Psychology

http://psychology.uoregon.edu

Ulrich Mayr, Department Head
541-346-4921
Straub Hall
1227 University of Oregon
Eugene, Oregon 97403-1227

The mission of the Department of Psychology undergraduate program is to educate students about the major research findings and theories in the field of psychology, and to train them to use an empirical approach to understanding human behavior. Specifically, the program endeavors to provide students with

  • Broad exposure to the basic concepts and ethical issues of psychology
  • Education in the scientific method, including applied research opportunities
  • Strong critical-thinking and written-communication skills, including the ability to evaluate and convey the evidence for claims regarding human behavior
  • Experience through internship and practicum opportunities at partnering community organizations

Faculty

Jennifer Ablow, associate professor (developmental psychopathology, attachment, interpersonal emotional arousal and regulation). BA, 1988, Colorado, Boulder; PhD, 1997, California, Berkeley. (1999)

Nicholas Allen, Ann Swindells Professor in Clinical Psychology (adolescent development and mental health, mood disorders, developmental social and affective neuroscience). BS 1985, MS, 1988, PhD, 1993, Melbourne. (2013)

Holly Arrow, professor (group dynamics, psychology of war). BA, 1977, Elmira; MFA, 1982, Colorado; MA, 1995, PhD, 1996, Illinois, Urbana-Champaign. (1996)

Dare A. Baldwin, professor (language acquisition, semantic development, cognitive development). BA, 1982, California, Berkeley; MSc, 1984, California, Santa Cruz; PhD, 1989, Stanford. (1993)

Elliot Berkman, associate professor (affective neuroscience, self-regulation, quantitative methods for neuroimaging). BA, 2002, Stanford; PhD, 2009, California, Los Angeles. (2010)

Paul Dassonville, associate professor (cognitive neuroscience, perception, sensorimotor integration). BS, 1986, Texas A & M; PhD, 1992, California, Los Angeles. (1999)

Crystal Dehle, clinical associate professor (clinical psychology). BS, 1990, Washington State; PhD, 1995, Oregon. (2005)

Dagmar Zeithamova Demircan, assistant professor (cognitive neuroscience, memory). MA, 2003, Charles University, Prague; PhD, 2008, Texas, Austin. (2014)

Nicole M. Dudukovic, instructor (cognitive neuroscience, memory). BA, 2000, Stanford; MA, 2002, California, Los Angeles; PhD, 2007, Stanford. (2015)

Caitlin M. Fausey, assistant professor (development, language and cognition, experience sampling). BA, 2004, Northwestern; MA, 2008, PhD, 2010, Stanford. (2014)

Philip A. Fisher, Philip H.Knight Chair; professor (prevention research, stress neurobiology, foster care). BA, 1986, Bowdoin College; MS, 1990, PhD, 1993, Oregon. (2008)

Jennifer J. Freyd, professor (trauma psychology). BA, 1979, Pennsylvania; PhD, 1983, Stanford. (1987)

Gordon C. Nagayama Hall, professor (sociocultural context of psychopathology, sexual aggression). BS, 1977, Washington (Seattle); PhD, 1982, Fuller Theological Seminary. (2001)

Sara D. Hodges, professor (social cognition, construction of social judgments). BA, 1989, Rhodes; MA, 1992, PhD, 1995, Virginia. (1995)

Christina M. Karns, research associate (attention, social emotions, neuroplasticity, neuroimaging). BS, 1999, California, San Diego; PhD, 2008, California, Berkeley. (2008)

Jagdeep Kaur-Bala, instructor (cognitive neuroscience, perception, attention). BSc, 1988, MSc, 1990, All India Institute of Medical Sciences, New Delhi; PhD, 1996, Tata Institute of Fundamental Research, Mumbai. (2007)

Brice A. Kuhl, assistant professor (cognitive neuroscience, memory, neuroimaging). BA, 2001, Kenyon College; PhD, 2009, Stanford. (2015)

Robert Mauro, associate professor (social, emotions, psychology and law). AB, 1979, Stanford; MS, 1981, Yale; PhD, 1984, Stanford. (1984)

Ulrich Mayr, Robert and Beverly Lewis Professor in Neuroscience (cognitive neuroscience, cognitive aging). BA, 1988, PhD, 1992, Berlin. (2000)

Jeffrey Measelle, associate professor (developmental psychology, emotional development, family). BA, 1985 Brown; PhD, 1997, California, Berkeley. (1999)

Pranjal Mehta, assistant professor (social neuroscience, status hierarchies, social decision-making). BA, 1999, Williams College; PhD, 2007, Texas, Austin. (2011)

Louis J. Moses, professor (social and cognitive development). BA, 1983, Western Australia; PhD, 1991, Stanford. (1993)

Helen Neville, Robert and Beverly Lewis Chair in Neuroscience; professor (cognitive neuroscience). BA, 1968, British Columbia; MA, 1970, Simon Fraser; PhD, 1975, Cornell. (1995)

Jordan Pennefather, instructor (social and educational psychology, methodology, data analysis). BA, 2003, California State, Dominguez Hills; PhD, 2008, Colorado, Boulder. (2010)

Jennifer Pfeifer, associate professor (developmental and social cognitive neuroscience, adolescent self-perception and emotion processing). BA, 2000, Stanford; MA, 2003, PhD, 2007, California, Los Angeles. (2008)

Gerard Saucier, professor (personality beliefs and values, psychometrics). BA, 1978, North Carolina, Chapel Hill; MA, 1984, PhD, 1991, Oregon. (1997)

Margaret E. Sereno, associate professor (visual cognition, neural network modeling, brain imaging). BA, 1983, Northern Illinois; PhD, 1989, Brown. (1991)

Azim Shariff, associate professor (religion, morality, cultural and evolutionary psychology). BSc, 2004, Toronto; MA, 2006, PhD, 2010, British Columbia. (2010)

Paul Slovic, professor (judgment, decision-making, risk assessment). BA, 1959, Stanford; MA, 1962, PhD, 1964, Michigan. (1986) 

Matt Smear, assistant professor (systems neuroscience, olfaction). ScB, 1998, Duke; PhD, 2005, California, San Francisco. (2014)

Sanjay Srivastava, associate professor (interpersonal perception and self-perception, social functions of emotions, personality dynamics and development). BA, 1995, Northwestern; PhD, 2002, California, Berkeley. (2004)

Don M. Tucker, professor (emotion, cognition, neuropsychology). BA, 1969, Colorado; MS, 1972, PhD, 1974, Pennsylvania State. (1984) 

Nash Unsworth, associate professor (working memory, memory and attention differences, memory search and retrieval). BS, 2001, Idaho State; PhD, 2006, Georgia Institute of Technology. (2010)

Michael Wehr, associate professor (systems neuroscience, auditory neurophysiology, cortical circuits). ScB, 1991, Brown; PhD, 1999, California Institute of Technology. (2005)

Maureen Zalewski, assistant professor (clinical psychology, emotion and stress regulation contributing to psychopathology) BS, 2005, Pennsylvania State; MS, 2008, PhD, 2012, Washington (Seattle). (2013)

Emeriti

Lewis R. Goldberg, professor emeritus. AB, 1953, Harvard; MA, 1954, PhD, 1958, Michigan. (1960)

Barbara Gordon-Lickey, professor emerita. AB, 1963, Radcliffe; PhD, 1966, Massachusetts Institute of Technology. (1969)

Marvin Gordon-Lickey, professor emeritus. AB, 1959, Oberlin; MA, 1962, PhD, 1965, Michigan. (1967)

Douglas L. Hintzman, professor emeritus. BA, 1963, Northwestern; PhD, 1967, Stanford. (1969)

Ray Hyman, professor emeritus. AB, 1950, Boston University; MA, 1952, PhD, 1953, Johns Hopkins. (1961)

Carolin Keutzer, associate professor emerita. BA, 1960, MA, 1963, PhD, 1967, Oregon. (1967)

Daniel P. Kimble, professor emeritus. BA, 1956, Knox; PhD, 1961, Michigan. (1963)

Peter M. Lewinsohn, professor emeritus. BS, 1951, Allegheny; MA, 1953, PhD, 1955, Johns Hopkins. (1965)

Edward Lichtenstein, professor emeritus. BA, 1956, Duke; MA, 1957, PhD, 1961, Michigan. (1966)

Richard Marrocco, professor emeritus. BA, 1965, California, Los Angeles; PhD, 1972, Indiana. (1973)

Michael I. Posner, professor emeritus. BS, 1957, MS, 1959, Washington (Seattle); PhD, 1962, Michigan. (1965)

Mary K. Rothbart, professor emerita. BA, 1962, Reed; PhD, 1967, Stanford. (1969)

Myron Rothbart, professor emeritus. BA, 1962, Reed; PhD, 1966, Stanford. (1969)

Marjorie Taylor, professor emerita. BS, 1979, MS, 1981, Acadia; PhD, 1985, Stanford. (1985)

Robert L. Weiss, professor emeritus. BA, 1952, PhD, 1958, State University of New York, Buffalo. (1966)

The date in parentheses at the end of each entry is the first year on the University of Oregon faculty.

Undergraduate Studies

All students participate in and collaborate on research as part of the academic course sequence. Students are encouraged to gain additional research experience through research assistant positions in faculty labs and the undergraduate honors thesis program. The psychology major affords students great flexibility in selecting upper-division courses to fit individual goals and interests. Classroom and internship opportunities are enriched by numerous faculty research programs that range in levels of analysis and intellectual focus. An undergraduate degree in psychology provides the background for a broad range of careers, including social services, education, law, or graduate programs in psychology.

Preparation

High school preparation should include courses in social sciences as well as the natural sciences (physics, biology, chemistry). Language and mathematical skills are also highly desirable. In general, the broad liberal-arts training that prepares students for college studies is appropriate for majoring in psychology at the university.

Careers

Some students major in psychology to prepare for graduate training and careers in related fields such as personnel relations, vocational and personal counseling, medicine and dentistry, social and case work, marketing, administration, the legal profession, or counseling in the public schools. Others prepare for careers as academic psychologists (teaching and research), clinical psychologists (mental health centers, institutions, and private practice), industrial and organizational psychologists, and government psychologists (testing, research, and administration).

Career information is also available on the American Psychological Association website.

Review of Courses

Lower-Division Courses

Among lower-division courses, psychology is introduced as a social science by the following courses:

PSY 201Mind and Brain4
PSY 202Mind and Society4

Transfer students should plan to take no more than two lower-division courses before starting upper-division work. The introductory courses should be chosen with an eye toward prerequisites for upper-division courses and toward providing a broad background in the field. Transfer equivalents for lower-division courses are evaluated case by case. Check with the department’s head advisor to determine equivalency of completed introductory work.

Upper-Division Courses

Upper-division courses fall into four categories:

  1. Courses that teach research skills and methodologies—Scientific Thinking in Psychology (PSY 301), Statistical Methods in Psychology (PSY 302), Research Methods in Psychology: [Topic] (PSY 303)
  2. 300-level core courses that provide breadth in the major—Biopsychology (PSY 304), Cognition (PSY 305), Social Psychology (PSY 306), Personality (PSY 307), Developmental Psychology (PSY 308), Psychopathology (PSY 309)
  3. Other 300-level courses of broad interest to many different majors throughout the university as well as to psychology majors
  4. Area courses, numbered 410 to 480, designed for psychology majors, which may be open to other students who fulfill the prerequisites and obtain instructor approval

Group Requirements

For psychology courses approved to fulfill social science or science group requirements, see the current course list on the registrar’s website.

Major Requirements

To satisfy major requirements students take a total of 68 credits. Of those credits, 56 credits in psychology courses are required, 48 of which must be upper-division, and 16 of which must be taken in residence at the University of Oregon. Mind and Brain (PSY 201) and Mind and Society (PSY 202) must be taken for letter grades and passed with grades of mid-C or better. All other required courses must be taken for letter grades and passed with grades of C– or better, although elective psychology courses may be taken pass/no pass. A minimum grade point average of 2.00 in psychology course work is required.

Bachelor of Arts Degree Requirements

Introductory Prerequisite Courses
WR 121College Composition I4
WR 122College Composition II (WR 123 recommended)4
or WR 123 College Composition III
PSY 201Mind and Brain4
PSY 202Mind and Society4
MATH 243Introduction to Methods of Probability and Statistics4
Methods Foundations Courses
PSY 301Scientific Thinking in Psychology4
PSY 302Statistical Methods in Psychology4
PSY 303Research Methods in Psychology: [Topic]4
300-Level Core Courses12
Select three of the following, one of which must be PSY 304 or PSY 305:
Biopsychology
Cognition
Social Psychology
Personality
Developmental Psychology
Psychopathology
400-Level Specialty Courses12
Select three of the following:
Psychology and Law
Learning and Memory
Human Performance
Perception
Psycholinguistics
Language and Cognition
Brain Mechanisms of Behavior
Human Neuropsychology
Hormones and Behavior
Group Dynamics
Decision-Making
Cultural Psychology
Motivation and Emotion
Psychology of Trauma
Marital and Family Therapies
Cognitive Development
Social Development
Development and Psychopathology
Upper-Division Elective Courses 112
Total Credits68
1

Students must take 12 upper-division psychology elective credits, 8 of which must be actual content courses. A maximum of 4 credits in Research: [Topic] (PSY 401) or Practicum: [Topic] (PSY 409) may be applied to the upper-division credits. Practicum credits must be earned at a practicum site approved by the head undergraduate faculty advisor.

Bachelor of Science Degree Requirements

Introductory Prerequisite Courses 1
WR 121College Composition I4
WR 122College Composition II (WR 123 recommended)4
or WR 123 College Composition III
PSY 201Mind and Brain4
PSY 202Mind and Society4
MATH 243Introduction to Methods of Probability and Statistics4
Methods Foundations Courses 2
PSY 301Scientific Thinking in Psychology4
PSY 302Statistical Methods in Psychology4
PSY 303Research Methods in Psychology: [Topic]4
300-Level Core Courses 212
Select three of the following, one of which must be PSY 304 or PSY 305:
Biopsychology
Cognition
Social Psychology
Personality
Developmental Psychology
Psychopathology
400-Level Specialty Courses 212
Select three of the following:
Psychology and Law
Learning and Memory
Human Performance
Perception
Psycholinguistics
Language and Cognition
Brain Mechanisms of Behavior
Human Neuropsychology
Hormones and Behavior
Group Dynamics
Decision-Making
Cultural Psychology
Motivation and Emotion
Psychology of Trauma
Marital and Family Therapies
Cognitive Development
Social Development
Development and Psychopathology
Upper-Division Elective Courses 112
Total Credits68
1

Students must take 12 upper-division psychology elective credits, 8 of which must be actual content courses. A maximum of 4 credits in Research: [Topic] (PSY 401) or Practicum: [Topic] (PSY 409) may be applied to the upper-division credits. Practicum credits must be earned at a practicum site approved by the head undergraduate faculty advisor.

Planning a Program

Besides attending lecture courses, students may participate in seminars, reading and conference courses, laboratory work, and other means of gaining experience. Departmental requirements for a psychology major are designed to maximize individual curriculum planning. Students are encouraged to schedule frequent consultations with their advisors to ensure completion of all requirements. Peer advisors can help students create a two- or four-year plan.

Sample Program

The sample program shown provides an idea of a typical course load during the freshman year for a student working on a bachelor of science or bachelor of art degree.

Plan of Study Grid
First Year
FallCredits
First-year interest group course or interest elective  4
First-year interest group course or arts and letters elective  4
Social science elective or PSY 202  4
Mathematics or language course  4
 Credits16
Winter
WR 121College Composition I 4
Science elective or PSY 201  4
Arts and letters elective  4
Mathematics or language course  4
 Credits16
Spring
WR 123College Composition III 4
Social science elective or PSY 202  4
Science elective or MATH 243  4
Language course  4
 Credits16
 Total Credits48

Departmental requirements for a psychology major are designed to maximize individual curriculum planning. This should be done in close and frequent consultation with the advisor.

Peer Advising

The psychology department’s peer advisors work to make academic advising more effective, inclusive, and efficient. Questions about the university system and specific inquiries about the department’s norms, opportunities, and courses are welcome. During the academic year, the peer advisors hold regularly scheduled office hours in 229 Straub Hall. 

Preparation for Graduate Study

A bachelor’s degree is seldom sufficient qualification for professional work in psychology; at least a master’s degree is required for most positions. Students should not undertake graduate work unless their grades in undergraduate psychology and related courses have averaged mid-B (3.00) or better.

Prospective graduate students in psychology are advised to take courses in related fields such as anthropology, biology, computer science, chemistry, linguistics, mathematics, philosophy, physics, and sociology. Strong preparation in quantitative methods is advisable. Reading knowledge of at least one second language appropriate to psychology also may be useful.

Honors Curriculum

Students with excellent records who plan to pursue a career in psychology may consider applying to the departmental honors program upon completion of PSY 303. The honors program centers on an independent research project, which the student develops and carries out under the supervision of a departmental committee. Information about admission criteria and how to apply is available online.

Minor Requirements

Special Studies: [Topic] (PSY 199) does not count toward the minor.

PSY 201Mind and Brain4
PSY 202Mind and Society4
PSY 301Scientific Thinking in Psychology4
PSY 302Statistical Methods in Psychology4
Select three of the following, one of which must be PSY 304 or PSY 305:12
Biopsychology
Cognition
Social Psychology
Personality
Developmental Psychology
Psychopathology
Total Credits28

All 28 credits must be taken for letter grades and passed with a C– or better. At least 16 credits must be upper-division courses taken in residence at the University of Oregon.

Middle and Secondary School Teaching Careers

The College of Education offers a fifth-year program for middle-secondary teaching in social studies. This program is described in the College of Education section of this catalog.

The department emphasizes graduate work at the doctoral level, but an individualized master’s degree program is available to a limited number of students.

Master’s Degree Program

The individualized master’s degree program does not lead to a PhD. The degree—either a master of arts (MA) or a master of science (MS)—requires 45 credits of course work. Program and application information may be obtained from the department website. Clinical training is not available in the master’s program.

Doctoral Degree Programs

The five chief PhD program options are clinical, cognitive-neuroscience, systems neuroscience, developmental, and social-personality.

The department maintains a psychology clinic; specialized facilities for child and social research; experimental laboratories for human research, and well-equipped animal laboratories.

Applicants to the PhD program in psychology must take the Graduate Record Examination (GRE) and provide official results to institute code 4846 and department code 2016. Applicants must also provide three letters of recommendation, curriculum vitae, writing sample, statement of purpose, and official transcripts from all colleges and universities attended. Instructions, deadlines, and a complete list of required materials may be obtained from the department website.

During the first year of graduate work, students acquire a broad background in psychology and are introduced to methods, research, and ethics. Each student’s program is planned in relation to background, current interests, and future goals. Research experience and a dissertation are required of PhD candidates; teaching experience is recommended, and opportunities to teach are available. 

Requirements for Doctoral Students

PSY 611–613Data Analysis I-III12
Three of five core courses
PSY 607Seminar: [Topic] (three terms: Research, Ethics, Research)1-5
First-year research requirement
Supporting area requirement
Major preliminary examination
Additional course work required for students in the clinical program 1
Doctoral dissertation
1

See the Guide to the Clinical Psychology Program.

More detailed program and application information may be obtained from the department website.

For general regulations governing graduate work at the university, see the Graduate School section of this catalog.

Clinical Psychology

The clinical psychology program has been continuously accredited by the American Psychological Association since 1958 (Commission on Accreditation, American Psychological Association, 750 First Street NE, Washington, D.C. 20002-4242, 202-336-5979); it is also accredited by the Psychological Clinical Science Accreditation System, and is a member of the Academy of Psychological Clinical Science.

The program endorses a clinical scientist model for graduate training. This model emphasizes multilevel conceptualizations of psychopathology, comprising neurobiological, developmental, psychosocial, and multicultural perspectives. Doctoral students receive training in infant, child, and adult psychopathology; culture and diversity; infant, child, family, and adult assessment; and neuropsychology. All practicums and clinical training experiences have a strong focus on evidence-based treatments. Students receive training in the clinical techniques and practices as well as the methodology for development, implementation, and evaluation of these interventions. Both psychotherapeutic interventions and prevention programs are included in the training.

The major goal of doctoral training is to support promising doctoral students in developing careers as scientist-practitioners. Students interested primarily in clinical practice would most likely prefer a program less research-oriented than the Oregon Clinical Psychology Training Program.

The research and clinical opportunities available to doctoral students depend on current activities of the clinical and departmental faculty, and may also encompass ongoing projects in research institutes located in the Eugene community that are affiliated with the clinical program. These institutions include the Oregon Research Institute, Oregon Social Learning Center, Decision Research, and Electrical Geodesics.

Members of the clinical faculty and other instructors with clinical interests have ongoing research in several areas, including the neurobiology of early stress, brain development and neural plasticity, behavior and molecular genetics, infant mental health, emotion and attention, prevention science, school readiness, child welfare system research, pubertal development and the transition to adolescence, depression, anxiety, personality measurement and theory, cognitive therapy, child and family assessment, social and emotional adjustment of children and adolescents, drug and alcohol abuse, cross-cultural psychology, sexual aggression, interpersonal violence, child abuse, institutional betrayal, and traumatic stress.

The department places a particularly high priority on translational research, encouraging multidisciplinary collaborations with colleagues from other areas of psychology and other academic departments. Currently, faculty research is funded by the National Science Foundation, National Institute of Mental Health, National Institute of Drug Abuse, National Institute on Child Health and Development, and the Institute of Education Sciences.

Additional information regarding course requirements for clinical students is provided in the Guide to the Clinical Program and the Doctoral Student Handbook, located on the department website.

Cognitive Psychology and Cognitive Neuroscience

The Department of Psychology at the University of Oregon has played an important role in the development of the field of cognitive neuroscience, and current researchers are continuing that tradition. Research areas include the cognitive and neural basis of perception, visual cognition, selective attention, working memory, long-term memory, executive control, action, language processing, and brain plasticity. Also under investigation are how these processes are altered by development in impoverished environments, aging, traumatic brain injury, autism, and other conditions. Studies employ a wide range of methods, including behavioral experiments, analyses of individual differences, functional imaging, electrophysiology, and transcranial magnetic and direct current stimulation.

The research efforts of the cognitive neuroscience laboratories benefit from the collaborative atmosphere at the University of Oregon, both within psychology and across other departments, allowing for an exploration of cognitive processes at many levels of analysis. Labs are located within the state-of-the-art facilities of the Robert and Beverly Lewis Integrative Science Building, in close proximity to the many other labs of the Institute of Neuroscience. The building also houses the Lewis Center for Neuroimaging, a research-dedicated facility with a 3T MRI scanner that supports ongoing research and training with functional and structural magnetic resonance imaging.

One of the most important aspects of the cognitive neuroscience graduate program is its informal atmosphere. At the same time, there is an emphasis on the development of imagination and intellectual independence. Students are encouraged to explore their research ideas from many different perspectives, with the assistance of the expertise from researchers in several labs within the Department of Psychology and the Institute of Neuroscience.

Developmental Psychology

The Department of Psychology has recently expanded the scope of its developmental psychology program with the addition of new faculty members and new emphases in the graduate curriculum. The department offers extensive coverage of development during infancy, childhood, and adolescence, with some additional interest in aging. Several areas of research are strongly represented, including cognitive development, socio-emotional development, developmental psychopathology, and developmental social and affective neuroscience.

Several exciting clusters of expertise exist within these broad areas. Research on theory of mind and perspective-taking as well as imagination and creativity links to research on the development of executive functioning and self-regulation. This cluster also dovetails with research on self-evaluation; affective and appetitive motivations, and decision-making. Yet another active area of work looks at infant processing of action, language, and the statistical and temporal properties of everyday visual and linguistic environments. In addition, many researchers share a strong interest in social contextual effects on infant, child, and adolescent well-being, ranging from the small-scale (familial and peer influences, early adversity) to the large (cultural and global contexts of development). 

Members of the developmental psychology faculty also have strong collaborative links with the Oregon Social Learning Center, Prevention Science Institute, Oregon Research Institute, and the interdisciplinary Institute of Cognitive and Decision Sciences. Current and previous funding sources for the faculty and students in developmental psychology include the National Science Foundation, the National Institute on Drug Abuse, the Eunice Kennedy Shriver National Institute of Child Health and Human Development, the National Institute of Mental Health, and the Oregon Medical Research Foundation. Graduates from the program have risen to faculty and postdoctoral positions at the University of Minnesota, Swarthmore College, Queen's University, Vanderbilt University, the University of California at Davis, the University of Michigan, Hamilton College, the University of Utah, Oregon Health and Science University, the University of Oregon, and Brown University, among others. 

Social and Personality Psychology

Research in social and personality psychology at the University of Oregon reflects an intellectually diverse approach to understanding intrapersonal and interpersonal processes and individual differences. The program concentrates on high-quality research and training combined with substantive and methodological breadth. Faculty members conduct research spanning a broad spectrum of human behavior using innovative approaches. Areas of particular focus include

  • Emotion and motivation—emotion regulation, social functions of emotions, self-regulation, goal pursuit, stress and physiology
  • Self- and social cognition—self-perception and interpersonal perception, perspective-taking and empathy, self-other comparisons
  • Groups, networks, and organizations—status hierarchies, social power, psychology of war and sociopolitical violence, group dynamics, online social networks
  • Culture, values, and worldviews—moral psychology, culture and belief systems, psychology of religion
  • Personality structure and development—structure of personality attributes, culture and personality description, lifespan development
  • Decision-making and risk perception—neuroeconomics and valuation, social and financial decision-making, decision-making in applied contexts (e.g., legal, aviation, risk assessment)

Research in these areas draws upon a wide range of methods, including dyadic and group methods, psychophysiology, neuroimaging, neuroendocrinology, experience sampling, longitudinal studies, surveys, computational methods, and field studies. Students have the opportunity to develop their skills through course work and through collaboration with faculty mentors.

Training in the program exposes students to a wide range of topics through small seminars, lab meetings, and a variety of other opportunities. Students often work with multiple instructors and researchers, including faculty members from other areas of psychology, from other departments and units on campus, and from other institutions. Students may flexibly tailor their own graduate program under the guidance of faculty advisors, making the social and personality psychology program a distinctive training experience for each graduate student.

Courses

Course usage information

PSY 199. Special Studies: [Topic]. 1-5 Credits.

Repeatable.

Course usage information

PSY 201. Mind and Brain. 4 Credits.

Introduction to perception, memory, learning, and cognition.

Course usage information

PSY 202. Mind and Society. 4 Credits.

Introduction to topics in clinical, personality, social, and developmental psychology.

Course usage information

PSY 301. Scientific Thinking in Psychology. 4 Credits.

Fundamentals in the empirical study of human behavior, including hypothesis formation, experiment design, behavioral data basics, and critical evaluation of scientific claims. Sequence with PSY 302, PSY 303. Students may not register for PSY 301 after completing PSY 303.

Course usage information

PSY 302. Statistical Methods in Psychology. 4 Credits.

Probability and statistics applied in psychological research. Topics include descriptive statistics, hypothesis testing, correlation, regression, and design of experiments. With laboratory. Sequence with PSY 301, PSY 303.
Prereq: MATH 243 or one from MATH 241, MATH 246, MATH 251; PSY 301, WR 121; Pre- or coreq: PSY 201, 202.

Course usage information

PSY 303. Research Methods in Psychology: [Topic]. 4 Credits.

Practical experience designing, conducting, analyzing, and communicating original research about human behavior. Sequence with PSY 301, PSY 302.
Prereq: PSY 201, PSY 202, PSY 301, PSY 302; one from WR 122, WR 123.

Course usage information

PSY 304. Biopsychology. 4 Credits.

Relationships between brain and endocrine activity and behavior. Topics include sensation, perception, sexual behavior, drug effects, eating, drinking, sleeping, dreaming, and learning.
Prereq: PSY 201.

Course usage information

PSY 305. Cognition. 4 Credits.

Major topics addressed in this class include perception, attention, memory, language, reasoning, and decision-making.
Prereq: One from PSY 201, PSY 202.

Course usage information

PSY 306. Social Psychology. 4 Credits.

Processes underlying social perception and social interaction. Topics include aggression, the self-concept, stereotyping and prejudice, conformity, persuasion, attraction, and helping.
Prereq: One from PSY 201, PSY 202.

Course usage information

PSY 307. Personality. 4 Credits.

Theory and methods for studying human traits, including personality tests and measures. Current research in personality. Studies of age, gender, culture, and relation to emotion and motivation.
Prereq: One from PSY 201, PSY 202.

Course usage information

PSY 308. Developmental Psychology. 4 Credits.

Survey of cognitive, social-emotional, and personality development in infancy, childhood, adolescence, adulthood.
Prereq: PSY 201 or PSY 202.

Course usage information

PSY 309. Psychopathology. 4 Credits.

Major descriptive and theoretical approaches to etiological, developmental, and social factors in emotion and personality disorders. Includes assessment, diagnosis, treatment, and special topics.
Prereq: One from PSY 201, PSY 202.

Course usage information

PSY 348. Music and the Brain. 4 Credits.

Explores the neural correlates of our perception of tonality, harmony, melody, and rhythm and how these relate to neurobiology, brain damage, and cognitive neuroscience.

Course usage information

PSY 366. Culture and Mental Health. 4 Credits.

Role of culture in the definition and maintenance of mental health and the definition and treatment of mental illness.

Course usage information

PSY 380. Psychology of Gender. 4 Credits.

Critical analysis of evidence for sex differences, gender roles, and the effect of gender on traditional issues in psychology. Topics include parenthood, violence, and sexual orientation.

Course usage information

PSY 383. Psychoactive Drugs. 4 Credits.

Physiological and behavioral effects of psychoactive drugs such as alcohol, opiates, barbiturates, and excitants. The psychology of use and overuse; therapies for correcting drug problems.

Course usage information

PSY 388. Human Sexuality. 4 Credits.

The nature of human sexuality; hormonal, instinctual, and learned factors in sexuality; psychosexual development; sexual orientation; frequency and significance of various types of sexual behavior; sexual inadequacy; sexual deviation.

Course usage information

PSY 399. Special Studies: [Topic]. 5 Credits.

Repeatable.

Course usage information

PSY 401. Research: [Topic]. 1-21 Credits.

Repeatable.

Course usage information

PSY 403. Thesis. 1-12 Credits.

Repeatable.

Course usage information

PSY 405. Reading and Conference: {Topic]. 1-21 Credits.

Repeatable.

Course usage information

PSY 406. Field Studies: [Topic]. 1-21 Credits.

Repeatable.

Course usage information

PSY 407. Seminar: [Topic]. 1-5 Credits.

Repeatable.

Course usage information

PSY 408. Laboratory Projects: [Topic]. 1-9 Credits.

Repeatable.

Course usage information

PSY 409. Practicum: [Topic]. 1-9 Credits.

Repeatable.

Course usage information

PSY 410. Experimental Course: [Topic]. 5 Credits.

Repeatable.

Course usage information

PSY 412. Applied Data Analysis. 4 Credits.

Intermediate-level practical data analysis and interpretation. Topics include experimental design, analysis of variance, multiple regression, exploratory data analysis. Extensive computer use. Honors only.
Prereq: PSY 303.

Course usage information

PSY 420. Psychology and Law. 4 Credits.

Introduction to topics of concern to both psychology and the law. Includes eyewitness identification, legal decision-making, criminal defenses, profiling, polygraphy, and mental-health law.
Prereq: PSY 303.

Course usage information

PSY 433. Learning and Memory. 4 Credits.

Processes underlying learning and memory, including evolution. Topics range from simple forms of behavior change to the acquisition, retention, forgetting, and retrieval of symbolic information.
Prereq: PSY 303.

Course usage information

PSY 436. Human Performance. 4 Credits.

Motor and intellectual capacities; analysis of the flow of information within the nervous system; applications of performance principles to human-machine systems.
Prereq: PSY 303.

Course usage information

PSY 438. Perception. 4 Credits.

Topics covered are color, size, shape, depth, distance, and movement. Examines the relationships between stimuli and perception, stimuli and the neural response, and the neural response and perception.
Prereq: PSY 303.

Course usage information

PSY 440. Psycholinguistics. 4 Credits.

Processes and structures underlying language use. Methods of studying language processing. Relationships between psycholinguistic data and observations from linguistics and neurophysiology.
Prereq: PSY 303.

Course usage information

PSY 445. Brain Mechanisms of Behavior. 4 Credits.

Organization of the mammalian brain. Structure and function of the neuronal systems underlying vision, perception, motivation, coordinated movement, sleep-wakefulness, learning and memory, and affective disorders.
Prereq: PSY 303, 304.

Course usage information

PSY 449. Human Neuropsychology. 4 Credits.

Integrative neural mechanisms of normal and abnormal processes in systems (e.g., selective attention, language, memory, object recognition, and emotion).
Prereq: PSY 303, 304.

Course usage information

PSY 450. Hormones and Behavior. 4 Credits.

Relationships among the brain, endocrine systems, and behavior. Developmental effects of hormones on the brain, puberty, sexuality, aggression, stress.
Prereq: PSY 303.

Course usage information

PSY 457. Group Dynamics. 4 Credits.

Topics in small-group dynamics, including decision-making, conflict, and changes over time in group structure and behavior.
Prereq: PSY 303.

Course usage information

PSY 458. Decision-Making. 4 Credits.

Psychological processes involved in judgment and decision-making. Normative theories of ideal behavior contrasted with descriptive analysis of actual behavior.
Prereq: PSY 303.

Course usage information

PSY 459. Cultural Psychology. 4 Credits.

Examines interdependence between mind and culture in substantive domains such as social cognition, motivation, emotion, and psychopathology. Cultural pluralism, collective identities, tolerance, and diversity considered.
Prereq: PSY 303.

Course usage information

PSY 461. Imagination. 4 Credits.

Topics in human imagination, including creativity, children's pretend play, fiction writing, imagery, mental time travel, consciousness, dreaming, virtual worlds, and disorders of the imagination.
Prereq: PSY 303.

Course usage information

PSY 468. Motivation and Emotion. 4 Credits.

Adaptive human behavior; considers biological processes involved in emotions, how emotions interact with cognition, and social influences.
Prereq: PSY 303.

Course usage information

PSY 472. Psychology of Trauma. 4 Credits.

Cognitive, neuropsychological, developmental, social, and clinical approaches to understanding trauma. Includes analysis of childhood trauma, sexual assault, domestic violence, terrorism, combat, and natural disasters.
Prereq: PSY 303.

Course usage information

PSY 473. Marital and Family Therapies. 4 Credits.

Behavioral basis of dyadic interactions; adult intimacy and love relationships. Clinical-counseling approaches: assessment, marital therapies, and evaluation. Models of marital adjustment and assessment of interpersonal relationships.
Prereq: PSY 303.

Course usage information

PSY 475. Cognitive Development. 4 Credits.

Intellectual development in children from infancy to adolescence with a focus on early childhood. Topics covered include perception, attention, memory, reasoning, conceptual structure, social cognition.
Prereq: PSY 303.

Course usage information

PSY 476. Language Acquisition. 4 Credits.

How children acquire language from the earliest speech sounds to full sentences. Topics include babbling, first words, word combinations, the relationship between cognition and language development.
Prereq: PSY 303.

Course usage information

PSY 478. Social Development. 4 Credits.

Theoretical issues and empirical studies of social-emotional development. Topics may include attachment, temperament, moral development, family interaction, self-image, aggression, and sex-role development.
Prereq: PSY 303.

Course usage information

PSY 480. Development and Psychopathology. 4 Credits.

Biological and environmental factors that shape normal and abnormal development. Analysis of how family functioning affects psychopathology and resilience in children and adolescents.
Prereq: PSY 303.

Course usage information

PSY 490. Honors in Psychology. 1 Credit.

Repeatable. Reading and conference. Repeatable twice for maximum of 3 credits each.
Prereq: Honors psychology majors only.

Course usage information

PSY 491. Honors is Psychology. 1 Credit.

Repeatable. Reading and conference. Repeatable twice for maximum of 3 credits each.
Prereq: Honors psychology majors only.

Course usage information

PSY 492. Honors in Psychology. 1 Credit.

Repeatable. Reading and conference. Repeatable twice for maximum of 3 credits each.
Prereq: Honors psychology majors only.

Course usage information

PSY 503. Thesis. 1-16 Credits.

Repeatable.

Course usage information

PSY 507. Seminar: [Topic]. 1-5 Credits.

Repeatable.

Course usage information

PSY 510. Experimental Course: [Topic]. 1-5 Credits.

Repeatable.

Course usage information

PSY 512. Applied Data Analysis. 4 Credits.

Intermediate-level practical data analysis and interpretation. Topics include experimental design, analysis of variance, multiple regression, exploratory data analysis. Extensive computer use.

Course usage information

PSY 520. Psychology and Law. 4 Credits.

Introduction to topics of concern to both psychology and the law. Includes eyewitness identification, legal decision-making, criminal defenses, profiling, polygraphy, and mental-health law.

Course usage information

PSY 533. Learning and Memory. 4 Credits.

Processes underlying learning and memory, including evolution. Topics range from simple forms of behavior change to the acquisition, retention, forgetting, and retrieval of symbolic information.

Course usage information

PSY 536. Human Performance. 4 Credits.

Motor and intellectual capacities; analysis of the flow of information within the nervous system; applications of performance principles to human-machine systems.

Course usage information

PSY 538. Perception. 4 Credits.

Topics covered are color, size, shape, depth, distance, and movement. Examines the relationships between stimuli and perception, stimuli and the neural response, and the neural response and perception.

Course usage information

PSY 540. Psycholinguistics. 4 Credits.

Processes and structures underlying language use. Methods of studying language processing. Relationships between psycholinguistic data and observations from linguistics and neurophysiology.

Course usage information

PSY 545. Brain Mechanisms of Behavior. 4 Credits.

Organization of the mammalian brain. Structure and function of the neuronal systems underlying vision, perception, motivation, coordinated movement, sleep-wakefulness, learning and memory, and affective disorders.

Course usage information

PSY 549. Human Neuropsychology. 4 Credits.

Integrative neural mechanisms of normal and abnormal processes in systems (e.g., selective attention, language, memory, object recognition, and emotion).

Course usage information

PSY 550. Hormones and Behavior. 4 Credits.

Relationships among the brain, endocrine systems, and behavior. Developmental effects of hormones on the brain, puberty, sexuality, aggression, stress.

Course usage information

PSY 557. Group Dynamics. 4 Credits.

Topics in small-group dynamics, including decision-making, conflict, and changes over time in group structure and behavior.

Course usage information

PSY 558. Decision-Making. 4 Credits.

Psychological processes involved in judgment and decision-making. Normative theories of ideal behavior contrasted with descriptive analysis of actual behavior.

Course usage information

PSY 559. Cultural Psychology. 4 Credits.

Examines interdependence between mind and culture in substantive domains such as social cognition, motivation, emotion, and psychopathology. Cultural pluralism, collective identities, tolerance, and diversity considered.

Course usage information

PSY 568. Motivation and Emotion. 4 Credits.

Adaptive human behavior; considers biological processes involved in emotions, how emotions interact with cognition, and social influences.

Course usage information

PSY 572. Psychology of Trauma. 4 Credits.

Cognitive, neuropsychological, developmental, social, and clinical approaches to understanding trauma. Includes analysis of childhood trauma, sexual assault, domestic violence, terrorism, combat, and natural disasters.

Course usage information

PSY 573. Marital and Family Therapies. 4 Credits.

Behavioral basis of dyadic interactions; adult intimacy and love relationships. Clinical-counseling approaches: assessment, marital therapies, and evaluation. Models of marital adjustment and assessment of interpersonal relationships.

Course usage information

PSY 575. Cognitive Development. 4 Credits.

Intellectual development in children from infancy to adolescence with a focus on early childhood. Topics covered include perception, attention, memory, reasoning, conceptual structure, social cognition.

Course usage information

PSY 576. Language Acquisition. 4 Credits.

How children acquire language from the earliest speech sounds to full sentences. Topics include babbling, first words, word combinations, the relationship between cognition and language development.

Course usage information

PSY 578. Social Development. 4 Credits.

Theoretical issues and empirical studies of social-emotional development. Topics may include attachment, temperament, moral development, family interaction, self-image, aggression, and sex-role development.

Course usage information

PSY 580. Development and Psychopathology. 4 Credits.

Biological and environmental factors that shape normal and abnormal development. Analysis of how family functioning affects psychopathology and resilience in children and adolescents.

Course usage information

PSY 601. Research: [Topic]. 1-21 Credits.

Repeatable.

Course usage information

PSY 602. Supervised College Teaching. 1-3 Credits.

Repeatable.

Course usage information

PSY 603. Dissertation. 1-16 Credits.

Repeatable.

Course usage information

PSY 605. Reading and Conference: [Topic]. 1-21 Credits.

Repeatable.

Course usage information

PSY 607. Seminar: [Topic]. 1-5 Credits.

Repeatable.

Course usage information

PSY 609. Practicum: [Topic]. 1-9 Credits.

Repeatable.

Course usage information

PSY 610. Experimental Course: [Topic]. 21 Credits.

Repeatable.

Course usage information

PSY 611. Data Analysis I. 4 Credits.

Introduction to probability, hypothesis testing, and analysis of variance with applications. Includes training in the statistical analysis of data by computer. With laboratory.

Course usage information

PSY 612. Data Analysis II. 4 Credits.

Multiple regression and advanced topics in analysis of variance. Includes training in the statistical analysis of data by computer. With laboratory.
Prereq: PSY 611.

Course usage information

PSY 613. Data Analysis III. 4 Credits.

Multivariate techniques including MANOVA, factor analysis, principal components. Includes training in the statistical analysis of data by computer. With laboratory.
Prereq: PSY 612.

Course usage information

PSY 620. Psychopathology. 3 Credits.

Definition, measurement, and diagnosis of deviant behavior; includes critical reviews of research on the etiology, intervention, and outcome of major mental disorders.
Prereq: major standing.

Course usage information

PSY 621. Clinical Psychobiology. 3 Credits.

Research and theory from the neurosciences applied to clinical problems and biological therapies.
Prereq: major standing.

Course usage information

PSY 704. Internship: [Topic]. 1-15 Credits.

Repeatable.