Psychology (PSYCH) 1
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Psychology (PSYCH) 1
Psychology (PSYCH) 1 PSYCHOLOGY (PSYCH) PSYCH 1100 Introduction to Psychology (LEC 1.0) PSYCH 3311 Psychological & Educational Development Of The Adolescent An introduction to the study of psychology at S&T. Students will (LEC 3.0) learn about personal and professional opportunities associated with An examination of the biological, social, and cognitive transitions that the different areas of psychology and become acquainted with the occur during adolescence. Other topics include the role of families, the psychology faculty and campus facilities. role of peers, the adolescent identity, sexuality, the impact of schools, the role of achievement, how adolescents spend their time (work, leisure), PSYCH 1101 General Psychology (LEC 3.0) the role of the media, and problems encountered by the adolescent. An introduction to the science of the human mind and behavior. Topics Prerequisite: Psych 1101. include brain structure and function, human development, learning and memory, motivation, emotion, personality and psychological health, PSYCH 3340 Assessment of Student Learning (LEC 3.0) psychological disorders and their treatment, and social cognition and Students will learn to evaluate assessments for validity and reliability. human relationships. Students will develop formative and summative assessments aligned PSYCH 1101 - MOTR PSYC 100: General Psychology with learning outcomes. Writing quality rubrics and universal design will be introduced. Students will analyze data to make instructional decisions PSYCH 2000 Special Problems (IND 0.0-6.0) and learn to evaluate vendor assessments. Prerequisites: Educ 1040. (Co- Problems or readings on specific subjects or projects in the department. listed with Educ 3340). Consent of instructor required. PSYCH 3400 Theories Of Learning (LEC 3.0) PSYCH 2001 Special Topics (LAB 0.0 and LEC 0.0) An examination of basic learning processes and the behavioral This course is designed to give the department an opportunity to test a phenomena that arise from them. -
PSYCH: Students Seek Further Knowledge
April 30, 2008 The Gannon Knight • Jumps 13 PSYCH: Students seek further knowledge Continued from page 1 "I knew that was the approach planned to attend the lecmre because he wanted to expand his knowledge of Adler and his theories. born psychologist. Adler, the founder of individual psy¬ that I wanted to use when working "The job I want to do is help others, and I eventuaUy chology, studied personaUties and beUeved that the abiU¬ with kids and families, but even want to go into pubUc health which should help me ty to work with others for a common good was attributed restore social equaUty," he said. to sound mental health. more, I wanted to formalize my life The lecture is free; McCurdy invited everyone inter¬ McCurdy said he has been fascinated by Adler and his around it." ested to attend and get exposure to different Adlerian principles for quite some time. topics. "Once I took a course on Adlerian supervision," he . - Dr. Kenneth McCurdy "It is a reaUy good opportunity to give our students a said. "I knew that was the approach that I wanted to use associate professor variety of venues to get information about Adler and when working with kids and famiUes, but even more, I community counseling program mental health," he said. wanted to formaUze my Ufe around it." McCurdy said he wiU address the stages and processes gy interesting to study. of counseling from an Adlerian prospective. "His theories are pretty versatile and hoUstic, aU while TED HOAG , ijoajf)[email protected] MeUssa Schmidt, a graduate assistant in the communi¬ piecing them together," she said. -
Psychology (PSYCH) 1
Psychology (PSYCH) 1 PSYCH N1 General Psychology 3 Units Psychology (PSYCH) Terms offered: Summer 2020 Second 6 Week Session, Summer 2019 Second 6 Week Session, Summer 2018 Second 6 Week Session Courses Introduction to the principal areas, problems, and concepts of psychology. This course is required for the major; students not Expand all course descriptions [+]Collapse all course descriptions [-] considering a psychology major are directed to 2. PSYCH 1 General Psychology 3 Units General Psychology: Read More [+] Terms offered: Fall 2021, Spring 2021, Fall 2020 Rules & Requirements Introduction to the principal areas, problems, and concepts of Prerequisites: Students who have passed Psych 1, Psych W1, or Psych psychology. This course is required for the major; students not 2 may not enroll in Psych N1 considering a psychology major are directed to 2. General Psychology: Read More [+] Credit Restrictions: Student receives a failing grade in PSYCH N1 Rules & Requirements and is eligible to take PSYCH 1 or PSYCH W1 in order to remove the deficient grade in lieu of repeating PSYCH N1. Students will not receive Prerequisites: Students who have passed Psych N1, Psych W1, or credit for Psych 1, Psych W1, or Psych N1 after completing Psych 2. Psych 2 may not enroll in Psych 1 Repeat rules: Course may be repeated for credit under special Credit Restrictions: Students will receive no credit for PSYCH 1 after circumstances: When students receive a failing grade, they MAY repeat completing PSYCH 2, PSYCH W1, or PSYCH N1. A deficient grade in this or a course equivalent (Psych 1 or W1). PSYCH 1 may be removed by taking PSYCH W1, or PSYCH N1. -
Psychology (PSYCH) 1
Psychology (PSYCH) 1 PSYCH 214 Introduction to Conditioning and Learning PSYCHOLOGY (PSYCH) 3 cr. Undergraduate. Introduction to principles and procedures of conditioning and learning. PSYCH 101 Introduction to Psychology Prerequisites: Psych 101(P). 3 cr. Undergraduate. General Education Requirements: SS The scientific study of behavior. Last Taught: Fall 2019, Fall 2018, Fall 2017, Fall 2016. Prerequisites: none. Current Offerings: https://catalog.uwm.edu/course-search/ General Education Requirements: SS Last Taught: Summer 2021, Spring 2021, UWinteriM 2021, Fall 2020. PSYCH 230 Social Psychology: Psychological Perspectives Current Offerings: https://catalog.uwm.edu/course-search/ 3 cr. Undergraduate. Areas of social psychology such as aggression, attitudes, interpersonal PSYCH 193 First-Year Seminar: attraction, and group processes examined from a psychological 3 cr. Undergraduate. perspective. The specific topics are announced in the Schedule of Classes each time Prerequisites: Psych 101(P). the class is offered. General Education Requirements: SS Prerequisites: none. Last Taught: Spring 2021, Fall 2020, Spring 2020, Fall 2019. Course Rules: Open only to freshmen. Students may earn cr in just one Current Offerings: https://catalog.uwm.edu/course-search/ L&S First-Year Sem (course numbers 192, 193, 194). General Education Requirements: SS PSYCH 254 Physiological Psychology Last Taught: Fall 2019, Fall 2018, Fall 2017, Fall 2016. 3 cr. Undergraduate. Current Offerings: https://catalog.uwm.edu/course-search/ The physiological bases of behavior. Prerequisites: Psych 101(P). PSYCH 199 Independent Study General Education Requirements: NS 1-3 cr. Undergraduate. Last Taught: Summer 2021, Spring 2021, Fall 2020, Summer 2020. For further information, consult dept chair. Current Offerings: https://catalog.uwm.edu/course-search/ Prerequisites: 2.0 GPA; consent of instructor, department chair, and Assistant Dean for Student Academic Services. -
Cognition and Development
Cognition and Development A mosaic of axial brain images composed of photographs from different laboratories in Psychology. Social Sciences Cognition and Development The Program in Cognition and Development at Emory approaches the study of cognition from multiple The Cognition and Development program’s multi-faceted training features the following: perspectives including adult and child behavioral The program covers six primary areas of study: perspectives, neuroimaging and neuroscientific Memory, Language, Grounded Cognition, Emotion, Social/Cultural Processes, and Plasticity. perspectives, computational perspectives, and Students and faculty attend and participate in a variety of talks and research groups designed to emotional/social/situated perspectives. foster interaction across labs and experimental approaches We train students for research and teaching at the fore- front of cognition and its development. Our goal is to ground students in an interdisciplinary understanding of the basic issues in cognition from the perspectives of cog- nitive psychology, developmental psychology, cognitive and affective neuroscience, and computational model- ing. Through research training, coursework, and teach- ing, students acquire the professional skills necessary for careers in academic research and teaching institutions, as well as in other public and private research settings. Research The primary research areas across the faculty and stu- dents within the program include conceptual processing and the perceptual grounding of knowledge representa- tion, plasticity, language, social and emotional cognition, and memory. We employ a wide range of techniques and methodologies including observational, interview/ques- tionnaire, forced-choice, reaction time, looking time, perceptual discrimination, psychophysiology, functional magnetic resonance imaging (fMRI), Transcranial Mag- netic Stimulation (TMS), and event related potentials CREATE NEW KNOWLEDGE COGNITION AND DEVELOPMENT (ERP). -
The American Board of Behavioral and Cognitive Psychology
The American Board of Behavioral and Cognitive Psychology Manual for Applicants (Revised January 1, 2017) Page 2 of 20 TABLE OF CONTENTS WELCOME ............................................................................................................................. 3 DEFINITION OF THE SPECIALTY OVERVIEW OF THE APPLICATION PROCESS ............................................................................ 4 COMPETENCIES CHARACTERIZING THE SPECIALTY .................................................................. 4 FOUNDATIONAL COMPETENCIES FUNCTIONAL COMPETENCIES ELIGIBILITY FOR CANDIDACY .................................................................................................. 6 GENERIC DEGREE AND PROGRAM REQUIREMENTS SPECIALTY REQUIREMENTS FOR BEHAVIORAL AND COGNITIVE PSYCHOLOGY APPLICATION FORMS AND STEPS ........................................................................................... 8 OVERVIEW OF THE THREE STAGE PROCESS ............................................................................ 8 WRITTEN DOCUMENTS THE ORAL EXAMINATION NOTIFICATION AND AWARD OF THE DIPLOMA .................................................................... 15 APPEALING AN UNSUCCESSFUL EXAM PERSONAL AFFILIATION AND STANDARDS OF PRACTICE ...................................................... 16 MAINTENANCE OF CERTIFICATION……………………………………………………………………………………….16 MAINTENANCE OF CERTIFICATION APPEAL PROCEDURE CLOSING STATEMENT ......................................................................................................... -
Psychology, Meaning Making and the Study of Worldviews: Beyond Religion and Non-Religion
Psychology, Meaning Making and the Study of Worldviews: Beyond Religion and Non-Religion Ann Taves, University of California, Santa Barbara Egil Asprem, Stockholm University Elliott Ihm, University of California, Santa Barbara Abstract: To get beyond the solely negative identities signaled by atheism and agnosticism, we have to conceptualize an object of study that includes religions and non-religions. We advocate a shift from “religions” to “worldviews” and define worldviews in terms of the human ability to ask and reflect on “big questions” ([BQs], e.g., what exists? how should we live?). From a worldviews perspective, atheism, agnosticism, and theism are competing claims about one feature of reality and can be combined with various answers to the BQs to generate a wide range of worldviews. To lay a foundation for the multidisciplinary study of worldviews that includes psychology and other sciences, we ground them in humans’ evolved world-making capacities. Conceptualizing worldviews in this way allows us to identify, refine, and connect concepts that are appropriate to different levels of analysis. We argue that the language of enacted and articulated worldviews (for humans) and worldmaking and ways of life (for humans and other animals) is appropriate at the level of persons or organisms and the language of sense making, schemas, and meaning frameworks is appropriate at the cognitive level (for humans and other animals). Viewing the meaning making processes that enable humans to generate worldviews from an evolutionary perspective allows us to raise news questions for psychology with particular relevance for the study of nonreligious worldviews. Keywords: worldviews, meaning making, religion, nonreligion Acknowledgments: The authors would like to thank Raymond F. -
Back to the Future of Dissonance Theory: Cognitive Consistency As a Core Motive
Social Cognition, Vol. 30, No. 6, 2012, pp. 652–668 GAWRONSKI COGNITIVE CONSISTENCY AS A CORE MOTIVE BACK TO THE FUTURE OF DISSONANCE THEORY: COGNITIVE CONSISTENCY AS A CORE MOTIVE Bertram Gawronski The University of Western Ontario In his theory of cognitive dissonance, Festinger (1957) described cogni- tive consistency as a psychological need that is as basic as hunger and thirst. Over the past decades, however, the idea of cognitive consistency as a core motive has been replaced by an increasingly narrow focus on dissonance-related changes in attitudes and alternative accounts that at- tribute such changes to mechanisms of ego-defense. The current article aims at reviving the idea of cognitive consistency as a core motive, arguing that inconsistency serves as an epistemic cue for errors in one’s system of beliefs. Because inconsistency can often be resolved in multiple ways, motivated reasoning can bias processes of inconsistency resolution toward desired conclusions, although motivated distortions are constrained by the need for cognitive consistency. The ubiquity of consistency processes is il- lustrated through its role in various instances of threat-compensation (e.g., victim derogation, self-verification, system justification) and the insights that can be gained from reconceptualizing various social psychological phenomena in terms of cognitive consistency (e.g., prejudice-related belief systems, dispositional inference, stability of first impressions). Festinger’s (1957) theory of cognitive dissonance is arguably one of the most in- fluential theories in the history of social psychology. The theory postulates that inconsistent cognitions elicit an aversive state of arousal (i.e., dissonance), which in turn produces a desire to reduce the underlying inconsistency and to maintain a state of consonance.1 Although Festinger was convinced that the psychological need for cognitive consistency is as basic as hunger and thirst, several revisions 1. -
Social Cognition and Behavior in Relationship Context
TURUN YLIOPISTON JULKAISUJA ANNALES UNIVERSITATIS TURKUENSIS SARJA - SER. B OSA - TOM. 311 HUMANIORA SOCIAL COGNITION AND BEHAVIOR IN RELATIONSHIP CONTEXT by Kätlin Peets TURUN YLIOPISTO Turku 2008 From the Department of Psychology University of Turku, Finland Supervised by Christina Salmivalli, Ph.D. Professor Department of Psychology University of Turku Finland Ernest V. E. Hodges, Ph.D. Associate Professor Department of Psychology St. John’s University New York, USA Reviewed by Shelley Hymel, Ph.D. Professor Faculty of Education University of British Columbia Vancouver, Canada Bram Orobio de Castro, Ph.D. Professor Department of Developmental Psychology Utrecht University Utrecht, The Netherlands Opponent Shelley Hymel, Ph.D. Professor Faculty of Education University of British Columbia Vancouver, Canada ISBN 978-951-29-3614-4 (PRINT) ISBN 978-951-29-3615-1 (PDF) ISNN 0082-6987 Painosalama Oy – Turku, Finland 2008 3 Social Cognition and Behavior in Relationship Context Kätlin Peets Department of Psychology University of Turku Finland ABSTRACT Social information processing (SIP; Crick & Dodge, 1994) and social-cognitive learning theories have been often used to understand children’s problem behaviors, such as aggression. According to these theories, children’s thinking guides their subsequent behaviors. Although most of us agree that social behavior and underlying thought processes are context-dependent, personality and social development researchers have usually engaged in searching for stable patterns of dispositions and behaviors, ignoring (or treating as error) the variance across different situations and relationship types. This, however, can result in erroneous conclusions and question the interpretation of previous findings. Four studies were conducted to explore the influence of relationship context on children’s social-cognitive evaluations and behavior. -
Tv Pg 6 3-2.Indd
6 The Goodland Star-News / Tuesday, March 2, 2009 All Mountain Time, for Kansas Central TIme Stations subtract an hour TV Channel Guide Tuesday Evening March 2, 2010 7:00 7:30 8:00 8:30 9:00 9:30 10:00 10:30 11:00 11:30 28 ESPN 57 Cartoon Net 21 TV Land 41 Hallmark ABC Lost Lost 20/20 Local Nightline Jimmy Kimmel Live S&T Eagle CBS NCIS NCIS: Los Angeles The Good Wife Local Late Show Letterman Late 29 ESPN 2 58 ABC Fam 22 ESPN 45 NFL NBC The Biggest Loser Parenthood Local Tonight Show w/Leno Late 2 PBS KOOD 2 PBS KOOD 23 ESPN 2 47 Food FOX American Idol Local 30 ESPN Clas 59 TV Land Cable Channels 3 KWGN WB 31 Golf 60 Hallmark 3 NBC-KUSA 24 ESPN Nws 49 E! A&E Criminal Minds CSI: Miami CSI: Miami Criminal Minds Local 5 KSCW WB 4 ABC-KLBY AMC To-Mockingbird To-Mockingbird Local 32 Speed 61 TCM 25 TBS 51 Travel ANIM 6 Weather Wild Recon Madman of the Sea Wild Recon Untamed and Uncut Madman Local 6 ABC-KLBY 33 Versus 62 AMC 26 Animal 54 MTV BET National Security Vick Tiny-Toya The Mo'Nique Show Wendy Williams Show Security Local 7 CBS-KBSL BRAVO Mill. Matchmaker Mill. Matchmaker Mill. Matchmaker Mill. Matchmaker Matchmaker 7 KSAS FOX 34 Sportsman 63 Lifetime 27 VH1 55 Discovery CMT Local Local Smarter Smarter Extreme-Home O Brother, Where Art 8 NBC-KSNK 8 NBC-KSNK 28 TNT 56 Fox Nws CNN 35 NFL 64 Oxygen Larry King Live Anderson Cooper 360 Larry King Live Anderson Local 9 Eagle COMEDY S. -
Cognitive Psychology
COGNITIVE PSYCHOLOGY PSYCH 126 Acknowledgements College of the Canyons would like to extend appreciation to the following people and organizations for allowing this textbook to be created: California Community Colleges Chancellor’s Office Chancellor Diane Van Hook Santa Clarita Community College District College of the Canyons Distance Learning Office In providing content for this textbook, the following professionals were invaluable: Mehgan Andrade, who was the major contributor and compiler of this work and Neil Walker, without whose help the book could not have been completed. Special Thank You to Trudi Radtke for editing, formatting, readability, and aesthetics. The contents of this textbook were developed under the Title V grant from the Department of Education (Award #P031S140092). However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government. Unless otherwise noted, the content in this textbook is licensed under CC BY 4.0 Table of Contents Psychology .................................................................................................................................................... 1 126 ................................................................................................................................................................ 1 Chapter 1 - History of Cognitive Psychology ............................................................................................. 7 Definition of Cognitive Psychology -
Anu Asnaani, Ph.D
Date: March, 2021 CURRICULUM VITAE Anu Asnaani, Ph.D. The University of Utah Department of Psychology 380 S. 1530 E BEH S 802, Salt Lake City, UT 84112 [email protected] (801) 585 3644 Education: 2013 Ph.D. in Clinical Psychology, Boston University Dissertation title: “The effects of approach-avoidance modification on social anxiety disorder.” Mentor: Dr. Stefan Hofmann 2012 Pre-doctoral Resident in Clinical Psychology, Brown Alpert Medical School 2008 M.A. in Clinical Psychology, Boston University Masters’ Thesis title: “A cross-ethnic comparison of lifetime prevalence rates of anxiety disorders.” Mentor: Dr. Stefan Hofmann 2007 B.Sc. in Psychology (with Honors), Brown University Honors’ Thesis title: “Borderline personality disorder: A two-part study on heterogeneity within the disorder.” Mentor: Dr. Mark Zimmerman Faculty Appointments: 2019- Assistant Professor, Department of Psychology, University of Utah, Salt Lake City, UT 2014-2018 Assistant Professor in Clinical Psychology, Department of Psychiatry, University of Pennsylvania Perelman School of Medicine, Philadelphia, PA 2013-2014 Instructor, Department of Psychiatry, University of Pennsylvania Perelman School of Medicine, Philadelphia, PA Hospital and Administrative Appointments: 2017-2018 Associate Director, Center for the Treatment and Study of Anxiety (CTSA), University of Pennsylvania Perelman School of Medicine, Philadelphia, PA 2015-2018 Hiring Officer for Faculty Appointments and Post-Doctoral Positions, CTSA 2015-2018 Foreign Visitors Liaison, CTSA 2014-2015