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.

This course provides an introduction to what is known about how neuronal circuits solve problems for the organism and to current resarch approaches to this question. Topics include: vision, audition, olfaction, motor systems, plasticity, and oscillations. In addition, the course aims to provide an overview of the structure of the central nervous system. A number of fundamental concepts are also discussed across topics, such as: lateral inhibition, integration, filterting, frames of reference, error signals, adaptation. The course format consists of lectures, discussions, readings of primary literature, supplemented by textbook chapters and review articles.

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.

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

Schizophrenia is the same as “split personality”... or is it? People with mental illness are frequently violent… or are they? “Shock” therapy is barbaric...or is it? The “answers” to these questions as portrayed by the media often reinforce common myths and stereotypes about psychopathology, its treatments, and its treatment providers. These myths can have a tremendous impact on individuals and society. This course was designed to help students develop awareness of popular myths and stereotypes depicted in the media about psychopathology, treatment and providers; the ability to identify and understand the sources and impact of media representations of psychopathology; and knowledge about current empirical research on media depictions of psychopathology and their relationship to stigma. By the end of the course, students should be able to identify the many forms of media in which psychopathology is depicted; recognize common myths; critique the common and specific ways in which particular mental disorders are inaccurately or stereotypically portrayed in the media; evaluate the potential impact of psychopathology depictions on individuals and society; and describe current efforts to assess and reduce the stigmatization of mental health through the media.

This seminar course asks what would be required to achieve Strong Artificial Intelligence, also referred to as Artificial General Intelligence (AGI), in light of what we know about the emergence of life and mind in the universe. Specifically, we will consider the question whether it is possible for machines to become self-aware by asking what Natural Intelligence is, and considering what it implies about whether and how AGI can be achieved. To grapple with this question, in Part I of the course we will examine what is known about the emergence of Natural Intelligence in the universe. This study includes the phenomena of: (1a) Abiogenesis, (1b) The Universal Role of Entropy and Information in Evolution, (1c) Signal Transduction, intracellular signaling, and Mechanism of Stimulus-Response Coupling in Unicellular Organisms; (2a) The Evolution of the Metazoa during the Cambrian Explosion, (2b) The Consequences of Motility and Preditor - Prey Dynamics in the Metazoa for the Evolution of Complex Nervous Systems and Behaviors; (3a) The Implications of Invertebrate Navigation by Dead Reckoning for Understanding Insect Behavior, (3b) Insect Behavior in Relation to Robotics; (4a) Origin of the Vertebrates and the Evolution of the Vertebrate Nervous System, (4b) The Mammalian Neocortex; (5) Molecular Mechanisms of Synaptic Plasticity; (6) The Evolution of the Hominins and the Hominin Brain; (7) Higher-Order Thinking and Epistemology; (8a) Meta-awareness as the Foundation of Human Consciousness, (8b) The Fluidity of Mind Embodiment, (8c) Theories and Philosophy of Human Consciousness. (9a) Other Minds: The Atypical Nervous System of the Ctenophore and The Nervous System and Mind of the Octopus, (9b) Animal intelligence. (10a) The History and Trajectory of AI, (10b) Superintelligence, Human Cognitive Fluidity and the Existence of a Global Network of Human Superintelligence.

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.

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.