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Cognitive Science Previously-Approved Courses
for Fall 2011

 

Below are the Cognitive Science-approved courses offered in

Fall 2011

 

 

 

Previously Approved Courses

 

 

 

Cognitive Psychology

 

PSYC 2100:  Introduction to Learning and Behavior
Credits:  3
Prerequisites:  None
Enrollment Restrictions:  None
Description of course contents:  The course will examine historical and current theories that explain how different types of learning provide the foundation for most, if not all forms of an organism's behavior. We will cover these theories by carefully examining the most important research experiments that contributed to our current understanding of the principles and concepts that shape our behavior. The lecture content will focus heavily on experimental findings derived from research of learning processes in human and non-human species. The concept of Learning will be explored from the perspective of theories of Classical Conditioning, Operant Conditioning, and more recent theories of the organization of behavior derived from human studies.
Instructor:  Williams

PSYC 2150:  Introduction to Cognition
Credits:  3
Prerequisites:  None
Enrollment Restrictions:  None
Description of course contents:  Cognition is the activity of knowing: the acquisition, organization, and use of knowledge. Emphasizing fundamental issues, this course introduces such basic content areas in cognitive psychology as perception, memory, language, cognitive development, and philosophy of science.
Instructor:  Willingham

PSYC 3005-1:  Research Methods & Data Analysis I
Credits:  4  (Required lab)
Prerequisite:  PSYC 1010 or any 2000-level Psychology course and one of the following math courses with a grade of C- or higher: MATH 1210 (Applied Calculus I), MATH 1212 (Applied Calculus I with Algebra), MATH 1220 (Applied Calculus II), MATH 1310 (Calculus I), MATH 1320 (Calculus II), APMA 1090 (Single Variable Calculus I), or APMA 1110 (Single Variable Calculus II). Students with transfer credit or AP credit in one of these courses (e.g., AP Calculus AB, or AP Calculus BC) are exempt from the requirement.
Enrollment restrictions:  None
Description of course contents:  Introduction to research methods in psychology, integrating statistical analysis. Emphasis on descriptive statistics and non-experimental research methods. Use of computers for data analysis, experimentation, and report writing. This course is the first part of a two-part series (3005 and 3006).
Instructor:  Freeman

PSYC 3005-2:  Research Methods & Data Analysis I
Credits:  4  (Required lab)
Prerequisite:  PSYC 1010 or any 2000-level Psychology course and one of the following math courses with a grade of C- or higher: MATH 1210 (Applied Calculus I), MATH 1212 (Applied Calculus I with Algebra), MATH 1220 (Applied Calculus II), MATH 1310 (Calculus I), MATH 1320 (Calculus II), APMA 1090 (Single Variable Calculus I), or APMA 1110 (Single Variable Calculus II). Students with transfer credit or AP credit in one of these courses (e.g., AP Calculus AB, or AP Calculus BC) are exempt from the requirement.
Enrollment restrictions:  None
Description of course contents:  Introduction to research methods in psychology, integrating statistical analysis. Emphasis on descriptive statistics and non-experimental research methods. Use of computers for data analysis, experimentation, and report writing. This course is the first part of a two-part series (3005 and 3006).
Instructor:  

PSYC 3006:  Research Methods & Data Analysis II
Credits:  4  (Required lab)
Prerequisite:  PSYC 3005 (with C or better)
Enrollment Restrictions:  Psychology Majors/Minors and Cognitive Science Majors
Description of course contents:  Second part of a two-part series. Emphasis on inferential statistics (t-tests and ANOVA) and issues in experimentation.
**Course May Meet Second Writing Requirement**
Instructor:  Schmidt

PSYC 3559-1:  Psychology of Art
Credits:  3
Enrollment Restrictions:  Psychology Majors/Minors and Cognitive Science Majors
Description of course contents:  The purpose of this course is to introduce students to the application of research and theories developed in the fields of perception, cognition, emotion, personality theory and social psychology to visual art, sculpture and film.
Instructor:  Kubovy

PSYC 4559-2:  Biological Models of Cognition
*Note:  PSYC 4559-2 may be used to fulfill either the Cognitive Psychology or the Neuroscience area requirement, but not both.
Credits:  3
Prerequisites:  PSYC 2200 or PSYC 4200
Enrollment Restrictions:  4th years: Psychology Majors/Minors and Cognitive Science Majors
Description of course contents:  This seminar examines animal models that have been developed to study neurobiological mechanisms of cognition. Topics to be covered include goal-directed learning, decision-making, navigation, action selection, motivation, working memory and addiction. Each section will cover a specific cognitive process, the development and validation of animal models to study this process and a discussion of identified neurobiological mechanisms. Students will learn how to read and interpret scientific articles, present their ideas in a group setting and critically analyze current theories in psychology and neuroscience.
Instructor:  Wiltgen

PSYC 4559-3:  Social-Cognitive Development:  Learning from Others
Credits:  3
Prerequisites:   None
Enrollment Restrictions:  4th years: Psychology Majors/Minors and Cognitive Science Majors
Description of course contents:  Could you imagine trying to learn everything you know from firsthand experience? Learning from other people saves us time, and gives us opportunities to learn about interesting things that would be difficult or dangerous to learn about otherwise – who Thomas Jefferson is or to avoid touching hot stoves, for example. But blindly believing everything you’re told isn’t always beneficial either: everybody makes mistakes, after all!  So, how do we learn when to believe other people and when to be skeptical? By the time we are about seven years old, we have developed surprisingly sophisticated means to evaluate and make judgments about the quality of information we receive and the people who provide it, and are able to use these judgments to guide our learning and make predictions about our social world. In this course we will read cutting edge research, make live observations, and reflect on how children learn from other people.                                                                                                                   Here is a snapshot of the range of topics we will cover:
1)     How children develop an understanding of others’ mental states
2)     Individual differences that influence children’s learning (e.g., autism, siblings)
3)     How children learn to make sense of and predict the behavior of other people
4)     How these factors contribute to social cognitive development (e.g., morality) Instructor:  Kondrad

PSYC 4559-5:  Environmental Influences on Well-Being
Credits:  3
Prerequisites:  None
Enrollment Restrictions:  4th years: Psychology Majors/Minors and Cognitive Science Majors
Description of course contents:  In this course, we will explore the psychological, emotional, and physiological effects of the environment on well-being. Certain environments, like nature, can be restorative whereas other environments, like urban areas, can negatively affect well-being. For example, research on patient and non-patient populations has shown that restorative environments can improve attentional capacity, reduce stress, improve mood and increase ratings of life, work, and patient care satisfaction. In addition, restorative environments can shorten lengths of hospital stays, reduce pain perception and pain medication dosages, and reduce costs for patients and hospitals.

The content of this course will center around four main themes: Theoretical approaches (including cognitive, physiological, emotional, and evolutionary accounts), the impact of nature versus built environments on well-being, art, and evidence-based architectural design. We will take a critical approach to synthesizing the literature, specifically focusing on obtaining a better understanding of the underlying mechanisms for restoration and debating the significance of accounting for individual differences and whether the current body of literature has adequately addressed this issue. Furthermore, we will constantly assess ways in which empirical research can effectively be applied to real-world settings and we will use case studies to explore how organizations are currently using the environment to improve well-being in areas such as healthcare, education, residential neighborhoods, and the workplace.

One goal of this course is to prepare you to become more critical consumers of empirical research and to be able to effectively convey what you learn to other individuals. Therefore, the assignments for this course will emphasize critical thinking and collaboration and will strengthen your skills of acquiring, synthesizing, and disseminating information in a meaningful and lasting manner. In addition, I strive to help you understand how knowledge learned in the classroom can be applied to real-world settings. Therefore, many of your assignments and discussions will center on how organizations are currently using research to inform policies, practices, and facility design.
Instructor:  Twedt

PSYC 5160:  Emotion and Cognition
Credits:  3
Prerequisites:  None         
Enrollment Restrictions:  4th year Psychology Majors/Minors and Cognitive Science Majors; GSAS    
Description of course contents:  The cognition-emotion seminar covers the connection between thinking and feeling in two ways. The first part asks about the causes of emotion, and the second asks about the consequences of emotion.  Part 1 concerns the nature and definition of emotion and the role of cognitive appraisals in their elicitation and intensity. Distinctions will be made among concepts such as affect, emotion, mood, and temperament.  Part 2 concerns the consequences of emotion for cognition, experience, and behavior.  Of interest will be such topics as the effects on judgment and decision-making, processing and performance, and memory and attention, and the role of culture.
Instructor:  Clore

PSYC 5310:  Developmental Psycholinguistics
*Note:  PSYC 5310 may be used to fulfill either the Cognitive Psychology or the Linguistics area requirement, but not both.
Credits:  3
Prerequisites:  None
Enrollment Restrictions:  4th years: Psychology Majors/Minors and Cognitive Science Majors; GSAS
Description of course contents:  We will examine the development of language from a number of perspectives. In addition to studying the acquisition of speech in children with normal hearing, we will review the acquisition of spoken and signed language in deaf, autistic, mentally retarded, and aphasic individuals. We will also examine the acquisition of language-like systems of communication in nonhuman primates.
Instructor:  Bonvillian

PSYC 5325:  Cognitive Neuroscience
*Note:  PSYC 5325 may be used to fulfill either the Cognitive Psychology or the Neuroscience area requirement, but not both.
Credits:  3
Prerequisites:  PSYC 2150 or PSYC 2200 or PSYC 3006 or Graduate Standing
Enrollment Restrictions:  4th years: Psychology Majors/Minors; Cognitive Science Majors, and Neuroscience Majors; GSAS
Description of course contents:  Several approaches have been used to investigate relations between mind (or cognition) and brain.  For example, the case study perspective focuses on cognitive deficits of patients with localized brain damage, and the cognitive neuroscience perspective attempts to determine the neurobiological substrates of cognitive processes in normal humans, usually by means of structural or functional neuroimaging.  Both of these perspectives will be covered in this course, and one of the goals will be to attempt to integrate findings from different approaches to studying mind-brain relations.
Instructor:  Salthouse

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Neuroscience

 

PSYC 2200:  Introduction to Psychobiology
Credits:  3
Prerequisites:  None
Enrollment Restrictions:  None
Description of course contents:  One approach to understanding human behavior is to consider ourselves from a biological perspective. This course attempts to do so by examining how the brain guides behavior. The first portion is an overview of the structure and function of the central nervous system. With this knowledge, we then examine how the brain controls a variety of higher behaviors, including learning and memory, sex, emotions and sleeping.
Instructor:  Brunjes

PSYC 4200:  Neural Mechanisms of Behavior
* Note:  PSYC 4200 OR BIOL 3170 credits may count for the major, but not both.
Credits:  4
Prerequisites:  PSYC 2200 or Instructor Permission
Enrollment Restrictions:  Psychology Majors /Minors, Cognitive Science Majors, and Neuroscience Majors
Description of course contents:  Lectures and discussions on molecular and cellular aspects of neural mechanisms as they relate to behavior. Topics will include neuroanatomy, neurophysiology, neurotransmitters and receptors, neuropharmacology, cortical organization and function, plasticity and neurodegenerative diseases.    
Instructor:  Erisir

PSYC 4559-2:  Biological Models of Cognition
*Note:  PSYC 4559-2 may be used to fulfill either the Neuroscience or the Cognitive Psychology area requirement, but not both.
Credits:  3
Prerequisites:  None       
Enrollment Restrictions:  4th years: Psychology Majors/Minors and Cognitive Science Majors
Description of course contents:  This course examines animal models that have been developed to study neurobiological mechanisms of cognition. Topics to be covered include goal-directed learning, decision-making, navigation, action selection, motivation, working memory and addiction. Each section will cover a specific cognitive process, the development and validation of animal models to study this process and a discussion of identified neurobiological mechanisms. Students will learn how to read and interpret scientific articles, present their ideas in a group setting and critically analyze current theories in psychology and neuroscience.
Instructor:  Wiltgen

PSYC 5265:  Functional Neuroanatomy
Credits:  3
Prerequisites:  PSYC 4200 or BIOL 3170   
Enrollment Restrictions:  4th years: Psychology Majors/Minors, Cognitive Science Majors, and Neuroscience Majors; GSAS
Description of course contents:  An overview of the structure of the vertebrate
nervous system with an emphasis on the mammalian brain.
Instructor:  Brunjes

PSYC 5325:  Cognitive Neuroscience
*Note:  PSYC 5325 may be used to fulfill either the Neuroscience or the Cognitive Psychology area requirement, but not both.
Credits:  3
Prerequisites:  PSYC 2150 or PSYC 2200 or PSYC 3006
Enrollment Restrictions:  4th years: Psychology Majors/Minors; Cognitive Science Majors, and Neuroscience Majors; GSAS
Description of course contents:  Several approaches have been used to investigate relations between mind (or cognition) and brain.  For example, the case study perspective focuses on cognitive deficits of patients with localized brain damage, and the cognitive neuroscience perspective attempts to determine the neurobiological substrates of cognitive processes in normal humans, usually by means of structural or functional neuroimaging.  Both of these perspectives will be covered in this course, and one of the goals will be to attempt to integrate findings from different approaches to studying mind-brain relations.
Instructor:  Salthouse

PSYC 5401:  Chemical Senses: Taste and Smell
Credits:  3
Prerequisites:  PSYC 4200 or BIOL 3170  
Enrollment Restrictions:  4th years: Psychology Majors/Minors, Cognitive Science Majors, and Neuroscience Majors; GSAS
Description of course contents:  Explores the neurobiology of the chemical senses by examining the biophysical basis of sensory transduction, the anatomical organization of two systems, and the physiological properties of peripheral and central structures along the gustatory and olfactory pathways. Emphasizes new, important findings in taste and smell. 
Instructor:  Hill

PSYC 5559-2:  Neuropharmacology
Credits:  3
Prerequisites:  PSYC 4200 or PSYC 7200 or BIOL 3170
Enrollment Restrictions:  4th years: Psychology Majors/Minors and Cognitive Science Majors and Neuroscience Majors; GSAS
Description of course contents:  The discipline of neuropharmacology is concerned with the effects of drugs that exert action on the central and autonomic nervous systems. It also provides us with the tools in understanding the neural mechanisms underlying complex behaviors and functions such as pleasure, stress, emotions, memory, and attention, as well as deficits such as movement and affective disorders and schizophrenia. This course builds on the principles of nervous system structure and function acquired in prerequisite courses and examines the current literature and models on drug action in the brain.   
Instructor:  Erisir

BIOL 3170:  Introduction to Neurobiology
* Note:  BIOL 3170 OR PSYC 4200 credits may count for the major, but not both.
Credits: 3
Prerequisites:  BIOL 2010 and BIOL 2020
Description of course contents:  Analyzes the concepts of general neurobiology, including basic electrophysiology and electrochemistry, origin of bioelectric potentials, sensory, motor, integrative and developmental neurobiology, and conceptual models of simple learning.
Instructors:  Condron

BIOL 4270:  Animal Behavior Laboratory
Credits:  3
Prerequisites:  BIOL 3250 recommended.
Description of course contents:  Provides direct experience in approaches used to study animal behavior. Each lab concentrates on a particular aspect of behavior. Student experiments relate to central nervous systems; sensory perception; sign stimuli, feeding behavior; social behavior; reproductive behavior; biological timing; and animal observation in the laboratory and field.
Instructor:  Kawasaki

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Linguistics

 

ANTH 2400:  Language and Culture
Credits:  3
Prerequisites:  None
Description of course contents:  This course will be a survey of topics having to do with the relationship between language, culture, and society. We will consider both how language is described and analyzed by linguists and how evidence from language can shed light on a variety of social, cultural, and cognitive phenomena. Topics include: nature of language, origins of language, how languages change, writing systems, use of linguistic evidence to make inferences about prehistory, the effects of linguistic categories on thought and behavior, regional and social variation in language, and cultural rules for communication.
Instructor: 

ANTH 2559-1:  Internet Is Another Country
*Note:  ANTH 2559-1 may count as an elective for major credit, but does not fulfill the Linguistics area requirement.
Credits:  3
Prerequisites:  None
Description of course contents:  We explore the Internet as a mode of exchange and communication that has produced a series of social institutions in the economic, political, and cultural spheres in the context of globalization. Using anthropological literature as our guide, we will describe and analyze emerging social and cognitive formations associated with Facebook, Google, Wikipedia, and other Internet zones. Students will create an online ethnography of the web.
Instructor:  Alvarado

ANTH 3450:  Native American Languages
Credits:  3
Prerequisites:  LNGS 3250 or another Linguistics course
Description of course contents:  Introduces the native languages of North America and the methods that linguists and anthropologists use to record and analyze them. Examines the use of grammars, texts and dictionaries of individual languages and affords insight into the diversity among the languages.
Instructor:  Danziger

ANTH 3490:  Language and Thought
Credits:  3  
Description of course contents:  There is almost always more than one way to think about any problem. But could speaking a particular language make some strategies and solutions seem more natural than others to individuals? The classic proposal of linguistic relativity as enunciated by Benjamin Lee Whorf is examined in the light of more recent cross-cultural and psycholinguistic research. We highlight the interplay between social intelligence, linguistic structure and general cognition. In the course of the discussion, we consider topics such as the significance of literacy for cognition and the development of language-specific cognitive preferences during childhood. Finally, we ask how our own culturally-particular ways of talking about language might reflect and reinforce some of the unexamined common-sense ideas about the nature of language which underlie most linguistic research.
Instructor:  Danziger

ANTH 5420:  Theories of Language
Credits:  3
Prerequisites:  A course in Linguistics
Description of course contents:  Survey of modern schools of linguistics, both American and European, discussing each approach in terms of historical and intellectual context, analytical goals, assumptions about the nature of language, and relation between theory and methodology.
Instructor:  Contini-Morava

LNGS 3250:  Introduction to Linguistic Theory and Analysis
Credits:  3
Prerequisites:  None
Description of course contents:  Introduces sign systems, language as a sign system, and approaches to linguistics description. Emphasizes the application of descriptive techniques to data.
Instructor:  Elson

LNGS 3251:  Introduction to Linguistic Theory and Analysis Discussion
Credits:  1
Prerequisites:  Simultaneous enrollment in LNGS 3250
Description of course contents:  Discussion for the course which introduces sign systems, language as a sign system, and approaches to linguistics description. Emphasizes the application of descriptive techniques to data.
Instructor:  Elson

PSYC 5310:  Developmental Psycholinguistics
*Note:  PSYC 5310 may be used to fulfill either the Linguistics or the Cognitive Psychology area requirement, but not both.
Credits:  3
Prerequisites:  None
Enrollment Restrictions:  4th years: Psychology Majors/Minors and Cognitive Science Majors; GSAS
Description of course contents:  We will examine the development of language from a number of perspectives. In addition to studying the acquisition of speech in children with normal hearing, we will review the acquisition of spoken and signed language in deaf, autistic, mentally retarded, and aphasic individuals. We will also examine the acquisition of language-like systems of communication in nonhuman primates.
Instructor:  Bonvillian

 

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Philosophy

 

PHIL 2420:  Introduction to Symbolic Logic
Credits:  3
Prerequisites:  None
Description of course contents:  A basic introduction to the concepts and techniques of modern formal logic. The aim of this course is to give the student a working knowledge of both sentential and quantifier logic. The emphasis is on developing an ability to carry out proofs within these systems and on developing an ability to translate sentences of natural language into symbolic notation. The course will acquaint the student with the concepts of formula, proof, interpretation, and validity. Students will use logic software that will allow them to develop greater expertise with the material.
Instructor:  Humphreys

PHIL 3330:  Philosophy of Mind
Credits:  3
Prerequisite:  None
Description of course contents:  What is the nature of the mind and why do we find its nature so puzzling? We shall critically examine various theories about the nature of the mind; we shall also discuss the nature of particular kinds of mental states and events, such as beliefs, desires, feelings, sensory experiences, and others. We shall be especially concerned with the relations between the mind and the body, and, more generally, between the mental and the physical. Most of the readings will be by contemporary philosophers.
**Course May Meet Second Writing Requirement**  
Instructor:  Gertler

PHIL 5420:  Symbolic Logic (Advanced)
Credits:  3
Prerequisite:  PHIL 2420 or equivalent
Description of course contents:  Examines various results in metalogic, including completeness, compactness, and undecidability. Effective computability, theories of truth, and identity may also be covered. 
Instructor:  Cargile

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Computer Science

 

All Computer Science courses are acceptable except CS 1010 and CS 1020.  Note:  ECE 2066:  Science of Information will count for major credit but does not fulfill the CS area requirement.

The most common introductory-level Computer Science courses for Cognitive Science majors are:

CS 1110:  Introduction to Programming  (Previously CS 101)

CS 1120:  From Ada and Euclid to Quantum Computing and the World Wide Web  (Previously CS 150)

CS 2102:  Discrete Mathematics I  (Previously CS 202)


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