The requirements of the Bachelor of Arts in psychology, together with the department's broad range of course offerings, allow students to tailor programs to their own talents and goals. It may serve as preparation for graduate work in psychology or in related fields such as sociology, anthropology, linguistics, or the communication and information sciences. Psychology courses are also suitable for biological sciences concentrators interested in the relations between physiology, mind, and behavior, and for mathematics concentrators interested in the applications of quantitative methods. Those 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.

1. Fundamentals of Psychology (Psychology 200). It is recommended that this required course be the first psychology course students take. It will be offered each year during the autumn quarter.

2. Statistics/Methodology sequence. A coordinated two-quarter sequence covering statistical methods (Psychology 201) and methodological issues (Psychology 202) in psychology is taught winter and spring quarters. Students may opt to take Statistics 220 or a more advanced statistics course instead of Psychology 201. A calculus course that meets the general education requirement or consent of the instructor is a prerequisite for taking the Psychology 201/Psychology 202 sequence. This sequence would typically be taken in the student's junior year.

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

1. Biological Psychology (Psychology 203)
2. Cognitive Psychology (Psychology 204)
3. Developmental Psychology (Psychology 205)
4. Social Psychology (Psychology 206)

1. At least five additional courses (for a concentration total of eleven) 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 (see below), which is offered each winter. 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 letter grade. NOTE: When choosing elective courses, students should be aware that many require prerequisites. Please consult the course descriptions in the catalog.

2. Research experience is required of every psychology major. This can be obtained by completing an individual 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 will be made available to students.)

Summary of Requirements

1	Psych 200 (introductory survey)
2	Psych 201 (or Stat 220 or above), and Psych 202
3	three courses chosen from the following four courses: Psych 203, 204, 205, or 206
5	additional psychology courses*
11

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

Honors. To qualify for special honors in psychology, students must:

1. have a grade point average of at least 3.0 overall, and a 3.5 or better grade point average in the concentration;

2. arrange to write an honors paper with a faculty sponsor that represents a more substantial project than the average term paper and that, after it has been approved by the faculty sponsor, is read and approved by a second faculty member;

3. take an honors seminar in the winter quarter of their senior year; and

4. present their findings at an "Honors Day" celebration late in the spring of their senior year.

Faculty members, in addition to 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.

Courses numbered 200 to 299 are open only to undergraduates. Courses that bear both a 200-level number and a 300-level number are open both to undergraduates and graduates, with the parallel numbers indicating that undergraduates and graduates are held to different requirements. Courses bearing only a 300-level number are open both to undergraduate and graduate students with both groups being held to the same graduate-level requirements. Courses at the 400 level are open only to graduates except by special permission as warranted by an undergraduate's academic needs. Boldface letters in parentheses refer to the areas noted in the preceding Summary of Requirements section. L refers to courses with a laboratory.

200. Fundamentals of Psychology. This course is an introduction to the basic concepts and research in the study of behavior. Principal topics are sensation, perception, cognition, learning, motivation, and personality theories. W. Goldstein. Autumn.

201. Statistical Methods. L. Hedges. Winter.

202. Introduction to Behavioral Research. This course is an introduction to the 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. T. Trabasso. Spring.

203. Biological Psychology (=Biopsy 203, Psych 203). 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 provides an introduction to 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. Staff. Winter.

204. Cognitive Psychology (=Educ 256/356, Psych 204). 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.

205. Introduction to Developmental Psychology (=Educ 210/310, HumDev 307, Psych 205). This course is an introduction to developmental psychology that stresses the development and integration of cognitive, social, and perceptual skills. Discussion section required. S. Duncan, S. Hans. Autumn.

206. Social Psychology. PQ: Third-year standing. This seminar 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. T. Trabasso, N. Stein. Autumn.

207. Experimental Approaches to Systems Neurobiology (=BioSci 215, Psych 207). PQ: BioSci 173, 195, or 212; or consent of instructor. Prior or concurrent registration in Phys 142. The design of this course considers the needs of advanced students who plan to pursue graduate work, particularly in neurobiology or psychology. It presumes prior knowledge of basic cellular mechanisms of neurons, and covers topics in systems, computational, and behavioral neuroscience. Students gain experience reading original literature, giving oral presentations, and describing a research project in the form of a written grant proposal. Labs include exposure to instrumentation and electronics, and involve work with live animals. Weekly labs required. D. Margoliash. Winter.

208. Psychology and the Law. This course critically examines the convergence and conflicts between the disciplines of psychology and the law. We examine psychological research concerning a variety of topics of law that become the substance of dispute in legal decisions, including eyewitness testimony, reconstructed memory, predictions of dangerousness, competency, and the insanity defense. We also consider psychological research on the operation of the legal system such as jury selection, and decisional biases in judgment, as well as how legal decisions can be affected by other societal institutions such as the media. M. Jenuwine. Spring.

209. Ovarian Hormones and Behavior (=Biopsy 209, GendSt 209, Psych 209). Over recent years, research on ovarian hormones has moved beyond the regulation of sexual development and reproduction to include the regulation of mood and behavior. This course explores answers to a number of interesting questions. First, by what mechanism(s) do ovarian hormones act to regulate mood and behavior? Second, what role might ovarian hormones play in the modulation of affect and emotion, and in the development of affective disorders? Third, what role might ovarian hormones play in normal cognitive function and in neuropsychological disorders? Fourth, how might ovarian hormones be used therapeutically to treat mood or behavior disorders? A. Justice. Spring.

210. Freud: Human Development and Personality (=HumDev 313, Psych 210, SocSci 229). PQ: Third- or fourth-year standing. This course examines those of Freud's writings that are most relevant to the psychological study of normal personality and human development, rather than his clinical or psychiatric contributions. Attention focuses first on Freud's psychoanalytic method (observation and inference), and on his psychobiological and phenomenological models of mental functioning (cognitive, affect, and motivation). The course then concentrates on critically examining Freud's understanding of psychological development and its impact on personality and interpersonal relationships. Students have an opportunity to read extensively in Freud's works. D. Orlinsky. Autumn.

217. Developmental Biopsychology (=BioSci 210, Biopsy 217, EvBiol 320, HumDev 320, Psych 217). PQ: Psych 200 or completion of the general education requirement in biological sciences. This course is an introduction to biological and physiological analysis of behavior and to principles of neural and endocrine integration. We use a developmental emphasis, with experimental and clinical literature. M. McClintock. Not offered 1999-2000; will be offered 2000-2001.

225. Cognitive Development (=Educ 294/394, Psych 225). PQ: Consent of instructor. This course examines the intellectual development of the child. Topics include the growth of the child's understanding of the physical and social world, and the development of memory and thought processes. J. Huttenlocher. Spring.

226. Culture, Society, and Identity. This course provides a basic overview of various psychological theories on identity development and expands to include theories on how social and cultural contexts influence the development and manifestation of various social and personal identities. This course focuses primarily on the adolescent world as a site for exploring these concerns, and centers largely on experiences of people within the United States. Our assumption is that individuals are embedded in overlapping cultural and social contexts that interact to impact the meanings that they assign to various aspects of themselves. Based in the human development interdisciplinary tradition, this course draws on psychological, social, and anthropological theories to explore the role of environmental contexts in influencing self-constructions. K. Da Costa. Winter.

227. Introduction to Artificial Intelligence and LISP I (=ComSci 250, Psych 227). PQ: ComSci 115-116 or 105-106. This course is an introduction to the theoretical, technical, and philosophical issues of AI and looks at natural language processing, planning, problem solving, diagnostic systems, naïve physics, and game playing. LISP and LISP programming are introduced. Staff. Autumn.

228. Introduction to Artificial Intelligence and LISP II (=ComSci 251, Psych 228). PQ: Psych 227. This is a continuation of the issues and topics introduced in ComSci 250. Staff. Winter.

231. Introduction to Developmental Neuropsychology (=Biopsy 231, Psych 231). PQ: Consent of instructor. Class discussions focus on major syndromes of cognitive disability in childhood, such as autism, dysphasia, and dyslexia. Experimental, clinical, and neurological methods used to describe these syndromes are covered. In addition, various topics in normal development, such as hemispheric specialization, are discussed. S. Levine. Winter.

232/332. Introduction to Language Development (=Educ 242/442, HumDev 316, Psych 232/332). 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, A. Woodward. Winter.

235. 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. Winter.

236. Development in Infancy. PQ: Psych 200 or 223, or consent of instructor. In this course, we explore the development of human perceptual, cognitive, motor, and social abilities during the first two years of life. The study of infants provides a window into issues of nature and nurture, and the ways in which structure in the organism and structure in the environment converge in developing systems. We cover both classical and current models, giving special attention to the role of changing empirical methods in informing theory. A. Woodward. Spring.

238. Emotional Intelligence: How Emotions Affect Rationality and Behavior (=HumDev 338, Psych 238). This course focuses on the functional significance of emotion and the ways in which emotion provides invaluable information to aid in decision making and coping with everyday problems. We show how emotions are intimately tied to personally meaningful goals, how different emotions affect the nervous system, the types of thinking and reasoning that get carried out in different emotion situations, and the value of learning how to regulate and express emotion in different situations. We also discuss the development of emotional understanding and the role that culture and society plays in regulating both the feeling and expression of emotion. We discuss the link between memory and specific emotions and the ways in which emotional "intelligence" differs from behavior normally defined as intelligent adaptation. N. Stein, T. Trabasso. Winter.

239. Biological Rhythms of Sleep and Dreaming (=Biopsy 239, Psych 239). This course starts with an overview of oscillatory processes in human physiology and behavior and then focuses on rhythms with a near twenty-four-hour (i.e., circadian) period. The central mechanisms that control the day-to-day reproducibility of diurnal variations in mood, vigilance, cognitive function, cardiovascular function and hormonal release is described. Implications for conditions of sleep deprivation, shift work and jet lag are discussed. Alterations in sleep and biological rhythms in aging and in a variety of pathological conditions are presented. The course includes a presentation of methodological issues relevant to the monitoring and analysis of rhythmic processes and a visit of the sleep research laboratory. E. Van Cauter. Winter.

243. Qualitative Methods in the Social Sciences (=Educ 343, HumDev 393, Psych 243, SocSci 206). This seminar explores the variety of qualitative methods used in social science study. Perspectives include field study such as the Chicago studies of social disorganization, "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, portrayal of both person and context or setting, and to both the complex interplay of observer and observed and "reflexivity" in human sciences. The requirement for the seminar is a paper that is related to some aspect of qualitative study in the human sciences. B. Cohler. Spring.

244. Observation of Child Behavior in Natural Settings (=Educ 244, HumDev 344, Psych 244). This course, intended primarily for undergraduates, explores ways in which children behave in a variety of settings, including preschools, schools, playgrounds, hospitals, grocery stores, and other public venues. Behavior is examined with a developmental perspective, as well as with an ecological one. The course consists of readings which explore how to conduct observational studies, findings from developmental research, and fieldwork. All students will observe children throughout the quarter, and systematically collect data for a course project. S. Stodolsky. Spring.

248. Seminar in the Social Psychology of National and International Politics. PQ: Third- or fourth-year standing. This course reviews recent and classic research utilizing social and depth-psychological approaches with the intention of representing the main lines of inquiry in contemporary political psychology. Among the topics treated are the psychodynamic study of political leadership and of certain major political figures, including Hitler, Gandhi, and Nixon; political socialization; determinants and dynamics of party preference and electoral choice in the United States; deterrence theory; a cognitive processing system and its interaction with politics in the determination of arms policy; psychological factors in international conflict and conciliation; and political change and revolution. M. Rosenberg. Spring.

251. Modern Psychotherapies (=Psych 251, SocSci 238). PQ: Third- or fourth-year standing. This course introduces students to the nature and varieties of modern psychotherapies by extensive viewing and discussion of video-taped demonstration sessions. Diverse treatment approaches are studied, including client-centered, cognitive-behavioral, gestalt, interpersonal, and psychodynamic therapies. Couple and family therapy sessions may be viewed along with demonstrations of individual therapy with adults, adolescents, or children. Historical and conceptual models are presented to deepen the student's understanding of what is being viewed, although the main emphasis of the course is on experiential learning through observation and discussion. D. Orlinsky. Winter.

261. Categorization and Memory. PQ: Consent of instructor. This course is concerned with memory for particular events, both autobiographical memories and other memories. The role of prior information in affecting what a person believes to have happened is explored. J. Huttenlocher. Autumn.

262/422. Seminar: Research in Behavioral Endocrinology (=Biopsy 262/422, EvBiol 422, HumDev 422, Psych 262/422). PQ: Consent of instructor. M. McClintock. Winter.

265. Spatial Intelligence across the Life Span. This course explores how people's understanding of surrounding space changes over their life span. In the everyday life, children and adults are faced with a variety of spatial problems: finding their way from place to place, searching for objects, making spatial judgments. We investigate how people deal with these diverse problems at different ages. Further, we closely examine experimental methods that are employed by developmental research in the study of spatial intelligence. M. Vasilyeva. Autumn.

270. 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, and 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.

271. Approaches to Intelligence. This course examines historical and more recent approaches to the study of intelligence. The classic heriditarian and unitary intelligence views and the controversies they generated are read and examined from methodological, learning, and cultural perspectives. Alternative views of intelligence are read and discussed. They include Gould (biological), Kamin (heritability versus learning), Sternberg (triarchic model), and Gardner (multiple intelligences). Students can develop an understanding of how a concept became reified and central to the field of psychology and how it also became a political force in shaping social and national policy. T. Trabasso. Winter.

274. Psychology of Religion: Classic and Contemporary Contributions. PQ: Consent of instructor. In this seminar, four or five major works are closely examined with special attention to two questions: How do religious experience and belief coordinate with individual psychodynamic processes? How does religion serve in the psychological mediation of social change and the restoration of social stability? Among the works read are William James, The Varieties of Religious Experience; Sigmund Freud, The Future of an Illusion; Erwin Goudenough, The Psychology of Religious Experience; R. H. Tawney, Religion and the Rise of Capitalism; and Kurt Samuelsson, Religion and Economic Action. M. Rosenberg. Autumn.

275. Introduction to the Psychology of Language. This course addresses major topics in psycholinguistics and language acquisition: how people speak, how people understand, and language systems. We consider issues such as speech production and perception, the concept of meaning, the development and organization of the mental lexicon, sentence processing, and conversational rules. B. Keysar. Autumn.

276/377. Language and Thought (=Ling 276, Psych 276/377). This course explores philosophical, linguistic, psychological, and cognitive science views on language in thought and on thought in language. D. McNeill. Autumn.

280. Sensation and Perception (=Biopsy 280, Psych 280). This course centers on visual and auditory phenomena. Aside from the basic sensory discriminations (acuity, brightness, loudness, color, and pitch), more complex perceptual events, such as movement and space, are discussed. The biological underpinnings of these several phenomena are considered, as well as the role of learning in perception. D. Bradley. Winter.

283. Attention (=Biopsy 283, Psych 283). 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. V. Maljkovic, H. Nusbaum. Winter.

288. Information Theory and Coding. PQ: Knowledge of basic mathematics. This course introduces students to the mathematical theory of information with emphasis on coding, especially the development of efficient codes. Topics include an introduction to coding, quantification of information and its properties, Huffman codes, arithmetic codes, L to Z and other adaptive coding techniques, and applications. A. Bookstein. Winter.

297. Undergraduate Research in Biopsychology. PQ: Students are required to submit the College Reading and Research Course Form. Available for either Pass or letter grading. This course may be taken for one or two quarters, depending on the size of the project. Students register in Biopsychology. Staff. Autumn, Winter, Spring.

297. Undergraduate Research in Psychology. PQ: Students are required to submit the College Reading and Research Course Form. Available for either Pass or letter grading. This course may be taken for one or two quarters, depending on the size of the project. Students register in Psychology. Staff. Autumn, Winter, Spring.

298. Seminar on Special Honors. 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 winter quarter of their senior 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. D. McNeill. Winter.

299. Honors Paper Preparation in Biopsychology. PQ: Students are required to submit the College Reading and Research Course Form. Available for either Pass or letter grading. 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. Students register in Biopsychology. Staff. Autumn, Winter, Spring.

299. Honors Paper Preparation in Psychology. PQ: Students are required to submit the College Reading and Research Course Form. Available for either Pass or letter grading. 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. Students register in Psychology. Staff. Autumn, Winter, Spring.

310. Perspectives in Drug Abuse (=Biopsy 310, PhaPhy 329, Psych 310). This course provides a broad overview of the major classes of abused drugs, including epidemiology, pharmacology, etiological factors, and short- and long-term effects. H. de Wit, L. Seiden, P. Vezina. Spring.

319. Language, Culture, and Thought (=HumDev 319, Psych 319). PQ: Consent of instructor. This course is a survey of research on the interrelation of language, culture, and thought from the evolutionary, developmental, historical, and culture-comparative perspectives, with special emphasis on the mediating methodological implications for the social sciences. J. Lucy. Autumn.

324. Computational Neuroscience II: Circuits (=BioSci 288, OrB/An 345, Psych 324). PQ: BioSci 287 and a prior course in systems neurobiology, or consent of instructor. Prior or concurrent registration in Math 200 and 201 recommended. This course discusses the way in which individual neurons interact to form functioning circuits. Specific topics include central pattern generators, neuroethology of sensory systems, perception of visual motion and color, and an introduction to the mathematics of dynamical systems. D. Margoliash, Staff. Winter.

326. Speech Perception. This course provides an introduction and overview of the basic research questions, theoretical issues, and empirical findings concerning the perception and comprehension of spoken language. H. Nusbaum. Spring.

327. Neuropsychopharmacology (=BioSci 268, Biopsy 327, Neurbi 327, PhaPhy 327, Psych 327). PQ: BioSci 200 or BchMB 301, or consent of instructor. This course studies the effects of pharmacological agents on behavior with an emphasis on physiological and biochemical mechanisms. L. Seiden, H. De Wit, P. Vezina. Autumn.

343. Topics in Early Socialization. This course focuses on the relationship between the child's interaction with others and various aspects of socialization. The emphasis is on studies of the child's natural (as opposed to experimentally arranged) interactions with others, primarily during the first two years. Among the topics considered are 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.

344. Computational Neuroscience III: Networks (=BioSci 289, OrB/An 346, Psych 344). PQ: Consent of instructor. This course discusses neural nets and cognitive neuroscience. Topics include brain imaging and cognition, an introduction to the mathematics of neural nets, and connectionist modeling of psychological processes. T. Regier, Staff. Spring.

355. Language Socialization (=HumDev 355, Psych 355). Survey of current work exploring the role of language and discursive practices in the child's development of thought, emotion, social relations, and so on, with a strong emphasis on ethnographic comparison both with other cultures and with subcultures within our own society. J. Lucy. Winter.

359. Theory and Practice of Measurement (=Educ 359, Psych 359). This course is an introduction to the basic ideas of scientific measurement. Practical models for the construction of fundamental objective measurement are deduced from the measurement theories of Campbell, Thurstone, Guttman, Luce and Tukey, and Rasch. Applications in educational and psychological research are discussed. Connections with and improvements on contemporary educational test practice and psychometrics are explained. Practical methods for identifying item bias, equating tests, building item banks, setting standards, and diagnosing irregular test performance are developed, explained, and illustrated. B. Wright. Winter.

360. Advanced Psychometric Theory (=Educ 360, Psych 360). This course is an introduction to the practice of fundamental measurement in social science research. The mathematical models on which the construction of fundamental measurement is based are explained, discussed, and illustrated. Applications to educational and psychological tests, survey questionnaires, attitude inventories, and social surveys are studied. Students learn to use computer programs to construct and calibrate variables and to make measures and set standards on these variables. Students are helped to apply these methods to their own research data, and shown how to prepare their results for a lecture and for publication. B. Wright. Spring.

369. Neuropsychopharmacology II (=Biopsy 369, PhaPhy 328, Psych 369). This is the second of a two-quarter series examining the effects of drugs on the central nervous system and behavior. This course is designed to cover the major classes of therapeutic and abused drugs and their effects on the central nervous system and behavior. P. Vezina, H. De Wit, L. Seiden. Winter.

373. Experimental Design (=Biopsy 373, Psych 373). 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. Emphasis is on principles, not algorithms, for experimental design and analysis. S. Shevell. Spring.

384. Statistical Theory for Social Scientists. PQ: Consent of instructor. This course is an overview of statistical theory for social scientists. It provides the methodological background necessary for access to literature in applied statistics. Topics include the theory of distributions, random variables, moments, estimation, and hypothesis testing, as well as the theory of estimation, including the method of maximum likelihood, least squares, and Bayesian techniques. L. Hedges. Autumn.

385. Cognitive Neuropsychology (=Biopsy 383, Psych 385). 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.

386. Questionnaire Design and Analysis (=Educ 308, Psych 386, SSA 451/551). This course introduces designing, writing, piloting, and analyzing the kinds of questionnaires used in social, psychological, health care, and marketing research. This course is particularly valuable to students considering careers in marketing, health care, social service, or a social science. B. Wright. Autumn, Winter, Spring.

387. Connectionist Modeling: Techniques. PQ: Knowledge of programming, basic calculus, and linear algebra helpful. The first in a two-quarter sequence, this course provides an introduction to the computational techniques underlying the field of connectionist modeling. Topics covered include the Hopfield nets, perceptrons, and recurrent layered networks, together with supervised and unsupervised training algorithms for such networks. T. Regier. Winter.

397-398-399. Topics in Experimental Social Psychology. This course is offered as a speaker series that discusses readings and issues in social psychology. Students register for each quarter but receive credit in spring after completing the three-quarter sequence. J. Cacioppo. Autumn, Winter, Spring.

470-471. Language in Culture I, II (=Anthro 372-1,2, GS Hum 354-355, Ling 311-312, Psych 470-471). PQ: Consent of instructor. Must be taken in sequence. M. Silverstein, Autumn; S. Gal, Winter.