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.

Preference to freshmen. Is prediction of group choice possible and how can it be done? This course is ideal for students that would like to extend predictions about individual choice to group choice, and who plan to apply this knowledge to future research.

It's hard to pick up a newspaper without seeing a story that involves brain imaging, from research on psychological disorders to its use for lie detection or "neuromarketing". The methods are indeed very powerful, but many of the claims seen in the press are results of overly strong interpretations. In this course, you will learn to evaluate claims based on brain imaging research. We will also explore the deeper ethical and philosophical issues that arise from our ability to peer into our own brains in action. The course will start by discussing how to understand and interpret the findings of brain imaging research. We will discuss how new statistical methods provide the ability to accurately predict thoughts and behaviors from brain images. We will explore how this research has the potential to change our concepts of the self, personal responsibility and free will. We will also discuss the ethics of brain imaging, such as how the ability to detect thoughts relates to personal privacy and mental illness. Finally, we will discuss the legal implications of these techniques, such as their use in lie detection or as evidence against legal culpability.

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.

Survey of topics relating brain activity to cognitive processes and behavior. The course begins with an overview of neurophysiology and techniques to measure brain activity. We then discuss perceptual and motor processes before investigating neural responses related to attention, memory, and cognitive control. The course concludes with a discussion of brain processes related to reward, decision making, and social cognition.

How do we measure personality and emotion? What parts of your personality and emotions are set at birth? What parts of your personality and emotions are shaped by your sociocultural context? Can your personality and emotions make you sick? Can you change yours personality and emotions? There are questions we begin to address in this introductory course on personality and emotion. Prerequisite: Psych 1.

Theories of and approaches to understanding the phenomenology, etiology, and treatment of psychological disorders among adults and children. Research findings and diagnostic issues. Recommended: PSYCH 1.

Social ecological perspective on health emphasizing how individual health behavior is shaped by social forces. Topics include: biobehavioral factors in health; health behavior change; community health promotion; and psychological aspects of illness, patient care, and chronic disease management. Prerequisites: HUMBIO 3B or PSYCH 1, or equivalent.

Interdisciplinary. Challenges to and solutions for the young from increased human life expectancy: health care, financial markets, families, work, and politics. Guest lectures from engineers, economists, geneticists, and physiologists.

In an increasingly globalized world, our ability to connect and engage with new audiences is directly correlated with our competence and success in any field How do our intergroup perceptions and reactions influence our skills as communicators? This course uses experiential activities and discussion sections to explore the role of social identity in effective communication.nnThe objective of the course is to examine and challenge our explicit and implicit assumptions about various groups to enhance our ability to successfully communicate across the complex web of identity.

Learning about children through guided observations at Bing Nursery School, Psychology's lab for research and training in child development. Physical, emotional, social, cognitive, and language development. Recommended: 60.

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.

The goal of this course is to examine social psychological perspectives on race, crime, and punishment in the United States. Readings will be drawn not only from psychology, but also from sociology, criminology, economics, and legal studies. We will consider the manner in which social psychological variables may operate at various points in the crimina justice system- from policing, to sentencing, to imprisonment, to re-entry. Conducted as a seminar.

Focus is on how politicians and government learn what Americans want and how the public's preferences shape government action; how surveys measure beliefs, preferences, and experiences; how poll results are criticized and interpreted; how conflict between polls is viewed by the public; how accurate surveys are and when they are accurate; how to conduct survey research to produce accurate measurements; designing questionnaires that people can understand and use comfortably; how question wording can manipulate poll results; corruption in survey research.

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.

Social cognition, the ability to perceive others, understand their behaviors, and reason about their thoughts, is a critical component of what makes us human. In what ways does this ability help young children learn about the world, and what can science tell us about the representations and the inferential processes that underlie early learning? This course will explore various topics on social cognition with an emphasis on (but not limited to) developmental perspectives, including face perception, action understanding, and Theory of Mind, and encourage students to think about how these abilities might be linked to the developmental changes in children's understanding of the world. Another goal of the course is to offer an insight into the fundamental questions that have motivated psychological research on social cognition, and the value of developmental methods in addressing these questions. Students should expect to read, present, and discuss theoretical and empirical research articles and to develop original research proposals as a final project. nStudents will have an opportunity to develop their proposals into a research project in PSYCH 187, a lab course offered in Spring as a sequel to this course. This course fulfills the WIM requirement. nPrerequisites: Psych60 or Psych141

Research, develop, and disseminate solutions to social problems in real-world settings such as police departments, schools, and hospitals. Get trained in research methods, community partnerships, mass media communication, data visualization, project management, and other useful skills. Must participate for credit for the full school year. Permission of instructor required.

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 or for grade. Prerequisites: 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.

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.

Seminar. Topics related to cortical plasticity in perceptual and memory systems including neural bases of implicity memory, recognition memory, visual priming, and perceptual learning. Emphasis is on recent research with an interdisciplinary scope, including theory, behavioral findings, neural mechanisms, and computational models. May be repeated for credit. Recommended: 30, 45

Prerequisite: 207 or consent of instructor.

Classic studies in experimental social psychology. Group and group dynamics; compliance and social pressure; conformity, cooperation, conflict, and social dilemmas; attraction and preference; attitudes and attitude change; social comparison, emotion, and affiliation; dissonance, consistency, and self-justification; attribution and self-perception; judgment and decision making, motivation, automaticity, and culture.

Social psychology from the context of society and culture. The interdependence of psychological and sociocultural processes: how sociocultural factors shape psychological processes, and how psychological systems shape sociocultural systems. Theoretical developments to understand social issues, problems, and polity. Works of Baldwin, Mead, Asch, Lewin, Burner, and contemporary theory and empirical work on the interdependence of psychology and social context as constituted by gender, ethnicity, race, religion, and region of the country and the world. Prerequisite: 207 or consent of instructor.

This course covers research and theory on the origins and function of social norms. Topics include the estimation of public opinion, the function of norms as ideals and standards of judgment, and the impact of norms on collective and individual behavior. In addition to acquainting students with the various forms and functions of social norms the course will provide students with experience in identifying and formulating tractable research questions.

Discussion of theories of the semantics and pragmatics of modals and conditionals.

May be repeated for credit. Prerequisite: consent of instructors. Restricted to Developmental graduate students.

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

To what extent can language use be treated as a special case of social cognition? The class will be based around visiting lectures by major researchers in this area, along with meetings to prepare for their visits by discussing key readings. May be repeated for credit.

Laboratory class in experimental methods for psychology, with a focus on technical/computer-based methods. Programming experience helpful although not required. Topics include data collection on the web, data management and data analysis.

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.

SAME AS LAW744. Recent psychological advances in our understanding of the cognitive and social origins of morality cast a new light on age-old questions about ethics, such as: How did our moral sense evolve in our species? How does it develop over our lifetime? How much does our culture, religion, or politics determine our moral values? What is the role of intuition and emotion in moral judgment? How "logical" is moral judgment? How do other people's moral choices affect us? Does character matter or is behavior entirely dictated by the situations we find ourselves in? If it is purely situational, are we morally responsible for anything? How far will we go to convince ourselves that we are good and moral? Barbara Fried and Benoit Monin will review empirical answers to these questions suggested by behavioral research, and lead discussions on their implications for ethics. Students enrolled in the course will be selected through an application process. The application can be found at http://web.stanford.edu/~arnewman/MoralMinds.fb, and is due at 11:59 p.m. on November 14, 2014.

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

Psychological research has the potential to create novel interventions that promote the public good. This workshop will expose students to psychologically 'wise' intervention research and to support their efforts to conduct such interventions, especially in the context of education, broadly conceived, as well as other areas. The first part of the class will address classic interventions and important topics in intervention research, including effective delivery mechanisms, sensitive behavioral outcomes, the role of theory and psychological process, and considerations of the role of time and of mechanisms that can sustain treatment effects over time. In the second part of the class, students will present and receive feedback on their own ongoing and/or future intervention research. Prerequisite: Graduate standing in Psychology or Education, or consent of instructor.

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.

Research, develop, and disseminate solutions to social problems in real-world settings such as police departments, schools, and hospitals. Get trained in research methods, community partnerships, mass media communication, data visualization, project management, and other useful skills. Must participate for credit for the full school year. Permission of instructor required.

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.