A developmental approach to the study of psychopathology focuses on how psychological processes from normal to abnormal developmental trajectories. In this seminar we will cover theory, methods, and key constructs in the study of developmental psychopathology. Readings will include seminal empirical papers and chapters.

This course has three primary objectives: 1) developing criteria and strategies for strong inference of causal relationships in social and clinical psychology research; 2) examining the array of research designs employed in the social/clinical sciences together with the threats to internal and external validity associated with each; 3) learning and applying statistical analytical methods appropriate for questions in the social/clinical sciences. The course will employ a seminar format and a project-oriented approach to learning. Students will be encouraged to utilize examples from their own research programs in applying the design and analysis concepts covered in the course.

An applied graduate level course in multiple regression and analysis of variance for students who have completed an undergraduate course in basic statistical methods. Emphasis is on practical methods of data analysis and their interpretation. Covers model building, general linear hypothesis, residual analysis, leverage and influence, one-way anova, two-way anova, factorial anova. Primarily for doctoral students in the managerial, behavioral, social and health sciences. Permission of instructor required to enroll.

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

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

Open to senior honors candidates in psychology. A two-semester sequence supporting the preparation of an honors thesis in psychology. Students will present their work in progress and develop skills in written and oral communication of scientific ideas. Prerequisite: Acceptance into the Honors Program in Psychology.

This is a two-semester course starting in the Fall. Class size limited to 8-10 students.

PSYC 4460 is an activity-based course with three major goals. First, the course is an opportunity for psychology and cognitive science undergrad majors to develop their professional and science communication skills and share their enthusiasm for these topics with high school students at a nearby public high school in West Philadelphia. In this regard, Penn students will prepare demonstrations and hands-on activities to engage local high school students, increase their knowledge in functions of the mind and brain, providing insights that may promote well being for the high school students and their community. This will be accomplished as students design and execute hands-on/minds-on activities on a range of psychology topics. There will be 10 sessions across the semester for these lessons, allowing the college and high school students to develop a consistent teacher-learner relationship.
Second, students will explore the literature that discusses the need for better bridges between scientific research and the broader community. Discussions will incorporate the students' experiences, including challenges and rewards, as they bring psychology lessons to local youth. This academic portion of the course will include guest lectures from the Penn community who actively engaged in community partnerships.
Third, students will be challenged to consider solutions for any problems that they encounter using a Theory of Change framework. This aspect of the course will result in a final project in which students much create logical, realistic, evidence-based links between interventions, indicators of change, and ultimate impacts to mitigate the problems.

In this research course, students will begin by first replicating earlier experiments to measure human visual memory capacity. After several class discussions to discuss ideas, each student will design and conduct their own experiment to further investigate visual and/or familiarity memory.

How do people decide and how can we study decision processes using formal mathematical and computational models? This course will address this question. It will examine popular quantitative modeling techniques in psychology, economics, cognitive science, and neuroscience, and will apply these techniques to study choice behavior. Students will learn how to test the predictions of choice models, fit the models on behavioral data, and quantitatively examine the goodness-of-fit. They will also get practice formulating their own models for describing human behavior. This class will have a major programming component, however no prior programming experience is required.