Program Chairman: Starkey Duncan, Br 204, 702-8862

Student Affairs Coordinator: Marjorie Wash, Br 109, 702-8861,

marj@uchicago.edu

Web: http://psychology.uchicago.edu

Program of Study

The requirements of the B.A. in psychology, together with the department's broad range of course offerings, allow students to tailor programs to their own talents and goals. The program may serve as preparation for graduate work in psychology, in related fields (e.g., sociology, anthropology, linguistics), or in the communication and information sciences. Psychology courses are also suitable for biological sciences majors who are interested in the relations between physiology, mind, and behavior; as well as for mathematics majors who are interested in the applications of quantitative methods. Students who foresee a profession in law, public health, urban planning, personnel management, social work, education, or journalism also find the program valuable. Psychology may interest students who are still focusing their goals and are considering the social sciences or a public service profession. Because research experience and contact with faculty are important requisites for professional development, students who plan a career in psychology are advised to contact a compatible faculty member by the end of their third year, with a view toward consultation and joint research.

Program Requirements

Fundamentals of Psychology (PSYC 20000). It is recommended that this required psychology course be the first course that students take for the major. It will be offered each academic year in Autumn Quarter.

Statistics/Methodology Sequence. A coordinated two-quarter sequence covering statistical methods (PSYC 20100) and methodological issues (PSYC 20200) in psychology is taught Winter and Spring Quarters. Students may take STAT 22000 or a more advanced statistics course instead of PSYC 20100. Students typically take this sequence in their third year.

Breadth Requirement. Students are required to take three of the following five courses, each of which will be offered every year:

PSYC 20300. Biological Psychology

PSYC 20400. Cognitive Psychology

PSYC 20500. Developmental Psychology

PSYC 20600. Social Psychology

PSYC 20700. Sensation and Perception

Additional Courses. At least five additional courses (for a total of eleven in the major) must be chosen from among the courses offered by the Department of Psychology. For students pursuing honors in psychology, one of the elective courses should be an Honors Seminar (PSYC 29800), which is offered each Winter Quarter. A maximum of three research courses can count toward the eleven courses required of a psychology major. Research courses can be taken P/F, but all other courses must be taken for a quality grade. NOTE: Before registering for an elective, students should confirm that they have met any prerequisites for the course.

Research Experience. Required research experience can be obtained by working on a research project under the guidance of a faculty member or by taking a course with a research component other than the Methodology course. (A list of such courses is available in Br 109.)

Calculus. Students are required to take two quarters of calculus as part of the College general education requirements.

NOTE: For psychology students, a maximum of three courses only can be transferred into the major.

Summary of Requirements

General MATH 13100-13200 or higher†

Education

Major 1 PSYC 20000 (introductory survey)

2 PSYC 20100 (or STAT 22000† or above), and PSYC 20200

3 three courses chosen from the following five courses: PSYC 20300, 20400, 20500, 20600, or 20700

5 electives* +

† Credit may be granted by examination.

* A minimum of one of the five required additional psychology courses must have a research component. See "Research Experience" section.

+ Courses without a psychology number must be approved by the Curriculum Committee.

Honors. To qualify for honors in psychology, students must meet the following requirements: (1) Students must have a GPA of at least 3.0 overall, and a GPA of at least 3.5 in the major. (2) Students should arrange with a faculty sponsor to write an honors paper. Papers must represent a more substantial project than the average term paper. After the paper has been approved by the faculty sponsor, the paper must then be read and approved by a second faculty member. (3) Students are required to take an Honors Seminar (PSYC 29800) in Winter Quarter of their third or fourth year as one of the three possible research courses. It is expected that students will be actively working on the thesis project during the quarter they are taking the honors research seminar. (4) Students are required to present their findings in Spring Quarter of their fourth year at an honors day celebration.

Specialized Courses of Study. Faculty members (or the undergraduate program chair) are available to help individual students design a specialized course of study within psychology. For example, particular course sequences within and outside of psychology may be designed for students who wish to pursue specializations in particular areas. These areas include, but are not limited to, cognitive neuroscience, language and communication, computational psychology, behavioral neuroscience and endocrinology, sensation and perception, and cultural psychology.

Double Majors. Students pursuing honors in more than one major should note that: (1) the student's thesis adviser for psychology cannot be the same person as his or her thesis adviser for the second major; and (2) the student must meet all the requirements listed in the preceding "Honors" section, including taking the Honors Seminar (PSYC 29800) and presenting at an honors day celebration.

Faculty

B. Beilock, B. Bertenthal, R. D. Bock, A. Bookstein, N. M. Bradburn, D. Bradley, R. A. Butler,
J. Cacioppo, B. Cohler, J. Correll, J. Decety, S. Duncan, D. Gallo, S. Goldin-Meadow, W. Goldstein, S. Grossman,
E. Hamp, L. Hedges, J. Huttenlocher, P. W. Jackson, L. Kay, B. Keysar, S. C. Levine,
J. Levy, F. F. Lighthall, J. Lucy, V. Maljkovic, D. Margoliash, M. McClintock, D. McNeill,
H. Nusbaum, J. M. Pokorny, B. Prendergast, T. Regier, M. J. Rosenberg, S. K. Shevell,
R. A. Shweder, M. Silverstein, V. C. Smith, N. L. Stein, P. Visser, B. D. Wright

Courses: Psychology (psyc)

20000. Fundamentals of Psychology. This course is an introduction to basic concepts and research in the study of behavior. Principal topics are sensation, perception, cognition, learning, motivation, and personality theories. J. Cacioppo. Winter.

20100. Psychological Statistics. Psychological research typically involves the use of quantitative (statistical) methods. The purpose of this course is to introduce the methods of quantitative inquiry that are most commonly used in psychology and related social sciences. PSYC 20100 and 20200 form a two-quarter sequence that is conceived as an integrated introduction to psychological research methods. PSYC 20100 introduces explanatory data analysis, models in the quantitative psychology, concept of probability, elementary statistical methods for estimation and hypothesis testing, and sampling theory. PSYC 20200 builds on the foundation of PSYC 20100 and considers the logic of psychological inquiry and the analysis and criticism of psychological research. S. Wagner. Autumn.

20200. Psychological Research Methods. PQ: PSYC 20100 or STAT 22000, or consent of instructor. This course introduces concepts and methods used in behavioral research. The major topics are the nature of behavioral research, testing of research ideas, quantitative and qualitative techniques of data collection, artifacts in behavioral research, analyzing and interpreting research data, and ethical considerations in research. B. Bertenthal. Spring.

20300/30300. Biological Psychology. What are the relations between mind and brain? How do brains regulate mental, behavioral, and hormonal processes; and how do these influence brain organization and activity? This course introduces the anatomy, physiology, and chemistry of the brain; their changes in response to the experiential and sociocultural environment; and their relation to perception, attention, behavioral action, motivation, and emotion. L. Kay, B. Prendergast. Winter.

20400/30400. Cognitive Psychology. Viewing the brain globally as an information processing or computational system has revolutionized the study and understanding of intelligence. This course introduces the theory, methods, and empirical results that underlie this approach to psychology. Topics include categorization, attention, memory, knowledge, language, and thought. V. Maljkovic. Winter.

20500/30500. Introduction to Developmental Psychology. (=HUDV 25900/30700) This course is an introduction to developmental psychology that stresses the development and integration of cognitive, social, and perceptual skills. Discussion section required. S. Broaders. Spring.

20600/30600. Social Psychology. (=HUDV 26000/36000) PSYC 20000 recommended. This course examines social psychological theory and research based on both classic and contemporary contributions. Among the major topics examined are conformity and deviance, the attitude-change process, social role and personality, social cognition, and political psychology. W. Goldstein. Autumn.

20700/30700. Sensation and Perception. This course centers on visual and auditory phenomena. Aside from the basic sensory discriminations (i.e., acuity, brightness, loudness, color, pitch), more complex perceptual events (e.g., movement, space) are discussed. The biological underpinnings of these several phenomena are considered, as well as the role of learning in perception. D. Bradley. Autumn.

21100. Human Development/Research Designs in Social Science. (=HUDV 20100) 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.

21104. The Quantitative Neuroscience of Quantitative Development. In this course we examine how biological constraints and environmental influences interact in cognitive development. We also explore unresolved issues including the extent to which quantitative (mathematical) abilities are innate, the role of culture and environment in developing quantitative thought, how human abilities compare to animals' use of quantitative variables, and the question of whether quantitative reasoning uses dedicated neural resources, and, if so, how this neural tissue may become specialized. This course is designed for students with a background in both psychology and biology, especially those interested in cognitive neuroscience and developmental psychology. L. Whealton. Autumn.

21204. The Role of Body in Mind: Embodied Approaches to Cognition. This course introduces embodied approaches to cognition. The label "embodied" has been applied to a rather diverse array of approaches from situated cognition to the role of the environment in cognition to the proposal that cognitive processes are implemented in terms of perceptual and motor simulation. This course examines each of these proposals but focuses on the last one (the idea of cognition as perceptual and motor simulation). These issues are examined across a number of cognitive domains. M. Longo. Autumn.

21304. Spatial Cognition: A Developmental Perspective. This course is concerned with the development of spatial representation and reasoning. In the current world, human beings must be able to engage in higher-level cognitive processes such as mathematical and scientific reasoning, interpreting spatial layouts, and understanding verbal descriptions of spatial material. The research presented in this course spans a range of theoretical perspectives and includes both behavioral and neuropsychological methodological techniques. Topics include distance coding, navigational computation, symbolic spatial representation, sex differences in spatial competence, and the relation between space and language. S. Lourenco. Spring.

21404. Cognitive and Social Factors in Language. This course explores both verbal and nonverbal reflections of the fact that language is an essentially cognitive and social phenomenon. We consider cognitive aspects such as the effects of attention on language use and the spatial and motor nature of linguistic representations. We also discuss social aspects, such as how the person we're talking to can influence the way we use language. Because language impacts every area of human behavior that involves communication, students interested in most areas of psychology (as well as many other disciplines) will profit from exposure to this material. F. Parrill. Winter.

21503. Psychology and Biography. (=FNDL 23303, HUDV 21501) Starting with Freud's perspective on psychology and his psychobiography of Leonado Da Vinci, this course focuses on the contributions of psychoanalysis to the study of lives in biography. We discuss classical and contemporary psychoanalytic perspectives reflected in in Erik Erikson's study of Martin Luther, Jean Strousse's study of of Alice James, and recent psychobiographical studies of Abraham Lincoln. B. Cohler. Spring.

21700/31700. Developmental Biopsychology. (=HUDV 22001/32000) PQ: PSYC 20000 or completion of the general education requirement in biological sciences. This course introduces the biological and physiological analysis of behavior and the principles of neural and endocrine integration. We use a developmental emphasis through the reading and analysis of experimental and clinical literature. M. McClintock. Spring.

22500. Cognitive Development. This course examines the intellectual development of the child. Topics include the growth of the child's understanding of the physical and social world, as well as the development of memory and thought processes. J. Huttenlocher. Spring.

23200/33200. Introduction to Language Development. (=HUDV 23900, LING 21600/31600) This course addresses the major issues involved in first-language acquisition. We deal with the child's production and perception of speech sounds (phonology), the acquisition of the lexicon (semantics), the comprehension and production of structured word combinations (syntax), and the ability to use language to communicate (pragmatics). S. Goldin-Meadow, Staff. Winter.

23249. Animal Behavior. (=BIOS 23249, HUDV 23249) PQ: Completion of the general education requirement for the biological sciences. This course introduces the mechanism, ecology, and evolution of behavior, primarily in nonhuman species, at the individual and group level. Topics include the genetic basis of behavior, developmental pathways, communication, physiology and behavior, foraging behavior, kin selection, mating systems and sexual selection, and the ecological and social context of behavior. A major emphasis is placed on understanding and evaluating scientific studies and their field and lab techniques. S. Pruett-Jones, J. Mateo. Winter.

23500. Introduction to Interaction Research. There have been three main interests in recent research on interaction: (1) the expression of emotion, (2) the process of interaction itself (how it is that participants are able to accomplish interactions), and (3) the use of behaviors observed in interaction as indices of the participants' enduring characteristics or transient states. Selected examples of these major types of research are considered in terms of their conceptual framework and their approach to studying the phenomenon in question. The discussion focuses on the nature of interaction and on approaches to studying it. S. Duncan. Autumn.

24000/31200. Systems Neuroscience. (=BIOS 24205) PQ: BIOS 24204 or 24236, or consent of instructor. Students are introduced to vertebrate and invertebrate systems neuroscience with a focus on the anatomy, physiology, and development of sensory and motor control systems. The neural bases of form and motion perception, locomotion, memory and other forms of neural plasticity are examined in detail. We also discuss clinical aspects of neurological disorders. Labs are devoted to mammalian neuroanatomy and electrophysiological recordings from neural circuits in model systems. J. Ramirez, R. McCrea, M. Osadjan. Winter. L.

24200. Psychoneuroimmunology: Links between the Nervous and Immune Systems. (=BIOS 02370, BPRO 24200) PQ: Third- or fourth-year standing, and BIOS 20180s or 20190s. This course covers all aspects of neuroimmunoendocrinology at the molecular, cellular, and organismal and social levels. M. McClintock, J. Quintans. Spring. Not offered 2005-06; will be offered 2006-07.

24300/39300. Qualitative Methods in the Social Sciences. (=HUDV 24300, 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 validity, 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.

25601/35601. Population Coding and the Perceptual Brain. D. Bradley. Spring.

26200/42200. Research Seminar in Research in Behavioral Endocrinology. (=EVOL 42200, HUDV 42200) PQ: Consent of instructor. Ongoing research in the lab of Professor McClintock is discussed. M. McClintock. Autumn, Winter, Spring.

27000. Judgment and Decision Making. This course provides an overview of topics related to the psychology of decision making and judgment. Specific topics are drawn from three broad areas: the ends that people pursue (e.g., happiness, meaning), the means with which people pursue them (e.g., processes of self-regulation, strategies of management and coping, planning, problem-solving, evaluation, choice), and limitations of deliberative decision making (e.g., lack of self-knowledge, unconscious or emotional processes that are difficult to control, external constraints). W. Goldstein. Winter.

27500. Introduction to the Psychology of Language. B. Keysar. Spring.

28500/48500. Research Seminar in Social Neuroscience. PQ: Consent of instructor. Ongoing research in the lab of Professor Cacioppo is discussed. J. Cacioppo. Autumn, Winter, Spring.

29200. Undergraduate Reading in Psychology. PQ: Students are required to submit the College Reading and Research Course Form. Available for either quality grades or for P/F grades. This course may be taken for one or two quarters, depending on the size of the project. Autumn, Winter, Spring.

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

29800. Honors Seminar. PQ: Open to students with third- or fourth-year standing who have begun their thesis project. Students who wish to pursue honors are required to take this honors seminar in Autumn or Winter Quarter of their fourth year. This seminar counts as one of the three reading and research credits. We read and discuss general papers on writing and research, and individual students present their own projects to the group. A literature review, data from ongoing or completed empirical projects, or portions of the thesis paper itself can be presented. Students are expected to give thoughtful feedback to others on their presentations and written work. L. Kay, Autumn; B. Keysar, Winter.

29900. Honors Paper Preparation in Psychology. PQ: Students are required to submit the College Reading and Research Course Form. Available for either quality grades or for P/F grades. This course is not a requirement for doing an honors paper. This course may be taken for one or two quarters, depending on the size of the project. Autumn, Winter, Spring.

31100. Cellular Neurobiology. (=BIOS 24204) PQ: Completion of the general education requirement for the biological sciences. This course is identical to BIOS 24236 except that it has a lab, which focuses on electrophysiological techniques used in analysis of issues fundamental to neural processing at the cellular level. These include monitoring membrane potential, carrying out voltage clamp of native and cloned ion channels, and investigating the control of synaptic transmission. D. Hanck, P. Lloyd. Autumn. L.

31500. Neuroethology. (=BIOS 24211, CPNS 30100) PQ: BIOS 24204 or consent of instructor. Prior or concurrent registration in PHYS 14200. Prior knowledge of basic cellular mechanisms of neurons and basic anatomy of the vertebrate central nervous system. The design of this course considers the needs of advanced students who plan to pursue graduate work, particularly in neurobiology or experimental psychology. It covers topics in systems, computational, and behavioral neuroscience. There is a heavy emphasis on original literature, and oral and written scientific presentations. Labs include exposure to instrumentation and electronics, and involve work with live animals. Labs meet once a week and may require time beyond the posted schedule. D. Margoliash. Winter. L.

31600. Biopsychology of Sex Differences. (=EVOL 36900, HUDV 30901) 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. Winter.

32200. Social Neuroscience. Social neuroscience has emerged to addresses fundamental questions about the mind and its dynamic interactions with the biological systems of the brain and body, as well as the social world in which it resides. It is concerned with the relationship between neural and social processes, including the intervening information processing components and operations at both the neural and the computational levels of analysis. J. Cacioppo. Spring.

32500. Topics in Cognitive Development. This course examines the intellectual development of the child. Topics include the growth of the child's understanding of the physical and social world, as well as the development of memory and thought processes. J. Huttenlocher. Spring.

33000. Cultural Psychology. (=HUDV 31000) PQ: Third- or fourth-year standing and consent of instructor. 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.

33100. Introduction to Developmental Neuropsychology. This course focuses on research that examines the nature of developmental change by integrating information on the cognitive and neural levels of analysis. A broad range of approaches is considered, including studies of normal children, studies of children with focal brain damage and various learning disabilities, and studies that use modeling to simulate brain/behavior relations during development. S. Levine. Spring.

34200. Universals in Language and Thought. This course surveys universal tendencies in linguistic meaning. Topics include semantic maps, linguistic arbitrariness, constraints on word-learning, and the Whorfian hypothesis. Students use large-scale naturalistic databases and simple models to probe the relation of language and thought. T. Regier. Winter.

34214. Cognitive Neuroscience. (=BIOS 24214, CPNS 30200) PQ: One year of college-level calculus and prior course in systems neuroscience. This course is concerned with the relationship of the nervous system to higher order behaviors such as perception, action, attention and learning and memory. Modern methods of imaging neural activity are introduced. Mathematical and statistical methods including dynamical systems theory, information theory, and pattern recognition for studying neural encoding in individual neurons and populations of neurons are discussed. N. Hatsopoulos. Spring. L.

34300. Early Socialization. This course focuses on the relationship between the child's interaction with others and various aspects of socialization with an emphasis on natural interactions during the first two years. Topics include the process of interaction itself, the nature of the child's early interaction abilities, conflict, discipline, peer interaction, self-regulation, emotion, gender issues, moral development, and problematic parent-child interaction. Research methods and conceptual foundations of readings are analyzed in class discussion. S. Duncan. Spring.

34400. Computational Neuroscience III: Language. (=BIOS 24223, ORGB 34600) PQ: Consent of instructor. This course discusses computational approaches to human language. It examines the learning, production, and comprehension of language, through neural network modeling of human linguistic behavior, and through brain imaging. T. Regier, Staff. Spring. L.

35101. Perceiving Real-Life Scenes. The act of perception entails a sequence of events that begins with the physical energy of the stimulus, follows with its conversion into neural events, and ends in our understanding of the world. In this class, we focus on the last step in this process: our ability to recognize real-life scenes. Specifically, we examine to what extent current knowledge of the visual system allows us to understand recent experimental findings on scene categorization. Our bases for the course are behavioral findings, but we also discuss findings from neuroscience and computer vision when they are relevant. All material comes from primary sources. V. Maljkovic. Spring.

35650. The Study of Conflict, Culture, Attitudes, and Change. (=HUDV 35651) PQ: Consent of instructor. This course covers the notion of conflict from four different perspectives: social psychological, cognitive science, business, and political science. Our goal is to build a model of the process of conflict that is broader and more process oriented than existing models. We then attempt to address conflict as it impacts learning during political decision making, times of war, times of rapid cultural change, and personal decision making. N. Stein. Winter.

37000-37100-37200. Mind and Biology Proseminar. (=HUDV 38000-38100-38200) Credit is granted only in Spring Quarter after successful completion of the year's work. Topics relate to mind and biology. The seminar series meets three to four times a quarter. L. Kay, J. Cacioppo, D. Maestripieri, M. McClintock. Autumn, Winter, Spring.

37150. Biological Oscillations Accross Temporal Scales. L. Kay. Spring.

37300. Experimental Design I. PQ: PSYC 37900. This course covers topics in research design and analysis. They include multifactor, completely randomized procedures and techniques for analyzing data sets with unequal cell frequencies. Our emphasis is on principles, not algorithms, for experimental design and analysis. S. Shevell. Winter.

37900. Experimental Design II. Must be taken in sequence with PSYC 37300. This course covers more complex ANOVA models than in the previous course, including split-plot (repeated-measures) designs and unbalanced designs. It also covers analysis of qualitative data, including logistic regression, multinomial logit models, and log linear models. An introduction to certain advanced techniques useful in the analysis of longitudinal data, such as hierarchical linear models (HLM), also is provided. S. Shevell, Staff. Spring.

38200. Analysis of Interaction and Gesture. PQ: Prior psychology, linguistics, or anthropology course. Class limited to eight students. This lecture and laboratory course covers introduces principles and techniques for analysis of human interaction. Lectures and readings address the conceptual foundations of research that concern human language use from social/interactional and cognitive processing. Laboratory work provides hands-on experience with software and techniques for analysis of digitized audio-videotaped natural interaction data. S. Duncan, S. Duncan. Winter.

38300. Attention. This course covers basic topics in the area of attention, including orienting responses, selective and divided attention, resource limitations, and cognitive load. We discuss basic research methods in attention, mathematical and computational models of attention, and neurophysiological research on attention. The course considers theoretical controversies and recent advances in our understanding of attention and its role in cognitive processing. H. Nusbaum. Winter.

38500. Cognitive Neuropsychology. This course is a seminar examining a broad range of research methods and issues in cognitive neuropsychology, including brain imaging and connectionism. H. Nusbaum. Autumn.

39200. fMRI Research Methods. This didactic fMRI methods course meets for three hours a week. There are faculty lecturers at each meeting that include a number of outside lecturers. S. Small. Winter.

39300. Qualitative Methods in the Social Sciences. (=HUDV 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 the study of person and social life. Attention is devoted to issues of method (e.g., reliability, validity), implications for philosophy of social science study, and portrayal of both person and of 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.

39700-39800-39900. Topics in Experimental Social Psychology. Credit is granted only in Spring Quarter after successful completion of the year's work. This course is offered as a speaker series that discusses readings and issues in social psychology. J. Cacioppo. Autumn, Winter, Spring.

47001. Language in Culture I, II. (=ANTH 37201-37202, LING 21100-21200/31100-31200) PQ: Consent of instructor. Must be taken in sequence. This two-quarter course presents the major issues in linguistics of anthropological interest. Among topics discussed in the first half of the sequence are the formal structure of semiotic systems, the ethnographically crucial incorporation of linguistic forms into cultural systems, and the methods for empirical investigation of "functional" semiotic structure and history. The second half of the sequence takes up basic concepts in sociolinguistics and their critique. We then discuss topics such as linguistic analysis of publics, performance and ritual, and language ideologies. M. Silverstein. Autumn, Winter.