Neural Plasticity Instructor: Prof. Linda Wilbrecht TuTh 11-12, 12 Haviland Our brains are constantly changing as a result of experience. As we navigate through the world, neural circuits in our brains are making memories, erasing memories, adapting memories and causing us to change our behaviors. This course will explore the biological basis of learning and memory. By the end of the class, students will be familiar with the major types and mechanisms of learning and memory, as well as the methods that scientists employ to learn more. In addition, students will gain experience reading primary scientific literature, applying learned material to novel problems, and synthesizing and presenting information to an audience. This course is based on lectures, discussions, and small group activities: student participation will be solicited frequently. Thus, it is expected that students come with an attitude conducive to participation and active learning. Rev: March 2013 ZX 3

4 Ψ PSYCHOLOGY 117 Human Neuropsychology Instructor: Prof. Mark D Esposito MW 9-10, 100 GPB This course will focus on understanding major neurological disorders including stroke, epilepsy, brain tumors, degenerative disorders including dementia and Parkinson s disease, infections and head trauma. Both the biological basis and psychological sequelae of these disorders will be discussed. Major neuropsychological syndromes to be addressed include disorders of language, memory, executive control, perception and emotion. The physical basis and application to neurological research of cognitive neuroscience research tools including electroencephalography, magnetoencephalography, structural CAT scan and MRI scanning, fmri and PET will also be reviewed. Ψ PSYCHOLOGY 125 The Developing Brain Instructor: Prof. Silvia Bunge TuTh 11-12, 101 Morgan What are the changes in brain structure and brain function that underlie improvements in cognitive abilities over childhood and adolescence? What insights can we gain regarding the neural basis of cognition by examining how brain function and performance change with age? And how are such findings relevant for medicine, education, and the law? The cuttingedge new field of developmental cognitive neuroscience is beginning to address these questions. This course will constitute an overview of current research and methods in the field of developmental cognitive neuroscience. Throughout the course we will discuss both typical and atypically developing populations. Students are strongly encouraged to have completed Molecular Cell Biology 61, C61, 64, C64, Psychology 110, C127, Cognitive Science C127, or other coursework in neuroscience prior to taking Psych 125. Ψ PSYCHOLOGY C127 Cognitive Neuroscience Instructor: Prof. Jack Gallant MW 12-1, 245 Li Ka Shing Cognitive neuroscience involves the study of the brain and behavior, seeking to understand how the mind works by integrating research in psychology, neurology, and the Rev: March 2013 ZX 4

5 neurosciences. We will examine various topics in cognition such as perception, memory, language, attention, and action. The course material will be based on research involving: (1) The study of patients who have localized brain damage from strokes and tumors, or suffer from neurological disorders such as Alzheimer s and Parkinson s disease. (2) Neuroimaging techniques that allow observation of brain activity in healthy people engaging in various cognitive tasks. (3) Physiological studies in animals where direct observation of neural activity is possible. It is recommended that students have completed either Psychology 110, or C120, or MCB 61 before taking this course. Ψ PSYCHOLOGY C129 Consciousness Instructor: Prof. John Kihlstrom MW 9-10, 50 Birge This course will examine the nature of human consciousness from the interdisciplinary perspective of cognitive science. It will cover topics from the philosophy of mind, cognitive linguistics, neuroscience, and psychology. Topics to be covered include: introspection and its limits; the mind-body problem, including the neural correlates of consciousness and psychosomatic interactions; implicit memory and cognate phenomena in cognition, emotion, and motivation; anesthesia and coma; sleep and dreams; hypnosis; meditation; theory of mind and the development of consciousness. Students are strongly encouraged to have completed Psychology 1, N1, W1, or 2, or Cognitive Science 1, as well as Psychology C120 (Cognitive Science C100) before enrolling. Ψ PSYCHOLOGY 130 Clinical Psychology Instructor: Prof. Sheri Johnson TuTh 1-2, 100 GPB This is an important moment in the history of mental illness and its treatment. Confronted with sobering statistics on the prevalence of mental illness, staggering associated social and financial costs, and enormous difficulties getting available treatments to those who need them most, new models are being proposed for the diagnosis and treatment of mental illness. In this course, we will review the DSM descriptions of psychological diagnoses, and we will consider the etiology (causes) that have been established for these conditions, ranging from cultural and social environmental influences through neurobiological and genetic factors. We will discuss pharmacological and psychological approaches to treatment, and their efficacy. Ψ PSYCHOLOGY 131 Developmental Psychopathology Rev: March 2013 ZX 5

6 Instructor: Prof. Qing Zhou TuTh 2-3, 145 Dwinelle This course will discuss linkages between developmental processes and child psychopathology. Included will be discussion of cognitive impairments in children, including learning disabilities and mental retardation; internalizing disorders, such as anxiety, withdrawal, and depression; externalizing disorders, such as attention-deficit hyperactivity disorder and conduct disorder; and child abuse and neglect. Psychobiological, familial, legal, and societal factors will be emphasized. Ψ PSYCHOLOGY 134 Health and Psychology Instructor: Prof. Aaron Fisher MW 1-2, 100 GPB The primary goal of the course is to provide students with an introduction to the field of Health Psychology. This is a broad term and encapsulates a number of research domains. During the course of the semester students will learn about measurement of psychological, behavioral, and biological constructs; basic incidence and prevalence information related to psychological and medical disorders; basic introductions to endocrinology, immunology, and psychophysiology and how these systems are thought to relate psychology to health; as well introductions to how science is working to understand psychology and health in the laboratory and across the population. Examples of the latter will primarily relate to cardiovascular health and related health behaviors. In order for students to gain a better understanding of the topics, it is important that you feel comfortable asking questions of yourself, of others, and, of course, of me. I encourage you to bring questions to class so that we can all think about and contribute to the answer. If you don t feel comfortable asking in class, please talk to me after class or send me an . Furthermore, some of the topics that we will discuss in class may be sensitive for some students. Frequently, students know someone who suffers from mental health or medical problems, or may, themselves, be in distress. It is important to remain respectful. Ψ PSYCHOLOGY 140 Developmental Psychology Instructor: Prof. Fei Xu MW 11-12, 145 Dwinelle This course explores the development of children from birth to adolescence, in a wide range of areas including biological, cognitive, linguistic, social, and personality development. It also covers the effects of genes, experience, and social context on children's development. Rev: March 2013 ZX 6

7 Ψ PSYCHOLOGY 141 Development During Infancy Instructor: Prof. Joseph Campos TuTh 2-3, 159 Mulford Far from being a course on the care and feeding of the baby this class will deal with some of the most central issues in the history of psychology. These issues include questions about the origins of intelligence, the factors that account for major transitions in infancy, the role of genes and experience in early development, the ontogeny of emotion and personality and the short- and long- term consequences of infancy for later life. The class will be relevant to those going on to careers in medicine (especially psychiatry and pediatrics), social work, public health, public policy, and, of course, psychology. The course content and readings will be very relevant to students in philosophy. If the class is taught ideally, students should expect to learn: 1. How do behavioral scientists explore the mind or a speechless baby? 2. What is the development of intelligence the development of? What factors make for the growth of knowledge and cognitive skills? 3. What can the baby see, hear, and touch? How does the infant go about making sense of the social and physical world? 4. What is emotional development the development of? How does that matter for later personality? 5. Do parents matter for babies? 6. What do we know about risk factors in development in infancy? That is, what differences do prematurity, bonding, abuse and neglect, perinatal insults, and similar factors make for psychology in later life? 7. How to make sense of one s own infants (I hope). Readings will be taken from original sources. There will be no textbooks. Much of the reading will come from the works of three of the most important psychologists of the 20 th century Jean Piaget, James Gibson, and John Bowlby, supplemented by up-todate empirical contributions taken from major journals. On many occasions, the readings will be very difficult, but students in the past have found them as worthwhile as they have found them tough. The class should really be considered a graduate level class taught to undergraduates. In compensation, examinations and grading will take into account the difficult nature of the readings. The class will have an emphasis on making instruction personal, to the extent possible in a large group. Rev: March 2013 ZX 7

8 Ψ PSYCHOLOGY 146 Developmental and Biological Processes in Attachment Instructor: Profs. Mary Main and Erik Hesse W 12-2, 159 Mulford No prerequisites are required, even though online course catalog says "Psych 110 or consent of instructor". An attachment is an affectional tie which one person (often, an infant or toddler) forms to another person (often, a biological or adoptive parent), binding them together and enduring over time. Signs that an attachment to a specific person has been formed are present when the first person (the attached infant, child, or -- although often less overtly -- an adult) uses the second person as a secure-base for exploration, work, and play, seeks them for protection and comfort in times of alarm, and shows signs of experiencing distress on separation. Attachments are formed between friends and romantic partners as well as children and their parents. Attachments can be secure or insecure, and those insecure in their attachment to a second person can appear indifferent; ambivalent and angry; or disorganized in their presence. While giving some consideration to attachment relationships in adulthood, this course is largely concerned with secure vs. insecure parent-child attachment relationships, and the developmental sequelae to those differences, including risks for psychopathology. Students can expect to learn how differences in children's responses to Ainsworth's "strange situation" child-parent separation-and-reunion procedure can be assessed. In several US studies children secure with their mothers have been found to enjoy more favorable peer relations and relations with teachers, while children who have been found insecure with their mothers significantly more often suffer emotional difficulties. Happily, however, these outcomes are not fixed in stone. Even extremely abused and neglected children adopted into new families can become secure when placed with parents who are themselves secure, as assessed from their ability to be coherent as assessed from an interview in which they are asked to discuss and evaluate their own life histories with respect to attachment. At the outset of this course, we will look at the evolutionary history of the development of attachment across ground-living primates, and provide film introductions to attachment as seen in primates (the chimpanzees studied by Jane Goodall on the Gombe strip). We will also use DVDs to introduce students to lectures or part-lectures from some of the leaders and founders of the field, such as John Bowlby, Mary Ainsworth, Alan Sroufe. We also hope to present material from workers presently examining gene-environment interactions in attachment, and those using our understanding of attachment to assist early relationships. The course will introduce central research methods being used in the field. Most students can hope to learn more about themselves from taking this course. However, given the emphasis upon research methods some may also wish to move further following the completion of the course, e.g., investigating the connections between individual differences in attachment security and fields as far apart as literature, public health, and neuroscience. Rev: March 2013 ZX 8

9 Ψ PSYCHOLOGY 150 Personality Psychology Instructor: Prof. Oliver John TuTh 12-1, 100 GPB This course is a survey of the contemporary study of personality considered in its historical setting. The focus will be on personality psychology as an empirical field, thus, theoretical perspectives will be evaluated in the context of current empirical data. We will approach the study of personality at multiple levels of analysis (e.g., biological, trait, social-cognitive) and to ultimately integrate these levels for a better understanding of the person as a whole. Ψ PSYCHOLOGY 160 Social Psychology Instructor: Prof. Serena Chen MW 10-11, 245 Li Ka Shing Social psychology is the scientific study of the way people think about, feel, and behave in social situations. It involves understanding how people influence, and are influenced by, the others around them. A primary goal of this course is to introduce you to the perspectives, research methods, and empirical findings of social psychology. Topics to be covered include: impression formation, conformity, prosocial behavior, interpersonal attraction, persuasion, stereotyping and prejudice. Equally important is the goal of cultivating your skills for analyzing the social situations and events that you encounter in your everyday lives. Finally, throughout the course, emphasis will be placed on developing critical and integrative ways of thinking about theory and research in social psychology. Ψ PSYCHOLOGY 167AC Stigma and Prejudice Instructor: Prof. Rudolfo Mendoza-Denton MW 2-3, 245 Li Ka Shing Traditionally, research on prejudice and stereotyping has focused on the psychological mechanisms that lead people to be biased against others. More recent research has begun to also shed light on the psychological legacy of prejudice and stereotyping for their targets. This survey lecture course will review the major contributions of each of these literatures, providing students with a broad understanding of both classic and current issues in the field. The course will be Rev: March 2013 ZX 9

10 divided into three sections: bias (i.e., the perpetrator s perspective), stigma (i.e., the target s perspective), and getting along across differences. Our ultimate goal is for you to learn about the science and practicalities of fostering a healthy environment around diversity on our campus and beyond. Ψ PSYCHOLOGY H194A Honors Seminar Instructor: Professor Frederic Theunissen Th 3:30-5:30, 5101 Tolman 2 Units The honors program consists of the Honors Thesis (H195A-B) and can be accompanied by the year-long Honors Seminar (H194A-B). The seminar is taken for 2 units each semester, while the honors thesis is taken for 1-3 units each semester (depending on the estimated hours per week of work on the research project). In the Fall semester the seminar will concentrate on issues of research design, ethics, and data analysis using statistical packages. The Spring semester (H194B) will focus on oral and written presentations of the thesis projects and feedback on thesis drafts. There is no textbook for the course, but resources from various books and articles are on-line at Rev: March 2013 ZX 10