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1 - 10 of 105 results for: PSYCH ; Currently searching offered courses. You can also include unoffered courses

PSYCH 1: Introduction to Psychology

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.nnAn alternative version of the course, PSYCH 1L, is also offered for reduced (3) units, but does not count for major/minor requirements for Psychology or other disciplines. For more information on PSYCH 1 and PSYCH 1L, visit http://psychone.stanford.edu
Terms: Aut, Win, Spr | Units: 5 | UG Reqs: GER:DB-SocSci, WAY-SI | Grading: Letter or Credit/No Credit

PSYCH 1L: Introduction to Psychology

A reduced-unit version of Stanford¿s popular Psych 1 class. 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. nThe primary version of the course, PSYCH 1, is offered for 5 units and counts for major/minor requirements for Psychology and other disciplines. For more information on PSYCH 1 and PSYCH 1L, visit http://psychone.stanford.edu
Terms: Aut, Win, Spr | Units: 3 | UG Reqs: WAY-SI | Grading: Letter or Credit/No Credit

PSYCH 7N: Learn to Intervene, Wisely

Do you ever look around and see ways that the world could be a better place, especially if people behaved a little differently? Do you wonder what prevents better outcomes? nnIn this seminar, we will examine social-psychological processes that lie behind diverse social problems, especially how people make sense of themselves, other people, or important situations, sometimes in pejorative ways that undermine outcomes. Then we will examine interventions that address critical processes to promote human flourishing. You¿ll have the opportunity to read and discuss classic and contemporary ¿wise¿ psychological interventions such as: how a change in the sign on a hospital soap dispenser can increase soap use; how a change in survey items can raise voter turnout; how a change in a single question can improve dating relationships; and how reading-and-writing exercises that address students¿ beliefs about intelligence and belonging in school can improve achievement years into the future. In lear more »
Do you ever look around and see ways that the world could be a better place, especially if people behaved a little differently? Do you wonder what prevents better outcomes? nnIn this seminar, we will examine social-psychological processes that lie behind diverse social problems, especially how people make sense of themselves, other people, or important situations, sometimes in pejorative ways that undermine outcomes. Then we will examine interventions that address critical processes to promote human flourishing. You¿ll have the opportunity to read and discuss classic and contemporary ¿wise¿ psychological interventions such as: how a change in the sign on a hospital soap dispenser can increase soap use; how a change in survey items can raise voter turnout; how a change in a single question can improve dating relationships; and how reading-and-writing exercises that address students¿ beliefs about intelligence and belonging in school can improve achievement years into the future. In learning about this research, you will discover more about psychological processes, how basic research helps clarify these processes, how they contribute in complex field settings to social problems, and how they can be altered.nnAs you learn from past research, you¿ll have the opportunity to design your very own ¿wise intervention¿ and to workshop others¿ efforts. You will identify a social problem on campus of interest to you, say: How can you reduce waste in the cafeteria? How can you get more people to take the stairs? How can you get people to hold more inclusive attitudes? Then you will identify a psychological process you think contributes to this problem, implement an intervention in the field and track the results. nnWhen you have completed this seminar, you will more fully understand the psychological aspect of social problems and how this can be addressed through rigorous research.
Terms: Win | Units: 3 | Grading: Letter or Credit/No Credit
Instructors: Walton, G. (PI)

PSYCH 10: Introduction to Statistical Methods: Precalculus (STATS 60, STATS 160)

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.
Terms: Aut, Win, Spr, Sum | Units: 5 | UG Reqs: GER:DB-Math, WAY-AQR, WAY-FR | Grading: Letter or Credit/No Credit

PSYCH 12N: Self Theories

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.
Terms: Aut | Units: 3 | UG Reqs: GER:DB-SocSci, WAY-SI | Grading: Letter (ABCD/NP)
Instructors: Dweck, C. (PI)

PSYCH 21N: How to Make a Racist (AFRICAAM 121N, CSRE 21N)

How do children, with no innate beliefs or expectations about race, grow up to be racist? To address this complex question, this seminar will introduce students to the cognitive, social, and cultural factors that contribute to the development of racial stereotyping, prejudice, and discrimination. We will begin by defining key concepts (e.g., ¿What is race and what is racism?¿), and will then take a developmental approach to examine racist thought from early childhood until adulthood. The seminar will include lectures that will provide an introduction to each topic. These lectures will be supplemented by readings and discussion. Students will engage thoughtfully and critically with the topics and readings by sharing experiences, perspectives, confusions, and insights through discussion and in writing. Students with diverse experiences and perspectives will be welcomed and encouraged to participate.
Terms: Win | Units: 3 | Grading: Letter or Credit/No Credit
Instructors: Roberts, S. (PI)

PSYCH 24N: Neuroforecasting

Preference to freshmen. This course explores whether brain activity can be used not only to predict the choices of individuals, but also of separate groups of individuals in the future (e.g., in markets). Questions include how neuroforecasting is possible, whether it can add value to other forecasting tools (e.g., traditional measures like behavioral choice and subjective ratings), and when it extends to different aggregate scenarios. The course is ideal for students that would like to extend neural predictions about individual choice to group choice, and who plan to apply this knowledge in future research.
Terms: Win | Units: 3 | Grading: Letter (ABCD/NP)
Instructors: Knutson, B. (PI)

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 30N: The Science of Diverse Communities (CSRE 30N, EDUC 30N, SOC 179N)

This course is an exploration. Most generally, its aim is to identify distinguishing features of good diverse communities and articulate them well enough to offer principles or guidelines for how to design and manage such communities¿all with a particular focus on educational communities like schools, universities, academic disciplines, etc., but with the hope that such principles might generalize to other kinds of organizations and the broader society. The readings range from those on the origins of human communities and social identities to those on intergroup trust building. They also aim to embed our discussions in the major ¿diversity¿ issues of the day¿for example, what¿s in the news about campus life. nnThus the course has a practical purpose: to develop testable ideas for improving the comfort level, fairness and goodness-for-all of ¿identity¿ diverse communities--especially in educational settings. nnThe course also has a basic science purpose: to explore the psychological sig more »
This course is an exploration. Most generally, its aim is to identify distinguishing features of good diverse communities and articulate them well enough to offer principles or guidelines for how to design and manage such communities¿all with a particular focus on educational communities like schools, universities, academic disciplines, etc., but with the hope that such principles might generalize to other kinds of organizations and the broader society. The readings range from those on the origins of human communities and social identities to those on intergroup trust building. They also aim to embed our discussions in the major ¿diversity¿ issues of the day¿for example, what¿s in the news about campus life. nnThus the course has a practical purpose: to develop testable ideas for improving the comfort level, fairness and goodness-for-all of ¿identity¿ diverse communities--especially in educational settings. nnThe course also has a basic science purpose: to explore the psychological significance of community. Is there a psychological need for community? Is there something about a need for community that can¿t be reduced to other needs¿for example, for a gender, racial or sexual-orientation identity? How strong is the need for community¿against other needs? What kinds of human grouping¿s can satisfy it? In meeting this need, can membership in one community substitute for membership in others? What do people need from communities in order to thrive in them? Do strong diverse communities dampen intergroup biases? Can strong community loyalty mitigate identity tensions within communities? And so on. nnSuch questions, the hope is, will help us develop a more systematic understanding of the challenges and opportunities inherent in diverse human communities
Terms: Aut | Units: 3 | Grading: Letter or Credit/No Credit
Instructors: Steele, C. (PI)

PSYCH 35: Minds and Machines (LINGUIST 35, PHIL 99, SYMSYS 1)

(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. Undergraduates considering a major in symbolic systems should take this course as early as possible in their program of study.
Terms: Aut | Units: 4 | UG Reqs: GER:DB-SocSci, WAY-FR | Grading: Letter or Credit/No Credit
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