10/01/04
DEPARTMENT OF PSYCHOLOGY
100 LEVEL COURSE DESCRIPTIONS
SPRING 2005
PSYCHOLOGY 10 IS A PREREQUISITE TO ALL PSYCHOLOGY COURSES.
PREREQUISITES MAY APPLY TO INDIVIDUAL COURSES.
OTHER
Psychology 101
Conditioning and Learning
Instructor: David Eckerman
Prerequisite: Psyc 22, a comparable lower division course in (Animal)
Learning, or Instructor's permission.
We will review recent advances in animal learning and cognition from a
biobehavioral perspective to consider what wisdom that literature has to offer
for our understanding of complex human behavior. The main text will be
Donahoe and Palmer's (1994) Learning and Complex Behavior Boston: Allyn and
Bacon. We will also read relevant primary literature on classical and operant
conditioning and on animal cognition. A mixture of lecture/discussion and
mini-seminar format will be used. There will be two examinations and a paper.
Psychology 102
Biological Foundations of Behavior
Instructor: Donald Lysle
This course considers human and non-human animal behavior from an
evolutionary perspective. The impact of evolutionary theory on the
interpretation of behavior has grown in recent years and influences how we
view such topics as altruism, learning, motivation, sexual behavior, and
parenting. This course will critically consider data from laboratory and
field investigations across a variety of animal species.
This course is appropriate for advanced undergraduates interested in
evolutionary psychology, sociobiology, and ethology. Evaluation consists of
four examinations consisting of multiple choice and essay questions. The
required text is Animal Behavior (7th ed.) by John Alcock (Sinauer).
Psychology 104
Advanced General Psychology from an Evolutionary Perspective
Instructor: Joe Lowman
This course is designed for psychology majors with a serious interest
in psychology as a science. We will review many of the basic topics covered
in introductory psychology and other sub 100 courses, but we will do so
through the lens of evolutionary theory. Sample topics are sensation and
perception, consciousness, learning, cognition, intelligence, personality,
human mating, families and development, social behavior, and abnormal
psychology. (This psyc 104 course will count as a 100 level course for
psychology majors
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Psychology 109
Applied Behavior Analysis
Instructors: Steve Flanagan
Texts: Craighead, L.W., Craighead, W. E., Kazdin, A.E. and Mahoney, M.J.
Cognitive and Behavioral Interventions. Boston, Mass., Allyn and Bacon, 1994,
Sidman, M. Coercion and its fallout.
OVERVIEW
During weeks 1-3, you will review of basic principles including defining
and specifying behavior, measurement and recording, graphing, functional
analysis, behavior change procedures, design of experiments, comparison of
behavioral, medical and psychodynamic models. Each student will plan and
complete a self-change program.
From week 4 to 11, you will study the application of behavior analysis
and therapy with adults, children and adolescents in diverse clinical groups.
This will include autism, mental retardation, schizophrenia, social skills,
anxiety disorders, depression and substance abuse. Class members will choose
3-4 additional “elective” topics.
During the final 3 weeks, you will consider the implications of a
behavioral model for societal and cultural issues. Why do people rely on
punishment or the threat of punishment to manage behavior? Can we eliminate
aversive control? Can we create a society in which all people want to promote
social values? Can we reduce or eliminate jealousy, greed, fear and violence?
Murray Sidman’s book, Coercion and its fallout, provides a behavior-analytic
analysis and interpretation of cultural practices.
You will complete a volunteer project with seriously mentally disordered
adults. This will be done at the START day Treatment program or Work Training
Center in the Rehabilitation Unit at John Umstead Hospital in Butner. You will
assist in teaching skills classes, monitoring and reinforcing patients’
adaptive behavior in a token economy. You will work on a data-based project in
cooperation with other students and staff. You will write a technical report
summarizing the results of your project.
Evaluation will include 2-3 one-hour tests, a comprehensive final
examination, self-change report (graded pass/fail), and technical report on the
behavior change/skill training project. Volunteer supervisors will also
provide feedback to each participant.
Psychology 123
Introduction to Cognitive Science
Instructor: Peter Gordon
Description:
An introduction to the interdisciplinary study of the mind, intelligent
behavior, information processing, and communication in living organisms and
computers. Includes an overview of the methods and contributions of cognitive
psychology, linguistics, computer science, neuroscience, and philosophy.
In
addition to providing an overview of each approach, the course will also offer
students an opportunity to study in depth a number of specific research areas
in each discipline. The course is designed to include both lecture-discussion
and seminar formats. In addition, several times during the semester
(depending on class size), students will also be required to form small groups
to lead discussions on selected articles. Students will also write a term
paper based on a topic of their choice
Prerequisites: Students must have completed Psychology 30 or its
equivalent. Psychology 123 is intended as a core course in the new cognitive
science minor, but may be taken by any student who fulfils the prerequisite.
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Psychology 124
Psychological Application of Drugs
Instructor: Mitchell J. Picker
Prerequisites: This course requires a general background in psychology
and preferably a course in abnormal psychology. Knowledge of chemistry,
biology, or pharmacology will be helpful but is certainly not essential.
Course Topics: The purpose of this course is to provide an overview of
1) the basic principles of pharmacology, psychopharmacology and
neuropharmacology, 2) legal restrictions regarding the use of drugs in our
society, 3) history, clinical efficacy, and side effects of drugs used in the
treatment of depression, schizophrenia and anxiety, and 4) history,
epidemiology, neurochemical, behavioral and physiological effects of various
drugs of abuse, including narcotics, stimulants, hallucinogens, marijuana and
depressants.
This course is intended for upper level undergraduate and graduate
students. Method of examination: Four examinations will be administered with
each consisting of a mixture of fill-in-the blanks, definitions and short
answer essay. Two brief (2-4 pages) papers are also required.
Psychology 127
Cognitive Development
Instructor: Deanna Larus
Prerequisite: Psyc 24. An examination of the development of attention,
perception, learning, memory, and thinking in normal children.
Psychology 129
Social and Personality Development
Instructor: Jean-Louis Gariepy
This course focuses on the development of social behaviors broadly
defined, and its mediating factors, including the genetic, maturational, and
experiential. We begin with the emergence of the first affective bond
(infant-mother), and examine its long-term effects on subsequent patterns of
social adjustment. Our second topic is role of family and peers in social
development over the periods of childhood and adolescence. Special topics
includes the development of sexual behaviors, antisocial and aggressive
behaviors. Students are evaluated on the basis of one midterm and one final
exam, a written review of the literature on a selected topic, and on the
quality of participation to team work.
Psychology 130 (001)
Design and Interpretation of Psychological Research
Instructor: Abigail Panter
Psychology 130 (002)
Design and Interpretation of Psychological Research
Instructor: Gordon Pitz
This course will cover both theory and applied methods in a
psychological research, and in particular, social and personality research.
We will discuss a broad spectrum of issues such as experimental design,
sampling, measurement issues, ethical concerns, survey methodology, the use of
multiple methods, and data analysis. In addition, a substantial part of the
course will be devoted to conducting an original piece of research in the
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social and/or personality domain. This latter applied aspect will involve all
stages of research including: (formulating a workable research idea and
proposal based on existing theory; (2) preparing stimulus materials; (3)
collecting data; (4) planning and conducting statistical analyses; and (4)
preparing a final APA-format write-up of the research. A general emphasis
throughout the course will be on developing a critical eye for interpreting
and evaluating psychological research (both the research of others, as well as
one's own). Prerequisites: Psychology 30 or its equivalent and Psychology
50. Requirements: A research project, three short library assignments, a
midterm and optional final, and class participation.
Psychology 144
Psychological Disorders of Childhood and Adolescence
Instructor: Beril Ulku-Steiner
This course is designed for advanced level undergraduates with a
particular interest in behavioral and emotional disorders of childhood and
adolescence. We will focus on the description, assessment, epidemiology,
etiology and treatment of several of the most commonly diagnosed disorders
(i.e. ADHD; autism; PTSD). In order to enroll, students must have successfully
completed both Psychology 24 and Psychology 80.
Psychology 147
Introduction to Clinical Psychology
Instructor: Deborah Jones
Prerequisites: Psychology 30 and 80. Psychology 50 is advisable. This
course is intended as an overview of the field of clinical psychology. The
activities of clinical psychologists, issues in clinical practice, and the
history of the profession will be discussed. This course is intended for
advanced psychology majors planning to attend graduate school in clinical
psychology or related fields.
Psychology 148
Tests and Measurement
Instructor: David Thissen
Prerequisite: Psychology 30 or its equivalent.
Topics: The history of psychological testing, uses of test results;
ethical issues in testing. Norms, reliability, and validity of tests. Item
analysis, test bias, item response theory, individual and group tests of
intellectual functioning. Testing in educational, occupational, and clinical
settings.
This course is appropriate for juniors, seniors, and graduate students
in psychology, industrial relations, or education. A midterm and a final
examination will be administered; there will be small-scale in-class and takehome projects. Each graduate student enrolled will be asked to present an oral
report to the class, and an associated paper.
Psychology 160
Autism
Instructor: Gladys Williams
This course will study autism through coursework and through working
with individuals with autism in supervised community placements. The
classroom component of the course (lecture and discussions) will be held MWF,
9:00 – 9:50 for the first weeks of the semester and switch to twice a week,
Monday and Wednesday. Students’ placements in the community will be for the
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last 10-12 weeks of the semester, 3 hours per week. Placements will be
arranged individually, taking students' interests into account.
Topics will include an historical perspective on autism, issues in
classification and diagnosis, current theories about etiology, assessing and
understanding patterns of functioning (with an emphasis on social,
communication, and cognitive skills), developmental and lifespan issues,
family concerns, service provision, and intervention approaches.
Prerequisites: Psychology 24 and Psychology 80. Enrollment is limited
to 15.
NOTICE: Advance discussion with the instructor is required. Enrollment is by
permission of instructor ONLY. Dr. Williams can be reached at 966-4761 or
Gladys_Williams@med.unc.edu
Psychology 171
The Development of Black Children
Instructor: Vonnie McLloyd
Prerequisite: Psyc 24. Topics include peer and social relations, selfesteem, identity development, cognitive development, school achievement,
parenting, family management and neighborhood influences.
Psychology 172
Family as a Context for Development
Instructor: Beril Ulku-Steiner
Prerequisite: Psyc 24 and 30 or permission of instructor. Explores how
the family influences children’s development. Topics include genetics, family
structure (e.g. single parents, working mothers, divorce, number of siblings);
discipline, parental values and beliefs, ethnic diversity.
Psychology 184
Self and Society
Instructor: Hart Blanton
Prerequisites, Psychology 10, 30 and 33. Content, structure, and
functions of the self-concept. How the self-concept is shaped by society and
developmental processes; ways in which the self-concept affects perception of
others; self-esteem. Class participation and presentations required. Psyc 50
desirable, but not required.
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DEPARTMENT OF PSYCHOLOGY
200 AND 300 LEVEL COURSE DESCRIPTIONS
SPRING 2005
Psychology 202
Behavior and Its Biological Basis II
Instructor: Todd Thiele
The primary objective of the course is to provide an in-depth analysis
of the biological basis of behavior with special emphasis on brain-behavior
relationships. Topics will highlight research interests of some of the
Biological faculty and include: the neurobiological basis of drug addiction,
the role of conditioning in immune alterations, and behavioral phenotyping of
transgenic and knockout mice. Grades will be based on: 1) in-class discussion
of assigned research articles, 2) in-class presentation of assigned research
papers, 3) 2 examinations.
This course is open and suitable for graduate
students in Psychology and Neurobiology who are interested in studying the
biological basis of behavior. Instructors: Carelli, Lyle, Crawley
Psychology 209D
Proseminar in Cognitive Psychology: Speech and Language
Instructor: Peter C. Gordon
This course examines the psychological processes underlying our ability
to understand language. Readings consist of selected secondary and primary
research literature. Prerequisite: Graduate Standing. Evaluation will be
based on class participation and a take home exam.
Psychology 209I
Proseminar in Cognitive Psychology: Cognitive Neuroscience
Instructor: Joe Hopfinger
Psychology 221a
Intro to Psychotherapy
Instructor: Erica Wise
Prerequisite: graduate status in clinical psychology. Introduction to
the practice of psychotherapy with a focus on development of interviewing and
relationship skills common to most approaches to psychosocial intervention.
Psychology 231
Structural Equation Models with Latent Variables
Instructor: Abigail Panter
Prerequisite Psyc 282 or permission of instructor. Examination of a
wide range of topics in covariance structure models, including their history,
underlying theory, controversies, and practical use with major computer
packages.
Psychology 233
Methods of Social Psychology
Instructor: Chet Insko
Methods of investigation in social psychology with primary emphasis upon
experimental design and the nature of the experimental situation.
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Psychology 244
Advanced Psychopathology
Instructor: Mitch Prinstein
The course is required for clinical psychology graduate students and
students from other areas should seek permission of the instructor if
interested in taking the course. The major forms of psychopathology are
examined within a development framework.
Psychology 245
Advanced Psychopathology
Instructor: David Penn
Prerequisite: First year graduate status in Clinical Psychology. The
major forms of adult psychopathology are examined with respect to origins,
course and treatments.
Psychology 250
Advanced Adult Assessment
Instructor: Jennifer Snyder
For Clinical Psychology students only. Prerequisite, Psychology 241.
Consideration of how various forms of assessment data can be utilized in
understanding the structure and dynamics of adult personalities; problems of
differential diagnosis, brain damage, etc., are considered. This course is
open only to students enrolled in the doctoral program in clinical psychology.
Course grades are based primarily on the quality of psychological reports
written by students.
Psychology 251
Advanced Child Assessment
Instructor: Scott Schwartz
UNC Clinical Psychology students only; others by instructor permission
only. This course emphasizes behavioral, social, psychiatric, and
emotional assessment of children and adolescents. Overall, the goal
of the course is to help prepare you to think systematically and
objectively about how to conduct clinical assessments with children
and adolescents. Topics to be covered include behavioral
observations, interviewing, screening instruments, self-report
instruments, objective measures, and projective measures. In
addition, the administration, scoring, and interpretation of several
commonly used assessment measures will be taught. The advantages and
disadvantages (i.e. reliability and validity) of different techniques
will be reviewed. At the end of the course, the goals are for you to
be able to construct and carry out an assessment battery for a wide
range of clinical questions and to have at least a beginning knowledge
of how to integrate information from multiple sources. Course
requirements include practicum in addition to classtime. Evaluations
are based upon practicum performance, class participation, and final
exam.
Psychology 255
Clinical Practicum
Instructor: Don Baucom
Prerequisite, second-year graduate status in clinical psychology.
Supervised experience in psychological assessment and psychotherapy.
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Psychology 265
Advanced Clinical Practicum
Instructor: Suzanne Dunn
Supervised clinical work in an area of particular interest to the
student.
Psychology 266
Selected Clinical Practicum
Instructor: Clinical Faculty
Prerequisite: Psychology 265. Individualized clinical practicum for
advanced doctoral students in clinical psychology.
Psychology 273
Advanced Social Development
Instructor: Jean-Louis Gariepy
This course investigates the developmental origins of social behaviors
from their establishment in infancy to their consolidation and malleability in
the human adult. Topics of interest include: the nature and origin of
temperament, the formation of the first affective bond (attachment), the roles
of parents and peers during childhood, the development of the self concept and
social skills during adolescence, and the processes leading to social
integration and problem behaviors later in adulthood. These topics are
examined from various perspectives, including the clinical, social ecological,
psychobiological, and life course approaches. Beyond a conceptual integration
the course is intended to stimulate attention to methods, research designs,
data collection procedures, and analytical techniques in research on social
development.
This course was designed for first-year graduate students. A
series of articles and book chapters were selected for in-depth class
discussions. Evaluation is based on oral presentations in class, essay
questions on selected topics, and a term paper.
Psychology 280
Quantitative Psychology Forum
Instructor: Patrick Curran
Class Schedule:
Pre-Requisite:
Mondays, 12:00-1:00, 347 Davie Hall
Graduate standing in the Quantitative Psychology Program
Course Requirements: Attendance and participation in discussions. Each
graduate student is required to make one presentation per academic year.
Course Objectives: To provide a setting for presentations about ongoing
research and exchange of ideas about research and issues of professional
interest.
Course Description: The specific schedule of presentations and topics will be
different every semester. On the first Monday of each semester the class will
meet to develop a schedule. The schedule will consist of the following
activities:
 Presentations by graduate students and faculty of the Quantitative
Psychology Program about research projects.
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Presentations by visitors from other UNC departments or other
institutions about research projects or other topics of interest.
Presentations and group discussions about important recent publications
in the research literature.
Presentations and group discussions about issues of professional
interest, including the following:
o Ethical issues in research, teaching, and professional life.
(Note: There will be at least one session on ethics every academic
year.)
o The publication process.
o Reviewing of articles submitted for publication.
o Obtaining funding for research.
o Technical writing.
o Career opportunities in quantitative psychology, and job
interviewing.
Psychology 282
Statistical Methods in Psychology II
Instructor: Bud McCallum
Prerequisite: Psychology 281. Statistical estimation and
hypothesis testing for linear models (ANOVA, ANCOVA, regression analysis);
statistical models in the design and analysis of experiments.
Psychology 306 (001)
Seminar in Developmental Psychology
Adolescent Development and the Transition to Adulthood
Instructor: Vonnie McLloyd
This seminar will focus on the influence of family, extra-familial
(e.g., school, neighborhood, peer context), social structural, and cultural
factors on development during mid-to late-adolescence and the transition to
adulthood. Attention will be given to individual characteristics (e.g.,
pubertal timing) and social factors that moderate these influences.
Development in contemporary society will be put in historical perspective by
an examination of secular changes in the timing of transition to “adult”
economic and social roles (e.g., full-time employment, financial independence,
leaving one’s natal household), and the contributors and consequences of these
changes. We will also consider the policy and practice implications of extant
research. Topics will include socioemotional competence, school achievement,
delinquency, romantic relations, sexual behavior and childbearing, employment
experiences, and occupational and educational aspirations and expectations.
Readings will be drawn from the latest psychological and sociological
literature. Students will submit a research proposal and reaction papers
during selected weeks of the course. Grades will be based on written work and
class participation.
Psychology 306 (002)
Seminar in Developmental Psychology
Intensive study of selected topics in developmental psychology
Instructor: Steve Rezick
Prerequisite, permission of the instructor. The theme of this seminar is
memory development. We will begin with a broad examination of various
definitions of memory and taxonomies for dividing memory into unique subtypes.
We will then focus on the development of memory, covering topics such as agerelated changes in memory ability, neural underpinnings of memory development,
the functional implications of changes in memory ability, and the mechanisms
that promote changes in memory. Readings will be drawn from the latest
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literature and classic studies. This course is appropriate for graduate
students interested in child development, cognition, or cognitive development.
It is assumed that students will have already taken Psyc 274 – Advance
Cognitive Development or its equivalent. Students will submit weekly reaction
papers and a research proposal. Grades will be based on written work and
class participation.
Psychology 308
Topics in Human Development
Instructor: Martha Cox
Students wishing to obtain course credit for the weekly proseminar
of the Carolina Consortium on Human Development should sign up for Psychology
308 (Topics in Human Development).
The Consortium proseminar is held on Monday evenings at 7:00 p.m.
at the Center for Developmental Science, 100 E. Franklin Street #200 in the
Top of the Hill Building. Students registering for Psychology 308 will have
an additional meeting with the instructor each Monday at 3:30 PM. In addition
to reading assignments, a paper will be required. Enrollment is limited to 12
students.
Psychology 323
Behavioral Pharmacology
Instructor: Linda Dykstra
Prerequisite: Psyc 24 or permission of instructor. Basic
principles of pharmacology and behavior analysis are considered in relation to
drugs that affect the central nervous system.
Psychology 326 (001)
Seminar in Clinical Psychology: Clinical Geropsychology
Instructor: Laura Clark
This course is intended for graduate students in psychology and others
who have an interest in mental health in aging, geropsychiatry, or
gerontology. It is intended to familiarize the student with issues in
clinical geropsychology, including normal and abnormal aging, developmental
context such as cognition and personality in aging, epidemiology of mental
illness in later life, course of various types of mental illness over the
adult life span; psychotic and affective disorders in later life, dementias,
neuropsychiatric symptoms in dementia; psychotherapy with older adults;
service provision in long-term care settings; and caregiver issues. Students
will gain exposure to commonly used geriatric assessment instruments and
rating scales for assessment of cognitive function, adaptive function (ADLs
and IADLs), depression, psychotic symptoms, behavioral disturbances, caregiver
burden, etc.
Psychology 326 (002)
Clinical Skills Course on Supervision
Instructor: Jennifer Kirby
This course will address theories and methods of clinical supervision
with a primary focus on therapy supervision. Students will learn various
theoretical paradigms and techniques of supervision through class readings,
case vignettes, and outside of class exercises. Given the clinical skills
nature of the course and the importance of experiential learning in this
domain, it is anticipated that peer supervision will be included as a course
component. Ideally, enrolled students will currently be receiving clinical
supervision of some kind (i.e., are in a practicum). This class is expected
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to be offered on an every other year basis, with its next offering being in
Spring 2007. If you are interested in taking this course, please email
Jennifer Kirby (jennifer.kirby@unc.edu) as enrollment will be limited to 10
students. Priority for enrollment will be given to more senior students and to
students who express their interest prior to October 18th.
Psychology 328
Applied Social Research Practicum
Instructor: Hart Blanton
This course is designed to give students hands-on experience with
applied research problems in social psychology, and contains a seminar
components and a practicum component. The seminar meets regularly to
discuss assigned readings and research problems. The practicum
component involves students working directly with a practicum supervisor
(not the course instructor) on a project that the student and supervisor
joinlty determine. The ultimate aim of the practicum component is for
students to submit a manuscript for publication reporting the results of
their practicum project. PSYC 258 is a prerequisite.
Psychology 330 (001)
Multilevel Modeling
Instructor: Patrick Curran
Multilevel Models. Multilevel models (also known as hierarchical
or mixed models) provide an extremely flexible approach to the analysis
of a wide array of social science data. Multilevel models allow for the
analysis of non-independent or "clustered" data that arise when studying
topics such as siblings nested within families, students nested within
classrooms, clients nested within therapists, or longitudinal repeated
measures nested within individuals. This course will address a variety of
basic and advanced topics related to the application of multilevel models
in the social sciences. Sample topics include random effects ANOVA, random
effects regression, slopes as outcomes models, analysis of growth curves,
mediation, moderation, and nonlinear models (e.g., dichotomous dependent
variables). Equal emphasis will be placed on statistical theory and on data
applications using SAS PROC MIXED and PROC NLMIXED. Course requirements
include weekly problem sets and a final research project, and readings will
be drawn from both primary sources and a required text. Prerequisites are
PSY281, PSY282, PSY283 and consent of instructor for all.
Psychology 331
Professional Problems in Psychology
Instructor: Joseph Lowman
Specific training in presentational and interpersonal skills needed by
college teachers, such as planning, lecturing, discussing, motivating and
evaluating. Required of all Graduate Students before serving as a Teaching
Fellow.
Psychology 334
Research Seminar in Experimental Psychology
Instructor: Mitch Picker
Graduate standing in psychology. Students design and conduct a
supervised research project and engage in critical discussion of research
performed by other students and faculty.
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