You have spent the last 12 or so years "slaying it" as a student. You likely have developed lots of effective strategies for succeeding in school. Recently, our understanding of those successful strategies has greatly expanded. In this class you'll learn about the psychological research that has illuminated which strategies are most helpful when studying, when in the classroom, and when asking for help. We will focus on how to most effectively study, but will discuss other strategies as well. You will also be asked to apply these skills in the other classes that you're taking this semester, with the hope that you develop and refine the skills you already have and continue slaying it as a student. PREREQ: Open only to Feshman and Sophomore with permission from the instructor. Credit/ No Credit option only.

PREREQ: Enrollment in an approved Psychology Study-Abroad program and prior permission of the Director of Undergraduate Studies. Credit to be arranged. CR/NCR only. Credit variable, max 3 units.

An opportunity to gain practical, applied experience in a non-academic, community service agency. For description of prerequisites, course goals, agency selection, registration policies, and course requirements, obtain a copy of " Internships in Psychology" available in room 207B in the Psychology Building or on the P&BS website: http://psychweb.wustl.edu/undergraduate. This course can be taken only once, open to junior and senior P&BS majors only. Credit/No Credit only. Permission of Instructor Required.

An opportunity to be trained in applied-behavior-analytic techniques and to work with a child with autism spectrum disorder. Training and supervision are to be arranged and coordinated by the family of the child and/or their consultant. To receive credit, students must complete two semesters of work with the child, complete the minimum number of hours of training and therapy, and attend any therapy meetings. In addition, students must attend all seminar meetings for discussion of assigned readings and presentations on autism and therapy. Completion of a paper also is required. For fuller details, see the brochure "Practicum in Applied Behavior Analysis: Autism Spectrum Disorder," available from the Department, or online at psychweb.wustl.edu/undergraduate. This course can be taken only once for credit. Credit/No Credit only. Enrollment through the Practicum coordinator only. Required Practicum seminar meetings will be Tuesdays, January 29, February 12, February 26, March 26, and April 9, 6:00 pm - 8:00 pm.

Descriptive statistics including correlation and regression. Inferential statistics including nonparametric and parametric tests of significance through two-way analysis of variance. Course emphasizes underlying logic and is not primarily mathematical, though knowledge of elementary algebra is essential. Psych 300 is required of all P&BS majors. PREREQ: Psych 100B.

Psych 3011 is limited to students who have not taken Psych 300 and want to enroll in Psych 300 and Experimental Psychology concurrently. Therefore, students who enroll in Psych 3011 must also register for Psychology 300, section 01. Psych 3011 fulfills the Psychology 301 requirement for the major. Topics in the two courses (i.e., Psych 300 and Psych 3011) will be coordinated in order to integrate the concepts from Statistics with those from Experimental Psychology. Experimental Psychology 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 component provides 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 under supervision of a faculty member. Limited to 15 students . PREREQ: Psych 100B. Concurrent enrollment in Psy 300, section 01 is required. Declared P&BS majors will have priority.

Review and discussion of psychobiological approaches to health, as well as psychological aspects of physical illness. Topics: stress and coping, psychosocial factors in the etiology and progression of chronic illness, and psychological sequelae of chronic illness. There will be an emphasis on research methodology and results. Prerequisite: Psych 100B.

This course will familiarize students with current perspectives on the nature, causes, assessment, treatment, and prevention of child psychiatric disorders and related family dysfunction. Theoretical perspectives and research findings will be discussed pertaining to anxiety, depression, conduct disorder, attention-deficit/hyperactivity disorder, autism, learning impairments, and parent-child conflict. PREREQ: Psych 100B

This course will introduce students to modern research on music perception and cognition. By nature, this research is interdisciplinary. Some is conducted by cognitive scientists, some by music scholars. We will study a cross-section of this research and touch on many of the field's principal topics, including: the perception of rhythm, meter, pitch, timbre, melody, harmony, and key; the relationship between music and emotion; the effect of auditory physiology on the musical experience; the role of performers in shaping a listener's perceptions; and the process by which music establishes, fulfills, and denies expectations.

Focuses on modern empirical personality research in six major domains of knowledge about human nature: Dispositions, Biological, Intra-psychic, Cognitive/Experiential, Social/Cultural, and Adjustment. A sampling of topics includes: methods of measuring personality, use in business and legal issues in employee selection, personality matching algorithms in dating sites, modern trait theories, genetic and evolutionary perspectives on personality, how personality relates to thinking and feeling, personality in relationships, the personality profile of happy people, the self-concept, self-esteem and social identity, coping with stress, and personality disorders. PREREQ: Psych 100B.

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

Reviews the relatively recent development in the field known as "Positive Psychology" through an examination of empirical research centered on the nature of happiness and psychological well-being. Topics include the nature and measurement of happiness, the biological basis of positive emotions, an overview of positive trait theories, self-esteem, mindset, the mind-body connection, physical activity, emotional intelligence, prosocial behavior, decision-making, willpower, mindfulness meditation, and the characteristics of successful relationships. PREREQ: Psych 100B.

This survey course examines dying and death from biological, psychological, and social perspectives. Topics include theoretical and research approaches to studying dying and death, historical and cross-cultural attitudes, psychological understanding and coping with death over the lifespan, the process of dying and definitions of death, healthcare professionals and treatment approaches for the dying, assisted death and other ethical/legal issues, grief and bereavement, mass tragedy and public death, and planning for death. PREREQ: Psych. 100B

This course is an advanced foray into research design and methods used in psychological science. This course is project-based, writing intensive, and will be supplemented heavily with readings and discussions of topics of broad importance to psychological research (e.g., reliability, validity, philosophy of science). These readings will enhance your abilities to think critically about psychological research design and methods, as both a consumer and creator of psychological research. The writing requirements for this course build on the skills you acquired in Experimental Psychology and will further your abilities to communicate scientific ideas more skillfully, clearly, and accurately. Prereq: L33 Psych 301 or 3011

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.

In this class you will learn neuroimaging methods in the context of accurate, reproducible, and open science. There is no substitute for wrestling with data yourself, and so this is a hands-on course. You will need to bring a laptop on which to install Matlab and conduct analyses. Some background in neuroimaging or programming will be helpful, but is not required. Topics covered include experimental design, accounting for artifacts, single-subject models, and group models. By the end you will have used a computer script to analyze an fMRI dataset and have a good understanding of preprocessing and statistical analyses in fMRI. Limited to 20 students. PREREQ: Psych 100B, and either Psych 3604 or Psych 4413, or graduate standing.

This seminar examines the epidemiology, etiology, prevention, and treatment of body image, eating disorders, and obesity. An emphasis will be placed on understanding the characteristic symptoms of excessive dieting, body image disturbance, and binge eating, not only as formal psychiatric syndromes, but as a representation of disregulatory processes reflecting social-cultural, psychological, and biological disturbances. Students will also learn about the clinical characteristics, medical sequelae, and physical aspects of eating disorders and obesity. PREREQ: Psych 100B and junior or senior standing, plus 6 units of advanced home-based psychology courses.

This seminar will introduce students to methods and recent empirical literature evaluating links between genes, brain, and behavior. This research is beginning to illuminate specific biological pathways shaping risk for psychopathology. In particular, the course focuses on the design, analysis, and interpretation of multimodal research (e.g., fMRI, PET, EEG, pharmacology, molecular genetics, environmental assessment/manipulation) examining the biological underpinnings of behavior relevant to psychopathology. Primary journal articles, reviews, and book chapters are the readings for this seminar. PREREQ: Psych 100B and one of the following: Genes, Environment, and Human Behavior (Psych 345), Biological Psychology (Psych 3401), or Principles of Biology II (Biol 2970); OR Graduate Standing (prior coursework in psychology, neuroscience, and genetics is advised).

This weekly journal-style readings class provides the opportunity to read and discuss seminal as well as current papers on the conceptual aspects of behavioral psychology and relevant research. Points of contact among behaviorism, cognitivism, and neuroscience, and the natural lines of fracture, will be examined. PREREQ: Psych 100B, and one of the following: Psych 361, Psych 360, or a Philosophy course.

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, as well as the Honors Coordinator, Dr. Mitch Sommers. 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. All students must meet with Dr. Sommers prior to registering. Students in the Honors Program will meet regularly in the Honors Seminar to discuss their research and become acquainted with the work of the other students. PREREQ: Psych 498

Data in the social sciences are frequently organized hierarchically---students are enrolled in classes, which exist within separate schools, which are parts of different school systems; employees work within teams within different divisions of a company; the outcomes for participants or patients in different treatment groups are measured different numbers of times and include covariates that vary over time; partners, parents, and children are parts of family units that are parts of different communities. Hierarchical data contain dependencies that preclude traditional analyses (e.g., simple ANOVA or multiple regression), requiring instead an approach that correctly estimates error sources and identifies systematic effects at their appropriate level of influence. This course provides an introduction to the analysis of hierarchical data with an emphasis on the correct identification of models, analysis of hierarchical data with current software, proper interpretation of results, and use of appropriate diagnostic tests for model adequacy. PREREQ: Psych 5066 and 5067

The goal of this course is to help students in the CCSN Pathway develop the critical thinking skills necessary to develop and implement high quality, interdisciplinary research projects. Throughout the course of the semester, each student will develop a research plan in their chosen area of interest. The plan will be developed in consultation with at least two faculty members (from at least two different subdisciplines within the pathway) as well as the other students and faculty participating in the course. The culmination of this course will be for each student to produce an NIH-style grant proposal on the research project of their choosing. For most students, this will serve either as their thesis proposal or a solid precursor to the thesis proposal. The course will be designed to help facilitate the development of such a research plan through didactic work, class presentations, class discussion, and constructive feedback on written work. The course will begin with a review of written examples of outstanding research proposals, primarily in the form of grant submissions similar to those that the students are expected to develop (i.e., NRSA style proposals, R03 proposals). Review of these proposals will serve as a stimulus to promote discussion about the critical elements of good research proposals and designs in different areas. Each student will be expected to give three presentations throughout the semester that will provide opportunities to receive constructive feedback on the development and implementation of research aims. The first presentation (towards the beginning of the semester) will involve presentation of the student's general topic of interest and preliminary formulation of research questions. Feedback will emphasize ways to focus and develop the research hypotheses into well-formulated questions and experiments. The second presentation will involve a more detailed presentation of specific research questions (along the lines of NIH-style Sp

This course provides students with a working knowledge of our rapidly evolving understanding of brain circuits that create order in our social, emotional and cognitive worlds, and how disorder within these circuits is associated with a broad range of psychopathology including depression, anxiety, phobias, PTSD, OCD, addiction, autism, schizophrenia, psychopathy and violence. PREREQ: Graduate standing in Psychological & Brain Sciences

This course will cover topics related to hearing conservation, including effects of noise on hearing, environmental noise, classroom acoustics, federal regulations, interactions of noise and other agents, and ototoxicity. Additional topics may vary year-to-year. Prerequisite: Permission of instructor.

Ten hours per week supervised training in psychotherapy and behavior change in an applied clinical setting. PREREQ: Open to clinical graduate students in Psychological & Brain Sciences only.

PREREQ: Permission of the instructor; graduate standing only.

This is a regular seminar series offered in the department of Psychological & Brain Sciences that consists of outside speakers from around the world and country who present in the department colloquium series, as well as additional topics and speakers presented by faculty within the P&BS department. Attendance at this series is required for all graduate students in the department of Psychological & Brain Science. PREREQ: Graduate standing in P&BS.