141 - 150 of 162 results for: PSYCH

Intermediate-level research undertaken with Prof. Wandell for EE students. Prerequisite: consent of instructor.

Climate scientists are largely in agreement that humanity faces a serious crisis, yet responses from the population at large and key decision makers have been mixed. How can we explain this disconnect and the diversity of reactions? In this discussion-based seminar we will read papers with a goal of understanding the psychological factors behind this situation. Topics may include: public opinions about climate; how people evaluate expert testimony; factors affecting the information people depend on; how people value future generations in decision making; and, linguistic issues in framing the debate.

The Climate Cognition Class is a graduate level course offered by Prof. Madalina Vlasceanu in the Environmental Social Sciences Department of the Stanford Doerr School of Sustainability. The course will focus on the insights drawn from research in cognitive, social, and environmental psychology relevant to understanding climate beliefs and behaviors. From low level processes such as perception, memory, emotions to the higher order processes involved in judgment and decision making, to macro level emergent phenomena leading to social movements and policy change, this course covers research on the psychological factors behind climate action at the individual, collective, and systemic level. Throughout the quarter, we will be hearing from numerous experts, overview the field, and discuss new empirical research, with the goal of identifying promising future research directions.

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.

Psychological science has been, and continues to be, an active contributor to systemic racism. This includes, but is not limited to, creating and perpetuating ideas that directly harm communities of color, excluding communities of color from the research process, and treating the thoughts, feelings, and behaviors of white samples (and white scientists) as the invisible standard from which to judge all others. Students will leave this seminar with a deepened understanding of the historical and contemporary origins of such practices, and with a concrete understanding of how to practice anti-racism in their own research, teaching, and service.

Well-functioning groups and spaces are simultaneously inclusive and have clear norms that support people in pursuing goals they value. But often these qualities are in tension. Some spaces are permissive, but lack the norms that help people regulate their behavior. Others enforce norms, but in exclusionary or punitive ways. Are there third ways? How can we create and maintain good norms while being inclusive; respond to people when they violate norms in ways that stand up for the norm but without excluding them? Using classic and contemporary examples, this seminar will explore these questions in diverse contexts, from game theory to responses to interpersonal settings (e.g., couples, families) to institutional settings (e.g., school) to intergroup conflicts (e.g., restorative justice).