An introductory survey of basic areas of psychology including perception, cognition, learning and motivation and their biological substrata. Also reviewed are child development, individual differences, social psychology and abnormal psychology. Research participation experience is provided for students on an individual voluntary basis. Students are encouraged to participate in up to five hours of research experimentation. The course is based on a blended model where on-line learning is supplemented with a weekly lecture and small-group learning lab.
NOTE Also offered online. Consult Arts and Science Online. Learning Hours may vary.
NOTE Also offered at the Bader International Studies Centre, Herstmonceux. Learning Hours may vary.
LEARNING HOURS 221 (24L;22Lb;100O;75P).

An introductory survey of basic areas of psychology including perception, cognition, learning and motivation and their biological substrata. Also reviewed are child development, individual differences, social psychology, health and clinical psychology.
NOTE Not offered at Queen's; only available as a transfer credit.
EXCLUSION PSYC 100; PSYC 102; PSYC 103.

An introductory survey of basic areas of psychology including history, methods, perception, cognition, learning and motivation and their biological substrata.
NOTE Not offered at Queen's; only available as a transfer credit.
EXCLUSION PSYC 100; PSYC 101.

An introductory survey of basic areas of psychology including child development, individual differences, social psychology, health and clinical psychology.
NOTE Not offered at Queen's; only available as a transfer credit.
EXCLUSION PSYC 100; PSYC 101.

An introduction to descriptive and inferential statistics in psychology. Topics will include descriptive statistics, probability, correlation and regression, experimental design and one-way ANOVA.

Lectures will focus on basic research methodologies. Labs will include the collection and statistical analysis of data, and the reporting of experimental findings. To introduce students to the breadth of psychological research, there will be a series of guest lectures in which professors present their own research.

This course explores how the psychological sciences are applied in practice, and identifies education and training paths required for work in the psychological sciences. Students will gain significant exposure to career and education planning considerations within the psychological sciences.
LEARNING HOURS 111 (24L;12G;3O;72P).

An introduction to the empirical study of mental processes. Topics include perception and attention, working memory, long-term memory, visual imagery, problem-solving, language, and decision-making.
NOTE Also offered online. Consult Art and Science Online. Learning Hours may vary.
NOTE Also offered at the Bader International Study Centre, Herstmonceux. Learning Hours may vary.
LEARNING HOURS 120 (36L;84P).

An examination of the major theoretical approaches to the study of personality with attention to the utility of these theories as measured by empirical investigations.

The experimental approach to the understanding, description and modification of abnormal behaviour is emphasized in the analysis of disorders of cognition (e.g., learning, memory and thinking), disturbances of affect (e.g., anxiety and depression), and problem behaviours (e.g., addictions, sexual disorders and psychopathy).
NOTE Only offered online. Consult Arts and Science Online.
LEARNING HOURS 240 (72L;24O;144P)
EQUIVALENCY PSYC 236/3.0.

The experimental approach to understanding the causes, symptoms, course, and treatment of mental illness is emphasized in the analysis of disorders of cognition (e.g., schizophrenia), and problem behaviours (e.g., addictions, sexual disorders).
NOTE Also offered online. Consult Arts and Science Online. Learning Hours may vary.
LEARNING HOURS 120 (36L;12O;72P).

The study of the individual in the social context: Self and identity, social cognition, interpersonal behaviour (affiliation, attraction, sex, aggression, altruism); social attitudes, prejudice and discrimination; social influence and group processes (conformity, leadership and intergroup relations); applied social psychology.
NOTE Also offered online. Consult Arts and Science Online.

Introduction to the scientific study of human development, as well as the fundamental theories, methods and applications in the field of developmental psychology. A major focus of this course is the social, cognitive, and neurobiological processes that underlie perceptual, cognitive, and emotional development from conception to adolescence.
NOTE Also offered online. Consult Arts and Science Online. Learning Hours may vary.
LEARNING HOURS 120 (12L;18T;36O;48P).

An introduction to behavioural neuroscience. The course primarily focuses on the basics of neuronal operation, functional neuroanatomy, neuropharmacology, and behavioral neuroscience methods. This will be followed by an examination of input (sensory) and output (motor) systems of the brain. Finally, topics relevant to lateralization of function and language will be covered.
NOTE Also offered online. Consult Arts and Science Online. Learning Hours may vary.
LEARNING HOURS 120 (36L;84P).

Laboratory courses to be arranged in consultation with individual Faculty members of the Department.
LEARNING HOURS 120 (72Lb;24G;24P).

Statistical inference (continuation of PSYC 202/PSYC 203) and laboratory projects. The course covers critical thinking about research and statistics and three types of statistical analyses: tests of categorization, comparisons of means, and association.
NOTE Enrollment is limited. Restricted to students in a PSYC Major Plan.
LEARNING HOURS 120 (36L;36Lb;12G;12O;24P).

The application of previous statistical and methodological courses (continuation of PSYC 202/PSYC 203/PSYC 301) toward the design, execution, analysis, and communication of a research project. Lectures and laboratories cover data collection, data management, some advanced statistical analyses, and communication skills.
NOTE Enrollment is limited. Restricted to students in a PSYC Major Plan. Required for admission to PSYC 501.
LEARNING HOURS 120 (36L;36Lb;12G;12O;24P).

An overview of the evolution and function of cognitive processes. Emphasis will be placed on understanding how natural selection shaped cognition across animal species. Topics such as memory, decision making, cooperation, and communication will be examined from a behavioural ecology and experimental psychology perspective.
LEARNING HOURS 120 (18L;18T;120O;72P).

The objective of this course is to (1) introduce the student to basic techniques for the quantitative analysis of time-varying signals and (2) teach the student how to apply these techniques using MATLAB. Emphasis will be placed on methods appropriate to the psychological research environment.
LEARNING HOURS 120 (18L;36Lb;66P).

Upper year courses related to the discipline of cognitive neuroscience. Offered periodically.
LEARNING HOURS may vary

An introduction to psycholinguistic research and theory. Weekly lectures and laboratories will introduce topics including language perception, language production, conversation and linguistic representation. Applied issues in language research will be emphasized (e.g., speech pathology, language aids, and machine recognition of speech).
LEARNING HOURS 120 (18L;18Lb;72P).

The laboratory in attention course provides students with both demonstrations and hands-on experience with the methodological design and data analysis techniques used in conducting classic studies of attention. Experimental techniques include attentional cueing, visual search, change blindness, inattentional blindness, eye-tracking, multi-object tracking, and functional imaging.

Upper year courses related to the discipline of clinical psychology. Offered periodically.
LEARNING HOURS may vary

Key issues in health and health care require approaches embodying psychological, biological, and sociological factors. For every CT scan, injection, or doctor visit, there is a person to be considered. This course explores a variety of health-related topics where psychology has a significant role (e.g., health promotion, stress, psychoneuroimmunology, medical contacts, pain, illness, sport). Canadian statistics used in discussions.

An overview of typical sexual behaviour and its variations. Topics include the history of sex research, the sexual response cycle, sexual dysfunction, gender identity, and sexual orientation. Particular attention will be paid to current issues in sex research and theory.
NOTE Also offered online. Consult Arts and Science Online. Learning Hours may vary.
NOTE Also offered at the Bader International Studies Centre, Herstmonceux. Learning Hours may vary.
LEARNING HOURS 120 (36L;84P).

A lecture and laboratory course on psychometrics. Test development and evaluation will be the focus of student projects. The course will introduce software packages used for analyzing psychological test data.
LEARNING HOURS 120 (24L;24Lb;12G;60P).

Positive Psychology is the scientific study of optimal human functioning. Lectures review the history and empirical support in areas such as interpersonal relationships, and applying positive thinking. Homework assignments will include experiential exercises designed to foster an increased understanding of the role of positive psychology in everyday life.
NOTE Also offered at the Bader International Studies Centre, Herstmonceux.
LEARNING HOURS may vary.

The purpose of this course is to provide students with an advanced understanding of theories of the etiology, pathology, and treatment of mental illness in adults. Theory and research will be emphasized that cut across traditional diagnostic categories and focus on domains of social, cognitive-affective, and biological functioning.
LEARNING HOURS 120(36L;18G;36I;36P).

The purpose of this course to provide students with an advanced understanding of child and adolescent psychopathology with an emphasis on developmental considerations. Students will learn about different theoretical perspectives on the etiology, pathology, and treatment of a variety of child and adolescent mental disorders.
LEARNING HOURS 130 (36L;10O;84P).

Upper year courses related to the discipline of Social Psychology. Offered periodically.
LEARNING HOURS may vary.

This course aims to provide students with hands-on experience in social psychology research. Students will learn principles of research methods in social psychology, involving literature review, research designs, data collection/management/analysis, and report.
LEARNING HOURS 120 (18L;18Lb;12Oc;72P)

This course reviews theory and research on the processes by which people exert influence on one another's behaviours, beliefs, emotions, and attitudes. Topics of study include conformity, compliance, obedience, and persuasion. The course will focus on both the theoretical and applied implications of social influence research.
NOTE Also offered at the Bader International Study Centre, Herstmonceux. Learning Hours may vary.
LEARNING HOURS 120 (36L;84P).

This course is focused upon research in judgment and decision-making such as biases due to anchoring, relativity, intuition, and social norms. Assignments will apply topics to students' everyday lives, help students be aware of common reasoning errors, and improve students' ability to predict and influence the behavior of others.
LEARNING HOURS 120 (36L;84P).

Lecture courses on selected topics in the area of developmental psychology offered periodically.
LEARNING HOURS 120 (36L;84P)

An overview of the development of emotions and their regulation. Topics range from basic emotions in infancy and interactions with caregivers that lay the foundations of socialized behaviour to the emotional upheaval and radical social changes of adolescence. Individual differences in social and emotional behaviour will be considered in light of both typical and atypical development.
LEARNING HOURS 120 (36L;84P).

An overview of the development of cognitive and language processes in children. Topics include a discussion of the biological and social foundations of cognitive and language development, perceptual development, early communication, development of concepts and scripts, and improvements in reasoning and problem-solving ability over the course of development.

This course will begin by defining atypical development and discuss how gaining better understanding of atypical development allows us to understand typical development, and vice versa. We will cover six disorders in greater detail: Language Disorders, Dyslexia, Down Syndrome, Williams Syndrome, Attention-Deficit/Hyperactivity Disorder and Autism.
LEARNING HOURS 127 (36L;91P)
EQUIVALENCY PSYC 457/3.0.

Advanced study in comparative cognition with a focus on the evolution and function of cognitive processes across animal species. Through lectures, laboratory activities, and readings, theory and research methodology in the areas of number, timing, casual reasoning, social learning, tool use, social cognition, and communication will be discussed.
LEARNING HOURS 120 (18L;18Lb;12O;72P)

The course will introduce students to: the physiology and neurobiology of sleep; methodology of sleep research; evolution and comparative aspects of sleep; discussion of potential functions of sleep; overview of sleep disorders.
NOTE Students will spend two full nights in the Sleep Laboratory.
LEARNING HOURS 126 (18L;36Lb;12O:60P).

Upper year courses related to the discipline of behavioral neuroscience. Offered periodically.
LEARNING HOURS may vary.

This course explores hormones as biochemical substances and cultural narratives. It is interdisciplinary, including neuroscience/psychology, as well as feminist/queer/trans studies. Topics may include: sex development, gender diversity, sport, health, sexuality. It is an interactive class, and evaluations include essays, assignments, and quizzes.
LEARNING HOURS 120 (36L;84P).

The relationship between brain and behaviour. The first part of the course examines topics relevant to brain plasticity, including neurodevelopment, brain damage and learning and memory; followed by a section on the biopsychology of motivation that covers the neural mechanisms of eating, sexual behaviour and sleep. The final section deals with disorders of cognition and emotion, including drug addiction, stress and psychiatric disorders.
NOTE Also offered online. Consult Arts and Science Online. Learning Hours may vary.
LEARNING HOURS 120 (36L;84P).

This course covers recent research in comparative cognition at an advanced level. Emphasis will be placed on critically evaluating scientific controversies in specific topics, such as episodic memory in animals, mechanisms of spatial navigation, and value-based decision-making. Laboratory sessions will explore the principles discussed in lectures.
LEARNING HOURS 126 (18L;18Lb;12O;78P)

Brain imaging, and functional magnetic resonance imaging (fMRI) in particular, has become a revolutionary tool in the study of human brain function and organization. This course will cover brain imaging technology, current tools and techniques for analysis, and highlight the key role that fMRI has played in the field of cognitive neuroscience.
LEARNING HOURS 112/5(33L;15G;16/5O;15Oc;33P)

The course introduces basic principles governing the emerging field of neuroeconomics, drawing on insights from economics, psychology, and neuroscience to understand human decision-making. The course covers fundamental principles like risk and ambiguity, the basic architecture of the decision process in the brain and insights from psychology.
LEARNING HOURS 120 (36L;84P).

This advanced course in visual and auditory perception will integrate findings from neuroanatomy and physiology with psychophysics, perception, and behaviour. Information processing will be traced from sensory structures through to motor output and communicative behaviour. The course will introduce you to psychophysical and neurophysiological methodology and will contain many demonstrations and hands-on experiments.

A survey of the history of modern psychology, from the early 19th century to the close of the 20th. The more important empirical findings of psychology and related disciplines will be examined together with their theoretical explanations. The course will lead to an examination of the causes of differential scientific progress in the various subfields of psychology.
NOTE Also offered online. Consult Arts and Science Online.
NOTE Also offered at the Bader International Study Centre, Herstmonceux.

Lecture courses on selected topics in psychology offered periodically.
NOTE Prerequisites vary depending on specific course content; consult instructor or Undergraduate Office in the Psychology Department.

Lecture courses on selected topics in psychology offered periodically.
NOTE Prerequisites vary depending on specific course content; consult instructor or Undergraduate Office in the Psychology Department.

An introduction to the scholarship and practice of teaching including what it means to be a scholarly teacher, how pedagogy research informs educational practice, and how people learn complex information. In addition to readings, critiques and facilitated discussions, a practicum component will include facilitating weekly tutorials.
NOTE Students must complete an application and be invited for an interview in the spring to be eligible for this fall term course. During the fall term, students will be responsible for facilitating 2-3 PSYC 100 tutorials per week as part of their teaching practicum.
LEARNING HOURS 221 (24S;24G;78Pc;20O;75P)

An examination of selected topics in cognitive psychology which may include: computational modelling; problem-solving; face recognition; gestalt influences on cognitive science; motor control processes; cognitive neuropsychology. Exact topics to vary by year.

Addresses topics in attentional control including limits in attentional control, cortical mechanisms of attention, spatial and temporal attention, interaction of attention and memory, and influence of videogame playing on attentional control.

Visual cognition has been studied extensively in the lab, but it's not always clear how theoretical questions apply to the real world. In this course, we will examine both theoretical questions on perception, attention and memory as well as see how these apply to real world situations - examining x-rays, distracted driving and gaming.

This seminar will provide students with an in-depth understanding of research in psychotic disorders such as schizophrenia and severe mood disorders. Topics will include neurocognitive dysfunction and its relationship to disability, pharmacological and psychological treatment, and assessment of symptoms across the lifespan.
LEARNING HOURS 120 (36S;84P)

Pain is easy to recognize, but enormously challenging to define, describe and treat. This interactive and interdisciplinary course approaches the challenge of pain from the perspectives of philosophy, neuroscience and clinical psychology. We will examine what pain is, how we measure and treat it, and how it is instantiated in the body and brain.
LEARNING HOURS 123 (12L;18S;9G;84P)

This course reviews theory and research on the self, primarily from a social psychological perspective. Topics include: the nature of the self, search for self-knowledge, self-development, self-cognition, self-regulation of behaviour, self-presentation, self-esteem, and the role of the self in psychological health.

This course will provide students with an overview of common sexual dysfunctions, including prevalence, clinical presentation, and comorbid diagnoses. Particular attention will be paid to assessment and treatment (both therapy and medical management) in sexual dysfunction; in addition, past and current research strategies will be presented and critiqued, with an emphasis on classification difficulties.

Recent developments in the experimental investigation of such abnormal behaviours as anxiety, depression, thought and memory disorders, etc.
NOTE Prerequisites vary depending on specific course content; consult instructor or Undergraduate Office in the Psychology Department.

This course provides an overview of the main theoretical perspectives on gender differences and similarities in sexuality, and examines how differences and similarities manifest in multiple domains, including sexual attitudes and behaviours, sexual motivation, mating strategies, sexual orientation, sexual psychophysiology, atypical sexuality, and sexual functioning.

An intensive study of the state of research and controversies in the area of mood disorders. Specific topics covered will include bio-genetic, cognitive, interpersonal, and stress theories of etiology, as well as state-of-the-art advances in treatment.
LEARNING HOURS 120 (18L;18S;84P).

Why do people intentionally hurt themselves? In this course, students will develop an advanced scientific understanding of suicide and non-suicidal self-injury. We will focus on: (a) definition, phenomenology, assessment, and epidemiology; (b) modern theories; (c) transdiagnostic risk factors; and (d) intervention, prevention, and postvention.
LEARNING HOURS 120 (6L;18S;9G;6O,6Oc;75P).

In this course, students will learn about interpersonal theories of depression, empirical findings related to interpersonal factors of depression, and interpersonal approaches to the treatment of depression.
LEARNING HOURS 120 (36S;84P).

A discussion of some areas and issues in social psychology emphasizing techniques and methods of social psychological research. Substantive topics may include attitudes and attitude change, psychology of women, conformity and deviance, etc.
NOTE Prerequisites vary depending on specific course content; consult instructor or Undergraduate Office in the Psychology Department.

This course provides an overview of classic and contemporary theories of attitudes and persuasion. Topics include the structure of attitudes, the role of attitudes in information processing, the impact of attitudes on behaviour, and the psychological processes underlying attitude change. A particular emphasis is placed on reviewing and evaluating theories of persuasion.
LEARNING HOURS 120 (24L;12S;84P)

This course will examine a wide range of social cognitive topics (e.g., reasoning, decision making, attribution, language, self-concept, cognitive styles, emotion, relationship and subjective well-being) from a cultural perspective by drawing on a wide range of cross-cultural studies.
LEARNING HOURS 114 (12L;24S;78P)

Classic and contemporary research pertaining to adult romantic relationships. Topics include attachment styles, relationship development, communication, and conflict in relationships.
LEARNING HOURS 126 (18L;18S;90P)

Topics vary from year to year and may include prenatal factors in development, infancy, aging, adolescence, cultural deprivation and intervention programs in early childhood, and developmental psychopathology.
NOTE Prerequisites vary depending on specific course content; consult instructor or Undergraduate Office in the Psychology Department.
LEARNING HOURS 128 (18L;18S;25G;15O;52P)

This course is designed to be a relatively broad discussion of brain development, with a particular focus on issues such as development course, measurement, brain functioning, plasticity, and atypicality.
LEARNING HOURS 120 (36S;84Oc)

This seminar focuses on the human ability to produce and comprehend language and its development. Using original empirical articles the participants in the seminar will examine topics like syntactic and lexical disambiguation, structural priming, the development of reading, and cultural variability in language ability.

This seminar examines social and cognitive development during the first two years of life. Topics include the early differentiation between animate and inanimate entities, goal attribution, imitation, and prosocial behaviour.

The seminar focuses on the development of children's ability to navigate the social world. How do children understand social structures and processes? What determines their place in these structures? Topics will vary, e.g., the cognitive representation of social structures, modeling of social dynamics, cultural learning, essentialism, cooperation.
LEARNING HOURS 120 (36S;12G;12O;60P).

This seminar will explore psychological development from the transition out of childhood to the transition into adulthood. The content of the course will cover typical and atypical adolescent development within several domains: cognitive, social, emotional, neurological and physical. Readings will focus on both basic developmental theory and applied research.

Explores children's emerging understanding that others' observable behaviours are motivated by internal mental states such as intentions, desires and beliefs. The first section of the course will cover the development of this understanding from infancy through the preschool years. The second section of the course will cover how this emerging understanding affects children's social and communicative development.

Changes in adolescents' body, brain, and behaviour influence how teenagers perceive and interpret their social environment, navigate their emotional experiences, and behave in social contexts. This course examines how developmental neuroscience research has informed our knowledge of socio-emotional development in adolescence.
LEARNING HOURS 120 (36S;84P).

Intensive coverage of selected topics in behavioural neuroscience to include, in different years, such topics as neurobiology of learning and memory, neuroendocrinology, biological bases of motivation, biological bases of brain disorders, etc.

The neuropharmacological basis of psychological processes. Topics to be covered include drug actions on neurochemical systems, psychoactive effects of drugs and the neuropharmacological basis of psychiatric disorders. 
LEARNING HOURS 120 (36S;84P)

An examination of current theories on the neurobiology of mental disorders (e.g. autism, schizophrenia, mood and anxiety disorders). Seminars will focus on the evaluation of animal models for investigating neurodevelopmental and pharmacological aspects of various psychopathologies.

Seminar courses on advanced topics in psychology offered periodically by visiting professors.
NOTE Prerequisites vary depending on specific course content; consult instructor or Undergraduate Office in the Psychology Department.
LEARNING HOURS May vary.

Seminar courses on advanced topics in psychology offered periodically by visiting professors.
NOTE Prerequisites vary depending on specific course content; consult instructor or Undergraduate Office in the Psychology Department.
LEARNING HOURS 120 (36S;84P)

Seminar and lab course on an advanced topic in psychology offered periodically by visiting professors.
NOTE Prerequisites vary depending on specific course content; consult instructor or Undergraduate Office in the Psychology Department.
LEARNING HOURS 120 (12L;24S;84P)

Each student will, under supervision, formulate and present an original research proposal involving the collection and analysis of data, carry it out, and submit a thesis based on the results. Proposals must be approved by relevant Ethics Review committees. This course is optional for students completing a major in psychology but all students are advised that admission to a graduate program in psychology normally requires the completion of an honours thesis.
NOTE    Students whose research involves the care and/or handling of animals must also complete the Introductory Animal Care Course and if required the appropriate Animal Use workshops through the Office of the University Veterinarian.
LEARNING HOURS 365 (9S;6T;350P)

Reading courses to be arranged in consultation with individual members of the Department.
NOTE Students are limited to a maximum of two of PSYC 550/3.0, PSYC 555/3.0, PSYC 560/3.0, PSYC 570/3.0, or PSYC 575/3.0 Students are also limited to a maximum of two 500-level courses supervised by the same faculty member. (Students registered in PSYC 501/9.0 concurrently will not normally take one of these courses with their thesis supervisor.)
LEARNING HOURS 117 (20G;13I;84P)

Reading courses to be arranged in consultation with individual members of the Department.
NOTE Students are limited to a maximum of two of PSYC 550/3.0, PSYC 555/3.0, PSYC 560/3.0, PSYC 570/3.0, or PSYC 575/3.0. Students are also limited to a maximum of two 500-level courses supervised by the same faculty member. (Students registered in PSYC 501/6.0 concurrently will not normally take one of these courses with their thesis supervisor).
LEARNING HOURS 117 (20G;13I;84P)

Laboratory courses to be arranged in consultation with individual members of the Department. Courses must involve data collection; approximately 5-7 hours of lab work per week required.
NOTE    Students whose research involves the care and/or handling of animals must also complete the Introductory Animal Care Course and if required the appropriate Animal Use workshops through the Office of the University Veterinarian .
NOTE Students are limited to a maximum of two of PSYC 550/3.0, PSYC 555/3.0, PSYC 560/3.0, PSYC 570/3.0, or PSYC 575/3.0. Students are also limited to a maximum of two 500-level courses supervised by the same faculty member. (Students registered in PSYC 501/6.0 concurrently will not normally take one of these courses with their thesis supervisor.)

Laboratory courses to be arranged in consultation with individual members of the Department. Courses must involve data collection; approximately 5-7 hours of lab work per week required.
NOTE Students whose research involves the care and/or handling of animals must also complete the Introductory Animal Care Course and if required the appropriate Animal Use workshops through the Office of the University Veterinarian .
NOTE Students are limited to a maximum of two of PSYC 550/3.0, PSYC 555/3.0, PSYC 560/3.0, PSYC 570/3.0, or PSYC 575/3.0. Students are also limited to a maximum of two 500-level courses supervised by the same faculty member. (Students registered in PSYC 501/6.0 concurrently will not normally take one of these courses with their thesis supervisor.)

Topics include: The logic of the test for significance and controversies concerning it; ANOVA and its underlying linear model for between- subject, within-subject and split-plot designs; orthogonal comparisons for trend analysis and for special contrasts; restricted randomization and the randomized-block design; partial confounding in latin-squares; balancing conditions against trend; hierarchical designs; ANOVA and multiple correlation; designs including organismic variables; random- effect models and the fixed-effect fallacy; data transformations and non-parametric tests. Fall; lectures (3 hrs) and tutorials (1¿ hrs).

Topics include: History of Multivariate Techniques, Matrix Algebra, Data Assumptions and Preparation, Multiple Regression, Canonical Correlation, Multivariate Analysis of Variance, and Discriminant Function Analysis. Lectures (3 hrs) and tutorials (1 1/2 hrs). PREREQUITE: PSYC-801* or equivalent.

These courses constitute an introduction to the practical aspects of clinical assessment. In PSYC-805* students are given skills training and practice in the use of tests of adult intelligence, memory and vocational counseling. In PSYC-806* the emphasis is on tests of children's intelligence, learning and affect. Fall and winter (2 hrs)

Provides an overview of normal and abnormal development from conception to adolescence. Presentations balance theoretical controversies, basic research, and practical applications surrounding development principles considered in both the promotion of competence and the prevention/treatment of disorder. (2¿ hrs)

Designed to facilitate professional development, increase scientific dialogue, and enhance collaboration and scientific group problem-solving in the broad field of cognitive neuroscience. Faculty and students will lead discussions of critical topics in the field. Marked on a Pass/Fail basis.

Designed to facilitate professional development, increase scientific dialogue, and enhance collaboration and scientific group problem-solving in the broad field of cognitive neuroscience. Faculty and students will lead discussions of critical topics in the field. Marked on a Pass/Fail basis.

Students attend diverse seminars to develop skills in listening, synthesizing and critical thinking while expanding the breadth of their background in psychology and cognate disciplines. Attendance may be extended over six terms (2 years) with students registering only in the term during which they complete the course. Enrollment is limited to graduate students in Psychology.

In PSYC-827* major areas of adult psychopathology are emphasized including anxiety and mood disorders, schizophrenia and personality dis orders. Fall or Winter (2¿ hrs)

Designed to raise students' awareness of ethical principles and expose them to issues and perspectives related to their training as professionals. Seminar (2 hrs)

The course goal is to provide a foundation for the theoretical and empirical study of perceptual and cognitive processes. The topics include, but are not limited to, perceptual organization, object recognition, language, attention, learning and memory. The course will focus on key papers in the field and enduring theoretical issues.  SEMINAR (2 Hrs.)

The framework of 'embodied cognition' considers cognition a skillful activity that continuously generates and refines models about the world around us. Cognition, according to this view, emerges from lawful relations between motor output and sensory input. The course traces the development of this idea by discussing both theoretical and experimental literature considering contributions of a variety of fields (e.g., philosophy, artificial intelligence, robotics, neuroscience, and psychology). You will learn how this framework contributes to our understanding of the nature of intelligence, self-awareness, consciousness, and social identity. PREREQUISITE: PSYC 215 or PSYC 221 or COGS 201 or equivalent.

Students choose two practica from a variety of applied settings. These experiences are designed to introduce students to functioning in a clinical setting. Fall and winter (one day per wk for a total of 120 hrs per course)

Attended by both faculty and students who present research in their specialty areas and with the focus being on research design issues. The content will vary to some extent depending on the research areas represented by members of the class. Marked pass/fail based on attendance. Seminar (2 hrs bi-weekly)

Students are exposed to current theory (and historical antecedents) within the field of cognitive developmental psychology. Topics will vary based on the expertise of the faculty instructor and thus may cover theory within evolutionary and comparative frameworks of cognitive development, epigenetic and systems approaches to cognitive development, developmental cognitive neuroscience methods, and developmental psychopathology.

Students are exposed to current theory (and historical antecedents) within the field of social developmental psychology. Topics will vary based on the expertise of the faculty instructor and thus may cover theory within evolutionary and comparative frameworks of social development, epigenetic and systems approaches to social development, social-cognitive neuroscience methods, and developmental psychopathology.

The major focus of attention is procedural justice pre-sentencing. Topics include eyewitness memory, police identification procedures, jury selection, credibility of witness testimony, expert testimony, and jury decision making with the major emphasis on eyewitness issues. (3 hrs)

Students are given an introduction to the major theories and basic skills involved in interviewing, cognitive-behavioural therapy, and therapeutic processes. Course content balances theoretical controversies, basic research, and practical applications. A blend of classroom instruction, videotaped interviews, observation, modeling, feedback and supervised practice is used. (3 hours)

An overview of the major theoretical and methodological issues and a review of current research in the area of infant studies. Topics cover perceptual, cognitive and social development of both typical and atypical infant populations. Seminar (2 hrs)

Current theoretical and methodological issues in cognitive development research, covering the development of perception, memory, thinking as well as social cognition. Seminar (2 hrs)

Provides an overview of current theoretical and methodological approaches to early language development. Specific topics include: the rate and content of early language development, mechanisms underlying word learning, and syntactic development. Particular emphasis is placed on understanding how cognitive advances in the infancy and toddler periods impact children's language acquisition skills. Seminar (2 hrs)

Building on theories of socialization and the development of emotional reactivity and regulation, this course will proceed chronologically from birth through adolescence.  Readings of empirical and theoretical papers will cover various topics including family and peer relationships, specific emotions, developmental psychopathology, and cultural contexts. Seminar (2 hrs)

An in-depth investigation of the linguistic, cognitive and social development of children with various neurodevelopmental disorders, including autism spectrum disorders, specific language impairment, Down syndrome, and Williams syndrome, among others.

Offered at Health, Counselling and Disability Services. Provides training in interviewing, assessment and intervention skills needed in dealing with the wide range of clinical, learning, and career problems encountered by university students. Spring (35 hrs total).

Development occurs within the context of relationships.  This course will review the current understanding of key interpersonal relationships across the lifespan.  Specific topics include: parent-child relationships, friendships, peer groups, romantic relationships and the role of relationships in specific contexts such as family, school and neighbourhood. 

Students are given the opportunity to broaden research skills through practical tasks such as preparing a grant proposal, designing a programme evaluation and critically reviewing research grants and articles. (2¿ hrs)

This course will cover many different techniques involved in multilevel modeling (MLM) including more specialized applications like growth curve modeling and dyadic data analysis (e.g., the Actor-Partner Independence Model). The goal of the course is to familiarize students with the conceptual background and basic procedures of MLM, so they can apply these techniques to their own research. PREREQUISITE: PSYC-802* or equivalent.

Designed to facilitate professional development, increase scientific dialogue, and enhance collaboration and scientific group problem-solving in the broad field of cognitive neuroscience. Faculty and students will lead discussions of critical topics in the field. Marked on a Pass/Fail basis.

Designed to facilitate professional development, increase scientific dialogue, and enhance collaboration and scientific group problem-solving in the broad field of cognitive neuroscience. Faculty and students will lead discussions of critical topics in the field. Marked on a Pass/Fail basis.

In PSYC-910* principles of psychological test construction, and procedures underlying psychological assessment, with particular emphasis on personality assessment are given advanced treatment. Fall or Winter (2 hrs).

This course will acquaint students with current ¿best practice¿ in the use of functional magnetic resonance imaging (fMRI) as a tool to investigate cognitive function.  Topics will include experimental design, data processing and analysis, as well as statistical inference and localization. 1.5 hours

Discusses central problems and selected issues pertaining to vision and audition. Topics will include the anatomy and physiology of the visual and auditory systems, psychophysics, and perceptual processes. Lecture/seminar (2 hrs)

This course will provide students with a broad overview of multicultural issues in clinical practice. We will explore constructs such as race, culture, ethnicity, bias, intersectionality, and cultural competence, their relationships with epistemologies of psychopathology, and their impacts on access to and uptake of clinical services. The goal is for students to develop culturally responsive, competent and ethical knowledge and attitude in working with culturally diverse populations.

Discusses central problems and selected issues pertaining to the somatosensory system, to the synthesis of information from multiple modalities (e.g., vision, audition, touch), and to the motor system. Topics will include the anatomy and physiology of the somatosensory system and of intersensory integration, psychophysics, perceptual processes, motor control and planning, and perception and action. Lecture/seminar (2 hrs)

Changes at the synaptic level in structure and neurochemistry including protein synthesis associated with sensory/perceptual development, learning and memory. Coverage will include in vitro and in vivo approaches. Data from vertebrates and invertebrates will be included. (Normally offered concurrently with BIOL-815*.) Lecture/seminar (2 hrs)

An overview of the evolution and function of cognitive processes. Emphasis will be placed on understanding how natural selection shaped cognition across species. Topics such as memory, decision making and communication will be examined from a behavioural ecology and experimental psychology perspective. Neuroscience and developmental psychology research will complement each topic. Lecture/Seminar 2 hrs.

An overview of cellular and molecular mechanisms of synaptic transmission that underlie cognitive processing. Specific topics to be covered include drug-induced changes in nervous system function, the uses and actions of various classes of drugs, and the diagnosis and treatment of neuropsychiatric disorders. Lecture/seminar (2hrs.)

Topics include: Data and covariance structure models, estimation, identification, evaluating solutions, model modification and equivalent models, causal versus effects indicators, power, confirmatory factor analysis, multiple groups analysis, latent curve modelling, and multivariate change models. (2 hrs)

Introduction to research methodology. Emphasis is on social psychology. Topics include generating research ideas, research design, questionnaire construction, measurement theory, and professional issues. (2 hrs)

A survey of key concepts and theoretical and methodological issues in the field, followed by a critical examination of selected contemporary research areas, including cognition, acculturation and their application. Seminar (2 hrs)

Focuses on contemporary issues and controversies in attitude research. Topics include the structure of attitudes, the impact of attitudes on behaviour and cognition, and the psychological processes underlying attitude change. Seminar (2 hrs)

Focus on specific issues within the social area. May be offered by visiting scholars or current faculty.

Examines how people make sense of their social world: How they perceive, represent, interpret, and remember information about themselves and about other individuals and groups. (2 hrs)

A survey of theory and research on the self. Topics include: the search for self-knowledge, self-development, self-cognition, self-regulation of behaviour, self-presentation, self-esteem, and the role of the self in psychological health. (2 hrs)

Students will learn advanced skills in interviewing (e.g., diagnostic interviewing, motivational interviewing) and/or intervention (e.g., group therapy, therapy with special populations). A blend of classroom instruction, videotaped therapy sessions, observation, modeling, feedback and supervised practice is used. The specific focus of instruction in any given year will depend upon the availability of instructors.

Surveys theoretical and applied aspects of the biological bases of behaviour. Topics covered will normally include basic neuropsychopharmacology and biological treatments of mental disorders, neurological assessment methods (e.g., MRI, fMRI, PET, SPECT), neuropsychological assessment, and the genetic and neuroendocrine bases of mental disorders.

Students will learn skills required for conducting therapy using Cognitive Behavioural Therapy in populations other than mood/anxiety. A blend of classroom instruction, videotaped therapy sessions, observation, modeling, feedback and supervised practice is used. The approach taught in any given year will depend upon the availability of instructors. (3 hrs.)

Focus on specific issues within the development are  offered by visiting scholars or current faculty.

This course will provide a review of contemporary theory and cutting-edge research in cognitive processing as it occurs in real world settings. The research will include, but will not be limited to: visual perception, visual attention, action, and communication. Research articles can cover both basic research examining the theoretical understanding and applications that incorporate its principles. Topics covered may vary from year to year.

An overview of contemporary research and theory in the science of Learning and Memory. Topics that will be covered include mechanisms of learning and memory at the cellular and systems levels, different classes of memory and their neuroanatomical substrates, evolutionary and comparative approaches. This course will also cover in detail behavioral, electrophysiological, computational, and neuroimaging methods. Topics covered may vary from year to year.

An overview of contemporary research and theory in cognition and cognitive neuroscience. Topics covered may vary from year to year and could include attention, executive function, decision making and choice. The course will illustrate how non-invasive or invasive techniques can be used to understand the mechanisms of human cognition and can help understand when these processes go wrong.

A review of contemporary research and theory in social and affective neuroscience. Topics to be covered include biological bases of motivated behaviours, and how these are influenced by different social contexts. Specific foci will vary year-to-year and may include: addiction, sexuality, social interactions, social buffering, mood, stress, psychiatric disorders, feminist neuroscience, social neuroendocrinology, and more.

A review of contemporary research and theory in cognitive science focussing on selected topics with memory, decision, classification, and choice. Lecture/seminar (2 hrs)

These courses explore various problems associated with the areas of health psychology and behavioral medicine. The focus will vary depending on the instructor.  Topics may include the relationship between stress and disease, health promotion, psychological management of pain, addictive behaviours, sleep disorders, chronic and terminal illness. (2¿ hrs)

Focus on specific issues within the cognitive science area. May be offered by visiting scholars or current faculty.

Each week covers a selected topic in attention research. Topics typically include history of attention research, attentional capacity, spatial and temporal attention, change blindness, inattentional blindness, cortical mechanisms of attention, interaction of attention and memory, and attention training. Seminar; 3 hrs/week.

Students will learn skills required for conducting therapy using approaches other than Cognitive Behavioural Therapy. (e.g., Interpersonal Psychotherapy for Depression [Klarman model], Systemic Family Therapy). A blend of classroom instruction, videotaped therapy sessions, observation, modeling, feedback and supervised practice is used. The approach taught in any given year will depend upon the availability of instructors. (3 hrs)

Students may arrange for one or two terms of supervised applied training outside of the department. Internships will be individually arranged to further the development of each student's program. Student's will submit a list of objectives before the plan is approved, and a report of progress at the end of the term.

Examines issues that are the current focus of the personality literature from various theoretical perspectives, including trait, psychodynamic, biological, social cognitive, phenomenological, and other research based perspectives. Seminar (2 hrs)

Focus on specific issues within the personality area. May be offered by visiting scholars or current faculty.

Covers the theory and mechanics of psychological test construction and introduces students to major personality tests that are currently predominant in the literature. The objective is to review the psychometric issues relevant to evaluating or developing tests for research purposes. Seminar (2 hrs)

Focus on specific issues within the behavioural neuroscience area. May be offered by visiting scholars or current faculty.

Give students supervised experience in all aspects of clinical practice, including: interview and assessment, treatment, report writing, interprofessional communication and consultation, and professional development. (8 hrs per wk for a total of 120 hrs per course)

Give students supervised experience in all aspects of clinical practice, including: interview and assessment, treatment, report writing, interprofessional communication and consultation, and professional development. (8 hrs per wk for a total of 120 hrs per course)

Students in the Clinical Program are required to complete a one-year, full-time internship or its equivalent in an approved setting under the primary supervision of a registered psychologist. This normally will be taken after all course work, comprehensive examinations and Ph.D. thesis are completed. Students who complete all other degree requirements including submission of the final copy of the thesis for binding before starting or during the internship, may apply to change their study status to part-time for the remaining terms of the internship year.

Students in the Clinical Program are required to complete a one-year, full-time internship or its equivalent in an approved setting under the primary supervision of a registered psychologist. This normally will be taken after all course work, comprehensive examinations and Ph.D. thesis are completed. Students who complete all other degree requirements including submission of the final copy of the thesis for binding before starting or during the internship, may apply to change their study status to part-time for the remaining terms of the internship year.

Focus on specific issues within the clinical area.  May be offered by visiting scholars or current faculty.

Focus on specific issues within the clinical area.  May be offered by visiting scholars or current faculty.