PSYCH 70: Self and Society: Introduction to Social Psychology (SOC 2)
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. Beginning autumn quarter 2021, this course will no longer fulfill the Way-ED requirement
Terms: Spr
| Units: 4
| UG Reqs: GER:DB-SocSci, WAY-SI
Instructors:
Starck, J. (PI)
;
Willer, R. (PI)
PSYCH 75: Introduction to Cultural Psychology
The cultural sources of diversity in thinking, emotion, motivation, self, personality, morality, development, and psychopathology.
Last offered: Winter 2020
| UG Reqs: GER:DB-SocSci, GER:EC-GlobalCom, WAY-EDP, WAY-SI
PSYCH 80: Introduction to Personality and Affective Science
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 your personality and emotions? These are questions we begin to address in this introductory course on personality and emotion. Prerequisite:
Psych 1.
Terms: Win
| Units: 4
| UG Reqs: GER:DB-SocSci, WAY-SI
Instructors:
Tsai, J. (PI)
;
Lim (Chun Hui), C. (TA)
;
Mehta, A. (TA)
...
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Instructors:
Tsai, J. (PI)
;
Lim (Chun Hui), C. (TA)
;
Mehta, A. (TA)
;
Parks, K. (TA)
;
Petrova, K. (TA)
;
Tordecillas, A. (TA)
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: Aut
| Units: 3
| UG Reqs: GER:DB-SocSci, WAY-SI
PSYCH 95: Introduction to Abnormal Psychology
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.
Terms: Spr
| Units: 3
| UG Reqs: GER:DB-SocSci, WAY-SI
PSYCH 101: Community Health Psychology (HUMBIO 128)
Social ecological perspective on health emphasizing how individual health behavior is shaped by social forces. Topics include: biobehavioral factors in health; health behavior change; community health promotion; and psychological aspects of illness, patient care, and chronic disease management. Prerequisites:
HUMBIO 3B or
PSYCH 1 or consent of the instructor
Terms: Win
| Units: 4
| UG Reqs: WAY-SI
PSYCH 102: Longevity (HUMBIO 149L, MED 229)
Interdisciplinary. Challenges to and solutions for the young from increased human life expectancy: health care, financial markets, families, work, and politics. Guest lectures from engineers, economists, geneticists, and physiologists.
Terms: Win
| Units: 3
| UG Reqs: GER:DB-SocSci, WAY-SI
PSYCH 132: Language and Thought (SYMSYS 132)
Languages vary tremendously in how they allow us to express ourselves. In some languages, you have to say when an event happened (past, present, future, etc.), while in others it is obligatory to say how you know about the event (you saw it, you heard about it), or what genders its participants were. In addition, languages just feel different from one another - some feel poetic while others feel brutal. Some things just don't sound right in certain languages, and some translations are harder than others to pull off. But are these differences meaningful? Do differences across languages cause substantive changes in the cognition of their speakers? We'll read some of the burgeoning research literature on these questions and consider how they can be answered with new empirical tools.
Last offered: Spring 2019
| UG Reqs: WAY-SI
PSYCH 138: Wise Interventions (PSYCH 238, PUBLPOL 238)
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.
Terms: Win
| Units: 4
| UG Reqs: WAY-SI
Instructors:
Walton, G. (PI)
;
Dada, A. (TA)
;
Hashemi, R. (TA)
...
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Instructors:
Walton, G. (PI)
;
Dada, A. (TA)
;
Hashemi, R. (TA)
;
King, S. (TA)
;
Remache, L. (TA)
;
Saadatian, K. (TA)
PSYCH 141: Cognitive Development
How do humans think, learn, and communicate? What are the developmental roots of these capacities, and what makes young children such remarkable learners? This course aims to offer an understanding of how human cognition - the ability to think, reason, and learn about the world - changes in the first few years of life. We will review and evaluate both classic findings and state-of-the-art research on cognitive development and understand the logic behind the scientific methods for studying cognition in young children. By the end of the course, students will gain a deeper understanding of the major theoretical accounts of intellectual growth as well as the key empirical findings that support (or refute) these accounts, understand the basic logic of scientific methods in cognitive development research, and be able to discuss implications of cognitive development research on real-world issues in education and social policy. PSYCH141 is an Area A course for 2019-2020. Prerequisites:
PSYCH 1. Recommended:
PSYCH 60
Last offered: Autumn 2019
| UG Reqs: GER:DB-SocSci, WAY-SI
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