Psychology

Overview | Requirements | Courses | Faculty

Overview

Psychology concerns the study and understanding of thoughts, feelings, and behavior. The courses offered by the department are directed toward the study and appreciation of the complex factors that influence behavior and covert experience in people and other animals. Psychology attempts to describe these factors with objectivity and responsibility. Studying psychology has a twofold function: (1) to further the intellectual development of the student; (2) to enhance preparation for such professions as clinical practice, teaching, research, social science, medicine, law, social work, and organizational consulting and leadership.

Requirements

MAJOR: Students who have successfully completed Introduction to Psychology and Psychological Methods may apply to major in Psychology and receive credit toward the major for upper division coursework. Twelve 4-unit courses (48 units) are required for the major. Though not strictly sequenced, the major is tiered, with an overview of the field and scientific methods (Departmental Core) preparatory to courses that survey diverse subdisciplines (Fundamentals courses within four Domains) or focus on cross­cutting explorations (Specialized and Integrative Themes), which in turn are preparatory to advanced study (a 400-level course in a Domain or Specialized and Integrative Themes). The requirements are: the Departmental Core (Psychology 101 or 102, 200 and 201 with grades C- or better); six courses from the four Domains, including at least one course from each Domain (24 units); one of these six courses must be an Advanced Study 400 level course; and three additional courses (12 units). Psychology 200 (Methods in Psychological Science) is a prerequisite for some 300 ­and 400-level 4-unit classes in Psychology. One 4-credit Independent Study (Psyc 397 or 497) may be counted as an elective course.

Students anticipating graduate work are encouraged to take more than the minimum number of required courses to enhance the breadth and depth of their exploration of psychology; they are strongly encouraged to become involved in research and to take Psychology 498 (Practicum). Transfer students and those who anticipate participating in any of the College's abroad programs should plan their schedules with major requirements and their accompanying prerequisites in mind.

Majors are expected to select one of the full-time faculty members from the department as an academic advisor and to consult with her or him regarding their course program.

NEUROSCIENCE EMPHASIS

Psychology majors with a special interest in neuroscience may declare a Neuroscience emphasis. Fourteen courses (56 units) are required for this emphasis. This emphasis combines coursework across the broad domains of psychology with specific courses in the Biological Bases Domain and neuroscience-relevant coursework in other fields. The requirements are: the Departmental Core (Psychology 101 or 102 or AP Psychology score of at least 4, 200 and 201 with grades C- or better); two courses in the Biological Bases Domain (Psyc 322/322L, Psyc 403); one course from each of the other three Domains (12 units); an original empirical project (Psyc 497); a Cells-to-Society seminar; and four neuroscience-related courses (16 units) in Biology, Cognitive Science, and Kinesiology. Together, the courses selected outside of Psychology must meet the following criteria: (a) at least one course focused at the cellular/molecular level, (b) Biology 115 or 130, (c) at least one 200- or 300-level course in Biology, and (d) at least two courses at the 300-level.  Either Bio 333 or CogSci 320, but not both, will count toward the emphasis. Courses should be selected in consultation with the academic advisor. Students intending to pursue graduate work or health professions should consult their advisor and/or the Health Professions Advisor about relevant course selections in and beyond this emphasis (e.g. in Chemistry, Physics, Mathematics).

CREDIT FOR COURSES TAKEN ELSEWHERE: The department will apply toward the psychology major most broad-based courses in Introduction to Psychology taken at accredited colleges and universities. Introduction to Psychology will be waived for students with Advanced Placement test scores of four or five on the Psychology examination. In addition the department will accept a maximum of three upper division psychology courses taken at other institutions and passed with grades of C or better toward the completion of a Psychology major. Please consult with your academic advisor and the department chair for course approval.

WRITING REQUIREMENT: The Psychology department has elected to take a "writing-across-the-curriculum" approach to the third year writing requirement. The department has selected an approach that is both evaluative and educational.

Students will submit a portfolio containing writing samples from 300- and/or 400 ­level courses taken for credit toward the Psychology major to their academic advisor by the end of Fall semester of the senior year. The portfolio will include at least twenty finished text pages, including (1) a research paper (empirical or library) of at least eight text pages, and (2) evidence of mastery of APA publication style. One writing sample in the portfolio must be (3) on a topic that required integration of information from two or more subdisciplines, and one writing sample in the portfolio must be (4) on a topic that required understanding of the variation between individuals, groups, or species relevant to social justice and/or well­being. The advisor will assess the work. If the portfolio does not pass after an attempt at revision, the student will be informed that s/he will need to complete a supplemental writing assignment to address any writing skill deficits.See the Writing Program for additional information.

SENIOR COMPREHENSIVE: Senior majors must take and pass a comprehensive examination early in the spring semester of their senior year. Seniors who will have the degree conferred in December may take the exam in the fall. Majors electing the Neuroscience emphasis will in addition complete a comprehensive project focusing on problems in neuroscience (an empirical research project or a literature review culminating with a colloquium presentation); both options require registration in Psychology 497 and an APA-style paper evaluated by two faculty readers.

INTERDEPARTMENTAL MAJOR IN COGNITIVE SCIENCE: See Department listing.

MINOR: Six courses (24 units): Psychology 101 or 102, 200, one upper division courses from three of the four Domains, and an additional upper division course. Up to three courses taken elsewhere may be applied toward a minor.

HONORS: Honors in Psychology may be awarded to qualified students. Eligible students are those who have earned an overall college grade point average of 3.25 or better and a grade point average in Psychology of 3.5 or better, and completed an empirical project that demonstrates the student's psychological sophistication, intellectual creativity, and research skills, culminating in an APA-style manuscript. Only courses completed at Occidental are used to calculate grade point average. Consult the departmental webpage for information pertaining to the honors proposal,thesis readers, enrollment expectations, and the evaluation process including critical dates

Courses

Psychology Departmental Core

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101 - Introduction to Psychology

Introduction to the primary subject matter areas, assumptions, and methods of psychology as the science of behavior. Topics include: physiology, learning, perception, motivation, development, emotion, cognition, social processes, personality, and psychopathology. This course is a prerequisite for all upper division coursework. Open only to frosh and sophomores. Core Credit only when taken at Occidental. Students with a 4 or 5 on the AP Psychology exam are not eligible for Psych 101, but may take 200- or 300-level classes.
CORE REQUIREMENT MET: MATH/SCI

200 - Methods in Psychological Science

Introduces scientific methodology in the context of psychological research. Basic concepts in scientific inquiry and specific observational, correlational, and experimental techniques are covered. Includes an introduction to descriptive statistics. Prerequisite: Psychology  101 or102 with a grade of C- or better. This course is a prerequisite to many 300-level courses in Psychology.
CORE REQUIREMENT MET: MATH/SCI

201 - Statistics in Psychological Science

Introduces parametric and nonparametric inferential statistics used in psychological science, through analyses of variance appropriate to complex experimental designs. Includes a review of research methods and descriptive statistics and work with the SPSS computer statistics package. Prerequisite: Psychology 200 with a grade of C- or better.
CORE REQUIREMENT MET: MATH/SCI

Interpersonal and Intergroup Relations Domain

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321 - Developmental Psychology

The study of continuity and change across development. Emphasis on application of research methods to issues related to cognitive, emotional, personality, and social development. The course will focus primarily on these issues in infancy and childhood. Prerequisite: Psychology 101 or 102.

323 - Social Psychology

Social behavior of individuals and groups. Topics include self, social cognition, attitudes and persuasion, liking and loving, prejudice, aggression and social conflict, political consciousness, and social movements. Laboratory work is a central part of the course. Prerequisite: Psychology 200 with a grade of C- or better.

448 - Theories of Personality

Introduction to and evaluation and application of classic and contemporary theories of personality including psychoanalytic, humanistic, behavioral, cognitive, and object relations models. Primary sources, autobiographies and case studies will supplement traditional texts. Prerequisite: Psychology 101 or 102, and 321.

Information Processing Domain

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301 - Learning

This course will introduce general concepts of learning in humans and other animals that will be rooted in the principles of learning developed from nonhuman animal research. Explores fundamental concepts, phenomena, and principles of learning, such as reinforcement, Pavlovian conditioning and retention/forgetting. Issues addressed are traditional views of learning, biological and cognitive constraints, the role of nonhuman animal models, and the utility of learning theory. Prerequisite: Psychology  101 or 102.
CORE REQUIREMENT MET: MATH/SCI

302 - Perception

Consideration of contemporary research and theory related to sensation and perception. Topics ranging from sensory neurophysiology to phenomenology are covered. Prerequisite: Psychology 101 or 102.
CORE REQUIREMENT MET: MATH/SCI

306 - Cognitive Psychology

The study of theoretical models that address the mental processes underlying knowledge and thought and the empirical research in support of those models. Emphasis is placed on how people solve problems, make decisions, draw inferences, attend to their environment, communicate, remember, and learn. Much of the material is applied to real-life settings. Prerequisite: Psychology 101 or 102 or Cognitive Science 101. Psychology 200 or Cognitive Science 310 are highly recommended.
CORE REQUIREMENT MET: MATH/SCI

444 - Thinking and Reasoning

This course will examine contemporary research on higher-order cognition. Topics will include inductive reasoning, deductive reasoning, causal reasoning, moral reasoning, concept acquisition, belief formation, and analogical inference. Students will read empirical papers representing a variety of experimental methods and a variety of theoretical perspectives. Prerequisite: Psychology 301 or Psychology 302 or Psychology 306
CORE REQUIREMENT MET: MATH/SCI

Biologically Based Analyses Domain

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312 - Physiological Psychology

The study of neural, glandular, and metabolic processes mediating behavior, thought, and feelings. This course is identical to Psychology 322 except that students who enroll in Psychology 312 may not enroll in the laboratory (Psyc 322L). Students who have received credit for Psychology 322 may not enroll. Prerequisite: Psychology 101 or 102. Offered in Fall only.
CORE REQUIREMENT MET: MATH/SCI

322 - Physiological Psychology

The study of neural, glandular, and metabolic processes mediating behavior, thought, and feelings. This course is identical to Psychology 312 except that students who enroll in Psychology 322 may enroll concurrently or subsequently in the laboratory (Psyc 322L). Core Laboratory Science credit will only be awarded for students completing both Psychology 322 and 322L. Students who have received credit for Psychology 312 may not enroll. Prerequisite: Psychology 101 or 102. Offered in Fall only.
CORE REQUIREMENT MET: LAB/SCI

322L - Laboratory for Physiological Psychology

Prerequisites: Psychology 200 with a grade of C- or better and 322. May be taken concurrently with Psychology 322.
2 units

336 - Evolutionary Psychology

This course surveys the emerging field of Evolutionary Psychology. It begins with the historical, social, and political context of evolutionary theory, reviews tenets of modern evolutionary theory, explores the relationship between evolution and other change processes, and applies evolutionary reasoning to psychological phenomena and contemporary social issues. Prerequisite: Psychology 101 or 102.
CORE REQUIREMENT MET: MATH/SCI

403 - Psychophysiology

A study of the relation between psychological states and processes (cognition, learning, emotion, psychopathology) and physiological response processes (autonomic nervous system responses, covert muscle activity, EEG, FMRI). Includes six three-hour laboratories per semester. Prerequisite: Psychology 200 and Psychology 322, 306, 330, 301, or 448, or permission of instructor, with a grade of C- or better. Offered in Spring only.
CORE REQUIREMENT MET: MATH/SCI

Application-Oriented Domain

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330 - Abnormal Psychology

The study of psychopathology, including diagnosis and classification, core dysfunctions, and physiological and psychosocial causative factors. Intervention, treatment, and preventative strategies will also be discussed. Prerequisite: Psychology 200 with a grade of C- or better.

333 - Social Psychology of Intergroup Relations and Dialogue

This highly interactive seminar draws on theoretical and empirical readings as well as structured in-class activities to provide students with an intellectual, applied, and personal understanding of intergroup relations. Course topics include multiple social identity development and implications; prejudice, stereotyping, and group differentiation; privilege and power dynamics; conflict negotiation and resolution; and communication and group facilitation skills. Social justice issues are framed for gender, race, religion, class, sexuality, and ability. Effective dialogue seminars are inclusive and enhanced by the participation of diverse identity groups. Interested students are encouraged to apply online for a spot in the course by March 17. This course prepares students to effectively facilitate Spring Semester Psychology 110: Peer Intergroup Dialogues. Prerequisites: Psychology 101 or 102 or 110; sophomore or junior class standing; online application; permission of instructor. Co-requisite 333L.
CORE REQUIREMENT MET: MATH/SCI

333L - Intergroup Relations Laboratory

Weekly 3 hour laboratory that consists of experimental data collection and assessment and experiential learning activities.

334 - Health Psychology

Consideration of psychological influences on health and illness, including health-and illness-promoting behavior and lifestyles, cognitive and emotional processes, and social and institutional practices. Prerequisite: Psychology 200 with a grade of C- or better.

340 - Organizational Psychology

Introduction to the study of theories and applications of psychology in profit and not-for-profit organizations. Representative topics include understanding how ability, personality, perception, motivation, leadership, and group dynamics affect productivity and worker satisfaction. Issues of fairness and accuracy of assessment will also be discussed. Emphasis is on practical and personal learning of the dynamics of the work environment. Prerequisite: Psychology 101 or 102.

431 - Clinical Psychology

Introduction to the techniques and processes of clinical psychology and psychotherapy. Topics include major schools of thought and approaches, specific techniques of assessment and treatment, relevant research, assessment of effectiveness, and issues of gender and culture. Prerequisite: Psychology 200 and 330 with a grade of C- or better.

Specialized and Integrative Themes

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110 - Peer Intergroup Dialogue Seminar

In this highly interactive and intensive seminar, students from two distinct identity groups meet three hours weekly for sustained and respectful dialogue over the course of the semester. Dialogue seminars are co-facilitated by trained peers representing each identity. A semi-structured curriculum integrates readings, dialogue, reflective writing, and experiential activities to inform our understanding of structural relations between differently-positioned social groups and to explore ways to nurture community rooted in social justice. Dialogue themes include: Men/Women; People of Color/White People. Effective dialogue seminars are inclusive and enhanced by the participation of diverse identity groups. Interested students are encouraged to apply online for a spot in the course by November 1. Psychology 110 earns elective credit toward the following majors: Psychology, and American Studies. Prerequisites: online application and permission of instructor.
CORE REQUIREMENT MET: UNITED STATES and US DIVERSITY

111 - The Origins of Knowledge

The average adult possesses over 50,000 concepts, ranging from physical concepts like "force" and "density" to biological concepts like "growth" and "reproduction" to mathematical concepts like "integer" and "fraction." This course will explore the cognitive foundations of that vast conceptual repertoire and the mechanisms by which we enrich, revise, and restructure those foundations. Emphasis will be placed on analyzing current research at the intersection of cognitive, developmental, and educational psychology. No prior coursework in Psychology or Cognitive Science is required.
CORE REQUIREMENT MET: NON-LAB SCI

295 - Directed Research in Psychology

Students working with department faculty on faculty-initiated research projects for a minimum of five hours per week may enroll in this course. Responsibilities in the research project will vary from assistance with data collection to participation in data analysis and interpretation and conceptualization of future research. Graded on a Credit/No Credit basis only.  Psychology 101 or 102, or relevant introductory course in another department and permission of instructor. May be repeated once for credit if the second project is different from the first. Can be repeated one time.
2 units

325 - Practicum in InterGroup Dialogue Facilitation

This intensive practicum offers a small group of students opportunities to apply and further develop the content and skills learned in Psychology 333. Qualified students develop either semester long term co-facilitating skills or short term dialogue skills in specific "hot topic" areas. Students are expected to participate in weekly seminars to develop increased knowledge and techniques in the areas of pedagogy, group dynamics, conflict intervention, communication and community. Special focus is placed on social justice/multiculturalism. Readings in these areas, discussions of ongoing dialogue dynamics, weekly office hours, and one-on-one supervision with instructor are requiredPrerequisite: Psychology 333 and permission of instructor.
2 units
CORE REQUIREMENT PARTIAL: UNITED STATES 

350 - Psychology of Gender

The course will survey diverse psychological perspectives on gender and its personal and cultural implications. Will explore: meanings of gender, evolutionary, physiological, developmental, and sociocultural roots of gender difference; the relation of gender to cognition, personality, sexuality, health, interpersonal relationships, and political power; the commensurability of various theoretical approaches to gender. Prerequisite: Psychology 101 or 102.

375 - Sociopolitics of Race: Color-blind/Color-insight

This seminar explores the social politics of race through the lens of color-conscious and color-blind ideologies. Topics focus on the construction of race; racial identity development and socialization for differently positioned group members; psychological impact of race and racial identification for academic achievement, esteem, and health; contemporary research on colorblind and color conscious ideologies and primes; and social policy. Interdisciplinary readings include Psychological theory and research (Steele's Whistling Vivaldi, Sue's Microaggressions, Contemporary journal articles), Critical Theory ( Delgado & Stefanic's Critical Race Theory), and Sociology (Bonilla-Silva's Racism without Racists). Heavily discussion-based. Prerequisite: Psychology 101 and Psychology 323/333; Psychology 101 and American Studies 290/390. Same as AMST 375.
CORE REQUIREMENT MET: US DIVERSITY and UNITED STATES

380 - Capstone in Psychology

This capstone course will help senior psychology majors to integrate across subdisciplines in psychology, consolidate their experiences in the psychology major through review and discussion of primary coursework in psychology, and connect their studies in psychology to the roles that psychology plays in society and the professional world. Prerequisite: senior standing in psychology major.
2 units

385 - Chicanas and Chicanos in Contemporary United States Society

The course examines interdisciplinary scholarship about the psycho-social experiences of Chicanas and Chicanos in contemporary United States society. We draw on history, cultural studies, literature, sociology, and psychology to explore how power and social identity influence health, education, gender dynamics, and political consequences among group members. Empowerment and social justice through knowledge are course goals. Prerequisite: Psychology 101 or 102 or any introductory social science course (Sociology 101, History 102, American Studies 101, Politics 101). With instructor permission first year students may enroll.
CORE REQUIREMENT MET: UNITED STATES

395 - Directed Research in Psychology

Students working with department faculty on faculty-initiated research projects for a minimum of five hours per week may enroll in this course. Responsibilities in the research project will vary from assistance with data collection to participation in data analysis and interpretation and conceptualization of future research. Graded on a Credit/No Credit basis only. Prerequisites: Psychology 200 and permission of instructor. May be repeated once for credit if the second project is different from the first.
2 units

395A - Research Seminar in Psychology

Students enrolled in Psychology 395 may co-enroll in 395A, and will attend a weekly two-hour seminar with two major components. First, the instructor will provide structured review of research methodology, statistics, and ethics and issues in professional development. Second, seminar participants will engage in peer learning and teaching opportunities and will write an APA style paper on their research topic. Commitment is for approximately five hours per week in addition to the seminar meeting. Prerequisite: Psychology 200. Co-requisite: Psychology 395.
2 units

397 - Independent Study in Psychology

Students with advanced competency will conduct an in-depth literature review on a topic of mutual interest to her/him and a faculty mentor. Completed upper-division coursework directly relevant to the project is required. Students will write an APA-style paper on her/his research. Prerequisite: Psychology 200, permission of instructor.
2 units

428 - Adolescence

The study of social, cognitive, physical, and psychological development during adolescence and emerging adulthood. Topics include sexual development and the social consequences of being sexually active, the function of family support, the increasingly important role of peer relationships, drug abuse and antisocial behavior, and school adjustment. Prerequisites: Psychology 200 and 321.

460 - Assessment of Individual Differences

Psychological assessment involves the measurement and evaluation of psychological characteristics, including cognitive ability, personality traits, motivation, and more. A blend of theory-driven research and practical analysis techniques will be covered to explain how common and experimental instruments work, and to examine whether certain methods are valid, in academic, organizational, criminal, and mental health contexts. Prerequisites: Psychology 201 and Psychology 321, 340.

490 - Contemporary Topics Seminar

Eating: From Cells to Society
Eating is fundamental to life, more so than drinking or sex. It infuses the thoughts, feelings and behavior of humans and other animals and thus serves as a model system for psychological inquiry. It is also, for better and for worse, intensely personal and thus serves as a model system for inquiry into the self. This course will explore eating from cellular to cultural levels of analysis. Prerequisites: Psychology 200 and one of the following: Psychology 302, 323, 321, or 336

Teamwork Within Diverse Environments
Examination of how individual and group differences influence the performance of workgroups. The course focuses on theoretical and practical concerns related to the key topics of teamwork and leadership, as they are performed within the context of a diverse work environment. Some related issues of fairness in managing diversity will also be introduced. Prerequisites: Psychology 201 and eitherPsychology 340 or 323.

Trauma
This course focuses on the experience of, and responses to trauma in its many forms - natural disaster, war and genocide, child abuse, assault and violence. The impact of trauma for both the individual and society at large are examined in the context of a stress, coping, resilience framework. Prevention and intervention strategies will be explored. Prerequisites: Psychology 330.

Qualitative Research in Intergroup Relations
This course offers a hands-on introduction to qualitative, race-related, social research. Participants with an appropriate background in intergroup relations and methods will engage the entire research process: forming a research question(s); designing and carrying out an ethically approved study; coding and analyzing data using NVIVO or ATLAS; and reporting preliminary findings in a professionally acceptable format. Possible research topics include evolving perceptions about race, racial identity, and inequality; the challenges and rewards associated with social action, understanding and responding to microaggressions, intragroup dynamics, and so on. Data sources include papers, interviews, and focus groups. Course meetings will emphasize content, skills, and conceptual integration as students work together to understand and apply qualitative methodologies to social problems. Prerequisites: Psychology 200 and one of the following: Psychology 323, 333, 385
CORE REQUIREMENT MET: MATH/SCI and US DIVERSITY

 

498 - Practicum in Psychology

Applied psychological work in a variety of community settings. Students will assist professionals in mental health, educational, social services, business, or not-for­profit settings. Prerequisite: permission of instructor. Prerequisite for 4 units: Psychology 200, minimum grade C-; 321, minimum grade C- or 330, minimum grade C- or 340, minimum grade C- or 331, minimum grade C-, depending on setting; B average in Psychology courses.

499 - Honors Research in Psychology

Data collection, analysis and write-up of Honors thesis. Prerequisite: permission of department.
2 or 4 units

Courses that may be taken for credit towards the Psychology major or minor

Kinesiology 309. Developmental Motor Behavior.
Kinesiology 310. Motor Learning and Control.
Kinesiology 311. Sport and Exercise Psychology.

Faculty

Regular Faculty

Brian Kim, chair

Associate Professor, Psychology

B.A., Cornell University; M.A., Ph.D., Michigan State University

Nancy Dess

Professor, Psychology; Advisory Committee, Kinesiology; Advisory Committee, Neuroscience

B.A., UCLA Ph.D., University of Minnesota

Andrea Gorman

Professor, Psychology

B.A., Clark University; M.A., Ph.D., University of Illinois, Urbana-Champaign

Lynn Mehl

Professor, Kinesiology and Psychology

B.S., M.S., Ph.D., USC

Jaclyn Rodríguez

Professor, Psychology; Advisory Committee, American Studies; Affiliated Faculty,Latino/a and Latin American Studies

A.B., Occidental College; M.A., Ph.D., University of Michigan

Anne Schell

Professor, Psychology; Advisory Committee, Neuroscience

B.S., Baylor University; M.A., Ph.D., USC

Andrew Shtulman

Associate Professor, Cognitive Science; Psychology

B.A., Princeton University; Ph.D., Harvard University

On Special Appointment

Heather Banis

Full Time Non Tenure Track Associate Professor, Psychology

A.B., Occidental; M.A., Ph.D., USC

Clinton Dale Chapman

Non Tenure Track Associate Professor, Psychology

B.S., M.S., Montana State University; Ph.D., University of Oklahoma

Catherine Neubauer

Non Tenure Track Assistant Professor, Psychology

B.S., University of Central Florida; M.A., Ph.D., University of Cincinnati

Kenjus Watson

Adjunct Instructor, Psychology

A.B., Occidental College; M.A., Pennsylvania State University