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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. Psych 1 fulfills the SI Way, and, effective Autumn 2018, the SMA Way. For more information on PSYCH 1, visit http://psychone.stanford.edu
Terms: Aut, Win, Sum | Units: 5 | UG Reqs: GER:DB-SocSci, WAY-SI, WAY-SMA

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

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

How does a child, born without beliefs or expectations about race, grow up to be racist? To address this complicated question, this seminar will introduce you to some of the psychological theories on the development of racial stereotyping, prejudice, and discrimination. Together, these theories highlight how cognitive, social, and motivational factors contribute to racist thinking. We will engage thoughtfully and critically with each topic through reflection and discussion. Occasionally, I will supplement the discussion and class activities with a brief lecture, in order to highlight the central issues, concepts, and relevant findings. We will share our own experiences, perspectives, and insights, and together, we will explore how racist thinking takes root. Come to class with an open mind, a willingness to be vulnerable, and a desire to learn from and with your peers. Students with diverse opinions and perspectives are encouraged to enroll.
Terms: Win | Units: 3 | UG Reqs: WAY-ED
Instructors: ; Roberts, S. (PI)

PSYCH 35: Minds and Machines (CS 24, LINGUIST 35, PHIL 99, SYMSYS 1, SYMSYS 200)

(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. Students must take this course before being approved to declare Symbolic Systems as a major. All students interested in studying Symbolic Systems are urged to take this course early in their student careers. The course material and presentation will be at an introductory level, without prerequisites.
Terms: Aut, Win | Units: 4 | UG Reqs: GER:DB-SocSci, WAY-FR

PSYCH 50: Introduction to Cognitive Neuroscience

How does our brain give rise to our abilities to perceive, act and think? Survey of the basic facts, empirical evidence, theories and methods of study in cognitive neuroscience exploring how cognition is instantiated in neural activity. Representative topics include perceptual and motor processes, decision making, learning and memory, attention, reward processing, reinforcement learning, sensory inference and cognitive control.
Terms: Win, Sum | Units: 4 | UG Reqs: GER: DB-NatSci, WAY-SI, WAY-SMA

PSYCH 90: INTRODUCTION TO CLINICAL PSYCHOLOGY: A NEUROSCIENCE PERSPECTIVE

This course will provide students with an overview of the field of clinical psychology, the various roles of clinical psychologists in research and practice, and implications of current research in neuroscience for clinical psychology. We will discuss the definition and history of clinical psychology as a profession, research methods used in clinical psychology, issues in diagnosis and classification of disorders, techniques used in the assessment of intellectual and personality functioning, various approaches to therapeutic intervention, and issues related to ethics, professionalism, and training in clinical psychology. Throughout this course we will review and integrate relevant research in the field of clinical neuroscience with our discussion and understanding of clinical psychology.
Terms: Win | Units: 3 | UG Reqs: GER:DB-SocSci, WAY-SI

PSYCH 139A: Bites and Insights

By its very nature psychology is interdisciplinary. This course will consist of student-led workshops for those who are interested in the role of psychology in today¿s society. Each week a different student will talk about an interest of theirs -- anything from Disney movies to memes -- and how it relates to psychology. Students are encouraged to be as creative as possible and take initiative! (Presented by the Stanford Undergraduate Psychology Association.)
Terms: Win | Units: 1 | Repeatable for credit (up to 99 units total)

PSYCH 145A: Monitoring the Crisis (PUBLPOL 141, SOC 141, SOC 241, URBANST 149)

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/viewform
Terms: Aut, Win | Units: 4-5 | UG Reqs: WAY-ED, WAY-SI

PSYCH 146: Observation of Children

Learning about children through guided discussions and video analyses from Bing Nursery School. Together we will looking into children's interactions with the world around them within the contexts of their physical, cognitive, social, and emotional development. We will also be examining their experiences in relation to research and theory. Note: Students will enroll in discussion sections through Canvas during the first week of class.
Terms: Aut, Win | Units: 3 | UG Reqs: GER:DB-SocSci

PSYCH 147: Development in Early Childhood

For children playing is more than just fun; it is essential for children¿s growth and wellbeing. Play is so important to optimal child development that it has been recognized by the United Nations High Commission for Human Rights as a right of every child. This course explores this connection between different types of play and children¿s development in four arenas: social, emotional, cognitive, and physical. In order to promote optimal learning and growth in children, it is important to recognize that these cognitive, physical, social, and emotional systems are intertwined. In this course students will not only learn about play, but also examine their own play experiences and histories. Using readings, recordings of children at play, videos, presentations, and reflections we will delve into the experience of play for children and ourselves. The course is rooted in the play experiences and philosophy of Bing Nursery School, a laboratory school at Stanford. For over 50 years it has been engaging children in play-based learning experiences.
Terms: Aut, Win, Spr | Units: 3

PSYCH 180: Advanced Seminar on Racial Bias and Structural Inequality

How do we address racial bias and inequities? What role do our institutions play in creating, maintaining, and magnifying those inequities? What role do we play? In this course, we will examine racial bias and inequality in our neighborhoods, schools, workplaces, healthcare facilities, and criminal justice system. In every domain, we will focus our attention on the tools and interventions that can be used to mitigate bias and decrease racial disparities. This course will be conducted as a seminar. Limited enrollment.
Terms: Win | Units: 4 | UG Reqs: WAY-ED, WAY-SI

PSYCH 182: Practicum in Teaching PSYCH 1

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. Students create and iterate section activities, conduct and reflect on peer feedback, and produce a statement of teaching philosophy in their second quarter. Limited to current undergraduate PSYCH 1 Teaching Fellows. May be repeated for credit.
Terms: Aut, Win | Units: 5 | Repeatable for credit

PSYCH 183: SPARQ Lab

Join SPARQ (Social Psychological Answers to Real-world Questions) as a research assistant and help with projects addressing real-world issues.
Terms: Aut, Win, Spr | Units: 2-3 | Repeatable for credit

PSYCH 198: Senior Honors Research

Limited to students in the senior honors program. Finishing the research and data analysis, written thesis, and presentation at the Senior Honors Convention. May be repeated for credit.
Terms: Win, Spr | Units: 1-4 | Repeatable for credit

PSYCH 199: Individually Supervised Practicum

Satisfies INS requirements for curricular practical training (CPT). May be repeated for credit. Prerequisites: consent of adviser.
Terms: Aut, Win, Spr | Units: 1-5 | Repeatable for credit (up to 99 units total)

PSYCH 204A: Human Neuroimaging Methods

This course introduces the student to human neuroimaging using magnetic resonance scanners. The course is a mixture of lectures and hands-on software tutorials. The course begins by introducing basic MR principles. Then various MR measurement modalities are described, including several types of structural and functional imaging methods. Finally algorithms for analyzing and visualizing the various types of neuroimaging data are explained, including anatomical images, functional data, diffusion imaging (e.g., DTI) and magnetization transfer. Emphasis is on explaining software methods used for interpreting these types of data.
Terms: Win | Units: 3

PSYCH 209: Neural Network Models of Cognition

Neural Network models of cognitive and developmental processes and the neural basis of these processes, including contemporary deep learning models. Students learn about fundamental computational principles and classical as well as contemporary applications and carry out exercises in the first six weeks, then undertake projects during the last four weeks of the quarter. Some background in computer programming, familiarity with differential equations, linear algebra, and probability theory, and one or more courses in cognition, cognitive development or ncognitive/systems neuroscience is required.
Terms: Win | Units: 4

PSYCH 211: Developmental Psychology

Prerequisite: 207 or consent of instructor.
Terms: Win | Units: 3

PSYCH 213: Affective Science

This seminar is the core graduate course on affective science. We consider definitional issues, such as differences between emotion and mood, as well as issues related to the function of affect, such as the role affect plays in daily life. We review autonomic, neural, genetic, and expressive aspects of affective responding. Later in the course we discuss the role of affect in cognitive processing, specifically how affective states direct attention and influence memory, as well as the role of affect in decision making. We will also discuss emotion regulation and the strategic control of emotion; the cultural shaping of emotional experience and regulation; disorders of emotion; and developmental trajectories of experience and control from early to very late life. Meetings are discussion based. Attendance and active participation are required. Prerequisite: 207 or consent of instructor.
Terms: Win | Units: 3

PSYCH 215: Mind, Culture, and Society

Social psychology from the context of society and culture. The interdependence of psychological and sociocultural processes: how sociocultural factors shape psychological processes, and how psychological systems shape sociocultural systems. Theoretical developments to understand social issues, problems, and polity. Works of Baldwin, Mead, Asch, Lewin, Burner, and contemporary theory and empirical work on the interdependence of psychology and social context as constituted by gender, ethnicity, race, religion, and region of the country and the world. Prerequisite: 207 or consent of instructor.
Terms: Win | Units: 3

PSYCH 216: Public Policy and Social Psychology: Implications and Applications (INTLPOL 207B, PUBLPOL 305B)

Theories, insights, and concerns of social psychology relevant to how people perceive issues, events, and each other, and links between beliefs and individual and collective behavior will be discussed with reference to a range of public policy issues including education, public health, income and wealth inequalities, policing and climate change, Specific topics include: situationist and subjectivist traditions of applied and theoretical social psychology; social comparison, dissonance, and attribution theories; stereotyping and stereotype threat, and sources of intergroup conflict and misunderstanding; challenges to universality assumptions regarding human motivation, emotion, and perception of self and others; also the general problem of producing individual and collective changes in norms and behavior.
Terms: Win | Units: 4
Instructors: ; Ross, L. (PI)

PSYCH 243: General Development Seminar

May be repeated for credit. Prerequisite: consent of instructors. Restricted to Developmental graduate students.
Terms: Win | Units: 1-2 | Repeatable for credit
Instructors: ; Markman, E. (PI)

PSYCH 245A: Understanding Racial and Ethnic Identity Development (AFRICAAM 245, CSRE 245, EDUC 245)

This seminar will explore the impact and relative salience of racial/ethnic identity on select issues including: discrimination, social justice, mental health and academic performance. Theoretical perspectives on identity development will be reviewed, along with research on other social identity variables, such as social class, gender and regional identifications. New areas within this field such as the complexity of multiracial identity status and intersectional invisibility will also be discussed. Though the class will be rooted in psychology and psychological models of identity formation, no prior exposure to psychology is assumed and other disciplines-including cultural studies, feminist studies, and literature-will be incorporated into the course materials. Students will work with community partners to better understand the nuances of racial and ethnic identity development in different contexts. (Cardinal Course certified by the Haas Center)
Terms: Win | Units: 3-5

PSYCH 246: Cognitive and Neuroscience Friday Seminar

Participant presentations. May be repeated for credit. Prerequisite: graduate standing in psychology or neuroscience program.
Terms: Aut, Win, Spr | Units: 1 | Repeatable for credit
Instructors: ; Wagner, A. (PI)

PSYCH 250: High-level Vision: From Neurons to Deep Neural Networks (CS 431)

Interdisciplinary seminar focusing on understanding how computations in the brain enable rapid and efficient object perception. Covers topics from multiple perspectives drawing on recent research in Psychology, Neuroscience, and Computer Science. Emphasis on discussing recent empirical findings, methods and theoretical debates in the field.
Terms: Win | Units: 1-3

PSYCH 252: Statistical Methods for Behavioral and Social Sciences

This course offers an introduction to advanced topics in statistics with the focus of understanding data in the behavioral and social sciences. It is a practical course in which learning statistical concepts and building models in R go hand in hand. The course is organized into three parts: In the first part, we will learn how to visualize, wrangle, and simulate data in R. In the second part, we will cover topics in frequentist statistics (such as multiple regression, logistic regression, and mixed effects models) using the general linear model as an organizing framework. We will learn how to compare models using simulation methods such as bootstrapping and cross-validation. In the third part, we will focus on Bayesian data analysis as an alternative framework for answering statistical questions. Please view course website: https://psych252.github.io/. Open to graduate students only. Requirement: Psych 10/Stats 60 or equivalent
Terms: Win | Units: 5

PSYCH 258: Graduate Seminar in Social Psychology Research

For students who are already or are planning to become involved in research on social construal and the role that it plays in a variety of phenomena, notably the origin and escalation of conflict.
Terms: Aut, Win, Spr | Units: 1-3 | Repeatable for credit

PSYCH 266: Current Debates in Learning and Memory

Memory is not a unitary faculty, but consists of multiple forms of learning and remembering. The cognitive and neural architectures of memory, focusing on the application of functional brain imaging (primarily fMRI and ERP). Psych 45 and Psych 169 required if undergraduate student.
Terms: Win | Units: 1-3 | Repeatable for credit
Instructors: ; Wagner, A. (PI)

PSYCH 269: Graduate Seminar in Affective Science

May be repeated for credit. Prerequisite: graduate standing in Psychology.
Terms: Aut, Win, Spr | Units: 1 | Repeatable for credit

PSYCH 276: Graduate Research

Intermediate-level research undertaken with psychology faculty. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr | Units: 1-15 | Repeatable for credit

PSYCH 282: Practicum in Teaching PSYCH 1

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.
Terms: Aut, Win, Sum | Units: 1 | Repeatable for credit

PSYCH 289: Advanced Longitudinal and Multivariate Methods in Social Science Research (COMM 365)

This course offers a project-based orientation to methodological issues associated with the analysis of multivariate and/or longitudinal data in the social sciences. General areas to be covered include the manipulation/organization/description of the types of empirical data obtained in social science research, and the application/implementation of multivariate analysis techniques to those data. Students will, through hands-on analysis of their data, acquire experiences in the formulation of research questions and study designs that are appropriately tethered to a variety of advanced analytical methods. Limited to PhD students and consent of instructor.
Terms: Win | Units: 1-5 | Repeatable for credit
Instructors: ; Ram, N. (PI)

PSYCH 373: Research Seminar: Mind, Brain, and Computation

Faculty and student research presentations focusing on work linking cellular, systems, cognitive, behavioral, and computational neuroscience. Limited to affiliates of the Center for Mind, Brain and Computation. May be repeated for credit.
Terms: Aut, Win, Spr | Units: 1 | Repeatable for credit
Instructors: ; McClelland, J. (PI)
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