101 - 110 of 162 results for: PSYCH

This advanced seminar will explore computational approaches to understanding the cognitive processes that enable humans to design meaningful experiences for others in a variety of domains, including visual media, musical compositions, written stories, and games. Towards this end, we will discuss contemporary work in the cognitive science, computer graphics, human-computer interaction, education, and artificial intelligence literatures.

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 seminar explores how emerging findings at the interface of neuroscience, psychology, and economics combine to inform our understanding of how the brain makes decisions. Topics include neural processes related to reward, punishment, probability, risk, time, reflection, and social interaction, as well as theoretical implications and practical applications. We will briefly touch on the possibility of extending individual brain and behavioral data down to physiological and up to aggregate levels of analysis.Because the course involves interdisciplinary material, it takes the format of a research seminar with background discussions, and is targeted at graduate students and advanced undergraduates who aim to conduct related research. Goals include: (1) building familiarity with relevant neuroscience, psychology, and economics concepts; (2) increasing awareness of key relevant literature; and (3) preparation to conduct and advance innovative interdisciplinary research.

In this course we will discuss current issues in the study of major depression, including the epidemiology and phenomenology of depression and other affective disorders, psychological and biological theories of depression, gender differences in depression, cognitive and social functioning of depressed persons, findings from neuroimaging studies of depression, depression in children, risk factors for depression, issues involving suicide, and implications of the NIMH RDoC initiative for the study of depression and other psychiatric diagnostic categories.

This graduate seminar will explore social-cognitive perspectives on motivation and emotion. Meetings will be discussion based. Prerequisites: Psychology 207 and consent of instructor.

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. Prereqs: Coding (e.g., CS 106A); Statistics (e.g., PSYCH10). Recommended: Neuroscience (e.g., PSYCH 164, PSYCH 50).

This course brings together several literatures on the psychological, neurological, behavioral and learning impact of scarcities, especially those of money (poverty) time and food. It will identify the known psychological hallmarks of these scarcities and explore their implications for psychological functioning, well-being and education--as well as, how they can be dealt with by individuals and in education.

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. This course can be taken for either 3 or 5 units. Three units: does not satisfy the WIM requirement, enroll in lecture only as no discussion section is required. Five units: does satisfy the WIM requirement and enrollment in lecture plus discussion section is required.

Is face processing innate? Are infants passive spectators of their world or active agents pursuing goals? Why don't we remember anything from our infancy? This seminar-based course will use a Developmental Cognitive Neuroscience lens - using methods like fMRI, EEG, and animal models - to consider these big questions in early Cognitive Development. Prerequisite: 207 or consent of instructor.