Learning, Emotions and Motivation will be explored from animal models of clinical conditions, historical case studies in humans of brain-derived emotional disturbances, and current innovations to treat brain disorders. These important discoveries will be presented for students to understand underlying biological and neural mechanisms that mediate adaptive changes to motivate healthy behavior.

Human neuroimaging technologies and analytics methods enable exploration of the form, function, and connectivity of the living brain. Students will gain familiarity with the origins of brain imaging using magnetic resonance imaging (MRI), be able to discuss the technical foundations of image reconstruction, view and process raw neuroimaging structural and time-series data, and make inferences about the brain in health and in disease.PSYC 4200 or PSYC 5265 recommended. Some background in coding using Matlab, R or Python is recommended. Other majors with Instructor's Permission.

A broad perspective on the expanding field of social neuroscience. A. Topics include but are not limited to social perception, social cognition, person perception, theory of mind, attitudes, and interpersonal processes. Emphasis on understanding the reciprocal interaction between brain function and everyday social behaviors. Prerequisite: PSYC 2200 or BIOL 3050.

Introduction to research methods used to explore current issues in social psychology. This course provides hands-on learning experiences in research design, data collection and analysis, and reporting of research findings.

Topical Offerings in Psychology

This course will provide a broad overview of neuroscientific research into social relationships. The field is relatively new, and changing quickly. After a brief review of the neuroscientific methods we are likely to encounter in this literature, the course will be oriented toward readings and discussion, with brief research proposals presented at the end. PSYC 2200 or BIOL 3050 recommended.

Course focus: 1) Background and theories of adolescence, 2) contributions to adolescence from: puberty, intellectual growth, and identify formation, 3) contexts of adolescence: the family situation, peer groups, school, and culture, 4) special topics of adolescence; religious, moral, and sexual development, sex roles, career planning (and achievement), disorders (drugs, delinquency, depression, suicide, etc.). Prerequisite: PSYC 2700 or 6 hours in Psychology.

Topics include psychological and linguistic theory; experimental and empirical studies of linguistic usage; development of language in infants and children; cross-cultural studies of linguistic usage; and the biology of language.

This methods course provides hands-on experience designing and conducting research in developmental psychology. The course is intended to guide students through the research process, including generating research questions, evaluating previous literature, proposing an original experiment, collecting and analyzing data, and presenting findings.

Group Process and Facilitation is a 2-semester, 4- or 5-credit course sequence. In semester 1, students learn background knowledge and skills related to: advanced reflective listening, group processes and management, leadership and facilitation. Students also participate in their own Hoos Connected group. In semester 2, students are eligible to co-facilitate 1-2 Hoos Connected group(s) and also receive weekly group supervision.