73 courses with the subject PSYC BC, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
PSYC BC1001INTRODUCTION TO PSYCHOLOGY3.00
Prerequisites: This course is prerequisite for all other psychology courses. This course is a prerequisite for the Psychology Major, as well as for most other Barnard PSYC courses (be sure to check all course information before enrolling in a course). The following Columbia University courses are considered overlapping and a student cannot receive credit for both the BC course and the equivalent CU course: UN1001 The Science of Psychology; and UN1021 Science of Psychology: Explorations/Applications
Prerequisites: Departmental permission via Barnard Department of Psychology Lab and Statistics Lottery (students enter lottery online the previous semester). Note: This introductory lab course is intended for students who have not previously been enrolled in a psychology lab course. It is also highly recommended for First Year and Sophomore students. Corequisites: PSYC BC1001 Corequisites: PSYC BC1001, or its equivalent. While this lab is not required for either Psychology Major or Non-Major, it is not open to students who have already completed or are concurrently enrolled in PSYC BC1020 Research Methods and Analysis. This lab course is intended for students who have not previously been enrolled in a psychology lab course; and a majority of seats are reserved for First Year and Sophomore students. A laboratory-based introduction to experimental methods used in psychological research. Upon successful completion of this course, students will know how to review the primary literature and formulate a hypothesis, design an experiment, analyze data using statistical methods, communicate the results of a scientific study through oral presentation and written manuscript, and carry out research studies under ethical guidelines. Students will be able to apply the acquired knowledge in all disciplines of Psychology and will be prepared to engage in advance research in fields including, but not limited to, Cognition, Learning, Perception, Behavioral Neuroscience, Development, Personality, and Social Psychology
PSYC BC1020BEHAVIORAL RESEARCH METHODS AND ANALYSIS3.00
This course is one of three prerequisites for all 2000-level PSYC lab courses, and is a requirement for the Psychology Major. PSYC BC1001, or its equivalent, must be completed prior to or concurrently with this course. Also note that once this course has been completed a student cannot then enroll in PSYC BC1010 Intro Lab. (If a student chooses to take BC1010 Intro Lab, it must be completed before BC1020 Research Methods.) This class will introduce students to the fundamental scientific principles, experimental methods, and analytical approaches involved in the study of human behavior. The initial major topics to be covered include how basic scientific approach can be gainfully and ethically used to study human behavior. The following topics in the course will cover the most prevalent manners of collecting data in behavioral research and the most common types of statistical analyses and tests such data is subjected to. The latter topics in the course will introduce some of the more advanced experimental designs and statistical approaches that are more specific to the social sciences
What does it mean to live a life well lived? The main mission of this course is to provide an up-to-date understanding of theoretical, empirical, and applied advances in the science of well-being and self-actualization. Consideration will be given to conflicting viewpoints and their respective empirical support, including the benefits of embracing both comfortable and uncomfortable emotions, the measurement and development of different models of well-being, and the implications of deliberately attempting to increase well-being. Throughout the course we will engage in experiential learning and practical exercises which will inform our theoretical and empirical understanding of the latest scientific findings and help you in your own personal journey to satisfy the fundamental needs of human existence and bring out the best in yourself. This course is comprised of a lecture and a discussion section
Prerequisites: BC1001 or permission of the instructor. Weekly meetings with researchers from Barnard, Columbia, and other guests to discuss the nature of scientific inquiry in psychology; and intellectual, professional, and personal issues in the work of scientists
Prerequisites: BC1001 and departmental permission via Barnard Department of Psychology Lab and Statistics Lottery (students enter lottery online to choose recitation section the previous semester). Enrollment limited to 18 students per recitation section. Prerequisite (or co-requisite): PSYC BC1001. Lecture course and associated recitation section introducing students to statistics and its applications to psychological research. The course covers basic theory, conceptual underpinnings, and common statistics. The following Columbia University courses are considered overlapping and a student cannot receive credit for both the BC course and the equivalent CU course: STAT UN1001 Introduction to Statistical Reasoning; STAT UN1101 Introduction to Statistics; STAT UN1201 Introduction to Statistics
Prerequisites: PSYC BC1001, BC1020, BC1101. Corequisite: PSYC BC2107 Psychology of Learning Lecture. Students conduct experiments analyzing learning and memory in rats and humans. The following Columbia University course is considered overlapping and a student cannot receive credit for both the BC course and the equivalent CU course: PSYC UN1440 Experimental Psychology: Learning and Motivation (which includes PSYC UN1441 Learning and Motivation Lab)
Prerequisites: PSYC BC1001 Introduction to Psychology or COGS UN1001 Introduction to Cognitive Science or permission of the instructor. Lecture course covering the basic methods, results, and theory in the study of how experience affects behavior. The roles of early exposure, habitation, sensitization, conditioning, imitation, and memory in the acquisition and performance of behavior are studied. The following Columbia University course is considered overlapping and a student cannot receive credit for both the BC course and the equivalent CU course: PSYC UN1440 Experimental: Learning and Motivation
Prerequisites: PSYC BC1001, BC1020, BC1101. Corequisites: BC2110 Perception Lecture. Laboratory course to accompany BC2110. Students conduct experiments of seeing, hearing, touching, tasting, and smelling, and learn to report their findings. The following Columbia University course is considered overlapping and a student cannot receive credit for both the BC course and the equivalent CU course: PSYC UN1480 Perception and Attention (which includes PSYC UN1481 Perception and Attention Lab); and UN2230 Perception and Sensory Processes
Prerequisites: PSYC BC1001 Introduction to Psychology or COGS UN1001 Introduction to Cognitive Science or permission of the instructor. Lecture course covering an introduction to problems, methods, and research in perception. Discussion of psychological studies of seeing, hearing, touching, tasting, and smelling. Note that this lecture can be taken without its affiliated lab, PSYC BC2109, however, if a student completes this lecture, she cannot enroll in the lab in a later semester. The following Columbia University course is considered overlapping and a student cannot receive credit for both the BC course and the equivalent CU course: PSYC UN1480 Perception and Attention; and PSYC UN2230 Perception and Sensory Processes
Corequisites: PSYC BC2115 Prerequisites: PSYC BC1001, BC1020, BC1101. Corequisites: BC2115 Cognitive Lecture. Students conduct experiments related to selected topics illustrating the methods, findings, and theories of contemporary cognitive psychology. Topics include attention, memory, categorization, perception, and decision making. Special topics include neuropsychology and cognitive neuroscience
Prerequisites: PSYC BC1001 Introduction to Psychology or COGS UN1001 Introduction to Cognitive Science or permission of the instructor. Lecture covering selected topics illustrating the methods, findings, and theories of contemporary cognitive psychology. Topics include attention, memory, categorization, perception, and decision making. Special topics include neuropsychology and cognitive neuroscience. Note that this lecture can be taken without its affiliated lab, PSYC BC2114, however, if a student completes this lecture, she cannot enroll in the lab in a later semester. The following Columbia University courses are considered overlapping and a student cannot receive credit for both the BC course and the equivalent CU course: PSYC UN2220 Cognition: Memory and Stress; and PSYC UN2210 Cognition: Basic Processes
Prerequisites: PSYC BC1001, BC1020, BC1101. Corequisites: PSYC BC2125 Psychology of Personality Lecture. Laboratory consists of experiments related to the principal approaches to personality and their implications for personality development, psychological adjustment, and everyday behavior. Students will participate in all stages of personality research: conceptualizing a personality construct, designing and administering tests, identifying individual differences, and carrying out a study
Prerequisites: BC1001 or permission of the instructor. Lecture course covering the principal approaches to personality and their implications for personality development, psychological adjustment, and everyday behavior. Note that this lecture can be taken without its affiliated lab, PSYC BC2124, however, if a student completes this lecture, she cannot enroll in the lab in a later semester. The following Columbia University course is considered overlapping and a student cannot receive credit for both the BC course and the equivalent CU course: PSYC UN2610 Introduction to Personality; and PSYC UN2680 Social and Personality Development
Prerequisites: PSYC BC1001, BC1020, BC1101. Corequisites: PSYC BC2129 Developmental Psychology Lecture. Laboratory course involving experiments related to cognitive, linguistic, perceptual, motor, social, affective, and personality development from infancy to adolescence. The course offers an opportunity for direct observation of children; major areas of research at each level of development are covered
Prerequisites: PSYC BC1001 Introduction to Psychology or COGS UN1001 Introduction to Cognitive Science or permission of the instructor. Lecture course covering cognitive, linguistic, perceptual, motor, social, affective, and personality development from infancy to adolescence. Note that this lecture can be taken without its affiliated lab, PSYC BC2128, however, if a student completes this lecture, she cannot enroll in the lab in a later semester. The following Columbia University course is considered overlapping and a student cannot receive credit for both the BC course and the equivalent CU course: PSYC UN2280 Introduction to Developmental Psychology
Corequisites: PSYC BC2138 Prerequisites: BC1001, BC1020, BC1101. Corequisites: BC2138 Social Psychology Lecture. Laboratory course covering contemporary theory and research on social thought and behavior. Issues such as person perception, attitudes, attraction, aggression, stereotyping, group dynamics, and social exchange will be explored. The application of theory and research to addressing social problems will be discussed
Prerequisites: BC1001 or permission of the instructor. Lecture course covering contemporary theory and research on social thought and behavior. Issues such as person perception, attitudes, attraction, aggression, stereotyping, group dynamics, and social exchange will be explored. The application of theory and research to addressing social problems will be discussed. Note that this lecture can be taken without its affiliated lab, PSYC BC2137, however, if a student completes this lecture, she cannot enroll in the lab in a later semester. The following Columbia University course is considered overlapping and a student cannot receive credit for both the BC course and the equivalent CU course: PSYC UN2630 Social Psychology
Prerequisites: PSYCBC1001 Introduction to Psychology or its accepted equivalent. . An introduction to the study of abnormal behavior and various psychological disorders such as depression, schizophrenia, anxiety disorders, eating disorders, and personality disorders. The course broadly reviews scientific and cultural perspectives on abnormal behavior with an emphasis on clinical descriptions and diagnosis, etiology, treatment, and research methods. The following Columbia University course is considered overlapping and a student cannot receive credit for both the BC course and the equivalent CU course: PSYC UN2620 Abnormal Behavior
Prerequisites: BC1001 or permission of the instructor. Enrollment strictly limited to 45 students; decided upon and finalized first week of classes. Introduction to behavior of individuals and small groups in work organizations. Recent theory and research emphasizing both content and research methodology. Motivation and performance, attitudes and job satisfaction, power, influence, authority, leadership, cooperation and conflict, decision making, and communications. Enrollment limited to 45; and only seniors
Corequisites: PSYC BC2156 Prerequisites: BC1001, BC1020, BC1101. Corequisite: PSYC BC2156 Clinical Psychology lecture. The purpose of the lab is to teach students the research methods involved in creating clinical psychological science. Students gain hands-on practice with clinical psychology research methods. In the first half of the lab students conduct classroom exercises demonstrating concepts such as reliability and validity and research methodologies such as randomized controlled trials (RCTs) and treatment fidelity. In the second half of the class students design and run a research study. Basic methodological issues will be explored in depth, including research ethics, conducting literature reviews and writing up a scientific report in APA style
Prerequisites: Both BC1001 and BC2141, as well as one of the following: BC1125 Personality, BC1107 Psychology of Learning, BC1119 Systems and Behavioral Neuroscience or BC1129 Developmental Psychology. Or BC1001 and permission of the instructor.Enrollment limited to 35 students.,\n3 points. Prerequisites: PSYC BC1001 or permission of the instructor. An introduction to the field of clinical psychology aimed at 1) becoming familiar with professional issues in the field and 2) comparing therapeutic approaches for their utility and efficacy. Therapeutic approaches covered include psychodynamic therapies, cognitive behavior therapies, family/child therapies. The course will critically examine a variety of professional issues including ethical dilemmas, clinical assessment and diagnosis, and use of technology in therapy. Note that this lecture can be taken without its affiliated lab, PSYC BC2155, however, if a student completes this lecture, she cannot enroll in the lab in a later semester
Prerequisites: BC1001 or permission of the instructor. The aim of this course is to critically examine the complex interaction of biological, psychological and environmental factors which impact the etiology, symptoms, and treatment of substance abuse and dependence. The course focuses on those drugs which have abuse and dependence potential with specific emphasis on Alcohol and the Depressants, the Psychostimulants, and the Opiates. A primary objective is to provide insight into factors which contribute to challenges with substances for some individuals and to better understand their felt and lived experience with drugs. The course begins with a review of theoretical perspectives including disease, behavioral, cognitive, social learning, psychodynamic, and neurobiological models. The physical, psychological, and socio-cultural effects/impact of each major class of drug will then follow. Within each category, we will also discuss controversial issues related to each drug for example: methadone maintenance, needle exchange programs, Ritalin/Adderall abuse, the “opiate epidemic.” Throughout the course, case histories, film documentaries and memoirs will provide personal accounts of the drug experience. We conclude the course with an overview of treatment interventions
Prerequisites: PSYC BC1001 Every day there are thousands of individuals interacting with the legal system. Are they mentally competent to stand trial? How can a judge decide if it is in the best interests of a child to live with one, or both (or neither) parent(s)? What is the risk of a violent offender repeating the offense? What kinds of information influence juries? Does mediation work to solve disputes? Forensic psychologists apply their knowledge of psychology specifically in legal matters. This semester will focus on the broad area of forensic psychology, exploring important legal cases relevant to forensic psychology, police psychology, what constitutes expert testimony, how assessments are conducted, and working as a psychologist in the correctional system
PSYC BC3000Exploring the Psychology of Imagination4.00
We spend much of our time in our imaginations: we daydream or immerse ourselves in fiction, children engage in pretend play, and we mentally simulate how our room might look if we rearrange the furniture. Imagination forms a critical link between perception, memory, creativity, and higher-order thinking. This seminar will examine imagination and mental simulation from the perspective of modern psychology. We will consider how imagination is formed in children, how it is used in adults, whether machines might imagine, and how we can study the contents of our imaginations
PSYC BC3088Science of Well-Being and Human Potential4.00
What does it mean to reach your full potential? Can science inform how you can live your own best life? The main mission of this seminar is to provide an up-to-date understanding of theoretical, empirical, and applied advances in the science of well-being and human potential. Consideration will be given to conflicting viewpoints and their respective empirical support. The course is grounded in the core principles of humanistic psychology, and will cover essential human needs, including security, growth, mindfulness, connection, self-esteem, love, creativity, character, resiliency, purpose, flow, gratitude, awe, and other forms of transcendence. We will also cover the latest science of human performance, including the development of intelligence, talent, and creativity. Throughout this seminar you will engage in experiential learning and practical exercises to further help you nurture what’s best within you— and become a whole person— which will inform our theoretical and empirical understanding of the latest scientific findings. My hope is that in addition to enhancing your appreciation of how the scientific method can increase your understanding of human potential more generally, the exercises and readings in this course will also help you in your own personal journey to realize your greatest strengths and become more fully human— accepting and becoming flexible with the totality of who you are, so that you can become the person you most want to become. PLEASE NOTE: Students may not get credit for both PSYC BC3008 and PSYC UN3820
Even as students learn to be scientists, there is a need to learn how to write about science, translating the science for a general readership. In this seminar we will develop writing skills by, first, close reading and analysis of science writing (on research about humans, non-human animals, and non-animals) for the non-specialist, as well as some of the original research papers from which the pieces arose. We will simultaneously begin an iterative process of composing pieces of different lengths and different genres, based on recently published science papers. Assignments will include a short news summary, book review, an audio interview, and a final feature print or audio story; some of these assignments will involve multiple drafts or stages. Guest speakers and a recording practices intensive from IMATS will complement the readings and writing assignments. We will focus on concept translation, storytelling, and other elements of narrative craft in this writing-intensive seminar. We will also emphasize proper citation practices. Final projects will be a long-form feature or a podcast
In this seminar we will examine attention, the critical cognitive process responsible for prioritizing certain information for more efficient processing while filtering out distractions. We will review attention’s effects on early to late-stage vision, how it interacts with other sensory systems, and higher cognitive functions, all while surveying some of the most common ways it’s historically been measured using psychophysical and neuroscientific methods. We will evaluate how attention has been assessed across human development, and in clinical populations, such as individuals with Neurodevelopmental Disorders (NDD), schizophrenia and hemispatial neglect. We will end by discussing the practical implications of our increasingly limited and divided attention when navigating the modern technological landscape, as well as review the potential for improving attention through training
This seminar will be a discussion based course where you will have the opportunity to lead a class and explore and cultivate new thoughts and ideas alongside me and your classmates. Here, we will explore different aspects of how we learn more than one language. We will debunk myths associated with bilingualism and discuss research that has been conducted on this area to date and what we still need to find out. There is nothing more fascinating than language and language development and bilingualism is one of the most exciting parts. I am very excited to get to know each and every one of you and have the opportunity to explore one of the core parts of the human experience together
Prerequisites: PSYC BC1001 Prerequisites: PSYC BC1001 BC1001, at least one psychology lab, and permission of the instructor. This seminar will explore what psychology can tell us about politics. The focus will be on citizens as active consumers of political information. Topics include ideology and partisanship, attitude formation and change, motivated reasoning, metacognition, persuasion, rationality, intergroup processes, conflict, distrust and conspiracism
Prerequisites: BC1001 and either BC1124/1125, BC1125, BC2141, or permission of the instructor. Enrollment limited to 20 students; and senior psychology majors. Prerequisites: BC1001; and either BC1124/1125, BC1125, BC2141, or permission of the instructor. Prioority given to senior psychology majors. Critically investigates the universalizing perspectives of psychology. Drawing on recent theory and research in cultural psychology, examines cultural approaches to psychological topics such as the self, human development, mental health, and racial identity. Also explores potential interdisciplinary collaborations. The following Columbia University course is considered overlapping and a student cannot receive credit for both the BC course and the equivalent CU course: PSYC UN2650 Intro to Cultural Psychology
Prerequisites: BC 1001 and one of the following: BC1106/1107, BC1109/1110, BC1118/1119, BC1128/1129, or permission of the instructor. Enrollment limited to 20 students
Review of the classic and contemporary empirical research pertaining to the self, with an emphasis on the self as a socially-based construct. Focus on the social basis of identity, self-concept, and self-regulation
PSYC BC3171Moral Psychology: Ancient Wisdom and Modern Science4.00
This seminar is designed to introduce you to the psychological foundations of morality, examining how moral judgment and behavior develop across cultures and throughout human history. Drawing from ancient wisdom traditions, contemporary psychology, philosophy, and emerging fields like AI ethics, you will gain a nuanced understanding of moral psychology and its applications
This seminar is designed to introduce you to the methods used to discern and describe the cognitive repertoire of novel, understudied, animals. The animals which we will specifically examine in the class are octopuses and cuttlefish. Over the course of the semester you will learn how we define cognitive abilities in humans and examine them in various animal species for modeling and comparison purposes. Each week you will examine one specific ability in humans, a traditional animal model, and a cephalopod. In this manner you will come to understand the historical process of understanding animal cognition, the current state of the literature in at least one area of cephalopod cognition and be capable of proposing a novel experiment as a way to extend our knowledge of that area of cephalopod cognition
PSYC BC3195SEMINAR IN EDUCATIONAL PSYCHOLOGY: HUMAN LEARNING AND EDUCATIONAL PRACTICE4.00
Prerequisites: PSYC BC1001 This seminar provides an introduction and overview of key contemporary research and professional issues in the field of Educational Psychology. Educational psychology can help students develop well-informed, empirically sound, creative, and ethical judgments about educational goals, policies, and practices. This course examines the theoretical and applied aspects of learning, motivation, human development, assessment and evaluation in the educational setting. Content includes the study of learning theories as well as cognitive, emotional, and social learning theories that underlie education and human development. Emphasis is placed on developing skills to better understand learners to foster improved learning, influence and manage classroom learning, and recognize and consider individual differences
PSYC BC3361ATYPICAL DEVELOPMENT IN COGNITION, LANGUAGE, AND BEHAVIOR4.00
Prerequisites: (PSYC BC1001) and (PSYC BC2129) Cognition, language and behavior are central elements of the human experience. Development in these areas begins shortly after conception and continues through the first two decades of life. Children's development usually follows a known and predictable course. In a sizable minority of cases, development goes awry, either before or shortly after birth, leading to a range of challenges and disorders in cognition, language and behavior. This course explores the etiology and presentation of disordered cognition, language and behavior resulting from developmental impairments. Vulnerabilities associated with prenatal, perinatal, infancy, childhood and adolescent stages will be analyzed. Students will be familiarized with contemporary research on the defining characteristics, associated features, possible causes, and current approaches to intervention and prevention for a wide range of issues associated with atypical development in cognition, language and behavior
PSYC BC3362ANXIETY, OBSESSIVE-COMPULSIVE, AND RELAT4.00
Prerequisites: (PSYCH BC2141) and (PSYCH BC1001) Prerequisites: (PSYCH BC2141) and (PSYCH BC1001) This course presents an in depth investigation of anxiety disorders, obsessive-compulsive disorder (OCD), and OCD-related disorders, from a primarily psychological perspective. The course will focus on the phenomenology, correlates, and contributing factors of these conditions. Students will also learn about the current psychological treatments for these disorders. Emphasis will be placed on recent empirical research findings
Designed to examine the science of psychology and the complexities of teaching to create an environment conducive to involved and active learning. The seminar, especially designed for current and intended Teaching Assistants, covers ethical concerns, strategies for maintaining boundaries, mastery learning, and approaches for leading discussions. Course uses case methods, videotaping, research projects, and scenario analysis. Enrollment limited to 12
Prerequisites: Students must have one of the following pre-requisites for this course: PSYC BC1125 Personality Psychology, PSYC BC1138 Social Psychology, or PSYC BC2151 Organizational Psychology, and permission by the instructor. An in-depth examination of the concept of leadership in psychology with an emphasis on womens leadership. Topics include the role of gender, culture, and emotional intelligence as well as an examination of transactional and transformational models. Topics will be discussed with an equal emphasis on theory, research, and application. Students must have prerequisites and permission of the instructor. Enrollment limited to 15
Prerequisites: BC1001 and permission of the instructor. Consideration of classic Psychodynamic (the unconscious/incubation), Psychometric (testing/training), and Personaility (train/motivation) models of creativity. Application of contemporary Process (cognitive/problem-solving) models to art, literature, and independently selected areas of expertise. Process models are involving constraint selection within well-established domains are emphasized
Prerequisites: BC1001, one Psychology laboratory course, one of the following: PSYC W2240, BC1128/1129, BC1129, or LIN BC V1101, and permission of the instructor. Enrollment limited to 15 students.
Prerequisites: BC1001 and two more psychology courses, and permission of the instructor required. Consideration of research on the interaction of biological, psychological, and social factors related to physical health and illness. Topics include the relationship of stress to illness, primary prevention, mind-body methods of coping with stress and chronic illness (such as meditation), and the relationship between psychological factors and recovery from illness. Enrollment limited to 15
“Research that produces nothing but books will not suffice.” — Kurt Lewin, 1946 Social psychology has a long tradition of turning research outward to understand and address real-world social problems. For example, using insights gleaned from theories of human behavior, scientists have designed programs, activities, and materials to reduce prejudice and conflict, narrow academic disparities, increase prosocial and pro-environmental behaviors, promote health and wellness, and more. In this seminar, we will explore the interdisciplinary science of harnessing psychology to change people and society for the better. We will discuss theoretical, methodological, and practical issues that drive the design, implementation, and evaluation of social psychological and behavioral science interventions. Throughout the course, students will develop their own interventions targeting a social problem of their choice, with special attention to identifying the psychological underpinnings of the problem chosen, the theoretical basis for the intervention, and the design and evaluation of the intervention. This class focuses on social psychological and related behavioral science interventions; clinical interventions and therapies will not be discussed.
Prerequisites: (PSYC BC1001) BC1001 and permission of the instructor. Enrollment limited to 20 students. Prerequisites: (PSYC BC1001) Permission of the instructor. Review of current literature from experimental social psychology pertaining to stereotyping and prejudice. Topics include: functions and costs of stereotyping, the formation and maintenance of stereotypes, and stereotype change. Recent research concerning the role of cognitive processes in intergroup perception will be emphasized
PSYC BC3380EXPLORING THE PSYCHOLOGY OF IMAGINATION4.00
We spend much of our time in our imaginations: we daydream or immerse ourselves in fiction, children engage in pretend play, and we mentally simulate how our room might look if we rearrange the furniture. Imagination forms a critical link between perception, memory, creativity, and higher-order thinking. This seminar will examine imagination and mental simulation from the perspective of modern psychology. We will consider how imagination is formed in children, how it is used in adults, whether machines might imagine, and how we can study the contents of our imaginations.
Prerequisites: BC1001 and BC1129 Developmental Psychology or permission of the instructor. Enrollment limited to 20 senior majors. Barnard students receive priority. Examines adolescent development in theory and reality. Focuses on individual physiological, sexual, cognitive, and affective development and adolescent experiences in their social context of family, peers, school, and community. Critical perspectives of gender, race and ethnicity, sexuality, and teen culture explored
This course will serve as a rigorous introduction to the study of social judgment and person perception. We will explore the psychological processes that are involved when individuals make sense of and navigate in their social world. Social cognition represents less of “an area in” and more of “an orientation to” social psychology. The typical reading load will be 3 empirical papers each week. The readings will consist primarily of classic empirical papers, complemented by contemporary research that we will discuss together in class. This is not a light reading load; you should be prepared to spend several hours completing and considering the reading for each class meeting. Students will be required to: read (not skim) the course material, write a reaction to the readings from the week, participate in class, present to the class on empirical research, and write an experimental proposal of research or a program of research that has the potential to add to the social cognition literature
Prerequisites: PSYC BC1001 and one other Psychology course. Enrollment limited to 15 students. Permission of the instructor is required. An examination of the scientific study of the domestic dog. Emphasis will be on the evolutionary history of the species; the dogs social cognitive skills; canid perceptual and sensory capacities; dog-primate comparative studies; and dog-human interaction
Prerequisites: BC1001, BC1127/1129, BC2156, or permission of the instructor. Seniors are given priority. The purpose of this course is to introduce students to the history of disability as a construct, as well as major models of disability. Both medical and social models (as well as others) will be examined across each of the major neurodevelopmental disabilities explored, including: ADHD, autism, intellectual disability, specific learning disability, and communication/language/speech and motor disabilities. We will examine the ways in which disability is rooted in disparities associated with power and resources, political rights, and social status. We will also utilize an intersectional lens in approaching disability to examine intersections with class, ethnicity, gender, race, sexuality, and more. For each disability, we will examine cultural, historical, and socio-political context; diagnostic criteria; epidemiology; etiology; assessment; and interventions/common accommodations. For each disability, we will also engage with several first-person, lived experience accounts and attempt to identify links to the different models and theories of disability, as well as theories of intersectionality
Prerequisites: BC1001, and one psychology laboratory course; final enrollment determined on the first day of class Metacognition is one of the latest psychological buzzwords, but what exactly is metacognition? Metacognition enables us to be successful learners, problem solvers, and decision makers, and as often been used synonymously with words such as language, awareness, and consciousness. In this seminar, we will examine various components of metacognition, including its role in learning and memory, and its existence in various non-human populations. In addition, we will explore the fragility of metacognition, including illusions of confidence and harmful control strategies that people use. Readings will include classic and important recent papers in the field, looking at metacognition as a higher-level cognitive process, and as knowledge individuals use to guide behavior
Prerequisites: BC1001 Introduction to psychology and BC1138 Social Psychology, or permission of the instructor. Enrollment is determined at the first class meeting.
Prerequisites: (PSYC BC1001) and Prerequisites: (PSYC BC1001) and Instructor approval This course will examine the social psychology of Human-Machine interactions, exploring the idea that well-established social psychological processes play critical roles in interactions with non-social objects. The first half of the seminar will examine the social psychology of perception across distinct sensory modalities (shape, motion, voice, touch), whereas the second half will focus on social psychological processes between humans and non-human entities (objects, computers, robots)
PSYC BC3406SEM IN CLINICAL PSYCH: PSYCHOTIC DISORDERS AND BIPOLAR DISORDERS4.00
This seminar will focus on the schizophrenia-spectrum disorders and bipolar disorders. Topics include historical perspectives, diagnoses and symptoms, neural changes associated with the disorders, and research on effective treatments. Emphasis will be places on the impact of serious mental illness on families and communities as well as cultural differences in diagnosis, treatment and outcomes.
Reviews and integrates current research on the social psychology of helping. Discussions and readings will cover theoretical principles, methodological approaches, and cultural and motivational predictors for reciprocity, altruism, prosociality, help-seeking, and help-giving behavior on both personal and societal levels. Students will write a personal research proposal based on the theories presented during the seminar
This course offers an in-depth examination of depressive disorders, including major depressive disorder, persistant depressive disorder, post-partum depression, premenstrual dysmorphic disorder, and pediatric depression. Topics include historical perspectives, current understanding of diagnoses and symptoms, neural changes associated with the disorders, and research on effective treatments. Emphasis will be placed on the impact of depressive disorders on families and communities, as well as gender and cultural differences in diagnosis, treatment and outcomes
In this seminar, we will read and discuss current literature in psychology related to social interaction. We will examine fundamental processes involved in social interaction, consider how social interaction varies as a function of people’s social identities (e.g., gender, social class, and race), and discuss how social interaction influences close relationships, intergroup attitudes, and well-being. We will pay close attention to how these topics are studied (e.g., to methods, samples, and researcher identities) and to the broader implications of the research
PSYC BC3465Field Work ＆ Research Seminar: Toddler Center4.00
Prerequisites: BC1128/BC1129 or just BC1129 lecture (without lab) and permission of the instructor. Permission should be requested in the Spring of the year preceding registration. Enrollment limited to 16 students. This is a two-semester course only. This is a two-semester course. Those interested in applying for Fall 2026-Spring 2027 should email toddlercenter@barnard.edu to sign up for information sessions and receive details on the application process. PSYC BC2129 Developmental Psychology (with or without PSYC BC2128 lab) is a prerequisite, as well as permission of the instructor. This advanced course in developmental psychology integrates theory, research, and practice at the Barnard Toddler Center, a state-of-the-art center serving 18-36 month old children and their families. Students in the course participate as student teachers alongside an experienced staff one morning per week. Everybody gathers in a weekly seminar to discuss the intellectual concepts and research that help explain toddler behavior and the center's educational practices. In the fall semester, the focus is on developing a skillful practice when working with children and understanding the foundations of toddler development using current science and psychological theories. In the spring semester, student teaching continues, and the class carries out new research projects at the center, guided by the instructor, on topics such as the emerging concept of self, language and cognition, social interactions, emotional development, spatial and physical exploration, and parenting philosophies
PSYC BC3466FIELD WORK ＆ RESEARCH SEMINAR: TODDLER CENTER4.00
Prerequisites: BC1128/BC1129 or just BC1129 lecture (without lab) and permission of the instructor. Permission should be requested in the Spring of the year preceding registration. Enrollment limited to 16 students. This is a two-semester course only. This is a two-semester course. Those interested in applying for Fall 2026-Spring 2027 should email toddlercenter@barnard.edu to sign up for information sessions and receive details on the application process. PSYC BC2129 Developmental Psychology (with or without PSYC BC2128 lab) is a prerequisite, as well as permission of the instructor. This advanced course in developmental psychology integrates theory, research, and practice at the Barnard Toddler Center, a state-of-the-art center serving 18-36 month old children and their families. Students in the course participate as student teachers alongside an experienced staff one morning per week. Everybody gathers in a weekly seminar to discuss the intellectual concepts and research that help explain toddler behavior and the center's educational practices. In the fall semester, the focus is on developing a skillful practice when working with children and understanding the foundations of toddler development using current science and psychological theories. In the spring semester, student teaching continues, and the class carries out new research projects at the center, guided by the instructor, on topics such as the emerging concept of self, language and cognition, social interactions, emotional development, spatial and physical exploration, and parenting philosophies
Prerequisites: Three psychology courses and permission of the instructor required during program planning the semester before the course is offered. Enrollment limited to 12 students; seniors are given priority. Prerequisites: Three psychology courses and permission of the instructor required during program planning the fall semester before the course is offered. Enrollment limited to 12 students; seniors are given priority. This course introduces students to clinical and counseling work, and to psychodynamic ways of understanding and supporting people in psychological distress. Students secure a clinical placement for the course, and apply readings on psychodynamic notions of parenting, psychopathology, and therapeutic process to their clinical experiences. The course helps students clarify their professional goals, and provides the clinical experience that strengthens applications to social work programs, and that is required for applications to clinical and counseling doctoral programs
Prerequisites: Open to majors and non-majors with written permission of the department member who will supervise the project. This course can be worth 1 to 4 credits (each credit is equivalent to approximately three hours of work per week), and requires a Barnard faculty as a mentor. The course will be taken for a letter grade, regardless of whether the student chooses 1, 2, 3, or 4 credits. The expectations for each of these options are as follows: 1 credit, 3h/week commitment, 5-10 page "Research Report" at the end of the term; 2 credits, 6h/week commitment, 5-10 page "Research Report" at the end of the term; 3 credits, 9h/week commitment, 15-20 page "Research Report" at the end of the term; 4 credits, 12h/week commitment, 15-20 page "Research Report" at the end of the term. "Research Report" is a document submitted to the person grading the student, the instructor of record for the section in which the student has enrolled. If a student is working off-site, then input from the off-site research mentor will inform the grading. The "Research Report" can take a variety of forms: progress reports on data collected, training received, papers read, skills learned, etc.; or organized notes for lab notebooks, lab meetings, etc.; or manuscript-like papers with Intro, Methods, Results, Discussion; or some combination thereof, depending on the maturity of the project. Ultimately, this will take different forms for different students/labs
Discussions of the student's Independent Research project during the fall and spring terms that culminate in a written and oral senior thesis. Each project must be supervised by a scientist working at Barnard or at another local institution
Discussions of the student's Independent Research project during the fall and spring terms that culminate in a written and oral senior thesis. Each project must be supervised by a scientist working at Barnard or at another local institution
