This course is designed for the non-psychology major and will examine a different general-interest topic each time it is taught. Students will be exposed to the five major theoretical perspectives and to research methods as they pertain to a thematic topic such as ‘close relationships,’ ‘psychology of the self,’ ‘drugs, brain, and behavior,’ etc.
This course will cover major content domains in the discipline of Psychology, including biological, cognitive, developmental, social and personality, and mental health. In addition, themes that are relevant to all of these domains and that link content areas will be discussed, with emphasis on ethics and cultural/social diversity. This course is also intended to foster an appreciation of the role of scientific reasoning in understanding human behavior and the mind.
Students will be taught critical thinking and scientific reasoning skills. Topics include: philosophy of science and the scientific method, measurement theory (reliability and validity), the basics of research design (control variables, rival hypotheses, and confoundings), and elementary statistical analysis.
Statistical methods are an integral part of social sciences, particularly psychology, as they provide the tools that are needed to reveal patterns in complex behavior. Students will develop an appreciation of the role of statistics and knowledge of the major tests that demonstrate differences and relationships. Math 111 cannot be substituted for this course.
A survey of theories and research concerning sensation and perception focusing on how we construct an internal representation of the external world from the evidence of our senses.
Through an analysis of primary research, personal narratives, media depictions and therapeutic protocols, students will learn the biological, behavioral, cognitive, and sociocultural factors leading to addictive behaviors. Through a health equity lens, and an emphasis on project-based learning, the course will use addiction to highlight disparities in health status, treatment access, and outcomes across racial, ethnic and socioeconomic groups.
Traditional Western conceptualization of health divides our experiences into physical and mental - body and mind, and also into wellness and illness. Yet many other cultures understand health very differently. Increasingly, Western models of health care aim to approach health from a more integrated and culturally competent model. This is in response to recognition that current leading causes of mortality (such as substance abuse, overeating, unprotected sex, and suicide) are driven by psycho-social factors.
Theories and research on human learning and teaching, especially in educational settings. This course will cover the current theories of teaching and learning processes from a variety of perspectives, with emphasis placed on applications of research to practice and policy. Cognitive processes, individual differences, strategies for instruction, motivation, critical thinking, and self-regulation of learning will be stressed.
The phenomenology, etiology, and treatment of the major forms of psychological disorders, including schizophrenia, mood disorders, anxiety disorders, and personality disorders. We will evaluate theories and research concerning these disorders from psychobiological, behavioral, cognitive, sociocultural, and psychodynamic perspectives.
A study of developmental principles, focusing on research relevant to prenatal development, infancy, and childhood. Theories of emotional, cognitive, and social development will be examined. Students will consider the implications of developmental research for social and educational policy that affects the welfare of children. F11 sections include a 10-hour community-based learning requirement.
Pre-requisite: Psychology 150 or Education 201