Psychology

Program Chairman: Starkey Duncan, Br 204, 702-8862
Student Affairs Coordinator: Marjorie Wash, Br 109, 702-8861,marj@ccp.uchicago.edu

World Wide Web: http://www.ccp.uchicago.edu/psychology.html

Program of Study

The requirements of the Bachelor of Arts in psychology, together with the department's broad range of course offerings, allow students to tailor programs to their own talents and goals. It may serve as preparation for graduate work in psychology or in related fields such as sociology, anthropology, linguistics, or the communication and information sciences. Psychology courses are also suitable for biological sciences concentrators interested in the relations between physiology, mind, and behavior, and for mathematics concentrators interested in the applications of quantitative methods. Those who foresee a profession in law, public health, urban planning, personnel management, social work, education, or journalism also find the program valuable. Psychology may interest students who are still focusing their goals and are considering the social sciences or a public service profession. Because research experience and contact with faculty are important requisites for professional development, students who plan a career in psychology are advised to contact a compatible faculty member by the end of their third year, with a view toward consultation and joint research.

Program Requirements

Eleven courses are required for the concentration. Up to three of these may be reading and research courses. With the exception of the reading and research courses, all of the others require a letter grade.

Summary of Requirements

Honors. Students who have a grade point average of at least 3.0 overall and 3.5 in the concentration and who wish to write an honors paper in the senior year may do so by arrangement with a faculty sponsor by the end of the junior year. The honors paper must represent a more substantial project than the average term paper. It must be read and approved by the faculty sponsor and a second faculty member.

Faculty

JEANNE ALTMANN, Professor, Department of Ecology & Evolution, Committee on Evolutionary Biology, and the College

R. DARRELL BOCK, Professor Emeritus and Faculty Fellow, Departments of Psychology (Human Development and Research Methodology & Quantitative Psychology) and Education

ABRAHAM BOOKSTEIN, Professor, Department of Psychology (Research Methodology & Quantitative Psychology) and Center for Information & Language Studies

NORMAN M. BRADBURN, Tiffany and Margaret Blake Distinguished Service Professor, Department of Psychology (Human Development and Research Methodology & Quantitative Psychology); Professor, Irving B. Harris Graduate School of Public Policy Studies, Graduate School of Business, and the College; Senior Vice-President, National Opinion Research Center

ROBERT A. BUTLER, Professor Emeritus and Faculty Fellow, Departments of Psychology and Surgery and the College

BERTRAM COHLER, William Rainey Harper Professor, the College; Professor, Departments of Psychology (Human Development), Education, and Psychiatry and the Divinity School

MIHALY CSIKSZENTMIHALYI, Professor, Departments of Psychology (Human Development and Mental Health) and Education and the College

STARKEY DUNCAN, Professor, Department of Psychology (Cognition & Communication and Developmental Psychology); Chairman, Psychology Program in the College

RAYMOND D. FOGELSON, Professor, Departments of Anthropology and Psychology (Human Development) and the College

DANIEL G. FREEDMAN, Professor, Department of Psychology (Human Development) and the College

SUSAN GOLDIN-MEADOW, Professor, Departments of Education and Psychology

WILLIAM GOLDSTEIN, Associate Professor, Department of Psychology (Cognition & Communication and Research Methodology & Quantitative Psychology) and the College; Chairman, Committee on Research Methodology & Quantitative Psychology

SEBASTIAN P. GROSSMAN, Professor, Department of Psychology (Biopsychology) and the College

KRISTIAN J. HAMMOND, Associate Professor, Department of Computer Science

ERIC P. HAMP, Robert Maynard Hutchins Distinguished Service Professor Emeritus, Departments of Linguistics, Psychology (Cognition & Communication), and Slavic Languages & Literatures; Director, Center for Balkan & Slavic Studies

LARRY HEDGES, Professor, Department of Psychology

GILBERT H. HERDT, Professor, Department of Psychology (Human Development and Mental Health) and the College; Chairman, Committee on Human Development; Director, Center for Research on Culture & Mental Health

JANELLEN HUTTENLOCHER, William S. Gray Professor, Departments of Education and Psychology (Cognition & Communication and Human Development) and the College; Chairman, Committee on Developmental Psychology

PHILIP W. JACKSON, David Lee Shillinglaw Distinguished Service Professor, Departments of Education and Psychology (Human Development), Committee on Analysis of Ideas & Study of Methods, and the College

BOAZ KEYSAR, Associate Professor of Psychology (Cognition & Communication) and the College

SUSAN C. LEVINE, Professor, Departments of Psychology (Biopsychology and Cognition & Communication) and Pediatrics and the College; Chairman, Committee on Cognition and Communication

JERRE LEVY, Professor, Department of Psychology (Biopsychology and Cognition & Communication) and the College

FREDERICK F. LIGHTHALL, Professor, Departments of Education and Psychology (Social & Organizational Psychology) and the College

JOHN A. LUCY, Professor, Department of Psychology and Committee on Human Development

DANIEL MARGOLIASH, Associate Professor, Department of Organismal Biology & Anatomy

MARTHA K. MCCLINTOCK, Professor, Department of Psychology (Biopsychology, Developmental Psychology, Human Development, and Mental Health) and the College; Chairman, Committee on Biopsychology

DAVID MCNEILL, Professor, Departments of Psychology (Cognition & Communication and Developmental Psychology) and Linguistics and the College; Chairman, Department of Psychology

HOWARD MOLTZ, Professor Emeritus, Department of Psychology (Biopsychology) and the College

HOWARD NUSBAUM, Associate Professor, Department of Psychology (Biopsychology and Cognition & Communication) and the College

JOEL M. POKORNY, M.D., Professor, Departments of Ophthalmology & Visual Science and Psychology

ALLAN RECHTSCHAFFEN, Professor Emeritus, Departments of Psychiatry and Psychology and the College; Director, Sleep Research Laboratory

TERRY REGIER, Assistant Professor, Department of Psychology (Cognition & Communication)

ROBERT J. RICHARDS, Professor, Departments of History, Philosophy, and Psychology and the College; Chairman, Committee on the Conceptual Foundations of Science; Director, Program in History, Philosophy, & Social Studies of Science and Medicine (HiPSS)

MILTON J. ROSENBERG, Professor, Department of Psychology (Social & Organizational Psychology and Research Methodology & Quantitative Psychology) and the College; Chairman, Committee on Social & Organizational Psychology

STEVEN K. SHEVELL, Professor, Departments of Psychology (Biopsychology, Cognition & Communication, and Research Methodology & Quantitative Psychology) and Ophthalmology & Visual Science and the College

RICHARD A. SHWEDER, Professor, Department of Psychology (Human Development and Mental Health), Committee on South Asian Studies, and the College; Chairman, Committee on Human Development

MICHAEL SILVERSTEIN, Samuel N. Harper Professor, Departments of Anthropology, Linguistics, and Psychology (Cognition & Communication) and Committee on the Analysis of Ideas & Study of Methods

VIVIANNE C. SMITH, Professor, Departments of Ophthalmology & Visual Science and Psychology (Biopsychology)

NANCY L. STEIN, Professor, Departments of Education and Psychology (Cognition & Communication, Developmental Psychology, and Human Development) and the College

SUSAN S. STODOLSKY, Professor, Departments of Education and Psychology (Human Development)

THOMAS R. TRABASSO, Stella M. Rowley Professor, Departments of Education and Psychology (Cognition & Communication, Developmental Psychology, and Human Development) and the College

EVE VAN CAUTER, Research Associate (Professor), Departments of Medicine and Psychology (Biopsychology)

HUGH R. WILSON, Professor, Department of Ophthalmology & Visual Science, Committee on Neurobiology, and the College

AMANDA WOODWARD, Assistant Professor, Department of Psychology (Cognition & Communication and Developmental Psychology)

BENJAMIN D. WRIGHT, Professor, Departments of Education and Psychology (Research Methodology & Quantitative Psychology); Director, MESA Psychometric Laboratory

MARVIN ZONIS, Professor, Department of Psychology (Human Development and Mental Health), Graduate School of Business, and the College

Courses

Courses numbered 200 to 299 are open only to undergraduates. Courses that bear both a 200-level number and a 300-level number are open both to undergraduates and graduates, with the parallel numbers indicating that undergraduates and graduates are held to different requirements. Courses bearing only a 300-level number are open both to undergraduate and graduate students with both groups being held to the same graduate-level requirements. Courses at the 400 level are open only to graduates except by special permission as warranted by an undergraduate's academic needs. Boldface letters in parentheses refer to the areas noted in the preceding Summary of Requirements section. L refers to courses with a laboratory.

200. Fundamentals of Psychology. This course is an introduction to the basic concepts and research in the study of behavior. Principal topics are sensation, perception, cognition, learning, motivation, and personality theories. Staff. Autumn.

202. Introduction to Behavioral Research. This course is an introduction to the concepts and methods used in behavioral research. The major topics are the nature of behavioral research, testing of research ideas, quantitative and qualitative techniques of data collection, artifacts in behavioral research, analyzing and interpreting research data, and ethical considerations in research. T. Trabasso. Spring.

205. Introduction to Adolescent Development. This course critically examines theoretical debates and developmental perspectives concerning adolescent development in contemporary society. We emphasize the processes of separation and individualism, identity formation, school transitions, and the development of relational autonomy. We also consider the processes that contribute to resilience, academic achievement and school engagement, delinquency, suicide, and "optimal" development. M. Axelman. Winter.

206. Nonverbal Communication: Theory, Methods, and Applications. This course is an overview of research in the field of nonverbal communication, especially its role in everyday life. We look at how we learn to express ourselves, and the relationships between nonverbal communication and personality, gender, and culture. We also explore the effects of particular types of nonverbal behavior on the fields of medicine, law, education, business, and interpersonal relationships. A. Schorr. Autumn.

207. Systems and Behavioral Neurobiology (=Biopsy 207, Psych 207). PQ: BioSci 175 or consent of instructor; prior or concurrent registration in General Physics II. This is a seminar-level course that considers problems concerned with the structure and function of the nervous system in invertebrates and vertebrates. Emphasis is placed on reading primary literature related to current research topics. The lab involves learning basic techniques in neurophysiology and beginning to apply them to independent research projects. D. Margoliash, J. Ramirez. Winter. L.

208. Computers, Brains, and Behaviors: Topics in Cognitive Neuroscience. Research in cognitive psychology has generally been directed toward explaining human behavior in terms of complex mechanisms of mental representations and processes. With the development of neurally inspired computation and simultaneous advances in brain imaging techniques, it is now more possible than ever to construct theories of human cognition in terms that reflect an understanding of the brain as a computational system. We introduce the computational, biological, and psychological issues involved in the development of cognitive neuropsychology. A. Francis. Winter.

209. Language and Other Minds. Our ability to reason about the mental states of others enables us to acquire language as well as to understand (and misunderstand) each other. We combine readings from philosophy, psychology, linguistics, and neurology to focus on how knowledge of other minds provides a foundation for language use, and to identify promising avenues for future research. Texts cover topics such as linguistic indeterminacy and intentionality, "theory of mind" in cognitive development, mutual knowledge and conversational implicature, perspective-taking and language processing, and autism and right hemisphere damage. D. Barr. Spring.

210. Freud: Human Development and Personality (=HumDev 313, Psych 210, SocSci 229). This course examines those of Freud's writings that are most relevant to the psychological study of normal personality and human development, rather than his clinical or psychiatric contributions. Attention focuses first on Freud's psychoanalytic method (observation and inference), and on his psychobiological and phenomenological models of mental functioning (cognitive, affect, and motivation). The course then concentrates on critically examining Freud's understanding of psychological development and its impact on personality and interpersonal relationships. Students have an opportunity to read extensively in Freud's works. D. Orlinsky. Autumn. (C)

211. Biopsychology of Motivation and Emotion (=Biopsy 211, Psych 211). This course is a survey of physiological and neuroanatomical factors involved in learning, motivation, and emotion. S. Grossman. Autumn.

212. Biopsychology and Learning and Memory (=Biopsy 212, Psych 212). Following a brief review of the elements of neuroanatomy, physiology, pharmacology of the brain, and the psychology of learning and memory, the course focuses on the following questions: What are the physiological and/or biochemical changes that occur as a consequence of learning? Where do they occur? What parts of the brain may be uniquely concerned with the acquisition, storage, and retrieval of memories? P. Grossman. Spring.

213. Introduction to Human Development II: Adolescence, Adulthood, and Aging (=HumDev 308, Psych 213). PQ: Psych 241 or consent of instructor. The transitions from youth to middle age to old age are considered, such as personality change and changing concomitants of family, work, and other roles. The relations between young and old, and the position of older persons in a changing society are also studied. M. Csikszentmihalyi. Spring. (B)

215. Brain Asymmetry (=Biopsy 215, Psych 215). PQ: Prior courses in psychology, biology, and statistics required; knowledge of cognitive psychology, developmental biology or genetics, and basic human neuroanatomy helpful. This course covers the evolution, development, manifestations, and psychological consequences of cerebral asymmetry of function in the human brain, as well as variations in patterns of asymmetry as a function of gender, handedness, and psychological characteristics. This course includes a brief review of the history of mind-brain concepts and basic coverage of the functional anatomy of the human brain. J. Levy. Winter. (A)

217. Developmental Biopsychology (=BioSci 210, Biopsy 217, EvBiol 320, HumDev 320, Psych 217). PQ: Psych 200 or Common Core biology. This course is an introduction to biological and physiological analysis of behavior and to principles of neural and endocrine integration. We use a developmental emphasis, with experimental and clinical literature. M. McClintock. Not offered 1998-1999; will be offered 1999-2000.

222. Biological Psychology (=Biopsy 222, Psych 222). What are the relations between mind and brain? How do brains regulate mental, behavioral, and hormonal processes; and how do these influence brain organization and activity? This course provides an introduction to the anatomy, physiology, and chemistry of the brain, their changes in response to the experiential and sociocultural environment, and their relation to perception, attention, behavioral action, motivation, and emotion. J. Levy. Autumn. (A)

223. Introduction to Developmental Psychology (=Educ 210/310, HumDev 307, Psych 223). This course is an introduction to developmental psychology that stresses the development and integration of cognitive, social, and perceptual skills. Discussion section required. S. Hans, A. Woodward. Autumn. (B)

225. Cognitive Development (=Educ 294/394, Psych 225). PQ: Consent of instructor. This course examines the intellectual development of the child. Topics include the growth of the child's understanding of the physical and social world, and the development of memory and thought processes. J. Huttenlocher. Spring. (B)

227. Introduction to Artificial Intelligence and LISP I (=ComSci 250, Psych 227). PQ: ComSci 115-116 or 105-106. This course is an introduction to the theoretical, technical, and philosophical issues of AI and looks at natural language processing, planning, problem solving, diagnostic systems, naïve physics, and game playing. LISP and LISP programming are introduced. K. Hammond, Staff. Autumn.

228. Introduction to Artificial Intelligence and LISP II (=ComSci 251, Psych 228). PQ: ComSci 250. This is a continuation of the issues and topics introduced in ComSci 250. K. Hammond, Staff. Winter.

230. Cultural Psychology (=HumDev 310, Psych 230). A discipline called cultural psychology is emerging. It is not general psychology; it is not cross-cultural psychology; it is not psychological anthropology; it is not ethnopsychology. This class explores what it is. R. Shweder. Autumn. (C)

231. Introduction to Developmental Neuropsychology (=Biopsy 231, Psych 231). PQ: Consent of instructor. Class discussions focus on major syndromes of cognitive disability in childhood, such as autism, dysphasia, and dyslexia. Experimental, clinical, and neurological methods used to describe these syndromes are covered. In addition, various topics in normal development, such as hemispheric specialization, are discussed. S. Levine. Winter.

232/332. Introduction to Language Development (=Educ 242/442, HumDev 316, Psych 232/332). This course addresses the major issues involved in first-language acquisition. We deal with the child's production and perception of speech sounds (phonology), the acquisition of the lexicon (semantics), the comprehension and production of structured word combinations (syntax), and the ability to use language to communicate (pragmatics). S. Goldin-Meadow, A. Woodward. Winter.

235. Introduction to Interaction Research. There have been three main interests in recent research on interaction: (1) the expression of emotion, (2) the process of interaction itself (how it is that participants are able to accomplish interactions), and (3) the use of behaviors observed in interaction as indices of the participants' enduring characteristics or transient states. Selected examples of these major types of research are considered in terms of their conceptual framework and their approach to studying the phenomenon in question. The discussion focuses on the nature of interaction and on approaches to studying it. S. Duncan. Winter.

236. Development in Infancy. PQ: Psych 200 or 223, or consent of instructor. In this course, we explore the development of human perceptual, cognitive, motor, and social abilities during the first two years of life. The study of infants provides a window into issues of nature and nurture, and the ways in which structure in the organism and structure in the environment converge in developing systems. We cover both classical and current models, giving special attention to the role of changing empirical methods in informing theory. A. Woodward. Spring.

240. Introduction to Social Psychology. PQ: Third-year standing. This examination of social psychological theory and research is based on both classic and contemporary contributions. Among the major topics examined are conformity and deviance, the attitude-change process, social role and personality, social cognition, and political psychology. This course is conducted in seminar format. T. Trabasso, N. Stein, B. Cohler. Autumn. (C)

245. Freud and the Study of Culture (=Fndmtl 233, GS Hum 358, HumDev 345, MAPH 311, Psych 245, SocSci 238). In this course, the study of culture is approached from the perspective of psychoanalysis. Starting with Freud's important work, particularly Totem and Taboo and Civilization and Its Discontents, we consider both contributions and limitations of the psychoanalytic approach as both a method of study and a theory of the significance of symbolic systems in terms of exemplary recent ethnographic study. We use psychoanalysis both as a method for understanding meaning and for understanding wish and intent. B. Cohler. Winter.

246. Sexual Identity, Life-Course, and Life-Story (=GendSt 208/308, GS Hum 359, HumDev 346, Psych 246, SocSci 259). Beginning with the study of the concept of sexual identity, this course explores what is known of biological factors presumed relevant to emergence of same-gender sexual orientation, social circumstances and aspects of personal development salient among those persons whose self-identity is or becomes gay, lesbian, or bisexual. We focus on such issues as gender atypical interests, the contribution of familial circumstances, and the role of the "coming-out" story. We also explore such issues as intimacy, partnership, parenthood, and aging among bisexual men and women, lesbians, and gay men. The course concludes with considerations and limitations of "queer theory" to our understanding of sexual identity and life story. B. Cohler. Spring.

248. Seminar in the Social Psychology of National and International Politics. PQ: Third- or fourth-year standing. This course reviews recent and classic research utilizing social and depth-psychological approaches with the intention of representing the main lines of inquiry in contemporary political psychology. Among the topics treated are the psychodynamic study of political leadership and of certain major political figures, including Hitler, Gandhi, and Nixon; political socialization; determinants and dynamics of party preference and electoral choice in the United States; deterrence theory; a cognitive processing system and its interaction with politics in the determination of arms policy; psychological factors in international conflict and conciliation; and political change and revolution. M. Rosenberg. Spring.

251. Modern Psychotherapies (=Psych 251, SocSci 238). This course introduces students to the nature and varieties of modern psychotherapies by extensive viewing and discussion of video-taped demonstration sessions. Diverse treatment approaches are studied, including client-centered, cognitive-behavioral, gestalt, interpersonal, and psychodynamic therapies. Couple and family therapy sessions may be viewed along with demonstrations of individual therapy with adults, adolescents, or children. Historical and conceptual models are presented to deepen the student's understanding of what is being viewed, although the main emphasis of the course is on experiential learning through observation and discussion. D. Orlinsky. Autumn.

256. Introduction to Cognitive Psychology (=Educ 256/356, Psych 256). Viewing the brain globally as an information processing or computational system has revolutionized the study and understanding of intelligence. This course introduces the theory, methods, and empirical results that underlie this approach to psychology. Topics include categorization, attention, memory, knowledge, language, and thought. Staff. Autumn. (B)

261. Categorization and Memory. PQ: Consent of instructor. This course is concerned with memory for particular events, both autobiographical memories and other memories. The role of prior information in affecting what a person believes to have happened is explored. J. Huttenlocher. Autumn.

262/422. Seminar: Research in Behavioral Endocrinology (=Biopsy 262/422, EvBiol 422, HumDev 422, Psych 262/422). PQ: Consent of instructor. M. McClintock. Winter.

266/366. Freud: Social and Cultural Psychology (=HumDev 375, Psych 266/366, SocSci 249). PQ: Consent of instructor. This course offers an intensive examination of Freud's contributions to the social sciences and humanities. After reviewing key concepts in Freud's understanding of individuals (mental functioning, development, and personality), the course concentrates on his analyses of (1) the psychological foundations of society (group solidarity, competition and class inequality, and violence and its regulation) and (2) the psychological foundations of culture (morality, religion, and artistic creativity). The course concludes by examining the ideal values implicit in Freud's concept of the civilized person (reason, empathy, conscience, self-knowledge, and humor). Students have an opportunity to read extensively in Freud's works. D. Orlinsky. Spring.

274. Psychology of Religion: Classic and Contemporary Contributions. PQ: Consent of instructor. In this seminar, four or five major works are closely examined with special attention to two questions: How do religious experience and belief coordinate with individual psychodynamic processes? How does religion serve in the psychological mediation of social change and the restoration of social stability? Among the works read are William James, The Varieties of Religious Experience; Sigmund Freud, The Future of an Illusion; Erwin Goudenough, The Psychology of Religious Experience; R. H. Tawney, Religion and the Rise of Capitalism; and Kurt Samuelsson, Religion and Economic Action. M. Rosenberg. Autumn.

275. Introduction to the Psychology of Language. This course addresses major topics in psycholinguistics and language acquisition: how people speak, how people understand, and language systems. We consider issues such as speech production and perception, the concept of meaning, the development and organization of the mental lexicon, sentence processing, and conversational rules. B. Keysar. Autumn.

280. Sensation and Perception (=Biopsy 280, Psych 280). This course centers on visual and auditory phenomena. Aside from the basic sensory discriminations (acuity, brightness, loudness, color, and pitch), more complex perceptual events, such as movement and space, are discussed. The biological underpinnings of these several phenomena are considered, as well as the role of learning in perception. H. Nusbaum. Winter. (A)

288. Information Theory and Coding. PQ: Knowledge of basic mathematics. This course introduces students to the mathematical theory of information with emphasis on coding, especially the development of efficient codes. Topics include an introduction to coding, quantification of information and its properties, Huffman codes, arithmetic codes, L to Z and other adaptive coding techniques, and applications. A. Bookstein. Winter.

297. Undergraduate Research in Biopsychology. PQ: Students are required to submit the College Reading and Research Course Form. Available for either Pass or letter grading. This course may be taken for one or two quarters, depending on the size of the project. Students register in Biopsychology. Staff. Autumn, Winter, Spring.

297. Undergraduate Research in Psychology. PQ: Students are required to submit the College Reading and Research Course Form. Available for either Pass or letter grading. This course may be taken for one or two quarters, depending on the size of the project. Students register in Psychology. Staff. Autumn, Winter, Spring.

298. Seminar on Special Honors. PQ: Open to students with third- or fourth-year standing who have begun their thesis project. This seminar counts as one of the three reading and research credits. It is strongly recommended that students who plan to complete an undergraduate honors thesis take this course. We read and discuss general papers on writing and research, and individual students present their own projects to the group. A literature review, data from ongoing or completed empirical projects, or portions of the thesis paper itself can be presented. Students are expected to give thoughtful feedback to others on their presentations and written work. S. Levine. Winter.

299. Honors Paper Preparation in Biopsychology. PQ: Students are required to submit the College Reading and Research Course Form. Available for either Pass or letter grading. This course is not a requirement for doing an honors paper. This course may be taken for one or two quarters, depending on the size of the project. Students register in Biopsychology. Staff. Autumn, Winter, Spring.

299. Honors Paper Preparation in Psychology. PQ: Students are required to submit the College Reading and Research Course Form. Available for either Pass or letter grading. This course is not a requirement for doing an honors paper. This course may be taken for one or two quarters, depending on the size of the project. Students register in Psychology. Staff. Autumn, Winter, Spring.

310. Perspectives in Drug Abuse (=Biopsy 310, PhaPhy 329, Psych 310). This course provides a broad overview of the major classes of abused drugs, including epidemiology, pharmacology, etiological factors, and short- and long-term effects. H. de Wit, L. Seiden, P. Vezina. Spring.

319. Language, Culture, and Thought (=HumDev 319, Psych 319). PQ: Consent of instructor. This course is a survey of research on the interrelation of language, culture, and thought from the evolutionary, developmental, historical, and culture-comparative perspectives, with special emphasis on the mediating methodological implications for the social sciences. J. Lucy. Winter. (C)

324. Computational Neuroscience II: Circuits (=BioSci 288, OrB/An 345, Psych 324). PQ: BioSci 287 and a prior course in systems neurobiology, or consent of instructor, required. Prior or concurrent registration in Math 200 and 201 recommended. This course discusses the way in which individual neurons interact to form functioning circuits. Specific topics include central pattern generators, neuroethology of sensory systems, perception of visual motion and color, and an introduction to the mathematics of dynamical systems. D. Margoliash, Staff. Winter.

327. Neuropsychopharmacology (=BioSci 268, Biopsy 367, Neurbi 327, PhaPhy 327, Psych 327). PQ: BioSci 200 or BchMB 301, or consent of instructor. This course studies the effects of pharmacological agents on behavior with an emphasis on physiological and biochemical mechanisms. L. Seiden, H. De Wit, P. Vezina. Autumn. L.

343. Topics in Early Socialization. This course focuses on the relationship between the child's interaction with others and various aspects of socialization. The emphasis is on studies of the child's natural (as opposed to experimentally arranged) interactions with others, primarily during the first two years. Among the topics considered are the process of interaction itself, the nature of the child's early interaction abilities, conflict, discipline, peer interaction, self-regulation, emotion, gender issues, moral development, and problematic parent-child interaction. Research methods and conceptual foundations of readings are analyzed in class discussion. S. Duncan. Autumn.

344. Computational Neuroscience III: Networks (=BioSci 289, OrB/An 346, Psych 344). PQ: Consent of instructor. This course discusses neural nets and cognitive neuroscience. Topics include brain imaging and cognition, an introduction to the mathematics of neural nets, and connectionist modeling of psychological processes. T. Regier, Staff. Spring.

345. Conflict in Early Parent-Child Relationships. Interaction processes in conflicts between parents and young children are examined. Conceptual and methodological issues are considered, including theories of conflict, theories of face-to-face interaction, research approaches to interaction, and studies of family conflicts of various sorts. Conflictual interaction is related to topics of interest in developmental psychology, such as compliance, negotiation, discipline, socialization, and self-control. Videotapes made in the homes of families are used to illustrate conflicts. S. Duncan. Spring.

346. Agency: Theories of Planning and Action (=ComSci 353, Psych 346). PQ: ComSci 350 and 352. The issues involved with the construction of autonomous intelligent agents are examined. The class focuses on the current work on agency being done by the Chicago AI Lab and explores problems of planning from memory, control of activity, integration of perception and reasoning, and learning from execution. K. Hammond. Autumn.

359. Theory and Practice of Measurement (=Educ 359, Psych 359). This course is an introduction to the basic ideas of scientific measurement. Practical models for the construction of fundamental objective measurement are deduced from the measurement theories of Campbell, Thurstone, Guttman, Luce and Tukey, and Rasch. Applications in educational and psychological research are discussed. Connections with and improvements on contemporary educational test practice and psychometrics are explained. Practical methods for identifying item bias, equating tests, building item banks, setting standards, and diagnosing irregular test performance are developed, explained, and illustrated. B. Wright, J. Linacre. Winter.

360. Advanced Psychometric Theory (=Educ 360, Psych 360). This course is an introduction to the practice of fundamental measurement in social science research. The mathematical models on which the construction of fundamental measurement is based are explained, discussed, and illustrated. Applications to educational and psychological tests, survey questionnaires, attitude inventories, and social surveys are studied. Students learn to use computer programs to construct and calibrate variables and to make measures and set standards on these variables. Students are helped to apply these methods to their own research data and shown how to prepare their results for a lecture and for publication. B. Wright, J. Linacre. Spring.

361. Biopsychology of Learning and Memory: Advanced Topics (=Biopsy 361, Psych 361). Seminar on topics of special interest to individual participants. S. P. Grossman. Spring.

362. Biopsychology of Motivation and Emotion: Advanced Topics (=Biopsy 362, Psych 362). Seminar on topics of special interest to individual participants. S. P. Grossman. Autumn.

367. Seminar: Sex Difference in Cognitive Skill. This course explores the nature and origins of sex differences in cognitive skill. Possible effects of environmental and biological factors are considered. S. Levine. Spring.

369. Neuropsychopharmacology II (=Biopsy 369, PhaPhy 328, Psych 369). This is the second of a two-quarter series examining the effects of drugs on the central nervous system and behavior. This course is designed to cover the major classes of therapeutic and abused drugs and their effects on the central nervous system and behavior. P. Vezina, H. De Wit, L. Seiden. Winter.

384. Statistical Theory for Social Scientists. This course is an overview of statistical theory for social scientists. It provides the methodological background necessary for access to literature in applied statistics. Topics include the theory of distributions, random variables, moments, estimation, and hypothesis testing, as well as the theory of estimation, including the method of maximum likelihood, least squares, and Bayesian techniques. L. Hedges. Autumn.

386. Questionnaire Design and Analysis (=Educ 308, Psych 386, SSA 451/551). This course introduces designing, writing, piloting, and analyzing the kinds of questionnaires used in social, psychological, health care, and marketing research. This course is particularly valuable to students considering careers in marketing, health care, social service, or a social science. B. Wright, J. Linacre. Autumn, Winter, Spring.

387. Connectionist Modeling I: Techniques. PQ: Knowledge of programming, basic calculus, and linear algebra helpful. The first in a two-quarter sequence, this course provides an introduction to the computational techniques underlying the field of connectionist modeling. Topics covered include the Hopfield nets, perceptrons, and recurrent layered networks, together with supervised and unsupervised training algorithms for such networks. T. Regier. Winter.

391. Connectionist Modeling II: Applications. PQ: Knowledge of programming, basic calculus, and linear algebra helpful. The second in a two-quarter sequence, this course focuses on applications of connectionist modeling techniques. A number of applications illustrating the use of the concepts covered in the first course of this sequence are presented. Students are expected to conceive, design, implement, and present a project applying these modeling concepts. T. Regier. Spring.

470-471. Language in Culture I, II (=Anthro 372-1,-2, GS Hum 354-355, Ling 311-312, Psych 470-471). PQ: Consent of instructor. Must be taken in sequence. M. Silverstein, Autumn; S. Gal, Winter.