This seminar will enable students enrolled in Introduction to Psychology (Psych 100B) to explore in greater depth several of the ideas and concepts in contemporary psychology. Open to freshmen and sophomores who are concurrently enrolled in Psych 100B, and freshmen with AP/IB exemption. Sections are limited to 15 students.

Mindfulness is a term that is becoming increasingly used in popular culture to refer to a set of skills associated with increased attentional focus, successful stress-management, and improved health, sleep, and emotional well-being. This course will expose students to the various facets of mindfulness from both an applied and scientific perspective, both through the teaching of mindfulness skills through a set of easy-to-learn practices and exercises, and through a survey of empirical research regarding mindfulness effects on cognition, emotion, brain function, and health. The goal of the seminar will be to provide practical skills that can contribute to personal development, emotional well-being, and academic success, while also developing critical thinking skills in learning how to read and evaluate primary scientific literature on mindfulness. Open to freshman only

Introduction to the fields of speech-language pathology, audiology, education of hearing-impaired children, and speech and hearing sciences. Normal speech and hearing processes are discussed, as well as communication disorders. Selected research topics in speech and hearing sciences are presented.

This course is intended to explore the connection between psychology and Eastern philosophies, including aspects of Buddhism, mindfulness, Zen meditation and yogic traditions. PREREQ: Psych 100B.

This course provides training in the logic and techniques of psychological research so as to provide students with experience in the design of psychology experiments and interpretation of results. Topics include experimental design and control, library research, quantitative treatment of data, graphical presentation of results, and clarity of scientific writing. Lectures focus on general principles of experimentation while the laboratory sections provide an introduction to a range of psychological phenomena through hands-on experience in experimentation. Each student also completes an independent research project of his or her own design. PREREQ: Psych 300. Declared Psychology majors will be given priority over others to enroll.

An introduction to the scientific study of social influence. Topics include person perception, social cognition, attitudes, conformity, group behavior, aggression, altruism, prejudice and psychology's interface with law, health, and climate change. PREREQ: Psych 100B. Same as L84 Lw St 315, L58 PHealth 315, L64 PNP3151, L18 URST 315

An introduction to modern research on music perception and cognition. The course covers four main topics: the perception of key, the psychoacoustics of dissonance, the relationship between attention and musical meter, and the process by which melodies establish, fulfill, and deny expectations. Students read and discuss research from both cognitive science and music theory, in addition to completing several projects.

PREREQ: Psych 100B and permission of a member of the faculty of the department (or other approved supervisor) who agrees to supervise the student's work. Credit to be arranged. A maximum of 6 units may be applied toward upper division credits required for the major. The electronic Petition for Supervision of Independent Study form is available at the URL, http://eyes.wustl.edu/psych333. Students will be enrolled only after their form is approved by the faculty supervisor and forwarded to the Undergraduate Coordinator. Credit/ No Credit only.

The basic anatomical, physiological, and chemical organization of the nervous system; how nerve cells communicate with each other, the ionic basis of nerve signals, the function and properties of chemical agents in the nervous system, the development of neural circuitry, and how neurons interact to produce behavior. Prerequisite: Bio 2960, Bio 2970 recommended, Bio 3058 recommended or Psych 3401 and permission of instructor.

Focuses on modern empirical personality research. Covers major personality theories. A sample of topics: methods of personality data collection and assessment, modern trait theories, evolutionary perspectives on personality, personality in social contexts, happiness, the self, and personality disorders. PREREQ: Psych 100B.

Introduction to the study of thought processing from an information-processing approach. Emphasis on theoretical models grounded in empirical support. Topics include pattern recognition, attention, memory, reasoning, language processes, decision making, and problem solving. Prerequisite: Psych 100B.

The experimental analysis of behavior is presented with examination of Operant and Pavlovian conditioning, punishment, theories of reinforcement, choice behavior, behavioral economics, etc. Theoretical and experimental approaches to the study of behavior as developed in the laboratory are emphasized. Consideration is given to applications from the laboratory to everyday behavior. PREREQ: Psych 100B. Enrollment limited to 30.

A survey of issues related to the encoding, storage and retrieval of information in humans. Topics include memory improvement strategies, people with extraordinary memories, memory illusions and distortions, among other topics. Enrollment limited to 25. PREREQ: Psych 100B

How did evolution by natural selection shape the way human beings think and behave? Does evolution explain human cooperation and friendship, human morality, reproductive decisions and social interactions? What sex differences in cognition or behavior are caused by evolution? This course introduces the concepts and findings of evolutionary psychology, mostly through reading of primary sources--articles from psychology and biology journals--and discussion and presentation of empirical cases. PREREQ: At least 6 units of upper-level, home-based Psychology coursework, OR Anthro 3383.

An intensive, case-study based approach to the underlying principles and mechanisms of brain function that give rise to complex human cognitive behavior. Emphasis will be placed on understanding and evaluating cutting-edge neuroscience research that has yielded new insights into the organization and structure of higher mental processes. Students will develop critical thinking and writing skills via a strong class participation component and a writing intensive format. Topics include perception, attention, memory, language, emotion, and executive control. Writing Intensive. Declared Psychology majors will be given priority over others to enroll. PREREQ: Psych 100B and either Psych 3401 or Psy 344/Bio 3411 or Psych 3604.

This course will explore what is known about the development of social cognition, with a focus on infants' and children's reasoning about others' actions and minds. We will begin by framing the critical issues in social cognitive development, with a focus on attachment in infancy and the human propensity to connect with others. We will then consider contemporary research concerning infants' ability to navigate the social world, for example, identifying social partners and learning from others. We will also look at what happens when the human capacity to reason This course explores current research in social cognitive development. We will begin by framing the critical issues in the field, beginning with the roots of attachment in infancy and the human propensity to connect with others. We will then consider newer research concerning infants' ability to navigate the social world. We will also look at what happens when the human capacity to reason about others breaks down, as with autism. Further topics will include children's reasoning about social groups, the development of bias and prejudice, various aspects of morality, and social exclusion and bullying. Each week we will cover a topic by reading a background chapter and a set of relevant journal articles. Class time will be devoted to active discussion of these readings, with lecture and class activities as needed, to complement the readings and set the stage for discussion. This is a writing intensive course, so a second goal is for you to improve your writing. There will be several writing assignments of varying length, some of which will receive extensive feedback on from the instructor, and then prepare an improved final version. You will also give a brief presentation to the class that directly addresses writing. PREREQ: Psych 100B, and either Psych 315, 321, or 360.

What processes underlie humans' ability to "pay" attention? This course will introduce students to theories of attention and cognitive control. Students will develop an understanding of empirical approaches to studying the control of attention, and examine factors that facilitate and impair humans' ability to pay attention. A final section will examine attention and cognitive control challenges that accompany aging and select psychological disorders such as ADHD, and applications of attention and cognitive control research to the classroom, driving, and other contexts. PREREQ: Psych 100B and Psych 301.

Acceptance into the Honors Program is based on superior performance as evidenced by the student's record in undergraduate course work and the written agreement (Petition for Permission to Enroll) of a member of the faculty of the Department (or other approved supervisor) to supervise an Honors project. The student must complete 6 units of Honors work (3 units of Psych 498 and 3 units of Psych 499), submit an acceptable written thesis, and be recommended by the Department. Recommendation for an Honors degree will be based on the evaluation of the written thesis and the student's overall performance as an undergraduate. Students in the Honors Program meet regularly in the Honors Seminar to discuss their research and become acquainted with the work of the other students. Psych 498 is a writing intensive course. Further information is available in the brochure "The Senior Honors Program" available in the department, or online at: http://www.artsci.wustl.edu/~psych/undergrad.html. Writing Intensive. PREREQ: Psych 301 or 3011 and permission of the Honors Coordinator are required for this course. All students must meet with Dr. Sommers prior to registering.

Introduction to the theoretical concepts underlying quantitative methods in psychology. Topics include set theory, probability theory including the basic probability density functions and their cumulative distributions, joint events and stochastic independence, sampling theory and sampling distributions (including the binomial, normal, t, chi-square and F distributions), parameter estimation, interval estimation, the t-test, hypothesis testing, power, and some nonparametric statistics. PREREQ: Introductory Statistics and Graduate standing.

An introduction to the theory, development, and evaluation of cognitive assessment techniques and tests is provided. Students also gain experience in the administration, scoring, and reporting of results from standard assessment tools. Less commonly used approaches such as observational methods will be discussed. Relevant research relating to the assessment of diverse populations will be examined. PREREQ: OPEN TO CLINICAL PSYCHOLOGY GRADUATE STUDENTS AND OTHER ADVANCED GRADUATE STUDENTS WITH PERMISSION OF INSTRUCTOR.

This course will develop critical thinking and analysis skills with regard to topics in Cognitive, Computational and Systems Neuroscience. Course format will be a series of modules composed of intensive, faculty-led case studies on interdisciplinary topics at the intersection of psychology, computation and neuroscience. The goal will be to highlight the benefits of integrative, interdisciplinary approaches, by delving into a small set of topics from a variety of perspectives, rather than providing a survey-level introduction to a broader set of topic areas. Modules will involve a combination of lectures and student-led discussion groups, with students further expected to complete a multi-disciplinary integrative final review paper. Case-study topics will vary somewhat from year to year, but are likely to include some of the following: temporal coding as a mechanism for information processing, coordinate transformations in sensory-motor integration, mechanisms of cognitive control, motor control strategies including application to neural prosthetics, and memory systems in health and disease. PREREQ: Graduate standing.

This is an advanced course in psychopathology, or the scientific study of mental disorders. It will focus on conceptual foundations for the study and treatment of major mental disorders as well as the methodological and clinical issues that follow from their consideration. The overall goal of the course is to promote critical thinking and to foster the development of clinical scientists who will discover new knowledge regarding psychopathology. The course is composed of five sections that are concerned with: (1) the history or psychopathology and training in psychological clinical science, (2) causal models regarding the development of mental disorders, (3) the definition and classification of mental disorders, (4) epidemiology (including considerations regarding culture and gender), (5) descriptive psychopathology (i.e., the phenomenology of perception and cognition, emotion, volition, and personality). PREREQ: OPEN ONLY TO DOCTORAL STUDENTS IN CLINICAL PSYCHOLOGY OR BY PERMISSION OF INSTRUCTOR.

Intro to emotional disorders and their effective treatment in adults. This course combines didactic materials, practice sessions in class, and examples from supervision of some members of the class. The student will learn to assess and treat common problems in the outpatient clinic with empirically supported procedures, understand the theories behind these procedures, and be exposed to the process of applying the procedures in the clinic. PREREQ: Graduate standing; completion of an introductory course in psychotherapy or permission of instructor.

The complexity and significance of emotions make their study particularly exciting and challenging. Emotions both shape and are shaped by our subjective experiences, physiology, behaviors, cognitions, social interactions, and health. This course offers an overview of theory and research on emotion with content stretching across psychological disciplines, including personality, social, clinical, developmental, and neuropsychology. Course content will include definitions of emotion, physiological changes associated with emotion, and individual differences in emotional experience. The course will also examine how culture, cognitions, and relationships affect and are affected by emotion and how emotion is related to physical and mental health. PREREQ: Graduate standing.

Ten hours per week supervised training in psychotherapy and behavior change in an applied clinical setting. Prerequisites: Washington University doctoral clinical psychology students only.

In this graduate seminar, our focus is on the field of social cognition, defined broadly. Altnough the field of social cognition initialy had a strong focus on cognitive processes, students should keep in mind that the term, as currently employed, fully embraces emotion, both as it relates to memory as well as attitudes. Indeed, a guiding principle of this course is that much of social behavior can be understood as an bidirectional interplay between memory, emotion, and attitudes. For example, retrieving a memory of a threatening event can automatically trigger different types of correlated but distinct negative emotions. These distinct affective states can, in, turn, exert different types of effects on different types of social attitudes. Also, the types of memories that are retrieved--and the ways that those memories are processed--can moderate the ways that emotion and attitudes are ultimately influenced. Readings will draw primarily from classic and contemporary work in social and cognitive psychology, although we will also be considering implications for other relevant areas, such as clincal and political psychology. PREREQ: GRADUATE STANDING OR PERMISSION OF INSTRUCTOR.