Psychology, Experimental
Jane Roberts, Department Chair
Graduate Directors
Each graduate director chairs the graduate faculty committee responsible for degrees in a given area.
Bret Kloos, Director , Clinical-Community
Amit Almor, Director, Experimental
Samuel McQuillin, Director, School
Overview
The Department of Psychology offers programs leading to the degrees of Master of Arts and Doctor of Philosophy. There are three graduate programs in the department, including clinical-community psychology, experimental psychology, and school psychology. Faculty in all three areas are available to each graduate student in every program. Detailed information concerning each of these programs (including details of admission procedures and degree requirements not included in this bulletin) may be obtained directly from the department, the director of each graduate program, and the graduate admissions office.
The experimental psychology program offers the Ph.D. degree for students who seek to be research scientists and scholars. Many students also complete the M.A. degree as they progress toward the doctoral degree. Specializations include behavioral neuroscience, cognitive psychology, cognitive neuroscience, and developmental psychology. Graduates are employed as faculty members in colleges and universities and research psychologists within public agencies and private industry.
The Department of Psychology also participates in the Certificate Program in Gerontology, which is administered by The College of Social Work, and in the Certificate Program in Drug and Addiction Studies, which is administered by the Department of Criminology and Criminal Justice. These certificates are interdisciplinary in nature and are open to qualified graduate students in psychology and other participating departments.
It is important to note that graduate training in psychology includes all of the following: core content courses in the discipline, training and supervision in delivery and application of professional skills, and integration of these components as part of a formal program. Although didactic courses are open, under appropriate conditions, to students not in the psychology degree programs, such students do not have access to professional skills courses and practica or to the integrative program as mentioned. This is to clarify that individual course work is a necessary component of professional training, but such course work is not appropriate for professional applications unless taken by a degree-seeking student in one of the graduate programs in psychology.
Admission
Graduate students are permitted to begin programs only in the Fall term and in special circumstances, the Spring semester. The application deadline is December 1.
To be admitted to full graduate standing, a student should have an undergraduate major in psychology or a closely related discipline with a minimum of 18 semester hours of psychology courses. Admission is competitive and is based upon the content of undergraduate and prior graduate courses taken in degree-seeking programs; performance in those courses (grade point average of better than 3.00 in all courses, and 3.50 or better in psychology course work is desirable); performance on the GRE (successful applicants in the past year have had an average of 1175 quantitative and verbal GRE combined scores); three letters of recommendation; prior research involvement; and (for clinical-community psychology and school psychology programs) prior work and volunteer experiences relevant to the program practice area. The GRE Advanced Psychology test is recommended but not required for applicants to all three programs: the clinical-community program, experimental and school psychology programs. Applicants also are asked for a written statement of career goals and educational expectations. Criteria are somewhat compensatory (that is, high performance on one criterion can compensate for somewhat lower performance on another).
Courses
Application of research in experimental psychology to ergonomics, the design of human-environment systems, with emphasis on work settings.
Research and theoretical considerations of substance abuse. Pharmacological, sociological, psychological, medical, economic, forensic, and other relevant research and treatment disciplines.
Theories of speech perception, linguistic theories of syntax and semantics, the brain mechanisms underlying language, the development of language in children, and the role of language in thought.
Cross-listed course: LING 567
Research and theories on the role of the brain in facets of cognitive behavior, including attention, short-term and working memory, perception, language, executive function, thinking, and problem solving.
Theories, description, and assessment of child behavior problems and disorders; methods of intervention.
Graduation with Leadership Distinction: GLD: Community Service
Examination of development from conception through older childhood. Specific cognitive and social processes will be given in-depth study.
Theories and research examining social, emotional, and intellectual development in adolescence. Explores influence of family, peer, school, and cultural contexts.
Developmental changes in abilities, personality, and behavior which occur between adolescence and old age.
Psychological, social, and biological phenomena associated with maturity and aging.
Nature and causes of mental retardation; behavior and potentialities of persons with mental retardation.
Graduation with Leadership Distinction: GLD: Diversity and Social Advocacy
Biological, social, and psychological aspects of the midlife woman.
Etiology, prevention of, and intervention in behavioral, social, emotional, educational, and psychological problems in children and youth at risk.
Graduation with Leadership Distinction: GLD: Diversity and Social Advocacy
Characteristics, causes, needs, and intervention strategies for children with a broad range of exceptionalities including mental, physical, social/emotional difficulties and atypical gifts and talents.
Intensive study of topics selected from the field of social psychology.
Intensive study of topics selected from the field of sensation and perception.
Intensive study of topics selected from the field of neuroscience.
Introduction to psychosocial factors in physical activity. Topics include mental health effects of exercise, behavior change theories applied to physical activity, and physical activity determinants and interventions.
Practice in surgical, histological, and behavioral testing methodology. Two lectures and one three-hour laboratory per week.
Methods of observation and experimentation in cognitive neuroscience. Two lectures and one three-hour laboratory per week.
Practice in the experimental techniques used in the study of cognitive psychology. Two lectures and one three-hour laboratory per week.
Concepts and principles in the study of sensation and perception in the laboratory. Two lectures and one three-hour laboratory per week.
Methods of observation and experimentation on human psychological development. Two lectures and one three-hour laboratory per week.
Advanced analysis of the uses and applications of statistics to research in psychology, and interpretation of statistics in the psychological literature.
Introduction to the theory and practice of measuring psychological attributes. Emphasis on test construction in a laboratory setting. Hands-on experience in designing, administering, and analyzing psychological tests and measures.
Systematic approaches to psychology.
Review and integration of general principles of psychology. Primarily for students planning graduate study in psychology.
Course content varies and will be announced in the schedule of classes by title.
Planning and execution of supervised research in psychology. Approved contract required.
Planning and execution of supervised research in psychology. Approved contract required.