Faculty

Jennifer Ablow, assistant professor (developmental psychopathology, attachment, interpersonal emotional arousal and regulation). B.A., 1988, Colorado at Boulder; Ph.D., 1997, California, Berkeley. (1999)
Michael C. Anderson, associate professor (memory, attention, behavioral neuroscience). B.A., 1986, Rochester; M.A., 1990, Ph.D., 1994, California, Los Angeles. (1995)
Holly Arrow, associate professor (small groups, cultural psychology, computer-mediated interaction). B.A., 1977, Elmira; M.F.A., 1982, Colorado; M.A., 1995, Ph.D., 1996, Illinois at Urbana-­Champaign. (1996)
Edward Awh, associate professor (working memory, selective attention, functional neuroimaging). B.A., 1989, Northwestern; Ph.D., 1996, Michigan. (1998)
Dare A. Baldwin, professor (language acquisition, semantic development, cognitive development). B.A., 1982, California, Berkeley; M.Sc., 1984, California, Santa Cruz; Ph.D., 1989, Stanford. On leave 2007–8. (1993)
Paul Dassonville, associate professor (cognitive neuroscience, perception, sensorimotor integration). B.S., 1986, Texas A & M; Ph.D., 1992, California, Los Angeles. (1999)
Thomas J. Dishion, professor (clinical psychology, prevention). See Special Education and Clinical Sciences.
Scott H. Frey, assistant professor (cognitive neuroscience, brain imaging, human neurophysiology). B.A., 1987, Utica, Syracuse; Ed.M., 1988, Harvard; Ph.D., 1993, Cornell. (2004)
Jennifer J. Freyd, professor (interpersonal trauma, dissociation, memory for trauma). B.A., 1979, Pennsylvania; Ph.D., 1983, Stanford. (1987)
Gordon C. Nagayama Hall, professor (sociocultural context of psychopathology, sexual aggression). B.S., 1977, Washington (Seattle); Ph.D., 1982, Fuller Theological Seminary. (2001)
Sara D. Hodges, associate professor (social cognition, construction of social judgments). B.A., 1989, Rhodes; M.A., 1992, Ph.D., 1995, Virginia. (1995)
Clifford Kentros, assistant professor (systems neuroscience, spatial memory, genetics). B.A., 1988, South Florida; Ph.D., 1996, New York University. (2003)
Bertram F. Malle, associate professor (social perception, the self, judgment and decision processes). B.A., 1987, B.S., 1989, Graz; Ph.D., 1994, Stanford. (1994)
Richard Marrocco, professor (visual sensory physiology). B.A., 1965, California, Los Angeles; Ph.D., 1972, Indiana. (1973)
Robert Mauro, associate professor (social, emotions, psychology and law). A.B., 1979, Stanford; M.S., 1981, Yale; Ph.D., 1984, Stanford. (1984)
Ulrich Mayr, Robert and Beverly Lewis Professor in Neuroscience (cognitive, cognitive aging, neurocognitive analysis). B.A., 1988, Ph.D., 1992, Berlin. (2000)
Jeffrey Measelle, associate professor (developmental psychology, emotional development, family). B.A., 1985 Brown; Ph.D., 1997, California, Berkeley. (1999)
Louis J. Moses, associate professor (social and cognitive development). B.A., 1983, Western Australia; Ph.D., 1991, Stanford. (1993)
Helen Neville, Robert and Beverly Lewis Chair in Neuroscience; professor (neuropsychology). B.A., 1968, British Columbia; M.A., 1970, Simon Fraser; Ph.D., 1975, Cornell. (1995)
Gerard Saucier, associate professor (personality, social attitudes, behavioral genetics). B.A., 1978, North Carolina at Chapel Hill; M.A., 1984, Ph.D., 1991, Oregon. (1997)
Margaret E. Sereno, associate professor (visual cognition, neural network modeling, brain imaging). B.A., 1983, Northern Illinois; Ph.D., 1989, Brown. (1991)
Anne D. Simons, professor (affective disorders, psychotherapy, cognitive processes in depression). B.A., 1974, Stanford; Ph.D., 1982, Washington (St. Louis). (1989)
Paul Slovic, professor (judgment, decision-making, risk assessment). B.A., 1959, Stanford; M.A., 1962, Ph.D., 1964, Michigan. On leave 2007–8. (1986)
Sanjay Srivastava, assistant professor (self- and social perception, emotions, personality development). B.A., 1995, Northwestern; Ph.D., 2002, California, Berkeley. (2004)
Marjorie Taylor, professor (cognitive development, pretend play). B.S., 1979, M.S., 1981, Acadia; Ph.D., 1985, Stanford. (1985)
Don M. Tucker, professor (emotion, cognition, neuropsychology). B.A., 1969, Colorado; M.S., 1972, Ph.D., 1974, Pennsylvania State. On leave 2007–8. (1984)
Edward Vogel, associate professor (visual memory, event-related potentials, fMRI). B.A., 1994, Puget Sound; Ph.D., 2000, Iowa. (2001)
Michael Wehr, assistant professor (systems neuroscience, auditory neurophysiology, cortical circuits). Sc.B., 1991, Brown; Ph.D., 1999, California Institute of Technology. (2005)

Emeriti

Lewis R. Goldberg, professor emeritus. A.B., 1953, Harvard; M.A., 1954, Ph.D., 1958, Michigan. (1960)

Barbara Gordon-Lickey, professor emerita. A.B., 1963, Radcliffe; Ph.D., 1966, Massachusetts Institute of Technology. (1969)

Marvin Gordon-Lickey, professor emeritus. A.B., 1959, Oberlin; M.A., 1962, Ph.D., 1965, Michigan. (1967)

Douglas L. Hintzman, professor emeritus. B.A., 1963, Northwestern; Ph.D., 1967, Stanford. (1969)

Ray Hyman, professor emeritus. A.B., 1950, Boston University; M.A., 1952, Ph.D., 1953, Johns Hopkins. (1961)

Carolin Keutzer, associate professor emerita. B.A., 1960, M.A., 1963, Ph.D., 1967, Oregon. (1967)

Daniel P. Kimble, professor emeritus. B.A., 1956, Knox; Ph.D., 1961, Michigan. (1963)

Peter M. Lewinsohn, professor emeritus. B.S., 1951, Allegheny; M.A., 1953, Ph.D., 1955, Johns Hopkins. (1965)

Edward Lichtenstein, professor emeritus. B.A., 1956, Duke; M.A., 1957, Ph.D., 1961, Michigan. (1966)

Richard A. Littman, professor emeritus. A.B., 1943, George Washington; Ph.D., 1948, Ohio State. (1948)

Michael I. Posner, professor emeritus. B.S., 1957, M.S., 1959, Washington (Seattle); Ph.D., 1962, Michigan. (1965)

Mary K. Rothbart, professor emerita. B.A., 1962, Reed; Ph.D., 1967, Stanford. (1969)

Myron Rothbart, professor emeritus. B.A., 1962, Reed; Ph.D., 1966, Stanford. (1969)

Norman D. Sundberg, professor emeritus. B.A., 1947, Nebraska; M.A., 1949, Ph.D., 1952, Minnesota. (1952)

Robert L. Weiss, professor emeritus. B.A., 1952, Ph.D., 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 [back to top]

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 (ranging from domestic violence hotlines to the district attorney’s office)

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

Among lower-division courses, PSY 201, 201H, and 304 offer instruction in cognitive and biological psychology. PSY 202, 202H, 330, 366, 375, and 380 introduce psychology as a social science.

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 adviser to determine equivalency of completed introductory work.

Upper-division courses fall into three categories:

1. PSY 302 and 303 are designed to teach research skills and methodologies

2. Other 300-level courses are of broad interest to many different majors throughout the university as well as to psychology majors

3. Area courses, numbered 410 to 480, designed for psychology majors, are open to other students who fulfill the prerequisites

Curricular planning aids are fully explained in the Psychology Undergraduate Handbook available in the psychology department office and on the department’s website.

Group Requirements. For psychology courses approved to fulfill social science or science group requirements, see Group Requirements in the Registration and Academic Policies section of this catalog.

Major Requirements

Required courses for the major must total a minimum of 40 credits in psychology—at least 32 upper division and at least 16 taken at the University of Oregon. A maximum of 4 credits in any Practicum (PSY 409) may be applied to the 32 upper-division credits. Practicum credits must be earned at a practicum site approved by the head undergraduate faculty adviser. Required courses must be taken for letter grades and passed with C– or better. Elective psychology courses may be taken pass/no pass.

Prerequisites for upper-division psychology courses are as follows: Set I requirements should be completed by the end of the sophomore year and Set II by the end of the junior year. Delays could postpone graduation.

Set I. College Algebra (MATH 111) or equivalent or Introduction to Methods of Probability and Statistics (MATH 243); Mind and Brain (PSY 201) or Honors Mind and Brain (PSY 201H); Mind and Society (PSY 202) or Honors Mind and Society (PSY 202H); College Composition I and II or III (WR 121 and 122 or 123)

Set II. Statistical Methods in Psychology (PSY 302), Research Methods in Psychology (PSY 303)

Upper-division credits are distributed as follows:

1. At least 8 credits selected from HPHY 333, LING 396, PSY 410 (Evolutionary Psychology), 430, 433, 435, 436, 438, 440, 445, 449, 450, 475, 476

2. At least 8 credits selected from PSY 420, 456–459, 468–473, 478, 480

In addition, majors must complete 12 credits of college-level biology, chemistry, or physics. These courses need not be a sequence, but must have the same subject code. A combination of CH 111 and BI 211, 212, or 213 satisfies this requirement.

Planning a Program

Besides attending lecture courses, students may participate in seminars, reading and conference courses, laboratory work, fieldwork, and other means of gaining experience.

Sample Program

The sample program below provides an idea of a typical course load during the freshman year.

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

Peer Advising. The psychology department’s peer advisers attempt to make academic advising more effective, welcoming, and efficient.

Questions about the university system (e.g., how to read the schedule of classes, grading procedures, where to seek financial assistance, how to plan a course schedule) and specific inquiries about the department’s norms, opportunities, facilities, and faculty members are welcome

During the school year, the peer advising office in 141 Straub Hall has regularly scheduled hours. Psychology students are invited to use the facilities (a small library, journals, and graduate school brochures) and to talk informally with a friendly peer adviser.

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 good records who plan to pursue a career in psychology may consider applying to the departmental honors program at the end of their sophomore year. 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 from the department.

Minor Requirements

The department offers a psychology minor in two options: psychology or psychology with cognitive science emphasis. All courses must be passed with a grade of C– or better. Special Studies (PSY 199) does not count toward the minor. The psychology option requires 28 credits in psychology; the cognitive science option requires 36 credits in psychology, to be distributed as follows:

All 28 credits must be taken for letter grades and passed with a C– or better. At least 16 credits must be upper division.

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.

Graduate Studies [back to top]

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 Ph.D. The degree-either a master of arts (M.A.) or a master of science (M.S.)-requires 45 credits of course work. Application materials and information may be obtained from the department’s graduate secretary. Clinical training is not available in the master’s program.

Doctoral Degree Programs

The five chief Ph.D. program options are cognitive; physiological psychology, which emphasizes an interdisciplinary neuroscience program with biology and chemistry; clinical; developmental; and social-personality.

The department maintains a psychology clinic; specialized facilities for child and social research; experimental laboratories for human research, including a variety of large and small computers for online experimental control; and well-equipped animal laboratories.

Applicants to the Ph.D. program in psychology must take the aptitude test and submit the score from the Graduate Record Examinations (GRE) and provide three letters of recommendation on special forms provided by the department. Detailed information about admission, including application forms and information about awards and graduate teaching fellowships (GTFs), may be obtained from the department.

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

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

Clinical Program

Clinical psychology at the University of Oregon is based on a clinical scientist training model directed toward understanding assessment, prevention, and treatment of psychological problems and disorders. Accredited in clinical psychology by the American Psychological Association, the clinical program provides strong research training in the etiology of child and adult psychopathology, family and peer relationships, influence of culture, evaluation of treatment and preventive interventions, and design and testing of optimal assessment strategies. The program is also a member of the Academy of Psychological Clinical Science, an organization dedicated to enhancing science and research training in clinical psychology. The program prepares future clinical scientists to contribute to the understanding of psychopathology and optimal intervention strategies and to provide state-of-the-art clinical training.

First-year graduate study includes department courses required of all students: a yearlong sequence surveying the areas of psychology, a statistics sequence, and a research project. In -addition, clinical students must take a practicum (PSY 609) in clinical methods, assessment, and ethics. Program requirements include six additional courses: Psychopathology (PSY 620), Clinical Psychobiology (PSY 621), and Intervention Science (PSY 610); the other three courses are assessment, intervention, and clinical electives.

Students are trained in the use of empirically supported assessment and intervention strategies in two yearlong required practicums: a cognitive behavior therapy practicum offered through the UO Psychology Clinic and a child and family practicum offered through the Child and Family Center. Optional additional practicums are also available in various settings in the community.

The program’s supporting area requirement can be completed through a selection of course work, research, and teaching. Recent examples of supporting areas have been psychophysiology, brain imaging, and developmental psychopathology. By the end of the third year, a student is expected to have completed required course work, the supporting area, and a preliminary examination. The fourth year is devoted mainly to research for the Ph.D. dissertation. In the fifth year, students typically take a yearlong clinical internship approved by the American Psychological Association and receive their degrees.

Neurosciences

Neuroscientists in the biology, chemistry, computer and information science, human physiology, and psychology departments have formed an interdisciplinary program in the neurosciences. The focus of the program is experimental neuroscience with the goal of understanding relationships between behavior and the chemical, morphological, and physiological functions of nervous systems. A coordinated graduate degree-granting program of instruction and research is available to students through any of the participating departments. For more information see the Neuroscience section of this catalog.

Cognitive Science

Cognitive science is an interdisciplinary field concerned with the study of natural and artificial intelligence, culture, and communication.

Psychology faculty members in cognitive psychology have joined with those in other departments to offer work in this field. Psychology undergraduate and graduate students can receive training in cognitive science while pursuing studies in the psychology department. For more information see the Institute of Cognitive and Decision Sciences in the Research Institutes and Centers section of this catalog.

Psychology Courses (PSY) [back to top]

Transfer students should have the psychology head adviser evaluate courses taken at another institution that might duplicate these courses. Credit is not given for repeating equivalent courses.

201 (H) and 202 (H) are introductory courses in psychology for prospective honors students in psychology or Clark Honors College students. They are open to students with a UO GPA of at least 3.50 or a high school GPA of at least 3.80.

199 Special Studies: [Topic] (1–5R)

201 Mind and Brain (4) Introduction to perception, memory, learning, and cognition. With laboratory.

201 (H) Honors Mind and Brain (4) Topics include perception, memory, learning, and cognition.

202 Mind and Society (4) Introduction to topics in clinical, personality, social, and developmental psychology. With discussion.

202 (H) Honors Mind and Society (4) Topics include clinical, personality, social, and developmental psychology.

302 Statistical Methods in Psychology (4) Probability and statistics applied in psychological research. Topics include descriptive statistics, hypothesis testing, correlation, regression, and design of experiments. Prereq: MATH 111, PSY 201, 202, WR 121, 122. With laboratory.

303 Research Methods in Psychology (4) Use of library and bibliographic methods, handling of survey data, coding, interviews, standardized tests, and experiments. Prereq: PSY 302, WR 121, 122.

304 Biopsychology (4) Relationships between brain and endocrine activity and behavior. Topics include sensation, perception, sexual behavior, drug effects, eating, drinking, sleeping, dreaming, and learning.

330 Thinking (4) Psychological methods involved in problem solving, complex learning, and various forms of rational and irrational reasoning and belief systems.

366 Culture and Mental Health (4) Role of culture in the definition and maintenance of mental health and the definition and treatment of mental illness.

376 Child Development (4) Survey of social, intellectual, and personality development in infancy, childhood, and adolescence. Previously offered as PSY 375; not repeatable.

380 Psychology of Gender (4) 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.

383 Psychoactive Drugs (4) 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.

388 Human Sexuality (4) 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.

399 Special Studies: [Topic] (1–5R)

401 Research: [Topic] (1–21R)

403 Thesis (1–12R)

405 Reading and Conference: [Topic] (1–21R)

406 Field Studies: [Topic] (1–21R)

407/507 Seminar: [Topic] (1–5R)

408 Laboratory Projects: [Topic] (1–9R)

409 Practicum: [Topic] (1–9R)

410/510 Experimental Course: [Topic] (1–5R)

412/512 Applied Data Analysis (4) Intermediate-level practical data analysis and interpretation. Topics include experimental design, analysis of variance, multiple regression, exploratory data analysis. Extensive computer use. Prereq: WR 121 and 122 or 123; PSY 303.

420/520 Psychology and Law (4) 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: WR 121 and 122 or 123; PSY 303.

430/530 Cognitive Science (4) Interdisciplinary approaches to studying mind and brain; includes material from anthropology; cognitive, social, and developmental psychology; computer science; linguistics; and philosophy. Prereq: WR 121 and 122 or 123; PSY 303.

433/533 Learning and Memory (4) 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: WR 121 and 122 or 123; PSY 303.

435/535 Cognition (4) Issues of memory; coding for storage, control processes for storage; attention and cognitive control; analysis of more complex cognitive tasks; approaches to problem solving. Prereq: WR 121 and 122 or 123; PSY 303.

436/536 Human Performance (4) Motor and intellectual capacities; analysis of the flow of information within the nervous system; applications of performance principles to human-machine systems. Prereq: WR 121 and 122 or 123; PSY 303.

438/538 Perception (4) 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: WR 121 and 122 or 123; PSY 303.

440/540 Psycholinguistics (4) Processes and structures underlying language use. Methods of studying language processing. Relationships between psycholinguistic data and observations from linguistics and neurophysiology. Prereq: WR 121 and 122 or 123; PSY 303.

445/545 Brain Mechanisms of Behavior (4) 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: WR 121 and 122 or 123; PSY 303, 304.

449/549 Human Neuropsychology (4) Integrative neural mechanisms of normal and abnormal processes in systems (e.g., selective attention, language, memory, object recognition, and emotion). Prereq: WR 121 and 122 or 123; PSY 303, 304.

450/550 Hormones and Behavior (4) Relationships among the brain, endocrine systems, and behavior. Developmental effects of hormones on the brain, puberty, sexuality, aggression, stress. Prereq: WR 121 and 122 or 123; PSY 303.

456/556 Social Psychology (4) Processes underlying social perception and social interaction. Topics include aggression, the self-concept, stereotyping and prejudice, conformity, persuasion, attraction, and helping. Prereq: WR 121 and 122 or 123; PSY 303.

457/557 Group Dynamics (4) Topics in small-group dynamics, including decision-making, conflict, and changes over time in group structure and behavior. Prereq: WR 121 and 122 or 123; PSY 303.

458/558 Decision-Making (4) 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. Pre- or coreq: WR 121 and 122 or 123; PSY 303.

459/559 Cultural Psychology (4) Examination of the interdependence between mind and culture in various substantive domains such as social ­inference, motivation, emotion, and psychopathology. Prereq: WR 121 and 122 or 123; PSY 303.

460/560 Advanced Social Psychology: [Topic] (4R) Selects a specific topic of inquiry from social psychology (e.g., person perception, self-concept, empathy) and examines research and debates on the topic. Prereq: WR 121 and 122 or 123; PSY 303, 456/556. R thrice when topic changes for maximum of 16 credits. Hodges, Malle, Mauro.

468/568 Motivation and Emotion (4) Adaptive human behavior; considers biological processes involved in emotions, how emotions interact with cognition, and social influences. Prereq: WR 121 and 122 or 123; PSY 303.

469/569 Psychopathology (4) Major descriptive and theoretical approaches to etiological, developmental, and social factors in emotion and personality disorders. Includes assessment, diagnosis, treatment, and special topics. Prereq: WR 121 and 122 or 123; PSY 303.

470/570 Psychological Assessment (4) Application of psychological methods to the study of the individual; rationale of test construction and interpretation; problems in the prediction of human behavior; psychological assessment techniques. Prereq: WR 121 and 122 or 123; PSY 303.

471/571 Personality (4) Theory and methods for studying human traits, including personality measures and tests; studies of age, gender, and culture. Current research in personality. Prereq: WR 121 and 122 or 123; PSY 303.

472/572 Psychology of Trauma (4) 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: WR 121 and 122 or 123; PSY 303.

473/573 Marital and Family Therapies (4) 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: WR 121 and 122 or 123; PSY 303.

475/575 Cognitive Development (4) 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: Prereq: WR 121 and 122 or 123; PSY 303.

476/576 Language Acquisition (4) 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: WR 121 and 122 or 123; PSY 303.

478/578 Social Development (4) 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: WR 121 and 122 or 123; PSY 303.

480/580 Development and Psychopathology (4) Biological and environmental factors that shape normal and abnormal development. Analysis of how family functioning affects psychopathology and resilience in children and adolescents. Prereq: WR 121 and 122 or 123; PSY 303.

490, 491, 492 Honors in Psychology (1,1,1R) Reading and conference. R twice for maximum of 3 credits each. Honors psychology majors only.

503 Thesis (1–16R)

601 Research: [Topic] (1–21R)

602 Supervised College Teaching (1–3R)

603 Dissertation (1–16R)

605 Reading and Conference: [Topic] (1–21R)

607 Seminar: [Topic] (1–5R)

609 Practicum: [Topic] (1–9R)

610 Experimental Course: [Topic] (1–21R)

611 Data Analysis I (4) Introduction to probability, hypothesis testing, and analysis of variance with applications. Includes training in the statistical analysis of data by computer. With laboratory.

612 Data Analysis II (4) Multiple regression and advanced topics in analysis of variance. Includes training in the statistical analysis of data by computer. Prereq: PSY 611. With laboratory.

613 Data Analysis III (4) Multivariate techniques including MANOVA, factor analysis, principal components. Includes training in the statistical analysis of data by computer. Prereq: PSY 612. With laboratory.

614 Issues in Biology and Cognition (5) Examination of major issues in the psychological study of cognitive and physiological processes. Theory, research, and application discussed and placed in historical perspective. Prereq: major standing.

615 Issues in Personality and Social Foundations (5) Examination of major issues in the psychological study of personality and social processes. Theory, research, and application discussed and placed in historical perspective. Prereq: major standing.

616 Issues in Development (5) Examination of major issues in the psychological study of development. Theory and research discussed and placed in historical perspective. Prereq: major standing.

620 Psychopathology (3) 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.

621 Clinical Psychobiology (3) Research and theory from the neurosciences applied to clinical problems and biological therapies. Prereq: major standing.

623 Personality Assessment (3) Theory, methods, and related research in approaches to personality assessment; includes projective and objective techniques. Prereq: clinical psychology students only.