Catalog
Psychology
Professors Aronson, Boucher (chair), Douglass, Kahan, and Low; Associate Professor Sargent; Visiting Associate Professor Snyder; Assistant Professor Garrison; Visiting Assistant Professors Buccigrossi, LaCosse, Langdon, Mangan, and Mathis
Students who major in psychology examine behavior and mental processes using the scientific methods; they learn to apply this knowledge in real-world and laboratory settings. Students examine a variety of topics and methods within psychology across a wide range of subject areas (breadth) and study selected topics in greater detail (depth). To accomplish breadth, students take three intermediate courses. These courses are designed to provide students with a broad overview of a variety of intellectual approaches within psychology. To accomplish depth students take three upper-level courses, each of which is designed to provide a deeper exploration of a psychological topic. The goal of depth is also accomplished through the senior thesis. Majors must complete a thesis in one of four ways: empirical research, community-based research, theoretical review and integration, or neuroscience-focused capstone.
Because the study of psychology is incomplete without an understanding of how the brain, nervous, cardiovascular, endocrine, and immune systems affect behavior and mental processes, students must take one course with a central focus on the brain and some combination of these other biological systems. These courses are marked with the attribute (Biological.) The study of psychology is also incomplete if students do not engage with issues pertaining to inclusion (how to ensure people from different backgrounds feel included in a given context), diversity (how to ensure broad representation of various backgrounds), equity (how to ensure people are treated equitably), and accessibility (how to ensure people have the support they need to do their best work). Although engagement with such issues is infused throughout the curriculum in many courses, and these principles guide the faculty's decision making in general, students must also take one course with a central focus on some combination of issues related to inclusion, diversity, equity, and accessibility. (These courses are marked with the attribute (IDEA.).
To reinforce the department's commitment to studying human behavior and mental processes from a variety of perspectives, students also must take a course examining the connections between psychology and a course offered in a different department or program that focuses on human behavior and mental processes. Students must describe the connections between this course and psychology in writing for departmental approval. Courses cross-listed with psychology do not fulfill this requirement.
Major Requirements
The major consists of eleven courses:
1) Three core courses to be completed by the end of the junior year:
PSYC 101. Principles of Psychology.
PSYC 218. Statistics.
PSYC 261. Research Methods or PSYC 262. Community-Based Research Methods.
2) Three foundation courses.
All 200-level courses listed in psychology or cross-listed with psychology fulfill this requirement, as do the courses listed below:
NS/PY 160. Introduction to Neuroscience. (Biological.)
INDS s15. Health, Culture, and Community.
PSYC s27. Helping Relationships.
3) Three upper-level courses. All 300-level courses listed in psychology or cross-listed with psychology fulfill this requirement. At least two of the required 300-level courses must be taken at Bates.
4) One course with a connection to psychology. The purpose of this requirement is to help students make connections between psychology and other fields that study behavior and mental processes. In order for a course to fulfill this requirement, students must provide a brief description of the connections they see between the course and behavior or mental processes. One-credit courses at any level and from any department or program may be considered for this requirement, including first-year seminars. Half-credit courses, courses listed in or cross-listed with psychology, and first-year seminars taught by psychology faculty may not fulfill this requirement.
5) Additional Requirements
One course must have content related to inclusion, diversity, equity, and accessibility, denoted by (IDEA.).
One course must have content related to the brain, denoted by (Biological.).
6) One capstone course from among the following:
PSYC 457A, 458A. Senior Thesis/Empirical Research.
PSYC 457B, 458B. Senior Thesis/Community Based Research.
PSYC 457C, 458C. Senior Thesis/Theoretical Review and Integration.
PSYC 457D, 458D. Empirical Research Thesis Seminar.
Any other capstone seminar in psychology, neuroscience, or cross-listed in neuroscience. The capstone course satisfies the [W3] requirement.
Short Term courses may not be counted toward the major for Class of 2024 and beyond.
It is recommended that students take no more than twelve courses in the major, including the thesis.
Planning for the Major
The Psychology department strongly encourages students to begin thinking about their plans no later than fall semester of sophomore year, especially if they anticipate participating in an off-campus study program. Students are required to declare a "major plus one" no later than 1 March of their sophomore year, and must declare a major in psychology (whether as a single major or as a second major) no later than 1 October of their junior year.General Education Concentrations, Minors, and Second Majors
Embracing the notion of intellectual breadth in a liberal arts context, the department strongly encourages psychology majors to select General Education concentrations (GECs) with little to no overlap with their psychology course work. Academic advisors work with students to ensure that their choice of GECs serve as areas of critical inquiry outside of the psychology major. Students cannot double major in psychology and neuroscience.Advanced Placement Credit, Study Abroad, and Summer Study
Psychology majors may transfer up to two credits taken elsewhere toward the major, provided the courses are preapproved by the department chair. Students should submit to the chair a course description and syllabus for each transfer course. A student may not get credit for a course at Bates if they have credit for a course with substantially the same content taken elsewhere, even if the courses could fulfill different major requirements. For example, a student could not get credit for PSYC 303 (Health Psychology) at Bates if they had already received credit for a health psychology course taken elsewhere, even if that course transferred as a foundation course.A student may transfer credit for Principles of Psychology (PSYC 101) taken elsewhere as long as the course is taken before the student declares psychology as a major at Bates. Students may earn credit for PSYC 101 by 1) earning a four or five on the Advanced Placement examination or 2) earning a transferable grade for the equivalent course at another institution of higher education. There is no option to test out of PSYC 101 and receive credit for the course. Earning credit for PSYC 101 enables students to take courses for which PSYC 101 is a prerequisite. Earning credit for PSYC 101 reduces by one the number of courses required to fulfill the major.
With the chair's approval, one of the two courses may be a statistics or methodology course that may be used in lieu of Statistics (PSYC 218), Research Methods (PSYC 261), or Community-Based Research Methods (PSYC 262), but students are strongly encouraged to take their statistics and methodology courses at Bates.
Students considering off-campus study should keep in mind several considerations. Either PSYC 261 or PSYC 262 must be completed before the end of the junior year, and PSYC 218 (Statistics) is a prerequisite for either course. Moreover, the department not only encourages students to take their statistics and methods courses at Bates, but also cautions students that it is extremely rare to find a non-Bates statistics or methods course that is sufficiently comparable to qualify for major credit. These considerations have significant implications for students who do not complete Statistics by the end of their sophomore year. Students considering a major in psychology should be aware that if they are unable to complete Statistics by the end of the sophomore year—even if that inability is a product of being randomized out of the course during preregistration—then they will likely have to stay at Bates both semesters of the junior year in order to keep psychology viable as a major option.
If courses are transferred from somewhere else, then the total number of course credits required to complete the major decreases accordingly.
Transfer Students
Subject to the approval of the department chair, transfer students may receive credit for up to five courses toward the major taken prior to their arrival at Bates, and must take at least six courses that are listed in psychology or cross-listed with psychology on the Bates campus. The six courses must include one upper-level course and the capstone course.Thesis
A thesis may be completed during the fall and/or winter semester of the senior year. Topics for thesis must be approved by the department.For fall semester and two-semester thesis:
1) students register for one of the following thesis options: PSYC 457A (empirical research), PSYC 457B (community-based research), PSYC 457C (theoretical review and integration), or PSYC 457D (empirical research thesis seminar)
2) proposals must be submitted by 4:00 p.m. on Thursday of the second full week of classes in the fall semester.
In the fall semester, students in PSYC 457B and PSYC 457D meet in a seminar and the instructor serves as advisor.
For winter semester theses:
1) students register for one of the following thesis options: PSYC 458A (empirical research), PSYC 458B (community-based research), PSYC 458C (theoretical review and integration), or PSYC 458D (empirical research thesis seminar)
2) proposals must be submitted by 4:00 p.m. on the second Thursday in November.
In the winter semester, students in PSYC 458B and PSYC 458D meet in a seminar and the instructor serves as advisor.
Guidelines for proposals (and a listing of important dates) are on the department's website (bates.edu/psychology/thesis/thesis-planning/senior-thesis-proposal-guidelines/).
All seniors must present their thesis work at a general meeting of the department at the end of the semester. Presentations take the form of a ten- to fifteen-minute talk or a poster that describes the project.
Honors
At the end of each academic year, the department invites a limited number of juniors to submit honors thesis proposals, due in the fall semester of their senior year. Honors invitations are based on demonstrated excellence in the courses completed for the major through the end of the junior year. If invited for honors, students must elect a two-semester thesis. At the end of the first semester of thesis work, the department formally nominates students to the honors program. Students who are nominated must show a high degree of initiative and progress by the end of the fall semester. In addition, the faculty thesis advisor must assure the department that the student's work is of honors caliber and is progressing satisfactorily before the department nominates the student to the honors program.Pass/Fail Grading Option
Pass/fail grading may not be elected for courses applied toward the major. CoursesPSYC 101. Principles of Psychology.
This course provides students with a thorough and rigorous introduction to the study of behavior and mental processes, and prepares students for more advanced work in psychology and related fields. Fundamental psychological laws and principles of human behavior are examined in the light of the scientific method. The course is a prerequisite for all other courses in the department. Enrollment limited to 39 per section. Normally offered every semester. Staff.Concentrations
This course is referenced by the following General Education Concentrations
NS/PY 160. Introduction to Neuroscience.
In this course, students learn how the structure and function of the central and peripheral nervous systems support mind and behavior. Topics include neuroanatomy, developmental neurobiology, neurophysiology, neuropharmacology, and neuropsychiatry. The course is designed for prospective majors and nonmajors who are interested in exploring a field in which biology and psychology merge, and to which many other disciplines (e.g., chemistry, philosophy, anthropology, computer science) have contributed. Not open to students who have received credit for PSYC 215. Enrollment limited to 39. (Psychology: Biological.) Normally offered every year. J. Castro, M. Greene, N. Koven.Concentrations
This course is referenced by the following General Education Concentrations
PY/SO 210. Social Psychology.
A study of people in social settings. Topics include conformity, interpersonal attraction, and attitude formation and change. Theoretical principles are applied to such social phenomena as social conflict, stereotyping, competition, and altruism. Prerequisite(s): PSYC 101. Open to first-year students. Enrollment limited to 29. Normally offered every year. [HS] M. Sargent, H. Boucher.Concentrations
This course is referenced by the following General Education Concentrations
PSYC 211. Psychology of Personality.
This course introduces the fundamentals of personality psychology. Topics include a variety of personality theories, the trait debate, physiological factors that may shape personality, assessment of personality and approaches to personality research, and personality over the life-course. Readings include Freud, Erikson, Rogers, and research articles on abnormal psychology and personality. Prerequisite(s): PSYC 101. Open to first-year students. Enrollment limited to 29. Normally offered every year. [HS] K. Low.Concentrations
This course is referenced by the following General Education Concentrations
PSYC 215. Medical Psychology.
This course explores how regulation and dysregulation of mind results from differential brain activity. Following an introduction to the structure and function of the central nervous system, students consider examples of neurological and psychiatric pathology and discuss psychological and neuroscientific approaches to intervention. Topics include neuronal signaling, neuroanatomy, neuroplasticity, psychopharmacology, states of consciousness, categories of mental illness, models of psychotherapy, and human/machine interactions. Prerequisite(s): PSYC 101. Not open to students who have received credit for NS/PY 160. Open to first-year students. Enrollment limited to 39. (Psychology: Biological.) [HS] G. Calhoon, N. Koven.Concentrations
This course is referenced by the following General Education Concentrations
PSYC 218. Statistics.
A course in the use of statistical methods for describing and drawing inferences from data. Experimental and correlational research designs are studied by analyzing data for numerous problems. Topics covered include sampling theory, correlation and regression, t-tests, chi-square tests, and analysis of variance. Prerequisite(s): PSYC 101 or NS/PY 160 or 200. Enrollment limited to 29. Normally offered every semester. [Q] [QF] A. Douglass, H. Boucher, T. Kahan.Interdisciplinary Programs
This course counts toward the following Interdisciplinary Program(s)
PSYC 222. Applied Cognitive Psychology.
This course examines the application of cognitive research and theories to everyday life. Topics may include attention and memory issues in driving, aviation, and industry; decision making in applied settings; flashbulb and autobiographical memory; consumer psychology; and cognitive applications in learning and education. Prerequisite(s): PSYC 101. Not open to students who have received credit for PSYC 230. Open to first-year students. Enrollment limited to 29. Staff.Concentrations
This course is referenced by the following General Education Concentrations
PSYC 230. Cognitive Psychology.
This course provides an overview of contemporary research and theories concerning the structure and processes of the mind. Topics covered include information processing, artificial intelligence, sensory memory, masking effects, object recognition, attention, short-term/working memory, long-term memory, false memories, language, and decision making. Prerequisite(s): PSYC 101. Not open to students who have received credit for PSYC 222. Open to first-year students. Enrollment limited to 29. Normally offered every year. T. Kahan.Concentrations
This course is referenced by the following General Education Concentrations
PSYC 235. Abnormal Psychology.
This course reviews the etiology, symptoms, and treatment of the major mental illnesses. Topics range from affective disorders to psychosomatic presentations to dissociative disorders. Students master diagnostic criteria, review case material, and evaluate research on a variety of topics related to psychopathology. Prerequisite(s): PSYC 101. Enrollment limited to 29. (Psychology: IDEA.) Normally offered every year. [HS] K. Low, Staff.Concentrations
This course is referenced by the following General Education Concentrations
PSYC 237. Environmental Psychology.
Environmental PsychologyThis course explores research methods in the psychological and emotional response to the complex environment of modern Western society. The course proceeds from a perspective of the biological basis of psychological states such as stress and well-being and related environmental stimuli to that of neuroendocrine activity. Many aspects of our contemporary environment can act as stressors and can, thus, lead to a wide spectrum of unhealthy stress-induced behaviors and conditions. This course examines the epidemiological, laboratory, and neuroendocrine evidence of environmentally-induced psychological stress as well as metrics of well-being. Prerequisite(s): PSYC 101. Enrollment limited to 29. M. Buccigrossi.
PSYC 240. Developmental Psychology.
A comprehensive introduction to current thinking and research in developmental psychology. This course covers prenatal development through old age and death. Topics include attachment, gender, language acquisition, play, and adolescent suicide. Prerequisite(s): PSYC 101. Open to first-year students. Enrollment limited to 29. (Community-Engaged Learning.) (Psychology: IDEA.) Normally offered every year. Staff.Concentrations
This course is referenced by the following General Education Concentrations
NS/PY 250. Biopsychology of Motivation and Emotion.
The course examines the mechanisms involved in activating and directing behavior and in forming, expressing, and perceiving emotions. Analysis includes evaluation of the role of physiological, environmental, and cognitive variables in mediating the behavioral processes such as thirst, hunger, sex, arousal, reward, stress, choice, consistency, and achievement. Prerequisite(s): NS/PY 160 or PSYC 101. Open to first-year students. Enrollment limited to 29. (Psychology: Biological.) Staff.MU/PY 253. Music and the Embodied Mind.
An exploration of the nature of musical experience in cognitive, neuroscientific, and bodily terms. Does music belong to an altered state of consciousness or is it a function of our ordinary state of consciousness and bodily? Why does music compel us to move? Are the emotions that we experience through music the same as those that spring from our personal experiences? Is music essentially an interior experience, and if so, how does it connect us so powerfully to others? What are the relationships between music and language in the brain? How can music and speech become one in song? These questions, long fascinating to philosophers, are now being considered through the scientific study of the brain and mind. Recommended background: previous study of music, neuroscience, or psychology. Not open to students who have received credit for MU/PY 395. Enrollment limited to 29. [AC] G. Fatone.Concentrations
This course is referenced by the following General Education Concentrations
AS/PY 257. Asian American Psychology.
This course provides an overview of the major theories and research findings in Asian American psychology. The course also explores documented and lived experiences among Asian Americans in the United States, drawing upon interviews, memoirs, films, the arts, traditional healing, interdisciplinary ethnic studies, Asian studies, and multicultural psychology. The course critically explores various topics such as culture, race, ethnicity, immigration, acculturation, stereotyping and discrimination, intergenerational conflicts and trauma, and interracial relationships as they pertain to diverse Asian American communities. Prerequisite(s): PSYC 101. Enrollment limited to 29. (Psychology: IDEA.) Y. Garrison.AS/PY 260. Cultural Psychology.
This course provides an introduction to the theoretical perspectives and research findings of cultural psychology, with an emphasis on comparisons between North American and East Asian cultural groups. Topics include defining culture as a topic of psychological inquiry; the methods of conducting cross-cultural research; the debate between universality versus cultural specificity of psychological processes; acculturation and multiculturalism; and cultural influences on thought, emotion, motivation, personality, and social behavior. Prerequisite(s): PSYC 101. Enrollment limited to 29. (Psychology: IDEA.) [HS] H. Boucher.Concentrations
This course is referenced by the following General Education Concentrations
PSYC 261. Research Methods.
This course provides comprehensive coverage of the major methods used in psychological research, with special emphasis on experimental design. Students receive extensive practice in designing, conducting, analyzing, and interpreting the results of research studies, and writing reports in American Psychological Association style. Prerequisite(s): PSYC 218. Enrollment limited to 15. [W2] Normally offered every semester. T. Kahan, M. Sargent.Interdisciplinary Programs
This course counts toward the following Interdisciplinary Program(s)
PSYC 262. Community-Based Research Methods.
This course introduces research methods through collaborative community partnerships. Students collaborate with local professionals, such as teachers, on research projects that originate in their work sites. Class meetings introduce design issues, methods of data collection and analysis, and ways of reporting research. Prerequisite(s): PSYC 218 or EDUC 231. Not open to students who have received credit for ED/PY 262. Enrollment limited to 15. (Community-Engaged Learning.) [W2] Normally offered every year. K. Aronson, Y. Garrison, K. Low.Concentrations
This course is referenced by the following General Education Concentrations
PSYC 275. Psychology of Sport, Exercise, and Performance.
Sport, exercise, and performance are familiar physical experiences that have strong psychological components. Many of these aspects can apply to numerous other forms of performance (e.g., dance, theater). This course examines the science and application of the biopsychosocial connections of these pursuits. Topics include arousal/anxiety, motivation, team/group dynamics and leadership, injury and stress, exercise adherence, and performance enhancement strategies. Prerequisite(s): PSYC 101. Open to first-year students. Enrollment limited to 29. S. Langdon.Concentrations
This course is referenced by the following General Education Concentrations
PSYC 280. Emerging Adulthood: Exploring the Third Decade of Life.
This course provides an in-depth psychological understanding of the development of individuals from about the age of 18 to 35, often referred to as "emerging adulthood." Does this age range truly represent a separate stage of development from adolescence and adulthood? If so, what are its characteristics, influencing factors and implications? Students explore a number of different topics that affect people in the third decade of life in an attempt to understand underlying psychological processes. The course focuses primarily on positive and developmental psychology but may cover topics that span across all of psychology. The goals of the course are both learning more about this stage of life and practicing ways to flourish and excel during it. Prerequisite(s): PSYC 101. Enrollment limited to 29. Staff.PSYC 302. Sensation and Perception.
The course examines the field of perception: how we organize and interpret sensory information so that we can understand the external world. Topics covered include principles of psychophysics; the eye and brain; pattern perception; color vision; perception of depth, size, and motion; hearing and auditory system; touch; taste; and smell. Prerequisite(s): PSYC 261 or 262. Recommended background: PSYC 222, 230, or NS/PY 160. Enrollment limited to 19. (Psychology: Biological.) Normally offered every year. T. Kahan.ConcentrationsInterdisciplinary Programs
This course is referenced by the following General Education Concentrations
This course counts toward the following Interdisciplinary Program(s)
PSYC 303. Health Psychology.
This course introduces health psychology from a biopsychosocial perspective. The course first describes the theoretical underpinnings of the biopsychosocial model, and the fundamentals of anatomy and physiology. The course then reviews the current research on stress, coping and illness, and stress management techniques. Research on psychosocial contributors to heart disease, cancer, chronic pain syndromes, and other illnesses is reviewed, along with implications for prevention and treatment. Prerequisite(s): one of the following: NS/PY 160 or 200, PSYC 211, 215, or 235. Enrollment limited to 19. (Psychology: Biological.) [HS] S. Langdon, K. Low.ConcentrationsInterdisciplinary Programs
This course is referenced by the following General Education Concentrations
This course counts toward the following Interdisciplinary Program(s)
NS/PY 304. Embodied Cognition, Technoculture, and the Future of Identity.
Whereas much of cognitive neuroscience positions the mind as an emergent property of disembodied neural processing, newer theories of embodied mind understand cognition as collective work shared by brain, body, and environment. Traditional notions of cognition are further destabilized when we account for the potential of technology to reshape the distinctions among these domains. With acknowledgment of embodiment and embeddedness as fellow operators of mind, neuroscience must consider how the brain interacts with and is impacted by social inequality and body politics of gender, sexuality, race, and ability. Drawing upon scientific, theoretical, and literary texts, students contemplate current and future possibilities for biology and culture to co-construct identity. Prerequisite(s): one of the following: AF/AM 119, ENG 395I, INDS 267, NRSC 130, NS/PY 160, or PSYC 215. Only open to juniors and seniors. Enrollment limited to 15. [AC] [CP] N. Koven.Concentrations
This course is referenced by the following General Education Concentrations
PSYC 305. Animal Learning.
The course examines historical and recent trends in animal learning. Topics include classical and operant conditioning, biological constraints on learning, and cognitive processes. Prerequisite(s): one of the following: NS/PY 160 or 200, PSYC 222, 230, or 250. Enrollment limited to 29. J. Castro.Interdisciplinary Programs
This course counts toward the following Interdisciplinary Program(s)
PSYC 306. Positive Psychology.
This course provides intensive coverage of theory and research regarding well-being. Students explore well-being from both a hedonistic perspective, which focuses on happiness, or maximizing positive emotion and minimizing negative emotion, and a eudaimonic perspective, which focuses on living life in a meaningful, authentic way. Topics include defining well-being, the set point model of well-being, the causes and consequences of well-being, individual and cultural differences, and cultivating strengths and virtues. Prerequisite(s): PSYC 218. Only open to juniors and seniors. Enrollment limited to 19. [HS] H. Boucher.GS/PY 309. The Psychology of Sexual Orientation and Gender Diversity.
This course examines the experiences of LGBTQ people from a psychological perspective. Topics include identity development, coming out, LGBTQ relationships and communities, prejudice toward LGBTQ people, mental health outcomes and disparities, and resilience and thriving in LGBTQ people. Emphasis is placed on psychological experiences at intersections of sexual orientation/gender identity and other social identities, including ethnicity, religion, age, and ability status. Prerequisite(s): one 200-level psychology course. Only open to juniors and seniors. Enrollment limited to 19. (Psychology: IDEA.) [HS] Staff.Concentrations
This course is referenced by the following General Education Concentrations
PY/RL 312. Psychology of Religion.
This course examines religion from a social-psychological perspective, focusing on current psychological science to understand why some humans find religion compelling and the implications of religious faith (or lack thereof). Topics include the psychological benefits of religious faith, negative outcomes of religious faith, the role of religion in inter-group conflict, how thoughts of the divine affect perceptions of physical space, and how mental systems make sense of information about religion. Prerequisite(s): PSYC 218. Enrollment limited to 19. A. Douglass.Concentrations
This course is referenced by the following General Education Concentrations
PSYC 317. Psychology and Law.
In the American criminal justice system, the administration of justice is influenced by a broad range of variables, many of which have been the subject of empirical research in social and cognitive psychology. This course examines how psychological research informs the dialogue surrounding controversial issues in the criminal justice system. Topics covered include eyewitness testimony, confession evidence, detection of deception, expert testimony, and reconstructed/repressed memories. Prerequisite(s): PSYC 261 or 262. Not open to students who have received credit for PSYC s32. Enrollment limited to 19. A. Douglass.Concentrations
This course is referenced by the following General Education Concentrations
NS/PY 319. Physiological Profiles of Mental Illness.
This course examines the physiology associated with a range of mental illnesses. Biological methods (e.g., neuroscience, autonomic psychophysiology) are used to explore the physiological underpinnings of mood, anxiety, psychotic, personality, and other psychological disorders. Clinical implications are discussed including evaluating the utility of incorporating physiological measurement into diagnosis and treatment of psychopathology. Prerequisite(s): PSYC 218 or 235. Enrollment limited to 19. (Psychology: Biological.) Normally offered every year. K. Low.PSYC 323. Counseling Psychology.
This course acquaints students with the profession of counseling psychology, which is a specialty within professional psychology that facilitates clients and communities to remedy problems, engage in prevention strategies, and help them to develop, enhance, and affirm their strengths, skills, and cultural authenticity. The course covers the history of counseling psychology, the theory and practice of psychotherapy, diagnosis, assessment, career and work psychology, multiculturalism, social justice and advocacy, prevention/consultation, suicide, ethics, and various applications of counseling psychology. The course also includes opportunities to explore career options and trajectories in the profession. Prerequisite(s): PSYC 101. Only open to juniors and seniors. Enrollment limited to 19. Normally offered every year. Y. Garrison.NS/PY 330. Cognitive Neuroscience/Lab.
This course explores how the neurological organization of the brain influences the way people think and act. Particular emphasis is given to the brain systems that support object recognition, spatial processing, attention, language, memory, and executive functions. Students also investigate clinical syndromes and unusual cognitive phenomena. A wide range of research techniques is introduced, including positron emission topography, functional magnetic resonance imaging, diffusion tensor imaging, neuropsychological assessment, event-related potentials, magnetoencephalography, and transcranial magnetic stimulation. Prerequisite(s): one of the following: NS/PY 160 or 363 or PSYC 215, 222, or 230. Not open to students who have received credit for NS/PY 331. Enrollment limited to 39. (Psychology: Biological.) Normally offered every year. [L] [SR] N. Koven.Concentrations
This course is referenced by the following General Education Concentrations
NS/PY 331. Cognitive Neuroscience.
This course explores how the neurological organization of the brain influences the way people think and act. Particular emphasis is given to the brain systems that support object recognition, spatial processing, attention, language, memory, and executive functions. Students also investigate clinical syndromes and unusual cognitive phenomena. A wide range of research techniques is introduced, including positron emission topography, functional magnetic resonance imaging, diffusion tensor imaging, neuropsychological assessment, event-related potentials, magnetoencephalography, and transcranial magnetic stimulation. Prerequisite(s): NS/PY 160 or 200 or 363 or PSYC 215, 222, or 230. Not open to students who have received credit for NS/PY 330. Enrollment limited to 39. (Psychology: Biological.) N. Koven.Concentrations
This course is referenced by the following General Education Concentrations
PSYC 340. Infancy.
A seminar that examines the behavior, growth, and development of children from conception through two years of age. Topics include the perceptual, physical, cognitive, language, and social development of infants. The research methods used to study infants are introduced and discussed throughout the course. Weekly study of journal articles is designed to encourage a deeper understanding of these topics. Ethical issues in infancy are also considered. Prerequisite(s): PSYC 240 and PSYC 261 or 262. Enrollment limited to 19. (Community-Engaged Learning.) Staff.Concentrations
This course is referenced by the following General Education Concentrations
PSYC 341. Advanced Topics in Developmental Psychology.
A seminar that examines the concepts and methods of developmental psychology. Topics vary from year to year and may include the effects of new media, peer relations, physical and sexual abuse, and resilience in development. Prerequisite(s): PSYC 218 and 240. Enrollment limited to 19. Staff.Concentrations
This course is referenced by the following General Education Concentrations
PSYC 342. Theories of Psychotherapy.
This course provides an overview of common theories of psychotherapy, including psychoanalytic, existential, person-centered, cognitive-behavioral, and feminist approaches. When considering each theory, students learn about the origins of the theory, how the theory explains psychological distress and psychological change, treatment approaches using the theory, and the research background for the theory. Multicultural considerations for using each theory are explored. Students have the opportunity to apply practices from various theoretical approaches through weekly activities. Only open to junior and seniors. Prerequisite(s): PSYC 235. Enrollment limited to 15. Normally offered every year. Staff.GS/PY 343. Women, Culture, and Health.
This course examines a variety of perspectives on women's health issues, including reproductive health, body image, sexuality, substance use and abuse, mental health, cancer, AIDS, heart disease, poverty, work, violence, access to health care, and aging. Each topic is examined in sociocultural context, and the complex relationship between individual health and cultural demands or standards is explored. Prerequisite(s): one 200-level psychology course. Enrollment limited to 19. (Psychology: IDEA.) S. Langdon, K. Low.Concentrations
This course is referenced by the following General Education Concentrations
NS/PY 357. Computational Neuroscience.
In this course, students examine formal models of brain function to determine how neurons give rise to thought. Examining real datasets, students explore how the brain encodes and represents information at cellular, network, and systems scales, and they discuss ideas about why the brain is organized as it is. Specific topics include spike statistics, reverse correlation and linear models of encoding, dimensionality reduction, cortical oscillations, neural networks, and algorithms for learning and memory. All assignments and most class work emphasizes computer programming in Python, though no programming background is assumed or expected. Prerequisite(s): NS/PY 160. Enrollment limited to 15. Normally offered every year. [L] [Q] [QF] [S] [SR] M. Greene.Concentrations
This course is referenced by the following General Education Concentrations
PSYC 360. Independent Study.
Students, in consultation with a faculty advisor, individually design and plan a course of study or research not offered in the curriculum. Course work includes a reflective component, evaluation, and completion of an agreed-upon product. Sponsorship by a faculty member in the program/department, a course prospectus, and permission of the chair are required. Students may register for no more than one independent study per semester. Normally offered every semester. Staff.NS/PY 361. Topics in Affective Neuroscience.
This seminar examines recent advances in the interdisciplinary field of affective neuroscience. Topics include methodology, cognitive components of emotion, emotion in personality and temperament, neuroscience of positive and negative affect, moral emotions, unconscious emotions, evolutionary perspectives of affect, emotion dysregulation and psychopathology, as well as neuroethics and neurolaw. Prerequisite(s): NS/PY 160 or PSYC 215. Not open to first-year students or sophomores. Enrollment limited to 15. [HS] N. Koven.Concentrations
This course is referenced by the following General Education Concentrations
NS/PY 362. Psychopharmacology.
This course examines the effects that drugs have on human behavior, including the ability to cause addiction as well as treat a variety of neuropsychiatric conditions. By exploring how drugs alter neurotransmitters, students better understand how the brain mediates cognition, emotion, and sensorimotor functioning. Strategies, techniques, and challenges of psychopharmacological research are addressed, and new approaches to drug discovery are covered in depth. Prerequisite(s): one of the following: NS/PY 160, 319, 330, or 331; or PSYC 215, 302, or 305. Enrollment limited to 29. (Psychology: Biological.) [SR] Staff.Concentrations
This course is referenced by the following General Education Concentrations
NS/PY 363. Physiological Psychology/Lab.
The course is an introduction to the concepts and methods used in the study of physiological mechanisms underlying behavior. Topics include an introduction to neurophysiology and neuroanatomy; an examination of sensory and motor mechanisms; and the physiological bases of ingestion, sexual behavior, reinforcement, learning, memory, and abnormal behavior. Laboratory work includes examination of neuroanatomy, development of neurosurgical and histological skills, and behavioral testing of rodents. Prerequisite(s): NS/PY 160 or BI/NS 308. Not open to students who have received credit for NS/PY 366. Enrollment limited to 29. (Psychology: Biological.) Normally offered every year. [L] [QF] [SR] J. Castro.Concentrations
This course is referenced by the following General Education Concentrations
NS/PY 366. Physiological Psychology.
The course is an introduction to the concepts and methods used in the study of physiological mechanisms underlying behavior. Topics include an introduction to neurophysiology and neuroanatomy; an examination of sensory and motor mechanisms; and the physiological bases of ingestion, sexual behavior, reinforcement, learning, memory, and abnormal behavior. Prerequisite(s): BI/NS 308, NS/PY 160, or PSYC 215. Not open to students who have received credit for NS/PY 363. Enrollment limited to 29. (Community-Engaged Learning.) (Psychology: Biological.) Normally offered every year. J. Castro.Concentrations
This course is referenced by the following General Education Concentrations
PY/SO 371. Prejudice and Stereotyping.
Two issues that have long held the interest of social psychologists and that are of great social importance are prejudice and stereotyping. This course explores traditional and contemporary social psychological research on unconscious and covert forms of prejudice as well as cognitive and emotional functions served by stereotyping. The course concludes with an examination of the challenges to prejudice reduction and stereotype change. Prerequisite(s): PSYC 218. Enrollment limited to 19. (Psychology: IDEA.) M. Sargent.Concentrations
This course is referenced by the following General Education Concentrations
AM/PY 372. Racial and Ethnic Identity Development.
This course is designed to develop students' understanding of how individuals from different backgrounds come to define themselves in terms of race or ethnicity. Students explore theories that explain how racial/ethnic identity develops among individuals from Caucasian, African American, Asian, Hispanic, immigrant, and mixed-race backgrounds. They also consider the role that others play in the identity development process and how identity relates to important life outcomes. As a final project, students are given the opportunity to analyze their own experience by applying course material to their own life through the creation of an autobiography. Prerequisite(s): any 200-level psychology course. Not open to students who have received credit for PSYC 372. Enrollment limited to 19. (Psychology: IDEA.) [HS] K. Aronson.Concentrations
This course is referenced by the following General Education Concentrations
PY/SO 373. Racism: A Multilevel Approach.
Students in this course engage with psychological research relevant to race relations, reviewing, evaluating, and applying both classic work (such as social identity theory) and contemporary work (such as implicit bias research). After studying the limitations of intrapsychic and interpersonal approaches, students also consider the roles that institutions and policies play in maintaining racial hierarchies. Throughout the course, students aim to remain grounded in historical context and, consistent with an intersectional approach, they also remain cognizant of the ways that race’s impact is also influenced by other category memberships, such as gender and class. Prerequisite(s): PSYC 218 or SOC 206. Enrollment limited to 19. (Psychology: IDEA.) M. Sargent.Concentrations
This course is referenced by the following General Education Concentrations
PSYC 374. Psychology of Language.
This course examines language from psychological and linguistic perspectives. Topics covered include language acquisition, advantages and disadvantages of bilingualism, the relationship between language and thought, speech perception, word recognition and semantics, sentences and discourse, language production and slips of the tongue, the biological bases of language and language disorders, and the future of languages (focusing on language extinction). Prerequisite(s): PSYC 101, and PSYC 261 or ED/PY 262. Recommended background: PSYC 222 or 230. Enrollment limited to 19. T. Kahan.Concentrations
This course is referenced by the following General Education Concentrations
AM/PY 377. Psychology of Oppression and Liberation.
This course examines how psychology continues to uphold the interests of those in power (e.g., ruling/owning class), thus reproducing systems of oppressions (e.g., white supremacy). The course also explores how psychology might be transformed in order to realize people’s liberatory potential. Topics include the ways that psychology has been dehumanized (as Martín-Baró says, psychology "erases the very real thing of life that make up what we are as human beings"); how to embed human experiences within the historical, sociopolitical, and economic context; and how to place psychology in the service of human liberation, especially for those who have hitherto been ignored or relegated to the margins of consideration. Recommended background: PSYC 261 or 262. Only open to juniors and seniors Enrollment limited to 15. (Psychology: IDEA.) Y. Garrison.PSYC 378. Experiencing the Power of Picture Books.
Using the Bates College Picture Book Collection, students explore and experience questions at the heart of real-world conversations and controversies surrounding children's literature. Guided by social science research, students interested in working with and transforming the lives of young readers deepen their understanding of theory and how to bring it into practice through community-engaged work. Prerequisite(s): one 200-level education or psychology course. Recommended background: EDUC 231 or PSYC 240. Enrollment limited to 19. (Community-Engaged Learning.) (Psychology: IDEA.) [AC] K. Aronson.Concentrations
This course is referenced by the following General Education Concentrations
PSYC 380. Social Cognition.
Every day we characterize and evaluate other people, endeavor to understand the causes of their behavior, and try to predict their future actions. This course examines these social judgments and the cognitive processes upon which they depend. Topics include attribution theory, biases in social-information processing, impression formation, and stereotyping. Prerequisite(s): PSYC 218. Enrollment limited to 19. M. Sargent.Concentrations
This course is referenced by the following General Education Concentrations
NS/PY 382. Cultural Neuroscience.
Cultural neuroscience is an interdisciplinary field of research that seeks to understand the interrelation of culture, brain, and behavior. This rapidly advancing discipline investigates how environment, beliefs, and traditions shape human cognitive function and, in turn, how foundational neural mechanisms impact sociocultural processes. In this seminar, students review and discuss the theoretical and empirical literature addressing cross-cultural research on attention, autobiographical memory, emotion, intergroup dynamics, and social conflict. Students develop a nuanced understanding of neuroimaging measures applied cross-culturally and critically evaluate a body of research that attempts to address "real-world" scenarios. Prerequisite(s): one of the following: AS/PY 260, NRSC 130, NS/PY 160, PSYC 215, or PY/SO 210. Enrollment limited to 15. (Psychology: IDEA.) Staff.NS/PY 399. Junior-Senior Seminar in Biological Psychology.
A course designed to give junior and senior majors an opportunity to explore a significant new area in biological psychology. Topics change from year to year and with the expertise of the faculty member. Prerequisite(s): NS/PY 160. Only open to juniors and seniors. Enrollment limited to 15. [QF] [SR] J. Castro.PSYC 457A. Senior Thesis/Empirical Research.
This type of thesis involves empirical research and report writing supplemented by individual conferences with an advisor. Students register for PSYC 457A in the fall semester. Majors writing a two-semester or honors thesis register for both PSYC 457A and 458A. Prerequisite(s): PSYC 261 or 262. Enrollment limited to 49. [W3] Normally offered every year. Staff.PSYC 457B. Senior Thesis/Community-Based Research.
This type of thesis involves community-based research and report writing in collaboration with a community partner and faculty advisor. Students complete 50 to 60 hours of work in a community placement and meet regularly for structured reflection about ethics, the cultural context of students' work, individual and social change, and other topics specific to students' placements. In the fall semester, students register for PSYC 457B and participate in a weekly seminar. Unless there are compelling circumstances that preclude it, students electing to complete a one-semester community-based research thesis are expected to do so in the fall seminar, rather than in the winter. Majors writing a two-semester or honor thesis register for both PSYC 457B and 458B. Prerequisite(s): PSYC 261 or 262. Enrollment limited to 12. (Community-Engaged Learning.) [W3] Normally offered every year. K. Aronson, S. Langdon.Concentrations
This course is referenced by the following General Education Concentrations
PSYC 457C. Senior Thesis/Theoretical Review and Integration.
This type of thesis involves a comprehensive and critical review of extant literature using resources available in Ladd Library and supplemented by individual conferences with an advisor. Students register for PSYC 457C in the fall semester. Majors writing a two-semester or honors thesis register for both PSYC 457C and 458C. Prerequisite(s): PSYC 261 or 262. Enrollment limited to 49. [W3] Normally offered every year. Staff.PSYC 457D. Empirical Research Thesis Seminar.
This type of thesis involves empirical research and report writing supplemented by participation in a weekly seminar. Students work individually to test novel hypotheses with human participants. Through the course of their research and seminar discussions, students gain experience with research ethics training and certification, data analysis, scientific writing in APA style, and professional development. Depending on the instructor, the seminar may have a topical focus (e.g., social psychology, cognitive psychology, developmental psychology), and this will be communicated to interested students before they register. Prerequisite(s): PSYC 261 or 262. Enrollment limited to 12. [W3] Normally offered every year. Staff.PSYC 457E. Senior Thesis/Clinical Seminar.
This type of thesis involves empirical research and report writing supplemented by individual conferences with an advisor. Students register for PSYC 458A in the winter semester. Majors writing a two-semester or honors thesis register for both PSYC 457A and 458A. Prerequisite(s): PSYC 261 or 262. Enrollment limited to 12. [W3] Normally offered every year. K. Low.PSYC 458A. Senior Thesis/Empirical Research.
This type of thesis involves empirical research and report writing supplemented by individual conferences with advisor. Students register for PSYC 458A in the winter semester. Majors writing a two-semester or honors thesis register for both PSYC 457A and 458A. Prerequisite(s): PSYC 261 or 262. Enrollment limited to 49. [W3] Normally offered every year. Staff.PSYC 458B. Senior Thesis/Community-Based Research.
This type of thesis involves community-based research and report writing in collaboration with a community partner and faculty advisor. Students complete 50 to 60 hours of work in a community placement and meet regularly for structured reflection about ethics, the cultural context of students' work, individual and social change, and other topics specific to students' placements. In the winter semester, students register for PSYC 458B and engage in individual conferences with an advisor. Unless there are compelling circumstances that preclude it, students electing to complete a one-semester community-based research thesis are expected to do so in the fall seminar, rather than in the winter. Majors writing a two-semester or honor thesis register for both PSYC 457B and 458B. Prerequisite(s): PSYC 261 or 262. Enrollment limited to 12. (Community-Engaged Learning.) [W3] Normally offered every year. K. Aronson, S. Langdon.Concentrations
This course is referenced by the following General Education Concentrations
PSYC 458C. Senior Thesis/Theoretical Review and Integration.
This type of thesis involves a comprehensive and critical review of extant literature using resources available in Ladd Library and supplemented by individual conferences with an advisor. Students register for PSYC 458C in the winter semester. Majors writing a two-semester or honors thesis register for both PSYC 457C and 458C. Prerequisite(s): PSYC 261 or 262. Enrollment limited to 49. [W3] Normally offered every year. Staff.PSYC 458D. Empirical Research Thesis Seminar.
This type of thesis involves empirical research and report writing supplemented by participation in a weekly seminar. Students work individually to test novel hypotheses with human participants. Through the course of their research and seminar discussions, students gain experience with research ethics training and certification, data analysis, scientific writing in APA style, and professional development. Depending on the instructor, the seminar may have a topical focus (e.g., social psychology, cognitive psychology, developmental psychology), and this will be communicated to interested students before they register. Prerequisite(s): PSYC 261 or 262. Enrollment limited to 12. [W3] Normally offered every year. Staff.NS/PY 463. Capstone Seminar on Human Cognitive Neuroscience.
Open to seniors with permission of the program faculty, this seminar focuses on the end-to-end process of scientific discovery using the tools of human cognitive neuroscience. Students work in groups to uncover an open empirical question in the areas of perception, attention, or memory, then design and execute an experiment aimed at answering this question using electroencephalography or eye tracking in human subjects. Students gain experience in modern data analysis techniques including multivariate pattern analysis, time-frequency analysis, image processing, and representational similarity analysis. Prerequisite(s): NS/PY 160 and either BIO 244, NRSC 205, or PSYC 218. Enrollment limited to 12. Instructor permission is required. [W3] [CP] [SR] M. Greene.NS/PY 464. Capstone Seminar in Systems Neuroscience.
Open to seniors with permission of the program faculty, in this seminar investigates the mouse olfactory bulb, with the goal of testing student-designed hypotheses on this structure's molecular and functional organization. Students use a wide interdisciplinary set of approaches to interrogate olfactory circuits at cellular scale, including electrical recordings, imaging, histology, modeling, and informatics. Additional features of the course include training in research design, data analysis using MATLAB, instruction in proposal writing and science writing and professional development. Prerequisite(s): NS/PY 160 and one of the following: BI/NS 308, NS/PY 330, 357, or 363. Enrollment limited to 12. Instructor permission is required. [W3] [QF] [SR] J. Castro.PSYC s27. Helping Relationships.
This course offers a theoretical and applied overview of helping relationships (e.g., psychotherapy, paraprofessional helping). Students learn about stages of helping relationships from beginning to end as well as ethical and multicultural considerations in helping relationships. This course offers opportunities for students to develop core helping skills through in-class activities, including active listening, paraphrasing, conveying empathy, and reflecting emotion. Students reflect upon their use of helping skills and ways in which who they are and their life experiences may influence their approach to helping. Prerequisite(s): PSYC 101. Open to first-year students. Enrollment limited to 30. Staff.PSYC s38. The Social Psychology of Film.
This course examines historic and current themes in social psychology through the lens of popular cinema. Students examine motifs, topics, and themes from selected films to review, analyze, and critique research in both classic and contemporary social psychology. Research areas and related films focus on the following areas: foundations of social psychological research; processes of attitude change; social influences on conformity, compliance, and obedience; self-concept and the pursuit of self-esteem; person perception and attribution; stereotyping, prejudice, and discrimination; and group influences on performance. Prerequisite(s): PY/SO 210 and PSYC 218. Recommended background: PY/SO 371. Enrollment limited to 19. [AC] [HS] Staff.PSYC s39. Composing a Life: Narrative Identity Development across the Lifespan.
How do we make meaning out of a lifetime of moments? Which memories rise to the surface and determine our personal narratives and which fade away, and why? In this course students learn how to elicit detailed life stories from those around them, including individuals with whom they build relationships through community-engaged learning, while simultaneously constructing their own life narrative in progress. Then they consider how the lived experiences they have collected dovetail with and deviate from developmental psychology theory and research, and how our reflections on the past can inform our mental well-being and our decisions about the future. Prerequisite(s): one of ED/PY 262 or PSYC 261 and one of PSYC 240 or 341. Open to first-year students. Enrollment limited to 19. (Community-Engaged Learning.) Staff.PSYC s50. Independent Study.
Students, in consultation with a faculty advisor, individually design and plan a course of study or research not offered in the curriculum. Course work includes a reflective component, evaluation, and completion of an agreed-upon product. Sponsorship by a faculty member in the program/department, a course prospectus, and permission of the chair are required. Students may register for no more than one independent study during a Short Term. Normally offered every year. Staff.Concentrations
This course is referenced by the following General Education Concentrations