Introduction to Psychology  This course will provide a general introduction to the field of psychology. The most central and important theories, concepts, findings, controversies, and applications in the following areas will be considered: biological bases of behavior, learning, perception, thinking, development, personality, psychological disorders, and social behavior. (Open to Juniors and Seniors by waiver only) 3 hrs lect./1 hr. disc.

Psychological Statistics This course will examine statistical methods used in the behavioral and biological sciences. Students will learn the logic underlying statistical analysis, focusing primarily on inferential techniques. They also will become familiar with the application and interpretation of statistics in psychological empirical research, including the use of computer software for conducting and interpreting statistical analyses.

Research Methods in Psychology This course will provide students with an understanding of the research methodology used by psychologists. Students will learn to read psychological studies and other related research as informed consumers. Students will collect, analyze, and interpret data during lab assignments. They will also design an empirical study, review the related literature, and write a formal APA-style research proposal.

Social Psychology Social psychology is the study of how social situations affect the thoughts, feelings, and behaviors of individuals. This course will provide an overview of social psychological theory and research findings, as well as reviewing the ways in which these findings are applied to the study of issues such as aggression, close relationships, prejudice, and altruism. Students will also learn about the research methods that social psychologists use to test their theories.

Personality Psychology This course provides an overview of personality psychology. Several central theories of personality, including psychoanalytic, humanistic, cognitive, trait, behavioristic, and social learning, will be discussed. The course will also emphasize the connection between personality theory and personality research.

Emotions Emotions inform thoughtful decisions, but also prompt knee-jerk reactions that make us appear irrational at times.  They inspire and dissuade us at both conscious and unconscious levels.  They evolved to trigger self-protective responses, but their dark side fuels self-destructive behaviors as well.  In this course we will discuss what emotions are, where they come from, how individual emotions differ, and whether or not everyone experiences emotions the same way.  We will also explore how appreciating the complexities of emotions might improve emotion regulation and interpersonal dynamics.  Topics to be considered will include biological, socio-cultural, clinical, and cognitive theories of emotion.

Brain Plasticity Starting in early development and continuing throughout your lifespan, your experiences will restructure your brain and thereby change who you are!  We will explore the foundations of brain plasticity through the investigation of brain development, memory and memory systems, and the neurobiology of memory.  Our understanding of brain plasticity will be applied to better understand how plasticity can be harnessed to improve cognition and alleviate a variety of brain disorders.  Our exploration will be informed by authors, and artists portrayals of memory, scientific literature, and clinical case studies.

Religion and Science: Mindfulness and Modern Psychology Mindfulness meditation is now widely embraced as a way to enhance personal wellbeing. To better understand this ancient practice, we will explore its traditional Buddhist background alongside its application and study in modern psychology and neuroscience. We will first study mindfulness in its historical context and examine how a traditionally religious practice was adapted for modern individualistic and therapeutic purposes. We will learn basic neural and psychological foundations of emotion, cognition, social behavior, and psychological disorders and raise theoretical and methodological issues in the scientific study of mindfulness. As an experiential component, students will also receive meditation training throughout the semester.

Adolescence This course is designed to provide an overview of adolescent development, including the biological, cognitive, and social transitions of individuals during this period of life. Development also takes place in context, and we will pay particular attention to the role of family, peer group, school, work, and culture. Students will read research literature, as well as cases, in order to examine the central psychological issues of this developmental period, including identity, autonomy, intimacy, sexuality, and achievement.

Cultural Psychology Historically, much psychological research has focused on the United States and has aimed to interpret human psychological processes without reference to their cultural contexts. Cultural psychology, by contrast, holds that culture is essential for human psychology as we know it. The goal of this course is to understand that premise. Drawing on new research insights from around the globe, we will explore cross-cultural variations in psychological functioning from emotions, cognitions, and perceptions, to development, personality, and mental health. We will analyze where cultural variations come from, how the mind becomes enculturated, and the sense in which human nature is cultural. (PSYC 0105, seniors by waiver only) 3 hrs lecture

Psychological Disorders What makes an individual “abnormal”?   Under what circumstances do mental health professionals classify emotions, thoughts, or behaviors as “disordered”?  In this course, we will explore these questions with attention to their historical, theoretical, ethical, and diagnostic implications.  We will investigate various classes of disorders, like anxiety, mood, and psychotic disorders, with a focus on their causes and treatments.  Throughout, we will aim to appreciate the complexities and uncertainties surrounding diagnosis, and to recognize and challenge common assumptions about psychological disorders.  In addition to lecture, the course will include discussions of current and controversial topics, and occasional demonstrations, analysis of clinical case material, and/or role plays.

Child Development In this course, we will examine the nature of developmental change from the prenatal period through middle childhood. Our critical examination of developmental processes will invite us to consider various theoretical perspectives (e.g., learning, cognitive, biological, contextual) across various domains of development (i.e., physical, social-emotional, and cognitive).  We will address major themes in developmental psychology, such as the interrelatedness of development across domains, the contributions of nature and nurture, and the relative continuity versus discontinuity of developmental change.  Throughout, we will practice applying developmental principles to practical settings, policy issues, and topics of current interest.

Brain and Behavior Activity within our brains provides the basis for our thoughts and behavior.  Brain activity and behavior are dynamic processes subject to temporary changes (e.g. emotional states, attention, sleep/wake cycles, and sensations) and lasting modifications (e.g. development, language, personality, memory, and therapeutic treatments).  In this course, we will explore brain mechanisms that produce complex behaviors and examine the contributions of brain activity to psychological and neurodegenerative disorders. Depending on the semester, the lecture will be paired with either a lab or a discussion section.  During the additional section, we will develop our understanding of brain structure, probe our own brain activity, and/or investigate how chemical changes alter animal behavior in predictable ways.

Cognitive Psychology Questions about the nature of the mind, thinking, and knowledge have a long and rich history in the field of psychology. This course will examine the theoretical perspectives and empirically documented phenomena that inform our current understanding of cognition. Lectures, discussions, demonstrations, and experiments will form the basis for our explorations of cognition in this class. Topics to be considered include attention, perception, memory, knowledge, problem solving, and decision making.

Sensation and Perception Remarkably, using just five basic senses, our brains translate simple external stimuli (e.g. light and sound waves) into unique and vivid perceptual experiences enabling us to interact with our surrounding physical reality.  Focusing primarily on the underlying mechanisms of vision and audition, we will explore how our brains construct detailed representations of our world.  Throughout these explorations, we will identify perceptual limitations and investigate how mental processes such as attention and emotion affect our perceptions.  We will review recent scientific articles and conduct experiments.

Human Sexuality In this course we  will discuss the biological, psychological, behavioral, and cultural aspects of human sexuality, starting with a review of anatomy, physiology and function.  We will use current research findings to inform discussions of topics such as arousal and desire, relationships, sexual orientation, consent, pornography, and compulsive sexual behavior.  We will look at how issues like contraception, sexuality, and sexually transmitted diseases have influenced and been influenced by their cultural context.

Psychopharmacology This course will examine ways in which drugs act on the brain to influence behavior. Students will learn the basics of brain function, will learn basic properties of drug action, and will learn how legal and illegal drugs, including drugs used to treat psychological disorders, alter the brain function and behavior of humans and experimental animals.

Play Therapy: Theory and Practice For well over fifty years, therapists have been using play to understand and relieve psychological distress in children.  Does it work?  If so, how and for whom?  In this course we will critically examine the theoretical underpinnings of play therapy, weigh the research evidence supporting its effectiveness in treating a range of diagnoses, and explore issues at the intersection of theory and practice.  Our work will be guided by theoretical and empirical texts, as well as videotaped and potentially mock or live play sessions that students will observe, conduct, and critique.

Biobehavioral Addiction Addiction is a pervasive disorder affecting society on a global scale. To understand this complex disorder, addictions are studied from the basic neural mechanisms, such as how neurons respond to addictive substances, to psychological factors and how they protect or increase risk. In this course we will examine the principles of substance addictions, emerging behavioral addictions (internet/gaming, problem-gambling), and underlying mechanisms that drive addiction. Topics include neural pathways of addictive substances, brain functional and structural changes, theories of motivation, neuropsychological risk factors, and modern prevention and treatment. Psychology and neuroscience students will bring their relative expertise to the class for thoughtful review of the literature.

Social and Emotional Development In this course students will explore current research and theory on the interrelated domains of social and emotional development from infancy through adulthood. Families and peers serve as the primary relationships for children’s and adolescents’ socialization, and relationships will be explored to further understand how they influence emotion regulation, adaptation to stressful life events, and intrapersonal conflicts. Emphasis will be placed on the role of context and culture in the formation of social and emotional competencies and experiences.  We will explore the theory and practice of Social Emotional Learning (SEL) curricula to enhance individuals’ social and emotional skills. (PSYC 0105; PSYC 0216 or PSYC 0225; not open to first-year students; open to Psychology majors, others by waiver).

Forensic Psychology and Criminal Behavior This course will provide students with an introduction to the field of forensic psychology through the in-depth study of criminal behavior.Topics will include developmental factors for criminality, risk assessment and dangerousness, psychopathy, criminal profiling (with a focus on perpetrators of serious crimes), extremism and terrorism, and victimology and treatment.The material will be considered from a range of theoretical perspectives. We will read books, chapters, articles, and direct source material, and watch a few films. The class will be a combination of lecture, discussion, and student presentations. Students will have opportunities to focus on areas of specific interest. Not open to students who have taken PSYC 1030.This course will count as a PSYC elective.

Children and Families Living with Illness: Psychological, Spiritual, and Cultural Perspectives Over the course of a lifetime, most people are confronted with their own illness or the illness of a loved one. How do children and families cope with illness? How do they make meaning of their experiences? How do their spiritual and cultural beliefs impact their care and their views on healing? We will examine developmental, psychological, cultural and spiritual issues confronting children and families living with acute, chronic, and life-threatening illnesses. We will explore the psychological and spiritual interventions provided to children & families. Writings, artwork and videotaped interviews will be used to illustrate varied perspectives on illness and healing. This course counts as elective credit towards the Psychology major. (PSYC 0105)

Behavioral Genetics Why are some people shy while other people are very outgoing?  Why do some people do well at school while others struggle just to pass?  This course examines the roles that genes and the environment play in creating individual differences among us humans. In order to answer these questions, this course will cover topics including molecular genetics, Mendelian genetics, metabolic disorders, chromosomal disorders, linkage and association designs, and the genetics of complex disorders. (PSYC 0226 or BIOL 0145 or NSCI 0251; Open to psychology or neuroscience majors only, others by approval) 3 hrs lect.

Social Neuroscience Social neuroscience integrates neuroscientific and psychological approaches to enrich our  understanding of human social behavior. The field is concerned with how we recognize, understand, and interact with each other in social settings. We will explore how the brain processes (and is shaped  by) social/emotional information and how it gives rise to our physiological, cognitive, and behavioral repertoires of social responses. Topics include: theories and methods of social neuroscience research,  the brain bases of social processes such as the self, person perception, social affiliation, rejection and  conflict, social cognition, group dynamics, emotions, and cultural neuroscience. (not open to students who have taken PSYC/NSCI 0437) (PSYC 0226 or PSYC 228 or NSCI 0252; Open to psychology or neuroscience majors only, others by  approval) 3 hrs lect.

Approaches to Clinical Psychology: Theory and Practice What are the major theoretical orientations of clinical psychology, and how does each view the domains of thinking, behavior, free will, psychopathology, and treatment?  In this discussion-based course, we will explore cognitive behavioral, psychodynamic, behaviorist, existential, and other approaches to clinical psychology.  Each has its own emphasis; some focus on symptoms, while others teach emotional tolerance or address unconscious drives. Using philosophy, theory, evidence, and case examples, we will explore similarities and differences among the major orientations and consider their consequences for researchers, therapists, and society at large.

Rhythms of the Brain How do the ~86 billion neurons of the human brain coordinate their activity to produce complex cognition and behavior?  In this course we will explore how rhythmic oscillations in neuronal activity may provide a unified mechanism that contributes to diverse brain functions including attention, learning and memory, motor coordination, sleep, respiration, and perhaps even consciousness itself.  Through background lectures and class discussion of primary scientific literature, students will develop their understanding of the relationships between ongoing neuronal activity, cognition, and behavior.

Environmental Decision Making Most people report caring about the environment, yet few decide to actively work towards reduced environmental degradation. Why don’t, and when do, people decide to invest in environmental care? In this course we will examine how different aspects of communication and the situation (e.g., uncertainly, framing, discounting, risk, values, norms, etc.) influence environmental decision making. Using prominent decision-making theories, we will highlight; environmental justice, perceptions of the time horizon of risk, and successful efforts to communicate and optimize environmental decisions. (Any three psychology or environmental studies courses; open to junior and senior psychology, and environmental studies majors; open to others by waiver).

Psychobiology and Sex Differences: Exploration and Critique Men and women differ reproductively, in hormonal patterns, in average height, and in muscle mass. Biology is accepted as influencing these differences. Do biological contributions stop at the neck? Or might biology also contribute to neural and behavioral development in human as well as nonhuman species? We will examine evidence both for and against relationships between psychobiological factors (such as hormones and chromosomes) and sex/gender differences in behavior and psychological states (such as play behavior, cognition, sexual orientation, stress, addiction, and psychological disorders). Further, we will consider potential perils of such investigations, and additionally, will explore relationships between social/experiential factors and sex/gender differences as these may provide alternative, sometimes stronger, explanations.

Nature, Technology, and the Self Modern humans are entangled in the intersection of three domains: the natural world, digital technology, and our psychological sense of “self.” How does each domain affect the other? Are these effects positive or negative? In this seminar we draw on recent research examining how nature, and social media/ internet usage impact us cognitively, neurologically, socially, and emotionally. Further, we explore how digital devices can inhibit or facilitate engagement with the natural world, combining critical inquiry with experiential methods such as digital detox, forest bathing, self-observation, nature apps, and citizen science. (Open to psychology majors only, others by waiver). 3 hrs sem

Memory: A User's Guide How can I remember names better? How can I best study for an exam? How accurate are our memories? A deep understanding of how people remember will allow us to answer these and many other questions. Topics covered in this course include working memory, the nature of encoding and retrieval, applied aspects of remembering, and neuroscientific approaches to understanding memory. Readings will be a mixture of textbook and journal articles. The class will have a seminar format, with emphasis on student-led discussions and contributions. Additionally, student research groups will design and execute a research study examining human memory. Evaluations will be based on the research project, student-led discussions, and reaction papers.

Positive Psychology: The Science of Happiness and Well-Being  In this course we will explore a variety of topics that include happiness, character strengths, positive emotions, gratitude, resilience, positive connections, meaning, empathy, compassion, mindfulness, positive interventions, lifestyle change, loving kindness, self-care, health, and well-being. Through student-led presentations and class discussion of primary scientific literature, students will develop their understanding of the field of Positive Psychology and be able to apply related interventions to enhance their own health and happiness.

Resilience Adversity and challenge are part of the human condition. Why is it that some individuals struggle  in the face of difficulty and others seem to rise to the occasion? What are the psychological  factors that play a role in these very different outcomes? The goal of this course is to have  students examine and present on self-chosen topics of interest that expand our understanding of  resilience and interpersonal growth during adversity. An emphasis will be placed on providing an  integrated model of resilience that includes biological, developmental, cultural, and social  perspectives.

Learning, Education, and the Brain All aspects of human learning -- be it learning to read, memorizing historical facts, or remembering the route to a new restaurant -- depend on the brain’s ability to adapt in response to input from the environment. In this course, we will explore the brain’s learning systems to understand how the human brain changes both structurally and functionally in response to learning experiences. Using insights from educational neuroscience and the learning sciences, we will study the relationship between neuroplasticity and different forms of learning, explore the impact of educational interventions on the brain, and debate the implications of neuroscience-informed educational practices. We will also have the option to analyze neuroimaging datasets to gain hands-on experience exploring learning in the brain.

Stress & Resilience in the Brain Stress is pervasive in our lives, and while it’s typically considered negative, some degree of stress is beneficial. In this course we will broadly explore the neurobiology of stress, spanning anatomy and physiology, behavioral and cognitive neuroscience, and human disease and interventions. We will investigate how neural systems perceive and regulate stress, the effect stress has on brains and behavior, and how stress produces resilience or vulnerability to subsequent disease. Students will become skilled at critically reading peer-reviewed articles and evaluating current research methods. Further, this course will incorporate applied exercises in stress reduction, with the goal of building resilience.

Allison DiBianca Fasoli

Carlos Velez

Clarissa Parker

Jason Arndt

Jocelyn Breton

Joshua Nelson

Kim Cronise

Laura Basili

Marcia Collaer

Martin Seehuus

Matthew Kimble

Michael Dash

Michelle McCauley

Robert Moeller

Susan Fenstermacher

Suzanne Gurland

Tina Donaldson

Virginia Thomas

William Waldron

Zu Wei Zhai

If I were to explain why Professor Parker is an absolutely amazing teacher in my eyes, it all comes down to how she accommodates her students. There are fairly high expectations for her class, from lots of reading to fast-paced lectures, but when it comes to office hours and extensions, you cannot beat Professor Parker. When the class had trouble finishing their literature review on time, she gave us two back-to-back extensions to alleviate our stress. Exams can be tough, and the information comes fast, but nothing out of the ordinary for an intro psych course. As well, she is very welcoming, and it was much easier to get extra help from her than from almost every other teacher I've had at Midd. Highly recommend her if you plan to take psych

Intro to Psych with Professor Arndt is a great class and I'd recommend it to anyone. The material is very interesting and Professor Arndt wants you to have a strong basis in psych as well as tips for ways to improve your life in general. In class, we probably go over about 20% of what is in the textbook. But, while the exams are heavy on material that we didn't cover in class, the material we cover in class is still heavily represented on the exam and going to class is necessary if you want an A. I clicked on easy exams because there's only two options here. I'd definitely say they were manageable exams if you read and understood the textbook.

The course would have been better if we actually used class time to go over what the exams would be on. Instead, we spent so much time on experiments that had been conducted, when it came time for the actual exams you had to learn everything outside of class. Literally, everything that was on the exam. It was borderline not even worth it attending class. Arndt is a nice guy and I enjoyed his persona. I just wish he would have constructed his class in a much more effective way. Exam studying, on average, took me 6-8 hours.