The Honors Program has been developed to recognize excellence in psychology among Penn undergraduates and to enhance skills related to psychological research. The 4998 credit signifies an Honors Independent Study, completed as part of the Honors Program. The honors program involves: (a) completing a year-long empirical research project in your senior year under the supervision of a faculty member (for a letter grade). This earns 2 cu's. (b) completing a second term of statistics (for a letter grade) before graduation. (c) participating in the year-long Senior Honors seminar (for a letter grade). This seminar is designed especially for Psychology Honors majors; this receives a total of 1 cu. (d) participating in the Undergraduate Psychology Research Fair in the Spring semester, at which honors students present a poster and give a 15-minute talk about their research. (e) a total of 15 cu's in psychology is required. Students will be selected to be part of the Honors Program in the Spring of their junior year (see application process online)

This is a semester-long research experience class on the analysis of data from clinical trials and epidemiological studies to better understand topics relevant to clinical psychology and mental health. The class will primarily focus on practical application of data analytic skills to understand psychological phenomenon, including analysis of existing clinical datasets using statistical analysis tools such as R

An introduction to the scientific study of humn memory, with a particular emphasis on the interplay between theory and experiment. Topics will include dual store models and the debate over short-term meory, recognition memory for items and associations, the role of time and context in memory formation and retrieval, theories of association, memory for sequences, the influence of prior knowledge on new learning, spatial and navigational memory, perceptual learning, classification and function learning, memory diorders, and developmental changes in memory function.

An applied graduate level course for students who have completed an undergraduate course in basic statistical methods. Covers two unrelated topics: loglinear and logit models for discrete data and nonparametric methods for nonnormal data. Emphasis is on practical methods of data analysis and their interpretation. Primarily for doctoral students in the managerial, behavioral, social and health sciences. Permission of instructor required to enroll.

The concepts of normality, abnormality, and psychopathology; symptom syndromes;theory and research in psychopathology and psychotherapy.

Topics vary each semester.

Choice of half or full course units each sem. covering a range of subjects and approaches in academic psychology.

Introduction to the structure and function of the vertebrate nervous system. We begin with the cellular basis of neuronal activities, then discuss the physiological bases of motor control, sensory systems, motivated behaviors, and higher mental processes. This course is intended for students interested in the neurobiology of behavior, ranging from animal behaviors to clinical disorders.

This course provides an introduction to the basic topics of psychology including our three major areas of distribution: the biological basis of behavior, the cognitive basis of behavior, and individual and group bases of behavior. Topics include, but are not limited to, neuropsychology, learning, cognition, development, disorder, personality, and social psychology.

This seminar provides an introduction to several major theoretical approaches to psychotherapy, such as psychodynamic/psychoanalytic, behavioral and cognitive-behavioral, humanistic, and interpersonal/group therapy models. Students will learn how these theoretical frameworks differentially influence assessment, case conceptualization, treatment planning, style of the therapeutic relationship, intervention techniques, and methods of evaluating therapy process and outcomes. Using case vignettes, film demonstrations, classroom role playing, and other experiential exercises, students will learn how these models are applied in real world settings and begin to develop an awareness of their own therapeutic philosophy. Critical analysis of the models will be advanced through ethical considerations and the application of multicultural and feminist perspectives.