Psychology 702
Behavior and Its Biological Basis II
Instructor: Rita Fuchs Lokensgard
The primary objective of the course is to provide an in-depth analysis of the biological basis of behavior with special emphasis on brain-behavior relationships. Topics will highlight research interests of some of the Biological faculty and include: the neurobiological basis of drug addiction, the role of conditioning in immune alterations, and behavioral phenotyping of transgenic and knockout mice. Grades will be based on: 1) in-class discussion of assigned research articles, 2) in-class presentation of assigned research papers, 3) 2 examinations. This course is open and suitable for graduate students in Psychology and Neurobiology who are interested in studying the biological basis of behavior. |
Psychology 721
Research Seminar in Experimental Psychology
Instructor: Rita Fuchs Lokensgard
This course provides graduate students in the Biological Psychology program with a sampling of current research carried out at UNC and other universities. Additionally, it focuses on topics relevant to conducting scientific research, including bioethics, research integrity, scientific writing and publishing, and grant writing. |
Psychology 740
Seminar in Cognitive Psychology
Instructor: Peter Gordon
This course provides an overview of the constructs and methods of cognitive psychology. Cognition is addressed at two levels of processing with the first level being relatively automatic and non-conscious and the second level being more strategic and consciously controlled. This dual-process approach is applied to a number of topics, including the meaning of words, working memory and reasoning/problem-solving. Both empirical evidence and formal methods are covered. |
Psychology 762
Developmental Psychology: Methodology I
Instructor: Steven Reznick
Techniques and research designs appropriate for the study of the development of behavior and for accruing a cumulative developmental science. Ten laboratory hours a week.
Course Topics: Historical Background; Salient Complaints about Psychology; Constructs & Variables; Multiplism; Homogenious Subsets & Person-Oriented Approaches; Null Hypothesis Testing & Power Issues; The Relation between Psychology and Biology; Race, Ethnicity, & Culture; Gender; Unity in Psychology; Developmental Science. |
Psychology 768-001
Seminar in Developmental Psychology
Longitudinal Study of Children and Families
Instructor: Martha Cox
This seminar will consider theoretical and empirical work on children's emotional and social development in early and middle childhood. The focus will be on the importance of relationships for emotional and social development with families as a prime context for development. Key to the semester will be the consideration of children and their families at multiple levels of analysis and the embedded nature of children and families within neighborhood, community, and cultural contexts. Also central is the use of longitudinal designs to gather information on pathways of development. Data from several existing longitudinal studies will be considered. |
Psychology 768-002
Seminar in Developmental Psychology
Nutrition & Cognitive Development
Instructor: Carol Cheatham
This course will provide basic knowledge on the role that nutrition and specific nutrients have in brain development and subsequent cognition during the fetal, infancy, and childhood periods. Topics covered include an introduction to fundamental principles in nutrition, biology, and developmental psychology; the roles of nutritional status and of specific nutrients in the development of cognitive abilities; and the role of nutrition in psychopathology. Students in this course will research and present a paper at the end of the semester related to a nutrient or phenomenon of their choice. |
Psychology 781
ProSeminar in Developmental Science
Instructor: Eleanor Seaton
The spring 2010 semester of the Carolina Consortium on Human Development will explore Adolescence in a Global Perspective: From Biology to Culturethrough multiple lenses. Speakers from a range of disciplines will presenttheir research and participate in an ongoing discussion about the theoriesand empirical research used to explore the developmental period ofadolescence. We will apply the framework of developmental science tounderstand the meaning of adolescence, the markers of adolescence, and theinfluences on adolescent development within a global context. We defineglobal as including cross-national and cross-cultural perspectives withinthe specific contexts that youth inhabit. Specifically, we will emphasizeissues of context, systems perspectives and multi-level analyses to examinepositive development and healthy adaptation from inter-disciplinaryperspectives. The semester will include speakers who address thedevelopmental science questions from empirical and theoreticalperspectives, and methodological considerations and implications will alsobe considered
Students wishing to obtain course credit for the weekly proseminar of the Carolina Consortium on Human Development should sign up for Psychology 781 (Topics in Human Development) with permission of the instructor. Class meetings will be held on Mondays from 3:00 – 4:30 and 5:00 – 6:30 PM at the Center for Developmental Science, 100 E. Franklin Street #200, in the basement of the Top of the Hill Building. In addition to reading assignments, a paper will be required. |
Psychology 791
Special Readings in Psychology
Instructor: Stephen Flanagan |
Psychology 793
Laboratory in College Teaching
Instructor: Joseph Lowman
Specific training in presentational and interpersonal skills needed by college teachers, such as planning, lecturing, discussing, motivating and evaluating. Required of all Graduate Students before serving as a Teaching Fellow. |
Psychology 806
Clinical Research Methods
Instructor: Andrea Hussong
Prerequisite: graduate standing in Clinical Psychology. Completion of undergraduate or graduate course in statistics. Topics: Research methodology in clinical psychology; ethical and professional issues in conducting and publishing research. Major activities: Readings in primary and secondary texts. Application of research principles to student’s area of interest. |
Psychology 807
Clinical Research Seminar
Instructor: Mitch Prinstein |
Psychology 811
Adult Practicum
Instructor: Erica Wise |
Psychology 812
Child and Adolescent Practicum
Instructor: Jen Youngstrom |
Psychology 817
Advanced Adult Practicum
Instructor: Don Baucom (001) / Jennifer Kirby (002) |
Psychology 818
Advanced Child Practicum
Instructor: Staff |
Psychology 822
Seminar in Clinical Psychology
Case Formulation and the Psychotherapy Integration Model
Instructor: Erica Wise
This course will provide clinical psychology graduate students with an opportunity to develop advanced case formulation skills in the context of exposure to the psychotherapy integration model. A variety of teaching and learning strategies will be used including clinical and research readings, didactic presentations and discussions, and applications of the psychotherapy integration model to case formulation and treatment planning. |
Psychology 825
Advanced Clinical Practicum
Instructor: Mitch Prinstein |
Psychology 828
Assessment Practicum
Instructor: Jen Youngstrom |
Psychology 829
Clinical Assessment
Instructor: Eric Youngstrom |
Psychology 831
Statistical Methods in Psychology II
Instructor: Bud McCallum
Prerequisite: Psychology 830. Statistical estimation and hypothesis testing for linear models (ANOVA, ANCOVA, regression analysis); statistical models in the design and analysis of experiments. |
Psychology 845
Latent Curve Modeling
Instructor: Patrick Curran
Prerequisites: Structural equation modeling (PSYC844 or equivalent) or instructor permission. This course is focused on the structural equation-based latent curve model (LCM) as applied to a wide variety of longitudinal data structures. Topics include: linear and non-linear trajectories; categorical and continuous predictors of growth; multivariate LCMs; multiple group LCMs; longitudinal factorial invariance; missing data; and growth mixture modeling. Student evaluation is based on weekly problem sets and a final project. Offered alternate years. |
Psychology 850
Quantitative Psychology Forum
Instructor: Antonio Morgan-Lopez
Pre-Requisite: Graduate standing in the Quantitative Psychology Program
Course Requirements: Attendance and participation in discussions. Each graduate student is required to make one presentation per academic year.
Course Objectives: To provide a setting for presentations about ongoing research and exchange of ideas about research and issues of professional interest.
Course Description: The specific schedule of presentations and topics will be different every semester. On the first Monday of each semester the class will meet to develop a schedule. The schedule will consist of the following activities:
- Presentations by graduate students and faculty of the Quantitative Psychology Program about research projects.
- Presentations by visitors from other UNC departments or other institutions about research projects or other topics of interest.
- Presentations and group discussions about important recent publications in the research literature.
- Presentations and group discussions about issues of professional interest, including the following:
- Ethical issues in research, teaching, and professional life. (Note: There will be at least one session on ethics every academic year.)
- The publication process.
- Reviewing of articles submitted for publication.
- Obtaining funding for research.
- Technical writing.
Career opportunities in quantitative psychology, and job interviewing. |
Psychology 859-001
Seminar in Quantitative Psychology
Selected Topics in Item Response Theory
Instructor: David Thissen
This seminar will consider various topics in item response theory (IRT) as it may be applied in various psychological and educational measurement contexts. Topics will include the historical development of IRT, models for dichotomous and polytomous data, estimation algorithms (including the E-M approach to maximum marginal likelihood estimation and MCMC approaches to Bayes estimation), differential item functioning (DIF), multidimensional models, and scoring algorithms.
Readings for the course will come from Wim J. van der Linden & Ronald K. Hambleton?s Handbook of Modern Item Response Theory, David Thissen & Howard Wainer?s Test Scoring, and various and sundry articles and chapters from other sources. Students will be expected to participate actively in the seminar meetings, as well as to complete computational exercises and individual projects to be summarized in an oral presentation and a written report at the end of the semester. |
Psychology 859-002
Seminar in Quantitative Psychology
Research Methods in Quantitative Psychology
Instructor: Antonio Morgan-Lopez
This seminar will survey the basic elements of conducting psychological research that are a) generic to many areas of psychology and b) specific to scientific inquiry in quantitative psychology. The first portion of the seminar will provide a survey of the design, execution and evaluation of observational, experimental and quasi-experimental research in psychology. The second portion of the seminar will focus on the building of skills for the design of studies geared towards research in quantitative psychology, with a focus on basic concepts of likelihood, estimators, minimization functions and the design, execution and evaluation of Monte Carlo studies. Students will be expected to participate actively in the seminar meetings, as well as to complete computational exercises and individual projects to be summarized in an oral presentation and a written report at the end of the semester.
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Psychology 860
Research Seminar in Social Psychology
Instructor: Larry Sanna
The purpose of this course is to introduce graduate students in social psychology to the research process and professional issues. Each week, students will be introduced to a variety of topics including designing and conducting research, writing research reports, and presenting results. This will occur in an interactive way. Faculty members, students, and outside speakers will present their research for
discussion and critique at each meeting. By acting as both discussion
participants and presenters, graduate students will have the opportunity to get ongoing feedback on their own research and to provide feedback to others. |
Psychology 864
Topics in Attitude Research
Instructor: Melanie Green
Prerequisites: Permission of instructor or Psychology 867.A critical examination of selected topics in attitude theory and change. |
Psychology 875
Positive Psychology
Instructor: Barbara Fredrickson
This course invites students to explore the opportunities presented the vibrant and emerging field of Positive Psychology. Positive Psychology is a movement that challenges the field of psychology to reconsider the positive aspects of life. Instead of drawing exclusively from a “disease model,” it encourages research on strengths as well as weaknesses, on building the best things in life as well as on repairing the worst, and on making the lives of normal people fulfilling as well as on healing pathology. Topics of study include happiness, positive emotions, resilience, creativity, finding meaning, and optimism. One basic premise of positive psychology is that human flourishing – a life rich in purpose, relationships, and enjoyment -- will not result simply by curing pathology and eliminating behavioral and emotional problems. Rather, flourishing requires building and capitalizing on human strengths and capacities.
This course will challenge students to engage with the core topics and foundational theories of positive psychology. Coursework will involve reading, group exercises, and personal reflections. It is important that the students who take this course understand that we are embarking on an adventure into the co-creation of knowledge. Positive psychology is a young discipline, with new ideas and connections waiting to be discovered. We will be trying out new ideas, pushing ourselves with questions, and challenging each other to find, co-create and disseminate new knowledge. All students entering this course should chose to take it with this spirit of adventure and exploration. My hope is that as you learn about these academic topics, you will also learn about how to optimize your own health and happiness and that of the communities and organizations around you.
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