Psychology
2 Hillhouse, 432.4500
M.S., M.Phil., Ph.D.
Chair
Kelly Brownell (432.4545, kelly.brownell@yale.edu)
Director of Graduate Studies
Marcia Johnson (432.6761, marcia.johnson@yale.edu)
Professors
Woo-kyoung Ahn, J. Truett Allison (Veterans Administration Medical Center), Stephen Anderson (Linguistics), John Bargh, Linda Bartoshuk (Surgery; Otolaryngology), Sidney Blatt (Psychiatry), Paul Bloom, Thomas Brown, Kelly Brownell, Marvin Chun, Ravi Dhar (School of Management), Carol Fowler (Haskins Laboratories), Louis Goldstein (Linguistics), Donald Green (Political Science; ISPS), Marcia Johnson, Alan Kazdin, Frank Keil, Marianne LaFrance (Women's & Gender Studies), James Leckman (Pediatrics), Lawrence Marks (Epidemiology & Public Health), Susan Nolen-Hoeksema, David Pauls (Child Study Center), Donald Quinlan (Psychiatry), Peter Salovey, Robert Sternberg, Fred Volkmar (Child Study Center), Victor Vroom (School of Management), Allan Wagner, Karen Wynn
Associate Professors
Larry Davidson (Psychiatry), Elena Grigorenko (Child Study Center), Jeannette Ickovics (Epidemiology & Public Health), Robert Kerns (Veterans Administration Medical Center), Linda Mayes (Child Study Center), Mary Schwab-Stone (Child Study Center), Kathleen Sikkema (Psychiatry), Jane Taylor (Psychiatry)
Assistant Professors
David Armor, Maria Babyonyshev (Linguistics), Geoffrey Cohen, William Corbin, Richard Eibach, Karyn Frick, Walter Gilliam (Child Study Center), Jeremy Gray, Joan Kaufman (Psychiatry), Joseph Mahoney, Christy Marshuetz, Douglas Mennin, Nathan Novemsky (School of Management), Maria Piñango (Linguistics), Valerie Purdie-Vaughns, Laurie Santos, Mark Schaefer (Child Study Center), Glenn Schafe, Brian Scholl, Golan Shahar (Psychiatry), Teresa Treat, Robin Weersing (Child Study Center)
Lecturers
Marc Brackett, James Charney, Nancy Close, Nelson Donegan, Carla Horwitz, Kristi Lockhart, Michelle Patterson, Leonid Rozenblit, Joseph Stevens
Fields of Study
Fields include behavioral neuroscience; clinical psychology; cognitive psychology; developmental psychology; social/personality psychology; and abilities and expertise.
Special Admissions Requirement
The department requires that scores from the GRE General Test accompany an application.
Special Requirements for the Ph.D. Degree
In order to allow each student to be trained in accordance with his or her own interests and career goals, the general requirements of the department are kept to a minimum. The formal requirements are: (1) Course work selected to meet the individual's objectives with a minimum of three basic-level courses and one course in data analysis. Two of the three required basic-level courses must be in two different areas of psychology outside the student's main area of concentration. The basic-level course requirement must be completed by the end of the second year. Students must attain an Honors grade in at least two term courses by the end of the second year of study. (2) Nine units of teaching are required in years two through four. (3) Completion of a predissertation research project, to be initiated not later than the second term and completed not later than March 15 of the second year. Certification of this research project as well as performance in course work and other evidence of scholarly work at a level commensurate with doctoral study, as judged by the faculty, is necessary for continuation beyond the second year. (4) Submission of a dissertation prospectus, a dissertation area review of the literature, and a theme essay that demonstrates the candidate's comprehensive knowledge and understanding of the area of concentration. Certification of the theme essay completes the qualifying examination. (5) Approval of the dissertation by an advisory committee and the passing of an oral examination on the dissertation and its general scientific implications. The theme essay and the dissertation prospectus are completed during the third year. Students are then formally admitted to Ph.D. candidacy. The dissertation area review of the literature must be approved prior to receipt by the readers of a preliminary draft of the dissertation. There are no language requirements.
The faculty considers teaching to be an essential element of the professional preparation of graduate students in Psychology. For this reason participation in the Teaching Fellow Program is a degree requirement for all doctoral students. They are expected to serve as teaching fellows for a total of nine teaching fellow units over the course of the second through fourth years in the program. Opportunities for teaching are matched as closely as possible with students' academic interests.
Combined Ph.D. Program
A combined Ph.D. degree with African American Studies is available. Consult departments for details.
Master's Degrees
M.Phil. The academic requirements for the M.Phil. degree are the same as for the Ph.D. degree except for the submission of a prospectus, a dissertation area review, and the completion and defense of a dissertation, which define the Ph.D.
M.S. (en route to the Ph.D.). The M.S. degree is awarded upon satisfactory completion of the second year of the program leading to the Ph.D. degree and also of the departmental predissertation research requirement.
Program materials are available online at www.yale.edu/psychology.
Courses
[PSYC 502b, Learning Theory.]
PSYC 503a, Memory. Marcia Johnson.
T 9.30–12
A consideration of major theoretical ideas and empirical findings about human memory.
[PSYC 504b, Cognitive and Social Neuroscience.]
[PSYC 505a, Creativity.]
[PSYC 506b, Introduction to Brain and Behavior.]
PSYC 507a, Health Psychology: Clinical and Social Foundations. William Corbin.
T 1.30–3.20
Introduction to theory and empirical approaches in health psychology. Consideration of the role of psychological variables in the etiology and treatment of disease and in the maintenance of health. Emphasis is placed on current basic research in selected areas of health psychology and on the application of this knowledge base to health care delivery.
PSYC 509b, Social Cognition. John Bargh.
Th 1.30–3.20
A course in contemporary social cognition theory and research, in which students fully participate in each week's class discussion of the assigned readings. The goal of the course is to bring students up to speed, not only as to the major themes and programs of research today, but also the historical roots and context of that research as well—in other words, why that research is being done in the first place.
[PSYC 510a, Self and Identity.]
[PSYC 511b, Cognitive Development.]
[PSYC 512b, The Cognitive Sciences.]
[PSYC 513b, Personality Development and Psychopathology.]
[PSYC 514b, Applied Developmental Science.]
[PSYC 515b, Structural Equation Modeling.]
PSYC 518a, Data Analysis: Quantitative Variables. Teresa Treat.
MWF 10.30–11.20
Introduction to the analysis of quantitative data from experiments—primarily the analysis of variance and contrast analyses. Some coverage of correlation and regression. Required of first-year students except with instructor's permission.
[PSYC 520bu, Multivariate Data Analysis with Latent Variables.]
PSYC 521bu, Multivariate Data Analysis with Observable Variables. Elena Gringorenko.
M 3.30–5.20, 1 HTBA
A survey of multivariate data techniques for analyzing the structure of data sets with several dependent variables, including multiple regression, multivariate analysis of variance, canonical correlation, and discriminant analysis. The elements of matrix algebra are introduced, as well as the computer packages needed for the analysis. Prior exposure to a course such as analysis of variance is preferred.
PSYC 523b, Cognitive Neuroscience. Jeremy Gray.
W 1.30–3.20
The aim of this course is to provide an overview of cognitive neuroscience at an introductory graduate level. We cover principles, methods, and key research findings in multiple topic domains (e.g., language, memory, vision, attention, working memory/executive control, movement control, emotion and reward, social processes). The course emphasizes behavioral and neural processes, with some discussion of computational approaches.
[PSYC 525a, The Minds of Infants.]
[PSYC 527a, Psychotherapy: Historical and Scientific Foundations.]
[PSYC 530b, Advanced Quantitative Methods.]
[PSYC 533, The Nature of Cognition.]
[PSYC 534a, Theories of Development.]
[PSYC 535, Foundations of Behavioral Neuroscience.]
PSYC 539b, Psychopathology and Its Treatment. Douglas Mennin.
M 1.30–3.20
Research design, methodology, and evaluation considered in the context of clinical research. Emphasis on experimental and quasi-experimental designs, threats to validation, confounding, sources of artifact and bias, alternative assessment strategies, and data evaluation methods.
[PSYC 540b, Changing Behavior in Applied Settings.]
[PSYC 541b, Research Methods in Psychology.]
PSYC 553a, Behavioral Decision Making. Ravi Dhar, Nathan Novemsky.
T 4.10–7.10
This seminar examines research on the psychology of judgment and choice. Although the normative issue of how decisions should be made is relevant, the course focuses mainly on the descriptive issue of how decisions are made. Topics of discussion include choice, judgment heuristics and biases, decision framing, prospect theory, mental accounting, context effects, task effects, regret, and other topics. The goal of the seminar is threefold: to foster a critical appreciation of existing knowledge in behavioral decision theory, to develop students' skills in identifying and testing interesting research ideas, and to explore research opportunities for adding to that knowledge. Also MGMT 753a.
[PSYC 554b, Human Intelligence and Its Development.]
[PSYC 556, Developmental Psychopathology.]
PSYC 569a, Psychology's Contribution to Gender and Vice Versa.Marianne LaFrance.
T 3.30–5.20
This course considers how psychology has affected and been affected by research on women, gender, and sexuality.
[PSYC 570b, Nonverbal Communication.]
PSYC 571b, Neurophysiology. Thomas Brown.
T 1.30–4
This introduction to neurophysiology is based on the fourth edition of John Nicholls's classic, From Neuron to Brain (2001), which is supplemented by original research papers and reviews. The course begins with the properties of neurons and glia and ends by considering multiple memory systems, behavior, and cognition.
[PSYC 572a, Neurobiology of Learning and Memory.]
PSYC 573b, Moral Psychology. Paul Bloom.
T 1.30–3.20
An advanced introduction to the sciences of good and evil. Topics include the evolution of altruistic thought and action, moral development in babies and children, the neuroscience of morality, and (most of all) the study of moral reasoning in adults. Readings are eclectic and plentiful.
PSYC 605bu, The Relation of Speech to Language. Carol Fowler.
TTh 4–5.15
A study of the relation between the speech signal and the linguistic message it conveys. Special attention to those characteristics of speech that fit it to humans and make it a uniquely efficient vehicle of communication. Prerequisite: LING 120a. Also LING 621bu.
[PSYC 607au, Human Thinking and Reasoning.]
[PSYC 608b, Behavior Genetics.]
[PSYC 612au, Neuroimaging Analyses Techniques.]
[PSYC 614bu, Neurobiology of Learning and Memory.]
PSYC 616bu, Psychopathology and Cognitive Processing. Teresa Treat.
TTh 9–10.15
Theoretical and measurement approaches to evaluating the role of cognition in psycho-pathology from a cognitive psychological perspective.
[PSYC 617bu, Evolutionary Psychology.]
[PSYC 618b, Visual Cognition and Attention.]
[PSYC 620, Topics in Cognitive Development.]
[PSYC 622au, Social Intervention.]
[PSYC 626b, Modularity and Cognition.]
PSYC 627au, Topics in Infant Studies. Karen Wynn.
W 2.30–4.20
This course investigates selected advanced topics in infant cognitive, social, and/or emotional development. The topic varies from year to year. Some examples are: infants' concept of object, concept of number, early social cognition, and early emotional development. Students should check with Professor Wynn about the topic for 2004.
[PSYC 628au, Working Memory, Attention, and Executive Processing.]
PSYC 630b, Graduate Seminar in Writing. Susan Nolen-Hoeksema.
HTBA
The goals of this seminar are to help graduate students improve their professional writing skills. Several types of professional writing are addressed, including research statements, empirical articles, review articles, research proposals, and dissertations. Some class time is devoted to discussion of readings on good writing, but the majority of class time is spent discussing samples of writing by class members in small groups and in the larger class. Students should be prepared to produce samples of writing throughout the term and willing to have their samples discussed by the class. This seminar is intended for graduate students in psychology who are in their second through fifth year of the graduate program.
[PSYC 632b, Comparative Psychology.]
PSYC 636bu, Psychological and Methodological Approaches to Diversity. Valerie Purdie-Vaughns.
T 9.30–11.20
This course explores both the psychological and the political underpinnings of diversity, emphasizing social psychology methods and approaches. The course first examines theoretical approaches to intergroup relations, specifically how group identities and sociocultural institutions shape psychological processes. The course next explores how diversity is defined and socially constructed in society. This section focuses on critiquing arguments in support of and against diversity as a tool for intergroup relations. The final section considers practical applications of the study of diversity.
PSYC 640b, Transdisciplinarity: A New Research Approach to Address Complex Scientific Problems. Suchitra Krishnan-Sarin.
W 9.30–11.20
The traditional method of addressing scientific and health problems has been to study the question within a single discipline in depth. However, the complexity of most disorders requires a more integrated approach. A new approach, transdisciplinarity, has arisen in an effort to address these complex issues from the standpoint of many disciplines at the same time. The course faculty uses a case-based approach, with examples from their own work, to illustrate and define how transdisciplinary approaches might be used to come up with a more meaningful understanding of complex problems.
PSYC 642a, Social Psychology and Social Change. Geoffrey Cohen.
T 3.30–5.20
An examination of the major ideas and theories of social psychology and their relevance to social problems and social change.
PSYC 643a, Diagnosis and Assessment. Marlene Schwartz.
T 9.30–11.20
This course focuses on the theoretical underpinnings of psychological assessment as well as covering the administration of major cognitive, projective, and personality instruments and the basics of report writing.
PSYC 644bu, Neurobiology of Emotion. Glenn Schafe.
T 9.30–11.20
This course focuses on the brain circuitries involved in emotion and emotional learning and memory. We begin by considering the emotion research in a historical context, then discuss progress that has been made in understanding the neurobiology of emotion in both laboratory animals and humans.
[PSYC 648b, Cellular Analysis of Learning and Memory: Model Systems.]
PSYC 649bu, Topics in Syntax: Bilingualism. Maria Babyonyshev.
T 1.30–3.20
An investigation of the interactions between the two grammars of a bilingual speaker. Emphasis on the changes that may occur in the grammar of the native language as a result of bilingualism and their implications for syntactic theory. Topics include syntactic transfer, first language attrition, and lexical transfer. (May be retaken for credit by students who have taken this course with different content.) Prerequisite: one course in syntax or permission of instructor. Also LING 662bu.
PSYC 650au, Topics in Syntax: The Mental Lexicon. Maria Piñango.
M 1.30–3.20
What is lexical knowledge? Views on the lexicon: repository of information vs. a “generative” system. The case of idioms. The lexicon and the grammar-conceptual structure interface. Acquisition of the lexicon. Also LING 660au.
[PSYC 651bu, Object Cognition.]
[PSYC 652au, Topics in Cognitive Neuroscience.]
PSYC 654bu, Sensory Information Processing. Lawrence Marks.
T 9.30–11.20
A functional examination of the ways that sensory systems transduce stimulus energies and information. Topics include sensory anatomy and physiology, psychophysical analysis of the qualitative dimensions of sensory experience, selective attention, and interactions among sensory, perceptual, and cognitive mechanisms.
PSYC 657a, Social and Behavioral Influences on Health. Jeannette Ickovics.
T 10–11.50
This course provides students with an introduction to social and behavioral science issues that influence patterns of health and health care delivery. The focus is on the integration of biomedical, social, psychological, and behavioral factors that must be taken into consideration when public health initiatives are developed and implemented. This course emphasizes the integration of research from the social and behavioral sciences with epidemiology and biomedical sciences. Also CDE 505a.
PSYC 659au, Addictive Behaviors. William Corbin.
T 2.30–4.20
This seminar course introduces students to important issues in the field of addictive behaviors. Three areas of focus include: defining, assessing, and diagnosing addictive behaviors and reviewing epidemiological research on alcohol and drug abuse and negative consequences of normative alcohol and drug use; examining factors that contribute to alcohol and drug-related problems, including genetic, physiological, neurochemical, cognitive, and social factors; and evaluating current prevention and treatment approaches for addictive behaviors.
[PSYC 661a, Clinical Diagnostic Evaluation of Children.]
PSYC 662a, Abilities, Competencies, and Expertise I. Robert Sternberg.
T 4.30–6
This seminar is a forum for students to discuss contemporary issues related to intelligence and thinking. In some classes, we discuss the work of researchers outside Yale. Occasionally there are presentations from researchers outside our community. Most of the classes consist of informal presentations by seminar members aimed at helping them clarify their ideas for theory and research.
PSYC 663b, Abilities, Competencies, and Expertise II. Robert Sternberg.
T 4.30–6
For description, see PSYC 662a.
[PSYC 669b, Neurochemical and Hormonal Modulation of Learning and Memory.]
PSYC 671bu, Concepts and Categorizations. Woo-kyoung Ahn.
Th 2.30–4.20
This seminar explores how people learn and represent concepts. Topics include prototype, exemplar, and “theory” theories of conceptual representation, computational models of concept acquisition, how concepts are changed and created, expert/novice differences in categorization, levels of concepts, natural kinds and artifacts, and applications of some of the issues.
[PSYC 672, Concepts, Categories, and Word Meanings.]
[PSYC 673bu, Clinical Cognitive Neuroscience.]
[PSYC 677bu, Introduction to Computational Neuroscience.]
[PSYC 682a, Child and Adolescent Peer Relations.]
PSYC 684a, Psychotherapy Technique: Process and Outcome. Michelle Patterson.
HTBA
Introduction to basic clinical skills and clinical issues. Topics for discussion include: developing a therapeutic relationship, barriers to effective communication, strategies for managing resistance, and developing a professional identity. Class format includes informal discussion, assigned readings, and student case presentations.
PSYC 684b, Case Conceptualization and Diversity. Michelle Patterson.
HTBA
The focus of this seminar is on formulating and conceptualizing psychological problems from a cognitive-behavioral perspective. Special consideration is paid to individual and cultural diversity in conceptualizing cases and planning treatment. Also discussed are ways in which cognitive-behavioral perspectives can be integrated with other theoretical orientations (e.g., interpersonal theory, experiential therapy).
[PSYC 688b, Psychotherapeutic Process: Clinical and Research Perspectives.]
PSYC 689a, Psychopathology and Diagnostic Assessment. Douglas Mennin.
Didactic practicum for first-year clinical students. Main emphasis is initial assessment. Treatment planning and evaluation of progress also covered. Students first observe and then perform initial interviews. Applicable ethics and local laws reviewed.
PSYC 690b, Clinical Ethics and Practice. Michelle Patterson.
HTBA
Introduction to ethical and legal guidelines for clinical practice. In addition, supervision on diagnostic interview using the Structured Clinical Interview for DSM-IV is provided.
PSYC 702, Current Work in Cognition. Jeremy Gray.
T 12–1.30
A weekly seminar in which students, staff, and guests report on their research in cognition and information processing.
PSYC 704, Current Work in Behavioral Neuroscience. Karyn Frick [F], Glenn Schafe [Sp].
F 4–5.30
An informal student/faculty seminar in which each participant chooses, lays groundwork for, and presents some current work in behavioral neuroscience. Currently emphasizes the psychobiology of learning, but involves a variety of research approaches, designs, and methods.
PSYC 705, Current Work in Abilities and Expertise. Robert Sternberg.
M 1.30–2.30
This seminar discusses current work in abilities and expertise viewed from a multidisciplinary approach. It consists of both presentations and discussions of recent readings.
PSYC 708, Current Work in Developmental Psychology. Faculty.
W 12–1.30
A luncheon meeting of the faculty and graduate students in developmental psychology for reports of current research and discussion on topics of general interest.
PSYC 710, Current Work in Social Psychology and Personality. Marianne LaFrance.
M 12–1.30
Faculty and students in personality/social psychology meet during lunchtime to hear about and discuss the work of a local or visiting speaker.
PSYC 711, Current Work in Child Development and Social Policy. Edward Zigler.
F 11.30–12.30
Guest lectures and discussion on recent topics in child development and social policy, and its influence on public policy in the United States.
PSYC 718b, Ethnic and Cultural Diversity: Current Work in Clinical Psychology. Faculty.
Th 12–1.30
Examination of the current status of research and scientific knowledge bearing on issues of cultural and ethnic diversity as they relate to clinical practice. Weekly speakers present research, which is examined methodologically, and recent significant journal articles or technical books are also reviewed.
PSYC 720a, Current Work in Clinical Psychology. Faculty.
Th 12–1.30
Basic and applied current research in clinical and community psychology is presented by faculty, visiting scientists, and graduate students, and examined in terms of theory, methodology, and ethical and professional implications.
PSYC 721, Research Topics in Infant Cognition. Karen Wynn.
HTBA
Investigation of various topics in infant cognition: early mechanisms for representing and reasoning about number; infants' ability to represent time; early object knowledge; foundations of intentional understanding. Permission of instructor required.
PSYC 722, Research Topics in Eating and Weight Disorders. Kelly Brownell.
HTBA
In-depth discussion and analysis of current research topics on bulimia, anorexia nervosa, and obesity. Topics include, but are not limited to, physiology, cultural influences, treatment studies, body image, binge eating, and epidemiology.
PSYC 723, Research Topics in Child and Adolescent Therapy. Alan Kazdin.
This course focuses on the development and execution of research related to child and adolescent treatment, and the factors with which clinical dysfunction and therapeutic change are associated.
PSYC 724, Research Topics in Child Development and Social Policy. Edward Zigler.
M 5–6
The course focuses on major policy issues pertaining to children and families (particular issues are determined by course participants). The goal of the course is to fully investigate the policy issues under study, discovering what is occurring at several different levels (federal policy, state policy, international policy, best practices, and research) on the issues. The knowledge gained is used to develop a written product by the end of the term or academic year (e.g., journal article, book chapter, monograph). In addition to the substantive knowledge gained on the issues examined, participants also learn how to do research in the policy arena, a skill which can then be used to study other issues.
PSYC 726, Research Topics in Emotion Regulation. Susan Nolen-Hoeksema.
HTBA
We examine models of how people regulate their emotions, and the empirical research testing these models. Particular emphasis on adaptive versus maladaptive emotion regulation strategies, and the links between these strategies and depression, anxiety, and unhealthy behaviors such as substance abuse.
PSYC 728, Research Topics in Prevention Research. Joseph Mahoney.
F 10–11.30
The course discusses current theory and research on social intervention research and social policy. Format involves student presentation and discussion of original research, student- and faculty-led discussions of current topics in prevention research and social policy, and student development and career training in social intervention research and policy.
PSYC 729, Research Topics in Language and Cognition. Paul Bloom.
HTBA
Seminar focusing on ongoing research projects in language, cognition, and development. Permission of instructor required.
PSYC 730, Research Topics in Addictive Behaviors. William Corbin.
HTBA.
A forum for graduate students conducting research on alcohol and drug abuse.
PSYC 731, Research Topics in Cognition and Development. Frank Keil.
HTBA
A weekly seminar discussing research topics concerning cognition and development. Primary focus on high-level cognition, including such issues as: the nature of intuitive or folk theories, conceptual change, relations between word meaning and conceptual structure, understandings of divisions of cognitive labor, and reasoning about causal patterns.
PSYC 732, Research Topics in Visual Cognitive Neuroscience. Marvin Chun.
HTBA
Examines current research in visual cognitive neuroscience, including discussion of proposed and ongoing research projects. Topics include visual attention, perception, memory, and contextual learning.
PSYC 733, Research Topics in Self and Stigma. Geoffrey Cohen.
HTBA
This laboratory course focuses on current research on self-identity and stigmatization.
PSYC 734, Research Topics in Anxiety Disorders. Douglas Mennin.
HTBA
We examine current conceptualizations of anxiety disorders, with particular emphasis on generalized anxiety disorder. Topics include the utility of an emotion-regulation perspective in understanding and treating anxiety disorders.
PSYC 735, Research Topics in Thinking. Woo-kyoung Ahn.
HTBA
This seminar explores how people learn and represent concepts. Topics include prototype, exemplar, and “theory” theories of conceptual representation, computational models of concept acquisition, how concepts are changed and created, expert/novice differences in categorization, levels of concepts, natural kinds and artifacts, and applications of some of the issues.
PSYC 736, Research Topics in Social Judgment. Richard Eibach.
HTBA
We cover experiments in the field of social judgment and decision making, with emphasis on judgmental errors and biases, lay epistemology, and political judgment.
PSYC 749, Research Topics in Memory. Marcia Johnson.
HTBA
Examines current research on cognition and memory, including discussion of proposed and ongoing research projects. Topics include issues in design, analysis, and interpretation of empirical studies exploring human memory.
PSYC 750, Research Topics in the Neurobiology of Learning and Memory. Thomas Brown. HTBA
Discussion and analysis of current work on the neurobiological foundations of learning and memory systems in mammals. Informal weekly discussions span several levels of analysis, including molecular and biophysical studies, cellular and systems neurophysiology and neuroanatomy, and contemporary behavioral neuroscience.
PSYC 751, Research Topics in Memory, Aging, and Neurobiology. Karyn Frick.
HTBA
Weekly discussion of current work on the neurobiological basis of age-related memory dysfunction, sex differences in cognition, and other memory-related processes. Participants discuss these issues in an informal seminar format.
PSYC 766, Research Topics in Perception and Cognition. Brian Scholl.
Th 1–3
A seminar-style discussion of recent research in perception and cognition, covering both recent studies from the literature and the ongoing research in the Yale Perception and Cognition Laboratory.
PSYC 767, Research Topics in Emotion, Health, and Social Behavior. Peter Salovey.
F 10.30–12.30
A forum for graduate students conducting research in the Health, Emotion, and Behavior Laboratory.
PSYC 768, Research Topics in Psychopathology and Cognitive Processing. Teresa Treat.
HTBA
Weekly discussion and analysis of theoretical and measurement models relevant to examination of the role of cognitive processing in psychopathology. Permission of instructor required.
PSYC 769, Research Topics in Intelligence and Thinking. Robert Sternberg.
HTBA
A forum for students to discuss contemporary issues related to intelligence and thinking. Discussion of works of researchers within and outside the Yale community. Primarily consists of informal presentations by seminar members seeking to help them clarify their ideas for theory and research.
PSYC 770, Research Topics in Animal Learning. Allan Wagner.
HTBA
Students discuss the current literature, issues of experimental design, and theoretical interpretations pertinent to their own research projects in the area of animal learning.
PSYC 771, Research Topics in Nonconscious Processes. John Bargh.
HTBA
The lab group focuses on nonconscious influences of motivation, attitudes, social power, and social representations (e.g., stereotypes) as they impact on interpersonal behavior, as well as the development and maintenance of close relationships.
PSYC 772, Research Topics in Self and Social Judgment. David Armor.
HTBA
Weekly lab focusing on current research projects in self-evaluation, social judgment, and decision making.
[PSYC 773, Research Topics in Working Memory.]
PSYC 775, Research Topics in Animal Cognition. Laurie Santos.
HTBA
Investigation of various topics in animal cognition, including: what nonhuman primates know about tools and foods; how nonhuman primates represent objects and number; whether nonhuman primates possess a theory of mind. Permission of instructor required.
[PSYC 777, Research Topics in Gender and Psychology.]
PSYC 801, Clinical Internship (Child). Faculty.
Advanced training in clinical psychology with children. Adapted to meet individual needs with location at a suitable APA-approved internship setting.
PSYC 802, Clinical Internship (Adult). Faculty.
Advanced training in clinical psychology with adults. Adapted to meet individual needs with location at a suitable APA-approved internship setting.
PSYC 806, Practicum in Childhood Intervention. Faculty.
Advanced supervised work in settings where child and family policies are developed and/or implemented. Adapted to meet individual needs with location at suitable sites.
PSYC 808, Practicum in Child Psychology. Faculty.
The Yale Child Study Center offers a yearlong practicum, which includes assessment of children, psychotherapy, team meetings, supervision, and didactic experiences.
PSYC 809, Practicum in Assessment of School-Aged Children. Faculty.
An optional extension of PSYC 661. Students gain practical experience in testing with children.
PSYC 810, Practicum in Developmental Assessment. Linda Mayes.
Practicum in early childhood screening and assessment of infants and toddlers at high risk for social adaptive and emotional developmental problems.
PSYC 811, Anxiety Disorders Practicum. Douglas Mennin.
Discussion of current topics in psychopathology and treatment of anxiety disorders. Group supervision of therapy cases involving OCD, panic, social phobia.
PSYC 812, Conduct Problem Practicum. Alan Kazdin.
Provides training in the diagnosis, assessment, and treatment of aggressive and antisocial children and their families. Permission of the instructor required.
PSYC 813, Eating and Weight Disorders Practicum. Kelly Brownell, Marlene Schwartz.
Practical work for graduate students in clinical psychology on therapeutic interventions for eating and weight disorders. Assessment, diagnosis, and treatment are covered.
PSYC 815, Mood Disorders Practicum. Michelle Patterson.
HTBA
Supervised practicum in the assessment and treatment of mood disorders, with an emphasis on cognitive-behavioral perspectives.
PSYC 817, Other Clinical Practica. Faculty.
For credit under this course number, clinical students register for practicum experiences other than those listed elsewhere in clinical psychology, so that transcripts reflect accurately the various practicum experiences completed.
[PSYC 821, Practicum in Clinical Child and Adolescent Treatment.]
PSYC 883, Practicum in Clinical Assessment. Donald Quinlan.
Supervised psychological assessment using measures of intellectual functioning, projective testing, and neuropsychological testing with patients.
PSYC 920, Individual Study: Dissertation Area Paper.
By arrangement with faculty.
PSYC 923, Individual Study: Theme Essay.
By arrangement with faculty.
PSYC 925, Individual Tutorial.
By arrangement with faculty and approval of director of graduate studies.
PSYC 930, Predissertation Research.
By arrangement with faculty.
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