41 - 50 of 162 results for: PSYCH

This advanced seminar will explore the application of analytic techniques from modern data science to advance the science of human learning. Students will have opportunities to work with real datasets from educational contexts and engage with contemporary research in the learning sciences, culminating in a final project. Enrollment in this course is by instructor permission only. All students interested in enrolling in this course must complete this application to be eligible to enroll: https://forms.gle/dfcm5LJReBgJ6yDf6. It is recommended that interested students submit this application by Monday, March 24th 11:59PM PT for full consideration, but applications will be reviewed on an ongoing basis through Friday, April 4th 11:59PM PT

Ever wondered what graduate school in psychology could look like for you? In this workshop series, you'll get to hear from current graduate students and faculty about their experiences with graduate school. Come hear about what the pros and cons of going to graduate school are, how to navigate the application process, and more! Class will consist of biweekly panels and Q&A, and is aimed at undergraduate students of all class years. (Presented by the Stanford Undergraduate Psychology Association.)

Human language is one of the most remarkable phenomena in nature. Unlike all other known forms of animal communication, language allows us to transmit virtually any kind of mental content: personal memories, ancient history, cultural traditions, imaginary worlds, complex plans, religious beliefs, mathematical proofs, moral norms, and explanations of ourselves and the universe we inhabit. The existence of language raises profound questions about the human mind and brain. What do we know when we know a language? How do we translate pressure waves in air into ideas, and vice versa? How can such a complex system be learned so quickly and universally by children? What's special about our brains that enables this to happen? What's the relationship of language to our broader capacities for thinking and social interaction? This course will introduce you to the ongoing scientific project to tackle these kinds of questions. You will both (1) become familiar with major psycholinguistic research questions and results, and (2) hone your scientific thinking about language and the human mind, developing skills necessary to identify both predictions made by psycholinguistic theories and experimental strategies for testing those predictions.

Prerequisite: Must be an undergraduate Human Biology or Psychology major or minor. Includes the study of aspects of common mental health conditions seen in adolescent populations, such as prevalence, developmental course, gender differences, theoretical explanations, and therapeutic interventions. Topics will include mood/anxiety disorders, eating disorders, learning disabilities and ADHD, psychosis, sexual risk behaviors, developmental disorders, and addictive behaviors. Goals of this course include thinking critically about the unique mental health needs of diverse adolescent populations in their cultural contexts, devising ways to improve the way our society meets those needs, and strengthening writing and communication skills applicable to this area of inquiry.

Develops knowledge and personal awareness of the psychosocial aspects of the student-athlete experience, including unique stressors and cultural factors. Develops a basic understanding of interventions and techniques used to facilitate psychological well-being. Understand how to identify and access resources that can benefit athletes from all levels of competitive play. Through interactive, experiential activities, readings, and videos students also will gain skills for enhancing personal well-being, interpersonal communication, connecting peers with existing resources, and promoting a culture of support, resilience, and wellbeing. Note: Course will be capped at 20 and will be canceled if less than 8 students are enrolled.

The focus of this course is on the mutual constitution of mind, culture, and society. Through classic and current readings, we will examine: 1) how psychological experience takes on structure and substance in a mutually constitutive relationship with the historical, sociocultural and economic contexts of people's lives; and 2) how socioculturally-shaped individuals shape the contexts of their lives. The course emphasizes the sociocultural contexts of national origin, race, social class, and gender in the U.S. It also addresses the question of how to create diverse communities, in particular how the principles of sociocultural psychology can help in the design and management of such communities.

A course devoted to understanding how people are faring as the country's health and economic crisis unfolds. The premise of the course is that, as important and valuable as surveys are, it's a capital mistake to presume that we know what needs to be asked and that fixed-response answers adequately convey the depth of what's happening. We introduce a new type of qualitative method that allows for discovery by capturing the voices of the people, learn what they're thinking and fearing, and understand the decisions they're making. Students are trained in immersive interviewing by completing actual interviews, coding and analyzing their field notes, and then writing reports describing what's happening across the country. These reports will be designed to find out who's hurting, why they're hurting, and how we can better respond to the crisis. Students interested should submit the following application: https://docs.google.com/forms/d/e/1FAIpQLSfdOZsnpOCg4zTRbVny0ikxpZEd1AFEEJh3K9KjvINyfbWMGw/viewformnnThe course is open to students who have taken it in earlier quarters, with repeating students allowed to omit the training sessions and, in lieu of those sessions, complete additional field work and writing. Field work will include unique interviews with new participants each lab period, along with corresponding coding, analyses, and reports.

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. Meets in Tower House, 860 Escondido Road.

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. Course meets in Tower House, 860 Escondido Road.Recommended: 60 or 146, or consent of instructor.