PSYCH 156A: Narratives of Trauma and Recovery (JEWISHST 156A)
Collective and individual traumas are often described as "beyond words", the point in which language loses its ability to depict reality. While facing the unspeakable, psychotherapy and the arts often take a similar stand, trying to transform chaos into a narrative, in search of a meaning. In this course, we will use an interdisciplinary approach to better understand trauma and recovery. We will draw from evidence- based theories dealing with collective trauma and the construction of traumatic narratives. We will then explore the ways in which literature and visual arts struggle to represent collective and individual trauma. While focusing on prominent art works, we will outline the artistic and psychological mechanisms used by artists to enable processing and recovering.
Terms: Aut, Win
| Units: 3
Instructors:
Gundar Goshen, A. (PI)
;
Shemtov, V. (PI)
PSYCH 161: Community Engaged Psychology and Education Field Experience (EDUC 461)
The course is designed to provide students with an opportunity to learn about, build, and apply skills and relationships for equity centered community research partnerships, with a focus on historically marginalized and oppressed communities. Students will learn about identified sites and conduct a needs assessment with a school or organization specific to promoting psychological health, social emotional learning, healthy identity development, and/or education equity. Cardinal Course certified by the Haas Center.
Terms: Aut
| Units: 3
Instructors:
Adjah, F. (PI)
;
LaFromboise, T. (PI)
PSYCH 164: Brain decoding
Can we know what someone is thinking by examining their brain activity? Using knowledge of the human visual system and techniques from machine learning, recent work has shown impressive ability to decode what people are looking at from their brain activity as measured with functional imaging. The course will use a combination of lectures, primary literature readings, discussion and hands-on tutorials to understand this emerging technology from basic knowledge of the perceptual (primarily visual) and other cognitive systems (such as working memory) to tools and techniques used to decode brain activity.Prerequisites: Either
Psych 30 or
Psych 50 or Consent of Instructor
Terms: Win
| Units: 3
| UG Reqs: WAY-SMA
Instructors:
Gardner, J. (PI)
;
Gu, H. (TA)
PSYCH 168: Emotion Regulation (PSYCH 268)
(Graduate students register for 268.) The scientific study of emotion regulation. Topics: historical antecedents, conceptual foundations, autonomic and neural bases, individual differences, developmental and cultural aspects, implications for psychological and physical health. Focus is on experimentally tractable ideas.
Last offered: Spring 2024
| UG Reqs: GER:DB-SocSci, WAY-SI
PSYCH 169: Advanced Seminar on Memory
Memory and human cognition. Memory is not a unitary faculty but consists of multiple systems that support learning and remembering, each with its own processing characteristics and neurobiological substrates. This advanced undergraduate seminar will consider recent discoveries about the cognitive and neural architectures of working, declarative, and nondeclarative memory. Required: 45.
Terms: Win
| Units: 3
| UG Reqs: WAY-SI
Instructors:
Wagner, A. (PI)
PSYCH 170: The Psychology of Communication About Politics in America (COMM 164, COMM 264, POLISCI 124L, POLISCI 324L, PUBLPOL 164)
Focus is on how politicians and government learn what Americans want and how the public's preferences shape government action; how surveys measure beliefs, preferences, and experiences; how poll results are criticized and interpreted; how conflict between polls is viewed by the public; how accurate surveys are and when they are accurate; how to conduct survey research to produce accurate measurements; designing questionnaires that people can understand and use comfortably; how question wording can manipulate poll results; corruption in survey research.
Last offered: Winter 2024
| UG Reqs: WAY-SI
PSYCH 171: Research Seminar on Aging
Two quarter practicum exposes students to multiple phases of research by participating in a laboratory focusing on social behavior in adulthood and old age. Review of current research; participation in ongoing data collection, analysis, and interpretation. Prerequisites: 1, research experience, and consent of instructor. May be repeated for credit.
Terms: Aut, Win, Spr
| Units: 4
| Repeatable
2 times
(up to 8 units total)
Instructors:
Carstensen, L. (PI)
PSYCH 175: Developmental Science of Social Cognition
Social cognition - the ability to infer and represent the unobservable contents of others' minds - is a critical component of what makes us human. What are the basic elements of social cognition, and what do infants and young children understand about others' actions, thoughts, and feelings? How do these capacities help them learn about the world as they interact with others in the first few years of life? This course will take a deeper look at the theoretical perspectives and scientific findings at the intersection of social cognition and cognitive development. Students will read 3 - 4 journal articles each week (reviews and empirical papers) on various topics in the field, starting from face perception and attribution of agency to Theory of Mind, communication, and altruism. Students will be encouraged to think hard about the fundamental questions about the human mind and how it interacts with other minds, and the value of studying young children in addressing these questions. Studen
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Social cognition - the ability to infer and represent the unobservable contents of others' minds - is a critical component of what makes us human. What are the basic elements of social cognition, and what do infants and young children understand about others' actions, thoughts, and feelings? How do these capacities help them learn about the world as they interact with others in the first few years of life? This course will take a deeper look at the theoretical perspectives and scientific findings at the intersection of social cognition and cognitive development. Students will read 3 - 4 journal articles each week (reviews and empirical papers) on various topics in the field, starting from face perception and attribution of agency to Theory of Mind, communication, and altruism. Students will be encouraged to think hard about the fundamental questions about the human mind and how it interacts with other minds, and the value of studying young children in addressing these questions. Students should expect to read, present, and discuss theoretical and empirical research articles, and write a research proposal as a final project. This course is designed for upper-level undergraduate students who already have a basic understanding of cognitive development (PSYCH60 is required). This course fulfills the WIM requirement.
Last offered: Autumn 2023
| UG Reqs: WAY-SI
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 and meets the WIM requirement. Enrollment is restricted; interested students should complete an application for permission at:
https://stanforduniversity.qualtrics.com/jfe/form/SV_aaBEFK34KHMjVbg. Instructor will be in contact if selected.
Terms: Spr
| Units: 4
| UG Reqs: WAY-SI, WAY-EDP
Instructors:
Starck, J. (PI)
;
Gupta, A. (TA)
PSYCH 180B: Practicum on Racial Bias and the Law
What role does race and bias play in creating, maintaining, and magnifying inequalities in how the law is made, applied, and enforced? In this course, we will examine how racialized perceptions, experiences, and affordances can become entrenched in our customs and institutions in ways that perpetuate racial inequality. This course is offered as a practicum through the Stanford Center for Racial Justice. Over the course of the quarter, students will spend 10 hours in class (4 hours in week 1, 3 hours apiece in weeks 5 & 6). Each week, they will spend an additional 3-6 hours (according to the units selected) on research and/or Center initiatives pertaining to racial justice in law and policy. Limited enrollment by permission only. Apply here:
https://docs.google.com/forms/d/e/1FAIpQLSd5MQxPNB6cY5aHL_ucPKOHRdLt8Chl6HJLAQtRCEQTJrIh3g/viewform
Terms: Spr
| Units: 2-3
Instructors:
Pham, H. (PI)
;
Starck, J. (PI)
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