Graduate

Provides graduate students with practical teaching skills in the areas of developing and stating a general philosophy of teaching, course design, writing a course syllabus, assessment techniques, evaluation procedures, effective teaching strategies, and media use.

Seminar providing graduate students with practical teaching skills that are relevant to TA'ing, mentoring research assistants, and eventual independent course design in the field of psychology. This is not a lecture course. The main activities are reading, reflecting, writing, constructively critiquing work, presentations, and group discussion. There is also time to workshop individual TA difficulties as they arise. Pedagogical approaches for diverse classrooms are discussed in hope of creating a climate in which students feel safe asking questions and speaking their minds.

Introduces the programming language Matlab, focusing on its data analysis, visualization, stimulus presentation, and data-collection tools. Students develop Matlab skills by completing weekly assignments and a term project. No previous programming experience is required.

Teaches students how to use the statistical programming language and environment R to load, analyze, simulate, and visualize data. Assumes a basic understanding of descriptive and inferential statistics, but no prior experience with programming.

Intermediate statistical methods widely used in psychology (e.g., ANOVA, ANCOVA, multiplecomparisons, repeated-measures) and corresponding SPSS or R programs.

Application of statistical methods for analyzing binomial and multinomial response variables in survey and experimental designs. Topics include hypothesis testing, confidence intervals, assessing effect size, sample size requirements, and an introduction to logistic regression models. Data analysis applications use SAS, SPSS, and R.

Explores the philosophy and practice of the experimental method in social psychology.

Provides an introduction to social psychology, focusing on various individual-level social justice topics, including the self, social comparison, individual and collective identity, social historical and social structural determinants of behavior and various policy and social change-related issues.

Provides an introduction to social psychology, focusing on empirical and theoretical developments related to social justice and group and intergroup dynamics. Topics include: prejudice and discrimination, power, collective action, and psychology's relationship to social policy.

Supports first-year social psychology graduate students in completing their first-year projects. Involves discussion of research methods, but the primary emphasis is on writing and presenting the APA-style report. Includes writing exercises as well as practice talks on the presentations that students give in colloquium. Because this is a workshop tailored specifically to each student, over the course of the quarter we will work collaboratively to discuss each others' work, read each others' drafts, and establish a challenging and supportive context for thinking, writing, and presenting. First- and second-year projects required to be reported in two ways: a manuscript approved and signed by the first (adviser) and second readers, and a presentation of the project in the colloquium.

Focuses on particular issues of theoretical and practical importance in social psychology. Topics vary from year to year and often concentrate on issues of social justice, social identity, intergroup relations, and social policy.

Introduces multiple regression, analysis of covariance, and random coefficient models. Both methodological and statistical aspects of data analysis are discussed. Practical problems of estimating and testing in general linear models are addressed. Students gain experience in carrying out and interpreting analysis using SPSS and R.

Introduces factor analysis and structural equation modeling (SEM). Develop skills in defining, estimating, testing, and critiquing models. Topics include the rationale of SEM, model identification, goodness of fit, and estimation. Learn how to use relevant software packages (R, SAS, LISREL, EQS, or AMOS) to conduct exploratory and confirmatory factor analyses and latent variable path analyses.

Seminar on spontaneous communication. Typical topics include discourse markers (including historical origins, cross-linguistic borrowing, second-language learning, children's acquisition), enquoting devices, backchannels, and spontaneous written communication.

Topics announced when offered. Seminars involve discussion and critical evaluation of current, historical, and interdisciplinary readings relevant to topic. Emphasis on development of research ideas.

Seminar to study human perception, its methodology, and driving issues as illustrated by selected research topics (e.g., adaptation to unusual sensory environments). Where possible, parallels with other areas of psychology are drawn.

The recognition of words is a critical step in natural language processing. Discusses a range of contemporary issues related to the representation of a word and the access of this information from the perspective of psychology, linguistics, and artificial intelligence.

A proseminar reviewing current topics in cognitive psychology, designed to introduce new graduate students to the field.

A proseminar reviewing current topics in cognitive psychology, designed to introduce new graduate students to the field.

A proseminar reviewing current topics in cognitive psychology, designed to introduce new graduate students to the field.

Examines the rationale and techniques of research in developmental psychology. Topics include theories and paradigms in developmental psychology; translating theoretical ideas into researchable hypotheses; diversity issues in sampling; and conducting ethical research. Multiple-term course; students receive 6 credits in the second quarter of attendance; the grade and evaluation submitted for the final quarter applies to both quarters.

Examines the rationale and techniques of research in developmental psychology. Topics include selecting appropriate research designs; measurement and statistical approaches for research problems; issues of validity; and communicating research findings. Multiple-term course; students receive 6 credits in the second quarter of attendance; the grade and evaluation submitted for the final quarter applies to both quarters.

Focuses on drawing reasonable conclusions from research findings by working on students' first-year research projects and critiques of existing research.

Special topics in thought and language are examined from the perspectives of cognitive science. Particular attention given to embodied experience and higher-order cognition.

Colloquium series to study and critique research in cognitive psychology and cognitive science.

Seminar to study, critique, and develop research in social psychology.

Explores current research on evolution of human cognition, drawing on findings from other species and from the archaeological record. Topics include language, working memory, episodic memory, numerical abilities, and social cognition.

Seminar on how contextual factors influence the development in infancy, especially on cognitive domains. Discusses at least four types of contextual factors: cultural, experiential, event, and interpersonal contexts.

Seminar to study, critique, and develop research in developmental psychology.

Explores major theories and research in the fields of cognitive development and language development. Begins with classic theorists, such as Piaget and Vygotsky, and proceeds to theories and research on topics of current interest.

An examination of contemporary theory and research on social and personality development across the lifespan.

Examines cultural influences in development from the perspective of current theories and empirical research in developmental psychology and related fields (including social psychology, anthropology, sociology, history, education, and social policy). Focuses on understanding development in diverse cultural, ethnic, and socioeconomic communities by examining the interplay of social, cultural, institutional, and psychological processes.

Focuses on particular issues of theoretical importance in developmental psychology. Topics vary from year to year. Particular issues in language, culture, cognitive, social, and personality development may be covered.

Practicum to give students hands-on experience with survey methods by conducting their own survey on the topic of their choice. Course requires the survey to be conducted off campus at a local agency or program chosen by student with approval of instructor.

Designed to train graduate students in applied field methods. Emphasis is on gaining knowledge and experience with actual field methods, by conducting social ethnography in the community. Field research in community placements required.

Examines the ways in which the various branches of psychology have approached the issue of prejudice. Attention paid to the assumptions underlying each approach and their relation to core psychological ideas such as the self and emotion.

Course bridges feminist theory and social psychological research to explore connections between theory covered and empirical studies on various topics in social psychology. Seminar format allows students opportunity for extensive discussion.

Focuses on particular issues in cognitive psychology. Topics vary from year to year. Particular issues in language, memory, perception, cognitive modeling, cognitive neuroscience, and more are covered.

Examines, compares, and contrasts a variety of theories in intergroup relations while examining relevant empirical research. The relevance of both theory and research findings to contemporary social issues is explored.

Course reviews recent theory, research, and applications in the psychology of gender. Developmental, social-psychological, cultural, and feminist approaches are emphasized.

A broad survey of qualitative inquiry in psychology. Presents epistemologies; reviews ethnography, interpretative-phenomenological analysis, grounded theory, interviewing and narrative analysis, discourse analysis, focus groups, thematic analysis, content analysis, intuitive inquiry; discusses disciplinary guidelines for reporting and reviewing qualitative research.

Course examines the social psychological antecedents, correlates, and consequences of economic inequality in contemporary U.S. society. The impact of social class on attitudes, beliefs, and behaviors is assessed. Strategies for reducing classist discrimination, improving interclass relations, and strengthening social policy are discussed.

Participatory Action Research (PAR) is a theoretical standpoint and collaborative methodology that is designed to ensure that those affected by the research project have a voice in that project. Topics include philosophies of science; defining and evaluating PAR; ethics; and reflexivity.

A transnational feminist lens examines international development as linked to broader ideologies that transform gender relations and enhance women's empowerment. A social-psychology framework brings theoretical and practical import to the issues and examines how research can contribute to social justice and women's human rights.

Tailored to graduate students' interests among topics involving research and scholarship in sociocultural approaches to development, methods for research design, data collection, coding, and analysis, and preparing and reviewing grant proposals and journal manuscripts. Multiple-term course; students receive 6 credits in the third quarter of attendance; the performance evaluation and grade submitted for the final quarter applies to all three quarters.

Designed to aid advanced psychology graduate students with development of competence in professional activities (e.g., preparing a vita, making job and conference presentations, submitting and reviewing manuscripts and grant proposals, professional communication, career decisions).

Discusses how to write and put together a grant proposal for psychological research, culminating in a completed proposal.

Student-designed and student-conducted research carried out in field settings.

Independent study and research under faculty supervision.

Independent study and research under faculty supervision.

Independent study and research under faculty supervision.

Independent study and research under faculty supervision. Enrollment is restricted to graduate students.