Winter 2016

PSYC 60

Principles of Human Brain Mapping with fMRI

16W:2AWilliam Kelley

This course is designed to introduce students to the theoretical and practical issues involved in conducting functional magnetic resonance imaging (fMRI) experiments of cognitive and behaviorally-related brain activity. Participants will gain an understanding of the physiological principles underlying the fMRI signal change, as well as the considerations for experimental design. The course will include firsthand exposure to the scanning environment and data collection procedures. Participants will be provided conceptual and hands-on experience with image processing and statistical analysis. At the completion of this course, it is expected that participants will be prepared to critique, design and conduct fMRI studies; appreciate limitations and potentials of current fMRI methods and techniques; and better understand the broad range of expertise required in an fMRI research program. The course is designed to provide the participant with intensive, hands-on instruction. As a result, enrollment in the course will be limited to 12 people. Knowledge of MR physics, signal processing, or the UNIX/Linux operating system is not a prerequisite. Permission through the department website. 

 

PSYC 83

The Self

In 16W:2A—Todd Heatherton

A unitary sense of self that exists across time and place is a central feature of human experience.  Understanding the nature of self-what it is and what it does-has challenged scholars for many centuries.  Although most people intuitively understand what is meant by the term self, definitiions have tended toward the philosophical and metaphysical. Efforts at creating more formal definitions have largely been unsuccessful, as many features of self are empirically murky, difficult to identify and assess using objective methods.  Yet the phenomenological experience of self if highly familiar to everyone.  So, at issue is not whether the self exists, but how best to study it.  This course will survey contemporary approaches to understanding the self, with a strong emphasis on approaches from social psychology.  We will consider self's development, its cognitive and affective components, motives related to it, and how it is regulated.  We will consider its functional basis, examining components, motives related to it, and how it is regulated.  We will consider its functional basis, examining both its adaptive and maladaptive consequences.  We will also examine its neurological basis, including case studies of people with disorders of self.  Prerequisities:  Psyc 1, 23 and permission through the department website.

 

Psyc 84

Leadership

In 26W:10A:  White

This course will survey the theory and research of leadership from a social psychological perspective. Students will be expected to do a substantial amount of reading and writing each week, and actively participate in discussion each class session. At the completion of the course, students should be able to communicate their informed views of what good leadership is and what good leaders do, who makes a good leader and why, and when good leadership is critical for organizational success. Prerequisites:  Psych 1, 23 and permission through the department website.

 

CLASS CLOSED, WAIT LISTED ONLY

Psyc 85

Cognitive Neuroscience Seminar: Top-down processing and brain plasticity

 

In 16W:2A- Won Mok Shim

This course will explore current issues and findings in the field of cognitive neuroscience. Information in the brain has been traditionally viewed as hard-coded. However, research has shown that activity in many of the brain areas is not fixed but changes with experience, and does not hold raw sensory data but is often modulated by top-down influences, such as attention and interpretation.  In this course, we will consider how the organization of the human brain changes with experience.  We will also explore the variety of high-level information that can be found in the brain. Topics include attention, memory, imagery, consciousness, cross-modal interactions, plasticity in the brain, and brain-machine interface. Students will read and discuss the current research findings in the field and develop research ideas of their own. Permission through the department website.  

Psyc 86

Selective Deficits

In 16W:10A - Bradley Duchaine

 

Cognitive neuropsychology relies on selective deficits to shed light on the organization of the brain.  In the past, nearly all selective deficits reported in the neuropsychological literature involved brain-damaged patients who lost particular abilities, but many selective deficits due to failures of development have been identified in recent years.  These include deficits affecting computations concerned with color, faces, objects, spatial abilities, music, language, reading, number, and memory.  This course will discuss the theoretical basis of selective deficits, examine the cognitive and neural profiles of particular selective developmental deficits, and consider the more general implications of selective developmental deficits and the research opportunities they present. 

 

 

PSYC 88

Independent Research

The course is designed to enable specifically qualified students, usually seniors, to engage in independent laboratory or field research under the direction of a faculty member.  Students may take up to three terms of Independent Research. However, no more than two terms of 88, 89, or a combination of 88s and 89s may count toward the eight required courses for the major. Normally a student must have a minimum grade point average of 3.0 both overall and in the major to enroll.

 

Notes:

PSYC 89

Honors Research

This course is designed to enable especially qualified students, usually seniors, to engage in independent laboratory or field research under the direction of a faculty member. Students may take two or three terms of Honors Research, but no more than two terms of 88, 89, or a combination of 88s and 89s may count toward the eight required courses for the major. This course may not be used to fulfill the upper-level (60 or above) major requirement. A student must have a minimum grade point average of 3.30 in the major and 3.0 overall to enroll and must enroll before the end of the Fall term of their Senior year. Honors theses will be evaluated by a two-person Thesis Committee approved by the Undergraduate Committee. Thesis Committee members must be identified prior to the student signing up for Psych 89. The Thesis Committee must include a regular member of the Department of Psychological and Brain Sciences faculty. The other individual, if not a regular member of PBS, must have an active academic appointment (e.g., Research Associate, Research Assistant Professor, Medical School Faculty, Faculty in other departments of the College, for instance). Either Committee member may serve as the primary advisor. The two members of the Thesis Committee may not be in the same laboratory. The Thesis Committee will read and evaluate the thesis and oral presentation, and make recommendations to the Undergraduate Committee regarding the awarding of Honors or High Honors. In addition, all Honors students will present their work in a departmental symposium at the conclusion of the Spring term. The Thesis Committee will also recommend in writing meritorious students to the Undergraduate Committee for consideration for the various departmental prizes. Two terms of this course are required of those who seek to graduate with Honors in Psychology.

Potential sources of funds for independent research may be found in the description of The Filene and Benner Fellowships for Independent Research and on the Undergraduate Advising & Research web site.

Prerequisite: Psych 1, 10 and 11. A sixty level course is strongly recommended. Students should check well in advance with their faculty advisor for additional prerequisites. Written permission from the advisor, and then written permission from the Chairman of the Undergraduate Committee (for 09-10, Professor Catherine Cramer).

Checklist for enrolling in Honors Independent Research, PSYC 89. Be sure to read the Expectations and Procedures for Honors in Psychology, to help you design and conduct a successful Honors Major.

 

PSYC 90

Independent Neuroscience Research

This course is designed to enable Neuroscience majors to engage in independent laboratory research under the direction of a neuroscience faculty member. This course is suitable to use for your culminating experience, but cannot be used to fulfill the elective requirement for the Neuroscience major. Students may take up to two terms of independent research. Students are required to write a final report of their research.

Prerequisite: Psychology 6, and 10. A completed Checklist for Independent Study form along with the signed permission from the advisor on the form should be submitted to the PBS Department office. The Neuroscience Steering Committee will evaluate and approve the application.

 

PSYC 91

Honors Neuroscience Research

This course is designed to enable especially qualified Neuroscience majors, usually seniors, to engage in independent laboratory research under the direction of a neuroscience faculty member. Students must take at least two terms of Psychology 91. A student must have a minimum grade point average of 3.30 in the major and 3.00 overall to enroll and must enroll by the Fall term of the senior year. The honors thesis will be evaluated by a two-person thesis committee approved by the Neuroscience Steering Committee. Thesis committee members must be identified prior to the student signing up for Psychology 91. The thesis committee must include a regular faculty member of the Department of Psychological and Brain Sciences. The other individual must have an active academic appointment at Dartmouth. A prospectus of proposed research is due by the end of the Fall term for approval by the Neuroscience Steering Committee. The student is expected to submit a written thesis, give a public presentation and pass an oral examination administered by the thesis committee. The thesis committee will make recommendations to the Neuroscience Steering Committee regarding the awarding of Honors or High Honors.

Prerequisite: Psychology 6, and 10. A 60s level course is strongly recommended. Students should check well in advance with their faculty advisor for additional prerequisites.  A completed Checklist for Honor's Thesis form along with the signed permission.