Faculty of Arts & Science 2016-2017 Calendar

Psychology

• Psychology Specialist | Psychology Major | Psychology Minor
• Psychology Research Specialist
• Environment & Behaviour Minor
• Combined Degree Program (CDP) in Science and Education: Psychology (Major), Honours Bachelor of Science/Master of Teaching
• Psychology Courses

Faculty

Psychology is that branch of science which focuses on the behaviour of human beings and animals, with particular emphasis on the individual rather than the group. Our courses span the various areas of psychology and introduce students to the methods used in psychological research. The basic tools of the research psychologist include experimentation in the laboratory and field, naturalistic observation, and the use of statistical methods in interpreting data.

Our faculty have highly diversified interests which are reflected in the number and variety of our undergraduate course offerings. These include courses in developmental psychology, social psychology, personality/abnormal psychology, human and animal learning, cognitive psychology, perception, computational neuroscience, cognitive neuroscience, and physiological psychology.

For more information, please consult our website (http://home.psych.utoronto.ca/) or one of the following:

Undergraduate Administrator: Sidney Smith Hall, Room 4014 (416-978-3407, undergrad@psych.utoronto.ca)

Prospective Student Inquiries: Sidney Smith Hall, Room 4026 (416-978-7304, newstudents@psych.utoronto.ca)

Main Office/General Inquiries: Sidney Smith Hall, Room 4020 (416-978-5201, info@psych.utoronto.ca)

Psychology Programs

Psychology programs at the St. George Campus are designated Type 2 Limited, which means there are a finite number of spaces to offer students.  Please note that just meeting the minimum admission requirements does not guarantee one a spot in any of our programs and, in most cases, students will need to exceed them to be competitive given the volume of applications in comparison to the number of program spaces available. 

Entry into all Psychology programs requires the minimum of a senior-level (Gr. 12) high school course in Calculus.  Please note that this requirement will not be waived, nor can it be substituted with a different type of math course (i.e. Data Management, Algebra and Geometry, etc.).  Students who completed PSY100Y1 in 1997 or earlier at the University of Toronto are exempt from the Calculus requirement.  Also, effective for admission to the University starting in September 2018, a grade 12 science credit in biology, physics, or chemistry will be required (pending Faculty approval).  

You should consider pursuing the Minor Program in Psychology if you are interested in Psychology as a part of your general education or as a compliment to your training in another profession (i.e., nursing, rehabilitation medicine, physical health and education, social work, etc.).

The Minor is a Type 2L program that can only accept a limited number of students.  The quantity of applications received in a given year always far exceeds the number of spaces available in the program. Eligibility will be based on the following criteria, however, achieving the minimum marks listed does not guarantee admission to the Minor in any given year.  Please have a back-up plan/program in place, should you not be admitted.

Applying with less than 8 FCEs:

• PSY100H1 with a final mark of at least 73% (AP and IB Psychology are not accepted)
• A senior-level (Gr. 12) high school course in Calculus
• Completion of at least 4 FCEs

• Effective for admission to the University starting in September 2018, a grade 12 science credit in biology, physics, or chemistry will be required (pending Faculty approval)

Applying with 8 or more FCEs completed:

• Completion of PSY100H1 (AP and IB Psychology are not accepted)
• A senior-level (Gr. 12) high school course in Calculus
• Completion of at least 8 FCEs
• Completion of PSY201H1 (or an equivalent course in Statistics)
• Minimum completion of 1 FCE at the 200-level in PSY (taken from the PSY210H1 - PSY290H1 series), with an overall average of at least 70%* taken from the top two grades (this does not include PSY201H1 or PSY202H1)

• Effective for admission to the University starting in September 2018, a grade 12 science credit in biology, physics, or chemistry will be required (pending Faculty approval)

* In past admission cycles, the average grade cut-off for the Minor program ranged from approximately 77-79%.  This may vary from year to year, and can be higher.

Required Courses (4 FCEs):

1. First Year: PSY100H1
2. Statistics: PSY201H1 (or an equivalent course in Statistics)
3. 1 FCE from PSY210H1/PSY220H1/PSY230H1/PSY240H1/PSY260H1/PSY270H1/PSY280H1/PSY290H1
4. 1 FCE in PSY at the 300/400-level from Group 1 (any Cluster)
5. 1 FCE from Goups 1 and/or 2, at any level

(Please note that each of these requirements are individual ones and cannot overlap or be used twice).

You should consider pursuing the Major Program in Psychology if you want to concentrate in Psychology together with another discipline.

The Major is a Type 2L program that can only accept a limited number of students.  The quantity of applications received in a given year always far exceeds the number of spaces available in the program. Eligibility will be based on the following criteria, however, achieving the minimum marks listed does not guarantee admission to the Major in any given year.  Please have a back-up plan/program in place, should you not be admitted.

Applying with less than 8 FCEs:

• PSY100H1 with a final mark of at least 75% (AP and IB Psychology are not accepted)
• A senior-level (Gr. 12) high school course in Calculus
• Completion of at least 4 FCEs

• Effective for admission to the University starting in September 2018, a grade 12 science credit in biology, physics, or chemistry will be required (pending Faculty approval)

Applying with 8 or more FCEs completed:

• Completion of PSY100H1 (AP and IB Psychology are not accepted)
• A senior-level (Gr. 12) high school course in Calculus
• Completion of at least 8 FCEs
• Completion of PSY201H1 (or an equivalent course in Statistics)
• Minimum completion of 1 FCE at the 200-level in PSY (taken from the PSY210H1 - PSY290H1 series), with an overall average of at least 73%* taken from the top two grades (this does not include PSY201H1 or PSY202H1)

• Effective for admission to the University starting in September 2018, a grade 12 science credit in biology, physics, or chemistry will be required (pending Faculty approval)

* In past admission cycles, the average grade cut-off for the Major program ranged from approximately 80-84%.  This may vary from year to year, and can be higher.

Required Courses (7 FCEs):

1. First Year: PSY100H1
2. Statistics: PSY201H1 (or an equivalent course in Statistics)
3. 1 FCE from PSY210H1, PSY220H1, PSY230H1, PSY240H1 (Cluster A)
4. 1 FCE from PSY260H1, PSY270H1, PSY280H1, PSY290H1 (Cluster B)
5. 0.5 FCE in PSY at the 300/400-level from Group 1 in Cluster A
6. 0.5 FCE in PSY at the 300/400-level from Group 1 in Cluster B
7. 1 FCE in PSY at the 300/400-level from Group 1 (any Cluster)
8. 0.5 FCE in PSY at the 400-level from Group 1 (any Cluster)
9. 1.5 FCEs from Groups 1 and/or 2, at any level

(Please note that each of these requirements are individual ones and cannot overlap or be used twice).

You should consider pursuing the Specialist Program in Psychology if you want a greater concentration in Psychology than provided by the Major Program.  Please note that having a Specialist is not required in order to be admitted to a graduate program in Psychology later on.

The Specialist is a Type 2L program that can only accept a limited number of students.  The quantity of applications received in a given year always far exceeds the number of spaces available in the program. Eligibility will be based on the following criteria, however, achieving the minimum marks listed does not guarantee admission to the Specialist in any given year.  Please have a back-up plan/program in place, should you not be admitted.

Applying with less than 8 FCEs:

• PSY100H1 with a final mark of at least 80% (AP and IB Psychology are not accepted)
• A senior-level (Gr. 12) high school course in Calculus
• Completion of at least 4 FCEs
• Effective for admission to the University starting in September 2018, a grade 12 science credit in biology, physics, or chemistry will be required (pending Faculty approval)

Applying with 8 or more FCEs completed:

• Completion of PSY100H1 (AP and IB Psychology are not accepted)
• A senior-level (Gr. 12) high school course in Calculus
• Completion of at least 8 FCEs
• Completion of PSY201H1 and PSY202H1 (or their equivalent courses in Statistics)
• Minimum completion of 1 FCE at the 200-level in PSY (taken from the PSY210H1 - PSY290H1 series), with an overall average of at least 75%* taken from the top two grades (this does not include PSY201H1 or PSY202H1)
• Effective for admission to the University starting in September 2018, a grade 12 science credit in biology, physics, or chemistry will be required (pending Faculty approval)

* In past admission cycles, the average grade cut-off for the Specialist program ranged from approximately 83-86%.  This may vary from year to year, and can be higher.

Required Courses (10 FCEs):

1. First Year: PSY100H1
2. Statistics: PSY201H1 and PSY202H1 (or their equivalent courses in Statistics)
3. 1 FCE from PSY210H1, PSY220H1, PSY230H1, PSY240H1 (Cluster A)
4. 1 FCE from PSY260H1, PSY270H1, PSY280H1, PSY290H1 (Cluster B)
5. 0.5 FCE in PSY at the 300/400-level from Group 1 in Cluster A
6. 0.5 FCE in PSY at the 300/400-level from Group 1 in Cluster B
7. 1.5 FCEs in PSY at the 300/400-level from Group 1 (any Cluster)
8. One lab course (0.5 FCE), and no more, taken from PSY319H1, PSY329H1, PSY339H1, PSY379H1, PSY389H1, or PSY399H1
9. Two seminar courses (1 FCE), and no more, taken from JLP471H1, PSY410H1, PSY420H1, PSY430H1, PSY440H1, PSY460H1, PSY470H1, PSY471H1, PSY480H1, PSY490H1, PSY497H1
10. 2.5 FCEs from Groups 1 and/or 2, at any level

(Please note that each of these requirements are individual ones and cannot overlap or be used twice).

This program is designed for students who have demonstrated particular interest in and aptitude for research and who want to complete a thesis.  Admission to the program is based on strong academic performance and expressed interest in research.

Students should apply at the end of their second year and begin the program in their third.  Interested students should ideally apply for a PSY Major or Specialist (Non-thesis) at the end of their first year.  All students accepted into or considering the Research Specialist program should enrol in a PSY lab course in their third year.  In addition to applying in the spring via the Arts & Science website, students may also apply directly to the department in the fall of their third year and begin the program that January.  The deadline for the second round of applications is usually in October.  More information on the fall applications can be found at http://home.psych.utoronto.ca/undergraduate/info/rsp.htm.

The Research Specialist program is a Type 3 program and, therefore, enrolment is limited to no more than 15 students per year.  Eligibility is highly competitive and based on the following criteria.  Please note that meeting the following minimum requirements does not guarantee admission.

• PSY100H1 with a final mark of at least 80% (AP and IB Psychology are not accepted)
• A senior-level (Gr. 12) high school course in Calculus
• Completion of at least 8 FCEs
• Completion of PSY201H1 and PSY202H1 (or their equivalent courses in Statistics), with an overall average of at least 75%
• Minimum completion of an additional 2 FCEs at the 200-level in PSY (taken from the PSY210H1 - PSY290H1 series), with an overall average of at least 78% taken from the top four grades (this does not include PSY201H1 or PSY202H1)
• Effective for admission to the University starting in September 2018, a grade 12 science credit in biology, physics, or chemistry will be required (pending Faculty approval)

Required Courses (10 FCEs):

1. First Year: PSY100H1
2. Statistics: PSY201H1 and PSY202H1 (or their equivalent courses in Statistics)
3. 1 FCE from PSY210H1, PSY220H1, PSY230H1, PSY240H1 (Cluster A)
4. 1 FCE from PSY260H1, PSY270H1, PSY280H1, PSY290H1 (Cluster B)
5. 0.5 FCE in PSY at the 300/400-level from Group 1 in Cluster A
6. 0.5 FCE in PSY at the 300/400-level from Group 1 in Cluster B
7. 1 FCE in PSY at the 300/400-level from Group 1 (any Cluster)
8. One lab course (0.5 FCE), and no more, taken from PSY319H1, PSY329H1, PSY339H1, PSY379H1, PSY389H1, or PSY399H1
9. PSY309H1
10. PSY409H1
11. PSY400Y1
12. 2 FCEs from Groups 1 and/or 2, at any level

(Please note that each of these requirements are individual one and cannot overlap or be used twice).

Jointly sponsored by the School of the Environment and the Department of Psychology, this program will focus on understanding issues of psychological motivation and attitudes that underlie environmental decision making. Little positive environmental change can occur in the absence of broad-based behaviour changes. Consult David Powell, Undergraduate Student Advisor, School of the Environment, Room 1049A, Earth Sciences Centre, 416-946-8100 or david.powell@utoronto.ca  See the Arts & Science Program Enrolment web site for application procedures.

(4 full courses or their equivalent; must include at least one full course equivalent at the 300+-level.

Enrolment in the Minor program is limited to students also enrolled in the Psychology Minor/Major/Specialist.

Higher Years:
1. (ENV221H1,ENV222H1/GGR222H1)/222Y1/GGR222Y1; PSY220H1, PSY335H1/PSY435H1
2. One FCE from ENV333H1, ENV335H1; JGE321H1; JGE331H1; SOC385H1
3. One FCE from PSY320H1, PSY321H1, PSY327H1/PSY427H1, PSY336H1

Group 1 (Courses offered through the Psychology Department):

Cluster A (Courses with a focus on Social/Personality/Developmental/Abnormal Psychology):
JLP315H1; PSY210H1/PSY220H1/PSY230H1/PSY240H1/PSY299Y1/PSY306Y0/PSY307H1/PSY308H1/PSY311H1/
PSY312H1/PSY313H1/PSY316H1/PSY319H1/PSY320H1/PSY321H1/PSY322H1/PSY323H1/PSY326H1/
PSY328H1/PSY329H1/PSY330H1/PSY331H1/PSY332H1/PSY333H1/PSY336H1/PSY337H1/PSY339H1/
PSY341H1/PSY342H1/PSY343H1/PSY402H1/PSY403H1/PSY404H1/PSY405H1/PSY405Y1/PSY406H1/PSY406Y1/PSY407H1/
PSY408H1/PSY410H1/PSY414H1 (formerly PSY314H1)/PSY417H1 (formerly PSY317H1)/PSY420H1/PSY 421H1/PSY424H1 (formerly PSY324H1)/PSY425H1 (formerly PSY325H1)/PSY426H1/PSY427H1 (formerly PSY327H1)/PSY428H1/PSY430H1/PSY434H1 (formerly PSY334H1)/PSY435H1 (formerly PSY335H1)/PSY440H1/PSY450H1 (formerly PSY300H1)

Cluster B (Courses with a focus on Cognition/Perception/Learning/Brain and Behaviour):
JLP374H1/JLP471H1,PSY260H1/PSY270H1/PSY280H1/PSY290H1/PSY299Y1/PSY306Y0/PSY307H1/
PSY308H1/PSY312H1/PSY316H1/PSY362H1/PSY370H1/PSY371H1/PSY372H1/PSY378H1/PSY379H1/
PSY380H1/PSY389H1/PSY390H1/PSY395H1/PSY396H1/PSY397H1/PSY399H1/PSY402H1/PSY403H1/PSY404H1/
PSY405H1/PSY405Y1/PSY406H1/PSY406Y1/PSY407H1/PSY408H1/PSY450H1 (formerly PSY300H1) /PSY460H1/PSY470H1/PSY471H1/PSY473H1 (formerly PSY373H1)/PSY474H1/PSY475H1 (formerly PSY375H1)/PSY480H1/PSY490H1/PSY492H1 (formerly PSY392H1)/PSY493H1 (formerly PSY393H1)/PSY494H1 (formerly PSY394H1)/PSY495H1/PSY496H1/PSY497H1

Note: Some PSY courses are included in both of Clusters A and B and may count in either cluster, but not both, for program requirements. For Individual Projects (PSY405H1/PSY405Y1/PSY406H1/PSY406Y1) or Special Topics (PSY306Y0/PSY307H1/PSY308H1/PSY407H1/PSY408H1) courses being used to complete the cluster requirement, please confirm group cluster with the Undergraduate Administrator.  No more than 1 FCE of PSY405H1/PSY405Y1/PSY406H1/PSY406Y1 can be used towards any PSY program.

Group 2 (Courses relevant to Psychology offered outside the Psychology Department):

BIO120H1/BIO130H1/the former BIO150Y1/BIO220H1/the former BIO250Y1/the former BIO252Y1/BIO270H1/BIO271H1; COG250Y1 (formerly UNI250Y1); CSB332H1; ENG384Y1 (formerly ENG290Y1); ETH220H1; HIS489H1; HMB200H1/HMB220H1 (formerly HMB204H1)/HMB300H1/HMB310H1/HMB320H1/HMB400Y1/HMB420H1/HMB440H1/HMB450H1/HMB473H1; HPS110H1/HPS200H1; JFP450H1; JLS472H1/JLS473H1/JLS474H1; JSV201H1 (formerly VIC261H1); LIN100Y1/LIN200H1; NEW232Y1/NEW302Y1/NEW303H1/NEW331H1/NEW332H1/NEW333H1/NEW335H1/NEW336H1/NEW339H1/NEW432H1/NEW433H1/NEW438H1 (formerly NEW338H1); NFS489H1; PCL475Y1; PHL240H1/PHL243H1/PHL244H1/PHL319H1/PHL340H1/PHL342H1/PHL383H1; the former POL313Y1 or POL313Y0; PSL201Y1/PSL300H1/the former PSL302Y1/PSL440Y1/PSL444Y1; RLG211H1 (formerly RLG211Y1)/RLG301H1/the former RLG302H1/RLG421H1; RSM260H1/RSM353H1; SOC363H1/SOC412H1; IRE260H1 (formerly WDW260H1)/the former WDW360H1/CRI365H1 (formerly WDW365H1)/CRI431H1 (formerly WDW431H1); VIC278H1; WGS372H1

*Please note that the courses in Group 2 are optional and that enrolment priority is not given to PSY program students.

Combined Degree Program (CDP) in Science and Education: Psychology (Major), Honours Bachelor of Science/Master of Teaching

The Combined Degree Program in Arts/Science and Education is designed for students interested in studying the intersections of teaching subjects and Education, coupled with professional teacher preparation. Students earn an Honours Bachelor’s degree from the Faculty of Arts and Science (St. George) and an accredited professional Master of Teaching (MT) degree from the Ontario Institute for Studies in Education (OISE). They will be recommended to the Ontario College of Teachers for an Ontario Teacher’s Certificate of Qualifications as elementary or secondary school teachers. The CDP permits the completion of both degrees in six years with 1.0 FCE that may be counted towards both the undergraduate and graduate degrees.

Program requirements:
1. Minor in Education and Society, Victoria College
2. Major in Psychology (first teaching subject)
3. Minor in an area corresponding to the second teaching subject as determined by OISE (see http://pepper.oise.utoronto.ca/~jhewitt/mtresources/intermediate_senior_teaching_subject_prerequisites_2016-17.pdf)

See here for additional information on the CDP, including admission, path to completion and contact information.

Psychology Courses

We encourage students at all levels, and particularly those who are beginning a program in Psychology, to consult the undergraduate section of the Psychology web site (http://home.psych.utoronto.ca/undergraduate.htm) before selecting courses and to discuss their proposed programs with the Undergraduate Administrator.

Courses in the various areas within Psychology and the numbering system associated with these courses follow a specific pattern: PSY XXX.  The first digit represents the year, and the second digit represents the area in which the course belongs.  Social Psychology, for example, is identified by “2.” Therefore, PSY 220 at the second year, PSY 320, 321, 322, etc. at the third year, and PSY 420, 421, 424, etc. at the fourth year represent the Social Psychology courses.  Other areas within Psychology follow a similar pattern, with their own identifying number in the middle.

Please note that the Dept. of Psychology will not waive course prerequisites under any circumstances and that Psychology courses do not have co-requisites.  Students will will have to have prerequisites completed BEFORE taking a course.

The 199Y1 and 199H1 seminars are designed to provide the opportunity to work closely with an instructor in a class of no more than twenty-four students. These interactive seminars are intended to stimulate the students’ curiosity and provide an opportunity to get to know a member of the professorial staff in a seminar environment during the first year of study. Details can be found at www.artsci.utoronto.ca/current/course/fyh-1/.

A brief introductory survey of psychology as both a biological and social science. Topics will include physiological, learning, perception, motivation, cognition, developmental, personality, abnormal, and social psychology.

Students registered in a St. George campus PSY program will be given priority to enrol in all PSY courses above the 100-level.  Please see the online Arts and Science Registration Instructions and Timetable for more details on enrolment controls.

Fundamentals of descriptive and inferential statistics, including population and sampling distributions, simple association, probability, estimation, and hypothesis testing.

Fundamentals of statistical analysis of experimental and observational data including linear models, the analysis of variance, a priori contrasts, post-hoc tests, power analysis and effect size calculations.

The developmental approach to the study of behaviour with reference to sensorimotor skills, cognition, socialization, personality, and emotional behaviour.

Contemporary areas of research in social psychology: social perception, attitudes, inter-personal relations, and group processes.

Theory and research in personality structure and dynamics: the interaction of cultural and biological factors in the development and expression of individual differences.

A critical survey of concepts, theories, and the state of research in the area of emotionally disturbed persons and therapeutic methods.

Concepts, theories, and applications of classical and contemporary learning theories, including classical and operant conditioning. Current theories of the physiological and anatomical basis of learning and memory, including synaptic plasticity, the role of the hippocampus, amygdala, frontal cortex and other brain regions. Theories will be related to a practical understanding and applications such as drug addiction, phobias and other disorders.

An introduction to research and theory on the neural and cognitive architecture of attention, memory, language, thinking and reasoning.

An introduction to the physiological and psychological basis of perception across the different sensory modalities in humans and lower animals, with an emphasis on vision. Exploring visual perception such as shape and objects, scenes, colour, space, and motion as well as auditory perception of simple and complex sounds, and location. Further topics may include touch, including perception of temperature, pain and body posture, the chemical senses, and cross-modal influences of the senses on one another. In-class demonstrations may supplement the lectures.

Provides students with a solid background into the biological basis of behaviour. Animal and human research topics including: functional neuroanatomy, neural signalling, sensory and motor control, motivational systems, and hormones, and emotions. 

Credit course for supervised participation in faculty research project. Details at http://www.artsci.utoronto.ca/current/course/rop. Not eligible for CR/NCR option.

Almost all 300/400-level lecture courses require PSY201H1 (Statistics I), or its equivalent, as one of their prerequisites.  This will not be waived.  Students must complete the statistics requirement before taking any 300+-level PSY lecture courses.  Similarly, 300-level lab and 400-level seminar courses require PSY202H1 (Statistics II), or its equivalent.

This course emphasizes advanced use of statistical computer program packages for the treatment of psychological data collected in laboratory and field studies. Students analyze sets of data and interpret results. Various methods of ensuring the trustworthiness and accuracy of analysis are discussed.

Special Topics in Psychology for the Summer Abroad Program.  Course topics, content, and instructor may vary from one year to another.  More information about Psychology course offerings can be obtained from the Professional & International Programs office at Woodsworth College. 

In depth examination of specific topics/themes relating to Psychology.  Content in any given year depends on instructor.  Priority is given to PSY Major program students during the first enrolment period.

In depth examination of specific topics/themes relating to Psychology.  Content in any given year depends on instructor.  Priority is given to PSY Major program students during the first enrolment period.

Research Specialists learn about the research opportunities within our department, and develop their skills in the areas of critical thinking, writing, and oral presentation.  Students also conduct a pre-thesis research project under the supervision of a faculty member.  Ideally, students should complete a PSY lab course (PSY3*9H1) prior to taking this course, however, taking it concurrently is acceptable as well.  Enrolment is restricted to PSY Research Specialists. Not eligible for CR/NCR option.

Theory and research in social attachment, aggression, morality, imitation and identification, altruism, and parental discipline, with discussion of methodological issues.

Examines the developmental of knowledge in fundamental domains such as spatial perception, navigation, object perception, number, language, and theory of mind. Emphasis is placed on current experimental findings, and on how they address centuries-old debates surrounding the origin and nature of human knowledge.

Age changes in sensory and perceptual processes, motor skill, learning, memory, and personality. Theory, methodological problems, social, cultural, and environmental influences which shape behaviour and attitudes to and by the elderly.

Infants’ abilities at birth, prelinguistic development, the first words, phonological, syntactic and semantic development. Social variables influencing development of language, bilingualism, models of development, language play. (Sponsored by the Departments of Linguistics and Psychology, but administered solely by the Dept. of Linguistics).

The course examines human perceptual development during the first 2-3 years of life. Vision and audition are emphasized. Some topics are: pattern and colour vision, depth perception, infant speech perception.

Provides an overview of developmental psychology methods. The class conducts an original research project, including design, data collection and analysis, and a written report.  Course capacity is limited to 15 students and priority is given to PSY Specialists and Research Specialists during the first enrolment period. Not eligible for CR/NCR option.

Intensive study of social attitudes and opinions development, description, measurement, modification, and organization.

One of the hallmarks of human behaviour is its diversity.  Some of the ways in which we are different are thought to be relatively idiosyncratic (e.g., specific aspects of personality), whereas others are known to be fairly systematic.  Cultural psychology is one area of research in human behaviour that examines systematic differences resulting from individuals’ cultural backgrounds.  This course will introduce you to the consideration of cultural variation in the study of human thought and behaviour.

An in-depth examination of theories and research in intergroup relations;
focuses on stereotyping, prejudice, discrimination, and stigma.

The effect of sex-role expectations on how men and women behave and perceive the world: theories of sex-role development, physiological and cultural determinants of sex differences, power relationships between men and women.

An examination of theory and research on how we make sense of ourselves and our social world. Topics covered include goals, mood, memory, hypothesis testing, counterfactual thinking, stereotypes, and culture.

This course deals with psychological issues in the law, with particular reference to criminal law. It focuses mainly on research that has been done on pretrial publicity, eyewitness testimony, rules of evidence, and other factors that might affect jury decisions.

Illustrates major methodologies within social psychology, such as attitude measurement, observation of small groups, and experiments.  Course capacity is limited to 15 students and priority is given to PSY Specialists and Research Specialists during the first enrolment period. Not eligible for CR/NCR option.

Concepts and methods for the measurement of abilities, interests and personality: reliability, validity, interpretation of test scores, norms, observational methods, structured tests, interview, projective techniques. Ethical problems in assessment. Not a course in test administration.

An in-depth review of the role of emotion in human psychology, with an emphasis on the links between emotion and cognition. Topics include theories of emotion, emotional regulation, expression and experience, the role of emotion in decision-making, and the relationship between emotion, motivation and behaviour.

An analysis of the individual, group, and institutional structures and processes that influence behaviour within organizations. Topics include motivation, leadership, communication, school of management theories, group processes and team work, supervision, and organizational culture.

Examines research evidence concerning the impact of psychological factors on physical health and illness.

A review of the field of positive psychology, which is the study of happiness and fulfillment. Topics include personal growth, meaning, hedonic and eudaimonic approaches to well-being, gratitude, awe, flow states, mindfulness and meditation.

This course covers major topics in personality psychology including prominent theories and current research in the area. Theoretical frameworks will be integrated with specific applications in primary sources. Specific topics may include personality structure, personality development, psychodynamic approaches, genetic methodology, and emotion regulation.

Introduction to methods involved in individual differences or personality research. Group and individual projects focus on assessment of individual difference characteristics and on experimentation including such characteristics.  Course capacity is limited to 15 students and priority is given to PSY Specialists and Research Specialists during the first enrolment period. Not eligible for CR/NCR option.

This course focuses on cognitive and neuropsychological aspects of neurodevelopmental and psychiatric disorders in children from clinical and theoretical perspectives.

Work in psychological disorders has increasingly used the theories and methodologies of cognitive psychology to guide research. This course will examine accounts of clinical disorders informed by cognitive experimental psychology, with emphasis on recent work in affective disorders.

Examines various theories of how personality functioning may become impaired and corresponding psychotherapeutic interventions. Emphasis on empirical assessment of personality dysfunction and therapy effectiveness.

The study of memory, representation, concept learning, and other cognitive processes in non-human animals.

Problem-solving as a model of directed thinking; conceptual behaviour and mental representation; induction, deduction and learning; probabilistic reasoning; creative thinking and complex problem solving.

This course covers selected topics pertaining to higher cognitive processes including expertise, consciousness, creativity, and human and artificial intelligence.

Current theories and data on human memory: processes involved in encoding, storage, and retrieval.

Human and other animal communication, structure of human language, word meaning and semantic memory, psychological studies of syntax, bilingualism, language and thought, language errors and disorders.  (Sponsored by the Departments of Linguistics and Psychology, but administered solely by the Dept. of Linguistics).

The application of our knowledge of human information processing capabilities to improve human-machine systems design in a number of engineering environments including aviation, computer software, human-computer interaction, and nuclear power plants.

Examination of issues and methods in human memory research. Students conduct supervised research projects, and read, critique, and write research articles. Course capacity is limited to 15 students and priority is given to PSY Specialists and Research Specialists during the first enrolment period. Not eligible for CR/NCR option.

Integrates psychology, neuroscience, and computer science approaches to the study of vision science. Topics include: spatial vision; perception of objects, function, and category; motion perception; visual attention, memory, and imagery; and consciousness. Demonstrations/in-class experiments supplement lectures and readings.

Examination of issues and methods in perception research. Students conduct supervised research projects, and read, critique, and write research articles.   Course capacity is limited to 15 students and priority is given to PSY Specialists and Research Specialists during the first enrolment period. Not eligible for CR/NCR option.

An examination of how genes contribute to the production of behaviour, either as structural elements or direct participants in behavioural regulation. Covers molecular genetics, natural selection and genetic methods followed by specific examples of congenic disorders that affect behaviour and studies of normal behaviours in human and animal models.

An examination of how developments in neurology and neuroscience can be used to inform ethical and legal issues related to free will, responsibility, competence, education, morality, empathy in healthy people and in people with confirmed or suspected neurological disorders.

The functional relevance of neurotransmitters, with particular emphasis on their role in mediating behaviour.

Daily, monthly, annual and other rhythms and methods of measuring them. Behavioural and physiological aspects of biological clocks. The importance of rhythms in experimental design, in research on brain function, in affective disorders, and the use animals make of rhythms in migration and other behaviours.

An introduction to experimental methods in behavioural neuroscience, including neuroanatomical and psychopharmacological methods in rodents. Course projects will cover experimental design, laboratory techniques, data analysis, and scientific writing. Course capacity is limited to 12-15 students and priority is given to PSY Specialists and Research Specialists during the first enrolment period. Not eligible for CR/NCR option.

The 400-series courses comprise of lecture courses, seminars, individual projects, and the thesis course for Research Specialists. 

An individual thesis done under the direction of a faculty member. Lecture and seminar presentations of proposals in the Fall session.  Enrolment is restricted to PSY Research Specialists.  Not eligible for CR/NCR option.

Examination in depth of specific topics in psychology at the graduate level. These seminars vary from year to year in terms of the number given, the topics, and the restrictions on enrolment. Students must get prior consent from the instructor of the graduate seminar they are interested in taking and submit this consent in writing to the department at which time you will be enrolled for undergraduate credit. Consult the Undergraduate Administrator for more details.

Examination in depth of specific topics in psychology at the graduate level. These seminars vary from year to year in terms of the number given, the topics, and the restrictions on enrolment. Students must get prior consent from the instructor of the graduate seminar they are interested in taking and submit this consent in writing to the department at which time you will be enrolled for undergraduate credit. Consult the Undergraduate Administrator for more details.

Examination in depth of specific topics in psychology at the graduate level. These seminars vary from year to year in terms of the number given, the topics, and the restrictions on enrolment. Students must get prior consent from the instructor of the graduate seminar they are interested in taking and submit this consent in writing to the department at which time you will be enrolled for undergraduate credit. Consult the Undergraduate Administrator for more details.

An intensive laboratory or applied research project under the supervision of a Dept. of Psychology faculty member.  Project must be academically demanding and uniquely suitable for the individual student.  Additional information and applications are available at the department and on its website.  This course is open to all Psychology program students.  Not eligible for CR/NCR option.

An intensive laboratory or applied research project under the supervision of a Dept. of Psychology faculty member.  Project must be academically demanding and uniquely suitable for the individual student.  Additional information and applications are available at the department and on its website.  This course is open to all Psychology program students.  Not eligible for CR/NCR option.

An intensive laboratory or applied research project under the supervision of a Dept. of Psychology faculty member.  Project must be academically demanding and uniquely suitable for the individual student.  Additional information and applications are available at the department and on its website.  This course is open to all Psychology program students.  Not eligible for CR/NCR option.

An intensive laboratory or applied research project under the supervision of a Dept. of Psychology faculty member.  Project must be academically demanding and uniquely suitable for the individual student.  Additional information and applications are available at the department and on its website.  This course is open to all Psychology program students.  Not eligible for CR/NCR option.

In depth examination of specific topics/themes relating to Psychology.  Content in any given year depends on instructor.  This is not considered a seminar course.  Priority is given to PSY Major program students during the first enrolment period.

In depth examination of specific topics/themes relating to Psychology.  Content in any given year depends on instructor.  This is not considered a seminar course.  Priority is given to PSY Major program students during the first enrolment period.

This seminar addresses the central theoretical issues that structure contemporary research in each of the major areas of psychology. The aim is to provide an informal overview of the field as a whole.  Enrolment is restricted to PSY Research Specialists.

Examination in depth of a limited topic within developmental psychology. Content in any given year depends on instructor.  Course capacity is limited to 20 students and enrolment priority is given to PSY Specialists and Research Specialists.

Examination of cognitive-developmental, psychoanalytic, sociobiological, behaviouristic and cultural-anthropological approaches to moral development. Issues covered include definitions of morality, the relationship between moral judgement and action, gender differences and commonalities, and the role of culture in moral development.  This is not a seminar course.

Examines theory and research in the social cognitive aspect of aging. Topics range from impression formation and causal attributions to perceptions of control and emotions.  This is not a seminar course.

Examination in depth of a limited topic within social psychology. Content in any given year depends on instructor.  Course capacity is limited to 20 students and enrolment priority is given to PSY Specialists and Research Specialists. 

Person perception is an important core topic in social psychology that is often reported upon in the popular media.  This course discusses how we perceive, categorize, and form impressions of other people, relying on readings from primary sources in the scientific literature.

This course focuses on the social psychology of interpersonal relationships between and among individuals, especially romantic or close relationships and friendships. It surveys what social psychologists have learned about the development, maintenance, disruption or dissolution of personal relationships, as well as current social psychological theories of interpersonal relationships.  This is not a seminar course.

The distinguishing feature of our species is the reflexivity of our consciousness - the ability to conceive of and interpret ourselves and our experiences. For us, consciousness involves self-consciousness. All our higher symbolic capabilities rest upon this foundation. The aim of this course is to trace out a variety of frames through which we may look at and understand the shared aspects of our subjectivity as self-conscious agents. The approach will be multidisciplinary, drawing together ideas and insights from psychology, sociology, philosophy, anthropology, and biology. The broader purpose of the course is to promote articulacy and critical acumen in how we think about reflexive experience.  This is not a seminar course.

With intensive reading and discussion of ‘classic’ and contemporary articles, this advanced course in social psychology focuses on the central issues, methods, and findings in the study of motivation. Topics will include: self-regulation, achievement, and reward/punishment.  This is not a seminar course.

This course examines how we come to understand ourselves and our world, and learn to feel, judge, and act, through the simulative mediation of personal and mass communication technologies. The aim is to provide students with a deeper understanding of the highly commodified symbolic environment that surrounds them and in which they participate as audience and, increasingly, producer. Although the focus is psychological, the history, sociology, political economy, and technology of various media will be discussed in relation to the changing forms of public and private life in the 21st century.  This is not a seminar course.

This course examines the assumptions and commitments that underlie psychological science; and explores its institutional relations within culture and society. Bringing the background and context of the discipline into focus allows for a better understanding of the choices implicit in psychological research.  This is not a seminar course.

Examination in depth of a limited topic within the area of personality. Content in any given year depends on instructor.  Course capacity is limited to 20 students and enrolment priority is given to PSY Specialists and Research Specialists.

This course is based on the book Maps of Meaning: The Architecture of Belief. Maps of Meaning lays bare the grammar of mythology, and describes the relevance of that grammar for interpretation of narrative and religion, comprehension of ideological identification, and understanding of the role that individual choice plays in the maintenance, transformation and destiny of social systems.  This is not a seminar course.

This course is an exploration of how psychologists can contribute to finding solutions to today's pressing environmental challenges.  Topics include persuasion, community-based social marketing, social influence, social capital, and the many ways in which the physical environment affects psychological processes. The course takes a multi-scalar approach to the human-environment relationship, covering individual, community, cultural and global levels of scale, through the lens of complex dynamic systems theories.

Examination in depth of a limited topic within abnormal psychology. Content in any given year depends on instructor.  Course capacity is limited to 20 students and enrolment priority is given to PSY Specialists and Research Specialists.

Philosophical predecessors and early development of modern psychology; schools of thought and shifting areas of theory and research. History and philosophy of science, in general. Current systems and theories.  This is not a seminar course.

Examination in depth of a limited topic in human or animal learning. Content in any given year depends on instructor.  Course capacity is limited to 20 students and enrolment priority is given to PSY Specialists and Research Specialists.

Examination in depth of a limited topic within the area of memory. Content in any given year depends on instructor.  Course capacity is limited to 20 students and enrolment priority is given to PSY Specialists and Research Specialists.

Examination in depth of a limited topic in cognition. Content in any given year depends on instructor.  Course capacity is limited to 20 students and enrolment priority is given to PSY Specialists and Research Specialists.

Seminar in advanced topics in psycholinguistics. Content varies from year to year.  (Sponsored by the Departments of Linguistics and Psychology, but administered solely by the Dept. of Linguisitics).

Social cognitive neuroscience is an emerging interdisciplinary field that seeks to integrate theories of social psychology and cognitive neuroscience to understand behaviour at three fundamentally interrelated levels of analysis (social, cognitive, and neural).  Topics such as self-regulation, cooperation, decision-making, emotion, morality, and prejudice will be examined.  This is not a seminar course.

This course surveys computational perspectives on the mind and brain and introduces computational tools for connecting psychological and neural data to theory. Topics may include neural networks, probabilistic models, pattern recognition, and other techniques applicable to psychological research and general analysis. Basic familiarity with programming is recommended but not required.

Visual attention; attentional selection for object recognition, feature integration, and action; attention in action-relevant space; movements of attention; eye-hand coordination, eye movements, limb movements; action-specific perception and effort-based models of perception; ecological perception and the perception of affordances. This is not a seminar course.

An in-depth examination of current issues in perception (e.g. perceptual organization, object and face recognition, motion perception).  Emphasis is on the psychological perspective, but integrates physiological and computational perspectives as well.  Content in any given year depends on instructor.  Course capacity is limited to 20 students and enrolment priority is given to PSY Specialists and Research Specialists.

An in-depth examination of current issues in brain and behaviour science (e.g. activity of neurons, sensory, motor, motivational, and higher cortical systems.). Content in any given year depends on instructor.  Course capacity is limited to 20 students and enrolment priority is given to PSY Specialists and Research Specialists.

Understanding the complexities of how the mammalian nervous system acquires and stores information and how it transforms this information into appropriate behavior is fundamentally important to our understanding of both animal and human behavior. This course explores empirical and theoretical contributions to our understanding of the neural basis of learning and memory. This is not a seminar course.

This is a capstone course surveying research on how the mind arises from the brain.  The first objective of the course is to understand how processes in human brains (ranging from the firing of a single neuron to the dynamics of billions) support cognitive abilities (such as recognizing a face, remembering a birthday from childhood, understanding the words in a spoken lecture, or planning a route home from class).  The second objective of the course is to understand the methods of contemporary cognitive neuroscience research, to enable students to read primary literature and to understand ongoing debates.  This is not a seminar course.

The role of brain and body in expression and experience of emotion in humans, considered theoretically and through the experimental, physiological and clinical literatures. This is not a seminar course.

This course explores the scientific literature underlying the concept that female/male, gay/straight, and transgendered behaviours are based on brain differences. Original scientific papers will be read in close detail for design and interpretation of the experiments. The goal is to gain an understanding of the science and psychology underlying sex/gender, popular conceptions of sex, and the sexual brain. Topics include: Making sex, Hormone action, Brain and sexual behaviours, Sex and cognition, Sex and sexuality/gender identification. This is not a seminar course.

In depth examination of the cognitive dysfunction found in neurological disorders, including Alzheimer’s Disease, Parkinson’s Disease, and Schizophrenia. The course will focus on how cognitive impairments relate to neuropsychological models of the disease, specifically how these models provide insights into the biological mechanisms underlying the cognitive symptoms and cognition more broadly.

Circadian rhythms with emphasis on non-photic entrainment and phase shifting of rhythms by behaviour (e.g., social interactions, or becoming active). Properties and physiological mechanisms for non-photic effects and comparisons with those for photic effects. Seminars and readings of original papers. Emphasis on basic principles, but possible applications will also be discussed.  Course capacity is limited to 20 students and enrolment priority is given to PSY Specialists and Research Specialists.