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Acquaints the student with the major issues in contemporary psychology and considers the historical antecedents. Special attention is given to questions of methodology and research design in psychology. Topics in physiological psychology, perception, learning and motivation are considered. Breadth-Social Sciences.

Acquaints the student with major issues in contemporary psychology and considers their historical antecedents. Topics in learning, cognition, social psychology and abnormal psychology are considered. Recommended: PSYC 100 is recommended but not required. Breadth-Social Sciences.

Covers basic descriptive and inferential techniques most appropriately applied to the various forms of data from psychological research. Prerequisite: BC high school Math 12 with a minimum grade of C (2.0) or BC high school Math 11 with a minimum grade of B- (2.67) or any level MATH or STAT course with a C- (1.67) or FAN X99 taken at ¶¡ÏãÔ°AV with a minimum grade of C (2.00). Corequisite: PSYC 201W, but prior completion recommended. Quantitative.

Basic laws of probability, sample distributions. Introduction to statistical inference and applications. Prerequisite: or Corequisite: MATH 152 or 155 or 158, with a minimum grade of C-. Students wishing an intuitive appreciation of a broad range of statistical strategies may wish to take STAT 100 first. Quantitative.

An introduction to the procedures used in psychological research, and to the logic underlying them. Topics include the strengths and weaknesses of different approaches to research, the formulation of testable questions, the control of extraneous influences, the measurement of effects, and the drawing of valid conclusions from empirical evidence. Provides a background for senior psychology courses since it offers a basis for the critical evaluation and conduct of research. Prerequisite: PSYC 100 or 102. Students with credit for PSYC 201 may not take this course for further credit. Writing/Quantitative.

Acquaints the student with the major issues in contemporary psychology and considers the historical antecedents. Special attention is given to questions of methodology and research design in psychology. Topics in physiological psychology, perception, learning and motivation are considered. Breadth-Social Sciences.

Acquaints the student with major issues in contemporary psychology and considers their historical antecedents. Topics in learning, cognition, social psychology and abnormal psychology are considered. Recommended: PSYC 100 is recommended but not required. Breadth-Social Sciences.

An introduction to the procedures used in psychological research, and to the logic underlying them. Topics include the strengths and weaknesses of different approaches to research, the formulation of testable questions, the control of extraneous influences, the measurement of effects, and the drawing of valid conclusions from empirical evidence. Provides a background for senior psychology courses since it offers a basis for the critical evaluation and conduct of research. Prerequisite: PSYC 100 or 102. Students with credit for PSYC 201 may not take this course for further credit. Writing/Quantitative.

Covers basic descriptive and inferential techniques most appropriately applied to the various forms of data from psychological research. Prerequisite: BC high school Math 12 with a minimum grade of C (2.0) or BC high school Math 11 with a minimum grade of B- (2.67) or any level MATH or STAT course with a C- (1.67) or FAN X99 taken at ¶¡ÏãÔ°AV with a minimum grade of C (2.00). Corequisite: PSYC 201W, but prior completion recommended. Quantitative.

Basic laws of probability, sample distributions. Introduction to statistical inference and applications. Prerequisite: or Corequisite: MATH 152 or 155 or 158, with a minimum grade of C-. Students wishing an intuitive appreciation of a broad range of statistical strategies may wish to take STAT 100 first. Quantitative.

Introduction to the study of cognitive and perceptual processes. Topics include memory, perception, attention, language, mental imagery, creativity, judgment and decision-making, and an introduction to cognitive disorders such as Alzheimer's disease, dyslexia, aphasia and attention-deficit disorder. Prerequisite: PSYC 100.

Introduces students to the area of abnormal psychology. Topics include the definition and classification of pathological behaviour, factors involved in the development of pathology, and evaluation of therapy outcome. Prerequisite: PSYC 102.

Considers the psychological and physical aspects of human development from conception through middle childhood. Topics include social, emotional, language, cognitive, perceptual and physical development. Prerequisite: PSYC 102.

Trains students to evaluate critically important issues from the main areas of Psychology (e.g., Cognitive and Neural, Clinical, Developmental, History, Quantitative and Theoretical, Law and Psychology, Social)and to communicate their ideas clearly in written form. The content may vary in different offerings of the course. Prerequisite: PSYC 201W. Writing.

Examines theoretical approaches, research findings, and treatment outlooks concerning problems and disorders in childhood development. Prerequisite: PSYC 201, 241 and 250.

Developmental disorders and disabilities. Topics include genes and environment, peer and parent-child relationships, social attitudes, diversity, ethical issues, and behavioural therapies. Prerequisite: PSYC 201 and PSYC 250 (or PSYC 241). Students who have credit for PSYC 391, Selected Topics in Psychology:Developmental Disabilities, may not take this course for further credit.

Reviews the major approaches to psychological intervention in terms of theory, practice and outcome evaluation. The course will examine both the scientific and practitioner components of intervention. Prerequisite: PSYC 201 and 241. PSYC 270 (or 370) is recommended.

A review of theories of language acquisition and their relationship to child communication disorders. Topics include: theories of language acquisition; individual and developmental differences in language acquisition; language structure and use in children with diverse disabilities, autism spectrum disorder, sensory disabilities and emotional and behavioral disabilities, interdisciplinary approaches to early intervention in the home, school and community. Prerequisite: EDUC 220 or PSYC 250 or LING 100. Students may be required to successfully complete a Criminal Record Check.

A study of conceptual and historic foundations of learning disabilities and an introduction to the methodologies of diagnosis and of learning disabilities. Prerequisite: PSYC 250 or corequisite of EDUC 315 or 473. Students may be required to successfully complete a Criminal Record Check.

Students will engage in research activities to advance their understanding of the Psychology research process. The student will find a research supervisor and will meet at least bi-weekly with the supervisor. Workload will be equal to or greater than that of a regular course, with each credit corresponding to 3 hours of work in the lab; research activities will be determined by the supervisor. Students may repeat this course for further credit. Variable units: 1, 2, 3. Graded on a pass/fail. Prerequisite: PSYC 201, 60 units, a UDGPA of at least 2.5, and permission of the department. Tri-council ethics certificate.

Independent reading or research in topics selected in consultation with the supervising instructor. Prerequisite: PSYC 201, 210, 60 units, a UDGPA of at least 3.0, and permission of the department.