Psychology Jump To: Jump To: Program Offerings A.B. Offering type A.B. The psychology major, within the Division of Natural Sciences, provides foundational and advanced undergraduate courses on a range of topics relating to the scientific study of mind and behavior. These include but are not limited to sensation, perception, movement, language, reasoning, decision-making, social interaction and computational models of the brain. Because psychological science involves working with large and complex data sets, students gain skills and knowledge in statistical methods. Additionally, since mental processes and behavior arise from the brain, students also acquire knowledge in neuroscience. Psychology majors have the opportunity to be involved in cutting-edge research via their independent work (more information below). Our faculty members possess a diverse array of research interests, including perception and language development in infants and children, implicit biases and stereotypes in social cognition, and neural bases of the self, consciousness and numerous social and cognitive processes. Their research interests include many other topics, such as those relating to learning, emotion, collaborative dynamics and adversity. Via their coursework and research experience, psychology majors are equipped with a rigorous understanding of human behavior and mental processes, which prepares them for a range of possible careers and educational pathways. Some students pursue graduate studies in psychological science, cognitive science or neuroscience, while others pursue careers in data science, policymaking, teaching or business. The psychology major is also compatible with fulfilling requirements for medical school and law school. Goals for Student Learning Through their coursework, psychology majors will acquire knowledge in a variety of topics relating to how people feel, think and act. Importantly, they will also learn how to develop and test hypotheses about these processes and, because psychological science involves working with large and complex data sets, learn data management and statistical methods. This knowledge and skill base prepares majors to approach real-world issues from multiple levels of analysis, from understanding the neural mechanisms that give rise to behavior to developing and evaluating social policies and programs based on psychological theories. Most importantly, psychology majors have the opportunity to be involved in cutting-edge research via their independent work, investigating a diverse range of research topics. Some recent examples of students’ independent work include examinations of how: Depression diagnoses impact teachers’ actions and perceptions. Emotion and own-race bias impact eyewitness testimony. COVID-19 impacted children’s social networks and learning. Caregiver stress impacts infants’ functional connectivity. Prerequisites The prerequisites for entering the Department of Psychology are the successful graded completion (without pass/D/fail) of PSY 251 (Quantitative Methods) or a preapproved statistics course in another department (for example, ORF 245 or ECO 202, SPI 200, SML 201, or POL 345), along with two other courses from the following list: PSY 101 (Introduction to Psychology) PSY 252 (Social Psychology) PSY 254 (Developmental Psychology) PSY 255 (Cognitive Psychology) PSY 258 (Fundamentals of Neuroscience) or NEU 200 (Functional Neuroanatomy) All requests for an alternative set of prerequisites must be approved by the director of undergraduate studies. Admission to the Program To declare your major in psychology, you must complete the prerequisites noted above and plan to attend our Sophomore Open House during the spring semester of your sophomore year. Around this time, you will also meet with the undergraduate program manager. Program of Study In addition to the three prerequisite courses (see above), the psychology major requires the successful graded completion of at least eight courses within the department. One of the eight departmental courses must be PSY 300 (Research Methods in Psychology). Additionally, if they were not already taken as prerequisites, the following must be included in the eight courses: PSY 252 (Social Psychology) PSY 255 (Cognitive Psychology) PSY 258 (Fundamentals of Neuroscience) or NEU 200 (Functional Neuroanatomy) Students must complete PSY 300 (Research Methods) by the end of their junior year, and it is recommended that students complete the other three courses (PSY 252, PSY 255, and PSY 258/NEU200) by this time as well. Of the remaining eight departmental courses, at least four must be at the 300- or 400-level and all remaining must be 200-level or higher. Students can take up to two preapproved cognate courses from other departments, which count as departmental courses. For a list of courses offered this semester, please see the Department of Psychology’s course page. Independent Work Empirical research is at the core of our work as psychological scientists. The primary goal of your independent work is to make sure you learn how to understand, conduct and communicate empirical research. During your junior and senior years you will learn: To critically analyze the primary scientific literature. To frame a scientific question in a creative, original way. To select the appropriate methods necessary to test a research question. To develop a clear presentation of your work including defining the topic, stating the plan of the paper, appropriately organizing the material, and discussing your findings in the context of the existing literature. Overview of the Junior Paper The goals of the JP are to: Acquaint students with focused study in the field of psychology. Develop proficiency in reading and analyzing the professional literature. Develop an independent project as preparation for a thesis. Work in close consultation with a faculty member. To satisfy the junior independent work requirement, students write two junior papers (JP), one in the fall semester and one in the spring. For each JP, the student must also give a presentation midway through the semester showing their progress. The fall semester grade and the spring semester grade will culminate in one, year-long junior independent work grade that is reflected on the spring transcript. Fall Semester Junior Paper With help from the department, and by talking to faculty and researching faculty webpages, students find an adviser from the Department of Psychology. The primary goal of the fall JP in psychology is for students to practice how to formulate a question and to query the literature. The paper should involve critical analysis and original synthesis, with a topic chosen collaboratively by student and adviser. The fall JP is typically 10–20 pages and is graded by the student’s adviser. Beyond the main goals of the fall JP, the format is flexible and depends on discussion between student and adviser. In one common format, the student finds a topic of personal interest that overlaps the adviser’s expertise. The student then researches the topic, finds relevant scientific papers, formulates an open question of interest given their research, and writes a review synthesizing those papers in service of exploring their question. In a second common approach, some faculty organize a “JP lab,” with many students working together in a discussion group that meets regularly. At the end of the process, students submit a paper formulating a question and synthesizing the literature. In another common format, the student joins a research group, working with the adviser and graduate students on experiments. In this case, the fall JP contains an introduction that reviews the literature, a methods section describing the experimental procedures, a results section describing any results obtained by the end of the semester, and a discussion describing possible outcomes and interpretations. Spring Semester Junior Paper Students may remain with the same adviser from the fall semester or find a different adviser whose interests overlap their own. The primary purpose of the spring paper is to prepare students for writing a thesis by having them formulate an original idea and embody it in a paper. The spring JP is typically 20–40 pages and is graded by the student’s adviser. Like the fall JP, the format is flexible and depends on discussions between student and adviser. In one common format, students write a theoretical piece that proposes a thesis idea and uses creative exploration of the literature to explore the idea. In another common format, students write a research proposal. The proposal can in some cases lay the groundwork for the senior thesis, but this is not required. The proposal typically includes a comprehensive review of the relevant literature, a statement of a specific scientific question, a description of the proposed methods, and a discussion of the possible outcomes and interpretations. In a third common format, students write up experimental work completed during the junior year, complete with separate sections for introduction, methods, results and discussion. Midpoint Presentations Students will give a 10-minute presentation midway through the fall and spring semesters to show their progress on their respective JP. Student presentations will occur in a group setting that includes 4–6 other juniors and a faculty member who grades the presentations. Students should present a summary of their topic, describe why it is an interesting topic to write about, and explain how it relates to psychology. Additionally, students should summarize their progress on reading and synthesizing the literature as well as any preliminary data if applicable. Students are expected to discuss their presentation with their JP adviser well in advance of the midpoint presentation. More information on the psychology department’s independent work requirements can be found on the department's website. Overview of the Senior Thesis Each psychology senior works in close consultation with a faculty adviser to develop, carry out and write a senior thesis. The resulting thesis serves as the basis for the first part of the senior departmental xxam (see below). Students can conduct one of three types of investigations for their thesis: An experimental thesis, which includes a comprehensive literature review, findings from at least one original research study (an experiment or a field study) with appropriate statistical analyses, and a general discussion of the findings. A computational thesis, which includes a review of the literature and description and discussion of the computational models that the student has completed. A theoretical thesis, which includes a comprehensive review of the research literature on a psychology topic of importance, including an extensive evaluation of the findings and original interpretations, theoretical proposals, or a proposed program of research to add further scientific knowledge. Although the length varies depending on type of thesis (experimental write-ups are often shorter), the final thesis is typically between 40 and 80 pages. The senior thesis grade is determined jointly by two readers: the student's adviser and the second reader assigned by the department. These two grades are averaged together to obtain a single grade for the written component of the senior thesis. Senior Thesis Advising Students are required to select a primary adviser from within the Department of Psychology and are encouraged to be proactive in finding a faculty adviser. Some students continue to work with the same adviser as in the spring semester of junior year, but this is not required. Students are encouraged to meet with their adviser and discuss their expectations about your research collaboration, as different faculty have different advising styles. Please note that an adviser from another department may be considered only after the student has found a primary adviser within the psychology department and obtained permission from that primary adviser, the director of undergraduate studies in psychology, and the potential outside adviser. Then the student must submit written notification to the undergraduate program manager indicating the name and department of the outside adviser. More information on the psychology department’s senior thesis requirements can be found on the department's website. Senior Departmental Examination The Senior Departmental Exam is a 60-minute oral examination conducted by two members of the faculty, typically the student’s adviser and a second reader. The exam is a defense of the senior thesis and a discussion of its implications. During the first 10–15 minutes, students present a summary of their thesis, and then answer the faculty members’ questions about their thesis for the remainder of the examination time. The two faculty members present will determine an examination grade based on the quality of the presentation and the student's ability to answer questions. More information on the psychology department’s senior examination requirements can be found on the department's website. Study Abroad The Department of Psychology strongly encourages students to study abroad. Students can study abroad in either semester of junior year or during the fall of senior year. Students considering study abroad are urged to discuss their plans with the director of undergraduate studies in psychology early in the planning stages to lay out coursework, obtain approvals, and set up independent work assignments. Two preapproved courses per semester abroad can count toward the departmental course requirements. Those juniors who study abroad in their fall semester will be exempt from the junior orientation and APA style workshops, but will be required to write one fall junior paper under the supervision of a departmental faculty member. Juniors who study abroad in the spring semester will write the required spring junior paper under the supervision of a departmental faculty member, though it is also possible for the junior to collaborate with a faculty member abroad to perform research toward completing independent work. Students who study abroad either semester in their junior year are exempt from the midpoint presentation requirement. Additional Information Certificate Programs The most common program among majors in psychology is the minor program in Neuroscience.* Although the University offers a neuroscience major, many students elect to major in psychology instead and to minor in neuroscience. These students are typically interested in the cognitive or social aspects of neuroscience. Interested students should discuss the minor program with the program directors and the director of undergraduate studies. Certain advanced courses taken in the program can count as cognates in the Department of Psychology. * Please note that the Certificate Program in Neuroscience will end with students in the Class of 2024. The program transitions to a minor program for students in the Class of 2025 and beyond. The requirements for the minor will remain the same as those for the certificate. Psychology majors also often choose to earn the following minors or certificate programs: African American Studies Cognitive Science Applications of Computing Gender and Sexuality Studies Language and Culture Linguistics For information on all certificate/minor programs, see Undergraduate Certificate Areas of Study. Facilities The laboratories of individual faculty members are open to undergraduates for their independent work. Information about the Department of Psychology can be found online, including a current description of the research being conducted in the laboratories. Broader resources available include: the Lewis Library's collection of psychology books and journals, computer labs and high-performance computing clusters, Princeton Neuroscience Institute shared equipment such as fMRI, EEG, TMS, eye trackers, and microscopes, and the Princeton Survey Research Center. Faculty Chair Kenneth A. Norman Associate Chair Adele E. Goldberg Director of Undergraduate Studies Michael S. Graziano Director of Graduate Studies Casey Lew-Williams Professor Jonathan D. Cohen Joel Cooper Nathaniel D. Daw Asif A. Ghazanfar Adele E. Goldberg Michael S. Graziano Tom Griffiths Uri Hasson Sabine Kastner Casey Lew-Williams Tania Lombrozo Yael Niv Kenneth A. Norman Kristina R. Olson Elizabeth L. Paluck Deborah A. Prentice Emily Pronin Eldar Shafir J. Nicole Shelton Stacey A. Sinclair Susan L. Sugarman Diana I. Tamir Elke U. Weber Associate Professor Timothy J. Buschman Alin I. Coman Molly J. Crockett Jordan A. Taylor Assistant Professor Rebecca M. Carey Erik C. Nook Natalia Vélez Associated Faculty Jesse Gomez, Princeton Neuroscience Inst Elizabeth Gould, Princeton Neuroscience Inst Sarah-Jane Leslie, Philosophy Elizabeth H. Margulis, Music Jonathan W. Pillow, Princeton Neuroscience Inst Ilana B. Witten, Princeton Neuroscience Inst Senior Lecturer Justin A. Junge Lecturer Jason Geller Megan Spokas Visiting Professor Heather Jennings Visiting Assistant Professor Theresa Herman Visiting Lecturer Mark Glat Haran Sened For a full list of faculty members and fellows please visit the department or program website. Courses PSY 101 - Introduction to Psychology Fall SEL The study of human nature from the viewpoint of psychological science. Topics range from the biological bases of human perception, thought and action to the social-psychological determinants of individual and group behavior. This course can be used to satisfy the science and technology with laboratory general education requirement. Two lectures, one laboratory. J. Cooper PSY 207 - Psychopathology Fall SA Survey of different types of psychological disorders and different models of explanation. Students will come to understand the conflicting viewpoints and treatment approaches that characterize the clinical field, and will understand what is presently known and unknown about psychopathology. Two lectures, one preceptorial. M. Spokas PSY 208 - The Brain: A User's Guide Not offered this year EC A survey of brain and mind, emphasizing issues related to human behavior. Topics include: psychoactive drugs, aging and Alzheimer's disease, reengineering the brain, learning and memory, sleep-waking and biological rhythms, and major mental diseases. Two lectures, one preceptorial. Staff PSY 210 - Foundations of Psychological Thought (also HUM 210) Spring ECHA An exploration of original texts in the history of ideas about the workings of the human mind starting in Antiquity and leading to the development of the empirical discipline of psychology in the 19th century and some of its modern trends. Subsequent developments, including the child study movement, are explored though 20th century writings, culminating with Sartre's philosophical psychology and sources in Eastern thought to put the Western trajectory in perspective. Two lectures, one preceptorial. S. Sugarman PSY 212 - The Psychology of Moral Behavior (also CHV 212) Not offered this year EM A survey of the psychological, situational, and cultural determinants of moral thought and action. Topics will include the development of moral reasoning abilities, moral education, the relation between morality and rationality, altruism, and moral transgressions. Precepts will examine methods used in the psychological study of moral behavior. Two lectures, one preceptorial. Staff PSY 214 - Human Identity in the Age of Neuroscience and Information Technology Not offered this year EC A central challenge for modern society is to construct individual and group identity in the face of technologies that come ever closer to understanding the mechanisms of thought and feeling. We live in a time when cognitive neuroscience is poised to trace the executive functions of the mind to the workings of the brain, and computer science is coming closer to replicating those functions. This course offers a multidisciplinary introduction to the scientific and social issues that underlie the potential cultural impact of advances in self-understanding. Faculty from a wide range of departments provide lectures. Two lectures, one preceptorial. Staff PSY 216 - Language, Mind, and Brain (also LIN 216) Not offered this year EC PSY 237 - The Psychology and Philosophy of Rationality (also PHI 237) Not offered this year EC The human capacity for rationality is fundamental; however there is ample evidence for irrationality in human affairs--including notions such as hysteria, addiction, lack of self-control, wishful thinking, and self-deception. This course considers both errors and achievements, providing an introduction to a wide array of topics, such as logic, probability, decision theory, relativism, and psychopathology. It provides a background for further study of subjects such as logic, philosophy of mind, cognitive psychology, cognitive science, the psychology of judgment and choice, and the psychology of thinking. One two-hour lecture, one preceptorial. E. Shafir, P. Johnson-Laird, G. Harman PSY 251 - Quantitative Methods Spring QCR Science searches for patterns in data. Quantitative methods are tools for finding and evaluating these patterns. This course introduces foundational concepts in quantitative methods, including data visualization and common statistical tests used in psychological research. Two lectures, one laboratory. J. Junge PSY 252 - Social Psychology Spring SA This course examines the scientific study of the way ordinary people think about, feel, and behave in social situations and how they influence, and are influenced by, others around them. We will first examine how people think and feel about others and about themselves; then we explore how they induce others to conform, to comply, to obey, and occasionally to see the world differently. Later, we examine how groups influence individuals and how individuals influence groups, how members of different groups relate to one another, and the seeds of attraction, altruism, and aggression. Two lectures, one preceptorial. J. Shelton PSY 254 - Developmental Psychology (also CGS 254) Fall EC Babies, who look like helpless blobs, are capable of impressive feats of learning. 3-year-olds, who can't cross the street alone, know an astounding amount of information about their environments. We will focus on landmark studies that elucidate how children's biology, cognition, language, and social experiences interact to set the stage for what we do and who we are. Is the baby's world a 'blooming, buzzing confusion', or do babies enter the world prepared to make sense of their environments? How can we understand the collaboration between nature and nurture during development? Two lectures, one preceptorial. C. Lew-Williams PSY 255 - Cognitive Psychology (also CGS 255) Spring SEN The course will survey discoveries and progress made over the past 50 years of research, from classic experimental findings and fundamental theoretical principles to the cutting edge of research that lies increasingly at the interface of psychology with neuroscience (neural mechanisms underlying cognitive processes), computer science (artificial intelligence and machine learning), and mathematics (formal models of complex processes). Topics will include perception, attention, memory, decision making, reasoning, problem solving, language, and cognitive control. Two lectures, one laboratory. J. Taylor PSY 257 - Personality Not offered this year SA A survey of major approaches to the study of personality, including psychodynamic, social learning, and trait-theory approaches. The focus will be on the assumptions made by each approach, relevant techniques for collecting and analyzing data, and theoretical and practical implications. Two lectures, one preceptorial. Staff PSY 258 - Fundamentals of Neuroscience (also NEU 201) Fall SEN PSY 259 - Introduction to Cognitive Neuroscience (also NEU 202) Spring EC PSY 302 - Linguistics and Language Acquisition (also LIN 314) Not offered this year EC PSY 306 - Memory and Cognition (also NEU 306) Spring EC This course is an integrative treatment of memory in humans and animals. We explore working memory (our ability to actively maintain thoughts in the face of distraction), episodic memory (our ability to remember previously experienced events), and semantic memory (our ability to learn and remember the meanings of stimuli). In studying how the brain gives rise to different kinds of memory, we consider evidence from behavioral experiments, neuroscientific experiments (neuroimaging, electrophysiology, and lesion studies), and computational models. Two lectures, one preceptorial. Prerequisite: 255 or 259, or instructor's permission. K. Norman PSY 307 - Educational Psychology (also TPP 307) Fall/Spring EC Principles of psychology relevant to the theory and practice of education. Through selected readings, discussion, and classroom observations, students study theories of development, learning, cognition (including literacy), and motivation, as well as individual and group differences in these areas; assessment; and the social psychology of the classroom. The course focuses on how learning by children and adolescents at the elementary, middle, and secondary school levels is influenced by their own characteristics and experiences and the various contexts in which they learn: family, school, community and culture. One three-hour seminar. M. Glat PSY 309 - Psychology of Language (also LIN 309) Fall EC The cognitive processes underlying the use and understanding of language, and in learning to speak. Topics include speech production and perception, grammar and meaning, knowledge and words, and pragmatic aspects of language. Two lectures, one preceptorial. A. Goldberg PSY 310 - Psychology of Thinking Not offered this year EC The study of human problem solving, reasoning, and decision making. Phenomena of interest include thinking in everyday situations and contexts as well as in more specialized areas, such as logic, mathematics, and the sciences. Two lectures, one preceptorial. Prerequisite: 255 or instructor's permission. Staff PSY 311 - Rationality and Human Reasoning Not offered this year EC An examination of the fundamental theories of belief and decision, from both the normative and descriptive perspectives. Utility, logic, probability, and abduction will be considered, with additional topics drawn from computability theory and from collective choice. Two lectures, one preceptorial. Staff PSY 313 - Interpersonal Perception Not offered this year EC Considers how one infers the motives, dispositions, and abilities of other persons. Next examines how these inferential processes are used to draw inferences about oneself. Students will design an original experiment (with consultation). Two lectures, one preceptorial. Prerequisite: 252 or instructor's permission. Staff PSY 314 - Research Methods in Social Psychology Not offered this year SA An examination of the various methods by which social psychologists conduct research, including laboratory and field experiments, quasi-experiments, survey research, and naturalistic observation. Over the course of the semester, students will design and conduct social psychological research using these methods. Although valuable for all psychology majors, this course will be particularly useful for those who anticipate completing a senior thesis based on empirical research. Prerequisites: 251 or permission of instructor. One three-hour seminar. Staff PSY 319 - Childhood Psychopathology Not offered this year SA An examination of the major forms of childhood psychopathology. Causal roles played by individual factors, traumatic events, the family, school, and community as well as the prevention and treatment of childhood disorders will also be examined. One three-hour seminar. Prerequisites: 207 and 254. Offered in alternate years. Staff PSY 320 - Psychotherapy Theories and Skills: Connecting the Clinic, Lab, and Everyday Life Spring SA This course will review key psychotherapeutic skills from dominant therapeutic modalities. We will learn about the theoretical and empirical backing for each skill and then practice applying them to achieve goals in our own lives. Students will gain knowledge of the science and practice of psychotherapy as well as concrete skills in applying therapeutic techniques in their own lives. Lecture and one preceptorial. E. Nook PSY 321 - The Psychology of Decision Making and Judgment (also SPI 340) Spring EC PSY 322 - Human-Machine Interaction (also ORF 322) Not offered this year EC A multidisciplinary study of the fundamentals of human-machine interactions from both the human psychology/philosophy side and the machine engineering and design side. Philosophical, psychological, and engineering models of the human processor. Functional differences between people and machines, the nature of consciousness and intelligence, massively parallel computing and neural networks, and the concept of resonant synergism in human-machine interactions. Two 90-minute lectures; three laboratories during semester. A. Kornhauser, P. Johnson-Laird, J. Cooper PSY 323 - Experimental Psychopathology Not offered this year SA An examination of the relationship between important topics in abnormal psychology and laboratory research conducted in other areas of psychology. Topics will include the ties between laboratory-learned helplessness and mood disorders, human memory research and dissociative disorders, and coping strategies and anxiety disorders. Two 90-minute classes. Prerequisite: 101 and 207, or instructor's permission. R. Comer PSY 326 - Social and Personality Development Not offered this year SA Major issues in social and personality psychology examined from a developmental perspective with emphasis on developmental processes and change. Data on children, adolescents, and adults will be considered. Topics will include: social attachment, stranger and separation anxiety, self-concept, self-esteem, achievement, sex roles, and antisocial, prosocial, and moral behavior. Prerequisite: 252 or 254 or 257 or instructor's permission. Two 90-minute seminars. Staff PSY 327 - Close Relationships Not offered this year SA This course introduces the scientific perspective on close relationships. Students will learn how research psychologists apply the scientific method of data collection and analysis to investigate how people experience and think about relationships in general, and romantic relationships in particular. Two lectures, one preceptorial. Staff PSY 329 - Psychology of Gender (also GSS 329) Not offered this year EC Gender is a topic with which everybody feels intimately familiar. This course holds up to scientific scrutiny the strong beliefs people have about how women and men are similar to and different from each other, examining major theories and empirical findings in psychological research on gender. Topics include the development of gender identity, empirical comparisons of men and women, gender stereotypes and their perpetuation, and the role of gender and gendered beliefs in achievement, interpersonal relationships, and physical and psychological well-being. Prerequisite: any course in psychology. Two 90-minute lectures, one preceptorial. Staff PSY 330 - Computational Modeling of Psychological Function (also NEU 330) Not offered this year SEL PSY 336 - The Diversity of Brains (also EEB 336/NEU 336) Not offered this year EC A survey of the unique behaviors of different animal species and how they are mediated by specialized brain circuits. Topics include, for example, monogamy in voles, face recognition in primates, sex- and role-change in fish, and predation by bats. The role of evolutionary and developmental constraints on neural circuit construction will be a key underlying theme. Prerequisites: 258 or 259. One three-hour seminar. Staff PSY 365 - Freud on the Psychological Foundations of the Mind (also HUM 365) Fall EC PSY 385 - Mind, Body, Culture Not offered this year SA This course examines how social, behavioral and cultural factors influence human behavior and the conceptualization of mental health and psychopathology, with a focus on current, controversial topics. Students will examine the ways their understanding of mental and physical health and well-being are shaped by their own values and assumptions, as well as societal constructs and structures such as the health care system. The class is designed to promote cultural competence in diagnosis, treatment and research strategies. S. Wang PSY 400 - Topics in Social and Personality Psychology Not offered this year SA An examination of various topics in social and personality psychology not emphasized in other courses. The topic and prerequisites will vary from year to year. J. Shelton PSY 404 - Cellular and Systems Neuroscience (also MOL 408/NEU 408) Not offered this year SEN PSY 410 - Depression: From Neuron to Clinic (also NEU 410) Not offered this year EC This course focuses on clinical depression as a model topic for scientific discourse. Depression is a subject of growing individual and societal importance, and it is an ideal topic because it intersects such a broad range of issues. Our work will emphasize a neurobiological approach, with topics ranging from the molecular to the clinical. Prerequisites: 208 or 258, or EEB 211, or MOL 214, and instructor's permission. One three-hour seminar. Staff PSY 437 - Systems Neuroscience: Computing with Populations of Neurons (also MOL 437/NEU 437) Not offered this year SEL
