An overview of theories and research across the range of social behavior from intra-individual to the group level including the effects of culture, social environment, and groups on social interaction.

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.

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 seminar examines the cognitive and neural mechanisms that enable humans to predict and understand people's behavior. We will be propelled throughout the course by fundamental questions about the human social brain. For example, why are humans so social? Does the human brain have specialized processes for social thought? Consideration of these questions will involve advanced treatment of a range of topics.

The overarching goal of this course is to offer a practicum (hands-on experience) in designing, conducting, and reporting a piece of psychological research. This objective will be met principally through participation in a group research project, class discussions related to the project and various exercises focusing on individual components of the research process. There are additional goals as well. One is to enable you to think critically (though not disparagingly) about other people’s research, all with the hope of eventually applying the the self-same critical acumen to some future work of your own. This objective will be met primarily through class lectures and discussions of the assigned readings. I also hope that our interactions throughout the course will be conducive to developing (and exchanging) creative ideas of your own. Lastly, the course aims to offer an informal introduction to research design and research ethics. This objective will be met primarily through class discussions, group project, exercises, and some additional readings.

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.

Thinking, judgment, and personal and societal decision making, with emphasis on fallacies and biases.

Intensive studies of single individuals including interviews, tests, and experiments; also clinical experience at appropriate community agencies.

This course will explore contemporary theory and research on the role of gender in vulnerability to and expression of psychopathology. In the beginning of the course, we will explore and critique definitions of sex and gender and methodological approaches to the study of gender differences. This will include considering strong challenges to our conceptions of identity categories such as sex and gender. For instance, we will examine the evolution and controversies surrounding the diagnosis of Gender Dysphoria. Next, we will explore literature on gender differences in emotional expression, coping, and several forms of psychopathology, including mood disorders, eating disorders, disorders related to anxiety and trauma exposure, substance-related disorders and aggressive disorders. Finally, we will consider the role of gender in help-seeking behavior.

Research Practicum is a six-week half-credit course that facilitates students’ entry into research in cognitive science. Students complete a small project of their own devising, from hypothesis generation to report writing. Practicum has a 'flipped' classroom. Before class each week, students watch video lectures that will help them implement their project; in-person class is for asking questions about the week’s lecture, and to work on the week’s assignment for the student’s project, with help from the instructor and TA as needed. Each week, we will also have a guest lecturer from the lab of a MindCORE faculty affiliate. The main product – pieces of which the student submits every week – is a 4-5 page paper reporting the study they conducted. Each week, students will also write a 150 word summary/reflection on the guest lecture that week.