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    • 3.00 Credits

      Pre-Requisite: Psychology 101. An introduction to the biological bases of behavior. Fundamentals of neuroanatomy, neurophysiology, and neurotransmission will be covered. Other topics include psychoactive drugs, stress, sleep, hunger, sexual behavior, memory, biological basis of psychological disorders, and neurological disorders.
    • 1.00 - 2.00 Credits

      Prerequisites: Major in Psychology, Psychology with Counceling Track, Neuroscience with Psychology Track, or Child Development and Learning; and PSY 101. This is a course for new majors to examine contemporary and professional issues in Psychology and related fields as well as in Child Development. Students will explore their vocational goals through a variety of methods, including an exploration of the senior study experience and a variety of guest speakers from different disciplines within psychology and child development. There is also a focus on providing a foundation of basic APA and research skills, including an introduction to research methods and design, which are important in both majors.
    • 3.00 - 4.00 Credits

      Prerequisites: PSY 101 and junior standing. Principles of receptive and expressive language development related to basic components of phonology, syntax, semantics, and pragmatics. Current language models along with psycholinguistic and sociolinguistic studies which relate to language development are explored. Emphasis is given to the importance of language development in the acquisition of reading and wirting skills. Field experience is included.
    • 3.00 Credits

      Prerequisites: PSY 101 and STA 120. This course will build on the student’s understanding of basic research design and statistics. Emphasis is on correlational research design, survey construction, and applied data analysis as used in the psychological sciences. Students will complete project-based assignments to apply data analytic skills to real world problems.
    • 4.00 Credits

      Prerequisite: PSY 101. Methodological approach to psychological investigation. Although the course concentrates on methodology and the writing of research reports, attention is directed to such content areas as the history of experimental psychology, ethics in research, and application of psychological principles. Laboratory practice.
    • 3.00 - 4.00 Credits

      Prerequisites: PSY 101, STA 120, and junior standing. Pre or co-requisite PSY 299. The main foci of this course are the foundational and contemporary research studies that have contributed to the various approaches to learning (Behavioral, Cognitive, Social Learning, Humanistic, and Neurological) and how these approaches can be applied to enhance one's own learning as well as to facilitate the learning of others. Topics include but are not limited to: classical conditioning, operant conditioning, information processing, triadic reciprocal causation, modeling, self-efficacy, motivation, attribution, and self-actualization. The lab component of this course will further students research and statistical skills and will require human subjects' experimentation.
    • 0.00 - 4.00 Credits

      Prerequisite: PSY 101. An examination of the physiological and psychological bases of sensation and perception. Topics include color vision, perception of movement, size and distance, pitch perception, taste, and touch. Includes lectures, discussion, and in-class demonstration, and laboratory practices.
    • 0.00 - 3.00 Credits

      Prerequisite: PSY 101. A psychological approach to the causes, symptoms, treatment and prevention of abnormal behavior. Attention to the varous perspectives of abnormal behavior, assessment and classification.
    • 0.00 - 3.00 Credits

      Prerequisite: PSY 101. Examination of the major theories and techniques of counseling, ethical decision-making, and diversity issues that counselors must consider.
    • 0.00 - 3.00 Credits

      Prerequisites: PSY 101, 211 or 218 and junior standing. An introduction to the study of exceptional and culturally diverse children, emphasizing the role of families, teachers, schools and society. The scope of educational programs for exceptional children including identification, assessment, individualized programs and intervention are reviewed. Field observation study is required.