Results for 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

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

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.

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.

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.

The literature on learning and memory including cognitive and neural organization of memory, mechanisms of remembering and forgetting, and why people sometimes falsely remember events that never happened. Cognitive theory and behavioral evidence integrated with data from patient studies and functional brain imaging. Required prerequisite: PSYCH 1.

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.

Psychological development from birth to adulthood, emphasizing infancy and the early and middle childhood years. The nature of change during childhood and theories of development. Recommended: PSYCH 1.

Guided observation of children age 2-5 at Bing Nursery School. Corequisite: 60.

Why do people behave the way they do? This is the fundamental question that drives social psychology. Through reading, lecture, and interactive discussion, students have the opportunity to explore and think critically about a variety of exciting issues including: what causes us to like, love, help, or hurt others; the effects of social influence and persuasion on individual thoughts, emotion, and behavior; and how the lessons of social psychology can be applied in contexts such as health, work, and relationships. The social forces studied in the class shape our behavior, though their operation cannot be seen directly. A central idea of this class is that awareness of these forces allows us to make choices in light of them, offering us more agency and wisdom in our everyday lives.

How do we measure personality and emotion? What parts of your personality and emotions are set at birth? What parts of your personality and emotions are shaped by your sociocultural context? Can your personality and emotions make you sick? Can you change yours personality and emotions? There are questions we begin to address in this introductory course on personality and emotion. Prerequisite: Psych 1.

History of clinical psychology, models and assessment of personality, behavior, cognition, psychopathology, and approaches to the treatment of abnormal behavior. Emphasis is on current theory, research, issues in, and the role of clinical psychology in contemporary society. Recommended: 1.

Theories of and approaches to understanding the phenomenology, etiology, and treatment of psychological disorders among adults and children. Research findings and diagnostic issues. Recommended: PSYCH 1.

Introduction to structure and function of the nervous system. The course first surveys neuroscience research methods, physiology, and gross anatomy. We then study the brain systems which produce basic functions such as perception and motion, as well as complex processes like sleep, memory, and emotion. Finally, we examine these principles in cases of neurological and psychiatric disorders.

In what ways does the scientific study of psychology increase our understanding of the thoughts, feelings, and behaviors we observe and experience in everyday life? What are the main areas of psychology and the different questions they seek to answer? This course will give you an introduction to the field of psychology and its many different areas. You will learn about the central methods, findings, and unanswered questions of these areas, as well as how to interpret and critically evaluate research findings.

This course aims to blend a comprehensive overview of social psychology with in-depth lectures exploring the history of the field, reviewing major findings and highlighting areas of current research. The course will focus on classic studies that have profoundly changed our understanding of human nature and social interaction, and, in turn, have triggered significant paradigm shifts within the field. Some of the topics covered in this class will include: individuals and groups, conformity and obedience, attraction, intergroup relations, and judgment and decision-making. The course, overall, will attempt to foster interest in social psychology as well as scientific curiosity in a fun, supportive and intellectually stimulating environment.

In an increasingly globalized world, the ability to understand people from different cultural backgrounds, as well as understand how we are influenced by our own cultural contexts, is an essential skill. In this course, we will consider the many ways in which individuals shape, and are shaped by, institutions (e.g., education system; media; religion), social interactions (e.g., family; employers), and broad cultural ideas (e.g., democracy). Drawing from psychological research, we will analyze sociocultural sources of diversity in self, agency, cognition, emotion, motivation, development, and relationships. We will also analyze past and modern cultural products - including films, literature, music, and art - to better understand the transmission of culture. Each discussion will contribute to a better understanding of the hidden factors that guide daily experiences and the various opportunities and barriers to creating social change. The course will empower students to recognize and analyze the influence of culture on everyday functioning and apply that understanding to improving their own and other people's outcomes.

This course will provide an introduction to abnormal psychology. It will be targeted towards students who have had little or no exposure to coursework on mental disorders. The course will have three core aims: 1) Explore the nature of mental disorders, including the phenomenology, signs/symptoms, and causal factors underlying various forms of mental illness, 2) Explore conventional and novel treatments for various mental disorders, 3) Develop critical thinking skills in the theory and empirical research into mental disorders. The course will explore a wide range of mental disorders, including depression, anxiety, schizophrenia, addiction, eating disorders, and personality disorders.

The world is becoming increasing multicultural, as groups of different races, ethnicities, ages, genders, and socioeconomic classes are coming into closer and more frequent contact than ever before. With increased cultural contact comes the need to create spaces that are inclusive and culturally sensitive. In addition, individuals must learn to live, work, and communicate in a multicultural world. How can we leverage research from cultural psychology to promote the best possible individual, interpersonal, and institutional outcomes for all groups?nThis course will serve as an introduction on how to create multicultural worlds and individuals.nDrawing heavily on research, this course begins with a review of what culture is and how itninfluences individual thoughts, emotions, and behaviors. We then discuss multiculturalism (e.g.,nwhat is it, what are some costs and benefits) before addressing how to promote optimalnfunctioning in multicultural settings.

How do people do things with language? How do we go from perceiving the acoustic waves that reach our ears to understanding that someone just announced the winner of the presidential election? How do we go from a thought to spelling that thought out in a sentence? How do babies learn language from scratch? This course is a practical introduction to psycholinguistics -- the study of how humans learn, represent, comprehend, and produce language. The course aims to provide students with a solid understanding of both the research methodologies used in psycholinguistic research and many of the well-established findings in the field. Topics covered will include visual and auditory recognition of words, sentence comprehension, reading, discourse and inference, sentence production, language acquisition, language in the brain, and language disorders. Students will conduct a small but original research project and gain experience with reporting and critiquing psycholinguistic research.

Our emotions influence how we perceive the world, inform how we make critical life decisions, and connect us with other people. Affective science, the scientific study of emotion, investigates how emotions shape our lives. In this course, we explore how emotions arise as feelings we experience, behaviors we commit, and physiological reactions to our environments. Across these levels of analysis, we will consider how emotions interact with our personalities, past experiences, future goals, stages of development, and socio-cultural surroundings. We will learn how affective science has clarified the nature of emotion, how emotions evolved across diverse animal species, and how emotions impact our health and relationships with others. You will leave this class with an improved, scientifically-informed understanding of your own and others emotions, and strategies for how to effectively use and manage your feelings in daily life.

How different disciplines approach topics and issues central to the study of ethnic and race relations in the U.S. and elsewhere. Lectures by senior faculty affiliated with CSRE. Discussions led by CSRE teaching fellows. Includes an optional Haas Center for Public Service certified Community Engaged Learning section.

This course is an introduction to digital imaging technologies. We focus on the principles of key elements of digital systems components; we show how to use simulation to predict how these components will work together in a complete image system simulation. The early lectures introduce the software environment and describe options for the course project. The following topics are covered and software tools are introduced:n- Basic principles of optics (Snell's Law, diffraction, adaptive optics).n- Image sensor and pixel designsn- Color science, metrics, and calibrationn- Human spatial resolutionn- Image processing principlesn- Display technologiesnA special theme of this course is that it explains how imaging technologies accommodate the requirements of the human visual system. The course also explains how image systems simulations can be useful in neuroscience and industrial vision applications.nThe course consists of lectures, software tutorials, and a course project. Tutorials and projects include extensive software simulations of the imaging pipeline. Some background in mathematics (linear algebra) and programming (Matlab) is valuable.nPre-requisite: EE 261 or equivalent. Or permission of instructor required.

Introduction to designing, building, and training neural networks for modeling brain and behavioral data, including: deep convolutional neural network models of sensory systems (vision, audition, somatosensation); recurrent neural networks for dynamics, memory and attention; integration of variational and generative methods for cognitive modeling; and methods and metrics for comparing such models to real-world neural data. Attention will be given both to established methods as well as cutting-edge techniques. Students will learn conceptual bases for deep neural network models, and will also implement learn to implement and train large-scale models in Tensorflow using GPUs. Requirements: Fluency in Unix shell and Python programming, familiarity with differential equations, linear algebra, and probability theory, and one or more courses in cognitive or systems neuroscience.

Introduction to high-dimensional data analysis and machine learning methods for use in the behavioral and neurosciences, including: supervised methods such as SVMs, linear and nonlinear regression and classifiers, and regularization techniques; statistical methods such as boostrapping, signal detection, factor analysis, and reliability theory; metrics for model/data comparison such as representational similarity analysis; and unsupervised methods such as clustering. Students will learn theory as well as a programming framework for implementing all methods in practice. Prerequisites: Math 51 or equivalent and Psych 251 or programming background.