This course is an investigation of affective priming and creation of rigorously counterbalanced, fully computerized testing paradigm. Includes background readings, study design, counterbalancing, study execution, data analysis, presentation of poster, and final paper.

Survey of principles underlying the structure and function of the nervous system, integrating molecular, cellular, and systems approaches. Topics: development of the nervous system and its connections, cell biology or neurons, neurotransmitters and synaptic transmission, sensory systems of the brain, the neuroendocrine system, the motor system, higher cortical functions, behavioral and cellular analyses of learning and memory. First half of an intensive two-term survey of brain and behavioral studies for first-year graduate students. Open to graduate students in other departments, with permission of instructor.

This class is the second half of an intensive survey of cognitive science for first-year graduate students. Topics include visual perception, language, memory, cognitive architecture, learning, reasoning, decision-making, and cognitive development. Topics covered are from behavioral, computational, and neural perspectives.

By Cara Laney and Elizabeth F. Loftus,Reed College, University of California, Irvine.Eyewitnesses can provide very compelling legal testimony, but rather than recording experiences flawlessly, their memories are susceptible to a variety of errors and biases. They (like the rest of us) can make errors in remembering specific details and can even remember whole events that did not actually happen. In this module, we discuss several of the common types of errors, and what they can tell us about human memory and its interactions with the legal system

By Aaron Benjamin, University of Illinois at Urbana-Champaign. Learning is a complex process that defies easy definition and description. This module reviews some of the philosophical issues involved with defining learning and describes in some detail the characteristics of learners and of encoding activities that seem to affect how well people can acquire new memories, knowledge, or skills. At the end, we consider a few basic principles that guide whether a particular attempt at learning will be successful or not.

By Nicole Dudukovic and Brice Kuhl, New York University.  This module explores the causes of everyday forgetting and considers pathological forgetting in the context of amnesia. Forgetting is viewed as an adaptive process that allows us to be efficient in terms of the information we retain.

By Kathleen B. McDermott and Henry L. Roediger III, Washington University in St. Louis.  “Memory” is a single term that reflects a number of different abilities: holding information briefly while working with it (working memory), remembering episodes of one’s life (episodic memory), and our general knowledge of facts of the world (semantic memory), among other types. Remembering episodes involves three processes: encoding information (learning it, by perceiving it and relating it to past knowledge), storing it (maintaining it over time), and then retrieving it (accessing the information when needed). Failures can occur at any stage, leading to forgetting or to having false memories. The key to improving one’s memory is to improve processes of encoding and to use techniques that guarantee effective retrieval. Good encoding techniques include relating new information to what one already knows, forming mental images, and creating associations among information that needs to be remembered.

This course explores the cognitive and neural processes that support attention, vision, language, motor control, navigation, and memory. It introduces basic neuroanatomy, functional imaging techniques, and behavioral measures of cognition, and discusses methods by which inferences about the brain bases of cognition are made. We consider evidence from patients with neurological diseases (Alzheimer's disease, Parkinson's disease, Huntington's disease, Balint's syndrome, amnesia, and focal lesions from stroke) and from normal human participants.

An introduction to human information processing and learning; topics include the nature of mental representation and processing; the architecture of memory; pattern recognition; attention; imagery and mental codes; concepts and prototypes; reasoning and problem solving.

This textbook presents core concepts common to introductory courses. The 15 units cover the traditional areas of intro-to-psychology; ranging from biological aspects of psychology to psychological disorders to social psychology. This book can be modified: feel free to add or remove modules to better suit your specific needs.

This book includes a comprehensive instructor's manual, PowerPoint presentations, a test bank, reading anticipation guides, and adaptive student quizzes.

Subject has three goals: introduces students to the classic works on ethnic politics, familiarizes students with new research and methodological innovations in the study of ethnic politics, and helps students design and execute original research projects related to ethnic politics. Readings drawn from across disciplines, including political science, anthropology, sociology, and economics. Students read across the four subfields within political science. Graduate students specializing in any subfield are encouraged to take this subject, regardless of their previous empirical or theoretical background. Subject designed as a year-long research workshop, but may also be taken in either semester. This course is designed mainly for political science graduate students conducting or considering conducting research on identity politics. While 17.504 Ethnic Politics I is designed as a primarily theoretical course, Ethnic Politics II switches the focus to methods. It aims to familiarize the student with the current conventional approaches as well as major challenges to them. The course discusses definition and measurement issues as well as briefly addressing survey techniques and modeling.

The NOBA Project is a growing collection of expert-authored, open-licensed modules in psychology, funded by the Diener Education Fund. From these open modules, Tori Kearns and Deborah Lee created an arranged open textbook for her introductory psychology class. This textbook was created under a Round One ALG Textbook Transformation Grant.

Principles of supervisory control and telerobotics. Different levels of automation are discussed, as well as the allocation of roles and authority between humans and machines. Human-vehicle interface design in highly automated systems. Decision aiding. Tradeoffs between human control and human monitoring. Automated alerting systems and human intervention in automatic operation. Enhanced human interface technologies such as virtual presence. Performance, optimization, and social implications of the human-automation system. Examples from aerospace, ground, and undersea vehicles, robotics, and industrial systems. Human Supervisory Control of Automated Systems discusses elements of the interactions between humans and machines. These elements include: assignment of roles and authority; tradeoffs between human control and human monitoring; and human intervention in automatic processes. Further topics comprise: performance, optimization and social implications of the system; enhanced human interfaces; decision aiding; and automated alterting systems. Topics refer to applications in aerospace, industrial and transportation systems.

Broad coverage of technology concepts underlying modern computing and information management. Topics include computer architecture and operating systems, relational database systems, graphical user interfaces, networks, client/server systems, enterprise applications, cryptography, and the web. Hands-on exposure to internet services, Microsoft Access database management system, and Lotus Notes. Information Technology I helps students understand technical concepts underlying current and future developments in information technology. There will be a special emphasis on networks and distributed computing. Students will also gain some hands-on exposure to powerful, high-level tools for making computers do amazing things, without the need for conventional programming languages. Since 15.564 is an introductory course, no knowledge of how computers work or are programmed is assumed.

Organization of synaptic connectivity as the basis of neural computation and learning. Single and multilayer perceptrons. Dynamical theories of recurrent networks: amplifiers, attractors, and hybrid computation. Backpropagation and Hebbian learning. Models of perception, motor control, memory, and neural development. Alternate years.

" This course is an introduction to the mammalian nervous system, with emphasis on the structure and function of the human brain. Topics include the function of nerve cells, sensory systems, control of movement, learning and memory, and diseases of the brain."

When you teach Introduction to Psychology, do you find it difficult — much harder than teaching classes in statistics or research methods? Do you easily give a lecture on the sympathetic nervous system, a lecture on Piaget, and a lecture on social cognition, but struggle with linking these topics together for the student? Do you feel like you are presenting a laundry list of research findings rather than an integrated set of principles and knowledge? Have you wondered how to ensure your course is relevant to your students? Introduction to Psychology utilizes the dual theme of behavior and empiricism to make psychology relevant to intro students. The author wrote this book to help students organize their thinking about psychology at a conceptual level. Five or ten years from now, he does not expect his students to remember the details of most of what he teaches them. However, he does hope that they will remember that psychology matters because it helps us understand behavior and that our knowledge of psychology is based on empirical study.

This is a derivative of INTRODUCTION TO PSYCHOLOGY by a publisher who has requested that they and the original author not receive attribution, which was originally released and is used under CC BY-NC-SA. This work, unless otherwise expressly stated, is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.