Results for PSYCH

Human behavior and mental processes including the nervous system, consciousness, learning, memory, development, emotion, psychopathology, interpersonal process, society, and culture. Current research.

Techniques for organizing data, computing, and interpreting measures of central tendency, variability, and association. Estimation, confidence intervals, tests of hypotheses, t-tests, correlation, and regression. Possible topics: analysis of variance and chi-square tests, computer statistical packages.

Preference to freshmen. The impact of people's belief in a growing versus fixed self on their motivation and performance in school, business, sports, and relationships. How such theories develop and can be changed.

Behavioral and neural aspects of perception focusing on visual and auditory perception. Topics include: scientific methods for studying perception, anatomy and physiology of the visual and auditiory systems, color vision, depth perception, motion perception, stereopsis, visual recognition, pitch and loudness perception, speech perception, and reorganization of the visual system in the blind.

An overview of the interdisciplinary study of cognition, information, communication, and language, with an emphasis on foundational issues: What are minds? What is computation? What are rationality and intelligence? Can we predict human behavior? Can computers be truly intelligent? How do people and technology interact, and how might they do so in the future? Lectures focus on how the methods of philosophy, mathematics, empirical research, and computational modeling are used to study minds and machines. Undergraduates considering a major in symbolic systems should take this course as early as possible in their program of study.

Psychological development from birth to adulthood, emphasizing infancy and the early and middle childhood years. The nature of change during childhood and theories of development. Recommended: PSYCH 1.

Guided observation of children age 2-5 at Bing Nursery School. Corequisite: 60.

Psychological development from birth to adulthood, emphasizing infancy and the early and middle childhood years. The nature of change during childhood and theories of development. This course is not a Writing in the Major course. Please register for Psych 60 which satisfies the WIM requirement. Recommended: PSYCH 1.

History of clinical psychology, models and assessment of personality, behavior, cognition, psychopathology, and approaches to the treatment of abnormal behavior. Emphasis is on current theory, research, issues in, and the role of clinical psychology in contemporary society. Recommended: 1.

The psychology of language including: production and understanding in utterances; from speech sounds to speaker's meaning; children's acquisition of the first language; and the psychological basis for language systems. Language functions in natural contexts and their relation to the processes by which language is produced, understood, and acquired. Prerequisite: 1 or LINGUIST 1.

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.

How children's thinking and mental abilities change from infancy on. The major theories and explanations of intellectual growth. Sources include classic findings and state-of-the-art research on cognitive development. Prerequisite: 1.

Supervised experience with young children at Bing Nursery School. 3 units require 4 hours per week in Bing classrooms throughout the quarter; 4 units require 7 hours per week; 5 units require 10.5 hours per week. Seminar on developmental issues in the Bing teaching/learning environment. Recommended: 60 or 146, or consent of instructor.

Memory and human cognition. Memory is not a unitary faculty but consists of multiple systems that support learning and remembering, each with its own processing characteristics and neurobiological substrates. This advanced undergraduate seminar will consider recent discoveries about the cognitive and neural architectures of working, declarative, and nondeclarative memory. Required: 45.

Two quarter practicum exposes students to multiple phases of research by participating in a laboratory focusing on social behavior in adulthood and old age. Review of current research; participation in ongoing data collection, analysis, and interpretation. Prerequisites: 1, research experience, and consent of instructor. May be repeated for credit.

Required of students in the mind, culture, and society specialization track. Research training on a variety of projects that explore how social identities such as race, class, gender, and culture affect psychological experiences across domains including education, law, business and health. Must participate for two consecutive quarters. Permission of instructor required. May be repeated for credit.

Student involvement in an interdisciplinary center aimed at changing the culture of human aging using science and technology. May be repeated for credit.

May be repeated for credit. Prerequisite: consent of instructor.

May be repeated for credit. Prerequisites: 1, 10, and consent of instructor.

Independent study. May be repeated for credit. Prerequisite: consent of instructor.

Independent study. May be repeated for credit. Prerequisites: 1, 10, and consent of instructor.

Capstone experience for juniors and seniors that bridges course work with research opportunities. Lectures representing the department's areas: social, personality, developmental, neuroscience, and cognitive psychology. Faculty present current research. Discussions led by advanced graduate students in the field represented by that week's guest. Students write research proposals. Small grants available to students to conduct a pilot study of their proposed research. Limited enrollment. Prerequisite: consent of instructor.

Limited to students in senior honors program. Weekly research seminar, independent research project under the supervision of an appropriate faculty member. A detailed proposal is submitted at the end of Autumn Quarter. Research continues during Winter and Spring quarters as 198. A report demonstrating sufficient progress is required at the end of Winter Quarter.

Limited to students in the senior honors program. Finishing the research and data analysis, written thesis, and presentation at the Senior Honors Convention. May be repeated for credit.

This course introduces the student to human neuroimaging using magnetic resonance scanners. The course is a mixture of lectures and hands-on software tutorials. The course begins by introducing basic MR principles. Then various MR measurement modalities are described, including several types of structural and functional imaging methods. Finally algorithms for analyzing and visualizing the various types of neuroimaging data are explained, including anatomical images, functional data, diffusion imaging (e.g., DTI) and magnetization transfer. Emphasis is on explaining software methods used for interpreting these types of data.

Required of and limited to first-year Ph.D. students in Psychology. Major issues in contemporary psychology with historical backgrounds.

Models of cognitive and developmental processes and the brain basis of such processes, including perception, attention, memory, decision making, language processing, acting and thinking. Models considered will include neural network models including contemporary deep learning models, as well as other process models spanning a spectrum from abstract to neurally realistic. Relationships between such models and more abstract models of cognitive processes including probabilistic models will be explored. Students learn about classic models and carry out exercises in the first six weeks and will undertake projects and learn about recent developments during the last four weeks of the quarter. For advanced undergraduates and graduate students. Recommended: some familiarity with computer programming, differential equations, linear algebra, and/or probability theory, and courses in cognitive psychology and/or cognitive neuroscience.

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.

Participant presentations. May be repeated for credit. Prerequisite: graduate standing in psychology or neuroscience program.

For students who seek experience and advanced training in empirical research. Analysis of data from experimental through factorial designs, randomized blocks, repeated measures; regression methods through multiple regression, model building, analysis of covariance; categorical data analysis through two-way tables. Integrated with the use of statistical computing packages. Prerequisite: 10 or equivalent.

Satisfies INS requirements for curricular practical training. Relevant experience for graduate students as part of their program of study. May be repeated for credit. Prerequisites: graduate standing in Psychology, consent of adviser.nn (Staff)

For students who are already or are planning to become involved in research on social construal and the role that it plays in a variety of phenomena, notably the origin and escalation of conflict.

The psychology of language including: production and understanding in utterances; from speech sounds to speaker's meaning; children's acquisition of the first language; and the psychological basis for language systems. Language functions in natural contexts and their relation to the processes by which language is produced, understood, and acquired. Prerequisite: 1 or LINGUIST 1.

May be repeated for credit. Prerequisite: graduate standing in Psychology. (Gotlib)

Intermediate-level research undertaken with members of departmental faculty. Prerequisite: consent of instructor.nn (Staff)

Enrollment limited to teaching assistants in selected Psychology courses. May be repeated for credit.

Logistical TA training including: preparing for sections; creating, correcting exams; grading an iterative writing assignment; office hours; review sessions; developing audiovisual expertise; communicating via coursework. Review of student evaluations with instructor to set goals and strategies. Second quarter focuses on pedagogical improvement. Limited to current PSYCH 1 TAs. May be repeated for credit.

This seminar will consider special topics in emotion regulation. Admission is by invitation only.

Faculty and student research presentations focusing on work linking cellular, systems, cognitive, behavioral, and computational neuroscience. Limited to affiliates of the Center for Mind, Brain and Computation. May be repeated for credit.

Students register through their affiliated department; otherwise register for CHEMENG 459. For specialists and non-specialists. Sponsored by the Stanford BioX Program. Three seminars per quarter address scientific and technical themes related to interdisciplinary approaches in bioengineering, medicine, and the chemical, physical, and biological sciences. Leading investigators from Stanford and the world present breakthroughs and endeavors that cut across core disciplines. Pre-seminars introduce basic concepts and background for non-experts. Registered students attend all pre-seminars; others welcome. See http://biox.stanford.edu/courses/459.html. Recommended: basic mathematics, biology, chemistry, and physics.

Mediation as more effective and less expensive than other forms of settling disputes such as violence, lawsuits, or arbitration. How mediation can be structured to maximize the chances for success. Simulated mediation sessions.