Undergraduate Program Co-Chairs:

Jennifer Cole, HD 301, 702-4235, jcole@uchicago.edu;

David Orlinsky, J 445, 702-7921, d-orlinsky@uchicago.edu

Departmental Contact: Janie Lardner, HD 102, 702-3971

Web: humdev.uchicago.edu

Program of Study

The program in Human Development focuses on the study of lives and individual functioning in context, whether that context be temporal (e.g., evolutionary or developmental), situational (e.g., relational or social), or symbolic (e.g., linguistic or cultural). This focus is coupled with a concern for the social and psychological factors leading to optimal or impaired functioning of individuals and communities. Human Development as a field is intrinsically interdisciplinary and the program aims to advance the integrative application of diverse social science approaches. Although closely allied with the fields of anthropology, sociology, and psychology, students in Human Development typically study a set of problems at their interface, problems often ignored or avoided by them. We seek, for example, to understand how biological and social processes form a systemic unity, how individual psychological mechanisms and systems of cultural meaning mutually constitute each other, and whether and how lives and selves can cohere as meaningful.

Program Requirements

A major in human development requires eleven courses.

I. Core Courses in Human Development. A two-quarter introductory sequence (HUDV 20000-20100) must be completed by the third year. The Autumn Quarter primarily presents theories of development, particularly self and its development within a social and cultural context. The Winter Quarter focuses on modes of inquiry in human development, including basic concepts of research design and different methods useful for studying human development (e.g., ethnography, experiments, discourse analysis and narrative inquiry, animal models). A student is asked to consider the advantages of each approach in answering particular questions concerning person and culture.

II. Methods. A student must register for one quantitative or qualitative methods course from an approved list.

A. As quantitative methods, a student may count courses in statistics such as STAT 20000 and 22000, PSYC 20100, and SOCI 20300.

B. As qualitative methods, a student may count courses such as Observation of Child Behavior, Methods in Language Acquisition, and Ethnographic Analysis.

III. Distribution. A student must take at least one course in three of the four subfields below. Examples of topics within each area are listed. Boldface letters following course descriptions identify area of specialization. Although a course may be listed in more than one category, each course taken will satisfy only one specialization requirement.

A. Biosocial Perspectives: biopsychology of attachment; evolutionary social psychology; evolution of parenting; biological psychology; primate behavior and ecology; behavioral endocrinology.

B. Developmental Perspectives: developmental psychology; introduction to language development; psychoanalysis and child development; development through the life-course; the role of early experience in development; sexual identity; life-course and life story; adolescence, adulthood, and aging.

C. Cultural Perspectives: cultural psychology; psychological anthropology; social psychology; cross-cultural child development; language, culture, and thought; language socialization; divinity and experience; psychiatric and psychodynamic anthropology; memory and culture.

D. Mental Health Perspectives: personality theory and research; the study of lives; modern psychotherapies; psychology of well-being; topics in conflict understanding and resolution; core concepts and current directions in psychopathology; emotion, mind, and rationality; body image in health and disorder; advanced concepts in psychoanalysis.

IV. Specialization. A student must develop a specialization by taking at least two additional courses in one of the four subfields.

V. Electives. A student must choose two additional courses in some area of human development or in another discipline with the approval of the program chair. Courses from another discipline should fit the student's articulated interest area within Human Development. Only one reading and research course may be counted as an elective.

VI. Senior Seminar and Paper. Students are expected to enroll in the senior seminar (HUDV 29800) and to write a senior paper. The seminar meets in the Autumn Quarter and is designed to help students prepare for writing their senior paper. A student may choose to extend and revise a course paper or may elect an entirely new topic. The student and faculty adviser will design the paper together. The mechanics of the research and writing will be supervised by a program preceptor. A student may wish to take a reading and research course in the Winter Quarter to complete work on the senior paper. Papers are due by the end of the fifth week of the quarter (typically Spring Quarter) in which a student plans to graduate.

Summary of Requirements

2 core courses

1 methods courses

3 distribution courses

2 specialization courses

2 electives

1 Senior Seminar

- B.A. paper

Honors. To be awarded honors a student must have a GPA of 3.5 or higher in the major (3.0 overall) and submit a senior paper that reflects original scholarship in an area of study within Human Development. Students completing two majors who wish to be awarded honors in Human Development must submit a senior paper that is distinct from the other major. The paper will be read by two faculty members who will determine if the paper is acceptable for the award of special honors in Human Development. Students who will submit their paper for special honors should plan on taking B.A. Paper Preparation (HUDV 29900) with their major adviser.

Grading. All courses required for the Human Development major must be taken for quality grades.

Faculty

B. Cohler, J. Cole, R. Fogelson, S. Goldin-Meadow, W. Goldstein, C. Johnson, J. Lucy,
T. Luhrmann, D. Maestripieri, J. Mateo, M. McClintock, D. Orlinsky, R. Shweder,
N. Stein, S. Stodolsky, R. Taub, A. Woodward

Associated Faculty

S. Fisher, S. Hans, B. Schneider

Courses: Human Development (hudv)

Areas of specialization described in the Program Requirements section above are indicated by boldfaced parentheses.

20000. Introduction to Human Development. This course provides an introduction to the study of lives in context. The nature of human development from infancy through old age is explored through theory and empirical findings from various disciplines. Readings and discussions emphasize the interrelations of biological, psychological, and sociocultural forces at different points of the life cycle. T. Luhrmann. Autumn. (Core Course)

20100. Human Development/Research Designs in Social Science. (=PSYC 21100) This course aims to expose students to a variety of examples of well-designed social research addressing questions of great interest and importance. One goal is to clarify what it means to do "interesting" research. A second goal is to appreciate the features of good research design. A third goal is to examine the variety of research methodologies in the social sciences, including ethnography, clinical case interviewing, survey research, experimental studies of cognition and social behavior, behavior observations, longitudinal research, and model building. The general emphasis is on what might be called the aesthetics of well-designed research. R. Shweder. Winter. (Core Course)

20201/30001. Adolescence and Youth. (=PSYC 21800/31800) This discussion-style course considers the adolescent epoch in terms of the course of life. The course focuses on the adolescent's life, as well as the transition from adolescence to youth. These aspects of adolescent development are viewed within the context of historical, social, and cultural perspectives, considering both ethnographic studies of youth in cultures other than our own and intra-cohort variation (e.g., social status, geography, ethnicity within our own society). The course concludes with consideration of the impact of globalization and the media on the adolescent's experience of self and others. B. Cohler. Autumn. (B)

20400/30401. Intensive Study of a Culture: Lowland Maya History and Ethnography. (=ANTH 21230/30705) This seminar surveys patterns of cultural continuity and discontinuity in the Lowland Maya area of southeastern Mexico from the time of Spanish contact until the present. The survey encompasses the dynamics of first contact, long term cultural accommodations achieved during colonial rule, disruptions introduced by state and market forces during the early postcolonial period, the status of indigenous communities in the twentieth century, and new social, economic, and political challenges being faced today by the contemporary peoples of the area. J. Lucy. Winter, 2005. (C)

21000/31000. Cultural Psychology. (=PSYC 23000/33000) At the heart of the discipline of cultural psychology is the tenet of psychological pluralism, which states that the study of "normal" psychology is the study of multiple psychologies. Research findings in cultural psychology thus raise provocative questions about the integrity and value of alternative forms of subjectivity across cultural groups. In this course we analyze the concept of "culture" and examine ethnic and cross-cultural variations in mental functioning with special attention to the cultural psychology of emotions, self, moral judgment, categorization, and reasoning. R. Shweder. Autumn. (C)

21500. Darwinian Health. (=GNDR 21500) This course with a seminar format uses an evolutionary, rather than clinical, approach to understanding why we get sick. In particular, we consider how health issues (e.g., menstruation, senescence, pregnancy sickness, menopause, diseases) can be considered adaptations rather than pathologies. We also discuss how our rapidly changing environments can reduce the benefits of these adaptations. J. Mateo. Autumn, 2005. (A)

21800. Primate Behavior and Ecology. (=BIOS 23248, EVOL 37300) This course explores the behavior and ecology of nonhuman primates with emphasis on their natural history and evolution. Specific topics include methods for the study of primate behavior, history of primate behavior research, socioecology, foraging, predation, affiliation, aggression, mating, parenting, development, communication, cognition, and evolution of human behavior. D. Maestripieri. Winter, 2005. (A)

21900/30400. Biological Psychology. (=PYSC 20300/30300) For course description, see Psychology. L. Kay. Winter. (A)

21901/31900. Language, Culture, and Thought. (=ANTH 27605/37605, PSYC 21950/31900) This is a survey course exploring the role of natural language in shaping human thought. The topic is taken up at three levels: semiotic-evolutionary (the role of natural language in enabling distinctively human forms of thinking--the rise of true concepts and self-consciousness), structural-comparative (the role of specific language codes in shaping habitual thought--the "linguistic relativity" of experience), and functional-discursive (the role of specialized discursive practices and linguistic ideologies in cultivating specialized forms of thought--the pragmatics, politics, and aesthetics of reason and expression). Readings are drawn from many disciplines but emphasize developmental, cultural, and critical approaches. Class time is divided between lecture and discussion. J. Lucy. Autumn, 2004. (C)

23249. Animal Behavior. (=BIOS 23249, HUDV 23249) PQ: Completion of the general education requirement for the biological sciences. For course description, see Biological Sciences. J. Mateo, Winter, 2005; S. Pruett-Jones, Winter, 2006. (A)

23700/31200. Education and Human Development. This course provides an introduction to the connections between education and human development. Topics include the achievement and motivation of U.S. students from an international perspective; the development of literacy from a comparative perspective; equality and inequality in schools; issues of gender, ethnicity, and race in relation to schooling; and historical and contemporary responses to immigration in educational institutions. The last part of the course is devoted to promising solutions to problems, including providing preschool education, reducing class size, reforming the organization of schools, developing professional communities, and improving connections between families and schools. S. Stodolsky. Winter. (B, C)

23900. Introduction to Language Development. (=LING 21600/31600, PSYC 23200/33200) For course description, see Psychology. S. Goldin-Meadow, C. Johnson. Winter, 2005. (B)

24100. On Love: Text and Context. (=BPRO 26100, HUMA 26200, ISHU 26201) PQ: Third- or fourth-year standing. Two senior members of the faculty (one a humanist, the other a social scientist) together explore the nature and character of love. First, as humanists, we read Plato (Phaedrus, Symposium, and Lysis); then, as social scientists, we view love from an interdisciplinary perspective, focusing on its psychological, social, cultural, and developmental dimensions (Freud and other modern writers). Assignments may also include literary and cinematic materials. Finally, students present their own research and reflections on the subject. H. Sinaiko, D. Orlinsky. Winter, 2005.

24300. Qualitative Methods in the Social Sciences. (=PSYC 24300/39300, SOSC 20600) This seminar explores the variety of qualitative methods used in social science study. Perspectives surveyed include field study, including the Chicago studies of social disorganization. We also discuss "Grounded Theory," ethnography and study of culture, and narrative and life-story approaches to study of person and social life. Attention is devoted to issues of method such as reliability and valildity, implications for philosophy of social science study, and portrayal of both person and context or setting. We focus on the complex interplay of observer and observed, and we also examine "reflexivity" in the human sciences. B. Cohler. Winter. Offered 2005-06; not offered 2004-05. (C, D)

24400. Observation of Child Behavior in Natural Settings. (=PSYC 24400) This course explores how children behave in public settings that include preschools, schools, playgrounds, hospitals, and grocery stores. Behavior is examined with a developmental perspective as well as an ecological one. The course consists of readings that explore how to conduct observational studies, findings from developmental research, and fieldwork. Students observe children throughout the quarter and systematically collect data for a course project. S. Stodolsky. Spring, 2005. (B, C)

24600/34600. Sexual Identity, Life Course, and Life Story. (=GNDR 20800, HIPS 26900, ISHU 35900, PSYC 24600/34600, SOCS 25900) Beginning with a consideration of the shifting historical context of narratives in our culture concerning sexuality, this course explores the concept of sexual identity, its impact on human development across the course of life, and its expression in the personal narratives. In addition to addressing the role of generational or historical change in shaping understandings of sexuality, we consider recent empirical and theoretical investigations of the cultural construction of sexuality, including the possible contributions of "queer theory." B. Cohler. Spring, 2005. (B)

25200. Body and Soul: Historical and Ethnographic Approaches to Prayer. (=BGPR 25200, HIST 25200) PQ: Third- or fourth-year standing. For course description, see Big Problems. R. Fulton, T. Luhrmann. Spring, 2006.

25800. The Psychiatric Patient and the Life World. (=PSYC 25800, SOSC 27900) PQ: Consent of instructor. This course provides students with an opportunity to work under the supervision of the instructors with psychiatrically ill adults living at Somerset House. This 405-bed "intermediate care facility" in the Uptown area of the North Side provides residential services and treatment as an alternative to institutionalization. Additionally, students have the opportunity to participate in inpatient services in a public psychiatric hospital (Tinley Park). Clinical experience is integrated with readings and class discussion regarding origin, course, and intervention for major mental disorders. Additional consideration is given to public policy issues related to intervention among persistently troubled adults. The course meets each Friday from 9 a.m. through late afternoon, with the last two hours of the day reserved for discussion of the day's events and assigned reading. B. Cohler. Spring. Offered 2005-06; not offered 2004-05. (D)

25900/30700. Developmental Psychology. (=PSYC 20500/30500) This course is an introduction to developmental psychology that stresses the development and integration of cognitive, social, and perceptual skills. Discussion section required. A. Woodward, S. Hans, Autumn, 2004; Staff, Autumn, 2005.

26000/30600. Social Psychology. (=PSYC 20600/30600) PSYC 20000 recommended. For course description, see Psychology. N. Stein, T. Trabasso, Autumn; J. Cacioppo, Spring, 2005. (C, D)

26203. Pregnancy and Childbirth in America: An Interdisciplinary Approach. In this course, we use pregnancy and childbirth in America as a foundation from which to explore how different disciplines contribute to our understanding of this particular stage in the life cycle. Readings include classic and contemporary views on pregnancy and childbirth from biology (i.e., evolutionary, hormonal, physiological), psychology (e.g., health psychology, psychoanalytic theory), anthropology (e.g., medical, feminist anthropology), and sociology (particularly urban and medical sociology). N. Gallicchio. Spring, 2005. (B)

26204. Theorizing the Self in Multidisciplinary Literature on Spirit Possession, Dissociation, and Psychosomatization. Spirit possession, dissociation, and psychosomatization imply the construct of particular kinds of "selves." The anthropological and psychiatric work on persons who are disrupted in memory, consciousness, and subjectivity problematizes the idea of the self as a consistent center of awareness. We cover works that approach these phenomena from within the discipline of anthropology, with a substantial number of works from psychoanalytic, medical, and psychological anthropology, as well as other works from psychiatry and psychology. J. Marrow. Winter, 2005. (C)

27100. Rewriting the Past: Narrative, Ritual, and Monument. (=AASR 30001, BPRO 26000, FNDL 23102, PSYC 25400, RLST 28100) This course focuses on the manner in which we make use of the past, the personal past, and the collective past, as well as the place of social and historical change in retelling and rewriting life-history and history. We begin with a discussion of memory, conceptions of the personal and historic past, and such related issues as nostalgia, mourning, and the significance of commemoration in monument and ritual. We explore these issues in topics that include twentieth-century war memorials, the Vietnam Veterans Memorial, high school and college reunions, the Holocaust's representation in contemporary European society, the construction of the Israeli national tradition, and the construction of Abraham Lincoln as an American story of loss and renewal. B. Cohler, P. Homans. Winter, 2005. (B)

27700/31800. Modern Psychotherapies. This course introduces students to the nature and varieties of modern psychotherapies by extensive viewing and discussion of video-taped demonstration sessions. Diverse therapeutic approaches are examined, including psychodynamic, interpersonal, client-centered, gestalt, and cognitive-behavioral orientations. Couple and family therapy sessions, as well as sessions with younger clients, may also be viewed. Historical and conceptual models are presented to deepen an understanding of what is being viewed, but the main emphasis is on experiential learning through observation and discussion. D. Orlinsky. Spring. (D)

27900. Self and Identity. (=PSYC 27900) For course description, see Psychology. W. Goldstein. Autumn, 2004. (D)

28000/32800. Advanced Psychoanalytic Theory. PQ: Consent of instructor. This seminar focuses on present psychoanalytic theories and their relationship to one another. Central to our inquiry is the dynamic unconscious of Freud and the ways in which it has been elaborated, modified, or diminished in the views of Fairbairn, Klein, Winnicott, Kohut, Gedo, and Modell. In addition, we examine the problems and uses of transference and countertransference and we look at some aspects of feminism in psychoanalytic theory. S. Fisher. Winter. (D)

28701/38701. Social and Cultural Foundations of Mental Health. Current professional thinking about mental health and illness focuses almost exclusively on psychobiological conditions. This course aims to broaden our current understanding of mental health and illness by exploring the basic sociocultural influences on psychological well-being. The contributions of Emile Durkheim, Georg Simmel, G. H. Mead, Clifford Geertz, Peter Berger, and other classic and contemporary writers are used to show the vital connection between individual development and functioning and the sociocultural context in which that occurs. D. Orlinsky. Autumn. (C, D)

29700. Undergraduate Reading and Research. Students are required to submit the College Reading and Research Course Form. Available for quality grades or for P/F grading. Autumn, Winter, Spring.

29800. Senior Seminar. Required of fourth-year concentrators. This seminar prepares concentrators for writing their required senior paper. Students work with their faculty adviser to design their paper, which may be a revision of a course paper or based on an entirely new topic. The mechanics of research and writing is supervised by a program preceptor. Students may wish to take a Reading and Research course in the Winter Quarter in order to complete work on their senior paper. Papers are due by the end of fifth week of the quarter (typically Spring Quarter) in which a student plans to graduate. Autumn.

29900. B.A. Paper Preparation. Required of students who wish to be considered for honors in Human Development. Students are required to submit the College Reading and Research Course Form. Available for quality grades or for P/F grading. Honors papers are due by the end of fifth week of the quarter (typically Spring Quarter) in which a student plans to graduate. Winter.

30901. Biopsychology of Sex Differences. (=EVOL 36900, PSYC 31600) Some background in biology, preferably prior course in biology or biological psychology recommended. This course explores the biological basis of mammalian sex differences and reproductive behaviors. We consider a variety of species, including humans. We address the physiological, hormonal, ecological, and social basis of sex differences. J. Mateo. Autumn, 2005.

32100. Culture, Power, Subjectivity. (=ANTH 32100) This course takes up the relationship of historically produced cultural structures and their relationship to individual and collective forms of subjectivity. We analyze the diverse ways in which classic social thinkers such as Marx, Durkheim, Weber, Althuser, Bourdieu, and Foucault have thought about the relationship between individuals and collectivities. We address the ways in which social and economic formations structure the possibilities for individual human action, the relationship between religious formations and historical transformations, and the role of class in the inculcation of taste and desire. J. Cole. Spring, 2005. (C)

32210. Intimate Politics in Africa. (=ANTH 32210) This course explores the intersection between ideas and practices around the body, reproduction, and intimate social relations and broader political and economic practices in contemporary Africa. Drawing on recent ethnographies as well as historical studies of diverse African societies, we explore the nature of body and person in Africa as well as how ideas about the body and intimate social relations inform wider political formations and dynamics. We also address the changing nature of intimate social relations in the context of neoliberal economic reform. Topics addressed include the body and the senses, models of aging, fashion and adornment, and the politics of reproduction. J. Cole. Winter, 2005. (C)

32211. Critical Readings in Ethnography. J. Cole. Spring, 2006.

32220. Youth: A Historical and Ethnographic Investigation. (=ANTH 30400) In recent years, in part in response to the visibility of youth across the globe in the context of globalization, youth have once again emerged as a major focus of anthropological analysis. Drawing on both historical studies of youth and recent anthropological analysis, this class addresses the question of how to conceptualize youth and what kinds of broader theoretical insights might be gained from studying them. The class begins by addressing classic debates in the study of youth, including the notion of adolescence, and youth sub-culture. We then attempt to work out an agenda for studying youth through reading contemporary articles and ethnographies. J. Cole. Spring, 2005. (B, C)

34501-34502. Anthropology of Museums I, II. (=ANTH 34501-34502) PQ: Advanced standing and consent of instructor. For course description, see Anthropology. Several visits to area museums required. R. Fogelson, M. Fred. Winter, Spring.

34800. Kinship and Social Systems. Basic understanding of biology and natural selection helpful but advanced knowledge of evolutionary theory not required. This lecture/discussion course uses a biological approach to understanding how groups form and how cooperation and competition modulate group size and reproductive success. We explore social systems from evolutionary and ecological perspectives, focusing on how the biotic and social environments favor cooperation among kin as well as how these

environmental features influence mating systems and inclusive fitness. J. Mateo. Winter, 2005. (A)

34900. Biopsychology of Attachment. (=EVOL 37100, PSYC 34900) This course explores parent-child attachment from a bio-social perspective. Part I focuses on maternal and paternal attachment and includes topics such as neuroendocrine regulation of maternal and paternal behavior in rodents, nonhuman primates, and humans; and sensitive periods and mother-infant bonding in animals and humans. Part II focuses on human infant attachment and includes topics such as Bowlby-Ainsworth attachment theory, normative aspects of attachment and individual differences in attachment, internal working models of attachment, cross-cultural studies of attachment, attachment and adult romantic relationships, and attachment and psychopathology. Winter, 2005. (A)

35400. Language Socialization. (=ANTH 27600/35600, PSYC 35400) This course surveys research on language socialization with an eye toward understanding the role of language structure and use in shaping psychological and cultural functioning. Examples of research from a wide variety of languages and cultures and across different ages illustrate the diversity of issues that an adequate theoretical perspective must encompass. Two full ethnographic case studies serve to illustrate how the different topics intersect with each other and with other aspects of culture. Finally, the course considers the implications of this avenue of research for current problems in our own society. J. Lucy. Winter, 2005. (C)

35651. The Study of Conflict, Culture, Attitudes, and Persuasion. (=PSYC 35651) For course description, see Psychology. N. Stein. Winter, 2005. (D)

36400. Theories of Emotion and the Psychology of Well-Being. (=PSYC 26400/36400) For course description, see Psychology. N. Stein. Spring. (D)

36501. Infant Mental Health: Temperament and Emotion Regulation. This seminar provides an opportunity to link theory and basic research on early child development with issues of clinical concern. Topics include theory related to differences in temperament, possible biological underpinnings of temperamental differences, patterns of state regulation in the newborn, establishment of sleep cycles, assessment of temperament differences during infancy, colic and fussy babies, emotion regulation in preterm infants, the emergence of self regulatory capacities, ways in which parents support the development of children's self regulation, understanding the differences between normal assertion and disruptive behavior in toddlers, emotion regulation as a key to early school success, and whether early patterns of emotion regulation difficulties are related to later disruptive behavior and anxiety disorders. S. Hans, B. Danis. Winter, 2005. (B, D)

36502. Infant Mental Health: Attachment and Parent-Child Relationships. This seminar provides an opportunity to link theory and basic research on early child development with issues of clinical concern. Topics include how parents make the transition to parenthood, the social capacities of the newborn, bonding between infants and parents during the newborn period, parent-infant interaction, effect of postpartum depression on parent-infant relationships, fathers' roles in infant development, the development and assessment of infant attachments, contributions of primate research to study of human attachments, attachment disturbances during infancy, role of maternal sensitivity and attunement in infant development, intergenerational transmission of parenting behavior, associations between problems in parent-infant relationships and later child behavior problems, and clinical and community based interventions focused on parent-infant relationships. S. Hans, B. Danis. Spring, 2005. (B, D)

36503. Infant Mental Health: Risk, Resilience, and Social Context. This seminar provides an opportunity to link theory and basic research on early child development with issues of clinical concern. Topics include cultural differences in infant care practices, culturally sensitive interventions, how poverty affects infant development, the impact of family and community violence on infants, adolescent parenthood and infant development, effects of maternal mental illness and substance abuse on infants, maltreatment of infants, evaluation of parental fitness to care for infants, child abuse prevention initiatives, and interventions with mentally ill mothers. S. Hans, B. Danis. Winter, 2006.

36504. Infant Mental Health: Developmental Delay and Early Intervention. This seminar provides an opportunity to link theory and basic research on early child development with issues of clinical concern. Topics include motor, cognitive, and language development during infancy; screening for early developmental delay; the follow-up of preterm infants; development of infants with cerebral palsy; and strategies for intervention with developmentally delayed infants. S. Hans, B. Danis. Spring, 2006.

37500-37502-37503. Research Seminar in Animal Behavior I, II, III. (=EVOL 37600-37700-37800) Students register for this course in Autumn Quarter and receive credit in the Spring Quarter after successful completion of the year's work. This workshop involves weekly research seminars in animal behavior given by faculty members, post-docs, and advanced graduate students from this and other institutions. The seminars are followed by discussion in which students have the opportunity to interact with the speaker, ask questions about the presentation, and share information about their work. The purpose of this workshop is to expose graduate students to current comparative research in behavioral biology and meet some of the leading scientists in this field. D. Maestripieri. Autumn, Winter, Spring.

38000-38100-38200. Mind and Biology Proseminar. (=PSYC 37000-37100-37200) Credit is granted only in Spring Quarter after successful completion of the year's work. For course description, see Psychology. The seminar series meets three to four times a quarter. B. Prendergast, L. Kay, J. Cacioppo, D. Maestripieri, J. Mateo, M. McClintock. Autumn, Winter, Spring.

38701. Social/Cultural Foundations of Mental Health. The well-being and mental health of individuals depends on psychobiological as well as sociocultural conditions. However, professional thinking about mental health and illness currently focuses almost exclusively on psychobiological factors. This course aims to broaden our concepts of mental health and well-being by examining the contributions of major social scientific theorists (i.e., Durkheim, Simmel, Freud, Mead) and other classic and contemporary writers who show the vital connection between individual personality and sociocultural context. D. Orlinsky. Autumn.

39200. Grammar, Cognition, and Experience. (=LING 36500) This seminar surveys recent work that examines the influence of human experience and cognitive organization on grammatical structure. This work regards the grammars of human languages as complex sign systems shaped by the interaction of cognitive, social, cultural, developmental, and historical phenomena. C. Johnson. Autumn. (B)

42200. Research Seminar in Research in Behavioral Endocrinology. (=EVOL 42200, PSYC 26200/42200) PQ: Consent of instructor. For course description, see Psychology. M. McClintock. Winter.