Results for PSYCH

An introduction to the science of how people think, feel, and behave. We will explore such topics as intelligence, perception, memory, happiness, personality, culture, social influence, development, emotion, and mental illness. Students will learn about classic and cutting edge research, a range of methods, and discover how psychology informs our understanding of what it means to be human, addresses other fields, and offers solutions to important social problems. Psych 1 fulfills the SI Way, and, effective Autumn 2018, the SMA Way. For more information on PSYCH 1, visit http://psychone.stanford.edu. Please note that section assignments will be done through Canvas in the first week of class.

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.

One of the most important questions people ask themselves when they enter a new setting, whether a school, a workplace, or a country, is "Do I belong here?". How do people make sense of their belonging in a new setting? How and why do group identities, such as race-ethnicity, social-class background, gender, or national origin matter? What are the consequences of people's inferences about their belonging? And how can we create school and work settings in which people from diverse backgrounds can genuinely and authentically belong?

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.

In this class, you will answer a simple yet dizzyingly complicated question: how did you get here? All Stanford students got here somehow from somewhere, surely with the help of someone or something, but what¿s your story? In what ways have you moved (or been moved) along your journey, and what do you attribute that movement to? Community? Diligence? Luck? Sacrifice? Compassion? All of the above? What does it even mean to be here?

(Formerly SYMSYS 100). 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. Students must take this course before being approved to declare Symbolic Systems as a major. All students interested in studying Symbolic Systems are urged to take this course early in their student careers. The course material and presentation will be at an introductory level, without prerequisites. If you have any questions about the course, please email symsys1staff@gmail.com.

This course will provide students with an overview of the field of clinical psychology, the various roles of clinical psychologists in research and practice, and implications of current research in neuroscience for clinical psychology. We will discuss the definition and history of clinical psychology as a profession, research methods used in clinical psychology, issues in diagnosis and classification of disorders, techniques used in the assessment of intellectual and personality functioning, various approaches to therapeutic intervention, and issues related to ethics, professionalism, and training in clinical psychology. Throughout this course we will review and integrate relevant research in the field of clinical neuroscience with our discussion and understanding of clinical psychology.

Are you interested in strengthening your skills as a facilitator or section leader? Interested in opening up dialogue around identity within your community or among friends? This course will provide you with facilitation tools and practice, but an equal part of the heart of this class will come from your own reflection on the particular strengths and challenges you may bring to facilitation and how to craft a personal style that works best for you. This reflection process is ongoing, for the instructors as well as the students.

By its very nature psychology is interdisciplinary. This course will consist of student-led workshops for those who are interested in the role of psychology in today¿s society. Each week a different student will talk about an interest of theirs -- anything from Disney movies to memes -- and how it relates to psychology. Students are encouraged to be as creative as possible and take initiative! (Presented by the Stanford Undergraduate Psychology Association.)

How do people do things with language? How do we go from perceiving the acoustic waves that reach our ears to understanding that someone just announced the winner of the presidential election? How do we go from a thought to spelling that thought out in a sentence? How do babies learn language from scratch? This course is a theoretical introduction to psycholinguistics -- the study of how humans learn, represent, comprehend, and produce language. The course aims to provide students with a solid understanding of both the research methodologies used in psycholinguistic research and many of the well-established findings in the field. Topics covered include language acquisition, speech perception, word recognition, sentence processing, sentence production, and discourse and inference.

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.

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.

Social cognition - the ability to infer and represent the unobservable contents of others' minds - is a critical component of what makes us human. What are the basic elements of social cognition, and what do infants and young children understand about others' actions, thoughts, and feelings? How do these capacities help them learn about the world as they interact with others in the first few years of life? This course will take a deeper look at the theoretical perspectives and scientific findings at the intersection of social cognition and cognitive development. Students will read 3 - 4 journal articles each week (reviews and empirical papers) on various topics in the field, starting from face perception and attribution of agency to Theory of Mind, communication, and altruism. Students will be encouraged to think hard about the fundamental questions about the human mind and how it interacts with other minds, and the value of studying young children in addressing these questions. Students should expect to read, present, and discuss theoretical and empirical research articles, and write a research proposal as a final project. This course is designed for upper-level undergraduate students who already have a basic understanding of cognitive development (PSYCH60 is required). This course fulfills the WIM requirement.

Pedagogical training focused on teaching introductory psychology: creating engaging and inclusive lesson plans and activities, providing helpful feedback to students, responding to student feedback, and supporting student learning in 1:1 and small group interactions. Students create and iterate section activities, conduct and reflect on peer feedback, and produce a statement of teaching philosophy in their second quarter. Limited to current undergraduate PSYCH 1 Teaching Fellows. May be repeated for credit.

Join SPARQ (Social Psychological Answers to Real-world Questions) as a research assistant and help with projects addressing real-world issues.

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

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.

The Honors Program in Psychology is designed for Psychology majors who wish to pursue a full year of intensive supervised independent research during their senior year. Students in the program will acquire a broad background in psychology as well as a deep background in their chosen area. In the fall quarter, we will focus on career development, acquiring valuable research skills, and on discussing our research projects. In the winter quarter, we will focus on reading and discussing research papers that are relevant for our projects. In the spring quarter, we will focus on how to present our research in writing, as well as in poster and oral presentations.

Satisfies INS requirements for curricular practical training (CPT). May be repeated for credit. Prerequisites: consent of adviser.

Are you interested in strengthening your skills as a facilitator or section leader? Interested in opening up dialogue around identity within your community or among friends? This course will provide you with facilitation tools and practice, but an equal part of the heart of this class will come from your own reflection on the particular strengths and challenges you may bring to facilitation and how to craft a personal style that works best for you. This reflection process is ongoing, for the instructors as well as the students.

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

This course is an introduction to digital imaging technologies. We focus on the principles of key elements of digital systems components; we show how to use simulation to predict how these components will work together in a complete image system simulation. The early lectures introduce the software environment and describe options for the course project. The following topics are covered and software tools are introduced:n- Basic principles of optics (Snell's Law, diffraction, adaptive optics).n- Image sensor and pixel designsn- Color science, metrics, and calibrationn- Human spatial resolutionn- Image processing principlesn- Display technologiesnA special theme of this course is that it explains how imaging technologies accommodate the requirements of the human visual system. The course also explains how image systems simulations can be useful in neuroscience and industrial vision applications. The course consists of lectures, software tutorials, and a course project. Tutorials and projects include extensive software simulations of the imaging pipeline. Some background in mathematics (linear algebra) and programming (Matlab) is valuable.nPre-requisite: EE 261 or equivalent. Or permission of instructor required.

The social and psychological processes involved in asking and answering questions via questionnaires for the social sciences; optimizing questionnaire design; open versus closed questions; rating versus ranking; rating scale length and point labeling; acquiescence response bias; don't-know response options; response choice order effects; question order effects; social desirability response bias; attitude and behavior recall; and introspective accounts of the causes of thoughts and actions.

This pset-focused course will train you on how to use brain imaging data - primarily functional magnetic resonance imaging while participants watch movies - to read the minds of adults. In doing so, you will acquire expertise in writing Python code, using parallel computing and analyzing big data. Recommended: PSYCH 164, PSYCH 50, or CS 106A (or equivalent).

As Kurt Lewin says, "Research that produces nothing but books will not suffice." How can you address the problems you care about through psychological science? Topics will address: What is a wise intervention? When are you ready to implement one (what do you need to know first and how can you learn it)? How can you make your intervention impactful and scaleable? How can you assess impacts and key processes, especially over time? Where should you embed your intervention and what role do contexts play? Course will feature classic and contemporary readings, discussion, and student leadership, including a focus on students' ongoing research projects.

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

Graduate laboratory class in experimental methods for psychology, with a focus on open science methods and best practices in behavioral research. Topics include experimental design, data collection, data management, data analysis, and the ethical conduct of research. The final project of the course is a replication experiment in which students collect new data following the procedures of a published paper. The course is designed for incoming graduate students in psychology, but is open to qualified students from other programs who have some working knowledge of the R statistical programming language. Requirement: Psych 10/Stats 60 or equivalent

The goal of this practicum is to integrate methods from natural language processing with social psychological perspectives on race to build practical systems that address significant societal issues. Readings will be drawn broadly from across the social sciences and computer science. Students will work with large, complex datasets and participate in research involving community partnerships relevant to race and natural language processing. Prerequisite: CS224N, PSYCH290, or equivalent background in natural language processing. Students interested in participating should complete the online application for permission at https://web.stanford.edu/class/cs329r/. Limited enrollment.

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.

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

Where do people's political attitudes and behaviors come from, and how can they be changed? Social and psychological factors powerfully influence political views, and research in this area can help to understand our often confusing political landscape. Understanding the causal architecture of political attitudes and behavior is essential for taking effective political action, especially in this time of deep and growing political divides. In this class we will read and discuss cutting-edge research from social psychology, sociology, political science, and beyond on topics such as polarization, persuasion, social activism, inequality, racial prejudice, and populism. Enrollment for SOC 298 is by permission of instructor.

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

Everything we learn - be it a historical fact, the meaning of a new word, or a skill like reading, math, programming or playing the piano - depends on brain plasticity. The human brain's incredible capacity for learning is served by a variety of learning mechanisms that all result in changes in brain structure and function over different time scales. The goal of this course is to (a) provide an overview of different learning systems in the brain, (b) introduce methodologies and experiments that have led to new discoveries linking human brain plasticity and learning, (3) design an experiment, collect neuroimaging data, and measure the neurobiological underpinnings of learning in your own brain with MRI. The first section of the course will involve a series of lectures and discussions on the foundations of plasticity and learning with particular attention to experimental methods used in human neuroimaging studies. The second part of the course will involve workshops on designing and implementing experiments in MATLAB/Psychtoolbox or Python/PsychoPy. During this part of the course students will design, present and implement their own experiments as group projects. Finally, students will learn how to collect and analyze MRI data by being participants in their own fMRI experiments or analyzing publicly available datasets. Requirements: This class is designed for students who are interested in gaining hands-on experience with measuring the neurobiological underpinnings of learning. Student projects will involve designing experiments, collecting and analyzing data. So some experience with MATLAB/Python or an equivalent programming language is required. Some background in neuroscience (at least 1 course) is also required as we will assume basic knowledge.

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

Pedagogical training focused on teaching introductory psychology: creating engaging and inclusive lesson plans and activities, providing helpful feedback to students, responding to student feedback, and supporting student learning in 1:1 and small group interactions. Second quarter focuses on designing and iterating section activities, giving and receiving peer feedback on teaching, and reflecting on teaching practices. Limited to current graduate PSYCH 1 Teaching Fellows. May be repeated for credit.

For students interested in research in political science, psychology, or communication. Methodological techniques for studying political attitudes and behaviors. May be repeated for credit.

This course offers a project-based orientation to methodological issues associated with the analysis of multivariate and/or longitudinal data in the social sciences. General areas to be covered include the manipulation/organization/description of the types of empirical data obtained in social science research, and the application/implementation of multivariate analysis techniques to those data. Students will, through hands-on analysis of their data, acquire experiences in the formulation of research questions and study designs that are appropriately tethered to a variety of advanced analytical methods.

This course will focus on the methodological foundations of research in social psychology and allied fields, and on the background scientific and career decision-making that fosters strong research in these fields. It will focus on such topics as: why do science; how to develop research ideas and formulate a research program; classic experimental design; experimental approaches to social problems - the Lewinian tradition; the choice between laboratory, on-line, field and intervention research strategies; the role of theory in methodological choices; how to build experiments that reflect the real world; crafting IV's and DV's; the many routes to statistical power; the precautions of research hygiene; refining theory - generalizing and replicating; research productivity and the life of a research psychologist, effective approaches to writing.