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Please Note: The information given in the Course Atlas is subject to change. For final schedule information, please refer to OPUS or the professor of the course. Courses Fall 2009CoursesGraduate Spring 2010PSYCHOLOGY 507: Core Seminar in Knowledge & Conceptual Processes Maximum Enrollment: 12 Content: Theories of knowledge representation are a natural starting point for the study of cognition. They indicate, for example, what children learn when they acquire new knowledge and what people mean when they put their knowledge into words. They also place constraints on the kinds of processes that may be used in reasoning. This course will review the core literature related to the representation and processing of knowledge with a particular emphasis on how we categorize objects, events, and abstract entities. For each topic, important issues, theories, findings, and methods will be addressed by examining exemplary research. Each topic will be addressed from multiple perspectives. The perspectives most likely to be represented include cognitive psychology, developmental psychology, cognitive neuroscience, and computational modeling. The course is required of all graduate students in the Cognition and Development Program. Students from other psychology programs, other Emory departments, and other Atlanta universities are also welcome. Particulars: The course will be conducted as a seminar. Students will be expected to read assigned papers, write weekly reaction papers, and come to class prepared to discuss the readings. Students will also prepare a presentation on a “special topic” and will write an end-of-semester research proposal. Details are provided below. PSYCHOLOGY 546: Intervention I Maximum Enrollment: 16 Content: Introduction to the theory and practice of individual psychotherapy including psychoanalytic, humanistic, cognitive, and behavioral approaches. Examples of applications to both childhood and adult problems are included in this course Particulars: Enrollment is limited to clinical psychology graduate students. PSYCHOLOGY 549: Assessment II: Personality & Psychopathology Maximum Enrollment: 15 Content: This course will cover both theoretical and applied issues in personality assessment. Special emphasis will be placed on clinical judgment and prediction, the research literature on personality assessment and on structured personality tests (particularly the MMPI-2) and structured psychiatric interviews, as well as on both the strengths and limitations of clinical judgment and prediction. Texts: Graham, J.R. (2006). MMPI-2: Assessing Personality and Psychopathology (2nd ed.) NY: Oxford University Press. Shea, S. (1998). Psychiatric Interviewing: The Art of Understanding Philadelphia: W.B. Saunders Company. Particulars: One midterm and a final exam; periodic homework assignments. PSYCHOLOGY 561: Multiple Regressions and the General Linear Model Content: In this course we will examine multiple regression analysis and the general linear model as a comprehensive statistical analytical framework, including a mix of theoretical, conceptual and "hands-on" approaches. We will begin with basic statistical concepts and their assumptions and then explore some useful graphical statistical methods, the relation of regression to ANOVA, model adequacy and regression diagnostics, and models containing additive, interactive, curvilinear, and indirect effects. Time permitting, we will also examine analyses of categorical and of multiple dependent variables. Texts: Selected articles and chapters, and text(s) TBA. Prerequisite: Advanced Statistics (PSYC 560). PSYCHOLOGY 580: History of Modern Psychology Maximum Enrollment: 20 Content: The history and theoretical systems of psychology as a natural science. Psychology, like other sciences, changes and develops over time. We will cover historical trends in Psychology, looking for controversies and themes that emerge repeatedly in the brief history of scientific psychology. The emphasis will be on the respective specialties of the 3 instructors: clinical, comparative, and developmental psychology. By examining where psychology has been, why it changed, and where it is now, we hope to benefit from earlier insights that tend to be forgotten but can give us a better sense of the limits and progress of modern psychology Particulars: Graduate students only. PSYCHOLOGY 597R: Directed Study PSYCHOLOGY 599R: Master Thesis Research PSYCHOLOGY 730R: Topical Seminar: fMRI Research Group Maximum Enrollment: 20. By permission of Instructor only Content: Weekly discussion of research projects being performed by graduate students, post docs, and faculty in participating laboratories. Discussion topics include experimental design, data analysis, and theoretical issues. Participants will present regularly. Occasional readings on methodological issues will be assigned. Particulars: Pass/fail only. PSYCHOLOGY 730R: Narratives and Identity Research Group Maximum Enrollment: 15. By permission of the Instructor. Content: In this course, we will read and discuss articles related to narratives and trauma and present and discuss research in progress. Particulars: Pass/fail only. PSYCHOLOGY 730R: Topical Seminar: Meditation Research Group Maximum Enrollment: 15. By permission of the Instructor. Content: Weekly discussion of meditation-related research projects being planned and performed by graduate students, post docs, and faculty in the Emory community. Discussion topics include basic science and clinical investigations of contemplative strategies in Western society. Experimental design and theoretical issues will also be covered. Participants will present regularly, and occasional readings of relevant literature will be assigned. Particulars: Pass/fail only. PSYCHOLOGY 730R: Behavioral Neuroendocrinology Group Content: This seminar will focus on discussion of primary literature and student presentations in the field of behavioral neuroendocrinology. Texts: Selected readings from scientific journals may be assigned for individual sessions. Particulars: NAB graduate students interested in behavioral endocrinology and neuroendocrinology are especially encouraged to enroll. Graduate students from other programs are welcome as well. Content will vary from semester to semester and the course can be repeated for credit . PSYCHOLOGY 730R: Space and Language Group (Same as LING 585) Maximum Enrollment: 15 (PSYC=8; LING=7). Content: TBA Particulars: Pass/fail only PSYCHOLOGY 730R: Culture and Cognition Maximum Enrollment: 15. By permission of the Instructor only. Content: Research, reading, and discussion group on cognition and social cognition from a cross-cultural and comparative perspective. Particulars: Pass/fail only. PSYCHOLOGY 749: Social-Moral Development (Same as RLPC 749 ) Maximum Enrollment: 12 (PSYC 749=6; REL 700J=6) Content: A fundamental dimension of being human is the inevitable necessity of making moral judgments. This course approaches moral judgment (also known as social-moral cognition) from the perspectives of philosophically-oriented developmental psychologists, including Lawrence Kohlberg and Carol Gilligan. The corrective contributions of cultural psychology are also considered. Finally, the field’s frontier -- the neural foundations of moral cognition and development, will be explored, drawing upon recent fMRI brain imaging research. Readings: Weekly assignments, usually on e-reserve, and regular participation in discussions of the readings. Papers-presentations: Each participant will present and lead a discussion of specific texts, selected from topics outlined in the syllabus. There is a final term project. Exams: None PSYCHOLOGY 750: Clinical Supervision Maximum Enrollment: TBA Content: Supervised clinical work in assessment and treatment of clients. Particulars: Must be a graduate student in clinical psychology. PSYCHOLOGY 750L: Clinical Practicum: Assessment I: Part I Lab Maximum Enrollment: 5 PSYCHOLOGY 750: Community Practicum Maximum Enrollment: 5 Particulars: Must be a graduate student in clinical psychology. PSYCHOLOGY 760: Teaching Practicum Maximum Enrollment: 15 Content: This course continues training begun in the summer TATTO program on teaching, but focuses on strategies for teaching undergraduate courses in psychology. Topics include setting teaching goals and objectives, preparing a syllabus, choosing required reading, preparing lectures, exams and grading, leading class discussions, active learning strategies, the use of new teaching technologies on the internet and in the classroom, and legal and ethical issues. Current literature on teaching effectiveness will be reviewed. Several in-class exercises and outside projects provide students opportunities to develop their teaching abilities. Particulars:This course is required for graduate students assigned as teaching assistants for PSYC 200WR and PSYC 230 during the academic year. PSYC 770: Psychology of Stereotype, Prejudice, Discrimination Maximum Enrollment: 10 Content: Psychology of Stereotypes, Prejudice, and Discrimination is believed to be the first full course ever offered in the Psychology department at Emory on this topic. As such, we shall examine the department and university as a microcosm of the larger American society. This course will review the
psychological origin of stereotypes, prejudice, and discrimination, and intends to take a frank look at how each of us may hold beliefs, experience feelings, and engage in behaviors that reflect SPD. While the primary focus will be on how SPD is manifested in contemporary American society, historical national PSYCHOLOGY 770E: Developmental Psychopathology Maximum Enrollment: 12 Content: The primary goal of this course is for students to begin to answer one primary question: How can knowledge of normal development inform our efforts to elucidate the etiology of disorders, to assess and classify child psychopathology, and to develop effective treatments for childhood disorders? We will also be concerned with issues regarding the continuity or discontinuity of disorders from childhood to adulthood. In this seminar, students consider the relationships between the fields of developmental psychology (the study of normal social, emotional, cognitive development, etc.) and clinical psychology (the studies of psychopathology and behavior change). Developmental psychopathology is a relatively new field and is still emerging. It represents the contributions of principles of normal development to the understanding of the origins and course of individual patterns of adaptation and maladaptation and behavior change. Graduate students of all aspects of psychology will benefit from this course. Training to become a clinical psychologist will be enhanced by the opportunity to integrate relevant knowledge in cognitive, behavioral, affective, social and biological development, and family relations into issues of clinical concern. Conversely, developmental psychology and neuroscience and animal behavior students will have the opportunity to explore how information on developmental deviances can contribute to understandings of both normal development and psychopathology. Thus students will learn about the normal and abnormal development of specific phenomena (e.g. developmental delays, immature rates of development, the range of individual differences in development of abilities, patterns of adaptation and maladaptation). The seminar will provide theoretical perspectives as well as exposure to relevant research and consideration of clinical issues. A major emphasis will be on studies of risk, competence, and protective factors as basic concepts for the study of developmental psychopathology. I will encourage students to consider the advantages of a perspective that integrates not only developmental and abnormal psychology, but also biological (including genetics, neuropsychology, and neuroendocrinology) and cognitive perspectives. Students will be encouraged to think creatively about the opportunities provided by the developmental psychopathology perspective and the potential research and clinical contributions that may evolve from it. Particulars: This course is open to graduate students in clinical, cognition and development, and neuroscience and animal behavior, with enrollment priority given to students in clinical. Undergraduate students may also take this course if they have completed all of the following: Adult Abnormal Psychology, Child Psychopathology, Child Development, Lab Methods, and Statistics. Pass/fail only. PSYC 770R: Neurobiology of Behavior II Maximum Enrollment: 16 Content: This course is the second in a two-semester sequence intended to provide graduate students with an overview of topics at the intersection of brain and behavior. It is part of a core set of courses required of graduate students in the Psychology department’s Neuroscience and Animal Behavior doctoral program. The course will largely consist of lectures delivered by one of the instructors. The lectures will focus on three themes for this portion of the two-semester sequence: I. Perceptual Systems and Behavior, II. Brain, Cognition, and Behavior, and III. The Role of Brain-Body Interactions in Behavior . Instructors will give examinations covering material they presented, either as in-class or take-home exams. Particulars: Maximum enrollment is 16. Undergraduates must get instructor approval before enrolling. Graduate students outside the Psychology NAB doctoral program are encouraged to consult with instructors prior to enrolling. PSYC 770R: Neurobiology of Behavior I is not a prerequisite but is encouraged. Text: TBA PSYCHOLOGY 770R: Animal Model of Neuropsychology Disorder Maximum Enrollment: 10 Content: This seminar will cover recent insights on the neural basis of developmental disorders in humans, such as autism, schizophrenia, and ADHD. This topic will begin with an introductory discussion on criteria for assessing the validity of animal models in general, providing a framework in which to evaluate subsequent topics devoted to specific developmental neuropathology along with various procedures that have been proposed as potential animal models for understanding their etiology and management. This course will touch on the neurophysiological, neuropsychological, developmental, cognitive and brain imaging literature. We will study both animal and human findings and the interplay between clinical and experimental approaches. The format will be a combination of (primarily) discussion of readings, some lecturing for review of cognitive neuroscience topics as necessary, and presentations of supplementary material by seminar members. The primary goals, in addition to studying the topic in detail, are to illustrate how knowledge of abnormal neurobiological and psychological developmental processes in animals and the behavioral and biological consequences of altered development in atypical clinical populations have been successfully used to investigate complex psychopathological conditions in humans and in the same time advances our understanding of basic cognitive functions. PSYCHOLOGY 774R: Clinical Research & Teaching Seminar Maximum Enrollment: None Content: This is the ongoing research and training seminar of the clinical psychology graduate program. Topics vary from year to year, but include research presentations by students and faculty and theoretical and research-based discussions of clinical issues. Special topics such as ethics, legal questions, social issues, and problems of special populations are also addressed. Texts: There are no texts, but reading may be assigned in preparation for individual presentations. Particulars: This course is required for all clinical psychology graduate students during each of their first four years in residence. The course is not open to students outside of the department of psychology. PSYCHOLOGY 775R: Neuroscience & Animal Behavior Research Seminar Maximum Enrollment: None Content: This seminar covers basic issues of neuroscience and animal behavior research. Content varies from semester to semester. This course includes presentations by NAB students and faculty, and visitors from other departments and universities. Particulars: All graduate students registered for the seminar will be expected to take responsibility for facilitating discussion of some reading at least once during the semester. Graduate students taking the seminar for a grade will also write a final paper. PSYCHOLOGY 776R: Cognition and Developmental Issues Seminar Maximum Enrollment: None Content: This course focuses on current findings and theoretical issues in the study of cognition and development. PSYCHOLOGY 797R: Directed Study PSYCHOLOGY 799R:Doctoral Dissertation Research
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