printer friendly pagePSYCH 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. Please note that section assignments will be done through Canvas in the first week of class.
Terms: Aut, Win, Spr
| 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, correlation, and regression.
Terms: Aut, Win, Spr
| Units: 5
| UG Reqs: GER:DB-Math, WAY-AQR, WAY-FR
Instructors:
Chi, K. (PI)
;
Fan, J. (PI)
;
Lim (Chun Hui), C. (PI)
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Instructors:
Chi, K. (PI)
;
Fan, J. (PI)
;
Lim (Chun Hui), C. (PI)
;
Martinez, J. (PI)
;
Schramm, T. (PI)
;
Schwartz, S. (PI)
;
Taylor, J. (PI)
;
Xiang, V. (PI)
PSYCH 11N: Belonging in a Diverse Society
One of the most important questions people ask themselves when they enter a new setting, whether a school, a workplace, or a country, is "Do I belong here?". How do people make sense of their belonging in a new setting? How and why do group identities, such as race-ethnicity, social-class background, gender, or national origin matter? What are the consequences of people's inferences about their belonging? And how can we create school and work settings in which people from diverse backgrounds can genuinely and authentically belong?
Terms: Aut
| Units: 3
| UG Reqs: WAY-SI
Instructors:
Walton, G. (PI)
PSYCH 12N: Self Theories
Preference to freshmen. The impact of people's belief in a growing versus fixed self on their motivation and performance in school, business, sports, and relationships. How such theories develop and can be changed.
Terms: Aut
| Units: 3
| UG Reqs: GER:DB-SocSci, WAY-SI
Instructors:
Dweck, C. (PI)
PSYCH 30N: The Science of Diverse Communities (CSRE 30N, EDUC 30N, SOC 179N)
This course is an exploration. Most generally, its aim is to identify distinguishing features of good diverse communities and articulate them well enough to offer principles or guidelines for how to design and manage such communities - all with a particular focus on educational communities like schools, universities, academic disciplines, etc., but with the hope that such principles might generalize to other kinds of organizations and the broader society. The readings range from those on the origins of human communities and social identities to those on intergroup trust building. They also aim to embed our discussions in the major diversity issues of the day, or example, what's in the news about campus life. Thus the course has a practical purpose: to develop testable ideas for improving the comfort level, fairness and goodness-for-all of identity diverse communities--especially in educational settings. The course also has a basic science purpose: to explore the psychological significa
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This course is an exploration. Most generally, its aim is to identify distinguishing features of good diverse communities and articulate them well enough to offer principles or guidelines for how to design and manage such communities - all with a particular focus on educational communities like schools, universities, academic disciplines, etc., but with the hope that such principles might generalize to other kinds of organizations and the broader society. The readings range from those on the origins of human communities and social identities to those on intergroup trust building. They also aim to embed our discussions in the major diversity issues of the day, or example, what's in the news about campus life. Thus the course has a practical purpose: to develop testable ideas for improving the comfort level, fairness and goodness-for-all of identity diverse communities--especially in educational settings. The course also has a basic science purpose: to explore the psychological significance of community. Is there a psychological need for community? Is there something about a need for community that can't be reduced to other needs, for example, for a gender, racial or sexual-orientation identity? How strong is the need for community against other needs? What kinds of human groupings can satisfy it? In meeting this need, can membership in one community substitute for membership in others? What do people need from communities in order to thrive in them? Do strong diverse communities dampen intergroup biases? Can strong community loyalty mitigate identity tensions within communities? Such questions, the hope is, will help us develop a more systematic understanding of the challenges and opportunities inherent in diverse human communities.
Terms: Aut
| Units: 3
Instructors:
Steele, C. (PI)
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: Aut
| Units: 4
| UG Reqs: WAY-SMA, GER: DB-NatSci, WAY-SI
Instructors:
Gardner, J. (PI)
PSYCH 50A: Practicum in Teaching: Intro to Cognitive Neuroscience
TA training for Intro to Cognitive Neuroscience: preparing for sections, grading assignments, reviewing and answering questions in Canvas online forums and supporting office hours and review sections. Enrollment limited to teaching assistants for
Psych 50: Intro to Cognitive Neuroscience. May be repeat for credit
Terms: Aut
| Units: 1-4
| Repeatable
for credit
Instructors:
Gardner, J. (PI)
PSYCH 60: Introduction to Developmental Psychology
How does the human mind develop in the first few years of life? What do babies know, how do they learn, and what methods do scientists use to address these questions? This course will introduce theories of development and key empirical findings in developmental psychology, with a focus on intellectual development in infancy and early childhood. Recommended:
PSYCH 1
Terms: Aut
| Units: 3
| UG Reqs: GER:DB-SocSci, WAY-SI
Instructors:
Ellis, C. (PI)
PSYCH 60A: Introduction to Developmental Psychology Section
Guided observation of children age 2-5 at Bing Nursery School. Corequisite: 60.
Terms: Aut
| Units: 2
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
Instructors:
Gotlib, I. (PI)
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