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151 - 160 of 217 results for: PSYCH

PSYCH 234: Topics in Depression

Current research topics including epidemiology and phenomenology of affective disorders, psychological theories of depression, gender differences in affective disorders, cognitive and social functioning of depressed persons, psychobiology of affective disorders, depression in children, postpartum depression, suicide issues in the treatment of depression, and cultural aspects of affective disorders. Prerequisite: graduate standing in Psychology or consent of instructor. May be repeated for credit
Terms: not given this year | Units: 1-3 | Repeatable for credit | Grading: Letter (ABCD/NP)

PSYCH 235: Motivation and Emotion

This graduate seminar will take a social-cognitive perspective on motivation and emotion. Meetings will be discussion oriented, and each meeting will focus on a different question of theoretical and applied significance. Prerequisite: 207 or consent of instructor.
Terms: Spr | Units: 3 | Grading: Letter (ABCD/NP)

PSYCH 236C: Seminar in Semantics: Modality and Conditionals (LINGUIST 236)

Discussion of theories of the semantics and pragmatics of modals and conditionals.
Terms: Win | Units: 4 | Repeatable for credit | Grading: Letter or Credit/No Credit

PSYCH 237: Mathematical Cognition

The course will examine the basis of numerical and mathematical abilities, and the acquisition and learning of mathematical skills, drawing on experimental and modeling studies. Topics will include numerosity, counting, basic arithmetic, and fractions, as well as algebraic and geometric reasoning as well as insight into mathematical and scientific problems. Roles of rules, procedures and symbolic, spatial, and sensory-motor representations; relationship between skill and understanding; nature of discovery and insight in mathematical reasoning; the relationship between insight and proof. Open to PhD and Masters students and to Juniors and Seniors who have completed an introductory level course in cognitive or developmental psychology.
Terms: not given this year | Units: 2-4 | Grading: Letter or Credit/No Credit

PSYCH 238: Wise Interventions (PSYCH 138, PUBLPOL 238)

Classic and contemporary psychological interventions; the role of psychological factors in social reforms for social problems involving healthcare, the workplace, education, intergroup, relations, and the law. Topics include theories of intervention, the role of laboratory research, evaluation, and social policy.
Terms: Aut | Units: 4 | Grading: Letter or Credit/No Credit
Instructors: Walton, G. (PI)

PSYCH 239: Formal and Computational Approaches in Psychology and Cognitive Science

Do psychology and cognitive science need formal theories and/or explicit computational models? What insights should such things provide? What is the proper relationship between different theoretical and modeling approaches? Between different levels or kinds of analysis? Where do informally stated theories fit in and what are the roles of formal and computational modeling approaches in relation to other less explicitly specified forms of theorizing? This seminar will explore these issues and compare different formal and computational model variants, especially connectionist and probabilistic models, within 3-4 different target domains. Possible target domains include categorization, property induction, causal learning, perceptual decision making, language acquisition, semantics and pragmatics, and mid-level vision.
Terms: not given this year | Units: 3 | Grading: Letter or Credit/No Credit

PSYCH 240: What Changes?

When children get older, they start to behave differently. What¿s changing? In other words, what specific mechanisms underlie different developmental correlations between age and behavioral competence. Of course, the answer (or more likely, answers plural) to this question will differ vastly from domain to domain, but are there generalizations that we can make about the ways that different factors affect behavior across domains - differences in developmental drivers for so-called ¿lower-level¿ tasks versus ¿higher-level¿ tasks, or age-related differences in the determinants of change during specific time periods? In this course, we¿ll try to get a handle on some of the extant proposals on these questions, and maybe offer some of our own.
Terms: Spr | Units: 3 | Grading: Letter or Credit/No Credit
Instructors: Frank, M. (PI)

PSYCH 241: Probabilistic Models of Social Behavior and Affect

How do we reason about other people and ourselves? Is human behavior in social situations a set of ad-hoc and irrational responses--or can we understand humans as making rational inferences under uncertainty about the people they are interacting with? This project-based seminar will re-examine classic findings from social psychology and affective science through the lens of rational analysis and probabilistic models. In collaboration with instructors, students will develop projects focused on making testable theoretical models of classic tasks and literatures with the goal of creating a publishable end product. Phenomena under consideration include but are not limited to: cognitive dissonance, attribution theory, mindset theory, stereotyping, and emotion perception.
Terms: not given this year | Units: 4 | Grading: Letter (ABCD/NP)

PSYCH 243: General Development Seminar

May be repeated for credit. Prerequisite: consent of instructors. Restricted to Developmental graduate students.
Terms: Win | Units: 1-2 | Repeatable for credit | Grading: Satisfactory/No Credit
Instructors: Markman, E. (PI)

PSYCH 244: Psychology of Aging

Theory and research in gerontology. Normal and abnormal changes that occur in biological, cognitive, and psychological aging. Emphasis is on the environmental factors that influence the aging process. Prerequisite: graduate standing in Psychology or consent of instructor.
Terms: Spr | Units: 1-3 | Grading: Letter (ABCD/NP)
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