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231 - 240 of 245 results for: all courses

PSYCH 16N: Amines and Affect

Preference to freshmen. How serotonin, dopamine, and norepinephrine influence people's emotional lives. This course is ideal for students that would like to get deeper exposure to cutting edge concepts and methods at the intersection of psychology and biology, and who plan to apply their knowledge to future research.
Terms: not given this year | Units: 3 | UG Reqs: GER:DB-SocSci, WAY-SI, WAY-SMA | Grading: Letter or Credit/No Credit

PSYCH 30: Introduction to Perception

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.
Terms: Aut | Units: 3 | UG Reqs: GER: DB-NatSci, WAY-SI, WAY-SMA | Grading: Letter or Credit/No Credit

PSYCH 50: Introduction to Cognitive Neuroscience

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.
Terms: Win | Units: 4 | UG Reqs: GER: DB-NatSci, WAY-SI, WAY-SMA | Grading: Letter or Credit/No Credit

PSYCH 120: Cellular Neuroscience: Cell Signaling and Behavior (BIO 153)

Neural interactions underlying behavior. Prerequisites: PSYCH 1 or basic biology.
Terms: Aut | Units: 4 | UG Reqs: GER: DB-NatSci, WAY-SMA | Grading: Letter or Credit/No Credit

PSYCH 121: Ion Transport and Intracellular Messengers (PSYCH 228)

(Graduate students register for 228.) Ion channels, carriers, ion pumps, and their regulation by intracellular messengers in a variety of cell types. Recommended: 120, introductory course in biology or human biology.
Terms: Spr | Units: 3 | UG Reqs: WAY-SMA | Grading: Letter or Credit/No Credit
Instructors: Wine, J. (PI)

PSYCH 164: Brain decoding

Can we know what someone is thinking by examining their brain activity? Using knowledge of the human visual system and techniques from machine learning, recent work has shown impressive ability to decode what people are looking at from their brain activity as measured with functional imaging. The course will use a combination of lectures, primary literature readings, discussion and hands-on tutorials to understand this emerging technology from basic knowledge of the perceptual (primarily visual) and other cognitive systems (such as working memory) to tools and techniques used to decode brain activity.nPrerequisites: Either Psych 30 or Psych 50 or Consent of Instructor
Terms: Aut | Units: 3 | UG Reqs: WAY-SMA | Grading: Letter or Credit/No Credit

SOMGEN 120Q: Learning, Motivation & Addiction

How does the brain change when you remember information, pick up a skill or acquire a bad habit? How do pain, pleasure and traits like impulsivity and self-control sculpt who we are? We will example the principles of neuroplasticity and their significance for education, mood disorders, and legal and moral responsibility. Through relevant texts from the humanities, analysis of key neuroscientific experiments, and hands-on experimentation, students will build a multifaceted understanding of how the brain works.
Terms: Aut | Units: 3 | UG Reqs: WAY-SMA | Grading: Letter (ABCD/NP)

THINK 1: The Science of MythBusters

How do scientists actually go about answering practical questions? How does science function as a way of understanding our world, and importantly how does it differ from other approaches? As its point of departure, this course will examine and critique selected episodes of the television series, MythBusters (Discovery Channel), which tests the validity of many popular beliefs in a variety of imaginative ways, including myths, rumors, traditions, and stories. We will take the opportunity to delve more deeply into the applicability of the scientific method in understanding a vast range of real-world problems, and into the practical acquisition of fact-based knowledge, which together form the cornerstone of all science. The intellectual framework of this course will be based, first and foremost, on skeptical inquiry, combined with the other key ingredients of good science, which include: framing the question well, careful experimental design, meticulous observation and measurement, quanti more »
How do scientists actually go about answering practical questions? How does science function as a way of understanding our world, and importantly how does it differ from other approaches? As its point of departure, this course will examine and critique selected episodes of the television series, MythBusters (Discovery Channel), which tests the validity of many popular beliefs in a variety of imaginative ways, including myths, rumors, traditions, and stories. We will take the opportunity to delve more deeply into the applicability of the scientific method in understanding a vast range of real-world problems, and into the practical acquisition of fact-based knowledge, which together form the cornerstone of all science. The intellectual framework of this course will be based, first and foremost, on skeptical inquiry, combined with the other key ingredients of good science, which include: framing the question well, careful experimental design, meticulous observation and measurement, quantitative analysis and modeling, the evaluation of statistical significance, recovery from failure, disseminating findings, and the continuous cycle of hypothesis and testing. Note: This course is taught at an introductory level, but it pays serious attention to the quantitative treatment of experimental data and associated tests of statistical significance. All students taking the course will be expected to learn, and to work a series of problems in, basic probability and statistics. There is also a hands-on, "dorm lab" component that involves some fabrication and a significant amount of individual testing and measurement. The final course project will involve developing and writing a scientific grant proposal to test a myth. We hope to inculcate in our students "a taste for questioning, a sense of observation, intellectual rigor, practice with reasoning, modesty in the face of facts, the ability to distinguish between true and false, and an attachment to logical and precise language. " (Yves Quéré, 2010 Science 330:605).
Terms: not given this year | Units: 4 | UG Reqs: THINK, WAY-AQR, WAY-SMA | Grading: Letter (ABCD/NP)

THINK 15: How Does Your Brain Work?

How do the biology and chemistry of the brain create the mind that lets us talk, walk, laugh, love, learn, remember, and forget? What can neuroscience say about what makes us human? How can we ask questions about the brain that are observable, testable, and answerable? The human brain is the most complex organ we know. To understand the biology of brain function, this course will use highly interactive lectures and discussions to examine the validity of common beliefs about the brain, discuss how the brain and the nervous system are organized, how individual elements of the brain function, and how together these units produce action. The brain, like all other biological structures, has evolved over time in response to natural selection by adapting to diverse behavioral and environmental constraints. We use evolutionary comparisons to illuminate important questions about brain function, including what the origins and consequences of brain damage are, how and where drugs act, and how you collect, interpret, and understand information about the world. You will learn both how the science of the brain has emerged through understanding important experiments and observations and how you can formulate and test your own experimental questions about the brain.
Terms: Win | Units: 4 | UG Reqs: THINK, WAY-SMA | Grading: Letter (ABCD/NP)

THINK 23: The Cancer Problem: Causes, Treatments, and Prevention

How has our approach to cancer been affected by clinical observations, scientific discoveries, social norms, politics, and economic interests? Approximately one in three Americans will develop invasive cancer during their lifetime; one in five Americans will die as a result of this disease. This course will expose you to multiple ways of approaching the cancer problem, including laboratory research, clinical trials, population studies, public health interventions, and health care economics. We will start with the 18th century discovery of the relationship between coal tar and cancer, and trace the role of scientific research in revealing the genetic basis of cancer. We will then discuss the development of new treatments for cancer as well as measures to screen for and prevent cancer, including the ongoing debate over tobacco control. Using cancer as a case study, you will learn important aspects of the scientific method including experimental design, data analysis, and the difference between correlation and causation. You will learn how science can be used and misused with regard to the public good. You will also learn about ways in which social, political, and economic forces shape our knowledge about and response to disease.
Terms: Spr | Units: 4 | UG Reqs: THINK, WAY-AQR, WAY-SMA | Grading: Letter (ABCD/NP)
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