Psychology

Prerequisites: BLOCKED CLASS. EVERYONE MUST JOIN WAITLIST TO BE ADMITTED Broad survey of psychological science including: sensation and perception; learning, memory, intelligence, language, and cognition; emotions and motivation; development, personality, health and illness, and social behavior. Discusses relations between the brain, behavior, and experience. Emphasizes science as a process of discovering both new ideas and new empirical results. PSYC UN1001 serves as a prerequisite for further psychology courses and should be completed by the sophomore year.

Prerequisites: BLOCKED CLASS. EVERYONE MUST JOIN WAITLIST TO BE ADMITTED Broad survey of psychological science including: sensation and perception; learning, memory, intelligence, language, and cognition; emotions and motivation; development, personality, health and illness, and social behavior. Discusses relations between the brain, behavior, and experience. Emphasizes science as a process of discovering both new ideas and new empirical results. PSYC UN1001 serves as a prerequisite for further psychology courses and should be completed by the sophomore year.

Prerequisites: BLOCKED CLASS. EVERYONE MUST JOIN WAITLIST TO BE ADMITTED Broad survey of psychological science including: sensation and perception; learning, memory, intelligence, language, and cognition; emotions and motivation; development, personality, health and illness, and social behavior. Discusses relations between the brain, behavior, and experience. Emphasizes science as a process of discovering both new ideas and new empirical results. PSYC UN1001 serves as a prerequisite for further psychology courses and should be completed by the sophomore year.

Prerequisites: BLOCKED CLASS. EVERYONE MUST JOIN WAITLIST TO BE ADMITTED Broad survey of psychological science including: sensation and perception; learning, memory, intelligence, language, and cognition; emotions and motivation; development, personality, health and illness, and social behavior. Discusses relations between the brain, behavior, and experience. Emphasizes science as a process of discovering both new ideas and new empirical results. PSYC UN1001 serves as a prerequisite for further psychology courses and should be completed by the sophomore year.

Prerequisites: BLOCKED CLASS. EVERYONE MUST JOIN WAITLIST TO BE ADMITTED Broad survey of psychological science including: sensation and perception; learning, memory, intelligence, language, and cognition; emotions and motivation; development, personality, health and illness, and social behavior. Discusses relations between the brain, behavior, and experience. Emphasizes science as a process of discovering both new ideas and new empirical results. PSYC UN1001 serves as a prerequisite for further psychology courses and should be completed by the sophomore year.

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.

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.

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.

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.

Corequisites: PSYC BC1001, or its equivalent, must be completed prior to or concurrently with BC1010. 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. 

Corequisites: PSYC BC1001, or its equivalent, must be completed prior to or concurrently with BC1010. 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. 

Corequisites: PSYC BC1001, or its equivalent, must be completed prior to or concurrently with BC1010. 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. 

Corequisites: PSYC BC1001, or its equivalent, must be completed prior to or concurrently with BC1010. 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. 

This course is a prerequisite for all 2000-level PSYC lab courses, and a requirement for the Psychology Major. PSYC BC1001, or its equivalent, must be completed prior to or concurrently with this course. 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.

UN1021 offers a broad introductory survey of psychological science, discussing relations between the brain, behavior, and experience, with regard to topics including: sensation and perception; learning, memory, language, and cognition; emotions and motivation; development, personality, health and well-being, and social behavior. The course emphasizes science as a process of discovering both new ideas and new empirical results -- and the ways in which psychological research can be used to address real-world challenges.

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. 

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.

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.

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.

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.

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.

An introduction to research methods employed in the study of human social cognition and emotion. Students gain experience in the design and conduct of research, including ethical issues, observation and measurement techniques, interpretation of data, and preparation of written and oral reports. 

An introduction to research methods employed in the study of human social cognition and emotion. Students gain experience in the design and conduct of research, including ethical issues, observation and measurement techniques, interpretation of data, and preparation of written and oral reports. 

An introduction to research methods employed in the study of human social cognition and emotion. Students gain experience in the design and conduct of research, including ethical issues, observation and measurement techniques, interpretation of data, and preparation of written and oral reports. 

An introduction to research methods employed in the study of human social cognition and emotion. Students gain experience in the design and conduct of research, including ethical issues, observation and measurement techniques, interpretation of data, and preparation of written and oral reports. 

Corequisites: PSYC UN1491 Prerequisites: Science of Psychology (PSYC 1001) or Mind, Brain, - Behavior (PSYC 1010) or equivalent intro psych course, plus an introductory statistics course. Introduces research methods employed in the study of the cognitive and social determinants of thinking and decision making. Students gain experience in the conduct of research, including: design of simple experiments; observation and preference elicitation techniques; the analysis of behavioral data, considerations of validity, reliability, and research ethics; and preparation of written and oral reports. Note: Fee: $70. Attendance at the first class is essential.

Prerequisites: PSYC UN1001 and (PSYC UN1610 or STAT UN1001 or STAT UN1101 or STAT UN1201) Or equivalent introductory psychology and statistics courses. Corequisites: PSYC UN1490 Required lab for PSYC UN1490

Prerequisites: PSYC UN1001 and (PSYC UN1610 or STAT UN1001 or STAT UN1101 or STAT UN1201) Or equivalent introductory psychology and statistics courses. Corequisites: PSYC UN1490 Required lab for PSYC UN1490

Prerequisites: PSYC UN1001 and (PSYC UN1610 or STAT UN1001 or STAT UN1101 or STAT UN1201) Or equivalent introductory psychology and statistics courses. Corequisites: PSYC UN1490 Required lab for PSYC UN1490

Prerequisites: PSYC UN1001 and (PSYC UN1610 or STAT UN1001 or STAT UN1101 or STAT UN1201) Or equivalent introductory psychology and statistics courses. Corequisites: PSYC UN1490 Required lab for PSYC UN1490

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, 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, 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 of Psychology 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, 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 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.

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, 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: BC1001 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. 

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 repating 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.

Prerequisites: PSYC UN1001 or PSYC UN1010 or the instructors permission. Memory, attention, and stress in human cognition.

Prerequisites: PSYC UN1001 or PSYC UN1010 or the equivalent. Introduction to the scientific study of human development, with an emphasis on psychobiological processes underlying perceptual, cognitive, and emotional development.

This course will provide a broad overview of the field of social neuroscience. We will consider how social processes are implemented at the neural level, but also how neural mechanisms help give rise to social phenomena and cultural experiences. Many believe that the large expansion of the human brain evolved due to the complex demands of dealing with social others—competing or cooperating with them, deceiving or empathizing with them, understanding or misjudging them. What kind of “social brain” has this evolutionary past left us with? In this course, we will review core principles, theories, and methods guiding social neuroscience, as well as research examining the brain basis of processes such as theory of mind, emotion, stereotyping, social group identity, empathy, judging faces and bodies, morality, decision-making, the impact of culture and development, among others. Overall, this course will introduce students to the field of social neuroscience and its multi-level approach to understanding the brain in its social context. 

This course will provide a broad overview of the field of social neuroscience. We will consider how social processes are implemented at the neural level, but also how neural mechanisms help give rise to social phenomena and cultural experiences. Many believe that the large expansion of the human brain evolved due to the complex demands of dealing with social others—competing or cooperating with them, deceiving or empathizing with them, understanding or misjudging them. What kind of “social brain” has this evolutionary past left us with? In this course, we will review core principles, theories, and methods guiding social neuroscience, as well as research examining the brain basis of processes such as theory of mind, emotion, stereotyping, social group identity, empathy, judging faces and bodies, morality, decision-making, the impact of culture and development, among others. Overall, this course will introduce students to the field of social neuroscience and its multi-level approach to understanding the brain in its social context. 

Fundamentals of Human Neuropsychology is an intermediate-level lecture course, which explores how the
analysis of lesion patterns extended across brain networks has offered invaluable insights on the relationship
between brain and behavior and deepened our understanding of the causal relationships between brain lesions
and their clinical consequences.

This course seeks to (1) illuminate the psychological pathways through which stigma impacts members of devalued social groups, and (2) investigate the mechanisms through which interventions at different levels of an ecological system either succeed or fail.  The course broadly considers identity devaluation, discrimination, and exclusion as general processes that apply to a range of social categories and status characteristics, including sexual orientation, obesity, mental illness, racial and ethnic identity, physical disability, immigration status, and having a criminal record.  Conceptualizing stigma as a multi-level construct, we will focus on both psychological and structural mechanisms through which stigma harms its targets and contributes to population-level inequalities.  While the course will draw primarily on the literature in social psychology, we will also consider research and writing from other disciplines, including clinical psychology, sociology, public health, and law.  Over the course of the semester, we will also consider methodological issues in psychological research, including ways in which stigma, its impacts, and intervention effects can be measured. 

Frontiers of Justice is designed to encourage students and equip them with the skills to become active and effective “Change Agents” within their academic institutions and larger communities. Oriented by the question, What does justice look like?, this course aims to raise political and social awareness and engagement with the challenges facing New York City and strengthen ties between Columbia University, disadvantaged communities, and city government agencies and community organizations. Through sharing ideas about how to make structural and systemic change in ways that integrate science, law, politics, history, narrative and community engagement, the course is intended to support students in working to break down racial and ethnic barriers and toward a more fair and just society.

Frontiers of Justice is designed to encourage students and equip them with the skills to become active and effective “Change Agents” within their academic institutions and larger communities. Oriented by the question, What does justice look like?, this course aims to raise political and social awareness and engagement with the challenges facing New York City and strengthen ties between Columbia University, disadvantaged communities, and city government agencies and community organizations. Through sharing ideas about how to make structural and systemic change in ways that integrate science, law, politics, history, narrative and community engagement, the course is intended to support students in working to break down racial and ethnic barriers and toward a more fair and just society.

Frontiers of Justice is designed to encourage students and equip them with the skills to become active and effective “Change Agents” within their academic institutions and larger communities. Oriented by the question, What does justice look like?, this course aims to raise political and social awareness and engagement with the challenges facing New York City and strengthen ties between Columbia University, disadvantaged communities, and city government agencies and community organizations. Through sharing ideas about how to make structural and systemic change in ways that integrate science, law, politics, history, narrative and community engagement, the course is intended to support students in working to break down racial and ethnic barriers and toward a more fair and just society.

Frontiers of Justice is designed to encourage students and equip them with the skills to become active and effective “Change Agents” within their academic institutions and larger communities. Oriented by the question, What does justice look like?, this course aims to raise political and social awareness and engagement with the challenges facing New York City and strengthen ties between Columbia University, disadvantaged communities, and city government agencies and community organizations. Through sharing ideas about how to make structural and systemic change in ways that integrate science, law, politics, history, narrative and community engagement, the course is intended to support students in working to break down racial and ethnic barriers and toward a more fair and just society.

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.

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.

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.

Prerequisites: PSYC UN1001, and the instructors permission.

A systematic review of the evolution language covering the theory of evolution, conditioning theory, animal communication, ape language experiments, infant cognition, preverbal antecedents of language and contemporary theories of language.  

PSYC BC1129/2129 (with or without lab) as well as permission of the instructor.

The Barnard Toddler Center provides the focus for this seminar and research in applied developmental psychology, an amalgam of developmental, educational, and clinical psychology. The seminar integrates theory and research and for AY 20-21 will use daily recordings of the toddler sessions as the centerpiece for understanding early development. The unique context of Covid19 will be used to understand risks in development, especially for vulnerable children and families. Second term students will also conduct research on parenting during the pandemic.

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.  

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.  

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.  

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. 

Prerequisites: (PSYC UN1001) Instructor permission required. A seminar for advanced undergraduate students exploring different areas of clinical psychology. This course will provide you with a broad overview of the endeavors of clinical psychology, as well as discussion of its current social context, goals, and limitations.

The course is meant to survey the main motivational theories and to examine the internal forces or influences that direct individuals towards goal attainment in everyday life. In class we will scientifically examine the forces that have traditionally directed individuals towards goals attainment. The main focus will be on social-cognitive processes and how situational factors trigger various responses that can then drive behavior. The course explores theories on cognitive determinants of motivation (e.g., goal setting, mindsets, control beliefs), affect processes (e.g., emotions both giving rise to and arising from progress or hindrance in goal pursuit) and valuation mechanisms (e.g., values influence motivation via the processes of goal content, goal striving, and identity development). In addition, we investigate the sociocultural level of motivation. We expand the conceptualization of motivational drive to include external factors such as culturally based knowledge and social interaction as potential motivators.

We will answer questions such as “what do people really want?”, “why they want what they want?” and “Where does motivation come from”. We will investigate those questions in all different domains: learning, performance, work settings and emotional process in interpersonal relationships. And we will uncover how motivation takes place. Students will learn how to foster motivation and how to effect changes in their self and others in their life.

The seminar component of the Psych/Neuro Senior Thesis Advanced Research program. Students admitted to the research program should plan to take this seminar in the spring of their junior year and in the fall and spring semesters of their senior year. Students are expected to be working in a lab as part of their participation in this program. In addition to supporting students throughout their independent research project, this seminar will introduce students to some of the big questions in the field through its connection with the Psychology Department Colloquium and will train students in reading and evaluating scientific research and communicating their own research findings. 

The seminar component of the Psych/Neuro Senior Thesis Advanced Research program. Students admitted to the research program should plan to take this seminar in the spring of their junior year and in the fall and spring semesters of their senior year. Students are expected to be working in a lab as part of their participation in this program. In addition to supporting students throughout their independent research project, this seminar will introduce students to some of the big questions in the field through its connection with the Psychology Department Colloquium and will train students in reading and evaluating scientific research and communicating their own research findings. 

What are the agents of developmental change in human childhood? How has the scientific community graduated from nature versus nurture, to nature and nurture? This course offers students an in-depth analysis of the fundamental theories in the study of cognitive and social development.

Our human experience is rich: the thrill of falling in love, the spark of a new idea, the zing of table salt, the sharpness of pain. For thousands of years, philosophers, artists, and religious scholars have tried to explain our subjective experience. More recently, neuroscientists and artificial intelligence experts have contributed to this discussion, weighing in on whether we are “more than meat” (as Descartes famously put it), and whether computers can ever be sentient. In this class, we will begin with the big questions and an interdisciplinary overview of consciousness, then delve into psychology’s role. Using literature from perception, memory, emotion, metacognition, attention, and symbolic development, among other areas of psychology, we will see what empirical evidence can tell us about who we are, what we are able to know, and why we even have an experience of the world at all.

This course will survey historical and modern developments in machine intelligence from fields such as psychology, neuroscience, and computer science, and from intellectual movements such as cybernetics, artificial intelligence, neural networks, connectionism, machine learning, and deep learning. The emphasis is on the conceptual understanding of topics. The course does not include, nor require background in, computer programming and statistics. A crucial aspect of the seminar is for students to become informed consumers of applications of artificial intelligence.

Prerequisites: (PSYC UN2235) or equivalent course on judgment and decision-making A seminar course exploring strategic decision making (also known as behavioral game theory). This course examines the psychology underlying situations in which outcomes are determined by choices made by multiple decision makers. The prime objective will be to examine the use of experimental games to test psychological theories.

Prerequisites: the instructors permission. Examines current topics in neurobiology and behavior.

This course will provide an overview of the field of parental and social biology, with an emphasis on changes in the adult rodent brain surrounding childbirth and caretaking behavior. We will explore how the experience of parenthood prepares the brain for survival of offspring. We will also discuss the dynamic between caregivers and parents in order to provide the structure necessary to rear young. This course will illustrate the fortitude of molecular, behavioral and circuit level investigations in concert to unveil mechanisms of social learning.

Frontiers of Justice is designed to encourage students and equip them with the skills to become active and effective  “Change Agents” within their academic institutions and larger communities.. Oriented by the question, What does justice look like?, this course aims to raise political and social awareness and engagement with the challenges facing New York City and strengthen ties between Columbia University, disadvantaged communities, and city government agencies and community organizations. Through sharing ideas about how to make structural and systemic change in ways that integrate science, law, politics, history,  narrative and community engagement, the course is intended to support students in working to break down racial and ethnic barriers and toward a more fair and just society.

Fundamentals of human brain imaging is a new advanced course open to undergraduates students from the Psychology, Neuroscience, Engineering, and Statistics Departments, that traces the key steps of the recent “neuroimaging revolution”, and introduces the various methodologies and associated analytic approaches that are now available in the field of cognitive neuroscience. Specifically, the course develops around three main questions, currently under-represented in our undergraduate curriculum: 1) What is the advantage to study human cognition using correlational methodologies (e.g., EEG, MEG, fMRI)? 2) Which is the particular contribution of each method in the understanding of brain/behavior relationship? 3) Which are the most common ways to approach the analyze the neuroimaging data? By promoting an inclusive environment and implementing active learning strategies, this course stimulates critical thinking and fosters collaboration among students from different departments. 

This course provides an introduction to the most widely used methods for measuring and analyzing human brain activity and their application in cognitive neuroscience, complemented by weekly hands-on interactive labs to deepen understanding, experience measurements, and explore analyses.

This seminar will introduce both the concepts and practical implementation in PyTorch of neural networks and deep learning, with a focus on general principles and examples from vision.

Monday seminars are open to the public and take place in Schermerhorn Hall, Room 200B on Mondays from 12:10-1:30pm. The seminar series semester schedule can be found here.